ENGLISH FOR TODAY'S WORLD

with Workbook
JOAN SASLOW
ALLEN ASCH ER

With Top Notch Pop Songs and Karaoke

by Rob Morsberger
Co nte nts

Learning Objectives for 3A and 3B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

UNIT 6 Life Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

UNIT 7 Holiday Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
UNIT 8 Inventions and Discoveries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
UNIT9 Controversial Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
UNIT 10 Beautiful World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Reference Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Grammar Booster . . . . . . . . . . . . . .
· . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Wri�ing Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Top Notch Pop Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

WORKBOOK
UNIT 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W55
UNIT 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W67
UNIT 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W78
UNIT9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W88
UNIT 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W96
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .last page

iii
 LEARNING OBJECTIVES

COMMUNICATION GOALS VOCABULARY GRAMMAR

• Make small talk • Asking about proper address • Tag questions: use, form, and common errors

• Describe a busy schedule • Intensifiers • The past perfect: Statements

• Develop your cultural awareness • Manners and etiquette

• Discuss how culture changes IM@H;l:t.I@fa

• Tag questions: short answers
over time
Make Small • Verb usage: present and past: overview
Talk
PAGE2

• Show concern and offer help • Dental emergencies • Drawing conclusions with must

• Make a medical or dental • Describing symptoms • Will be able to; Modals.!TI.ID'. and might
appointment • Medical procedures
• Discuss types of treatments • Types of medical treatments 13¥Hifri;i:i.I.?fo;i
• Talk about medications • Other ways to draw conclusions: probably and
Health • Medications
most likely
Matters • Expressing possibility with maybe
PAGE 14

• Offer a solution • Ways to indicate acceptance • The causative

• Discuss how long a service will take • Services • The passive causative
• Evaluate the quality of service • Planning and running an event

• Plan an event 13¥WM;#:i.I.?fo;i

• Causative make to indicate obligation
Getting • Let to indicate permission
T hings Done • Causative have: common errors
PAGE 26 • The passive causative: the ID'. phrase

• Recommend a book • Genres of books • Noun clauses: usage, form, and common errors

• Ask about an article • Ways to describe a book • Noun clauses: Embedded questions

• Describe your reading habits • Some ways to enjoy reading o Form and common errors
• Discuss online reading

Reading for ld;f.@t.i;i:i.I.?ilj;i

• Verbs that can be followed by clauses with that
Pleasure • Adjectives that can be followed by clauses with that
PAGE38 • Embedded questions
o with whether
o usage and common errors
o punctuation

• Convey a message • Severe weather and other natural • Indirect speech: Imperatives
• Tell someone about the news disasters • Indirect speech: SID'. and tell-tense changes
• Describe natural disasters • Reactions to news

• Prepare for an emergency • Adjectives of severity 13MUlf.i;#:i.i.foJ;i

Emergency preparations and • Direct speech: punctuation rules
Natural •
supplies • Indirect speech: optional tense changes
Disasters
PAGE 50

iv
CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING

• Talk about the weather to begin a Listening Skills Texts Task

conversation with someone you
don't know
• Use question tags to encourage someone
to make small talk
• Ask about how someone wants to
be addressed
• Answer a Do you mind question with
Absolutely not to indicate agreement
• SayThat was nothing! to indicate
that something even more surprising
happened
• Listen for main ideas
• Listen to summarize
• Confirm the correct paraphrases
Pronunciation
• Intonation of tag questions
• A business meeting e-mail • Write a formal and an
and agenda informal e-mail message
• An online article about formal
dinner etiquette of the past l"d'lmi:i-HiH;•
• A survey about culture change • Formal e-mail etiquette
• A photo story
Skills/Strategies
• Apply prior knowledge
• Draw conclusions
• Understand from context

• UseWow! to indicate that you are

impressed

• Introduce disappointing information with Listening Skills Texts Task

I'm sorry. but ... • Listen to activate vocabulary • A travel tips website about • Write an essay comparing two

• Show concern with Is there anything • Listen for details dental emergencies types of medical treatments
wrong? andThat must be awful A brochure about choices in
• Begin a question of possibility with
• Auditory discrimination •
medical treatments f.ij;ili!fii:i-Hilj;i
I wonder if.. .
Pronunciation • A medicine label • Comparisons and contrasts
• Intonation of lists
• Use Let's see ...to indicate you are • A patient information form
checking for something • A photo story
• Confirm an appointment with I'llI We'll
see you then
Skills/Strategies
• Understand from context
• Express emphatic thanks with
• Relate to personal experience
I really appreciate it
• Draw conclusions

• Use I'm sorry. but ...and an excuse to Listening Skills Texts Task
politely turn down a request • Listen to confirm • A survey about procrastination • Write an essay expressing

• Indicate acceptance of someone's excuse • Listen for main ideas • A business article about how to a point of view about
with Noproblem. keep customers happy procrastination
• Listen to summarize
• Suggest an alternative with Maybe you A photo story
tiJ;HMH:i.t.Hh;I
•
could ... Pronunciation
• Emphatic stress to express Skills/Strategies Supporting an opinion with
• Soften an almost certain-
no with
enthusiasm • Infer point of view personal examples
That might be difficult
• Activate language from a text
• Use Actually.... to indicate willingness
to reconsider

• Use Actually to show appreciation for Listening Skills Texts Task

someone's interest in a topic • Listen to take notes • An online bookstore website • Write a summary and review

• Soften a question with Could you tell • Listen to infer a speaker's point of • A questionnaire about reading of something you've read
me ...? view and support your opinion habits
• Indicate disappointment withToo bad
Pronunciation • A magazine article about if4;1111f0:J.I.M•i;i
the Internet's influence on • Summarizing
• Use I'm dying to ...to indicate extreme • Sentence stress in short answers
interest our habits
with�
• Say Are you sure? to confirm someone's • A photo story
willingness to do something
Skills/Strategies
• Recognize point of view

• Understand meaning from

context

• Use I would.but ...to politely turn down Listening Skills Texts Task
an offer • Listen for main ideas • News headlines • Write a procedure for how to

• SayWill do to agree to a request • Listen for details • A textbook article about prepare for an emergency
for action • Paraphrase earthquakes
• UseWell to begin providing requested • Listen to infer meaning • Statistical charts l"d'''l'i:i.t.H•i;•
information • Organizing detail statements
• A photo story
Pronunciation by order of importance
• SayWhat a shame to show empathy for
• Direct and indirect speech: Rhythm Skills/Strategies
a misfortune
• Paraphrase
• Introduce reassuring contrasting
• Confirm facts
information with�
• Identify cause and effect
• SayThank goodness for that to indicate
relief • Interpret data from a chart

v
 COMMUNICATION GOALS VOCABULARY GRAMMAR
• Explain a change of intentions • Reasons for changing plans Expressing intentions and plans that changed:
and plans • Qualifications for work or study WasI were going to and would
• Express regrets about past actions • Perfect modals
• Discuss skills, abilities, and

Life Plans
qualifications 13¥H!H.i;i:i.i.?fo;i
• Discuss factors that promote • Expressing the future: review
PAGE 62 success • The future with will and be going to: review

• Regrets about the past:

o � + the past perfect

o Should have and ought to have

• Wish someone a good holiday • Types of holidays • Adjective clauses with subject relative
• Ask about local customs • Ways to commemorate a holiday pronouns who and that

• Some ways to exchange good o Usage, form, and common errors

• Exchange information about
holidays wishes on holidays • Adjective clauses with object relative
Getting married: events and pronouns who, whom, and that
Holidays and • Explain wedding traditions •
people o Form and common errors
Traditions
PAGE 74 '3¥H•M;•=t.1@;;1
• Adjective clauses: common errors
• Reflexive pronouns
• fu'. + reflexive pronouns
• Reciprocal pronouns: each other and one another

• Adjective clauses: who and whom in

formal English

• Describe technology • Describing manufactured • The unreal conditional: Review and expansion

• Take responsibility for a mistake products • The past unreal conditional

• Describe new inventions • Descriptive adjectives o Usage, form, and common errors
• Discuss the impact of

Inventions and inventionsI discoveries HMUfri;i:i.i.?iiJ;i

• Real and unreal conditionals: review
Discoveries • Clauses after wish

PAGE86 • Unless in conditional sentences

• The unreal conditional: variety of forms

• Talk about politics • Political terminology • Non-count nouns that represent abstract ideas

• Discuss controversial issues politely • A continuum of political and • Verbs followed by objects and infinitives

• Propose solutions to global social beliefs

problems • Some controversial issues 'MWHM:i·'.foH
• Count and non-count nouns: review and extension
• Debate the pros and cons of issues • Ways to agree or disagree
Controversial • Gerunds and infinitives:
• How to debate an issue politely
Issues 0 form and usage
PAGE 98 o usage after certain verbs

• Describe a geographical location • Geographical features • Prepositional phrases of geographical places

• Warn about a possible risk • Compass directions • Too+ adjective and infinitive

• Describe a natural setting • Ways to recommend or criticize

• Discuss solutions to global warming a place HMi•M;•:i.t.?iiJ;i

• Ways to describe risks
• Prepositions of place: more usage
Beautiful • Proper nouns: capitalization
• Dangerous animals and insects
World • Geographic nouns and adjectives • Proper nouns: use of the

PAGE110 • Describing natural features • Infinitives with enough

• Energy and the environment

Reference Cha rts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 122

Grammar Booster ......................................................................................................... page 135

vi
CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING

• Say No kidding! to indicate Listening Skills Texts Task

delight or surprise • Listen for details • Career and skills inventories • Write a short autobiography

• Say How come? to ask for • Listen to classify information • A magazine article with tips for
a reason • Listen to infer a speaker's motives effective work habits Hd•mti:iehili;i
• Dividing an essay into topics
• Express a regret with I should • A photo story
have ...
Pronunciation
• Reduction of have in perfect Skills/Strategies
• UseYou never know ... to
modals • Understand from context
reassure someone
• Confirm content
• Accept another's reassurance
withTrue

• Show friendliness by wishing Listening Skills Texts Task

someone a good holiday • Listen for main ideas • Factoids on holidays • Write a detailed description of

• Reciprocate good wishes with • Listen for details • A magazine article about holidays two holidays
Thanks! Same to you! • Infer information around the world
• Preface a potentially sensitive • Proverbs about weddings H;Hmti=M·M;•
question with Do you mind if I ask
Pronunciation • Descriptive details
• "Thought groups"
• A photo story
YQ!!_,__,_,_
• Ask about socially appropriate
Skills/Strategies
• Scan for facts
behavior in order to avoid
embarrassment • Compare and contrast

• Express appreciation withThanks. • Relate to personal experience

That's really helpful

• Congratulate someone for a Listening Skills Texts Task

major new purchase • Listen to draw conclusions • Case studies of poor purchasing • Write an essay about the historical

• Apologize for lateness and • Listen to summarize decisions impact of an important invention or
provide an explanation • A book excerpt about antibiotics discovery
• Listen to infer meaning
• Indicate regret for a mistake by • Factoids on famous inventions
beginning an explanation with
• Infer the correct adjective
• A photo story
@;ilildi:!.l@i;i
I'm ashamed to say ... Pronunciation • Summary statements
• Contractions withJi in spoken Skills/Strategies
• Reduce another's self-blame with
That can happen to anyone and English • Find supporting details

No harm done • Understand from context

• Ask for permission when Listening Skills Texts Task

bringing up a topic that might be • Infer a speaker's political and • A self-test of political literacy • Write an essay presenting the two
controversial social beliefs • A textbook introduction to global sides of a controversial issue
• Use�to begin aquestion • Infer a speaker's point of view problems
clarifying someone's statement • Listen to summarize • A photo story H;Hmti:i.I.H•i;i
• Politely indicate unwillingness • Contrasting ideas
• Auditory discrimination Skills/Strategies
with No offense. but ...
Pronunciation • Activate language from a text
• Apologize for refusing with
• Stress to emphasize meaning • Critical thinking
I hope you don't mind
• Use How doyou feel about ... to
invite someone's opinion
• Offer an explanation for one's
opinion.
• Use�to introduce a
different point of view

• Show interest in someone's plans Listening Skills Texts Task

by asking follow-upquestions • Listen for main ideas • Maps • Write a geographic description of
• Indicate possible intention with • Listen to summarize • An online article about ways to your country, state, or province
I've been thinking about it curb global warming
• Qualify a positive response with
• Listen for details
• Infer a speaker's point • A photo story
1v,q;11111H:l.Hilf;i
Sure. but ... • Organizing by spatial relations
of view
Skills/Strategies
• Elaborate further information
Pronunciation • Interpret maps
using�
• Voiced and voiceless1h • Understand from context
• Express gratitude for a warning
• Critical thinking

• Summarize

Writing Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 150

Top Notch Pop Lyrics ...................................................................................................... page 154

vii
 TO THE TEACHER

What is Top Notch? Top Notch is a four-level communicative course that prepares adults and
young adults to interact successfully and confidently with both native and non-native speakers of English.

The goal of Top Notch is to make English unforgettable through:

• Multiple exposures to new language
• Numerous opportunities to practice it
• Deliberate and intensive recycling

The Top Notch course has two beginning levels-Top Notch Fundamentals for true
beginners and Top Notch 1 for false beginners. Top Notch is benchmarked to
the Global Scale of English and is correlated to the Can-do Statements of the
Common European Framework of Reference.

Each full level of Top Notch contains material for 60-90 hours of
classroom instruction.

NEW This third edition of Top Notch includes these new features: Extra
Grammar Exercises, digital full-color Vocabulary Flash Cards, Conversation
Activator v ideos, and Pronunciation Coach videos.

Award-Winning Instructional Design*

Daily confirmation of progress
Each easy-to-follow two-page lesson begins with a clearly
stated practical communication goal closely aligned to the
Common European Framework's Can-do Statements. All
activities are integrated with the goal, giving vocabulary
and grammar meaning and purpose. Now You Con
activities ensure that students achieve each goo I and
confirm their progress in every class session.
Explicit vocabulary and grammar
Clear captioned picture-dictionary illustrations with
accompanying audio take the guesswork out of meaning
and pronunciation. Grammar presentations containing
both rules and examples clarify form, meaning, and use.
The unique Recycle this Language feature continually puts
known words and grammar in front of students' eyes as
they communicate, to make sure language remains active.
High-frequency social language
Twenty memorable conversation models provide appealing
natural social language that students can carry "in their
pockets" for use in rea I life. Rigorous controlled and free
discussion activities systematically stimulate recycling of
social language, ensuring that it's not forgotten.
* Top Notch is the recipient of the Association of
Educational Publishers' Distinguished Achievement Award.
viii
Linguistic and cultura I fluency
Top Notch equips students to interact with people from
different language backgrounds by including authentic
accents on the audio. Conversation Models, Photo Stories,
and cultural fluency activities prepare students for social
interactions in English with people from unfamiliar cultures.
Active listening syllabus
All Vocabulary presentations, Pronunciation presentations,
Conversation Models, Photo Stories, Listening
Comprehension exercises, and Readings are recorded on
the audio to help students develop good pronunciation,
intonation, and auditory memory. In addition,
approximately fifty carefully developed listening tasks
at each level of Top Notch develop crucial listening
comprehension skills such as listen for details, listen for
main ideas, listen to activate vocabulary, listen to activate
grammar, and listen to confirm information.
We wish you and your students enjoyment
and success with Top Notch 3.
We wrote it for you.
Joan Saslow and Allen Ascher
 COMPONENTS
Maximize the impact of y our Top Notch lessons.This digital tool provides an interactive
ActiveTeach classroom experience that can be used with or without an interactive whiteboard (IWB).
It includes a full array of digital and printable features.

For class presentation . • . For planning . • •

e NEW Conversation
¥0CMUl.Mf----­
·---------
• A Methods Handbook for a
communicative classroom
Activator videos: increase
students' confidence in oral . ----·---·-
• Detailed timed lesson plans for
communication
i�:.������ each two-page lesson

e
�...:; ..,_
,.,,.
• Complete answer keys, audio
NEW Pronunciation Coach I _______ ..__...._..__

; :=:..:..:=
. -::. : :=:=: = = scripts, and video scripts
videos: facilitate clear and
fluent oral expression
For extra support ...
0 NEW Extra Grammar •Hundreds of extra printable
Exercises: ensure mastery activities, with teaching notes
of grammar • Top Notch Pop language exercises

NEW Digital Full-Color Vocabulary

Flash Cards: accelerate retention of For assessment ...
new vocabulary • Ready-made unit and rev iew
achievement tests with options
mm to edit, add, or delete items.
• 0 Clickable Audio: instant access to the complete
classroom audio program
• Top Notch Po p Songs and Karaoke: original songs
for additiona I language practice

Workbook Full-Course Teacher's Edition and

Lesson-by-lesson
written exercises
Placement Tests Lesson Planner
to accompany the • Detailed interleaved lesson plans, language and culture
Student's Book notes, answer keys, and more

•Also accessible in digital form in the ActiveTeach

ix
 lliil1',1,�11111llf!i1[I]11t1If!!�:i
1 Explain a change of intentions or plans.
2 Express regrets about past actions.
3 Discuss skills, abil ities, and qualifications.
U N IT 4 Discuss factors that prom ote success.

Life Pl a ns
I

PREVIEW

What's the best career for you?

Take the preference inventory to see which fields might be a good
match for you. Check the activities you like (or would like) to do.

Q work on experiments in a science laboratory

Q write songs

Q manage a department of a large business corporation

__ _ _ _ -====='
repair furniture

0 be a doctor and care for sick people

Q design the stage scenery for a play

;ii:.:�. ·°II;.-
0 teach adults how to read
---------- ---=
��.
�::::�
::
:;.,_
�==============�========
study a company's sales

restore antique cars

Q teach science to young people

�......
....:. .:.._..
;:;;:;
...:;; ;;
;;; ;;;;;;;;;
���
;;
Q help families with problems

manage a company's sales representatives

0 make clothes to sell_______

_
Q interpret X-rays and other medical tests
ff�)!'' "
Q make paintings and sculptures .·iiJ;,.<.·,·'
0 " . -��1f'�7,1·..l� ..
help couples with their new 'Ii"'!'
··i'!:WJ>'.;,__ •

start my own business

build houses

Write the number of check marks you have by each color.

Field: II BUSINESS II SCIENCE 111'.CRAFTS
Ill ARTS

A DISCUSSION Ta l k a bout the q uestions.

• Which field or fields d i d you have the most check ma rks i n ?
• Were you s u rp rised b y you r res u lts? Exp l a i n .
• What a re s o m e jobs or professions i n that fie l d ?

62 UNIT 6
B 3:1 2 PHOTO STO RY Read a n d l isten to a conversation about a career choice.

Cha rlotte: Dr. M i l ler, I wonder if I
cou l d pick you r bra i n .
Dr. Miller: S u re, Charlotte. What's o n
yo u r m i n d ?
Charlotte: Wel l , I a lways thought I
wou ld go to engi neeri n g school,
but now I 'm not so s u re a nymore.
Dr. Mil ler: Wel l , it's not so u n usual for
a person you r age to change her
m i nd . . .
Dr. Mil ler: I m u st have changed Cha rlotte: I know there are some
m i n e ten times before I settled on good options, but I 'm havi ng trouble
medici ne! Have you decided on making u p my m i nd.
someth i n g else? Dr. Miller: Wel l , have you given a ny
Charlotte: Wel l , actua l ly, I 've tho u g ht to becom i ng a physica l
developed an interest in the hea lth thera pist? It's a g reat field . You h e l p
field, and si nce you 're a doctor . . . people, and there's al ways a j o b
Dr. Mil ler: Are you th i n king of ava i l a ble.
medici ne? Cha rl otte: Hmm. Physica l therapy.
Cha rlotte: N ot specifica l ly. Someth i ng I shou ld have thought of that. I ' l l
related that does n't ta ke that long keep that i n m i nd.
to study . . .

C FOCUS ON LAN G UAG E F i n d the fol l owi ng exp ressions i n the Ph oto Story. Use the context
to hel p you m atch the expressions and thei r mea n i ngs .
.... . . ... 1 make u p one's m ind a decide to do someth i n g else
. . . . . . . . . 2 kee p someth i n g i n m i nd b rem e m ber someth i ng
. . . .... . . 3 be o n one's m i n d c th i n k o f somethi ng
......... 4 settle o n d decide to do somethi n g after consideri ng confl icting choices
. . . .. . . . . 5 c h a n g e one's m i nd e ask someone about someth i n g
......... 6 pick someone's b ra i n f m a ke a fi nal decision that won 't change

SPEAKING
A Have yo u ever chan ged you r m i nd before settl i n g o n someth i n g ?
Check a ny a reas i n which you have cha nged you r m i n d .
D a ca reer or job choice D a flat or other p l ace to l ive
D a field of study D the choice of a school or col lege
D a ma rriage D other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B DISCUSSION S u rvey the class. How many classm ates checked each box?
Discuss the reasons why peo ple changed the i r p l a ns.
 Explain a change of intentions or plans

CONVERSATION MODEL
A 3:20 Read a nd l iste n to a conversation about a ch a nge i n plans.
A: So what a re you doing these days?
B : Wel l , I 'm in de nta l school .
A: N o kidd i ng ! I tho u g ht you had other p l a n s .
B : That's rig ht. I w a s goi ng t o b e a n artist, b ut I changed m y m i n d .
A: How come?
B : Wel l , it's hard to m a ke a l iving as a pai nter!

8 3:21 RHYTHM A N D I NTO NATION Listen aga i n and repeat.

Then p ractice the Conversation M odel with a partner.

GRAMMAR Expressing intentions and plans that changed: Was I Were going to and would

Express a nd ask a bout past i ntentions and plans that changed with was I were going to+ a base form .
I was goi ng to get ma rried (but I didn't) . They were goi ng to study art (but they didn 't) .
Was she go i ng to ta ke the cou rse? Were you going to study with Dr. M e llon?

Weren't you goi ng to study law? {Yes, I was. I No, I wasn 't.)
Where were they go i ng to work? (In Kuala Lumpur.)
Who was goi ng to teach this class? (My sister was.)
Be carefu l!
You ca n al so use would {the past of will)+ a base form to express plans and Don't use wou ld+ a base form alone.
It must be used in a noun clause. Use
intentions that cha nged, but o n ly in a noun clause fol lowi ng verbs such as
was I were going to instead .
thought, believed, or said.
She was going to be a doctor.
She th ought she wou l d be a doctor (but she cha nged her m i nd) .
NOT She would be a doctor.
We a lways bel ieved they would get married (but they never di d).
T hey said they wou l d pay for their daughter's stu dies (but they didn't) .
GRAMMAR BOOSTER p. 135
Note: You can also use was I were going to i n a noun clause after thought,
• Expressing the future: review
bel ieved , or said. • The future with will and
They said they were going to a rrive before noon (but they did n 't) . be going to: review

G RAMMAR PRACTI CE Write what each person said h e or she was going to do.

'' I'm going to " I'm going to find ' ' I'm going to
sto p s m o king. ' ' a husband. " ma rry Sylvia. ' '

Jillfilm
MORE
EXERCISES
1. H e s-aid J..i e was- q_
o i_n_
t
q_o . _. _______
. .,([,

64 UNIT 6
 .........mt�,� VOCABULARY Reasons for changing plans
CARDS

A 3:22 Read a n d liste n . Then listen aga i n a n d repeat.

I wa nted to be a pop I was going to be I thought I wo u ld I wa nted to becom e I was going to

sta r, but m y tastes an a rtist, but it's be a lawyer, but a firefighter, b u t my ma rry George, but
changed. hard to make a I didn' t pass the fam i ly talked me I changed my
living as a n a rtist. exam. out of it. mind.

B VOCABULARY I G RAM MAR PRACTICE Com p l ete each sentence, using wo u ld a n d a reason
fro m the Vocab u l a ry. Then com pare reasons with a partner.
1 La u ra tho u g ht I be I a doctor, but . . . 3 We were s u re I Bi l l I go I to the loca l u n iversity, but . . .
2 I thought I beco me I an astronaut, but . . . 4 Joe a lways bel i eved I become I a writer, but . . .

C 3:23 LISTEN TO ACTIVATE VOCABU LARY Liste n to the conversations. Com p lete each statement about the

decision each person made. Then l isten aga i n a nd use the Vocab u l a ry to write the reason each person
changed his o r her m i n d .
1 She wanted to b e a . . . . . . . . . . . . . . . . . , b u t s h e cha nged h e r m i n d because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 H e was going to . . . . . . . . . . . . . . . . . Jessica, but h e d i d n 't beca use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 H e a lways thought she wou ld become a . . . . . . . . . . . . . . . . . , but she d id n 't beca use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 She was going to . . . . . . . . . . . . . . . . . a Romanian na med Andrei, but she d id n 't beca use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explain a change of intentions or plans

A NOTEPADDING O n the note pad, w rite some r'}

i ntentions or plans you had i n the past but for my life :
cha nged you r m i n d a bout. Write the reasons
for the cha nges, using the Voca b u l a ry or
othe r reaso ns. for my studies: 1�
l,i
"erJ�'g B CONVERSATION ACTIVATO R With a pa rtner,
'[
. . . ·····

change the Conversatio n Model, u s i n g the for my career:

i nformation o n you r n ote pad . Then :'
change roles. � .....
,-��°"·'-""'��
;..
,,.;···..c""' � -
'!

A: So what a re you doing these days?

B: Wel l, . . . . . . . . . .
A: N o kidd i n g ! I th ought you had other plans. DON'T STOP!
B: That's rig ht. I was going to . . . . . . . . . , but . . . . . . . . . • Ask more questio ns.
A: H ow come? • Explain your choices and decisions.
• Discuss the futu re.
B: Wel l, . . . . . . . . . .

C CHANGE PARTN ERS Practice the co nve rsation again about

othe r i ntention s or p l a n s from you r note pad .

UNIT 6 65
 Express regrets about past actions

GRAMMAR Perfect modals

Use perfect modals to express feeli ngs and bel i efs a bout past actions and events:
• Regrets or judgments: should h ave+ past partici ple
I should have stu d ied med icine. (But u nfortu nately, I didn 't.)
She shou l d n 't have d ivorced Sam . (But unfo rtu nately, she did.)
• Poss i b i l i ty: may have I might have+ past participle
I may (OR m ight) have fa il ed the final exa m. It was real ly hard .
He may ( O R might) not have been a b l e t o make a l iving a s a painter.
• Abil ity (OR possibility): could have + past participle
He was the d river. He cou ld have prevented the accident.
The m useum was closed , but she cou ldn't have known that. It's usually
open on Tuesdays.
• Certa i nty: wo uld have+ past pa rti ciple
You should have gone to Rio. You would have loved it.
It's good they d i d n't move to Europe. They wou l d n ' t have been happy there.
• Conclusions: must have + past pa rticiple
GRAMMAR BOOSTER p. 136
Beth isn 't here. She m ust have gone home early.
(I t h i n k that's what happened .) Regrets a bout the past: wish +
the past perfect; should have and
They d i d n 't buy the house. The price must not have been acceptable. ought to have
(I think that's the reason .)

A GRAMMAR PRACTICE Choose the moda l that log ica l ly com p letes each sentence.
Write that m odal and the verb in the perfect moda l form .
1 I d o n 't know why she took that job. It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the o n ly o n e avai lable.
(m ust O R shou ld) be
2 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a rchitectu re. I . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . real ly good at it.
(should OR may) study (m ust OR wou ld) be
3 Jen na's not studying C h i n ese anymore . It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . too hard to lea rn Chi nese
(should OR might) be
and J a pa nese at the same ti me.

4 We did n ' t know we were going to have five c h i l d ren . We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . such a smal l house.
(co u l d not O R should not) buy
5 E l l a sti l l loves big cities . She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the cou ntryside.
(m ust not O R sho u l d not) move
6 When I was you n g, everyone thought I was a g reat singer. But I decided to beco me a lawyer in stead.
Looki ng back, I th i n k I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the w rong career.
(may OR should) decide

B PAI R WOR K Provide th ree possible reasons for each state ment. Use may I m ight have,
m ust have, a n d cou l d have. Fol l ow the exa m p l e .

Example: j o h n is late fo r d i n ner.

1 M y brother never got married .
' He m ig h t h ave 2 A l l the classes were ca nceled today.
gotten stuck in traffic. ' '
3 M ichael is forty, a n d he j u st beca me a doctor.
4 Rachel g rew u p i n New York, but now she l ives i n Sao Pa u l o.
5 They had one child, a nd then they had th ree more.
6 They had their honeymoon i n the U.S. i n stead of i n Fra nce.
' Or he co u ld have had a n
. J!l:r!llm i m portant meeting at work. ' '
MORE
EXERCISES

66 UNIT 6
 ···· "VrJ£'� PRONUNCIATION Reduction of have in perfect modals
COACH

A 3:24 N otice the red uction of have i n pe rfect medals. Read and l iste n .

T h e n l isten a g a i n a n d repeat.
/Judav/ /natav/
1 I shou l d Mave ma rried Marie. 3 We may not �ave seen it.
'-.._,../

/martav/ /kudav/
2 They m ig ht l;f ave left. 4 She cou l d Mave been on time.
'-.._,../ '-.._,../

B PAI R WORK Ta ke tu rns read i ng the sentences with perfect med a l s i n Exercise A.
Use correct red uctio n of have.

CONVERSATION MODEL
A 3:25 Read a n d listen to a conversation between two people

d iscussing a reg ret a bout the past.

A: I s h o u l d have m a rried Steven .
B : Why do y o u th i n k that?
A: Wel l , I m ig ht have had c h i l d ren by now.
B: Cou ld be. But you never know. You m ight n ot have been happy.
A: True.

8 3:26 RHYTH M A N D I NTONATION Listen agai n a nd repeat.

The n p ractice the Conversation Model with a partner.

Express regrets about past actions

A NOTEPA D D I N G Write about some reg rets you have about past actions. Say how you
th i n k th i ng s m ig ht have been d ifferent i n you r l ife today.

Past action Regret How might things have been different?

a job I career choice I didn't take the job at MacroTech.

Past action Re ret How mi s have been different?

a ·ob I ca reer choice

a field of stud

a ma rria e I divo rce

a choice of house or a artment

a move from one lace to another

....... J!m:Iil.:B
VIDEO
B CONVERSATION ACTIVATO R With a pa rtner, person a l ize the Conversation Mod e l . Discuss
you r regrets a n d s pecu late o n how things m ight have been d ifferent. Use i nformation
from you r n otepad a n d perfect medals. The n cha nge roles.
A:
B:
I shou l d (OR I shou l d n 't) have . . . . . . . . .
Why do you thi n k that?
. DON'T STOP!
• Ask your partner more
�ilifdliiii�U!ita'bf!iM
Why d id I d idn 't you _?
A: Wel l , 1 . . . . . . . . . . questions about his or Why don't you _?
B: Cou l d be. B ut yo u n ever know. her regrets. How about ?
You might . . . . . . . . . . • Speculate about what must (not) have _
ha ppened . may I might (not) have _
A: ......... . • Offer advice. co uld have

UNIT 6 67
 Discuss skills, abilities, and qualifications

BEFORE YOU LISTEN

....... i•tm'� A 3:27 VOCABULARY • Qualifications for work or study Read and l iste n . Then l i sten aga i n and repeat.
CARDS

talents a b i l ities i n a rt, m u sic, mathematics, etc., that you a re born with
She was born with talents in both mathematics and art.
skills a b i l ities that you lea rn, such as cooking, spea ki ng a foreign l a n g u age, or d rivi ng
She has several publishing skills: writing, editing, and illustrating.
experience time s pent wo rki ng at a job
Martin has a lot of experience in sales. He has worked at three companies.
knowledge u ndersta n d i n g of or fa m i l ia rity with a su bject gai ned from experience or study
James has extensive knowledge of the history of film. You can ask him which classics to see.
qualifications ta l ents, ski l ls, experience, a nd know l edge that m a ke a person a good ca ndidate for a job
I have two qualifications for the English teaching position: I have a teaching certificate,
and I have taught English for two years.

B TH I N K A N D EXPLAIN Exp l a i n the fol l owi n g i n you r own words. Use exa m ples fro m you r l ife.
• the d iffe re nce between a ta lent and a s ki l l
• the d ifference between experience a n d know l edge

LISTENING COMPREHENSION
A 3:28 LISTEN FO R D ETAILS Listen to n i ne peo p l e bei n g interviewed at an
i nternatio n a l job fai r. Stop after each interview a nd match the i n terviewee
with his or her q ua l ification fo r a job. Liste n aga i n if n ecessa ry.
I nte rvi ewee Qua l ificat i o n s
.. h..... 1 Son ia Es pinoza a a good memory
. 2 Si lvano Lucastro
. . . . . . . . b a rtistic a b i l ity
. .. . 3 Iva n Marti novic
. . . . . c mathematica l abil ity
. . . . . . . . . 4 Ag nes Lu ki ns d log ical thi n ki ng
. . . . . . . . . 5 Elena B u rgess e com passion
....... . 6 Ka ren Trent
. f manual d exte rity
. . . . . . . . . 7 Ed S n odg rass g com mo n sense
..... . . . . 8 Aki ko Uzawa k ath letic abil ity
. . . . . . . . . 9 M ia Kim i leaders h i p s k i l l s

B PAI R WOR K With a partner, classify each q ua l ificatio n from Exercise A. Do you agree o n
a l l the classifications? Discuss a n d explain you r o p i n i o n s .

' I thi n k ath letic abil ity is a ta le nt.

You're born with that. "
atti l etic a bi l ity

'' I don't agree. I th i n k if you train

a n d work at it, you can develop i n to
a g reat ath lete. I th i n k it's a ski l l . "

68 UNIT 6
 Discuss skills, abilities, and qualifications

A FRAM E YOU R I DEAS Take the s ki l l s i nve ntory.

Interests Qualifications
Check the fields that interest you: Check the qualifications you believe you have:
D business D art D manual dexterity D artistic ability
D science D manufacturing D logical thinking D compassion
D education D other ___ D mathematical ability D a good memory
D common sense D leadership skills
D athletic ability D other (advanced computer
skills, for example)
Experience
Briefly note information about your experience, skills, and any special knowledge you have.
-----­
Experience:
Skills: ------
Special knowledge: _________________________ ______

B NOTEPAD DING On you r n otepad, write

specific exa m p l es of yo u r q ua l ifications
Then sha r e a n d d iscuss you r skil ls, abil ities, Qual ification Exa mple
and q ua l ifications with a pa rtner. rnatJiernatical ability I'm 9reat at rwrnber pvzzle>.
-

Q u a lifi c at io n Ex ampl e �

C PAI R WO RK Use the i nformation on you r notepad to do one of

the fo l l owi n g activities.
• Role-play an i nterview for a job. '' Please come i n . I Have a seat.
• Role-pl ay an interview for ca reer advice.
• Role-play an i nterview for e ntry into a � Tell me someth ing about you r [skil ls].
professional (o r other kind of) schoo l .

'
I have experience in [teaching].
I don't have much experience, but _.
I ' m good at [math] .
I have three years of [French] .

D G RO U P WO RK Tel l you r class what you l ea rn ed about you r

pa rtner i n the i nterview.

U My partner has a lot of experience i n . . . "

 Discuss factors that promote success

BEFORE YOU READ

A WARM - U P H ow i m portant do you th i n k the fol l owi ng factors are to caree r success? N u m ber
the factors in order of i m porta nce, making 1 the most i m porta nt and 6 the l east i m porta nt.

D s ki l ls D ta lent D work habits

D p rior experience D job k n owledge D other
D physica l a p pea ra nce, d ress, etc.

B DISCUSSI ON Explain the reasons for you r most i m porta nt and least i m po rta nt choices.
Use concrete exa m ples.

READING •3:2�

The Five Mast Effective Worlf Habits

Advice to new worlfers from a CEO
If you are new to the working world, you are eager to
demonstrate your skills and knowledge. However, in addition
to those, some basic work habits may be even more effective
in promoting your success. Read the following advice to new
workers, written by the head of a company.

0 Volunteer for assignments One of the

increases your chances

best ways to signal that you are a keen of career success.

learner and are not afraid of hard work is 8 Stay positive As
to volunteer for assignments. However, someone new in the
before volunteering for a task, be sure working world, you
you have the skills and knowledge to
are not used to office
accomplish it successfully.
culture. And there
@ Be nice to people Be nice to people may be office politics
regardless of their rank or position. When that complicate things.
you are nice to people, they go out of their Try to stay above
way to help you, and every new worker
politics and remain
needs help in order to get ahead.
positive in the face of
@).Prioritize your work We all love to challenges. When you are positive, you stay focused on your
start work on things that are close to our goals. You make better decisions and, therefore, get more things
hearts. However, these may not be the done.
most urgent and important in our list of
tasks to do. Have a list of things to do 0 Highlight a problem but bring solutions Offer a solution each
according to their strategic importance to time you highlight a problem to your boss or management.
your company. When you prioritize your You need to remember that when you bring problems and not
work, you are more productive, and that solutions, people may think of you as a "complainer."

These five work habits, at first glance, may seem like common
sense. However, in actual working environments, people tend
to forget the basics. I counsel new workers in our company to
internalize this behavior and consistently use it to increase their
chances of career success.

Source: Ada pted fro m www.ca reer-su ccess-for-newbies.c o m .

70 UNIT 6
 A U N D ERSTAND FROM CO NTEXT Find and u nderl i ne the words below i n the Read i n g . Use
context to hel p you w rite a defi n ition for each. Then com pare defi n itions with a partner.

a habit
a sol utio n
•

p rio ritize

B CO N FI R M CO NTENT Answer the q u estions, acco rd i n g to what the CEO suggests .

1 Which may be m ost i m po rta nt i n determ i n i n g a n ew worker's success: knowledge, work habits, or s ki l ls?
2 Why shou ld workers vol u nteer to do tasks?
3 Why is " be i n g n ice" a va l uable habit to develop?
4 What is the va l u e of prioritizing tasks?
5 H ow does staying positive help you be m o re p rod uctive?
...... . J!lifil1JJ

6 What's w rong with stati ng a problem without p roposing a sol ution ?

MORE
EXERCISES

Discuss factors that promote success

A NOTEPAD D I N G On you r notepad, write some factors that have hel ped you be successfu l i n you r l ife, stud ies,
or work, and so me facto rs that have prevented you from bei ng successfu l . (You ca n choose one, some, or a l l
a reas to com ment o n .) The n co m pa re n otepads with a pa rtner.

L Area Factors that hel ped © _ Factors that hurt ®

my pe� onal l ife
_
love) patie11�e) common_s-:._11!:._e ! not�irre11i119 to or pa i119 a1te11tio11 to otl-iers-

Area Factors that hel ed © Facto rs that h u rt ®

m erson a l l ife

m stud ies wo"-'-r_._.

k _____________________________ 1

B DISCUSSION Discuss factors that you th i n k p ro mote success a n d factors that don 't. Use you r note pad fo r
s u pport, but expa nd on it with s pecific exa m p les from you r l ife to i l l u strate each factor. Ta l k about p l a n s that
chang ed a nd a ny reg rets you may have.

Changes in plans Regrets

I thought I would _, but _. I shou ld have
I was go ing to _, but I cha nged I cou l d have
experience my mind . I might have _.
knowledge talked me out of it. I wo uld have
common sense It's hard to make a l iving as _.
My tastes changed.

Text-mining (optional)
Find and un d erl i n e th ree words or p h ras es in th e Read i n g
th at w e r en ew to you. Us e th e m i n your D isc ussi on .
F or examp le: " p ri ori ti ze your work
."

UNIT 6 71
 A Listen to the co nversations between peo p l e ta l ki n g about l ife changes.
3:30

Write i nformation o n the note pad . Listen again if n ecessary.

__ W!Jy did the Rerson change h is o r her m i n d ? An reg ret_s_

? ___�

B Exp l a i n the mea n i n g of each of the qu a l ificatio n s . Then write an

occu patio n or cou rse of study for a person with each q u a l ificatio n .

Qua I ifi cati on Defi n ition Occu pation or Study

1 ath letic a b i l ity

2 a rtistic a b i l ity
3 mathe m atica l a b i l ity
4 logica l th i n ki ng abil ity
5 a good memory
6 leade rs h i p s ki l l s

C Com pl ete each statement of bel i ef, using wou l d .

1 When I was a c h i l d , I thought I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 My pa rents bel ieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 My teachers were s u re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 When I fi nished schoo l, I d id n 't know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D Read each sentence. Com plete the statement in parentheses, using a perfect moda l .
1 M a rie was ve ry u n ha p py i n h e r ma rriage. (She s h o u l d . . . )
1. 5Ji e S"h o u l d Jiave tried to c o m m u l) i cate
2 After Sylvia moved to a n other cou ntry, she d iscovered she
l i ked her own better. (She cou ld . . . ) 1-- � re LNitJ, li e r Ji u s- b a l) d .
3 My pa rents were sorry they s o l d thei r cou ntry house.
(They s ho u ld n 't . . . )
4 I ca n 't u ndersta nd how she lea rned to s pea k I ta l i a n so fast. (She m ig ht . . . )
5 Look at joh n 's ca r. It's a l l s mashed u p. (He m u st . . . ) For additional language practice . . .

I n YORK TOP NOTCH • • Lyri cs p. 154

"I Should Have Married H er"
WRITING . . . . . . . . . . J!lrfilfil1
. . . . . . . . . . . . JillfillJJ!I
SONG KARAOKE
Write a short autobiog raphy. I ncl ude i nformatio n about one or a l l of the
topics below. If you have any reg rets, express the m , u s i ng perfect m oda ls.
• you r birth • you r stud ies
WRITI N G BOOSTER p. 150
• you r c h i l d h ood • other as pects of you r l ife • Dividing an essay into topics
• Guidance for this writing exercise

72 UNIT 6
 .. lillfilli!!I
GAMES

ORAL REVIEW
STORY I N PAI RS Choose one of the characte rs: M ichael or Carlota . Look at the
pictu res for each of the th ree dates. Tel l the story of you r character to you r pa rtner.
Then change partners a n d choose a d ifferent character.

Michael Carlota

NOW I CAN
D Explain a change of i ntentions or plans.
D Exp ress regrets about past actio ns.
D Discuss ski l l s, abil ities, and q u a l ifications.
D Discuss factors that promote success.

UNIT 6 73
 rRIJ�I1�lll11lif!ii[Illltil!!!�i
1 Wish someone a good holiday.
2 As k about local custo ms.
3 Exchan ge i nformation about hol idays.
U N IT 4 Explain wedding traditio ns.

