Tài liệu học tập

MÔN HỌC
ĐỌC – VIẾT 1
READING – WRITING 1
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LEARNING 1 • CENGAGE Learnmg-

Au st ra lia • Brazil • j apan • Korea • Mexico • Singapore • Spa in • Unit ed Kingdom • United States
Scope and Sequence _ _
Unit Academic Pathways Vocabulary

Lesson A : Understanding meaning

1 Identifying an author's main ideas
Guessing meaning from context
from context
Using new vocabulary in
Happiness an everyday context
Lesson 8 :
Page 1 Word Partners: factor
Understanding a c lassification text
Academic Track:
Lesson C:
Health Science
Introduction to the paragraph
Writing a topic sentence

Lesson A: Understanding meaning

2 Understanding a biographical text
Identifying supporting ideas
from context
Identifying part of speech
Big Ideas from context
Lesson 8: Using new vocabulary in
Page 21 an everyday context
Ranking ideas in order of p riority
Academic Track: Word Link: -tion, -able
Lesson C:
Interdisciplinary
Supporting the main idea and
giving details
Writing a descriptive paragraph

Lesson A: Understanding meaning from

3 Skimming for gist
Making inferences
context
Using new vocabulary in an
Connected everyday context
Lesson 8:
Lives Reading a m ag azine article Word Link: -inter, -at
Page 41
Word Partners: environmentally
Lesson C:
Academic Track: Writing a concluding sentence
Anthropology/ Writing an opinion paragraph
Sociology

Lesson A: Understanding meaning

4 Interpreting visual information
Examining problems and solutions
from context
Using new vocabu lary in an
Deep Trouble everyday context
Lesson 8 :
Page 61 Word Partners: reduce,
Underst anding graphic information
informed
Academic Track: Reading an interview
Interd isciplinary Word Link: mini-
Lesson C:
Explaining a chart or graph

Lesson A : Understanding meaning

5 Identifying cause and effect in an
expository text
from context
Using new vocabulary in an
Memory and everyday context
Lesson 8:
Learning Synthesizing information from Word Link: -ize, trans-
Page 81 multiple texts
Word Partners: stress
Academic Track: Lesson C:
Health Science/ Using an outline to plan a
Psychology paragraph
Writ ing a paragraph with
supporting information
E
Reading Writing Viewing Critical Thinking

Interpreting infographics Goal: Video: Inferring word meaning from

Writing a paragraph context
Predicting for main idea Longevity Leaders
Analyzing and d iscussing
Understanding the g ist Grammar: Guessing meaning info rmatio n
Ident ifying key details Using simp le present tense from context Synthesizi ng information to
Using clues in o pening Viewing for general identify similarities
sentences
Skill :
understanding
Writ ing a topic sentence CT Focus:
Viewing for specific
Skill Focus: Inferring m eaning from context
information
Identifying main ideas

lnterpmting survey information Goal: Video: Identifying problems and

Writing a d escriptive solutions
Predic ting for main idea Solar Cooking
paragraph Synthesizing information to
Understanding the gist identify similarities
Viewing for general
Identifying key details Grammar: unde rstanding Analyzing and ranking ideas and
Using simple past tense providing reasons
Viewing for specific
Skill Focus: information
Id ent ifying supporting ideas Skill : CT Focus:
Supporting the m ain idea and Deciding on criteria for ranking
giving deta ils

Interpreting maps and charts Goal: Video: Synthesizing information to

Writing an opinion p aragraph identify similarities
Predicting for main idea Lamu: Tradition and
Modernity Synthesizing informatio n fo r
Understanding the gist Grammar: group discussion
Identifying key d eta ils Using present perfect tense Guessing m eaning from Analyzing text for func tion and
Scanning for key details context p urpose
Skill: Viewing for general
Skill Focus: Writing a concluding sentence understanding CT Focus:
S kimming for gist Making inferences from a text
Viewing for sp ecific
information

Inte rpreting m aps Goal: Video: Inferring word m eaning from

Writ ing a paragraph that context
Understanding the gist Saving Bluefin Tuna
explains a c hart or graph Evaluating autho r arguments
Identifying m ain id eas Viewing to confirm Synthesizing textual and visual
Identifying purpose Grammar: predictio ns info rmation for discussion
Describing charts and graphs
Ident ifying key details Viewing for general Analyzing t ext for key
unde rstanding information
Skill:
Skill Foc us: Viewing for specific
Explaining a chart or graph CT Focus:
Interpreting vis ua l information inform ation
(graph/map) A nalyzing and evaluating
problems and solutio ns
presented in a t ext

Interpreting infographics Goal: Video : Inferring author opinio n from

W riting a paragraph with the text
Und erstanding the gist Memory School
s upporting info rmation Synthesizing info rmatio n fo r
Identifying key deta ils Viewing to confirm group d iscussion
C lassifying informatio n using Grammar: predictions Analyzing text fo r functio n and
a T-c hart Using by + gerund p urpose
Viewing for general
Identifying m ai n id eas understanding
Skill: CT Focus:
Using a n o utline Viewing for sp ecific
Skill Focus: informatio n App lying a new m ethod for
Identifying cause and effect internalizatio n

SCOP E A N D SEQ U E N CE I vii

Scope and Sequence
Unit Academic Pathways Vocabulary

Lesson A:
6 Identifying pros and cons
Identifying figurative language
Understanding meaning
from context
Using new vocabu lary in an
Dangerous everyday context
Lesson B: Identifying part of speech fro m
Cures Reading a b io graphical account context
Page 101
Lesson C: Word Link: dis-
Academic Track: Showing both sides of an issue
Medicine Word Partners: relief
Writing a persuasive p aragraph

Lesson A:
7 Identifying sequenc e in an
expos itory text
Understanding meaning
from context
Using new vocabulary in an
Nature's Fury everyd ay context
Lesson B: Id entifying part of speech from
Page 12 1 Synthesizing info rmatio n from context
mult iple texts
Academic Track: Word Partners: occur, experience
Earth Science Lesson C:
Using chronologic al o rder and
transitio n words to p lan a p aragraph
Wr it ing a process paragraph

Lesson A:
8 Scanning for sp ecific informatio n
Und e rstanding m ean ing
fro m context
Using new vocabulary in an
Building Lesson B: everyday context
Reading a com parison text
Wonders Word Link: trans-
Page 141 Lesson C:
Using a Venn d iagram to p lan a Word Partners: style
Academic Track: paragraph
Anthro po logy Wr iting a compa rison paragra ph
a nd Soc io logy/
Archaeolo gy

Lesson A:
9 Dist ing uishing facts from theories
Understand ing m eaning
fro m c ontext
Using new vocabulary in an
Form and Lesson B: eve ryday context
Synthesizing info rmatio n fro m Id entifying syno nym s
Function related texts
Page 163 Word Partners: theory, involved
Lesson C:
Academic Track: Paraphrasing and summarizing
Life Scie nce Writing a summ ary

Lesson A:
10 Tak ing not es o n an expository text
Understanding m eaning
fro m context
Using new vocabulary in an
Mobile Lesson B: eve ryday context
Read ing lin ked texts in a blog
Revolution Word Partners: c hallenge, imagine
Page 183 Lesson C:
Using a T-cha rt to p lan a
Academic Track: paragraph
Business and Writing a problem -sol ution
Technology paragraph

CE
Reading Writing Viewing Critical Thinking

Comparing text and images Goal: Video: Synt hesizing information to ident ify
Writing a p ersuasive paragraph similarities
Understand ing the gist The Frog Licker
Synt hesizing information for g roup
Identifying key details Grammar: diSCUSSIOn
Viewing to confirm
Understanding references in Making concessions p redictions Analyzing and organizing
he text Viewing for general Information into an outline
Skill: Analyzing text for function and
understand ing
Skill Focus: Convincing a reader that purpose
something is true View ing for specific
Identifying pros and cons information
CT Focus:
Identifying figurative language

nterpreting maps and Goal: Video: Synthesizing information to

captions Writing a p ro cess parag raph id ent ify sim ilarities
Lig htning
Analyzing and discussing
Understanding the gist Grammar: content
V iew ing to co nfirm
dentifying main ideas Verb forms fo r describing a p redictions Inferring and identifying reasons
dentifying key details process
View ing for general
dentifying supporting understanding CT Focus:
Skill: Evaluating sources for reliability
examples V iewing for specific
Organizing a process and purpose
paragraph information
Skill Focus:
dentifying sequence

Analyzing and relating textual Goal: Video: Using prior knowledge to reflect
;nformation Writing a compariso n on content
paragraph The Pyramid s of Giza
Evaluating arguments
Understanding the gist
Viewing to confirm A nalyzing information to
Identifying main ideas Grammar: comp lete a Venn diagram
p red ict io ns
Identifying supporting details Using comparative adjectives
Viewing fo r g eneral
understanding CT Focus:
Skill Focus: Skill: Identifying and analyzing
Identifying and writing about Viewing for specific
Scanning for specific similarities and differences (e.g.,
things you wish to compare information
;nformation us1ng graphic organizers)

nterpreting text and images Goal: Video: Applying theories to d ifferent

Writing a summary scenarios
Understanding the gist Flying Rep tiles
Synthesizing information to
dentifying main ideas Grammar: ident ify similarities
Using p rior knowled ge
Identifying supporting d etails Using synonyms A nalyzing and discussing
Viewing for general
understand ing content
Skill Focus: Skill: A nalyzing text for function and
Exp laining key ideas of a Viewing for specific
Identifying and differentiating info rmation p urpose
theories from facts passage in your own words
CT Focus:
Evaluating evidence

Interpreti ng map s, c harts, Goal: Video: Synthesizing information to

and captions Writing a p roblem-solution identify similarities
paragraph Cell Phone Trackers
Analyzing and d iscussing
Und erstanding the gist information
Viewing to confirm
Identifying main ideas Grammar: predictions Identifying problems and
Identifying sequence Using modals to discuss solutions
abilities and possibilities Viewing for general
understanding
S ki ll Focus: CT Focus:
Skill: Viewing for sp ecific
Taking notes and using Relating information to personal
Describi ng a p roblem and information
grap hic organizers experience
sug gesting a solution

SCOPE A N D SEQ U E N C E I ix
ACADEMIC PATHWAYS
Lesson A: Identifying an author's main ideas
Guessing meaning from context
Lesson B: Understanding a classification text
Lesson C: Introduction to the paragraph
Writing a topic sentence
 World Happiness Survey (!)
Happy Hot Spots
The World Database of Happiness brings together sc ientific reports on
happiness from 149 countries around the world. The researchers ask people
to rate their enjoyment of life on a scale from 0 to 10. The top six happiest
nations according to the survey (2000-2009) are listed below. The happiest
Asian country, Singapore, is 37th in the list; Malawi (62nd) is Africa's happiest
nation. The world 's ric hest nation , the United States, placed 21st.

E)
:1: Iceland @
Rating 8.2 _L Finland

Pop.: 31 1,000
Rating 7.9
Pop.: 5 .3 million
GOP pc: $38,300 GDP p c: $35,400

·-
Avg. Life: 80.9 years Avg. Life: 79.27 years

@
1"'1 Mexico R ating 8.3
Rating 7.9 Pop.: 5.5 million
Pop.: 113.7 million
GOP pc: $36,600
GDP pc : $13,900
Avg. Life: 76.47 years

0 0
- Costa Rica D Switzerland

Rating 8.5 Rating 8.0

Pop.: Populat ion; GOP pc: Gross Pop.: 7.6 million
Pop.: 4.6 million Domestic Product per capita GOP pc: $42,600
GDP pc: $11,300 (t he value of good s and services Avg. Life: 81.07 years
Avg. Life: 77.72 years produced by a country, divided by
the number of people); Avg. Life:
Average life expect ancy.

Source: http://worlddatabaseofhappiness.eur.nl/

2 I UNIT 1
 World Happiness Survey @
Happy Planet
The Happy Planet Index was started in
2006 by the New Economics Foundation
(NEF). It measures average personal
happiness together with a country's average
life expectancy and environmental impact.
The highest-rated countries have happy,
long-living people without harming the
environment.

The top six countries in the 2009 Index

are listed below. Other countries in the top
20 include Brazil (9th), Egypt (12th), Saudi
Arabia (13th), the Philippines (14th), Argentina
· (1 5th), and China (20th).

--
1 Costa Rica Hlllll;

2 Dominican Republic :__..:

3 Jamaica ..,..~

4 Guatemala ~

5 Vietnam

6 Colombia

Source: http://www.happyplanetindex.org/

H APP IN ESS I 3
LESSON A PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading passage on pages 5- 6. Read
the words around them and try to guess their meanings. Then write the correct word or
phrase from the box to complete each sentence (1 - 10).

access basic necessities confident financial freedom

poverty provides secure socialize standard of living

1. When you , you spend time with other people for fun .
2. A country with a lot of has a lot of people who don't
have money.
3. Ifyou have to something, you can use it.
4. If you have complete , you can do anything you want to do.
5. If a government jobs to people, it gives jobs to people.
6. If you have a high , you are very comfortable and wealthy.
7. If you discuss your sit uation, you are talking about money.
8. Ifyou are , you feel safe and are not worried
about anything.
9. If you have the , you have a home and enough
food to eat.
10. Ifyou are about something, you are sure about it.

~ B I Using Vocabulary. Answer the questions. Share your ideas with a partner.

1. What do you think are the basic necessities in life, besides food and a home?
2. Do you feel confident about your future? Why, or why not ?
3 . Who do you socialize with?

~ C 1 Brainstorming. List six things you think a person needs in order to be happy. Share your
ideas with a partner.

1. 3. 5.

Read titles
2. 4. 6.
and subheads
to predict what
a passage is D I Predicting. Read the title and the subheads of the
about. This will reading passage on pages 5- 6. What do you think
help you know 1
what to expect the reading passage is about?
To increase your vocabulary,
as you read . use a dictionary to find other
a. Different t hings make different people happy. forms of a word, e.g., (adj.)
confident , (n.) confidence;
b. Security is the most important thing for happiness.
(adj.) secure, (n.) security;
c. Everyone needs the same basic things to be happy. (n.) freedom, (adj.) free; (v.)
socialize, (adj.) social;
(adj.) financial, (n.) finance.

4 I U N IT 1
READING

"' A happy street seller shows off his fruit selection at an open-air market in Singapore.
{)
track 1-01
WHAT MAKES us HAPPY? Money? Friends? A good job? Are the answers the same
for everyone? According to world surveys, Mexico and Singapore are two happy
countries- but their people may be happy for different reasons.

Safety and Security

There are more than 19,000 people per square mile1 in the small nation of Singapore. People on
the island work an average of 70 hours per week. The country has strict laws, for example, against
littering, 2 graffiti/ and even for not flushing a toilet. But according to the World Database of
Happiness, Singapore is the happiest country in Asia. Why?
One reason for Singapore's happiness is that the government provides the basic necessities,
such as jobs and housing. There is almost no poverty, and Singapore has one of the lowest levels of
unemployment in the world. The government creates jobs for people who are unemployed. It "tops
[!) up'>4 poorer people's income so everyone can have a minimum standard of living. The government
also offers tax breaks5 to people who look after their aging parents. This may be why 84 percent of
older people live with their children. The result is a lot of closely connected families with roughly
equal standards of living.
People may not all be happy about the laws, but they are generally happy with the results- they
don't step in litter, the public toilets work, and the streets are safe and clean. So for Singaporeans,
[!] it seems that living in a secure, clean, and safe place may be more important than having a lot of
personal freedom. As Dr. Tan Ern Ser of Singapore's Institute of Policy Studies explains, "If you are
hopeful and confident of getting what you want in life, then you are happy."

4
' A square mile = 2.59 square kilometers If you top something up, you add to it to make it full.
2 Littering is leaving garbage or trash lying around outside. • If the government gives someone a tax break, it
3
Graffiti is words or pictures that are written or drawn on lowers the amount of tax they have to pay.
walls or other public places.

HA PP I N ESS I 5
LESSON A READING

Friends and Neighbors

In many ways, Mexico is the opposite of Singapore. There are some parts ofMexico where
[§I people do not have a safe or secure life. Many people do not have jobs, enough food, or access to
education. But, as in Singapore, most people in Mexico feel that they are happy. Why?
One reason is the
importance of socializing.
According to psychologists,
much of our happiness
comes from remembering
the small joys that happen
throughout the day. Simple
acts of socializing, such as
talking with a neighbor or
having dinner with friends,
can greatly increase our
overall happiness. People
in Mexico socialize with
family and friends a lot,
and this adds to their
happiness.
But what about
poverty? In Mexico, about
half of the population
is poor. However, most
& About 60 percent of Mexico's population rates itself as "very happy"-
people in Mexico live near about 24 percent more than Mexico's richer neighbor, the United States.
people in a similar financial
situation. If your neighbor doesn't have expensive items, such as a big house or an expensive car,
you don't feel the need to have those things. So money, by itself, may not be so important for
happiness. What matters more is how much money you have compared to the people around you.

A Mixed Recipe?
So the question "What makes people happy?" does not seem to have a simple answer. Work,
security, safety, freedom, and socializing with friends and family can all play important roles. As
the examples of Singapore and Mexico suggest, there may be no single recipe for happiness. The
good news is that we can each find our own.

Adapted from Thrive: Finding Happiness the Blue Zones Way by Dan Buettner, 201 0

6 I UNIT 1
 UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise D on p . 4.

Was your prediction correct ?

B I Identifying Key Details. Match each statement (1- 7)

Mexico Singapore
to the place it desc ribes, according to the reading . Both

1. Most people here feel that t hey are happy.

2. Most people have equal standards of living. 1
3 . T he government provides the basic necessities.
4. Family is important to people.
5. People spend a lo t of time wit h fa mily.
6 . People feel safe and secure.
7. Alt ho ug h many people are poor, most of t hem are happy.

C I Critical Thinking: Guessing Meaning from Context. Find and underline these
bold words in the reading on page 5. Use context to identify their meaning. Then
match the sentence halves to make definitions. CT Focus
Use the
1. _ If you are strict, a. you provide it to everyone. context-the
words around a
2. _ If you are flushing something, b. you take care of them a nd make
word-to guess
3. _ If you are unemployed, sure t hey are well. the meaning
of a word you
4. _ If yo u look after people, c. you don't allow people to don't know. The
behave badly. context can also
5. _ If you make something public, help you decide
d. you do not have a job. the word's part
of speech, e.g.,
e. yo u are cleaning or emptying it noun, verb,
with a fast flow of water. adjective, etc.

~ D I Critical Thinking: Analyzing. Discuss your answ ers to these q uestions w ith a partner.

1. Most people in Singapore have fina ncial securit y and many people in Mexico do not.
In what way is t heir financial situation si milar?
2. According to t he author, socializin g can make people happy. W hat exam ples does he
give? Do you agree with his view?

E I Personalizing. Complete the sentences w ith your own ideas.

1. I t hin k (safety and security I personal freedom I socializing) is most impo rtant
for happiness.
2. I usu ally socialize abo ut _ __ __ _ _ __ __ _ ho urs a week, and I (work I study)
about _ __ _ __ _ __ _ _ _ hou rs a week.
3 . I t hink I would prefer to live in (Singapore I Mexico) because _ _ __ _ _ _ _ __ _

H AP P IN ESS I 7
 LESSON A DEVELOPING READING SKILLS

Reading Skill: Identifying the Main Idea

The main idea of a paragraph is the most important idea, or the idea that the paragraph is about.
A good paragraph has one main idea and one or more supporting ideas. Read the paragraph
below and think about the main idea.

Researchers have found that the sunny weather in Mexico is one of the reasons that
people there are happy. Mexico has many hours of sunlight, so people in Mexico get
a lot of vitamin D. Vitamin D is important for overall health and well-being. Also, studies
show that when people tan, they make more endorphins-chemicals in our bodies that
make us feel happy.

Which of these statements is the main idea of the paragraph?

a. People in Mexico are happy because they get a lot of vitamin D.
b. Tanning makes us create more endorphins, which make us feel happy.
c. Mexico gets a lot of sun, which may make people there happier.

The last sentence is the main idea. The other two sentences are supporting ideas that explain
the main idea.

A I Matching. Look back at the reading on pages 5-6. Match each main idea below to
a paragraph from the reading (A- H).

_ _ 1. One reason that people are happy is the government takes care of them financially.
_ _ 2. Socializing is important because it can contribute a lot to happiness.
_ _ 3. You do not need to have a lot of money to be happy.
_ _ 4. There are different answers to the question "What makes people happy?"

B I Identifying the Main Idea. Read the information about

track 1-02
Denmark. Then w rite the main idea of the paragraph.

It's hard to be happy when you're unhealthy. According to the

CT Focus
World Database of H appiness, Denmark is the second happiest
Use context
country in the world, and most D anes are fit. T hey have a
to guess the
meaning of new lower rate of obesity than many of their European neighbors.
words. What
Danish cities are designed so it's easy to walk or bike from one
do fit, obesity,
and recreation place to another. With a 30 -minute walk, you can go from the
mean? city of Copenhagen to the ocean , where you can sail or swim,
or to the woods, where you can hike. Everyone has easy access
to recreation.

Main Idea: _ _ _ _ __ _ _ __ _ __ _ _ __

Roads in Copenhagen have a spec ial lane just for cyclists. A

8 I UN I T 1
 "- Not many people live to be 100 years old or older. But there are some places in the
Before Viewing world where people-such as this Sardinian farmer-live very long, healt hy lives.

~ A I Guessing Meaning from Context. You will hear the words and phrases in bold in the video. Discuss
the meaning of each one with a partner. Write definitions for the words and phrases.

1. Some countries have a lot of centenarians. These people live to be 100 years old or older.
2. Dan Buettner wanted to learn the secret oflongevity. He wanted to know why people in some
countries live a very long time.
3 . Some young people eat a lot of processed foods , such as frozen pizza and soft drinks. These kinds
of food often aren't good for you. Natural foods are usually healthier.
4. Many older people have a traditional lifestyle. They do things the same way that people have done
for a long time.
5. Some older people spend time with friends, exercise, and play games. T hey like to stay active.

~ B I Brainstorming. What kinds of things do you think centenarians do to stay healthy?

e.~t We.l\

While Viewing
A I Watch the video about places where people live a long time. Does it mention any of the things that you listed
in exercise B above? Circle any items that are mentioned.

