Q2e_SE_RW2.pdf - PDFCOFFEE.COM (2024)

2

SECOND EDITION

:Skills for Success SPECIAL EDITION

READING AND WRITING with

ONLINE:

integrated digital content

Joe McVeigh Jennifer Bixby Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

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1 198 Madison Avenue New York, NY 10016 USA Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2016 The moral rights of the author have been asserted First published in 2016 2020  2019  2018  2017  2016 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above.

Arbogast; p38 Radu Razvan/Shutterstock; p46/47Aflo Relax/Masterfile; p49Age Fotostock /Superstock Ltd.; p48danishkhan/iStockphoto (greeting), hikrcn/shutterstock (flowers); p56David R. Frazier Photolibrary, Inc./ Alamy; p68/69Stefan Holm/Shutterstock; p72Natursports/Shutterstock; p77 Dave King/Getty Images; p78 Caiaimage/Rex Features; p90 mearicon/ Shutterstock (tools), ColorBlind Images Blend Images/Newscom (father son); p91 Jim Goldstein Danita Delimont Photography/Newscom (sign), Hurst Photo/Shutterstock (calculator); p94Lintao Zhang/Getty Images; p95 Monty Rakusen/Getty Images; p100Jerry Arcieri/Corbis UK Ltd. (paper), Kristoffer Tripplaar/Alamy (sale); p112 Kevin Foy/Alamy; p113 master2/iStockphoto (atm), Alexandru Nika/Shutterstock (code); p123 Andres Rodriguez/Alamy; p127pjhpix/Alamy; p129 Hugh Sitton/Corbis UK Ltd.; p134/135 Chuck Franklin/Alamy; p138Peter Crome/Alamy (phones), Caro /Alamy (repair); p139 OUP/Photodisc; p156 Florea Paul/Alamy (scientists), piotr_pabijan/ Shutterstock (medical equipment); p157 OpenFlights (map), Zoom Team/ Shutterstock(fruit). Although every effort has been made to trace and contact copyright holders before publication, this has not been possible in some cases. We apologise for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest possible opportunity.

You must not circulate this work in any other form and you must impose this same condition on any acquirer. Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work. isbn: Students Book 2 with iQ Online pack 9780194818902 isbn: Students Book 2 as pack component 9780194818919 isbn: iQ Online students website 9780194818278 Printed in China This book is printed on paper from certified and well-managed sources.

The publisher is grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.28 “The Color of Business” from “What Color is Business?” by Orwig Marketing Strategies. Copyright © 2004 Orwig Marketing Strategies, http://www.orwig.net/articles/what_color/what. color.html. Used by permission; p.121 “I Hate Machines!” from “Self-Service World” by Sheila Moss, http://www.humorcolumnist.com. Copyright Sheila Moss. Used by permission; p.145 from “In Praise of the Throwaway Society” by Anthony Forte, http://www.madanthony.net. Used by permission of the author. Illustrations by: p. 79 5W Infographics; p.115 Claudia Carlson; Preview the Unit: Stuart Bradford; Karen Minot. We would also like to thank the following for permission to reproduce the following photographs: Cover: Realy Easy Star/Giuseppe Masci/Alamy, OUP/Photodisc; Video Vocabulary (used throughout the book): Oleksiy Mark/Shutterstock; Preview the Unit: Tina Tyrell/Corbis Outline/Corbis UK Ltd. (x2); Image courtesy of VALERIA MCCULLOCH; Adam Blasberg/Getty Images; amana images inc./Alamy; stockstudioX/Getty Images; Pankaj & Insy Shah/Gulf Images/Corbis; Zurijeta/istock; Reuters/CORBIS; BWAC Images/Alamy; Henry George Beeker/Alamy; Richard Levine/Alamy; Halfdark/Getty Images; Jose Luis Pelaez/Blend Images/Corbis UK Ltd.; Brandon Tabiolo/ Getty Images; Nigel Cattlin/Alamy; Mark Hatfield/Getty Images; Flirt/ Superstock; p2 Fabrice Bettex/Alamy; p2/3ericlefrancais/Shutterstock; p3DrAfter123/iStockphoto (media), gbrundin/iStockphoto (listening); p5 Red Bull Content Pool/Rex Features; p6 Courtesy of Tom Dickson and Blendtec/Blendtec; p11 wsboon images/Getty Images; p12Bloomberg/Getty Images; p22 DrAfter123/iStockphoto; p24/25 Yongyut Kumsri/Shutterstock; p29 Henry Westheim Photography/Alamy; p34 APPhoto/Charles Rex

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acknowledgements

AUTHORS AND CONSULTANTS Authors Joe McVeigh has taught at Middlebury College, the University of Southern California, the California Institute of Technology, and California State University, Los Angeles. Joe has also lived and worked overseas in the U.K., Hungary, China, India, Chile, and the Middle East. He works independently as a consultant, teacher-trainer, workshop presenter, and author. Jennifer Bixby is a senior development editor for EF Englishtown, editing and writing online ELT content. Jennifer has taught students of various ages in Colombia, Japan, and the U.S. in a wide variety of programs. She has presented at numerous conferences on the topics of materials development and the teaching of reading and writing.

Series Consultants SAUDI ARABIA CULTURAL ADVISORS Haifa Alnofaie is an assistant professor of educational and applied linguistics. She has worked as a language teacher in

King Saud University and Imam Mohammad Bin Saud University. She currently works at Taif University, Saudi Arabia.

Sohaib Sandhu is an English language instructor and assessment specialist from the UK who has worked in Saudi Arabia for over ten years in the TEFL/TESOL sector. He has taught people from Saudi Arabia, China, Hong Kong, and Thailand. He currently works at Taibah University in Madinah. Maha Mohamad Al Zaidi holds a Ph.D. in Education and is a teacher and teacher trainer. She is currently the Assistant of The General Director of The Total Quality Management Division at the Ministry of Education in Saudi Arabia. ONLINE INTEGRATION Chantal Hemmi is a Japan-based teacher trainer and curriculum designer. Since leaving her position as Academic Director of the British Council in Tokyo, she has been teaching at the Center for Language Education and Research at Sophia University on an EAP/CLIL program offered for undergraduates.

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

COMMUNICATIVE GRAMMAR Nancy Schoenfeld has been an English language instructor since 2000. She has taught ESL in California and Hawaii, and EFL in Thailand and Kuwait. She is currently an English Language Instructor at Kuwait University. WRITING Marguerite Ann Snow teaches in the TESOL M.A. program in the Charter College of Education at California State University, Los Angeles. She has trained EFL teachers in Algeria, Argentina, Brazil, Egypt, Libya, Morocco, Pakistan, Peru, Spain, and Turkey. VOCABULARY Cheryl Boyd Zimmerman is a Professor at California State University, Fullerton. She specializes in second-language vocabulary acquisition. She teaches graduate courses on second-language acquisition, culture, vocabulary, and the fundamentals of TESOL and is a frequent invited speaker on topics related to vocabulary teaching and learning. ASSESSMENT Lawrence J. Zwier is currently the Associate Director for Curriculum Development at the English Language Center at Michigan State University in East Lansing. He has taught ESL/EFL in the United States, Saudi Arabia, Malaysia, Japan, andSingapore.

special thanks to our special edition reviewers:

Aftab Ahmed, Taibah University; Rosana Alagamy, Taibah University; Maryam Alshareef, Jubail University College; Maha Alhejji, Jubail University College; Dr. Adil Alsubhi, Taibah University; Dr. Al-Assad Omar, Dar Al Uloom University; Moira Creed, Jubail University College; Fawzia Goni, Prince Sultan University; Areej Hassan, King Saud University; Hind E Hajj, Prince Sultan University; Sumiyyah Hye, Jubail University College; Attiya Ijaz, Prince Sultan University;

Shazia Khalid, Prince Sultan University; Cynthia Le Joncour, Taibah University; Dr. Alia Mitchell, Prince Sultan University; May Salem Al-Nbahee, Saudi Electronic University; Tasneem Prue, Prince Sultan University; Zaakirah Rawat, Saudi Electronic University; Verna A. Santos, King Saud University; Dr. Fauzia Shamim, Taibah University; Anas Shawaheen, Taibah University; Emily Urbano, King Saud University; Nurah Washington, Prince Sultan University

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HOW TO USE iQ OnlinE iQ ONLINE extends your learning beyond the classroom. This online content is specifically designed for you! iQ Online gives you flexible access to essential content.

Activities include: • Additional practice and support • Videos—watch anytime, anywhere • Online tests assigned by your teacher

Progress reports show what skills you have learned and where you still need more practice.

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Email your teacher and your classmates.

Activities

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ONLINE The iQ Online icon can direct you to resources linked to a Student Book activity.

The audio icon directs you to the Media Center to listen to the audio.

SEE THE INSIDE FRONT COVER FOR HOW TO REGISTER FOR iQ ONLINE FOR THE FIRST TIME. iv

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

Use the Class Discussion Board to discuss the Unit Question and more.

Reading Skill

If you find a word you don’t know in a text, you can use the context to help you understand the meaning of the word. The context is the other words near the unknown word.

Take Control of Your Learning You have the choice of where and how you complete the activities. Access your activities and view your progress at any time. Your teacher may • assign iQ Online as homework, • do the activities with you in class, or • let you complete the activities at a pace that is right for you.

context

It was a joyful celebration. Everyone was very happy. context

The red sign told me that there was danger and some possibility of injury.

From the context, you can understand that the word joyful means “very happy.” From the example, you can understand that danger means “a chance that someone might get hurt.” Critical thinking Tip

In Activities A and B, you will use the context to understand the meaning of new words. Using context to guess meaning can help you read more fluently.

2. Ancient cultures in China, Egypt, and India used colors to heal sicknesses. For example, people used blue to decrease pain.

4. In European cultures, purple is the color of royalty for kings and queens.

6. Soccer referees made more decisions against teams that wore black uniforms.

B. Write a definition for each word from Activity A. Then check your definitions in your dictionary.

1. feeling 2. heal 3. bride 4. royalty 5. psychology 6. referees

Step 2 The Student Book provides the framework and

teacher’s instructions.

context for the bold word in each sentence.

1. Those colors may give us a feeling of warmth and comfort or feelings of anger.

5. Color psychology is the study of how colors affect our emotions.

Set Clear Goals Step 1 If it is your first time, look through the site. See what learning opportunities are available.

Step 3 Stay on top of your work, following the

A. Read these sentences from Reading 1. Circle the words that give the

3. In the United States, white represents goodness. It is usually the color of a bride’s wedding dress.

iQ Online makes it easy to access everything you need.

purpose for each online activity. Before going online, notice the goal of the exercises you are going to do.

Getting meaning from context

onLine

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C. Go online for more practice with getting meaning from context.

UniT 2 | How do colors affect the way we feel?

4818919_Q2e_SE_RW2.indb 32

7/22/15 10:20 AM

Notice the icon. It directs you to the online materials linked to the Student Book activities.

Step 4 Use iQ Online for review. You can use the materials any time. It is easy for you to do

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

follow-up activities when you have missed a class or want to review.

Manage Your Progress The activities in iQ Online are designed for you to work independently. You can become a confident learner by monitoring your progress and reviewing the activities at your own pace. You may already be used to working online, but if you are not, go to your teacher for guidance. Check “View Reports” to monitor your progress. The reports let you track your own progress at a glance. Think about your own performance and set new goals that are right for you, following the teacher’s instructions.

Home

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Mohammed Al-Wadhi Sociology Excellent! You got 100% of all the points in the unit.

7

Nutritional Science Well done! You got over 90% of all the points in the unit.

Informational Technology

Tests

You got over 70% of all the points in the unit.

iQ Online is a research-based solution specifically designed for English language learners that extends learning beyond the classroom. I hope these steps help you make the most of this essential content.

Chantal Hemmi, EdD TEFL Center for Language Education and Research Sophia University, Japan

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contents How to Register for

ONLINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Authors and Consultants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii How to Use iQ Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv–v

UNIT 1 Marketing Q: Why does something become popular?

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Unit Video: Coca-Cola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading 1: Unusual Ideas to Make a Buzz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Reading Skill: Identifying the main idea of a paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Reading 2: How Do You Decide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Vocabulary Skill: Word families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Writing Skill: Writing a descriptive paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Grammar: Present continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Unit Assignment: Write a descriptive paragraph

UNIT 2 Psychology Q: How do colors affect the way we feel?

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Reading 1: How Colors Make Us Think and Feel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Reading Skill: Getting meaning from context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Reading 2: The Importance of Color in Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Vocabulary Skill: Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Writing Skill: Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Grammar: Future with will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Skill Video: Future with Will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Unit Assignment: Write a proposal for a business

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Reading 1: Being Polite from Culture to Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Reading Skill: Identifying supporting details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Reading 2: Answers to All Your Travel Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Vocabulary Skill: Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Writing Skill: Supporting your main idea with examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Grammar: Subject-verb agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Skill Video: Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Unit Assignment: Write a paragraph with supporting examples

UNIT 4 Sociology Q: What makes a competition unfair?

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Reading 1: Money and Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Reading Skill: Taking notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Skill Video: Taking Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Reading 2: The Technology Advantage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Vocabulary Skill: Using the dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Writing Skill: Writing an opinion paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Grammar: Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Unit Assignment: Write an opinion paragraph

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UNIT 3 Social Psychology Q: What does it mean to be polite?

UNIT 5 Business Q: What makes a family business successful?

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Unit Video: Family Lobster Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Reading 1: A Successful Family Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Reading Skill: Skimming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Reading 2: The Challenge of Running a Family Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Vocabulary Skill: Using the dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Writing Skill: Unity in a paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Grammar: Comparative and superlative adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Unit Assignment: Write a plan for a family business

UNIT 6 Information Technology Q: Do you prefer to get help from a person or a machine?

112

Unit Video: Personal Robots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Reading 1: Memo to Restaurant Servers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Reading Skill: Identifying the author’s purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Reading 2: I Hate Machines! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Vocabulary Skill: Using the dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Writing Skill: Describing a process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Grammar: Infinitives of purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Unit Assignment: Write a paragraph describing a process

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UNIT 7 Environmental Studies Q: Is it better to save what you have or buy new things?

134

Reading 1: Think Before You Toss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Reading Skill: Identifying fact and opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Skill Video: Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Reading 2: In Praise of the Throwaway Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Vocabulary Skill: Phrasal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Writing Skill: Using sentence variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Grammar: Simple past and past continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Unit Assignment: Write an opinion paragraph

UNIT 8 Public Health Q: How can we prevent diseases?

156

Reading 1: Flu FAQ (Frequently Asked Questions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Reading Skill: Synthesizing information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Reading 2: Watching Over the Health of Millions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Unit Video: Avian Bird Flu Fears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Vocabulary Skill: Collocations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Writing Skill: Writing an explanatory paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Grammar: Adverbs of manner and degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Unit Assignment: Create an FAQ (Frequently Asked Questions) page Audio Track List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Vocabulary List and CEFR Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183–184

vii

Unit

1

Reading vocabulaRy WRiting gRammaR

identifying the main idea of a paragraph word families writing a descriptive paragraph present continuous

Marketing

Unit QUestion

Why does something become popular? A Discuss these questions with your classmates. 1. Do you and your friends like the same things? Do you wear similar clothes? Why do you think that is?

2

Unit 1

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2. Look at the photo. Where are these people? What makes a place like this popular?

Unit obJective

Read the articles. Gather information and ideas to write a descriptive paragraph about a current trend and why it is popular.

B Listen to The Q Classroom online. then answer these questions.

1. Yuna thinks that popularity grows by word of mouth. Do you think that is true? 2. What is an example of another reason that something becomes popular? online

C Go online to watch the video about how Coca-Cola became popular. then check your comprehension.

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product (n.) something that is made in a factory syrup (n.) a type of thick, sweet sauce troops (n.) soldiers

online

video vocabUlary

plant (n.) a large factory

D Go to the Online Discussion Board to discuss the Unit Question with your classmates.

3

READING Reading 1 Unit obJective

Unusual Ideas to Make a Buzz You are going to read an online article about how advertisers try to make things popular. Use the reading to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading A. VOCABULARY Here are some words from Reading 1. Read their definitions. then complete each sentence. clear (adjective)

easy to see, hear, or understand

connect (verb)

to join or to link to something or someone

contribute (verb) express (verb)

to give or be a part of something with other people to say or show how you think or feel

find out (phrasal verb)

to get or discover information about something

spread (verb)

to affect a large area or group of people

trend (noun)

a change to something different

Oxford 3000™ words

find out

1. I don’t know what time the mall opens. I’ll go online to

.

that started a few years ago.

device. This is a

quickly in a dry place.

3. A small fire can

equally to the project.

4. Each member of the group should 5. Thanks to the Internet, Omar can always

with his

family, even though he lives in London. 6. Because Doug and Liz don’t speak Spanish well, they couldn’t themselves well when on vacation in Spain. 7. It was very

that Norah didn’t do her homework.

She didn’t know any answers during the class discussion.

4

Unit 1 | Why does something become popular?

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2. More people are buying digital books to read on a computer or electronic

online

B. Go online for more practice with the vocabulary. C. PREVIEW Read the title and look at the pictures in the article about advertising. What do you think the article will say about advertising?

D. QUICK WRITE Why do you think that certain ideas or products become popular? Write three sentences. include at least one example. Be sure to use this section for your Unit Assignment.

WoRk WitH tHe Reading A. Read the article and gather information about why something becomes popular.

Unusual Ideas to Make a Buzz 1

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2

Every year companies spend millions of dollars on advertising to create buzz about their products—in other words, to get people talking about them. Companies know that people like to talk about unusual, funny, and remarkable things. Nowadays, companies are using many creative ways to help products become more popular. One idea that can contribute to popularity is to do something very unusual. Red Bull™ is a company that makes energy drinks. They want people to feel energetic when they think about Red Bull. So they sponsored an unusual event: 43-year-old Felix Baumgartner jumped from 39 kilometers up in space to set a

Felix Baumgartner sky diving from space

newworld record for skydiving. He traveled more than 1,300 kilometers per hour in a space suit with Red Bull’s name on it. This is part of a new trend in advertising in which companies pay for unusual events, hoping that customers will talk more about their products. 3

Some other companies choose to do something surprising so that people will remember their product and spread their idea. A good example is a company called Blendtec™. Tom Dickson, Blendtec’s owner, had an idea to make his blenders look more interesting. He made videos showing his blenders mixing up unusual things. He put items like smartphones, rakes, or sports equipment into one of the machines and asked, “Will it blend?” People were surprised to see a blender cut a smartphone into small pieces. Everyone talked about the videos and wanted to find out more about the blenders. Dickson was invited to demonstrate his products on TV shows. His blenders became much more popular, and he sold a lot more of them.

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4

The company that makes Doritos™, a snack food, had a different idea about creating buzz. They decided to get their customers involved. So they began a competition. They asked customers to make their own TV ads. Then, they asked viewers to choose the ads that they liked the best. This created buzz because people like to participate and express their own opinions.

a rake in a Blendtec blender

5

Another way to make a product popular is to connect it in people’s minds with something that they see often. To improve sales, the maker of Kit Kat™ chocolate bars used advertisements that connected Kit Kat bars with coffee. They hoped that every time people drank coffee, they would think of Kit Kat bars. They were right. Sales improved by more than 50 percent when people connected Kit Kat bars with coffee.

6

There are many ways that advertisers hope to make their products become popular: doing something surprising or exciting, asking customers to get involved, or connecting the product with something that people see regularly. Whatever method is used, the result is clear: more buzz and more popularity.

1. Red Bull

a. asked customers to make TV ads

2. Blendtec

b. connected the product with coffee

3. Doritos

c. used a skydiver

4. Kit Kat bars

d. used their product to cut things to pieces

C. Write the correct paragraph number next to each idea from the reading. then underline the sentence where you found the answer.

a. People like to participate and express their own opinions. b. Sometimes companies do surprising things to get people talking about a product. c. Advertisers try to create a buzz about their products. d. There are many ways that advertisers try to make their products popular. e. Some companies like to hold unusual events. f. 6

When people are surprised, they may talk about what they have seen.

Unit 1 | Why does something become popular?

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B. Match each product to the type of advertising used for it.

D. Answer the questions. then circle the answer in the reading. 1. What does the word buzz mean?

2. How high was Felix Baumgartner when he jumped from space?

3. How fast did Felix Baumgartner travel on his skydiving adventure?

4. What items did Tom Dickson put in his blenders?

5. What method did Kit Kat use to get people to buy more candy?

6. By how much did Kit Kat sales improve?

7. Why do companies want to create buzz about their products?

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E. Complete each statement. Why did people talk about these products?

online

1. People talked about Red Bull because

.

2. People talked about Blendtec because

.

3. People thought about Doritos because

.

4. People thought about Kit Kat because

.

F. Go online to read Predicting Future Trends and check your comprehension.

WRite WHat you tHink A. Discuss these questions in a group. 1. Which type of advertising from the reading do you think is most successful? 2. What is an advertisement that you can remember? Why do you remember it?

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B. Choose one question from Activity A and write a response. Look back at your Quick Write on page 5 as you think about what you learned.

Question: My Response:

Reading Skill

Identifying the main idea of a paragraph A paragraph is a group of sentences about one topic. The main idea of a paragraph is the most important point about the topic. You can often find the main idea in the first or second sentence of a paragraph. This is the topic sentence. The other sentences help explain or support the main idea. Identifying the main idea of a paragraph will help you to understand and remember what you read.

1.

Experts often influence our actions and purchases. For example, a doctor on a TV health show may recommend a medication. Because the doctor is an expert in healthcare, we expect her to be very knowledgeable about what medicines are best. We are more likely to follow her advice.

2.

Other consumers also influence our purchases. When a consumer uses a product, we listen to his or her opinion. On the Internet, consumers can write their opinions about products. For example, on some travel websites, people write reviews of hotels and restaurants. Online bookstores share reviews from ordinary people. These websites are very popular because they show that people are interested in consumers’ opinions.

B. Read the questions. Look back at Reading 1 on pages 5–6. Circle the correct answer for each question. then write the key sentence from Reading 1 that helped you find the answer.

1. What is the main idea of paragraph 2? a. Felix Baumgartner set a new world record for skydiving from space. b. Drinking Red Bull may give you more energy. c. More companies are using unusual events to make people excited about their products. Key sentence:

8

Unit 1 | Why does something become popular?

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A. Read the paragraphs. then circle the main ideas.

2. What is the main idea of paragraph 3? a. People will spread your idea if it is surprising. b. Blentec’s blenders are very powerful; they can chop up anything. c. Tom Dickson had a good idea. Key sentence: 3. What is the main idea of paragraph 4? a. The company that makes Doritos started a competition. b. People could make their own TV ads. c. Doritos customers participated, so they felt more involved. Key sentence: 4. What is the main idea of paragraph 5? a. The company used advertisements to connect Kit Kat bars with coffee. b. Connecting a product with something that people see often can help make it popular. c. The company hoped that sales would increase. Key sentence: online

Reading 2

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Unit obJective

C. Go online for more practice with identifying the main idea of a paragraph.

How Do You Decide? You are going to read an article from a business magazine about who influences our shopping choices. Use the article to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading A. VOCABULARY Here are some words from Reading 1. Read the sentences. Circle the phrase that best matches the meaning of each underlined word.

1. Jordan’s parents influenced his decision to apply to the college where they had studied. a. had an effect on b. postponed or delayed 2. I love to talk with people and solve their problems. I would like to be a psychologist. a. a person who knows what other people are thinking b. a person who studies the human mind

Oxford 3000™ words

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9

3. When I got home from the mall, I showed my new purchase to my brother. a. a large box b. something that I bought 4. I highly recommend this book. It is a fascinating story. a. say that something is good b. say what something is about 5. The researcher looked at how often TV stations schedule children’s programs. a. person who studies something b. person who manages something 6. The review of the new TV show was very good. a. an article that judges a show and tells if it is good b. an article that tells the story of a show 7. Ali is very popular and has an active social life. a. related to being in school and studying cultures b. related to meeting people and spending time with them 8. The scientists did an unusual study about the behavior of mice. a. college course b. research project online

B. Go online for more practice with the vocabulary.

■ People make their shopping choices because of what other people buy. ■ People make their shopping choices because of what they like themselves.

D. QUICK WRITE Have you ever done something because all of your friends were doing it, too? What did you do? Did you enjoy it? Write your responses to the questions before you read the article. Be sure to use this section for your Unit Assignment.

10

Unit 1 | Why does something become popular?

Oxford 3000™ words

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C. PREVIEW What do you think the article will say? Check (✓) your answer.

WoRk WitH tHe Reading A. Read the article and gather information about why something becomes popular.

How Do You Decide? 1

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2

How do you decide what clothing or book to buy or which restaurant to eat at? You may think that you decide for yourself. But according to studies of human behavior, people around us greatly influence our choices and decisions. Psychologists say that “social proof” influences us. Social proof is how other people’s actions influence us. When we are not sure what to do, we look at what others are doing. The actions of other people are the “proof1” of the right thing to do. One example of this is a sidewalk experiment. If you stand still on a busy sidewalk and look up into the sky, no one will copy your actions. As one person, you probably won’t influence other strangers. But social researchers discovered something interesting in New York City. When a group of four people looked up at the sky on a

busy sidewalk, 80% of the passersby2 looked up at the sky. The passersby thought the four people must know something special. A group of people influences the behavior of others. 3 Businesses are very interested in understanding social proof. They want to influence us to buy their products. For that reason, social proof is very important in advertising. Four groups of people give social proof: experts3, other consumers4, crowds, and friends. First, experts often influence our actions and purchases. For example, an expert on a TV health show may recommend a medicine. Because the expert is knowledgeable, we may follow the advice. Advertisers use experts for social proof. 4 Other consumers also influence our purchases and show social proof. When a consumer uses a product, we listen to his or her opinion. On the Internet, consumers can express their opinions about products. For example, people write reviews of hotels and restaurants on travel websites. Online bookstores have book reviews from ordinary people. These websites are very popular because people are interested in consumers’ opinions. 5 The third type of social proof comes from crowds. McDonald’s, the fast food giant, has a sign on every restaurant, “Billions and Billions Served.” The crowds of people who eat at McDonald’s are the social proof of McDonald’s popularity. In a recent experiment, a major hotel company wanted to decrease the number of towels it washed. The first hotel room sign said “Help us help the environment. Please reuse your bath towel.” Not many people did. The hotel

1 proof: facts that show something is true

3 experts: people who know a lot about something

2 passersby: people who are walking by a place

4 consumers: people who buy things or use services

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6

changed the sign to say, “Most guests in this hotel reuse their towels. Will you?” 26% of the guests then reused their towels. Finally, they changed the sign to say, “Most guests in this room reuse their towels. Will you?” 33% reused their towels. In this case, the actions of a group influenced other people. According to another study, when a restaurant marks certain dishes as “Our most popular,” sales of those dishes increase by at least 13%. The behavior of other people can influence actions and purchases. Finally, there is the social proof of friends. Friends influence us the most—more than experts, crowds, or other consumers. Our friends are usually more like us than other people, and we trust their recommendations. A quick text message or smartphone photo can show a new purchase. That is perhaps the best advertising of all, and for companies, it is free. It is simply

friends talking about purchases. The next time you buy something, think about how you decided to buy it. It was probably a friend’s influence!

B. Circle the correct answer for each question.

2. What is the main idea of paragraph 2? a. The sidewalk experiment shows that people are not influenced by an individual. b. The actions of other people will influence a person’s behavior. c. Psychologists in New York City studied social proof.

C. Answer the questions. 1. What is social proof?

2. Why are businesses interested in social proof?

3. Why do people follow the advice of experts?

12

Unit 1 | Why does something become popular?

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1. What is the main idea of the reading? a. Different groups of people influence our purchases. b. Advertisers want to influence consumers. c. One example of social proof is experts talking about medicines on TV.

4. Why are travel and book-review websites popular?

5. What is probably the best advertising of all?

critical thinking Tip

Activity D asks you to put the sentences in order (what happens first, second, third, and so on). Ordering is one way to show you understand the ideas in a reading.

D. number the sentences in the order in which the ideas appear in the reading. a. Consumer reviews are an example of social proof. b. Friends are the strongest social proof. c. In social proof, others’ actions influence our behavior. d. Advertisers use experts to influence our purchases. e. The actions of groups of people influence us to act the same way.

E. Complete the paragraph with words from the box. advertising behavior

consumers experts

friends influence

recommendations

Social proof is how other people’s actions A group of people can influence the 3

us.

1

of others.

2

can influence our actions and purchases because

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they are knowledgeable. We also sometimes buy things because of other 4

, even if we don’t know them. But the people who

influence us most are our 6

5

because we trust their

. That may be the best

of all.

7

F. According to the magazine article, which of the following are examples of social proof? Check (✓) the boxes. ■ 1. doing something because other people are doing it ■ 2. buying something because of a magazine ad ■ 3. staying at a hotel because of a review on a travel website ■ 4. sharing a text message about a recent purchase ■ 5. making a customer-produced video of a product ■ 6. following the advice of an expert ■ 7. watching a skydiver break a world record | Reading and Writing

13

WRite WHat you tHink A. Discuss the questions in a group. Look back at your Quick Write on page 10 as you think about what you learned.

1. Describe a time when you did something because of social proof. 2. Why do you think social proof is effective?

B. think about the unit video, Reading 1, and Reading 2 as you discuss these questions. then choose one question and write a response.

1. In what ways do companies use social proof to encourage you to buy new products? 2. How do new trends begin? Give an example of a new trend. Why did it become popular?

Vocabulary Skill

Word families Learning about word families can help you improve your vocabulary. Word families are groups of words that come from the same root. If you know the meaning of the noun form of a word, you may also recognize the verb form. In some word families, the noun form and the verb form are the same. His teacher had a strong influence on him. noun

To help you determine if a word is a noun or a verb, remember that a noun is a person, place, or object, and a verb usually shows action.

14

verb

A. Look at the pairs of words. Decide if each word is a noun or a verb. then write the words in the correct side of the chart. Use a dictionary to help you. choice/choose connect/connection contribution/contribute

discuss/discussion enjoy/enjoyment gift/give

inform/information thought/think

nouns

Verbs

choice

choose

Unit 1 | Why does something become popular?

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Tip for success

Parents influence their children.

B. Read the sentences. Write N (noun) or V (verb) for each bold word. V

1. My brothers study in the kitchen every night. 2. The study showed important changes in trends. 3. Steven wanted to comment on Hamad’s presentation. 4. I saw the comment Penny wrote on the website. 5. My grandparents had an important influence on me. 6. My friends often influence my book choices. 7. Dr. Lee’s research on weather is very interesting. 8. Tom will research many colleges before making a decision. 9. It is helpful to review your notes before a test. 10. After I read the movie review, I didn’t want to see the movie.

C. Complete each sentence with a noun or a verb from Activity B. For verbs, use the correct form of the simple present.

1. Don

studies

2. Faisal usually 3. The weather has a strong

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4. My father always

books for the college newspaper. on farmers’ fruits and vegetables. on my clothing.

5. Wafaa

news stories for her job at a magazine.

6. Allen’s

is on the psychology of teenage shoppers.

7. There are only a few 8. TV commercials often products to buy. online

in the library at night.

from my teacher on my essay. our decisions about which

D. Go online for more practice with word families.

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WRITING Unit obJective

Writing Skill

For this unit, you will write a paragraph that describes a trend and explains why it is popular. this paragraph will include specific information from the readings and your own ideas.

Writing a descriptive paragraph When you write a descriptive paragraph, you give the reader information about your topic. The following are important elements in a descriptive paragraph. • A topic sentence introduces what you are going to describe. The topic sentence introduces the topic, or subject, of the paragraph. It also gives the controlling idea, which is what you want to say about the topic. topic

controlling idea

Exciting events are one way for companies to gain interest in their products. Word of mouth is a useful and inexpensive way to advertise. topic

controlling idea

Felix Baumgartner’s jump from space was very exciting. He traveled more than 1,300 kilometers per hour in a space suit with Red Bull’s name on it. The Blendtec video suddenly became extremely popular online. People were surprised to see a blender cut a smartphone into small pieces.