H o l idays a nd Tra ditio ns

A couple d ressed
i n the traditional Performers i n the fa ntastic
h a n bo k d u ri n g the costumes of Brazi l 's
Korea n hol iday of world-fa mous yea rly
Chuseok celebration of Carnava/

A Look at the photos. Which tra d itions a re you a l ready fa m i l ia r with? Which ones
wou ld you l i ke to know more about? Why?

B DISCUSSION Why do people keep traditions a l ive? Do you thi n k it's i m porta nt
to lea rn a bout the custo m s of other cu ltu res? Exp l a i n you r reasons.
74 UNIT 7
 ENGLISH FOR TODAY 'S WORLD
U n derstand English speakers from
different language backgrounds.
Basma = Arabic speaker
Mi-Cha = Korean speaker
c 4:02 PH OTO STO RY Read and l isten to a conve rsation about hol iday traditions.

Basma: Wow! That d ress you r sister's
wea ri ng is gorgeous! What was the
occasion?
Mi-Cha: Oh, that was for C h u seok.
The d ress is ca l l ed a hanbok.
Basma: Did you say Chuseok? What's
that-a holiday?
Mi-Cha: That's right. It's a traditional
Korean h o l iday. It ta kes place i n
Septe m ber or October each year
to celebrate the ha rvest.
Basma: So does everyone dress u p
l i ke that?
Mi-Cha: Some people do.
Basma: So what else does everyone do
on Chuseok?
M i-Cha: We get togeth er with o u r
re latives. A n d w e eat a lot!
Basma: Wel l, that sou nds nice.
Mi-Cha: Not o n ly that, but we go to
our hometowns and visit the graves
of o u r a ncestors .
Basma: So I s u ppose t h e a i rports
and tra i n stations are mobbed with
people, right?
Mi-Cha: Tota l ly. And the traffic
is im possible. It takes hours to get
a nywhere.
Basma: I thi n k every cou ntry's got at
least one holiday l i ke that!
Mi-Cha: What holiday comes to m i nd
for you ?
Basma: It rem i nds m e of Eid a l-Adha,
a fou r-day rel igious hol iday we
celebrate where I come fro m .
Mi-Cha: I n whpt way?
Basma: Wel l , people put on their best
clothes, and we eat a to n of great
food . We a lso travel to be with o u r
rel atives a n d visit t h e g raves o f o u r
loved o n e s who have d ied .
Mi-Cha: How about that! Sounds j ust
l i ke o u r holiday.

D PARAPH RASE Find each u nderli ned expression SPEAKING

in the Photo Story. Write each sentence in you r
own words. Complete the chart about trad itions in yo u r cou ntry.
Present you r i nformation to the class.
1 "It � � .k.�s. P. 1 ?'!=.� i n Septe m ber or October."

2 "We g �� ! 99 .�t.��� � �t.� ou r- relatives."

3 "The tra i n statio ns �.r�. �<?P ��� . � i �� . P.��P. 1.� ."

.

4 " The traffic J � J r:r1 P.9.s � !� I.� "

5 " It .rem
. . i nds. me
. . . of
. . Eid al-Adha."
.
. . . . .

E FOCUS ON LANG UAG E Write five sentences

about a hol iday or a trad ition in you r cou ntry,
u s i n g the u nderl i n ed l a n g uage from Exercise D.

50 11

UNIT 7 75
 Wish someone a good holiday

CONVERSAT ION MODEL

....- 4 :05 Ty p es

A ....- �:03 Read a n d l iste n to a co nversation about a h o l iday. of h oli day s

season al
· ··
A: I heard there's going to be a holiday next week. h i s t o r ica1
B: That's rig ht. The Ha rvest Moon Festiva l . rel igiou s

A: What k i n d of hol iday is it?

B: It's a ��!3.S �r]� � h o l iday that ta kes place i n a utu m n . Peo ple
s pend ti me with the i r fa m i l ies and eat moon ca kes.
A: Wel l , have a g reat Ha rvest Moon Festiva l !
B : Tha n ks ! S a m e to you !

B ..., ·04 RHYTH M AND I NTO NATION Listen aga i n a n d repeat. a moon ca ke
Then p ractice the Conve rsation Model with a partner.

--'�r'l�'� VOCABULARY
CARDS
Ways to commemorate a holiday

A ..., 4 :06 Read a n d l iste n . Then l isten ag a i n a n d repeat.

B PAI R WO RK Match the Vocab u l a ry with

'' Everyone wears costu mes on . . . ' '
h o l idays a n d celebrations you know.

76 UNIT 7
 C 4:07 LISTEN TO ACTIVATE VOCABU LARY Listen and use the Vocab u l a ry to com p lete the cha rt.

Mard i G ras ( U . S . )
Bastil l e Day ( Fra nce)
Tsagaa n Sar (Mongol ia)

GRAMMAR Adjective clauses with subject relative pronouns who and that

Adjective clauses identify or descri be people or thi n gs . I ntroduce adjective clauses a bout people with the
relative pronouns who or that.
A mariachi si nger is someone who (oR that) sings traditional M exican music.
Carnaval is a great hol iday fo r people who (oR that) like parades.
Fam i l ies who (oR that) wa nt to watch the fi reworks go to the park.

Use that, not who, for adjective clauses that describe things.
Thanksgivi ng is a celebration that takes place in N ovem ber.
The pa rade that com memorates Basti l l e Day is very exciting.

Be ca refu l ! GRA M MAR BOOSTER p. 136

Don 't use a subject pronoun after the relative pronouns who or that. • Adjective cla uses: common errors
Reflexive pronouns
Don 't say: Than ksgiving is a celebration that it ta kes place in Novem ber. •
• fu + reflexive pronouns
• Reciprocal pronouns: each other
and one another
A U N D ERSTAND TH E G RAM MAR U nderl i n e the adjective clauses and circle the
relative p ro n o u n s . Then d raw an arrow from the relative prono u n to the n o u n
or p ro n o u n it descri bes.
1 Ra madan is a rel igious tradi Qhaybegi n s o n a d iffe rent day eve ry yea r.
2 C h u seok is a Ko rea n seasonal holiday that celebrates the yea rly ha rvest.
3 The wom a n who desig n ed those a mazi ng costu mes for the parade is rea l ly ta lented .
4 The cel e b rations that ta ke p l ace in B razil d u ri n g Carnaval are real ly w i l d !
5 People who rem e m be r Apri l Fool 's Day every A p r i l p t have a lot o f fu n .
6 The Dragon Boat Festiva l i n China is a hol iday that ta kes pl ace i n May or J u ne.

B G RAM MAR PRACTICE On a sepa rate sheet of paper, write five • • • i S" a reli i o vS" trad iti o n that . . .
. .l!lrfilm sentences with adjective clauses to describe some hol idays and • • • i s- a reat h o l i d a fo r eo l e Who . . .
EXE�g�� trad itions i n you r cou ntry.

cha nge good

Som e ways to ex
wish es on h oli day s .
1
...... J·�m£� A CONVERSATION ACTIVATOR Use you r chart fro m page 75 to / t I hap py11 holi day ·
H ave a l · ce grea
u �eo k1 .
ni
role- play the Co nversation Model with a visitor to you r cou ntry. En joy you rself on (Ch u .
too! I Sa me to yo
Wish each othe r a good hol iday. Then change roles. You

A: I heard there's going to be a hol iday next . . . . . . . . . .

B: That's rig ht. . . . . . . . . . . DON'T STOP!
A: What ki n d of hol iday i s it? Ask and answer more questions. Use
B: It's a . . . . . . . . . h o l iday that ta kes the Vocabulary.
place . . . . . . . . . . People . . . . . . . . . What e lse do people do?
A: Wel l, . . . . . . . . . ! Do people [send cards]?
What kinds of [food do yo u eat I
B: · · · · · · · · · .
music do they play]?
Where do people [march in parad es]?
B CHAN G E PARTN ERS Exchange wishes
about other h o l idays.
 Ask about local customs

CONVERSAT ION MODEL

A � 4 :08 Read and l isten to a conversation about loca l customs.
A: Do you m i nd if I ask you about so meth i n g ?
B: O f cou rse not. What's u p?
A: I 'm not s u re about the customs here . If someone i nvites
you for d i n ner, shou l d you bri ng the host a g ift?
B: Yes. It's a good idea. But the g ift that you bri n g shou ld
be i nexpen s ive.
A: Wou l d it be a p p rop riate to bri ng flowers?
B : Defi n itely!
A: Tha n ks. That's rea l ly h e l pfu l .

B RHYTH M A N D I NTO NATION Liste n aga i n a n d repeat.

� 4:02

Then practice the Conversation Model with a partner.

GRAMMAR Adjective clauses with object relative pronouns who, whom, and that

I n some a djective clauses, the relative pronoun is the su bject of the clause. I n other adj ective cla uses,
the relative pronoun is the object of the clause .
who as subject (The people are the guests.)
= who as object (You invite the people.)
=

The people who a re the gu ests should bring gifts. The people who you i nvite sho uld bring gifts.

When a relative pronoun is an object of a clause, use who, that, or whom for people and that for thi ngs.
The rel ative pronoun is often om itted , especially i n speaking. (Note: whom is very forma l .)
The peo ple who (OR that I whom) you i nvite should bring gifts. I The people you i nvite shou ld bring gifts.
The gifts t hat you bring should be inexpensive. I The gifts you bring should be inexpensive.

Be ca refu l !
When t h e rel ative pronoun is t h e subject of t h e clause, i t can N OT b e om itted .
Don't say: The people are the guests should bring gifts. GRAMMAR BOOSTER p. 138
• Adjective clauses: who and whom
Do not use an object pronoun after the verb.
in formal Engl ish
Do n 't say: The peo ple who you invite them should bri ng gifts.

A U N D ERSTA N D THE G RAM MAR Co rrect the e rror i n the adjective c l a u se i n each sentence.
Exp l a i n each correctio n .
tJ, at
1 Putting butter o n a c h i l d 's nose is a bi rthday tradition w-00 peo p l e U O n ly u se w h o fo r people. "
observe on the Atla ntic coast of Ca nada.
2 On the Day of the Dead, M exica n s rem e m ber fa m i ly mem bers who they have d ied.
3 The tomatoes that peop l e th row them at each other d u ri n g La To mati na i n B u n o l , S pain,
m a ke a terrible mess.
4 The performer sang that traditional hol iday song is world-fa mous.
5 The fi rewo rks peo p l e set them off d u ri ng the s u m mer festiva ls in J a pan are very bea utifu l .

78 UNIT 7
 B GRAM MAR PRACTICE Co m p l ete the adjective clause in each sentence, u s i n g the
cues. O m it the re lative p ronou n when possible.
•

h J
1 The traditional C h i n ese d ress . . . . . . .� . . �. �. �.�.'!.�'. �·�· · · · · · · · · · · i s ca l l ed a cheongsa m .
She's wea ri ng the d ress.
2 The m a n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . plays i n a m a riach i ba n d .
You met the m a n yesterday.
3 The you ng people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . were a l l wea ri ng
. . You saw the you ng peopl e in the pa rade.
trad 1t1 o n a l costu mes.
4 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . sho u ld fi nd out the local customs.
Peo ple visit other cou ntries.

. . . . . . l!ll!li:fil!I
5 Anzac Day is a h o l iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to rem e m ber
MORE
People celebrate t h e holiday i n Austra l ia .
EXERCISES the sold iers who d ied i n wars.

A Chi nese woman wea ri ng

··· "�rJ£i PRONUNCIATION "Thought groups " a traditiona l cheongsa m
COACH

A 4: 1 0 "Th o u g ht g ro u ps" cla rify the mea n i n g o f sente nces . Notice how

se ntence rhyth m i nd icates how thoughts are g rou ped. Read and l iste n .
The n listen again a n d repeat.
1 The pe rson who comes for d i n ner shou ld b ri ng flowers.
2 The man we i nvited to the pa rty is from Senega l .
...._____,

3 The song that you were l iste n i ng to is fado m u sic from Portuga l .
...._____,

4 The Cherry Bl ossom Festiva l is a tradition that people obse rve i n J a pa n every spri n g .
-.____:..___...

B Practice rea d i n g a l o u d the sentences you co m pl eted i n Exercise B above, brea ki ng

the sente nces i nto thought g ro u ps.

······ "�(J£'g A CONVERSATI ON ACTIVATO R With a partner, change the Ideas

Conversation Mod e l . Rol e-play a conversation i n w h ich • Someone invites you out for din ner.
• Someone invites yo u to a party.
you ask about local custo m s . Use the Ideas fro m the
• Someone gives you a gift.
box. Then change ro les. • Someone makes a special effort to help yo u.
• Your own idea :
A: Do you m i n d if I ask you a bout someth i n g ?
B: ......... . What's u p?
A: I'm not s u re about the custo m s here. If . . . . . . . . . , shou ld . . . . . . . . . ?
B: ......... .
A: Wou l d it be a pprop riate to . . . . . . . . . ?
DON'T STOP!
Ask and answer other questions.
B: .... . .... . Is it OK if ?
A: Tha n ks . That's rea l ly hel pfu l . Wou l d it be [customary I impolite I
offensive] to _ ?
Should I ?

B CHAN G E PARTN ERS Ask a bout loca l custo m s i n other situations.

 Exchange information about holidays

BEFORE YOU READ

�AR� -UP Look at the p�o�os and the names of the hol idays in the Read ing. How would
you categorize each holiday­
h1stonca l, seasona l, or rel igious? Are you fa mi liar with a ny of these holidays
? What do you know about them?

READING .-.. 4 : 1 1

Ramadan, t h e M o nth of Fasting their parents a healthy

"May you b e well throughout the year" i s the typical and happy new year and

greeting during Ramadan, the ninth month of the I slamic receive red envelopes

calendar, a special occasion for over one billion Muslims with money inside. It is

throughout the world. According to I slamic tradition, customary for people

Ramadan marks the time when Muhammad received to give each other small

the word of God through the Koran. Throughout the gifts of fruits and sweets

month, Muslims fast-totally abstaining from food and and to visit older family

drink from the break of dawn until the setting o f the members.

sun. It is also a time of increased worship and giving

to the poor and the community. Ramadan ends with
the festival of Eid ul-Fitr-three days of family
celebrations-and eating!
On the last day, people have a parade i n
the street carrying a large cloth d ragon .

Simon Bolivar's B i rthday

Simon Bolivar was born on July 24, 1 783, in Caracas,
Venezuela. He is known throughout Latin America as
"The Liberator" because he led
the fight for independence from
Spain. His armies freed Venezuela,
Bolivia, Colombia, Ecuador,
and Peru. He is memorialized
in many ways, but two countries
Worshippers p ray d u ri ng Ramadan.
celebrate his birthday every
July z4rh_Venezuela and
The C h i nese N ew Year Ecuador. On that day, schools

The Chinese New Year is celebrated by Chinese around and most general businesses are

the world and marks the beginning of the first month in closed, and there are military

the Chinese calendar. The celebration usually takes place parades and government

in February and lasts for fifteen days. Be fore the holiday ceremonies. But the malls are

begins, families clean out their houses to sweep away bad open, and people usually use the

luck, and they decorate their doors with red paper and big holiday to go shopping.

Chinese characters for happiness, wealth, and longevity.

The night before, families gather together for a delicious
meal. Outside, people set off firecrackers that make loud
noises all through the night. I n the morning, children wish Bol ivar led the fight for
independence.

80 UNIT 7
 A SCAN FO R FACTS Com p l ete the chart. Chec k the hol idays on wh ich each trad ition is
observed, accord i ng to the i nfo rmation in the Rea d i n g . Explain you r a n swers.

O n t h i s holiday, people . . . Ramadan C h i nese N ew Year Bol ivar's Bi rthday

give gifts. 0 0 0
wear costu mes. 0 0 0
p ray. 0 0 0
wish each other wel l . 0 0 0
get together with the i r fa m i lies. 0 0 0
d ecorate the i r homes. 0 0 0
celebrate for s everal days. 0 0 0
give away money. 0 0 0
have parades. 0 0 0
avoi d eati ng d u ring the day. 0 0 0

Wh ich holiday is celebrated in more than o n e country?

Q Ramadan Q Chinese New Year Q Simon Bolivar's Bi rthday

. . . . l!lIBW!
MORE
B COM PARE AND CONTRAST Which h o l iday or trad ition C RELATE TO PERSO NAL EXPERI ENCE Name one
EXERCISES
from the Read i ng do you fi nd the most i nte resti n g ? Why? hol iday you know for each trad ition i n the cha rt.

Exchange information about holidays

A NOTEPADD I NG With a partner, choose th ree h o l idays i n you r Traditiona l ly, people _.
co u ntry. Discuss the tra d itions of each holiday a n d w rite notes It's customary to _.
about them on you r n otepads. It's probably best to _.

-,__ - --
A h i stori ca l hol i d ay I A seaso nal h o l i day A re l iq i ous h o l i d ay
� a m e o f hol iday

-
pu rpose

-- -

typica l food

typica l m usic

-- -- - - --- -- ------- -

-
typica l clothi ng

--
I.'
-c-

other -
trad itions

,.,,, ..... �

B G RO U P WO RK Ch oose a hol iday from you r Text-mining (optional) l

notepad a n d p resent i t to you r class. You r Find and u nderline three words or phrases in the Reading
classmates a s k q uestions. that were new to you . Use them in your Group Work.
For example: "a special occasion."

UNIT 7 81
 Explain wed d i ng traditions

BEFORE YOU LISTEN

.... ... •�m'� A :12 VOCABU LARY • Getting married Read a n d listen . Then l i ste n aga in and repeat.
CARDS

TH E EVENTS
TH E PEO L
an engagement an agreement to ma rry someone-get engaged v. •
P E
a f1 a nce
a ma n w
a (marriage) ceremony the set of actio ns that forma l ly makes h o is e n g
ag ed
·

a fia nce e a
two s i n g l e people beco me a ma rried cou ple-get married v. Wo ma n wh o .
a bride
a wo i s e ng ag ed
g e ts ma n a t th .
a wedding a formal m a rriage ceremony, especia l ly one with a ma rried e t i me s h e
rel igious service a gro om a
ma n a t h
ma rried t e ti. me h
a reception a larg e fo rmal pa rty after a weddi ng cere mony e g e ts
ne wf1n.ued
a honeymoon a vacation ta ken by two new lyweds after " .... s th e b ride
a nd r
·

i m media te ly f g_ o o m
their wed d i ng a ter th
e Weddm g

B D ISCUSSION Read about wed d i n g traditions i n m a ny cou ntries .

How a re these s i m i l a r to or d ifferent fro m trad iti o n s p racticed i n you r cou ntry?

The b ride th rows the bou q uet The newlyweds cut the The groom ca rries the bride "across
afte r the wed d i ng cere m o ny. The ca ke together at the wedd i n g the th reshold," th rough the doorway
wom a n who catches it is bel ieved rece ption . to the i r new home. Soon afte r the
to be the next to g et ma rried . weddi ng, they g o on thei r honeymoon .

LISTENING COMPREHENSION
A 4 : 1 3 LISTEN FOR MAI N I D EAS Listen to Pa rt 1 of a lectu re about a trad itional I n dian weddi n g .
Wh ich of t h e statements best s u m ma rizes t h e i nformation ?
D a An I nd i a n cou pl e g ets e ngaged long before t h e weddi ng .
D b Th ere's a l ot of p reparation before a n I nd i a n wedd i n g .
D c An I n dian wed d i n g lasts for days.

B 4: 1 4 LISTEN FOR D ETA I LS Listen aga i n to Pa rt 1 and circle the best way to com plete each statement.

1 A trad itional H i n d u wed d i n g celebration ca n last for more than (two I five) days .
2 The b ride's and g roo m 's bi rthdates are used to choose the (engagement I wed d i ng) date.
3 Before the wed d i ng, m u sicians visit the (bride's I g room's) home.
4 The (bride I g roo m) is washed with oi l .
5 A n older rel ative offers the (bride I g room) money.
6 Relatives s pend a lot of time pai nti ng the (bride's / g room's) s ki n .

82 UNIT 7
C 4:1 5 LISTEN FO R MAIN I D EAS Now listen to Pa rt 2 of the l ectu re. What is the i nformation mai n ly about?

D a the wed d i n g cere m o ny D b the honeymoon D c the reception after the wed d i n g

D � 4: 1 6 LISTEN FOR DETAILS Listen again to Pa rt 2 a nd check the statements that are true.
Correct the state m ents that a re fa lse.
D 1 Relatives wash the bride's and g roo m 's hands.
D 2 The b ride is seated beh in d a cloth so the g room ca n not see her.
D 3 Re latives th row rice g ra i n s at the bride a n d g roo m .
D 4 The cou pl e g ives each other ri ngs m a d e o f flowers.
D 5 The g roo m pl aces a flower necklace a ro u n d the bride's neck.

Explain wedding traditions

"The wo m an
c rie s b efo re the
A FRAM E YO U R I D EAS With a pa rtner, read each say i n g or p roverb about w ed d i n g a n d th e
wed d i n g s a n d ma rriage. Discuss what you thi n k each one mea n s . man afte r."
Pola nd
"Ma rry o ff " Marriage is j u st
you r
son w h e n y friends h i p if there
ou
W i sh . Ma rry off a re no chi ld re n ."
you r da ug
h ter South Africa d vice to
w h e n yo u c � th e bride :
a n ." a\I We a r so me
" M ar ria g es are th i n g o ld
t's h avi ng a n d so me
I ta ly ha ppy. l thi n g new
to ge th er so m eth i n g b
b rea kfa st
a\I th e a nd so me h
orrowe d
tha t ca u ses t i n g bl ue .':
tro u bl e ." U n ited K
in g d o m
I re la n d

B DISCUSS I O N Do you fi nd any of the sayings o r p roverbs offensive? Why o r why not? What
sayings or proverbs a bout weddi ngs do you k n ow in you r ow n l a n g uage?

C NOTEPADDING On you r n otepad, make a l ist of

wed d i n g traditions i n you r cou ntry. Co m pa re you r Befo re the wed d i n g :
lists with those of other g rou ps.

D PAI R WORK Ro le-play a conversation i n which you

describe local wed d i n g trad itions to a visitor to yo u r
cou ntry. As k a n d a n swer q uestions about the deta i l s .
A t t h e wedding cere m o ny:
Use t h e Vocab u la ry.

[a rel igious] tradition

[a huge] celebration
the bride I the groom I the newlyweds
ta ke place i n After the wed d i n q :
spend time with [someone]
It's [customary I common I appropriate] to _.

" Wel l , before they get

engaged, they have to . . . ''
"• �-

� So how does a co u p le
get engaged here? '

UNIT 7 83
 A 4· 1 7 Liste n to each conversation and circle the occasion or the people they

are ta l ki n g about. Then l isten aga i n and ci rcle I if the statement is true or_E if
it is fa lse. Correct a ny fa l se statements. Liste n agai n if necessa ry.
1 (a n engagement I a reception I a honeymoon) T F The man who is s pea king is the g roo m .
2 (a n engagement I a reception I a honeymoon) T F The man who is s pea king w i l l be the g roo m .
3 ( a bride I a g roo m I relatives) T F The wo man who is speaking is the bride.
4 (a bride I a g room I relatives) T F The woman who is spea king is a g uest.

B Com p lete each statement, u s i ng verbs from the u n it Vocab u l a ry. Then write the n a m e of a
hol iday you know for each stateme nt.

1 .. . . . . . . . . . . . . . . fireworks.
. . . . .

2 . . . . . . . . . . . . . . . . . . . . i n parades.
3 . . . . . picn ics .
4 · · · · · · · · · · · · · · · · . . . . . ti me with thei r fa m i l ies.
5 . . . . . . . . . . . . . . . costu mes .
6 . . . . . . . . . . . . . . . g ifts.
7 . . . . . . . . . . . . . . . . . . . . . . each other wel I .

C Co m p l ete each sente nce with an adjective cla use. Find the i nformatio n i n th is u n it, if n ecessa ry.
1 A g room is a m a n . . �h.C? . h�?j ��:t:.9 �1f�n. �.�xr_igd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Eid u l-Fitr is a rel i g i o u s hol iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 A hon eymoon is a vacatio n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 A h a n bok is a traditional d ress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 A wed d i ng reception is a party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 C h u seok is a h o l iday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D On a separate sheet of paper, com plete each statement about local trad itio ns i n yo u r cou ntry.
1 If someone i nvites yo u to his or her house for d i n n er, you shou ld . . .
2 If someone g ives you a n expensive g ift, you s h o u l d . . .
3 If you a re i nvited to a formal wedding, you s h o u ld wea r . . .
4 If a friend or col l eag ue gets engaged, you s h o u l d . . .
5 If someone wants to get ma rried, he or she s h o u l d . . .

WRITING
Describe two d ifferent h o l idays that are celebrated i n you r cou ntry.
I ncl ude as m a ny deta i l s as you can about each .
• What kind of hol iday is it?

• When is it cel e b rated ? WRITI NG BOOSTER p. 15 1

• How is it celebrated ? • Descriptive deta ils
• Gu idance for this writing exercise
• What do people do I eat I say I wea r, etc.?

84 UNIT 7
ORAL REVIEW
PA I R WO RK CHALLEN G E For one m i n ute, look at the Fact
Sheet for one of the hol idays. You r pa rtner looks at th e
other Fact Sheet. Then close you r books. As k a n d a nswer
q uestions about each other's hol idays. For exa m ple:
Wh y d o p e o p l e c e l e b rate So l) 9 kra l) ?

PAI R WO RK C reate conversations for the peo p l e .

1 Ask about one o f t h e hol idays. Sta rt l i ke this:
I heard tli ere's- 9oin9 to be a Ji o l i d a y.
2 Ask about loca l custom s d u ring the holiday. Sta rt l i ke this:
Do yo v m i l) d if I a s-k y o v S'o m eth i n 9 ?

GROUP PRESENTATION Choose o n e o f the hol idays a n d give

a presentation to you r g ro u p or class. Use adjective clauses.
So l) 9 kra n iS' a s-eaS'O l) a l h o l i d ay tli at . . .

Mexican Jndependence Da.Y

Celebrated on September 15 and 16.

Commemorates . . .
• the beginning of the War of Independence.
• Mexico's independence from Spain.

People • . .

• march in parades.
• perform traditional music.
• decorate with the colors of the Mexican flag
(red, white, and green).
•

•
set off fireworks.
eat special dishes (sometimes red, white,
fl!Dll It's customary for people
to shout, "Viva Mexico!" Even if you
and green).
are not Mexican, you can join in.

NOW I CAN
D Wish someone a good holiday.
D Ask about l ocal customs.
D Exchange i nfo rmation about hol idays.
D Exp l a i n wedding traditions.

UNIT 7 85
 [R1Ii1,t,11111llf;ii!1lIltt1f!l'1
Describe tech nol ogy.
2 Take res ponsibil ity fo r a mistake.
3 Describe new inventions.
U N IT
I nventions and 4 Discuss the i m pact of inventions I discoveries.

D iscoveries
PREVIEW
The wheel

The mosquito net �- The X-ray

The television

Hand des Anatomen Geheimrath von Kolliker

I m Ph)11k.d. In 11tut der l Ul\cr�1t;!l \\ ut Lllr
ml\ x#�tn.hltn .1u(g('f'l(lmmen
• '" Proressor Dr W. C. R6n1cen.

A DISCUSSI ON M ost of the pictu res represent i nventions. Do you

know wh ich o ne(s) res u lted from a discovery? H ow wou l d you
expl a i n the d ifference between an i nvention a nd a d iscovery?
Provide some exa m ples of i nventions a n d d iscoveries .
86 UNIT 8
 · o PHOTO STO RY Read and listen to a co nve rsation about how a n i nvention m ig h t have hel ped someone.

Leslie: This itch i ng i s driving me crazy!
Jody: Look at you r arm ! Are those
mosq u ito bites?
Leslie: Yea h . Ben and I got eaten a live
last weekend . We went away for a
seco nd honeymoon at this cute l ittle
bed and brea kfast in the mou ntains,
but the mosq u itoes were bruta l .
J ody: That doesn't sou nd very
romantic. Did n 't they have screens i n
t h e windows?
Leslie: Wel l, they did, but ours had a
big hole, a n d we didn't rea lize it
u ntil the m iddle of the n ight. What a
nightmare!
Jody: Too bad you didn't bring any
i nsect repel lent. There are tons of
mosq u itoes in the mou ntai ns this
time of year. Hello!
Leslie: We actua l ly did have some, but it
just did n't work that wel l . You know
how Ben is-everything has to be
organic and natu ral and . . .
Jody: Wel l, with a l l due respect to
Ben, you j u st have to bite the bul let
once in a while and use the stuff that
works. Whether you l i ke it or not, the
poison is effective.
Leslie: I agree, but Ben won 't hear of
it. You know, next time we go away
for a roma ntic weekend, I'm packing
one of those mosq u ito nets to hang
over the bed .

C PARAPH RASE Say each of the u nderli ned exp ressions
from the Ph oto Sto ry i n you r own way.
1 " Be n a n d I gq� �!3.t�.n. � J ix� last weekend."
2 " . . . the m osq u itoes YY�f� l?rY t� � "
. ·
3 "There a re � 9!1.s . 9 � m osq u itoes i n the mou nta i n s th is
ti me of yea r."
4 " . . . you j ust have to bite the b u l let once i n a w h i le
.
a n d use the s tuff itiai ·war·k·s· ,; . . . . .
. works"?
5 "YY.� ����r xq y . I J �� .i t .C?� !1.C?�, the poison is effective ."
6 " I ag ree, but Ben yy�.r!'.t. � ��.r. <?f J � ."
D TH I N K AND EXPLAIN Answer the q uestions,
accord i ng to the Photo Sto ry.
1 What effect does a mosqu ito bite ca use?
2 Where were Lesl i e and Ben when they g ot
the mosq u ito bites?
3 H ow did mosq u itoes get into thei r
bed room?
4 Why wou ld Ben o bject to "the stuff that
5 What is a nother preventive meas u re agai n st
mosq u itoes?

SPEAKING
Read the l ist of i m porta nt i nventions and d iscoveries and add another i m porta nt one to the l ist. Then ran k them
i n order of i m porta nce from 1 (most i m porta nt) to 1 0 ( l east i m porta nt). With a pa rtner co m pa re ra n kings and
explain you r reasons for ra n ki ng one the most i m porta nt.

Ra n k Ite m Ra n k Ite m
a i r travel the pri nting p ress
a ntibiotics the I nternet
s m a rt phones vacci nation
i nsect repel lents water pu rification system s
mosq u ito n ets other:
UNIT 8 87
 Describe technology

.......... •�m'� VOCABULARY Describing manufactured products

CARDS

A 4:2 1 Read a n d l i sten . Then l iste n again a n d repeat.

U ses n ew tech n o logy Offers h ig h q u a l ity Uses n ew ideas

h i g h-tech OR h i gh-end OR i n novative OR

state-of-the-a rt OR top-of-the- l i n e OR revol utio n a ry OR
cuttin g -edg e fi rst- rate n ovel

B � :22 LISTEN TO ACTIVATE VOCABU LARY Liste n to the ads and choose the co rrect word or p h rase.
1 The Strawberry smart phone is (state-of-the-a rt I top-of-the- l i ne).
2 The B lackstone is a (revol ution a ry I hig h-end) device.
3 The M ic ro sca n ne r is a (hig h-end I cutting-edg e) prod uct.
4 The Dig icon Bl X Beta is a (nove l I fi rst- rate) ca mera.
5 The 1 7-i nch LCD mon itor is (i n novative I to p-of-the-l i ne) .
Contractions
I I you would --7 I 'd I you 'd
he I she would --7 he'd I she'd
GRAMMAR The unreal conditional: Review and expansion
we I they would --7 we'd I they'd

Remem ber: Unreal conditional sentences describe unreal conditions-conditions that don't exist.
Use the simple past tense or were in the if clause. Use wo uld or cou ld in the result clause.
if cla use (unreal action or cond ition) resu lt cla use (if it were true)
If I wa nted a cutting-edge phone, I ' d look for one at TechnoWorld. (But I don 't want one.)
If you were here, we cou l d study toget her. (But you are not here.)

The if cla use can occu r fi rst or last. If the if clause comes fi rst, use a comma . Be ca reful !
I f it weren't so expensive, they would buy it. O R They would buy it if it weren't so expensive. Never use would in an if clause.
Don't say: If you wouldbe here . . .
Questi ons
If you saw a lighter laptop, wou l d you buy it? (Yes, I wou ld. I No, I wou l d n 't.)
Where would you go if there were an affordable cru ise? GRA M M AR BOOSTER p. 139
If you r ca r d ied on the h ighway, who would you ca ll ? • Real and unrea l conditionals: review
• Clauses after wish
• Unless in conditional sentences

A U N DERSTA N D T H E G RAM MAR Check the statements that descri be u n real conditions.
D 1 If they see someth i n g fi rst-rate, they b uy it.
D 2 If yo u tu rned off you r phone in the theate r, it wou l d n 't bother the other theate rgoers .

D 3 I ' l l save a lot o f money o n gas i f I rent the Alva .

D 4 S h e cou l d show us how to u se the Dig icon remote keyboa rd i f s h e were here.

B G R AM MAR PRACTI C E Choose the correct forms to com p l ete the u n real con d iti o n a l sentences.
1 If the Tekn icon 1 7-inch mon itor (were I wou l d be) on sale, I (wi l l I wou l d) buy it right away.
2 If they (wo u l d i nve nt I i nve nted) a safe way to text-message w h i l e d rivi ng, peop l e (wi l l I wou ld) be happy.
3 If she (knew I wou l d know) about the Pictopia ca mera watch, she (wi l l I wou ld) use it on her tri p.
4 What (wil l I wou ld) you do if you r la pto p (bro ke I wou ld break)?

88 UNIT 8
 C Use the p rom pts to create u n rea l cond ition a l sentences.
1 (Most people I buy) h ig h-end prod ucts if (they I have) enough money.
2 If (there I be) an I nte rnet con nection in her room, (she I send) her office the report now?
3 (I I not I g et) a Lu n etti phone if (I I have) a l l the money in the world . They say it's cutti ng-edge,
but I d o n ' t th i n k it's fi rst- rate .
4 If (you I g o) to Ai rport Electro n ics, (you I pay) a lot less for a to p-of-the-l i ne tab l et?

D PAI R WO RK Com p l ete the statements. Then s h a re a n d explain you r statements with you r class.

1 If m o n ey were n ot a p roblem, . . .
2 Peo p l e wo u ld stop g etting infected with d iseases if . . .
. . . . . . . . . l!lrfilfilJ
MORE
EXERCISES 3 I wou l d stay u p a l l n ight ton ig ht if . . .

CONVERSATION MODEL
A 4:23 Read a n d l i sten to a conversation about n ew technology.
A: I j ust g ot a new ca r.
B: N o kid d i n g ! What kind?
A: The Alva 500. The 500 model is top-of-the-l i ne.
I thought I 'd treat myself.
B: We l l , con g ratu lation s ! If I had the money, I 'd g et
a new ca r myself.

B 4 : 24 RHYTH M AND I NTO NATION Listen aga i n a n d repeat.

Then practice the Conversation M odel with a partner.

Describe technology

A NOTEPAD D I N G Write o n e product

you've rece ntly gotten (O R wou l d Quality Product name Ad"ective
U ses new technolo
l i ke t o have) for each category.
J.ia i rd r er / cell J.i o n e

Qua lit Product name Ad"ective

Uses new tech nolo

Offers hi h u a l it :

Uses new ideas:

........ "tm�� B CONVERSATION ACTIVATO R With a partner, rol e- p l ay a new

DON'T STOP!
conversation, cha n g i ng the Conversation Model with one
Discuss another product and use other
of the p rod ucts a n d adjectives on you r notepad. Use the u n real adjectives. Ask questions about it:
con d ition a l . Then change ro les. What does it look l i ke?
How d oes it work?
A: I j ust got . . . . . . . . . . How [fast I accurate I powerful] is it?
B: No kid d i n g ! What kind? Does it work well?
Is it guara nteed?
A: . . . . . . . . . . It's . . . . . . . . . . I tho u g ht I 'd treat myse lf.
B: Wel l , con g ratu lati o n s ! If I . . . . . . . . . , I 'd . . . . . . . . . .

C CHAN G E PARTN ERS Personal ize the conversatio n again, using other p rod ucts o n you r n otepad .
UNIT 8 89
 Take responsibility for a mistake

CONVERSAT ION MODEL

A 4:25 Read a n d l iste n to someone taking responsibil ity for a m ista ke.
A: So rry I 'm late. I thought the meeti ng was tom orrow.
B: What h a p pened?
A: I 'm ashamed to say I j ust forgot to put it o n my calendar.
B: Don't worry. That ca n ha p pen to a nyone.
A: Wel l, if I had written it dow n , I wou l d n 't have forgotten .
B: N o harm done. We were j u st getti ng sta rted .

B 4:26 RHYTH M A N D I NTO NATION Listen again a nd repeat.

Then practice the Conversation Model with a pa rtner.

GRAMMAR The past unreal conditional

Be careful!
The past u n real cond iti onal descri bes past unrea l or u ntrue co n d itions a n d results. Use the past Don't use would or
perfect in the if clause. Use wou l d have or could have + a past participle in the result clause. could in the !f clause.
If she had rented a more economical car, she wou l d n 't have spent so much money on gas. Don't say: " If Jonas
(But she didn 't rent a more economical car.) Sal k wouldn't have
If Jonas Sa l k had n 't i nvented a vaccine to protect people against po lio, many more people i nvented . . . "

wou ld have gotten the disease. (But he did i nvent a vaccine.)

Questi ons a n d a nswers

Cou ld they have prevented the accident if they had known the ti res were so old?
GRAMMAR BOOSTER p. 140
(Yes, they could have. I No, they cou ldn't have .)
What wou l d you have done if you hadn 't had you r phone with you? • The u n real conditional:
(I would have borrowed one.) variety of forms

A U N D ERSTAND THE G RAM MAR Choose the mea n i ng of each past u n rea l conditio n a l sente nce.
1 I wou l d n 't have gone to class if I had known I had the fl u .
a I went to class. b I d id n 't go to class.
2 If we had u sed ou r G PS, we wou ld n 't have g otten lost.
a We got lost. b We d id n 't get lost.
3 If they had n 't pla nted that new va riety of tomatoes, they wou l d have l ost this yea r 's c rop.
a They l ost th is yea r's c rop. b They d i d n 't lose this year's cro p .
4 T h e a i rl i ne wou l d n 't have ca nceled t h e f l i g h t if t h e weather had bee n better.
a They ca nceled the flig ht. b They d i d n 't ca ncel the flig ht.

B G RAM MAR PRACTI C E Com p l ete the sente nces i n the past u n rea l cond ition a l . Use wou ld .
1 What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . if you . . . . . . . . . . . . . . . . : . . . . . . . . . . . . . . . . the tra i n ?
do miss
2 We . . . . . . . . . . . . . . . . . . . . . . . . . . . . . this digital video conference if a n I nternet connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . avai lable.
not / have not / be
3 If ou r hu g e o l d ca mcorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . this s m a l ler one.
not I break not I buy
4 If she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . her s m a rt phone, she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . they ca nceled her flight.
not I ta ke not I know
5 If they . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . good weather, they . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i n Alaska th is morn i ng .
not I have not I land
6 If the weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . better, we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the beach.
be go

9o UNIT 8
 C PAIR WORK Read each case study and com plete the statements with you r own ideas and the past u n real conditional.
� ...

1 On Monday you bought a new 131endini sports car 3 There was a big sole at the Morton Street Mo l l . � :::I ;::. '
because its advertising sa id it was very economica l . Everything in every store was ha lf-price . You didn't
However, o n Friday you read this headline i n the l.i;now, and you went shopping somewhere else.
newspaper: "131endini Company fined for lying When you got home , a friend ca lled to tel l you
about statistics. Car uses more fuel than all others about a l l the bargains she got.
;;... 1.! ,
of its class . "
If I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
: .

I f I h o d seen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ��

2 You forgot to close the windows in your house before 4 You bought some i nsect repel lent for a trip to the
a weekend trip . There was a terrible rainstorm . When mountains. When you got there , the mosquitoes
you got home, some of your furn iture was damaged were brutal . Oefore you sprayed the repel lent on
by the water. Your fam i ly blamed you because you yourself and your chi ldren , you lool.i;ed at the label .
were the last to leave the house . It said, "Caution . Not for use on children under 1 2 . "

If I hadn't forgotten . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .
If I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D APPLY TH E G RAM MAR Reread the Ph oto Story o n page 87. Co m plete this statement:
.. . . . �
MORE
EXERCISES If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , Les l ie and Ben wou l dn 't have gotte n eaten al ive by mos q u itoes .

· . . .. ..�(J�g PRONUNCIATION
... Contractions with -
'd in spoken English
COACH

A 4:27 N otice the p ro n u nciation of the s poke n contractions of had, wou ld, a n d did. Read and l iste n .

T h e n listen again a n d repeat.

/wud/ /rtad/
1 Where d id you go? --7 Where'd you go? 3 It wou l d be O K. --7 I t 'd be O K.
/hud/ /wid/
2 Who d id you see? --7 Who'd you see? 4 If we had had a map, we If we'd had a map, we
wou ldn't have gotten lost. --7 wou ld n 't have gotten lost.
Note: Where'd, Who'd, a nd It'd are contracted in speech, but not in writi ng.

B : 28 LISTEN I NG CO M PREHENSION Write the sentences you hear. Write fu l l , not contracted, forms.
1 ................... ................................ 4 ................................................... .
2 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 5 ........ ......................................... ..
3 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · . . . . . . . . . . . . . . . . . 6 ...... ..

11til'i111iJIJ@MI Id eas
�.-a.. M-� .�_-,..,� - -�-� � M :;'�,.::;;

�ome m istakes you can ma ke

- j,.,,,._ � M �

__ Take responsibility for a mistake

Yo u were fate
for so m eth in
· g.
•
.. ... . . .t•�rJ�'g A
Yo u f0 go t to
!" do so m eth ing.
CONVERSATION ACTIVATO R Role-play a new conversatio n with a • You mi ssed a
meeting
partner, ta king res ponsibil ity for a different m ista ke. Use the Ideas (O R • Yo u � iss ed so
me on e '� birth
• You di dn 't cal day.
you r own ideas) a n d the past u n real con d itiona l . Then change ro les. l so m eo ne

A: So rry I . . . . . . . . . . : x�� �� �rs����

t r
n
e
so me o � e 's ca ll.

