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Page iv
Summit unit walk-through
UNIT GOALS. Clearly state the
communication goals of the unit.
➤
UNIT
5
nges in
ajor cha rld’s
m
t
ic
d
e
pr
wo
Expertsdistribution of thest century
e
1
2
th
n in the
populatio
story,
man hi in
ed
hout hu
Throug eople have liv
most p eas.
rural ar
5
s)
p e op
TOPIC PREVIEW. Previews the content
of the unit, builds schema, and develops
academic skills.
jected
nd Pro Population
ated a
l
Estim n and Rura
a
0
rb
3
0
U
World
1950–2
illion
tion (b
iew.
ic Prev
A Top le live in you
o most
here d
tos. W
nd pho reas?
a
h
p
ra
t the g ral or urban a
Look a
ru
tr y—in
r coun
6
4
3
Popula
VIEW
PRE
unit y
m
m
o
C
LS
to do
ne not
someo
ely ask
1 Polit
duct
ing
lic con
someth
ut pub
ty
in abo
ili
la
b
p
si
m
n
o
2 Co
al resp
ss soci
ms
3 Discu urban proble
tify
n
e
Id
4
➤
UNIT
GOA
Rural
Urban
2
|
2000
|
|
|
|
|
SOUND BITES. Presents a “snapshot”
|
2030
cities.
|
1
|
ns and
|
in tow an history—
|
|
1975
n lived
m
|
|
pulatio st time in hu eas.
po
’s
0
ld
1950
the fir
e wor
ban ar
2000
% of th century—for n lives in ur
ivision,
t
, only 29
tion D
latio
Popula
In 1950 the twenty-firsworld’s popu
ations
nited N
Now in an half of the
U
:
ce
Sour
more th
|
|
|
D
➤
y, rural
centur te in
entieth
ra
late tw egan to mig eas.
e
th
In
ions b
ban ar
populat mbers to ur
great nu
of authentic conversational language for
observation.
Sound
Bites. Read and liste
n to a
conversation abo
ut city life.
DO N: Hey, Kyle! So
how ’s the big city
treating you?
KYL E: Funny you
should ask. Not gre
at.
DO N: What do you
mean?
KYL E: Well, on my
way here, I’m crossin
g the street
and this guy in an
SUV turns the cor
ner and
almost runs me ove
r.
DO N: Are you seri
ous?
KYL E: Yeah. The
driver was in such
a big hurry he
didn’t even notice.
I just can’t keep up
with the
pace here.
DO
N:
We
ll, you do have to
een
learn to stay on you
s also b urbs.
toe
ha
s
r
in
e
the
er
city
b
.
th
“the city
e su
untries,
s to th
KYL E: It really get
”
oped co urban area
s to me sometimes.
.
y devel
om
?
graphthin
I
0
don
e
3
’t
In man tion—but fr
0
k
th
I’ll
2
eve
in
inr get used to it. I gue
n
s
ra
a
io
ig
re
at
m
a
a
ss I’m just a
anntry boy at hea
cou
rb
inform
u
e
th
rt.
g in
to
ording
be livin
on?
ns, acc
d will
opulati
e worl
questio
rural p
er the
le in th
Ed’s In
p
sw
rl
o
n
o
e
Oth
A
p
w
er Words. Read the
ny
Work.
ass the
conversation again.
ow ma
?
With a partner,igexp
ratelain
B Pair
on surp
ately h l areas?
the meaning of eac
opulati
ople m
proxim
ra
ofnthe
h
s pefoll
rban p
owi
so
u
1. Ap about in ru
ng
a
stat
’s
em
re
d
ent
e
s or questions.
rl
How
re som
the wo
What a
1. “So how’s the
ar did
big city treating
untr y?
hat ye
w
co
r
In
u
you?”
2.
n in yo
2. “I just can’t kee
igratio
p up with the pac
much m
e here.”
3. “You do have
Is there
PM
.
n
59:40
to
io
lear
s
6
n
to stay
/0 2:
cus
1/10on
your toes.”
C Dis
4. “It really get
s to me sometim
es.”
5. “I’m just a cou
N IT 5
ntry boy at heart.”
50 U
➤
“the country”
5.indd
TND1_U
50
IN OTHER WORDS. Provides practice in
inferring meaning of idioms from context.
