Money-free Work in pairs. What do you think is a fair price for the items below? What is the most that you would pay for each one? Work in groups. Discuss whether you think you could get any of the items on this page for free. Say whether you think you would value the items just as much if you hadn't paid for them. ‘mountain Dike REFINE SEARCH, Almost new mountain bike EXCELLENT CONDITION!!! Original pos: date: august 3 Unit } © discuss marketing and business strategies * describe items for sale or donation © talk about the bartering system » negotiate appointments 1995 Ford Mustang, red Call Steve at (418) 867-8202an B Read the text again and answer the questions. 1 In Paragraphs 2,3, and 5, underline the main idea. Then write 1,2, and 3 by the exampl 2 What benefits can a blogger get from posting free content? 3 What do all four forms of free have in common? ne expository English writing, main ideas are often supported by examples listed in groups of three. The ‘ollow the main idea although sometimes they come first. Recognizing these patterns between main ideas and supporting information. A Read this excerpt from a book about the meaning of free. What is the main purpose of free products and services? Free? “Freo" can mean meny things, and that meaning has changes over tho years, It raigee euspicione, yet hes the poner to grab atention Ike almost nothing else. tis almost never es simple as it seems, yot tc the most natural transaction of al. we are now building an economy around Free, we should start by understanding what itis and how it works. Within the commercial use of “ro thore isa wide range of meeninge—and business models. ‘Sometimes “ree isn’ real tree. “Buy one, get one frees ust another way of saying 50 percent ‘off when you buy two, “Free gift inside” realy means that the cost of the gift has been included in the cverall product. “Free shipping” typically means the price of shipping has oaen built to the products markup. Of course, sometimes free realy fee, although it ends to be part ofa wider marketing strategy ‘aimed at encouraging the coneumer to epend, and it is hardly a new eccromic model. A tree sample” is simple marketing, intended 1o both intraduce a product and trigger @ slight feeling cf moral debt that, ‘may encourage you to buy the fill-price item. iree tral” may be free, but only for a limited time, anc It may be cicut 10 opt out betore it becomes paid. And “tree air’ at a gas station is what economists call a “complementary good”—a free produc: (DIY the inflation) intended to reinforce consumer Interest in @ paid product (everything olse at the gas station, from a pack of gum to the fuel). Then there isthe worid of ed-suoooried media, from tree-to-arracio and TV to most of the Web, ‘Ac.supporied free content is a business modo! that daios back more than a century: a third party (the advertiser) pays for a second party (the consumer) to get the content for free. Finaly, sometimes free really is Irse and does ropresont a new model. Most ofthis is online, where ‘gial economies, with nea-zero marginal costs, hokd sway, Fickr, the photo-sharing service, is actualy fro for most ofits users (it doeer't even use advertising). Likewise, most of what Google™ offers ether is free and without advertising or applies the mecia ac model in a new way to sonware ‘and eorvices (ko Gmail), not contont. Then thore io the amazing “git economy” of Wikipedia end the blogosphere, driven by the now monetary incentives of reputation, afentcn, expression, and the ike, All these can be sorted into four broad kinds of Free, two that, are old but evolving and two that are emerging withthe digtal ‘economy. Bofore me got to those, le’ pull back and cbeerve that al forms of Free Doll dawn to variations of tne same thing shifing money eround from product to preduct, person to person, between now and later, or inio non-monetary markats and back ut again. Economists call hese ‘cross-subsicies. 1 Truth about Economics es that support the main idea.Vocabulary: marketing Complete the sentences with these words from the text in Exercise A. Use the context to help you. re debt Incentive tigger markup monetary subsidy ) 1 Some of the — (on products covers production and storage costs, and some is pure profit. 2 Receiving free goods can often __________ feelings of guilt, which may make us feel obliged to buy a product. 3 Companies often put a higher price on certain products as a for the fee products that are given away to attract customers to the store. 4 Many products have both a(n) ____. value and an emotional value to the people who buy them. 5 Consumers are expectad to go int) ________ toacquire very expensive items such as a house. 6 Some luxury items are offered with a free gift as a(n) attract buyers. FY work in groups. Discuss these questions. 1 What kind of incentives do you respond to when you buy products? Are they usually monetary ‘ornon-monelary? 2 Do you think it’s reasonable to go into debt to buy some items? If 30, which ones? 3 Do you think there should be government subsidies on certain products? If so, which ones and why? 4 Can you identify specific triggers that motivate you to buy more when you're at the supermarket or mall? 5 Luxury products usually have a high markup, Does this reflect a fair price, or is it just to make consumer: believe they are paying for higher quality? Pronunciation: hard and soft g sounds: /3f and/ey sD Listen and repeat these words. Notice that the letter g is pronounced as /2/ as in go (before consonants and before vowels a, 0, u); and /d/ as in gently (before letters e, |, ). /sh- gas, goll, goods, grab, progress, great, gum /<5/: energetic, general, giant, gymnastics, energy Some common exceptions: give, gift, get Practice saying these sentences, paying attention to the g sounds. Listen and cheek. 1 The golf course is having a buy-one, get-one free special Grab your bag, and let's go! 2 Ti general her progress in gymnastics has been great. 3 Many people give and get gifts of both goods and services on special occasions 4 [guess I need some quick energy. Can you get mo a stick of gum? aN Wy rh tive <0)Lester David | Features writer Looking fora coffee maker or a spare tire? Want to get rd of a dog collar or some used clothes? Last week, al of these items appeared on the Springview Freecycle" Wo site. Freecycle.org, - is an online nonprofit group that is used by many people every day. The concept Is WONdETIIY gangsta ‘Sinpfe! People use the Web site to give away and get things in thei iocal commurities. By distributing tems to paonie iho went them, Freecycle keen junk" out of lancis. From tine to time, people ask for items thet they think someone flse might not wert. Ths Keeps tnem fem making unnecessary purchases. Both requestad anc offered items are avays free. “The organization was founded in 2008 by Deron Beal in Tucson, Arizona. He created it to help both people and the environment. “The group is a worldwide network that I growing by the day. loin Freecycle by signing up online—of course, itis free to join! Local networks are madorated by volunteers. Information source: wnw-freecycte.ora B Notice Read the table below and complete it with adverb phrases from Exercise A. Then find one more example of each type in the text. ‘Type of adverb Adverb phrases in sentences Time (when?) (2) ____, all ofthese items appeared t = Frequeney (how often?) | Froccycle.org is a group that is used by many people (2) Place (where?) Freecycle™ koops “junk” (3) enews Join Freecycie (4) lanner (how?) a ______, Freecycle keeps Junk” out of lanafils. Purpose (why?) People use it (6) —___ € Practice Complete each sentence with an adverb phrase from the box. (ver non and then fortes byaking te sence fee fer pean todo this, nor cosets tenet ) Why would someone give away a new item (1) —______? Well, there are many weesons (2) gy pte wart to clean out their houses. They probably have clothes they don’t wear (4) Plus, it’s so convenient to post an offer online and have someone come pick up the item © —_________. Aso, (6). Freecycle™ gives people a chance to easily pass on their unwanted items. 3 Now you do it Work in groups, Discuss these questions, 1 Think of some items that you would like to get rid of. When and where did you get them? Why don’t you want them anymore? 2 How do you usually get rid of things you don’t want? Are there other ways to get rid of things? 3 Would you use a Web site like Freecycle™? IF so, what for?Language use: writing an ad for an iter | Work in pairs. Read the Freecycle™ posts. Then talk with your partner. Which of the Items offered would you want? ese © DD workeeaieghestnecier - fe WELLINGTON Eeeesee WANTED: Second-hand er ‘OFFER: Several sues animals up fr grabs. Asan adced ncamive, thi 2 Dasket to keep them in. -mat me you'd ike to see some pictues. or college studont Condtion doos't mato. | danthave a cay, sod approvat tif you ecu dion Rol. ‘OFFER: DVO plave in good workina contin. |drrtneed i beceuse | bought enather ene. You must beable to pickit up before the weekend B Vocabulary: describing used items Write an underlined word or phrase from Exercise A next to each definition. + able to be used successfully; not broken. _—___ used previously; not new = add to something for no addi ional charge ____: doliver it; bring it to someone else not important —__: available; being offered for free € Look back at Exercise A. Write two offer posts desoribing items you have that you'd like to give away. Write two wanted posts about items you'd like to get from someone else. Use words and phrases from Exercise B. Then share your posts with the class, When you make an appointment with someone, be sure to confirm the cay, time, and place of your meeting, Call again if you need to change your appointment. You don’t need to specify why you have to make a change A [2] Listen to the four conversations. Check column A or B. A B c Making an | Changing an 5 appointment appointment 's Coe ‘Are you free (on Sundey/at 2:00 p.m? What (day/time) works best for you? {fm busy (all Tuesday/untl noon after 6:00 p.m.) ‘Something's come up, and | can't ‘make our appointment. Can we reschedule? ‘Sorry for the inconvenience. N In pairs, role-play phone calls. Make one appointment each. Then call back to change the appointment._ Grammar: count/noncount nouns with a change in meaning A Language in context Read the article. What is the definition of bartering? Bartering Basics By Naomi Liszt Wnat did people do in a simple time beforo money? They bertsred, That is, they swapped what they had for whet they wanted, For example, if you taicod chickons and your neighbor grew cofeo, you traded him a chicken for a sack of calee—assuiming he warwed a chicken, of course. he de trancection grow moro compiox and took more timo, You might tale some chicken fora evr pelts of shoes one time, and then trade the shoes for caffee another imo. And so on.As the trades grav more complex, monetary evetems ‘gradually replaced bertering to help diferent segments of the population exchange goods mth one ancther. Not totaly, though. People stil barter today. They might barter informally—say, Irate a coffee fora sof chink at pieno, or white paper for coleret paper for a school projec, or, i'm done wth the moring pepe, | might swep Itfor your magazine. These days, people even bertar goods for seas —an object for some of your tme, for example, B Notice Read the information. Complete the table with examples from the article in Exercise A. Most nouns in English are either count or noncount, However, some can be both count and noncount with a change in meaning between the two forms. The count meaning is usually a specific example or amount, and the noncount meaning is an abstract idea or general amount Count noun | Noncount noun (2) ———______= one anima 12 = an amount of thet meat a plaza, a cake, a candy, ash pee cake, candy, fh = a single cup of that drink | (4) _____ = an amount of cotfee beans or brewed coffee a soda, a water, a juice, a lemonade soda, water, juice, lemonade } ————— — — ——= = 2 newspaper (6) ___= material for writing on a glass, a powder glass, powcer (7) ——__________-= one oceasion or instance | (8)__= a period auring which something happens or exists exverionce, pleasure, fear, change an experience: a pleasure; a fear; a change © Practice Complete the sentences with a, an, or -. Thad (1) bad time at that new Italian restaurant. | ordered (2) pizza for me and my friends to share, and we waited (3) long time. Then the waiter fold us that they weren’t serving (4) pizza that night! I've had (5) experience as a waiter before, and I think he should have told us that right away Idecided to have (6) fish instead, but the waiter told me they'd run out! My friends wanted to order dessert, but we didn’t have (7) time. The whole dinner was (8) experience I wouldn't want to repeat![EJ Now you co iit Work in pairs, Decide which of you is Vendor A and which is Vendor B. Choose items your partner has that you would like. Barter to get them. A: TI swap you a chicken for... B:I don't want a chicken, but Id like some paper... ‘A: OK, Il give you ... for..., and I™I throw in ...! Language use: listening to a radio interview B FB Work in pairs. Look at the items and services. Discuss the questions. eahaircut *ahouseplant » two tennis rackets * cook arid serve dinner for four 1 What would you expect to pay for each item or service? 2. What do you own, or what can you do, that you think someone would svrap each item or service for? Listen to the radio interview. Number the topies in the order you hear them. * 2) The cost fo participants L] b) What the organization is and how it works [_] ©) How bartering creates a community L_] 4) How and why businesses barter L_] n ices that people barter |_| €) The types of items and s BD) tisten again. Then correct the mistake in each sentence. 1 Bartering 2s a system is probably as old as selling things 2 Barterrific bartered zeal estate for telaviston commercials. 3 About 14% of the bartering is for services. 4 Jim Rockgate says that hotels have a small markup for their room rates. 5 ‘There's no bartering at an international level. DEB Work in groups. Discuss these questions. 1 What are some advantages of bartering over buying and selling? What are some disadvantages? 2. Are there any types of goods or services that you think could not (or should not) be bartered? Ifs0, what types, and why? Uni 3 Do you think bartering will become more or less common in the future? Why?Society and culture: * Consider the type of community you wish anneal building communities to crete. — = © Decide on the ah i community's goals, | ee community / ks'mjunoti / nour guidelines, and officers. ae the people who live in an area; a group ° Advertise your community d of people in a larger society who are the 50 interested people “p) same in some way can join J ee A @ Work in pairs. Read the descriptions of four different = types of communities. Then answer the questions. 1 What specific examples of each type of community can you name? 2 Do you belong, or have you ever belonged, to any similar communities? Which ones? ubs : b) Social, political, or = High schools and colleges s religious groups encourage students to meet at a time People in a larger community such as a city outside of school hours to share interests or town who have similar beliefs and values ina wide variety of sports and other hold meetings to discuss experiences, make activities, from singing to science to plans, give and receive information, or volunteer work. take actions. c) Online social en d) Hobbies or networking sites special interests Sites such as Facebook™ and Linkedin® encourage friends and family members to share news, thoughts, pictures, videos, and Web links with each other. People sometimes connect with new acquaintances by adding the friends of their friends to their networks, People come together at a regular time fo share a common interest such as cooking, music, reading, or art. B G Work in pairs or groups. Working individually, match these statements to the descriptions in Exercise A. Then discuss your choices with your partner or group. 1 Members see each other in person regularly. 2 Communication is probably daily or several times a week, —__ 3 Members have a specific goal. —__ 4 Members could become close friends. _ 5 It's possible that members would never see each other. 6 Members often belong to the same family. —__ 7 Members help each other with problems and difficulties. 