B: What h a p pened ? So m e reaso ns for

• �ou accid e a m istake
A: I 'm ashamed to say I j u st . . . . . . . . . nta lly deleted
• ' ou forgot to . an e- ma1·1 .
B: Don't worry. That ca n ha p pe n to anyone. DON'T STDP! • Yi �� ��� wri te so m eth i
ng dow n .
te do wn the wro ng
A: Wel l , if I . . . . . . . . . , I . . . . . . . . . have . . . . . . . . . . Conti nue the o i date
conversation. • .
Yi?U Ju
B: N o h a rm done . . . . . . . . . . . st got to o bu sy,
an d it
slip pe d yo ur min
d
• So m eo ne sto le
yo � r [ph one I
B CHANGE PARTN ERS Ta ke res ponsibil ity for a nother m ista ke. pu rse I d ate bo
ok}
• An ot her reaso
n: � 91
 Describe new inventions

BEFORE YOU LISTEN

.. ..1�m'� A 4:29 VOCABU LARY • More descriptive adjectives Read and l iste n . Then l isten again a nd re peat.
CARDS

low-tech I high-tech wacky uniq ue efficient I inefficient

B Com p l ete the c h a rt with the co rrect adjective a n d one p rod uct or i nve ntion you know.
.. ... ......
111:...'7.1 -;.- 1111 ....
'"I-�
{Altll:lllll ' llJICIIll• •• I ,.. ,u• • ••IJftl

the o n ly one of its kind

p retty s i l ly
does n 't use modern technology
uses modern tec h n o l ogy
does n't waste ti m e, m o n ey, or energy
wastes t i m e, m o n ey, or energy

LISTENING COMPREHENSION
A 4:30 LISTEN TO DRAW CONCLUS IONS Liste n a n d write the n u m ber of the co nversation next to
the i nvention each person sho u ld have had.

TH E
R o s o -T r L L E R

B .,.. 4:31 LISTEN TO SU M MARIZE Listen agai n a nd then w rite each problem in yo u r ow n words.
1 ........................................................ 3 ........................................................

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

C DI SCUSSI ON Descri be each of the i nventions. U se

' It's n ot a n ovel idea, but the Pet Exit
one or m o re of the adjectives fro m the Vocab u l a ry is both low-tech and efficient. It
above a n d from page 88. Listen again if necessa ry. does n't need electro nics o r machinery. ' '

92 UNIT 8
IHil\11'i/IiJIJif!l Describe new inventions

A FRAME YO U R I DEAS Read the checkl ist a n d check the boxes of at least five categories
where yo u th i n k new i nventions a re needed .

D for safety in the car D for read ing faster

D for safety at home D for preparing for a natu ral disaster
D for organizing things at home D for writing at the office
D for cooking and prepari ng food D for trai ning office staff
D for eating or snacking D for commun icating with colleag ues
D for getting into shape D for learning new Engl ish words
D for raising children and grammar
D D for prepari ng for tests
for taki ng care of pets
D (your own idea)
D for relaxing at home

B NOTEPADD I NG I magine a n i nvention for five situations you checked . On the notepad,
write a descri ption and benefit of each i nventi o n .
Descriptions of your inventions Benefits
a wa ke-up a l a rm it'l tJ.,e car So vo v d o n1t fa l l asleep wJ.iile d riVi t'la

-
Descri ptions of you r i nventions Benefits

3
4

5
·'"·�""

l uti o na ry
get t h e new revo
C PROJ ECT Work in s ma l l g ro u ps. Choose one If I wer e y o u , I'd
to
m. Yo u' l l never have
i nve ntion from someone's cha rt. G ive it a na me, " Dr ive Awake" alar
d raw a pictu re of it, and write an advertise ment as leep whi l e d r ivi n�
w orry ab out fal l i ng
for it. I nc l u de real a nd u n real cond itional sente nces
yo ur car. Be safe. - �m -
in you r ad . (For fu n, the i nvention ca n be l ow-tech,
high-tech, wacky, or even i m possible! The name Stay awake with
ca n be fu n ny.) the Dri ve Awake

top-of-the-line in novative

L
high-tech I low-tech wacky If s he h ad
bo ug ht th e
high-end unique
state- o f-t
state-of-the-art effi cient I inefficient he -ar t
cutting-edge novel "EA R -RIN
fi rst-rate revo l utionary G S , " sh e wo
ul d
- ----- ha ve go tten
yo ur
p ho ne ca ll.
Ve ry prac tic \ I I
D G RO U P WORK Present you r ads to the class. al!
' R-r-ring -
/ I I \

UNIT 8 93
 Discuss the impact of inventions I discoveries

BEFORE YOU READ

WARM-UP I n you r o p i n ion, what has been the most i m porta nt medica l
d iscovery i n h istory? Exp l a i n you r reason(s).

READING

Antibiotics
Today, vaccines can prevent some of the infectious
diseases that in the past resulted in serious illness and
death. Fortunately, for diseases caused by bacteria
(tiny organisms that can only be seen by microscope),
vaccines can make the difference between life and death.
What are antibiotics?
Antibiotics are substances that work in one of two ways.
Some antibiotics, such as penicillin, kill disease-causing
bacteria. Others, such as tetracycline, stop them from
multiplying.
History
In 1 675, Dutch
scientist Antonie
Van Leeuwenhoek,
using a microscope,
discovered the
existence of
microorganisms.
However, it wasn't
known that they
could cause disease
until French scientist
Louis Pasteur confirmed that approximately 200 years
later. Finally, in 1928, British scientist Alexander Fleming
noticed that a mold, penicillium, growing in one of his
petri dishes, was capable of killing bacteria, and the
development of antibiotics became possible. Fleming
named the active agent in the mold "penicillin" but was
unable to create a drug from it.
In 1940, during the Second World War, two scientists
working at Oxford University, Ernst Chain and Howard
Florey, were able to make an antibacterial powder from
penicillin that was safe to use on humans. Penicillin was
mass-produced for use on soldiers in the war. If there had
been no penicillin, many would have died from bacterial
infections caused by their injuries and wounds. Soon
penicillin was used for serious diseases such as pneumonia
and tuberculosis, which had always caused many deaths.
Fleming, Florey, and Chain received the Nobel Prize in
1945· Antibiotics changed medicine and continue today to
enable people to survive conditions that would have killed
them before the antibiotic age .
Overuse of antibiotics
Since their discovery and widespread use, antibiotics
have been considered a wonder drug. Many common
diseases, however, are caused by viruses, not bacteria, and
antibiotics are not effective against them. Nevertheless,
too many people use antibiotics regularly, believing they
will cure viral illnesses such as common upper respiratory
infections, colds, and sore throats. Why is this a problem?
First, it is a waste of money to use antibiotics to treat
viruses. Our body's immune system eventually combats
most viruses, and we recover without treatment. But more
importantly, bacteria exposed to an antibiotic can become
resistant to it, making the antibiotic less effective, or even
useless. If antibiotics no longer work against infections and
diseases, people will begin to die from them again.
If scientists had recognized that
bacteria could develop resistance,
perhaps they would have warned
doctors not to use antibiotics
unless a patient has a bacterial
infection. Hopefully, worldwide
awareness of this threat to an
important class of drugs will
convince us to avoid using
them for conditions that
don't require them.

Some diseases caused by bacteria Some diseases caused by viruses

Tuberculosis Influenza (or "the flu")

Plague Polio

Pertussis AIDS
'
Streptococcal sore throat The common cold m icroorganisms.
(or "strep throat") Hepatitis
.,

94 UNIT 8
 A FI ND SU PPORTI NG D ETA I LS Answer the q u estions in you r ow n word s .
Exp l a i n you r a nswers, based on i nformation i n the Read i n g .
1 What is t h e benefit o f a ntibiotics? 3 Why a re antibiotics effective agai nst strep th roat?
2 Why a re a nti biotics n ot effective aga i n st the 4 What problem has overuse of antibiotics ca used?
com mon co ld?

B U N DERSTA N D FROM CONTEXT Choose the correct word to com p l ete the sentence.
1 (An a ntibiotic I A vaccine) prevents d i seases 4 (Penici l l i u m I Pen ici l l i n) is a d rug that kills bacteria.
fro m occ u rring.
5 The com mo n col d a n d i nfluenza a re com mon
2 (Bacte ria I Tetracycl i ne) ca n ca u se i nfectious (bacterial I u pper res pi ratory) i nfection s .
d iseases. 6 Some a ntibiotics are n o longer effective beca use
. . . . . . . . . .l!lifill:J] 3 Bacteria a re s ma l l org a n i s m s that can o n ly be certai n bacteria have developed (overuse I
seen (i n a petri dish I with a m icroscope).
MORE
EXERCISES resista nce) to a ntibiotics .

A FRAM E YO U R I D EAS Loo k at some key i nventions a n d discoveries and how they cha nged people's l ives .

1 5th Centu ry: Johan nes 1 91 4 : The modern zipper

Guten berg invents
typecasti ng, resu lting i n
t h e printing press, which
cou l d print more tha n one
copy of a book.
soil so crops can be
pla nted efficiently.
perm its the open ing and
closing of clothes without
butto ns and button holes.
1 940-1 945 : The first
electronic com puters,
the size of a large room ,
1 796: The discovery enab led users t o organize
by Edward Jenner and exa mi ne information .
of the process of T h e computer opened a
vaccination made new era of com m u n ications
the first successful and research technology.
vaccine possible.

B NOTEPA D D I N G Write you r ideas about how l ife was before and after each i nve ntion o r d iscovery.
w
What was l ife l i ke before? What was l ife l i ke after? \
the p l o w t

the p ri nt i n g press
h

vacc i n atio n
:

the zipper

":
the c o m p uter Text-mining (optional)
Find and underline three words or
� -�
��y��,. ""- �.,,._�c ..,.?'• j" c�
phrases in the Reading that were new
to you . Use them in you r Group Report.
For example: "infections."
C G RO U P R EPORT Present a report about a n i nvention o r
a d iscovery to you r class. Describe its i m pact i n h istory. ' ' After the plow was i nvented, farmers co u ld
Use the past u n rea l con d itiona l . plant large a reas. If it had n 't been invented, they
cou ldn't have pla nted enough food to sel l . "

UNIT 8 95
 A � :33 Liste n to peo p l e ta l ki n g about new p rod ucts. Match the name of

each p rod uct with the best adj ective to describe it.

N a m e of prod uct Adj ective

1 The U ltrap hone a to p-of-the- l i ne
_ 2 D i n ner-from-a-dista nce b u n ique
_ 3 Kinde r-TV c efficient
_ 4 Te n Yea rs Off d cutti ng-edge

B Check the statement that is true for each situation .

1 We wo u l d n 't have gotten lost if we had rem e m bered to bri n g ou r portable G PS device.
D We b ro u g ht it, a n d we got lost.
D We bro u g ht it, and we d i d n 't get lost.
D We d id n 't b ri ng it, and we got lost.
D We d i d n 't bri ng it, a n d we d i d n 't get l ost.

2 If the salesclerk were here, she wou l d exp l a i n how the O m n i works.

D The sa lesclerk is here, so she wil l expl a i n h ow the O m n i works.

D The sa lesclerk is here, but she won 't exp lain how the O m n i works.
D The salesclerk isn't here, but she w i l l expl a i n how the O m n i wo rks.
D The salesclerk i s n ' t here, so she won 't exp l a i n how the O m n i works.

3 If Ron had brought the U ltra phone with h i m , he wou ld have a l ready sent those e-m a i l s .

D R o n brought t h e U ltrap hone, and he h a s a l ready s e n t those e-m a i l s .

D R o n brought t h e U ltraphone, but he hasn't s e n t those e-mai ls yet.
D Ron d i d n 't b ri ng the U ltraphone, but he has a l ready sent those e-m a i l s .
D R o n d i d n 't b ri n g t h e U ltra pho ne, so h e hasn't s e n t those e-ma i l s yet.

C Com plete each conditional sentence with you r own ideas.

1 If the co m puter had n 't been i nvented, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 If I had to decide what the most i m po rta nt scie ntific d iscovery in history was, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 If most peo ple ca red a bout the envi ron ment, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Wou l d n ew cars be less expensive if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
5 If E l l a had known that bei ng a teacher was so hard, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

For additional language practice . . .

WRITING : J:J YORK TOP NOTCH Iii · Ly rics p. 155

" Reinvent the Wheel"

Choose one of the i nve ntions or discoveries on pages 86, 94, or . .Dllfilm . . . . . .Dllfilm
SONG KARAOKE
95, or a n other inventio n or d iscovery. Describe the advantages,
disadva ntages, and historica l i m pact of the invention
or d iscovery you chose. WRIT I N G BOOSTER p. 152
• Summary statements
• Guidance for t h is writing exercise
96 UNIT 8
CD Uses of the
ORAL REVIEW
CO NTEST Loo k at the pictu res about the

WHEEL
u ses of the wheel for one m i n ute. The n close
you r books and try to remem ber a l l the uses
of the wheel in the pictu res. You get a bon u s
poi nt for thi n ki n g of another use.
�the wagon wheel PAI R WORK
1 Choose one use of the wheel. Discuss how
it changed h istory and people's l ives. Present
you r ideas. For exam ple:
TJ,, e 109 J,, e l p ed p e o p l e m ove J,, eavy
o bjects- over 9 reat d i s-ta n ces-. TJ,, ey
co vld b vild m o re eas-ily witJ,, s-to n e.
2 The fa m i ly i n the pictu re below is late.
Create a conversatio n fo r the two wom e n .
For exa m p le:
A : H e l l o) M o m . Jlm s-o rry. WeJre 9 o i n 9
to be late. I f we J,, a d n )t . . .

D Describe tech nol ogy.

D Ta ke res po nsibil ity for a mista ke.
D Descri be new inventions.
D Discuss the i m pact of i nventions I
d iscoveries.

UNIT 8 97
 1 Tal k about politics.
2 Discuss controversial issues pol itely.
3 Propose sol utions to gl obal p roblems.
U N IT 4 Debate the p ros and cons of issues.

Co ntrove rsia l I ssu es

PREVIEW
How pol itica l l y literate a re you? Test y o u rself to fi n d out.
C h o o s e the c o rrect term fo r e a c h d efi n ition. Then l o o k a t the a n swers t o see h ow y o u d i d .

0 A gro u p of p e o p l e who govern a cou ntry or state 0 Lead or ta ke p a rt in a series of actions i ntended
D a gove rn m e nt D a constituti o n to win a n election fo r a govern ment position
D ca m p a ign D vote
E) T h e a rt o r science of government
o r governing 0 A system of govern ment i n which every citizen i n the
D a constitut i o n D p o l itics country ca n vote to el ect its government officia ls
D a m o n a rc h y D a d e m o c ra c y
E) A set of basic laws a nd pri n ci ples that a
cou ntry is gove rned by, wh ich ca n not easily Q A system i n w h i c h a cou nt ry i s ruled by a
be cha nged by the politica l p a rty i n power ki ng or queen
D a constitutio n D a d e m o c ra c y D a d i ctators h i p D a m o n a rc h y

0 An o ccasion w h e n p e o p l e vote to choose 0 Govern ment b y a ruler who h a s complete p ower

someone for an officia l position D a d e m oc ra c y D a d i ctators h i p
D a gove rn m e nt D a n e l ecti o n
� A cou nt ry ru led by a k i n g or a queen whose
0 S how, b y m a rking a paper or u s i n g power i s l i m ited b y a constitution
a mach i ne, etc . , which person y o u D a d i ctato rs h i p D a constituti o n a l m o n a rc h y
w a nt i n a govern ment position
D govern D vote

A s : o2 VOCA B U LARY • Political terminology Read a n d l i ste n . The n l isten aga i n a nd repeat.

a g ove rn ment pol itics a constitution an election vote

ca m pa i g n a democracy a m o n a rchy a d ictato rship a constitutional mona rchy

B PA I R WOR K H ow m uch do you know a bout world pol itics? O n the chart, discuss and write the name of
at l east o n e cou ntry for each type of govern m e n t. Then com pa re cha rts with othe r classmates .

A d e mocracy A m o n a rc hy A constituti o n a l m o n a rchy A d ictato rs h i p

98 UNIT 9
 U n derstand Engl ish speakers from
different language backgrou nds.

c s :o3 PH OTO STO RY Read a n d l i sten to a conversation about d i scussing pol itics. Carlo = Italian speaker

Pa u l : What a coincidence! I was j ust
thi n ki n g about ca l l i ng you . It's been
such a l o n g time.
Carlo: It s u re has. Let's sit dow n and
catch u p . . . . What a re yo u u p to
these days?
Pau l : Busy, busy. The office has been
crazy, with the election com i ng u p
next month . You c a n i magine.
Carlo: But I ' l l bet worki ng at a
TV station is exciting . . . . Hey,
Pa u l, do you m i nd if I ask you a
politica l q uestion? I hope it's not
inappro p riate. I 'm not s u re it's pol ite
to ask about pol itics here in the U . S .
Pau l : That's fu n ny. They a lways say
not to ta l k a bout religion or pol itics,
but everyon e does. Shoot.
Ca rl o : OK. Who a re you p l a n n i n g to
vote for in the election?
Pau l : We l l , beca use we're friends, I ' l l
answer. B u t I shou l d wa rn you that it
might not be a good idea to ask j u st
a nyon e that q u estio n . Some people
m ig h t find it a little person a l .
Carlo: Oops.
Pau l : N o worries. Actu al ly, I haven't
made u p my m i n d . I 'm lea n i n g
towa rd Clancy, tho u g h . I th i n k he's
better tha n the other g uy.

D PARAPH RAS E Restate each of the fol l owi ng sente nces from the Photo Story i n you r own words.
1 " Let's s it down a nd catch u p." 4 "No worries."
2 "What a re you u p to these days?" 5 "Actua l ly, I h ave n ' t made u p my m i n d ."
3 "Some peo p l e m ig h t fi nd it a little person a l ." 6 " I 'm lea n i n g toward Cla ncy . . . "

E TH I N K AND EXPLAIN An swer the q uestions, based o n you r u ndersta n d i n g of the Photo Story.
1 Why does Pa u l say "What a coi ncidence ! " w h e n he sees Carlo?
2 What does Pa u l mean when he says, " B u sy, b u sy. The office has been crazy."
3 Why d oes Ca rlo ask whethe r Pau l m i nds if he a s ks h i m a po l itica l q uestion?
4 Why does Pau l warn Ca rlo n ot to ask some peop l e about
the i r pol itica l opi n ions?

SPEAKING Discussion topics

1 Do you l i ke to ta l k about pol itics? Do you th i n k pol itics
is a good topic for d iscussion with "j ust a nybody "?
Or is pol itics a lways "a l ittle too persona l " ? Exp l a i n .
2 Review t h e types o f govern ment from page 98. D o you
th i n k every cou ntry s h o u l d have the same form of
govern me nt? Why d o n 't a l l cou ntries have the same
fo rm of gove rn m ent? I n you r opinion, is there a
" best" fo rm of govern ment? Exp l a i n .

UNIT 9 99
 Talk about politics

GRAMMAR Non-count nouns that represent abstract ideas

Nouns for abstract ideas

Nouns that represent a bstract ideas are a lways non-cou nt nouns. advice justice progress
Ed ucation is an important issue. crime l ife proof
NOT: +Re education is an i mportant issue. education news success
health patience time
N OT: Educations are an im portant issu e. help peace work
News about politics is always i nteresti ng. information pol itics
NOT: News about the politics is always interesting. investment poverty
NOT: News abo ut pol itics are always interesti ng.
GRAMMAR BOOSTER p. 141
• Cou nt and non-count nouns:
A GRAM MAR PRACTICE Choose the correct form of the nou ns a n d ve rbs. review and extension

1 Our (advice I advices) to you (is I are) to avoid d iscussing pol itics.
2 (Poverty I The poverty) (was I were) the topic of the i nte rnational confere nce.
3 Both ca n d idates have p rog rams for (the health I health) and (ed ucations I ed ucation) .
4 M a k i n g (peace I the peace) takes a lot of (wo rk I wo rks) and a long time.
5 Good news (is I a re) h a rd to fi nd i n the news paper these days.

B GRAM MAR PRACTICE Correct the errors.

i nformati o n
Here's some pol itica l informations a bout t h e el ection. The g ood news are that both ca ndidates
have p rog ra m s for the ed ucati o n . The l i bera l ca ndidate, Bi l l Slate, says fi nancial helps for the schools
a re a q u estio n of the ju stice. The poverty has affected the q ual ity of the schools, a nd students from
school s i n poor a reas d o n ' t have a success . Joa n na Clark, the conservative ca n d idate, d isag rees . She
bel ieves a p rogress has been made by i nvesting i n the teacher ed ucati o n . Her advices a re to keep
. . . . . . . . . .lfilfilml
MORE
EXERCISES the old policy. "Creating better schoo l s ta kes the time a n d a patience," she says .

. •�IJ!�'� VOCABULARY
CARDS
A continuum of political and social beliefs

A ..,.. 5 :04 Read a n d l i ste n . Then l i ste n aga i n a n d repeat.

radical adj. s u p porti ng com plete pol itica l o r social cha nge -a rad ical n.
liberal adj. s u p po rti ng cha nges i n pol itica l , social, or rel igious systems that res pect the d ifferent
bel iefs, ideas, etc., of other peo ple -a l i bera l n.
moderate adj. havi ng o p i n ions or be l iefs, especia l ly about po l itics, that a re n ot extreme and that
most peop l e co nsider reasonable or sensible -a m oderate n.
conservative adj. preferri ng to conti n ue to do thi ngs as they have been done in the past rathe r
tha n ris k i n g changes - a conse rvative n.
reactionary adj. stro n g ly o pposed to pol itica l or social change -a react i o n a ry n.

B s · s LISTEN TO I N FER A N D ACTIVATE VOCABU LARY Listen to each conversatio n . Then, with a pa rtne r,

co m plete the chart. Liste n aga i n , if necessa ry, to check you r work o r settle a ny d isag reements .

moderate
1 0
2 0
3 H e 's 0
4 She's 0
5 H e 's 0

1 00 UNIT 9
 CONVERSATION MODEL
A 5:06 Read a nd l isten to a conversation about po l itics.
A: Do you m i n d if I ask you a pol itica l q uesti o n ?
B : N o p robl e m . What wou ld y o u l i ke to know?
A: Wel l , a re you a l i bera l or a conservative?
B : Actual ly, I 'm n either. I l i ke to make up my
m i n d based on the issue.
A: So, wou ld you say you 're a n i n dependent?
B: I g u ess you cou ld say that.

If yo u d o n 't want to a n swe r . . .

B : N o offense, but I feel a l ittle u ncomfo rta b l e
ta l ki n g a b o u t that. I hope y o u d o n 't m i n d .
A : Absol ute ly not. It's a g ood th i ng I asked .

8 5:07 RHYTH M A N D I NTO NATION Listen aga i n a n d repeat.

Then p ractice the Conversation Model with a pa rtner.

. . . . . . . . . .rnifillll
VIDEO
COACH
PRONUNCIATION Stress to emphasize meaning

A 5:08 Liste n to the d ifferent i nto nations of the same sente nce. Then l isten aga i n a nd repeat.
1 Are yo u a conservative? (norma l stress-no s pecial mea n i ng)
2 Are you a co nS E RVative? ( I 'm su rprised that you wou ld have s uch a bel ief.)
3 Are YO U a conservative? ( I 'm su rprised that you, among a l l people, wou ld be a conservative.)
4 ARE yo u a con servative? (I th i n k yo u might be a conservative, and I 'd l i ke to be s u re.)

B PAI R WORK Practice varyi ng the stress i n th is statement: "Wo u l d you say you 're a n i ndepe ndent?"
Discuss the d iffe re nt mea n i n gs.

A PAI R WORK Which pol itica l q uestions do you th i n k wou ld be too personal or controversial to ask?

D What advice would you like to give the president I prime minister I king I qu ee n ?

,�, D
D
What do you think about the president / prime minister / king / queen?
What do you think about our government's policies?
m
,,% D Are you liberal or conservative? .

D Who are you voting for in the election?

- �- - .,.
• '-'-��-··· -· ....
�-

. . .
• . . .. "trJ�g B CONVERSATION ACTIVATO R With a partner, change the Conversatio n Model
to b ri ng up a topic that m ig ht be controversia l . Pa rtner B can a n swer or
dec l i n e to d iscuss the q uestion . Then change rol es .
A : Do you m i n d i f I ask you a political q uesti o n ?
B : N o p ro b l e m . What wo u ld you l i ke t o know?
A: Wel l, . . . . . . . . . ?
DON'T STOP!
Ask other pol itical questions.
B: Actu al ly, . . . . . . . . . .

C CHAN G E PARTN ERS Discuss a nother pol itica l s u bject.

UNIT 9 1 01
 Discuss controversial issues politely

CONVERSATION MODEL
A :02 Read a nd l i ste n to a pol ite conversatio n about
a controversial issue.
A: H ow do you feel about ca pita l pu n i s h me nt?
B: I 'm i n favor of it. I bel i eve if you ki l l someone,
you deserve to be ki l l ed . What about you ?
A : Actua l ly, I 'm against t h e death penalty. I th i n k
it's w rong to ta ke a l ife, no matte r what.
B : Wel l, � .9 � ��?.�� 'H �.a.� � .t�. �g.r��. � <? . 9 i.s.�g ��� �

B ·1 RHYTH M A N D I NTO NATION Liste n aga i n

a n d repeat. The n practice the Co nversation
Model with a partner.
5 : 1 1 Disagreement 5 : 1 2 Agreement

C DI SCUSSION Are you i n favo r of ca pita l
p u n ish ment? Exp l a i n .
l u��� .�� ' !1 .�a.v�. t.o. �� r.e.e. t.o. 9i.s?����·
g
. . I agree with yo u on that one.
Real ly? I have to d isagree with you there. I co uldn't agree more.
Do you think so? I ' m not su re I agree. I cou ld n 't have said it better myself.
Wel l , I ' m afraid I don't agree. That's exactly what I think.
No offense, but I just can 't agree .

.......... •�m'� VOCABULARY Some controversial issues

CARDS

REGISTER HERE
FOR A DRIVER'S
LICENSE.
YOU MUST BE
�

censorshi p of boo ks and movies compu lsory mil ita ry servi ce l oweri ng the driving age

REGISTER
TO VOTE
You Musr BE
MYEARS Q..o
2\

ra isi ng the voting age prohibiting smoki ng i ndoors

1 02 UNIT 9
 B 5 : 1 4 LISTEN TO ACTIVATE VOCABU LARY Liste n C 5 : 1 5 LISTEN TO I N FER Now listen aga in and check
to people's opi n ions about controversial issues. For or Agai n st i n the cha rt, accord i ng to what the
Com p l ete the chart with each issue they discuss. person says .
Use the Voca b u l a ry.

1
2
3
4
5

GRAMMAR Verbs followed by objects and infinitives

Verbs followed by an object before an infin itive:
advise remind urge
Certa i n verbs ca n be fo llowed by i nfin itives, but some verbs must be a l low requ est warn
followed by an object before a n i nfi nitive. cause req uire
The newspa per re mi nded a l l eighteen-year-olds to vote . tel l
We u rged them to write letters agai nst the d eath penalty.
These verbs cannot be followed by an object. H owever, they GRAMMAR BOOSTER p. 141
can be followed directly by an infinitive.
Gerunds and infinitives: review of
agree can't wait hope need pretend • form and usage
appear decide learn offer refuse • usage after certai n verbs
ca n 't afford deserve manage plan seem

A G RAM MAR PRACTICE Com p lete each statement o r q u estio n with an object and an i nfi n itive.

1 The news pa per advised . . . . . Al! .v.c:>t�.t:�. t:cu.'?.9 ! rt�.� - . . . . early for the n ext election.
a l l voters I reg ister
2 Did you rem i n d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . her voter registration ca rd ?
you r daug hter I co mplete
3 We pers uaded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for o u r ca nd idate.
o u r friends I vote
4 O u r teacher always encou rages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . every nig ht, n ot j ust the day before the exa m .
students I study
5 Ca n 't we convi nce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . taxes on p roperty?
legisl ators I lower

. . . . . lillfilfilJ B G RAM MAR PRACTICE Write two sentences u s i ng verbs that ca n be fo l lowed d i rectly by an infi n itive and
MORE
EXERCISES two se ntences with verbs that m u st have a n object before a n i nfin itive.

Discuss controversial issues politely

··· · · "�rJ�'� A CONVERSATI ON ACTIVATOR With a pa rtner, change the Conversation Model,
givi ng a reason for you r poi nt of view. Use the Vocab u l a ry and expressions of
Ag reement a n d D isag reement from page 1 02 . Then change roles and issues.
A: How do you feel about . . . . . . . . . ?
B: . . . . . . . . . . I . . . . . . . . . What about you?
.
I ' m against _.
A: Actua l ly, I . . . . . . . . . . I thi n k . . . . . . . . . . I'm i n favo r of
B: . . . . . . . . . . I think I believe I feel:
it's wrong.
DON'T STOP! it's right.
it's wrong, no matter what.
Ask you r pa rtner's opinion of it depends.
other issues.

8 CHAN G E PARTN ERS Discuss a nother issue,

g iving reason s to s u p port you r opinion.
 Propose solutions to global problems

BEFORE YOU READ

EXPLORE YO U R I D EAS What is the d iffere nce between a problem
and a g l oba l p ro b l e m ? Do you th i n k you r generation faces more
serious g loba l p roblems tha n the generation of you r pa rents
or g ra n d pa re nts? Exp l a i n .

READING

!he following issues were most frequently �enti<>l}:���,,

m a global survey about current world proble,.
'-'<:·' �� '
;;,}
,:ilt.'">
i. ��\� � t��.��
· :�·N

CORRUPTION People all over the world
complain about the corruption of
police, government officials, and
business leaders. 1\vo examples of
corruption are:
• A police officer takes money (a
"bribe") from a driver so he doesn't
give the driver a ticket for speeding.
• A company that wants to do
business with a government agency
offers a public official money or a
gift to choose that company for
the job.
Some people feel that power
promotes corruption and that
corruption is unavoidable. But an
independent media-for example,
non-government-backed newspapers ,
television station s , and Internet
blogs-can also play an important role
in exp osing corruption.
POVERTY Approximately one- fifth of
the world's population, over 1 billion
people, earns less than US $1 a day.
Each day, over a billion people in the
world lack basic food supplies. And
according to UNICEF, each day, 25 ,000
children under the age of five die of
starvation or preventable infectious
disease.
There are many causes of
poverty, ranging from catastrophic
natural events to bad economic and
agricultural policies, so there's no one
solution to poverty worldwide. Some
people feel that wealthy nations must
send aid to poorer nations, while
others are concerned that nothing
will help unle ss local corruption is
reduced and bad government policies
are change d .
TERRORISM Every day, w e s e e or hear
about suicide bombings and other
violent acts committed against
innocent people for religious or
political re asons. Many ask why
terrorism is on the rise.
Some social scientists believe that
television and movies may contribute
to growing anger. They claim that
some people may feel frustrated and
powerless when they measure their
lives agains t the lives of extremely
wealthy people they see in the media.
However, views about what causes
terrorism can be very controversial,
and many people disagree about its
causes or pos sible solutions. While
some feel that terrorism can be met
with military force, others believe
that people's extreme poverty and
powerlessness must be reduced to
make a difference.
RACISM AND DISCRIMINATION Racism
(the belief that one's own race or
ethnic group is superior to others)
and racial and ethnic discrimination
(treating members of other groups
unfairly) exist in many places. These
two common problems cause human
rights violations all over the world.
In some cases a more powerful
ethnic or racial group justifies the
domination and, horribly, even the
complete destruction of ethnic or
racial minorities they consider to be
inferior. When taken to this extreme,
genocides such as the European
Holocaust and the mass acre in Sudan
have threatened to wipe out entire
peoples.
Can racism and discrimination
be eliminated-or are these simply
unfortunate features of human
nature ? Many people believe that
education can help build tolerance
of the "other" and may contribute to
creating a more peaceful world.

A U N DERSTAND FROM CONTEXT Match each defi n ition with a word from the box.
a a bribe
1 a lack of necessary money to su rvive b genocide
c pove rty
2 the atte m pt to destroy a l l mem bers of a racial or eth nic g ro u p
d corru ption
3 j ud g i ng o r h a rm i n g people beca use o f th ei r racial o r eth nic heritage
e discri m i n ation
4 m o n ey paid or some other reward g iven to a person to perform a d ishon est f racism
or u nethical act or to p rovide a favor
5 the abuse of power by peo p l e i n govern me nt o r busi ness
6 the bel ief that othe r racial or eth n ic g ro u ps are i nfe rior to one's own

1 04 UNIT 9
 8 ACTIVATE LAN G UAG E FROM A TEXT Based o n the i nformation in the Read i ng, cross out
the o n e wo rd or p h rase in each row that is u n related to the others. Exp l a i n you r reason i ng .
1 people pol itics eth n ic g rou ps races
2 m o n ey property i n com e racism
3 bribe corru ption d iscri m i nation money
4 hu nger sta rvation d o m i n ation lack of food
5 racism busi ness d iscri m i nation p rej udice

C CRITICAL TH I N KING Discuss each of the fol l ow i n g .

1 Reread the section on corru ption i n t h e Read i n g . What do a l l acts o f corru ption have i n com mon?
Do you th i n k it is possible to end corru ption, or do you fee l that it is a pa rt of h u m a n natu re?
Use specific exa m p l es in you r discussio n .
2 What a re s o m e o f the ca uses of poverty, a n d w hat a re its effects?
3 In you r o p i n ion, why do people engage i n acts of te rrorism? Is terrorism an exp ression of power or
powerlessness a n d frustration? Provide exa m p les to su p port yo u r o p i n i o n .
4 What reaso n s do peop l e have t o hate other g ro u ps? I s hatred o f a nother g ro u p ever u ndersta ndable,
a p p ro priate, or j u stified ? Exp l a i n the reasons for you r o p i n ion .
. . . . . . . Elr!lffi1)
MORE
EXERCISES 5 Do you see a s i n g l e problem con necting a l l fou r issues i n the Read i n g ? If so, what is it?

Propose solutions to global problems

A FRAM E YOU R I D EAS On a sca l e of 1 to 6, put the B NOTEPADD I N G Write so me possible sol utio ns to
goals in o rder of i m porta nce and d ifficu lty to g l oba l p roblems.
acco m p l ish (1 = most i m porta nt or most difficu lt).
Problem Possible sol utio n s

Ii
avoiding war

-.
....;; --" _,.

C DISCUSSI O N Discuss the sol utions to the g lobal

problems you p roposed . Do you all have the same
concerns?

Text-mining (optional)
Find and underline three words or phrases in the Read ing that
were new to you. Use them in your Discussion.
For example : "a bribe."

UNIT 9 1 05
 Debate the pros and cons of issues

.......... •mi� BEFORE YOU LISTEN

CARDS

A :17 VOCABU LARY • How to debate an issue politely Read and l i sten . Then listen aga i n a n d repeat.
1 2

I thi n k s moking " I th i n k more people

is a disg usti n g ' ' That may be true, but if sho u l d be active i n '' I see what you mean,
habit. ' ' you o n ly smoke i n you r own pol itics. That way, we but it's n ot realistic to
house, you 're not h u rting wou l d have better expect everyon e to care. ' '
a nyone but you rself. " governm ents. ' '

3 4

I th i n k o u r I th i n k we sho u l d j u st
p resident i s doing Well, on the one hand, vote agai nst everyone ' ' That's one way to look
a n excel lent job. " he's n ot corru pt. But on the who's i n office n ow. at it, but how do we know
other hand, he hasn't done That's a good way to inexperienced ca nd idates
m uch to i m p rove the cou ntry. ' ' get change. ' ' wi l l be a ny better tha n what
we a l ready h ave? ' '

B PAI R WO RK Ta ke tu rns say i n g a n d res pon d i n g to each o p i n io n . Use the Vocab u l a ry above to d isag ree
pol itely. O r, if you a g ree with the o p i n ion, use the lang uage of agreement from page 1 02 . For exa m ple:
1 "In some cou ntries, d ictatorshi p has hel ped stop corru pti o n ."

' ' I co u l d n 't a g ree m o re. Cou ntries ' That may be true, but no one shou ld
with dictato rships a re better off. ' ' OR h ave to l ive u nder a dictators h i p. "

2 "There is n o rea l democracy. Al l govern ments are contro l l ed by a few powerfu l people."
3 " I thi n k moderates a re the o n ly people you ca n trust in govern ment."
4 " I 'm not going to vote. Al l the ca ndidates a re corru pt."
5 " Terrorism is getting worse and worse a l l over the world ."
6 " I don't thi n k it's i m porta nt to vote. Nothi ng ever changes."

106 UNIT 9
LISTENING COMPREHENSION
5 : 1 8 LISTEN TO SU M MARIZE Listen to th ree conve rsations about d ictators h i p, democ racy, and

monarchy. Then l isten agai n and, on a separate sheet of paper, ta ke notes about the a rg u ments
i n favo r of a n d against each system of govern ment. Then work i n pa i rs. Pa rtner A: S u m ma rize
the a rg u ments in favor. Pa rtner B: S u m marize the a rg u me nts aga i n st . .

Debate the pros and cons of issues

A GRO U P WORK Choose a n issue that you 'd l i ke 8 NOTEPADD I N G O n you r note pad, write
to debate. a rg u m ents i n favo r and agai n st.

I s s u e:

Arg u m e n ts in favo r: ,!

• Ba n n i ng text-messagi ng w h i l e d rivi n g :!
1:,
• Decri m i n a l izing the u s e o f i l legal d rugs i
!:
• Preventi ng c h i l d re n from going to movie
theaters to see extremely violent movies .;

• U s i n g the m i l ita ry to fight terrorism j

�·:
• Perm itti ng peop l e to say or write a nythi ng
!
as l o n g as it d oesn 't ca use physica l d a n g e r :'

• You r o w n loca l or pol itical issue: Arg u ments a g a i nst:

"

'·· '"

C DEBATE Divide the g ro u p i nto two tea ms, with

one tea m in favo r and the other tea m agai n st.
Ta ke tu rns p resenti ng you r views. Use the
Vocab u l a ry from page 1 06. Ta ke tu rns a n d
d isag ree pol itely. T h e n conti n u e t h e d iscu ssio n .

Discuss controversies Express agreement Express disagreement

Are yo u in favor of _?
I ' m agai nst I in favor of _.
I think I believe I feel :
it's wrong.
it's right.
it's wrong, no matter what.
it depends.
I agree with you on that one.
I cou l d n 't agree more.
I cou l d n 't have sa id it better myself.
That's exactly what I think.
I guess we' l l have to agree to disagree!
I have to disagree with you there.
I'm not su re I agree.
I ' m afra id I don't agree.
No offense, but I can 't agree.

UNIT 9 1 07
 A Listen to the news report about fou r news stories. Then l isten again and circle the correct wo rd or phrase.
1 Sori ndians and Ra mays a re two (eth ni c g ro u ps I gove r n m ents) that occu py land a reas next to each other.
2 (Sorin d i a n s I Ra mays) wa nt to be able to observe thei r d ieta ry laws a n d trad ition a l clothi n g custo m s .
3 The p roblem between the Sorindians and t h e Ra mays is an exam ple o f (corru ption I eth nic discri m i nation).
4 A package l eft i n the bath room at the centra l post office raised fea rs of (te rro ris m I corru ption).
5 Poor peop l e a re m ig rati n g i nto the (city from the cou ntryside I cou ntryside from the city).
6 Another story i n the news is the reported (co rru ption I poverty) of a pol ice ca pta i n .

B Com p l ete the parag ra p h about an election, u s i ng ve rbs and cou nt and non-co u nt n o u n s correctly.

Many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . run n ing for election make . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about

1 candidate I ca ndidates 2 promise / p romises
. But
" 3" eciu"c�atfon "/tti e e«j Lication · · 4· prog ress" /ttie .progre·55 · comes slowly, and · 5 · fritorrr1ation/intorrii ai ions
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hard to get . Voters wou l d l i ke to see . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that thei r
6 is I a re 7 proof I proofs
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . bei ng fol l owed . Fo r instance, we are j ust now
8 advice I advices 9 is I are
receivi ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of education statist ics and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . n ot very good .
10 news I the news 11 it's I they're
· · · · · · ; 2 ·Hei "p ·i ft1e ·tie·1 · · · · · is needed , and · · · · · · ffitie. i i me i" i i rii e. · · · · · is necessary to i m p rove our schools.
P

C Com plete each sen tence.

1 The law does n 't a l low . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the Constitutio n .
a the p resident change b the president to cha nge c change
2 Our frie nds advised . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . d isappoi nted about the e l ecti o n .
a not t o be b us not to be c u s to be not
3 The Constitutio n req u i res . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . office after two terms.
a to l eave b senators to leave c senators l eave
4 The election com m ittee permitted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about thei r ed ucation a l pol icies .
a the ca ndidates to s pea k b the ca n d idates s pea k c to spea k

D Disagree pol itely with each statement, u s i n g a d ifferent way

to d isag ree each ti me. Then add a reason why you d isag ree with
each stateme nt.
1 M o n a rch ies a re dictators h i ps.
� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
For additional language practice . . .
2 There's n o s uch thi ng as a rea l democracy a nywhere i n the world .
n YORK TOP NOTCH limJ · Lyrics p. 155
� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
"We Can Agree to Disagree"
3 Al l peop l e with power a re corru pt. ............� .. . . . . . . . . .�
SONG KARAOKE

� - · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

WRITING
Write at least two pa rag raphs about one of these issues: com p u l so ry WRITI N G BOOSTER p. 152
m i l ita ry service, ca pita l p u n ish me nt, o r censors h i p of books and movies. • Contrasting ideas
• Guidance for this writing exercise
I ncl ude both the p ros a nd co ns of the issue.
1 08 UNIT 9
. . . . . . . . ... .lillfilfil1
GAMES

ORAL REVIEW
CONTEST Look at the pictu res for one min ute. Then
close you r books and name the three issues depicted
in the news.

PAI R WORK Create conversations.