➤
STARTING POIN
T
What are some adv
antages and disadva
ntages
Advantages
the country
of living in each typ
e of place? Write
them in the chart.
Disadvantages
the city
STARTING POINT. Accesses prior
the suburbs
knowledge and gets students talking.
Discussion. Where
would you pre
fer to live—in the
Tiv
country, the city, or
the suburbs? Wh
y?
51
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Page v
COMMUNICATION GOAL. Assures
students of what they’ll achieve in this
two-page lesson.
WORD SKILLS. Increases students’
awareness of word features that will help
them expand their vocabularies.
CONVERSATION SNAPSHOT. Provides
a memorable and practical model of social
language and essential conversation strategies.
➤
ne not to do somet
hing
➤
A
CONVERSATI
ON SNAPSHOT
siderate of you.
Thanks
Rhythm and
intonat
→
E
adjectives can you
F
onyms
4. proper
→
5. respectful
improper
→
6. responsible
→
disrespectful
irresponsible
3. excusable
→
4. imaginable
→
Negative
prefixes
disirimunin-
nyms for the follo
wing words. Wha
t other
pref ixes?
→
Grammar. Posses
sives with ger
5. honest
→
6. pleasant
→
7. rational
→
8. mature
→
PAGE P4
Unstressed sylla
bles
Write your own exa
mples of inappropria
te behavior. Use the
Example: It’s inconside
adjectives from Exe
rcises D and E.
rate to play
loud music on
1.
a bus.
2.
3.
4.
5.
CONVERSATION
STARTER • No
w politely ask som
eone not to do som
Pair Work. Discuss
ething.
situations in
➤
➤
Combine the two
fixes to form ant
impolite
find with negative
1. appropriate
→
2. courteous
unds
You can use a poss
essive before a geru
nd when you wan
of the action.
t to indicate the perf
ormer
The kids’ singing
was too loud.
Your constant argu
ing is getting on my
nerves.
I didn’t like their talk
ing during the mov
ie.
You should complain
about Sam’s cutting
in line.
The thing that both
ers me is her smo
king.
In informal spoken
English, a noun or
an object pronoun
I can understand John
is often used inste
being annoyed. (inst
ad of a possessive.
ead of “John’s bein
I can’t accept them
g annoyed”)
ignoring me. (inst
ead of “their ignoring
me”)
C
unacceptable
Pair Work. Use a dict
ionary to find anto
ion practice
B
→
2. considerate
→ inconsiderat
e
3. polite
Ways to
soften an
objection
I hope tha
t’s not a pro
blem.
I hope yo
u don’t mi
nd.
I hope it’s
OK / all rig
ht.
I don’t me
an to
inconvenie
nce you.
king kind of bother
s me.
I hope that’s not
a problem.
for asking.
Word Skills.
Using negative pre
1. acceptable
A: Do you mind
my smoking her
e?
B: Actually, smo
A: Not at all. I
can step outside
.
B: That’s very con
D
➤
Politely ask someo
➤
1
statements, using
a pos
which you would
something. Make
probably ask for perm
a list on your notepa
ission to do
d.
sessive with a geru
Example: They
allow smo
nd.
king. I’m not in
favor
of it.
I’m not in fav
or of their allo
wing smokin
1. He plays his
MP
smoking in a restaurant
turning on the TV in a doctor
’s waiting room
making a call on my cell
phone in public
g.
3 player in the libr
ary. I don’t appreci
ate
that.
2. They smoke
ciga
rs in the car. My
mother objects
3. She’s talking
on
4. My brother litte
Your list:
to it.
her cell phone. We
don’t mind it.
rs. I’m really ann
oye
d by it.
Role Play.
Role-play a convers
ation in which you
partner for permissio
ask your
n to do something.
Your partner politely
asks you not to do
it. Use the Convers
ation Snapshot on
as a guide. Start like
page 52
this: “Do you min
d my . . .”
52
“Do you mind
my smoking?”
“Do you mind my
making a quick call
on my cell phone?”
UNI T 5
53
TND1_U5.in
U5 indd
dd 52
GRAMMAR. Presentations support the
TND1_U5.indd
53
1/10/06 3:07:34
PM
communication goal of each lesson.