B I As you view the video, think about the answers to these questions.

1. How many people are alive in the world now? How many will there be by the middle of the centu ry?
2. Why are there more elderly people now than there were before?
3 . What kinds of traditional lifestyles are disappearing? Why? What will happen if they continue to disappear?

After Viewing
~ A Discuss answers to the questions 1-3 above with a partner.

B Critical Thinking: Synthesizing. What do the centenarians in the video and the people in Singapore
and Mexico have in common?

HAPPIN E SS I 9
LESSON B PREPARING TO READ

A I Building Vocabulary. Find the words or forms of the words in bold in the reading passage
on pages 12-13. Look at the words around the bold words to guess their meanings. Then
circle the best definition (a or b) of each word.

1. A researcher who studies hap pi ness might ask peo ple what kinds of things
make them happy.
a. someone who studies something and tries to discover facts about it
b. someone who teaches subjects such as science and math in school

2. A person's long-term goals can include going to college and then medical school.
a. happening over a long time
b. traveling for a long distance

3 . It's important to live in a community that you like. Do you like the people who
live near you? Does the area have good places to shop, eat, and socialize?
a. the place where you live
b. a place where people meet

4. Most happy people have a hobby, such as writing, surfing, or painting.

a. something that you do for money, such as a job
b. an activity that you enjoy doing in your free time
CT Focus
...,__ _ _ _ 5 . Some people volunteer to help others who are in need . Although you may get
Look for key no money for volunteering, the work can make you feel good about yourself.
words to help
you guess a. do something without being paid
meaning from
b. go to school with a group of people
context, e.g.,
help others, no
money, work. 6. People feel happier when they are grateful for the things that they have. They spend less
time wanting things that they don't have.
a. thankful b. excited

7. A person's mood can depend on many things. For example, if someone says something
nice about you, it can make you feel good.
a. the place where you spend most of your time
b. the way you feel at a particular time

8. H ealthy food, exercise, and friends are important for a person's well-being.
a . health and happiness
b. the way you spend your time

9. In many countries, adult children support their elderly parents. The children
pay their parents' bills and provide them with fo od and a place to live .
Use factor with: a . help b. teach
(adj.) contributing
factor, deciding
1----- 10. G ood health is one factor that can make you a happy person. A close g roup
factor, important
factor, key factor;
of friends is another factor.
(n.) risk factor. a . one of the t hings that causes a situat io n
b. something that is d ifficult or causes problems

10 I UN IT 1
~ B I Using Vocabulary. Answer the questions in complete sentences. Then share your sentences with a partner.

1. What are some of your long-term goals?

2. What kinds of opportunities do you have to sociali ze in your community?

3 . What is your favorite hobby?

4. What are you grateful for in your life?

C 1 Predicting. Look at the title, subheads, and opening paragraph on pages 12-13. What do you think is the
gist of the reading?

a . Your community is the most important factor for your happiness.

b. Self, home, and financial life are more important for happiness than social life, workplace, or community.
c . There are some small changes you can make in your life to increase your happiness.

~ D I Brainstorming. The reading looks at six factors related to happiness. Write the factors in the word web below.
Then, with a partner, brainstorm some words that you think might relate to each one.

~
se\t

HAPPINESS I 11
LESSON B REA DING

•
0
track 1-03
Six Keys ess
REsEARCHERS HAVE FOUND that different people need different
things to be happy. But there are some basic things that you can do
to become happier. According to researcher Dan Buettner, the way
r.;., to have long-term happiness is to make
changes in six areas of our lives: Self, Home,
Financial Life, Social Life, Workplace,
and Community.

Self
Your self includes you r education, your health,
and you r sense of pu rpose- t be feeling t hat you
are doing something importa nt. It's important to
take care of yourself and to connect with the people
around you. First, find a hobby. This gives you a
chance to spend time focusing on your interests
and talents and to meet people wit h similar
"' Copenhagen, Denmark. According interests. D en mark is one of the happiest countries
to a global survey, Danish people are on Earth, and 9 5 percent of Danes belong to clubs.
among the world 's happiest people,
second to Costa Ricans. You ca n also volunteer. Volunteering takes the
foc us off your own problems and ma kes you feel
grateful to r what you have.

Home
H ow you arrange your home can make you happier.
Create a quiet, dark area where you can sit and relax. Paint
t!3 your living room yellow- it can increase energy and improve
mood . It also helps to own a pet. Pets can increase t heir owners'
self-esteem/ make them tccl calm, and provide love and friendsh ip.

<11 Okinawa, Japan.

" Paro, Bhutan. Four rice farmers take a lunch
Close families and
break in Bhutan, a c ountry famo us for its GNH,
friendships help
or "Gross National Happiness."
make Okinawa one
of the longest-living
and happiest p laces
o n the planet .

12 I
 Financial Life
Th is is the way you think about and spend money. According to Ed Diener, author of Happiness:
Unlocking the Myste1·ies of Psychological Wealth, the key to greater well-being is to have money, but
[!) not to want it too much. Try to spend money on things that give you long-lasting pleasure. Try not
to waste money. Buy things that will really enrich your lite, such as music lessons and dinners with
friends and family.
Social Life
It's important to have a good group of friends and people
you see or communicate with regularly. Have friends that
encourage you to eat right, to be active, to laugh, and to do your
best. Researchers have found that having a close, happy friend
[3 can raise a person's mood by nine percent, while each unhappy
friend lowers it by seven percent. Create a special group of
friends-what Okinawans call a moai. Meet with them regularly
and share with them when you have more of something than
you need. Support each other in difficult times.

Workplace
You r office, or wherever
you spend your working
hours, is a big part of your
life. So it should be a place
t hat you like. Find a job
with people that you enjoy
being around. That includes
your boss. You don't want to • Nicoya, Costa Rica.
spend 40 hours a week with Costa Ricans , such as
centenarian Francesca
people that you dislike. And Castillo (pictured with
do something that you feel author Dan Buettner),
may be the world's
strongly about . That's more happiest people.
important t han a big sa lary.2

Community
The place where you live is probably more important than any other factor, including income,
education, and religion. If possible, live near people who have about the same amount of money as
you. Financial equality with your neighbors makes you less aware of what you don't have. Live in a
neighborhood where you feel safe and where you can walk a lot. Walking makes you healthier, and
healthier people are happier people.

1 Your self-esteem is how you feel about yourself.

• A salary is the money that someone receives each month or year from their employer.

Adapted from Thrive: Finding Happiness the Blue Zones Way by Dan Buettner, 2010
H APPI N E SS I 13
LESSON B UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise C on page 11 . Was your
prediction correct?

B I Identifying Main Ideas. Read the statements below. Circle the main idea in each pair of
statements (a or b).

a. You need to take care of yourself and connect with the people around you.
Self
b. Focus on your interests and talents and meet people who are like you.

a. It's a good id ea to paint your living room yellow.

Home
b. You should arrange your home so that it makes you feel happy.

a. You can be happy if you have enough money, but don't want money too much.
Look for clues Financial Life b . If you waste money on things you don't need, you won't have enough money
to the main for things that you do need.
idea in the first
(and sometimes
a. A good group of friends can increase your happiness.
second) sentence Social Life
of a paragraph. b . Researchers say that a happy friend can increase our mood by nine percent.

a. You spend a lot of time at work, so you should like your workplace.
Workplace
b. Your boss needs to be someone you enjoy working for.

a. The place where you live is more important for happiness than anything else.
Community
b. Live around people who have the same amount of money as you do.

C 1 Identifying Key Details. Complete the following sentences about "Six Keys to Happiness".

1. Volu nteeri ng can increase your happiness because _ _ __ _ _ __ __ __ _ _

2. You should have friends who help you--- - - -- - -- -- - - -- -- -

3 . People are less aware of what t hey don't have if they have _ _ __ _ _ _ _ _ __ _

D 1 Personalizing. How can you improve each area of your life to become happier? Complete
the notes using information from the reading or your own ideas. Write a sentence for each one.
Example: I c.?."' t .?.ke .?. p .?.i "'fi "'~ C\.?.ss.

Self _____________________________________________________________
Home _ __ _ __ _ _ _ __ _ _ _ __ _ _ _ _ _ __ _ _ _ __ _ _ _ __
Financial Life - - - - - -- -- - -- - - - - - -- - - -- - -- -- -
Social Life - - - -- - -- - - - - - - -- - - - - - - - - - - - - --
Workplace - - -- -- - - - - - -- - - - - - - -- - - - -- - - - -
Community - - - - - -- - -- - - -- - - - - - -- - -- -- - - --

W E 1 Critical Thinking: Synthesizing. Discuss the questions in small groups.

1. Which of the tips on pages 12- 13 do you think the people in Mexico, Singapore, Sardinia,
and Okinawa follow?
2. Can you thin k of other factors affecting happiness that are not mentioned in the reading
passages and video?
14 I UN IT 1
 GOAL: In this lesson, you are going to plan, write, revise, and edit a paragraph. Your topic is:
Do you think people in your community are generally happy or unhappy?

~ A I Brainstorming. Brainstorm a list of things that make people in your community happy
and a list of things that people in your community may be unhappy about.

When you
brainstorm,
think of as
many ideas as
B I Journal Writing. Use your ideas from exercise A to write a response in your journal possible related
to your topic.
to the following question. Write for three minutes. Don't worry
about whether
Are the people in your community generally happy or unhappy? the ideas are
good or bad-
write down all
C I Read the information in the box. Use the present tense of the verbs in parentheses to the ideas you
can think of.
complete the sentences (1-5).

Language for Writing: Review of the Simple Present

We use the simple present to talk about facts or things that are generally true.
About 5.1 million people live in Singapore.
Singapore doesn't have a high unemployment rate.

We also use the simple present to talk about habits and routines.
I spend two hours with my friends on most days. For more explanation and
I don't see my friends on Sundays. examples, see page 214.

\o_v_e_s_ _ (love) his job.

Example: Mike _ __

1. Kim _ __ __ _ (have) a great job.

2. We (see) our friends three or four times a week.
3. My boss and my coworkers (be) really friendly.
4. My family and I _ _ _ _ _ _ _ (not I feel) safe in our neighborhood.
5. We (not I like) the city that we live in.

D I Applying. Write five sentences using the simple present tense. Write about things you
do every day that make you feel happy.

HAPPINESS I 15
 Writing Skill: Writing a Topic Sentence

A paragraph is a group of sentences about one topic. Most paragraphs include a

sentence that states the main idea of the paragraph. This sentence is called the
topic sentence. Paragraphs often begin with topic sentences, but topic sentences
can occur anywhere in a paragraph.
A topic sentence should introduce the main idea that the paragraph will discuss
or examine.
Below are some examples of strong and weak topic sentences.
Strong Topic Sentences
One reason that Singaporeans are happy is that the government provides the
basic necessities, such as jobs and housing.
People in Mexico socialize a lot, and this may contribute to their happiness.
Weak Topic Sentences
Singaporeans are happy.
(If the paragraph is about the ways that the government improves people's happiness,
this idea should be included in the topic sentence.)
People in Mexico socialize a lot.
(If the paragraph is about how socializing contributes to people's happiness in Mexico,
this idea should be included in the topic sentence.)

E I Identifying Topic Sentences. Underline the topic sentence in each paragraph.

One of the topic sentences is stronger than the others.

1. In Mexico, family is important. Family members provide support to each other during
difficult times. Grandmothers take care of grandchildren so the children's mothers can
go to work and earn money. When they grow up, children take care of their parents.
People in Mexico are generally happy as long as family members are close.
2. Studies have shown that laughter may be an important factor for our happiness, and
people who laugh a lot are happier. People who laugh more tend to have higher levels of
self-esteem. They also tend to be healthier. Laughter is so important for our general well-
being that some people go to "laugh therapy" where they laugh with groups of people.
3. We spend most of our daily lives at work. Our work can increase our happiness. In many
countries, a lot of people choose their job based on how much it pays, or on what other
people think about that job. But in Denmark, one of the world's happiest countries, most
people take jobs that interest them. That gives them a better chance to feel good about
the work that they do.

F 1 Rewrite the two topic sentences that are weak.

1.
2.

16 I UNI T 1
WRITING TASK: Drafting

A I Planning. Follow the steps to make notes for your paragraph. Don't write complete sentences.
Pay attention to the content more than the grammar or spelling.

Step 1 Look at your brainstorming notes on page 15. Do you think people in your community are
generally happy or unhappy? Write a topic sentence for your paragraph in the chart below.

Step 2 Choose the best two or three ideas from your notes and write them in the chart.

Step 3 For each idea, write one or two reasons why it makes people in your community happy
or unhappy.

Outline

Topic: Are people in your community generally happy or unhappy?

Topic Sentence

Brainstorming Idea 1

Reason(s) this makes

you happy I unhappy

Brainstorming Idea 2

Reason(s) this makes

you happy I unhappy

Brainstorming Idea 3

Reason(s) this makes

you happy I unhappy

B I Draft 1. Use your notes to write a first draft of your paragraph.

HAPPINESS I 17
 : ~,_;;._:.: M...- :: I • J -;~ :-,~~

.:!j~;:~~,k~~_5?"iSJ\c ~- WRITING TASK: Revising -. 0

_
0
-:

C I Analyzing. The paragraphs below are on the topic of a happy life.

Which is the first draft? _ _ Which is the revision ? _ _

CT Focus I think I'm generally happy because I like most things about my life. I have a great
Use context to job. I do work that I feel passionate about, and I like my coworkers. My family
help you guess
meaning. For
and friends are very supportive. W henever I have problems, I know t hat my
example, does fam ily and friends will help me. Also, my friends make me laugh a lot. In addition,
passionate mean
a good feeling
I'm healthy. I don't have any illnesses, and I play fun sports such as soccer
or a bad feeling? and basketball.
What does
raise mean?

0 I think I'm generally happy. I have a great job. I do work that I feel passionate
about, and I like my coworkers. I don't make a lot of money, so sometimes I have
to do extra work on the weekends. I want to ask for a raise at work. My family
and friends are very supportive. W henever I have problems, I know that my
family and fr iends will help me. Also, my friends make me laugh a lot. In addition,
I'm healthy.

..
•• Dl Analyzing. Work with a partner. Compare the paragraphs above by answering the following
questions about each one.

0 0
1. Does the paragraph have one main idea? y N y N

2. Does a strong topic sentence introduce the main idea? y N y N

3. Does the paragraph include 2-3 different ideas y N y N
that relate to the main idea?

4. Does the paragraph include l-2 reasons for each one? y N y N

5. Is there any information that doesn't belong? y N y N

6. Is the present tense used correctly? y N y N

Now discuss your answer to this question: Which paragraph is better? Why?

E I Revising. Answer the questions in exercise D about your own paragraph.

18 I UN IT 1
 WRITING TASK: Editing

~ F I Peer Evaluation. Exchange your draft w ith a partner and follow these steps:

Step 1 Read your partner's paragraph and tell him or her one thing that you liked about it.
Step 2 Complete the c hart with information from your partner's paragraph.

Topic Sentence

Idea 1

Reason(s) this makes

people happy I unhappy

Idea 2

Reason(s) this makes

people happy I unhappy

Idea 3

Reason(s) this makes

people happy I unhappy

Step 3 Compare your chart with the chart your partner completed on page 17.
Step 4 The two charts should be similar. If they aren't, discuss how they differ.

G I Draft 2. Write a second draft of your paragraph. Use what you learned from the peer
evaluation activity, and your answers to exercise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one simple present
tense mistake in each of the sentences (1- 5).

In sentences using the simple present, remember to:

• use the correct verb endings with third person singular subjects (he likes, she takes).
• watch out for verbs that have irregular forms in the simple present: be, have, and do.

1. I enjoy the work that I do because it's very challenging, but I doesn't like my boss or my coworkers.
2. My coworkers are supportive, friendly, and fun, and I enjoying spending time with them after work.
3 . It's important to me to spend time with my family members when I can, but it's difficult because
they don't lives close to me.
4. Although my house is not big and fancy, my neighborhood are safe and beautiful.
5 . My friends and I exercises together every day to stay healthy, and that contributes
to our happiness. HAPPIN E SS I 19
 I I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1. Are all the words spelled correctly?

2. Is the first word of every sentence capitalized?

3. Does every sentence end with the correct punctuation?

4. Do your subjects and verbs agree?

5. Did you use the simple present tense correctly?

J 1 Final Draft. Now use your Editing Checklist to write a third draft of your paragraph. Make
any other necessary changes.

UNIT QUIZ

p.2 1. According to the World Database of Happiness, the happiest country in the world
is ______________________

p.4 2. The level of a person's comfort and wealth is called their --------- - - -- - -
of living.

p.5 3. In ___ _ __ _ _ __ ___, the government creates jobs and tops up

minimum-wage salaries.

p.6 4. In ___ __ _ _ _ __ ___ , people spend a lot of time socializing, which may
contribute to their happiness.

p.s 5. The most important idea of a paragraph is called the - - -- - - - - - - -- -

p.12 6. Volunteering can help you forget about your own problems and make you feel
-----.,.,,....,.,.,-~..,....,.-::--:::----- for the things you have.
:J &:~ ·-? (~ f:
p.13 7. According to res_~arcber~. , each --:-
. -:-_
- ,.--- -- - - - - - t h at we have improves
• '. ' .,, 1 . '• • • . • -~

our mood ~Y, nine pe.r.c~Qt.. , , ; ._! J .

; ' -: ... ~- \. \ (J i.-:~.. t .: -~ )l·~~: : ~ -~~·-;,: 1
p .13 8. According to Dan··sui3ttff~r; yotlf'~_-~:_~_ ,_,:·_
.~:...:.. ;______ _ _ _ is the most important
facto~. that determines your le:J~i-of~h:1~~iness.
J ... - .-~ - ........ _.,. _ ··-·~ ..... .- ;"'-~- - ............. _ , .;..t· .:,..,._~ --~ ..... _-,_

20 I UN IT 1
ACADEMIC PATHWAYS
Lesson A: Understanding a b iographical text
Identifying supporting ideas
Lesson 8: Ranking ideas in order of prio rity
Lesson C: Supporting the main idea and giving details
Writing a descriptive paragraph
0 ;
LESSON A . PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading passage on pages 25- 26.
Read the words around them and try to guess their meanings. Then w rite each word next to
its definition.

1. _ _ _ __ _ _ _ _ _ (verb) have enough money to pay for something

2. _ _ __ _ _ _ _ __ (verb) gave the energy that something needed in order to work

3 . _ _ __ _ __ _ __ (adjective) able to do tasks well without wasting time or energy

4. _ _ _ __ __ _ __ (noun) a form of energy that can be used for heating and

lighting and to provide energy for machines

5. _ _ _ _ _ _ _ _ _ _ (noun) energy from the sun's light and heat

6. _ _ _ _ _ __ _ _ _ (adjective) having the ability to invent and develop new
and original ideas

7. _ _ _ __ _ _ __ _ (adverb) in the end, especially after a lot of problems

8. _ _ __ _ __ _ _ _ (noun) the act of making sure that something does not happen

9. _ __ _ _ _ _ _ __ (noun) the things people need for a job, hobby, or sport

10. - - - - - -- - - - (noun) a drawing that shows how to make something

~ B 1 Using Vocabulary. Answer the questions. Share your ideas with a partner.

1. Describe one way in which you are creative.

2. What equipment do you use for your job or for your hobby?
3. Solar power is one source of energy. What are some other ways to produce electricity?

~ C I Brainstorming. Make a list of things you use every day that require electricity.

1. 5.

2. 6.

3. 7.

4. 8.

D I Predicting. Read the title and look at the photos on pages 25-26. W hat do yo u think the
reading is about? Write one sentence.

The suffix -tion can turn some

verbs into nouns,
e.g., prevent I prevent ion, define
I definit ion , act I action , create I
creat ion, contribute I contribution .

24 I U N IT 2
 ()
track 1·04
The ower of
WILLIAM KAM.KwAMBA lives in Malawi, Mrica, where most people have to grow their own food and
have no electricity or running water. 1 Only two percent of Malawians can afford electricity. With no
electricity or running water, life is difficult. In 2001 , when William was 14 years old, life in Malawi
became even more difficult. There was a severe droughrl and most families, including William's,
couldn't grow enough food. He explains, "Within five months all Malawians began to starve to
death. My family ate one meal per day, at night."
Because of the drought, William's family couldn't afford to send him to school anymore. So one
day William went to the library near his home. He wanted to continue his education. William found
a science book called Using Ener.gy. It included instructions for building a windmill. Windmills can
be very efficient sources of electricity, and they can bring water up from underground. William didn't
know much English, and he wasn't able to understand most of the book, but it was full of pictures
and diagrams. 3 Looking at the pictures, William thought he could build a windmill for his family.

William used
old bicycle parts
and other thrown-away
items to build his windmill.
The final windmill was 16 feet
(5 meters) tall.

1 Running water is water that is brought into a building through pipes.

2
A drought is a long period of time with no rain.
3 Diagrams are drawings that show how something, e.g., a machine, works.
BIG IDEAS I 25
 When William went home and started building his
windmill, a lot of people laughed at him, including his
mother. They didn' t think he could do it, but William
was confident. He saw the photo of the windmill in
the book. That meant someone else was able to build
[!] it, so he knew he could build it, too. William was also
creative. He didn't have the parts and equipment that
he saw in the book's illustrations, and he couldn't
buy them. So he looked for parts in junkyards.4 He
explains, "I found a tractor fan, 5 [a] shock absorber,6
[and] PVC pipes.7 Using a bicycle frame .. . , I built
my machine."
William changed and improved his design little by
little. First, the windmill powered only one lightbulb.
Eventually, it powered four lights. Then there was
enough electricity for four lights and a radio. No one
laughed at William after that, and people in his town
started to come to his house to get power for their cell
phones. Later, William built a second windmill. This
one brought water up from underground. After that,
William began to teach other people how to build
windmills. He also continued to build more of them
himself, including one at a primary school in Malawi.
Because of his success with the windmills,
William was able to go back to school. He also
helped with other projects, including solar power,
clean water, and malaria8 prevention. He wrote
a book about his life, The Boy Who H arnessed the
Wind: Creating Currents ofElectricity and H ope.
In addition, he uses his website, movingwindmills.
org, to educate and give hope to people. His main
message is this: "To the Mricans, and the poo r who
are struggling9 with your dreams .. . trust yourself
and believe. Whatever happens, don't give up." 10

• A junkyard is a place where old machines are thrown away.