1 Create a conve rsation between the man and
wo man i n Pictu re 1 . Conti n ue the co nversation,
d iscussi ng corru ption i n genera l . Sta rt l i ke th is:
Loo k at th i > a rti c l e a b o ut th e j vd 9 e vvh o
vva> ta ki " 9 bribe> i" c o v rt.
2 Create a conversation betwee n the two wom e n
in Pictu re 2 . Sta rt l i ke t h i s a n d contin ue the
conversation, d iscussing terrorism in genera l :
A L o o k ! A" oth e r terro ri>t bom b i " 9 ·
B : Te rri b l e ! Wh at d o yov th i l) k ca v>e> th i>?
3 Create a co nversatio n between the two men
d iscussi ng the election i n Senegal in Pictu re 3 .
Sta rt l i ke th is a n d conti n u e the co nversatio n :
Do yo v m i l)d i f I a > k yo v a qve>ti o " a bo ut the
e l ecti o " > i " Se n e 9 a l ?

7 o O

NOW I CAN
D Tal k about pol itics.
D Discuss co ntroversial issues pol itely.
D Propose sol utions to global problems.
D Debate the pros and cons of issues.

UNIT 9 1 09
 1 Describe a geog raphical locati on .
2 Warn about a possible risk.
3 Describe a natu ra l setting.
U N IT 4 Disc u ss sol utions to global warm ing.

Bea u tifu I Wo r l d
I

A rena l
Volcano
. I
_.. La Fortuna
•
�
COSTA R I CA �

Pa c ifi c O c e a n

Mountain Ranges National Parks

1 Guanacaste Range 4 Santa Rosa
2 Central Volcanic Range 5 Braulio Carrillo
3 Ta lamanca Range 6 Tortuguero
_. = Volcano 7 Chirrip6
e = City 8 La Amistad

* = Capital City
9 Corcovado

50 100 kilometers

31 62 miles

a g u lf an ocea n a mou nta i n ra nge

A ..,_ s· VOCAB U LA RY • Geographical features Read
a bay a sea a national park
and l i ste n . Then l i sten agai n and re peat. Fi nd
these featu res o n the m a p . a l a ke a volca no

B Use the map to a n swer the q uestio n s about Costa Rica.

1 What two cou ntries share a border with Costa Rica? 4 What is Costa Rica's l a rgest l a ke?
2 I n what mou ntain range is Costa Rica's capital located? 5 Approximately how fa r is Pu ntarenas from San Jose?
3 What is Costa Rica's l a rgest national pa rk? 6 What bodies of water a re on Costa Rica's two coasts?

110 UNIT 1 0
 .. • -. ..-� - »- ' - J �� · �1· .-... ,,.;-: ""......__,.._ -
�
'
.., ';- - '1 - - �- .:::·� •
ENGLISH FOR TODAY 'S WORLD
�
� - : ,..--'7
� • �� ' �
' .,. "�r ""'::\ �
"
"-"'<=-•
••>- • -
� ...,

"'�"'
� Un derstand English speakers from
different language backgrounds.
Max = Italian speaker
Frank = Chinese speaker
c Read a n d l isten to two to u rists ta l king about Costa Rica .

Max: Have you fol ks been here long? Max: Hey, you wou l d n 't happen to Fra n k: But be s u re to ta ke it slow on
Frank: A l ittle over a week. Unfortu nately, know a nythi n g about the La Fortu na the path down to the bottom of
we've only got two days left. You? waterfal l , wou l d you ? We plan on the fa l ls. It ca n get pretty wet and
Max: We j u st got here yesterday, d riving u p there this weekend. s l i p pe ry.
actual ly. Fra n k: Actual ly, we j u st got back from Max: Tha n ks fo r the wa rn i n g . What if
Fra n k: I 'm Fra n k, by the way. Fra n k there yesterday. we wan t to get a look at the Arenal
Lew. F rom Hong Kon g . Max: What a coi n cidence ! Was it worth Volca no, too? Do you thi n k that's
seeing? doable in two days?
Max: Max Bel l i. From Labro, Ita ly. Have
you heard of it? Fra n k: Spectacu lar. You don't wa nt to Fra n k: No p roblem. The volca no's
m iss it. o n ly about twenty m i n utes west of
Fra n k: I ca n ' t say I have.
La Fortu na by ca r. So I 'm s u re you
Max: It's a very s m a l l town a bout cou l d h a n d l e them both .
20 kilometers n o rth of Rome.

D FOCUS ON LAN G UAG E Write each of the fol l owi n g stateme nts from the Ph oto Story i n you r
own way. U s e the context of the story to h e l p y o u restate each one.
1 " I ca n 't say I have." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 "What a coi ncidence ! " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 "Was it worth seei ng?" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 "Yo u d o n ' t want to m iss it." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 " . . . be s u re to take it slow." . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 " Do you th i n k that's doable i n two days ? " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 " . . . I 'm s u re you co u ld handle them both ."

SPEAKING
A PAI R WORK B ra i nsto rm a nd write the names of pl aces you know for each of the fo l l owi n g
geog ra p h ical featu res.

a n ocea n o r sea a national pa rk

a bay or g u lf a lake
a m o u nta i n o r volca n o a waterfa l l
a m o u nta i n ra nge . . . .

B G U ESSING GAM E Describe a geog raph ica l featu re U It's a beautifu l lake. It's between . . . "
of you r cou ntry. You r classmates g uess what pl ace it is.
' ' It's a volcano. It's near . . . ' '
UNIT 1 0 111
 Describe a geographica l location

GRAMMAR Prepositional phrases of geographical place

GRAMMAR BOOSTER p. 143
• Prepositions of p lace: more usage
Look at the map and study the exa m ples.
• Proper nouns: capita l ization
Mexico is north of (O R to the north of) Guatemala. • Proper nouns: use of t h e
Honduras and El Salvador are located to the south.
Ti kal is i n the nort h . Guatemala City is i n the sout h .
Coban is located i n the centra l part o f Guatemala.
El Rancho is located on the M otagua River.
Champerico is on the west coast of Guatemala.
Flores is on the south shore of La ke Peten ltza .

A GRAM MAR PRACTICE Com pl ete the sentences with the correct
p re positio n s .
1 Vlad ivostok i s located . . . . . . . . . t h e eastern coast . . . . . . . . . Russia.
2 Barra nq u i l la i s . . . . . . . . . the northern part . . . . . . . . . Colombia.
3 Haikou is . . . . . . . . . the northern coast . . . . . . . . . Hainan Island i n China.
4 Machu Picchu is located about 1 00 ki l o m eters
northwest . . . . . . . . . Cuzco.
5 Vietnam is located south . . . . . . . . . China.
6 Kota Ki naba l u is . . . . . . . . . the north coast of Borneo,
a part of M a l aysia.
� 5 :24 Com pass di. rect .
7 Manaus is located . . . . . . . . . the Amazon Rive r i n Brazi l . � � north io ns
NE = n ort heast
=
8 Ca nada is . . . . . . . . . the n o rth . . . . . . . . . the U n ited States. �-=_ easoutst h NW = n orth west
SE = so uth ea st
- west SW = s outh west
B PAI R WORK With a partner, choose five p laces you know i n or N ote: the ea st co st
. . . . . . . .l!mlim near you r cou ntry. Then descri be and write where they a re, � ( OR ast�
Also : the [no rth er / so ut ern e/rn coast)
western] co ast
EXER�g�§ u s i ng p re positi onal p h rases of geog ra p h i cal location .

· · ··· · "�rJ�'g PRONUNCIATION Voiced and voiceless -

th
COACH

A � 5:25 Read a n d l iste n . Then l isten again a nd repeat.

Voi ced th Vo i cel ess th

1 there tha n ks
2 th is th i n k
3 n o rthern north
4 southern south
5 the west southwest

B PAI R WO RK Ta ke tu rns readi ng the sente nces you wrote i n Exercise B above,
paying attention to voiced and voiceless th sou nd s .

112 UNIT 1 0
 CONVERSATION MODEL
A 5 : 2 6 Read a n d l i ste n to someone descri b i n g

a geog ra p h ica l location .

A: Where exactly is the tem p l e located ?
B: About 1 5 kilometers north of Kyoto.
Are you p l a n n i ng to go there?
A: I 've been thi n ki n g about it.
B: � r? .� f!l. �� � -.s �.� · Be s u re to take pictu res!
.

� 5 ·2 8 R eco mm
e ndatio ns ,... 5 :29 Criticisms
It's a m us t-s ee
You ·dan··i want . to It's ov errate d .
mis s it. It's a wa ste of tim e .

8 5 : 2 7 RHYTHM A N D I NTO NATION Listen aga i n a n d repeat.

Then p ractice the Conversation Model with a partner.

Describe a geographical location

........... "trJ�� A CONVERSATION ACTIVATO R With a partne r,

change the Conversatio n Model to ta l k about Great

the l ocatio n of a n i n teresting place. Use the

map and the pictu res or a map of you r own
cou ntry. Then change roles.
A: Where exactly . . . . . . . . . located ? G R EA T S A ND Y
DESERT
B: . . . . . . . . . Are you p l a n n i n g to go there?
. A U S T R A
A: I 've been th i n ki ng a bout it. •
Alice Springs
B: . . . . . . . . . . Ayers Rock •
G R EAT VI C TO R IA
DON'T STOP! DESERT
• Ask more questions about the place.
[Is it I Are they] worth seei ng?
Is [it I the trip] doable in [one day]?
• Ask about other places.

8 CHAN G E PARTNERS Descri be other places.

UNIT 10 113
 Warn about a possible risk

........ •�m'� VOCABULARY Describe risks

� 5:31 Some places
CARDS

a path

.��·

a cave

It ca n be q u ite dangerous. It ca n be very rocky. It ca n be extremely steep.

It ca n be so s l i ppery. It can be p retty d a rk . It ca n be terribly exhausti ng . It can be rea l ly foggy.

5:32 Dangero u s a n i m a l s a n d i nsects B 5 : 1 LISTEN T O I N FER Listen t o t h e co nversations. Check i f

t h e s pea ke r th i n ks t h e pl ace is ris ky o r n ot.
' ' Watch out for [snakes] . "
ri sky not ris ky
" Keep an eye out fo r [bea rs] . " 1 He th i n ks hiking a ro u nd the wate rfa l l i s . . . D D
2 She th i n ks cl i m bi n g the mou nta i n is . . . D D
I

3 She th i n ks swi m m i ng i n the bay is . . . D D

��.·
... . �
�..
4 H e th i n ks wa l ki n g on the cl iffs is . . . D D
"J.. .ii "
i;."R.I f"t; ''
•

C s: 4 LISTEN TO ACTIVATE VOCABU LARY Liste n ag a i n .

a snake a sha rk Com plete each statement with the risks.
1 H e warns that the path is someti mes . . . . . . . . . . . . . . . . . . . . . . . . . and
the re m ay be . . . . . . . . . . . . . . . . . . . . . . . . . .

2 She wa rns that there may be . . . . . . . . . . . . . . . . . . . . . . . . . and that the

path ca n be . . . . . . . . . . . . . . . . . . . . . . . . . .

a jel lyfish a bea r 3 H e 's worried that there wi l l be a l ot of . . . . . . . . . . . . . . . . . . . . . . . . . a n d

there may be . . . . . . . . . . . . . . . . . . . . . . . . . .

4 H e warns that the cl iffs are . . . . . . . . . . . . . . . . . . . . . . . . . and there may

be . . . . . . . . . . . . . . . . . . . . . . . . . .

a scorpion a mosq uito

114 UNIT 1 0
 GRAMMAR Too + adjective and infinitive

Use too + an adjective a nd an i nfin itive to give a warn i ng or an exp la nation.

It's too dark to go hiki ng now. = Don 't go h i king now because it's dark.
Those cl iffs are too steep to climb . = You shou l d n 't climb those cliffs because they're very steep.

Use a for ph rase to fu rther cla rify a warn i ng or explanation.

It's too dangerous fo r ch i l d ren to go swi mming there . (On ly adu lts should swi m there.) GRAM MAR BOOSTER p. 145
• I nfin itives with e n o ugh

GRAM MAR PRACTICE Com pl ete the sentences, u s i n g too + an adjective

and a fo r p h rase + an i nfi n itive.

1 It's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to that nei g h borhood a lone.

dangerous I you I go
2 The pyra m id at Teotih uaca n is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
steep I older tou rists I c l i m b
3 It's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the last train to the capita l .
late I you r friends I catch
4 The path is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . safely.
rocky I you r c h i l d ren I wa l k on
5 It's rea l ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h i ki ng to the waterfa l l today.
hot / us I go
. . . . . . JillfilliJJ
MORE
6 Don't you th i n k th is map is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
EXERCISES confusing I them I u n dersta nd

CONVERSATION MODEL
A s: Read a n d l isten to someone wa rn i n g a bout a risk.
A: Excuse me. Ca n you tel l me the way to the beac h ?
B: That way. It's not very fa r.
A: Tha n ks . Is it safe to g o swi m m i ng there?
B : S u re, but be ca refu l . There's someti mes a n u ndertow.
A: Rea l ly?
B: We l l , it's too da ngero u s for c h i l d ren to g o
swi m m i n g there. But I 'm s u re you ' l l b e fi ne.
A: Tha n ks for the wa rn i n g .

B 5:36 RHYTH M A N D I NTO NATION Liste n aga i n a nd re peat.

Then practice the Conversation Model with a partner.

Warn about a possible risk

....... ••trJ�g A CONVERSATION ACTIVATOR With a partner, change the

Places t o go Th in gs
to do
a wa terfall go swi m ming
Conversation Mode l . As k for d i rections to a n other pl ace. a p ath g o h iki ng
Wa rn about possible risks. Then change roles . a cave go cli m bing
a bea ch go bikin g
A: Excu se me. Ca n you tel l me the way to . . . . . . . . . ? cliffs go skiing
B: .. . a vol ca no
DON'T STOP!
. . . . . . .

a n a tio nal park

A: Tha n ks . Is it safe to . . . . . . . . . there?
• Ask for more information.
B: · · · · · · · · · .
Do I need to watch out for Liel lyfish I sharks]?
Are there a lot of [sna kes I bears] ?
B CHANGE PARTN ERS Wa rn about Is the path very [steep I rocky I sli ppery)?
a nothe r p l ace. [Is it I Are they] worth seei ng?
• Warn about other risks.
Watch out for [scorpions] .
It's t o o [da ngerous I da rk] [for _ ] to _ there .

UNIT 1 0 115
 Describe a natural setting

BEFORE YOU LISTEN

5:3 8 Stro n g po
sitive adjectives
· 'Fr.!�'� A 5:37 VOCABU LARY • Describing natural features Read and l iste n . The s �en ery was bre
CARDS
The v! ews we re spe
athtaki ng
Then l isten aga i n a n d repeat. ctacu lar .
The sigh ts we re ext
raord in a�y
.
Geographic nouns

a fo rest a j u ng le a va l ley a ca nyon a n isla n d a glacier

Geographic adjectives

mou ntainous hil ly flat dry I a rid lush I g reen

B PAI R WORK Ta l k about places you know, u s i n g

' The no rth of this cou ntry is p retty flat and
t h e n o u n s a n d adjectives fro m t h e Vocabu lary. a rid, but i n the south it's real ly m o untainous.
The green va l l eys and forests a re spectacu lar. ' '

LISTENING COMPREHENSION
A ..,_ 5:39 LISTEN FOR MAIN I D EAS Read the q u estions. Listen to a descri ption
of a mem orable tri p a n d a n swe r the q u estio ns.
1 What cou ntry did M r. Ya magichi visit?
a the U . S . b Austra l ia c Ca nada d the U . K.
2 What ki nd of place d id he visit?
a a park b a beach c an i s l a n d d a j u ng l e
3 What activity did he a n d his wife do t h e most?
a go s k i i n g b go swi m m i n g c g o h i ki ng d go h a n g g l i d i n g
Mits u h i ko Ya magichi
4 W h a t geog ra p h ical adjective best describes this pl ace?
a flat b a rid c h i l ly d mou nta i nous

116 UNIT 10
B s· LISTEN FOR DETAILS Listen aga i n a n d pay attention to how M r. Ya magichi air l a ke
describes what he saw on his trip. Com plete each p h rase with a word from the box. ca nyon mou nta i n s
c l iffs path
1 a mazi ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 fa ntastic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
forests views
2 b reathta ki ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 fresh, clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g l acier water
hotel waterfa l l s
3 extraord i na ry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 s l i ppery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 fa mous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 s pectac u l a r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C PAI R WOR K With a partner, s u m marize M r. Ya magichi's trip i n you r

own words b y restati ng key deta i l s . Liste n again i f necessa ry.

Describe a natural setting

A FRA M E YO U R I D EAS Choose a photo. Describe the pl ace and what a

person cou ld do there. You r pa rtner g u esses which p lace you chose.

B NOTEPADD I N G O n you r note pad, w rite about a s pectacu l a r place you know
or a place you 'd l i ke to visit. What does it look l i ke? What ca n you do the re?

Name of lace: Thin s ou ca n do there:

Descri tio n :

C PAI R WO RK Tel l you r pa rtner about the place you wrote about o n you r note pad . Use the Vocab u l a ry.

It's in the [north] I on the [coast] . You don't want to miss it.
It's located on the [Orinoco River] . [Bash Bish Falls] is overrated, but
It's located on the [shore I east coast] [N iagara Fal ls] is breathtaki ng.
of [La ke Victoria] . [Saw Valley] is a waste of time, but
It's south of [Pi ne Valley] is extraordinary.
It's in the centra l pa rt of _. It's very [rocky I steep I slippery] .
It's a must-see .

UNIT 1 0 117
 Discuss solutions to global warming

BEFORE YOU READ

. '�CI�'� A 5:41 VOCABU LARY • Energy and the environment Read and l isten . Then l isten again a nd repeat.
CARDS

the environment n. the a i r, water, a n d l a n d i n w h ich peop l e,

a n i ma l s, a n d pla nts l ive ..,. 5:42 Stress in verbs and nouns
increase v. t o become larger in amount
pollution n. the act of ca u s i ng air, water, or l a n d to become an increase in [tem peratu re] n.
di rty a n d u n healthy for peo ple, a n i ma ls, a nd pla nts decrease v. to become smal ler i n amount
a decrease i n [po l l ution] n.
climate change n. a l o n g-term change i n the Ea rth 's
tem pe ratu res a nd weather patterns
power n. e lectricity or other force that ca n be u sed to make machi nes,
ca rs, etc., work
renewable energy n. power from natu ral reso u rces, s uch as wind power
or solar powe r (from the s u n), that is conti n ua l ly available for h u ma n use
energy-efficient adj. u s i ng as l ittle power as possible

B DISCUSSION What do you a l ready know about g l obal wa rm i n g ?

What cau ses i t ? What effect is it havi ng o n the e nvi ron ment?

READING 5:43

Choose Clean Energy and Help Curb Global Warming

Fossil fuels such as oil, coal, and natural gas provide energy for our cars and homes, but
increase the amount of carbon dioxide (C02) in the air, contributing to climate change in
the form of global warming. However, there are choices we can make that can lessen their
negative impact on the environment.
Get moving-Take good care temperature on your hot water
of your car and keep your tires heater down. The effects of
properly inflated with air. You will Recycle-Use products that are g lobal wa rm in g
use less gasoline and save money. recycled from old paper, glass,
Better yet, skip the drive and walk, • An increase in floods,
and metal to reduce energy droughts, tornadoes, and
take public transportation, or ride waste and pollution by 70 to other extreme weather
a bicycle when you can. 90%. And before you toss things conditions
Upgrade-Replace your old in the garbage, think about what • A rise in sea levels, causing
refrigerator or air conditioner you can reuse. flooding in coastal areas
with a new energy-efficient Think local-Shipping foods • Higher sea surface
model. Not only will you save temperatures, endangering
over long distances is a waste of
sea life
money on your electric bill, but energy and adds to pollution.
you'll contribute to cutting back • The shri n ki ng of glaciers,
In addition, the pesticides and

Compact fluorescent light
bulbs use less electricity.
on the pollution that causes
global warming.
See the light-Use new energy­
saving compact fluorescent
light bulbs. They produce the
same amount of light as older
incandescent bulbs, but they
use 75% less electricity and last
much longer.
Cut back-Try to reduce the
amount of water you use
for showers, laundry, and
washing dishes. And turn the
\
leading to a decrease in
chemicals used to grow them fresh water for rivers and
are bad for the environment. less energy production
So buy locally grown fruits and • A loss of tropical forests, an
vegetables instead. i ncrease in arid lands, more
forest fires, and a loss of
Speak out-Talk to lawmakers
animal and plant species
about your interest in curbing
• A decrease in agricultural
global warming. Support their yields, leading to famine
attempts to improve standards
for fuel efficiency, to fund
renewable and clean energy
solutions, such as wind
and solar power, and to
protect forests.

118 UNIT 1 0
 A U N DERSTAND FROM CONTEXT Find a n d u nderl i ne each of the fol l owi ng wo rds o r p h rases in the Read i ng . Then
use you r u ndersta n d i ng of the wo rds to w rite defi n itions.
1 fossi l fuels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 g lo ba l wa rm i n g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 i nflated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 red uce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 curbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 a rise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B CRITICAL TH I N KING Discuss the q uestions.

1 The article mentions fossi l fu els as a maj o r sou rce of energy. What two other sou rces of energy are
mentioned ? H ow a re they d ifferent from fossi l fuels?
2 Loo k at the l ist of the effects of g l o ba l wa rm i ng i n the Rea d i n g . What i m pact cou ld they have on these
as pects of you r cou ntry 's econ o my: tou rism, food prod uction, housi ng, and d isaster rel ief?

. . . . . . . . . moom C SUM MARIZE Review the Read i n g aga i n . Then cl ose you r book. With a partner, d iscuss a n d m a ke a l ist of the
EXER�g� ways the Readi n g s u ggests you ca n hel p cu rb g l o ba l wa rm i n g .

Discuss solutions to global warming

A NOTEPADDING What do you do i n you r daily l ife that C DISCUSSION Do you agree with the suggestions
m ight contribute to the energy waste and pol l ution that i n the Read i ng? Discuss the va l u e of tryi n g
causes g l oba l wa rm i n g ? M a ke a l i st on you r n otepad. to take persona l actions to hel p c u rb g l obal
wa rm i n g . Ta l k a bout:
r1
a t home: lei • what you a re doi n g now.
�:; • what you 'd l i ke to do in the futu re.
• what you th i n k is n ot worth doing.
cl'.'

;,
at w ork: h

1·.
LI. Are you in favor of _?
1: I think I don't think it's a good idea to _.
I ' m agai nst _.
a t schoo l : That's tru e, b ut _.
I see what you mea n , but _.
I!, Wel l , on the one hand , _. But, on the
1r other hand, _.
ll:
I That's one way to look at it, but _.
I That depends.
i n tra n s portation : I
We' l l have to agree to d isagree.
L

Text-mining (optional)
other: p Find and underl ine three words or phrases in the Reading that
were new to you. Use them in your Discussion.
Ir For example: "a waste of energy."
I'

n
.;.�·
- "'' ·�

B PAI R WOR K Com pa re n ote pads with a partner. Discuss

what you thi n k each of you cou l d do to hel p cut d own
o n energy waste a n d pol l utio n .

' I don 't real ly recycle everyth ing I ca n right now, but I 'd like
to. I thi n k it wou ld be better for the envi ron ment if I did. ' '

' I want to buy energy-efficient light b u l bs, but

they're more expensive tha n the reg u l ar kind.
 A 5 :44 Liste n to the conve rsations. Write the type
a ca nyon a desert an i s l a n d a volcano
of place each person is ta l ki ng about, choos i n g
words fro m t h e box. T h e n check w h ether o r n ot a cave a g l acier a va l ley a waterfa l l
the person recom mends going there.
Type of place Recom m e n d e d ? Type of p la ce Reco m m ended?
1 ............................................. D yes D no 3 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
D yes D no
2 ............................................. D yes D no 4 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
D yes D no

B Look at the p ictu res. Co m plete the warni n g s about each danger, u s i n g too.
1 2 3 4

1 That road . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to ride o n if you 're not ca refu l .

2 Those steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . c l i m b safely after a rai n .
3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go i n t h e cave without a flash l ight.
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go swi m m i n g in the bay.

C Com plete the locatio n s, u s i ng the map.

1 The town of Sai nt-Pierre is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the
s h o re . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the i s l a n d of Sai nt-Pie rre.
��
W'QIYE
s
2 G ra n d Barachois Bay . . . . . . . . . . . . . . . . . . . . . . the vi l l age of M i q ue l o n .
Miquelon
3 T h e i s l a n d o f Saint-Pierre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . La ng lade.
4 The vi l lage of M iq ue l o n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about St. Lawrence
Gulf
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from the town of Sa i nt-Pierre .
5 T h e beaches . . . . . . . . . . . . . . . . . . . . . . . . . t h e . . . . . . . . . . . . . . . . . . . . . . . . . . . . coast.

Island of
Langlade Saint-Pierre
WRITING
Write a descri ption of you r cou ntry, state, o r p rovi nce . I ncl ude the
North A tlantic Ocean
l ocation and descri ption of major cities, geog ra ph ica l featu res, 10 kilometers
national pa rks, and other poi nts of i nterest. Use adjectives to provide 1 0 miles

deta i l s that hel p the reader see a nd fee l what the p l aces a re l i ke.

qu iet I noisy h u m id I foggy spectacular

crowded dry I arid breathtaking
W R IT I N G BOOST E R p. 153
hot I warm lush I green extraordinary
• Organizing by spatial relations
cold I cool steep I rocky beautiful • Guidance for this writing exercise
mounta i nous high I low gorgeous
flat I h i l ly green I blue unique rs·lfl.dhifiifii.!&Qj.!@111-
n TOP NOTCH • • Lyrics p. 155
" It's a Beautifu l World "
�- - ------ .Ji:J: I
1 20 UNIT 1 0
ORAL REVIEW
GAME Using the map and the pictu res, describe a location or natural featu res.
You r classmates guess the place. For exa mple:
It1s- l o cated s-o uth of Dena l i Nati o n a l Pa rk. O R It haS' s-pecta c u l a r 9 la c i ers-.

PAI R WO RK Use the m a p a n d the " Ex p l o re Alaska ! " c h a rt to create conversations

fo r the m a n a nd the wo ma n . Start l i ke th is:
Wh ere exa ctly i s- _? O R Excus-e me. Co uld yo u tel l m e the way to _?

N Arctic Ocea n

W f(ldE
w s

N A ·
A
· -
·

Beri n g Sea Glacier Bay

National
Park

0 G u lf of A l a s ka
I I
O 300 kilometers

Explore Al aska!

D Describe a geographical l ocation.

D Warn a bout a possible risk.
D Describe a natu ral setting .
D Discuss sol utions to gl obal warming.

UNIT 1 0 1 21
 Refe re nce C h a rts
PRO N U NCIATI O N TAB LE
Vowels Consona nts

Sym bol Key Words Sym bol Key Words Sym bol Key Words

beat, feed p pack, happy z zip, please, goes

bit, did b back, rubber J ship, mach i ne, station,
er date, pa id t tie special, discussion
f.. bet, bed d die 3 measure, vision
� bat, bad k came, key, quick h hot, who
a box, odd, father g g ame, guest m men
) bought, dog
tJ church, n ature, watch n sun, know, pneumon ia
OU boat, road d3 jud ge, g enera l, major rJ sung, ringing
u book, good f fa n, photograp h w wet, white
u boot, food, fl u v va n I light, l ong
" but, mud, mother 9 thing, breath right, wro n g
a ba nan a, amo n g 0 the n, breathe y yes
� shi rt, mu rder s sip, city, psychology
ar bi te, cry, buy, eye ! butter, bottl e
au about, how t1 butto n
)I vo ice, boy
Ir deer
u ba re
or ba r
Jr door
ur tour

I RREG U LAR VERBS

I
base form sim ple past past participle base form simple past past participle
be was I were been lend lent lent
become became become let let let
begin began begun lose lost lost
bite bit bit I bitten make made made
bleed bled bled mean meant meant
break broke broken meet met met
bring brought brought pay paid paid
build built built put put put
burn burned I burnt burned I burnt quit quit quit
buy bought bought read /rid/ read /rrd/ read /rrd/
catch caught caught ride rode ridden
choose chose chosen ring rang rung
come came come rise rose risen
cost cost cost run ran run
cut cut cut say said said
do did done see saw seen
draw drew drawn sel l sold sold
dream dreamed I dreamt dreamed I dreamt send sent sent
drink drank drunk sew sewed sewn
drive drove driven shake shook shaken
eat ate eaten sing sang sung
fall fel l fallen sit sat sat
feed fed fed sleep slept slept
feel felt felt speak spoke spoken
fight fought fought spend spent spent
find found found spread spread spread
fit fit fit stand stood stood
flee fled fled steal stole stolen
fly flew flown stick stuck stuck
forbid forbade forbidden sting stung stung
forget forgot forgotten strike struck struck
get got gotten swim swam swum
give gave given take took taken
go went gone teach taught taught
grow grew grown tel l told told
have had had think thought thought
hear heard heard throw threw thrown
hit hit hit understand understood understood
hold held held wake up woke up woken up
hurt hurt hurt wear wore worn
keep kept kept win won won
know knew known write wrote written
leave left left

1 22 REFERENCES
VERB TEN S E REVI EW: PRESENT, PAST, AN D FUTU RE

1 T H E PRESENT O F B E 3 THE PRESENT CO NTI N UOUS

Statements Statements

I am I am not I am watching TV.

You You
We are I aren't We are studying English.
They late. They

He He
She is I isn't She is arriving now.
It It

Yes I no questions
2 TH E S I M P LE PRESENT TENSE
Am I
Statements you
I Are we
You they going too fast?
speak I don't speak English.
We he
They Is she
He it
speaks I doesn 't speak Eng l ish.
She Short answers

Yes I no questions I am . I'm not.

I you are. you aren't I you 're not.
you he he isn 't I he's not.
Do I Don 't know them?
we Yes, she is. No, she isn't I she's not.
they it it isn't I it's not.
you you aren't I you 're not.
Does I he are.
eat meat? we we aren 't I we' re not.
Doesn 't she
they they aren't I they're not.
Short answers
Information questions
I I
you
you you
do. don't. What are we doing?
we we
they
Yes, they No, they
he
he he
When is she leaving?
she does. she doesn 't.
it
it it
Where am I staying tonight?
Information q uestions
Who is d riving?
I
you
What do need? 4 TH E PAST CONT I N U O U S
we
they Statements

he I was I wasn't singing that song.

When does she start?
You
it We were I weren't playing the piano.
Who does she l i ke? They
wants He
Who needs this book? She was /wasn't leaving from Central Station.
l i kes It

Yes I no questions

I
he
Was
she
it
landing in Sydney when the storm began?
we
Were you
they

REFERENCES 1 23
 (The past continuous-continued)
Short answers 6 TH E SIM PLE PAST T E N S E
I I Many verbs are irregular in the simple past tense.
he he
was. wasn't. See the list of irregular verbs on page 1 22.
she she
it it Statements
Yes, No,
we we I
you were. you weren't. You
they they He
She stopped I working .
Information questions didn't stop
It
I We
he They
When was speeding?
she
Yes I no questions
we
I
Where were you going?
they you
he
Who was arriving? Did she make a good dinner?
we
they
S TH E PAST O F B E

Statements Short answers

I I
He you
was late.
She he
It � it she did.

We No, didn't
we
You were early.
they
They

Yes I no questions I nformation questions

I I
he you
Was on time?
she he
When did read that?
it she
we
we they
Were you in the same class?
Who did they see?
they
Who cal led?
Short answers
I I
he he 7 THE FUTURE WITH W I LL
was. wasn't.
she she
Affirmative and negative statements
Yes, it No, it

we we I
you were. you weren 't. You
they they He
will /
She stop at five a-clock.
I nformation questions won 't
It
we? We
Where were you? They
they?

he
Yes I no questions
When was she here?
it I
Who were they? you
he
he? Will she be on time?
Who was she? It
it ? we
they

1 24 REFERENCES
(The future with will-continued) 9 T H E PRESENT PERF ECT

Affirmative and negative short answers Affirmative and negative short answers

I I
Yes , you wil l . You
have I
he We
,_____ haven't
she They left.
it He
No, won 't
we She has I hasn't
they It
I nformation questions
Yes I no questions
I I
you
Have you said enough?
he
we
What will she do? they
it
he
we
Has she already started?
they
it
Who will be there?
Affirmative and negative short answers

8 T H E F UT U R E WITH BE GOI NG TO I
Yes, have.
you
Statements
we
I'm No, haven 't.
they
You ' re
Yes, he has.
He's
going to I she
She's be here soon.
not going to No, it hasn 't.
It's
We're
I nformation questions
They're
I
Yes I no questions you
Where have seen the book?
you we
we they
Are going to want coffee?
they he
Am I going to be late? How has she been?
it
he
Is she going to arrive on ti me? Who has read it?
it
10 THE PASSIVE VO ICE
Short answers
Form the passive voice with a form o f b e and
I am. I'm not.
the past participle of the verb
you are. you aren't I you ' re not.
ACTIVE VOICE PASSIVE VOICE
he he isn't I he's not.
simple Art collectors buy Famous paintings are
Yes she is. No, she isn 't I she's not.
present famous painti ngs bought by a rt collectors.
it it isn't I it's not.
present The Cineplex is That film is being shown
you you aren't I you're not
continous showing that fi l m. by the Cineplex.
we are. we aren't I we' re not.
they they aren't I they're not.
present All the critic have That book has been
perfect reviewed t hat book. reviewed by all the critics.
Information questions
simple past Vera Wang designed This d ress was designed
you this d ress. by Vera Wang.
What are we going to see? past Last year, World Air Last year, tours to the
they continous was sti ll selling tou rs Ivory Coast were sti ll
to the Ivo ry Coast. being sold.
When is he going to stop?
she future The children will return The books will be
it with will the books tomorrow. returned tomorrow.
Where am I going to stay tomorrow? be going to Bar's Garage is going My car is going to be
to repair my car t h is repaired by Bart's
Who is g o i n g to call?
afternoon. Garage this afternoon .

REFERENCES 1 25
 GERU N DS AN D I N FI N ITIVES

Verbs fo l lowed b_x a ge r u n d

acknowledge delay escape keep propose risk

admit deny explain mention quit suggest
advise detest feel like mind recall support
appreciate discontinue finish miss recommend tolerate
avoid discuss forgive postpone report understand
can't help dislike give up practice resent
celebrate endure imagine prevent resist
consider enjoy justify prohibit

Ve rbs fol lowed d i rectl_x b_x a n i nfi n itive

afford choose hesitate need promise volunteer

agree consent hope neglect refuse wait
appear decide hurry offer request want
arrange deserve intend pay seem wish
ask expect learn plan struggle would like
attempt fail manage prepare swear yearn
can't wait grow mean pretend

Verbs fol l owed b_x a n object before an i nfi n itive *

advise convince get* order remind urge

allow enable help* pay request warn
ask* encourage hire permit require want*
cause expect* invite persuade teach wish*
challenge forbid need* promise* tell would like*
choose* force

* I n the active voice, these verbs can also be followed by the i nfinitive without an object (example: want to speak or want someone to speak).

Verbs fol lowed b_x either a gerund o r a n i nfi n itive

.begin hate remember*

can't stand like start
continue love stop*
forget* prefer try*
regret

* There is a complete difference in meaning when these verbs are followed by a gerund or an infinitive.
I forgot closing the window. (= I forgot that I did it.)
I forgot to close the window. (= I didn't do it because I forgot.)

I remembered locking the door. (= I have a memory of having locked it.)

I remembered to lock the door. (= I didn't forget to lock it.)

I stopped smoking. (= I stopped the habit.)

I stopped to smoke. (= I stopped what I was doing i n order to smoke.)

Adjectives fol lowed b_x a n i nfin itive *

afraid curious disturbed fortunate pleased shocked

alarmed delighted eager glad proud sorry
amazed depressed easy happy ready surprised
angry determined embarrassed hesitant relieved touched
anxious disappointed encouraged likely reluctant upset
ashamed distressed excited lucky sad willing

* EXAM PLE: I ' m willing to accept that.

1 26 REFERENCES
G ra m m a r Booster
 llm Lesson l
Expressing the future: review

These forms can express or imply the future:

The present continuous
My tooth has been ki lling me all week. I 'm calling the dentist tomorrow.
What are you doing this afternoon? I ' m going to the beach .

The simple present tense

The office is usual ly open until 9:00, but it closes at 6:00 tomorrow.

Although should, could, ought to, may, might, can, and have to are not future forms, they often imply
a future action.
You could catch the next bus. We should call her next week.

A Read each sentence. C heck the sentences that have futu re mea n i ng .

D H a n n a h is studyi ng E n g l ish this month. D 6 I 'm ta king my daug hter out for d i n ner ton i ght.
D 2 Na ncy studies English i n the evening. D 7 I 'm eati ng d i n ne r with my daug hter. Ca n I ca l l
D 3 You shou ld ca l l me tomorrow. you back?

D 4 He might have time to see you later. D 8 The class a lways sta rts at 2:00 and fin ishes at 4:00.
D 5 My parents a re a rrivi ng at 1 0:00. D 9 We may stay a n other week in Pa ris.

The future with will and �: review

Use will or be going to to make a pred iction or to indicate that something in the future will be true.
There is no difference in meaning.
Getting a new car will cost a lot of money. = Getting a new car is going to cost a lot of m oney.

Use be going to to express a plan.

My tooth has been killing me all week. I ' m going to cal l a dentist. N OT J-wiH-eaH a dentist.

Be careful! Will is also used for willingness. This use of will doesn't have a future meaning. Be going to
cannot be used for willingness.
A: Is it true that you won't go to the dentist?
B: I ' ll go to the dentist, but I don't like fillings. NOT I 'm goiAg to go to the dentist, but . . .

B Com plete the conversation s, using w i l l or be goi ng to .

A: Wou ld you l i ke to go ru n n i ng i n the park? I . . . . . . . . . . . . . . . . . . . . . . . . . i n a bout half an h o u r.

8: That sounds g reat. I . . . . . . . . . . . . . . . . . . . . . . . . you the re.
.
leave
meet
2 A: It's m i d n ig ht. Why a re you stil l reading?
8: We . . . . . . . . . . . . . . . . . . . . . . . . . a test tomorrow.
have
3 A: Do you have plans for tomorrow?
8: Yes. I . . . . . . . . . . . . . . . . . . . . . . . . . a c h i ropractor for the fi rst time.
see
4 A: I hope you can come tomorrow night. We'd rea l ly l i ke you to be there.
8: OK. I . . . . . . . . . . . . . . . . . . . . . . . . . .
come
5 A: I 'm th i n ki n g about g etting a new laptop.
8: Rea l ly? Wel l, I . . . . . . . . . . . . . . . . . . . . . . . . . you m i ne. I l ove it.
show

1 35 GRAMMAR BOOSTER
 Lesson 2

Regrets about the past: wish + the past perfect; should have and �

Wish + the past perfect

I wish I had married later in life. And I wish I hadn't married Cel ine!
Do you wish you had bought that car when it was available?

Should have and ought to have + past participle

Ought to have has the same meaning as should have.
I should have married later in life. I ought to have married later in l ife.
=

I shouldn't have married Celine. I ought not to have married Cel ine.
=

Note: American English speakers commonly use should have instead of ought to have in negative
statements and in questions.

A On a sepa rate s heet of paper, rewrite the statements a n d q uestions, cha nging wish + the past perfect to
shou l d have or ought to have.

She wishes she had had ch i l d ren. (ought to)

5Jie o v9M to Jiave Ji a d c Ji i ld ren.
1 Do yo u wish you had studied Swa h i l i ? (shou ld)
2 I wish I had gone to N ew Zea land i nstead of Austra l ia . (ought to)
3 Do you wish you had ta ken the job at the em bassy? (shou ld)
4 I wish I had n 't studied law. (shou ld)

B Answer each q u estion with a statement using wish + the past perfect.

1 Steven said, "I should have stopped smoking." What does Steven wish? - �- �. .�i. ����.�� .�.�.4 . ?.t9.PP.��. .��.�.�.i.09� . . . . . . . . . . . .
2 Lau ren said, "I shou l d n 't have bou g ht this ca r." What does La u ren wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Ca rl's wife said, "You s h o u ld have bought a co nvertible." What does Carl's wife wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 M s . Bake r said, "The students should have stud ied more fo r the exa m ." What does M s . Baker wish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. Lesson l

Adjective clauses: common errors

Remember:
Use the relative pronouns who or that for adjective clauses that describe people. Use that for adjective
clauses that describe things.
Don 't say: Feijoada is a dish whe is famous in Brazil.

Don't use a subject pronoun after the relative pronoun.

Don't say: Feijoada is a d ish that it is famous in Brazil.

A On a sepa rate sheet of paper, com bine the two sentences into one, m a ki n g the second sentence an adjective clause.
Use who whenever possible. When it isn't possible, u se that. Fol l ow the exa m ple.

The hotel clerk was very helpfu l . I He recom mended the resta u rant.
The Ji otel c l e rk wJ, o rec o m m e n d ed tJie res-ta v ra nt WaS' very Ji e l pfvl .
1 M y cou s i n l ives i n N ew Zealand. I She ca l led today.
2 We have a meeti ng every morn ing. I It beg ins at 9 : 30.
3 The celebration is exciti n g . I It ta kes place i n s p ri n g .
4 T h e teacher is not very form a l . I She teaches t h e g ra m mar class.
5 Patients m ight prefer homeopathy. I They wa nt to avoid strong medications.
6 The copy shop is closed on weekends. I It offers express service.
7 The hotel is very expensive. I It has th ree swi m m i n g pools.
8 Do you l i ke the teacher? I He teaches advanced English.

GRAMMAR BOOSTER 1 36
 Reflexive pronouns

A reflexive pronoun should always agree with the subject of the verb. Reflexive pronouns
People really enjoy themselves at Brazil 's Carnaval celebrations.
myself itself
My sister made herself sick from eating so much. you rself ourselves
Common expressions with reflexive pronouns h i mself you rselves
herse lf themselves
believe in oneself If you believe in yourself, you can do anything.
,..
enjoy oneself We enjoyed ourselves on our vacation.
feel sorry for oneself Don 't sit around feeling sorry for yourself.
help oneself (to somethi ng) Please help yourselves to dessert.
hurt oneself Pau l hurt himself when he tried to move the fridge.
give oneself (someth ing) I wanted to give myself a gift, so I got a facia l .
introd uce oneself Why don 't you introduce yourselves to your new neigh bors?
be proud of oneself She was proud of herself for getting the job.
take care of oneself You should take better care of yourself.
talk to oneself I sometimes talk to myself when I feel nervo us.
teach oneself (to do somethi ng) N ick taught himself to use a computer.
tell oneself (something) I always tell myself I ' m not going to eat dessert, but I do.
work for oneself Oscar left the company and now he works for himself.