1/10/06 3:08:02
PM
PRONUNCIATION BOOSTER.
CONVERSATION STARTER. Students
apply the conversation strategies in free
discussions and role plays.
Promotes accurate pronunciation of
spoken English.
Unit walk-through
Tv
Tiv-Tix_FM_13042.qxd
4/4/06
3:46 PM
Page vi
GRAMMAR SNAPSHOT. Illustrates
in ab
Compla
SHOT.
SNAP
MMAR
GRA
B
ff?
s you o
ick
What t
aser, 36
Dana Fr anada
o, C
Toront
t gets to
ow wha
It’s such
You kn
oking.
Sm
e?
m
e habit.
nsiderat
an inco nd cigarette
ha
Second neither good
is
sant to
smoke
nor plea e to see
for you
lik
nd. I’d from
be arou
ed
’t
g bann
smokin ic places. Don
bl
s
more pu ers have right
ok
non-sm
too?
, 28
ng Jing
Yuan Yo hina
C
Beijing,
e when
bugs m
et.
It really it on the stre
sp
le
op
pe
find it
ly do I
Not on
it’s also
t
bu
ting,
rtant
disgus
s impo
enic. It’ her
unhygi
about ot
and
to think
gs
in
el
’s fe
people
health.
public
s “tic
sponse
rview re
the inte
in
ed
describ
ws:
ehaviors f them as follo
of the b
o
all
. Do any ss and rate each
ying at
rk
o
W
t
no anno
Pair artner, discu
p
annoying
t
ha
With a
ew
m
extremel
y annoyi
ng
Gramm
k you o
GRAMMAR BOOSTER. Gives
additional explanations, charts, and
reviews as well as more practice.
ff ”?
PAGE G9e . . .
For mor
so
ions
C
, 31
Santos
Jorge
zil
lo, Bra
São Pau
ng that
hi
et
m
so
es: I
Here’s
my nerv le use
gets on
op
when pe in public
hate it
es
on
ph
ll
other
their ce
annoy
. They
trains
places
only on
t
no
,
in
people
t also
ses bu
and bu They should
.
theaters
tesy to
ur
co
e
es
have th
eir phon
turn th
em at
either
leave th
es me
off or to
ally mak
re
It
of
home.
it’s kind
I guess
angry.
eve.
pe
t
pe
my
➤
23
Kwon,
Wendy
, USA
Chicago
ell,
off? W
ks me
why
What tic
rstand
de
ey
un
t
I can’
ho do th
litter. W ean
cl
people
going to ther
is
k
in
th
Ei
r them?
up afte ld throw their
ou
or
they sh
sh can
e in a tra ey find
ag
rb
ga
th
to it till
at
hold on k it’s great th
ne
thin
one. I
pay a fi
’ll
have to
ey
le
th
op
pe
aybe
ring. M
g
for litte e before doin
ic
think tw
it again.
onses an
iew resp
e interv
Read th
ns.
njunctio
aired co
use of p
njunct
un
ed co
ed conj
ar. Pair
ith pair
ideas w
ctions.
ted
ect rela
conn
at all.
You can
t smoke
at home.
. . or
e or don’ rned off or left
either .
e outsid
tu
ok
be
sm
Either
ld either
ou
sh
es
street.
Cell phon
g on the ass.
r litterin
cl
. nor
itting no acceptable in
.
sp
.
er
er
ith
is
neith
allow ne chewing gum
I would
r
no
g
banned
eatin
ould be
Neither
ones sh
lso)
so cell ph
. but (a
al
.
t
.
bu
ly
s
er
not on
CD play
Not only
ns.
from trai
o
joins tw
t (also)
ly . . . bu tion in the first
si
n not on
po
he
W
rb
t–ve
FUL!
es, but
BE CARE tice the subjec
no
cell phon
off their
clauses,
ntence.
to tuarnsep
t.
et On
ershe
of the se ey foD
rg
nc
ara
se
co
te
e
au
et of paper, com
cl
g th
did th
durinor
bine the senten
, norrude.