• A tractor fan is a machine part that helps cool t he engine in a tractor (a vehicle used on farms).
• A shock absorber is a machine part that helps make a car run smoothly over uneven roads.
7 PVC pipes are tubes made from a plastic material (polyvinyl chloride).

• Malaria is a disease spread by mosquitoes.

• If someone is struggling , they are trying hard to do something because it is d' cui .
10 If you don't give up, you don't stop trying to do something, especially something tna is difficult.

26 I U NIT 2
 UNDERSTANDING THE READING

A I Understanding the Gist. What is the main idea of the reading? Circle the best answer. Then compare
with your prediction on page 24.

1. Windmills can create electricity and bring up water from under the ground.
2. In most parts of Malawi, there is no electricity or running water.
3. A young boy used his creativity to bring electricity to his village.

B I Identifying Key Details. Complete the sentences below with information from the reading .

1. In 2001, life became very challenging for William's fami ly because _ _ _ _ __ _ _ _ _ __ _ __

2. William found instructions for a windmill in a book called - - -- - -- -- - - -- -- - - -

3. When he started to build his windmill, many people in his village - -- - - - - - - - - - - - - -

4 . He knew that he could build the windmill b e c a u s e - - - - - - - - - -- - - - - - - - - - -

5 . After William built his first windmill, people came to his house to _ _ __ __ _ _ _ _ _ _ _ __

6. William's second windmill was able t o - - - - - -- - - - - - - -- - -- - - - - - - - -

~ C I Critical Thinking: Making Connections. Complete the chart below. Fill in the missing problems and solutions.

Problems

William couldn't William couldn't The village needed Other people

afford to go to read the book about more water. wanted to
school. windmills because build windmills
he didn't know but didn't
much English. know how.

Solutions

William went
to a junkyard.

D I Personalizing. Write answers to the questions.

1. Name a problem that you solved in your own life. How did you solve the problem? _ _ _ _ _ _ _ __

2. Choose one of the inventions from page 22 or use your own idea. Describe the problem(s) that it solved.

Inven t i o n : - - - - - - - - -- - - - -- - - - - - - - - - - - - -- - - -- - --

Problem(s) it solved : - - - - - -- -- - - - - - -- - -- - -- - -- - -- - - - -

BIG IDEAS I 27
LESSON A DEVELOPING READING SKILLS

Reading Skill: Identifying Supporting Ideas

Supporting ideas tell more about the main idea. They can do the following:
describe give reasons give examples
Look at the paragraph from the reading. What does each colored sentence do?

When William went home and started building his windmill, a lot of people laughed at him,
including his mother. They didn't think he could do it, but William was confident. He saw the
photo of the windmill in the book. That meant someone else was able to build it, so he knew
he could build it, too. William was also creative. He didn't have the parts and equipment
that he saw in the book's illustrations, and he couldn't buy them. So he looked for parts in
junkyards. He explains, "I found a tractor fan, shock absorber, [and} PVC p ipes. Using a
bicycle frame ... , I built my machine. "

The main idea of the paragraph is that William was confident and creative in building his w indmill.
The green sentences give reasons why William was confident. The blue sentences give
examples of how William was creative. And the purple sentences describe how he did it.

A I Analyzing. Read the information about seat belts below. Write the main idea of the paragraph
and the three supporting details

Main idea: - - - -- - - -- - -- - - -- - - - - - - - - - - - -- - -

Supporting detail!: - -- - - - -- -- -- - - -- -- - -- - -- - - --

Supporting detail 2: - - -- -- - - - - -- - - - -- - - - - -- - - - - -

Supporting detail 3: - - -- - -- -- -- -- - -- - -- - - - - - -- - -

0
track 1-05

B I Identifying Supporting Details. Look back at the reading passage on pages 25- 26.
Find and underline one supporting detail that gives a reason, one that gives an example,
and one that describes.

28 I UNIT 2
 Before Viewing absorb alternative
developing world fuel
A I Matching. Here are some words you w ill hear in the video. Write each
pollution purify
word or phrase next to the correct definition. Use your dictionary to help you.

1. _ _ _ __ _ __ the process of making things such as air and water dirty

2. _ _ _ _ _ _ _ _ to take in something, such as gas, liquid, or heat
3 . _ _ _ _ _ _ __ countries or parts of the world that generally have low standards of living
4 . _ _ _ _ _ _ _ _ to make something clean by removing harmful or dangerous things from it
5 . _ __ _ __ __ a different choice
6 . _ _ _ __ __ _ things that provide heat or energy, such as oil, wood, or gasoline

~ B I Brainstorming. Many people in developing countries have to burn wood to cook their food . Why do you
think this might be a problem?

c"'l'\ c"'vse "'·~., po\\~t·10I'\

While Viewing
A I Watch the video about solar cooking. Does it mention any of the things
that you listed in exercise B above? Circ le any items that are mentioned.

B I As you view the video, think about the answers to these questions.

1. How do solar stoves work?

2. W h at can a person do with a solar stovd W ho can benefit from them?
3 . How much does a solar stove cost and how long can it last ?
• Cooking in many African
countries is done the t raditional
After Viewing way, over a wood fire.

~ A Discuss answers to questio ns 1- 3 above w ith a partner.

B Critical Thinking: Synthesizing. In w hat ways are William Kamkwamba's windmills and the solar cooker
in the video similar?

B IG ID EA S I 29
LESSON B PREPARING TO READ

A I Building Vocabulary. Read the sentences below. Use the context to help you identify the
part of speech (adjective, noun, verb) and meaning of each bold word . Write your answers.
Check your answers in a dictionary.

1. Bottles are useful containers for water and other liquids. They make liquids easy to carry.
Partofspeech: ___________________________________________________________
Meaning: _______________________________________________________________

2. Doctors have many different ways to detect diseases. For example, they can do blood tests
or listen to your lungs to learn if you are sick.
Part of speech: -------------------------------------------------------------
Meaning: ---------------------------------------------------------------

3. Solar power can benefit people in the developing world by providing them with
free electricity.
Partofspeech: ___________________________________________________________

Meaning: ---------------------------------------------------------------

4. Cell phones can make a noise to indicate that you are receiving a text message.
Partofspeech: _____________________________________________________________
Meaning: _______________________________________________________________

5. There have already been several innovations in this century. Text messaging and the tablet
computer are just two examples.

Partofspeech: -------------------------------------------------------------
Meaning: _______________________________________________________________

6. The cell phone is a popular device for things such as communication and Internet
browsing. For things such as document creation and movie watching, a computer is a
The suffix better choice.
-able can turn
Partofspeech: _____________________________________________________________
some verbs
into adjectives,
e.g., renew I Meaning: ---------------------------------------------------------------
renewable, detect
I detectable, 1----- 7. The sun is a great source of renewable energy because we can't use up all the sun's heat
afford I affordable, and light.
prevent I
preventable. Partofspeech: _____________________________________________________________

Meaning: ---------------------------------------------------------------
 8 . Before refrigerators were invented, people could not store fresh meat. I nstead, t hey had to
store salted or dried meat.
Part ofspeech: _____________________________________________________________
11eaning: _________________________________________________________________

9. 11orse code was invented in the 1930s. It is a system of communication that uses long
and short sounds.
Partof speech: __________________________________________________________

11eaning: -----------------------------------------------------------------

10. The wheel is one of the most valuable inventions of all time. Without it, we would
probably have to walk or ride on the backs of animals to t ravel long distances.
Part ofspeech: _____________________________________________________________

11eaning: -----------------------------------------------------------------

~ B I Using Vocabulary. Answer the questions in complete sentences. Then share your sentences
with a partner.

1. What do you think is the most valuable innovation of t he last 10 years( Why1

2. What are some examples of renewable energy1

3. What devices do you use every day1

4. What kinds of things indicate a person's mood1

5. W hat system do you use for remembering your scheduler

Use clues in
~ C I Predicting. Look at the photos, and read the title, subheads, and opening paragraph titles, headings,
pictures, and
of the reading passage on pages 32-33. What do you think is the purpose of each of captions to get
the items described? Discuss your ideas w ith a partner. a quick sense
of what you will
Infant Warmer --------------------------------------------------------------- read. As you
read in more
Water Con tainer ------------------------------------------------------------- detail, check
whether your
Portable Clay Cooler ----------------------------------------------------- - - predictions
were correct.
Health Detector -------------------------------------------------------------

Solar Wi-Fi Light - -- - - - - - - - - -- - - - - - - - -- -- -- ----

B I G I D EAS I 31
LESSON B RE ADING

()
track 1-06

Big deas I Litte Packages

CAN SIMPLE change the world? They just might, one new idea
IDEAS
at a time. Creative designers and scientists are working to invent
products for communities in developing countries. Some of their
innovations might solve even the biggest problems-from health care
to clean water.

Infant Warmer
Around 19 million low-birthweight babies are born every year in
[3 developing countries. These babies weigh less than 5.5 pounds (2 .5
kilograms) when they're born. Low-birthweight babies are often
unable to keep their body ternperatures1 warm enough. Many get
too cold and die. The Embrace Infant Warmer helps keep
these babies warm. Developer Jane Chen says, " Over the
next five years, we hope to save the lives of almost a
million babies."

..,. "We hope that the Embrace Infant Warmer represents a

new trend for the future of technology," says developer
Jane Chen. "Simple, localized, affordable solutions that
.A. Developers of the Embrace
Infant Warmer (left to right): have the potential to make a huge social impact."
Naganand Murty, Linus Liang,
Rahul Panicker, Jane Chen.

Water Container
In poor areas, people often have to walk several miles to get clean
water. Usually, women and children have to carry heavy containers
of water horne every day, and it is difficult work. The Q Drum holds
13 gallons (about 50 liters) in a rolling container. With this ............_.~
innovation, people can easily roll the water on the ground.

1 Your body temperature is how hot or how cold your body is.
32 I UN IT 2
 Portable Clay Cooler
The pot-in-pot system is a good way to store food without using
electricity. The user puts wet sand between two pots, one fitting
inside the other. The water evaporates 2 and keeps food cool. That
helps food stay fresh longer. For example, tomatoes can last weeks
instead of just days. That way, people can buy more fresh fruits and
vegetables at the market, and farmers can make more money.

Health Detector
Scientist Hayat Sindi's device is the size of
a postage stamp, and it costs just a penny.
But it could save millions of lives. In many
parts of the world, doctors and nurses work
with no electricity or clean water. They have
to send health tests to labs 3 and wait weeks
for results. But this little piece of paper could
change that. It contains tiny holes that are
filled with chemicals. These chemicals can
detect health problems. A person places a single
drop of blood on the paper. The chemicals in the
paper change because of the blood and indicate
whether or not the person has an illness.

• Saudi-born inventor, Hayat Sind i, presenting her

invention at the 2009 Pop!Tec h conference.

Solar Wi-Fi Light

The StarSight system is an innovation that can benefit millions of people around the world. It
absorbs solar energy during the day to power streetlamps at night. The solar panels also power
wireless Internet access. The result: renewable electricity for better street lighting and faster
communication. This can be extremely valuable in places where it is difficult to get electricity.

2 When a liquid evaporates, it changes to a gas as its temperature increases.

3
Labs are laboratories, places where scientific research is done.
B I G IDE AS I 33
LESSON B UN DERSTANDING THE RE ADING

A I Understanding the Gist. Look back at your answers for exercise C on page 31.
Were your predictions correct?

B I Identifying Key Details. Read the following sentences about the reading on pages 32- 33.
For each sentence, c ircle T (true), F (false), or NG (the information is not given in the passage).

1. The infant warmer was invented to help low-birthweight babies. T F NG

2. In poor areas, men and teenage boys usually carry water home. T F NG

3. The portable clay cooler will cause farmers to make less money T F NG
because people won't have to buy vegetables every day.

4. Hayat Sindi's low-tech diagnostic device is made of paper. T F NG

5. Each solar Wi-Fi light can provide electricity for 10 to 20 homes T F NG

at a time .

C 1 Identifying Supporting Ideas. Find supporting details in the reading to answer

each question below.

1. W hat is the reason that low-birthweight babies need infant warmers1

2. What can the Q Drum hold1

3 . How does the portable clay cooler work1

4. What is one reason that people need Hayat Sindi's diagnostic tool1

5 . What is an example of how the solar Wi-Fi light can benefit people1
CT Focus
To rank items
in order, first
~ D 1 Critical Thinking: Ranking and Justifying. Whic h of the innovations from pag es 32- 33
decide on
your criteria d o you think is the most important? Whic h is the least important? Rank them 1- 5, with 1 as
for ranking, the most important. Then t alk with a partner and explain your c hoices.
e.g., how many
people you
_ _ Infant Warmer _ _ Portable Clay Cooler _ _ Solar Wi-Fi Light
think will be
able to afford
the item, or
_ _ Water Container _ _ Health D etector
how many lives
might be saved
or improved.
W E I Critical Thinking: Synthesizing. Discuss this question in small groups: How is the
c lay cooler described in the reading similar to, and different from, the solar cooker shown
in the video?

34 I UNI T 2
 GOAL: In this lesson, you are going to plan, write, revise, and edit a paragraph. Your topic is:
Choose an innovation-one from this unit or one you have used yourself.
Describe the need it filled and how it changed people's lives.

A I Read the information in the box. Then use the simple past tense of the verbs in parentheses to complete
the sentences (1-7).

Language for Writing: Review of the Simple Past

We use the simple past tense to talk about events that began and ended in the past.

According to historians, a man named Ts'ai Lun invented paper in China around AD 105.
Before that time, people didn't have inexpensive material to write on.
People wrote on things such as silk and clay, which were expensive and inconvenient.

To form the simple past tense of be:

• use was or were to form affirmative statements.
• use was not I wasn 't or were not I weren't to form negative statements.

To form the simple past tense with other verbs:

• add -ed to the end of most verbs to form affirmative statements.
• use did not I didn't with the base form of a main verb to form negative statements.

Some verbs have irregular past tense forms in affirmative statements:

go - went have-had make-made take-took do-did build- built

For more explanation and examples, see page 215.

Example: In 2001, there WtAS (be) a drought in Malawi and most people

d"tdV\'+ htAVe (not 1 have) enough food.

1. Most people in William Kamkwamba's village _ _ _ _ _ _ (not I have) electricity.

2. William _ _ _ _ _ _ (go) to the library.

3. He _ _ __ _ _ (find) a book there called Using Energy.

4. William _ _ _ _ _ _ (use) the information in the book and he _ _ _ _ _ _ (build) a windmill.

5. When he _ _ _ _ _ _ (start), people _ _ _ _ __ (not I believe) that he could do it.

6. William _ _ _ _ _ _ (not I be) worried. He _ _ _ _ _ _ (be) confident.

7. After a while, he _ __ __ _ (be) successful. His windmill _ _ _ _ _ _ (make) electricity.

B I Applying. Write five sentences using the simple past tense. Describe things that
people did not do 50 years ago, but that you do today.
BIG IDEAS I 35
~~ EXPLORING WRITTEN ENGLISH ,

~ C I Brainstorming. Brainstorm a list of innovations that you think are important. Use ideas from
this unit or your own ideas.

D I Journal Writing. Use your ideas from exercise C to write a response in your journal to the
following question. Write for three minutes.

Which innovations caused the biggest changes in people's lives?

Writing Skill: Supporting the Main Idea and Giving Details

Good paragraphs include supporting ideas that give information and details about the
main idea. These sentences can give descriptions, reasons, or examples to help the
reader clearly understand the main idea.

E I Identifying Supporting Ideas. Match each topic sentence with three supporting sentences.
Write A orB for each one. Two sentences are extra. ·

Topic Sentence A: About 900 million people need access to safe drinking water, and a simple
invention may be the answer to this problem.

Topic Sentence B: The solar-powered MightyLight is a safe and clean source of lighting that
can provide light to millions of people around the world .

_ _ a. The LifeStraw provides instant clean water, saving lives during disasters.

_ _ b. You should drink about eight glasses of water a day.

_ _ c. The MightyLight is safer and cleaner than traditional kerosene lamps.

_ _ d. Each straw purifies about 160 gallons of water.

__ e. It's easy to carry, and you can hang it on a wall or place it on a tabletop.

_ _ f. Candles don't provide much light.

_ _ g. It also lasts longer- its LED technology is good for up to 30 years.

_ _ h. Thousands ofLifeStraws were donated to Haiti after the 2010 earthquake.

F I Now use the sentences in exercise E to write two paragraphs.

36 I UN IT 2
WRITING TASK: Drafting

A I Planning. Follow the steps to make notes for your paragraph. Don't write complete sentences. Pay attention to
the content more than the grammar or spelling.

Step 1: From your brainstorming notes on page 36, choose an innovation to write about.

Step 2: Write a topic sentence that will introduce your paragraph.

Step 3: Look at your brainstorming notes again. Complete the chart.

Outline

Topic: Choose an invention. What need did it fill, and how did it change
people's lives?

Topic Sentence

Supporting Idea
What is one
way that the
innovation changed
people's lives?

Detail(s)
(one or two points)

Supporting Idea
What is another
way that the
innovation changed
people's lives?

Detail(s)
(one or two points)

B I Draft 1. Use your notes to write a first draft of your paragraph.

B I G ID E AS I 37
 C I Analyzing. The paragraphs below are on the topic of an innovation.

Which is the first draft? _ _ Which is the revision? _ _

E) The car is one of the most important inventions in history. Before the car was
invented, most people used horses to travel long distances, and they didn't travel
very quickly. For example, a person on a horse could travel an average of 50- 60
miles in a day. People traveling by horse and carriage could go 20-30 m iles in a
day. Because it was difficult to travel far, most people stayed in their own towns
and villages their whole lives. Families stayed in the same place for generations.
Now that we have cars, it only takes an hour to go 60 miles. Because it's so easy
to travel long distances, people can work 60 miles away from home if they want to.
And they can live almost anywhere they want. Because of the car, people have many
more opportunities to shape the ir lives than they used to.

0 The car is one of the most important inventions in history. The first real car
factory opened in 1902. Before the car wa s invented, most people used horses
to travel long distances, and they didn't travel very quickly. For example, a person
on a horse could travel an average of 50- 60 miles in a day. People traveling by
horse and carriage could go 20- 30 miles in a day. A horse can go up to 40 miles
per hour, but it gets tired after just a few miles. If the horse goes more slowly, it
can travel for a longer period of time without getting tired. Now that we have cars,
it only takes an hour to go 60 miles. Because it's so easy to travel long distances,
people can work 60 miles away from home if they w ant to. And they can live almost
anywhere they want. Because of the car, people have m any more opportunities to
shape their lives than they used to .

..
•• D l Analyzing. Work with a partner. Compare the paragraphs above by answering the following
questions about each one.
0 0
1. Does the paragraph have one main idea? y N y N

2. Does the topic sentence introduce the main idea? y N y N

3. Does the paragraph include 2- 3 supporting ideas? y N y N

4. D oes the paragraph include l - 2 details for each y N y N

supporting idea?

5. Is there any information that doesn't belong? y N y N

6. Does the paragraph use the past tense correctly? y N y N

E I Revising. Answer the questions in exercise D about your own paragraph.

38 I UNI T 2
 WRITING TASK: Editing -- - -

.U F I Peer Evaluation. Exchange your draft with a partner and follow these steps:

Step 1 Read your partner's paragraph and tell him or her one thing that you liked about it
Step 2 Complete the chart below with information from your partner's paragraph.

Topic Sentence

Supporting Idea
What is one way that
the innovation changed
people's lives?
Detail{s)
(one or two points)

Supporting Idea
What is another
way that the
innovation changed
people's lives?

Detail{s)
(one or two points)

Step 3 Compare your chart with the chart your partner completed on page 37.
Step 4 The two charts should be similar. If they aren't, discuss how they differ.

G I Draft 2. Write a second draft of your paragraph. Use what you learned from the peer evaluation
activity, and your answers to exercise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one simple past tense
mistake in each of the sentences (1-5).

In sentences using the simple past tense, remember to:

• use the correct past tense forms of be: was, wasn't, were, and weren't.
• use the correct verb endings; for most verbs, you add -ed to form the simple past tense, but some
verbs have irregular past tense forms.
• use the base form of the verb with did not I didn 't in negative statements.

1. The people in William Kamkwamba's village wasn't confident about William's plan.
2. When they were young, the Wright brothers haved a flying toy.
3. Alexander Graham Bell make the first telephone.
4. The first car didn't went very fast.
5. Ts'ai Lun invented paper in the first century AD, but paper didn't be widely
available until many years later.
BIG IDEAS I 39
 I I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1. Are all the words spelled correctly?

2. Is the first word of every sentence capitalized?

3. Does every sentence end with the correct punctuation?

4. Do your subjects and verbs agree?

5. Did you use the simple present and simple past correctly?

J I Final Draft. Now use your Editing Checklist to write a third draft of your paragraph.
Make any other necessary changes.

UNIT QUIZ

P· 22 1. According to a U.K. survey, the wheel is the world's most _ _ _ _ __ _ _ _ __

p.24 2. Energy from the sun is called _ __ _ _ __ _ _ _ _ power.

p.25 3. Windmills can create _ _ __ _ _ __ _ _ _ and bring up

_ _ _ _ __ _ _ _ __ from under the ground.

p.28 4. Supporting sentences can _ _ _ _ __ __ _ __

_ _ _ __ __ _ _ __ , and _ __ _ _ _ _ _ __ _

p.29 5. A(n) _ _ _ __ _ _ __ _ _ uses power from the sun to heat food for eating. It is
also called a(n) _ _ _ _ _ __ _ _ __

p.3o 6. A new thing or method of doing something is called a(n) _ _ _ __ _ _ __ __

p.33 7. Hayat Sindi's health detector is as small as a(n) _ __ _ _ _ __ _ __

p.39 8. We use the _ _ _ _ __ _ _ _ _ _ of a verb with did not I didn't to make a past
tense negative statement.