B Com p l ete the sentences with reflexive pronou ns.

1 My brother a n d h is wife rea l ly enjoyed . . . . . . . . . . . . . . . . . . . . . . . . . on thei r vacatio n .

2 M y u ncle has been teach ing . . . . . . . . . . . . . . . . . . . . . . . . . how t o cook.
3 The food was so terrific that I hel ped . . . . . . . . . . . . . . . . . . . . . . . . . to some more.
4 I nstead of staying at home and fee l i ng sorry for . . . . . . . . . . . . . . . . . . . . . . . . . after the accident, I stayed i n touch
with all my friends.
5 I hope you r sister 's been taking good ca re of . . . . . . . . . . . . . . . . . . . . . . . . . .
6 I was too shy to i ntrod uce . . . . . . . . . . . . . . . . . . . . . . . . . to a nyone at the party.
7 M r. Yu h u rt . . . . . . . . . . . . . . . . . . . . . . . . . while l ighti n g firecrackers for the Chinese New Yea r.

C Com plete each sente nce with one of the com mon expressions with reflexive p ronou ns. Then add two
more sentences of you r own .

1 When did you r brother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . how to play the g u ita r?

2 You 'd better tel l you r daughter to stop playi ng near the stove or she' l l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 I real ly hope you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when you 're on vacatio n .
4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

�+ reflexive pronouns

Use � with a reflexive pronoun to mean "alone."

You can not put on a kimono by yourself. You need hel p.
Students cannot learn to speak Engl ish by themselves. They need practice with ot hers in Engl ish.

D Com plete each sente nce with � and a reflexive p ro n o u n .

1 Very yo u ng child ren shou l d n 't b e al lowed t o play outside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Did you r father go to the store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
3 How old were you when you lea rned to m a ke breakfast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
4 We got tired of waiti ng for a ta ble at the resta u ra nt, so we fou nd one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 37 GRAMMAR BOOSTER
 Reciprocal pronouns: each other and one another Be careful !
Reciprocal pronouns don't have t h e same
Each other and one another have the same meaning, but one another is more formal . meaning as reflexive pronouns.
People g ive each other (or one another) gifts. They looked at themselves. (Each person
Friends send each other (or one another) cards. looked in a mi rror or at a photo.)
They looked at each other. (Each person
looked at the other person.)
E On a separate sheet of paper, rewrite each u nderli ned p h rase, using a
reci p roca l p ronou n . Then add one sentence of you r own . Fol l ow the example.

On Ch ristmas, i n many pl aces i n the world, people give and receive p resents.
On CJi ris-tm a S", i n m a n y places- i n tli e Wo rld, p e o p l e 9 ive eacJ, otli e r pres-ents-.
On New Year's Eve in New York City, people wait in Times Sq uare for m i d n ight to come so they can kiss other people
and wish other people a happy new year.
2 D u ring the Thai hol iday Songkran, people th row water at other people on the street.
3 D u ring the To mato Festiva l in Bu nal, Spain, people have a lot of fun th rowing tomatoes at othe r people for about
two h o u rs.
4 After a day of fasti ng du ri n g Ramadan, M us l i ms aro u nd the world i nvite other people home to have something to eat
that eve n i ng .
5 (Yo u r o w n sentence)

IJm Lesson 2
Adjective clauses: who and whom in formal English

In formal written or spoken English, use who for subject relative pronouns
and whom for object relative pronouns.
subject
The singer was terrible. + He sang in the restaurant.
The si nger who sang in the restaurant was terri ble.

object Remem ber: An object relative pronoun can

be omitted.
The si nger was terrible. + We heard him last n ight.
The si nger whom we heard last night was terri ble. The si nger we heard last night was terrible.
r

Com plete each formal sentence with who or who m .

T h e front des k clerk . . . . . . . . . . . . . works a t that hotel i s
very hel pfu l .
2 The man . . . . . . . . . . . . . I met on the plane h a s invited us
to l u nch.
3 The manager . . . . . . . . . . . . . l ives i n S i n gapore may apply
for the job.
4 I 'm very satisfied with the dentist . . . . . . . . . . . . . you
recom me nded .
5 The g uests . . . . . . . . . . . . . we i nvited to the d i n ner were a n
h o u r late.
6 The sa les representative . . . . . . . . . . . . . you are going to
cal l speaks Eng lish.
7 The singer . . . . . . . . . . . . . you told me about is perform i ng
tonight.
8 My friend . . . . . . . . . . . . . works at the ba n k ca n hel p you .
9 I s you r col l eag ue someo ne . . . . . . . . . . . . . I ca n ask to
help me?

GRAMMAR BOOSTER 1 38
 - Lesson l
Real and unreal conditionals: review

• Real (or "factual " ) conditionals express the present or future results of real conditions. Remember: Conditional
Present or everlasting results: Use the present of be or the simple present tense in both clauses. sentences have two
clauses: an jf clause and a
If I speak slowly, people understand me. result clause.
If the tem perature of water rises above 100 degrees Celsius, it turns to steam .
• Don't use a futu re form
Future results: Use the present o f b e o r t h e simple present tense in the i f clause. Use a future form in an if clause. Don't
(future with will or present continuous for the future) in the result clause. say: If I wffi-be late, I'll
If I'm late, I'll d isturb the others at the meeti ng. d isturb the others at

--
the meeting.
• Unreal conditionals express the results of cond itions that don't exist. Use the simple past tense or
• Don't use would in an if
were in the -if clause. Use would + a base form in the result clause. The order of the clauses can be
reversed. clause. Don't say: If he
wettffr-be here, he would
If I bought a more econo mical car, I wouldn't worry so much about the price of gasoline.
tell us about his trip.
If he were here, he would tell us about his tri p.

Remember: The order of the clauses in conditional sentences can be reversed . It's customary to use
a comma after the if clause when it comes first.
If you buy a food processor, you won't need to buy a blender.
You won 't need to buy a blender if you buy a food processor.

A Correct the errors in the conditional sentences. M o re tha n one correct answer may be possible.

1 If you will ta ke a good pictu re, it ca n p reserve memories of times you might forget.
2 If I was you, I wou ld send them an e-mail right away.
3 If you wou l d go out today, you ' l l need an u mb rel l a .
4 M ost people wou l d e a t healthy food i f they u n dersta nd t h e conseq uences o f eati ng too much j u n k food .
5 These s pea kers wi l l be OK if you u sed them i n a smal ler room.
6 If the weathe r w i l l be better, I 'd go fo r a swi m .
7 If I wou l d have a chance, I wou ld work shorter hou rs.
8 Wi l l you ride a bicycle to wo rk if you r car broke dow n ?
9 What wou ld you do i f I wou ld ask you t o make d i n ne r?
10 He wo n 't eat at that resta u rant if they wou ld tel l h i m he had to wear formal clothes.

Clauses after wish

Use were or the simple past tense after wish to express a regret about something that's not true now.
I wish my laptop were top-of-the-l ine. (But it's not top-of-the-l i ne.)
I wish I had a Brew Rite d igita l coffeemaker. (But I don't have one.)
Remember: Use the past perfect after -- wish to express a regret about something that was
not true in the past.
Sean wishes he hadn 't sold his car. (But he d id sell it.)
Sean wished he hadn't sold his car. (But he did.)

Use the conditiona l (would + a base form ) after wish to express a desire in the present that something
will occur in the future or on an ongoing basis.
I wish it would rai n . (a desire for a future occurrence)
I wish it would rain more often. (a desire for something to occur on an ongoing basis)

Use would and a base form after wished to express a wish one had in the past for a future occurrence.
Yesterday I wished it would rai n , but it didn't. (a past wish for a future occu rrence)

B Com plete each statement or q u estion with the correct form of the verb.

I wish my favorite a uthor . . . . . . . . . . . . ... . . . . . . . . . . . a new book. I 've read all her old books so many ti mes.
write
2 Pat wished she · · · · · · · · ·
s i>en'd · · · · · · · · · more time test-d riving ca rs before she bought that SUV.

1 39 GRAMMAR BOOSTER
 3 Most people wish they . . . . . . . . . . . . . . . . . . . . . . . . . rich.
be
4 I w ish it . . . . . . . . . . . . . . . . . . . . . . . . . possible fo r me to get a better ca mera when I bought this one.
be
5 They wished they . . . . . . . . . . . . . . . . . . . . . . . . . sooner that thei r com puter was a lemon .
know
6 When I was a child, my parents wished I . . . . . . . . . . . . . . . . . . . . . . . . . a doctor.
become
7 Do you wish you . . . . . . . . . . . . . . . . . . . . . . . . . a more comforta ble car for the trip tomorrow?
have
8 Marie and her friend are going to Germa ny tomorrow. Does she wish her friend . . . . . . . . . . . . . . . . . . . . . . . . . Germa n ?
study
9 I wish you . . . . . . . . . . . . . . . . . . . . . . . . . to bed earlier when you have to get up for work.
go

Unless in conditional sentences

You can use u nless instead of if + not.

Unless they buy a freezer, they'll have to go shopping every day. (= If they don't buy a freezer, . . . )
She wouldn't go for a long drive unless she had a phone with her. (= . . . if she didn't have a phone with her.)
Martin doesn 't buy el ectron ics u nl ess they're state-of-the-art. (= . . . if they're not state-of-the-art.)

C On a sepa rate sheet of paper, rewrite the sentences, cha nging if + not statements to u n less and making any necessa ry
changes. Fol l ow the example.

If you don't buy the Brew Rite coffeemaker, you ' l l have to spend a lot more money o n another brand.
Ul) l e H you b uy tl-,e f3revv Rite c offeemaker, yo u'll J-,ave to S'pel)d a lot m o re m o l) ey O f) a l)otl-,er bra l) d .
1 I f you a ren't i n a h u rry, you should wa l k.
2 If you don't care about s pecial features, you shou l d n 't consider getting the top-of-the-line model .
3 S h e won ' t go ru n ni n g. i n t h e park i f h e r friends d o n ' t go with her.
4 Claire won 't buy a car if it doesn 't have a high-tech sou nd system.

IJm Lesson 2
The unreal conditional: variety of forms

Unreal conditional sentences can have a variety of active and passive forms in either clause.
If she had worn a seat belt, she wouldn't have been h u rt.
If the car had been badly damaged, he wou ld have bought a new one.
If the automobile hadn't been invented, we would still be using horses.
If horses were still being used, our high-speed highway system would never have been created.
If Marie Claire were getting married today, she wouldn't m arry Joe.
If Ellie had married Tom, she would have children today.

On a sepa rate sheet of paper, complete the u n rea l conditional sentences in you r own way, using active and passive forms.
Refer to the p resentation above for some possibil ities.

1 If I were elected ru ler of a cou ntry, . . .

2 The car wou ld have been i nvented earlier if . . .
3 If I were looki ng for a high-tech smart phone, . . .

4 If this lapto p had been available when I was looking for one, . . .
5 . . . , I wou ldn't be studying Engl ish now.
6 If I were going to ta ke a com mercial space flight today, . . .

GRAMMAR BOOSTER 1 40
 Lesson 1

Count and non-count nouns: review and extension

Count nouns name things that can be counted individually. They have singular and plural forms.
a president I presidents a li beral I l iberals a cand idate I candidates
a government I governments an el ection I el ections a monarchy I monarch ies
Non-cou nt nouns name things that are not counted individually. They don't have singular or plural
forms and they are not preceded by � or an. To express a specific quantity of a non-count noun, use
unit expressions.
a piece of news a cup of tea 2 kilos of rice a time of peace an act of j ustice

Many nouns can be used as count or non-count nouns, but the meaning is different.
She stu di ed government at the university. (= an academic su bject)
That cou ntry has had fou r governments in ten years. (= a group of people who rule the country)
Democracy is the best form of government. (= a type of government)
After the revolution , the cou ntry became a democracy. (= a cou ntry with a democratic system)
I love chicken. (the food , in general)
I bought a chicken . (one actual bird)
She has blond hair. (in general = all of her hair)
She got a hair in her eye. (= one individ ual strand of hair)

Com plete each sentence with the correct fo rm of each nou n .

The govern ment has made . . . . . . . . . . . . . . . . . . . . . . . . . with the economic situati o n .

progress
2 They've g iven a l ot of . . . . . . . . . . . . . . . . . . . . . . . to m a ki n g the ba n ks stable.
.

·importa
· nce
3 U nfortu nately, . . . . . . . . . . . . . . . . . . . . . . . . . cha nged the law.
rad ical
4 . . . . . . . . . . . . . . . . . . . . . . . . . can o n ly come if people stop making war.
peace
5 · don't favor extreme cha nge.
· · · · · ·n;0C:teraie. · · · · · ·
6 He's . . . . . . . . . . . . · . . . . . . . . . . . . who wou ld l i ke to outlaw freedom of speech .
reactionary·
7 If I cou l d give you one piece of . . . . . . . . . . . . . .. . . . . . . . . . . . , it wou ld be to vote.
advice
8 If more people don't fi nd . . . . . . . . . . . . . . . . . . . . . . . . . , people w i l l elect a different pres ident.
work
9 Some . . . . . . . . . . . . . . . . . . . . . . . . . are more l ibera l tha n others.
govern ment
1 0 It's im possible to end all . . . . . . . . . . . . . . . . . . . . . . . . . .
poverty

Lesson 2

Gerunds and infinitives: review of form and usage

Form
Gerunds: A gerund is a noun formed from a verb. All gerunds end in -!!!g. To form a gerund, add -!!!g
to the base form of a verb.
discuss ---7 discussing

If the base form ends in a silent -�. drop the -� and add -!!!g.
vote ---7 voting
In verbs of one syllable, if the last three letters are a consonant-vowel-consonant* (CVC) sequence,
double the last consonant and then add -!!!g to the base form. ..---
- -- ------ _
.... ...__ ___,

* Vowels = a, e, i, o, u
cvc
* Consona nts = b, c, d, f, g, h, j ,
s i t ---7 sitting k, I , m , n, p, q , r,
BUT: If the base form of the verb ends in -'!!_, -�. or -y, don't double the final consonant. s, t, v, w, x, y, z
blow ---7 blowing fix ---7 fixing say ---7 saying

1 41 GRAMMAR BOOSTER
 If a base form has more than one syl l ab le and ends in a consona nt-vowel-consonant sequence, d o u ble
the last consonant o n ly if the spoken stress is on the last syllable .

• • • •
perm it -7 perm itting BUT order -7 ordering

I nfinitives: An i nfinitive is a lso a verbal noun. It is formed with !Q + t he base form of a verb.
elect -7 to e lect persuade -7 to persuade

Usage
Gerunds can be subjects, objects, and subject complements wit h i n sentences.
Discussing pol itics is my favorite activity. (subject)
I love read i ng about government. (d irect object of verb love)
I read a book about voti ng. (object of preposition about)
My favorite pastime is watching TV news. (su bject complement after �

I nfin itives function as subjects, d i rect objects, and subject complem ents.
To hang out all day d iscussing pol itics would be my favorite weekend activity. (su bject)
I love to guess who's go ing to win elections. (d irect object of verb �
My greatest dream for the future is to work in the government. (subject complement after �

A Using the sente nces i n the g ra m m a r presentation above as a model, write pairs of sente nces on a separate sheet of paper,
using the geru nds and i nfin itives i n the two ways shown .

voti n g 4 t o permit
a (as the s u bject of a sente nce) a (as the s u bj ect of a sentence)
b (as a d i rect object) b (as a direct object)

2 s moking 5 to l ower
a (as a d i rect object) a (as a direct object)
b (as an object of the preposition !Q) b (as the s u bject of a sente nce)

3 censori n g
a ( a s t h e object o f t h e preposition Qf)
b (as a su bj ect com plement)

Gerunds and infinitives: review of usage after certain verbs

Certa in verbs a re fo l l owed by gerunds:

avoid, can 't sta nd, d iscuss, dislike, enjoy, feel l i ke, (don 't) mind, practice, q uit, sick of, suggest

Other verbs are fol lowed by i nfi n itives:

agree, choose, decide, expect, hope, learn, need , plan, seem , want, wish, would l ike
For a review of gerunds and infinitives,
Other verbs ca n be foll owed by either a geru nd or an i nfinitive:
see the Reference Charts on page 1 2 6 .
begi n, conti nue, hate, l i ke, love, prefer

B Com plete the parag ra ph with gerunds or i nfin itives . When either a geru nd or an i nfi nitive wou ld be correct,
fi l l in the bla n k with both forms.

I hope . . . . . . . . . . . . . . . . . . . . . . . . . some positive changes in my l ife, and I wou ld l i ke . . . . . . . . . . . . . . . . . . . . . . . . . rig ht away. I have
1 make 2 start
observed that a lot of people enjoy . . . . . . . . . . . . . . . . . . . . . . . . . about the pol itica l situation, but they don't l i ke
3 com plain
. . . . . . . . . . . . . . . . . . . . . . . . . a nyth i ng about it. They love . . . . . . . . . . . . . . . . . . . . . . . . . the news and . . . . . . . . . . . . . . . . . . . . . . . . . they ca re about a l l
4 do 5 watch 6 say
the poor people who don't have enough to eat, but they don't feel l i ke . . . . . . . . . . . . . . . . . . . . . . . . . anyth ing to change the
7 do
situation. They worry about poverty, but they don't m i nd . . . . . . . . . . . . . . . . . . . . . . . . . money on stu pid things they don 't need
8 waste
. . . . . . . . . . . . . . . . . . . . . . . . . . Wel l, I 'm sick of . . . . . . . . . . . . . . . . . . . . . . . . . about how people a re sufferi ng, a n d I 've agreed
9 have 1 0 read
. . . . . . . . . . · · . .. . . . . . . . . . . . a politica l action g ro u p. I s i m ply hate . . . . . . . . . . . . . . . . . . . . . . . . . anyth i n g !
1 2 not do
.
1 1 JOln

GRAMMAR BOOSTER 1 42
 Lesson 1

Prepositions of place: more usage

Cheju Province. the N icoya Pen insula.

the Rocky Mo untains. Easter Island.
the Central Valley. the H udson River. It's in the central part
It's i n
the Sahara Desert. It's on Coronado Bay. It's southwest of Madrid.
the Atlantic Ocean . the coast. It's about 50 kilometers north
the state o f Jalisco. Lake Placid .
the Gulf of Aqaba.

A Write the correct prepositions of place, using in, QI1 or of.

1 Pisco is . . . . . . . . . . . . . the Pac ific coast of Peru. 9 Fengkang is . . . . . . . . . . . . . the southern part . . . . . . . . . . . . .
2 Tia nji n, i n China, is . . . . . . . . . . . . . Hebei Province. Taiwa n .

3 Desaguadero is . . . . . . . . . . . . . Lake Titicaca i n Bolivia . 1 0 The city o f Budapest, H u ngary, is . . . . . . . . . . . . . the Dan u be
River.
4 The island of Bahrain is . . . . . . . . . . . . . the Persian G u lf.
11 Den ma rk is north . . . . . . . . . . . . . Germany.
5 Ca bi mas is . . . . . . . . . . . . . Lake Maraca i bo in Venezuela.
12 The capital of Chile, Santiago, is located . . . . . . . . . . . . . the
6 Sapporo is . . . . . . . . . . . . . H okkaido Island i n Japa n .
Centra l Val ley.
7 Rioba m ba is . . . . . . . . . . . . . t h e Pastaza River i n Ecuador.
8 Taiwa n 's Jade Mou ntain National Park is east . . . . . . . . . . . . .
the city of Al isha n .

Proper nouns: capitalization

Capitalize names of:

places Bolivia, the U nited Ki ngdo m , Kyoto
languages I nationalities French, Korean, Arabic
buildings and public places the Paramount Theater, the Tower of London , the Golden Gate Bridge
organizations the U . N . , the World Bank, the European Union
names and titles M ary, Mary Smith, D r. Mary Sm ith
days I months I holidays M onday, January, the Moon Festival
religions Islam, Buddhism, Christianity
historic times or events the Cold War, the M iddle Ages, the Edo Period

When a proper noun has more than one word, each word is capitalized, except for articles � and
prepositions (Qf).
Panama City the G ulf of Aqaba Mount Fuji
the U niversity of B uenos Aires N iagara Falls the Bay of Biscayne

Capitalize all the words of a title, except for articles and prepositions that have fewer than four letters.
If an article or a preposition is the first word of a title, capitalize it.
The Story of English Looking Back on My Life
The Financial Times I Know Why the Caged Bird Sings

B On a separate sheet of paper, rewrite each sentence with correct capita l izatio n . Fol low the exa m ple.

i'm reading one hundred years of solitude.

I'm rea d i n9 On e tlvndred Year> of Solitude.
1 my cou s i n s are studyi ng trench.
2 the lea n i n g tower of pisa is i n northern ita ly.
3 it's on the southern coast of a u stra l ia .
4 i visit t h e city m useu m o f a rt every satu rday.
5 my u nc l e jack works for the u n ited nations.
6 the cha n nel tun ne l between england and tra nce was
com p l eted in 1 994.
7 she g raduated from the u n iversity of washi ngto n .
8 w e l i ked the movie about the g reat wa l l o f chi na.
9 my son is i n the col lege of sciences.
10 his father s peaks korean a n d japa nese fl uently.
11 their g randson was born last march.

143 GRAMMAR BOOSTER

 Proper nouns: use of the

When a proper noun includes the word .Qf, use the.

with the without the
the Republic of Korea Korea
the Gu lf of Mexico Mexico City
the Ki ngdom of Tha iland Thailand

When a proper noun uses a political word such as republic, empire, or kingdom, use the.
the U nited Kingdom the British Empire the Malagasy Republ ic

When a proper noun is plural, use the.

the Philippi nes the U nited States
the N etherlands the Andes Mountains

When a proper noun includes a geographical word such as ocean, desert, or river, use the. BUT do not
use the with these geographica l words: lake, �' mountain, island, or park.
with the without the
the Atlantic Ocean Crystal Lake
the Atacama Desert Hudson Bay
the Persian Gu lf Yellow Mountain
the Yangtze River Hainan Island
the Iberian Peni nsula Ueno Park

When words like east or southwest are used as the name of a geographical area, use the. Do not use
the when they are used as adjectives.
with the without the
the M iddle East Western Europe
the Far East East Timor
the West Northern Ireland

When a proper noun includes a word that is a kind of organization or educational group, use the.
Do not use the with a university or college (un less the name uses .Q!).
with the without the
the I nternational Language Institute Col umbia College
the U n ited Nations Chubu U n iversity
the World Health Organization
the U niversity of Adelaide

Do not use the with acronyms.

U . C . L.A. {the U n iversity of California, Los Angeles)
NATO {the North Atlantic Treaty Orga nization)
OPEC {the Organ ization of Petroleum Exporting Countries)

C Correct the errors i n the sentences. Explain you r a n swers.

1 When she wen t to the Malaysia, she brought her h usband with her.
2 A lot of people from U n i ted States teach English here.
3 The Haiti is the closest neighbor to Dom i n ican Repu blic.
4 When we a rrived i n the Berlin, I was very excited.
5 The Jorda n is a cou ntry i n Middle East.
6 I i n trodu ced o u r visitors to University of Riyad h.
7 I l ived i n Peop le's Repu b l ic of China for about two years.
8 M r. Yan is a student at Col lege of Arts and Sciences.
9 She is the d i rector of English Lang uage I nstitute.
10 She's the most famous actress i n Netherlands.
11 He's i nterested i n c u ltu res i n Fa r East.
12 The Poland was one of the first cou n tries in the Eastern Europe to change to democ racy.

GRAMMAR BOOSTER 1 44
 Lesson 2

Infinitives with �

You can use an infin itive after an adjective + enough to give a n explanatio n .
She's old e n o ugh to vote. He's not busy enough to complain.

B e carefu l ! Too comes before an adjective, b ut enough comes after an adjective .

It's too fa r to walk.
It isn 't c lose enough to walk. N OT It isn 't mwugh close to wa lk.

A On a sepa rate sheet of paper, com p l ete each statement in you r own way, using an i nfi n itive .

He's ta l l enough . . . 4 She isn't h u n g ry enough . . .

2 H e isn 't stro n g enough . . . 5 The movie was interesti n g e n o u g h . . .
3 She's thi rsty enough . . . 6 The movie wasn't exciting enough . . .

B On a separate sheet of paper, write ten sentences, using you r choice of adjectives from the box. Write five using too and an
i nfi n itive and five using enough and an infi n itive.

early heavy i m porta nt old you ng long

expensive high loud sick scary short

145 GRAMMAR BOOSTER

Writing Booster
 U N IT D i vi d i n g a n essay i nto to p i cs

Look at the picture in the Oral Review on page 73. The picture te lls the story of the lives of Michael and
Carlota. It is d ivided into th ree top ics, each with a date and a topic headi ng. The headi ngs help the viewer
see at a glance how the story will be organized .

Similarly, if a pi ece of writing conta ins more than one section or topic, it is sometimes helpful to include
topic headings each time a new section begins. Each to pic heading signals the topic of the paragraph o r
section i n t h e w a y a ta ble of contents i n a book tells a reader wh a t the sections wi ll be about.

A Read the short biogra p hy of fa mous Dutch pai n ter Vi ncent Va n Gogh. Write you r own topic headi ngs to divide the
biogra phy into sections.

i Ea rly Life
Vincent Van Gogh was born in a small village in Holland on March 30, 1 853. He was an introverted child, and
he didn't have many friends. But his younger brother, Theo, was one of them. As he grew up, Vincent became
interested in drawing-and he was very good at it.

In 1 886, Vincent Van Gogh moved to Paris to live with Theo, who collected and sold paintings. In Paris, he
met other artists and was influenced by their work. He also became interested in Japanese art and collected
woodblock prints.

In 1 8 88, he moved to Arles, a town in southern France. The artist Paul Gauguin moved there, too, and they
became good friends. But they didn't have much money. Van Gogh often became sad and could not paint.

After a while, Van Gogh recovered and began to paint again. He sent some paintings to Paris, but he could not
sell them. Then, in 1 890, early on a Sunday evening, Van Gogh went out to the countryside with his paints. He
took out a gun and shot himself in the chest. In his short, sad life, Van Gogh painted 200 paintings. He sold
only one of them.

B Guidance for the Writing Exercise (on page 72) Use headings l i ke these to Some headings:
orga n ize you r a utobiog ra phy by topic. Under each head ing, w rite notes My parents My birth My child hood
of facts that belong in that section . Then refer to those notes as you w rite M y studies (other)
you r a utobiogra phy.

U N IT Descri ptive d eta i ls

Try using th
ese patterns
yo ur detai ls. . some of
'"
To describe an event, be sure to provide descriptive details that express these
like

����
four senses:
Th is tradition
al d rt lo o ks like
sight The fireworks are like beautiful red and yellow flowers in the sky. be a utiful wh a
ite c/
There is a huge parade with thousands of people, and everyone is smiling. as . . . as
Wh en it is in
sound As you wal k down the street, you can hear m usic and people singing. sea so n, th is
. lo cal fru
as sweet as it is
The fireworks are as loud as thunder, and you have to cover your ears. su gar.
so · · . th at
smell You can smell the meat gril l i ng on the street. The d ecoratio ns i n th e
so colorfu l tha str�et are
Everyth ing smells del icious, and you can 't wait to eat! t you fee/ l
se ein g th e m for . . ike a ch ild
t h e f1rst ti m .
taste The pastries a re as sweet as honey, and you can 't stop eating them. e

The d ish has the sour taste of lemon.

1 50 WRITING BOOSTER
A On a sepa rate sheet of paper, write a sentence that expresses one of the fou r senses fo r each of the to pics.
Try to use � as . . . � and so . . . that in some of you r sentences.

1 Describe a s me ll i n someone's kitchen . 5 Describe something you see ea rly in the morning.
2 Describe a sou nd i n you r classroom. 6 Describe something you hear at a park.
3 Describe the taste of you r favorite food. 7 Describe somethi n g you see at a park.
4 Describe the taste of someth ing you l i ked as a child.

B Guidance for the Writing Exercise (on page 84) Write the na mes of the two holidays you chose. Then, u nder the name of
each holiday, m a ke a l ist of sights, sou nds, sme l ls, a n d tastes associated with it. Use these details in you r writi ng.

U N IT S u m m a ry state m e nts
When a piece of writing contains several
paragraphs, the i deas are often summarized
in a paragraph at the end. I ncluding a final
summary statement re minds the reader of
the mai n ideas that were presented. Read the
short essay to the right. Notice the summary
statement at the end.
After a probl em or a breakdown, many d rivers say, "If I had o n l y had
a spare t i re, I wou ld have been able to fix it and be on my way in a few
m i n utes." Here are the t h i ngs respons i b l e d rivers shou l d never forget. Fi rst,
a flas h l ight with work i n g batteries can help you repa i r you r car in the
dark. Second, a spa re ti re can save you hours of wa iti ng for help. You can't
change that t i re w ithout a jack. If you r car breaks down at n i ght, fla res ca n
wa rn oncom i ng traffic that you a re stopped . And if your battery d ies, j u mper
cables can help you start the car aga i n .
No matter how high-tech a car you have, breakdowns can happen a t a
moment's notice. However, we can plan ahead and be equ ipped with some
simple technology to prevent a problem from becoming worse.

A Read the pa ra g ra phs and u nderl ine the main ideas. Then w rite you r own s u m m a ry statement.

There ore a number of excellent presentation graphics technologies available today. Two well-known ones ore Microsoft
Office's PowerPoint™ and Macintosh's Keynote™. No matter which technology you use, here ore some do's and don'ts that
will make your presentation more successful .
First, the do's: Keep your slides concise. Keep the amount o f text to a minimum because it's hard fo r the audience to focus
on your main points if there's too much text. Use large letters (from 1 8 to 48 points) and simple, easy-to-read fonts. Use
bullets to separate items in a list. Use just a few colors and keep that color scheme consistent throughout the presentation. If
you project your slides in a bright room, light-colored text on dark backgrounds will be easiest to read.
What should a presenter ovoid? Don't use all capitol letters. They ore hard to read. Never use dork letters on a dark
background. The presentation will be hard to see. Don't use sound effects that ore unrelated to the meaning of your
presentation and ovoid distracting transitions.
When presenting from a PowerPoint or Keynote presentation, look at your computer screen or handheld notes, not the
screen the audience is looking at-to do that you would hove to turn away from your audience and you would lose contact
with the people you ore presenting to.
Your summary statement:

B Guidance for the Writing Exercise (on page 96) After you have completed writing a bout the advantages, disadva ntages,
and historical i m pact of you r invention or discovery, circle the main ideas in each parag raph. Use the main ideas to write a
s u m mary statement for you r final paragraph.

WRITING BOOSTER 1 51
 Prof
U N IT Co ntrast i n g i de a s i nj u ries wi l l be l e »
serio us i n case of
a c c i d ent>
The following language helps organize informatio n by contrasting it.
l ives w i l l be save d
It signals to the reader that a contrasting idea wi II follow.
m e d i c a l c osts will
in contrast be l o wer i n case of
on the one hand I on the other hand
however
a c c i d e nt>
nevertheless peo ple don 't J... ave
even though qood ·1 udqm en t so tJ... e
Co n >
- it lim its a p e rso n '> !{
freedom I'"'
- p e o p l e sJ... o uld d rive
c a refu lly to p reve nt
m ost a c c i d e nt>
- if peo ple tJ... i nk tJ... ey are [,i'
protecte d and safe from
in.1 ury WJ... e n tJ... e y use a
I\,
I:

J... e lmet tJ... e y miqht not lo

A technique to help organize contrasting ideas i s to make two lists:
qove rnme nt J... a s to mak e d rive carefully 1.•·.
pros (arguments in favor) and cons (arguments agai nst). dec ision > for tJ... e m - tJ, e q o ve rnm ent
l o o ks c o o l >J... o u l d n 't i nter fe re in
To the right are handwritten notes a student made to prepare an
essay that presents arguments for and against the mandatory use of tJ... e d ecis i o n > of a d ults
a motorcycle helmet. The actual essay can be orga nized in two ways: - m e »e> up y o u r J... a i r
.� �·

'� T
1 the pros and cons are presented together i n contrasting sentences in each paragraph, or �·

2 as two paragraphs with the ideas in favor i n one paragraph and the ideas agai nst in an other.

A The essay is organ ized into two paragraphs. Read the essay and write the main idea of each paragraph.

Should motorcycle drivers be required to wear helmets?

Main idea:
Many cities and countries have laws requiring motorcycle drivers to wear a helmet. In some ways, these
laws are good and effective. For example, it is well known that motorcycle driving is very dangerous. If a
motorcycle collid es with another vehicle , the driver of the motorcycle has no protection and is often injured
On the one hand, such
or kille d . Most fatal injuries are c aused by the driver's head hitting the pave ment.
injurie s are often not survivable.But on the other hand, if a driver is wearing a helmet, the chance of fatal
head injury is reduc e d . Unfortunately, even though drivers know that helmet use could save their live s ,
many think an accident won't happen t o them. However, i f there is a law requiring drivers to wear helmets,
a lack of judgment won 't matter. Drivers will have no choice but to we ar the helmet.

I Main idea:
Nevertheless, there are arguments against compulsory helmet-use laws . Some people feel that wearing
a helmet causes drivers to have a false sense of s e curity. In other words , drivers may feel that when they
are wearing a helmet, they don't have to drive carefully. With a helmet, they feel they have a justification
for re ckless driving. In contrast, other people object to helmet laws becau s e they feel that the government
shouldn't interfere with the decisions o f adults . They argue that if they get hurt, it's their own respon sibility,
and if they die, it doesn't hurt anyone but themselve s . People who have this opinion often c omplain about
government intrusion in personal freedom.

B G u i dance for the Writing Exercise (on page 108) Write the issue you chose and make a l ist of pros and cons. Use you r
notes t o o rg a n ize a n d w rite yo u r essay.

1 52 WRITING BOOSTER
U N IT O rga n i z i n g b y s p ati a l re latio n s

To describe a place, organize details according to spatial relations. Choose a starting point (for example,
the capital city or the largest city) . Describe its location.
Lima is the capital of Peru. It is located on the west coast, on the Pacific Ocea n .
T h e largest city i n C h i n a is Shanghai . It i s located in the southeast, along t h e East China Sea.

Describe where things are located in relation to that point. Choose a logical order to follow, such as
north to south or west to east, so it is easy for the reader to understand.
• To the [north] of • Along the [coast I river]
To the north of Sao Paulo is the city of Campinas. Along the coast, and west of the capita l , are the
• In the [south] of cities of Va lparaiso and Vina del Mar.
In the south of the island is the city of Kaosiung. • At the start of
• [East] of At the start of the Pan-American Highway is the
city of Fai rbanks, Alaska .
East of Tokyo is the city of Chiba.
• Next to • At the end of
At the end of the Volga Here are three possible ways to organize details
Next to Washington, D.C. , is the city of Baltimore.
River is the Caspian Sea . by spacial relations.
• In the middle I center of
In the center of the country is the city of Madrid.

A On a sepa rate sheet of paper, write a description for each of these places, -- -----··---- --..
\
,/
using the language a bove. (Use the map on the page shown.) 2 .I
"" ·
1 Coban (page 1 1 2) 4 Mexico (page 1 1 2)
. ____ __)
2 Den a l i Nation a l Pa rk (page 1 21 ) 5 Al ice S pri ngs (page 1 1 3)
3 Syd ney (page 1 1 3) 6 J u neau (page 1 21 )

B Guidance for the Writing Exercise (on page 120) Draw a simple map of
the p lace you chose. Write n u m bers on you r m a p for at least two
i m portant pl aces, beg i n ni n g with 1 for the l ocation you wi l l sta rt from,
2 for the next location, and so o n . Then use yo u r m a p to hel p you write
you r descri ptions, using the lang uage of s patial relations.

WRITING BOOSTER 1 53
 � .?
� Top Notch Pop Lyrics
but boy, does it pack a thrill ­
-.-1..&L..,;JILl...l..X.I I'll Get Back to You [Unit 31 3:31 - :3 I Should Have
Your camera isn't working right.
a rollercoaster ride Married Her [Unit 6]
of love and anger, She was born with talents
It needs a few repairs.
and if you don't write it, i n both l iterature and art.
You make me ship it overnight.
baby, then I will. It must have been her love of books
Noth ing else compares.
You had to lengthen you r new skirt,
(CHORUS) that first captured my heart.

and now you want to get You can 't judge a book by its cover. We both had experience

someone to wash your fancy shirts I wonder what you ' re going to d iscover. with unhappiness before.

and dry them when they're wet. When you read between the l ines, I thought we would be together

Come a l ittle closer- you never know what you m ight fin d . for rich or for poor.

let me whisper i n your ear. It's not a poem or a romance novel. (CHORUS)
Is my message getting across It's not a memoir or a self-help book. I should have married her.
to you loud and clear? If that's what you like, baby, please She was the love of my life,
don't bother. but now she's someone else's wife.
(CHORUS)
If you want the truth, take another look. I thought we would be happy.
You're always making plans.
I'll tell you what I'll do: (CHORUS) I thought our love was so strong.
let me think it over and I must have got it all wrong.
I'll get back to you. It's hard to make a living

You want to get your suit dry-cleaned . when you ' re living i n the past.
(CHORUS)
You want to get someone I wish we could have worked it out,
Thank you for helping me to survive.
to shorten your new pair of jeans but some things just don't last.
I'm really lucky to be alive.
and call you when they're done. I wonder what she's doing
When I was caught i n a freezing snowstorm, or if she thi n ks of me.
I guess I ' ll have them print a sign
you taug ht me how to stay warm . One day she just changed her m i n d .
and hang it on your shelf,
When I was run n i ng from a landslide T h e rest is h istory.
with four small words i n one big line:
with no place to h ide,
"Just do it yourself." (CHORUS)
you protected me from i nj ury.
Let me tell you what this song It's too late for regrets.
Even the world's biggest tsu nami
i s really all about. She's gone forever now.
has got nothing on me,
I'm getting tired of waiting while you We make our plans,
because you can go faster.
figure it out. but people change,
You keep me safe from d isaster.
I ' ve heard all your demands, and l ife goes on somehow.
You ' re like some kind of hero ­
but I have a life, too. (CHORUS)
you 're the best friend that I know.
Let me think it over and
I ' l l get back to you. (CHORUS)
I ' m really reliable, When the big flood came with the
i ncredi bly fast, pouri ng rai n,

extremely helpful they were sayi ng that a natural

from first to last. disaster loomed .

Let me see what I can do. You just opened your um brella.
Day after day, You were the only fellow who kept calm
everybody knows and prepared.
I always do what I say. You found us shelter.
I never felt like anybody cared
(CHORUS)
the way that you did when you sai d,
" I will always be there -
[Unit 4] you can bet your life on it."
The story of our l ives And when the cyclone tu rned the day
is a real page-turner, into nig ht,
and we both know you held a flashlight and showed me the safe
what it's all about. way home.
It's a fast read, You cal led for help on your cell phone.
but I ' m a slow learner, You said you 'd never leave me.
and I want to see You said, "Believe me,
how it all turns out. i n times of trouble you will never be alone."
(CHORUS) They said it wasn't such a bad situation.
It's a true life story. It was beyond imag i n ation .
I can't put it down. I ' m just g lad to be al ive -
If you want to know who's in it, and that is no exaggeration.
just look around. (CHORUS)
The story of our lives
is a real cl iffhanger.
It's hard to follow,

1 54 Top Notch Pop Lyrics

 I urge you to think it over
_.,...
__ ... :._,,,3"""5 Reinvent the Wheel
[Unit 8] before you decide.

You 've got you r digi-camera with That your dog is very nice,
I cou ldn't agree more.
the Powershot,
I believe that you and I
Four mega pixels and a memory slot.
should be the best of friends.
You've got you r e-mail and your I nternet.
That's exactly what I think.
You send me pictures of you r digi-pet.
Why weren't we friends before?
I got the dig i-dog and the digi-cat,
the "digi" this and the "digi" that. (CHORUS)
I hate to be the one to break the news,
but you ' re giving me the "digi" bl ues,
(CHORUS)
And you don't know The path is located
the way I really feel. half an hour west of here.
Why'd you have to go and I heard it's a must-see,
reinvent the wheel? and that it goes pretty near
You 've got your cordless phone and to a breathtaki ng beach
you r m icrowave, a little farther u p the coast.
and your Reflex Plus for the perfect shave. That's the one that everybody
It's su per special, top of the l i ne, seems to l i ke the most.
with the latest new, cutting-edge desig n . (CHORUS)
You 've g o t y o u r SLR a n d your LC D, It's a beautiful world.
you r PS2 and you r USB. Be careful as you go.
I 've seen the future and it's pretty grim: The road is dark and dangerous.
They've used u p all the acronyms. Be sure to take it slow.
(CHORUS) Yes, it's a beautiful world,
I keep waiting for a breakthrough i n novation: from the mountains to the seas.
Something to help our poor communication. Through life's lonesome valleys,
Hey, where'd you get all of that hig h-tech taste? won't you come with me?
Your faith in prog ress is such a waste. Are you plan n i ng on going
You r life may be state of the art, to see the waterfal l ?
but you don't u nderstand the h u man heart. I ' ve been t h i n k i n g about it,
(CHORUS) and I want to do it all!
Would you happen to know
anything about Rocky Cave?
How do you get there?
[Unit 9]
Can you show me the way?
I believe that dogs should be
(CHORUS)
al lowed to wander free.
I can 't wait.
That may be true, but don't you think
I don't want to miss it.
that people have rights, too?
There isn't a place worth seeing
I believe that time has come
that I don't want to visit.
for true dog l i berty.
I see what you mean, but I don't (CHORUS)
share your point of view.

(CHORUS)
We can agree to disagree
about what's wrong and right.
It wouldn't be cool for you and me
to fight when we don't see eye to eye.
I think my cat deserves to eat
a treat, no matter what.
We l l , on the one hand, yes,
but on the other hand , wel l , no.
Don't you feel that every meal
sho uld be shared with a pet?
That's one way to look at it,
but I don't think so.

(CHORUS)
Yo u can be a rad ical.
You can be conservative.
M y dog does n 't care, and he won 't ask you
to leave.
You can be a moderate.
You can be a l i beral.
You can bel ieve what you want to bel ieve.