Not only talked loudly Use
ces with the pai
t they’re , or but (als
ns
red conjunction
ctioo).
they also they noisy, bu
indicated.
conjun
are
d
e
1.
ly
es
ir
My
on
re
a
un
t
cle
No
isn
hp
rb’tagwilling to
it
ve
w
e
t
th
n
giv
re ng.
e up smoking.
sm
eme
e su
oki
re
ak
g
My
m
(ne
a
,
grandparents are
ither)decide.
ts
Verb
n’t willing to giv
o subjec 2.e verb.
ed to
People
ining tw oser to th
e up
de.
ople ne spe
sho
deciup
When jo
t cl
sinesspe oruld
eds toak
about what bot
cal buoth
e subjec
ay plene
ere peo
her
m
s
the
with th the mayor or lo
’s
m.
th
hab
They should jus
its. (either)
le or
op
pe
t
lea
ss
Either
rn to live with
ne
3. I don’t like
cal busi
it when people
Either lo
use
on buses. (not
only)
4. The smell of
the
➤
smoke bothers
cell phones in
theaters. I don
’t like it wh
en they use the
me. The danger
to
m
my health bother
s me. (not only)
P
8:21 PM
54
5.indd
TND1_U
U N IT
➤
A
the
d notice
➤
2
duct
lic con
out pub
grammar in context and provokes interest
in the topic of the lesson.
3:0
1/10/06
GRAMMAR EX
CHANGE • No
w complai
n about public co
On your notepa
nduct.
d, make a list of
some of the thin
Then write senten
gs that really get
ces with paired
on your nerves
conjunctions to
Use some of the
in
public places.
exp
adjectives you alre
ress your opinio
n.
ady know.
5
In restaurants: talking on
cell phones
It’s not only annoying,
but it’s also very
54
GRAMMAR. Clear presentation
impolite.
In restaurants:
addresses form, meaning, and use
and warns of common learner errors.
In stores:
On buses and
trains:
Some adjectives
disrespectful
immature
impolite
inconsiderate
inexcusable
irresponsible
unacceptable
unpleasant
On the street:
In offices:
GRAMMAR EXCHANGE. Offers
In movie theate
students an opportunity to engage in
discussion using the target grammar.
Other:
• cutting in
line
• graffiti on
walls
• talking in
theaters
• strong pe
rfumes
• gossipin
g
rs:
Grou
p Work. One stu
dent is an “on-th
what gets on the
e-street intervie
ir nerves. Use the
wer” and asks the
sentences from
other students abo
your notepad in
ut
your responses.
What really ticks me off is . . .
Discussion.
I’ll tell you what
really
gets on my nerv
es. . . .
1. In your opi
nio
I can’t understand why . . .
You want to kn
what really buow
gs me?
n, how should
people behave
to speak up wh
in public places
en people behave
? Do you think
inconsiderately
it’s important
2. Do you eve
in public?
r do things tha
t annoy other peo
ple? Explain.
Tvi
55
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PM
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Page vii
VOCABULARY. Presentation includes
DISCUSSION BUILDER. Step-by-step
words, phrases, and collocations.
Opportunities to use the vocabulary
always follow.
discussion activities ensure successful
discussion for all learners.
A
Discuss social
➤
3
Pick up trash
from parks,
playgrounds,
or the street.
1. Do you thi
nk
2. Why do you
WITH YOUR COM
MUNITY!
Donate
your tim
e
Mail letter
s, ma
calls, raise ke phone
money, or
collect sig
na
a commun tures for
ity se
organizatio rvice
n.
Donat
your or e
gan
Volunteer
Work without
pay
the fire departm in
ent, a
hospital, or a
school.
s
Save some
on
making arr e’s life by
angements
now to giv
e
lungs, and your heart,
oth
after you die er organs
to
who need someone
s them.
DISCUSSION
BUILDER • No
w discuss socia
l responsibility
Step 1. Pair Wo
.
rk. Consi
how strong do
der each situatio
n and discuss
you think your
what you mig
“sense of com
ht do. Based on
munity” is?
your answers,
“My first responsibility is to my
family. I can’t imagine doing
this for a total stranger.”
1 There has be
en a
“I would never
consider donatin
g my
organs becaus
e it’s against my
beliefs.”
tives?
b. your neigh
bors?
➤
Listening
Comprehensio
listen to Part 1
n. Read the quest
of the
ion
2 Someone ne
ed
er?
b. your neigh
bor?
the Greens fro
m?