40 I U NIT 2
ACADEMIC PATHWAYS
Lesson A: Skimming for gist
Making inferences
Lesson 8: Reading a magazine artic le
Lesson C: Writing a concluding sentence
Writing an opinion paragraph
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SKYROCK ODNOKLASSNIKI

Worldwide Friends
In October 2009, more than 830 million users visited social networks
on their home and office computers. Ten sites (shown in dark blue) had
the most visitors. Green lines connect countries to their three favorite
sites. The number of social network users continues to grow: By 201 2,
Facebook alone had more than 800 million active users.
- ST R AL J A
LESSON A PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading passage on pages 45-46. Read
the words around them and try to guess their meanings. Then match the sentence parts below
to make definitions.

I. _ _ When you edit something, a. its own beliefs or way of life.

b. you talk, spend time, or work together.
2. _ _ A culture is a society with
c. the possibility for success in the future .
The prefix inter- 3. _ _ Communication means d. you correct and make changes to it in
means between
or connected, 4. _ _ When you interact with order to improve it.
e.g., interactive,
someone, e. sharing information with people, for
interchangeable,
intercontinental, example, by talking or writing.
international, 5. _ _ The relationship between
f. joining in to be a part of something.
Internet, two people is
intersection, g . the way they feel and act toward
interview. 6. _ _ The term media includes each other, or the way they are
connected.
7. _ _ Participation means
h. it is connected with customs, methods,
8. _ _ Something with potential has or beliefs that have existed for a
9. _ _ Technology is long time.
i. television, radio, magazines, and other
10. _ _ If something is traditional, things that provide information.
j. methods, systems, and devices that are
the result of scientific knowledge.

J& B 1 Using Vocabulary. Answer the questions. Share your ideas with a partner.

I . Why do you think classroom participation is important for students?

2. What are some of the latest developments in technology?
3. What forms of media do you use regularly? What do you use them for?

J& C I Brainstorming. Think about how we get and share information by TV and the Internet.
How are TV and the Internet similar? How are they different? Write your ideas in the chart.

lV Internet
Both

D I Predicting. Scan the reading passage on pages 45- 46 quickly. List two other nouns or verbs
that appear two or more times.

Whenyou ~
scan a reading,
you read quickly
to find specific
Now look at the words you wrote. What do you think the passage is about?
information.
a. how the Internet is changing society c . why websites are the most important
b. how to use the Internet in the classroom form of media

44 I UN I T 3
 track 1· 07

The
of
.a Students explore the online world at an Internet cafe in Novosibirsk, Russia.

Michael Wesch is a cultural anthropology1 professor who explores the effects of new media on society
and culture. He believes that all human relationships depend on communication . Change the type
of communication, and you change the relationships. Change the relationships, and you change the
structure2 of society.
One example of this, he says, is television. When television became the dominant medium 3 in
the 1950s, it changed the way families interacted. Family members began to sit in front of the TV
@'] to watch rather than face each other to talk. The people on the television spoke, and the T V viewers
listened. In this one-way type of communication, only the people on TV had power. Only they
had a voice.4

Communication Today: The Internet

Today, the Internet is changing our relationships again. The newest media of communication
are on the Internet, and these media change and grow every day. Wesch and his students study
social networks and other interactive Internet sites. For example, they studied YouTube, the popular
online video sharing site. As Wesch explains, " Instead of simply watching TV, we can create and edit
our own videos." Viewers all over the world can watch and write comments. This kind of sharing
changes the way we communicate. With the Internet , everyone can have a voice.

' Anthropology is the study of people, society, and cult ure.

2 The structure of something is the way it is put together or organized.
3
A dominant medium is the most powerful, successful, or noticeable medium (medium is the singular form of media).
4 A person's voice can refer to his or her opinion about something and the ability to share that opinion.
CONNEC T ED LI VES I 45
LESSON A READING

Wesch created and posted his own

short video on YouTube. It has had
more than l l million views. The video
asks us to think about how we use and
interact with the Internet. The Internet
is no longer just connecting people with
information. It's connecting people with
people. It's a way for us to share our
thoughts and ideas with the world. It
wouldn't exist without us. In fact, Wesch
says, "the Web is us." .a. A computer brings information and
entertainment to a class of young
Nigerian students.
Education and the New Media
Wesch wants to make changes in education to fit t his new style
of communication. He has made some changes in his own classes.
For example, in his Introduction to Cultural Anthropology class, he
didn't simply teach his students about different cultures. Instead, he
asked each student to become an expert in one culture. Then the class
used their knowledge to create an online role-playing game. As they
learned about the different cultures, they increased their knowledge
about global problems.
According to Wesch, activities such as the role-play exercise help
prepare students to be active and responsible members of society.
"I ask [students] to think not about what new media was designed
"One of the most
for," he says, "but how they can [use] it for something else." A great
important skills we
example, he believes, is social media. It was created to help friends connect,
must now learn is
but now it also allows people to share and collaborate5 on projects.
collaboration. We
Wesch understands that the new media can provide opportunities for can learn to listen
sharing and participation . However, he warns that online content can also
to one another,
be misleading. He believes it is important for everyone, especially students,
use each other's
to understand the dangers of digital media and learn how to use it wisely.
strengths, and
In a traditional classroom, for example, the teacher is the main provider
of information. Now, information is available to anyone with an Internet
practice working
connection-and anyone can provide new information at any time. So one together in any
of the goals of education should be to prepare students to find, analyze, and environment."
think critically about online information, as well as create their own. - Michael Wesch,
U.S. Professor of the
Wesch says, "I want to believe that techno logy can help us see Year, 2008
relationships and global connections in positive new ways. It's pretty
m amazing that I have this little box sitting on my desk through which I can talk to any one of
a billion people. And yet do any of us really use it for all the potential that's t here?"

• If you collaborate, you work with other people to achieve a goal or complete a project.
46 I UN IT 3
 UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise D on page 44. Was your prediction correct?

B I Identifying Key Details. Complete each statement with information from the reading passage.

1 . Some examples of new media are - - -- - - -- - - - - - - - - - - - - - - -- -- - -- -

2 . In the 1950s, TV changed - - - -- - - - - -- - -- -- - -- - -- - - - - - - --

3. The main way that TV is different from the Internet is - - - - - - - - - -- - - - - - - - -- -

4. One way the Internet can benefit us i s - - - - - - - - - - - - - - - - - - - -- - - - - - - -

5. One way that the Internet can be harmful i s - - - - - - - -- - - - - - - -- -- - - - - - -

6. Wesch's students shared cultural information by playi n g - - - - - - - - -- - -- - -- - - - - -

7 . Wesch thinks students need to learn how to - - - - - - - -- - - - - - - - -- - - - - - - -

~ C I Critical Thinking: Making Inferences. Work with a partner. What can you infer
from each statement from the reading passage? Circle the best inference. CT Focus
You make
1. "When television became the dominant medium in the 1950s, it changed the
inferences
way fami lies interacted." when you make
logical guesses
a. Before the 1950s, a different medium was probably dominant. about things
a writer does
b. There were a lot of good television programs in the 1950s. not say directly.
This is also
2. "This kind of sharing changes the way we communicate. With the Internet, called "reading
everyone can have a voice." between
the lines."
a. People probably should not share certain things on the Internet.
b. The Internet is a better medium of communication than TV.

3 . "It's pretty amazing that I have this little box sitting on my desk through
which I can talk to any one of a billion people. And yet do any of us really
use it for all the potential that's there?"

a. There are a lot of possible uses of the Internet that most people don't really think about.
b. The Internet is an amazing tool, but most people in the world don't use it very much.

D I Personalizing. Write answers to the questions.

1. Do you ever create Web content, write comments on websites, or post things
on social n etworking sites? Why, or why not?

2. Do you agree with Wesch's views on how we use the Internet? Why, or why not?

CO NN E CTED LIV ES I 47
LESSON A DEVELOPING READING SKILLS .

Reading Skill: Skimming for Gist

Skimming is quickly looking over a passage to get the general idea of w hat it is about. When
we skim, we don't read every word . Instead, we look for important words or chunks (pieces) of
information. For example, we look for things such as names, dates, and repeated words.

We often skim online news sites to find out the most important news of the day, blogs to choose
which posts we want to read, and magazines to decide what we want to read about. But skimming
can also help with academic reading . If you skim a passage before you read it carefully, you can
get an idea of what the passage is about and how it is organized. This can help you understand
the passage more easily when you do read it carefully, because you know what to expect.

A 1 Skimming. Skim the paragraph below. Read only the darker words. What do you think
is the main idea of the paragraph?

l o- m1m of u~, visiting Facebook, Twitter, or other online social networks Ius become a
·t d.LI !.11 part o ·- uu r daily activities. Tl 0\\ n er, we may not h,l\ c noticed the significant ways tlut social
networks h.tn· changed our lives. First of all, tbn luYc changed the way '' c get our news. fiKse
i , ~ we often on ' read the news stories 1h,ll our friends post online. Second, our relationships
.1, \C changed. N ow, it\ easier to keep in touch '' irh new friends and find old friend s that \\e h<lYcn't
l:,_tl 11 •r .1 lone t1 me.. Third, ll1<ll1) o1 u' share thoughts with om online friends t h,u \\'C used to keep
private. For example, in an instant, we can tell all our online friends tlut we think we jmt failed an
exam . .\rc thL·sc changes good or bad? I h,n\ 1m each person to decide . But one thing is certain
as more people join social networks and 1s new networks continue to appear, \\'C c...m expect more
changes 111 , he future.

B 1 Skimming. Now read the whole paragraph carefully. Were you correct about the main idea?

() For many of us, visiting Face book, Twitter, or other online social networks has become a
track 1-08
regular part of our daily activities. However, we may not have noticed the significant ways that
CT Focus
social networks have changed our lives. First of all, they have changed the way we get our news.
Make
inferences These days, we often only read the news stories that our friends post online. Second, our
as you read . relationships h ave changed. Now, it's easier to keep in touch with new friends and fi nd old friends
For example,
what can you that we haven 't seen for a long time. T hird, many of us share thoughts with our online friends that
infer from this
we used to keep private. For example, in an instant, we can tell all our online friends that we think
sentence about
how the writer we just failed an exam . Are these changes good or bad? That's for each person to decide. But one
got news in
the past? thing is certain-as more people join social networks and as new networks continue to appear, we
can expect more changes in the future .

48 I UN IT 3
 & Traditional houses are tightly packed on the island town of Lamu, Kenya.
Before Viewing
~ A 1 Guessing Meaning from Context. You will hear these bold words in the video. Discuss the meaning of
each one with a partner. Write definitions for the words and phrases.
1. When you visit a different culture, it can have an influence on the way you think and the things you do.
2. Lamu is having economic problems. There are not a lot of jobs, so people can't earn much money.
3. Culture is dynamic. It doesn't stay the same forever.
4. Cultures are always changing, but they usually retain their most important features . For example, language
and religion usually stay the same.

~ B I Brainstorming. Why might a traditional culture want to connect to the Internet and become more modern?
Why might they not want to? List reasons with a partner.

Tr ey c~l'\ \e~r-1'\ ~bo\.o\t o{t...er- co\.o\1'\tr-·,es.

Reasons for: ___~~-~--------------------------------------------------------------------

Reasons against: ________________________________________________________________________

While Viewing
A Watch the video about Lamu. Does it mention any of the things that you listed in exercise B above?
Circ le any items that are mentioned.
B I Read questions 1- 3. Think about the answers as you view the video.
1. Why do some people want to make Lamu more modern ?
2. What are some people doing to help make Lamu more modern?
3 . How does Sheik Ahmad Badawy feel about changes to the culture ofLamu?

After Viewing
.1 A Discuss answers to questions 1- 3 above with a partner.
B Critical Thinking: Synthesizing. Nowadays, we think of social networking as something we do on the
Internet. What kind of social networking did people in Lamu do in the past? How did it affect their culture?

CON N ECTED LIV E S I 49

LESSON B PREPARING TO READ

A I Building Vocabulary. Read the sentences below. Look at the words around
the bold words to guess their meanings. Then circle the best definition.

1 . A lot of companies advertise their products on TV and online. They have

commercials on TV and small ads on websites.

a . provide a way for people to buy products online or on television

b. tell people about something so that they might buy it or use it

2. O ften, old friends contact each other o nline, for example, by using social networks.

a . communicate or meet with someone

b. ask someone to do something for money

3 . Companies these days are trying to be more environmentally responsible.

For example, some use only electric cars and others use solar power.

The suffix -a/ a . relating to a company and the employees of the company
often indicates b. relating to the natural world of land, sea, air, plants, and animals
that a word is an
adjective, e.g .,
virtual, tribal, 4 . You can do a lot of different things on social networks. You can write a
environmental, message to a friend, you can find old friends, and you can make new friends.
cultural, structural ,
traditional, a . a piece of information or a request that you send to someone
influential,
economical. b. a homework assignment for a class

5 . One positive effect of social networking is that people can easily find other
people with the same interests.

a . good or helpful
b . bad or unhelpful

Use environmentally w ith

6. A lot of people like posting articles and videos on social networks. T hey want
adjectives, for example,
environmentally responsible, to share them with their friends.
environmentally sound,
environmentally friendly,
a . sending inform ation by email to share with other people
environmentally aware, and b . making somet hing available to other people on the Internet
environment ally sensitive.

7 . Texting is a good tool for communicating wit h many friends at t he same time.

a . a website that is used by a lot of people for a particular purpose

b. something that you use to do a particular thing
 8 . Tui Mali is the leader of a tribe near Fiji. They live on an island called Vorovoro, and they speak Fijian .

a. a group of people who do t he same type of job and who work together
b. a group of people who usually live in the same place and share customs, beliefs, language, etc.

9. With some online games, you can have virtual cities. T he places aren't real; they only exist online.

a. used to describe an activity o r a game t hat you can eit her play on a computer or in reality
b. used to describe an activity or a game that you can only do on the computer

10. In most communities, important decisions are made by voting. In m any countries, this is how people
choose leaders or make laws .

a. giving your opinion about a decision, usually by marking a paper or raising your hand
b. finding out information about laws in your com mu nity o r about people who want to lead
the community

.U B I Using Vocabulary. Answer the questions in complete sentences. Then share your sentences
w ith a partner.

1 . What is something that you do that is environmentally responsible?

2. W hat might be one positive effect of social networking on people's lives?

3. W hat kinds of t hings do you usually post on social networks? If you don't
post t hings, why not?

4. How can you use the Internet as a research tool?

C I Predicting. Skim the reading on pages 52- 53. Why do you think the title is "Internet Island"?

CO NN ECT E D LIV E S I 51
LESSON B READ I N G J,t

track 1-09 Internet Island

~ -- --~
The Idea
ON JANUARY 14, 2006,
\ Ben Keene received an
) email that changed his life.
The message was from
his friend Mark James.
The subject line read: "A
TRIBE IS WANTED."
Keene and James, both
26, wanted to create
rJ an Internet start-up .1
Here was James's new
idea: We will create an .._ Ben Keene, co-creator of tribewanted.com, with members of his tribe.

online community and

call it a tribe. We will make decisions about James's idea came from social-
rules with discussions and online voting. Then networking websites, which got hundreds
we will do something that no one has ever of millions of visitors a year. People spent
done- our virtual tribe will become a real one. m a lot of time online, but they spent most
We will travel to a remote island and form a of that time posting messages and sharing
partnership with a local tribe. We will build an music. In James's opinion, these sites could
environmentally friendly community and share it be used for so much more.
with the world.
The Island
Keene liked the idea, and he and James
named their website tribewanted.com.
Then they began looking for an island for
their tribe . Around the same time, Tui
['!3 Mali, the chief of a tribe in Fiji, wanted
jobs and money for his people. He owned
a small island called Vorovoro. T he main
islands of Fiji were becoming very modern,
but Vorovoro was not.

1
An Internet start-up is a newly created online business.
2
If you lease a building or a piece of land, you allow
someone to use it in return for regular payments.
3
Donations are money or items that someone gives to an
organization to help it.

52 I U N IT 3
 On Vorovoro, a few people had cell phones or worked on one of the
rn main islands, but most lived in very small, simple homes with no electricity
or running water.
Tui Mali wanted to find someone to develop his island. So he decided
to advertise his island on the Internet. A few weeks later, Keene and James
contacted him. They agreed to pay $53,000 for a three-year lease 2 of the
island and $26,500 in donations3 to the community. They also promised
jobs for the local tribe
members. "We are all excited
ITt about Tribewanted," Tui • Tribal chief Tui Mali hopes
Mali told a local newspaper the Tribewanted project wi ll
provide jobs and income
reporter. "It will provide us without destroying his
with work for the next three people's land or culture.

years." Tui Mali was happy to

have the money, but he also trusted that
Keene and James would respect his culture.

The New Tribe

The Internet tribe quickly attracted people. In a
few months, it had 920 members from 25 countries. In
September of 2006, Keene and 13 of his tribe members,
£il aged 17 to 59, traveled to the island for the first time.
(James stayed at home to manage the website.) When
.o1. The Vorovoro islanders helped the
they arrived, the local tribe, along with their chiefTui
new arrivals to build a structure for Mali, were there to greet them.
their central meeting place.
For several weeks after the newcomers arrived, they
worked with the local tribe members. They built buildings, planted crops behind the village, set up
non-polluting sources of energy, such as solar power, and ate fresh fish fro m the ocean. As they worked
together, they became friends. Eventually they became one tribe.
Through the Internet, the tribe connected with almost a thousand people from all over the world.
On the island, it brought together groups of people from very different cultures. Keene and Tui believe
rn the new tribal connections will help the island to develop in a positive way. They hope the island will
become more modern, without losing its traditional culture.

The Tribe Keeps Growing

Today, Tribewanted continues to use social networking as a tool to connect in a real environment.
Anyone can go to the website to join the online tribe, donate money, or plan a visit to Vorovoro.
D Members can also visit a new location in Sierra Leone. In the next ten years, the creators of the
site hope to create more communities across the globe, bringing people and cultures
together in a global Internet tribe.

CO NN ECT E D L I V E S I 53
LESSON B UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer to exercise C on page 51 . Was your
prediction correct?

B I Identifying Main Ideas. Write the main idea for each of the paragraphs listed below.

1. Paragraph A : - - - - - - - -- - - - - - - - - - - - - - - - - - - --

2 . Paragraph B: - - -- - - - - - - - - - - - - - - - -- - - -- - - - -

3 . Paragraph E: - - - - -- - - - - - - - - -- - -- - - - -- - -- - -

4 . Paragraph G : - -- - - - - -- - - - - - - - - -- - - - -- - -- - -

C 1 Identifying Key Details. Read the sentences below. What kind of information is missing
in each one? Match the kinds of information (a- h) with the sentences (1-8). Then read the
When you scan
for key details, passage to complete each sentence.
first consider
what kind of
information you
a. a country name b. a person's name c. a type of food d. a website name
need to scan for.
e. a year f. an adjective g. an amount of money h. an island name

_ _ 1. sent a message to his friend Ben Keene about starting a tribe.

_ _ 2. James and Ben named their online site _ _ _ _ _ __ __
_ _ 3. They found a sm all island for t heir tribe. It's called _ __ _ _ __ __
_ _ 4. They paid _ _ _ _ _ _ _ __ to lease the island for three years.
_ _ 5. In September , Keene went to the island with l3
other people.
_ _ 6. The members of the new tribe ate while they lived on
the island .
_ _ 7. Keene and the tribal leader hope the island will become more
_ __ _ _ _ ___ , but still keep its traditions.
_ _ 8. James and Keene started another t ribe in _ _ __ _ __ __ in West Africa .

.:l D I Critical Thinking: Making Inferences. Write your answers to the questions. Underline the
parts of the text that help you answer the questions. Then share your answers with a partner.
1. What kind of people do you t hink join Tribewanted ?

2. W hat do you t hink Tribewanted members can learn from t he experience of going to
Vorovoro? _ _ _ _ _ __ _ _ _ _ __ _ __ _ _ _ _ __ _ _ __ _ _ __

3. How do you t hink Tribewanted has changed Tui Mali and his tribe members?

54 I UN IT 3
 GOAL: In this lesson, you are going to plan, write, revise. and edit a paragraph on the following
topic: Do you think online media such as social networks and blogs have mainly improved
our lives, or have they changed our lives in a negative way?

A I Read the information in the box. Use the present perfect tense of the verbs in parentheses to complete
the sentences (1-4).

Language for Writing: The Present Perfect Tense

Use the present perfect tense to talk about something that happened several times in the past, something that
happened at an unspecified time in the past, something that began in the past and continues to the present,
or when the time in the past is not important. To form the present perfect, use have or has and the past
participle of a main verb.

I think online media have improved our lives.

Thousands of people have created blogs in the past few years.
We have used several different kinds of social networks recently.
She has posted videos on YouTube three times.
Remember to use the simple past to talk about something that happened at a specific time in the past (see page 35).

For more explanation and examples, see page 216.

Example: I h~Ve co"'+~cfed (contact) all of my classmates on Face book.

1. Social media (change) our lives in many ways.

2. Michael Wesch _ _ _ _ _ _ _ _ (use) social media in several of his classes.

3. My friend _ _ __ _ _ __ (meet) a lot of great people on social networking sites.

4. A lot of old friends _ _ __ _ _ __ (find) me online.

B I Write five sentences using the present perfect tense. Write about ways that social media have changed
your life, and ways that you have used social media.

~ C I Brainstorming. Brainstorm a list of things that people do with online media.

D I Journal Writing. Use your ideas from exercise C to write a response in your journal to the following
question. Write for three minutes.

How have online media changed the way people communicate with each other?

CONNECTED LIVES I 55
 Writing Skill: Writing a Concluding Sentence

Formal paragraphs often have concluding sentences. A concluding sentence is the last
sentence of a paragraph. It ties the paragraph together.

Concluding sentences can state an opinion (either the author's, or a person mentioned in the
paragraph), make a prediction, or ask a question for the reader to think about. They can also
restate, or summarize, the main idea of a long or complex paragraph.

E 1 Critical Thinking: Analyzing. Find and underline these concluding sentences in the reading
passages in this unit. What does each sentence do? Write Q (asks a question), P (makes a
prediction), 0 (gives an opinion), or R (restates the main idea).
(Note that sentences may have more than one correct answer.)