• A concluding sentence summarizes your ideas. Because many people saw the video of Baumgartner’s jump, they connected Red Bull with excitement. The company sold more blenders because people were talking about their product.

16

Unit 1 | Why does something become popular?

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• In a descriptive paragraph, your supporting sentences help the reader understand the topic. They use descriptive words, such as adjectives and details, to create a clear picture of your topic.

A. WRITING MODEL Read the model paragraph below. Label the circled parts of the paragraph. Write TS (topic sentence), SS (supporting sentence), or CS (concluding sentence).

Psychologists say that “social proof” influences us. Social proof is how other people’s actions influence us. When we are not sure what to do, we look at what others are doing. The actions of other people are the “proof” of the right thing to do. One example of this is a sidewalk experiment. If you stand still on a busy sidewalk and look up into the sky, no one will copy your actions. As one person, you probably won’t influence other strangers. But social researchers discovered something interesting in New York City. When a group of four people looked up at the sky on a busy sidewalk, 80 percent of the passersby looked up at the sky. The passersby thought the four people must know something special. A group of people influences the behavior of others.

B. Match each part of the paragraph in Activity A with its purpose. 1. topic sentence

a. summarizes your ideas

2. supporting sentences

b. introduces what you will describe

3. concluding sentence

c. help the reader understand the topic

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C. Circle the topic sentence in this paragraph from Reading 2. Finally, there is the social proof of friends. Friends influence us the most— more than experts, crowds, or other consumers. Our friends are usually more like us than other people, and we trust their recommendations. A quick text message or smartphone photo can show a new purchase. That is perhaps the best advertising of all, and for companies, it is free. It is simply friends talking about purchases. The next time you buy something, think about how you decided to buy it. It was probably a friend’s influence!

D. Circle the best topic sentence for each group of sentences. Discuss your answers with a classmate. What is the topic? What is the controlling idea?

1. a. For example, wide-legged jeans were popular years ago, but not now. b. The most popular clothing is not always popular the next year. c. I buy new clothes every year to be fashionable. 2. a. The computer lab is open from 9:00 until 2:00. b. For example, Brett doesn’t have a computer at home. c. Classroom computers are very helpful for students.

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3. a. Many older adults need a lesson on how to use a smartphone. b. My grandfather can’t send a text message on his smartphone. c. My grandmother keeps forgetting how to download apps. 4. a. Many new trends are actually old trends. b. TV game shows started over sixty years ago. c. Solar electricity was popular in the 1970s.

E. Read the paragraphs. then choose the best topic sentence. 1. People of all ages are affected by this trend. Some people think that every job will require people to use some kind of technology. Some people even think that soon there will be computers that people actually wear as part of their clothing. Others think that these ideas will never happen. But there is no question that more and more, technology is a part of everyday life.

2. Because of this, people from Africa to Australia are buying the same clothes, eating the same foods, and watching the same television shows. Some people are worried that people are losing parts of their history and culture and becoming more like people in other countries. In France, for example, there is a group that tries to be sure that there are enough TV shows that are made in France, not from other countries. a. Most people like the same things. b. Through the power of technology, people are becoming more similar all around the world. c. People are the same all over the world.

F. WRITING MODEL Read a student’s model paragraph. then write a topic sentence for the paragraph. Compare your topic sentence with a partner’s.

.

First of all, I usually don’t like the new fashion trends. I have my own style. I usually buy well-made clothes, and I wear them for many years. Some of my clothes are more than five years old. Buying new clothes every year is very expensive. For example, trendy jeans cost over $100. I buy clothes that I like, not the latest trends.

18

Unit 1 | Why does something become popular?

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a. It doesn’t matter what your age is. b. Throughout the world, people are using more and more technology. c. Technology is getting smaller all the time.

G. Work with a partner. Complete the graphic organizer below. Write a topic sentence about something that is popular. Make sure your sentence contains a controlling idea. then write two supporting ideas in the boxes. Your supporting ideas will help to describe your topic. topic sentence

supporting idea

supporting idea

H. take the ideas from Activity G and write a descriptive paragraph

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about the topic. include a topic sentence, supporting sentences, and a concluding sentence.

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19

I. Ask a classmate to read and comment on your writing. Use the peerreview checklist. PEER-REVIEW CHECKLIST

online

Grammar

Does the paragraph have a topic sentence with a clear controlling idea?

Do the ideas in the supporting sentences relate clearly to the topic?

Do the supporting sentences use adjectives and details to help you understand the topic better?

Does the paragraph have a clear conclusion?

J. Go online for more practice with descriptive paragraphs.

Present continuous Use the present continuous to talk about activities in progress at the time of writing or that have started but not finished. Mosa is talking on the phone. He’s finding out the arrival time. (activities in progress) We are learning about how ideas spread. (action started but not finished) The new trend is contributing to higher costs. (change in progress)

Use the present continuous with words like today, this week, or time periods around the present.

To form the present continuous, use the verb to be and then the –ing form of the main verb. If the verb ends in e, delete the e and add –ing. use

using

change

changing

lose

losing

Use the present continuous to talk about changes. For example, changing, becoming, growing, increasing. TV ads are becoming like short movies. The Internet is changing the way companies advertise.

Some verbs are not used with the present continuous. For example, know, want, need, understand, like, love, believe, see, hear. I want to go with you, but I’m studying right now.

20

Unit 1 | Why does something become popular?

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This week I am studying for exams. These days, more guests are reusing their towels in hotels.

A. Read the paragraph and circle verbs in the present continuous. then answer the questions. Compare your answers with a partner.

1. Nowadays more and more companies are making advertisements that involve their customers. These companies are using many creative ways to help products become more popular. Researchers believe social proof is the idea behind this trend. This is because when we are not sure what to do, we look at what others are doing. More and more people are using smartphones and social media to share news about their purchases with their friends. 2. Why is the present continuous used in the first sentence? Nowadays, more and more companies are making advertisements that involve their customers. a. The action happens all the time. b. The action is taking place at the time of writing. c. The action is completed. 3. Why is the present continuous not used in this sentence? Researchers believe social proof is the idea behind this trend. a. The action is happening now. b. The action is taking place at the time of writing. c. The verb believe is not used in the present continuous.

B. Complete each sentence with the present continuous of the word in parentheses. Remember to add the correct form of the verb be.

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1. Companies their customers.

(use) new ways of advertising to reach (follow) new trends in fashion.

2. Young people 3. Teenagers things. 4. They

(copy) their friends and doing the same (buy) the same clothing and the same devices.

5. Customers too boring. 6. Through online videos, Blendtec about its products. 7. The company customers to share their ideas.

(complain) that the advertisements are (spread) the word (improve) its reputation by using

8. This month our store isn’t advertising on the radio, so we (lose) some customers.

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9. Maria doesn’t wear the same thing twice. She (try) new clothes to see how they look. 10. I think you online

always

(be) very silly about following new trends.

C. Go online for more practice with the present continuous. D. Go online for the grammar expansion.

22

Go to the Online Resources for your Unit Assignment.

Unit 1 | Why does something become popular?

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online

track yoUr sUccess Circle the words and phrases you have learned in this unit. Nouns

Verbs

Adjectives

comment influence psychologist purchase research researcher review study trend

comment connect contribute express influence purchase recommend research review study spread

clear social Phrasal Verbs

find out

Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading vocabulaRy

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WRiting gRammaR Unit obJective

i can identify the main idea of a paragraph. (p. 8) i can use noun and verb forms in word families. (p. 14) i can write a descriptive paragraph. (p. 16) i can use the present continuous. (p. 20) i can gather information and ideas to write a descriptive paragraph about a current trend and why it is popular.

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Unit

2

Reading VOCaBULaRY WRiting gRaMMaR

getting meaning from context suffixes brainstorming future with will

Psychology

Unit QUestion

How do colors affect the way we feel?

A Discuss these questions with your classmates. 1. What’s your favorite color? Why do you like it?

3. Look at the photo. How do the colors of these houses affect this town?

B Listen to The Q Classroom online. Then answer these questions.

1. What colors did the students mention? How do the colors make the students feel? 2. What color would you like to paint your room? Why? onLine

C Go to the Online Discussion Board to discuss the Unit Question with your classmates.

24

UniT 2

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2. Imagine that you walk into a room that has yellow walls. How does that color make you feel?

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Unit oBJeCtiVe

Read the articles. Gather information and ideas to write a proposal that explains the colors you will use for a new business.

25

READING How Colors Make Us Think and Feel

Reading 1 Unit oBJeCtiVe

You are going to read an article about colors and cultural differences. Use the article to gather information and ideas for your Unit Assignment.

PReVieW tHe Reading A. VOCABULARY Here are some words from Reading 1. Read the sentences. Then write each underlined word next to the correct definition.

1. The weather can affect us. When it’s very hot, many people feel irritable. 2. When Khalid came to Miami from Saudi Arabia, it was hard for him to understand some things about American culture. For example, he didn’t understand why people wore jeans to nice restaurants. 3. You often know what emotions people are feeling even if they don’t say anything. People cry when they are sad and smile or laugh when they arehappy. 4. I’m really interested in how people think about things, so I’d like to study psychology at university. 5. The doctor told Leena to do some specific things to improve her health. He told her to exercise twice a week and to eat less junk food.

7. Bader is unaware of how loudly he talks on his cell phone, so he keeps doing it. 8. It’s a universal belief that friendship is important. I don’t know anyone who doesn’t think so. (verb) to be a picture, example, or sign of something

a. b.

(verb) to make someone or something change in a particular way; to influence someone or something (noun) strong feelings such as fear or anger

c. d. e.

26

(noun) the ideas, beliefs, and ways of doing things in a particular society or country certain group

(adjective) involving everyone in the world or in a

UniT 2 | How do colors affect the way we feel?

Oxford 3000™ words

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6. The color red has many meanings. It can represent danger, anger, or action.

f. g. h. onLine

Tip for success

Before you read, preview a text to get a general idea of the content. Read the title and look at any pictures and captions. If there are section titles, read them. Then make a prediction. Ask yourself, “What will the text be about?”

something that people behave

(adjective) not knowing or noticing someone or (noun) the scientific study of the mind and the way (adjective) particular, not general

B. Go online for more practice with the vocabulary. C. PREVIEW Look at the headings, the color wheel, and the picture in Reading 1. Answer these questions.

1. How many sections are there? Which section is the painting on page 29 related to?

2. Which section do you think will discuss different countries?

3. On the color wheel, what are two warm colors? What are two cool colors?

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4. Look at the three words defined in the footnotes. Do you know any of these words already? Which ones?

D. QUICK WRITE Think about the color red. Write a few sentences about how it makes you feel. if possible, give examples to support your answers. Be sure to use this section for your Unit Assignment.

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WORk WitH tHe Reading A. Read the textbook article and gather information about how colors affect the way we feel.

How Colors Make Us Think and Feel What does the color pink make you think of? How does the color blue make you feel? Why do hospital doctors wear white coats? What color room makes you feel relaxed? Colors affect everyone

Each person may have a different answer to these questions, but we can agree that colors affect everyone. We think carefully about color when we choose our clothes or select paint for a room. But we are often unaware of how color affects us. For example, the color of a room may affect our emotions. Advertisers use color to influence our choices at the supermarket. In addition, we may not realize that colors have many different meanings.

Universal meaning 2

Colors in nature have universal meaning. For example, trees and plants are green, so the color green often represents life and nature. Blue, the color of the sky, oceans, and lakes, makes us think of air, water, and peace. Colors in the red spectrum1—yellow, orange, and red—are warm colors. Those colors may give us a feeling of warmth and comfort or feelings of anger. Colors in the blue spectrum—colors such as blue, green, and purple—are cool colors. They often give a feeling of calmness or sadness. These ideas about color are similar around the world. 1 spectrum: a group of colors

28

UniT 2 | How do colors affect the way we feel?

a color wheel

Colors in health 3

Humans have known about the power of color for a long time. Ancient cultures in China, Egypt, and India used colors to heal sicknesses. People believed that each color had a healing power. For example, people used blue to decrease pain. Even today, some people say that colors can help people feel better. However, research shows that although colors may change the way a person feels, they cannot heal an illness.

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1

Cultural meaning 4

Colors also have different meanings in different cultures. A color may represent good feelings in one culture but bad feelings in another. For example, in the United States, white represents goodness. It is usually the color of a bride’s wedding dress. However, in India, China, and Japan, white can mean death. Green is the color of dollar bills in the U.S., so green may make Americans think of money. But in China, green can represent a loss of respect2. Different colors sometimes represent the same idea in different cultures. In European cultures, purple is the color of royalty for kings and queens. In Asia, yellow is the color of royalty. In addition, one color will have many different meanings within one culture.

Color psychology

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5

Color psychology is the study of how colors affect our emotions. Researchers are finding that colors can change our behavior in specific ways. For example, one research study showed that people could lift heavy weights more easily in blue rooms. Other studies have looked at how colors influence decisions. Soccer referees made more decisions against teams that wore black uniforms. Tae kwon do3 referees gave competitors in blue clothing higher scores than competitors in red. In another study, students who saw the color red before a test 2 respect: the feeling that someone or something is important

a Chinese emperor wearing yellow

did much more poorly. Of course, these test results might vary from culture to culture. 6

Most people do not realize how much color affects them. It can affect how people think, feel, and act. Some colors, such as those in nature, can have the same meaning for everyone. Other colors’ meanings may be different in different cultures. We can increase our understanding of ourselves and the world around us by learning about what colors can mean or represent.

3 tae kwon do: a Korean art of self-defense using kicks

| Reading and Writing

29

B. Read the statements. Write T (true) or F (false). Then correct each false statement to make it true.

1. Most of us are unaware of how colors affect us.

2. Each color has only one meaning.

3. For people around the world, colors in nature have similar meanings.

4. In the past, some people believed that colors could heal people.

5. Research studies about color psychology show that color does not affect our actions or emotions.

C. Write what each color represents, according to the article. Give as many

Blue

Green

Red

Yellow

White

air

life

anger

warmth

goodness

D. Use the words to write sentences. Use information from the reading. 1. United States / white In the United States, white means goodness. 2. Ancient Egypt / colors 3. Japan / white 4. United States / green 5. China / green

30

UniT 2 | How do colors affect the way we feel?

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answers as possible.

6. Asia / yellow 7. Europe / purple

E. For each section of the article, write the main idea in your own words. Use some of the phrases from the box. can affect can change can have the same meaning

give a feeling of makes us think of may be different

may give us may represent might vary

1. Colors affect everyone Although we may be unaware of it, colors can affect us and have different meanings.

2. Universal meaning

3. Colors in health

4. Cultural meaning

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5. Color psychology

WRite WHat YOU tHink A. Discuss these questions in a group. Then choose one question and write a response.

1. According to the article, soccer referees made more decisions against teams wearing black uniforms. Why do you think that happened? 2. Think about the color of your bedroom or living room. How does the color make you feel? Would you like to change the color? Why or why not?

B. Choose one of the questions and write a response. Look back at your Quick Write on page 27 as you think about what you learned.

| Reading and Writing

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Reading Skill

Getting meaning from context If you find a word you don’t know in a text, you can use the context to help you understand the meaning of the word. The context is the other words near the unknown word. context

It was a joyful celebration. Everyone was very happy. context

The red sign told me that there was danger and some possibility of injury.

From the context, you can understand that the word joyful means “very happy.” From the example, you can understand that danger means “a chance that someone might get hurt.” Critical thinking Tip

In Activities A and B, you will use the context to understand the meaning of new words. Using context to guess meaning can help you read more fluently.

A. Read these sentences from Reading 1. Circle the words that give the context for the bold word in each sentence.

1. Those colors may give us a feeling of warmth and comfort or feelings of anger. 2. Ancient cultures in China, Egypt, and India used colors to heal sicknesses. For example, people used blue to decrease pain. 3. In the United States, white represents goodness. It is usually the color of a bride’s wedding dress. 4. In European cultures, purple is the color of royalty for kings and queens.

6. Soccer referees made more decisions against teams that wore black uniforms.

B. Write a definition for each word from Activity A. Then check your definitions in your dictionary.

1. feeling 2. heal 3. bride 4. royalty 5. psychology 6. referees onLine

32

C. Go online for more practice with getting meaning from context.

UniT 2 | How do colors affect the way we feel?

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5. Color psychology is the study of how colors affect our emotions.

Reading 2

The Importance of Color in Business You are going to read an article about how colors can affect the way people think about companies. Use the article to gather information and ideas for your Unit Assignment.

Unit oBJeCtiVe

PReVieW tHe Reading A. VOCABULARY Here are some words from Reading 2. Read the sentences.

Vocabulary skill Review

Circle the answer that best matches the meaning of each underlined word.

In Unit 1, you learned about words that are both nouns and verbs. Look at the vocabulary in this activity. Which two vocabulary words are both nouns and verbs?

1. Advertising in newspapers helped the restaurant increase its business. a. writing articles b. talking to c. telling people about customers products 2. Choosing a college is difficult. I have to carefully consider all my choices. a. think about b. be worried about c. measure 3. My car is not very dependable. My battery died three times this month! a. important b. forceful c. reliable 4. I’m going to encourage Sami to apply for the new job at the radio station. I think it’s the perfect job for him. a. convince b. research c. command 5. Our family recycles paper and plastic to help protect the environment. a. machines b. natural world c. people

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6. She left her job because she wants to establish her own company. a. create b. sell c. research 7. A service that many hotels offer is helping with luggage. a. relationship between companies b. thing that a company does for you c. rule that a company follows 8. These new cell phones come in a variety of colors. I don’t know which one to choose! a. large selection b. small choice c. very tiny group onLine

B. Go online for more practice with the vocabulary. C. PREVIEW Preview the article and circle the names of seven companies. Then discuss the companies with a partner. What do you know about these companies? What are their products or services?

Oxford 3000™ words

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D. QUICK WRITE How do colors help people remember a company and its name? How do colors affect customers? Write a few sentences about the topic. Be sure to use this section for your Unit Assignment.

WORk WitH tHe Reading A. Read the magazine article and gather information about how color affects the way we feel.

1

2

3

If you walk into a McDonald’s restaurant, what colors will you see? Probably yellow and red. And when you think about McDonald’s, you will think about those two bright and cheerful colors. Every year large companies spend millions of dollars on advertising. They want you to buy their products and use their services, and they want you to remember their company name. Companies use color so that you will notice them and so that you will think about them when you see their colors. One research project showed that color helps people remember company names. Colors are very important to businesses. Blue is often used by computer companies. IBM, Microsoft, and Dell all use the color blue to show that their companies are serious and dependable. Like the sky and the ocean, blue can be both peaceful and powerful. To show that their computers are for serious people, many companies used to make their computers black or gray. But Apple computer company decided that they wanted computers to be fun instead of serious. For that reason, they made their iMac computers in a variety of different colors in the late 1990s. Today, their computers, laptops, and cell phones come in a variety of colors. BP uses green and yellow for its colors. It is the only large oil company to use green. Green is the color of nature. Yellow is the color of the sun. Both colors are bright and cheerful. BP hopes that people will think of it as a friendly company. In addition, green

4

5

may make you think of the environment. BP wants people to think of it as a company that cares about the environment. United Parcel Service (UPS) is a big delivery company. Its company color is brown. When UPS started in the 1920s, brown was a good color for a safe, reliable company. From the beginning, UPS used brown trucks and brown uniforms. In today’s world, brown may seem like a boring color choice for a company. But UPS decided to make it a positive symbol of its business. Their ads ask, “What can brown do for you?” When people see the big brown UPS trucks, the company hopes they will think of excellent, dependable service. All over the world, companies use color to establish their brand1 and to encourage people to buy their products. Companies believe that customers respond strongly to their colors. It isn’t surprising that companies carefully consider the colors for their products and their advertising.

A UPS truck and delivery person 1 brand: the name of a product that is made by a specific

company

34

UniT 2 | How do colors affect the way we feel?

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The Importance of Color in Business

B. Check (✓) the main idea of the article. 1. Companies don’t care if you remember their colors, as long as you buy their products. 2. Companies use color so you will notice them and remember their company when you see their colors. 3. Blue is a good color for computer companies. 4. Many companies use green because it shows they care about the environment.

C. Complete the chart with information from the article. name of company

Company colors

Feelings that colors give

red and yellow

McDonald’s

bright, cheerful dependable, peaceful, powerful

variety of colors BP brown

D. Write one or two sentences to describe each company, its colors, and the

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meaning of the colors. Use your answers from Activity C.

1. McDonald’s: McDonald’s uses red and yellow because they are bright and cheerful colors.

2. UPS: 3. computer companies: 4. BP:

E. Complete each statement with a word from the box. Use the context in the reading to help you understand each word. cheerful

positive

products

reliable

respond

1. Red, yellow, and green are examples of

colors.

2. UPS wants customers to see them as a dependable company. In other words, customers should think UPS is

. | Reading and Writing

35

3. Some people think that brown is boring, which is negative. UPS has made brown a 4. Some of the and oil.

symbol. in the article are computers, cell phones,

to a company’s colors, they 5. When customers remember the brand and the products. onLine

F. Go online to read Men, Women, and Color and check your comprehension.

WRite WHat YOU tHink A. Discuss the questions in a group. Look back at your Quick Write on page 34 as you think about what you learned.

1. Choose three companies from Reading 2. Then note the color or colors that each company uses. Do you think that the colors they use influence how you think of them? Why or why not? 2. Imagine that you are designing a new restaurant. Decide what kind of restaurant it is. What colors would you use for the signs, the walls, the plates, and the napkins in the restaurant? Why?

When you describe a business and its colors, use the simple present. Also use the simple present to give your own opinion. Check that each sentence has a subject and a verb.

B. Think about Reading 1 and Reading 2 as you discuss these questions. Then choose one question and write a response.

1. Think of a company or service that you are familiar with. What colors does it use for its products and advertising? Why do you think the company chose those colors? 2. Imagine that you are going to design a library room for children. What colors would you use for the tables and shelves, for the walls, and for a reading area? Why would you use those colors? Question: My Response:

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UniT 2 | How do colors affect the way we feel?

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Writing Tip

Vocabulary Skill

Suffixes A suffix is a letter or group of letters at the end of a word. A suffix changes the form of a word. Common suffixes for changing a noun to an adjective are –ful and –al. Rakan’s favorite color is purple. noun

Sarah loved to plant colorful flowers. adjective

The researcher finished the experiment in one month. noun

The tests were experimental, and they didn’t prove anything. adjective

Understanding suffixes can help you increase your vocabulary. If you know the meaning of a noun, then you may be able to also understand its adjective form. noun cheer joy

Adjective cheerful joyful

noun education nation

Adjective educational national

Sometimes when you add a suffix, there are spelling changes to the noun form. noun biology

Adjective biological

noun finance

Adjective financial

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A. Read each sentence. Write N (noun) or ADJ (adjective) for each bold word. N 1. Martin left his restaurant in his son’s care.

2. Laura was careful when she chose a company logo. 3. The color green is a universal symbol of nature. 4. Maha feels small when she thinks about how big the universe is. 5. Psychology was Arwa’s favorite subject in college. 6. The doctor was concerned about Alan’s psychological problems. 7. The president greeted the king with a respectful bow. 8. The new police officer quickly won the respect of the local residents.

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B. Complete the chart with the correct form of each word. Then check your answers in the dictionary. nouns Tip for success

When you learn a new word, look in the dictionary for its other forms such as noun, verb, adjective, and adverb. This is an easy way to expand your vocabulary.

Adjectives

1. addition

additional

2. emotion 3. nature 4.

peaceful

5.

personal

C. Complete the paragraph with a noun or adjective from Activity B. Many people don’t like running because they think it’s difficult, but I really enjoy it. I usually run in a beautiful park near my house. There are lots of trees and birds in the park. I like running there because I like

. The park is far

1

away from the noise of the city, so it’s very quiet and . Some people prefer to run with

2

another

, but I prefer to run

3

running helps me feel more relaxed. I think it’s good for my physical and 4

health. I usually run three miles every morning, but

sometimes I have time for a(n)

5

someday I’ll run ten miles! onLine

38

D. Go online for more practice with suffixes.

UniT 2 | How do colors affect the way we feel?

mile or two. Maybe

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alone, especially before work. My job is stressful, but

WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will write a proposal for a new business. in your proposal you will choose the colors for the business and explain why you chose these colors. This proposal will include specific information from the readings and your own ideas.

Brainstorming

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Brainstorming is a way to get ideas before you write. When you brainstorm, you write down ideas quickly. Here are three useful ways to brainstorm. Listing is a way to quickly write down ideas related to your topic. For example, if your topic is what the color white represents in your culture, you might write a quick list with ideas such as goodness, cleanliness, and freshness. Making idea maps can also help you brainstorm. Write a key word in a center circle. Then write related words around the key word. In freewriting, you give yourself five or ten minutes to write down all of your thoughts about a topic. Freewriting helps you think freely and creatively. Here are some tips for brainstorming. • Write down every idea that comes to you for five or ten minutes. • Don’t worry about whether an idea is a good one or not. • Try to stay focused and write only about your topic. • When you finish, look at your ideas. Choose the best ideas to develop for your writing.

A. Read the topic and questions below. Then list ideas that will help you with the topic.

Topic: Think of your favorite color. What items do you have in that color? Why do you like the color? How does it make you feel?

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B. Read the topic below. Write each color in the center circle. Then add ideas around each color to make idea maps.

C. WRITING MODEL Read the freewriting example. Cross out information that does not focus on the topic. Compare your answers with a partner.

Topic: How do companies use color to advertise their products? Write about companies that use color effectively. Companies and colors, Internet companies—Google uses lots of different colors, they are bright, happy colors—eBay also uses many different bright colors. Are they the same colors? My brother bought a bicycle on eBay. He rides it to work. Stores—Macy’s department store uses red. I like the color red. It’s a strong, exciting color. Macy’s uses a red star in its advertisements. I always think of the red star and Macy’s. Sometimes I shop at Macy’s. The red star is a good symbol. It’s easy to remember and recognize.

40

UniT 2 | How do colors affect the way we feel?

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Topic: Think of a national flag. What are the main colors in the flag? What does each color represent?

D. Here’s the beginning of a paragraph about the topic from Activity C on page 40. Underline information in Activity C that can be used in the paragraph.

Macy’s and Target, two large department stores, both use the color red in their advertising.

E. Read the questions below. Then follow the steps to brainstorm and share your ideas.

Topic: Think of a well-known restaurant, clothing store, department store, or company. How does the company use color in their advertising or inside their place of business? How do the colors make you feel? Steps: 1. First, choose a business to write about. Then brainstorm for five to ten minutes. Use listing, idea maps, or freewriting. 2. After you stop writing, read through your notes. Underline the ideas you want to use in your writing. 3. Share your brainstorming with your partner. Explain your ideas and answer any questions.

F. Write a paragraph about the topic. Use your brainstorming notes and

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any new ideas.

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G. Go online for more practice with brainstorming. | Reading and Writing

41

Grammar

Future with will In academic writing, use the future with will for predictions about the future and to express what experts predict. The designer will establish a second office in a new location. There will be a survey asking about the best color for the new library.

Note: You can soften a prediction by using probably. You can also use may instead of the future with will. The designer will probably establish a second office in a new location. The designer may establish a second office in a new location.

Use the future with will to make a promise. I will help you in about an hour.

Use the future with will to express plans in more formal writing. Next month we will decide on new colors for the kitchen.

Use the future with will to express a decision made at the moment of writing. I’ll go to the meeting with you.

Note: Use the future with be going to to express a decision or plans that you made previously. This form is more common in informal speaking and writing. I am going to have dinner with my cousin.

42

Go online to watch the Skill Video.

UniT 2 | How do colors affect the way we feel?

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onLine

A. Complete the paragraphs with the future with will. Every year, the biggest paint companies introduce their newest “color of the year.” Last week, companies announced their new colors, and designers are very excited about them. These wonderful new paints

available in

1. be

January of next year. “Beautiful Breeze” is a gentle, soft blue. This color and simple designs. Designers

3. use

also

It

4. go

2. encourage

comfort

this color with silver or white. well with warm browns.

“Garden Pool” is a combination of natural green and quiet blue. Next year, this probably

cool color 6. love

this deep color. They

a big hit. Customers

5. be

combining it with

7. enjoy

natural colors like beige or brown. “Sunflower” is an energetic yellow. In the home, it

8. bring

likely

a natural energy and warmth. Homeowners 9. use

it with calm greens and light browns.

However you use color, next year you

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choices. These color trends

11. offer

10. have

a full variety of color

homes a fresh and modern feeling.

B. Look back at the first paragraph in Activity A. Find the verbs. Complete the chart with verbs from the paragraph and the reason each verb form was used. Example 1. simple present

Reason

introduce

2. simple past

3. future with will

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43

C. Answer the questions about your city or town and yourself. Use the future with will.

1. How will your city or town be different in 50 years?

2. How will transportation be different?

3. What will stores be like?

4. In what ways will the environment be different?

5. How will you be different?

6. How will your family be different?

7. What will your job be like?

onLine

D. Go online for more practice with the future with will.

onLine

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Go to the Online Resources for your Unit Assignment.

UniT 2 | How do colors affect the way we feel?

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E. Go online for the grammar expansion.

tRaCk YoUR sUCCess Circle the words you have learned in this unit. Nouns

addition advertising biology culture education emotion environment experiment finance nation nature peace psychology

respect service variety Verbs

affect consider encourage establish represent Adjectives

additional biological cheerful dependable

educational emotional experimental financial joyful national natural peaceful personal psychological respectful specific unaware universal

Oxford 3000™ words Academic Word List

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Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading VOCaBULaRY WRiting gRaMMaR

Unit oBJeCtiVe

i can get meaning from context. (p. 32) i can use suffixes to change word forms. (p. 37) i can brainstorm in three different ways. (p. 39) i can use the future with will correctly in sentences. (p. 42) i can gather information and ideas to write a proposal that explains the colors i will use for a new business.

| Reading and Writing

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Unit

3

Reading vocabulaRy WRiting gRammaR

identifying supporting details prefixes supporting your main idea with examples subject-verb agreement

Social Psychology

Unit QUestion

What does it mean to be polite?

A Discuss these questions with your classmates. 1. Describe a time when someone was rude to you. What happened? What did you do?

B Listen to The Q Classroom online. Then answer these questions. 1. What examples do the students give of polite behavior? 2. Can you think of a situation when you tried to be polite but someone misunderstood you? onLine

C Go to the Online Discussion Board to discuss the Unit Question with your classmates.

46

UniT 3

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2. Look at the photo. What is the young man doing? What do you think of his behavior?

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Unit oBJeCtiVe

Read an article and an online discussion. Gather information and ideas to write a paragraph in response to a question on an online discussion board.

47

READING Being Polite from Culture to Culture

Reading 1 Unit oBJeCtiVe

You are going to read an article from a travel magazine about being polite in different cultures. Use the article to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading A. VOCABULARY Here are some words from Reading 1. Read the sentences. Then write each underlined word next to the correct definition.

1. I had an awkward conversation with my friend about money. He always borrows money and forgets to repay me. 2. Sam has really bad manners. He never says “please” or “thank you” to anyone, and he often talks with food in his mouth. 3. The boys dressed appropriately for the wedding. They wore nice suits. 4. Psychologists are interested in human behavior. They are studying what people do in different situations. 5. When the president entered the room, everyone stood up as a sign of respect.

7. When you have a job interview, it’s important to make a good impression. You should dress well, arrive on time, and ask questions. 8. Laura made a gesture to ask the waiter to bring the check because she didn’t want to shout across the restaurant.

48

a.

(noun) polite behavior toward someone or something you think is important

b.

(noun) the way you act or behave

c.

(adjective) not comfortable, embarrassing

d.

(phrasal verb) to produce a good effect or opinion

e.