What were the
y doing in Ital
y?
3 Developers
plan to de
ed to Nicholas?
What decisio
n did his par
ents make?
ian people rea
ct?
Read the qu
estion
b. in another
par
Nicholas
Gr
seven, in een, age
Switzerlan
few days
d, a
be
his family fore he and
went to Ita
ly
How important
is
What is “The
TND1_U5.indd
rhood?
t of the city?
c. in another city
in your countr
y?
d. in another
country?
Step 2. Discu
ssion. Have you
or someone
service?
s and listen to
Part 2. Discus
s your answers
with a partner.
occurred in Ita
ly
Nicholas Effect after the Greens made the
ir decision?
”?
2. How many
people receiv
ed one of Nicho
have on their
las’s organs?
lives?
What effect did
3. As a result
his gift
of this incide
nt, what are the
Greens doing
today?
UN IT 5
1. What cha
nges
56
c. your classm
ate?
d. a complete
stranger?
stroy a well-k
monument so
nown historica
they can build
l
a new office
asked to dona
building. You’r
te your time
e
to
he
lp
save that monu
What would yo
me
nt.
u do if the monu
ment were . . .
a. in your neigh
bo
What happen
How did the
Ital
c. your colleagu
e’s family?
d. complete stra
ngers?
s a new liver
to survive. Do
they can use
ctors say that
a piece of yo
ur liver to sav
e that person’s
What would yo
u do if the perso
life.
n were . . .
a. a family me
mb
➤
Where were
“I’d be happy to donate money
to help a stranger. People
should help each other.”
terrible storm
destroyed. Yo
, and many ho
u’re asked to
mes have been
let a family live
home is fixed
with you until
.
their
What would yo
u do if they we
re . . .
a. your rela
Pair Work. Wo
uld you ever con
story about Nic
s and
Take notes on
holas Green
your notepad.
Then summarize and his family.
the story with
the first part of
your partner.
D
you would hav
e made the sam
e decision the
on? Why or wh
Greens did if
y not?
you had been
think people
responded so
strongly to thi
s story?
in their situati
e.
the communit
sider doing any
y ser vice activit
ies in the vocabu of
With a partner,
lary?
explain why you
would or would
not.
C
Discussion.
vice. Listen and
practic
➤
Clean up
litter
Plant flowers or
trees where there
aren’t any.
E
community ser
GET INVOLVED
Beautify
your town
B
responsibility
Vocabular
y. Ways to perfo
rm
it for a person
you know eve
r volunteered
for some kind
to be active in
of community
his or her com
munity? Explain
.
56
57
TND1_U5
_U5..indd
indd 57
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:56 PM
1/10/06 3:10
:41 PM
LISTENING COMPREHENSION.
MODELS. Frequent student speaking
Intensive and extensive critical listening
practice provokes lively discussions.
models get discussions started.
Unit walk-through
Tvii
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3:46 PM
Page viii
READING WARM-UP. Builds
4
expectations for better reading
comprehension.
Identify urban problems
Reading Warm-up. What problems do you think cities of 10 million or more people might share?
B
Reading. Read the interview. Do you agree with Dr. Perlman’s views?
➤
A
The Advent of the Megacity
over 18 million (2005)
How do you define “megacity”?
Q.
Why are these places going to be very
important in the next hundred years?
A.
The 21st century won’t be a century of
rural areas and small towns but of giant cities
that will set the standard of how we live, how our
environment is preserved (or not preserved), how
our economies work, and what kind of civil society
we develop.
Tokyo
over 28 million (2005)
Q. Is the solution to urban problems strict
central planning?
Q. Do megacities in the developed and
developing world differ, or are they linked by
certain similarities?
A. Absolutely not. We need decentralized
planning that includes local citizens. In my view,
attempts to create planned cities or communities—
like Brasília or Chandigarh—are too sterile and
miss the spontaneity of cities that grew organically,
like Rio de Janeiro, Bombay, or even New York
City. The best example of urban planning I’ve
seen recently is in Curitiba, Brazil, which set up a
brilliant public transportation system in anticipation
of population growth. The historic areas of cities
like Siena, Paris, or Barcelona all have elements of
planning that led to buildings of similar heights
and architecture, but they were not centrally
planned. There is a lot of diversity within the
design, and people love to go to those cities.