Top Notch Pop Lyrics 1 55

 WORK BOOK

J OAN SASLOW
ALLEN ASCH ER
w i t h Wendy P ratt Lo ng a n d Pe n ny La po rte
U N IT 6
Life Pl a ns

1 Com p lete the word we bs. Write the profess i o n s on the l i ne s .

builder business owner- fu rn itu re m a ke r d e ntist designer

doctor family therapist m anager m a rriage cou n selor p a i nte r

scientist song w riter ta i l o r teacher

8--
G�-
2 WHAT ABOUT YO U ?
a . On a scale o f 1 -5, h ow i m porta nt a re t h e fo ll owi ng q u a l ities for you i n a job? A 5 i nd icates that
the q u a l i ty is ve ry i m portant to yo u . A 1 i n d i cates that the q ua l i ty i s not i m portant to you at a l l .

__ make a lot of money __ work outside

__ trave l __ work with people
__ wo rk i n a big com pany __ be able to work anywhere (fro m home, when �raveli ng, etc.)
__ have a flexible sched u le __ have a lot of ti me to spend with my fa m i ly
__ be creative __ have a job that peo ple th i n k is i m porta nt

b . Loo k at one of the q u a l ities yo u g ave a 5. Why is this q u a l ity i m porta nt to you?

3 WHAT ABOUT YO U? An swer the q u estions with you r own i nfo rmati o n .
1 . �hich field do you work i n I p l a n t o work i n? ������

2 . �hy d i d you choose this field? �������

W55
 4 Read each se nten ce . Then c i rcle the lette r of the se nten ce that has a s i m i l a r m ea n i n g .

1. I made my decision .
a . I made u p m y m i n d . b . It's o n m y m i n d .

2 . I ' l l th i n k a b o u t you r ideas.

a . I ' l l kee p t h e m i n m i n d . b. I'll change my mind.

3 . W h a t can I do for you?

a . H ave you made up you r m i n d ? b. What's on you r m i n d?

4. I 've been t h i n king about someth i ng a l ot late ly.

a. It's been on my m i n d lately. b. I 've cha nged my m i nd l ate ly.

5. He was th i n ki ng ab out trave l i n g, but he's going to work i n stead.

a . H e' l l kee p trave l i n g i n mind. b . H e's changed his m i n d about trave l i n g .

L ESS O N

5 Put the conve rsation i n ord e r. Write the n u m b er on the l i n e .

__ N o kidd i n g ! I thought you wanted __ Rea l ly? Why?

to be a pol ice officer.
__ We l l, I 'm a lawyer now.
__ What a re you doing these days?
__ We l l, my tastes changed.
__ That's right. I was going to, but then
I changed my m i n d .

Life i s what happens to you I While you ' re busy making other plans

-John Lennon, British composer and musician; from the song "Beautiful Boy,"
which he wrote for his son Sean

6 Com p lete each se n tence with was go i ng to or we re goi ng to .

1. We (n ot) visit Robert, b ut then we chan ged o u r m i nds.

2 . Eve ryo ne ______ find out the truth, soo ner or later.
3 . They ______ (not) see that m ovie, but it was the o n ly one at 9:00.
4. ______ she ______ move to a n a partment i n the city?
5 . Who ______ watch the c h i l d ren this eve n i ng?
6 . M r. N a n ______ make the a n nou ncement at today's meeti ng.
7. ______ (not) Cha rlie a n d Kim ______ get ma rried last month?
8. You ______ ta l k to you r boss a bout g etti ng a raise, weren't you?
9. I thought I ______ (not) l i ke the book, but I real ly enjoyed it.
1 0. People ______ sta rt com p lai n i ng if someth in g was n 't done soon .

W56 UNIT 6
7 Use the cues to m a ke statem e nts with wo u l d .

1. I n 201 0 Sam thought I b e I a lawye r, but h e cha nged his m i n d .

In 2 0 10 S a m tJ., o u9J.,t J.,e Wo u l d be a l a wye r, b ut J., e cJ., a n9ed J., i s- m i n d .
2 . Whe n I was you ng, I bel ieved I study C h i nese, b u t I never d i d .

3 . We were s u re I R i c k I become I a doctor, but he d id n 't.

4 . We d i d n't know I we I have so many c h i l d ren, but now we have six!

5 . I never thoug ht I I I get th is job, but I d id .

6. When he was a child, J i m thoug ht I b e I a firefi g hter, but he beca me a teacher in stead .

8 C i rcle the lette r of the a n swe r that correctly com p l etes each senten ce.

1 . Did you thi n k you __ fee l this way about the n ews?
a. wo u l d b. we re g o i n g c. weren't g o i n g
2 . I thought w e __ to eat d i n ner i n side since it's getting col d .
a . a ren't going b. wou l d n't c. we re g o i n g
3 . No one knew that the product __ such a s u ccess.
a . wou l d b. was going to be c. wasn't g o i n g to
4. Bob and G l e n n __ going to wa it for us, were they?
a . were b. wou l d c. were n't
5. They al ways thoug ht they __ move someplace wa rmer, but they d i d n 't.
a. wou l d n 't b. we ren 't goi ng to c. wou ld

9 WHAT ABOUT YOU ? What l ife changes have you made? Complete each sente nce i n you r own way.

1 . I was going to ______ , b ut __________

2 . I never thou ght I wou ld ______ , but __________

3. A few yea rs ago, I thought I wou l d ______ beca use __________

4. Five yea rs ago, I thought I wou l d a t m y age.

10 M atc h the sente n ces that have s i m i la r mea n i ng s . D raw a l i ne.

1 . I changed my m i n d . a . I don't l i ke the same things a nymore.

2. My tastes changed. b. I convi nced her not to do it.
3. I tal ked her out of it. c. I decided to do somethi n g e l se.
4. It's hard to make a livi n g . d . I d id n't meet t h e req u i reme nts .
5 . I d id n 't pass t h e exa m . e . I ca n't make a l ot of money.

Life Plans W57

 L ES S O N
I �ould. Y'�:tke:( Y'l8 Y'et -tke
11 Read the co nve rsat i o n . Answe r the q uestio n s . -tki�s -tkA-t l Mlle Ao� -tkA�
N atha n : I shou ld have conti n ued p l ayi ng the g u itar. -tke -tW�s -tkA-t I MlJe Mi: .
J o s h u a : Why do you say that? -Lucil le Ball, American comedienne

N atha n : I love m usic. It makes me so happy. I m i g ht have been

fa mous!
J os h u a : Maybe. But you n ever know. You m ight n ot have l i ked the lifestyle of a m u sicia n .

1. Does Nathan sti l l play t h e g u ita r? ____

2 . Does he reg ret his decision? ____

3. Is Nath a n fa mous? ____

4. Does Natha n have the l ifestyle of a m usicia n? ____

12 Com p lete Stacy's t h o u g h ts. C i rcle t h e correct word .

I ca n 't bel ieve what I did! Everyone ( 1 . ) may I m u st have laughed so

hard when they hea rd about it-I 'm s u re of it. I (2.) s h o u l d I m u st

have ta ken Jason 's good advice. If I had l istened to him, I ( 3 . ) wou l d I

wou ld n ' t have made such a fool of myself! And I (4.) s h o u l d n 't I m u st

have left im med iate ly, either. I (5 . ) m i g ht I m u st have made the situation

better by stayi ng there for a little whi le. I (6.) m ust not I s h o u l d not have

been thi n ki n g clearly. But I j ust had to l eave. Everyone (7.) s h o u l d I m u st

have ta l ked about it afterwa rd . I ' m so emba rrassed !

13 Read t h e com pl eted para g ra p h i n Exe rcise 1 2 . Then check the box that a n swe rs each q uestion .

1 . Did Stacy take Jason's advice? D yes D no D maybe

2. Did Stacy make a m istake? D yes D no D p robably
3. Did Stacy leave i m mediate ly? D yes D maybe D probably
4 . Did Stacy's l eavi ng make the situation worse? D yes D no D maybe
5 . Did everyone tal k about it afterward? D yes D no D probably

W58 U N IT 6
 14 Read each sentence a n d q u estio n . T h e n c h e c k the box t h a t a nswe rs t h e q u esti o n .

1 . "Someone m i g ht have heard us ta l ki n g o n the ph one."

Did a nyon e hea r them ta l ki ng? D yes O no � maybe

2 . "J en, you cou l d have gone with Steve."

Did Jen go with Steve? D yes O no D p roba bly

3 . "We shou ld have invited Rita t o come to d i n ner with us."

Did they invite Rita? D yes O no D maybe

4. " I m ust have l eft my keys at home."

Did she leave her keys at home? D yes O no D p robably

5 . "The kids sho u ld n't have watched that sca ry movie."

Did the kids watch a sca ry movie? D yes O no D maybe

6. " Peter might not have ta l ked to J i l l yet."

Did Peter ta l k to J i l l yet? D yes O no D maybe

15 C H ALLE N G E . Com p l ete the sente n ces with a perfect modal and the ve rb i n pa rentheses. In some
cases, more than one a n swe r i s poss i b l e .

1 . I S' '1 o vl d n' t J... ave l eft (leave) before I finished my work, but I did.

2 . J a m es ______ (ta ke) the job offer, but he d i d n 't.

3. Betha ny _______ (tal k) to Dave. I haven't tal ked to her yet, but she' l l te l l us ton ight.
4. Kel ly ______ (get) stuck i n traffic. I ca n't t h i n k of anoth er reason fo r her to be late.
5. You ______ (sel l ) you r ca r, but u nfortu nate ly, you d i d .
6 . H a rry ______ (g et) home a l ready, but I d o u bt it.
7. We ______ (do) a nyth i n g d ifferently, cou l d we?

Nobody on his deathbed ever said, 'I wish I had spent more time at the office. '

-Paul Tsongas, United States senator and former presidential candidate

L ESS O N

16 Com p lete each se nte n ce with a wo rd i n the box.

experie nce k n owledge a skill a talent qual ifications

1. ______ is an abil ity that you a re born with .

2. ______ is a n a b i l ity that you l ea r n .
3. ______ refers to the ti me a pe rson has spent worki ng at a job in the past.
4. ______ refe rs to the u ndersta n d i n g of a certai n s u bject.
5. ______ are a l l the things that make you good for a job.
Life Plans W59
 17 Read each person's state m e nt. Deci d e i f t h e person is ta l k i n g about a ta lent, a s k i l l , expe rience, o r
k n owledge. Write yo u r a nswers o n t h e l i nes.

I 've been a teacher fo r I have a good ear fo r

five yea rs. I al so worked m usic. I ca n play any
as a teacher's assistant song on the piano after
when I was i n college. heari ng it j ust once.

I l ove to create new I 'm very fa m i l iar with

dishes, and everyone says the history of the French
I 'm an excel lent cook. Revol ution . In fact, I wrote
a few a rticles about it.

18 Read the conversatio n . C h ec k the s k i l l, a b i l ity, o r expe rience that each person has in the
c h a rt bel ow.

M s . Pitts: So, we're looki ng at th ree ca nd idates for this job: Simon Cla rk, Clayton Boyer, and
Ch risti na Nelso n . Let's ta l k a bout their q ua l ificatio ns.
Ms. King: Wel l, I was i m p ressed with Ch risti na's leadership ski l ls. She has a l ot of leadership
experience.
M r. Wa rto n : That's true, but she doesn't have k n owledge of sa les.
M s . Pitts: But she seems to have co m mon sense. She m u st be able to learn q u ickly.
M r. Warto n : Wel l , if we're looki ng for knowledge of sales, Simon Clark is the best choice. H e's been a
sales representative for twe l ve yea rs .
Ms. King: But w h a t a b o u t othe r skil l s? Clayto n s peaks S pa n ish, F rench, and Portug uese.
M r. Warto n : Yes, and he is very artistic, too.
Ms. K i n g : But t h e a b i l ity t o th i n k log ica l ly is m o re i m portant than artistic abil ity for th is j o b . A n d
Simon ca n defin itely th i n k logical ly.
M s . P i tts: O kay, l et's look at Simon . . .

Simon Clayto n C h rist i n a

C l a rk Boye r Ne lso n

1 . g ood lead ers h i p ski l ls

2 . com m on sense

3 . experience in sales

4 . good lang uage s k i l l s

5 . a rtistic a b i l ity

6. logical th i n ki n g abil ity

W60 U N IT 6
 Ae1m1111:."1
19 Read the ci rcled j o b advertisement. · ;tant
President of Ful l-tum
Check the q u a l ities that a re small cor
ds someone
i m po rta n t for the j o b . This is a n exciting opportunity fo r a talented individual.
-yday tasks. to assist
The successful candidate will work with high-level
n Excel, Must be
D a rtistic ta lent indi viduals in the company. Responsibil ities i nclude
Word, Pc
Good
managing the director's calendar and commitments, managing
D management ski l l s uired . phone et
special projects, serving as the director's representative to
fu l. Good me
D g o o d com m u n ication ski l l s other offices and inruviduals and supervising the
- 5 5 5-6390. Fax resu r
administrative staff. This position requires 5+ years in a
D expe rie nce i n a s i m i la r position senior-level executive/administrative position. Experience
.tant to and strong knowledge in a variety of computer software Administ
D organ izational abil ity nancial appl ications is also required. The successful candidate wil l Marketin
ng group. be quick-thinking, flexible, and have common sense. He/She mall, bt
D com p uter ski l ls
must have will have strong organizational skil l s and attention to detail. seeks mo
D mathematica l abil ity and He/She should also have excellent oral and written support �
3 years communication problem-solving, and project-management Successfi
D com passion e required. skil ls. Apply onl ine at http://www.jobs.sanbellcorp.com, excellent
10, ext. 3232. Job #0009838. people sk
D com m o n sense
administ1
D m a n u a l dexte rity

20 WHAT ABOUT YO U ? A nswer the q uesti o n s in yo u r own way.

1 . What is one of you r ta lents? ___________________________�

2. What is one of yo u r ski l l s? ------

3 . What do you have experience with? _______________________�

4. What do you know a lot about? ________________________�

L ESS O N

21 Read the a rticle The Five Most Effective Work Habits on page 70 in the Stu dent's Book ag a i n .
C i rcle t h e o n e item that d oes n o t co m p l ete t h e se n tence correctly.
. . . . . . . . . . . . . . . . . . . . . .. . . . . . ...

co�ng�is� 1 . The five basic habits in the workplace -- · 5. When you stay positive, you -- ·
a . a re com mon sense a . face c h a l lenges better
b. hel p you succeed b. stay focu sed on you r wo rk
c. s h o u l d be consistent c. succeed in office pol itics
2 . Vo l u nteer for an assig n m e nt o n ly when you -- · 6. If you see a p roblem, -- ·
a . wa nt to learn a bout it a . don't mention it to ma nagement
b. have the ski l l s for it b. thi n k about sol utions
c. have the knowledge for it c. p resent the p roblem an d
sol utions to you r boss
3 . Always be n i ce to -- ·
a . everyo ne
b. o n ly you r manager
c . peo ple at l eve l s above you and below you

4 . M a ke a to-do l i st --·
a. to prioritize you r wo rk
b. of things you want to acco m p l ish
c . of u rgent tasks for you r co m pany

Life Plans W61

 22 Read the a rticle a n d check a l l the state m e n ts that a re true. Then co rrect the fa lse state ments.

Creati ng You r Life Pl a n "A goal without a plan is just a wish."

I f you h ave g o a l s i n yo u r l ife, but no
- Antoine de Sa i nt-Exu pery
plan to com pl ete t h e m , you wi l l n ot be
s uccessfu l . That's why in o rd e r to h ave
s uccess in sch o o l , busi ness, a n d you r
perso n a l l ife, yo u n eed a l ife p l a n . A p l a n
wi l l h e l p yo u tu rn yo u r d re a m s i nto rea l ity.
To create you r l ife p l a n , ask you rsel f two
q u esti ons: Where am I going ? How will I
get there?

W h e re a m I g o i ng?
To a n swe r th i s q u esti o n , fol l ow these
ste ps:

• Create a l ife m a p- not an o rd i n a ry

m a p, b u t a m a p of w h e re yo u h ave
been in yo u r l ife and w h e re those experi ences ca n ta ke yo u . Write down the i m porta nt eve nts i n yo u r l i fe ove r the
past few yea rs. Yo u d e c i d e what is i m porta nt. I t is d i ffe rent for everyo ne. For exa m p le, did you g et a new j o b l a st yea r
that yo u l ove? D i d yo u pass a n exa m? D i d yo u lea rn so meth i n g i nte resti ng? D i d yo u g et m a rried? To see you r l ife i n
the futu re, you s h o u l d fi rst l o o k i nto yo u r past.

• N ext, look ca refu l ly at you r l i st. Do you h ave reg rets? H ave yo u r tastes c h a n g ed ove r ti m e? P l a n n i n g fo r the futu re
m e a n s m a ki ng decisions that m a ke yo u h a p py a n d m a tch you r i nterests a n d ta l e nts. U se yo u r past experi e n ces to set
you r goa ls for the futu re. Yo u r l i fe m a p ca n h e l p yo u avoid m a ki ng the sa m e m ista kes or h avi n g reg rets.

• Fi n a l ly, set yo u r g oa l s to ach i eve ove r the n ext weeks, m onths, a n d yea rs.

H ow a m I g o i n g to g et th ere?
O n ce yo u 've d ecided on you r l ife d esti nation, you ca n sta rt fo l l ow i n g yo u r plan. H e re a re some ti ps to help yo u :

• Brea k yo u r l a rg e goa l s i nto s m a l l e r o n es. Al m ost a ny g oa l , no m a tter h ow d iffi cu lt, wi l l be easier t o a c h i eve if you
b rea k it d ow n i nto seve ra l sma l l er g o a l s.

• Focus on yo u r goals a n d d o n 't g et d i stracted by u n i m po rta nt t h i ng s.

• Don't g ive u p . You won 't be successfu l at everyt h i n g r i g ht away, so you sho u l d a lways try a g a i n .

• M a ke frie n d s. It's d iffi cult t o succeed if yo u ' re a lo n e, s o s u p po rt fro m good fri e n d s is very i m po rta nt.

O n ce you h ave created yo u r l ife p l a n , go fo rwa rd with it, b u t a l so go back to it. Tastes c h a n g e . Ci rcu m sta nces c h a n g e .
D o n 't be afra i d t o ta i l o r you r l ife t o ch a n ges i n yo u r l ife.

D 1 . A l ife plan can hel p you p l a n you r career choices.

D 2 . A life map is a li st of yo u r dai ly goa l s .
D 3 . Don't use a l ife map i f you don't have reg rets.
D 4. It's hel pfu l to ana lyze you r past experie nces when you plan for the futu re.
D 5 . One of the fi rst ste ps i n l ife p l a n n i ng is to d etermine what makes you happy.
D 6. It's better to have a few big goa l s than many s m a l l goals.
D 7. Making a l ife p l a n helps you l i sten to others.
D 8 . O n ce you make a l ife plan, you should not change it.

W62 U N IT 6
23 WHAT ABOUT YO U ? An swer the q u esti o n s in yo u r own way.

1 . What are th ree i m porta nt experiences you wou l d put on you r l ife map? Why do you th i n k they are
i m portant? �������-

2 . What goa ls wou l d you l i ke to achieve this yea r, next yea r, and i n the n ext five yea rs? H ow are you
going to co m p lete them? Co m p l ete the l ist.

My goals for . . . H ow am I going to co mplete them?

this yea r

next yea r

the n ext five yea rs

24 Write a para g ra p h a bo u t a d ifficult work or l ife deci s i o n you have made. I n c l u d e i nfo rmati on
a bout you r past p l a n s, how yo u r p l a n s c h a n g ed, and you r reg rets .

- - - -.
�- --�- �-

25 C i rcle the l ette r of the best res p o n se to each sente n ce .

1 . " I shou ld have gone to school i n stead of ta king this job."

a. "You m ust have changed you r m i n d ."
b. "We l l , you 're sti l l you ng ."

2 . "Why d id you change you r pla ns? "

a . " My friends ta l ked me o u t of it."
b. "You n ever know."

3. "I should have moved to an othe r city when I had the cha nce."
a. " M aybe it's not too late."
b. "You m ust have moved ."

4 . " I sh o u l d have been an artist."

a. "We l l , it's h a rd to make a l iving that way."
b. "It cou l d happen to anyone."

5 . " I shou ld n't have spent money o n that sweate r I bought last wee k. I reg ret my decision."
a . "Maybe you wou l d have hated it."
b . "Maybe it's not too late to ta ke it back."

Life Pl ans W63

 G RAM MAR BOOSTER

A A nswer each q uestion with you r own i nfo rmatio n . Use the correct fo rm or te n se fo r express i n g
the futu re . Write co m p l ete senten ces .

1 . What wi l l t h e weather b e l i ke to morrow?

� ������

2. What a re you going to do this weekend?

� ������

3 . When a re you going on vacation?

� ������

4. What w i l l p roba b ly be you r b iggest expense n ext yea r?

� ������

5 . What time a re you leaving you r house tomorrow?

� ������

6. What time can we meet on Friday?

� ������

7. When sho u l d I sta rt d i n ner?

� ������

B Read the conversations. C ross out the i ncorrect c h o i ce.

1 . A: Do you want to go to the pa rk later?

B: Wel l, they say it is g o i n g to ra i n I w i l l ra i n I raim this afternoo n .

2 . A : M y c a r broke down! How w i l l I get t o work? I g u ess I co u l d take I have t o ta ke I may ta ke

the bus.
B : Don't wo rry. I a m goi n g t o ta ke I wi ll ta ke I m i g ht ta ke you . Let's go.

3 . A: Do you want to go to the movies tomo rrow nig ht?

B: I can't. I am see i n g I wi ll see I am g o i n g to see a play. You co u l d co me I s h o u l d co me I a re
g o i n g to co me with me.

4. A: Let's go to Bloomfiel d 's this weeke n d . I need a new pair of shoes.

B: I don't know . . . B loomfield's is h avi ng I can have I will have their big sale tomorrow. There are I
wi l l be I m i g ht be too many people there !

5 . A : The ca b le's out aga i n ! That's i t ! I a m ca l l i ng I ca l l I a m g o i n g t o ca ll a repa irma n !

B : Go ahead, but it wi ll ta ke I ta kes I i s ta k i n g hou rs for h i m t o get here on the weeke n d .

6 . A: W e need 1 00 copies of this report b y t h e e n d of t h e week. Wi l l you m a ke I Can y o u m a ke I D o

y o u m a ke t h e m tomorrow, Fra n k?
B: I'm sorry. I wi ll be I a m I can be busy a l l day to morrow.

W64 U N IT 6
C Read the sentences . Are they a bout futu re p l a n s or p red i ctions? Check the correct box.

future p l a n p red iction

1 . I 'm going to see the d octor tomorrow. D D

2 . H e' l l b e a good doctor. D D
3 . M y siste r is g o i n g t o study Span ish in M exico. D D
4. I 'm going to buy a new ca r n ext yea r. D D
5 . Sh e's going to b e very successfu l . D D
6 . The ai rport wi l l be crowded . D D

D Read the fi rst sente n ce i n each ite m . C i rcle the lette r of the sente nce that is closest i n mea n i n g .

1. I s h o u l d n't have ta l ked to h i m .

a . I ta l ked to h i m, b u t it was a m i sta ke.
b. I d id n't tal k to h i m, and it was a m ista ke.
2. We ought to have moved to Ch icago.
a . We a re going to move, but we don't know wh e n .
b. It w a s a good idea t o move, but w e d i d n't do it.
3 . I wish I had tol d them what I thoug ht.
a . I d i d n't tel l them, and now I reg ret it.
b. I to ld them, and that was a big m ista ke.
4. They shou ld have warned us about the traffic.
a . They d id n't kn ow, so they cou l d n 't tel l us.
b. They knew, but they d i d n 't te l l us.
5 . Mark wishes he had n't taken the job in To kyo.
a . H e took the job, but it was a bad idea.
b. He did n 't ta ke the job, a n d now he reg rets it.

E Rew rite each sente n ce express i n g reg ret a bout the past. Use the word i n parentheses.

1. I did n't go to col l ege, and I reg ret that decisi o n . (wish)
I wisJ, I Ji a d 9 o n e to c o l l e9 e.
2 . I ordered ch icken, but now I 'm sorry that I d i d . (shou ld)

3 . Steve borrowed on ly two books from the l i b ra ry, but a few more wou ld have been better. (o ught to)

4 . Ch ristina a n d Mark went s k i i n g for their vacation, but it was a bad choice. (wish)

5 . Katie ate so many coo kies that now she fee ls sick. (should)

6. Da n i e l stud ied law i n col l ege, but h e'd prefer to be a doctor. (ou g ht to)

Life Plans W65

 WRITI NG BOOSTER

A Read the foll owi ng short biography of the famous aviator, Amelia Earhart. Choose the correct
head i ngs and write them in the spaces below to d ivide the biography i nto sections. You wi ll not use
all the head i ngs.

H ea d i n g s :
Amel ia's Ed ucation A m e l ia's Ma rriage
Amel ia's Myste rious Disap peara nce Amel ia's Flying Reco rds
Amel ia's Fa m i ly Life Amel ia 's Love of F lyi ng
Ame l ia's C h i l d h ood Yea rs

Amelia Earhart

Amel ia Mary Earhart was born o n J u ly 24, 1 897, i n Atch ison, Ka nsas. At th ree yea rs old she went
to l ive with her g ra n d parents who lived fifty m i les away. Ame l ia was a tom boy, and loved snow
1 s l edd i n g and cl i m bi n g trees. She l ived with her g rand pare nts u nti l she was te n . At ten she moved
back with her pare nts and her you ng e r sister, M u riel.

Amelia saw her fi rst airplane at the 1 908 I owa State Fai r. At this fair, there was a stu nt-flyi ng
exhi bition, a n d it fascinated Amelia. It was here, as she watched these pla nes twi rl i n g a n d
swoos h i ng, that Ame lia fel l i n love w i t h the idea o f fly i n g . Amelia actu a l ly had t o w a i t thi rteen
yea rs to ta ke her fi rst ride in a pla ne, and j ust six months after that, s h e bought her fi rst p lan e. It
was b ri g ht yel l ow and she ca l led it Canary.

A m e l ia was ve ry com petitive, and e nte red m a ny flyi ng contests over the next severa l yea rs .
She conti n u a l ly b roke the records of other aviators . To m e ntion just a few:
I n J u ne of 1 928, s h e beca me the fi rst woman to fly across the Atl a ntic.
In May of 1 932, she beca me the second person to fly solo across the Atl antic.
From August 24 to 25, 1 932, she flew a solo nonstop flight from the west coast of the U n ited States
to the east coast, maki ng her the fi rst woman to do that.
From April 24 to 25, 1 935, she was the fi rst person to fly solo from Hawa i i to Ca l ifornia.

At the age of forty, i n 1 937, A m e l ia Ea rhart wa nted to be the fi rst wo man to fly aro u nd the wo rld.
She and her navigator took off from Oakla nd, Ca l ifornia, an d flew to M ia m i, then through the
Caribbean to Brazi l and thro u g h Africa to I nd i a . After I n d ia, they flew to Ba n g kok, I ndon esia,
Austra l ia, and then Pa pua N ew G u in ea . From Pa pua New G u i n ea, they flew towa rd Howa rd Island,
2, 200 m i les away. They never arrived, a n d despite extensive sea rches, they were never fou nd .
N o o n e knows for s u re what happe ned t o A m e l ia and her navigator, but the world knows that
Amel ia is one of the most i m porta nt and i nf l uential aviators in history.

B O n a sepa rate s h eet of paper, write a short b i o g ra p hy of someone you know or someone fa m o u s .
I n c l u d e i nfo rmation o n t h i s person's ch i l d hood, fa m i ly, ed ucation, ach ieve m e nts, regrets, or a ny
other i nfo rmatio n you wou l d l i ke to a d d . Divide the b i o g ra phy i nto secti o n s . I n clude a hea d i n g
for e a c h secti o n .

W66 U N IT 6
U N IT 7
H o l idays a n d Tra ditio ns

1 Read the newspaper ad for an eve nt. Check true or false.

- - - � - - - - - � - � - - � ,

1 1rn:u4 I : t!J G I
- - - - � � - � � - � � � - - - - - - -

l
-

Join us at the on . I :
December 31 to welcome the New Year! !
Here's j ust some of what you ' ll enjoy:
• beginning at 7 : 00, a five-course dinner planned and ,,,,. _ t
prepared by world-famous chef Pierre R aynaud I
• live dinner music performed by pianist Oscar Herman I
• at 9 :00, a two-hour concert starring the Sassies, one of the hottest new bands in the c ity I
• at 1 1 :00, popular hits and all your favorite songs pl ayed by DJ " Raging" Robin Collins I
from radio station WROC I
• hats and horns passed out at 1 1 :30 · 1
• a countdown to midnight by DJ " Raging" Robin I
• a perfect view of the fireworks over the Charlton River I
- - � � - � � - � - - -
- � � � � � � � - - � � � � - - - - � � � - - - '

true false

1 . The ticket i ncl udes d i n n e r. D D

2 . Oscar Herman is a radio DJ . D D
3 . The Sassies w i l l perform u nti l 11 :00. D D
4. You n eed to bring you r ow n hats and ho rns to this event. D D
5 . You ca n view the fi reworks o n a l a rge T V scree n . D D

2 C hoose an i m po rta nt h o l i day i n yo u r co u ntry. U s i n g the ad a bove as a model, write a n ad fo r a

pa rty that wo u l d be i n the loca l news p a p e r. I n c l u d e the same type of i nformation as the ad a bove .

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
� - - - - �

- - - -
- - - - - - - - - � � � � � - - - - - - - - - - - - - -
- - - -

W67
 3 Co m p lete the conve rsation . Use the wo rd s fro m the box.

get togethe r with it's i m possi ble m o b be d takes p lace rem i n d s m e

A: Wow, the a i rport is . Why a re there so many peop l e here?

1.
B : It's because it's a l most Tha n ksgivi n g . It's an i m porta nt h o l iday here i n the U . S .

A: Rea l ly? What's t h e hol iday for?

B : It started as a harvest celebration. It ______ every yea r on the fou rth Thu rsday of
2.
N ove m ber.
A: H ow do you celebrate it?

B: Peop l e usua l ly ______ thei r fa m i l ies. That's why ______ to get a rou n d .
3. 4.
Oh, and the food is g reat! This hol iday is about fa m i l ies . . . and eati n g !
A: It ______ of one of ou r trad itional hol idays .
5.

L ESS O N

4 WHAT ABOUT YO U ? Co m p l ete the conversati o n i n you r own way.

Vis ito r: Te l l me about a hol iday that you cel e b rate in you r cou ntry.

� We l l, one hol iday is ________

V i s itor: What kind of hol iday is it?

� It's a(n) ______ h o l iday that takes p l ace i n ________

Vis itor: H ow do you cel e b rate it?

� We l l, in my fa m i ly we usua l ly _____________________

Vis ito r: That sounds g reat!

5 Co m p lete each se nte n ce with h i sto rical, re l igious, o r seaso n a l .

1. A holiday i s a celebration of a pa rtic u l a r time of yea r.

2 . On h o lidays, peop l e cel e b rate somethi ng that ha p pe n ed i n the past.
3 . A harvest festival is a n exa m ple of a h o l iday.
4. A hol iday is related to people's bel iefs.

W68 U N IT 7
6 M atch each wo rd with the correct d efi n i t i o n . Use the words fro m the box.

a card a costu m e t h e d ea d

fireworks a g ift a parade

a picn i c pray wis h each other wel l

1. somethi ng that y o u give someone, especial ly t o tha n k h i m or her, or on

a specia l occasion
2. a pu blic celebration when m usica l ba nds, brig htly deco rated veh icles, etc.,
move down the street
3. clothes worn by someone to make h i m or her look l i ke a d ifferent person,
an a n i m al, etc.
4. to spea k to God i n order to ask for h e l p or g ive tha nks
5. colorfu l explosives that people b u rn when cel e b rati ng a specia l day
6. people who have d ied
7. a mea l that is p re pa red at home and then ta ken outside to be eate n
8. a w ritten g reetin g , ofte n with a pictu re on t h e front, that y o u s e n d to
peo p l e on specia l occasions
9. to say that you hope someone wi l l have good l u ck, a happy l ife, etc.

7 C i rcle the word (s) that correctly com p letes the sentence . I n so me sentences, both choices
a re co rrect.

1 . Anyone who I that tries this desse rt loves it.

2 . The pa rties that I who ta ke p lace o n New Year's Eve a re always so m uch fu n .

3. The N ew Fire Ceremony was an Ancient Aztec celebration that i t I that was celebrated every 5 2 years.

4. An emcee, or maste r of ce remon ies, is a person w h o I he acts as the h ost at a formal occasio n .

5 . T h e flowers that I w h o arrived yesterday were absol ute ly gorgeous.

6. A host is someone that I who i nvites a person to his or her home.

8 Write the adj ective c l a u se that co rrectly co m pletes each sentence. Use the clauses i n the box.

that i s celebrated in Lati n Amer i ca w h o enjoy bei n g outs i d e

who i s i nvited to someone 's home that a re celebrated w i t h the whole fa m i ly

that come by e-ma i l w h o ta l ked a bout David

1 . This is a g reat hol iday for peop l e ________________________�

2. I love h o l idays -------

3 . It's a holiday ________________________________

4. A person ------ is ca l l ed a guest.

5. I 'm su rp rised by the n u m ber of g reeti ng cards ___________________�

6 . She's the woman -------

Holidays and Traditions W69

 L ESS O N

9 Co m p lete the conversatio n . C i rcle the best res p o n se to each q u estion or state m e nt.

M itch : D o you m i n d i f I ask you so meth i ng?

Va nessa: Yes, of co u rse. I Of co u rse not.

M itch : I 'm not s u re a b o u t the a p p ro priate behavior here. W h e n you go t o someone's h o u s e fo r

d i n ner, what shou ld yo u bring?
Va nessa: Yo u s h o u l d bri n g a s m a l l g ift. I Yo u s ho u l d b r i n g the host.

M itch : Defi n ite ly. I Tha n k s . It's a good th i n g I asked .

Gift-giving Etiquette
• In Japan, China, and Vietnam, it is not customary to open a gift in front of the
person who gave it to you. The gift is set aside and opened later in private.
• In Russia, gifts for children are usually opened in private, while gifts for
adults are usually opened in the presence of others.
• In Germany, you should avoid giving large or expensive gifts in private.
The larger the gift, the more public the gift-giving should be.

10 Read each sentence. I f the re lative pronoun ca n b e omitted, cross i t out. I f it can't b e omitted, ci rcle it.

1 . The d ress -tfl.a.t I wore to the pa rty is in my closet.

2. Anyo n e� trave ls on that hol iday shou l d p l a n for delays.
3 . The woman that you were tal ki n g with is a professional pa rty p l a n n e r.
4. The cou p l e whom we saw at the movies last n i g ht used to l ive in o u r b u i l d i n g .
5 . E l l a is someone who a lways makes peo p l e fee l g o o d a bout themse lves.
6 . O n Than ksgiving I t h i n k about the th i n g s that I a m g ratefu l for.
7. It's g reat to meet someone who g oes out of h i s way to h e l p you .
8 . What s h o u l d a perso n wh o's i nvited to d i n ner ta ke?

11 Com b i n e the two se nte n ces i nto one, u s i n g the re lative p ro n o u n i n p a rentheses. O m i t the
re l ative p ro n o u n where poss i b l e .

1 . The hol iday ta kes p lace i n J u ly. I told you about the h o l iday. (that)
n, e Ji o l i d ay (tJi at) I to ld yo v a b o vt ta ke5 pl a c e in J v ly.
2 . The person shou ld bring flowers. The person co mes for d i n ner. (who)

3 . H a n bok is a d ress. Women in Korea wea r it fo r Ch useok. (that)

4. People enjoy H a l l owee n . People l i ke wea rin g costu mes. (who)

5 . The celebrations are a l ot of fu n . The celebrations ta ke place d u ri n g Mard i G ras. (that)

W70 U N IT 7
 6. The food was amazing. I ate the food d u ri n g Eid a l -Ad ha. (that)

7. The friend went to Thai l and fo r his vacatio n . I told you a bout the friend. (whom)

8. My friends spent New Year 's Eve with me. They came fro m Germa ny. (who)

12 Correct t h e e rro r i n t h e adjective cla use i n e a c h sentence.

1 . The package who we received ca me from Hong Kon g .

2. We rea l ly l i ked t h e resta u ra nt t h e b o o k recom mended it.

3 . C h i l d ren's Day is a hol iday is celebrated i n many cou ntries.

4. That h o l iday is fu n for anyo ne whom l oves to celebrate.

5. The costu mes that Carnava l performers wea r them a re gorgeous.

LESS O N

13 Read the a rticle Holidays Around the World o n page 80 i n the Stu d e nt's Book aga i n . Answe r the
�-Iii;;� q u esti o n s .

c�n�lS� 1 . When is Ra madan cel e b rated?

2 . Why do M us l i m s ce lebrate Ra madan?

3. When is th e Chi nese N ew Yea r ce lebration?

4 . H ow do peo ple p re pa re fo r the C h i n ese N ew Yea r?

5 . Which two cou ntries cel e b rate Simon Boliva r's bi rthday on J u ly 24th?

6. Why is Simon Bolivar ca l led "the Li berator"?

Hol idays and Traditions W7 1

 14 Read a bout how o n e hol iday i s ce l e b rated i n d iffe rent cou n tries. T h e n a n swe r t h e q u esti o n s .

0-nLDREN�o DAY

ln 19$4-, The United :Nation.s General Assembly suggested that all countries set aside a
special day for children. The idea behind Children's Day v.ras to encourage all nations
to focus on the nee.dz, rights, and v.rell-being of children everyv.rhere. Since then, and in
J
�
some places even before then, Children's Day has been celebrated in many countries, on

_}
ifferent days, and in different v.rays.

Children's Day in J apan used to be celebrated separately for girls

(on March 3) a nd for boys (on May 5), but today it's a hol iday for
a l l children on May 5. On Child ren's Day, fam il ies w ith boys often
hang carp decorations, since a carp is a fish that symbolizes
strength and success. They also display figures that look like

Il
�
warriors, or fighters. People eat rice cakes fi l led with bean paste
and covered with leaves. There are many sporting and art events
for chi ldren a l l over Japan on that day.

( 11.i!&C
I /ldflR -- �
Celebrated on May 5, Children's Day is a national
holiday in Korea. Many parents don't work and spend
(
1
Jawa harlal Nehru, the first prime m inister of India,
deeply loved chi ldren. H is birthday, November 14,
the day w ith their children. Fam ilies often visit parks, ( became Children's Day in India. Schools celebrate by
1
}
zoos, and mov ie theaters because they're free for having cu ltural programs and handing out treats and
f
j
ch i ldren on this day. Parents traditionally give thei r
·
snacks. There are competitions and games of all kinds.
chi ldren gifts and money.
__,/ - . - _/

Mustafa Kemal AtatOrk, founder of the Turkish Republ ic, established

Apri l 23 as Children's Day in this country. People enjoy festivals and
performances by children. Children replace the president, prime

�
minister, members of the Grand National Assembly, and other officials
one day. They address children's and educational issues .

Lotu-Tam iati, or Children's Day, is celebrated in Samoa on White Sunday, the second Sunday in October. It is both a
rel i gious and national holiday in Samoa. Children dress a l l in wh ite and parade in l ine from tallest to shortest into
I
I

,
church. They perform songs and religious plays for their parents and relatives. Then they return home for a
celebration meal. They are honored by their parents by be ing served first and receiving gifts.

__)

1 . I n which two co u ntries do c h i l d ren receive g ifts on C h i l d ren's Day?

2 . I n which co u ntry was Chi l d ren's Day trad ition a l ly celebrated sepa rately fo r boys a n d g i rls?

3. I n which co u ntry do ch i l d re n partici pate i n g overn ment o n C h i l d ren's Day?

W72 UNIT 7
 4. I n wh ich two co u ntries was C h i l d ren's Day sta rted by a fa mous pol itica l leader?

5. I n which two cou ntries is C h i l d ren's Day celebrated o n the same date?

6. I n which cou ntry is C h i l d re n 's Day both a seasonal hol iday a n d a re ligious h o l iday?

15 WHAT ABOUT YO U? Write a paragra p h a bout yo u r favorite hol iday. When i s it? H ow do yo u
ce l e b rate it i n you r fa m i ly? What trad itions (such as special foods or cloth i n g) a re pa rt of t h i s
h o l id ay? I s it rel i g i ou s , season a l , o r h istorical?

L ESS O N

16 Put the eve nts below i n the order i n w h i c h they norma lly occur.

an engagement
a reception
a ho neymoon
a wed d i n g

17 Co m p l ete each sente n ce w i t h t h e correct word (s) fro m t h e box.

bride cerem o ny e n g a g e m e nt g ot engaged g room

h o n eymoon newlywed s rece pt io n wed d i n g

N e i l and Ca rrie knew each other for th ree yea rs before they ------ · They were both so excited,
1.
a n d they a n no u nced the i r ______ i m mediate ly. They wanted eve ryo ne to know they were
2.
g o i n g to g et ma rried !

Today is the ______ which w i l l have two parts. First is the ______ which is the formal
3. 4.
se rvice that wi l l make them leg a l ly ma rried . Then comes the rea l celebration: At the ______

5.
everyone wi l l eat and sing for hours .

Holidays and Traditions W73

 Rig ht now Ca rrie, the ______ is putti ng o n her d ress . She is so excited ! Neil, the
6.
______ is p retty excited, too, but h e's also rea l ly nervous.
7.

To mo rrow morn i ng the ______ a re going to Ta h iti for a seve n-day ------ · Afte r a l l
8. 9.
the stress a n d excitement of the wed di ng, they ' l l n eed a vacatio n !

The word honeymoon comes from an old Irish tradition. Newlyweds drank a drink
made from honey for the first month (or moon) after being married. They believed
that by doing this, they would have a son within the first year of marriage.

18 R e a d t h e a rti cle. T h e n ci rcle t h e lette r o f the word or p h rase t h a t best co m p l etes e a c h sente n ce.

1� l-OevVAi� 1<.i� In many ancient cultures, the circle is a

symbol of eterni ty . The wedding ring has

A
t weddings in many parts of the
world, brides and grooms give one come to symbolize endless

another wedding rings. These rings love and commitment.

remind them of the commitment they made to

Wedding rings have almost
one another when they got married . They are
always been worn on the
also a sign to others that they are married .
fourth finger, but the hand

N o one knows for sure how this tradition it's worn on depends on

started, but there is evidence that it began where you live. In some

long ago, in ancient Egypt. Coins at that time cultures, people wear their

had a hole in the center. An Egyptian groom rings on the left hand, and

used to place a coin on his bride's finger to in others, they wear them

show that he would take care of her. on the right.