(adverb) in a strong, steady way

f.

(noun) ways of acting that are considered polite in your society or culture

UniT 3 | What does it mean to be polite?

Oxford 3000™ words

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6. Nat held his daughter’s hand firmly when they crossed the street. He wanted to make sure she walked next to him.

onLine

g.

(adverb) suitable or right for a particular situation

h.

(noun) a movement of the hand or head to express something

B. Go online for more practice with the vocabulary. C. PREVIEW Look at the photos and the captions in the article. What do they tell you about the topic of the article?

D. QUICK WRITE What are some things that might be considered polite in some cultures but not in others? Write a response before you read the article. if possible, give examples to support your answers. Be sure to use this section for your Unit Assignment.

WoRK WitH tHe Reading A. Read the magazine article and gather information about what it means to be polite.

Being Polite from Culture to Culture Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

1

2

Most people want to be polite and behave well around others. Being polite means knowing how to greet and talk to people. It means using good manners when eating. It means knowing how to give and receive gifts appropriately. Polite behavior in one country, however, may be impolite in another part of the world. Travelers need to understand the cultural differences in politeness so that they don’t cause embarrassment. For instance, when people meet, they often shake hands. How long should a handshake be? Should you hold the other person’s hand gently or firmly? In the United States, people prefer to shake hands firmly for a few seconds. In some Middle Eastern countries, people 1 eye contact: a look directly into someone else’s eyes

3

4

hold the person’s hand gently for a longer time. Handshaking varies around the world. What about eye contact1? In some countries you show respect when you look someone directly in the eye. In other parts of the world, to look at someone directly is rude. To be respectful, a person looks down at the ground. There are also cultural differences in the way people use personal space2. When two people are talking, should they stand close together or far apart? Exactly how close should they stand? In North America, for instance, people usually stand about an arm’s length apart during a conversation. However, in some countries in the Middle East and Latin America,

2 personal space: the area that is close to a person

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7

A final area to be careful about is body language, including gestures. Is it acceptable to touch a person on the shoulder? How do you wave goodbye or hello? How do you gesture to someone to “come here”? All of these can be different from one culture to another. In Vietnam, it is rude to touch someone on the head with the palm of the hand. The gesture for “come here” in the U.S. is only used for calling animals in some other countries.

In some countries making eye contact shows respect.

6

Being polite means knowing how to give and receive gifts appropriately. 8

If you are going to live, work, or study in another country, it is important to learn the language. But it is also important to learn about cultural differences. This way, you can be polite and make a good impression. People around you will feel comfortable and respected. Politeness and good manners can be good for making friends, good for traveling, and good for business, too.

B. Read the statements. Write T (true) or F (false). Then correct each false statement to make it true.

1. Polite behavior is the same everywhere.

2. People make eye contact in different ways in different cultures.

3. Most people are comfortable with same amount of personal space.

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UniT 3 | What does it mean to be polite?

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5

people stand closer. It can be awkward if one person likes to stand close and the other person likes to stand farther apart. Three authors wrote a book Kiss, Bow, or Shake Hands about cultural differences. In their book, they discuss greetings, gift-giving, and time. Around the world, cultures have different ideas about giving gifts. In the United States, if someone gives you a gift, you should open it while they are with you. That way they can see how happy you are to receive it. In China, you should open a gift after the person is gone. Another cultural difference is time. If someone invites you to dinner at their house at 6 p.m., what time should you get there? Should you arrive early, late, or exactly on time? In Germany, it is important to arrive on time. In Argentina, polite dinner guests usually come 30 to 60 minutes after the time of the invitation. When traveling, remember that each country has a different definition of being on time.

4. Being on time is important in every culture.

5. Some gestures are polite in one country and rude in another.

6. It’s only important to know what is polite in your own country.

C. Circle the answer to each question. 1. Why do travelers need to understand cultural differences in politeness? a. so they will understand the history of the country they are visiting b. so no one will be embarrassed c. so they will feel better about themselves 2. How do people in the United States prefer to shake hands? a. firmly for a short time b. gently for a short time c. firmly for a long time

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3. How closely do people in Latin America or the Middle East like to stand while talking? a. at an arm’s length b. more than an arm’s length c. more closely than an arm’s length 4. What should you do if someone in China gives you a gift? a. open it in front of the person b. wait until the person has left before opening it c. open the gift immediately 5. You are invited for dinner at 7:00 p.m. in Germany. What time should you arrive? a. 6:30 p.m. b. 7:00 p.m. c. 7:30 p.m. 6. If you show that you understand cultural differences and politeness, how will people feel? a. comfortable and respected b. uncomfortable and awkward c. polite and happy

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51

D. Complete the chart. Use countries or regions and topics from the boxes. Countries / Regions Argentina Latin America China the Middle East Germany North America United States Vietnam

gestures gift-giving greetings

Topics personal space time

Paragraph number

Country or Region

Topic

2

United States, the Middle East

greetings

4 5 6 7

Activity E asks you to discuss your ideas. Discussing your ideas with other people helps you to consider ideas you might not have thought about on your own.

E. Discuss these questions in a group. 1. What are some examples of what it means to be polite? 2. In what ways is shaking hands different in different parts of the world? 3. What is the comfortable distance for conversation in North America? Is it the same where you live? 4. If you are invited to lunch in Germany at 12:00, what time should you arrive? Is it the same where you live? 5. How does being polite help you make a good impression?

onLine

F. Go online to read Politeness in American Culture and check your comprehension.

WRite WHat you tHinK A. Ask and answer the questions with a partner. 1. How do people use personal space differently in different parts of the world? 2. Why do you think body language is different from one culture to another? 52

UniT 3 | What does it mean to be polite?

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Critical thinking Tip

B. Choose one of the questions in Activity A on page 52 and write a response. Use supporting examples. Look back at your Quick Write on page 49 as you think about what you learned.

Reading Skill

Identifying supporting details A well-written article includes details that support the main ideas. Details can be facts, reasons, or examples. Identifying supporting details will help you understand the main ideas of an article. Main Idea

Supporting Details

Bowing is a form of greeting in many countries. fact: something you know is true

Bowing is the traditional greeting in East Asia.

reason: the cause of something

People bow low when greeting older people because it is a sign of respect.

example: something that shows what something is like

In a very formal bow, the forehead sometimes touches the floor.

Identifying and underlining important supporting details as you read can help you improve your reading comprehension.

A. Reread paragraph 4 in Reading 1. Look at the main idea of the paragraph. Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

Write two details that support it. Then compare your answers with a partner.

B. Reread paragraph 5. Answer the questions. Then compare your answers with a partner.

1. What is the main idea? 2. How many supporting details are in the paragraph? What are they?

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C. Reread paragraph 6. Answer the questions. Then compare your answers with a partner.

1. What is the main idea? 2. What examples does the writer use as supporting details?

onLine

Reading 2 Unit oBJeCtiVe

D. Go online for more practice with identifying supporting details.

Answers to All Your Travel Questions You are going to read an online discussion board with questions and advice about customs in different countries. Use the posts to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading In Unit 2, you learned about using suffixes to expand vocabulary. Add the suffixes –ful or –al to the following nouns to change them to adjectives: respect, culture, tradition. Use your dictionary to check spelling.

A. VOCABULARY Here are some words from Reading 2. Read the sentences. Circle the answer that best matches the meaning of each underlined word or phrase.

1. My uncle gave me some good advice about starting a business. a. money that someone loans you b. proverbs or famous quotes c. words that help someone decide what to do 2. A custom you will notice when you go to Japan is that people don’t wear their shoes inside their homes. a. way of life b. thing for sale c. idea 3. It’s rude to interrupt someone when they are speaking. You should always let them finish. a. make someone stop talking b. repeat something over and over c. whisper; talk quietly 4. I want to take part in the meeting about the neighborhood school. I think it’s going to be very interesting. a. divide up; separate b. join, participate in c. act in

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UniT 3 | What does it mean to be polite?

Oxford 3000™ words

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Vocabulary skill Review

Tip for success

In online posts, people often use informal language. For example, they may shorten a sentence so it doesn’t follow the typical rules of grammar.

5. Classes at many universities are informal. Students can bring food to class and ask questions whenever they want. a. lengthy; taking a long time b. relaxed and friendly c. useful and informative 6. It’s traditional in some countries for the bride to wear a white dress for the wedding. In other countries the bride wears red. a. inexpensive b. doing what others want you to do c. ways of doing things that have existed for a long time 7. Try to avoid talking when you have food in your mouth. It’s very rude! a. choose not to do b. adjust c. continue 8. On a typical day, Erik works from 9:00 a.m. to 5:00 p.m., but today he worked until 7:30 p.m. a. pleasant b. awkward c. usual

onLine

B. Go online for more practice with the vocabulary. C. PREVIEW in this online discussion board, travelers ask for advice about

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customs in different countries. What kinds of topics do you think the travelers will ask about? ■ greeting people

■ giving/receiving gifts

■ conversation topics

■ table manners

■ other Writing Tip

When you are freewriting, remember to write whatever ideas come to you. You can improve the ideas later.

Oxford 3000™ words

D. QUICK WRITE Choose one of the topics in Activity C. What are some of the customs in your country? What about in other countries? Write a few sentences. Be sure to use this section for your Unit Assignment.

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WoRK WitH tHe Reading A. Read the posts from the online discussion board and gather information about what it means to be polite.

Answers to All Your Travel Questions Mansoor Al Question: First trip to U.S. Ganem, Jeddah For my new job, I will travel to the United States next month and meet my American Posted: boss. This will be my first trip to the U.S. I’m worried about correct business etiquette1 3 days ago

Sue, Miami Posted: 3 days ago

1. Re: First trip to U.S. It’s a good idea to bring a small gift or something from your country. Don’t be surprised if your boss opens the gift right away. In the U.S., people often open a gift when they receive it. In some other countries, that is not polite, but it’s appropriate in the U.S.

Jun, Seoul Posted: 2 days ago

2. Re: First trip to U.S. Many Americans are very informal at home. One time I went to dinner at the home of an American business partner. I was surprised that everyone stood and talked in the kitchen while the husband and wife cooked dinner. Also, unlike in Korea, everyone took part in the dinner table conversation, even the man’s wife and children.

Andrea, Santiago Posted: 12 hours ago

3. Re: First trip to U.S. I agree with Jun. I was surprised that American men often cook and that both the husband and wife come to the dinner table and talk. You probably won’t speak about business during dinner, so my advice is to know some good topics of conversation. For example, you can talk about travel, food, or sports. Of course, it’s good to ask about your boss’s family. But it’s not polite to ask questions about age, salary, religion, or politics.

Waleed Al Salem, Riyadh Posted: 8 hours ago

4. Re: First trip to U.S. Americans use their hands to eat some kinds of food, such as pizza and fried chicken. Watch your American hosts2, and do what they do.

Kathryn, New York Posted: 5 hours ago

5. Re: First trip to U.S. In Saudi Arabia and many other countries, it’s the custom to remove your shoes before entering a house. In the United States, you usually don’t take your shoes off. Once I was traveling in Japan and entered a house with my shoes on by mistake. Oops!

1 etiquette: polite and correct behavior in a social situation

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UniT 3 | What does it mean to be polite?

2 hosts: people who have visitors to the home and entertain them

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and manners. My boss invited me to his home for dinner. Do you have any advice?

Mansoor Al 6. Re: First trip to U.S. Ganem, Jeddah It sounds like Americans are so informal. I’ll try to be informal and polite. Posted: I hope I do the right thing. Thanks for all the advice! One more question: 2 hours ago

What’s an appropriate gift for me to bring my boss and his family?

Sam, Los Angeles Posted: 4 days ago

Question: Travel to Egypt Any tips on table manners in Egypt? I’ll be there on business, and I’m sure we will have business dinners. Also, anything else that’s important to know?

Khalid, Cairo Posted: 12 hours ago

1. Re: Travel to Egypt Egypt is a traditional country, and it has many customs that are different from the U.S. Table manners are similar to the U.S., but there are a few important differences. For instance, it’s impolite to use your left hand to eat. Be sure to read about Egyptian culture before you go. You can avoid embarrassing yourself.

Carlos, Madrid Posted: 2 hours ago

2. Re: Travel to Egypt I traveled to Egypt on business last year and saw two interesting differences in business. First, unlike Americans, Egyptians don’t discuss business at the beginning of business meetings. Instead they begin with informal conversation. This is because personal relationships are very important in Egyptian business. Second, during a meeting in Egypt, it’s common for others to come in the room and interrupt the meeting. In the United States, it’s rude to interrupt a meeting. In Egypt, these interruptions are typical!

B. Read the statements. Write T (true) or F (false). Then correct each false Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

statement to make it true.

1. Mansoor Al Ganem is worried about his English.

2. It is appropriate to bring a small gift when visiting a home in the U.S.

3. Many Americans are very formal at home.

4. It’s a good idea to know several different topics of conversation.

5. Carlos thinks business customs are the same in Egypt and in the U.S.

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C. Write information from the online discussion board for each of the topics below.

1. when to open gifts a. in some other countries b. in the U.S. 2. conversation topics in the U.S. a. good topics b. impolite topics 3. wearing shoes in the house a. in Saudi Arabia b. in the U.S. 4. beginning business meetings a. in the U.S. b. in Egypt 5. interruptions in business meetings a. in Egypt b. in the U.S.

conversation hosts

informal interrupt

kitchen left

manners polite

relationships shoes

Some people who travel are worried about etiquette and because customs may be different

1

from one country to another. For example, many Americans are at home. It isn’t unusual for conversations

2

to take place in the

while preparing a

3

meal. Travel, food, or sports are

4

topics for

conversation. If you aren’t sure what to do when eating, you can watch your

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UniT 3 | What does it mean to be polite?

5

.

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D. Complete the sentences with words from the box.

In the U.S., it isn’t necessary to remove your

6

when entering a house. If you travel to Egypt, you should be careful not to eat with your

hand. At business meetings in

7

Egypt, it is common to begin with informal because personal

9

8

are important in

Egyptian business. You should also expect to have people come in and 10

while the meeting is taking place.

E. Discuss these questions with a partner or in a group. 1. What are some examples of good table manners? 2. If guests from another country visit you, should they adapt to the behavior in your culture, or should you try to make them feel at home by doing things their way?

WRite WHat you tHinK A. Discuss the questions in a group. Look back at your Quick Write on page 55 as you think about what you learned.

1. Why is it important for a businessperson to understand another culture when traveling?

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2. Waleed writes, “Watch your American hosts, and do what they do.” Is this good advice? Why or why not?

B. Think about Reading 1 and Reading 2 as you discuss these questions. Then choose one question and write a response.

1. Do you think that people today are less polite than in the past? Why? 2. Do you think that people are naturally polite? Or do they learn to be polite? Explain. Question: My Response:

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Vocabulary Skill Tip for success

Not every word starting with in-, im-, or un- has a prefix meaning “not.” For example, these words do not have negative prefixes: interrupt, impression, uncle.

Prefixes A prefix is a group of letters at the beginning of a word. Adding a prefix to a word changes its meaning. Understanding prefixes will help you increase your vocabulary. The prefixes in-, im-, and un- mean “not” and are added to adjectives. There are no rules for when to use in- or un-. You need to learn these words or use a dictionary to help you. informal invisible

unable unusual

not formal not visible

not able not usual

Im- is added to an adjective that starts with m or p. immature impolite

not mature not polite

A. Look at the words below. Add the correct prefix to each word. Then write the new words in the chart. Check your answers in a dictionary. appropriate clear comfortable

common dependable expensive

in-

formal perfect polite

im-

possible traditional usual

un-

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UniT 3 | What does it mean to be polite?

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inappropriate

B. Complete the sentences with words from Activity A on page 60. Use the word with or without the prefix. For some sentences, there is more than one correct answer.

1. My brother is very

. He always does what he says

he will do. . Ayisha got lost

2. The directions were confusing and three times trying to get to the restaurant.

, she always had to

3. Because her first name was so repeat it several times.

for me to finish the project on time. I have too

4. It’s

much research to do. I can’t do it. 5. Our receptionist is very friendly and welcoming. He makes people feel when they come into the office. gift, it was very

6. Although it was a small and thoughtful. The cost wasn’t important.

. He was so rude that no one

7. The customer was very wanted to help him.

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8. Many people send quick email invitations to celebrations, but Jamal sent a

invitation in the mail to his graduation. He chose

very expensive paper. 9. The bed was very

, so I barely slept all night and I

had a backache in the morning. 10. In the U.S. it’s

to ask how old people are or how

much money they make. onLine

C. Go online for more practice with prefixes.

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WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will write a paragraph in response to a question on an online discussion board. This paragraph will include specific examples from the readings and your own ideas.

Supporting your main idea with examples When you write a paragraph, support your main idea with examples. Examples will make your ideas clear to your readers. Writers often introduce examples with the phrases for example and for instance. My advice is to know good topics of conversation. For example, you can talk about travel, food, or sports.

A. WRITING MODEL Read this model response to Mansoor Al Ganem’s

It’s difficult to select the right gift to bring a host, especially if you don’t know the person or the culture very well. However, there are several appropriate gifts to bring a host. For example, you can bring flowers. Buy a nice bouquet of flowers from a florist or even at the supermarket. Be sure to take the price tag off, though. Food is another good example of an appropriate item to bring. Ask the host what you can bring, or bring something everybody will probably enjoy, like a basket of fruit. If you don’t want to bring food or flowers, be creative. For instance, you can bring a small gift for the home. Think of something that people use even if they already have it. Soap and hand towels are a good idea.

B. Complete the sentences. Use information from Reading 1 and Reading 2. 1. The idea of personal space is different from one country to another. For example,

2. In the United States, you should shake hands firmly. This is not true everywhere, however. For instance,

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UniT 3 | What does it mean to be polite?

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question from Reading 2, What’s an appropriate gift for me to bring my boss and his family? Circle the main idea of the response. Underline the examples. Then highlight any words that the writer uses to introduce examples.

3. In Latin America, people don’t always arrive exactly on time. For instance,

4. In many Asian countries it is rude to open a gift right away. However, in some countries you should open a gift immediately. For example,

5. The idea of politeness can vary from one country to another. For instance,

C. Read the main idea and supporting detail in the chart below. Then add more supporting ideas. supporting idea

People speak loudly in public places.

Main idea

supporting idea

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Many people are impolite when using their cell phones.

supporting idea

D. Copy the topic and concluding sentences below. Then complete the paragraph. Give examples to support the main idea in the topic sentence. Use the information from the chart in Activity C.

Topic sentence: Many people do not have good cell phone manners, and they are impolite when they use their phones. For example, … Concluding sentence: … If cell phone users were more thoughtful of others, they might be more polite. | Reading and Writing

63

E. Choose one of the topics below. Then use the chart to show your main idea and two or three examples giving short answers.

Topic A: Do you think it is important for children to show respect for their parents? What are some ways they can do this? Topic B: Should you study the customs of another country before you visit? What are some things you should learn before traveling to another country? supporting idea

Main idea

supporting idea

F. Write a complete paragraph giving examples. Use your notes from Activity E. 1. Write a topic sentence introducing your idea. Make it clear which topic you chose in Activity E.

2. Write two to three supporting sentences introducing examples.

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64

G. Go online for more practice with supporting your main idea with examples.

UniT 3 | What does it mean to be polite?

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supporting idea

Grammar

Subject-verb agreement It is important to make sure that the subject and verb in a sentence agree. Use the singular form of the verb with singular subjects. My uncle always speaks in a very loud voice. subject

verb

The cake is delicious. subject verb

Use the plural form of the verb with plural subjects. Articles about business etiquette are very useful. subject

verb

My horses eat twice a day. subject Tip for success

Uncountable nouns such as information, knowledge, and money require a singular verb.

verb

With there is/there are, the subject comes after the verb. There is a lot of information on the Internet about manners. verb

subject

There are fifteen students in my class. verb

subject

Remember that some plural nouns do not end in -s. For example, people, children, police.

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Children learn manners from their parents. subject

onLine Tip for success

When you edit your own writing, circle subjects and underline verbs in every sentence to check for subjectverb agreement.

verb

Go online to watch the Skill Video.

A. Circle the subject in each sentence. Then complete the sentence with the correct form of the verb. The first one has been done for you.

1. My brother 2. There

lives

(live) in Boston. (be) a man waiting outside for Fahad.

3. The police in my neighborhood 4. People 5. This book

(be) very helpful.

(use) the Internet to get all kinds of information. (give) helpful advice on business travel.

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B. Read this post from a Web page. Circle the subject and underline the verb in each sentence. Then correct the errors in subject-verb agreement. In my opinion, the most annoying habit is talking on cell phones. People is talking on their cell phones all the time. My brother always interrupt our conversations and answer his phone. People like my brother doesn’t care about manners. People talk on cell phones in restaurants and in doctors’ offices. There is times when cell phones are very annoying. Cell phones ring and interrupts our thoughts. People need to show more respect for others. There is appropriate and inappropriate places to use cell phones.

C. Look back at your paragraph in Activity F on page 64. Check subject-verb agreement. Circle the subject and underline the verb in each sentence. onLine

D. Go online for more practice with subject-verb agreement. E. Go online for the grammar expansion.

66

Go to the Online Resources for your Unit Assignment.

UniT 3 | What does it mean to be polite?

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onLine

Track Your SuccESS Circle the words and phrases you have learned in this unit. Nouns

Adjectives

Adverbs

advice behavior custom gesture manners respect

awkward immature impolite inappropriate informal invisible traditional typical unable unusual

appropriately firmly

Verbs

avoid interrupt

Phrasal Verbs

make a good impression take part in

Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading vocabulaRy WRiting

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gRammaR Unit oBJeCtiVe

i can identify supporting details. (p. 53) i can use prefixes correctly. (p. 60) i can support main ideas with examples. (p. 62) i can use subject-verb agreement correctly. (p. 65) i can gather information and ideas to write a paragraph in response to a question on an online discussion board.

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Unit

4

Reading VOCaBULaRY WRiting gRaMMaR

taking notes using the dictionary writing an opinion paragraph modals

Sociology

Unit QUestion

What makes a competition unfair?

A Discuss these questions with your classmates. 1. What sports do you like to play? What sports do you like to watch?

B Listen to The Q Classroom online. Then answer these questions.

1. Do you think that the home team has an advantage? Why or why not? 2. Can you give an example of cheating in sports? onLine

68

C Go to the Online Discussion Board to discuss the

UniT 4

Unit Question with your classmates.

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2. Look at the photo. What are these people doing?

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Unit oBJeCtiVe

Read the articles. Gather information and ideas to write an opinion paragraph about what makes a competition unfair.

69

READING Money and Sports

Reading 1 Unit oBJeCtiVe

You are going to read an article about money and professional soccer teams. Use the article to gather information and ideas for your Unit Assignment.

PReVieW tHe Reading A. Vocabulary Here are some words from Reading 1. Read the sentences. Then write each underlined word next to the correct definition.

1. Sultan is tall for his age, so he has an advantage when he plays basketball. 2. Our baseball team was very strong. We won the state championship. 3. When I compete against my brother in tennis, I usually lose. 4. Ahmad’s new bike had an immediate effect on his results. He won his next three races. 5. The team’s financial situation is very bad. They don’t have enough money to buy new uniforms. 6. My favorite sports include volleyball and soccer. 7. The limit for the number of people allowed in the club’s swimming pool is 45. It is unsafe with more than 45 people.

70

a.

(verb) to try to win or achieve something

b.

(verb) to have someone or something as a part of thewhole

c.

(noun) a series of competitions to find the best player orteam

d.

(noun) a change that is caused by something; a result

e.

(noun) something that helps you or that is useful

f.

(noun) the greatest amount of something that is possible or allowed

g.

(noun) the answer to a question or problem

h.

(adjective) connected with money

UniT 4 | What makes a competition unfair?

Oxford 3000™ words

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8. Our soccer coach had a solution to our problem. He had us change positions.

onLine

B. Go online for more practice with the vocabulary. C. PrEVIEW Scan the article to find the names of three teams and two people. To find the answers quickly, scan for capital letters. Then look at the title of the article. What do you think these teams and players have in common?

D. QuIcK WrITE Do you think wealthy teams are usually better teams? Why or why not? Write a short paragraph to answer the question. if possible, give examples to support your opinion. Be sure to use this section for your Unit Assignment.

WORk WitH tHe Reading A. Read the magazine article and gather information about what makes a competition unfair.

Money and Sports

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1

2

“Goal!” shouts the announcer. It is a familiar sound for Real Madrid these days. They have just scored another goal against a visiting team. Compared to Madrid, the other side looks weak. The visiting players know that it is almost impossible to win a game against such a strong team. Real Madrid has better players, better coaches, better equipment, and better salaries. They have something that many teams don’t have: a lot of money. This gives their club an unfair advantage over other teams that are not as wealthy. Real Madrid is now the richest soccer team in the world, with England’s Manchester United the second richest. Madrid is worth more than $3.3billion. Manchester United is worth more than $3.1 billion and Barcelona is worth $2.6billion. These clubs have enough money to pay the high salaries of the best players in the world.

1 fans: people who are very enthusiastic about something

3

For example, Cristiano Ronaldo used to play for Manchester United. Now he is Madrid’s top player and earns $21.9 million per year. The richest clubs can pay the highest salaries of the best players. Other wealthy clubs include Arsenal, Bayern Munich, and AC Milan. As a result, these clubs have been very successful. For example, Real Madrid has won nine European Cup championships, more than any other team. Between 2003 and 2013, all but two of the European Cup champions were from the 10 wealthiest teams. Money is a clear advantage for these soccer teams. The wealthiest teams make money in several ways. First, they can sell tickets at high prices because fans1 want to see the top players in action. Second, television stations pay the teams to broadcast their games. Third, large companies give financial support to the best teams. These corporate sponsors2 pay

2 corporate sponsors: companies that help pay for special

sports events

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4

5

6

money so that their company name can be on the clubs’ shirts, shoes, and stadiums. The recent success of the English team Chelsea shows an example of the effect of money on a team. For many years, Chelsea was a club with little money and few wins. They didn’t have a lot of money to pay good players. Their last championship win was in 1955. Everything changed in 2003 when Russian billionaire Roman Abramovich bought the team for $233 million. In his first year, Abramovich spent more than $350 million on players. By 2006, Chelsea had won two championships. Now Chelsea is one of the richest clubs in the world. Many sports fans feel that money in sports creates an unfair advantage. Some teams have so much money that it seems impossible for poorer clubs to beat them. Wealthy teams are usually more successful, so they sell more tickets and make more money. Teams that do not have as much money usually are not as successful. It is difficult for them to get money from tickets, television, and corporate sponsors. Sports fans know that money gives some clubs a great advantage. There are no easy solutions to this problem, but there are some possibilities. Some people think that rich teams could share some of

Sports fans love close competition between athletes.

7

their money with the poorer ones. This way, the poorer teams would be able to pay higher salaries for better players. Another solution is to put a limit on the amount of money that teams can spend on players’ salaries. This way, the players’ salaries would not continue to rise so much. However, finding and agreeing upon the best solution is very complicated. Sports fans love close competitions between athletes, but everyone wants teams to compete fairly. Fair competitions do not seem possible when there are a small number of teams that are very wealthy. Money creates unfair advantages in professional sports, and although there are no easy answers, we should continue to search for ways to make sports fair.

Rank

Value ($mil)

Yearly Revenue ($mil)

1

Real Madrid

Team

Spain

Country

3,300

650

2

Manchester United

England

3,265

502

3

Barcelona

Spain

2,600

613

4

Arsenal

England

1,326

368

5

Bayern Munich

Germany

1,309

468

6

AC Milan

Italy

945

326

7

Chelsea

England

901

409

8

Juventus

Italy

694

248

9

Manchester City

England

689

362

10

Liverpool

England

651

296

Note: Value is how much the club is worth. Yearly Revenue is how much the club makes every year from ticket sales, TV time, and so on. Sources: “Soccer Team Values,” Forbes Magazine, May 7, 2014; “Money and Sports,” from “Soccer Team Valuations,” Forbes Magazine, April 8, 2009; “Soccer’s Richest Clubs Get Richer,” by Jack Gage, “In Pictures: 20 Top-Earning Players,” by Paul Maidment and Christina Settimi, and “The World’s Best Paid Soccer Players,” by Christina Settimi from Forbes Magazine, April 30, 2008.

72

UniT 4 | What makes a competition unfair?

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World’s Richest soccer Clubs in 2013

B. Read the statements. Write T (true) or F (false). Then correct each false statement to make it true.

1. The wealthiest teams can attract the best players.

2. The wealthiest teams are usually the most successful.

3. The wealthiest teams sell their tickets at low prices.

4. Many sports fans feel that wealthy teams have an unfair advantage.

5. There are some easy solutions to the problem of wealthy teams having an unfair advantage.

C. Answer these questions. 1. According to the article, which soccer team is the richest in the world?

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2. How much money did Cristiano Ronaldo earn at the time this article was written? Do you think he earned more when he played for Manchester United or when he played for Real Madrid?

3. What do corporate sponsors do for a team?

4. In the article, what are the two suggested solutions to the problem of money in sports?

5. How are wealthy teams able to make money? Explain the three ways.

6. What happened in 2003 that changed the success of the Chelsea team?

| Reading and Writing

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Tip for success

Reading a graph or chart requires special attention. Read the title and think about each of the labels. Ask yourself, “What does this chart tell me?”

D. Complete the sentences. Use information from the chart on page 72. 1. England has

of the wealthiest teams, while Spain has . .

2. The value of Bayern Munich is just a little less than 3. Overall, the higher the rank, the higher the

.

4. The team with the highest yearly revenue is

. .

5. The team with the lowest yearly revenue has a rank of

E. Discuss with a partner the two suggested solutions in the article. Think of a third solution and add it to the chart. Fill in the chart with the advantages and disadvantages of each solution. Then complete the sentences, giving your opinion of the best solution. Money and professional soccer teams Solutions

Advantages

Disadvantages

1.

3.

In my opinion, the best solution is to because

.

Although . onLine

74

F. Go online to read An Unusual Game and check your comprehension.

UniT 4 | What makes a competition unfair?

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2.

WRite WHat YOU tHink A. Ask and answer the questions with a partner. 1. What other sports have wealthy teams and poor teams? Do they have the same problems described in Reading 1? 2. Professional athletes earn very high salaries. Do you think their salaries are too high? Why or why not?

B. Choose one of the questions in Activity A and write a response. Look back at your Quick Write on page 71 as you think about what you learned.

Reading Skill

Taking notes When you read an article or textbook, it is helpful to take notes while you read. You can write notes directly in the book next to the text. Taking notes can help you remember what you read. When you take notes, you do not need to write complete sentences. You can write short phrases or even just a few words. You can also underline or highlight important information. Some things you might note are: • main ideas • supporting ideas • important names, dates, or numbers

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You can use your notes for summarizing, answering questions, comparing ideas, or studying for a test.

onLine

Go online to watch the Skill Video.

A. Take notes on Reading 1. 1. Reread paragraph 3 in Reading 1 on pages 71 and 72. Make notes in the margin beside the main idea and three supporting ideas. 2. Reread paragraph 4 in Reading 1 on page 72. Highlight the important names and numbers. 3. Reread paragraph 6 in Reading 1 on page 72. Underline the main idea and two supporting ideas.

B. Work with a partner. Compare your notes from Activity A. onLine

C. Go online for more practice with taking notes. | Reading and Writing

75

Reading 2 Unit oBJeCtiVe

The Technology Advantage You are going to read an online article about technology in sports. Use the article to gather information and ideas for your Unit Assignment.

PReVieW tHe Reading Vocabulary skill Review

In Unit 3, you learned about using prefixes to expand vocabulary. Add the prefixes in-, im-, or un- to the following words from Readings 1 and 2: complicated, expensive, possible, safe, successful. Use your dictionary to check spelling.