Reading A:
_ 1 . In fact, Wesch says, "the Web is us."
__ 2. "And yet do any of us really use it for all the potential that's there?"

ReadingB:
_ _ 3. We will build an environmentally friendly community and share it with the world.
__ 4. In James's opinion, these sites could be used for so much more.
__ 5. In the next 10 years, the creators of the site hope to create more communities across
the globe .. .

F Write a concluding sentence for each paragraph below.

1. Everywhere you look these days, people are on t heir phones, tablets, or computers.
Some are talking, some ar e t exting, and some are surfing the W eb. It seems like people
communicate with each other on social networks and by email more than t hey do in person.
According to Dan Buettner, in his book Th r ive, people should spend six to seven hours a day
socializing with friends and fam ily in order to increase their happiness. Socializing
online probably doesn't have the same effect as socializing in person does.
(Write a prediction.] _ _ _ _ _ _ __ _ _ __ _ __ __ _ __ _ _ _ _ _ __

2. In my opinion, reading the news online is better than reading a newspaper or watching
t he news on TV. One way t hat it is better is that readers can comment on articles that they read
online. They ca n have conversat ions with other readers, and somet imes even with the writ er. Also,
online articles provide links to additional information. For exa mple, if an article mentions a name,
the name is often linked to another article with more information about that person. Finally, online
news articles can be updat ed if something changes during the day. For example, an online news
site might post an article about a dangerous storm in the mornin g. If more information about the
storm becomes available lat er t hat day, it can be added to the arti cle.
[Restate t he main idea.] - - - - -- - -- -- - - - - -- - -- - - - - - -

56 I UN IT 3 ......
--------------'l'l,..."''"'"'-'"'~
WRITING TASK: Drafting

A I Planning. Follow the steps to make notes for your paragraph. Don't worry about grammar or spelling.
Don't write complete sentences.

Step 1: Look at your journal entry from page 55. Underline the positive ways that social networking
has changed communication. Circle the negative ways.

Step 2: Decide whether you think online social networking has improved our lives more or harmed
us more. Write a topic sentence that states your main idea.

Step 3: Look at your brainstorming notes and journal entry again. Complete the chart.

Outline
Topic: Has online social networking helped us or harmed us?
Topic sentence

Supporting Idea
(one way social
networking has helped
or harmed us)

Details:

Supporting Idea
(another way social
networking has helped
or harmed us)

Details

Concluding sentence

B I Draft 1. Use your notes to write a first draft of your paragraph.

For an opinion paragraph, you can use these phrases in your topic sentence:
I think . . . I believe . . . In my opinion ...
You can also use one of them in your concluding sentence if you end the
paragraph with a statement of your opinion.

CONNECTED LIV E S I 57
 C I Analyzing. The paragraphs below are on the topic of online music sharing.
Which is the first draft? _ _ Which is the revision? _ _

There are many views about online music sharing, but in my opinion, people should pay
for music instead of getting it free online. I have gotten free music online in the past,
and I didn't really think about whether or not it was fair to the musician. Then I thought
about how musicians make money. They earn money by giving concerts and selling COs.
I realized that when I get music free online, I'm stealing from the people who made the
music. Musicians work hard to write and perform songs. If people want to enjoy those
songs, they should pay for them. We don't expect other kinds of professionals to wor k for
fr ee. For example, we don't expect doctors to treat us for free or teachers to teach for
CT Focus free. If musicians don't get paid for their work, they might not be able t o continue making
Make music. They might have to find other work in order to make money. W ithout musicians,
inferences
where would we get our music?
about the
paragraph.
What can you
tell about the
writer? Does he
or she use the
0 There have been a lot of disagreement s about online music sharing. I have gotten free
Internet a lot? music online in the past , and I didn't really think about whether or not it was fair to the
Do you think
musician. Then I thought about how musicians make money. They earn money by giving
this person
is generally concerts and selling COs. I realized that when I get music free online, I'm stealing from
ho nest or
d ishonest?
t he people who made the music. That 's when I stopped sharing music online. Now I
always pay for music. I feel t he same way about sharing movies online. Even t hough
movie studios make millions of dollars, I still don't think it 's r ight to get movies for free.
Musicians work hard to write and perform songs. If musicians don't get paid for their
work, they might not be able to continue making music. They might have t o find ot her
work in or der to make money.

...•• Dl Analyzing. Work w ith a partner. Compare the paragraphs above by answering the following
questions about each one.
0 0
1. Does the paragraph have one main idea? y N y N

2. Does the topic sentence introduce the writer's opinion? y N y N

3. Does the paragraph include 2- 3 supporting ideas? y N y N

4. D oes the paragraph include 1- 2 details for each y N y N

supporting idea?

5 . Is there any information th at doesn ' t belong? y N y N

6. Does the paragraph have a concluding sentence or question? y N y N

E I Revising. Answer the questions in exercise D about your own paragraph.

58 I UN IT 3
 WRITING TASK: Editing

.;& F I Peer Evaluation. Exchange your draft with a partner and follow these steps:

Step 1: Read your partner's paragraph and tell him or her one thing that you liked about it.
Step 2: Complete the chart below with information from your partner's paragraph.

Main Idea

Supporting Idea

Details

Supporting Idea

Details

Concluding sentence

Step 3: Compare your chart with the chart your partner completed on page 57.
Step 4: The two charts should be similar. If they aren't, discuss how they differ.

G I Draft 2. Write a second draft of your paragraph. Use what you learned from the peer evaluation
activity, and your answers to exercise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one present perfect mistake
in each of the sentences (1-5).

In sentences using the present perfect, remember to:

• use the correct form of have.
• use the correct form of the past participle of the main verb. (Be careful with irregular past
participles, such as be-been, do-done, have-had, see-seen, take-taken.)

1 . The Internet been in existence for several decades now, but we are still discovering creative ways to use it.
2. I wasn't sure that I would connect with many people when I joined a social network, but several
people have contact me in the past few months.
3. Now that it's so easy to share videos, millions of people has posted videos online.
4. I have saw that video a few times, and I still think it's fun to watch.
5. Our class is doing research about blogs, and we has visited over 100 different blogs in the past month.

CONNECTED LIVES I 59
rn~:fEsso~ c - WRITING TASK: Editing

I I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1 _ Are all the words spelled correctly?

2. Is the first word of every sentence capitalized?

3. Does every sentence end with the correct punctuation?

4. Do your subjects and verbs agree?

5. Is the use of present perfect and other verb tenses correct?

J I Final Draft. Now use your Editing Checklist to write a final draft of your paragraph.
Make any other necessary changes.

UNIT QUIZ

p.42 1. In 2007, fewer than one in 20 people in Sub-Saharan Africa had

p.45 2. In the 1950s, the dominant medium was _ _ _ _ _ _ _ _ _ __

p.45 3. Michael Wesch believes that if you change the way that people communicate,
you change _ _ _ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ _ ___

p.48 4. Reading quickly to get the general idea of what a passage is about is
called _ _ _ _ _ _ __ _ ___

p.s2 5. Ben Keene and Mark James created an online tribe. They got the idea from
using _ _ _ _ _ _ _ _ _ ___

p.S2 6. After creating their website and gathering online tribe members, Keene and James
turned their tribe into a real one.

p ss 7. The final sentence of a paragraph that ties the paragraph's ideas together is called
a(n) _ _ _ _ _ __ _ ___

p.59 8. The present perfect form of be for the subject I is _ __ _ _ _ _ _ _ ___

60 I UNIT 3
"" There are one hundred
billion (100,000,000,000)
nerve cells, or neurons, in
the human brain.

Most people have no memory

Adult Ability To Recall of their childhood before the age
• su<.~l ·e"all (suo eo; Verbal recall (names) of three or four (this is called
childhood amnesia). We still don't
100
know exactly why-it may be
....0 75 because our brains are not yet fully
......
Q)
developed at such a young age.
0
50 From our teenage years, our ability
....c:0
Q)
to remember-or recall-things
...0
Q)
25 declines over time, as connections
c.. between neurons weaken.
0
16 32 48 64 80
Age

MEMORY AND LEARNING I 83

LESSON A PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading on pages 85-86.
Read the words around them and try to guess their meanings. Then write the correct form
of each word or phrase next to its definition.

1. _ __ __ __ _ _ _ (noun) a special way of doing a particular t hing

2. _ __ _ _ _ _ _ _ _ (noun) someone wit h a very high level of intelligence
3. _ __ _ _ _ _ _ __ (noun) knowledge that all members of a group share
4. _ _ _ _ _ _ __ __ (verb) to form a picture in your mind of someone
or something
5. _ _ _ __ _ _ __ _ (verb) to learn something so you remember it exactly
6. _ _ __ _ _ _ __ _ (adj.) inside of something
The suffix -ize
forms verbs that 7. _ __ _ _ _ __ _ _ (adj.) outside of something
mean to cause or
become something, 8. _ _ _ _ _ _ _ _ _ _ (adj.) having many different parts; difficult to understand
e.g., visualize ,
9. _ _ _ _ __ _ __ _ (noun) something that is done successfully
memorize, internalize,
minimize. 10. _ _ _ _ _ _ __ _ _ (noun) a book or other written or printed work

••
aa B I Using Vocabulary. Answer the questions. Share your ideas with a partner.

1. What is an example of collective knowledge? _ __ _ __ __ _ _

2. Name one person who you think is a genius. _ _ _ _ _ _ __ __
3. What external conditions can make it difficult to study? _ _ _ __ _ _ _ __

••
aa C I Classifying. Do you ever make lists to remember things? Do you ever try to memorize
things? Complete the T-chart below. Compare your answers w ith a partner's.

Things I make lists for Things I try to memorize

D I Predicting. Scan the reading passage on pages 85- 86 quickly. List two other nouns or
Scanning verbs that appear two or more times.
for repeated
words can
help you
predict what
a passage
is about. Now look at the words you wrote. W hat do you think the passage is about?

Ithinkthepassage isabout _ _ __ __ _ _ __ _ __ __ _ _ _ _ _ _ ____

84 I UNIT 5
READING

0
track 1-12

WE ALL TRY TO REMEMBER certain

things in our daily lives: telephone
numbers, email addresses, facts that
we learn in class, important tasks.
But did you know that people once
had great respecrl for memory?
People began to value memory as a
skill about 2,500 years ago. That's
when the poet Simoni des of Ceos
discovered a powerful technique "" A young Ukrain ian man attends a service to remember soldiers
m known as the loci 2 method.
who died in World War II. Remembrance services play an important
role in shaping a society's collective knowledge of the past.
Simonides realized that it's easier to
remember places and locations than it is to remember lists of names, for example. According to the
loci method, if you think of a very familiar place, and visualize certain things in that place, you can
keep those things in your memory for a long time .

Simonides called this imagined place a "memory palace." Your memory palace can be any
place that you know well, such as your home or your school. To use the loci method to remember
a list of tasks, for example, visualize yourself walking through your house. Imagine yourself doing
each task in a different room. Later, when you want to remember your list of tasks, visualize
yourself walking through your house again. You will remember your list of tasks as you see yourself
performing each one.
Nearly 2,000 years later, a man in 15th-century Italy named
Peter of Ravenna used the loci method to memorize books and
poems. He memorized religious texts, all of the laws of the time,
200 speeches, and 1,000 poems. By using the loci method, he
was able to reread books stored in the "memory palaces" of his
mind. "When I [travel] I can truly say I carry everything I own
with me," he wrote.

Peter of Ravenna (c. 1448- 1508) 1>

1 If you respect, or have respect for, something or someone, you have a very high opinion of it or them.
2 Loci is the plural form of the Latin noun locus, meaning "place."

MEM O RY AND L E ARN IN G I 85

 When Simonides and Peter of Ravenna were alive, books and pens
were not widely available for people to write notes with, so people
had to remember what they learned. Mary Carruthers is the author of
The Book of M emory, a study of the role of memory techniques in the
~ past. She writes, "Ancient and medievaP people reserved their awe for
memory. " In other words, these people thought that a genius was a
person with excellent memory. They considered memory to be an art
and a great virtue4 because a person with a good memory could turn
external knowledge into internal knowledge.
After Simonides' discovery of the loci method, others continued A Roman
philosopher
to develop the art of memory. Memorization gained a complex set of Seneca the Elder
rules and instructio ns. Students of memory learned what to remember could repeat up
to 2,000 names in
and techniques for how to remember it. In fact, there are long traditions the order that he
of memory training in many parts of the world. In some cultures, heard them.
memorization of religious texts is considered a great achievement; many
other societies value storytellers who can retell myths and folktales
from the past .
But over the past millennium, 5 many things have changed. We've T In Senegal and other
gradually replaced our internal memory with external memory. We've parts of West Africa,
historians known as
invented technological crutches6 so we don't have to store information griots memorize and
in our brains. We have pho tographs to record o ur experiences, calendars pass on long stories
through poetry, song,
to keep track of our sch edules, books (and now the Internet) to sto re our
and music .
collective knO\vledge, and
note pads- or iPads-for our
ideas. By using these crutches, we
[!1 don't have to remember anything
anymore . When we want to
know something, we look it up .
We've gone fro m remembering
everything to remembering very
little. How does this affect us
and our society? Did we lose an
important skill?

Adapted from "Remember This" by Joshua Foer,

National Geographic Magazine, Nov 2007

3
Medieval refers to the period of European history between approximately AD 500 and 1500.
4 A virtue is a very good personal quality.
5 A millennium is a period of one thousand years.
• A crutch is something that someone depends on for support or help
86 I UNI T 5
 UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise D on page 84. Was
your pred iction correct?

B I Identifying Key Details. Write answers to the questions.

1. W hy did ancient and medieval people think memory was an art?

2. How does the loci method work? Explain the method in your own words.

C I Critical Thinking: Applying a Method. Imagine you have these problems.

How might you solve them by using the loci method? CT Focus

1. You are learning a foreign language. You are having trouble remembering new words. Applying
information
2. You are taking a history class. It's hard for you to remember when important in a new way
events happened. can help you
internalize it
more easily.
For example,
D I Classifying. Complete the T-chart using information from the reading on pages 85-86. using the loci
Write techniques, uses, or names related to internal and external memory. method yourself
will help you
understand
and remember
Internal Memory External Memory how it works .

••
• E I Critical Thinking: Inferring Opinion. Look at the final paragraph of the reading
passage. How might the author answer the question "Did we lose an important skill?"
Why do you think so? Discuss your ideas w ith a partner.

F I Personalizing. Complete the sentences w ith your own ideas.

1. I think internal memory is better for remembering _ _ _ __ _ _ _ _ _ _ __
2. I think external memory is better for remembering _ _ _ _ _ _ _ __ _ _ __
3 . I (think / don't think) we lost an important skill. I think _ _ _ __ _ _ _ _ _ _

M E M ORY A N D L EA R N IN G I 87
LESSON A DEVELOPING READING SKILLS

Reading Skill: Identifying Cause and Effect

A cause is something that makes another event happen. The resulting event is the effect.
Recognizing causes and effects can help you better understand a reading passage. Look at
the sentence from the reading. Does the underlined portion show a cause or an effect?
If you think of a very familiar place, and visualize certain things in that place,
vou can keep those things in vour memorv for a long time.

The underlined portion shows the effect. Visualizing things within a familiar place is the cause.
Keeping memories for a long time is the effect.

You can sometimes identify cause and effect relationships by finding certain connecting or signal
words. These include because, so, if, then, therefore, as a result, and by verb + -ing.
We don 't have to remember phone numbers now because we can store them
on smartphones.
I enter my email password three times a day, so I remember it easily.

See page 11 0 for more explanation and examples.

A I Analyzing. Read the information about memory techniques. How many cause-effect
relationships can you find? Circle the causes and underline their effects.

track 1-13 MEMORY TRICI<S

Techniques for remembering things like lists,
numbers, and facts, are called mnemonic devices.
For example, people often use things like poems,
pictures, or movements because it is easier to
remember rhymes, images, or actions than plain
facts and lists.
Acronyms are one type of mnemonic. For example, it may
be hard to remember the colors of the rainbow in the order
that they appear. Someone therefore made an acronym for this:
CT Focus ROY G BIV. The first letters in the acronym are the first letters
in the names for the colors: red, orange, yellow, green, blue,
Apply this
information indigo, and violet . T he name Roy G. Biv is meaningless, but
to words you it's short, so it is easier to remember than the list.
know. Think
of other words
English spelling rules can also be difficult to learn, so • Rainbow over
that have ie or some students use rhymes to help them remember the rules. Snares Island,
ei. Do those New Zealand
words follow
By learning "i before e except after c (where you hear ee),"
the spelling students of English remember the spelling of words like
rule?
niece and receipt. M,: --r~-~ • - ~ ~·
~-- .. .. .. ....

B 1 Analyzing. Look back at the reading on pages 85-86. Circle three causes and
underline their effects.
88 I U N IT 5
 "' A taxi cab reflects London's famous landmark Westminster Abbey.
Before Viewing
••
aa A I Meaning from Context. You will hear these phrases in the video. Discuss the meaning of each one with a partner.
Write definitions for the words in bold.
l. " ... scientists are studying how the brain is able to adapt when it has to retain large amounts of information"
2 . " ... visual processing takes up more space in the brain than all the other senses combined"
3. " .. . drivers navigate the streets of London using a complex mental map with thousands oflandmarks and
other locations"
••
aa B I Brainstorming. When you arrive in a new c ity, what do you do to become familiar with the streets
and find your way around? Make a list w ith a partner.

vse do. GPS

While Viewing
A I Watch the video about a London driving school. Does it mention any of the things that you listed in
exercise B above? Circle any items that are mentioned.

B I As you watch the video, think about the answers to these questions.
l. What kinds of things do the taxi drivers do to memorize locations in London?
2. According to the video, what is an important part of preparing for the exam? Why?
3. How do scientists think studying taxi drivers' brains can help other people?
4. What other activities like the London taxi training might enlarge the hippocampus?

After Viewing
Jl A Discuss answers to the questions 1- 4 above with a partner.

Jl B Critical Thinking: Synthesizing. The London taxi drivers' technique and the loci method both
involve locations. Discuss with a partner how each technique uses locations.

MEMORY AND LEARNING I 89

LESSON B PREPARING TO READ

A I Building Vocabulary. Read the sentences below. Look at the words around the
bold words to guess their meanings. Then circle the best definition.

1. Exercise can affect the body in a good way: it can make you healthier.
a. to make something change in a certain way

b. to make something bigger

2. People change their diet in order to gain or lose weight.

a. the kinds of food a person normally eats
b. the times at which a person normally eats

3. Scientists often give a rat a drug to make it go to sleep or wake up.

a. a chemical
b. an exercise

4. Using the brain in a mental activity- such as reading or doing puzzles- can
improve memory.
a. an activity that uses and exercises the mind
b. an activity that is extremely difficult

5 . You need to be in good physical condition in order to be a long-distance runner.

a. relating to the body
b. relating to money

6. Because of a recent study, we now have proof that sleep is important for memory.
a. information that causes people to disagree
b. information that shows that something is true

7. A rat learned how to get from one place to another. However, the next day, it got
lost because it completely forgot the route.
a . a game
b. a path

8 . If someone is in a state of confusion, they are not sure what is happening.

a. a person's condition at a certain time
b. a person's hope for t he future

Use stress with : (n.) effects of stress, work-related

stress; (adj.) emotional stress, mental stress, physical
stress; (v.) cause stress, cope with stress, deal with
stress, experience stress, reduce stress.

90 I U N IT 5
 9 . If a student has a lot of stress in his or her life , for example, because of problems at
school, it might m ake learning much harder.
a. a feeling of worry that is caused by difficulties in your life
b. an illness or a disease that makes it difficult to remember t hings
The prefix trans-
10. Taking notes helps you transfer information fro m internal to external memory. means "moving
T his can help you to remember it better. across or changing
from one thing
a. to move something from one place to another to another, " e.g.,
transfer, t ransition,
b. a study of something that helps people learn about it translate, transform.

••
• B 1 Using Vocabulary. Answer the questions in com plete sentences. Then share your
sentences with a partner.

1. W hat are some ways t hat you deal wit h stress in your life? Top 5 Causes of Stress
for College Students

1. Finances
2. Academic pressure
3. Time management
2. What routes do you remember best? 4. Roommate conflicts
5. Relationships
Source: www.collegeandfinance.com

3 . D o you ever stay up all night to study for a test? H ow do you t h ink t his might affect your memory?

C I Predicting. Underline the key words in the titles and the subheads of the read ing passages
on pages 92- 93. Use the words to help you complete the sentences.

Use key words

1. I t hink the reading passage on page 92 is about how in titles and
subheads
help you
~
o
predict what
a passage
is about.
2. I think t he reading passage on page 93 is about how

MEMORY AND LEAR N ING I 91

~:/
~:-
LESSON B READING

NEWSWATCH

Train Your Brain!

Is there anything you can do to have a better
memory? Research shows that mental and
physical exercise and lifestyle choices can
affect memory. In fact, many experts agree
it is possible to improve your memory.
Here ar e some t ips:

Avoid stress
Recent research shows that stress is bad
for the brain. In fact, one study connects
m worrying with memory loss. Therefore, if you
can avoid stress in your life, you may also improve your memory.
Relaxation techniques like yoga are one way to reduce stress.

Play games
Can brainteasers1 like sudoku puzzles improve memory?
Some scientists say that mental activity might help
memory. Puzzles, math problems, even reading and
writing, can probably all benefit the brain.

Get some rest

"Poor sleep before or after learning makes it hard to
encode 2 new memories," says Harvard University scientist
Read more about the
00 Robert Stickgold. One study shows that by getting a
connection bet ween
good night's sleep, people remember a motor skill
sleep and m emory.
(such as piano playing] 30 per cent better.

Eat right
Your brain can benefit from a healthy diet, just like the
r est of your body. Foods t hat have ant ioxidants,3 such
as blueberries, ar e good for brain cells.
This helps memory.

' Brainteasers are activities that exercise the mind, such as puzzles.
2 If you encode information, you put it into a different form or system of language.
3 Antioxidants are chemicals that can reduce the effect of harmful substances in your body.