8 There is often a fee for joining the group. —___ee € Complete the home page with the words and phrases in the box. [ Estimated expenses General description Name of community Officers and duties « Proposed activities Proposed fundraisers ~Meetings/Communication ae 2D ServiceSwap. (1) (4) Service Swap Meetings of the officers will be held on the first Monday of every month at 7:00 pm_at the Highland Community (2) Center. In addition, the club secretary will monitor an e-ist This is a community of people who wish to trade services that they can perform for services that they would like to receive. Members will advertise their services on the community Web page. Members will assign a monetary value for their entire service or an hour of their service to help members decide on fair trades, However, all swaps. must be completely non-monetary! Membership in the group is also free of charge. Each member must offer at least ane service in order to be eligible to trade for other services. Members may offer as many services as they like. 8) Helen Grant, President: Runs the group: makes final decisions; advertises for new members Kai Norgren, Vice-President: Organizes fundraisers; assists president; keeps track of time at meetings Joshua Klein, Secretary: Designs and maintains Web site; manages e-mail list and club papers in Exercise C. ee RCEL aL We want to start a Movie Club at our school. Our goal is to practice our English and Jearn about other cultures. We'll raise money by Selling coffee and tea, § Weill send members information by e-mail or on Facebook™, D Ga Work in small groups. Decide on a type of community to create. Decide who will be president, vice president, and secretary. Then create a home page like the one Present your ideas to the class. Try to interest your classmates in joining your community! What are some benefits of belonging to a comntunity? What ave same benefits of belonging fo more than one community? where members offer their services or request services from other members. (5) No activities other than fundraising; communi (6) $120 per year for Web site hosting is online only 7) Members will hold a yard sale Service auction at the Community Center:members will sell their services to the highest bidder.Language Wrap-up A Complete the text with the correct form of the debt f " ip monetary subsidy words in the box. One word is not used. (5 points) as Today's gripe: those fast-food restaurants that target young children. I don’t mind the food. I'm complaining about the “free” toys they put in each meal Tcan use common marketing terms and as an added (1) ____________ . These cheap plastic things have almost no. words and phrases ta ee « describe and donate (2) ______________ value, in my opinion. They can’t cost more than a few cents items. to manufacture, but the (3) __________ on them is hundreds of times higher. need If my kids see an ad on TV for these toys, it always (4) the same Look again at Sections 2and 4 on pages 9 and 11. must have one, or their lives will be ruined. I know I'm not going to go into reaction: “Dad, I want one! Please get me one, Daddy!” They think they absolutely (5) —__________ overa cheap meal, but still, it’s just not right. SCORE: B Complete the text with the words and phrases in the box. (5 points) { throwin drop them off second-hand up for grabs in good woringconaton ) OFFERED: Small (1) refrigerator. A few years old, but still @) -Tean also (3) a long extension cord, so you can plug it in anywhere in your room. Also (4) isa TV. [need to get rid ¥ plug yr y get of these items as soon as possible, so as an added incentive I will (5) A Write the sentences in the correct order. Add commas if necessary. (4 points) for you. Ss 1 to shoppers / more stores / in recent times / have started / offering “free” items Ican place adverb phrases correctly in a sentence and choose the correct count or noncount use of a noun. 2 tocome / the real purpose / is to get shoppers / into the store een 3 to buy other things / the shoppers / once they are inside / will spend their money Look again at Sections 3 and 6 on pages 10 4 the free item / in this way / as an incentive / works and 12-13. “ SCORE: 40 B Circle the correct option. (6 points) 1 Would you like chicken /a chicken or pasta tonight? 4 [have never had experience / an experience like that one. 2 Idon’t have time /a time to finish this report today. 5 When I was doing the dishes, I broke glass /a glass. 3 My friend usually bakes cake /a cake for my birthday. 6 I really don’t like soda /a soda, 16to the questions ‘below. A How well do you'know the universe? Es faicd Riieie y ae B Check the answers to Exercise A at the bottom of page 26. Wi tceee-la mola de asl cece ebm lice Places ml (ol elim toed oregano) By 1e-L LL Leo seed) cel place in the universe. The distance from the Earth ta the moc 4 The distance fram the Earth to the su 5 The nur of stars in our galaxy 2 naked eye: 6 The number of S| the nake 5 programs: $U.5 7 The cost of U.S. h Knowing facts like these is important. It gives you a sense of perspective and helps you understand your miles _} milesA [G3 Which of these words do you think describes the life of an astronaut? Explain why. * glamorous * boring * challenging B Read this magazine feature article. What aspect of living in space would you find the most difficult? 20 | June 22 LIFE ABOARD TEE SPACE STATION The International Space Station—at approximately U.S. $157 billion, probably the most expensive object ever constructed—is the largest artificial satellite above the Earth and has been continuously:occupied since November 2000, It represents a major collaboration among a large number of different nations and organizations. With the space shuttle already docked at the ISS and crew aboard packing up, ready for their return flight, several astronauts reflected an life in zero-G. Today marked the fifth and final spacewalk with a jumbo-sized crew. The station hosted 13 people, a record, and with so many bodies in such a tight space, how is space life different from back at home? Let’s start with Can you get a good night's sleep? “We sleep very well in space,” says Canadian astronaut Julie Payette during a broadcast by NASA. "We have a sleeping bag each, and when you get into it you float in the sleeping bag, The sleeping bag floats in the module. So all you have to do is just attach it somewhere, which is a good idea, by the way, because during the night while you're sleeping you might Adapted from wwnw.csmonitor.com ie Vocabulary: space Write an underlined word or phrase from the article in Exercise A next to the correct definition. Se feature article * uncomfortable * rewarding start drifting and end up somewhere you didn’t intend to be in the first place.” How about a shower? “Of course, we're in weightlessness, so a shower head with water dripping on top of your head would nat work,” Mis. Payette says. “We don't have a shower. We don't even have @ faucet or a tap.” To work around the lack of gravity, the station uses a squirt gun that shoots water anda wash clath. They also have a special rinse-less shampoo to keep their hair clean. Where do you eat? Due to design constraints, there are few places on the station that will fit 13.astronauts. The normal crew, six members, could all fit around a table. But now that seven more have arrived by shuttle and joined up for this week of spacewalks, they need to get a little creative—such as Japanese astronaut Koichi Wakata, who made the most of the weightlessness and floated aver the table. How far from home? The space station floats about 225 miles above Earth, That's almost the distance from Boston to New York City. While in orbit, the station zaoms around the glabe at 17,500 mph. That's fast enough to zip from Dallas to Paris in 17 minutes! the group of people operating a spacecraft, plane, boat, etc. : stay in the air or on water without being supported : a type of spacecraft that can be reused : joined to another spacecraft or other space structure : traveling around the Earth in space oo he My : the force that pulls us down to the surface of the EarthWork in pairs, Discuss these questions. 1 Would you like to experience zero-gravity? What do you think it would be like to float in the air? 2 What do you think it takes to be a member of a crew traveling in orbit around the Earth? 3 What jobs do you think the crew of a space shuttle needs to do when it is docked at a space station? Grammar: future passive A Language in context Read this text. What use for a lunar colony is described? ‘The crew of any future mission to Mars will be trapped together in their spacecraft for over five months just to get there. They will be exposed to physical danger and may be subjected to enormous psychological pressure, not to mention the risk that key equipment could break down. Most experts agree that as a way of preparing for such missions, a colony will be established on the moon. The astronauts will be docked there for some time. There, their ability ta cope with the pressure and the boredom will be determined and decisions will be made about how best to train people for perhaps the next greatest step in the history of human exploration. B Notice Look at the text in Exercise A again. Underline all the examples of the future passive. The first one is already done. Then complete the table. will/ (1) +(2) /might /could when we don’t know who will do something or it's not important when it’s obvious who will do something +(3) when we want to emphasize an action / , 1 : : q | With the passive, remember that when we want to refer to the person/thing doing an action, we use by. pl } | The colony will be paid for by the government. | c Practice Rewrite these sentences using the future passive. ¥ The colony will be paid for by the government. XK The colony will be pay for by the government. | 1 A probe will visit Pluto before the end of the decade, 2 We could learn a lot from a manned mission to Mars. 3 They won't launch a mission to Mars in my lifetime. 4 NASA might train astronauts at a lunar base. 5 Robots may discover life on Mars within a year, 6 Do you think people will ever colonize other planets? Now you do it Work in pairs. Decide whether you think these things will be done within the next ten years. Explain why. moan visited again? baby born in space? movie made in space? Mars explored by astronauts? intelligent lite discovered elsewhere? hotel put into orbit?g different varieties of English Native speakers of English from different countries or regions usually have different accents. Pay attention to an unfamiliar accent when you hear ene and find out where it comes from. The more familiar you are with a range of accents, the better prepared you are to communicate with many different people. A The map below shows some of the countries where English is a majority or official language. How many of these countries can you name? Listen to these people giving their opinions on the possibility of life on other planets. Match each speaker to the country they come from. You will use one of the countries twice. South Africa the Aust the U.S. Speaker) Speaker 3 Speaker 5 Speaker2 _______________ Speaker 4 Listen again. For each speaker, check whether they believe there is probably life on other planets, or not. Note down the main reason for their opinion. Yes No Main reason Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 D (3 vocabutary: negative prefixes in- and im- Complete the table with the correct forms of the words in the box. These words were all used by the speakers in Exercise B. Then work in pairs and \ add any other examples you know. Acicepable probable finite patient practical conceivable sufficient | Negative adjectives formed with in- | Negative adjectives formed with im- incredible | impossibleWork in pairs. Explain which of these statements you agree with more and why. Use as many words from Exercise D as you can. 1 “Of course life will be found on other planets! It’s just a matter of time.” 2 “We'll never find life on other planets. We just have to get used to being alone in the universe.” Grammar: conditional conjunctions A Language in context Read this person's opinion. Do you agree? Explain why or why not. eoe 8 es SCIENCE | think we have to be very careful in our search for intelligent life on other planets in case it's not what we expect. It'll all be fine as long as any aliens we contact are peace-loving. But it’s not inconceivable that they'll want to invade Earth. Since we don’t know who's out there, | don't think we should be so weltoming. We'll be putting the human race in danger unless we protect ourselves. However, | do recognize that it could be an amazing cultural experience, provided that we're careful. Invasion from space might be improbable, but we should make sure we're prepared for such an eventuality. = Adrian@g, Denver, Colorado, USA teply to this B Notice Look at Adrian's opinion again, and match the words and phrases (in bold in Exercise A) to the correct uses. One of the uses is needed twice. 1 since 2 unless 3 as long as 4 in case 5 provided that a)exceptif b) only if c) because itis true that d) because it is possible that ¢ Practice Complete each sentence with one word or phrase from 4-5 in Exercise B. 1 We'll never find life on other planets —______ we look for it. 2 We need to be careful about alien encounters ______________ theyre aggressive. 3 ___________ there’s insufficient evidence for the existence of aliens, searching for them is a waste of public money. = We could learn a lot from an alien culture, __________ we could understand each other. 5 We need to be ready —__________ an asteroid or comet is heading towards the Earth. 6 Any message from the stars would take years to reach us _______________ they're so far away. 7 L won't believe in the existence of aliens ______ I see them with my own eyes. 8 Space exploration will continue ______ we avoid wasting money on impractical plans. Now you do it Work in groups. Think about a potential future encounter with intelligent extraterrestrial life. Complete these statements and discuss your ideas. Provided that ..., the advantages would be ... Since ..., the disadvantages might be ... We should ... in case As long as ..., we should be able to ... Unless we ..., we might...tion: sound A }2) Listen to these groups of words and notice the different spellings associated with each sound. fi and spelling of /1/, /i/, and /e/ : big, build,system —_/i/: we, need, cheap, believe /e/: set, head B [)2) Now read these sentences, paying attention to the sounds in bold. Listen and check. 1 Many in the media think we will never leave the Solar System and live on other worlds. 2 If we ever build a base on the moon, it will have to be cheap and not cost billions. 