A. These large cities have a lot more in
common with each other than they do with
the small towns and villages in their own
countries. For example, every megacity struggles
with a widening gap between rich and poor. Every
“first-world” city, such as Los Angeles, New York,
London, or Tokyo, has within it a “third-world”
city of poverty and deprivation. And every thirdworld city, such as Calcutta, Cairo, or Mexico City,
has within it a first-world city of high culture,
technology, fashion, and finance.
In addition, all megacities share the problems
of providing jobs and economic opportunities,
and making housing, education, and health care
available. They deal with crime and violence,
as well as basic infrastructure such as water,
sanitation, and public transportation. This is
no easy task. The leaders of these cities
recognize that they have similar problems,
and they would like to learn more from other
cities, particularly about successful solutions.
If we are going to create livable cities for
the next century, we will need to be clever
enough to do it through collaboration and
cooperation. That is why the Mega-Cities
Project works to share experiences that work
across boundaries of culture and geography.
58
READING. Substantive readings build
academic skills and provide information for
interesting discussions.
UNIT 5
TND1_U5.indd 58
AUTHENTICITY. All readings come
from authentic sources and build
students’ confidence and ability to
approach academic content.
Megacities are really very exciting places. The
truth is, I’ve never met a megacity that I didn’t like!
The World’s Ten
Largest Urban Areas
Population (millions)
in 1996
C
Rank
in 2015 in 2015
1 Tokyo, Japan
27.2
28.9
1
2 Mexico City, Mexico
16.9
19.2
7
3 São Paulo, Brazil
16.8
20.3
4
4 New York, United States
16.4
17.6
9
5 Mumbai (Bombay), India
15.7
26.2
6 Shanghai, China
13.7
18
8
7 Los Angeles, United States
12.6
14.2
15
8 Kolkata (Calcutta), India
12.1
17.3
10
9 Buenos Aires, Argentina
11.9
13.9
17
➤
We define megacities in our work as
cities that have reached populations of 10 million
or more. The majority of these are in developing
countries. Migration to the city is the route for
many people to greater choice, opportunity, and
well-being. By coming to settle in the city, they
have in effect “voted with their feet.”
2
➤
Q.
A.
Mexico City
➤
Following is an interview with Dr.
Janice Perlman, founder and president
of Mega-Cities Project, Inc. Her
organization attempts to make cities
worldwide more livable places by
taking good ideas from one place and
trying to make them work in another.
Chec
k the
ty
pes o
□
f urba
pove
n pro
rty
□
blem
lack o
s Dr. P
f
erlma
□
□
pollu
crow housing
n me
ding
ntion
tio
□
s or s
disea n
□
ugge
se
unem
□
D
sts in
ploym
crime
□
Unde
the in
discr
ent
tervie
r
s
t
im
a
ndin
T he n
w.
□
□
inati
inade
g
corru
c
o
ption n
readin hoose the Meanin
trans quate pub
gf
se
g to h
porta
li
elp ex ntence th rom Con
tion c
10 Seoul, Korea
11.8
13
19
at is c
plain
1. “B
loses text. Rea
your
y com
t
Source: U.N. Department of Economic and Social Affairs Population Division
d
a
to
n
e
swers
ach s
what
ing to
a. Pe
ta
.
D
teme
r. Perl
settle
op
Source: http://usinfo.state.gov
n
man
in the
b. Pe le are ma
mean t from the
city, th
k
ople
s. Us
would ing it cle
ey ha
e info interview.
c. Pe
a
v
r
ople
rmati
e
r
w
ather
in eff
don’t
on fro
2. “E
ect ‘v
live in hich kind
m the
have
very
o
o
te
th
f
life th
d wit
e cou
as m
‘firstdepr
h
u
ey pr
ntry
ch op
their
ivatio world’
th
e
fe
p
feet.’”
an liv
ortun
r.
city .
n. A
cultu
e
it
. . ha
nd ev
in
y in th
re, te
sw
ery
ch
e city the city.
a. So
1/10/06 3:11:01 PM
me m nology, fa third-wo ithin it a ‘t
as th
ey do
shion
e
r
h
b. A
, and ld city . . ird-world
ll me gacities h
in the
. has
ave m
gac
fi
coun
c. So
within ’ city of p
ore p nance.”