A. Vocabulary Here are some words from Reading 2. Read their definitions. Then complete each sentence. artificial (adjective) made or produced to copy something natural; not real ban (verb) to officially say that something is not allowed energy (noun) strength and ability to be active without getting tired equipment (noun) the things that are needed to do a particular activity invent (verb) to think of or make something for the first time performance (noun) how well or badly you do something; how well or badly something works reason (noun) the cause of something; something that explains why something happens technology (noun) the scientific knowledge or equipment that is needed for a particular industry Oxford 3000™ words

1. Airline companies agreed to

smoking on airplanes

, so athletes need to eat

2. Playing sports requires a lot of healthy foods and drink plenty of water. 3. Many professional sports stadiums have

grass, which

requires less care and attention than real grass. 4. The

for my low test score became clear: I had studied

the wrong unit. 5. After hiring a new coach, the ice skater’s

greatly

improved. Her scores in competitions were much higher. 6. Running is a popular sport because it is great exercise, and it doesn’t require a lot of special 76

UniT 4 | What makes a competition unfair?

. All you need are running shoes.

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many years ago. Now smoking is not allowed on any flights.

7. My friend is a very creative cook. He likes to

new

recipes for unusual dishes. 8. New

is helping improve sports equipment. Now

athletes can ski, bike, and swim even faster. onLine

B. Go online for more practice with the vocabulary. C. PrEVIEW Preview the reading. Read the first paragraph, the first sentence of each supporting paragraph, and the last paragraph. What would be the best subtitle for the article? Check (✓) your answer. ■ The Technology Advantage: Computer Companies Support Sports Teams ■ The Technology Advantage: Improve Your Video Game Skills ■ The Technology Advantage: Better Equipment, Better Performance

D. QuIcK WrITE What are some examples of how technology is improving

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equipment for athletes? Think, for example, of how technology may improve skis, tennis racquets, or running shoes. Write a few sentences about the topic. Be sure to use this section for your Unit Assignment.

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WoRk WITH THE READING A. Read the article and gather information about what makes a competition unfair.

1

2

3

Since ancient times, athletes have always looked for ways to win competitions. Athletes can be winners with better training, better coaching, and better food. They can also improve performance with better equipment: better shoes, better skis, or a better tennis racquet. Even the early Greeks used engineering to make a better discus1 to throw. However, people want sports to be fair. For this reason, sports organizations make rules about athletes, equipment, and the game itself. Nowadays, new technology is helping athletes. From high-tech clothing to artificial arms and legs, there are many new ways to improve performance. However, many people worry that technology can give some athletes an advantage. It can make competitions unfair. Also, often only wealthier athletes and teams can buy expensive, high-tech equipment. Do we want the best athlete to win, or the athlete with the best equipment to win? The story of high-tech swimsuits shows how technology can make sports unfair. Several years ago, sports engineers invented a new material for swimsuits. It has many of the samequalities as shark 2 skin. When swimmers 1 discus: a heavy, flat, round object thrown in a sportingevent

2 shark: a large, often dangerous, ocean fish with many sharp teeth

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UniT 4 | What makes a competition unfair?

4

5

use full-body suits made of this material, they swim faster and float better. The material also sends more oxygen to swimmers’ muscles. Companies introduced these new high-tech swimsuits in 2008. Soon after, swimmers using the suits began breaking world swim records at a surprising rate. In the 2008 Beijing Olympic Games, swimmers broke 25 world records. Twenty-three of those swimmers wore the high-tech suits. By comparison, Olympic swimmers broke only eight world records in 2004. Then, in the 2009 World Championships, swimmers broke 43 world records. People knew that the new suits were helping athletes. In January 2010, the Fédération Internationale de Natation (International Swimming Federation, or FINA) banned the high-tech suits. Most competitive swimmers were happy about the ban. As one Olympic swimmer said, “Swimming is actually swimming again. It’s not who’s wearing what suit, who has what material. We’re all under the same guidelines 3.” In the two years after the ban, swimmers broke only two world records. Clearly the expensive, high-tech suits were the reason behind the faster swimming times. The suits gave some swimmers an unfair advantage.

3 guidelines: rules or instructions that are given by an official

organization telling you how to do something

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The Technology Advantage

6

Better equipment is not always a bad thing, of course. New equipment can certainly be good for a sport. For example, tennis racquets used to be wooden. The heavy rackets could break and cause injuries. In the 1980s, companies introduced new hightech carbon racquets, which are easier and safer to use. The new racquets have made tennis more enjoyable for the average tennis player. Technology has improved equipment in all sports, from downhill skiing to bicycle racing.

7

Fastest Times for Women’s 100-Meter Freestyle

The question is this: When does technology create an unfair advantage? In the future, sports engineers may invent an artificial leg that is better than a real leg. Will it be acceptable for competitions? Do high-tech contact lenses give golfers an advantage? Can runners use special shoes that help them run faster while using less energy? These questions do not have easy answers. We must make sure that technology does not make sports unfair. However, we should welcome improvements that make sports more enjoyable and safer for all. KEY DATES 2000: Speedo Fastskin introduced 2004: Speedo Fastskin II introduced 2007: Speedo Fastskin PRO introduced 2008: Speedo LZR Racer introduced 2010: FINA bans Fastskin and LZR Racer swimsuits

55 seconds

54

53

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52 1998 1999 2000 2001 2002 Red years were Olympic Game years.

2003

2004

2005

2006

2007

2008

2009

2010

2011

Source: http://engineeringsport.co.uk Source: http://engineeringsport.co.uk

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B. Read one student’s notes for the article. Write the correct paragraph number next to each note.

a. Some improvements are good; sports become easier, safer. b. Swimmers broke many new records in 2008–2009; FINA banned suits in 2010. 1 c. Athletes always look for ways to improve performance.

d. After ban, swimmers broke few records. e. Engineers invented new material; like shark skin. f.

Technology can give athletes an advantage.

g. Many questions about technology and sports; no easy answers.

C. Answer these questions. 1. Why are some people concerned about technology in sports?

2. What were the advantages of the full-body swimsuits?

4. Who banned swimmers from using the new material in swimsuits?

5. What happened to swimming records after the swim organization banned the suits?

6. According to the article, what are some high-tech inventions that may give athletes an advantage in the future?

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UniT 4 | What makes a competition unfair?

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3. How did people know that the new swimsuit material gave swimmers an advantage?

D. Read the statements about the graph on page 79. Write T (true) or F (false). Then correct each false statement to make it true.

1. The graph shows the fastest times for women swimmers between 1990 and 2010. 2. The slowest time was in 2003, and the fastest time was in 2009. 3. The fastest time increased by 1.5 minutes in 2009. 4. The Speedo Company introduced four different swimsuit designs between 2000 and 2008. 5. Overall, times have not decreased between 1998 and 2011.

E. Discuss these questions with a partner or in a group. 1. Some swimmers were in favor of the new swimsuit material. List three reasons swimmers might be in favor of the material. 2. Do you think it was a good idea to ban the swimsuit material in 2010? Why or why not?

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WRite WHat YOU tHink A. Discuss these questions in a group. Look back at your Quick Write on page 77 as you think about what you learned.

1. Think of a sport that you enjoy doing or watching. How has technology changed the sport or its equipment? Is the sport safer than it was 50 years ago? Is the sport easier to do? 2. In general, it seems that athletes perform better and are stronger than in the past. Why do you think that is? What are some possible reasons?

B. Think about Reading 1 and Reading 2 as you discuss these questions. Then choose one question and write a response.

1. In the Olympic Games, competitions should be fair. Do you think they are? What can make a competition unfair at the Olympics? 2. In addition to money and technology, what else can improve an athlete’s performance? In your opinion, what can make the biggest difference? | Reading and Writing

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find 2 /faInd/ noun [C] a thing or a person that w /"faInl/ noun [C] 1 (also finals) unusually good or valuable: This little gadget w (SPORTS ) the last game or match in a series of comreal find. petitions or sports events: Do you think the Lakers will make it to the NBA finals this year? x The finals of the find•er /"faInd@r/ noun [C] a person who finds swimming championship will be held in Niagara Falls. something A Look at semifina. 2 (also final exam) an examin•ing /"faIndIN/ noun [C] (usually plural) so find ation that you take at the end of a course: I’m thing that is discovered by research or investig studying hard for my finals. x I’m taking my history final tion: the findings of a survey/report/committee tomorrow. 1 fine k /faIn/ adj. fi•nal•e /fI"n&li ; -"nAli/ noun [C] (MUSIC ) the last part b VERY GOOD 1 (only before a noun) of very good Understanding additional information of a piece of music, a show, etc. quality, beautiful: a fine piece of work x That’s th •nal•ist /"faInl•Ist/ noun [C] a person who is in the painting I’veyou ever seen by that artist. A dictionary givesfiyou more than just the definition of a word.finest It also gives 2 final (1) of a competition A Look at semifinalis. b ACCEPTABLE/SATISFACTORY 2 good enough: “Do other useful information. example: want some more cream in your coffee?” “No, thank fi•nal•izeFor w /"faInl•aIz/ verb [T] to make firm that’s fine.” x Don’t cook anything special – a sand decisions about plans, dates, etc.: Have you finalized • the pronunciation of the word will be fine. x The hotel rooms were fine but the foo your vacation plans yet? terrible. 3 in good health, or happy and comfort • the part of speech fi•nal•ly k w /"faInl•i/ adv. 1 after a long time or “How are you?” “Fine, thanks.” x “Do you want to delay: It was getting dark when the plane finally took places?” “No, thanks. I’m fine here.” • example sentences to show how to use the word correctly off. 2 (formal) (used at the beginning of a sentence GRAMMAR when you have a list of things to say, especially in a • other forms of the word speech) as a last point: Finally, I would like to say how We do not use meanings 2 and 3 in questions o we all enjoyed this evening. the negative form, so you CANNOT say “Are yo When you read the much example sentences, notice which prepositions are used 1 • fi nance k w /"faIn&ns; f@"n&ns/ noun fine?” or “This isn’t fine.” with a particular verb. Notice which nouns are used with a particular adjective. (BUSINESS ) 1 [U] the management of money, espeb THIN 4 very thin: shampoo for fine hair x a fine pe cially by governments or large Understanding additional information in a companies: dictionarythewill help youSMALL learn how5 made to of very small piece b WITH GRAINS Senate Finance Committee x an expert in finance 2 grains, etc.: Salt is finer than sugar. ANT coarse use new words correctly. finances [pl.] the money a person, company, b DETAIL/DISTINCTIONS 6 difficult to see; very deta country, etc. has available to spend: What are our The difference in meaning between those two word pronunciation finances like right now?(= How much money do we couldn’t understand the finer points o very fine. Black platex I(136,1) have?) argument. 2 of speech fi•nance k w /"faIn&ns; part f@"n&ns / verb [T] fine 2 /faIn/ adv. (informal) very well: Don’t worr (BUSINESS ) to provide the money to pay for someyou’ll do just fine. thing: Your trip will be financed by the company. 3 /faIn/ noun [C] (POLITICS ) a sum of mone fine fi•nan•cial k w /f@"n&nSl; faI-/ adj. (BUSINESS) you have to pay for breaking a law or rule: a pa connected with money: The business got into finandefinition fine x You’ll get a fine if you park your car there. x H cial difficulties. x If you plan to go to college, you’ll example sentences have pay a heavy •pile w /k@m"paIl/ because you have injuredprobably him/herhave or lost or for financial com verbto[Teither ] to collect infor-fine or go to prison. to apply aid (= money that is damaged his/her property: mation a list,4book, To compensate for the to [compile a (for sth/for doing /faInetc.: / verb T] fine sb given to students who cannot pay the fulland costarrange of their it infine 2 com(POLITICS ) to make someone pay a sum of mon loss of my luggage, the airline sent me a d check. listadv. of addresses •cial•ly w fi•nan education). reduce the bad pensate (for sth) [I] to remove because broken a law or rule: He w •pla•cent /k@m"pleIsnt / adj.he/she feeling has so satisfin•an•or cier ; %fIn&n"sIr ; %fIn@n"sIr/ w /%faIn&n"sIrcom effect of something; to make up for something: His $50 for speeding. fiedlends withlarge yourself or with fined the situation that you noun [ C] (BUSINESS ) a person who willingness to work hard compensates for his lack of think (perhaps wrongly)ˌfine that there no need ˈartsisnoun [pl.]to (ART , MUSIC ) subjects such amounts of money to businesses skill. another form worry: He had won his matches so easily that he music, was in or making movies: painting, drawing, 1 find / faInd / verb [ T ] ( pt. , pp. found / faUnd /) 1 to k •pla •cen •cy /York University. danger of becoming complacent. com•pen•sa•tion w /discover %kAmp@n"seISn/ noun 1 majored in fine arts at New d com something or that you have [U] money that you pay to someone, especiallythat you want k@m"pleIsnsi/ noun [U]: fine We have a high •ly achieved / adv. 1 into small pieces: fin k /"faInli Did you find the pen you lost, after searching for it: becauseentries you have injured him/her or lost or standard but©there is no cause for complacency. can All dictionary are from the Oxford American Dictionary for learners of English Oxford University Press 2011. 2 inWe a delicate or precise way: a chopped onions lost? x I can’t find my new sweater anywhere. x After six damaged his/her property: She demanded compenstill improve. tuned instrument months, she finally found a job. x Scientists still haven’t sation from the company for the injury she suffered while com•plain k /k@m"pleIn/ verb 1 [I, T] complain working there. x unemployment compensation 2 [C, U] a ; complain (that…) to say that you are (about sth) Read thethat dictionary questions. ǝr bird ɪr below. near ɛrThen hair answer arsatisfied car the ɔr north ʊrabout tour something: ӡ vision I wish h hat ŋ sing fact or action removes or entry reduces the bad effect not with or happy of something: Being a parent can be difficult, but there you would quit complaining. x People are always comare compensations (= good things about it). plaining about the weather. x We complained to the hotel manager that the room was too noisy. A Look at com•pete k /k@m"pit/ verb [I] compete (against/ the note at grumble, protes. 2 [I] (HEALTH ) with sb) (for sth) to try to win or achieve somecomplain of sth to say that you have a pain or thing, or to try to be better than someone else: The world’s best athletes compete in the Olympic Games. x illness: He went to the doctor, complaining of chest pains. The teams are competing for the state championship. x When they were kids, they always used to compete with com•plaint k /k@m"pleInt/ noun complaint each other. x They had to compete against several larger (about sth); complaint (that…) 1 [C] a statement companies to get the contract. that you are not satisfied with something: You com•pe•tence /"kAmp@t@ns/ noun [U] having the should make a complaint to the company that made the ability or skill that is needed: This job requires commachine. 2 [U] the act of complaining: I wrote a letter petence in several computer applications. of complaint to the manager about the service I had received. x a cause for complaint 3 [C] (HEALTH ) an •pe•tent /"kAmp@t@nt/ adj. 1 having the 1.com Which prepositions are used with the verb compete? illness or disease: a heart complaint x minor comability or skill needed for something: a highly complaints petent player x She is competent at her job. x He is not T incompetent 2 com•ple•ment 1 w /"kAmpl@m@nt/ noun [C] 1 a be a manager. ANare 2. competent Whichtoprepositions used in these phrases? thing that goes together well with something else: A good enough but not excellent: a competent, but not particularly exciting, performance s satisfactory d light sauce is the perfect complement to this dessert. 2 a. •compete or a person com pe•tent•ly adv. the total number that makes a group complete: Without a full complement of players, the team will not com•pe•ti•tion k /%kAmp@"tISn/ noun 1 [C] an be able to take part in the game. 3 (ENG. LANG. ARTS ) a organized event in which people try to win someb. compete the championship word or words, especially a noun or adjective, used thing: She entered a competition in the newspaper and after a verb such as “be” or “become” and describwon a car. x He finished second in an international ing the subject of that verb: In “He’s friendly” and c. compete piano competition. 2 [U] a situation where two oreach other “He’s a fool,” “friendly” and “fool” are complements. more people are trying to achieve the same thing or com•ple•Games ment 2 w /"kAmpl@m@nt/ verb [T] to gain an advantage: There was fierce competition d. compete the Olympic among the players for places on the team. x She is in go together well with: The colors of the furniture and competition with three other people for the scholarship. x the carpet complement each other. Competition from the national chains means that many com•ple•men•ta•ry w /%kAmpl@"mEnt@ri; What makes a competition unfair? small stores have had to close. 3 [U, sing.] the other "mEntri/ adj. going together well with something; people, companies, etc. who are trying to achieve adding something which the other thing does not the same as you: If we are going to succeed, we must fi•nal 2 k

Vocabulary Skill

Using the dictionary

compensation

a bcdefghijklmnopqrstuvwxyz

82

UniT 4 |

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A.

3. Which example sentence shows that compete is not just for sports?

4. Using the example sentences as a guide, write two of your own sentences with compete.

Tip for success

Be sure you know the abbreviations and meanings for parts of speech in a dictionary. n. noun v. verb adj. adjective adv. adverb prep. preposition conj. conjunction

B. Use your dictionary to answer the questions. 1. What part of speech is the word responsibility? responsible? , 2. The word expert is a noun. What other part of speech can it be?

3. What parts of speech is the word profit? profitable? and

,

4. What is the plural form of ability?

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onLine

C. Go online for more practice with using the dictionary.

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WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will write an opinion paragraph about what makes a competition unfair. This paragraph will include specific information from the readings and your own ideas.

Writing an opinion paragraph In an opinion paragraph, you give your ideas about a topic. Writers often introduce their opinions with these phrases: I (do not) think (that); I (do not) believe (that); In my opinion; I feel (that) i do not think that it is fair for poor teams to compete against wealthy teams. i believe that players should not be permitted to break the rules.

Writing Tip

Phrases that introduce your opinions (I believe that, I think that) can make your opinions sound more polite.

In an opinion paragraph, you want to make the reader agree with your opinion, so you need to support your opinion with reasons and supporting details or examples. Wealthy teams can sell tickets at high prices because fans want to see the top players in action. Second, television stations pay the teams to broadcast their games. Third, large companies support the best teams.

Your paragraph should end with a strong concluding sentence. Your concluding sentence should restate the topic of your paragraph and your opinion about it.

A. WrITING MoDEl Read the model opinion paragraph. Then answer the questions on page 85.

As technology becomes more and more advanced, athletes will soon have contact lenses that do more than correct vision problems. High-tech contact lenses can greatly improve eyesight so that an athlete’s eyesight is much stronger than the average person’s. This gives an unfair advantage to some athletes. In my opinion, sports organizations ought to have rules against contact lenses in competitions. Eyesight is extremely important in sports like golf and baseball. Athletes have to see objects that are very far away. For this reason, if they have super-vision because of high-tech contact lenses, they will play better than other athletes. We already have reports that this is true. Professional golfers say that high-tech contact lenses have greatly improved their performance. The cost is another reason I am against high-tech contact lenses. These lenses are too expensive for many players. Players who cannot afford them are at a disadvantage. For these reasons, I feel strongly that there must be rules against high-tech contact lenses in some sports. 84

UniT 4 | What makes a competition unfair?

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For these reasons, I believe that the new equipment is unfair. I feel strongly that money creates an unfair advantage in sports.

1. In which sentence does the writer introduce the opinion? What phrase signals the opinion?

2. Where does the writer give background information about the topic?

3. What are the two reasons for the writer’s opinion?

4. What phrase signals each reason?

5. Where does the writer restate the paragraph topic?

Critical thinking Tip

In Activity B, you have to show your understanding of a reading text by completing a graphic organizer. Showing information using a graphic organizer is a good way to analyze how writers develop their ideas.

B. Fill in the graphic organizer with information from the paragraph on page 84. opinion

Sports organizations ought to have

.

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Reason

Reason

They can give athletes

are very .

supporting Details

expensive.

supporting Details

Eyesight is extremely important

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C. Choose a topic for an opinion paragraph. Then plan your writing. Fill in the graphic organizer with ideas for your paragraph. include reasons, details, and examples.

Topic A: What sport do you think is the best for a young child to learn? Topic B: Some parents encourage students to specialize in just one sport at a very early age. They want their children to be very skilled and competitive. Is this a good idea?

86

Reason

Reason

supporting Details

supporting Details

UniT 4 | What makes a competition unfair?

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opinion

D. Write sentences to use in your paragraph. 1. Write a sentence introducing your opinion. Remember, this is usually not the first sentence in the paragraph.

2. Write a concluding sentence. It can restate your opinion in different words.

E. Write an opinion paragraph. Use your graphic organizer from Activity C on page 86 and your sentences from Activity D.

onLine

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Grammar

F. Go online for more practice with opinion paragraphs.

Modals One way to give your opinion is to use the modals should, should (not), and ought to. Professional athletes should have lower salaries. Coaches ought to follow the rules. I believe that disabled athletes should not compete against able-bodied athletes.

Note that ought not is rarely used. To make a very strong statement of your opinion, you can use must and must not. Officials must allow disabled athletes to participate in the Olympic Games. We must not let sports be unfair in our schools.

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A. Look at the paragraph on page 84. Circle the modals ought to and must. B. Complete the first part of these sentences using should, should not, or ought to. Then finish the sentence with your own ideas. Use each modal at least once. Then compare and discuss your answers with a partner.

1. I think that children

compete in very competitive

sports because 2. Athletes

. take drugs to improve their performance

because

. be a limit on salaries for

3. I believe that there professional soccer players because

. get good grades

4. In my opinion, athletes in schools because

.

C. Look back at your opinion paragraph in Activity E on page 87. Underline the modals. if there are no modals, rewrite some of your sentences to include modals. onLine

D. Go online for more practice with modals. E. Go online for the grammar expansion.

88

Go to the Online Resources for your Unit Assignment.

UniT 4 | What makes a competition unfair?

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onLine

tRaCk YoUR sUCCess circle the words you have learned in this unit. Nouns

advantage championship effect energy equipment limit performance

profit reason responsibility solution technology Verbs

ban compete

include invent adjectives

artificial expert financial profitable responsible

Oxford 3000™ words Academic Word List

check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading VOCaBULaRY WRiting gRaMMaR

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Unit oBJeCtiVe

i can take notes. (p. 75) i can use the dictionary to learn additional information about a word. (p. 82) i can write an opinion paragraph. (p. 84) i can use modals correctly. (p. 87) i can gather information and ideas to write an opinion paragraph about what makes a competition unfair.

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Unit

5

Reading vocabulaRy WRiting gRammaR

skimming using the dictionary unity in a paragraph comparative and superlative adjectives

Business

Unit QUestion

What makes a family business successful? A Discuss these questions with your classmates. 1. Do you know anyone who owns a family business? What kind of business is it? Do you think it is successful?

90

Unit 5

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2. Look at the photo. Who are the people? What can make this type of business successful?

Unit oBJeCtiVe

Read the articles. Gather information and ideas to write a plan for a successful family business.

B Listen to The Q Classroom online. then answer these questions.

1. According to Sophy, why is her uncle’s business successful? 2. Do you think family members are better employees? Why or why not? online

C Go online to watch the video about a family lobster business. then check your comprehension.

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follow in your footsteps (phr.) do the same as someone who came before you hard-pressed to make a living (phr.) difficult to make enough money you can’t beat it (exp.) it is the best

online

D Go to the Online Discussion Board to discuss the Unit Question with your classmates.

Video VoCaBUlary

figured (v.) thought or decided

READING Reading 1 Unit oBJeCtiVe

A Successful Family Business You are going to read a magazine article about a successful family business. Use the article to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading Tip for success

When you read a new word, remember to use the context of the sentence to help you figure out the meaning.

A. VOCABULARY Here are some words from Reading 1. Read their definitions. then complete each sentence. corporation (noun) a big company courage (noun) the ability to control your fear when you do something dangerous or difficult design (verb)

to plan and develop how something will look

expand (verb)

to become bigger, or make something become bigger

expert (noun)

a person who knows a lot about something

manage (verb)

to control someone or something

strength (noun)

a good quality or ability that someone or something has

unity (noun) a situation in which people are working together or in agreement Oxford 3000™ words

when they left

their country to open a business in France. our new home.

2. We hired an architect to help us

on restaurant management. He has

3. Mr. Gibbs is a(n)

managed restaurants for 20 years and has written a book on the subject. in their family.

4. The Smiths have a strong sense of They always take care of each other.

5. Our business only has six employees now, but we think it will a lot over the next few years. 6. Turki’s greatest when times are difficult. 92

Unit 5 | What makes a family business successful?

is his ability to keep a positive attitude

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1. Nawaf and Mohanad showed a lot of

7. Ford, a car company, is an extremely large

.

8. Mr. Al Jaser is a great teacher. I don’t know how he can all of those children. online

B. Go online for more practice with the vocabulary. C. PREVIEW Look at the images in Reading 1. What kind of business do you think the article is about? Use the chart below to think of some advantages and disadvantages of working with family members in a business. Advantages

Disadvantages

Writing Tip

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When you are writing, try to think of other points of view. Write your own idea, but also think about what someone else might think. Try to use some other ideas as well.

Reading Skill

D. QUICK WRITE Would you open a family business? Write a short paragraph to answer the question. Use your chart from Activity C to describe the advantages and disadvantages of working in a family business. Be sure to use this section for your Unit Assignment.

Skimming Skimming is reading a text quickly to get the general idea of what it is about. Skimming is useful when you read a newspaper or magazine, read online, or take a test. When you do research, you skim an article to see if it will be useful. When you skim, use these tips. • Read the title. • Look at any images and read any captions. • Quickly read the first sentence of each paragraph. • Move your eyes quickly through the text. • Do not read every sentence or every word. • If the text is short, read the first and last sentence of each paragraph.

A. take one minute to skim Reading 1 on pages 94–95. As you skim, underline the first sentence of each paragraph.

B. Write what you can remember about the reading. | Reading and Writing

93

C. take one minute to skim Reading 2 on pages 100–101. then compare the contents of Reading 1 and Reading 2. Which reading has information about . . .

online

Reading 1

Reading 2

1. a family that owned a newspaper

✓ ■

2. an industrial business

3. family businesses in the United States

4. a company that delivers products and services

5. difficulties with family businesses

D. Go online for more practice with skimming.

WoRK WitH tHe Reading A. Read the magazine article and gather information about what makes a family business successful.

1

94

It started with the courage of a young man, Abdullah Al Hamad Al Zamil. Born in the small farming town of Onaiza, Saudi Arabia, Al Zamil was determined to start his own business. To do this, he moved from Saudi Arabia to Bahrain and began a trading business. It was 1926, and he was only 19 years old. At first, he traded mostly food items and textiles such as material for clothing and bedding. In the 1930s, he started his company. Soon, he decided to expand his business to include real estate: the buying and selling of land and buildings. He was a very successful businessman, and his company grew quickly.

Unit 5 | What makes a family business successful?

2

AlZamil expanded his business into other areas as well and built what was then one of the tallest buildings in Al Khobar, Saudi Arabia. Al Zamil had a large family, and his 12 sons were always an important part of the family business. After his death in 1961, the sons continued to work together to keep the Zamil Group going. They wanted the business to continue to grow in the spirit of their hardworking father, so they expanded into new areas. First, they invested in making parts for machines, and later they added the manufacturing of steel and glass. They worked to design new products and became experts in new technology.

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A Successful Family Business

4

steel manufacturing 3

While running the company, Al Zamil’s sons always remember what their parents taught them: to be modest1, honest, hardworking, and respectful of older generations2. The family makes decisions by consensus—that is, by making sure that everyone agrees before moving ahead. This practice helps keep a feeling of unity. Finally, demonstrating the sharp business sense3 that they share with their father, Al Zamil’s sons understand the value of taking risks from time to time. This, along with the strength in their close family relationship, has been a key to their success.

5

1 modest: not talking much about good things you have done

3 sharp business sense: ability to do well in business

2 generation: all the people in a family who were born around

the same time

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Today, what began as a small family business over 85 years ago is now a huge corporation. The Zamil Group has more than 12,000 workers in over 60 countries. It also owns many different companies. They manage construction, ship building, plastic, chemical, and paint companies. They have bought some smaller companies and also work as a partner with other companies in India, Germany, and the United States. Their goal is to deliver highquality products and services around the world. It is difficult for a family business to remain strong over the years. The Zamils keep their company strong by separating4 the owners from the managers and by being very professional. “It is necessary that the second and third generations prove their . . . skills to do the job properly,” says Khalid A. Al Zamil. The next generation shouldn’t have high positions just because they are sons of the owners, he adds. Clearly, the success of the Zamil Group is thanks to the strong leadership of the family members, combined with strong family values.

4 separating: dividing

B. Circle the answer to each question. 1. What is the main idea of paragraph 3? a. The sons expanded the business into new areas. b. There is strength in family unity. c. Only family businesses are successful. 2. What is the main idea of paragraph 4? a. The business became a large corporation. b. The group has many manufacturing locations. c. One branch of the company focuses on steel and chemical products. 3. What is the main idea of the entire article? a. Any family can become a big success. b. Family members have different strengths. c. A family that works together can be successful. | Reading and Writing

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C. Write the correct paragraph number next to each detail. a. Their father taught them to be hardworking. b. The younger generation needs to prove their skills. c. The Zamil Group has more than 12,000 employees. d. Al Zamil built one of the tallest buildings in Saudi Arabia. e. The brothers became experts in new technology.

D. Complete the paragraphs below with details from the reading. In 1926, Abdullah Al Hamad Al Zamil moved to Bahrain. There he began a

business. At first, he traded mostly

1

items and

2

Before long he decided to

his business,

4

and he became very

.

3

. Later on, his

5

sons operated the business. They

in

6

industrial manufacturing and worked to

7

new products. Their father taught them to be modest, honest, , and respectful. He also taught them

that it was a good idea to take ZamilGroup is a large

. Today the

9 10

that owns many

different companies.

E. Answer these questions. 1. How old was Abdullah Zamil when he moved to Bahrain?

2. What contributed to the Zamil family’s success?

3. What ideas did Abdullah Al Zamil share with his children?

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Unit 5 | What makes a family business successful?

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8

4. Why do you think the Zamil Group decided to work together with companies in other countries?

5. Are the family owners also the managers of the business? Why or why not?

F. number these events in the order in which they occurred. a. Al Zamil expanded his business to include real estate. b. The business expanded into industrial manufacturing. c. The company worked to separate the family owners from the company management. d. Al Zamil traded food items and textiles. e. Abdullah Al Zamil began his trading business in Bahrain. f.

The Zamil Group began working with companies in other countries.

g. After the death of Al Zamil, his sons kept the business going. h. The family business became a huge corporation. online

G. Go online to read Who Is in Your Family? and check your comprehension.

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WRite WHat you tHinK A. Ask and answer these questions with a partner. 1. What strengths did the Zamil family have? How did these help them have a successful business? 2. What strengths do you have that help you when working in a group?

B. Choose one of the questions from Activity A and write a response. Use supporting examples. Look back at your Quick Write on page 93 as you think about what you learned.

Question: My Response:

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Reading 2 Unit oBJeCtiVe

The Challenge of Running a Family Business You are going to read a textbook article about the difficulties of owning a family business. Use the article to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading Vocabulary skill review

In Unit 4, you used the dictionary to learn about pronunciation, parts of speech, and related forms of words. Use your dictionary to check on the pronunciation and related word forms of challenge, enthusiasm, realistic, and responsibility.

A. VOCABULARY Here are some words from Reading 2. Read the sentences. Circle the answer that best matches the meaning of each underlined word or phrase.

1. For many parents, communicating with their teenage children can be a big challenge. At this age, children may not want to talk to their parents about their problems. a. an exciting event b. a difficult thing that makes you try hard 2. Thamer will be a great sports reporter because of his great enthusiasm for sports. a. difficulty with something b. strong feeling of liking something

4. Ali’s store isn’t making much money. He’s worried that it’s going to fail. a. be unsuccessful b. break the law 5. Ahmed’s goals for the future do not include joining the family business. a. things that you want to do b. subjects that you study 6. Fatimah is spending more time with her friends and less time studying. Her father is worried about her change in lifestyle. a. the way that you dress b. the way that you live 7. My grandmother will pass down her jewelry to my mother. a. give something to a younger person b. create something

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Unit 5 | What makes a family business successful?