92 I UNIT 5
 0

Sleep and Memory

Many people think that sleep must be
important for learning and memory, but
until recently there was no proof. Scientists
[i1 also believe the hippocampus plays a role in
making long-term memories, but they weren't
sure how. Now they understand how the
process happens-and why sleep is so important. .a. During sleep, ripples travel from the
hippocampus (dark purple in this scan)
to outer parts of the brain, such as the
Memories in Motion prefrontal cortex (red).

A research team at Rutgers University recently discovered a type of brain activity that happens
during sleep. The activity transfers new information from the hippocampus to the neocortex. The
~ neocortex stores long-term memories. The researchers call the transferring activity "sharp wave
ripples, " because the transferring activity looks like powerful, short waves. The brain creates these
waves in the hippocampus during the deepest levels of sleep.

The Rutgers scientists discovered the wave activity in a 2009 study using rats. They trained the
rats to learn a route in a maze. Then they let the rats sleep after the training session . They gave one
£:] group of sleeping rats a drug. The drug stopped the rats' wave activity. As a result, this group of rats
had trouble remembering the route. The reason? The new inform ation didn't have a chance to leave
the hippocampus and go to t he neocortex.

T At night we cycle through different levels, or stages, of sleep. Scientists

Adult Sleep believe long-term memories are formed during the deepest levels.

Awake

REM

Stage 1
· · · · ····· · · ··· ··:::::::· :::::::~
· -------- ·--~
· ··· ···· ·······~
· ····· · > • •~j
Stage 2

Stage 3 ......... .. .. .. . .. ........................... ... ............. ........... ........ .... ... ............. .
I I I I I

Midnight 2 3 4 5 6 6:40
a m. a.m. a .m . a.m . a.m . a.m . a.m.

Lifelong Memories
The experim ent explains how we creat e long-t erm memories. The wave activity transfers short-t erm
m emories from the hippocampus to the neocortex. Then the neocortex turns t he sharp wave ripples
D into long-t erm mem ories. Resea rcher Gytirgy Buzsaki says this is "why certain events m ay only t ake
place once in the waking state and yet can be r em embered for a lifetim e."

I!] The Rutgers study is important because it proves the importance of sleep for learning and m emory.
It also finally explains how the brain makes long-t erm memories.

MEMORY A N D L EAR NIN G 93

LESSON B UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answers for exercise C on page 91 . Were
your predictions about the two reading passages correct?

••
.,. B I Identifying Key Ideas. Work with a partner. Check the things that can improve memory,
according to the first reading "Train Your Brain!"

_ _ antioxidants _ _ exercise _ _ fatty foods _ _ puzzles

_ _ sleep _ _ stress

••
.,. C 1 Understanding the Main Idea. What did you learn from the second reading "Sleep and
Memory"? Work w ith a partner to complete this sentence:

The main idea of "Sleep and Memory" is _ _ _ _ _ _ _ _ _ __ _ _ __ __

Use key words
in questions,
especially nouns
and noun
D I Restating Key Details. Complete the following sentences about "Sleep and Memory."
phrases, to help
you scan for the 1. A team from Rutgers University found - - - -- - - - -- -- - - - -- -
most relevant
parts of a text.

2. Sharp wave ripples transfer information from the _ _ _ _ __ _ _ _ _ _ __ _

to the _ _ _ __ _ _ __ _ _ __ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _

3. Some rats had trouble remembering a route because _ _ _ _ __ _ _ _ __ __

E I Matching Cause and Effect. Match the cause with the effect (a- c) mentioned in the
first reading.

Cause Effect

stress _ _ a. forgetting things b. getting too much sleep c . avoiding exercise

Now find two cause-effect relationships in the second reading . Circle the causes and
underline their effects.

••• F I Critical Thinking: Synthesizing. Discuss these questions in small groups:

1. List all the methods and tips for improving memory that you learned about in this unit.
Circle ones you think you are most likely to use.

2. What do people know now about memory that people in the past d id not know?

94 I UN IT 5
 GOAL: In this lesson, you are going to plan, write, revise, and edit a paragraph on the
following topic: What can a person do to improve his or her memory?

••
• A I Brainstorming. Look back at your list for exercise F on page 94. Work with a partner. Can you
think of any other ways a person could improve their memory? Add ideas to your list.

B I Journal Writing. Write an answer in your journal to the following question. Write for three minutes.
What are some ways to improve your memory?

C I Read the information in the box. Use by+ gerund to combine the sentence parts (1-3).

Language for Writing: Using By + Gerund

Use by with a gerund to say how to do something. By + gerund forms can appear at the beginning
or at the end of a sentence. Use a comma when they appear at the beginning of a sentence.

You can improve your memory By getting enough sleep, you can
by getting enough sleep. improve your memory.

By + gerund expresses how to reach a result:

By eating right, you can improve your memory.

cause effect

For more explanation and examples, see page 217.

Example: get a good night's sleep I you help your brain form memories

1. write new words on cards I a person can retain them better

2. give rats drugs I the scientists stopped their brain waves

3. you can improve your memory I do puzzles

D I Write five more sentences using by+ gerund .

M E MORY AND L E A R N IN G I 95
 Writing Skill: Using an Outline

Using an outline helps you to organize your main idea, supporting ideas, and examples
and/or details. The examples might be a list of reasons, or steps in a process. An outline is
like a map because it gives you something to follow. For example, you can use an outline
to develop your ideas in a descriptive paragraph.

Don't write complete sentences in an outline, except for your topic sentence.

E 1 Matching. Look at the outline below and read the paragraph that follows. Match
sentences in the paragraph (a- i) to the parts of the outline. (Two sentences are extra.)

Topic

Topic sentence

Supporting Idea 1 W"~eW\ol'·, -z.e "-S sfeps _ _ __ _

Details Wl'·,fe 1'\"- W"~es , dil'ecf",ol'\s _ __ _ _

~'epe"-t _ _ __ _

Supporting Idea 2 c~'e"-f e w.el'\t "-1 picf v.~'e _ __ __

Details sfv.dy "- W"~"-P _ _ __

·,..,.."'5·,1'\e {o\ \ ow·,l'\~ l'ov.fe _ _ _ __

a. When you have to memorize a route, you should use a technique t hat works well for
you. b. One way is t o memorize the directions as a set of steps. c. To do this, write t he
str eet names and directions in the correct order on a piece of paper. For example, Step
1 might be: "Drive t hr ee miles down Main St r eet ." Step 2 might be: "Turn right on Oak
Str eet." d. If you repeat the st eps severa l times, you won't have to look at t he list any-
more. e. You can also memorize a route by creating a mental picture of it. f. That is, see
t he streets and t he places on the str eets in you r mind. g. To do t his, study the route as
it appears on a map. h. Then imagine yourself following the route. See the buildings and
other places along t he route in you r mind. Turn your body to the r ight and to the left as
you make t he t urns. By seeing the r oute in your mind, you will lea rn it faster. i. There are
other ways to lea rn routes; use the method t hat works best for you.

F I Critical Thinking: Analyzing. Look again at the two sentences that didn't match the
outline. What functions do they have in the paragraph? Match each one to a description:

_ _ uses paraphrasing to explain an idea _ _ provides a conclud ing statement

G 1 Find and underline two cause-effect relationships in the paragraph.

96 I UNI T 5
.
~ WRITING TASK: Drafting
'

,
'
',,,' ,

A I Planning. Follow the steps to complete an outline for your paragraph,

Step 1 From your brainstorming notes on page 95, choose your best two or three supporting ideas
and write them in the outline below Don't write complete sentences.

Step 2 Write a topic sentence that introduces your supporting ideas.

Step 3 Now write two examples or details for each supporting idea.

Outline
Topic: How to Improve Your Memory

Topic Sentence

Supporting Idea 1

A.

B.

Supporting Idea 2

A.

B.

Supporting Idea 3

A.

B.

B I Draft 1. Use your outline to write a first draft. Think about the following questions as you write:

1. Does your paragraph h ave one main idea?

2. Does your topic sentence introduce your main idea?
3 . Do you have 2- 3 different supporting ideas?
4. Do you have at least two examples or details for each supporting idea?
5 . Is there any information that doesn't belong ?
6 . Do you have sentences that show cause and effect ? Are you using by + gerund forms?
7. Are you able to include new vocabulary you have learned in this unit?

M E M O RY A ND L EAR NIN G I 97
 C I Analyzing. The paragraphs below are on the topic of how people can keep
lasting memories.

Which is the first draft? _ _ Which is the revision?

One way to record important events in life is to keep a journal. A journal is a

written record of events, activities, and thoughts. You can keep a daily jour nal
or an occasional journal. You can write it by hand in a notebook, or type it
on a computer. You can also include pictures. Another way to create lasting
memories is to use a video journal. With a video journal, you can record
activities and events as they are happening. You can make additional r ecordings
afterwards of yourself talking about your thoughts on the events or act ivities .
My phone has a video recorder, but sometimes it doesn't work very well .

0 There are two main ways to record the important events in life so that they
will become lasting memories. One way is to keep a written journal. This is a
written record of events, activities, and thoughts. You can keep a daily journal
or an occasional journal. You can write it by hand in a notebook, or type it on a
computer. You can also include pictures in your journal. It's a good idea to add
text to your photos as a reminder of the places and the people in the photos.
Another way to create lasting memories is to use a video journal. With a video
journal, you can record activities and events as they ar e happening. You can
also make recordings afterwards of yourself talking about you r thoughts on the
events or activities. These are just a few of the ways to create lasting memories
that you will enjoy for many years .

••
aa D I Critical Thinking: Analysis. Work with a partner. Compare the paragraphs
above by answering the following questions about each one. 0 0
1 . Does the paragraph have one main idea? y N y N
CT Focus
Apply these 2. Does the topic sentence introduce the main idea? y N y N
criteria to
another 3 . Are there two different supporting ideas? y N y N
paragraph
in this Unit, 4. Are there at least two examples for each supporting idea? y N y N
e.g . the final
paragraph y y
on p. 86.
5 . Is there any information that doesn't belong? N N

6 . Is there a concluding sentence? y N y N

E I Revising. Answer the questions above about your own paragraph.

98 I UN IT 5
t WRITING TASK: Editing

••
aa F I Peer Evaluation. Exchange your first draft with a partner and follow these steps:

Step 1 Read your partner's paragraph and tell him or her one thing that you liked about it.
Step 2 Write an outline of your partner's paragraph in the space below.

Outline
Topic: How to Improve Your Memory
Topic Sentence

Supporting Idea 1

A.

B.

Supporting Idea 2

A.

B.

Supporting Idea 3

A.

B.

Step 3: Compare your outline with the outline that your partner completed on page 97.
Step 4: The two outlines should be similar. If they aren't, discuss how they differ.

G I Draft 2. Write a second draft of your paragraph. Use what you learned fro m the peer evaluation
activity, and your answers to exerc ise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one by + gerund mistake
in each of the sentences (1 - 4).

When you look for mistakes with by + gerund, remember to:

• use the -ing form of the verb.
• use a comma when the by+ gerund form appears at the beginning of a sentence.

1. You can't remember all of t he information by just listen to a lecture.

2. By take notes while you listen, you can remember information better.
3 . By doing a motor activity while you listen you can improve your memory.
4. By write a summary of you r notes after a lecture, you will remember the information m ore easily.
M E M ORY AND L E ARNIN G I 99
L~~: -~-P N c WRITING TASK: Editing

I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1. Are all the words spelled correctly?

2. Is the first word of every sentence capitalized?

3. Does every sentence end with the correct punctuation?

4. Do your subjects and verbs agree?

5. Are the verb tenses correct?

6. Did you use by+ gerund correctly?

J I Final Draft. Now use your Editing Checklist to write a third draft of your paragraph.
Make any other necessary changes.

UNIT QUIZ

p 83 1. We create memories when connections happen in the brain's

_ __ _ _ __ _____ , called neurons.

P 83 2. When you try to remember the name of someone you've just met, you use your
_ _ _ __ __ _ _ _ __ memory.

p.84 3. A special way of doing something is called a(n) _ __ _ _ _ __ _ _ __

p.ss 4. Visualizing things arranged in an imagined space is called the

p.86 5. Taking a picture to remember someone is an

example of memory.

p.ss 6. The underlined part of the sentence below shows the cause I effect.

Because they learned a rhyme, the students were able to remember a new grammar rule.

p.sa 7. ROY G BIV is a type of mnemonic

called a(n) _ _ _ _ _ _ _ _ _ __

p.93 8. The brain creates and stores _ __ _ __ _ _ _ _ __

memories while we are asleep.

100 I UNI T 5
ACADEMIC PATHWAYS
Lesson A: Identifying sequence in an expository text
Lesson 8: Synthesizing information from multip le texts
Lesson C: Using chronological order and transition words to plan a paragraph
Writing a process paragraph
~ LESSON A PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading passage on pages 125-126.
Read the words around them and try to guess their meanings. Then match the sentence parts
below to make definitions.

1 . _ _ The climate of a place is a. they begin to exist and take shape.

2. _ _ If things collide, b. facts and statistics that you can analyze.
3. A condition is c. the weather conditions that are
4. Data are normal there.
5. _ _ If something extends from one d. they happen.
place to another, e. an area of a country or the world.
6. _ _ When things form, f. it uses physical force to hurt or kill people.
7. _ _ When events occur, g. they crash into each other.
8. _ _ A region is h. it covers that area or distance.
9. _ _ If an object strikes other things, i. the state that something is in.
1 0. _ _ If something is violent, j. it hits them.

~ B 1 Using Vocabulary. Answer the questions. Share your ideas with a classmate.

1 . What is the climate like in your area?

2. What is an example of a violent natural event? What causes it to be violent?
3 . What extreme natural events occur in your region?

~ C 1 Brainstorming. What are some possible effects of a tornado? Complete the

cause-and-effect chart.

Cause Effects

tornado

D 1 Predicting. Scan the reading on pages 125-126. Note the dates and names of places you find.

Now look at the information you wrote. What do you think the reading is mainly about?
a . facts about past tornadoes around the world
b. information about recent tornadoes in the United States
c. predictions about future tornadoes in the United States

Use occur with (n.): accidents occur,

changes occur, events occur;
(adv.): frequently occur, naturally occur,
normally occur, often occur.

124 I UNIT 7
i READING

"' A powerful tornado in Kansas threw this van against a hotel building.
track 2·04
The tornado that hit Joplin, Missouri, on April26, 2011, threw cars into the air as if they
were toys. It pulled buildings apart and even broke up pavement1 -something that only
the strongest twisters can do. The Joplin tornado was strong, but it was just one of an
amazing number of powerful twisters to strike the United States recently.
A huge number of intense tornadoes hit several regions of the southern United States in
2011. In fact, more violent tornadoes struck the United States in April 2011 than in any
other month on record.2 In just two days, from April 26 to April 27, there were more
than 100 separate twisters . The tornadoes moved through six states and ki lled at least
283 people.

The "Perfect Storm"

From April 26 to April 27, "perfect storm" conditions gave birth to a monster twister
t!] in Tuscaloosa, Alabama. "Perfect storm" conditions occur when warm, wet air rises and
collides with cold , dry air at high altitudes. 3

' The pavement is the hard surface of a road.

• If something is on record, it is written down and remembered from the past.
3
If something is at a partic ular altitude, it is at that height above sea level.
NAT URE ' S FURY I 125
I LESSON A READING

The Tuscaloosa tornado was 1.0 mile (1.6 kilometers) wide, with winds over 260 mph (400 kph). It stayed
on the ground for an unusually long time. Tornadoes usually touch the ground for only a few miles before
they die. But experts think the Tuscaloosa tornado stayed on the ground and traveled 300 miles (480
kilometers) across a region extending from Alabama to Georgia. "There were no limitations," said tornado
expert Tim Samaras. "It went absolutely crazy. It had nothing but hundreds of miles to grow and develop."

Strong, But Not Surprising?

What caused the violent tornadoes in 2011? Experts disagree. Some think warmer-than-normal water
temperatures in the Gulf of Mexico were the cause. Other people, such as Russell Schneider, director of the
13 U.S. Storm Prediction Center, think it's because of a weather pattern called "La Nifia."4 La Nina can affect
the climate in the United States. It makes air drier or wetter and causes temperatures to rise and fall. Some
experts, such as Samaras, think we simply don't have enough data to decide.
Because their cause is unclear, scientists around the world continue to study tornadoes. One day their
[ii research will help us to better understand the conditions that cause tornadoes to form. Eventually, we may
even be able to predict how strong they will be and where they will hit.

How Twisters Form

e warm air e cold air

• First, warm air and cold

air collide and form a
tube of rotating air.

Next, the rotating air turns to become a vertical column. Warm, •

£:] moist air rotates upward. Cooler air moves downward and
pushes rain to the ground.

Then, movements of warm and cold air cause the rotating winds ..,..
D to form a funnel 5 shape. When the funnel touches the ground, it
becomes a tornado.

4
La Nina (Spanish for the girDis a weather pattern that occurs when cold w ater in the
Pacific comes to the surface of the ocean off the coast of South America.
126 I UN IT 7 s A funnel is a shape with a wide, circular top and a narrow, short tube at the bottom.
 UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise D on page 124.
Was your prediction correct?

B I Identifying Main Ideas. Write answers to the questions.

1. What made the April 2011 tornado season so unusual?

2. What was unusual about the Tuscaloosa tornado?

.&; C I Identifying Key Details. Find in the reading passage the answers to the following
questions. Note the paragraphs in which you find the information. Write the answers in
your own words. Then share your answers with a partner.

1. What are "perfect storm" conditions for a tornado?

Paragraph: _ _

2. W hat may have caused the violent tornadoes of 2011?

Paragraph: _ _ - - - -- - -- - - - - -- - - -- - -- -- - -

.&; D I Critical Thinking: Evaluating Sources. Find the following quote and paraphrase in
"When Tornadoes Strike." Note the paragraphs where you find each one. Then discuss CT Focus
your answers to the questions.
Writers often
quote or
Quote: "There were no limitations,'' said tornado expert Tim Samaras. ccit went absolutely paraphrase
crazy. It had nothing but hundreds of miles to grow and develop. '' Paragraph: _ _ (restate) the
ideas of experts
Paraphrase: Other people, such as Russell Schneider, director of the U.S. Storm Prediction to support
information in
Center, think it's because of a weather pattern called ccLa Niiia." Paragraph : _ _ an article. They
may introduce
1. Why did the writer quote Samaras? (What idea does it support?) these sources
Why did the writer paraphrase Schneider? (What idea does it support?) with According
to . . . or [the
2. How does the writer describe Samaras and Sch neider? For wh ich source do you have expert] thinks I
says . ..
more specific in formation?

.&; E I Critical Thinking: Analyzing. Does the article give the cause of the unusual tornado
outbreak? Discuss your answer with a partner.

.&; F I Critical Thinking: Inferring. According to the reading, tornadoes killed 283 people in
April 2011 . How else do you think people were affected by these tornadoes?

NATURE'S FURY I 1 27
' LESSON A DEVELOPING READING SKILLS

Reading Skill: Identifying Sequence

When writers describe processes- how things happen-they use transition words and phrases to show the
order, or sequence, of the steps or events in the process. Look at these sentences from page 126:
First, warm air and cold air collide and form a tube of rotating air. Next, the rotating air turns to
become a vertical column.
The words first and next tell you that warm and cold air collide and form a tube before the rotating air becomes
a vertical column.
Other transition words that indicate sequence include then, second, and finally. Time clauses w ith before, after,
when, as soon as, once, and during also show order.
Before you go out, check the weather report. After the storm passes, it 's safe to go outside.
Once the storm hits, go inside.
Note: When, as soon as, and once describe an event that happens just before another event. During shows a
period of time in which an event occurs.
Keep windows closed during the storm. As soon as the storm stops, it's safe to go outside.

A I Analyzing. Read the information about what to do if a tornado strikes. Underline the words and
phrases that show order.

trQ5 What to Do Whfln a Tornado Strikfls

j CT Focus If you live in a tornado region, it's important to know what to
One way to do when tornadoes strike. Follow these steps for what to do before,
evaluate during, and after a tornado strikes, and you will have the best chance to
online stay safe. First, always pay attention to weather reports during tornado
sources is
to look at the season. In addition, keep your eye on the sky. Watch for dark, greenish-
suffix in the colored clouds, and clouds that are close to the ground. This may mean
Web address
that a tornado is coming. As soon as you know a tornado is about to
(e.g., .com =
company; .edu hit, find shelter immediately if you are outdoors. If you are indoors,
= educational go to the lowest level you can, for example, to a basement. Once the
institution
(school or
tornado hits, stay inside for the entire time. During a tornado, stay
college); .gov away from windows, as tornadoes can cause them to break. When the
= government). storm is over, make sure family members are safe. Check your home
The suffix may
help you judge
and the area around it for damage. Finally, contact disaster relief
a source's organizations such as the American Red Cross for help with cleanup
reliability. and other assistance, such as food and shelter.

~ B I Identifying Sequence. Discuss your answers to these questions: What should you do befo re
a tornado? What should you do during a tornado? What should you do when a tornado is over?

.___ _ ~ C I Critical Thinking: Evaluating Sources. Discuss your answers to these questions: What is the
source of the paragraph in exercise A? Is this a reliable source of information on tornadoes?
Why, or why not?

D I Identifying Sequence. Look back at "How Twisters Form" on page 126. Underline the words
and phrases that show order. Then write an answer to the following question: When does a funnel
become a tornado?
128 I UNI T 7
~ VIEWING

Before Viewing
A 1 Using a Dictionary. Here are some words you will hear in the video. Match each word with the correct definition.
Use your dictionary to help you.

1. _ __ __ _ _ _ _ _ : get bigger
charge
2. _ _ _ __ _ _ _ _ _ : th e type of electricity that something contains
expand
(either positive or negative)
flash
3. _ _ _ _ _ _ _ _ _ _ : a measurement unit for electricity
particle
4. _ _ __ _ _ _ _ _ _ : a very small piece of matter
volt
5 . _ __ _ _ _ __ __ : a sudden burst of light

.U B I Thinking Ahead. You are going to watch a video about lightning. What do you already know about lightning?
Read the sentences. Circle T for true and F for false .

1 . Lightning is electricity. T F 3 . Most lightning occurs in Europe. T F

2. Lightning occurs 1000 times 4. Lightning is usually not as dangerous
a second worldwide. T F as a tornado. T F

While Viewing
A Watch the video about lightning. As you watch, check and correct your answers to exercise B above.