3 It won't be easy to head for the stars, but I believe we will get there. bout space exploration A Read this blog entry and make notes of the three main points the writer makes against space exploration. eve aman j i) MY BLOG: thought for the day (RE 4 waste of Space Archive Print Like itt 410) Cartiment (3} ‘Aboutme The decision to cancel the U.S, space shuttle flights caused some very i emotional reactions. Why was there such an outcry against the loss of the Biog roll shuttles? Not, ! think because of the usual reason stated — loss of jobs among people working in industries related to space technology. | believe that the feason was purely emotional — it's so much fun to watch rockets take off, and now the Russians are again ahead of us in sp: ploration | } Contact But I'lltall you what I'm thinking, I'm thinking about the $200 million month that was being spent just on the space shuttle program. Imagine the | infrastructure that could be built right here on Earth for the cost of just one space program. It's immoral that we're spending that money on just seeing what's out there when we could be building schools and hospitals at home. Not only that, but look at what we actually gain from these imprattical id ( missions. After three years of manned missions to the moon in the early | 70s, we just got bored and decided not to. go back! All we ended up with was a box of moon ror and a massive bill And why did the U.S. want ta go to the moan in the first place? To beat the Russians. Countries spend money they can't afford on space exploration just to prove they're powertul. It's ridiculous. Do we really want to end up with a war in space? You can keep your soace missions as far as 'm concemed Listen to this extract from an interview. Make notes of the three main points the speaker makes in favor of space exploration. € Decide which of the two people in Exercises A and B you agree with more. For that position, add any other arguments you can think of for or against space exploration. D i] Independent Speaking Work in pairs. Take turns explaining whether you are for or against space exploration. As you listen to your partner, make notes of the main points that are made. Report back to the whole class on what your partner said.Writing: outlining An outline is a plan of what you are going to write. Making notes of your ideas ensures that the piece | of writing is organized properly and you don’t forget anything important. Outlines often describe what you plan to put in each paragraph and include topics and supporting details. A @ Work in pairs. Read the assignment and the outlines written by two students. Discuss which outline you think is better and why. | Is the exploration of space worth the cost, or should we spend the money on more important things? paragraph 2. = Explain t || paragraph 2: present some of the bene | + imventions that ave usett | + Ruowledge (6.9. abo | Raraavaph 3: analyze | + the wo is spen wot LAS og s provides evuploynaent for rOnss people paragraph 4: conclusion | + exploration ts worth the cost because of the manly benefits UUUCUQUE UE ¢ are more Imp paragraph 4: say ——— FF B @ Work in pairs. Read the assignment below and create your own outline. What are the benefits of manned space exploration? c @ Work with another pair. Compare your outlines. Which outline do you think would be more helpful when writing your paper?Critical thinking: In the media and in advertising, we are often eval u ati n g exp lan at io ns presented with explanations based on facts. These 1 explanations often claim 4 | A Read this extract from an article. In your own that when two things happen A words, explain the difference between correlation together, one cauises the other, — ! and causation. By evaluating these claims, | we can decide whether what Le 2 iwe are being told is accurate tee §3 | Psychology for You Issue 20. ete iS qv} ~ 2 ee [ = ICE CREAM CAUSES : -=). Ss by Nathan Kane = e. are surrounded by claims. Almost every day in the news you hear stories and statistics that seem to show that A causes B. There are countless examples of headlines claiming that this food causes cancer, “| or that food prevents it. Understanding and analyzing these cleim isan ‘| important part of modern life, but we rarely teach it in schools. é } Weneed to teach people to distinguish between comelatlon ene Se Things “correlate” when they happen together, but it doesn’t meai ae causes the other. Let me give you an example. As ice cream sales go. a8 a attacks on swimmers go up. So, ice cream causes people to be eaten sy shar! x right? Of course not! The real explanation is that ice cream sales 5° ne during : = summer when the weather is hotter. And people go to the ‘beach mere anane w a . i so there are more people in the water for sharks to attack. There’s a correlation i nee : two facts, but that doesn’t imply causation. They both happen at the ae le ut yor have to think a bit more deeply to discover the real cause behind both facts. ' B G@ Work in pairs. Read this fact and look at the suggested explanations. Discuss which explanation you find the most convincing and why. Children from homes where there are lots of books do better in school than children from homes with fewer books. Explanation 1: Since we learn by reading, having books in your home makes you more intelligent because you read more. . Explanation 2: More books in the home implies that the parents are more intelligent and better ecucated. The children often inherit this increased intelligence. Explanation 3: When you grow up surrounded by books, you develop a respect for learning. This gives you a positive attitude towards school, and so you do well academically. c & Read each fact and the explanation given. With your class, discuss whether you find the explanation convincing and suggest other possible explanations. Children with bigger hands usually write better. Explanation: This is because having bigger feet and hands means you can move a pen more easily. Violent criminals often watch violent movies. J think this explanation is ! Explanation: This is because watching these movies improbable because produces violent feelings and leads people This may be true, provided that ... towards crime. That can't be right, since ... There's insufficient evidence to claim that, so ! think ... Children who get into trouble often have parents who smoke. Explanation: This is because the smoke affects the children’s mental development at a young age.D Read this extract from a web page. Think about whether you tend to agree or disagree with the writer, and why. eoe e299 ARAFRIMA AMERICA Pan Wie eure ort Pea business (elicits) WHERE IS EVERYBODY? With the news thi eek that yet more planets have been discovered beyond our Solar System, is it just a matter of time before wwe find someone to say “hello” to? No, says Keloin Stewart. Although humans have always looked up at the night sky and wondered about what or who might inhabit the tiny, bright worlds they see, it was only in 1960 that modern SETI (the search for extraterrestrial intelligence) began. In that year, the astronomer Frank Drake pointed a radio telescope at two stars, looking for signs of intelligent life, and found ... nothing. Stjll, that didn’t stop him coming up with his famous “Drake equation.” I won’t bore you with the math, but the Drake equation basically says, “There are so many billions of stars out there that even if only a tiny fraction of them develop intelligent life, then there must be lots of other intelligent species in our galaxy.” But if that’s the case, then we should see evidence, or, as physicist Fnrico Fermi asked, “Where is everybody?” This is the first key fact about SETI: we haven't heard anything. This is because there’s nothing to hear. There are no signals being beamed down to us saying, “Hello, can we be your friends?” because there’s no one out there. It’s the obvious explanation. The second key fact is that among all the exoplanets we've identified so far, we haven't yet found a planet capable of sustaining life, like Earth, outside our Solar System. This is becaus¢they don’t exist. The Earth seems to be unique: It's just the right size and just the right distance from our Sun, creating the ideal conditions for life to develop. So what is it about the search for intelligent life that stops people from seeing this basic logic? E | Work in pairs. The article states two key facts, together with explanations. For each one, discuss how convincing you find the explanation and make a note of possible alternative explanations. F ts Share your ideas with the class. Who has the most convincing explanations for the facts in the text? S . What does the sayin ® = ie XN . = o = ~~ “Don't believe everything you read” mean to you?Language Wrap-up Complete the text with the words in the box. You will need capable conceivable finite float gravity i ‘to make some words negative by using a prefix. (10 points) Shuttle orbit practical crew sufficient THE SEARCH FOR LIFE 8-10 3 ee een oot Ican talk about . ea pone of space, we have wondered whether we're alone in the universe. To many, it seems and use the negative F MZ ies ee Game mE (2) —____________ that among all the stars in all the billions of galaxies, our own correctly. would be the only one that shines down on life. The problem is knowing where to look. 0-7 correct: One possibility is the search for exoplanets—planets in (3) —____________ around. Look again at Sections J and 3 on pages 18-19 stars outside our own Solar System. However, the only ones that have been found so far sha. _._ | _ ae gas giants like our own Jupiter, which have very high (4) and SCORE: ( jo) | Seem to be(5) __ of supporting life as we know it. as LS eat A better candidate may be closer to home. Titan, a natural satellite of the planet Saturn, i ‘has an atmosphere similar to that of the early Earth. Scientists also believe there are methane | lakes. Is it possible that life forms exist that (6) —________ on these lakes, or live deep beneath the | surface? As of now, we have (7) _____________ eviclence to decide, but perhaps a future mission to Titan 1] could provide the answer. It would be (8) _____________ to simply send a (9) in a conventional (10) ______________ because of the vast distances involved. However, one day a robot | may send back the first images of life that did not develop on Earth. | Circle the correct option to complete each sentence. (10 points) 1 Astronauts receive training in case / provided that they have to deal with emergencies. _ i beanbag | 2 I don’t believe life will be / has been discovered on other planets in the near future. Tease the future 3 Spacecraft in the future will design / be designed to travel very long distances. passive and conditional 4 Space tourists might charge / be charged a lot of money to stay ina hotel on the moon! conjunctions 5 We won't discover what's out there wiless / if we don’t continue to explore. 1d Z i . 6 Sending a crew to Mars is possible, as long as / in case we can keep them safe. peat 7 Do you think a war will ever fight /be fought in space? ang/2i, 8 NASA may send / be sent a spacecraft to explore Pluto as ¢ 9 I wonder if a colony will establish / be established on Mars in the future. SCORE: /10 ) _) 10 I’'moptimistic about finding extraterrestrial life, as long as / unless we continue to yee ee hl = invest in exploration. | Answers to Unit Opener, page 17: | 145billion 2 14billion 3 240,000 4 93 million 5 100billion 6 6,000 7 7billion 26Private Matters * talk about issues related to privacy A Take the survey. Rate each statement from 1 (doesn't describe you at all) to 5 (describes you very accurately). © discuss the threat of B [G3 Work in groups. Discuss your answers and give information or identity theft more detail on your opinions. Then discuss the s VES EDGE ® discuss privacy in the Why do you think ideas about what should be Hee Of Soe inee private are different for different people? Why do you think the issue of privacy receives | © talk about ways to protect a lot of attention in the media today? privacy online 1 It's important that | have my own private space. 1 2 3 4 5 When | was growing up, my parents respected my privacy. 2 | would describe myself as a very private person. 2 3 4 5 | never seem to have enough privacy at home. 1 2 3 4 5 |'m not happy w! 1 2 3 4a 5 hen people know what I'm doing and thinking, I'm very careful about the information | provide to Web sites.Persuasive texts (texts which try to convince the reader of an opinion) often follow a cause-effect structure The writer presents causes and explains the effects in order to convince the reader of his/her opinion. Recognizing the structure of a text you are reading helps you understand the text more quickly. A Read this article. Do you think the writer is right to be concerned about this problem? Big Brother is Watching You by Stephen Shaw E very time you make a call-on your cell phone, data s collected about where you are, who you're calling, and even what direction you're traveling in, Credit card payments leave-a detailed record of where you’ve been and single week. This information may be stored on databases for years. We're told it prevents crime, helps in the fight against terrorism, and makes life easier for all of us. What we're not told is the risk we're taking by allowing others to invade our privacy like this. We should all be concerned first of all about the security of our information. There have been a number of high- profile cases where employees have lost CDs containing the data of thousands of customers, or where criminals have hacked into databases. This can have frightening consequences for individuals. One possibility is the people are left open to blackmail when information about their private lives falls into the wrong hands. Anothe: that armed with personal data such as your credit card or bank account numbers, a criminal can spend money in your name, leaving you to pick up the tab. This kind of identity theft is becoming increasingly common, source: legraph.co.uk February 13 even if the information doesn’t fall into the hands of is still the possibility that it will be shared’ between different companies or different authorities. What are the possible effects of that? It means that information’ collected for one purpose could be used for a completely different purpose. We might be happy with an airline criminals, ther collecting information about us in the belief that this helps | to prevent terrorism. However, what if that information is ~ en shared with other companies, who use it to direct their aa advertisements at us more efficiently? Are you happy with 4 your personal data being used in that way Then there’s the question of what happens if we do nothing about the situation. Companies and governments need to compile information about individual citizens—they base their commercial and social planning or will always want access to more information about more aspects of people’s lives because it makes their jobs easier. Whatever bits of our privacy we are prepared to give up today, governments and corporations will always demand more tomorrow. Unless we all exert more control over our personal data, we will soon find that there is no aspect of see how we can change that. We live, after all, in the information age. However. we can affect what happens to the information we produce. By demanding to know wi our data is being collected, how it's being used and how long it’s being kept for, we can all take back some of the control over our private lives. ° what you've bought, You can’t walk down the street in most our private lives that is not in some way recorded, stored, cities without your image being taken by security cameras. sed, and potentially abused. 4 It has been estimated that the average person in Britain, : ; possibly the country with the most surveillance in the world, From store loyalty cards to electronic travel cards, and has 3,254 pieces of personal information collected every TOM e-mails to text messages, our everyday lives create J an enormous amount of information and it’s difficultto =B This table represents the structure of the text on page 28. Read the text again and complete the table. CRORE Paragraph | Function 5 Conclusion. Summary of the situ ww And call to o € Vocabulary: privacy Complete the sentences with the words and phrases in the box. These were : all used in the article in Exercise A. access to compile data database invade your privacy surveillance 1 I believe nobody should have the right to _______ without your permission. . (know your personal secrets) 2 [don’t worry about the fact that corporations _____________ information on each of us all the time. (collect) 3 [think we have to be careful about who has —______ ur personal information. (the right to see) 4 T find the amount of —________________ in our society a little worrying. (observation by the authorities) 5 I’malways very careful with my personal —__________________ online. (information) 6 Companies often keep a —_____________ with all their customers’ details in it. (collection of infarmation) of Work in pairs. Decide whether you agree or disagree with these statements and explain why. 1 Acertain amount of surveillance and having our privacy invaded makes us safer. 2 Companies shouldn't be allowed to sell client databases they have compiled. ) 1 (/e/) I'd be angry if someone hacked into my computer and got access to it. © 2 (/a/) My father never bothers to lock his car. 3 (/9/) The boss also taught me the wrong password. UnitA ej Language in context Listen to this conversation. How does Amber's attitude to privacy differ from her mom's? Mom: Who are you texting now, Amber? Amber: No one. I'm updating my Twitter™ and my Facebook™. Mom: wish you wouldn’t tell the world what you're doing. It’s like being under surveillance. It should be private. Amber: I don’t think so. I like my friends to find out what I’m doing. Mom: I don’t suppose they’re interested. And you put so much personal information on there. Would you be happy if someone hacked into your account? Amber: I expect not. But anyway, they would only find out what kind of coffee I'm having! B Notice Read the information below. Complete the tables using examples from the conversation in Exercise A. When we express negative opinions using think, believe, and other verbs with similar Meanings, it's more natural ‘to make the first verb negative, not the second. believe, feel, imagine, Suppose, think | suppose theyre interested. When we give negative short answers, we use not with most verbs, expect, guess, hope, suppose, suspect, assume With some verbs, we make believe, think, ‘the verb negative and use so. imagine, suppose I think so. Hope and wish do not use transferred negation: ! wish you vroulda’t tell the world what we're doing. (hope you don’t post things on Twitter™, € Practice Complete each response with negative forms using the prompts. 1 “Are people careful enough on social networking sites such as Facebook™?” “No, I (suspect). 1 (hopefidentity theft/increase). 2 “Are attitudes to privacy the same now as in the past?” “No, I (think). 1 (believe/opinions/stay) the same.” 3 “Do you think people will give up all privacy in the future?” “No, 1 (hope). 1 (imagine/peoplefwill give up) their privacy easily.” 4 “Does Twitter™ play a big part in your life?” “No, 1 (guess). 1 ((eeV/it/help) me communicate with people.” 