1 . Rings a re trad ition a l ly g ive n -- ·

a . o n ly in Egypt b. d u ri ng wed d i ngs c. j ust to brides

2 . Ancient Egyptian g rooms gave thei r brides · --

a . money t o buy a ri ng b. money s ha ped l i ke a ring c. a ri ng for eve ry finger

3 . A wedd i n g ri ng is a sym bo l of --·

a . a circle b . etern ity c. l ove without end

4 . M ost peop l e wear the i r wed d i n g rings ·

--

a . on both h a n d s b . on t h e fou rth fi nger c. o n ly o n the left hand

W74 U N IT 7
G RAM MAR BOOSTER

A Read each sentence. If the sentence is correct, write _C. If the sentence is incorrect, write 1 and correct it.

1 . Babootie is a tra d itional food from South Africa who is orig i n a l ly from Malaysia . __

2 . Japan is a cou ntry that has a l ot of festival s . __

3. The most expen s ive trip I took was the o n e that it we nt to Anta rctica. __

4. My best friend is a woman that l ives in Brazi l . __

5 . The G rand H otel i s a seaside hote l that everyo n e l i kes . __

B Rewrite each i tem as one sentence with a rec i p rocal p ron o u n .

1 . Ada m sees Barb a n d Li n u s every day. Barb sees Li n us eve ry day, too.
A d am, B a rb a n d L i n uS' s-ee o n e a n otl-,er every d ay.

2 . M s . Heidie waved at Ms. Cook and Ms. Cook waved back at her.

3. Gerry meets Trish for l u nch eve ry day.

4. J a m es, Ba rb, a n d Jessie were l ost. Al l of them tried to find the others.

5 . The e m p l oyees i n my office b uy g ifts fo r the other peop l e i n the office.

c C hoose the p h ra se that correctly co m p letes each se nte n ce.

1 . Don't ta l k to --·
a. you b. herself c . you rself

2 . Did he h u rt __ ?
a . herself b . h i m se l f c . each othe r

3 . You shou ld be rea l ly p roud of -- ·

a . her b. h e rself c . you

4. She's fee l i n g rea l ly so rry for __ right now.

a. one a n other b. myself c. herself

5. I thi n k he s h o u l d bel ieve i n __ more.

a . myself b . h i m se l f c . each other

6. They a lways see __ on weekends.

a . themselves b. they c. one a nother

Holidays and Traditions W75

 D Co m p lete each sen tence with a p h rase fro m the box.

by h e rself by h i m self by o u rselves by t he m se lves by you rself each other

1 . N obody went with Kate to the movies. She decided to go ______

2 . You can't play chess . You need a partner.

3 . You ng c h i l d re n ofte n want to do things , eve n if it's d ifficu lt for them.
4. The playe rs wished good l uc k before the game.
5 . M rs. Jackson ofte n wo rks very late, so her h u s ba n d eats d i n n er ______

6. We decided to do the work ______ i n stead of pay i n g someone to do it.

E C i rcle who or whom a n d com p l ete the senten ces i n yo u r own way.

1. M r�. R e i l ly is my neig hbor § / w h o m moved i n tJ.i ree yea rs ago.

2 . Peop l e w h o I whom ta l k a lot ca n be ve ry ________

3 . My friend w h o I whom l ives i n ______ is a real ly ______ perso n.

4. The people who I whom I met when I was i n were real ly ________

5. i s a fa m i ly friend w h o I w h o m I have known fo r a long ti me.

6. My friend ______ is someone who I whom I ta l k to al most every day.

WRITI NG BOOSTER

A Read the sente n ces. Write the u n derl i ned wo rd s i n the correct col u m n i n the c h a rt. Th i n k of oth e r
words a n d a d d them t o the chart.

1 . The trad itio n a l sweet and salty ca ndy felt so g ood on my tongue that I closed my eyes i n happi ness.

2 . My ea rs were fi l led with the sweet sou n d of c h i l d ren laugh ing.

3 . The fragra nt odor pe rfu med the a i r.

4. The women looked l i ke a rai n bow i n their m a ny-colored traditional robes.

5 . The food was very mky and rich, a n d I was rem i nded of the flavors of M o rocco.

6. The banging of the d ru ms i n the parade made a sou n d as l o u d as th u nder.

S i g ht Sound Taste Smell

�weet

W76 UNIT 7
8 A s i m i le is a way of descri b i n g someth i n g by co m pa r i n g it to someth i n g else. Th i n k about yo u r
happiest h o l i day as a ch i l d . T h e n com p l ete t h e s i m i les below w i t h yo u r own i nform atio n .

Exa m ples: On Ch i l d re n 's Day, I w a s a s h a p py as a clown . T h e food w a s so good I ate l i ke a horse.

1 . On ______ , l was . . . 2 . On that day, . . . I _____

as happy as ______ l i ke a ------ · I ______

as excited as ______ l i ke a ______ _______

l i ke _______

C Loo k at the p h otog ra p h s . Write a se nte nce with i nte rest i n g deta i l s a bout the s o u n ds, sig h ts,
s m e l ls, a n d tastes.

Song kran cel e b rations-Tha i l a n d I n dependence Day barbeq u e-Canada

S i g ht: ______________ Smel l : ________________

Sou n d : ________________ Taste: ________________

Carnava l parade- Brazil Thanksg ivi ng d i n ne r- U n ited States

S i g ht: ______________ Smell: _______________

Sou n d : ________________ Taste : ________________

D Choose one photograph from exe rcise C. On a sepa rate sheet of paper, write a pa ragraph describ i n g
t h e eve nt. Use i nteresting details to describe w h a t thi ngs look l i ke, s m e l l l i ke, s o u n d l i ke, or taste l i ke.

Holidays and Traditions W77

 U N IT 8
I nventi o ns a nd D i scoveri es

1 WHAT ABOUT YO U ? Th i n k about p ro d u cts that use electro n i c technol ogy. Co m p l ete the
c h a rt with some p rod ucts that yo u use.
-·

Outside (for enterta i n m e nt

At h o m e A t s c h o o l o r work
or tran sportatio n) f:

�!,
I}

2 N ow l i st the to p five p rod ucts fro m the c h a rt a b ove, in ord e r of i m portan ce to yo u .

( 1 i s the m ost i m portant.)

1.
I n 1 898, an executive a t the U .S. Patent* Office said
2.
that the office should be closed because everything
3. had already been invented.
(*A patent is a legal document that gives you the right to make
4. or sell a new invention that no one else is allowed to copy.)
5.

3 Loo k at the p rod u ct you l isted as m ost i m porta nt. Answer the q u estions about it.

1 . Was this p rod uct i nve nted before you were born? ___________________

2 . When d i d you beg i n u s i n g it? _________________________�

3. H ow wo u l d yo u r l tte be d ttferent wlthout it? ____________________�

4. H ow cou l d this product be bettefl _________________________

4 C h oose the best response. C i rcle the lette r.

1 . "The d rive home was bruta l ."

a . " I know. The traffic was awfu l ."
2 . " D id the bugs bother you?"
a . " N o, I bit the b u l l et."
3 . "There we re to ns of people at the ma l l ."
a . "What a n i g htmare ! "
4. " Let's go ca m pi n g t h i s weeke n d ."
a . " S u re. My mom won 't hea r of it."
5. "I need to get my ca r fixed, but it's going to cost so m uc h ! "
a . "We l l , you ' l l have t o bite the
b u l let and pay for it."
b. " I know. The scenery was beautifu l ."
b. "Yes, I got eaten a l ive! "
b. "What fu n ! "
b . " I can't. My mom won't hear of it."
b. "We l l , you ' l l have to bite the
b u l let and not pay for it."

W78
 Sylvan Go ldman , the
LESS O N
owner of a grocery
store, invented the
5 Cross out the word or phrase that has a different meaning from the others. shopping cart in 1937
when he realized he
1 . h i g h -tech u s i n g new tec h n o l ogy ·fast rate should make it easier
for h is customers to
2 . offeri n g h i g h q u a l ity nove l top-of-th e- l i ne buy more things.
3. i n n ovative h i g h -end revol utionary
4. state-of-the-a rt cutting-edge hig h-end
5 . to p-of-the- l i n e hi g h-end fast
6. novel revo l utionary h i g h -tech
7. i n n ovative fi rst- rate h i gh -end

6 Loo k at the p ictu re. Then check the box that a nswers each q uestion .

I wou ld n 't l i ke it if it

yes no m aybe
1 . Is the stereo l ess than $500? D D D
2 . Does Sa l ly have enough money? D D D
3 . Wi l l Sa l ly buy it today? D D D
4. Wi l l Derrick buy it? D D D
5 . Does {-� ve a n ew job? D D D
6 . Does Tanya l i ke it? D D D
7 . Does Rick l i ke it? D D D
8. I s Rick goi ng to buy it? D D D

Inventions and Discoveries W79

 7 C i rcle the word or p h rase that co rrectly com p letes each con d itional se ntence.
1 . This o l d car wo u l d be I is I wi l l be worth m o re if it were i n good con d itio n .
2 . H eather wou l d n 't trust Natha n if they a ren't I we re n 't I wo u l d n 't be s u c h good friends.
3. Peo ple w i l l have I had I wou l d h ave a g reat t i m e if they re lax a l ittle bit.
4 . If you exercise every day, you ' I I lose I wo u l d l ose I lost weig ht.
5. You have to be responsible if you wi l l g et I get I got a pet.
6. I wo u ld n't pay so much for this phone if I don't th i n k I d i d n 't th i n k I wou l d n 't t h i n k it was worth it.
7. If the car cost I wo u l d cost I costs less, more people wo u ld buy it.
8. If you don't lower you r p rice, people d o n 't b uy I wou l d n 't b uy I wo n't buy you r prod uct.

8 Co m p lete the con d i tional sentences with the co rrect fo rm of the ve rbs. Use the words i n
p a renth eses .

1 . If you don't look hard enough, you (not I fi nd) it.

2 . There are always people at the park if the weather (be) nice.
3. It's good to fol low the d i rections if you (not I want) to g et lost.
4. If I were you, I (not I do) it.
5. They wou l d n't try it if they (know) a l l the risks.
6. If Andrea buys a new ca r, she (not I have) enough money for other th in gs.
7. If you real ly (want) to do it, yo u ' l l make it happen.
8 . If we (not I be) i n such a h u rry, we wou l d stop and ta ke pictu res.

L ES S O N

9 U se the sentences fro m the box to com p l ete t h e conversati o n .

N o h a r m d o n e.
If I h a d re m e m b e red to ta ke my G PS, we wou l d h ave been on t i m e .
S orry we're late .
I t ca n h a ppen to a nyo n e .
I 'm a s h a m ed t o say w e g o t lost.

A:
B : What ha ppened?
A:
B : That's O K . --
----­

A:
B: _______ Let's get started .

W80 UNIT 8
10 Read the state m e nts. Then c i rcle Yes or No.

"We wou ld n 't have gotten l ost if you had asked for d i rections."
1 . Did they get lost? Yes No
2 . D i d s h e a s k fo r d i rections? Yes No

" If I 'd known we were going out to l u nch, I wou l d n 't have b rought l u nch with me."
3. Are they going out to l u nch? Yes No
4. Did the woman know about the l u nch pla ns? Yes No
5. D i d she bri n g l u nch with her? Yes No

" If we had n't bou g ht tickets early, we wou l d n't have been able to see Alien Invasion."
6. Did they buy tickets ea rly? Yes No
7. Were they able to see Alien Invasion? Yes No

"They wou l d n 't have been on time if they had ta ken the 8 o'clock tra i n ."
8. Were they on ti me? Yes No
9. Did they ta ke the 8 o'clock tra i n? Yes No

11 C i rcle t h e p h rase t h a t correctly com p l etes each sentence.

1 . If television h a d n 't been I wo u l d n 't h ave been invented, I wou l d have read more when
I was g rowi ng u p.
2 . You wo u l d h ave had I had h a d more money at the end of the month if you had been more
carefu l about yo u r s pe n d i ng .
3. If people had known more about the prod u ct, many of them wo u l d n 't have b o u g h t /
h a d n 't bought it.
4. If we had rea l ly thoug ht about our travel pla ns, we wou l d n 't go I wo u l d n 't h ave gone to the
d ese rt in the s u m mer.
5. We wou l d have bought more food if we h a d n 't k n own I h a d known that so many
peo p l e were going to com e over fo r the pa rty.
6. If they had tra i ned I wou l d h ave tra i ne d the p u p py better, she wou l d n 't have
destroyed the i r home.

12 Co m p l ete t h e sentences. U s e t h e p h rases i n t h e box. You w i l l not u se a l l o f t h e p h rases.

h a d been h a d eate n had made h a d n't ta l ke d t o

wou l d h ave been wou l d h ave c h os e n wou l d h ave h a d wou l d n 't h ave eaten

1. If I a m istake, I wou Id have accepted responsi b i l ity.

2. To m wou ld n't have heard the news yet if he Eddie last n i g ht.
3 . If there had been a nothe r option, we it.
4. They more time for their c h i l d ren if they had n't wo rked so m uc h .
5 . If I 'd known what w a s i n it, I that d essert.

I nventions and Discoveries W8 1

 13 W H AT A B O U T YOU ? Com p l ete t h e se nte n ces i n you r o w n way.
1 . If I had forgotten about an ap poi ntm e nt, ____________

2 . I wo u l d have done thi ngs d ifferently ____________

3. If I had n 't , I wou l d n't have ____________

L ESS O N

14 Write the letter of t h e defi nition that matches each word. You wi ll use some defi nitions more than once.

a . i s s i l ly i n a n exciti ng o r d . doesn't u se ti me, m o n ey, g . uses new ideas

am using way energy, etc., in the best way
e. d oes n't u se the most modern h . is the o n ly o n e o f its ki nd
b. works wel l without wasting
mach i nes or m ethods in
ti me, money, or energy
busi n ess or i n d ustry
c . uses n ew tec h n o l ogy f. offers h i g h q u a l ity

1. __ cutti ng-edge 6. __ i n effi c i e n t 11. __ state-of-the-a rt

2. __ efficient 7. __ i n n ovative 1 2. __ top-of-the- l i n e
3. __ fi rst- rate 8. __ l ow-tech 1 3. __ unique
4. __ hi gh-end 9. __ novel 14. __ wacky
5. __ h i g h -tech 1 0. __ revol utionary

15 Loo k at t h e a d s . C h eck t h e wo rd t h a t best descri bes each prod uct. Exp l a i n yo u r ch o i ce.

TI RED OF RU IN ING
How much time
YO U R BOOKS
do you waste
BY FOL D I N G
writing your
T H E PAG ES?
return address?

Never write
you r return address
again !

1 . D l ow-tech D nove l D u ni q u e 2 . D efficient D wacky D cutti ng-edge

W82 UNIT 8
 N ow you ca n hear,
-
see, and sme// you r WHO
favorite progra ms! N EEDS BAN D
This will change MEM BERS
cookin g shows WH EN YOU 'VE
forever!
GOT ONE
MAN BAND?

3. D h i g h -tech D low-tech D efficient 4. D wacky D state-of-the-a rt D cutti n g -ed g e

DON 'T LET RAINY DAYS

EVERY KI D'S SLOW YOU DOWN !
DR EAM CO M E S
TRU E .

J ust type i n
t h e assi g n m e nt,
a n d o ut
comes yo u r
ho mework !

5. D i n novative D i nefficient D wacky 6. D i n efficient D low-tech D top-of-the-l i ne

L ESS O N

16 Read the article Antibiotics on page 94 i n the Stud e n t 's Book aga i n . M atch the te rms i n the f i rst
..ll•Sa� col u m n with thei r defi n itions. Write the lette rs on the l i n es.
EXTRA READING
COMPREHENSION 1. __ tetracyc l i n e a . a nti-bacterial powder that w a s m a d e from mold
2. __ penici l l i n b . bacte ria that don't respond to a ntibiotics
3. __ vira l i l l n ess c . d rug that stops the g rowth of bacteria
4. __ a ntibiotic- resista nt d . sickness that does not need antibiotics
bacteria

I nventions and Discoveries W83

 17 Read t h e a rticle. Check true, fa lse, or no i nfo rm ati o n . Co rrect the false state m e nts.

··· RU BE G O L D B E R G ·········································································· · ·
Of a l l the wac ky i nventions people have designed, j u mps to catch the cracker. The sta n d , on w h i c h the
n o n e ca n com pa re to the i n n ovative creations of parrot was sitt i n g , fa l l s ove r a n d ma kes b i rd seeds
an awa rd-w i n n i ng ca rtoon i st R u be G o l d be rg . R u be fa l l i nto a bucket. The extra wei g h t i n the b u cket p u l l s
G o l d berg wa s born in Sa n Fra ncisco in 1 883 . H e a stri n g , w h i c h l i g hts a l i g h ter. T h e l i g hter sets off a
ea rned a degree i n e n g i neeri n g , but he wa s n 't f i re cracker that ca u ses a k n ife to cut a n ot h e r stri n g .
i nte rested i n it. H e preferred d rawi n g ca rtoon s that A pe n d u l u m that was attached to the stri ng swi n g s
made fun of the changes that were happe n i ng i n the back a n d forth . It h a s a n a p k i n attached to i t , s o w h e n
ea rly twe ntieth cen t u ry . it swi ngs, it w i pe s the perso n ' s ch i n . Th i rteen steps

I n the ea rly 1 900s, p e o p l e we re busy c reati n g new m a ke the c h i n clea n , j ust by l ifti ng a s poon !

m a c h i nes to h e l p ma ke l ife ea sier and get t h i ngs done Today, i n m e m o ry of R u be G o l d be rg , The N atio n a l
fa ster . The U . S . Pate nt Office was f l ooded every R u be G o l dbe rg M a c h i n e Contest i s h e l d each yea r .
yea r with n ew i nventions for a bsol utely eve ryt h i n g . Tea m s com p ete to create m a c h i nes t o do t h e
R u be G o l d berg saw t h e h u m or a n d d a n gers i n s i m p lest tasks i n no less t h a n twe nty steps . R ecent
the new i nve ntions that were cha n g i n g t h e l ives w i n n i n g i nve ntions have i n c l u de d a mach i n e to
of o rd i n a ry peop l e . And so, for ove r fifty years, he s q u eeze ora n g e j u ice, a mach i n e to toa st b read, and
d rew ca rtoon s that made fun of the n ew mach i n e s . a mach i n e to t u rn off a n a la rm c l oc k .
H e d rew " i nve nti o n s " t h a t used s i m p l e everyday
items-b uckets , cups, ba l l s , sticks, etc .-con nected
to each oth e r in f u n ny ways to get the s i m p lest tas k
d o n e i n m a ny com p l i cated ste p s . R u be G o l d be rg
too k the s i m pl est ta s k a n d , u s i n g the most l ow-tech
tech nology, made it the m ost com p l icated task
with h i g h-tech desig n . H is i n ventio n s beca m e so
fa mous that his name has been i n c l uded as a noun i n
Webste r ' s D i ctionary .

O n e i nve n t i o n , for exa m p l e , was t h e " Se lf-O perati n g

N a p k i n , " w h i c h a u tomatica l ly wi pes a p e rson ' s ch i n .
H ere ' s h ow i t works : A person l ifts a soup spoon to
h i s/he r mouth . The s poon p u l ls a stri ng, w h i c h ma kes
a l a rg e r spoon t h row a cracker to a pa rrot . The pa rrot

R u be Gold berg (n.) a comica l ly i nvolved,

co m p l icated i nvention, l a boriou sly
contrived to perfo r m a s i m p l e o peration

true fa lse no i nfo rmation

1 . I n the early twentieth ce ntu ry there were a l ot of

d a ngerous i nventions. D D D
2. Rube Goldberg desig ned wacky i nve ntions. D D D
3. H e wa nted to have his i nventions pate nted . D D D
4 . H is desig ns used new technol ogy. D D D
5 . The "Se lf-Operati ng N a pkin" was an efficient tool . D D D
6. Rube G o l d be rg was serious about his invention s . D D D
7. H ig h -tech i nve ntions that a re too co m p l icated are
ca l l ed Rube Goldberg. D D D
8. The i nventions sent to The Nation a l Ru be Gold berg Mach i n e
Contest s h o u l d n't ta ke more tha n twenty steps t o com plete a task. D D D

W84 U N IT 8
18 Th i n k o f a n i nve ntion that you u se. I n what ways i s i t u sefu l t o you? H ow wou l d l ife b e d iffe ren t
without i t? What do yo u th i n k peo ple wou l d u s e o r d o if that i nvention h a d neve r been created ?

19 C HALLE N G E . Create a R u be Gold berg mach i n e that com pletes a s i m ple tas k i n m a ny com p l i cated
steps. Descri be the mach i n e o n a separate s h eet of paper. Yo u can a l so d raw a p i ctu re of it.

G RAM MAR BOOSTER

A Co m p l ete the se nte nces with .if or u n less.

1 . She's not going to go to B row n U n iversity they offer her a big sch o l a rship.
2 . I wou l d n't say that I did n't have the docu ments to p rove it.
3. ______ I did n't n eed the item now, I 'd order it on l i ne. It's m uch cheaper.
4. J a n doesn't wear boots ______ they're from this store.
5 . M r. Winston always eats l u nch in the park it's not rai n i ng or co l d .
6. they offer her a rea l ly h i g h salary, she's not g o i n g to take t h e job.

B Read each pa i r of se nten ces. Co m p l ete the seco n d sente n ce i n each pa i r with wish + the co rrect
clause so that i t has the s a m e m ea n i n g a s the fi rst sentence.

1 . Yesterday, I wa nted it to snow.

Yesterday, I wi s-J.1 ed it wo vld s-n o w
2 . I want to a rrive ea rly tomo rrow.
______ ea rly to morrow.
3 . I shou l d have i nvented the com puter.

______ the co m p ute r.

4. Kevi n Moran wa nts to have a d river's l ice nse.
Kev i n Mora n ______ a d river's l icense.
5 . The docto r wants the patient to start eati ng more fru its and vegeta bles.

The doctor ______ more fru its and vegetables.

6. I shou ld n't have eaten so many cookies last n i g ht!

______ so many cookies last n i g ht!

Inventions a n d Discoveries W85

 C Co m plete the past u n rea l co nd itional se nte n ces, u s i n g active or passive for m s .

1 . Mark is a g reat student who was chosen to rep resent the school . If he weren't s uch
a good student, he llV o v ldo' t J,, ave been cJ,, 05eo
2. The house wasn't damaged by the hu rrican e, so we d id n't get a ny in s u rance money.
But if the house ______ , we wo u l d have gotte n some money.
3 . The g uests a ren't cheerfu l beca use the DJ left. If the DJ had n't left,

the g u ests ________________

4. Peo p l e a ren't looking for the treasu re a nymore becau se it's a l ready been d iscovered .
If it had n 't yet been di scove red, peo ple it.
5. They're sti l l th i n ki ng of a name fo r the baby, beca use she hasn't been give n one yet.

If the baby ______ a name, they wou l d n't be th i n ki ng of one.

6. M a rcia isn't worki ng for H u nter Corporation because she moved out of the cou ntry. If she hadn't

moved out of the cou ntry, she ______ for H u nter Corporati o n .

WRITI N G BOOSTER

A Read the a rticle. Write the m a i n idea o f e a c h p a ra g ra p h on the l i n e .

H ow t o Become a n I nve nto r

M a ny people th i n k that beco m i ng a n i nventor is a s i m ple process of th ree steps: havi ng a b right
idea, resea rc h i n g the ma rket for the idea, a n d then sel l i n g that idea to a large com pa ny. It's not that
s i m p l e, however, and ca n often be a ti me-cons u m i ng, d ifficu lt p rocess. So let's take a look at what you
need to do to become a n i nve ntor.
M a i n i d ea : __________________________________

Every i nvention sta rts with a n idea. B ra i n storm yo u r ideas with col l eag ues, friends, a n d fa m ily. For
any idea they l i ke, do resea rch to check that you r idea is orig i n a l . Decide if you want to protect or
patent you r idea from bei ng copied. Thi n k carefu l ly a bout this, as you do not want to be an i nve ntor
who says, " H e wou l d n't have been able to stea l my idea if I had patented it."
M a i n idea: __________________________________

So now you have the idea, what's next? O n ce you settle on the idea fo r you r i nvention, study the
market you wa nt to sel l it to. Get to know as much as you can about the customers who will buy you r
p rod uct. Make s u re it wi l l b e profitable.
M a i n idea : __________________________________

O n ce you have identified the ma rket for you r i nvention, write a busi ness p l a n , possibly create a
sam ple of you r produ ct, a n d then go out a n d try to s e l l it. This is a cha l le n g i ng stage because you
cou l d meet with a lot of rejectio n . Kee p g o i n g and don't g ive u p. Do not lose sight of you r g oa l -seeing
you r prod uct used a n d enjoyed by m i l l ions.
M a i n idea : __________________________________

W86 U N IT S
B Read the two s u m m a ry p a ra g ra p h s for the a rticle i n Exerc i se A. C heck the one that best
s u m ma rizes t h e a rticle.

D S u m ma ry 1 : Beco m i ng a n i nventor is not as easy as it seems. It is a com p l ex process that i nvolves

m a ny steps a nd takes a lot of ti m e and e n e rgy. H oweve r, success w i l l more l i ke ly co me to those
i nve ntors who keep positive a nd never g ive u p.
D S u m m a ry 2 : It is a long a n d ti me-consu m i n g process to become a n i nventor. It i nvolves a lot of
ste ps: bra i nstorm i ng ideas, checki ng com petition, a pplying for pate nts, study i n g the ma rket, writi ng
busi ness pla ns, a n d then g o i n g out a n d sel l i n g the idea . The latter ca n be d iscou ra g i n g at ti mes, b ut
i nventors n eed to stay positive a n d not g ive u p.

C Read the a rticle. Write the ma i n i dea of each pa ra g ra p h o n the l i ne . Then write you r own
s u m ma ry paragra p h at the end of the a rticle.

G lobal Pos itio n i n g Syste ms

If you've ever said, " I wish I knew where I was going" or " If on ly there were some way to
f i n d this address" then it may be ti m e to consider buyi ng you rself a G lobal Position i n g Syste m,
or G PS.
Main i dea = �������

Let's look at some of the uses of a G PS d evice. Maybe you travel a l ot by ca r a n d can not look
at a paper map to find you r way aro u n d . There is a G PS for ca rs that s peaks to you and te l ls you
exactly h ow to g et to you r desti nati o n . Maybe you 're a golfer who has lost his golf ba l l and you
n eed to find it o n the field . There's a G PS fo r this. How a bout you 're a ru n ne r a n d want to track
you r s peed, dista nce, and the cou rses you ru n . Wel l, there's a G PS for this, too.
M a i n idea= ��
���

What kinds of G PS d evices a re there? Wel l , G PS devices come i n a l l kinds of shapes a n d s izes,
a n d a re ava i la b l e in a va riety of p rices. Some are s m a l l a n d can fit i nto a pocket, a n d others are
waterproof. And for peop l e who don't l i ke to ca rry a nythi ng extra with them, G PS systems a re
also ava i lable o n smart phones.
M a i n i d ea : ��
���

Inventions and Discoveries W87

 U N IT 9
Co ntrovers i a l I ssu es

1 Com plete the crossword p uzzle . Use the c l u es b e l ow to h e l p yo u .

2
Denmark is the
4
oldest monarchy
in the world,
5 going back more
tha n 1 , 0 0 0 years .

Across
1 . In a __ , one person holds a l l the pol itical power.
3 . A democracy, a dictato rs h i p, and a monarchy a re th ree types of --·
5. A __ establ ishes the basic laws of a d e mocratic co u ntry.
7. An __ is held so that peo p l e ca n ch oose someone for a n officia l position .
Down
1 . In a __ , peo p l e in the govern ment a re e lected by citizens.
2 . The activities i nvolved with gai n i n g powe r i n a cou ntry's govern ment are ca l led __ .
4. A king or q u een is the head of govern ment i n a -- ·
6. Citize n s i n a democracy __ to choose their l eaders.

2 Read each pai r of se nten ces. Write " = " if the sentences h ave the same o r s i m i l a r m ea n i ngs.
11"1;11
Write if the mea n i n g s a re d ifferent.

1 . Shoot. Ask you r q uestion.

2 . What are you u p to these days? What a re you doing tomorrow?
3 . I 'm lea n i n g towa rd S m ith . I may vote for S m ith .
4. N o worries. It wou l d n 't be a good idea.
5. Let's catch u p. I often ta l k a l ot.

W88
 3 WHAT ABOUT YO U? An swer the q u esti o n s i n yo u r own way.
1 . Which kind of pol itics i nte rests you most: loca l, national, or i nte rnational? Why?

2 . H ow do you learn about pol itics?

D books D newspa pers D television D d iscussions D other: ________

LESS O N

4 O rg a n i ze the wo rd s i n the box. Write th e m on the l i nes, i n ord e r. Beg i n on the left with the wo rd
that d escri bes a person most su pportive of change, a n d f i n i s h on the right with the word that
descri bes a person least s u p p o rtive of c h a n g e .

conse rvati ve l i be ra l moderate rad ical rea cti o n a ry

5 Write each wo rd fro m the box i n Exercise 4 next to its d efi n i tion below.

1. ______ having reasonable, not extreme pol itical views

2. ______ wanti ng to avoid a l l po l itica l or social cha nges
3. ______ wa nti ng pol itica l and social changes that give people more freed om
4. ______ wa nti ng extreme po l itica l a n d social chan ges
5. ______ p referri ng not to risk pol itica l or social changes

6 Put the co nve rsation i n ord e r. Write the n u m be r on the l i n e .

__ I hope it's not i n a p p ropriate to ask, but are you a bit reactiona ry?
_1_ Wou ld you m i nd if I a s ked yo u a q u estion?

__ That's a good q u estion! But I fee l a l ittle u ncomfortab l e d iscussing pol itics th ese days.
__ I g uess you cou ld say that.
__ N ot at a l l . What do you want to kn ow?
__ I u nd e rsta n d . It's kind of a controve rsial s u bject.

7 C i rcle the wo rd or p h rase that co rrectly com p letes each sentence.

1 . We ca n ask the teacher fo r advice I a dvices.

2 . Prog ress have I has been made on this issue.
3 . We n eed to s u b m it our project soo n . The ti me I T i m e is r u n n i n g out.

4. Eve n when he's ve ry bu sy, he wo n't ask for h e l p I a h e l p .

5 . Cri m e has I have bee n o n the rise in ou r city for the past two yea rs.

Controversial Issues W89

 8 Read each se nte nce. If the se nte nce i s co rrect, write �- If the se nte n ce i s i ncorrect, write l a n d
correct it.

1 . S h e loves to d i scuss work. __C

2 . A career cou nse lor ca n g ive you a lot of h e l pfu l advices-: I
__

3 . There a re a l ot of n ews to te l l you about! __

4. Do you have ti mes to hel p us? __

5 . H e has made a l ot of progress with this issue. __

6. Good i nformations are hard to fin d . __

7. Govern ment officials from both sides are meetin g to d iscuss a peace. __

8. They organ ized a confere nce on c h i l d ren's hea lth and ed ucation . __

9. M on ey is co l lected to h e l p fa m i l ies l iving i n the poverty. __

1 0. Without proofs, the pol ice ca n't a rrest h i m . __

L ESS O N

9 M atch each wo rd or p h rase with the co rrect d efi n it i o n .

__ l . i n favo r of a . have a d iffe rent opi nion

__ 2 . agai nst b . opposed to, not su pporti ng

__ 3 . a g ree c. not right

__ 4. d isagree d . have the same opi n ion

__ 5 . w rong e . s u p porti ng, th i n ki n g

som eth i n g is a good idea The minimum driving age refers to
the youngest age at which a person can
legally obtain a driver's license. Here are
10 Read each se nte n ce. Write Tru e o r Fa lse. some minimum driving ages around
the world. (Note that the ages shown
1 . A controversial issue often ca uses d isagree ment
here are minimums in a country, and in
among peo p l e . ____

some cases, certain states or provinces

2 . If a n action is pro h i bited, then it is a l l owed or may have higher minimum ages.)
perm itted . ____

N iger
3. If you lower someth i ng, then you red u ce it o r Cura�ao
make i t s ma l le r. ____ Venezuela
Poland
4. If somethi n g is com p u lsory, it is o ption a l . ____
Canada
U.S.A
5 . When som ethi n g is censored, it is not perm itted
Ethiopia
beca u se it is considered by some people to be offensive, 14 1 5 16 17 18 19 20 2 1 22 23
mora l ly ha rmful, or pol itica l ly dangerous. ____

6 . To raise someth i n g is to move it to a different,

but eq u a l l eve l . ____

11 Read each pa i r of se nte n ces. C i rcle the letter of the correct a n swer i n each pa i r.

1 . a . M anagement req u i res a l l e m p l oyees to attend the meeti ng.

b . M a nagement req u i res to attend the meeti n g .

W90 UNIT 9
 2. a . The organ izati on encou rages to vote i n the u pcom i n g e l ection.
b . The org a nization encou rages everyo n e to vote i n the u pcom i ng electio n .

3 . a . I ca n 't affo rd to buy anyth i n g extra rig ht now.

b. I ca n't afford me to buy a nyth i n g extra right now.

4. a. The city pro h ibits everyone overn i g ht pa rki ng on a l l major streets.

b . The city pro h i b its overn i g ht parki ng o n all major streets.

5 . a . They invited a ba nd to play at thei r pa rty.

b. They i nvited to play at the i r pa rty.

6. a. The c h i l d re n ca n 't wait to open presents.

b. The c h i l d re n ca n 't wait the fa m i ly to o pen p resents.

12 Com p lete the se nte n ces with a n a p p ropri ate o bject. Write X if a n object i s n 't necessary.

1 . She decided X to vote for the l i be ra l cand idate.

2 . The managers perm itted
3 . H e i nvited
4 . Experts encou rage ______
5 . T h e pol ice were wa rn i n g
6. M ost students ca n't afford
7 . The baby refuses ______
8 . Wi l l you p l ease re m i nd
9. Did you a g ree ______
1 0. Where ca n I learn ______
tJ... e wo rkeH to leave ea rly o n the h o l iday.
to go to the pa rty.
to read to c h i l d re n .
______ to stay away from the a rea.
______ to buy a lot of l uxu ries.
to eat peas a n d ca rrots.
______ to g ive me the money tomorrow?
to partici pate i n the stu dy?
to knit?

13 WHAT ABOUT YO U ? Co m p l ete the sente n ces i n you r own way. U se ve rbs fo llowed by a n i nfi n itive
or an o bject a n d an i nfi n itive .

1 . When I was a child, I pretended _________________________

2. My school a l l ows -------

3 . � I were havi ng a pa rt� I'd invite ________________________�

4. I n my o p i n ion, everyone d eserves ________________________�

L ESS O N

14 Read the a rticle o n p a g e 1 04 i n t h e Stu d e nt's B o o k aga i n . Co m p l ete the sente nces . C i rcle the
lette r of the co rrect answer.
EXTRA READING
COMPREHENSION 1 . Co rruption is -- ·
a. peop l e ta ki ng bribes b. power c. racial d iscri m i nation
2. Pove rty causes -- ·
a. peo p l e to earn $ 1 .00 a day b. c h i l d ren to d i e c. b a d gove r n m e n t p o l icies

3 . Acts of te rrorism a re i nc reasi n g because some people __ .

a . a re poor b. use m i l ita ry force c. watch too mu ch TV
Controversial Issues W9 1
 4. Racism is --·

a. natu ra l b. i ntol e rance of oth e rs c. g e n oc i d e

5 . D iscri m i nation leads to

a. racia l m i norities b. eth n ic g ro u ps c. u nf a i r n es s tow a rd s o t h e rs

6. O n e item not me ntioned i n the article as a sol ution to cu rrent wo rld problems is __ .
a. better education a nd b. red uction of poverty and c. cross-cu ltu ra l student
u n dersta n d i n g of others expos i ng corru ption exchanges

15 Read the b l og. Then a n swe r the q uesti ons.

, MY BLOG-YOUR BLOG

Today's top i c : G l oba l wa rm i ng

Every day l i g ht fro m the s u n wa r m s the ea rth, ca u s i n g it to rel ease h eat. Gases i n the ea rth 's atm o s p h e re­
m ostly c a rbon d ioxid e (CO)-sto p s o m e of the heat f ro m esca p i n g i n to s pace so that the ea rth i s kept w a r m .
For the past 1 0,000 yea rs, t hi s h eat has kept the ea rth at reg u l a r tem pe ratu res. H owever, ove r the past
1 00 yea rs, scienti sts have n oticed h i g he r l eve l s of COr M o re C02 means m ore h eat, which m ea n s h i g h e r
tem pe ratu res o n ea rth . We've a l ready s e e n s o m e co n seq u e nces of g l o b a l wa rm i n g . N i n e o f t h e ten warm est
yea rs in h isto ry h ave occu rred in the last fiftee n yea rs . G ro u nd that has been frozen s i n ce the l ast I ce Age i s
m e l ti n g . The re a re m o re h u rrica nes a n d catastro p h ic s to r m s t h a n ever befo re.

So, what do YO U th i n k is ca u s i n g g l obal warm i n g ? W hat, if a nythi n g , s h o u l d we do about it?

Post you r com me n t

C o m m e n ts

G loria yesterday, 9:00 A.M.

What's the b i g dea l ? The ea rth i s wa rmer b y o n ly 1 deg ree Fa h re n heit. Ta l k to m e when it's 7 deg rees wa rmer.

Brad yesterday, 9:20 A. M .

Look at the facts . H ig h e r te m peratu res have a l ready made the ice i n Anta rctica melt faster, ca usi n g h igher sea
leve l s . By 2 1 00, when the te m pe ratu res are 7 degrees h i g h e r, m a ny coasta l areas wi l l be flooded .

Ske ptical-i n-Seattle yesterday, 1 0: 30 A. M .

Cli mate has cha nged m a ny times i n the h istory o f o u r p l a net. I t i s o n ly natu ra l . Let's not lose sl eep over it, a l rig ht?

Kris yesterday, 1 2:07 P. M .

I tota l ly d isag ree! C l i mate change � natu ra l , but what i s h a p pe n i ng today i s n ot! G lobal warm i n g i s the fau lt of
everyo ne who drives a car, flies on a p l a n e, b u i l d s facto ries, a n d cuts trees. All of that creates m o re C02• We m u st
stop damag i n g o u r p l a n et for futu re generati o n s . We m u st u rge o u r govern ment l eaders to control i n d u stries that
harm the a i r.

Reactionary yesterd ay, 1 :1 3 P. M .

Th i s whole debate i s u seless. Peo ple who say we need to change the way we l ive are rad i ca l s . The ea rth i s a l ways
warm ing a nd coo l i n g . We j u st need to accept it and learn how to l ive i n a natu ra l ly c h a n g i n g c l i m ate. We co u ld ,
fo r exa m ple, b u i l d homes fa rther away from the water t o avoid hig her sea leve l s .

Win ston yesterday, 2: 1 7 P. M .

The I n tergovern mental Pa nel o n C l i mate Change ( I PCC) reported after review i ng the scientific research that it
is m o re than 90% certa i n that h u m ans are cau s i n g g l o ba l warm i n g . Gases from cars a n d factories are ca u s i ng
tem peratu res to rise. We need to do someth i ng before it's too l ate!

Linda yesterday, 2:33 P. M .

HA! 90% certa i n l eaves 1 0% u n ce rta i n . The I PCC report has l ots of errors and i s exaggerated . I t i s n ' t o n ly the cars
a n d factories that a re ca u s i n g g l oba l wa r m i n g . What a bo ut the changes in the s u n 's brightness d u ri n g its 1 1 -year
s o l a r cycle? It cau ses te m peratu res to i ncrease. Eru pti ng volcanoes can p rod uce lots of C02 too.

W92 U N IT 9
 1 . What is global wa r m i ng? ____________________________

2 . What a re the effects of g l o bal warm in g? ______________________

3 . What d i d the I PCC� report say? _________________________

4. H ow m u ch has the tem peratu re of the ea rth in creased? _________________

5 . What a re two possi b l e h u m a n causes of g l obal warm i n g? ________________

6. What a re two possible natu ra l causes of g l oba l wa rming? ________________

16 Read each state m e nt. Wo u l d the blogger a g ree or d i sag ree with t h e state me nt? C i rcle agree o r
d i s agree. Exp l a i n you r a nswer.

1 . G l oria wou ld agree I d is a g ree with this state m e nt: "Global warm i n g
is n o t a p ro b l e m ." __________________
April22nd i s Earth Day. It
was first establ ished in 1 970.
2 . Win ston wo u l d a g ree I d i s a g ree with this statement: "Globa l
The purpose of this global
warm i n g is a natu ra l eve nt." _______________

holiday is to ra ise awareness of

3 . Ske ptica l - i n-Seattle wou l d a g ree I d i s a g ree with this environmental problems and
state ment: "Cha nges m ust be made to a d d ress g l oba l issues and to promote a hea lthy
wa rm i n g ." _____________________
environment for all people,

4. Kris wou l d a g ree I d i s a g ree with this state ment: "Global pla nts, and animals. Each year
wa r m i n g is caused by peo p le." ______________ on this day people rededicate
themselves to ta king care of
5. Linda wou ld a g ree I d i sa g ree with this state ment:
the Earth.
" I PCC is a re liable sou rce for i nformation a bout
g lobal wa rm i ng ." ___________________

L ESS O N

17 Write yo u r own response to each state m e nt. Ag ree or d i sagree and expla i n you r o p i n i o n .

1. Eve ryone i n a d e mocracy s h o u l d vote. It's the i r res ponsi b i l ity.

� That1 S' o n e I.Nay to l o o k at it, b ut I th i n k it1 S' each pe r>on1 S' Choice l.Nhether to vote or n ot. OR
I agree 1.Nith you o n that o n e. A d emocracy d oe>n1 t I.Nork if peopl e d o n1 t pa rticipate.

2. Someti mes ca pita l p u n i s h ment is necessa ry.

� -------

3. All students shou l d be req u i red to wea r u n iforms to school.

� -------

4. The world wou l d be a better p lace if a l l co u ntries were democracies.

� --------�

Controversial Issues W93

 18 Write a l ette r t o you r n ewspaper ed itor p res e nti n g you r vi ews o n one o f the i ssues b e l ow.

• cen sors h i p of video games

• p ro h i biti ng smoking i n p u b l ic places
• raising the d rivi ng age to 21
• a n other i m porta nt issue i n th is cou ntry

G RAM M A R BOOSTER

A Com pl ete each p h rase with the co rrect u n it expres s i o n fro m the box.