Oxford 3000™ words

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3. My children depend on me to drive them to school. a. need someone to provide something b. help someone

8. Jack still thinks he’s going to become a basketball star. He needs to be more realistic about his career. a. interested and excited b. understanding what is possible 9. Carl’s responsibility at home is taking out the garbage. His brother has to set the table for dinner. a. things that you must buy b. jobs or duties that you must do 10. My cousin has a talent for writing. She writes wonderful stories. a. natural skill or ability b. thing you want online Tip for success

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When you are skimming a text, use a pencil tip to help your eyes move quickly across the text, or place a piece of paper under each line as your read. This will help you avoid stopping to read every word.

Oxford 3000™ words

B. Go online for more practice with the vocabulary. C. PREVIEW Skim the reading. Which paragraph gives an example of an actual family business?

D. QUICK WRITE What problems might owners of a family business face? Write a few sentences before you read. Be sure to use this section for your Unit Assignment.

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WoRK WitH tHe Reading A. Read the article about the challenges of running a family business and gather information about what makes a family business successful.

The Challenge of Running a Family Business

2

In the United States, families own about 85 percent of all businesses. However, less than 30 percent of these companies last more than 20 years. The companies fail, and the owners can’t pass down the family businesses to their sons and daughters. Why is it so difficult for family businesses to survive? One reason may be changing times. Fifty years ago, many families owned local grocery stores. But today, small family-owned stores cannot compete with large supermarket chains. Today, most Mom and Pop stores1 are a thing of the past2. The way of life is another challenge in a family business. A successful company requires hard work and long hours. Younger generations may not want this lifestyle. They may want more freedom. In addition, sons and daughters may not have the same enthusiasm for the business as their parents.

The Wall Street Journal 3

4

Less than 30 percent of family businesses last more than 20 years. 1 Mom and Pop stores: stores owned by a family or individual,

not a corporation

2 thing of the past: something that no longer exists

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Unit 5 | What makes a family business successful?

A successful family business depends on the family’s strengths and talents. However, families also bring their weaknesses and personal problems to the workplace. Many families do not communicate well, and they are not good at solving problems together. These challenges often cause businesses to fail. According to Professor Randel Carlock, these problems are common. He says, “Being part of a family is very difficult. Being part of a family business is even more difficult.” Love is important in a family, but love is not enough to run a family business. The business must achieve financial success. The Bancroft family is an interesting example. For 105 years, the Bancroft family owned The Wall Street Journal. It is one of the most famous newspapers in the United States. But there were many family problems. They did not communicate well, and they disagreed about many things. One person said that they couldn’t even agree on where to go for lunch! The younger family members wanted the business to be more profitable. The older members thought the quality of the paper was more important than making money. In addition, the family let people outside of

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1

5

the family manage the newspaper. They did not take part in many important decisions. Finally, in 2007, all 33 of the Bancroft family owners agreed to sell the company. Although the business had lasted several generations, the Bancrofts eventually had to sell their company because they did not manage it well. In the end, many of their family relationships suffered. Many families dream of passing down their businesses to the next generation, but this

requires careful planning and preparation. Good management is a key to success. All employees, especially family members, need to have clear responsibilities. Family business owners need to think about how decisions are made. Also, they should be realistic about the dreams and goals of the younger generation. Family businesses can be successful because of strong family ties3. But to succeed for more than one generation, families need to manage their businesses carefully. 3 ties: something that connects you with other people

B. Read the statements and write T (true) or F (false). then correct each false statement to make it true.

1. Fifty percent of family businesses are passed down to the next generation.

2. Most family businesses cannot compete with big companies.

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3. A lot of family businesses want to pass down the businesses to their sons and daughters.

4. According to the article, love is enough to run a family business.

5. The Bancroft family managed their newspaper by themselves.

C. Look back at paragraph 1 in Reading 2 to find the missing information for the sentences below.

1. In the United States, families own about However, less than

percent of all businesses.

percent of these businesses last more than

years.

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2. Write each phrase from the box in the correct section of the pie charts. Businesses that are not family-owned Family-owned businesses Family-owned businesses that last more than 20 years Family-owned businesses that fail within 20 years

70%

15% 85%

30%

D. Look back at Reading 2 on pages 100–101 to find reasons why family businesses fail. Write two of the reasons below. then compare your answers with a partner.

WRite WHat you tHinK A. Discuss these questions in a group. Look back at your Quick Write on 1. What are some advantages to working in the same business with your family? What are some disadvantages? Critical thinking Tip

Activity B asks you to think about a video and two articles as you answer questions. This is called synthesizing. When you synthesize, you combine ideas from several sources as you develop your own ideas.

102

2. Why do you think most small businesses fail in the first few years?

B. think about the unit video, Reading 1, and Reading 2 as you discuss these questions. then choose one question and write a response.

1. What are the keys to making a family business successful? 2. What differences do you see in the three family businesses: the Polands (lobster), the Zamils (trade, manufacturing, investment), and the Bancrofts (newspaper)? Why do you think that the Zamil family was successful but the Bancroft family had to sell their business?

Unit 5 | What makes a family business successful?

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page 99 as you think about what you learned.

Black plate (135,1)

Vocabulary Skill

compensa

a bcdefghijklmnopqrstuvwxyz

Using the dictionary

com•mut•er /k@"myut@r/ noun [C] a person who

similar or different: If you compare the old and the

travels into a city to work each day: in models, you’ll see the changes we made. When th Thethe subways are Understanding grammatical information dictionary always full of commuters at this time of day. a police compared the two letters, they realized that t written by the same person. Write an ess When you look upcommuter a wordtrain in the dictionary, pay attention to had thebeen grammatical comparing lifestyles in the United States and Canad com pact 1 /"kAmp&kt; k@m"p&kt/ adj. small, information. In addition to the part of speech, an entry may also tell you: [T] compare A to B to say that things or people neat, and taking up little space: a compact camera similar in a way or ways: When it was built, peop The compact design of this iron makes it ideal for travel. • if a noun is countable (C) or uncountable (U) compared the stadium to a huge tent. 3 [I] compar com pact 2 /"kAmp&kt/ noun [C] 1 a small car 2 a (with sb/sth) to be of the same quality as some • if the plural of a noun has an irregular form small flat box that contains a mirror and powder, or something: Her last album was fantastic, but th etc. for the face one just doesn’t compare. Nothing compares with • if an adjective or adverb has an irregular comparative form ˌcompact ˈdisc noun [C] = CD taste of bread fresh from the oven. • if a verb has an irregular form com pan ion /k@m"p&ny@n/ noun [C] a person or com pared /k@m"pErd/ adj. compared to/wi x

x

x

x

x

animal with whom you spend a lot of time or go Looking up and understanding grammatical information companion x His dog is his somewhere: a traveling only companion. x Witnesses saw the victim walking you use the word with correctly. two female companions shortly before the murder. •pan•ion•ship /k@m"p&ny@nSIp/ noun [U] com countable part of speech friendship or company: A lot of people get married for companionship. com•pa•ny k /"kVmp@ni/ noun (pl. com•pa•nies) 1 (BUSINESS ) [C] a business organization selling goods or services: an insurance company x You should contact the telephone company to complain about your phone bill. x She applied to several companies for a job. x The company is planning to build a new factory in Colorado.

comparison with; considered in relation to: about a new word Compared to the placehelps where I grew up, this town is exciting. x I’m a very patient person, compared with com•par•i•son k /k@m"p&r@sn/ noun [C, U] a of comparing; a statement in which people or things are compared: Put the new one and the old side by side for comparison. x A comparison of this y figures with last year’s shows that the economy is plural form improving. x It’s hard to make comparisons betwee Jason’s painting and Catherine’s because he’s been learning so much longer. i by/in comparison (to/with sb/sth) whe compared: When she told me about her problems realized that mine were small by comparison. x He’ pretty tall in comparison to some of the older boys. n STYLE comparison with many other people, they’re fairly w In names, company is written with a capital letter. to-do. The abbreviation is Co.: the Steppenwolf Theater draw a comparison/a parallel A DRAW 1 All dictionary entries are from the Oxford American for learners of English © Oxford University Press 2011. x MiltonDictionary & Co. Company com•part•ment /k@m"pArtm@nt/ noun [C] on the separate sections into which certain contai 2 [U] a visitor or visitors: Sorry, but I can’t talk now. We are divided: The drugs were discovered in a secret have company. 3 [U] being with a person: I always enjoy Use your dictionary to answer these compartment in his suitcase. x the glove compartme her company because she always questions. has funny stories to tell. x She was very good company (= nice to be with) and I the space where you can keep maps, etc. in a car) really enjoyed our evening together. 4 [C] a group of com•pass /"kVmp@s/ noun [C] 1 an instrumen 1. Which words are uncountable? Circle them. company actors, singers, dancers, etc.: a ballet finding direction, with a needle that always po i keep sb company to go or be with someone north: a ship’s compass x They had to find their wa She was nervous, so I went so that he/she is not alone: advantage happiness participant back to the camp using a map and a compass. 2 a V with her to keep her company. shaped instrument that is used for drawing cir advice planet part information company A PART 3 etc. •pa•ra•ble /"kAmp@r@bl/ adj. comparable com darkness luggage police com•pas•sion /k@m"p&Sn/ noun [U] compas (to/with sb/sth) of a similar standard or size; that (for sb) sympathy for someone who is sufferin furniture news traffic A can be compared with someone or something:

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A.

s

comparable house in Iowa would be a lot cheaper.

•par•a•tive 1 /k@m"p&r@tIv/ adj. 1 compared comform 2. What is the plural of each of these nouns?

3.

online

B.

with something else or with what is usual or normal: Good soil and a warm climate give this region a comparative advantage over other farming areas. s c. child a. analysis relative 2 involving comparing things of the same kind: a comparative study of government systems 3 b. cactus d. life (ENG. LANG. ARTS ) (used about the form of an adjective or adverb) expressing a greater amount, quality, size, etc.: “Hotter” is the comparative form of What is the simple past form of each of these phrases? “hot.” com•par•a•tive 2 /k@m"p&r@tIv/ noun [C] (ENG. a. break down LANG. ARTS) the form of an adjective or adverb that expresses a greater amount, quality, size, etc.: “Worse” is the comparative of “bad.” b. burst into com•par•a•tive•ly /k@m"p&r@tIvli/ adv. as compared with something else or with what is usual: The disease is comparatively rare nowadays. x c. shine at Most of the houses are old, but this one was built comparatively recently. s relatively •pare k /k@m"pEr/ verb 1 [T] compare A and com Go online for more practice with using the dictionary. B; compare A with/to B to consider people or things in order to find ways in which they are

ǝr bird

ɪr near

ɛr hair

ar car

ɔr north

pity

com•pas•sion•ate /k@m"p&S@n@t/ adj. havin

showing sympathy for someone who is sufferin s

sympathetic

com•pat•i•ble

w /k@m"p&t@bl/ adj. compa ible (with sb/sth) suitable to live together or to

used together: As a couple, they are simply not co patible. x Is this software compatible with my comp ANT incompatible d com•pat•i•bil•i•ty w /k p&t@"bIl@ti/ noun [U] com•pa•tri•ot /k@m"peItri@t/ noun [C] a perso who comes from the same country as another com•pel /k@m"pEl/ verb [T] (com•pel•ling, com pelled) (formal) to force someone to do somethi felt compelled to tell her what I really thought of her. force A noun compulsion com•pel•ling /k@m"pElIN/ adj. 1 that forces o persuades you to do or believe something: The gerprints provided compelling evidence of his guilt very exciting; holding your attention: a compell drama com•pen•sate w /"kAmp@nseIt/ verb 1 com pensate (sb) (for sth) [I, T] to pay someone mo

ʊr tour

ӡ vision

h hat

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103

WRITING

Writing Skill

For this unit, you will gather information and ideas to write a plan for a successful family business. this plan will include specific information from the readings and your own ideas.

Unity in a paragraph A paragraph is a group of sentences about a single idea. The topic sentence introduces the audience to the topic. The concluding sentence may summarize the contents of the paragraph. The sentences in the middle provide details to support the main idea. All of the sentences in the paragraph should be about the same main idea. The sentences should be closely related to each other. This gives the paragraph unity—all parts of the paragraph work together to support a single main idea. Sentences or ideas that are not closely related to the main idea are irrelevant— they do not help explain and support the main idea. To be relevant, your sentences should: • be directly related to the main idea • s upport the main idea, but not repeat it • give new information or details that support the main idea • not introduce an entirely new main idea that is different from the topic sentence When you edit your writing, remove or change any sentences that are irrelevant. If all the sentences clearly contribute to the main idea, your paragraph will have unity. Transition words also keep your paragraphs unified. Transition words help your paragraphs read smoothly from one sentence to the next. They help the reader see the connections between ideas. Transition words can serve several purposes: to add: and, besides, finally, further, too, next, in addition, also, first (second, etc.) to give an example: for example, for instance to emphasize: definitely, obviously, always, certainly Use transition words to help keep your paragraphs unified.

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Unit 5 | What makes a family business successful?

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Unit oBJeCtiVe

A. WRITING MODEL Read the model paragraph. then answer the questions. Many workers today have different options about how and where they work. Thanks to technology, some people can live far away from their offices and work from home. Computers and the Internet make it possible for individuals to telecommute—that is, to use the telephone and technology to get their work done without being in the office. In addition, since most computers now have microphones and video cameras, it is easy to have a meeting even when people are far away from each other. Now if someone gets a new job, they may not have to move to a new city. Maybe in the future, no one will work in an office at all. Everyone will work from home. 1. Circle the topic sentence that has the main idea. 2. How many supporting sentences are there?

Underline them.

3. Are all of the sentences in the paragraph about the same idea?

B. WRITING MODEL Read the model paragraphs. Circle the main idea. then cross out any unrelated sentences that don’t help support the main idea.

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1. People from the same family are sometimes quite different. Perhaps the father is usually quiet, while the mother is likely to be noisy. Brothers and sisters can also have very different personalities. Two brothers might both be very funny. There can also be large differences in appearance. Some family members may be tall, while others are short. Perhaps they have similar hair or faces. As you can see, family members may not be very similar at all. 2. There are many keys to running a successful business. First, it is important to be sure that your business is in the right location. You want enough people to come and shop there. Many businesses fail in their first few years because they are in a poor location. A good advertising plan can also be helpful. Besides that, you must be sure that the prices are not too high or too low. If you lose money, you can borrow from a bank. My uncle did that during the first two years of his business. If you do everything right, your business can be a big success.

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C. Use the transition words from the box to complete the paragraph. For some sentences, there is more than one correct transition word. finally first

for instance in addition

next obviously

If you want to start a new school, there are several things you must consider.

, you need to think about

1

what age group you will teach.

you

2

must decide on the curriculum—the subject matter that you will teach. 3

, will your school teach driving, or will

you teach photography? place for students to study. need teachers.

, you will need a

4 5 6

, you will also you need to decide how

everyone will be paid.

D. WRITING MODEL Read the model paragraph describing a plan for a new I am going to start a new horseback riding school in our neighborhood. This new school will be for anyone who is interested in learning how to ride a horse. At our school, we will offer classes in the morning and in the evening to fit different schedules. Also, our classes will teach both beginning and experienced riders. In addition, advanced students can study specialized subjects. For example, there will be courses on jumping and riding cross country. The classes will be taught by experienced teachers from a variety of backgrounds. I will make sure that there are not too many students in any one class. We will get money from wealthy people and companies to help pay for the school. Finally, we will regularly ask experts to give us ideas on how to make the school better. I’m sure that our school will be popular and successful. 1. What is the main idea of the paragraph? 2. How many transition words do you see? 3. Do all of the ideas help support the main idea? 4. What are two additional ideas that the writer could add?

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Unit 5 | What makes a family business successful?

Circle them.

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school. then answer the questions.

E. Brainstorm ideas about a plan for a special new school. What will the school be like? Who will the students be? What will you teach? it might be a school for language, photography, driving, or something else.

students

My new school

teachers

Classes

F. Write a paragraph describing a special new school. Use ideas from Activity E. Be sure you have a clear topic sentence and that all of the supporting ideas help unify the paragraph. Use transition words.

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online

Grammar

G. Go online for more practice with paragraph unity.

Comparative and superlative adjectives Comparative adjectives describe the difference between two things. For adjectives with one syllable, use adjective + er. Than often follows comparative adjectives. tall safe big

→ → →

taller safer bigger

The Burj Khalifa is taller than Taipei 101.

If an adjective ends in one vowel and one consonant, double the consonant. big

bigger

If the adjective ends in e, just add -r. safe

safer

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For most adjectives with two or more syllables, use more + adjective. → →

common traditional

more common more traditional

For two-syllable adjectives that end in -le, add -r. →

simple

simpler

For two-syllable adjectives that end in -y, change the -y to i and add -er. → →

pretty funny

prettier funnier

Superlative adjectives describe three or more things. For most adjectives that have one syllable, use the + adjective + -est. tall big safe

→ → →

the tallest the biggest the safest

For two-syllable adjectives that end in -le, use the and add –st. →

simple

the simplest

For two-syllable adjectives that end in -y, change the y to i, use the, and add -est. →

funny

the funniest

informal realistic traditional

→ → →

the most informal the most realistic the most traditional

Note: Some adjectives are irregular. good bad

108

→ →

better worse

→ →

Unit 5 | What makes a family business successful?

the best the worst

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For most adjectives with two or more syllables, add the + most + adjective.

A. Complete the paragraph with words from the box. Change them into comparative form. big

clear

pretty

realistic

safe

simple

Many of us remember the good old days. Those times were and less complicated. In those days, we

1

felt much

in our own neighborhoods. There

2

was less pollution, and the sky was may even feel that nature was

. We

3

back then

4

than it is now. As cities have become

,

5

those days may be gone forever. Perhaps we all need to be 6

about the future.

B. Look at the adjectives in the chart below. Complete the chart with the missing forms of each adjective. Adjective

Comparative

Superlative

healthier

the healthiest

healthy exciting

the closest

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easier better

the best

calmer busy lower

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C. Complete each sentence with the correct comparative form of the adjective in parentheses.

1. I’m

(successful) in school than my brother is. (responsible) with her money than her

2. Hind is younger sister is.

(intelligent) than fish.

3. Elephants are

(friendly) than people

4. People in small towns are often in big cities.

(fast) than the bus.

5. The subway is

(realistic) than Manar’s.

6. Amal’s goals for the future are

D. Complete each sentence with the correct superlative form of the adjective in parentheses and your own opinions. then discuss your answers with a partner.

online

Basketball

is the most interesting (interesting) sport to watch.

2.

is

(delicious) food in the world.

3.

is

(beautiful) season of the year.

4.

is

(difficult) sport to play.

5.

is

(famous) place in my country.

6.

is

(successful) company in the world.

E. Go online for more practice with comparative and superlative adjectives. F. Go online for the grammar expansion.

online

110

Go to the Online Resources for your Unit Assignment.

Unit 5 | What makes a family business successful?

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1.

Track Your SuccESS Circle the words and phrases you have learned in this unit. Nouns

challenge corporation courage enthusiasm expert goal lifestyle responsibility

strength talent unity

Adjectives

Verbs

depend on pass down

design expand fail manage

realistic Phrasal Verbs

Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading vocabulaRy WRiting

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gRammaR

Unit oBJeCtiVe

i can skim a text. (p. 93) i can use the dictionary to understand grammatical information. (p. 103) i can write a paragraph with unified ideas. (p. 104) i can use comparative and superlative adjectives correctly. (pp. 107–108) i can gather information and ideas to write a plan for a successful family business.

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Unit

6

ReaDing vocabulaRy WRiting gRammaR

identifying the author’s purpose using the dictionary describing a process infinitives of purpose

Information Technology

Unit QUestion

Do you prefer to get help from a person or a machine? A Discuss these questions with your classmates. 1. What are some of the advantages of getting help from a machine rather than from a person? 2. What are some of the advantages of getting help from a person rather than a machine?

112

Unit 6

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3. Look at the photo. What are the men doing?

Unit oBJeCtiVe

Read a memo and a blog. Gather information and ideas to write a paragraph describing the steps of a process.

B Listen to The Q Classroom online. then answer these questions.

1. Which students prefer to get help from people? Which machines do they dislike? 2. Which students prefer to get help from machines? Which machines do they like? 3. Think of one of the machines that the students mentioned in their discussion. Do you like using that typeof machine or technology? Why or why not? online

C Go online to watch the video about personal robots. then check your comprehension.

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clunky (adj.) heavy and awkward cutting edge (phr. n.) the most advanced position in a field of study severe (adj.) very bad unthinkable (adj.) impossible to imagine

online

Video VoCaBUlary

as opposed to (phr.) in contrast with

D Go to the Online Discussion Board to discuss the Unit Question with your classmates.

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READING Reading 1 Unit oBJeCtiVe

Memo to Restaurant Servers You are going to read a business memo from a restaurant manager to the servers. Use the memo to gather information and ideas for your Unit Assignment.

Vocabulary skill review

PRevieW tHe ReaDing

In Unit 4, you learned to use the dictionary to find additional information about words. Look up the words benefit and blame. Which prepositions are often used with these words? Which prepositions are used with them if you change the part of speech?

A. VOCABULARY Here are some words from Reading 1. Read their definitions. then complete each sentence. automatically (adverb) benefit (noun) blame (verb)

advantage or good or useful effect of something to think or say that someone is responsible for something bad that happened

decrease (verb) error (noun)

done in a way (like a machine) that does not require human control

to become or to make something smaller or less a mistake

estimate (verb)

to calculate the approximate size, cost, or amount of something

interact (verb) to communicate or mix with provide (verb)

to give or supply something to somebody

stressed (adjective) unique (adjective)

feeling worried or unable to relax unlike anything else; being the only one of its type

1. A

of having a laptop computer is that you can use it

almost anywhere. sorts and counts coins.

2. At the bank, a machine

3. I thought I made many mistakes on the test, but later I found out that I .

had made only one

before I buy a new laptop.

4. I am waiting for prices to 5. Some people 6. I

the changes in climate on pollution. that 50 people will be at the meeting.

7. My brother is good with children. He likes to

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Unit 6 | Do you prefer to get help from a person or a machine?

with them.

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Oxford 3000™ words

8. Last year I felt very

about my schoolwork. This year,

I have fewer classes, and I feel more relaxed. us with

9. The school librarians are very helpful. They a lot of useful information. 10. Instead of a typical cake, Sue made a online Tip for success

and colorful one.

B. Go online for more practice with the vocabulary. C. PREVIEW Quickly read the topic of the memo (in the RE: line) and the questions in paragraph 4 of the memo. What do you think the new technology will be in the restaurant? More than one answer is possible.

Before you read a text, look at the title, photos, and format of the text. Think about what kind of information it might contain.

■ Customers will pay their own bills using a credit card at a tablet. ■ Customers will enter their order at their table using a tablet. ■ Customers will use their cell phones to order at their table.

D. QUICK WRITE think of three ways that restaurants use technology. How is each way useful? How does it make dining more enjoyable for customers? Write your response before you read the article. Be sure to use this section for your Unit Assignment.

WoRk WitH tHe ReaDing A. Read the business memo and gather information about getting help

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from a machine.

Z

1

DATE:

May 3

TO:

Servers

FROM:

Mark McCormick, Dining Room Manager

RE:

New touch-screen ordering

At Restaurant Z, we are known as a cool, trendy place for people who want a special experience. We are always looking for better ways to serve our customers and make their experience unique. Next month, we will make

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a change so that we can really stand out1: touch-screen ordering, also known as “digital dining.” You need to know about this new technology. 2

This is how it works: Each table will have its own tablet with a touch screen. Customers can view the menu on the tablet, including descriptions and photos. To start, the customer swipes her credit card and puts in her order by touching the screen. Then the program automatically makes suggestions for additional items to order, such as appetizers2 and drinks. When the customer is ready, she pushes a button to send the order directly to the computer in the kitchen. Won’t that make your job as a server easier? All you have to do is bring the food to the table when it’s ready! Finally, paying the bill is quick and easy because the customer can do it herself. This exciting new technology will improve our customers’ dining experience and increase your tips!

3

Now you may want to know how this change will affect you. Maybe you are afraid of losing your job. Let me assure you: you won’t. In fact, you will be able to serve more customers every night! These high-tech tablets not only look cool, they decrease the number of tasks you have to do! Hopefully, that means that you can serve more tables without feeling stressed.

4

Here are some questions and answers: A: First of all, with digital dining, customers can order quickly. We will be able to serve more customers in less time. Also, the tablet program will automatically suggest additional items to order. Research shows that whenthis happens, customers order more. We estimate that customer bills will be 15 to 20 percent higher. With more customers ordering more items, you will earn more money in tips. In addition, you won’t have to repeat the same information over and over like a robot3. Finally, customerscan’t blame you for errors in their order—they place their own orders! Q: Will customers really want to do their own ordering?

Z

A: Yes, I think that most of our customers will love it! If a diner prefers the traditional service, we will provide it. But these tablets will be so much fun that everyone will want to use them! The photographs will be fantastic and the descriptions will be mouth-watering. As you know, most of our customers are techsavvy4, and they enjoy interacting with the latest gadgets5. 1 stand out: to be different

2 appetizer: a small amount of food that you eat as the first part of a meal 3 robot: an automated machine that can do work that a person does 4 tech-savvy: having knowledge and understanding of technology 5 gadget: a small machine or tool

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Unit 6 | Do you prefer to get help from a person or a machine?

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Q: What are the benefits for me as a server?

Q: What other features will these tablets have? A: They’ll have entertaining games and high-speed Internet access. Customers can send messages to friends and post photos of themselves at the table.

Z

5

We will be having an employee training session to show you how digital dining works next Tuesday from 9:30–11:00 a.m. I look forward to showing you this fabulous new system!

B. Circle the answer to each question. 1. What is the main reason the restaurant is going to use digital dining? a. to provide better service to customers b. to help servers get larger tips c. to be trendy and popular 2. What was the manager’s reason for writing the second section? a. to tell how digital dining will increase sales b. to explain how digital dining works c. to describe how customers will pay their bills

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3. Why does the manager include the question and answer section? a. to explain the training servers will receive b. to answer questions that customer will ask c. to answer questions that servers will have 4. What is the main idea of the question and answer section? a. Someday tablets will replace servers. b. Tablets will make servers and customers happy. c. Customers will order more food.

C. Complete each statement with information from the memo. 1. The date of the memo is

. .

2. The restaurant will start using tablets 3. In addition to descriptions of menu items, the tablet will show

. 4. When a customer places an order, the tablet program will recommend .

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5. Customers’ bills will be

when they use

digital dining. .

6. The training meeting will be

D. Complete the sentences to show the causes and effects or results. Use information from the reading. Cause

effect or result

1. Because the tablet will do many of the servers’ tasks,

servers will feel less stressed.

2.

servers will make more money.

3.

customers cannot blame servers for mistakes in their orders.

5. Because the tablets will be so much fun to use,

E. Answer these questions. 1. Why does the manager use we and our in section 1? a. because the servers own the restaurant, too b. because he wants the servers to feel they are part of a team c. because he is also a server 2. Find and underline other uses of we and our in the memo. What sections are they in?

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Unit 6 | Do you prefer to get help from a person or a machine?

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4. Because the tablet automatically suggests other items to order,

3. In section 2, the manager asks, “Won’t that make your job as a server easier?” Why does he ask this question? a. because he is not sure if the servers will agree with him b. because he doesn’t know what the servers’ answers will be c. because he expects the servers to agree with him 4. Which sentence from the memo expresses enthusiasm and excitement for this change? a. “You need to know about this new technology.” b. “This exciting new technology will improve our customer’s dining experience and increase your tips!” c. “Maybe you are afraid of losing your job.” 5. Find and underline another sentence that expresses enthusiasm. What section is it in? online

F. Go online to read Voice Recognition Systems and check your comprehension.

WRite WHat you tHink A. Discuss these questions in a group. 1. The manager mentions many of the benefits of the new tablets. What do you think some of the disadvantages or problems might be?

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2. At Restaurant Z, who do you think will benefit the most from the new digital dining technology: the customers or the servers? 3. Have you ever used technology like this in a restaurant? If so, describe your experience and tell what happened. If not, would you like to use this technology? Why or why not?

B. Choose one of the questions from Activity A and write a response. Look back at your Quick Write on page 115 as you think about what you learned.

Question: My Response:

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Reading Skill

Identifying the author’s purpose The purpose of a text is the reason the author writes it. For example, the purpose of a newspaper article is to inform or give the reader information about something. The purpose of a letter to the newspaper is usually to express an opinion about something. As you read, look at the words the author uses and ask yourself questions to help you identify the purpose. Here are some questions you can ask yourself as you read: • Is the author trying to give me information about something? • Is the author expressing his or her opinion about something? • Is the author telling me a personal story? • Is the author trying to make me interested or excited about something? • Is the author trying to make me laugh? Identifying the author’s purpose can help you better understand the text you are reading.

A. Look back at Reading 1 on pages 115–117. What is the author’s purpose? Circle two answers.

a. to tell a story b. to make someone laugh c. to give information d. to make someone excited about something

B. Read the titles. Look at the words the authors use. then match each title

online

120

1. “My Embarrassing Adventures with Technology”

a. to tell a story

2. “Competitive Sports Are Too Competitive”

b. to make someone laugh

3. “My Grandfather’s Childhood in Egypt”

c. to express an opinion

4. “New Research Shows Birds See More Colors”

d. to make someone interested in something

5. “You Can Be Stronger in Two Weeks!”

e. to give information

C. Go online for more practice with identifying the author’s purpose.

Unit 6 | Do you prefer to get help from a person or a machine?

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with the correct purpose.

Reading 2 Unit oBJeCtiVe

I Hate Machines! You are going to read a blog about how technology can cause problems. A blog is a website with posts or short essays. Use the blog to gather information and ideas for your Unit Assignment.

PRevieW tHe ReaDing Vocabulary skill review

In Unit 5, you learned about grammatical information in the dictionary. Look at the vocabulary on this page and on page 114. Using a dictionary, find out which nouns are countable, which are uncountable, and which can be either countable or uncountable.

A. VOCABULARY Here are some words from Reading 2. Read their definitions. then complete each sentence. access (noun) assist (verb)

a way to enter a place or to use something to help someone

connection (noun) eventually (adverb)

a path of communication for a telephone or to the Internet after a long time

frustrated (adjective) angry or impatient because you cannot do or achieve what you want to do furious (adjective) very angry install (verb)

to put a new thing in its place so it is ready to use

on hold (prepositional phrase) waiting on the phone to talk to someone or continue a conversation scan (verb) to pass light over an image or barcode in order to identify an item and determine its price transfer (verb)

to connect a telephone caller to another person or line

Oxford 3000™ words

1. I thought my friends would never come back from the store, but Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

they did. 2. Ana called, but I couldn’t hear her because my phone had a bad . 3. This key will give you

to my apartment whenever

you want. 4. At our store the computer specialists

customers.

It’s their job. 5. I’m not able to answer your question, but I can

you

to a manager who can help you. 6. You don’t need to type the price into the cash register. You can just the item with this machine. | Reading and Writing

121

7. I tried to register for classes today, but the website didn’t work! Now all the classes I want are full. I’m so

. for 30 minutes.

8. I hung up after I was

9. My friend damaged my new car, and then he lied to me about what happened. I was

!

10. A man came to my apartment to online

my new dishwasher.

B. Go online for more practice with the vocabulary. C. PREVIEW Blogs are usually informal and personal. Bloggers, people who create blogs, often write about their experiences, giving their opinions about various topics. Look at the title of the blog post in Reading 2. What do you think the reading will be about?

D. QUICK WRITE think about the title, “i Hate Machines!” think about an experience you had with a machine that made you feel the same way. What happened? Write a few sentences about the topic. Be sure to use this section for your Unit Assignment.