3 Now you do it Work in Pairs. Ask and answer the questions in Exercise C. Explain your opinions.Speaking: managing and participating in a group discussion Ee Ina group discussion, it's important to keep the discussion moving. At the same time, everyone in the group ‘should get to express their opinion. We use various phrases for keeping the discussion moving, for politely interrupting a speaker to focus on relevant points, and to invite contributions. ie 2) Listen to this group discussing how ideas of privacy differ. As you listen, check the points which are mentioned. A 1 Like having my own space. O 1 2 [share more information online than my parents. LO 3 People should be more private than they are. 4 Different cultures view privacy differently. O B i) Listen again. As you listen, complete the phrases below. Keeping the discussion moving Why don’t we (1) ________ by talking/thinking about ... Maybe we should (2) _________ on to talking ‘thinking about ... The next point for discussion is .. Interrupting politely (3) —______ to stop you, but maybe we should focus on ... Tdon’t mean to interrupt you, but the issue is ... Tnviting contributions Does anyone want to (4) _________ anything on the topic of ... don’t think we've heard from ... | Td be interested to know what you think about ... Work in groups. Discuss the points below. Use the phrases above to manage the discussion. Report back to the class on your discussion. How attitudes to privacy can differ The role that technology plays in privacy How you expect these issues to develop in the future A: Why don't we start by talking about how attitudes to privacy can differ? BOK, that sounds good. | can begin. | love sharing what I'm doing and what I'm thinking. And | like knowing what my friends are doing, too. It makes me feel cannected all the time, but | don’t imagine that everyone else feels the same way about it. © Yeah, | don’t suppose everyone agrees with you. Some people might feel ...aad Ss aie ———E | te \ information literacy: In order to protect our } or : ; privacy, we need to ef) protecting pe rsonal privacy understand what the potential threats are. Once p —_ ‘| wre we see the threats, we can i A | Look at these pictures. Discuss what threats think about practical steps to privacy each situation could pose. to take. These should then . become a regular part of our dp} personal security. Re B &@ Work in pairs. For each situation in Exercise A, discuss what you think is the best way to avoid the threat. Make a note of your ideas and share them with the whole class. © Think about the online services and accounts you use (e-mail, Twitter™, Facebook™, Amazon, ete.). Check which of the following pieces of information about you it might be possible to find online. your full name i] your e-mail address | your birth date O your ID number O your address O the place where you work/study [_] your phone number |_] your credit card number apictureofyou — [_] your bank account number LI 2 D Ga Work in pairs. Look at your answers to Exercise C and discuss the possible consequences of this online information getting into the wrong hands. Make a list. Someone could send spam to my e-mail address. 34E 3 work in pairs. Read this article. Student A, explain in your own words what advice is given regarding software and browsers. Student B, explain in your own words what advice is given about e-mail and privacy policies. eve SoH SECU CURR CC Cec RE REL RCM cia a cell ag Cem aCe USe CMU UAL oat Te] oR] CEG Ma cI MULOMUEl Mme et cn Tell mela oliccis EUR TrAch Ure nemo STM MCLE on A ON eee ius, anti-spyware, and firewall software—and make sure is up-to-date. Ant-rinss software protects your computer from viruses that can allow fraudsters to access your machine. Spyware isa software program installed on your computer YOUR SOFTWARE i 5 ‘without your consent to monitor your behavior anline or record your keystrokes. Anti-Spyware software can remove or disable spyware. Firewalls help keep hackers fram using your computer to send out your personal information without your permission. YOUR BROWSER Configure yourbrowser or operating system to manage pop-ups, cookies, orblock specific Web sites, Use a separate e-mail address for online transactions. Keep the inbox you use to communicate with friends and family free YOUR E-MAIL. _°f5Pamby using aseparatee-mailaddess when you filin forms as you shop or conduct other transactions enlne. When providing personal information on a Web site, make sue the transaction is secure. Look for the padlacksyymbol in the status barat the bottom of your browser. When visiting a Web site forthe fist time, always make sure the site has a posted privacy policy —and read it. It should PRIVACY POLICIES explain how your personal information will be collected and used or shared with other parties. if Web site doesn't have a privacy policy, consider doing business elsewhere apted from ¥ iste.com & Work in groups. Read this question sent to an online forum. Discuss what advice you would give the writer and make a list of key points. Share your ideas with the whole class. greenhorn’5 ve been reading about protecting my privacy online, and | was hoping you | could help me sort out my personal security, The thing Im most interested in | is passwords, Any tips out there on making up passwords and things like that? | . tI || Thanks! greenhom8s = = | RET § a = Reflect | . To keep your password secure, | «fg Work in groups. Make a list of you Sa B the top three pieces of advice nein Do you already take any you would give to someone / don't think you need to ... sleps to protect your privacy =| concerned about online privacy. We consider a good password online? In what other = Then create a combined class ‘one that ... 2 | contexts do you protect list of advice. You should make it a priority to... your privacy? I've found it helpful ta ...Language Wrap-up Complete the passage with the appropriate forms of the words in the box. (10 points) access compile data database find hack invade run take suneiance ) Ee Rico tty can talk about privacy and use phrasal verbs As more of us conduct more of our lives online, the danger of other people connected to privacy. Privacy in the Digital Age (1) _____. our privacy has become a hot issue. On the one hand, there 0-7 44 i i is coreg) are those who argue that there is too much (2) ____________ in our society to and that citizens are genuinely concerned about the amount of information being 28-29 and 31. (3) about them. They point to the fact that our information is often kept on (4) ______________ that are far from secure, which criminals can easily SCORE: — (6) —_— into. This may allow them to steal personal information which they can use to (6) _____ out eredit cards and (7) up huge debts in other people’s names. On the other hand, there are people who argue that this loss of privacy is necessary. They claim that allowing authorities (8) ~~ to our personal (9)___________ is the only way to prevent serious crime in the digital age. According to this view, the risk of criminals (10) personal details is worth taking to protect ourselves from greater risks. Whichever view is right, the argument is only going to get more intense as our use of technology increases. A Circle the correct word or phrase to complete each sentence. (5 points) eek ite 2 1 “Did anyone see your password?” “No, I imagine not / don’t imagine so.” I o scuipkinete and 2 “Lwish you wouldn't / don't wish you would tell people what my password is.” transferred negation and negative short answers correctly. 4 “T think you aren’t / don’t think you are careful enough about keeping your password secret.” Look again at Sections ; ; ; 3 and 6 on pages 30 B Write the sentences in the correct order. Add any extra words you need. (5 points) and 32. 3 “Do you change your password often enough?” “No, I guess not / don’t guess so.” 1 all / we / priority / make / privacy / need é SCORE: {10} 2 careful / keep / I'm / private / some things = at 3 paranoid / me / can call / you / but / never / use / 1 / public computers 4 privacy / describe / you / would / important / to you / ? 5 finally / guilty / him / they / found / identity theftUnit URLs CULL es © talk about changes and new alternatives in education A New Look at Learning A G Work in pairs. Look at the pictures and read the statements. Decide which of the areas listed in the box each statement © evaluate your learning relates to. You may decide that some or all of the statements styles and preferences relate to more than one area. t9 4 * discuss the effects of fia B | Work in groups. Discuss these questions. tecknology on education 1 How are the pictures and statements connected to the areas listed in the box? o : é * talk about the roles of “soft 2 Whatare the general implications of these statements for your future? skills” and “hard skills” Technology Education “Soft skills” like critical thinking Globalization “We are currently preparing students for ___ jobs that don't yet exist, using technologies 7) not yet invented, in order to solve problems 2 we don't even know are problems yet.” - —From Did You Ki ? video now In the very near future, 2) China will be the largest t solve problems the same kind ing we used when reated them.” rt EinsteinWork in pairs. Read the article. Discuss with your partner whether the author is in favor of or opposed to virtual degree programs and why. eo8 es. OXFED Oxted University investigates new learning developments UN MI TVERSITY The Online Alternative © HT A'N sot all students are alike, This may seem obvious, but itis something that our school systems, including universities, do not take fully enough into account. Students are all expected to learn and behave in a similar way, and though this may work for many students, it certainly doesn't work for everyone. The college dropout rate in the U.S. (students who do not finish a four-year degree program) is about 50%. Students drop out of college for a number of reasons, and most dropouts never get a chance to go back and finish their degrees. In spite of this depressing statistic, there is now increasing hope that more students will get a college degree. Many acsndnasberias universities in the U.S, are now offering online degree programs, a viable alternative to the traditional on-campus Leam about university. Virtual universities are offering a broad range of courses at very affordable prices. This makes virtual degree our top Instructors programs a good alternative for students who can't afford to pay the high tuition fees of traditional universities and don't want fo get into debt by taking out huge student loans. Online programs also foment skills such as self-discipline, decision making, and time management. Students choose their own classes, set their own schedule, and report to a professor by phone or online. Virtual students are not faced with the social distractions and peer pressure that on-campus students have to deal with, and they receive individualized tutoring from their faculty advisor. Online universities may be the answer for many people who want to get a college education but can't or don't want to attend a traditional university. EY verb collocations Find examples in the text in Exercise A to complete the sts of collocations. Use the context in the text to help you understand the phrases. 1 take into: consideration, 2 get: a chance, a college degree, 3 drop out of: a class, a group, ' 4 offer a broad range of: choices, products, alternatives, classes, 5 set: goals, a date, a time, 6 be faced with: problems, ————______,__ ct 1 Do many students drop out of college in your country? Why or why not? J Work in groups. Discuss these questions. 2 What kinds of problems and decisions are college students often faced with? 3 What things should students take into consideration when deciding where to go to college and what degree to get? 4 Would the fact that online degree programs offer a very broad range of choices and allow students to set their own goals and schedules be an advantage or a disadvantage for you? Why? Listen to the radio broadcast. Take notes on the ways the guest speaker disagrees with the opinion in the article in Exercise A. E Consider the opinions from Exercises A and D. Decide whether or not you think online universities would be a good alternative for many students in your country. Write notes. to prepare a two-minute talk. F 7 Independent Speaking Work in pairs. Take about two minutes to explain your opinion. Listen to your partner's opinion of online universities. Were your opinions similar or very different?Grammar: reflexive pronouns Language in context Read the quiz, but don’t answer it yet. Would Kate probably be a good online student? Why or why not? x 2 inline or on campus? » ‘ aca if you're thinking of doing an online degree, you need to take into account your personality and leaming styles. Give yourself a score from 1 to 5 for each statement (1 = not at all, = definitely). = Kate 11am able to discipline myself to get my work done. 1 21 can make myself focus on a task; | am not easily distracted. 1 31am independent; | think for myself. [4 4 | like doing things myself, in my own way. 4 § enjoy having time by myself. 3 TOTAL «13 5-11 points: You wauld definitely do better in a traditional campus environment. 12-18 poi ‘An online program might work for you, but be honest with yourself about your preferences. 19-25 points: You are independent and able to discipline yourse!f—a good candidate for an online program. 'B Notice Read the information. Complete the table using an example of each reflexive structure | like doing things myself, in my own way. 1 To emphasize that someone does something without help. Verb + direct object + (by) reflexive pronoun Verb + reflexive pronoun () 2 To indicate that an action is done by the same person who receives the action Verb + preposition + reflexive pronoun | (2) 3 To mean alone Verb + by + reflexive pronoun (3) eee pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves | ¥ I can make myself focus. X I can make me foc © Practice Circle the correct option in each sentence. 1 Lhurt I / me / myself playing basketball. 2 My brother and [/ sme / myself are both taking online courses this summer. 3 How do you keep you / yourself from getting distracted when you study? 4 Joanne sets small daily goals for she / her / herself. 5 On my parents’ anniversary, I gave they / them / themselves a gift card for a nice dinner. 6 Paul gave myself / himself / herself a new MP3 player for his birthday! 7 We built this desk we / 1s / ourselves! '8 People should ask themselves / himself / yourself if they really want to go to college. calculate your score. Then discuss with your group whether or not each of you would be a good online student. Give reasons.40 Nl ra consonants than before voiceless consonants. Voiceless: hurt late rope cup back pick safe life close Miss 1 ] Voiced: heard laid robe cub bag pig save live close Ms. i A By P) Listen and Practice the sentences. Pay attention to vowel length. 1 [heard you got hurt at your job 4 It’s the best live music I’ve heard in my life. 2 Gus got laid off for being late. 5 When I got back to class, my bag was gone. 3 The library is close, but it’s about to close. 6 Ms. Taylor hates being called Miss Taylor. ative English speakers Non-native speakers of English with different first languages often use stress, intonation patterns, and sounds ‘that are unfamiliar to each other. They may speak very quickly, or mispronounce certain words. Identifying things that cause difficulties can help you understand other non-native speakers. A & Listen to three conversations and say what the general topic of all three is. 5?) Listen again. Check the conversation that was the easiest for you to understand. Then choose the reason(s) why you think it was the easiest. Conversationt [_] Conversation? (1 Conversation 3 (1 one of the accents sounds the same as or similar to mine |_| They don’t have strong native language accents. |_| They spoke more slowly than the others. Other: § Work in pairs. Listen a final time. After each conversation, discuss these questions with your partner. 