try.
me m ities have
overty
overty
it a fi
egacit
both
3. “T
r
and
st-wo
than
pove
ies ha
he M
o
r
r
e
v
ty
ld
th
ga-C
e mo
ers.
a
c
cultu
n
it
d
y
it
r
o
e
w
ies P
f high
re
wealt
e
h tha alth.
a. Th and geog roject w
n oth
orks
raph
eM
ers.
to sh
peop ega-Cities y.”
are e
le
xperie
Pr
who
b. Th
nces
live in oject help
eM
that w
s meg
that c
other ega-Cities
ork a
acitie
cities
cross
Proje ity.
s com
c. Th
ct he
boun
in tha
mun
e Me
lp
darie
ic
t
ate th
s of
mega ga-Cities country. s megacit
eir su
ies co
cities
Proje
c
cess s
mmu
in oth
ct he
to
E
ries to
nicate
lps m
er co
Discu
e
untrie
their
gacit
the
ssion
ies co
succe
s.
.
mmu
ss sto
nicate
ries to
1. W
hy do
their
es Dr.
succe
2. W
ss sto
Perlm
hy do
ries to
an sa
you th
y she
3. D
ink D
o you
p
r
e
fers c
r. Per
live in
of liv
it
lm
ies th
an th
am
ing in
at are
inks
4. D
a me egacity, o
not p
mega
o you
gacit
r hav
lanne
cities
y?
e you
think
d ove
are e
life in
ever
r plan
xcitin
visite
g? D
mega
ned c
d one
o you
cities
ities?
? Wh
will im
agree
DISC
at are
?
prov
USSIO
the p
e in th
r
N BU
os an
e futu
d con
ILDE
Step
re or
s
R •
get w
1. Pa
Now
orse?
you th ir Work.
i
W
d
hy?
entif y
ink ex
C
h
e
c
exam
k
urban
ples. ist in your which urb
probl
area.
Discu an problem
ems .
ss and
s
Step
provid
2. Dis
e
c
p
u
o
ssion
identi
verty
fi
.
to ma ed. As a g Talk abou
crime
ro
ke im
t
prove up, discu the prob
pollu
lem
ss a
ments
crow
tion
ding
in you t least fiv s you’ve
Step
e
r tow
corru
3. W
disea
n or c ways
ption
s
r
it
e
it
y
.
in
Sugg
lack o
est so g. Descri
inade
f hou
b
me p
q
sing
ossib e the socia
trans uate pub
discr
le solu
l
lic
porta
imina
tions. problems
tion
tion
that e
u
nemp
xist in
loym
your
ent
other
town
:
or cit
y.
➤
➤
COMPREHENSION EXERCISES. Build
academic and critical thinking skills and
promote discussion.
TND1_
U5.in
Tviii
dd 59
59
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11:3
3 PM
Tiv-Tix_FM_13042.qxd
4/4/06
3:46 PM
Page ix
WRITING. Complete writing syllabus
CHECKPOINT. Integrated-skills
builds key skills.
checkpoints permit students to
consolidate, review, and confirm what
they’ve learned.
WRITING MODELS. Make
expectations clear.
Dear [Mr. / Mrs. / Ms.
Dear Sir or Madam:
Formal closings
h]: Sincerely,
/ Dr. / Professor Smyt
rn:
To whom it may conce
Respectfully (yours),
Cordially,
state the reason
letter of complaint, first
When writing a formal
m whomever
the problem. Then infor
why you are writing and
to do about it, or
her
or
him
like
would
you are writing what you
what you plan to do.
Closing
➤
G
G
G
G
in
g
g
rin
er
es
t
G
G
G
G
bo
po
G
G
G
G
in
t
s
da
ng
lit
e
er
ou
sa
fe
or
G
G
G
G
G
G
G
G
G
G
G
G
smoking in here?”
t living in your town?”
4. “Who do you know
Respectfully,
Step 3. Self-Check.
salutation and closing?
in the letter
nce?
appropriate for the audie
ing and punctuation
□ Did you use regular spell
and avoid abbreviations?