WoRk WitH tHe ReaDing

I Hate Machines! Trouble with Technology T u e s d ay, M a r c h 2 1

recently, I moved to a new apartment right across the street from my old one. I thought it would be simple to get my phone and Internet started. The technician1 from the phone company came to install my telephone line. he said that I would be able to use the Internet on the same line. after he left, I discovered that the phone worked, but the 1 technician: a person who fixes machines

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Unit 6 | Do you prefer to get help from a person or a machine?

Home

Log in About Links Archives January February March

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A. Read the blog and gather information about getting help from a machine.

Internet connection didn’t. so I called the phone company. Of course, I didn’t get to talk to a real person. Instead, an automated voice recording asked me a lot of questions. Then I had to wait for half an hour to talk to a real person. While I was on hold, every few minutes a recording said, “remember, you can use our convenient website to solve most of your problems.” “arrrrrghh!!” I said to the recording, feeling frustrated. “Why do you think I’m calling you? I don’t have a connection to the Internet.”

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2

April May June July August September October

I finally got to talk to a real person, but then she transferred me back into the automated system again. I couldn’t get any help. I called a different number, and the person told me to be at my house for a technician to come the next day. I stayed home from work, but nobody came! I called them again. The recording said, “We’re sorry, all agents are busy assisting other customers. We are unable to take your call.” Then the machine hung up on me. Three days later, I received a phone call from them. But again, it wasn’t a real person: it was a machine. The voice on the machine said, “We are happy to tell you that you now have Internet access.” But when I went back to my computer, I still couldn’t connect to the Internet. I was furious!

November December

3

To make a long story short2, it took the phone company two weeks to solve my problem. I spent a total of 18 hours at home waiting for workers who never came. I spent eight hours on the phone listening to recordings and machines and waiting on hold. companies think that these voice-activated systems save us time, but they actually waste it.

4

The telephone isn’t the only timesaving technology that drives me crazy3. The other day, I went to the supermarket. They had a new self-service checkout system. With this new device, I could scan my groceries myself instead of waiting in a checkout line. For some strange reason, these machines seem to hate me. here’s what happened: I scan my item. The computer sits there stupidly and does nothing. Eventually it says, “scan your first item.” But I already did! What do I do now? scan it again and get charged twice? so I put my item in the bag.

5

“Put the item in the bag,” says the machine. But I already have!

6

“Put the item in the bag,” it says again. so, I take it out and do it again, just to make the machine happy.

7

“scan the item before putting it in the bag!” shouts the machine while everyone turns to look at me as if I’m an idiot4. Grrr!

8

I wish we could go back to the good old days when there were real people to help us. I think I would have been happier living a hundred years ago, before we had all of this timesaving, self-service technology. 2 to make a long story short: to tell something quickly 3 drive me crazy: to make me upset or angry

4 as if I’m an idiot: as if they think that I am stupid

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B. Answer these questions. 1. What are the two types of automated technology with which the author was frustrated?

2. What was frustrating about his first experience? List three things.

3. How did he feel when he used the self-service checkout? Why?

4. Why does the writer hate machines? Give at least three reasons.

5. What is the author’s purpose? (Look back at the Reading Skill on page 120.)

6. The blog is humorous. In your opinion, what was the funniest part?

C. Read the statements. Write T (true) or F (false). then correct each false statement to make it true.

2. When the man called the telephone company, he never got to talk to a real person.

3. It took the phone company three weeks to solve his problem.

4. The computer at the supermarket did not work correctly.

5. The man thinks he would prefer to have lived in a time before there was technology.

124

Unit 6 | Do you prefer to get help from a person or a machine?

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1. A worker went to the man’s house to install a phone line.

D. Look at Reading 2. identify who said each of the statements. Write P if it was a person. Write C if it was a computer or an automated voice.

1. “Remember, you can use our convenient website to solve most of your problems.” 2. “Arrrrrghh!!” 3. “Why do you think I’m calling you?” 4. “We’re sorry, all agents are busy assisting other customers.” 5. “Scan the item before putting it in the bag!”

E. Read the statements. number them to show the correct order. a. I discovered that the phone worked, but the Internet connection didn’t. b. The person transferred me to the automated system again. c. A technician from the phone company installed a phone line. d. After two weeks, I finally got my Internet connection. e. I made an appointment, but no one came to fix the connection. f.

I called the phone company, waited on hold, and finally spoke with a real person.

WRite WHat you tHink Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

A. Discuss these questions in a group. Look back at your Quick Write on page 122 as you think about what you learned.

1. Have you ever been frustrated by new technology? Describe what happened. 2. Do you prefer to interact with people or with self-service machines? Why? Writing Tip

When you write a paragraph in response to a question, begin with a topic sentence. Support your ideas with reasons, supporting details, and examples. End with a strong concluding sentence.

B. think about the unit video, Reading 1, and Reading 2 as you discuss these questions. then choose one question and write a response.

1. Think of a new type of self-service technology. What are the disadvantages or problems? 2. What is your favorite type of self-service technology? Describe what it is and why you like it.

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family after he/she dies sun, a lamp, etc. that allows you to see things: a different position: She lifted the suitcase down from the beam/ray of light x the light of the sun x The light was ˈlife ˌjacket (also "life vest) noun [C] a plastic or rack. too bad for us to read by. 2 [C] something that rubber jacket with no sleeves that can be filled with b REMOVE LAW/RULE 3 [T] to end or remove a rule, law, produces light, for example an electric lamp: air. A ban life jacket is worn by someone to stop him/ The on imports has been lifted. etc.: oun) very serious or dangerous: a life-orSuddenly, all the lights came on/went out. x the lights of her from4sinking in water. b STEAL/COPY [ T ] lift sth (from sb/sth) ( informal ) to ation the city in the distance x a neon light x That car’s lights •less of his essaypulled was lifted steal copy/something: lifeor "laIfl@s/ adj.Most 1 dead: Police her /"laIfboUt/ noun [C] 1 a small boat that is aren’t on. x Please switch the lights off before you leave. A Look at shoplif. straight from thefrom textbook. 2 without life (9) or energy lifeless body the river. n a large ship and that is used by people to b OF MIST/CLOUDS 5 [I] (used about clouds, fog, etc.) to 3 [C] one of three colored lights, or a set of these •like /"laIflaIk/ adj. looking like the real person life om the ship if it is in danger of sinking 2 a lights (red, yellow, and green) that control traffic: The doll mist lifted toward the end of riseorup or disappear: a lifelike baby thing: oat that is used for rescuing people who Slow down – there’s a red light ahead. 4 [C] something, the morning. Words with more than one meaning • life line /"laIflaIn/ noun [C] something that ger in the ocean for example a match, that can be used to light a cigp lift off (used about a space vehicle) to rise someone needs order to survive in a difficult arette, start a fire, etc.: Can you give me a light? straight up from theinground e noun [C] (BIOLOGY ) the series of forms or Many words have more than one meaning, or definition, even if they are spelled situation: For many old people, their telephone is a i come to light to be found or become known development that a plant, animal, etc. lift 2lifeline. /lIft/ noun 1 [sing.] a feeling of happiness or give sb/get the green light A GREEN 1 and pronounced same way. gave Using ugh from the beginning of its life to the Her wordsthe of encouragement the a dictionary can help you identify the excitement: in a good, bad, etc. light (used about the way that life•team longa lift. /"laIflON / free adj. ride (onlyinbefore a noun) for all whole 2 [ C ] a a car, etc.: Can you correct meaning of a new word. If a word has two definitions are the same something is seen orthat described by other people) a lifelong your life: 3 [sing.] an act of lifting or giveofme a lift to the store? friend ectancy noun [C, U] (pl. life expectanThe newspapers often portray his well, badly, etc.: life preˌserver noun [ C ] an object, shaped like a part speech (noun, verb, adjective, adverb), they will likely appear under the beingof lifted LOGY ) the number of years that a person or behavior in a bad light. ring,/"lIftOf that is/made from light material which will likely to live •off lift noun [ C ] the start of the flight of a same entry the dictionary. the two areofdifferent of speech, in light because of;parts considering: We might have float. A life in preserver is thrown to aIfperson who meanings has Only ten seconds to liftoff! space vehicle: d /"laIfgArd/ noun [C] a person at a beach to change our decision in light of what you just said. fallen into water to stop him/her from sinking. they might appear under different entries in the dictionary. ming pool whose job is to rescue people lig•a•ment /"lIg@m@nt/ noun [C] (BIOLOGY ) a strong set light to sth to cause something to start ˈlife-size (also "life-sized ) adj. (only noun) n difficulties in the water band in a person’s or animal’s body thatbefore holdsathe burning of the same size as the real person or thing: a life-size bones, etc. together shed light on sth A SHED 2 rance noun [U] a type of insurance that statue tain amount of money to someone’s light 1 k /laIt/ noun 1 [C, U] the energy from the light 2 k /laIt/ adj. ˈlifeaspan noun [C]allows (BIOLOGY length of time er he/she dies a that b NOT DARK 1 having a lot of light: In the summer it’s still sun, lamp, etc. that you) the to see things: someone or something lives, works, lasts, etc. x the light of the sun x The light was light at 9 o’clock. x a light room ANT dark beam/ray of light et (also "life vest) noun [C] a plastic or •style life /"laIfstaIl [C] the way that you live: b OF A COLOR 2 pale in color: a light blue sweater ANT too bad for us to read by. /2noun [C] something that cket with no sleeves that can be filled with After I got divorced, my whole dark produces light, for example anlifestyle electricchanged. lamp: x a jacket is worn by someone to stop him/ healthyall lifestyle b NOT HEAVY 3 not of great weight: Carry this bag – it’s Suddenly, the lights came on/went out. x the lights of sinking in water. the lightest. x I’ve lost weight – I’m five pounds lighter x a neon light x That car’s lights the citysupˌport in the distance ˈlife noun [U] (HEALTH ) medical equip/"laIfl@s/ adj. 1 dead: Police pulled her than I used to be. x light clothes (= for summer) ANT x Please switch the lights off before you leave. aren’t on.that ment keeps someone alive when he/she dy from the river. 2 without life (9) or energy heavy 3 [Ccannot ] one ofbreathe, three colored lights, orspent a settwo of these She weeks in the etc. alone: "laIflaIk/ adj. looking like the real person b GENTLE 4 not using much force; gentle: a light touch lights (red,on yellow, and green) that control traffic: hospital life support. a lifelike baby doll on the shoulder Slow down – there’s a red light ahead. 4 [C] something, •time /"laIftaIm/ noun [C] the period of time that life b OF WORK, ETC. 5 easy to do; not making you tired: "laIflaIn/ noun [C] something that forsomeone example aismatch, that can beof used to lightDon’t a cigalive: It’s a chance a lifetime. miss light exercise x light reading needs in order to survive in a difficult Can you give me a light? arette, start a fire, etc.:your You improve vocabulary by using a bdictionary togreat lookinup words withetc.: Traffic it!can NOT GREAT 6 not amount, degree, For many old people, their telephone is a i come to light to be found or become known x a light wind x a light ˈlife vest noun [ C ] = LIFE JACKET downtown is light on Sundays. 1 give sb/get the green light A GREEN more than one meaning. breakfast 1 k /lIft / verb inlift a good, bad, etc. light (used about the way that /"laIflON/ adj. (only before a noun) for all b OF FOOD/DRINKS 7 (informal) (also lite) not containing b RAISE 1 [T sb/sth (up) to move someone something is] lift seen or described by other people)or e: a lifelong friend fat©or not having a strong flavor: light cheeseentries are the Oxford American Dictionary for the learners ofmuch English Oxford University Press 2011. Hehis lifted something to The afrom higher level or position: newspapers often portray well, badly, etc.: erver noun [C] an object, shaped like a All dictionary cake child up onto his shoulders. x Lift your arm very gently behavior in a bad light. is made from light material which will b OF SLEEP 8 not deep: I’ve always been a light sleeper. d and see it hurts. of; considering: We might have in light ofifbecause e preserver is thrown to a person who has light•ness noun [U] bchange MOVE SOMEONE OR SOMETHING 2 [ T ] to take hold of to our decision in light of what you just said. Use your or dictionary to findhim/her/it the different definitions the words below. o water to stop him/her from sinking. light 3 k /laItof / verb (pt., pp. lit or light•ed) 1 [I, T] to something and moveto to a setsomeone light to sth to cause something start (also "life-sized) adj. (only before a noun) then burningwrite the definition and the sentence that uses the word in context. me size as the real person or thing: a life-size shed light on sth Aanswers SHED 2 Compare your with a partner. ǝr bird ɪr/near ɛr hair ar car ɔr north ʊr tour ӡ vision h hat ŋ sing 2 light /laIt adj. k noun [C] (BIOLOGY ) the length of time that b NOT DARK 1 having a lot of light: In the summer it’s still or something lives, works, lasts, etc. light at 9 o’clock. x a light room ANT dark 1. light /"laIfstaIl/ noun [C] the way that you live: b OF A COLOR 2 pale in color: a light blue sweater ANT divorced, my whole lifestyle changed. x a dark estyle b Definition NOT HEAVY 3 not thisthe bag –sun, it’s a lamp, etc. the weight: energyCarry from 1:of great the lightest. x I’ve lost weight – I’m five pounds lighter port noun [U] (HEALTH ) medical equipthan I used to be. x light clothes (= for summer) ANT keeps someone alive when he/she heavy The light was too low for us to see. Sentence: eathe, etc. alone: She spent two weeks in the b GENTLE 4 not using much force; gentle: a light touch n life support. on the shoulder /"laIftaIm/ noun [C] the period of time that b OF WORK, ETC. 5 easysomething that produces light, for example an electric lamp you tired: Definition 2: to do; not making is alive: It’s a chance of a lifetime. Don’t miss light exercise x light reading b NOT GREAT 6 not great in amount, degree, etc.: Traffic x a light Suddenly, thewind lights came on. noun [C] = LIFE JACKET a light downtown is light on Sundays. xall Sentence: breakfast ft/ verb b OF FOOD/DRINKS 7 (informal) (also lite) not containing ] lift sb/sth (up) to move someone or much fat or not3: having a strong flavor: light cheeseDefinition g to a higher level or position: He lifted the cake nto his shoulders. x Lift your arm very gently b OF SLEEP 8 not deep: I’ve always been a light sleeper. d t hurts. light•ness noun [U] Sentence: EONE OR SOMETHING 2 [T] to take hold of light 3 k /laIt/ verb (pt., pp. lit or light•ed) 1 [I, T] to or something and move him/her/it to a

life A WALK 2 ay of life A WAY 1 ˈdeath (also life-or-"death) adj. (only

Using the dictionary

A.

ɔr north

Definition 4:

ɛr hair

ar car

ʊr tour

ӡ vision

126

Unit 6 | Do you prefer to get help from a person or a machine?

Sentence:

h hat

ŋ sing

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ɪr near

Vocabulary Skill

2. row Definition 1: Sentence: Rowing

Definition 2: Sentence: 3. tip Definition 1: Sentence: Definition 2: Sentence: Definition 3: Sentence: 4. bank Definition 1: Sentence: Definition 2:

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Sentence: Definition 3: Tip for success

Sometimes words with more than one meaning are spelled the same way, but they are pronounced differently. Pay attention to the different pronunciations for the different meanings of record and wind. online

Sentence:

B. Work with a partner. Look up the words record and wind in the dictionary. Answer the questions below.

1. How many definitions are there for the word record? 2. How many of the definitions did you already know? 3. How many definitions are there for the word wind? 4. How many of the definitions did you already know?

C. Go online for more practice with using the dictionary.

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WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will write a paragraph describing the steps of a process performed by either a person or a machine. this paragraph will include specific information from the readings and your own ideas.

Describing a process When you write about a process, you describe how to do something step-by-step. First, you write a topic sentence that states what the process is. Then you explain each step clearly. Use time order words to help guide your reader. Time order words usually come at the beginning of a sentence and are followed by a comma. Note that then is not followed by a comma.

Tip for success

Use several different time order words in your writing. This will help make your writing more interesting to the reader.

first

next

then

later

after that

finally

First, turn on your computer. then go to our website.

Use these time order words to link two steps in a process. after

as soon as

before

when

while

Before you download the program, read the directions. While the program is downloading, you can check your email.

the time order words.

Digital dining is an easy way to order food. First, view the menu on your tabletop monitor. Then insert your credit card. Next, use the touch screen to enter your order. When you’re ready, push the button to send your order. While you wait for your food, you can take photos and send them to your friends. Finally, use the monitor to pay your bill with a credit card.

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Unit 6 | Do you prefer to get help from a person or a machine?

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A. WRITING MODEL Read the model instructions for digital dining. Circle

B. Read the steps about how to use an AtM (automated teller machine). then write the steps in the flow chart to show the correct order.

a. Press “withdraw.”

e. Remove the money from the slot.

b. Insert your ATM card.

f. Enter your PIN (personal identification number).

c. Push “done.” Using an ATM

Process:

d. Read the choices.

g. Enter the amount of money. h. Take your receipt and your card.

How to use an ATM

start

Finish

C. Write the process from Activity B in a paragraph, using time order words.

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You may combine two steps into one sentence.

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D. think of a process that describes something that you know how to make, fix, or use. then write notes for the steps in the flow chart. Add more boxes if you need to. Process: start

Finish

E. Show your flow chart to a partner and explain the steps. Answer any questions about the process. Do you need to add additional steps or information? Add notes to your chart.

F. What are some things that sometimes go wrong in your process? What are some extra tips you can include? Complete the sentences below to give additional information about the process.

, be sure that you . because sometimes

2. Be careful when you .

. You will

3. Don’t forget to if you don’t

G. Use your flow chart and one or two sentences from Activity F to write a paragraph describing a process. Make sure to use time order words. online

130

H. Go online for more practice with describing a process.

Unit 6 | Do you prefer to get help from a person or a machine?

.

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1. When you

Grammar

Infinitives of purpose An infinitive is to + the base form of a verb. We sometimes use infinitives to show the purpose of an action. We call these infinitives of purpose. An infinitive of purpose is usually separated from the main verb in a sentence. Infinitives of purpose can be used with most action verbs. Follow these steps to use an ATM. main verb

infinitive of purpose

Push the button to send your order. main verb

infinitive of purpose

The manager lowered prices to increase sales. main verb

infinitive of purpose

Sometimes an infinitive of purpose comes before the main verb. to use an ATM, follow these steps. infinitive of purpose

main verb

Not all infinitives are infinitives of purpose. An infinitive of purpose has the same meaning as in order to. If you insert the phrase in order to, it will help you figure out if an infinitive is one that shows purpose. Infinitive of purpose:

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He called me to apologize. He called me in order to apologize. (same meaning)

Not an infinitive of purpose: He called me and said that he wanted to apologize. He called me and said that he wanted in order to apologize. (not the same meaning and incorrect)

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A. Circle each infinitive of purpose in the paragraph. Remember, not every infinitive shows purpose.

Creating your own online blog is a good way to connect with people who share your interests. I started a blog last year to share my experience as a first-year university student in Jeddah. It was very easy to do, and it allowed me to practice my writing skills and be in touch with other students. Here’s how you do it. First, go online to find free blog websites. There are many available, but you should look for one that is easy to use. Start by looking at some sample blogs to get ideas for your own blog. Then get started! The site will tell you what to do for each step of the set-up process. After you have set up your blog, you can write your first post. Use photos to add visual interest to your page. Having a blog is a fun experience because you get comments from people who read it. It’s also a great way to practice your writing skills and to think creatively.

B. Answer these questions using infinitives of purpose. 1. Why do you use the Internet?

3. Why do companies use voice-automated telephone systems?

4. Why are you studying English?

online

C. Go online for more practice with infinitives of purpose. D. Go online for the grammar expansion.

online

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Go to the Online Resources for your Unit Assignment.

Unit 6 | Do you prefer to get help from a person or a machine?

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2. What is another kind of technology that you use? Why do you use it?

traCk yoUr sUCCess Circle the words and phrases you have learned in this unit. Nouns

access benefit connection error

interact provide scan transfer

Adverbs

Adjectives

on hold

automatically eventually Phrases

frustrated furious stressed unique

Verbs

assist blame decrease estimate install Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. ReaDing vocabulaRy WRiting Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

gRammaR Unit oBJeCtiVe

i can identify the author’s purpose. (p. 120) i can use the dictionary to identify the correct meanings of words. (p. 126) i can describe a step-by-step process. (p. 128) i can use infinitives of purpose correctly. (p. 131) i can gather information and ideas to write a paragraph describing the steps of a process.

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Unit

7

ReadIng vocabulaRy WRItIng gRammaR

identifying fact and opinion phrasal verbs using sentence variety simple past and past continuous

Environmental Studies

Unit QUestion

Is it better to save what you have or buy new things?

A Discuss these questions with your classmates.

2. What is the oldest piece of clothing that you still wear? How old is it? Why do you still have it? 3. Look at the photo. Do you buy things when they go on sale?

B Listen to The Q Classroom online. Then answer these questions. 1. Marcus says that old things become outdated. What does he mean? 2. Yuna says that buying new things is good for the economy. What does she mean? Do you agree? onLine

C Go to the Online Discussion Board to discuss the Unit Question with your classmates.

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UniT 7

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1. What are some things that people choose to have repaired when they are broken?

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Unit oBJeCtiVe

Read the article and the blog post. Gather information and ideas to write an opinion paragraph.

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READING Reading 1 Unit oBJeCtiVe

Think Before You Toss You are going to read a magazine article about why we should keep things instead of throwing them away. Use the article to gather information and ideas for your Unit Assignment.

PRevIeW tHe ReadIng Vocabulary skill Review

In Unit 6, you learned to use the dictionary to find the definition of words with more than one meaning. Using a dictionary, find two other meanings of the word feature.

A. VOCABULARY Here are some words from Reading 1. Read their definitions. Then complete each sentence. attitude (noun)

the way you think, feel, or behave

consequences (noun) consumer (noun)

things that follow as a result or effect of something else

a person who buys things or uses services

disposable (adjective) something you can throw away factor (noun) feature (noun) habit (noun)

one of the things that influences a decision or situation an important or noticeable part of something something that somebody does very often

persuade (verb) good reason

to cause somebody to do something by giving him or her

possession (noun)

something that you have or own

1. Polluting the environment has serious

for our

society. For example, scientists say that air pollution can result in many health problems. is the gold necklace her

2. Deemah’s favorite grandmother gave her.

. It’s very unhealthy!

3. Eating junk food is a bad

4. There are fewer people shopping in the mall this year than there were last year. The average

is spending less than last year.

5. My brother worked hard to

me to recycle more of my

trash. I thought it would be too much trouble, but I changed my mind. 136

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Oxford 3000™ words

6. My printer has a new

I really like. It can scan

photos and print them. 7. Sami has a very positive

. He always has a

cheerful outlook. in

8. I can’t decide which new car to buy, but the main my decision will be the price. 9. For the meal, we used

glasses and plates. We didn’t

want to wash dishes after the meal, so we threw them away. onLine

B. Go online for more practice with the vocabulary. C. PREVIEW This article discusses some of the reasons we have too much trash and suggests some possible solutions. in the article, the author uses the term throwaway society. What do you think throwaway society means? ■ It’s a society that recycles a lot. ■ It’s a society that throws away a lot. ■ It’s a society that isn’t important.

D. QUICK WRITE Write your responses to the questions below before you

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read the article. Be sure to use this section for your Unit Assignment.

1. If something you own is broken, do you usually fix it or do you usually buy something new? 2. What problems do you see with all of the trash that people throw away each year?

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WoRk WItH tHe ReadIng A. Read the article and gather information about saving what you have or buying new things.

Think Before You Toss

1

Perhaps Grandpa has a point3. In our modern world, when something wears out, we throw it away and buy a replacement. If a shirt is torn or a coffee machine breaks, you throw it away. The problem is that countries around the world have growing mountains of trash because people are throwing out more trash than ever before. For example, in the United States, the amount of trash per person more than doubled from 1960 to 2014.

2

3

1 soles: the part of the shoe that covers the bottom 2 last: to remain in good condition

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How did we become a throwaway society? First of all, it is now easier to replace an item than to spend time and money to repair it. Thanks to modern manufacturing and technology, companies are able to produce items quickly and inexpensively. Products are plentiful and prices are low, so we would rather buy something new than repair it. Even if we did want to repair something, many items— from toasters to TVs—are almost impossible to repair. These products contain many tiny, complicated parts. Some even contain small computer chips. It’s easier to throw these items away and buy new ones than to fix them. Another contributing factor is our love of disposable products. As busy people, we are always looking for ways to save time and make our lives easier. Why should we use cloth kitchen towels? It is easier to use a paper towel once and toss it out. Companies manufacture thousands of different kinds of disposable items: paper plates, plastic cups, cameras, and razors for

3 have a point: to have an important comment in a discussion

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“Why don’t you just take them to the shoe repairman? He’ll put new soles1 on, shine them up, and they’ll be good for many more years,” my grandfather suggested. I was complaining that my favorite shoes were falling apart after only six months. “Grandpa, that shoe repairman went out of business years ago. No one repairs shoes anymore. And really, I don’t mind. I’d rather buy a new pair of shoes, even if they don’t last2 that long.” “Nothing’s built to last anymore,” he sighed.

4

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5

shaving, to name a few. Because these products aren’t designed to last, companies know that consumers will have to replace them, buying them over and over again. “What’s wrong with that?” you ask. The problem is that disposable products are contributing to our trash problem. Our appetite for new products also contributes to the problem. We are addicted to4 buying new things. As consumers, we want the latest clothes, the best TVs, and cell phones with the newest features. Companies tell us to buy, buy, and buy. Advertisements persuade us that newer is better and that we will be happier with the latest products. The result is that we throw away useful possessions to make room for new ones. In the U.S., when consumers get rid of electronics, 70 percent of them go to a dump. Only about 30 percent of electronics are recycled. All around the world, we can see the consequences of this throwaway lifestyle. Dumpsites are mountains of garbage that just keep getting bigger. To decrease the amount of trash and to protect the environment, more governments are requiring people to recycle materials such as paper, plastic, and glass. However, only a small portion of what can be recycled is actually recycled. For example, in the United Kingdom, only 43 percent of household trash is actually

recycled. Even though recycling helps, it’s not enough to solve our problem of too much trash.

6

Maybe there is another solution. First, we need to repair our possessions instead of throwing them away. As consumers, we should think about how to fix something to make it last. Furthermore, we need to rethink our attitudes about spending. Do we really need the latest clothing styles when our closets are full of clothes? Repairing our possessions and changing our spending habits may be the best way to reduce the amount of trash and take care of our environment. What can you do to waste less? Think before you buy. Fix it or get it repaired. Recycle it.

Sell it. Give it away.

4 addicted to: unable to stop

B. Answer these questions. Underline the sentences in the reading where you found the answers.

1. What is the grandfather’s opinion about products made today?

2. Why are there “growing mountains of trash” in various parts of the world?

3. The author says that we are a “throwaway society.” What does that mean?

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4. What examples does the author give of disposable items?

5. Why do consumers like disposable products?

6. Why do companies like disposable products?

7. What is the result of our addiction to buying new things?

8. The author gives her opinion in the last paragraph. What is it?

C. Answer these questions. 1. What examples does the author give of products that we usually don’t repair? 2. Why are companies able to make products more quickly and at lower cost? 3. Why are some things difficult to repair? 4. What are four reasons we throw things away?

6. What do these numbers refer to in the article? a. 1960–2014: b. 70 percent, 30 percent: c. 43 percent:

D. Look back at Reading 1 and find three questions. Write them below. Does the author already know the answers? Why does she ask them? Discuss your answer with a partner.

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UniT 7 | Is it better to save what you have or buy new things?

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5. Why do consumers often get rid of useful possessions?

onLine

E. Match the causes with the effects. 1. People are throwing more things away.

a. People need to replace disposable products.

2. People think that new things are better.

b. People would rather buy a new item than repair an old item.

3. Prices are low.

c. There are large quantities of trash around the world.

4. Products are not designed to last for a long time.

d. They are difficult to repair.

5. Some products have complicated parts.

e. Useful possessions are thrown away.

F. Go online to read Sell Your Stuff Online and check your comprehension.

WRIte WHat you tHInk A. Discuss these questions in a group. 1. What items (clothing, electronics, sports equipment) have you recently thrown away? Could the items have been repaired? Why or why not? Didyou replace them with something new? 2. Think of something that is still useful, but that you no longer want. Whatcan you do with that item instead of throwing it away?

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3. Do you think recycling is important? What kind of things do you recycle?

B. Choose one of the questions from Activity A and write a multiple sentence response. Look back at your Quick Write on page 137 as you think about what you learned.

Question: My Response:

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Reading Skill

Identifying fact and opinion A fact is something that people generally agree is true. Facts are sometimes supported by statistics or other numbers. Water freezes at 0° Celsius. Paper is one of the easiest materials to recycle. In the United States, 18 percent of old TVs are recycled.

An opinion is what a person thinks about something. Another person may not agree. English is an easy language to learn. Consumers are more interested in a product’s price than in its quality. Advertising has a bad influence on our spending habits.

When reading, it’s helpful to understand the difference between facts and opinions. Some words that can indicate an opinion are: (not) think, (not) believe, (not) feel, and in my opinion. I don’t think English is an easy language to learn. The author believes advertising has a bad influence on our spending habits. onLine

Go online to watch the Skill Video.

A. Read these sentences from Reading 1. Write F (fact) or O (opinion). Then compare your answers with a partner.

2. Many materials such as paper, plastic, and glass can be recycled, but only a small percentage of these are actually recycled. 3. Perhaps recycling is not the answer. 4. We should think about repairing something before we toss it in the trash. 5. We are all responsible for taking care of our environment. 6. People are throwing away twice as much trash as they did 50 years ago.

B. Write a sentence with an opinion and a fact about each topic. For your opinion sentences, use (not) think, (not) believe, (not) feel, or in my opinion.

1. color Fact: Colors can affect how people feel. Opinion: I think pink is a beautiful color. 142

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1. It is now easier to replace an item than to repair it.

2. cell phones Fact: Opinion: 3. recycling plastic, paper, and glass Fact: Opinion: 4. shopping online Fact: Opinion: onLine

Reading 2 Unit oBJeCtiVe

C. Go online for more practice with identifying fact and opinion.

In Praise of the Throwaway Society You are going to read a blog post. in the blog, a man gives his opinion about the throwaway society. Use the blog post to gather information and ideas for your Unit Assignment.

PRevIeW tHe ReadIng A. VOCABULARY Here are some words from Reading 2. Read the sentences. Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

Then match each underlined word with its definition on page 144.

1. I’ve never heard the term throwaway society. What does it mean? 2. Joan is a very materialistic person. She seems more interested in shopping than making friends. 3. Sami’s old jacket is patched on the elbows where it used to be ripped. 4. If there’s a significant amount of snow, the schools will close. 5. Do you think that life forms exist in outer space? 6. New flowers in the garden are a sign that spring is here. 7. My old cell phone works pretty well, but I really want to get a new model. 8. After the soccer game, Khalid put on a fresh shirt and put his dirty one in the wash.

Oxford 3000™ words

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9. Kevin and Tanya made a budget for March, but they spent more than they hadplanned. 10. Tafe thought that the new phone would cost $50, but the actual cost was higher.

Tip for success

Remember that when writing online, people often use informal language. For example, they may use informal words and phrases. (stuff = things) They may also begin sentences with But or And.

144

(noun) a plan of how much money you will have and how you will spend it

b.

(verb) to be real; to live

c.

(adjective) clean or new

d.

(adjective) believing that money and possessions are the most important things in life

e.

(noun) a certain style of an item that a company makes

f.

(adjective) covered with cloth to repair a hole

g.

(noun) something that shows that something exists, is happening, or may happen in the future

h.

(adjective) important or large enough to be noticed

i.

(noun) a word or group of words

j.