1 Which speaker was more difficult for you to understand in each conversation? Circle a) or b). Conversation 1: a) Marcel (Dutch) b) Omar (Jordanian) Conversation 2: a) Alak (Thai) b) Yoko (Japanese) Conversation 3: a) Andrea (Chilean) b) Tatiana (Russian) 2 What made it difficult to understand him/her? CCB me a Rapid speech The pronunciation of specific sounds Peres Petes ned Reed Unfamiliar syllable stress in words Unfamiliar word stress in sentences Work in groups. In your opinion, does technology have more positive or negative effects on education? Why?Grammar: mixed conditionals Language in context Listen to the conversation below. In what ways is technology changing education? Ruth: Wow. This article on how technology is changing education says that a large percentage of what you learn in college in any technical field will be obsolete by the time you graduate. Whoa, so if I had studied engineering, my college degree might be obsolete by now. Technology is changing everything. If my university weren't so. high-tech, | wouldn't have been able to do international online projects. That experience helped me get this job. lTagree. I studied at a more traditional university, and my computer skills aren’t that great. If I had better IT skills, | probably would. have gotten a better job. At least | know English. If | hadn't learned English, I don’t think I would have avy job! B Notice Read the information. Complete the table using examples from Exercise A. Use Form Example a current or general | If clause in 2nd conditional + if my university weren’t so high-tech, | wouldn't have situation with result clause in 3rd conditional | been able to do international! online projects. a past result (4) | @ past event If clause in 3rd conditional + if | had studied engineering, my college degree might | or situation with result clause in 2nd conditional | be obsolete by now! | a present result (2) ¢ Practice Combine the sentence pairs to make mixed conditional sentences. CY ¥ If didn't know English, 1 Your cousin isn’t good at taking exams. He didn’t pass the college entrance exam. | wouldn't have gotten into this university. XK If didn’t know English, 2 Your sister didn’t study hard in college. She doesn’t have a good job now. Ihadn’t gotten into this university, If my cousin were If my sister had 3 The state university doesn’t offer a degree in IT management. You didn’t apply to study there. 4 Your uncle doesn’t keep up with changes in technology. He lost his job. | 5 You didn’t stay at your old job. You are not a department manager there now. 6 The Internet didn’t exist when your dad was in school. He doesn’t use it as well as you do. a c — D Now you do it Work in pairs. Think about how technology has affected your education. Share your experiences with your partner. * something you did recently that you wouldn’t have been able to do if the Internet didn’t exist * something you would be better at now if you had had the technology for it when you were younger| | 42 A Read the article. What is the author's main point? How are statistics used to support that point? KNOWLEDGE IS Employers these days say that having a degree from a university of high standing is no longer enough to make a job applicant stand out. Though academic achievement is still an important factor, company recruiters are applying new standards in hiring, and they want people who are outstanding in a number of ways. The following statistics and conclusions from a survey done in 2009 highlight some of the concerms of 21" Century employers, Companies are changing their requirements for graduate recruits. * 56.2% of companies want to hire graduates who have a range of skills * Only 52.6% require graduates to have specific degrees. Many employers feel that graduates lack “soft skills” which are skills not related to specific fields or jobs. In their opinion, the development of skills like critical thinking and effective communication would leave graduates far better prepared for the realities of today’s job market. The following list is the percentage of employers who said that graduates lack competence in specific soft skills * 52.7% said they lack the ability to communicate effectively. * 38.9% said they lack the ability to work independently. Info nation source: G: statistics-based argument NOT ENOUGH * 34.4% said they lack the ability to motivate themselves. * 24.4% said they lack the ability to manage their own learning. There is also a lack of competence in certain “hard skills? which are specific skills needed for certain jobs. Interestingly, the two main areas where employers said graduates lack competence closely correspond to a deficiency in sott skills. * 43.2% said graduates lack writing skills. This affects their ability to communicate effectively in a business context. * 40.7% said graduates lack management skills. This is linked to soft skills such as communicating effectively, exhibiting confidence, problem solving, organization, and working in a team The good news is that educators all over the world are standing back and taking a hard look at the way students are taught, and they realize that people with underdeveloped soft skills will not stand a chance in the global job market. If we consider where education stood just a few years ago, the main emphasis was probably still an imparting knowledge. But it stands to reason that it employers have started asking for certain skills, educators will work hard to provide their students with these skills. m B Vocabulary: words related to stand Match the words and phrases to the correct definitions. Use the contexts from the article in Exercise A to help you. 1 where someone /something stands stand back stand a chance standing standard 2 3 4 5 Itstands to reason 6 7 stand out 8 outstanding Work in groups. Discuss these questions. 1 What information in the text stood out to you as surprising or especially interesting? 2 The study cited was conducted in Ireland. Does it stand to reason that the results are relevant in other countries? Why or why not? 3 In your country, do you stand a chance of getting a a degree from a university of good standing, or are hiring standards changing? 4 In your opinion, what qualities make someone an outstanding job candidate? a) to maintain distance, either literally or figuratively b) to be ina certain position ©) to be easily noticed or very obvious d) an acceptable level of quality or achievement e) to have the possibility of doing something f) extremely good or impressive g) a rank or position h) to be the logical conclusion good job just on the basis ofWriting: punctuation with connectors — In formal writing such as business or academic writing, it is important to be able to combine ideas to form different types of sentences since this makes your writing more sophisticated. In order to do this “successfully, you need to know the punctuation rules for different types of connectors. A Read the information. Then combine the pairs of sentences below using correct punctuation. 4 Connectors and, but, or, so: Use a comma before the connector. Paul has excellent Jeadership and communications skills, so he got a good promotion. [ 2 Connectors such as because, since, although, when, after, before: a) If the clause with the connector comes first, use a comma. | Because we didn’t plan our project well enough, it went over budget. b) If the clause with the connector comes second, don’t use a comma. Our project went over budget because we didn’t plan it well enough. 3 Connectors such as however, nevertheless, therefore, furthermore, in addition: a) The clause with the connector always comes second. b) Use a period or semi-colon before the connector and a comma after the connector. You need better IT skills. Furthermore, you should improve your communications skills. You need better IT skills; furthermore, you should improve your communications skills. 1 I would like to start my own business. I'm not sure my business skills are good enough. (however) 2 My friend had to work full time. He decided to do an online Master’s degree. (so) 3 I get good grades in my classes. I need to improve my research skills. (alt/tough) B Read this paragraph and correct the errors in punctuation. at my situation and | decided to stort my own be a successful business owner today!” From where Lee Rowland stood ten years ago, he thought he didn’t stand a chance of success. Lee was faced with having to drop out of college, becouse he could no longer pay his tuition. Although he had almost finished his degree he knew that “almost” wouldn't meet the standards of most employers. lee says that if he were more interested in academics, he could have applied for ‘a loan to finish college but it wosn't really what he wanted to do. He says, “I stood back and looked uw | FL hadn't dropped out of college, | wouldn't Work in pairs. Swap books and check your partner's paragraph for punctuation errors. business.” Lee took into consideration both his hard skills and his soft skills in addition he made a list of his strengths and weaknesses. After he had considered all the angles he started It Still Works, an enline site for buying and selling slightly outdated electronics. “Everyane needs technology, however, not everyone needs the latest, most expensive technology,” says Lee. He Feels that his success is largely due to his abilities to set reolistic geals and to think aritically and creatively. OUR BUSINESS | September/October i= >=a 6 e f; 1 . © Understand the difference | = Society and culture: between hard skills maximizing your potential iia 208 alla pnathe oD | importance of each. or A [9 Listen to a conversation between a person locking * Assess your soft skills, and a for a job and a job counselor. What three areas help decide which areas you need to improve. contribute to an outstanding résumé? © Know how to use your soft skills to maximize your potential. B ® G Work in pairs. Listen again. Discuss these questions with your partner. | 1 Atthe beginning of the conversation, does Noel think he stands a good chance of getting a job? Why or why not? 2 Why does the counselor think Noel’s part-time jobs were relevant to his career? 3 What is the difference between hard and soft skills? 4 How does each type of skill (hard and soft) help a person to stand out and succeed? | © Make a list of your hard skills. Examples: knowledge of spreadsheet programs, strong math ability, good writing skills D Assess where you stand in some key soft skills areas. Write G (good), A (average), or NI (need to improve) next to each skill in the Assessment column of the table. Building communities Society and culture | Being a positive team member Giving and receiving feedback Developing empathy Critical thinking Evaluating arguments Evaluating explanations | Doing effective internet research Information literacy | Protecting personal privacy Synthesizing informationrises Ue eet Building communities Society and culture Being a positive team member Giving and receiving feedback Developing empathy Critical thinking Evaluating arguments. Evaluating explanations Doing effective internet research Information literacy Protecting personal privacy Synthesizing information E @ Work in groups. Brainstorm ideas for practical applications that can improve each of the soft skills listed. Complete the table with your favorite idea for each skill. Work in groups. Discuss how each person's soft and hard skills may be relevant in the job market. Your group may suggest skills you didn’t know you had! | ‘ Applications Starting a social network group with people in the same job or major as yours Doing community volunteer work Reading about reasons for global warming Teaching internet safety to neighborhood kids ! GR | think | have a fairly broad range of hard/soit skilis such as .../ experience in... What stands out to me is your Hi ability to ... | J think youre an outstanding ... | You've...., So it stands to reason that... if you weren't good at ..., you wouldn't have ..., $0 add that to your list. We have to remind ourselves that ... Reflect How can having strong soft © skills help you to maxim e your potential in areas of your life apart from work? UnitLanguage Wrap-up @ Complete the text with appropriate forms of the words and phrases in the box. (10 points) standing stand to reason a broad range of get a college degree set goals 8-10 correct: stand a chance outstanding be faced with drop out of take into account Tcan use words and phrases with stand ; and specific verb For many students, (1) ___________________ means not only studying hard, but also collocations. (2) having to work in order to pay tuition. Students often work long hours, which can obviously affect their academic (3) Look again at Sections Sadly, many students end up (4) ______ college, and those students 1 and 6 on pages 38 z and 42. often don’t (5) ___________________ of getting a high-level job. However, many universities offer work-study programs with (6) ————______ on-campus. SCORE: jobs that can help a student pay tuition fees. Unlike so many off-campus jobs, work— 7 study programs (7) ____________ the fact that students need plenty of time to study. It (8) _______________ that students in these programs are often able to maintain an (9) __________ grade point average even though they have to work. Of course, combining work with going to school requires the ability to be organized and to (10) _____________, but work-study programs can make that just a little bit easier for students. A Complete the sentences with appropriate pronouns. (6 points) My parents keep asking (1) _____________ what I want to study in college, and 8-10 correct: the truth is that I don’t even know if (2) _____________ want to go to college. | telll Ican use reflexive pronouns and mixed (3) —____________ that I have to go because my'parents would be so disappointed conditional tenses correctly. if | didn’t. My mom and dad both went to college, and they both worked and paid their Cerio tuition (4) _______ because their parents didn’t have enough money Look again at Sections 2 a 5 om pages 39 (6) - If my parents hadn’t had to work so hard to achieve what they and 41. to help (5) _____________. In fact, my mom also paid for her graduate studies did, maybe I wouldn’t feel like I have to go to callege! SCORE: B Combine the sentence pairs to make mixed conditional sentences. (4 points) 1 Your friend had to start working after high school. He doesn’t have a college degree. 2 Your university has a high standing. You got a good job after you graduated. 3 Your colleague didn’t understand the instructions. He is writing his report again. 4 Your boss doesn’t have gaod communications skills. She made people angry yesterday.Just Animals? a A Draw arrows between the parts of the ecosystem that you consider to be directly linked in some way. For example * You could draw an arrow from the fish to the water plant because fish provide fertilizer to help the plants grow. ou could draw an arrow from thi plant to the fish because plants provide shelter, and sometimes food, for the Work in groups. Discuss the possible relationships among the different items in the picture. Also discuss whether you think all of the things in the picture are important to people. protection anc © discuss the interdependency and endangerment of species ypinions on havingas mar: indefinite pronouns A Language in context Read the article. Why do you think the group is called Rescue Ink? Simone DiCarlo Features writer Sunday, July 17 Somewhere in New York right now, one of a group of tattooed, tough-looking guys is taking 9) Pe a dog or a cat from its owner, Stealing? No. He is rescuing the animal from someone who Sa a doesn’t take care of it. Many of the members of Rescue Ink are motorcycle enthusiasts. Most look a little scary, but everything they do helps animals. Some of the animals are rescued from abusive owners; others are homeless strays. A few are victims of criminal activities such as dog fighting, and those cases are turned over to the police. Rescue Ink has plenty of work to do because lots of people call them te report suspected animal abuse. None of the calls are ignored by the group, and many result in rescues, These “bad” bikers are doing good work! B Notice Read the information in the table. Look back at the article and find examples to complete the table. Then underline other examples in the text. Indefinite pronouns Example | 1 To refer back to Singular previously mentioned people, places, or things: In general, pet owners are kind to animals, but some are not. some one | another | One ofa group... any 4 bady | one | every thing | each (1) where | either neither both, (a) few, many, several, others 2 To refer to unknown | Others are homeless... or unspecified people, places or things: Someone mistreated this kitten. (2) ae Singular | all, plenty, lots/a lot, most, or plural | some, none Some of the animals... (3) —_ — == { ‘With pronouns that can be both singular or plural, the form of the verb depends on whether the pronoun refers to. a noncount | ora plural count noun, e.g. None of this pet food is good. (food = noncount) None of the kittens have been fed today (kittens = plural count) ¢ Practice Circle the correct verb forms. Everyone (1) (know / knows) that no one should have a pet if they can't take care of it properly, but a lot of people (2) (ignore / ignores) this simple rule. Some of the animal abuse in the world (3) (/s / are) related to criminal activities, but most (4) (is / @ré) unintentional and due to ignorance or financial problems. Although neither of these problems (5) (is / are) the owner's