I act bowl piece pot slice year

1 . a(n) of news 4. a (n) of peace

2 . a (n) of tea 5 . a (n) of apple pie
3. a (n) of rice 6. a (n) of violence

B C i rcle the wo rd or p h rase that correctly co m p l etes each sente nce.

1 . Sa n d ra Jensen wa nted to work in the govern ment to m a ke s u re that j u stices a re I j ustice i s served .
2 . People who want to be lawyers study l aws I law i n school .
3. I got m y h a i rs I h a i r c u t a t a new salon last week.
4. You sho u l d n't eat too m uc h s u g a r I m a ny s u g a rs if you 're try i n g to lose weig ht.

5 . The U n ited Nations wo rks for peaces I peace in cou ntries all over the world.

6. Over ti m e, the l i g ht I l ig hts from the s u n can change the color of fabrics.

7 . M e d i c i n e is I Med ici nes a re a very i nteresti ng but d ifficult fiel d .

8 . I n some pa rts o f the world, coffee i s I coffees a re more pop u l a r tha n tea I teas.

C Com pl ete each sente n ce with a geru n d o r a n i nf i n itive. When either a g e ru n d or a n i nfi n itive i s
co rrect, fi l l i n t h e b l a n k w i t h both fo rm s .

1 . O n weeke nds, I enjoy ______ late.

sleep
2 . Some peop l e don't l i ke ______ about pol itics.
ta l k
3 . J e rome d ecided ______ his father's advice.
take
4. movies is one of my favorite activities.
Watch
5 . You shou l d avoid ______ on the phone when you d rive.
ta l k
6 . I wou l d l i ke ______ for the g overn ment when I fi nish col lege.
work

W94 U N IT 9
 7. ______ is i m portant if you want to make a d iffe re nce.
Vote
8 . Nate w i l l conti n ue ______ med icine n ext yea r.
study
9. Tom expects ______ home by eig ht.
be

D WHAT ABOUT YO U ? Co m plete each sente n ce i n you r own way. Use a geru n d o r a n i nfi n itive.

1 . I don 't m i n d even though a lot o f people don't l i ke it.

2. Someti me in my l ife I wou ld l i ke __________

3 . I genera l ly try to avoid __________

4. When I 'm on vacation, I u s u a l ly feel l i ke __________

5. I n the futu re, I hope __________

6. For m a ny peop l e, it's very d ifficult to q u it __________

7. If I d ecided , I wou ld have to th i n k a bout it a lot fi rst.

8. I real ly hate _________

WRITI N G BOOSTER

A Read the word s a n d expres s i o n s . C i rcle the ones that i ntrod u ce contrasti n g idea s .

1 . as . . . as 2 . i n my o p i n ion 3 . i n contrast 4. even though

5 . o n the other hand 6 . neverth eless 7. for i nsta nce 8 . however

9. on the one hand 1 0. to me, 1 1 . in favor of 1 2 . no matter what

B Read the issues l i sted b e l ow. C hoose one i ss u e a n d u n d e rl i ne it. Th en, i n the chart, write t h ree
a rg u m e nts i n favo r of it ( pros) and th ree a rg u m ents a g a i nst it (co ns).

I ssues:

• Prohi biti ng stude nts to use cel l p hones in class

• Ba n n i n g certai n books from school l i b raries
• Censors h i p of violent movies

P ros Cons

C On a separate sheet of paper, write at least two p a ra g ra p h s a bout the issue you chose in Exe rcise B .
I nc l u d e both t h e p ros a n d the con s o f the i ss u e . U s e the expressi o n s for i ntrod u c i n g contrasti ng
idea s you i d e ntified in Exe rc i se A.

Controversial Issues W95

 U N IT 1
0 Bea utifu I Wo rl d

1 Co m p lete the m a p of South America. Use the i nfo rmati o n u n d e r the map to label the place s .
Write the lette r o n the l i n e.

1.

Pacific
Ocean
ECUADOR

6.
1 3.

4.

N 600 mi

I n dex
• = mountain range
- = country border
• = c ity
5.

-r
* = ca pita l city

a . Ca racas i s the ca p ital city of Venezuela.

b . Rio de Janeiro is a city i n Brazi l .
c. Bras i l i a is t h e ca pita l of B razi l .
d . Lake Titicaca is on t h e border of Bol ivia a n d Peru .
e. Bogota is the ca pita l of Colombia.
f . The Atla ntic Ocea n i s east of South America.

2 Loo k at the m a p aga i n a n d a n swer the q u esti o n s .

1. N a m e t h e capita l o f Ecuador. ________

2 . Pa ra m a ri bo is the ca pita l of which South American co u ntry? ________

3. N a m e a city i n Bol ivia that is not the ca pita l city. ________

4. What is the ca pita l of U ru g uay? ________

W96
 5 . I n which mou nta i n ra nge is Sa ntiago l ocated? ________

6 . Bue nos Aires is the capita l city of which cou ntry? ________

7. Which two South America n cou ntries do not share a border with an ocean or sea?

______ and ________

3 WHAT ABOUT YO U ? N a m e the fo l lowi n g geogra p h i ca l featu res of yo u r co u ntry.

1 . capita l city _________________________________

2 . another city _________________________________

3 . border cou ntries ________________________________

4. a body of wate r _______________________________

5 . a n other geogra p h i cal featu re ___________________________

4 C i rcle the best response to each q u esti o n .

1 . " I s i t worth seeing?"

a . "Yes, you shou ld d efin itely go." b . " N o, you do n't want to miss it."
2. "Shou ld we d rive up to see N u n obiki Waterfal l in Kiwa Town?"
a . " N o, it's worth seeing." b . "Yes, it's spectacular!"
3 . "H ave you eve r seen the volca n oes on Re u n ion Island?"
a . "I ca n 't say I have." b . "What a coi ncidence ! "

4. "Get a look a t t h e mou nta i n s w h i l e you 're there."

a . "Tha n ks, we'l l ta ke it s l ow." b . "Tha n ks fo r the suggestion."
5 . "Is that schedu le doable in one week?"
a. "It' l l be busy, but you ca n h a n d l e it." b. "Yes, it's worth seei n g ."

L ES S O N

5 Co m p l ete the rea d i n g with i n, on, o r of.

P O RTU G A L

Portugal is a nation ______ southwestern Europe, and is ______ the

1. 2.
western coast the I berian Pen i n s u l a . Spa i n is both north and west
3.
______ Portu g a l , which is o n the Atla ntic Ocea n .
4.

There a re many mou nta i n s ra nges ______ the north, but the largest and hig hest
5.
mou nta i n ra nge i n the co u ntry, Serra da Estre l a, is l ocated ______ the centra l region
6.
of the cou ntry.
The capita l city, Lisbon, is the west coast ______ Po rtuga l . It is a lso
� 8.
located ______ the Tajo River, which is the lon gest rive r i n Portuga l .
9.

The city of Porto is located ______ the Dou ro River, which is ______ the north.
1 0. 11.

Beautiful World W97

 6 Loo k at the m a p . Co m p l ete the se ntences i n you r own way.

F RANCE
AU STRIA

ITALY

1. is/a re in
2. is/a re so uthwest of
3. is o n
4. is/a re l ocated o n
5. is/a re n o rth of
6. is/a re l ocated to

· Switzerland has a popu lation of approximately eight mil lion people?

• Switzerland has four official languages (German, French, Italian, and Romansh)?
- · The Swiss flag is square, not rectangular?
-
• Many mountains in the Swiss Alps are over 4000 meters h igh?

7 WHAT ABOUT YO U ? Describe the location of yo u r city or town in re lation to some other p laces.
Use p re pos itions of geogra p h ica l p lace.

1. ������-

2. ������-
����-

3. ��

W98 U N IT 1 0
 8 Read each co nve rsati o n . Answe r the q uestio n . Check Yes or No.

1 . J e re my: What d i d you th i n k of the tri p to the waterfa l l s?

Eri n : I thoug ht it was a waste of ti me.
Shou l d Jeremy go o n the tri p? D Yes D No

2 . Betha ny: We m ig ht go to Wo n d e r Wo r l d . Do yo u th i n k we s h o u l d g o?
Carl: Oh, yo u d o n 't wa nt to m i ss it.
Does Ca rl thi n k Bethany s h o u l d go to Wo nder Wo rld? D Yes D No

3 . Ada m : What d o y o u th i n k o f that n e w scie nce fictio n m ov i e?

M a rk : I t 's a m u st-see.
Did M a rk l i ke the movie? D Yes D No

4. Chad: Have you heard a nythi ng about the newest Las Vegas hotel?
Va l e rie: I hear it's overrated .
Does Va l erie th i n k the h otel is g reat? D Yes D No

5 . Sara h : I 'm thi nking of taking t h e train t o Pi newood. Have you ever been there?
J e n n ife r: Yes . Be s u re to see it.
Does J e n n ifer thi n k Sarah s h o u l d go to Pinewood? D Yes D No

9 Com plete the conversations i n yo u r own way.

1 . Your fri e n d : I ' m th i n ki ng about g o i n g on vacatio n . D o you have any recom mendations?
� Yes ! Don't m iss --------­

Yo ur fri e n d : Why's that?

� --------�

2 . �ur friend: What do you th i n k a bout _____________________ �?

� Wel l, I th i n k it's ove rrated.
You r fri e n d : Rea l ly? Why do you say that?

� -------�

LESS O N

10 Com pl ete the s i g n with the correct wo rd s from the box . You w i l l n ot use a l l of the word s .

(ii) cave fo ggy

�
Attention All Hikers: Hiking is great exercise, and it can be a lot of fun. cl iff path
But hiking can also be dan9erous . Follow these rules to stay safe. dan g erous rocky
d a rk slippery
• Take plenty of food and water. This is a long hike, and it con exhausti n g steep
be . You'll need food to give you energy.
• If you h ike in the evening, take a flashl ight. If you' re
• Don't ever go into a . Ani mals might be not back before it gets , you'll
l iving there, and they' ll fight to protect their territory. need it to fi nd you r way back.

• Be carefu l if you h i ke early in the morning. Sometimes • Be careful in the winter. The paths can get icy, and
it's , and it con be d i fficult to see. then they're rea lly ------

Beautiful World W99

 11 Loo k a t the p i ctu res. Check the sente n ce that matches each pictu re.

D The path can be D It's rea l ly da rk. D Th is path is D T h e path is rea l ly

very s l i p pery. D I t ca n be qu ite exha usti ng. rocky.
D Wow! This is foggy. D The cl iff is D I t's rea l ly dark.
steep! extremely h i g h .

12 Loo k at the pi ctu res a n d a nswe r the q u esti o n s . Use too + a n adj ective and a n i nfi n itive.

1 . Why doesn't h e want to go 2. Why ca n't he read t h i s whole 3 . Why isn't she going to wear

swi m m i ng? ______ book today? th is d ress? ______

4. Why d o n 't they see Shark 5 . Why isn't he s l eepi ng?

Attack? ________ wa l ki n g? _______

W 1 00 UNIT 1 0
13 Com p lete the se ntences, u s i n g too + a n adjective a n d a n i nfi n itive . A d d a fo r p h rase where
n ecessa ry.

1 . This bag is _�
����­

heavy I me I ca rry
2 . The m o n u ments yo u want to see a re n 1 _______________________

steep I climb
3 . J essica is -------­

you n g I vote
4. The tri p to France is _____________________________�

expensive I my friends I afford

5. This conce rt is going to be -------­

good I us I miss
6. I was ------ my ho mework last n i g ht.
sleepy I fin ish

14 Rewrite each pa i r o f se nten ces u s i n g too + a n i nfi n itive a n d a fo r p h rase.

1 . The path is very s l i p pe ry. Don't wa l k on it.

TJ,, e pat/,, i s- to o s-l ippery fo r yo u to I.Na i k o n .

2 . That sweater i s q u ite expensive. S h e shou l d n 't buy it.

3. It's not ve ry late. You ca n ca l l Matt now.

4. It's so hot. I cou l d n 't possibly d ri n k coffee!

5 . That movie is ve ry violent. Beve rly ca n't see it.

6. It's 9: 00, and the movie is at 9 :1 5 . We won't get to the theate r on ti me.

15 C i rcle the word o r p h rase that best com p letes each conversati o n .

1 . A : Ca n you te l l m e the way t o the beach?

B: Not at a l l . I Yes, it's that way.

2 . A: Be ca refu l at the beach . The wate r ca n be I i s n 't rea l ly da ngero u s .

B: OK, thanks.

3 . A: The u ndertow is d a n g e ro u s I too co l d .

B: I ' l l be carefu l .

4 . A : You need to b e ca refu l.

B: Tha n ks for the ri s k I wa rn i n g .

Beautiful World W 1 01
 L ES S O N

16 La b e l t h e d raw i n g with the wo rd s i n t h e box . Write t h e correct n o u n s on t h e sol id l i n e s . Write the

correct adjectives on the Q.Q�t�.d. l i nes.

flat forest h i l ly island m o u nta i n o u s va l ley

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

17 Match each word to the co rrect d efi n it i o n or d escri ptio n .

1 . a rid a . an a rea o f lower land between two mou nta i n s or h i l l s

2 . a ca nyo n b. a piece of land that is com pl etely su rrou nded by water

3 . flat c. very d ry, receivi n g ve ry l ittle ra i n

4 . a forest d . a thick forest with m a ny larg e pla nts a n d ta l l trees g rowi ng very
cl ose togeth er, usua l ly i n a n area that receives a lot of rai n
5 . a n island
e. hav i n g a lot of h ea lthy plants
6 . a j u ng l e
f. smooth a n d level, without h i g h e r or lower a reas
7. l ush
g . very i m pressive
8. a va l l ey
h . a d e e p va l l ey with ve ry steep s i d e s o f rock that usua l ly has a rive r
9. s pectac u l a r ru n n i ng th ro u g h it
i. a l a rge area of l a n d that is covered with trees

18 WHAT ABOUT YO U ? Write the na mes o f p laces you know for each of the fol lowi n g natura l setti ngs.
1 . a spectac u l a r place :

2 . a mou nta i nous p lace:

3 . a ca nyon :
4 . a n island:

5 . a n a rid p lace:

W 1 02 U N IT 1 0
 LESS O N

19 M atch each pe rson t o the sente n ce that best d escri bes h i m or her.

1 . " I 'd l i ke to l e a rn m o re a bout the

re l a t i o n s h i ps betwee n p l a nts, a n i m a ls,
a n d the co n d i t i o n s they l i ve i n . " __

2. "I h e l p peo p l e f i n d a lternat ive

ways to h eat th e i r h o m es. " __

3. " I wa nt to m a ke s u re t h at
h u ma ns d o n 't r u i n t h e ea rt h 's
c l e a n a i r a n d wate r. " __

4. " I h ave a b u s i n ess t h at se l l s

e nvi ro n m e n ta l ly-fr i e n d ly
refri g erators a n d a i r
co nd i t i o n e rs . " __

a . Th is person is interested i n the enviro n me nt.

b. Th is person is in terested in p reventi ng pol l ution .
c. This person is i nterested i n re newa ble e n e rgy.
d . Th is person is interested i n energy efficien cy.

20 Read the a rticle Choose Clean Energy and Help Curb Global Warming on page 1 1 8 in the Stud e n t 's
Book a ga i n . Chec k true, fa lse, or no i nformati o n .
EXTRA READING
COMPREHENSION

true fa l se n o i nformatio n
1 . O i l , coal, a n d natu ra l g a s a re exa m ples of fossil fuels that
i ncrease g loba l warm i n g . D D D
2. Ta ki ng care of you r c a r tires c a n hel p t h e en viro n m e nt
a nd you r budget. D D D
3. I nca ndescent light bu l bs use less e lectricity than
f l u o rescent bu l bs . D D D
4. Foods with pesticides are b a d for you r health. D D D
5. G loba l war m i n g is responsible for extrem e changes in
the weather. D D D
6. Wind a n d solar power a re re newable e n e rgy
alte rnatives to fossi l fuels. D D D

Beautiful World W103

 21 M atch the b eg i n n i n g of each se nten ce on the left with the best end in g on the rig ht. Use the
i nfo rmati o n i n the Rea d i n g on page 1 1 8 i n the Stu dent's Book.
EXTRA READING
COMPREHENSION 1 . An i ncrease i n CO r . . a . ca u ses flood i ng .

2 . Energy-efficient applian ces . . . b. red uces po l l ution by 7 0 t o 90% .

3 . Com pact fluorescent b u l bs . . . c. co ntri butes to g l oba l warm i ng .

4. Recyc l i n g . . . d . take ste ps to curb g lobal warm i n g .

5 . Rise i n sea level s . . . e. save electricity.

6. People ca n . . . f. cut down el ectricity use by 25%.

22 Read a bout the Rai nforest Flyway Co m p a ny. Then c i rcle the lette r of the a n swe r that best
co m p l etes each se n ten ce.

On the Flyway, you'll experience over 7.5 kilometers of

living rai nforest while learn i ng about this spectacular place.
Did you know that Austral ia's rainforests are home to over
3,000 d ifferent plant species? And some of the trees here are
more than 3,000 years old! After this visit you'll u nderstand
why it's so im portant to preserve the rainforests. And you 'll
see that environ mentally responsible travel can be fu n ,
educational, a n d breathtaking.

Even if you're a world traveler, you've never experienced

a nythi ng l i ke the Rainforest Flyway. You'll start your u n ique
journey a bove the rai nforest, as you "fly" in a comfortable
gondola only a few meters above the trees. Sit back and
enjoy the extraordinary scenery. You will be amazed at the
breathtakingly rich and lush fol iage. And rest assured , there
was no damage done to the rai nforest ecology d u ring the
construction of your gondol a . That's why the development of
the Flyway took over 40 months to complete !

Your gondola will bri ng you down i nto the rainforest itself,
where you follow a path to see, hear, a nd smell the rai nforest
environment from the grou nd. Free tours are available several
times a day. Tour guides can point out some u nusual plants ,
provide you with interesting facts a bout rainforest ecology,
and answer your q uestions.

Your Rainforest Flyway experience lasts 90 m i n utes

Locate d in Cairns, Austra lia, Rai nforest
Flyway is a world leader in ecotou ris m . We
and e nds in the small town of Kuranda , just 25 ki lometers
northwest of Cairns. Here, you can continue your eco-tour
with a visit to the protected areas that 2,000 tropical butterfl ies
call home. You can also buy original arts and crafts made

take o u r guests on a breathta king "fl ight"
over rai nforest trees and stra ight i nto the
heart of the rai nforest for an unforgettable
by the people of Kuranda. And if that isn't enough , you can
continue on to the wildl ife reserves located a short
9 kilometers west of Kuranda to see an imals from all parts
of the world .

experie nce. Rainforest Flyway has won n umerous awards, i ncludi ng

Travel Planet magazi ne's "Best Ecotou rism Desti nation." Call
or visit u s online to make you r reservations.

W 1 04 UNIT 1 0
 1 . On this tri p, you ca n learn about ·--

a . some g reat ecoto u rism d esti nation s

b. tou r gu ides
c . the ecology of Austra l ia's rai nforests

2 . A g o n d o l a is
-- ·
a. a rai nforest ani mal
b . a person who leads the tou r
c . a type of tra nsportation

3 . O n this tri p, g uests __ i nto the rai nforest.

a. don't go
b. a re l owered
c. a re ra ised

4. Ra i nforest F lyway en cou rages gu ests to -- ·

a . fo l l ow a path to exp l o re the ra i nforest
b. make a new path in the ra i nfo rest
c. ta ke a souve n i r fro m the ra i nforest

5. To u r g u ides ca n -- ·
a . give yo u souve n i rs
b. make rese rvations for you
c. teach you a bout the rai nfo rest

6. The ra i nfo rest has --·

a. many types of a rts a n d crafts
b. 3,000 d iffe rent types of p l a nts
c . 2,000 diffe rent types of tro pical butterflies

23 R e a d the a rticle aga i n a n d a nswe r the q u esti ons.

1 . H ow l o n g is the Rai nforest F lyway to u r? ____________

2 . Who ca n a n swer q uestions about the rai nforest? ____________

3. H ow ca n you make plans to visit the Rai nforest Flyway? ____________

4. Wh ere is the w i l d l ife rese rve? ____________

G RAM MAR BOOSTER

A Co rrect the ca p i ta l izati o n .

T U . N . . N Y C.
1 . -th e head q u a rte rs of the ttn ited -flat1 o n s a re l ocated i n -t=tew -yo rk i:1ty.
2. the novel dracula, by i rish a uthor b ra m stoker, was fi rst p u b l ished in g reat brita i n in 1 897.
3 . i n ca nada, tha n ksg ivi ng is ce lebrated on the seco n d monday i n october. but i n the u n ited states, the
h o l iday is celebrated on the fo u rth thu rsday of nove m ber.
4. the beg i n n i n g of the m idd le ages is ofte n cal l ed the da rk ages. by this time the g reat civil izations of
g reece and ro me had fa l len, and l ife in e u rope was very h a rd .
5 . city o f g o d is a b raz i l ian movie about l ife i n o n e pa rt of rio de janeiro. T h e movie is i n portug uese.

Beautiful World W105

 B Co m p l ete the sente nces . Write the if it's necess a ry or X if it isn't.

1 . Severa l i nte rnational organ izations, such as t'1 e World H ea lth Organ ization, and __

I nte rnational Com mittee of the Red Cross have their h ead q u a rters i n __ Geneva . Th is city is i n the
western part of __ Switzerland o n __ La ke Geneva .
2. __ Roman E m p i re reached its most powe rf u l poi nt i n the yea r 1 1 6 . At this ti me, m uch of __

Europe, __ Asia, and pa rts of __ Africa were u n der Rome's co ntro l .

3. __ Cas pian Sea is t h e largest l a ke i n the_ world . It is a saltwate r lake that is su rro u nded b y __

Kaza khsta n, __ Tu rkmen ista n, __ I ran, __ Aze rbaijan, and __ Russia. The l a rgest fresh
water l a ke is __ Lake Su perior, which is located on the bord e r between __ Canada a n d __

U n ited States.
4. The exp l o re r Marco Polo is often credited with i ntroducing pasta from __ China to his native
cou ntry __ Ita ly. Alth ough this fact is debata b l e, it is known that Marco Polo d id trave l to __ Fa r
East a n d is responsible for some of the fi rst i ntrod uctions of easte rn c u ltu re to __ West.
5. Can yo u name the ta l l est mou nta i n in the wo rld? You 've probably lea rned that it's __ Mou nt
Eve rest (8,850 meters ta l l) in __ H i m a laya M o u ntai ns. The to p of th is mou nta i n is the h i g h est
poi nt o n ea rth . But di d you know that there is a nother mou ntain that is actu a l ly tal ler? Its name is
__ M a u na Kea, and it's l ocated in __ Pacific Ocea n . This mou nta i n is 9, 750 meters ta l l fro m its
bottom to its top. But si nce the bottom of this mou nta i n is o n the ocea n floor, it does n't reach as
h i g h as __ M o u nt Everest.
6. __ G u lf of Aq aba is i n __ M id d le East. It sepa rates __ Sinai Pen i nsu la, which is pa rt of __

Egypt, fro m __ Kingdom of Sa u d i Arab ia.

C C i rcle the co rrect pre position of place .

1 . B a n g kok is o n I i n I o f the co u ntry of Tha i l a n d .

2 . H o n o l u l u is on I i n I of t h e i s l a n d o f Oah u o n I i n I o f t h e state o f Hawa i i .

3 . W h i c h cou ntry is north o n I i n I o f N a m i bia?

4. The Phi l i ppi nes are islands on I i n I of the Pacific Ocean, to the north o n I i n I of Malaysia.

5. Senegal is o n I i n I of the west coast of Africa .

6 . F i n l a n d is east on I i n I of Swed e n and N o rway.

D Com p l ete the sente n ces i n you r own way. Use a n i nfi n itive o r a n adj ective + a n i nfi n itive.

1 . Yo u r health i s too i mpo rta nt to i9n ore

2. five o'c l o c k i n t h e eve n i n g isn't late e n o u g h _________________

3 . Desig n e r clothes a re too ------

4. is a movie that's not good enough ________________

5 . Chi l d re n at fou rteen a re too -------

6 . These shoes a re too ______________________________

7. ______ isn't big enough _______________________

8. ______ is p retty enough _______________________

W 1 06 U N IT 1 0
 E Co m p lete the se nte n ces, u s i n g too or e n o ugh a n d the adjective a n d an i nfi n itive.

1 . The path to the volcano is if you 're n ot wea ring good shoes.
rocky I wa l k on
2. The wate r isn't becau se of the sharks.
safe I swi m
3 . The waterfa l l is ____________

spectacu lar I mi ss
4 . To m 's daug hter is _______ h i ki n g with us.
old I g o
5 . It's ______ on the path beca use it's very s l i p pery.
dangerous I run
6 . The waterfa l l is ______ to from the beac h .
close I wa l k
7. That c l iff is ____________

steep I climb
8 . The waves are _______ , but the u ndertow is dangerous.
big I surf

W RITI NG BOOSTER

A Loo k at the m a p of South Afri ca . Co m p l ete the sen tences with the p h ra ses fro m the box . Yo u w i l l
n ot use a l l the p h rases.

ort St. Johns

ATLANTIC
OCEAN INDIAN
OCEAN
Cape Town

a l o n g t h e coast a lo n g the river at the e n d of

i n the ce nter of south of to the n o rth of

1 . Johan nesb u rg is l ocated ______ the ca pita l city of Pretoria.

2 . The I n dian Ocea n is the O ra nge River, the longest river in South Africa .
3. South Africa i s the cou ntry of N a m i bia.
4. B loemfo nte i n is a l most the co u ntry.
5. are Ca pe of Good H ope a n d Ca pe Ag u l has.

Beautiful World W 1 07
 B Look at these pi ctu res of South Africa . Write th ree se ntences to describe each place.
U se geogra p h i c n o u n s a n d adj ectives and prepositions of pl ace to p rov i d e deta i l s .

C a p e Town Kruger National Pa rk

1. 1.

2. 2.

3. 3.

Dra kensberg Mou ntai n s D u rban

1. 1.

2. 2.

3. 3.

C I ma g i ne yo u are on vacation i n South Africa a n d you a re writi n g a lette r a bout the places yo u 've
see n . Ch oose two places from Exerc i se B a n d d escri be them on a sepa rate sh eet of pa per. I n clude
the l ocati on, descri pti ons of geog ra p h i cal featu res, a n d what a person co u l d do t h e re. Use the
m a p i n Exercise A a n d yo u r sen tences in Exerc i s e B. Here is also some a d d itional i nfo rmation
a bout each pl ace you can use.

[ ' ' Ca pe Town is ofte n very w i n dy. ' ' J ' ' K r u g e r Nati o n a l Pa rk i s flat
in s o m e p l aces and h i l ly a n d
m o u nta i n o u s i n m ost pa rts . , '
' ' I t can be foggy a n d s l i p pe ry i n
t h e D ra ke n s be rg M o u nta i n s . ' '
' ' It te n d s to be extre m e ly
h u m id i n D u rba n . ' '

W1 08 U N IT 1 0
Stu d e nt Book

Ph oto Cred its : Orig inal photography by Sharon Hoogstraten, David Mager and Libby Ballengee/TS! Graphics. Page 62 (tr) Tau rus/Shutterstock, (mr) Africa Studio/Shutterstock,
(mr) Just2shutter/Fotolia, (mr) Lucadp/Shutterstock, (br) Les Cunliffe/Fotolia; p. 6 3 (b) Antonioguil lem/Fotolia; p. 64 (bl)Vitmark/Fotolia, (bm) paulaph oto/iStock/Thin kstock/Getty Images,
(bm) Kaz Chiba/Photographer's Choice/Getty Images, (br) WaveBreakMedia Ltd/Th in kstock/Getty Images; p. 68 Ambrophoto/Shutterstock; p. 69 And rey Popov/Shutterstock; p. 74 Qapan)
Kate Noble/Noblelmages/Ala my, (Korea) Harry Choi/TongRo l mages/Alamy, (Mexico) Jeremy Woodhouse/Blend I mages/Getty Images, (Brazil) Florian Kopp/lmageBroker/Alamy; p. 76
(moon cake) Psstockfoto/Fotolia, (ti) Carlos Santa Maria/Fotolia, (tm) Patrick Batchelder/Alamy, (ml) Partha Pal/Stockbyte/Getty Images, (mr) Monkey Business lmages/Shutterstock, (bm)
M ichael H/Photodisc/Getty Images, (br) VanderWolf lmages/Fotolia; p. 77 Keren Su/China Span/Alamy; p. 79 (t) ZenShui/James Hardy/PhotoAlto Agency RF Col lections/Getty Images,
(b) Maridav/Fotolia; p. 80 (tr) Erika Kusuma Wardani/Shutterstock, (ml) Hikrcn/Fotolia, (br) Veronica Thompson/Paul Thompson lmages/Alamy; p. 85 (ml) Alexander Kyriacou/Ala my,
(bm) Media M i nds/Alamy; p. 86 (wheel) Yio/Fotolia, (Penciillin) Eye35. pix/Alamy, (3-D printer) Alen Gurovic/Alamy, (x-ray) Everett Collection Historical/Alamy, (television) Katrina Brown/
Fotolia; p. 89 Alan Bailey/Fotolia; p. 94 (bg) Sebastian Kaulitzki/Hamera/Thinkstock/Getty Images, (I) Bettman n/Corbis, (r) Les Cunliffe/Fotolia; p. 95 (I) Boyer/Roger Viollet/Getty Images,
(I) North Wind Picture Archives/Alamy, (m) AZP Worldwide/Shutterstock, (r) Ivan Chudakov/Shutterstock, (r) Everett Collection/Shutterstock; p. 97 (bg) Adimas/Fotolia, (tm) Andranik7/
Fotolia, (ti) Dorling Kindersly, Ltd, (chariot) DeAgostini/Superstock, (potter wheel) Sergey Goruppa/Fotolia, (wheeled cart) Tmax/Fotolia, (m) Sergio Martfnez/Fotolia; p. 1 01 (t) I mage
Source/Getty Images, (b) Andromina/Fotolia; p. 1 03 Radius lmages/Alamy; p. 1 04 Mahesh Patil/Shutterstock; p. 1 05 Cobalt88/Shutterstock; p . 1 07 Burlingham/Shutterstock; p. 1 09
Phil Boorman/Digital Vision/Getty Images; p. 1 1 0 (bg) J a rno Gonzalez Zarraonandia/Sh utterstock, (ti) Tony Northrup/Shutterstock; p. 1 1 3 (ml) Wendy White/Ala my, (bl) Debra James/
Shu tterstock, (bm) EcoView/Fotolia, (br) Bradarn/ Moment/Getty Images; p. 1 1 4 (snake) Tom Reichner/Shutterstock, (shark) Andrea lzzott/Fotol ia, (jellyfish) Ann/Fotolia, (bear) Mariusz
Prusaczyk/Fotolia, (scorpion) Efendy/Shutterstock, (mosquito) Claffra/Shutterstock; p. 1 1 6 (forest) EpicStockMedia/Shutterstock, (j ung le) Les Cunliffe/Fotolia, (valley) Ann Taylor-Hughes/
Vetta/Getty Images, (canyon) Kojihirano/Shutterstock, (island) Chris Sattlberger/Blend Images/Getty Images, (glacier) Dmitry Pichugin/Fotolia, (mountainous) Vaclav Volrab/Shutterstock,
(hilly) Mitch Diamond/ Digital Vision/Getty Images, (flat) Wi l liam Davies/E+/Getty Images, (arid) Eduardo Rivero/Fotolia, (lush) Banana Republic/Foto lia, (br) lmagewerks/Getty Images; p.
1 1 7 (Galapagos islands) Manfred Gottschalk/Ala my, {Tah iti) Fl on line digitale Bildagentur GmbH/Alamy, (yellow mountain) Jerry Kobalenko/Alamy, (Alaska) Kevin Miller/Photodisc/Getty
Images, (lguazu fal ls) Maxsaf/Fotolia; p. 1 1 8 (I) Arsgera/Fotolia, (r) Majeczka/Shutterstock; p. 1 2 1 (t) Mark Herreid/Fotolia, (m) Paul Souders/Photodisc/Getty I mages.

I l l ustration Cred its: Steve Attoe, pp. 92, 1 14, 1 1 5; Sue Carlson, pp. 1 1 0, 1 1 2, 1 1 3, 1 20, 1 2 1 ; Mark Coll ins, p. 92; Andy Meyer, pp. 65, 1 02; Tom Newsom, pp. 73, 1 09; Dusan
Petricic, p. 1 20 .

Text Cred it: Page 7 0 : The Five Effective Work Habits courtesy o f Y u n Siang Long. Reprinted b y permission.

Workbook
P hoto cred its: Original photography b y David Mager. Page W 5 1 T i m Ridley/Dorling Kindersley; p. W 6 7 lily/Fotolia; p. W 7 0 l ily/Fotolia; p. W73 (right) George Doyle/Stockbyte/
Getty Images; p. W77 (top left) Richard Powers/Corbis, (bottom left) amskad/Fotolia, (bottom right) Tony Freeman/PhotoEdit, I nc; p. W84 Jeffrey Coolidge/Getty Images; p. W88 laguna35/
Fotolia; p. W98 pavalena/Shutterstock; p. W1 04 Michael DeFreitasN&W/The Image Works;
p . W1 08 (top left) michaeljung/Fotolia, (top right) Karel Gallas/Shutterstock, (bottom left) AfriPics.com/Alamy, (bottom right) Ariane Citron/Fotolia.

I l l u stration cred its: Stephen Attoe: pages W82, W83, W1 00 (top); Lean n e Franson: page W72 (bottom); Brian Hughes: pages W72 (top), W1 02; Stephen Hutchings: pages W74,
W79 (bottom); Suzanne Mogensen: pages W58, W 1 00 (bottom); Dusan Petrii;ic: pages W62, W79 (top).
A BO UT THE AUTHO RS
J oa n Sa s l ow
J oan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor
of a number of widely used courses, some of which are Ready to Go, Work place Plus, L iteracy Plus, and Summit. She
is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series director
of True Colors and True Voices. She has participated in the English Language Specialist Program in the
U.S. Department of State's Bureau of Educational and Cultural Affairs.

A l le n Ascher
Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director
of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible
for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL
Preparation Series, and the L ongman Academic Writing Series. He is coauthor of Summit, and he wrote the "Teaching
Speak ing" module of Teacher Development Interactive, an online multimedia teacher-training program.

Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses
for teens, adults, and young adults since 2002.

AUT H O R S' ACKNOWLEDGMENTS

The authors are indebted t o these reviewers, who provided extensive and detailed feedback a n d suggestions for
York Top Notch, as well as the hundreds of teachers who completed surveys and participated in focus groups.

Man uel Wilson Alvarado Mi les, Quito, Ecuador •
Shirley A nd o, Otemoe University, Hyogo, J apan •
Va nessa de Andrade, CCBEU Inter Americono,
Curitiba, Brazil • Miguel Arrazola, CBA, Santo
Cruz, Bolivia • Mark Barta, Proficiency School
of English, Sao Paulo, Brazil • Edwin Bel lo,
P RO U LEX, Guodolojora, Mexico • Mary Blum,
CBA, Coch a bamba, Bolivia • Maria El izabeth
Boccia, Proficiency School of English, Sao Paulo,
Brazil • Pa mela Cristi na Borja Balton, Quito,
Ecuador • Eliana Anabel L. Buccia, AMICANA,
Mendoza, Argentina • Jose H u m berto Calderon
D iaz, CALUSAC, Guatemala City, Guatemala •
Maria Teresa Calienes Csirke, ldiomas Cat61ica,
Lima, Peru • Esther Maria Carbo Mora les, Quito,
Ecuador • Jorge Wa s h ington Cardenas Castil lo,
Quito, Ecuador • Erendira Yadira Carrera Garcia,
UVM Chapultepec, Mexico City, Mexico • Viviene
de Cassia Santos Carlini, Spectrum Line, Pouso
Alegre, B razil • Centro Colombo American o,
Bogota, Colombia • Guven Ciftci, Fatih University,
Istanbul, Turkey • Diego Cisneros, CBA, Tarija,
Bolivia • Pa ul Crook, Meisei University, Tokyo,
Japan • Aleiandra Diaz Loo, El Cultu ral, Arequipa,
Peru • Jesus G. D iaz Os fo, Florido National
College, Miami, USA • Maria Eid Ceneviva, CBA,
Bolivia • Ama lia Elvira Rodriguez Espinoza
De Los Monteros, Guayaquil, Ecuador • Maria
Argelia Estrada Vasquez, CALUSAC, Guatemala
City, Guatemala • John Fieldeldy, College of
Engineering, Nihon University, Aizuwakamatsu-shi,
Japan • Marleni H u m belina Flores Urizar,
CALUSAC, Guatemala City, Guatemala • Gonza l o
Fortu ne, CBA, Sucre, Bolivia • Andrea Fredricks,
Embassy CES, San Francisco, USA • Irma Gallegos
Pelaez, UVM Tlalpan, Mexico Oty, Mexico •
Al berto Gama rra, CBA, Santa Cruz, Bolivia •
Maria A m paro Garcia Pena, ICPNA Cusco,
Peru • Ama nda G i l l i s-Furutaka, Kyoto Sangyo
University, Kyoto, J apan • Martha Angelina
Gonza lez Parraga, Guayaquil, Ecuador • Octavio
Gard u n o Rui z, Business Training Consultant, Mexico
City, Mexico • Ra lph Grayson, ldiomas Cat61ico,
Lima, Peru • Murat Gulteki n , Fatih University,
Istanbul, Turkey • Oswa ldo Gutierrez, PROULEX,
Guadalatara, Mexico • Ayaka Ha shinishi,
Otemae University, Hyogo, Japan • Alma Lorena
Herna ndez de Armas, CALUSAC, Guatemala
City, Guatemala • Kent Hill, Seigokuin University,
Soitama-ken, J apan • Kayoko Hirao, Nichii
Gakkan Company, COCO Juku, Japan • Jesse
Huang, Notional Central University, Taoyuan,
T aiwon • Eric Charles Jones, Seoul University
of Technology, Seoul, South Korea • J u n-C hen
Kuo, Tajen University, Pingtung , Taiwan • Susan
Krieger, Embassy CES, San Francisco, USA • Ana
Maria de la Torre Ugarte, ICPNA Chicloyo, Peru
• Erin Le mai stre, Chung-Ang University, Seoul,
South Korea • Elea nor S. Leu, Soochow University,
Taipei, Taiwan • Yihui Li (Stella Li), Fooyin
University, Kaohsiung, Taiwan • Chi n-Fa n Lin, Shih
Hsin University, Taipei, Taiwan • Linda Lin, Tatung
Institute of Technology, Taiwan • Kristen Lindblom,
Embassy CES, San Francisco, USA • Patricio David
Lopez Logacho, Quito, Ecuador • Diego Lopez
Tasara, ldiomas Cat61ica, Lima, Peru • Neil
Macleod, Kansai Gaidai University, Osaka, J apan
• Adria na Marces, ldlomas Cat61ica, Lima, Peru •
Robyn McMurray, Pusan National University, Busan,
South Korea • Paula Med i na, London Language
Institute, London, Canada • Juan Carlos Munoz,
American School Way, Bogota, Colombia • Noriko
Mori, Otemae University, Hyogo, Japan • Adria n
Esteban Narvaez Pacheco, Cuenca, Ecuador
• Tim Newfields, Tokyo University Faculty of
Economics, Tokyo, Japan • Ana Cristina Ochoa,
CCBEU Inter Americano, Curitiba, Brazil • Tania
Eliza beth Ortega Santacruz, Cuenca, Ecuador •
Martha Patricia Paez, Quito, Ecuador • Maria de
Lourdes Perez Va ldespino, Universidad del Va lle
de Mexico, Mexico • Wahrena El izabeth Pfeister,
University of Suwon, Gyeonggi-Do, South Korea •
Wayne Allen Pfeister, University of Suwon,
Gyeonggi-Do, South Korea • Andrea Rebonato,
CCBEU Inter Americono, Curitiba, Brazil • Thomas
Robb, Kyoto Songyo University, Kyoto, Japan •
Mehran Sabet, Seigokuin University, Soitama-
ken, J apan • Maiid Safadaran Mosazadeh,
ICPNA Chicloyo, Peru • Timothy Sa muelson,
BridgeEnglish, Denver, USA • Hedor Sanchez,
PROULEX, Guodolojoro, Mexico • Mon ica
Alexandra Sa nchez Escala nte, Quito, Ecuador •
Jorge Mauricio Sa nchez Montalvan, Quito,
Universidod Politecnico Solesiona (UPS), Ecuador •
Leticia Santos, ICBEU l bi6, Brazil • E lena Sapp,
INTO Oregon State University, Corva llis, USA •
Robert Sheridan, Otemoe University, Hyogo,
Japan • John Eric Sherman, Hong l k University,
Seoul, South Korea • Brooks Slaybaugh, Asia
University, Tokyo, Japan • Joao Vitor Soares,
NACC, Sao Paulo, Brazil • Silvia Solares, CBA,
Sucre, Bolivia • Chayawan Sonchaeng, Delaware
County Community College, Media, PA • Maria
Julia Suarez, CBA, Cocha bamba, Bolivia • Elena
Sudakova, English Language Center, Kiev, Ukraine •
Richard Swingle, Kansai Goidoi College, Osako,
Japan • Blanca Luz Terrazas Zam ora, ICPNA
Cusco, Peru • Sa ndrine Ting, St. John's University,
New Taipei City, Taiwan • Christia n Juan Torres
Med i na, Guayaquil, Ecuador • Raquel Torrico,
CBA, Sucre, Bolivia • Jessica Ueno, Otemoe
University, Hyogo, Japan • Ximena Vacaflor C.,
CBA, Torija, Bolivia • Rene Va ldivia Pereira, CBA,
Santa Cruz, Bolivia • Solange Lopes Vinagre
Costa, SENAC, Sao Paulo, Brazil • Magno
Alejandro Vivar Hurtado, Cuenca, Ecuador •
Dr. Wen-hsien Ya ng, Notional Kaohsiung
Hospitality College, Kaohsiung, Taiwan • Juan
Zarate, El Cultural, Arequipa, Peru
 ISBN: 978-600-31 6-606-6

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