(adjective) that really happened; real

B. Go online for more practice with the vocabulary. C. PREVIEW The author of the blog has an opinion that is different from the opinion given in Reading 1. What do you think he will say about a throwaway society? ■ In a throwaway society, no one should recycle. ■ A throwaway society shows that people are doing well. ■ Wealthy people don’t need to throw anything away.

D. QUICK WRITE Some people feel that it is foolish to repair old things. They believe that we should just buy new things. What are some advantages of buying new things? Write a few sentences. Be sure to use this section for your Unit Assignment.

UniT 7 | Is it better to save what you have or buy new things?

Oxford 3000™ words

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onLine

a.

WoRk WItH tHe ReadIng A. Read the blog post and gather information about saving what you have or buying new things.

Mad Anthony

Opinions and thoughts on politics, technology, life, and other stuff

Home

In Praise of the Throwaway Society Ja n ua ry 26, 2015 1

2

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3

Log in About

comments 16

yesterday, I heard someone use the phrase throwaway society, which got me thinking. usually, the term throwaway society is used as a way of saying that we are too materialistic. It means that too much of our stuff today is of poor quality instead of being built to last.

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I see things the opposite way. the fact that we live in a throwaway society isn’t a sign that things are worse than they used to be. It is a sign that things are better than they have ever been. true, we don’t repair things as much as we used to. But that’s because we don’t have to and don’t want to, not because we can’t. and it’s better that way. I say this because being able to replace instead of repair shows that people are wealthy. What would you rather have: an old repaired laptop or the latest model? a pair of socks with the hole patched or a fresh pair? some people think that products today are less dependable than they used to be. But most people would rather have something with a newer design, and they vote with their wallets1.

4

I think there are three reasons for this. First, lower prices. today, because of technology, it costs less to make items, so they sell for less. When the price difference is small or when it costs more to fix an item than to replace it, consumers naturally decide to pick up a new one. second, increased wealth. People have more money than they did in the past, and because of lower prices, they can afford more things. a hundred years ago, most people had one or two sets of clothes. those clothes were valuable and expensive and formed a significant part of their budget. now, you can get a nice sweater for a few dollars. It isn’t expensive at all. When that sweater gets a hole in it, you toss it and buy a new one because you can afford to.

5

third, increased features. thanks to advances in technology, products are getting better all the time, especially electronics. there is a good chance that the latest model includes some cool features that didn’t exist when your old one

March April May June July August September October November December

1 vote with their wallets: show their opinion by buying what

they want

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was made. now, you can get a high-definition2 digital camera that is small enough to fit in your hand. you can get cell phones that have everything from email to video to GPs3. In fact, I hardly ever use my phone for an actual phone call anymore because it can do so many other wonderful things. you see, the benefit of increased features is another reason to buy something new. so throw something out today! the throwaway society shows us how good things are.

2 high definition: very good quality

3 GPS (global positioning system): digital tool that

About Me Who am I? I am a 28-year-old living in Baltimore, maryland, in the united states. I grew up in new Jersey, but I went to college in Baltimore and stayed. now I work at that college in a tech support position. my hobbies include blogging, fooling around4 with computers, sleeping, selling stuff online, and yelling at the tV.

4 fooling around: not taking something seriously;

playing or experimenting with something

can tell you your location

B. Read the statements. Are they true or false according to the author of Reading 2? Write T (true) and F (false).

1. Most people think that throwaway society means we are too materialistic. 2. The author thinks it is too bad that we don’t repair things as much aswe used to. 3. People vote with their wallets by not buying new things. 4. Because of technology, the cost of new items has gone up.

6. New products have too many features to be useful. 7. Our throwaway society is going to cause problems in the future.

C. Circle the answer that best completes each statement. Then underline the place in the reading where you found the answer.

1. According to Mad Anthony, the throwaway society is a sign that … a. society has become too materialistic. b. things are worse than they used to be. c. things are better than they have ever been. 2. Mad Anthony says that … a. people would rather have something new. b. we can’t repair things as easily as before. c. replacing instead of repairing is a sign of a weak society. 146

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5. Today more people can easily afford to buy new clothes.

3. People buy clothing instead of repairing it because … a. clothing today is very valuable. b. it doesn’t cost much to buy new clothes. c. clothing forms a significant part of their budget. 4. The author thinks that one reason people buy new things is … a. their old model doesn’t have the latest features. b. cell phones are no longer useful for making actual phone calls. c. too many features make new models complicated. 5. The author of this reading thinks that people should … a. fix items rather than replace things. b. take pictures with their cell phones. c. throw things away when they’re old.

D. Complete each sentence with information from Reading 2. Then look at Reading 2 to check your answers.

1. Today, because of technology, it costs so products sell for

to make items, . or when it costs

2. When the price difference is to fix an item than to

it,

consumers naturally decide to pick up a new one. money than they did in the past, and

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3. People have because of

prices, people can

more things. 4. Thanks to advances in technology, products are getting all the time. 5. The

of increased features is another to buy something new.

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WRIte WHat you tHInk A. Discuss these questions in a group. Look back at your Quick Write on page 144 as you think about what you learned.

1. Do you think it is better to save and wear old clothing or to buy new, trendy clothes? Why? 2. Mad Anthony gives reasons to support his opinion that the throwaway society is a good thing. Do you think these are good reasons? Why or why not? Critical thinking Tip

Question 2 asks you to devise, or think of, a new way to use an unwanted item. Devising means that you have to put information and ideas together in a new way.

B. Think about Reading 1 and Reading 2 as you discuss these questions. Then choose one question and write a response.

1. What are some of the advantages of buying new things instead of fixing old things? Give examples. 2. Some people make new things from old items. For example, some artists make jewelry from old computer parts. What are some new ways you can use something you normally throw away?

Vocabulary Skill

Phrasal verbs A phrasal verb is a verb + a particle. Some examples of particles are in, out, up, over, by, down, and away. When a particle is added to a verb, it often creates a new meaning.

Many phrasal verbs have more than one meaning. He picked up the book and started to read. (lifted) Abdullah picked up his friend in his new red car. (gave a ride to) The wind picked up in the afternoon. (increased)

Some phrasal verbs are separable. They can be separated by objects. He picked up the book. He picked the book up.

Yolanda threw away her old shoes. Yolanda threw her old shoes away.

Some phrasal verbs are inseparable. They cannot be separated by an object. ✓ Haya fell down the stairs. ✗ Haya fell the stairs down.

148

✓ Faris stopped by my house yesterday. ✗ Faris stopped my house by yesterday.

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I want to watch the game on TV tonight. (watch = look at) Watch out for ice on the stairs! (watch out = be careful)

A. Read the sentences. Then circle the answer that best matches the meaning of each bold phrasal verb.

1. I wore out my favorite jeans, so I bought a new pair. a. repaired b. used too much 2. Don’t throw out the newspaper. I want to read the sports page. a. put in the trash b. put outside 3. It’s raining, so I’m going to put on my raincoat. a. wash b. wear 4. You shouldn’t throw away plastic bottles. You should recycle them. a. reuse b. put in the trash 5. The shoes at that store are very cheap, but they are not good quality, so they fall apart easily. a. look nice b. break into pieces

B. Rewrite the sentences putting the object between the verb and the particle.

1. We picked up the children from school. We picked the children up from school.

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2. Please throw away your trash. Don’t leave it in the park.

3. Put on your hat. It’s very cold outside!

4. I’m going to throw out my old watch and buy a new one.

5. I walk a lot, so I wear out my shoes quickly.

onLine

C. Go online for more practice with phrasal verbs.

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WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will write an opinion paragraph. This paragraph will include specific information from the readings and your own ideas.

Using sentence variety When you write, it’s important to use different types of sentences. Using different types of sentences makes your writing more interesting to read. Here are some ways to improve your sentence variety. • Use long and short sentences. • If you have too many short sentences, combine two sentences into one with a coordinating conjunction (and, but, or so). • Use questions and imperatives. Look at these examples from Reading 1. Perhaps Grandpa has a point. In our modern world, when something wears out, we throw it away and buy a replacement. Products are plentiful and prices are low, so we would rather buy something new than repair it. Why should we use cloth kitchen towels? It is easier to use a paper towel once and toss it out.

Compare your answers with a partner.

Do you prefer to fix what you have or buy new things? I usually fix the things I have, but I always buy new shoes. I love buying shoes. I already have lots of shoes in different styles and colors, but I always find a new pair that I want to buy. Sometimes after class, I meet my friend Sue. We have coffee, and then we go shopping for shoes at the new shopping center downtown. It’s a nice way to spend the afternoon. Are your shoes old and worn out? Don’t fix them. Buy a new pair. It’s fun! 1. Circle the short sentences in the paragraph. 2. Underline the long sentences in the paragraph. 3. Put a check (✓) next to the questions. 4. Put a star next to the imperatives.

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A. WRITING MODEL Read the model paragraph. Then do tasks 1–4 below.

B. Take the two short sentences and make them one long sentence. Use and, but, or so.

1. I try to recycle things. Other people in my family usually just throw things away.

2. It was raining all day. My clothes got wet.

3. I wasn’t wearing a raincoat. I might catch a cold.

4. Ibraheem likes to buy new clothes. His brother likes to buy new clothes,too.

5. I wish vacation were longer. School starts on Monday.

C. WRITING MODEL Rewrite the model paragraph below and use more

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sentence variety. You can combine sentences, change sentences, and add more sentences to the paragraph.

Earlier this year, some students noticed that recycling was difficult at our school. There were no containers to collect paper for recycling. People just threw paper away. Also, many students drink bottled water. They throw bottles in the trash without thinking. Student organizers made posters about recycling. They put containers for recycling paper in every classroom and office. In one month, there was a significant increase in the amount of paper in the containers. There were also more bottles in the containers. The organizers are very happy with the results. They hope people’s habits continue to change. They hope attitudes change, too.

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D. Write an outline for a paragraph giving your opinion on this statement: Everyone should be required to recycle. Write some notes to help you state your opinion in a topic sentence, give reasons to support your opinion, and form a concluding sentence. topic sentence

Reason 1

Reason 2

In an opinion paragraph, support your opinion with reasons, details, and examples. Your concluding sentence should restate your opinion. Review the phrases on page 84 for writing an opinion paragraph. I think that, I believe that, or I feel that are useful for expressing opinions.

Reason 3

Conclusion

E. Write a paragraph based on your notes from Activity D. Use complete sentences with a variety of sentence types. include some useful expressions for writing an opinion paragraph.

F. Share your writing with a classmate. Did you use useful sentences for giving opinions? Did you use a variety of sentence types? Rewrite your paragraph based on the feedback from your classmate. onLine

152

G. Go online for more practice with sentence variety.

UniT 7 | Is it better to save what you have or buy new things?

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Writing Tip

Grammar

Simple past and past continuous Use the simple past to describe a single completed action or a series of completed actions in the past. I bought the new novel by my favorite author yesterday. Mark drove home, unloaded his car, and made a cup of coffee.

Also use the simple past to describe a habitual or repeated action in the past. Last summer, I went to the park every weekend. I sent Leila three emails, but she never replied.

Use the past continuous to emphasize the duration of an action in the past. I was talking on the phone for hours last night. My brother was acting strangely yesterday.

If a past event was interrupted by another event or series of events, use while or when with the past continuous for the interrupted event. Use the simple past for the event or events that interrupted it. Sultan left the room while the teacher was still talking. When I was studying in South Korea, I met many interesting people.

A. Read the sentences. Check (✓) the function of the simple past (in bold) in

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the sentence.

single action

series of actions

repeated action

1. I left the restaurant at 6:00 p.m. last night.

2. When the president came into the room, everyone stood up and clapped.

3. Eric rewrote his story five times.

4. My friend visited me every day while I was sick.

5. Someone stole my bike last week.

6. Jomana finished her letter, put it in an envelope, and took it to the post office.

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B. Read the sentences. Check (✓) the function of the past continuous (in bold) in the sentence.

onLine

duration

interrupted action

1. Jim broke his leg while he was playing soccer.

2. I was watching TV all weekend.

3. When Natalia was working in the science lab, she discovered a mistake.

4. You were complaining the whole time at the restaurant last night.

C. Go online for more practice with the simple past and the past continuous. D. Go online for the grammar expansion.

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Go to the Online Resources for your Unit Assignment.

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onLine

tRaCk YoUR sUCCess Circle the words and phrases you have learned in this unit. Nouns

Verbs

Phrasal Verbs

attitude budget consequences consumer factor feature habit model possession sign term

exist persuade

fall apart fall down pick up put on stop by throw away throw out watch out wear out

Adjectives

actual disposable fresh materialistic patched significant

Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses.

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ReadIng vocabulaRy WRItIng gRammaR Unit oBJeCtiVe

i can identify facts and opinions. (p. 142) i can use phrasal verbs. (p. 148) i can use sentence variety. (p. 150) i can use the simple past and the past continuous. (p. 153) i can gather information and ideas to write an opinion paragraph.

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Unit

8

Reading vocabulaRy WRiting gRammaR

synthesizing information collocations writing an explanatory paragraph adverbs of manner and degree

Public Health

Unit QUestion

How can we prevent diseases? A Discuss these questions with your classmates. 1. When was the last time you were sick? How did you feel? How did you get sick? 2. What are some things you do to avoid getting sick?

156

Unit 8

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3. Look at the photo. Who do you think the people are? Whatare they doing?

Unit oBJeCtiVe

Read a Web page and an article. Gather information and ideas to create an FAQ (Frequently Asked Questions) page that begins with an explanatory paragraph about an illness.

B Listen to The Q Classroom online. then answer these questions.

1. What six ways to prevent disease did the speakers mention? Fill in the chart below. Then for each one, check (✓) how often you do it. When you finish, discuss your chart with your classmates.

Disease can spread anywhere in 24 hours.

Ways to prevent diseases Always a.

Sometimes

Rarely

Never

eat right

b. c.

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d. e. f.

2. Do you agree with Sophy and Felix that people should wear face masks or stay home when they are sick? Why or why not? onLine

C Go to the Online Discussion Board to discuss the Unit Question with your classmates.

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READING Flu FAQ (Frequently Asked Questions)

Reading 1 Unit oBJeCtiVe

You are going to read a Web page from a health website. Use the Web page to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading A. VOCABULARY Here are some words from Reading 1. Read the sentences. then write each underlined word next to the correct definition.

1. Yesterday approximately 50 students were home with the flu. I don’t know the exact number. 2. You should cover your baby with extra blankets in the winter so he doesn’t get cold. 3. I hope my cold doesn’t develop into a bad cough. It’s already worse than it was yesterday. 4. During the epidemic, every home in the town had at least one sick family member. 5. Colds are extremely common among school children during winter. Both of my children have colds right now.

7. Your overall health is directly related to how well you eat and how often you exercise. 8. Jood had a severe pain in her back, so I took her to the hospital. 9. A sore throat is a common symptom of a cold. 10. A virus causes the common cold. It spreads from person to person quickly.

158

a.

(adjective) connected with something

b.

(noun) something that shows that you have an illness

c.

(noun) a living thing that is too small to see but that makes you sick

d.

(verb) to put something on or in front of something else to protect it

e.

(verb) to give a disease to someone

f.

(adjective) very bad

Unit 8 | How can we prevent diseases?

Oxford 3000™ words

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6. If you have a cold and you sneeze on other people, you can infect them.

onLine

g.

(adverb) very

h.

(verb) to grow slowly, increase, or change into something else

i.

(adverb) about; not exactly

j.

(noun) a disease that many people in a place have at the same time

B. Go online for more practice with the vocabulary. C. PREVIEW this online FAQ (Frequently Asked Questions) page is from a health website about the flu. FAQ pages state commonly asked questions about a topic, followed by the answers. Read the questions in the headings. Which ones can you answer without reading the answers?

D. QUICK WRITE think about the last time you had a bad cold or the flu. Write your responses to the questions before you read the Web page. Be sure to use this section for your Unit Assignment.

1. What were your symptoms? 2. How long were you sick? Did you stay home from school or work? 3. What helped you feel better while you were sick?

WoRk WitH tHe Reading A. Read the Web page and gather information about how we can prevent Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

diseases.

Flu FAQ (Frequently Asked Questions)

1

Flu season is coming! Are you prepared? Here are answers to your questions!

in the winter months, but in warm climates, the flu occurs during the rainy season.

What is the flu?

What are the symptoms of the flu?

The flu, short for influenza, is a virus that passes easily from person to person. Every year, millions of people miss work and school because of the seasonal flu. Seasonal flu exists worldwide. Usually the flu season is

2

Flu symptoms include fever, cough, sore throat, body aches, headache, chills, and fatigue1. These symptoms usually show up quickly, developing within three to six hours of exposure to the virus. With the flu,

1 fatigue: great tiredness

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you may start the day feeling fine, only to end up feeling terrible a few hours later.

and it can live on a surface such as a table for up to 24 hours. A person can infect others before flu symptoms even develop and up to five days after becoming sick. You can pass the flu to someone else before you know you are sick.

What’s the difference between the flu and a cold? Both are respiratory2 illnesses, but they are caused by different viruses. Although the symptoms can be similar, flu symptoms are more severe and include a high fever and body aches. Cold symptoms include a runny or stuffy3 nose and a cough. You may have a slight fever with a cold, but in general, cold symptoms are milder and only last about seven days. The flu can last up to two weeks. It is much more likely to develop into a serious illness and require hospitalization.

What’s a flu epidemic? 7

How can I avoid getting the flu? 8

Who gets the flu? 4

The seasonal flu is very common all over the world. In the United States, 5 to 20 percent of the population gets the flu every year. After you have had the flu, you have immunity4 to that virus. You will not get that particular virus again. However, new flu viruses appear every year. Even if you have the flu this year, you will not have immunity to next year’s virus. Some people get the flu every year.

Why is the flu dangerous? 5

The flu is especially dangerous for children aged 2 and under, adults over 65 years old, and people in poor health. These people may not be able to fight the virus and can become extremely sick. Every year in the U.S., there are approximately 36,000 deaths related to the seasonal flu.

How does the flu spread? 6

Coughing or sneezing spreads flu viruses from person to person. A virus can live in a tiny drop of liquid from a cough for several hours, 2 respiratory: related to breathing

3 stuffy: blocked, making it difficult to breathe

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Unit 8 | How can we prevent diseases?

A flu epidemic is when many people have the flu at the same time, and the number of infected people increases rapidly. Worldwide, annual flu epidemics result in about 3 to 5 million cases of severe illness, and about 250,000 to 500,000 deaths. Many people get a flu vaccine5 before the flu season starts. The U.S. Centers for Disease Control and Prevention says that flu vaccines can prevent 70 to 90percent of infections in healthy people under age 65. However, each year there are new, unknown viruses. Therefore, scientists must develop new vaccines each year. It can take six months to a year to develop these vaccines. For some viruses, there is no vaccine.

What else can I do? 9

There are many things you can do to stay healthy and prevent the spread of the flu. •   Wash your hands often with soap and water  or a liquid hand cleaner. Hand washing is the best way to prevent the spread of flu viruses. •   Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it. If you don’t have a tissue, cover your mouth with your arm or shirtsleeve instead of your hands. •   Avoid touching your eyes, nose, or  mouth. Viruses can spread this way. •   Avoid sick people.

4 immunity: the ability to not get a disease

5 vaccine: a medicine given to people to protect them from

a particular disease

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3

B. Circle the answer to each question. 1. What is the purpose of this Web page? a. To provide detailed information about flu deaths around the world. b. To tell readers how to stay healthy and why they should get a vaccine. c. To provide basic information about the flu and how to prevent it. d. To scare readers so that they get the flu vaccine every year. 2. Why do people often think a cold is the flu? a. Flu symptoms are more severe than cold symptoms. b. Cold and flu symptoms can be similar. c. A cold only lasts about a week. d. Viruses cause colds and the flu. 3. Why is it important to avoid people who are sick with the flu? a. They could infect you with the flu. b. They should stay in bed. c. You may spread a cold to them and make them sicker. d. They might not have washed their hands. 4. Based on the information from the FAQs, which of the following can youinfer? a. Governments give free flu vaccines. b. People don’t know what the flu is. c. The flu is the most difficult global health problem today. d. Understanding the flu is important for people around the world.

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C. Compare a cold and the flu using the Venn diagram below. Write facts about the flu inside the circle on the left. Write facts about a cold inside the circle on the right. Write facts that are true about both a cold and the flu in the middle. A Cold

The Flu

lasts about two weeks

symptoms include coughing

lasts about seven days

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D. Find the answers to the questions in Reading 1. 1. What percentage of people in the United States gets the flu every year?

2. Why is the flu especially dangerous for elderly people?

3. After you are infected with the flu, how long will it be before you have symptoms?

4. How many deaths are related to the flu worldwide each year?

5. What percentage of healthy people under the age of 65 can flu vaccines help in the U.S. every year?

6. How can you prevent the flu from spreading?

E. Look back at the reading on pages 159–160 and answer these questions. then discuss your answers in a group.

2. What do you think the answer might be?

onLine

162

F. Go online to read The Common Cold and check your comprehension.

Unit 8 | How can we prevent diseases?

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1. What is an additional question to add to the FAQ page? Why would this be a good question to add?

WRite WHat you tHink A. Discuss these questions in a group. 1. The reading gives tips on how to avoid getting a cold or the flu. What are some other things you can do? 2. Some people worry a lot about catching the flu from others, and some people are not very concerned. How concerned are you, on a scale from 1 to 10 (10 = extremely concerned, 1 = not concerned at all)? Explain your answers. 3. What other illnesses or diseases are you interested in learning more about? What do you want to know about them?

B. Choose one of the questions and write a response. Look back at your Quick Write on page 159 as you think about what you learned.

Question: My Response:

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Reading Skill

Synthesizing information When you synthesize information, you develop a new understanding about a topic by using information from more than one source. For example, you can synthesize information from two different readings to answer a question. You can also synthesize what you already know about a topic and the new information you are learning about that topic from an article you are reading. Reading 1 Reading 2 What I already know

Synthesizing information

Deeper understanding

Newspaper article

Synthesizing information helps you deepen and expand your knowledge. It is also important because some test questions and writing assignments ask you to synthesize information you have read.

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A. Answer these questions. 1. Think back to Reading 1. What information in the reading was new to you? What information did you already know?

2. Read these questions about Reading 1. Which one is a synthesis question? Which is a main idea question? Which is a detail question? Label each one. a.

How does the flu spread?

b.

After reading this Web page, will you change any of your health habits? Why or why not?

c.

How many people worldwide have a severe case of the flu every year?

3. Answer the questions in item 2. For the synthesis question, be sure to use information that you already know and information from the reading. a. b. c.

B. Read this paragraph. then answer the synthesis questions, using what

Just like humans, animals get flu viruses, too. These animal viruses rarely spread to humans, but occasionally they do. For example, an avian flu, also called bird flu, can spread from birds to humans. Once a person gets a virus from an animal, it then spreads very quickly from person to person, just like other types of the flu. Flu viruses that come from animals can be dangerous to humans and can make people extremely sick. People do not have immunity to these new viruses, and it can take a very long time for vaccines to be developed. There is often an increased possibility of death with illnesses like avian flu.

1. Is the avian flu more dangerous than the seasonal flu? Explain your answer.

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Unit 8 | How can we prevent diseases?

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you already know, information in the paragraph, and the information in Reading 1.

2. How do you think that avian flu can spread from an animal to a human? How does it spread to many people?

onLine

Reading 2 Unit oBJeCtiVe

C. Go online for more practice with synthesizing information.

Watching Over the Health of Millions You are going to read a magazine article about doctors’ efforts to prevent the spread of disease at large events. Use the article to gather information and ideas for your Unit Assignment.

PRevieW tHe Reading Vocabulary skill Review

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In Unit 7, you learned about phrasal verbs. Find the two phrasal verbs in paragraph 2 of Reading 1: show up and end up. Using a dictionary, find out if these phrasal verbs are separable or inseparable.

A. VOCABULARY Here are some words from Reading 2. Read their definitions. then complete each sentence. cooperation (noun) working with other people to achieve a goal decade (noun) a period of ten years mass (adjective) involving a large number of people outbreak (noun) the sudden start of something bad, such as a disease quarantine (verb) to keep people who may have a disease away from other people in order to prevent the disease from spreading risk (noun) the possibility of something bad happening in the future strategy (noun) a plan that you use to achieve something take steps (phrasal verb) to do a series of actions (to achieve something) track (verb) to find somebody/something by following the signs or information that they have left behind vaccination (noun) the injection of a special medicine to protect people from getting a disease Oxford 3000™ words

1. All of the students were required to get a

against

tuberculosis, a serious disease. 2. Health officials held a

meeting of thousands of

doctors to discuss the problem. 3. Many sick people arrived on the plane. The health officials decidedto all of them in a hospital to keep the disease from spreading. | Reading and Writing

165

4. Smoking cigarettes will increase your

of getting lung

cancer. the disease back to its original

5. The scientists tried to source.

6. Health is not just a local issue. It is a global issue and requires international

. of hard work to stop the

7. It has taken us over a disease from spreading. 8. In the elementary school, there was a(n)

of the flu.

About 30 percent of the kids got sick. 9. Researchers are trying to develop a good

to keep

people healthy in large groups. 10. The doctors knew that they had to

immediately to

prevent the disease from spreading. onLine

B. Go online for more practice with the vocabulary.

problems that occur when there are large groups of people together. At such events, doctors work to prevent diseases from spreading. What do you think that doctors do to try to stop diseases from spreading? ■ share knowledge

■ wash their hands

■ use technology

■ cooperate with others

D. QUICK WRITE Diseases can spread quickly in public areas. What do you do to keep health problems from spreading? think about what you do when you are at school, in a shopping mall, or on an airplane. Write a paragraph about the topic. Be sure to use this section for your Unit Assignment.

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Unit 8 | How can we prevent diseases?

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C. PREVIEW You are going to read a magazine article about health

WoRk WitH tHe Reading A. Read the magazine article and gather information about how we can prevent diseases.

Watching Over the Health of Millions 1

2

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3

4

Imagine you are a doctor specializing in infectious disease. Question: What is your worst nightmare1? Answer: A huge gathering of people from all over the world, with many sick or elderly people. Why? Because in this very crowded situation, diseases can spread rapidly and uncontrollably. Mass gatherings, events with huge crowds of people, happen every year around the world, from the Hajj in Saudi Arabia to the World Cup. Global health experts realize that these mass gatherings can present serious health risks and can increase the spread of epidemics. Now doctors from many countries are sharing their knowledge about these health issues and are working together to find solutions. In a recent report, experts from the Saudi Arabian Ministry of Health shared their knowledge about how to prevent the outbreak of global diseases at mass gatherings. The Ministry has decades of experience in managing the health of pilgrims2 in the yearly Hajj to Mecca in Saudi Arabia. With more than two million pilgrims each year, the Hajj is the largest international mass gathering in the world. Many of the pilgrims arrive from lowincome countries and have had little health care. Elderly or sick pilgrims want to complete this very important religious pilgrimage before they die, so they travel to Mecca with thousands of others. According to the report, one of the first strategies is to make sure that all pilgrims receive a health screening3. Saudi health experts have designed special programs to screen pilgrims quickly and efficiently. For example, there is a separate terminal at the Jeddah International Airport for pilgrims. When pilgrims arrive by plane, they receive a health screening 1 nightmare: a dream that is frightening

2 pilgrims: people who travel to a holy place for religious

reasons

5

6

and vaccinations, if needed. There is a medical clinic at the airport for sick pilgrims. For pilgrims traveling within Saudi Arabia, officials check vaccination records and make sure people are up to date on all required vaccines. Another important Saudi strategy is to use technology to track the outbreak of diseases. With many new technologies, experts are able to immediately report a person with a disease. That information quickly goes to all health officials, and organizers can take steps to control the outbreak. During a mass gathering, instant reporting is extremely important. During the 2009 Hajj, there was a global outbreak of the H1N1 bird flu pandemic4. Hajj organizers used technology to track and report cases of the flu. They used a cell phone system to collect information and the Internet to send reports instantly. Organizers also worked with the World Health Organization (WHO) to use rapid testing and to quarantine infected pilgrims. They were able to control the outbreak and prevent the spread to thousands of pilgrims. The field of health for mass gatherings is growing. This is a very new field of medicine, and international cooperation is a key ingredient. The Saudi Ministry of Health has recently created a new diploma course in Mass Gathering and Disaster Medicine, based in Jeddah. The goal is to develop an international center for sharing knowledge. Zaid Memish from the Ministry of Health said that “multinational approaches to public health challenges are likely to become major factors in global health diplomacy and bringing the West a little closer to the East.” International cooperation will help limit the spread of disease and lead to better health around the world.

3 health screening: the testing or examining of a person for

disease

4 pandemic: outbreak of a disease that occurs in many areas of

the world at one time

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B. Answer these questions. 1. Why are large gatherings of people a doctor’s nightmare?

2. What are some examples of mass gatherings?

3. What is the largest international mass gathering in the world?

4. What is the first strategy to keep pilgrims healthy?

5. Why is it important to quarantine people who are infected?

6. What is the second strategy that Saudis use?

C. Read the statements. Write T (true) or F (false). then correct each false statement to make it true.

2. The Saudi Arabian Ministry of Health has many years of experience managing people at the Olympic Games.

3. The yearly Hajj brings together about two million people every year.

4. The pilgrims are from Saudi Arabia.

5. During Hajj, when pilgrims arrive by plane, they must have a health screening.

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Unit 8 | How can we prevent diseases?

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1. Mass gatherings can present health problems because they decrease the spread of diseases.

6. In 2008, there was an outbreak of the H1N1 flu.

7. New technology is very helpful in tracking and reporting doctors.

8. The special field of health for mass gatherings depends on international cooperation.

D. Complete the paragraphs below with details from the reading. Large gatherings of people are dangerous because diseases can spread

and

1

from around the world are

their knowledge. Many

3

pilgrims to the Hajj have had little officials first provide a health 6

want to reduce the Saudi officials use

care. So health

4

. There is a medical

5

at the airport for pilgrims who are sick. The officials of diseases spreading.

7 8

to track the outbreak of diseases.

They work with the World Health Health for mass gatherings is a new Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

. But doctors

2

to use rapid testing.

9 10

of medicine.

E. What is the author’s purpose in this reading? More than one answer is possible. a. to tell an interesting story b. to make the reader laugh c. to give information d. to explain a situation e. to make the reader excited about the topic

WRite WHat you tHink A. Discuss these questions in a group. Look back at your Quick Write on page 166 as you think about what you learned.

1. Many people attend mass gatherings even if they are sick. Does this surprise you? Do you think that this should be permitted? | Reading and Writing

169

2. What else can doctors and other health care workers do at mass gatherings to help stop the spread of disease?

B. Go online to watch the video about avian bird flu. then check your comprehension.

CDC (n.) Centers for Disease Control and Prevention, a U.S. government organization sustained (adj.) continuous vulnerable (adj.) weak and easily hurt physically or emotionally

Critical thinking Tip

Activity C asks you to recommend ways to prevent a problem. Recommending can help you think through a problem and its possible solutions.

Video VoCaBULaRy

onLine

C. think about the unit video, Reading 1, and Reading 2 as you discuss these questions. then choose one question and write a response.

1. Imagine that an epidemic spreads quickly and becomes a global pandemic. What kinds of problems do you think governments and doctors will face? 2. The flu can spread rapidly in schools and cause teachers and children to become sick. What can a school do to prevent the spread of the flu? When should a school close due to sickness?

Vocabulary Skill

Collocations A collocation is a group of words that frequently go together. Some collocations are made up of a verb + a preposition. Here are some common collocations with the prepositions on, to, and in. contribute to: to give a part to the total of something in common: like or similar to somebody or something increase in: a rise in the number, amount, or level of something in favor of: in agreement with someone or something in response to: an answer or reaction to something participate in: to share or join in succeed in: to manage to achieve what you want; to do well

Using collocations will help your speaking and writing sound more natural.

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Unit 8 | How can we prevent diseases?