fault, both (6) (result / results) in animals living in poor conditions. Anyone thi ‘ing of getting a pet should make sure they are prepared. Plenty of time, space, and money (7) (is / are) needed to care for an animal. Pets vary a great deal in type, breed, ang personality, but all (8) (need / needs) somewhere nice to sleep, good food, and lots of love and attention. Nothing (9) (is / are) sadder than a lonely, unloved pet. Everyone at Rescue Ink (10) (urge / urges) people to think carefully before getting a pet. Now you do it Work in groups. Discuss these questions. Lots of people have pets. In your opinion, are most of them good pet owners or not? What would you recommend to owners of different types of pets? Fish need lots of ... and plenty of ... Anyone who has a parrot should . Something cats and dogs both need is ... Some pets ..., but others ...Pronunciation: final consonant clusters 2) Listen to the words and notice the sounds in the consonant groups in bold, Then listen again and practice the words. abl CC: hives, paths, mask, pest, expect, length, width CCC: absorbed, urged, swarmed, warned, it valved, tastes, masks, risks, instincts Listen to the text. Then practice reading it. ‘We were absorbed as we watched the men in safety masks approach the bee hives. The bees swarmed the length of the paths to the hives as their instincts urged them to attack. We were warned of the risks involved in watching, but we wanted to see how fresh honey tastes! Language use: listening to a story A Read the synopsis from a radio show guide. What do you think probably happens in the story? HE ANIMAL HOUR. december 3,900 am. Writer Margaret Nelson reads a short story called Lena, from her collection of stories about animals. Ms. Nelson is active in several animal rescue programs, and last year she traveled to the island of Borneo to visit an orangutan sanctuary. This story is based on the life of an orangutan named Lena. This is not just another feel-good animal story with a happy ending; Ms. Nelson hopes that people will listen not only to the story, but also to the messages within the story. B Vocabulary: animal rescue Read example sentences A-F from the story Lena. Write the words in bold next to their definitions below. A Lena’s natural habitat, the Indonesian rainforest, is being destroyed at a frightening rate of speed, and over half of the rainforest has already been destroyed. The humans helped the young apes learn other essential orangutan skills that they would have learned from their mothers if they had not grown up in captivity. In the wild, young orangutans stay with their mothers for eight years. Today, orangutans are an endangered species. On the day of their release, they were taken deep into the forest. Smugglers sell the young apes to people who don’t care that these animals are not meant to be pets. , a Situation in which wild animals are kept by people , the type of place where a particular animal or plant lives naturally :n,a type of animal or plant that may soon become extinct Oo Ne am OA :n, the act of freeing a person /animal; y, to free a person /animal :n, people who take things into or out of a country illegally to earn money adj, not raised by people; n, a place where people do not live Listen to the story. Take notes to help you remember the importart points. X D FS work in pairs. Discuss these questions. Use information from the story and your own ideas. Include as many words and phrases from Exercise B as you can. 1 Why are orangutans becoming an endangered species? 2 Why do you think the rehabilitation of orangutans to their natural habitat often takes several years? 3 In your opinion, does it really matter if orangutans or other species become extinct? Why or why not? Unit So50 nmar: passive modals Language in context Listen to the conversation below. What do Lee and Larissa agree on? What do they disagree on? Latissa: Hey, the zoo is open, so it must not be closed for renovation. Let's go in! Lee: No way. I hate zoos because wild animals shouldn't be kept in captivity. In fact, I think zoos ought to be banned. Larissa: | disagree. A lot of good things can be done at zoos. For example, some species may have been saved from extinction because of zoo breeding programs. Well, endangered species could be bred anyway and then released into their natural habitats. But their natural habitat may have been destroyed, so where would they be released? Lee: Yeah, I know what you mean. People shouldn't have been allowed to destroy those habitats, but the president says that stronger laws will be passed to help prevent that in the future. B Notice Read the information. Complete the table with examples from the conversation in Exercise A ae ce (eee Present | modal + be + ‘1 Speculation/assumption: past participle might/may, could, must, can't 2 General fact: might/may, could, can, must A lot of good things can be dane at zoos. 3 Obligation/criticism: should, ought to, must (2) | Future modal + be + 1 Prediction/ speculation: will, Endangered species could be bred anyway. past participle would, might/may, could 2 Promise: will, would (3) 3 Recommendation/suggestion: Zoos ought to be banned. should, must, ought to Past modal + have | 1 Deduction/speculation: might/ been + past may, could, must pordelple 2 Criticism: should People shouldn’t have been allowed to destroy these habitats. ¢ Practice Complete the paragraph with active or passive forms of the CY verbs in parentheses. Supporters of zoos ought to (1) _________(visif) zoos more often. If they AC Zoos should ban spent more time observing zoo animals, they might (2)___________ (realize) that wild animals shouldn't (3) __ (keeps) in captivity. Zoo proponents argue that animals bred in 200s can (4) ________(use) to increase wild populations and that these breeding programs can (6) ___ (ave) species from extinction. However, the responsibility for the survival of wildlife cannot (6) (give) to zoos. Governments must (7)_________ (hol) responsible for the well-being of the planet. Too often, politicians promise that the environment will (8) —____ (protect), but this does not happen. Many species that are now extinct could (9) ______ (ave) if governments had acted responsibly at the time. The public must (10) ______ (demand) action from their elected officials. That is the only answer to environmental problems. Now you do it Work in groups. Discuss whether you agree or disagree with the ideas in Exercise C.Speaking: summarizing To give an oral summary of a text, you have to identify the main ideas, decide on the clearest order for presenting them to your listener, and then explain the main ideas in your own words. Work in pairs. Read the forum question. Student A, read Jake’s answer. Student B, read Diane's answer. pe a Animal Issue Question SallyW: When I was at a mall yesterday, | went into a pet store. | was amazed at how many different animals they had for sale, many of them wild species like ferrets and mice. They especially had a lot of birds and reptiles. | felt kind of sorry for the larger birds like parrots and cockatoos because they were ail in cages by themselves. All of the animats had certificates to show that they had been bred in ‘captivity, so none had been taken from their natural habitats, but even so, do you think pet stores should be allowed to sell wild species as pets? Answer Jake509: If pet stores are not allowed to sell wild species, wild animals will be bought from smugglers or other illegal sources, Almost all animals sold in pet stores are raised in captivity, and wild populations are not affected. Furthermore, pet stores do not sell endangered species. If people buy animals in pet stores, and if pet stores buy from authorized breeders, the illegal capture and sale of wild animals can be eliminated, or at least cut down. It is also a fact that reputable pet stores help educate people about animals, both domestic and wild. Anyone who buys an animal at a good store will be given detailed instructions for taking care of it. | have a boa constrictor, and the pet store where | bought her gave me.a lot of information about snakes and their habitats. When people have some contact with wild animals, they are much more likely to support efforts to preserve habitats and save endangered species. Answer rs Diane_Flint: | know that most of the wild animals sold in pet stores are bred in captivity, and in most cases these animals could never be released into the wild, but that does nat mean that they make good pels. Animals like dogs and cats have been domesticated over centuries, but a wild species cannot be domesticated so easily, Many people buy cute baby animals and then do not know what to do with them when they grow up and begin to exhibit instinctual behaviors like biting or scratching. Furthermore, many wild species must be given specialized diets; for example, snakes nead to eat live mice. Animals also have social needs, and while a dog or a cat may be satisfied by human companionship, most wild species are not. Animals should not be kept in solitary confinement. Finally, many animals are still caught in the wild, which damages wild populations and causes trauma and suflering for the animals that are caught. All of these factors should be considered by anyone who is thinking of buying a wild animal as a pet pted from www.humanesociety.org B Re-read the answer you read in Exercise A. Make sure you have a good understanding of the text. Underline the main ideas. Decide whether the writer is for or against the sale of wild species as pets. © Study the ideas you underlined and decide the following things. 1 Are the ideas you underlined main ideas? 2 Are the ideas already in the best order for summarizing the writer’s opinion? 3 Should any details or examples be included in your summary? 4 How can you state the main ideas in your own words? Work in pairs. Give your partner a summary of the answer you read. Then discuss which point of view you agree with.ter to the editor a = ia Vocabulary: adverb-adjective collocations Match the adverbs to the words they are commonly used with. Notice that some words are repeated. 1 over/under a) organized / effective / successful 2 highly ___ b) populated /estimated/ utilized 3 well/badly/poorly ______¢) successful /dangerous /effective 4 most/least d) organized /done/thought out B Read the letter and check your answers to Exercise A. The Morning Gazette MONDAY, APRIL # Dear editor, 1am writing in the hope that I can motivate other people in our city to pressure the City Gouncil to do something about our mosquito problem, I know that there are supposedly arguments for why mosquitoes should be allowed to exist. They provide food for fish, turtles, and birds. They pollinate flowers. They spread bacteria and viruses, which are part of the ecosystem. Nevertheless, everyone knows that mosquitoes are one of the most dangerous insects on Earth; the number of diseases they carey should not be underestimated. Our pands are overpopulated with mosquito larvae, and the city does nothing about it ‘There are now a number of highly effective pesticides that are not dangerous to birds or fish, and there needs to be a well-organized effort to get rid of mosquitoes once and for all. Scott Stewart, Cool Springs Work in pairs. Use the guidelines below to write a letter to the editor stating your opinion. Include at least one phrase from each group in Exercise A. 1 Choose one of the following topics: * Animals in captivity in zoos * The sale of wild animals as pets * The eradication of “pests” such as mosquitoes 2 State your opinion in a topic sentence. 3 Give one or two examples of arguments from “the other side.” 4 State your arguments /opinions. 5 Write a concluding sentence which re-states your topic sentence in different words. D 4 “Post” your letter on the classroom wall. Read the other letters on your topic. With your partner, decide which letter has the best arguments. ons, explanations, and examples Being able to recognize examples, explanations, and definitions helps you to understand both concepts and Specific words in a text. Definitions give the meaning or synonyms of specific words or phrases. Explanations give further information or reasons. Examples list specific members of a general class, Work in pairs. Discuss these questions. Then read the article on the page 53 to check your ideas. 1 In general terms, what is the meaning of the domino effect? 2 How do you think the term is used in the areas of biology and ecology? 3 Look at the drawing in the article. When wolves were removed from Yellowstone Park, how do you think the ecosystem may have been affected? 52DOMINO EFFECT -septemser 18 Whenever there's a major change in the diversity of animals or plants inan area, a domino effect may occur, which means that if something happens to one species, there is_an effect on another species a ), and so on. This is what happened in Yellowstone National Park in the 20th Century, All wolves, ich are large, wild canines (2 J, were removed from Yellowstone Park by 1928. Over the following decades, adverse changes occurred in the park that scientists couldn't explain. However, with the reintroduction of walves in the 1990s, some areas in the park began to see a return to more “natural” conditions, and scientists saw that they had underestimated how important wolves were to the health of the park. Scientists now know that wolves affect elk, which are a type of larae deer (3 }; elk affect trees, specifically aspen and willows (4 aspen/willows affect beavers, and beavers affect trout and songbirds. This is to say that with the removal of wolves, a true jomino effect had been set in motion that had total ed results for a wide range of organisms (5 ) such as trees, fish and birds (6 b Most of us are aware that in any healthy natural system there is a tangled web of organisms that rely on each other. With any changes to that web, other areas may be affected in ways that can’t be predicted, and yet humans continue to manipulate the natural environment to suit their own needs/wants. Most of us also know about the highly organized system of food pyramids, in which different levels of organisms depend on those on the lower levels for food. (7 ____ }. For example. wolves eat_elk, and elk eat_plants (8 ______). Although predators are at or near the top of these pyramids, the “story” that unfolded in Yellowstone showed that environmental effects can be from the top of the pyramid down as well as from the bottom up. When a number of predators, including wolves (9 |, were eliminated from Yellowstone there were many well-meaning reasons Adapted from Domine Effect, www, naturalist.org B Read the article again. Write Eg (example), Ex (explanation), or D (definition) in the blanks next to the underlined phrases. Circle the signal word(s) used in each case. 1 According to the article, what is a domino effect in ecology? 2 What examples of organisms were mentioned in the case study, and what are they? a food pyramid? water disappeared? Work in pairs. Answer these questions as quickly as you can. is the explanation for why beavers left the park and trees near for removing them, but little understanding of what effect this might have on the overall biodiversity (meaning variety of organisms (10 )) of the park. Not until wolves were reintroduced in the 1990s, and the effects of their population expansion in the northern portions of the park were documented, did it become clear that the importance of the wolves had been under-appreciated, and that this had been one of the least successful, most poorly done wildlife management programs in history. The wolves were no longer preying on elk, so the elk became over- populated, and they were able to congregate in larger herds to feed placidly and heavily on aspen and willows along the waterways. Soon, the aspen/willow population was dramatically reduced, and beavers left the park because they had relied on th building materials (11 ). With the beavers gone, the valleys where beaver ponds used to exist dried up and no longer fed the streams with cold water for trout, a kind of fish (12 }. Furthermore, areas around the ponds that had been moist and had had abundant trees in the past could no longer support many trees. fees as fe The reason for this was the reduction of the trees near the water (13 ), Therefore, songbird populations alsowere dramatically reduced. These things didn’t happen overnight, but as this domino effect unfolded, scientists were puzzled as to exactly what was causing the changes. Not until the wolf was reintroduced, and researchers saw a change in elk feeding patterns, then a return of trees, then beavers, then trout and songbirds, did they figure it out. The wolves are integral to keeping the park ecosystem healthy and whole. Let’s hope we can learn from this graphic lesson and employ well-thought out environmental management policies!Society and culture: © Understand the advantages and disadoantages if understanding decision- of aiferent decision + making styles. - making styles * Determine which decision- making style is most A Write a word or phrase from the box below next to each appropriate for a giver description of a decision-making style. sifttation. Carry out the decision- making process, and reflect on whether it went weil. authoritarian committee consensus majority rules 4 : people who need to decide between two choices conduct a vote. Each person gets one vote, and the choice that receives the most votes wins. 2 ____________: ina large organization or group, people choose a smaller group of people to make the decision. The large group agrees to accept the decision made by the smaller group. | a 3 one person makes the decision for the whole group. 