B As you view the video, think about the answers to these questions.

1 . Where in the world does lightning 3 . What causes the loud noise you usually
strike the most? hear with lightning?
2 . What does lightning often look like when 4 . What should you do to stay safe during
it strikes the Earth? a lightning storm?

After Viewing
.U A Discuss answers to questions 1- 4 above with a partner.

B Critical Thinking: Synthesizing. Compare lightning and tornadoes. Where in the world do they happen?
What causes them? How do they affect people and communities?
NATURE'S F URY I 129
~ LESSON B PREPARING TO READ

A I Building Vocabulary. Read the sentences below. Use the context to help you identify the
part of speech and meaning of each bold word. Write your answers. Check your answers in
a dictionary.

1. Putting out a fire is not always the most appropriate thing to do. Sometimes it's better to
let a fire burn .
Partofspeech: __________________________________________________________
~eaning: _________________________________________________________________

2 . Firefighters look for natural objects that can block a fire, such as a river.
Partofspeech: _____________________________________________________________

~eaning: -----------------------------------------------------------------

3. Experience shows that fires are less dangerous when people call the fire department
immediately. When firefighters arrive quickly, the fire doesn't have a chance to spread.
Partofspeech: _____________________________________________________________

~eaning: -----------------------------------------------------------------

4. Frequent lightning storms are dangerous. ~any storms in a short period of time can
cause fires.
Partofspeech: _____________________________________________________________

~eaning: -----------------------------------------------------------------

5 . The 2008 Santa Barbara fire was dangerous because there was a lot of fuel in its path, such
as trees, grass, and homes.
Partofspeech: __________________________________________________________

~eaning: -----------------------------------------------------------------

6 . One method for preventing dangerous fires is cutting down dead trees.
Partofspeech: _____________________________________________________________
~eaning: _________________________________________________________________

7. ~any fires are the result of accidents. However, firefighters sometimes set small fires on
purpose to prevent larger, more dangerous fires .
Partofspeech: __________________________________________________________
~eaning: ________________________________________________________________

Use experience with adjectives: professional experience,

valuable experience, past experience, shared experience,
learning experience. You can also use experience with nouns:
work experience, life experience, experience danger.

130 I UNIT 7
 8. Fires that occur in places where a lot of people live are particularly dangerous because many
people may be at risk.
Partofspeech: ______________________________________________________________

Meaning: ------------------------------------------------------------------

9. If you want significant data on fires in your area, look on your local fire department's website.
Other sites may not have the most up-to-date or important information.
Partofspeech: ______________________________________________________________

Meaning: -----------------------------------------------------------------

10. You can avoid fires if you do not build houses near dry, dead plants. This strategy saves many lives.

Partofspeech: ______________________________________________________________
Meani ng: __________________________________________________________________

~ B I Using Vocabulary. Answer the questions in complete sentences. Then share your sentences
with a partner.

1. If there is a fire in a crowded building, what is the appropriate t hing to do?

2 . W hat weather conditions are particularly dangerous, in your opinion?

3 . Do fires occur frequently in your community? Why, or why not?

4 . What are some strategies that you use to stay safe in bad weather conditions?

5. D escribe something you did recently on purpose. W hy did you do it?

C I Predicting. Skim the reading on pages 132- 133. What do you think it is mainly about?

D How to escape from a w ildfire

D How to keep wildfires from starting

D How to prevent wildfires from spreading

N AT UR E' S F U R Y I 131
 shot onto
a burni ng
hillside in
Montana
t o create a
backfire.

()
track 2·06
Wildfires occur all around the world, but they are most frequent in areas that have wet seasons
followed by long, hot, dry seasons. These conditions exist in parts of Australia, South Africa,
Southern Europe, and the western regions of the United States.
Wildfires can move quickly and destroy large areas of land in just a few minutes. Wildfires need three
conditions: fuel , oxygen, and a heat source. Fuel is anything in the path of the fire that can burn: trees,
m grasses, even homes. Air supplies the oxygen. Heat sources include lightning, cigarettes,
or just heat from the sun.
From past experience we know that it is difficult to prevent wildfires, but it is possible to stop tl; em
from becoming too big. One strategy is to cut down trees. Another strategy is to start fires
on purpose. Both of these strategies limit the amount of fuel available for future fires. In addition,
t!3 people who live in areas where wildfires occur can build fire-resistant 1 homes,
according to fire researcher Jack Cohen. Cohen says that in some recent
California fires, "there were significant cases of communities that
did not burn ... because they were fire-resistant."
However, most experts agree that no single action
will reduce fires or their damage. The best method
rn is to consider all these strategies and use each of
them when and where they are the
most appropriate .

' If something is fire-resistant, it does not

catch fire easily.
2
A military campaign is a planned set
of activities for fighting a war.
3
A trench is a long , narrow channel.
4 Chemical fire retardant is a type of chemical
that slows down the burning of fire.
5
Backburning is removing fuel, such as plants
and trees, in a fire's path, usually by burning it
in a controlled way.

132 I UNIT 7
 Fighting Fire
Fighting fires is similar to a military campaign.2 Attacks come from the air and from the ground. The
firefighters must consider three main factors : the shape of the land, the weather, and the type of fuel in the path
@I of the fire. For example, southern sides of mountains are sunnier and drier, so they are more likely to burn than
the northern sides. Between two mountains, in the canyons, strong winds can suddenly change the direction of
a fire . 0 These places, therefore, experience particu larly dangerous fires.

• To control a wildfire, firefighters on the ground first look for something in the area that can block the fire,
such as a river or a road. E) Then they dig a deep trench. 3 This is a "fire line," a line that fire cannot cross. €)
• While firefighters on the ground create a fire line, planes and helicopters drop water or chemical fire
retardant4 on the fire . 0 Pilots communicate with firefighters on the ground so they know what areas to hit.
• As soon as the fire line is created, firefighters cut down any dead trees in the area between the fire line and
the fire. 0 This helps keep flames from climbing higher into the treetops.
• At the same time, other firefighters on the ground
begin backburning5 in the area between
e
the fire line and the fire.
I: LESSON B UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise C on page 131.
Was your prediction correct?

~ B I Identifying Key Ideas. Find answers to questions 1-3 in the reading. Note the paragraphs
in which you find the information. With a partner, take turns explaining your answers.

1. W here are wildfires most common? _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

- - - -- -- - - - - -- - - - - - - - - - - - - - P a r a g r a p h : _ _

2. What conditions do wildfires need to burn? _ _ _ _ _ __ __ _ _ __ _ _ __

- - - - - -- - - - - - -- - - - - - - - - - - -- Paragraph: _ _

3 . What are some ways to prevent wildfires from getting bigger?_ _ __ _ __ _ __

- - -- - - -- - - -- - - -- - - -- - - - - -- Paragraph: _ _
CT Focus
~ C I Critical Thinking: Evaluating Sources. Discuss your answers to these questions:
Evaluating
Why does the writer quote Jack Cohen? What idea does his quote support?
sources: When
you see a quote
from an expert D I Identifying Supporting Examples. According to the two reading passages, what are the
in an article,
main factors that firefighters consider when they are fighting a fire? What are examples of
think about
why the writer each one? Complete the chart.
included it and
the ideas it
supports. Factor

Examples

E I Critical Thinking: Making Comparisons. How is fighting fire similar to a military campaign?

In both military campaigns and fighting fires, _ _ _ __ __ _ __ _ _ _ _ __ _

F I Identifying Sequence. Underline the sequencing words and phrases in the reading "Fighting
Fire," on page 133. Then number the events below in the correct order. If two events happen at
the same time, give them the same number.

a. Firefighters backburn the area between the fi re and the fire line.
b. Firefighters look for something in t he area to block the fire.
c. Firefighters cut down dead trees in the area between the fire and the fire line.
d. Planes and helicopters drop fire retardant on the fire.
e. Firefighters dig a trench to create a fire line.

W G I Critical Thinking: Synthesizing. Discuss the questions in small groups.

1 . W hat is t he role of weather in each of t he natural events you learned about in this un it ?
2. Which events can we predict? Which ones can we control? W hich ones can we p revent?
Explain your answers.

134 I U NI T 7
 GOAL: In this lesson, you are going to plan, write, revise, and edit a paragraph on
the following topic: Explain a process that you know well.

J.l A I Brainstorming. You are going to write a process paragraph. A process can be either an explanation
of how to do something or an explanation of how something happens.

Work with a partner. Make a list of processes that you are familiar with. Put a check next to the ones that you
can explain. Then take turns explaining them to your partner.

0 Wh"-f fo do Whe.V\ \i~hfV\iV\~ sff".rk,e.s 0 _____________ _

0 0 _ _ _ _ _ _ _ __
0 0 _ __ __ _ _ __
0 0 _ _ _ _ _ _ _ __
B I Journal Writing. Write in your journal about one of the processes that you checked in exercise A.
Write for three minutes.

C I Analyzing. Read the information in the box. Complete the sentences (1-3) w ith the correct form
of the verb in parentheses.

Language for Writing: Verb Forms for Describing a Process

Writers usually use two verb forms when they describe a process-the imperative and
the simple present.
If you are explaining how to do something, use the imperative. The imperative is the
base form of a verb. You do not use a subject with the imperative. For example:
First, remove fuel in the fire's path.
The subject, you, is understood. Remove is the base form of the verb.
If you are explaining how something happens, use the simple present. For example:
Then warm air moves upward.
Then firefighters look for something in the area that can block the fire.
Remember to make subjects and verbs agree when you use the simple present.

1. (move) indoors during a lightning storm, if possible.

2. Firefighters (dig) a trench to block t he fire.
3 . First, warm air (collide) with cold air at high altitudes.

D I Applying. Write three imperative sentences and three sentences in the simple present.
Use the ideas from exercises A and B above.

N ATUR E 'S F U RY I 135

~ EXPLORING WRITTEN ENGLISH

Writing Skill: Organizing a Process Paragraph

When you w rite a process paragraph, you explain steps or events in a process in chronological
order- the first event appears first, then the next event, and so on.
To plan a process paragraph, first list each step or event in the correct order. When you write your
paragraph, use transition words and phrases to help the reader follow the order.
first, second, third; then, next, in addition; finally
before, after, once, when, as soon as, during, while
Note that during and while have similar meanings but are used differently in a sentence.
During the storm, it isn't safe to go outside. (during + noun)
While the storm is happening, stay indoors. (while + noun + be + verb + -ing)
As you saw on page 135, writers usually use the simple present or the imperative to describe a
process. You can also use the present perfect with after and once.
After I Once the storm has passed, it's safe to go outside.
Note: A process paragraph is more than a list of steps. It is also important to include details that help
the reader understand the steps or events.

E I Sequencing. Look at the list of events for a process paragraph. Number them to put them in
the best order. Then underline any transition words or phrases that show order.

_ _ After that, turn off any of your home energy sources that can act as fuel, such as natural gas
_ _ Finally, leave the area as quickly as possible. Do not return home until it is safe.
_ _ Then go back inside and close all windows, doors, and other openings. This helps prevent
the fire from moving easily through the house.
_ _ If a fire is approaching your home, first go outside and move any items that can act as fuel
for the fire, such as dead plants.
___ Then fill large containers such as garbage cans and bathtubs with water. This will slow
down the fire.
Source: http://environment.nationalgeographic.com/
environment/natural-disasters/wildfire-safety-tips/
Now write the paragraph.

Wildfires move quickly and are extremely dangerous>but you can avoid danger ifyou follow

these steps. - - - - - - - - - - - -- -- - -- - - -- - -- - - - - -- -

If you follow these steps> you will have the best chances fo r staying safe if a wildfire occurs.

136 I UNI T 7
WRITING TASK: Drafting

A I Planning. Follow the steps to plan your process paragraph.

Step 1 Write your topic on the line.

Step2 List the steps or events for your process in the correct order in the chart below.
Don't write complete sentences.
Step3 Write a topic sentence that introduces your process.
Step4 Now write any details that will help the reader to better understand your steps or events.

Topic:

Topic sentence:

Steps or events Details

1.

2.

3. -----------------------------------

4. ------------------------------------

5. -----------------------------------

6. -----------------------------------

7. -----------------------------------

8. ------------------------------------

B I Draft 1. Use your c hart to write a first draft.

N AT UR E ' S F U RY I 13 7
 . ''"'

·~\EssoN ~~~:"~ WRITING TASK: Revising

C I Analyzing. The paragraphs below are on the topic of what to do when an earthquake hits.
Which is the first draft? _ _ Which is the revision? _ _

0 If you are indoors when an earthquake occurs. there are several things to
do to stay safe. First, try to stay in one place. You will be safer if you move as little
as possible. Then drop to the ground. Try to find a str ong object nearby that you
can get under. such as a table or other piece of furniture. If you are not near a piece
of furniture that you can get under, st and in a doorway. W hile the ear thquake is
happening, hold on to the furniture or the doorframe. As soon as the shaking stops,
it's safe to move around. After an earthquake, be careful opening cupboards and
closets, as objects may fall out. By following these steps, you will keep yourself as safe
as possible when an earthquake hits.

0 Earthquakes are extremely dangerous. Never go outside during an

earthquake. After an earthquake, it can still be dangerous because of after shocks-
smaller earthquakes-and fires caused by the earthquake. If you are indoors when an
earthquake occurs. try to stay in one place. Try to find a strong object near by that you
can get under, such as a table or other piece of furniture. If you are not near a piece
of furniture that you can get under, stand in a doorway. Hold on to the furniture or
the doorframe until the shaking stops. Do not go outside until the shaking stops.
By following these steps, you will keep yourself as safe as possible when an
earthquake hits.

Source: http://www.fema.gov

.;& D I Critical Thinking: Analyzing. Work with a partner. Compare the paragraphs above by
answering the following questions about each one.

0 0
1. Does the paragraph have one main idea? y N y N
2 . Does the topic sentence introduce the main idea? y N y N
3. Are the steps in the correct order? y N y N
4. Are there transition words and phrases to show order? y N y N
5. Are there detail sentences for some of the steps? y N y N
6. Is there a concluding sentence? y N y N

Now discuss your answer to this question: Which paragraph is better? Why?

E I Revising. Answer the questions above about your own paragraph.

138 I UNIT 7
~ WRITING TASK: Editing

Jl F I Peer Evaluation. Exchange your first draft with a partner and follow these steps:
Step 1 Read your partner's paragraph and tell him or her one thing that you liked about it.
Step2 Write the steps or events of your partner's paragraph in the chart below.

Topic:

Topic sentence:

Steps or events Details

1.

2. -----------------------------------

3 . -----------------------------------

4. -----------------------------------

5. -------------------------------------

6. -----------------------------------

~ -------------------------------------

8.

Step3 Compare your list of steps w ith the steps that your partner wrote in exerc ise A on page 137.
Step4 The two lists should be similar. If they aren't, discuss how they differ.

G I Draft 2. Write a second draft of your paragraph. Use what you learned from the peer evaluation activity, and
your answers to exercise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one verb form mistake in each
of the sentences (1-5).

In sentences using imperat ives and the simple present, remember to:

• use the base form of the verb in the imperative • use verbs that agree with subjects in the simple present

1. Most earthquake injuries happens when people go outside before the quake is over.
2. Before a tornado hits, listens carefully to weather reports.
3. When lighting strike, move indoors as quickly as possible.
4. Finding the lowest area in a building when a tornado is about to hit.
5. A firefighter try to remove fuel in the fire's path, such as dead trees and plants.
N A T U RE ' S F URY I 139
 I I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1 . Are all the words spelled correctly?

2. Is the first word of every sentence capitalized?

3. Does every sentence end with the correct punctuation?

4. Do your subjects and verbs agree?

5. Did you use the imperative correctly?

6. Are other verb tenses correct?

J 1 Final Draft. Now use your Editing Checklist to write a third draft of your paragraph.
Make any other necessary changes.

UNIT QUIZ

p.123 1. Another word for a tornado is a(n) _ _ _ _ _ _ _ _ _ _ __

p. 123 2. The region where tornadoes occur the most in the United States
is called _ _ __ _ _ _ _ _ __ _

p.125 3. Tornadoes occur when warm air _ _ _ __ _ _ _ _ _ _ _ w ith cold air.

p.12s 4. The underlined word below shows that the event in the first sentence happens
before I at the same time as the event in the second sentence.
Firefighters on the ground dig a trench and cut down dead trees between the trench
and the fire. While they are cutting down trees in the fire's path, other firefighters drop
fire retardant from the air.

p.129 5. A(n) _ __ _ __ _ _ __ _ is a sudden bright light.

p.130 6. _ _ __ _ __ _ _ ___ is the material that fires burn, such as trees and grasses.

p.130 7. Not all fires are the results of accidents: Firefighters sometimes set fires
_ __ __ __ _ _ ___ because it can keep forests healthy.

p.136 8. A process paragraph shows the order I results of events.

14 0 I U N IT 7
Lesson B:
Lesson C:

. . . ............
..
..
...
... ..
.. ..
.. .. .. .. ...
... ..
 Parent in New Jersey, USA

Rise of the Cell Phone

Between 2000 and 2007, technology connected many more people than ever before.
The number of people paying for a cell phone service more than quadrupled. 2 In the
same period, the number of people with personal computers nearly doubled. The
number of phone lines increased in that period, too. However, the growth of traditional
phones was much slower than the rise of cell phones and personal computers.

PERCENTAGE OF WORLD'S HOUSEHOLDS WITH:

Telephone Cellular Personal Internet

lines subscriptions computers subscriptions Televisions

• 89°/o
2007

0 0 79°/o

1 A subscription is an amount you pay regularly to receive a service.

2 If something quadruples, it becomes four times bigger.

184 I UNIT 10
 A Globa-l Conversation
"Given a choice, people will demand the freedom to communicate
wherever they are," said Martin Cooper on April 3, 2003. Thirty years
earlier, Cooper, the inventor of the modern cell phone, made the first
cellular phone call from a street in New York City. By 2010, there were
Financial dealer in Tokyo, Japan
over 4.6 billion cell phone users worldwide.

Tourist in Kiel, Germany

Cell subscriptions
per 100 people, 2007
More than 100
80- 100
60-79.9
40-59.9
Less than 40
No data available

Climbers at Nanga
Parbat Base
Camp, Pakistan

..

Visitor to Pretoria
Aquarium, South Africa MOBILE REVOLUTION I 185
I
"'
LESSON A PREPARING TO READ

A I Building Vocabulary. Find the words in blue in the reading passage on pages 187- 188.
Read the words around them and try to guess their meanings. Then match the sentence
parts below to make definitions.

1 . _ _ A challenge is a. the various services for the prevention

or treatment of illnesses and injuries.
2. _ _ If something is current,
b. it is true or actually exists.
3. _ _ If a thing is dependable,
c. you can be sure it will do what you need
4. _ _ Health care is it to do .
5. _ _ If you install something, d. you check its progress.
e. it is happening at the present time.
6. _ _ When you monitor something,
f. it is in the countryside and not in the city.
7. _ _ If something is a reality, g. you connect or set up something, such as a
8. _ _ If something is rural, computer program, so it is ready to use .
h. you do it carefully and in a detailed way.
9. _ _ If you do something
thoroughly, i. a new and difficult thing that requires
great effort and determination.
10. _ _ When you update something,
j. you add new information to it.

~ B 1 Using Vocabulary. Answer the questions. Share your ideas with a partner.

1. What are the main challenges that students in your country face when they study English?
2. What services in your community are dependable (e.g., electricity, Internet connections)?
3 . What idea or dream do you want to make a reality?

W C 1 Brainstorming. Scan the reading passage on pages 187-1 88 and list the country and
region names that you find. Then discuss this question in small groups: What are some
possible communication problems that people have in these countries, especially if they
live in rural areas?

D I Predicting. Read the title and the subheads of the reading passage, and look at the photos
and captions. What is the reading passage mainly about?

I think the reading passage is about a(n ) _ _ _ _ _ _ _ __ who _ _ _ __ _ _ __ _

that - -- - - - - - - - - -- - - - - - - - - -- -- -- - - - - -- -

Use challenge w ith (adj.) biggest challenge,

new challenge; (v.) accept a challenge,
face a challenge, present a challenge.

186 I UNIT 1 0
READING

0
track2-13
KEN BANKS does not run health
care programs in Africa. He also does
not provide information to farmers in
r:J El Salvador. However, his computer
software1 is helping people do those
things-and more.

Simple Solutions for Big

.Problems
Banks was working in South Africa in 2003 and 2004. He saw that there were many
organizations in Africa that were trying to help people. They were doing good work, but it was
[E] difficult for them to communicate over great distances. They didn't have much money, and many
didn't have Internet access. But they did have cell phones.
Banks had an idea. He created some computer software called FrontlineSMS. "I wrote the
software in five weeks at a kitchen
table," Banks says. The software
allows users to send information
from computers without using the
Internet. It can work with any kind of
computer. Users install the software
[!J on a computer. Then they connect
a cell phone to the computer. To
send information, users select the
people they want to send it to and
hit "send." The cell phone sends the
information as a text message from
the computer.

' Software is a computer program.

MOB IL E REVO LU T I O N I 187

I' LESSON A READING

Solving Problems
around the World
FrontlineSMS software
is free. It can work with an
inexpensive laptop. It works
with old cell phones, too.
In fact, it can work almost
anywhere in the world, even
in places where electricity
is not very dependable.
Today, people are using
FrontlineSMS to send
important information in
more than 50 nations.
For example, Nigerians used it to monitor their 2007 election 2 • Voters sent 10,000 texts to
describe what was happening when they went to vote. In Malawi, a rural health care program
uses FrontlineSMS to contact patients. As a result, workers no longer have to visit patients' homes
to update medical records. The program saves
thousands of hours of doctor time and thousands
of dollars in fuel costs. In other parts of the
world, such as Indonesia, Cambodia, Niger, and
El Salvador, farmers now receive the most current
prices for their crops3 by cell phone. As a result, the
farmers can earn more money.