□ Did you use the proper
□ Are the tone and language
that really gets on your
nerves?”
tives. Use a
prefix to one of the adjec
al by attaching a negative
Make each sentence logic
.
ssary
nece
if
on is rude, I find it not
nary
dictio
5. When a salespers
s is
annoying.
public buses and train
only respectful but also
1. Painting graffiti on
really excusable.
air pollution
the
that
6. I should warn you
t are
ant.
and spitting on the stree
downtown is really pleas
2. I believe littering
.
responsible behaviors
who are honest and
7. I think politicians
shed.
play loud music without
corrupt should be puni
3. Young people who
are
them
nd
le arou
s
consideration for the peop
n people are courteou
whe
vior.
help
beha
n’t
er
does
prop
It
y
8.
exhibiting reall
other.
each
to
to
opriate for people
4. I think it’s very appr
es in theaters.
scream into their cell phon
C
r, use
➤
G
G
G
G
3. “What bugs you abou
D
, or but (also).
n indicated. Use or , nor
with the paired conjunctio
Combine the sentences
allow smoking. (neither)
ldn’t
shou
ters
Thea
allow smoking.
1. Restaurants shouldn’t
. (either)
ed. It should be restricted
bann
2. Smoking should be
. Exchange letters with a
Step 4. Peer Responseopriate response to your
er. Write an appr
60
G
G
G
G
not
2. “Would you mind
your notes to write a lette
you would like to see
you intend to do or what
the appropriate level of
done. Remember to use
formality.
➤
Problem:
Reasons:
G
G
G
G
in your own way.
Respond to each question
phone?”
call someone on my cell
1. “Do you mind if I
B
rate sheet of pape
Step 2. Writing. On a sepa r of complaint. State what
➤
➤
—health hazard
cle
an
po
llu
t
ed
I live a few blocks from your restaurant. For
the past several months, I have noticed that in the
evenings there is a lot of trash on the side of your
building. Cats in the neighborhood turn over the
garbage cans, and the trash goes everywhere.
This is not only unpleasant to look at, but it is also
a health hazard.
Could you please make sure that when the
trash is put out, the garbage cans are closed?
Your helping keep our neighborhood clean and
beautiful would be greatly appreciated.
lem
List
G
G
G
G
h
Dear Sir or Madam:
ng ideas. Think of a prob
Step 1. Prewriting. Listiyou would like to complain about.
in your community that
side of building
Problem: trash on
to look at
Reasons: —unpleasant
po
1. rural China
2. Los Angeles
3. Singapore
4. Paris
Olivia Krum
lem.
the reasons why it is a prob
peop
pe
op
ru
de
le
pe
op
le
➤
Red Maple Café
708 West Pine Street
Philadelphia, Pennsylvania 19102
Salutation
Formal salutations
the adjectives
ions about cities. Check
ing to what the
that are closest in mean
4719 McPherson Avenue
Philadelphia, Pennsylvania 19102
June 30, 2006
informal tone,
d or family member, an
When writing to a frien
. However,
eviations are acceptable
casual language, and abbr
someone
of a company, a boss, or
when writing to the head
be used,
ld
shou
age
langu
al
form
you don’t know, standard
Formal
.
punctuation rules apply
and regular spelling and
following
The
en.
writt
hand
not
en,
letters are usually typewritt
letters:
al
are appropriate for form
salutations and closings
ies, visit the
For Unit 5 online activit
ite at
Summit Companion Webs
mit.
www.longman.com/sum
ersat
on. Listen carefully to the convplace. Listen again if necessary.
le say about each
Listening Comprehensi
A
WRITING MODEL
Formal letters
SUMMIT WEBSITE
CHECKPOINT
ric
m
ut a proble
Writing: Complain abo
5
➤
➤
UNIT
partn
it
were the person to whom
partner’s letter, as if you
was addressed.
offend
d me. Spitting doesn’t
3. Littering doesn’t offen
is
4. I think loud music
le are
rude. I think loud peop
me. (neither)
rude. (not only)
61
UNIT 5
3/13/06 3:39:07 PM
TND1_U5.indd 61
1/10/06 3:11:45 PM
TND1_U5.indd 60
COMPANION WEBSITE. Provides
additional student and teacher resources.
STEP-BY-STEP PROCESS APPROACH.
Helps students generate ideas and builds
the habit of editing their own work.
Unit walk-through
Tix