4 __________: everyone in the group agrees on the final decision. If there are different opinions, people talk and compromise until disagreements are resolved. Check the characteristics of each decision-making style. (In some cases, you can check more than one item.) Discuss your answers with a partner or small group. a) It's a slower method. b) It's a faster method c) Everyone’s opinion is heard. | d) It’s fair to everyone. e) Power is not equal. ) It's common in my country.c GG Work in pairs. Discuss which decision-making style you would q recommend in each situation below, and why. 1 A family—parents and two children—are discussing whether to get a pet. 7 2 The family has decided to get a pet, and they are deciding what kind of pet to get. 3 Azoo needs to hire a new veterinarian, " 4 There is a proposal to turn a large city park into an open-air arts and crafts market. oe Work in groups of five (or another odd number). Read the biology assignment, and then follow the steps below. BIO 101 + Due: As we have discussed, we would like to motivate the school to help animals. You have brainstormed ideas, and now a proposal has to be made to the school. Your group will evaluate the suggestions that have been made and will decide on one idea to present to the school. Each group will then explain to the class which idea they have chosen and why. ‘The final decision on which idea to work up as a proposal will be decided by class vote. + Get the school to join the World Wildlife Fund (www.worldwildlife.org), which is an international organization that works for the protection of endangered species and habitats in many different countries. Decide how money could be raised in your school and/or town to donate to the organization. Start a campaign to educate students about ecology issues in your country. Encourage students to join reputable ecology groups in your country. Some of these are branches of international organizations like the World Wildlife Fund, and others are country-specific. Start a responsible pet owner movement. Local vets can usually be persuaded to go to a school | to talk about how to care for pets. Ask for volunteers to help in animal shelters and in finding F homes for abandoned animals. 1 Choose the leader of your group. *e PL 2 Individually, decide which idea you like. 3 Asa group, decide which decision-making style you would like to use in deciding on one of the ideas. Then use that style to make a group choice. Does anyone have any more comments? Some of us wanted to use the ... method, but most wanted to use the ... method, so we did. = ok | Tell the class about your decision-making process. The most/least popular/effective idea was ... * Which idea did your group choose? . We thought this method was highly/wasn’t very * Which decision-making style es ch ae effective because ... did your group choose? Why? 3 P : We probably overestimated/underestimated What was easy about that eo FF 4 the difficulty of/time needed for this method. decision-making style? . _ What was challenging? * If you had to do it again, would you choose the same decision-making process? Why or why not? The decision probably should have been made/ could have been made more easily using ... What are some types of decisions that have to be made quickly by vote or by an authority? What are — = r= some types of decisions that ought to be made by consensus or conrmittee? aLanguage Wrap-up Complete the letter with the words and phrases in the box. (10 points) (_ snougnt ot endangered species under in captivity released most over effective wild natural habitat Dear Editor, 8-10 correct: | believe that the Coldwater Wilderness Area outside our city is (1) Tcan use words related -utilized and could be used in a number of different positive ways if the city had | to animal rescue, and a (2) well- plan for it. We have a highly (3) L Se ee wildlife rescue program, and many of those rescued animals could be | adjective collocations. | (4) eee nite thies(5} in Coldwater instead ‘of being given to zoos and kept (6) all their lives. Coldwater Look again at Sections | jg a (7) for a number of (8) _ and the area 3and 6 on pages 49 and 52. f could be used to help educate the public about environmental issues as well as provide recreation. | know that one of the (9) ______________ successful and SCORE: /10 popular programs at the zoo is their class on local plants and animals, and maybe tS a trip to Coldwater could be included in their program. | feel strongly that \ 4 the importance of educating people about our local resources cannot be (10) _______ = __-estimated. Why can’t people have fun and learn at the same time? | Frederick Missottio- | Fill in the blanks with appropriate indefinite pronouns. Circle the correct modals. (10 points) Dear Editor, 8-10 correct: Icompletely disagree with the idea of making more use of the Coldwater Wilderness Area. I can use indefinite Pronouns and passive Coldwater is a wilderness area precisely because there are not (1) modals correctly. of people walking around in it. There are some areas where people can picnic or swim, but people should not (2) allow / be allowed to walk all over the park and disturb vive Look again at Sections 1 and 4 on pages 48, Ido agree that Coldwater could (3) use / be used as part of the zoo’s program and 50. to teach people about local wildlife, but (4) | | from the zoo ought | to (5) take / be taken videos and photos for this purpose. I believe that the state should | SCORE: 20 (6) pass / be passed a law so that (7) ______ can disturb the animals or take “ (8) _______ like plants or rocks from Coldwater. Furthermore, Coldwater should never (9) designate / be designated as a recreation area. We have two Jarge beautiful parks, and (10) ______ are excellent for recreational purposes. Let’s keep | Coldwater wild. August Philips TSS Unit More than Machines? E= © discuss pros, cons, and uses of robots A RS Work in pairs. Discuss these questions. * make predictions about What are the machines in the pictures used for? the future use of robots What kinds of people use them? ermic ners * give an organized argument to defend your point of view JB Work in small groups. Discuss what tasks you think are better done by machines and what tasks are better done by people. Give reasons.Grammar: future perfect A Language in context Read the text. How does the writer think robots threaten our future? July 17: Robots of the Future: Friend or Foe? Some of my friends worry about a future where robots are almost indistinguishable from humans. You will have known your best friend for five years, for example, and you won't have realized that he’s made from metal and plastic. I'm nervous about robots in the future too, but not the kind that could pass as your friend or could fly space- ships. Increasingly, machines are taking over unskilled jobs. Why hire a human when a robot can do it faster and more cheaply? It sounds great ... and itis great, for companies’ profits. But then what kinds of jobs will people do? In 10 oF 20 years, we'll find that many of the jobs for high school graduates will have been taken over by machines, and that more money will have been paid to support unemployed people than companies will have made in profits. B Notice Read the information. Then complete the table with examples from the blog in Exercise A. The future perfect is used to describe an event that will be finished at or before a specific time in the future. Engineers will have invented more advanced robots in ten years. In ten years, engineers will have invented more advanced robots. [ Tense Form _ Example Common phrases to talk about the future future | will/won't + have | You (1) your By the end of this year/By the year 2025, perfect | + past participle best friend for five years, for example, In five years, ... | and you (2) _. that he’s made from metal and plastic. Ten years from now, future | will/won't + have .. Many of the jobs for high school | Com | Perfect | been + past participle | graduates (3) ov By the year 2025, robots will Passive by machines, and more money have become more common. (4)——_—__ to'support Mi By the year 2025, robots will unemployed people ... become more common. ~ 4 - et ¢ Practice Use the future perfect to combine the two ideas. 1 15 years/robots start doing many jobs in my house 2 the end of this century /robots take over many manufacturing jobs in my country 3 four or five years/prices of smart phones drop a lot 4 another decade/new internet domain names are created 5 a few years/most DVD rental stores in my city go out of business 6 the year 2050/people still aren't able to make a machine that “thinks”Now you do it Work in pairs. Discuss whether you agree or disagree with each statement in Exercise C. Give reasons. Language use: talking about automation = Listen to a man and a woman talking about an airplane missing its landing. Who blames automation? Who blames the pilots? B Vocabulary: phrases with adjective + preposition Listen again. Match the parts of the sentences. Check the meanings in a dictionary if necessary. 1 The pilots are more susceptible a) by emotions... 2 They weren’t aware b) to boredom. 3 They should have been focused ©) by flying ona plane that wasn’t automated. 4 It’s too easy for them to be distracted d) by other things. 5 I'd be more alarmed e) of too much automation. 6 They're not going to be overwhelmed f) of what was going on around them. 7 I'm just suspicious g) on what was happening! Work in pairs. Read the text and circle the correct expressions. With your partner, create a definition of automation in your own words. Automation is the use of control systems, along with information technology, to control machinery and processes. Many people are not (1) aware of / alarmed by what automation is; a common mistake is to confuSeé it with mechanization, Mechanization provides humans with machines to assist with the muscular requirements of work. Machines do mechanical and repetitive work well because they don’t get 4 (2) suspicious of / distracted by thoughts. They work quickly and aren't (3) overwhelmed by / susceptible to getting tired or sick. However automation is more than mechanical work. In automation, machines fulfill some human sensory and mental requirements as well. While automation reduces the need for human intervention further than mechanization, there are still some things that are beyond its scope. Human-level pattern and |anguage recognition are still outside the capabilities of automated systems. Also, people are very good at dealing with situations that require the synthesis of complex data, which machines still cannot do. Finally, a well-trained human will not be (4) overwhelmed by / distracted by tasks that require subjective assessment. Despite these limitations, automation has had a huge impact on many industries and is used ina vari ety of ways, from automated telephone operators to automated teller machines (ATMs) to partially or even fully automated transportation systems. Many people are (5) suspicious of / susceptible to automation though. Skeptics are (6) alarmed by / focused on advances in automation and claim that automation is flawed because a machine cannot make the necessary judgments that a human can and cannot Feact to unusual or unforeseen circumstances. However, others argue that there is a place for automation alongside humans, doing tasks that are better suited to machines, while humans are (7) focused on / distracted by what they do best—working in ‘Situations that require subjectivity and judgment. a SSS D i] Independent Speaking Work in pairs. Read the statement below. Circle the option you personally agree with. Then give a short presentation (1-2 minutes) to your partner on your ideas. Give examples. We should (increase/decrease) the use of automation in planes and cars. 59Speakers don't always directly say what they mean, especially if they are disagreeing with someone else. To figure out a speaker's opinion, pay attention to tone of voice as well as word choice. Exaggerated emphasis, for example, can even indicate that the speaker means the opposite of what the words literally mean. Listen to a conversation about artificial intelligence. Check the best paraphrase of each sentence. 1 Woman: Yeah, that'll happen. = 4 Man: That's science fiction. I think robots will be able to think one day. |_] I think it’s possible (1) 1 don't think robots will be able to think one day. [_] 1don’t think it’s possible. 2 Woman: Come on. —___ 5 Man: OK, I see what you mean. I think your bread machine can think. (7) tmight be changing my mind _] 1 don’t think your bread machine can think totally agree with you 3 Woman: Would it? ___ 6 Man: You're so serious tonight! (1 Fthink it would be wonderful You're very responsible. I don’t think it would be wonderful. You should relax, f Listen again and note which of the following helped you understand the meaning. Write the correct letter next to each part of the conversation in Exercise,A. a) exaggerated emphasis _b) word choice _¢) tone of voice c Gs Work in groups. Discuss these questions. 1 Do you think it’s possible to create a robot that can think? Why or why not? 2 Do you think it’s possible to create a robot that can feel emotions? Why or why not? 3 Would it be desirable to create a thinking, feeling robot? Give reasons why or why not Listen to these phrases. Notice how the two words are joined by a w ora y sound. w goafter noidea twoapples true answer y high altitude we allow he isn’t often Listen to these sentences and then practice with a partner. 1 We aren’t able to go on automating the factory. 2 She isn’t going to use a more efficient robot. 3 Do you all know a story about a robot? 4 [have no idea why he is interested in designing robots. | ~ 60Language use: reading an online news rt A Read the article. According to the article, how will robots have had an influence on English-language classrooms by 2018? ee 2 2 > SSS Hello : , 00M OLE Robots to Replace Native English Teachers M iY nae is... By Kim Tae-gyu, Staff Reporter During the second decade of the New Millennium, robots are expected to replace a number of English-speaking teachers here (in Korea), who come from such countries as the United States, the United Kingdom, Australia, and Canada. Ata robotics forum, which brought together 150 experts from across the country late last week in Seoul, participants predicted that English-speaking robots would fill the shoes of native speakers in the future. “By around 2015, robots should be able to help teachers in English classes. By 2018, they should be able to teach on their own while communicating with students,” said Kim Shin-hwan, an economist at the Hyundai Research Institute. “Before such sophisticated English-speaking robots debut, teaching by native English speakers will be conducted by video-conferencing with teachers in their home countries.” he said. Kim said that the numerous native English speakers at Korea’s language institutes — estimated in the vicinity of 30,000—will lose their jobs in the not-se-distant future. “At first, the English-speaking robots will be used in a similar fashion to e-learning, or study via the Internet because the robots would be controlled by humans across the Pacific” Kim said. “However, they will evolve into stand-alone teachers which do not need human guidance.’ He said that assistant robots are already available in the English classes in a pair of elementary schools in Masan, South Gyeongsang Province, a pilot project aimed at testing the viability of robotic teachers. Other educational robots are ones designed to help toddlers learn how to walk or geared toward developing the intelligence of children. “Robots have a part to play in education. The consensus is that research will be conducted in various areas to enhance the effectiveness and efficiency of teaching,” Kim said. “For example, robots will help teachers operate not only in English classes but also in other classes where they can offer a helping hand in the years to come,” he said Many participants in the forum projected that rabots will be able to provide customized education suited to personal abilities and interests, which is difficult in today’s schools where dozens of students pack a class. Over the long haul, machines are predicted to reduce the discrimination stiffered by the underprivileged, who currently cannot experience quality education services. “In rural areas or remote islands, few English-speaking teachers are ready to work there. But when the English-speaking robots come to town, students will be able to benefit.” Kim said. “In the beginning, the high prices of robots may be a hindrance in offering more equal epportunities to every student. But | think that the problems will be tackled in the long run. For example, the government could subsidize their purchase,’ he said times.co.kr B Vocabulary: collocations Find phrases 1-6 in the article in Exercise A and underline them. Then match each phrase to its meaning on the right. 1 come to town a) be involved in influencing the development of 2 fill the shoes of b) assistance c) after a long period of time & d) arrive; be implemented 3 geared toward 4 have a part to play 5 helping hand e) take the place of 6 over the long haul /in the long run f) made suitable for c Work in groups. Discuss these questions. 1 According to the article, what part do robots have to play in the English classrooms of the future? = 2 Should robots be geared toward education? Can robots lend teachers a helping hand? Ss 3 Given that robots cannot think or feel, do you think that they can successfully fill the shoes of human teachers? 4 If robots replace teachers completely, what might some of the consequences be in the long run? 5 How do you think your community would react if new technology like robot teachers came to town?Grammar: future perfect progressive A Language in context Read this blog post about robots of the future. Is the author's view positive, neutral, or negative? eve 229 Future Thoughts January 27, by Harry Wi 1 Reboets have already come to town, even if we're not always aware of it. Robots. drill for our oil, drive and park our cars, even have a part to play in medical operations. By the end of this year, in fact, | will have been using robots in my business for almost 20 years. And technology keeps on improving. Based on the advances | saw at the recent World Technology Fair, | can make these predictions about the use of robots over the long haul: + By the time | retire, engineers will have been making realistic-looking robots for so long that people won't be able to tell that they're actually robots filling the shoes of regular people. * When my grandchildren are grown, people will have been living comfortably with robot pets, doctors, and other helpers for years. + Before the end of this century, doctors will have been using robotic replacements for damaged organs in living beings for over 50 years, B Notice Read the information in the table. Underline other examples of the future perfect progressive in the blog in Exercise A. (A) } (B) fixed future action or event “future action happening for a period of time before A (present tense) (will/won't + have been + present participle) By the time | get to work, my colleague will have been working for two hours. When | graduate from college, (will have been studying English for eight years. PT -¥ By the time this class is ove my friend will have been ‘waiting for two hours. © Practice Complete the sentences with the simple present or the future perfect progressive form of the verb in parentheses. Se oe . 5 XM By the time this class is over 1 By dinner time, ] __________(work) for seven hours with no Breaks my friend wil be waiting for 2 By this summer, Steven _____ (make) his own robots for four years. two hours. | 3 By the time they ____________ (get) to high school, students (take) tests online for several years. 4 That company —_______(se) robots in all of their factories for over two years by 2018. 5 When he —_____ (retire), my uncle _________ (collect) toy robots for more than half his life. 6 Mark (play) __________ that video game for a month by the time he (firtish) every level. Now you do it Work in groups. Sit in a circle with your group. Follow the steps. 1 On separate sheets of paper, each person writes a clause with By the time or When and the si mple present, | Do not complete the sentence! 2 Pass your paper to the person on your left. Finish the sentence you receive by writing a clause with the future perfect progressive. Then pass to the left again. Write another clause with the future perfect Progressive on the new piece of paper and then pass to the left. 3 Continue until you receive your original paper back again. Then read all of your sentences aloud to the gtoup. Which one was your favorite? Why? By the time this class is finished, my friends wil have been texting me for 20 minutes. 62Writing: summarizing an article B Read the summaries of the excerpt. Which one cont: When writing a summary of a text, first identify the main ideas and the most important details. Then decide ‘on the best order for the information and paraphrase the ideas. In academic settings, it's common to include the title, author, source, and date of the text you are summarizing. A Read the excerpt from an online article. Underline the main ideas. Circle the information to include in a summary (title, author, source, date). Posted by Dr. Jake Halpern, Robotics Department, Mason University, on Jan. 8th, 2011 at 9:41 a.m. CST Robots: a necessary expenditure No one can deny that the past few years have seen some impressive developments in robotics, and the future looks even brighter for robot technology. My research is focused on using robots for search and rescue missions and environmental clean-ups; for example, in the next few years, robots will have been developed that can instantly stop oil spills underwater, preventing disasters like the one in the Gulf of Mexico in 2010. If government agencies continue to fund our research at current levels, robots will have started working on every continent except Antarctica by the end of this century, even if most people aren't even aware of their presence. ‘Gulf of Mexico oil spill, 2010: Robots lacked sophistication. is all of the necessary information (main idea, supporting information, and identifying information about the article and any quoted experts)? a) Dr. Jake Halpern of Mason University predicts that —_b) Anarticle in Science Forum from January 8 talks in the future, more robots will be able to help with about the uses of robots in the future. For one search and rescue missions and environmental thing, they can help stop oil spills and therefore . cleanup in situations such as oil spills. As he prevent environmental disasters. In the future, reported in an article for the online magazine even though people might not be aware of it, robots Science Forum (Robo! necessary expenditure) will be working on every continent in the world on January 8, 2011, continued funding of research except Antarctica. The article was called Robots: will lead to more robots being developed and used. a necessary expenditure. Read the excerpt from another article on the Web site and write a summary of it. es eo Posted by Laura Hayes, Ph.D., sociologist, on Jan, Sth, 2011 at 7:16 p.m. GST Robots or people: where should our money be going? Though robots definitely have their uses, | am concerned about putting so much money into programs geared toward machines instead of people. Robots are enormously expensive. A majority of organizations will have been experiencing difficulties hiring personnel by the end of this decade—largely because of a lack of money. Robots can never fill the shoes of trained personnel. Certainly they can have a part to play, for example, in rascue efforts, but robots can’t make the kinds of independent decisions we need from people; nor can they offer the very important emotional aid and support to victims. I'm concerned that by the time robots have become more suitable for search and rescue missions, qualified people will already have left the profession for other jobs. And that could cost lives. wor in groups. Compare your summaries. How are they similar? How are they different? Did you all choose to include the same information? 63Critical thinking: organizing an argument A Read about the differences between fact, opinion, and * Understand the difference between fact, opinion, and informed opinion. © Select appropriate support or evidence for your clain, informed opinion. Then label each of the sentences below F, O, or IO. 276 Claims are supported in three main ways. A fact is information or evidence that can be proven: for example, that water boils at 100° C or that it rained on Tuesday. Note that articles and people can state “facts” that are wrong; that is, someone can say that it rained on * Organize your claims in order of strength. Much stronger as support are informed opinions. These opinions are based on evidence. Deforestation isa major factor in global warming is an informed opinion. The writer could point to facts that caused her to have this opinion. However, it’s possible that someone else could look at the same facts and draw a different conclusion. When you consider the strength of an informed opinion, think about these things: 1) who is giving the opinion, and what his or her qualifications and background are; 2) what evidence informed this opinion; 3) what other conclu could be drawn from the same evidence, Tuesday even if it didn’t. A fact, however, can be proven and so is strong evidence. When you read facts, think about how you would check to see if they are accurate. An opinion is someone's point of view, Itis their personal belief or preference. Blue is more attractive than ted is an opinion. Pure opinions like this are weak evidence: they are not strong support for claims because they are simply matters of personal beliefs, @ The first robot-assisted coronary bypass sugery was performed in January 2002 at New York Presbytarian Hospital. @® Operations carried out by high-tech robots at the Center for Robotic Surgery at Children’s Hospital Boston have several advantages for patients: less pain, faster recovery times, shorter hospital stays, and smaller scars. — © The high cost of developing the technology for robotic surgery causes this type of surgery to be extremely expensive. © Most patients, if they have @ choice, would prefer to have their surgeries performed by a doctor than a rabot Humans get tired, sick, and unhappy; robots don't. Unlike human dectors, robot surgeons cannot rely on judgment or respond to unforeseen circumstances. @ As people depend more on technology, they lose the ability to de things ‘on their own. Statistics have proven that the failure rate of robots that perform medical surgery is below that of humans. © The doctors and nurses who use robots during surgery must be some of the top professionals in the field of medicine. One doctor commented that he had done about 100 operations with robots, and that there had been technical problems on four occasions resulting in minor to moderate risk to the patient. In his statement, he referred to the risks as "unacceptable." _ — | — Information sources: www.bio-medicine.org, www njurology.comMatch the claims below to the statements in Exercise A that provide supporting evidence. Not every statement from Exercise A is used. 1 Robot-assisted surgeries are safer than human-assisted surgeries 5 n surgeries. wo Using robots for surgery may cause insurance rates to go up. ob Robots are capable of doing things that people are not. 5 Robot surgery is a relatively new field. Work in pairs. Your school is considering donating some money to help provide surgical robots to hospitals. Decide whether you think this is a good idea, and prepare an argument using the outline on the right, Use information from Exercises A and B, as well as your own opinions. D @ Work with another pair. Share your recommendations from Exercise C. Discuss the reasons for any differences. Then take a class vote for or against spending money on robot-assisted surgeries. MUU EMU Robot-assisted surgeries are not safer than human-assisted || L_ Intreduction/recommendation: || Il First argument trong): Support: {| Ill Second argument (stronger): Supports {| (optional) Third argument (strongec'). ‘Support V_ Conclusion/restate recommendation: |, HOw to say it The fact is that in the long run, We need to be aware of Let's weigh ... against... Robots are (not) geared toward/ distracted by/susceptible to ... Ina few years, robots/hospitals/ people will have been Reflect Do you tend to support your arguments more with facts or opinions? How can i =) presenting an organized argument help you when you want to make a poirt?Erste ron coon) oe come to town fill the shoes of geared toward have a part to play A Complete the sentences with the phrases in the box. You do not felping:hand witha long'ron need to use all of the phrases. Change tenses if necessary. (5 points) 1 Robot technology is still new, but —_____________, robots will become a te an essential part of our lives. Ican use expressions with be + adjective + preposition and or counselors. common callacations. 2 Idon’t believe that robots will ever _____________ teachers, doctors, | 3 The investigation revealed that human error ____________ in the accident. 4 In the future, if you need a —_______________, you might reach for a robot | Look again at Sections instead of a co-worker. 2and 5 on pages 59 : and 61 5 Some people are not comfortable spending tax dollars on robots that are military applications. SCORE: /40 B Rewrite the sentences by replacing the underlined phrase with an expression in the box. You do not need to use all of the expressions. (5 points) ‘ C alarmed by aware of distracted by focused on overwhelmed by susceptible to suspicious of A: Hey, are you (1) informed about B: Oh, yes, | know it’s soon! To tell the truth, I haven’t been (2) paying attention to that project enough. I've been (3) much too busy with __________ other work. A: Well, we really need to work on it this weekend. I’m (4) worried about ——__ how much. work there is left to do. Did you know that Andrew’s team is already finished? B: Oh, I'd be a little (5) slow to believe —______________ anything Andrew says. the deadline for our robotics project? | Complete the sentences with the future perfect, the future perfect passive, or the future perfect | progressive form of the verbs in parentheses. (10 points) 1 One week from now, | —______________ (buy) my plane tickets. : 2 By the time Kim starts her homework, | ___________ (finish) mine. Tcan use the future perfect and the future 3 By the time you finally get here, ] _____ (werk) for over three hours. Pe eee 4 In another ten years, scientists ______ (invent) robots that look just like real cats and dogs. 0-7 correct: 5 By tomorrow, it —_________ (rit) for one whole week. ka i 2 * pos oe 6 | ________________ (noi finish) this report by Friday. and 62. 7 Dan ____ (date) his girlfriend for exactly half a year by Christmas. f 8 By the time they finish high school, the students —_________ (rife) all of SCORE: 710 their in-class essays on laptops for over five years. | 7 A 9 Before I graduate from college, I’m sure there ——__(be) another Mars landing. } 10 Drive a different way. I don’t think that accident on the highway (clear up) yet. 66 — ‘Irregular verbs DOE many eta tea Col Siac 5 Een ee sated cost feed fed fed cut find found found hit have: had had hurt hear heard heard let hotd held held put make made made read meet met met set ‘pay paid paid said said Past participle ends i es sold sold Pel ETuewaes cog sit sat sat was/were been stand stood stood pile Dreken tell told told chose chosen understand understood understood drew drawn win won| won drove driven ate eaten | Past participle ends ii fell fallen | Eee Gs flew flown ‘build built built got gotten feel felt felt gave given keep kept kept grew grown leave left left knew known lose lost fost rode ridden send sent sent rose risen saw seen beam eM lL ae spoke spoken [Sooo Sed Sol took taken bring brought | brought threw: thrown | buy bought | bought woke woken catch caught caught wore worn teach taught taught weate written think thought thought Con ach Reece eke Sees a box, father 9 tall, bought A but, mother i feed, eat 2 banana, open 1 did, bit 3 shirt, birthday | | cr date, table al ery, eye © bed, neck au about, how ® bad, hand 21 bey, veid it here, near et chair, bear ‘ou comb, post | er guitar, are | 6 book, good ar door, chore u boot, food, student | ur tour, cure pe ee tos oo 7 & S & park, happy back, hobby die, made came, kitchen, quit game, go chicken, wateh jacket, orange face, photographer vacation, invite thing, math then, that city, summer errr eu) af 3 h hot, who m ence neuen Tome Simple past. 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