Making Ideas Reality

FrontlineSMS is an example of taking an idea
and turning it into a successful reality. So, what
should you do if you have an idea for making the
world a better place? Banks advises first researching
your idea thoroughly. Try to find out if your idea
offers something that people really need. The
best way to do this kind of research is to go into • "FrontlineSMS gives [people] tools to create
their own projects and make a difference."
the community and talk to people. Then take - Innovator Ken Banks
advantage of social media tools such as blogs, he advises.
They allow you to get your message out and connect with people who have similar ideas.
Technology is not a solution by itself, but it's a useful tool for solving many of the world's
great challenges. Using today's technology, Banks says, makes it faster and easier than ever to make
the world a better place.

2 An election is a process in which people vote to choose a person or a group of people to hold an official position.
3 Crops are plants that are grown in large quantities to be harvested.
188 I UNI T 1 0
l
~ UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise D on page 186.
Was your prediction correct?

B I Identifying Main Ideas. Write answers to the questions. Use your own words.

1. How did Ken Banks get his idea for FrontlineSMS?

2. Why is FrontlineSMS a good solution for certain countries?

3 . How has FrontlineSMS helped people in the following countries?

Nigeria: - - - - -- - -- - - - - - - - -- - - - - - -- -- -
Malawi: - - - - -- - -- - -- - - - - - - - -- - - - - - - -
ElSalvador: _ _ _ _ _ __ _ _ _ __ __ _ _ _ _ _ _ _ _ _ _ ____
4. According to Banks, what is the first thing you should do if you have an idea for
making the world a better place? How can techno logy help?

C I Identifying Sequence. How does FrontlineSMS work? Number the steps from
1 to 5 to show the correct sequence.

Users hit "send."

The cell phone sends information as a text message from the computer.
Then they connect a cell phone to the computer.
Users select the people they want to send information to. CT Focus
Users install the FrontlineSMS software on a computer. Relating
information
to personal
J& D I Critical Thinking: Relating. Think of situations in your past where you needed to experience
means comparing
get important information to a large group people. How did you do it? What kind of situations that
technology did you use? Was it successful? Share your ideas w ith a partner. you read about
to experiences
in your own life.
Ask yourself
J& E I Synthesizing. With a partner, discuss your answers to the following questions: questions: What
What are some other examples you have read about of using technology to solve a would I do in that
situation? Have
problem ? Which of these solutions use social m edia? (For some examples, look back I experienced
at Units 2 and 3 of this book.) something like
that? How might
this idea apply to
my own life?
F I Personalizing. Think of a simple way to make your community a better place. Does
your idea require technology? Describe your idea.

MOB I LE REVO LU T I O N I 189

I LESSON A DEVELOPING READING SKILLS

Reading Skill: Taking Notes

Taking notes on a reading passage has two main benefits. First, it helps you to understand the
information better. It also helps you to collect important information for writing assignments and
for tests.
One note taking method is to identify the main idea and the supporting details of each paragraph,
or section, as you read.
It is often helpful to use some kind of graphic organizer when you take notes. Use graphic
organizers that best match the type of passage you are reading. Many reading passages are a
mixture of text types, so you may want to use more than one graphic organizer:

T-chart: problem-solution, cause-effect, pros and cons (see page 67)

mind map (also concept map or word web): description, classification (see page 11)
Venn diagram: comparison (see page 156)
traditional outline: any type (see page 97)
time line or flow chart: process or events over time (see page 137) See page 210 for more
simple chart or grid: any type (see below) suggestions on note taking .

A 1 Taking Notes. Complete the following chart with notes on "Changing the World With a Cell Phone."

When you take

notes, remember Pararaph Main Idea Supporting Details
to only note
the key B
points. Don't
w rite complete
hOW 6P.I'\kS ~of fhe. ide.P. {or - r,ve.d i"' s. A-tr·,cp, ·,....
sentences. Try Fro ....fli ....e.SMS 2003-04
to use your own
words as much
- frov.ble. cow.w.v. ....icP.fil'\~ w/ov.+
as possible. e.le.cfricify, I ....+e.r ....e.+, e.fc.,
bv.f d'td hMe. cell pho ....e.s

B I Applying. Use the notes you took in exercise A to write a summary of "Changing the World -
With a Cell Phone." See page 178 for tips on writing a summary.

190 I UNI T 10
 Nomadic Masai people in Kenya often share the same territory with African lions. This can be a
problem when lions kill and eat the nomads' livestock. A potential solution is to put radio collars
Before Viewing on the lions. The technology can help animals and humans to live peacefully in the same area.

A I Meaning from Context. Look at the photo and read the caption. Match each word or phrase in bold
with a definition.

1. (adj.) traveling from place to place, with no settled home

2. _ _ __ _ _ (n.) objects worn around the neck that can send electronic signals
3. (n.) land that is controlled by someone or a group of people
4. (n.) animals such as cows and sheep that are kept on a farm

~ B 1 Brainstorming. How might radio collars help to stop lions from killing and eating livestock? List your ideas.

While Viewing
A Watch the video about lion tracking in Kenya. As you watch, c heck and correct your answers to exercise B above.

B As you view the video, think about the answers to these questions.

1. What is the job of the "lion guardians"?

2 . Who else receives money as part of the program?
3. Has the program been a success so far? What evidence is there?
4. What other technology is Antony Kasanga using to help solve the problem?

After Viewing
~ A Discuss answers to questions 1- 4 above with a partner.

B Critical Thinking; Synthesizing. Do you think FrontlineSMS could help the Masai?
Explain your answer.
MOBIL E R EVO LUTION I 191
' LESSON B PREPARING TO READ

A I Building Vocabulary. Read the sentences below. Look at the words around the blue words
and phrases to guess their meanings. Circle the best definition and write the part of speech
(noun, verb, or adjective).

1 . Cell phone software that analyzes blood can help doctors take care of patients in
rural areas .
a. gives information about b. removes
Partofspeech: _______________________________
2. New applications of cell phone technology provide ways to improve the lives of people
in rural areas.
a. uses b. documents
Part of speech: -------------------------------
3. Cell phones empower women in poor countries because they can use them to
start businesses.
a. give information about something b. provide a way to achieve someth ing
Part of speech: -------------------------------
4 . Cell phones can enrich people's lives when they use them for education.
a. make better b. give money for
Partofspeech: _________________________________
5. It is difficult to imagine a world without technology. In fact, many people have no idea
what life was like before many technological innovations existed.
a. use your mind to picture someth ing b. use writing to describe something
Partofspeech: _______________________________
6. People who do not live near big cities sometimes feel isolated from the rest of the world.
a . far away from b. close to
Partofspeech: _________________________________
7, Learning by cell phone is practical for people who do not have a lot of time or money.
a. common b. effective
Partofspeech: _________________________________
8. You can improve the prosperity of people in poor countries by giving them ways to
make money.
a . a condition of doing well financially b. a condition of good health
Partofspeech: _______________________________
9. People in remote villages sometimes don't know what is happening in the world because
they are so far from big cities.
a . small b. far away
Part of speech: ________________________________
10. Cell phone innovations can transform people's lives. For example, they can make it easier
for sick people to get medical advice.
a. change b. harm
Partof speech: _________________________________

192 I UN IT 10
~ B Using Vocabulary. Answer the questions in complete sentences. Then share your
sentences with a partner.

1. What do you imagine your town or city will look like 50 years from nO\v?

Use imagine w ith

2. What is a practical way to learn a second language? (v.) can I can't
imagine something,
try to imagine;
(adj.) difficult I
easy I hard to
imagine; possible
I impossible to
imagine.

3. What is one way to enrich your life?

4. If you feel isolated from other people, what can you do to improve your situation?

5. Have you ever been to a remote area? What was it like?

C I Predicting. Read the subheads and first paragraph of the reading passage on pages 194-195.
What do you think the reading passage is mainly about?

a. innovative cell phone companies

b. innovative new types of cell phones
c. innovative ways to use cell phones

MOBILE REVOLUT I O N I 193

l LESSON B READING

20 2

0
track 2-14 eell
Plnefle

People around Mobile Learning

the world
Bangladeshis are learning English on cell phones through a program
are using cell
ca lled BBC Janala. The program is based on a TV drama series
phones in
exciting and [§] and game show. Students access the audio lessons from their cell
phones. BBC Janala teaches English to adults w ho do not have the
innovative ways.
time or the money to attend classes. Over four m illion people have
Here are some
used the cell phone program.
examples of
how people The lessons are pract ical and focus on everyday situations. The
are using cell characters are ordinary people. The lessons are just three mi nutes
phones to long and cost less than the price of a cup of tea. Students can access
enrich and [!3 the cell phone lessons on any type of phone and at any t ime of the day
empower their or night. In addition to listening to the program, students can take
own lives and quizzes and even r ecord their own stories. There are weekly quizzes
the lives of in the newspaper, so students have many opportunit ies to practice
others. their English.

Mobile Microscopes
Aydogan Ozcan is solving global health problems with
a cell phone. Ozcan's UCLA research team developed
a way to use cell phones to help diagnose 1 medical
conditions. The phones work in the most remote and
poorest parts of the world .

... A sample of blood is placed over the cell phone's camera 0 .

Light shines from a black tube E) through the sample and
onto the camera's imaging processor.

' To diagnose is to identify a problem or an illness.

194 I UNIT 10
 Ozcan wanted to make a diagnostic tool that was inexpensive and
easy to use. so he found a way to use a cell phone as a microscope.
A local technician uses the phone to take a picture of a small
amount of a patient's blood. Then the technician uses the Internet
to send the picture from the phone to a computer installed in
a hospital. The computer uses software that Ozcan created to
analyze the picture of the blood. Since the computer does the
analysis. and not the local technician. there are fewer mistakes.

The future of medicine, Ozcan believes. depends not only on

new technologies. but also on innovative applications of existing
technologies. He predicts. "That's what will transform global health
care in power ful. practical ways we've never before imagined ."
A Aydogan Ozcan
Mobile Miners
Chaco is a gold-mining region that extends from Panama through
Colombia and into Ecuador. Because of dense 2 jungles and poor
infrastructure,3 these people are isolated from the rest of the
world. Many people in the region earn their living by mining 4 for
gold. They use ancient methods that do not harm the environment.
They shake wet sand in pans and pick out tiny pieces of the valuable
metal by hand. In the past. the problem was getting the gold out of
the region and selling it in other parts of the world.
A Panning, a traditional
mining method, involves A new text messaging project helps Chaco miners sell their gold.
picking out pieces of
gold by hand. Each day. the technology helps them keep track of the current price
ffi for gold in the world's gold markets. Now miners in these remote
regions are connected to their most important buyer, the London
gold market. The text messaging project is improving the economic
and social prosperity of
the people in the region
by combining traditional
mining methods with
current technology.

~ By receiving text
messages, Choco miners
can keep in touch with
the daily price for gold on
global markets.

2 If a place is dense, it contains a lot of things in a small area.

3 Infrastructure refers to basic facilities such as transportation, communications, and buildings.
• Mining is the activity of getting useful minerals, such as gold . from the ground.
MO BIL E R E VO L UTION I 1 95
~ LESSON B UNDERSTANDING THE READING

A I Understanding the Gist. Look back at your answer for exercise C on page 193.
Was your prediction correct?

B 1 Critical Thinking: Analyzing. What problem does each cell-phone innovation in the
reading passage on pages 194-195 solve? Complete the T-chart.

Problem Solution

!. ____________________________ \e.P.I'I•\il'\~ Cl'\~l"tSh by Ce.\\ p hOI'\ e.

2. ____________________________ v.s·,l'\~ P. +o
d·,P.~I'\ose. he.P.l+h prob\e.w.s

C 1 Taking Notes. Use the chart to take notes on the key ideas from the reading .

Situation Solution Supporting Information

Mobile Learning people. il'\ 6P.I'\~\P.de.sh v.se. ce.\\ -le.ssol'\s bP.se.d ol'\ TV shows
phol'\e.S +o \e.Mv-. Cl'\~\-,sh -prP.c+·,cP.\ P.l'\d iv-.e.l<pe.v-.sive.

Mobile
Microscopes
CT Focus
Relate ideas
in a passage
to your own Mobile Miners
knowledge and
experience. For
example, would
learning English
by cell phone
be effective
for you? D I Applying. Use your notes in exercise C to write a summary of one of the situations in
"Cell Phone Innovators."

W E 1 Critical Thinking: Synthesizing. Discuss these questions in small groups: Which

cell phone innovation from this unit is the most useful or important? Why?

196 I UN IT 10
 GOAL: In this lesson, you are going to plan, w rite, revise, and edit a problem-solution paragraph on the follow ing
topic: Think of a current problem (large or small) and propose a way that technology can help solve it.

Jl A 1 Brainstorming. Work with a partner. Use the T-chart to make a list of problems that you are interested in.
Then think of possible solutions for each one using technology. Use ideas from the units in this book and/or
your own ideas.

Problems Solutions

B Journal Writing. Write in your journal about one of the problems in exercise A. Write for three minutes.

C Analyzing. Read the information in the box. Use the verbs in parentheses and the cues to complete the
sentences (1-4).

Language for Writing: Using Medals to Discuss Abilities and Possibilities

Some modals express abilities and possibilities. These modals are useful for describing solutions.
Can shows present ability: FrontlineSMS can work with any kind of computer.
Will, could, may, and might show future possibility. The modal you choose depends on your degree of
certainty. Will is most certain, could is less certain, and may and might are the least certain.
Radio collars will solve the problem. (I'm certain of this.)
Radio collars could solve the problem. (I'm less certain .)
Radio collars might solve the problem. (I'm the least certain .) For further explanation and more
examples of modals, see page 218.
Note: Remember to use the base form of the verb after a modal.

1. This solution _ _ __ _ _ __ _ _ __ (save) people a lot of money. (future possibility; less certain)

2. Technicians (make) fewer mistakes with Ozcan's cell-phone microscope.

(future possibility; least certain)
3. FrontlineSMS _ _ _ __ __ __ _ __ (help) farmers get better prices for their crops. (present ability)
4. BBC Janala (help) students who do not have the time or the money to attend
classes. (future possibility; most certain)

D I Applying. Use modals to write five sentences about your ideas in exercises A and B above.

MOBILE REVOLUTION I 197

~~~~Q--~:,:~-~~
...-.-
EXP-LORING WRITTEN ENGLISH

Writing Skill: Writing a Problem-Solution Paragraph

In a problem-solution paragraph, you first describe the problem and then suggest the solution.
When you describe the problem, give details and examples so the reader fully understands it.
When you present the solution, provide a clear explanation of how it could, will, or might work.
Try to give about the same amount of discussion to both the problem and the solution.
The topic sentence states the problem and proposes the solution:
Remember to There is a problem of X in [place}, but Y is a possible solution I can provide a solution (to this).
use transition X is a problem in [place], but a possible solution is [verb]-ing I to [verb] . ..
words and Y is a possible way to solve the problem of X in [place].
phrases when One way of solving I to solve the problem of X in [place] is [verb}- ing I to [verb] .. .
you describe
a solution that Example:
involves a Lions are a problem in Kenya, but a new cell-phone technology can provide a solution to
sequence of

__
steps. See pages this problem.
128 and 136 for The concluding sentence restates the problem and solution:
examples.
./ Therefore, FrontlineSMS is one way for farmers to solve the problem of lions killing
livestock in Kenya.

E I Identifying Problems and Solutions. Read the problem-solution paragraph. Find and label
the following parts of the paragraph.

a . the solution d. the topic sentence f. another detail that describes the problem
b. the problem e. a detail that describes g. sentences that explain how t he
c. the conclusion the problem solution works

D - ---+Bad roads are a problem in my community, but cell phones can help __ o
solve this. Kingville is a remote village. It rains a lot there, and the rain often
destroys the roads that go to the nearest big city. Some people in the village
D have cell phones and computers, but electricity is not dependable and people
-------are not connected to the Internet. Therefore, people often do not know when
the roads are gone. Missing roads are a serious problem because it makes it __ o
difficult to get out of the area in an emergency. The situation is especially __ o
dangerous when someone has to get to the hospital in the city. Cell phones
using FrontlineSMS technology can be a solution to this problem. Here is
how it could work: Citizens who live near the bad roads volw1teer to be "road
guards." They install FrontlineSMS on a computer and connect a cell phone
D to it. Then tl1ey can create a list of contacts. When it rains, road guards type a
____.message about the road conditions on a computer and send the message. Mter
that, tl1e people on the contact list receive the information as a text message.
At this point, they have time to plan another way into or out of tl1e village.
Although bad roads are a problem in my community, cell phones can provide a 0
solution that not only saves time, but saves lives, too.

F 1 Critical Thinking: Analyzing. Answer this questio n about the paragraph in exercise E:
Is there an equal amount of discussion of both the problem and the solution?

198 I UNI T 10
A I Planning. Follow the steps to plan your problem-solution paragraph.

Step 1 Choose a problem and solution from your brainstorming notes on page 197.
Step2 Write the problem and the solution in the chart below.
Step3 Add details, examples, and/or reasons that explain the problem. Don't write complete sentences.
Step4 Add information that shows how the solution works. Don't write complete sentences.
StepS Write a topic sentence that tells the reader about both the problem and the solution.

Topic sentence:

Problem: _________________________________________________________________

Details, examples, or reasons:

Solution: -----------------------------------------------------------------

How the solution works:

B I Draft 1. Use your c hart to write a first draft of your paragraph.

MOBILE R E V OL UTI ON I 199

 C I Analyzing. The paragraphs below are about a problem at a community college.
Which is the first draft? _ _ Which is the revision? _ _

There is a serious problem with overcrowded classes at Bay City Community College,
but Internet technology provides an easy, inexpensive solution. There are t oo many st udents
One way to who want to take English classes at Bay City Community College. As a result, classes are over-
provide support
for your solution crowded and many students cannot get into the classes that they want to take. Although some
is to describe people argue we should add more classes, that's not the answer, as t he college can't afford t o
an alternative
hire more teachers. Therefore, the best solution is to use existing classroom t echnology and
and say why it
isn't as good as webcast the classes to students who cannot get into the class. Webcasting is inexpensive
your solution. because the school already has the equipment. Eng lish student s who wat ch the webcast
See pages
115-116 for more j instead of com ing to class do not have all the benefits of being in class, but they could pay
information. ____) a lower fee. Therefore, more students will be able to take English, and the college will get
more money. It is clear that webcasting is an easy and inexpensive solution to t he problem of
overcrowding at Bay City Commu nity College.

There is a serious problem with overcrowded classes at Bay City Comm unity College.
There are too many students who want to take English classes at Bay City Community College.
Classes are overcrowded, and it's impossible to understand the teacher. In add it ion, there
aren't enough classes, so many students have to wait several semesters before they can get
into t he English classes. Students need to take these classes before t hey can sign up for other
programs at the college, so their education is delayed. In addition, because of t he overcrowding
problem, many students drop out or have to ta ke English at other schools. The main cause of
the problem is the budget crisis. There isn't enough money to hire more t eachers or add more
classes. In fact, most classes at Bay City Community College are overcrowded. For example, t he
computer science classes are very crowded. One solution is to provide more online classes .

- •• Dl Critical Thinking: Analyzing. Work with a partner. Compare the parag raphs
above by answering the following questions about each one.

1 . Does the paragraph have one main idea? y

0
N y
0
N
2 . Does the topic sentence introduce both the y N y I'll
problem and the solution ?
3. Are there details, examples, and reasons to explain the problem? y N y N
4 . Is there a clear explanation of h ow th e solution works? y N y N
5 . Is there an equal amount of discus_sion of both the problem y N y N
and the solution ?
6 . Is there a concluding sentence? y N y N

E 1 Revising. Answer the questions above about your ow n paragraph.

2 00 I U NI T 10
 WRITING TASK: Editing

J& F I Peer Evaluation. Exchange your first draft with a partner and follow these steps:

Step 1 Read your partner's paragraph and tell him or her one thing that you liked about it.
Step2 Complete the T-chart to show the problem and the solution that your partner's paragraph describes.

Problem: Solution:

Details, examples, or reasons: How the solution works:

Step 3 Compare your chart with the chart that your partner did in exercise A on page 199.
Step 4 The two charts should be similar. If they aren't, discuss how the information is different.

G I Draft 2. Write a second draft of your paragraph. Use what you learned from the peer evaluation activity,
and your answers to exercise E. Make any other necessary changes.

H I Editing Practice. Read the information in the box. Then find and correct one mistake in using modals
in each of the sentences (1-5).

In sentences with modals for possibility or ability, remember to:

• use the base form of the verb after a modal

• use the most appropriate modal for the degree of certainty (e.g., use will and can for a higher
degree of certainty, could, might, and may if you are less certain).

1. With FrontlineSMS, you can to send a message to many people at one time.
2. Cell phone technology will makes it easy for people to talk on the phone wherever they are.
3. Online classes could to save the school a lot of money.
4 . New technology may improving the lives of people who live in remote regions.
5. I am certain that cell phone-based learning might help students in other developing countries.

MOBILE REVOLUTION [ 201

 I I Editing Checklist. Use the checklist to find errors in your second draft.

Editing Checklist Yes No

1 . Are all the words spelled correctly?

2 . Is the first word of every sentence capitalized?

3 . Does every sentence end with the correct punctuation?

4 . Do your subjects and verbs agree?

5. Did you use modals correctly?

6 . Are verb tenses correct?

J I Final Draft. Now use your Editing Checklist to write a third draft of your paragraph.
Make any other necessary changes.

UNIT QUIZ

p.184 1. Between 2000 and 2007, the percentage of households with

_ _ _ _ _ _ _ _ _ _ _ doubled.

p.186 2. If something is a(n) _ _ _ _ _ _ _ _ _ __ , it actually exists or is true.

p.188 3. Cell phone technology is helping farmers in El Salvador get the most
_ _ _ _ _ _ _ _ _ _ _ for their crops.

p.188 4. People in Nigeria are using cell phones to _ _ _ _ _ _ _ _ _ _ _ elections.

p.190 5. Taking notes helps you to get information for writing assignments and
to _ _ _ _ _ _ _ _ _ __

p .192 6. When you _ _ _ __ _ _ _ _ _ _ someone's life, you change it for the better.

p.194 7. Aydogan Ozcan invented a cell phone that works as a(n) _ _ _ _ _ _ _ _ _ __

p.197 8. Will and might are _ _ _ _ _ _ _ __ _ _ that are used to show

202 I UNIT 10
WRITING