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comment on: to give an opinion about something

A. Complete each sentence below with the correct collocation. comment on contribute to

in common increase in

in favor of in response to

1. A cold and the flu have some things

participate in succeed in

. For example,

they can both be passed from one person to another. 2. My mother told me she liked my new dress, but she didn’t my new haircut. Maybe she doesn’t like it. a study for a new flu

3. The scientists need 50 people to vaccine. They will pay each person $500. 4. There’s been a(n)

cases of the flu this winter.

It’s much worse than last year. your overall health.

5. Eating lots of green vegetables can 6. Sofia nodded her head 7. If you want to

my question. becoming an Olympic athlete, you

have to train very hard. 8. Mostafa was not

the new proposal, so he voted

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against it.

B. Choose five collocations from Activity A. Write a sentence using each one. then share your sentences with a group. onLine

C. Go online for more practice with collocations.

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WRITING Unit oBJeCtiVe

Writing Skill

For this unit, you will create an FAQ (Frequently Asked Questions) page that begins with an explanatory paragraph about an illness. this FAQ page will include specific information from the readings and your own ideas.

Writing an explanatory paragraph An explanatory paragraph defines and explains a term or concept. Use an explanatory paragraph when you want to explain a term or concept that your reader might not know. Use these guidelines to make your explanatory paragraph clear to your reader. • First, write a topic sentence that states and defines the term or concept. • Make sure the definition is clear. Use a dictionary or online sources. • Then write about the term or concept using explanations and examples. • Explain how the term or concept is different from similar terms. • E xplain what the term or concept is not. You can use these sentence structures to write a topic sentence for an explanatory paragraph. is a

that

.

An inhaler is a device that helps a person with asthma breathe. is when

.

A. WRITING MODEL Read the model explanatory paragraph. then answer the questions on page 173.

A pandemic is an epidemic that has spread to several countries or continents, becoming a global health emergency. An epidemic can develop into a pandemic very quickly. For example, in 2003, the SARS (Severe Acute Respiratory Syndrome) virus spread from China to 37 countries around the world in just a few weeks. The avian flu caused a pandemic in recent years. In 2009, a new type of flu virus started in Mexico and spread to 70 countries in eight weeks. A month later, the number of countries nearly doubled. A pandemic is not the same as a plague, which is a disease that spreads quickly and kills many people. A pandemic can kill many people, but it doesn’t always. However, a pandemic is a very serious international health emergency.

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Unit 8 | How can we prevent diseases?

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An epidemic is when many people have an illness at the same time.

1. What is the definition of pandemic?

2. What term is pandemic similar to?

3. What examples of pandemics does the writer give?

4. What does the writer say a pandemic is not?

5. Compare the paragraph on page 172 with paragraph 1 in Reading 1 on page 159. How are the paragraphs similar? How are they different?

B. Write a topic sentence for an explanatory paragraph for each of these topics. Use the two different sentence structures in the Writing Skill box on page 172. You may also need to look in the dictionary.

1. A common cold

2. An epidemic

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3. Asthma

4. A vaccination

C. Complete each of the sentences related to the four topics in Activity B. the sentences will help explain your topic by saying what it is nOt or by using contrast.

1. A common cold is not the same as the flu, which is a more severe illness. 2. Although symptoms are more

is similar to the flu, flu .

| Reading and Writing

173

3. Like

, a pandemic is the spread of an

infectious disease. However, in

, the

number of people affected is much smaller. 4.

is not the same as bronchitis, a very bad cough. Unlike , bronchitis is treated with antibiotics.

5. A

is a special type of medicine, while

injection refers to any type of medicine that is given with a needle under the skin. In fact, there are some

that are

given by mouth, not by injection.

In Activity D, you will complete an idea map to brainstorm ideas. Brainstorming ideas in this way will result in better writing.

D. Choose one of the topics in Activity B and complete the idea map to plan your writing. For examples, you can list symptoms or characteristics, depending on your topic. topic

definition

examples

What it is not

E. Write your explanatory paragraph. Use the guidelines in the Writing Skill box, topics from Activity B, and your idea map in Activity D.

F. Share your paragraph with another student who wrote about the same topic. Compare your paragraphs. Discuss these questions.

1. How are your topic sentences different? Which topic sentence is stronger? Why?

174

Unit 8 | How can we prevent diseases?

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Writing Tip

2. How many examples are in each of your paragraphs? Which examples are similar?

3. Compare each other’s sentences that say what your topic is not. How are they different? How do you think this information helps the reader?

G. Work together with your partner to write a new explanatory paragraph. Use the best parts of each of your paragraphs. onLine

Grammar

H. Go online for more practice with explanatory paragraphs.

Adverbs of manner and degree An adverb of manner describes how something is done or how something happens. It usually comes after the verb or object. Our team played hard and won the game easily. verb

adverb

verb

object adverb

In sentences with an auxiliary verb, -ly adverbs of manner can come between the auxiliary verb and the main verb. His temperature was rapidly rising during the afternoon.

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auxiliary

adverb verb

An adverb of degree tells to what degree something is done or happens. It comes before an adjective or before another adverb. It was an especially difficult exam. adverb

adjective

The man was breathing fairly slowly. adverb

adverb

Here are some common adverbs of degree: greater degree extremely

especially

lesser degree very

really

so

fairly

quite

pretty

somewhat

hardly

| Reading and Writing

175

A. Write the adverb form of each of the adjectives below. then complete the sentences with the correct adverb of manner. common efficient frequent immediate

precise rapid serious successful

rapidly

rapidly

1. The temperature in New York can change very One day it’s warm. The next day it’s cold.

.

cure the common cold.

2. Doctors have not been able to 3. Modern cars use fuel more

than older cars do.

4. Hatem followed the instructions want to make a mistake.

, because he didn’t . She calls them three or

5. Maria talks to her family four times a week.

before I make

6. I need to think about the situation very a decision.

7. The doctor told Anita that her problem was serious. She needed to go to . the hospital 8. Orange trees are not

Don’t overuse the adverbs very and really. They are useful general terms, but more specific adverbs give more information and make your writing more interesting.

B. Complete the sentences with your own ideas and opinions. then read your sentences to a partner.

1. I think 2. In my opinion 3. I can 4. For me

is really interesting. is extremely fairly well. is extremely difficult.

5. I have had a(n) onLine

176

day today.

C. Go online for more practice with adverbs of manner and degree. D. Go online for the grammar expansion.

onLine

.

Go to the Online Resources for your Unit Assignment.

Unit 8 | How can we prevent diseases?

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Tip for success

found in cold places.

Track Your SuccESS Circle the words and phrases you have learned in this unit.

infect quarantine track

Nouns

cooperation decade epidemic outbreak risk strategy symptom vaccination virus

Adjectives

mass related to severe Adverbs

approximately extremely

Verbs

Collocations

comment on contribute to in common increase in in favor of in response to participate in succeed in

Phrasal Verbs

cover develop

take steps

Oxford 3000™ words Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. Reading

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vocabulaRy WRiting gRammaR Unit oBJeCtiVe

i can synthesize information. (p. 163) i can use collocations. (p. 170) i can write an explanatory paragraph. (p. 172) i can use adverbs of manner and degree. (p. 175) i can gather information and ideas to create an FAQ page that begins with an explanatory paragraph about an illness.

| Reading and Writing

177

We would like to acknowledge the teachers from all over the world who participated in the development process and review of the Q series. Special thanks to our Q: Skills for Success Second Edition Topic Advisory Board

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Shaker Ali Al-Mohammad, Buraimi University College, Oman; Dr. Asmaa A. Ebrahim, University of Sharjah, U.A.E.; Rachel Batchilder, College of the North Atlantic, Qatar; Anil Bayir, Izmir University, Turkey; Flora McVay Bozkurt, Maltepe University, Turkey; Paul Bradley, University of the Thai Chamber of Commerce Bangkok, Thailand; Joan Birrell-Bertrand, University of Manitoba, MB, Canada; Karen E. Caldwell, Zayed University, U.A.E.; Nicole Hammond Carrasquel, University of Central Florida, FL, U.S.; Kevin Countryman, Seneca College of Applied Arts & Technology, ON, Canada; Julie Crocker, Arcadia University, NS, Canada; Marc L. 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FL; Kathleen Green, Central High School, AZ; Nancy Hamadou, Pima Community College-West Campus, AZ; Webb Hamilton, De Anza College, San Jose City College, CA; Janet Harclerode, Santa Monica Community College, CA; Sandra Hartmann, Language and Culture Center, TX; Kathy Haven, Mission College, CA; Roberta Hendrick, Cuyahoga Community College, OH; Ginny Heringer, Pasadena City College, CA; Adam Henricksen, University of Maryland, MD; Carolyn Ho, Lone Star College-CyFair, TX; Peter Hoffman, LaGuardia Community College, NY; Linda Holden, College of Lake County, IL; Jana Holt, Lake Washington Technical College, WA; Antonio Iccarino, Boston University, MA; Gail Ibele, University of Wisconsin, WI; Nina Ito, American Language Institute, CSU Long Beach, CA; Linda Jensen, UCLA, CA; Lisa Jurkowitz, Pima Community College, CA; Mandy Kama, Georgetown University, Washington, DC; Stephanie Kasuboski, Cuyahoga Community College, OH; Chigusa Katoku, Mission College, CA; Sandra Kawamura, Sacramento City College, CA; Gail Kellersberger, University of Houston-Downtown, TX; Jane Kelly, Durham Technical Community College, NC; Maryanne Kildare, Nassau County Community College, NY; Julie Park Kim, George Mason University, VA; Kindra Kinyon, Los Angeles Trade-Technical College, CA; Matt Kline, El Camino College, CA; Lisa Kovacs-Morgan, University of California, San Diego, CA; Claudia Kupiec, DePaul University, IL; Renee La Rue, Lone Star College-Montgomery, TX; Janet Langon, Glendale College, CA; Lawrence Lawson, Palomar College, CA; Rachele Lawton, The Community College of Baltimore County, MD; Alice Lee, Richland College, TX; Esther S. Lee, CSUF & Mt. SAC, CA; Cherie Lenz-Hackett, University of Washington, WA; Joy Leventhal, Cuyahoga Community College, OH; Alice Lin, UCI Extension, CA; Monica Lopez, Cerritos College, CA; Dustin Lovell, FLS International Marymount College, CA; Carol Lowther, Palomar College, CA; Candace Lynch-Thompson, North Orange County Community College District, CA; Thi Thi Ma, City College of San Francisco, CA; Steve Mac Isaac, USC Long Academy, CA; Denise Maduli-Williams, City College of San Francisco, CA; Eileen Mahoney, Camelback High School, AZ; Naomi Mardock, MCCOmaha, NE; Brigitte Maronde, Harold Washington College, IL; Marilyn Marquis, Laposita College CA; Doris Martin, Glendale Community College; Pasadena City College, CA; Keith Maurice, University of Texas at Arlington, TX; Nancy Mayer, University of Missouri-St. Louis, MO; Aziah McNamara, Kansas State University, KS; Billie McQuillan, Education Heights, MN; Karen Merritt, Glendale Union High School District, AZ; Holly Milkowart, Johnson County Community College, KS; Eric Moyer, Intrax International Institute, CA; Gino Muzzatti, Santa Rosa Junior College, CA; Sandra Navarro, Glendale Community College, CA; Melissa Nichelson, Pasadena City College, CA; Than Nyeinkhin, ELAC, PCC, CA; William Nedrow, Triton College, IL; Eric Nelson, University of Minnesota, MN; Than Nyeinkhin, ELAC, PCC, CA; Fernanda Ortiz, Center for English as a Second Language at the University of Arizona, AZ; Rhony Ory, Ygnacio Valley High School, CA; Paul Parent, Montgomery College, MD; Dr. Sumeeta Patnaik, Marshall University, WV; Oscar Pedroso, Miami Dade College, FL; Robin Persiani, Sierra College, CA; Patricia Prenz-Belkin, Hostos Community College, NY; Suzanne Powell, University of Louisville, KY;

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School, Taipei; Hui-chen Chen, Shi-Lin High School of Commerce, Taipei; Seungmoon Choe, K2M Language Institute, South Korea; Jason Jeffree Cole, Coto College, Japan; Le Minh Cong, Vungtau Tourism Vocational College, Vietnam; Todd Cooper, Toyama National College of Technology, Japan; Marie Cosgrove, Daito Bunka University, Japan; Randall Cotten, Gifu City Women’s College, Japan; Tony Cripps, Ritsumeikan University, Japan; Andy Cubalit, CHS, Thailand; Daniel Cussen, Takushoku University, Japan; Le Dan, Ho Chi Minh City Electric Power College, Vietnam; Simon Daykin, Banghwa-dong Community Centre, South Korea; Aimee Denham, ILA, Vietnam; Bryan Dickson, David’s English Center, Taipei; Nathan Ducker, Japan University, Japan; Ian Duncan, Simul International Corporate Training, Japan; Nguyen Thi Kieu Dung, Thang Long University, Vietnam; Truong Quang Dung, Tien Giang University, Vietnam; Nguyen Thi Thuy Duong, Vietnamese American Vocational Training College, Vietnam; Wong Tuck Ee, Raja Tun Azlan Science Secondary School, Malaysia; Emilia Effendy, International Islamic University Malaysia, Malaysia; Bettizza Escueta, KMUTT, Thailand; Robert Eva, Kaisei Girls High School, Japan; Jim George, Luna International Language School, Japan; Jurgen Germeys, Silk Road Language Center, South Korea; Wong Ai Gnoh, SMJK Chung Hwa Confucian, Malaysia; Sarah Go, Seoul Women’s University, South Korea; Peter Goosselink, Hokkai High School, Japan; Robert Gorden, SNU, South Korea; Wendy M. Gough, St. Mary College/Nunoike Gaigo Senmon Gakko, Japan; Tim Grose, Sapporo Gakuin University, Japan; Pham Thu Ha, Le Van Tam Primary School, Vietnam; Ann-Marie Hadzima, Taipei; Troy Hammond, Tokyo Gakugei University International Secondary School, Japan; Robiatul ‘Adawiah Binti Hamzah, SMK Putrajaya Precinct 8(1), Malaysia; Tran Thi Thuy Hang, Ho Chi Minh City Banking University, Vietnam; To Thi Hong Hanh, CEFALT, Vietnam; George Hays, Tokyo Kokusai Daigaku, Japan; Janis Hearn, Hongik University, South Korea; Chantel Hemmi, Jochi Daigaku, Japan; David Hindman, Sejong University, South Korea; Nahn Cam Hoa, Ho Chi Minh City University of Technology, Vietnam; Jana Holt, Korea University, South Korea; Jason Hollowell, Nihon University, Japan; F. N. 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Smith, Mahidol University, Thailand; Moon-young Son, South Korea; Seunghee Son, Anyang University, South Korea; Mi-young Song, Kyungwon University, South Korea; Lisa Sood, VUS, BIS, Vietnam; Jason Stewart, Taejon International Language School, South Korea; Brian A. Stokes, Korea University, South Korea; Mulder Su, Shih-Chien University, Kaohsiung; Yoomi Suh, English Plus, South Korea; Yun-Fang Sun, Wenzao Ursuline College of Languages, Kaohsiung; Richard Swingle, Kansai Gaidai University, Japan; Sanford Taborn, Kinjo Gakuin Daigaku, Japan; Mamoru Takahashi, Akita Prefectural University, Japan; Tran Hoang Tan, School of International Training, Vietnam; Takako Tanaka, Doshisha University, Japan; Jeffrey Taschner, American University Alumni Language Center, Thailand; Matthew Taylor, Kinjo Gakuin Daigaku, Japan; Michael Taylor, International Pioneers School, Thailand; Kampanart Thammaphati, Wattana Wittaya Academy, Thailand; Tran Duong The, Sao Mai Language Center, Vietnam; Tran Dinh Tho, Duc Tri Secondary School, Vietnam; Huynh Thi Anh Thu, Nhatrang College of Culture Arts and Tourism, Vietnam; Peter Timmins, Peter’s English School, Japan; Fumie Togano, Hosei Daini High School, Japan; F. Sigmund Topor, Keio University Language School, Japan; Tu Trieu, Rise VN, Vietnam; Yen-Cheng Tseng, Chang-Jung Christian University, Tainan; Pei-Hsuan Tu, National Cheng Kung University, Tainan City; Hajime Uematsu, Hirosaki University, Japan; Rachel Um, Mok-dong Oedae English School, South Korea; David Underhill, EEExpress, Japan; Ben Underwood, Kugenuma High School, Japan; Siriluck Usaha, Sripatum University, Thailand; Tyas Budi Utami, Indonesia; Nguyen Thi Van, Far East International School, Vietnam; Stephan Van Eycken, Kosei Gakuen Girls High School, Japan; Zisa Velasquez, Taihu International School/Semarang International School, China/ Indonesia; Jeffery Walter, Sangji University, South Korea; Bill White, Kinki University, Japan; Yohanes De Deo Widyastoko, Xaverius Senior High School, Indonesia; Dylan Williams, SNU, South Korea; Jisuk Woo, Ichean University, South Korea; Greg Chung-Hsien Wu, Providence University, Taichung; Xun Xiaoming, BLCU, China; Hui-Lien Yeh, Chai Nan University of Pharmacy and Science, Tainan; Sittiporn Yodnil, Huachiew Chalermprakiet University, Thailand; Shamshul Helmy Zambahari, Universiti Teknologi Malaysia, Malaysia; Ming-Yuli, Chang Jung Christian University, Tainan; Aimin Fadhlee bin Mahmud Zuhodi, Kuala Terengganu Science School, Malaysia; TUrkEy Shirley F. Akis, American Culture Association/Fomara; Gül Akkoç, Boğaziçi University; Seval Akmeşe, Haliç University; Ayşenur Akyol, Ege University; Ayşe Umut Aribaş, Beykent University; Gökhan Asan, Kapadokya Vocational College; Hakan Asan, Kapadokya Vocational College; Julia Asan, Kapadokya Vocational College; Azarvan Atac, Piri Reis University; Nur Babat, Kapadokya Vocational College; Feyza Balakbabalar, Kadir Has University; Gözde Balikçi, Beykent University; Deniz Balım, Haliç University; Asli Başdoğan, Kadir Has University; Ayla Bayram, Kapadokya Vocational College; Pinar Bilgiç, Kadir Has University; Kenan Bozkurt, Kapadokya Vocational College; Yonca Bozkurt, Ege University; Frank Carr, Piri Reis; Mengü Noyan Çengel, Ege University; Elif Doğan, Ege University; Natalia Donmez, 29 Mayis Üniversite; Nalan Emirsoy, Kadir Has University;

Ayşe Engin, Kadir Has University; Ayhan Gedikbaş, Ege University; Gülşah Gençer, Beykent University; Seyit Ömer Gök, Gediz University; Tuğba Gök, Gediz University; İlkay Gökçe, Ege University; Zeynep Birinci Guler, Maltepe University; Neslihan Güler, Kadir Has University; Sircan Gümüş, Kadir Has University; Nesrin Gündoğu, T.C. Piri Reis University; Tanju Gurpinar, Piri Reis University; Selin Gurturk, Piri Reis University; Neslihan Gurutku, Piri Reis University; Roger Hewitt, Maltepe University; Nilüfer İbrahimoğlu, Beykent University; Nevin Kaftelen, Kadir Has University; Murat Kahraman, Maltepe University; Sultan Kalin, Kapadokya Vocational College; Sema Kaplan Karabina, Anadolu University; Eray Kara, Giresun University; Beylü Karayazgan, Ege University; Darren Kelso, Piri Reis University; Trudy Kittle, Kapadokya Vocational College; Şaziye Konaç, Kadir Has University; Güneş Korkmaz, Kapadokya Vocational College; Robert Ledbury, Izmir University of Economics; Ashley Lucas, Maltepe University; Bülent Nedium Uça, Dogus University; Murat Nurlu, Ege University; Mollie Owens, Kadir Has University; Oya Özağaç, Boğaziçi University; Funda Özcan, Ege University; İlkay Özdemir, Ege University; Ülkü Öztürk, Gediz University; Cassondra Puls, Anadolu University; Yelda Sarikaya, Cappadocia Vocational College; Müge Şekercioğlu, Ege University; Melis Senol, Canakkale Onsekiz Mart University, The School of Foreign Languages; Patricia Sümer, Kadir Has University; Rex Surface, Beykent University; Mustafa Torun, Kapadokya Vocational College; Tansel Üstünloğlu, Ege University; Fatih Yücel, Beykent University; Şule Yüksel, Ege University; ThE MiddLE EAST Amina Saif Mohammed Al Hashamia, Nizwa College of Applied Sciences, Oman; Jennifer Baran, Kuwait University, Kuwait; Phillip Chappells, GEMS Modern Academy, U.A.E.; Sharon Ruth Devaneson, Ibri College of Technology, Oman; Hanaa El-Deeb, Canadian International College, Egypt; Yvonne Eaton, Community College of Qatar, Qatar; Brian Gay, Sultan Qaboos University, Oman; Gail Al Hafidh, Sharjah Women’s College (HCT), U.A.E.; Jonathan Hastings, American Language Center, Jordan; Laurie Susan Hilu, English Language Centre, University of Bahrain, Bahrain; Abraham Irannezhad, Mehre Aval, Iran; Kevin Kempe, CNA-Q, Qatar; Jill Newby James, University of Nizwa; Mary Kay Klein, American University of Sharjah, U.A.E.; Sian Khoury, Fujairah Women’s College (HCT), U.A.E.; Hussein Dehghan Manshadi, Farhang Pajooh & Jaam-e-Jam Language School, Iran; Jessica March, American University of Sharjah, U.A.E.; Neil McBeath, Sultan Qaboos University, Oman; Sandy McDonagh, Abu Dhabi Men’s College (HCT), U.A.E.; Rob Miles, Sharjah Women’s College (HCT), U.A.E.; Michael Kevin Neumann, Al Ain Men’s College (HCT), U.A.E.; LATin AMEriCA Aldana Aguirre, Argentina; Claudia Almeida, Coordenação de Idiomas, Brazil; Cláudia Arias, Brazil; Maria de los Angeles Barba, FES Acatlan UNAM, Mexico; Lilia Barrios, Universidad Autónoma de Tamaulipas, Mexico; Adán Beristain, UAEM, Mexico; Ricardo Böck, Manoel Ribas, Brazil; Edson Braga, CNA, Brazil; Marli Buttelli, Mater et Magistra, Brazil; Alessandra Campos, Inova Centro de Linguas, Brazil; Priscila Catta Preta Ribeiro, Brazil; Gustavo Cestari, Access International School, Brazil; Walter D’Alessandro, Virginia Language Center, Brazil; Lilian De Gennaro, Argentina; Mônica De Stefani, Quality Centro de Idiomas, Brazil; Julio Alejandro Flores, BUAP, Mexico; Mirian Freire, CNA Vila Guilherme, Brazil; Francisco Garcia, Colegio Lestonnac de San Angel, Mexico; Miriam Giovanardi, Brazil; Darlene Gonzalez Miy, ITESM CCV, Mexico; Maria Laura Grimaldi, Argentina; Luz Dary Guzmán, IMPAHU, Colombia; Carmen Koppe, Brazil; Monica Krutzler, Brazil; Marcus Murilo Lacerda, Seven Idiomas, Brazil; Nancy Lake, CEL-LEP, Brazil; Cris Lazzerini, Brazil; Sandra Luna, Argentina; Ricardo Luvisan, Brazil; Jorge Murilo Menezes, ACBEU, Brazil; Monica Navarro, Instituto Cultural A. C., Mexico; Joacyr Oliveira, Faculdades Metropolitanas Unidas and Summit School for Teachers, Brazil; Ayrton Cesar Oliveira de Araujo, E&A English Classes, Brazil; Ana Laura Oriente, Seven Idiomas, Brazil; Adelia Peña Clavel, CELE UNAM, Mexico; Beatriz Pereira, Summit School, Brazil; Miguel Perez, Instituto Cultural, Mexico; Cristiane Perone, Associação Cultura Inglesa, Brazil; Pamela Claudia Pogré, Colegio Integral Caballito / Universidad de Flores, Argentina; Dalva Prates, Brazil; Marianne Rampaso, Iowa Idiomas, Brazil; Daniela Rutolo, Instituto Superior Cultural Británico, Argentina; Maione Sampaio, Maione Carrijo Consultoria em Inglês Ltda, Brazil; Elaine Santesso, TS Escola de Idiomas, Brazil; Camila Francisco Santos, UNS Idiomas, Brazil; Lucia Silva, Cooplem Idiomas, Brazil; Maria Adela Sorzio, Instituto Superior Santa Cecilia, Argentina; Elcio Souza, Unibero, Brazil; Willie Thomas, Rainbow Idiomas, Brazil; Sandra Villegas, Instituto Humberto de Paolis, Argentina; John Whelan, La Universidad Nacional Autonoma de Mexico, Mexico

181

audio track list

Follow these steps: Step 1: Go to iqspecialedition.com.

Class Audio

Unit Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

182

Page

Listen

1

3

The Q Classroom

1

5

Work With the Reading

1

11

Work With the Reading

Download

Unit 2

Step 2: Click on the Media Center icon. Step 3: Choose to stream or download the audio file you select. Not all audio files are available for download.

Unit Unit 1

2

24

The Q Classroom

2

28

Work With the Reading

2

34

Work With the Reading

Unit 3 3

46

The Q Classroom

3

49

Work With the Reading

3

56

Work With the Reading

Back

Activity

Track File Name

The Q Classroom, p. 3

Q2e_02_RW_U01_Q_Classroom.mp3

Work With the Reading, p. 5

Q2e_02_RW_U01_Reading1.mp3

Work With the Reading, p. 11

Q2e_02_RW_U01_Reading2.mp3

The Q Classroom, p. 24

Q2e_02_RW_U02_Q_Classroom.mp3

Work With the Reading, p. 28

Q2e_02_RW_U02_Reading1.mp3

Work With the Reading, p. 34

Q2e_02_RW_U02_Reading2.mp3

The Q Classroom, p. 46

Q2e_02_RW_U03_Q_Classroom.mp3

Work With the Reading, p. 49

Q2e_02_RW_U03_Reading1.mp3

Work With the Reading, p. 56

Q2e_02_RW_U03_Reading2.mp3

The Q Classroom, p. 68

Q2e_02_RW_U04_Q_Classroom.mp3

Work With the Reading, p. 71

Q2e_02_RW_U04_Reading1.mp3

Work With the Reading, p. 78

Q2e_02_RW_U04_Reading2.mp3

The Q Classroom, p. 91

Q2e_02_RW_U05_Q_Classroom.mp3

Work With the Reading, p. 94

Q2e_02_RW_U05_Reading1.mp3

Work With the Reading, p. 100

Q2e_02_RW_U05_Reading2.mp3

The Q Classroom, p. 113

Q2e_02_RW_U06_Q_Classroom.mp3

Work With the Reading, p. 115

Q2e_02_RW_U06_Reading1.mp3

Work With the Reading, p. 122

Q2e_02_RW_U06_Reading2.mp3

The Q Classroom, p. 134

Q2e_02_RW_U07_Q_Classroom.mp3

Work With the Reading, p. 138

Q2e_02_RW_U07_Reading1.mp3

Work With the Reading, p. 145

Q2e_02_RW_U07_Reading2.mp3

The Q Classroom, p. 157

Q2e_02_RW_U08_Q_Classroom.mp3

Work With the Reading, p. 159

Q2e_02_RW_U08_Reading1.mp3

Work With the Reading, p. 167

Q2e_02_RW_U08_Reading2.mp3

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

Q: Skills for Success Second Edition audio can be found in the Media Center.

Vocabulary list and cefr correlation The keywords of the Oxford 3000™ have been carefully selected by a group of language experts and experienced teachers as the words which should receive priority in vocabulary study because of their importance and usefulness. The Academic Word List is the most principled and widely accepted list of academic words. Averil Coxhead gathered information from academic materials across the academic disciplines to create this word list. The Common European Framework of Reference for Languages (CEFR) provides a basic description of what language learners have to do to use language effectively. The system contains 6 reference levels: A1, A2, B1, B2, C1, C2. CEFR leveling provided by the Word Family Framework, created by Richard West and published by the British Council. http://www.learnenglish.org.uk/wff/

Unit 1

service (n.)

clear (adj.)

, A1

connect (v.)

, A2 , A1

find out (phr. v.)

, A1

unaware (adj.)

contribute (v.)

, B2

universal (adj.) variety (n.)

, B1

, A1

psychologist (n.)

, B1

advice (n.)

purchase (n.)

, B1

avoid (v.)

, A1 , A1

, B1

limit (n.)

, A2

performance (n.) reason (n.)

Unit 3

, A2

include (v.) invent (v.)

, A2

influence (v.)

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

financial (adj.)

specific (adj.)

, A2

express (v.)

, A2

, A1

solution (n.) , A2

, B1

, A2

technology (n.)

, A1

, A1

recommend (v.)

, A2

awkward (adj.)

researcher (n.)

, A2

appropriately (adv.)

Unit 5

, B2 , B2

challenge (n.)

, A2

review (n.)

, A2

behavior (n.)

social (adj.)

, A1

custom (n.)

, A2

courage (n.)

firmly (adv.)

, B1

depend on (phr. v.)

spread (v.) study (n.)

, A2 , A1 , A2

interrupt (v.)

, B1

affect (v.)

typical (adj.)

, A1

, A2

, A1

encourage (v.)

artificial (adj.)

, A1

ban (v.)

environment (n.) establish (v. )

, A1 , A1

psychological (adj.) , B1

, A1

, B1

effect (n.)

enthusiasm (n.)

, B1

expand (v.)

, A2

expert (n.)

, A2

, A2 , A2

realistic (adj.) strength (n.)

, A1

equipment (n.)

talent (n.)

, B1

, B1

responsibility (n.) , A2

energy (n.)

, A1

pass down (phr. v.)

, B2

, B1

compete (v.)

, A2 , A1

manage (v.)

advantage (n.)

, A2

, B2

goal (n.)

Unit 4

, A1

, B1

design (v.)

fail (v.)

, A1

culture (n.)

represent (v.)

, A2

traditional (adj.)

advertising (n.)

emotion (n.)

, B1

respect (n.)

Unit 2

corporation (n.)

, B1

informal (adj.)

trend (n.)

consider (v.)

, A1

, A1

, A1 , B1

, A2 , A1 183

Unit 7

access (n.)

, A1

assist (v.)

actual (adj.)

, B1

blame (v.)

, B1

, A1

decrease (v.)

, B1 , B1

error (n.)

, A2 , A2

provide (v.) stressed (adj.) transfer (v.) unique (adj.)

, A1

, B1

interact (v.)

, B2

, A2

develop (v.)

extremely (adv.)

, A1

sign (n.)

, B1

related to (adj.) risk (n.)

, A2 , B1

, A2

, B1

mass (adj.)

, A1

, B1

, A1

strategy (n.)

, A2

possession (n.)

, A1

infect (v.) , A1

fresh (adj.)

severe (adj.)

, A2 , B2

, A1 , A2

track (v.)

, B1

virus (n.)

, B1

, A2

significant (adj.) term (n.)

184

, A2

, A1

persuade (v.) , B1

decade (n.)

, B1

model (n.)

, A1

, A2

, B1

, A2

disposable (adj.)

habit (n.)

, B1

cover (v.)

consumer (n.)

feature (n.)

, B1

cooperation (n.)

, A1

factor (n.)

eventually (adv.) install (v.)

, A1

budget (n.)

exist (v.)

estimate (v.)

approximately (adv.)

consequences (n.)

, A2

connection (n.)

, A2

attitude (n.)

automatically (adv.) benefit (n.)

Unit 8

, A1

, A2

Property of Oxford University Press for exclusive use of King Saud University’s ELSD portal only. Unauthorized copying, printing or sharing is strictly prohibited.

Unit 6

Q2e_SE_RW2.pdf - PDFCOFFEE.COM (2024)

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