1
Chapter
The Physical Earth
1 GettinG Started
In this section, you are going to read about Earth’s unique place in our solar system. You
will also listen to directions for creating a simple diagram of the solar system.
READING AND THINKING ABOUT THE TOPIC
Reading and thinking about a topic before you hear about it makes the discussion
much easier to understand.
1
Read the following passage.
The solar system is made up of the sun and all the objects moving around it, including
the eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
The four planets nearest to the sun are called terrestrial (earth) planets because they are
made mostly of rock. The other four planets are called gas giants because they are larger
than the first four and are made mostly of gas.
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Unit 1
Planet Earth
Earth is the third planet from the sun. Earth has many unique features because of its
location in relation to the sun’s heat and energy. For example, Earth is the only planet
that has liquid water on its surface. In addition, there are large pieces of solid land,
called continents, on Earth. Earth is also surrounded by a thick atmosphere. Together,
these features allow life to exist on our planet.
\
2
Answer the following questions according to the information in the passage.
1 Name the four terrestrial planets and the four gas giants. How are the two kinds
of planets different?
2 Name one way that Earth is different from all the other planets in the
solar system.
3
Read the following questions and share your answers with a partner.
1 Look at the picture of Earth on page 2. What features do you see?
2 Do you think that life exists on any planets other than Earth? Explain.
M LISTENING TO DIRECTIONS
One of the most important skills you need is following directions. Teachers usually
give directions orally. Understanding directions will enable you to complete
tasks correctly.
1
Look at the diagram below. Some information is missing. Think about what kind of
information you need to complete the diagram.
Sun
Mercury
Venus
Saturn
Uranus
Neptune
2
You will need yellow, blue, and red pens or pencils for this activity. Listen and follow
the speaker’s directions.
3
Compare your diagram with a partner. What new information did you learn from
this listening activity?
Chapter 1
The Physical Earth
3
2 american VoiceS: Brad, Gaby, and Jane
In this section, you will hear an earth scientist talk about his work. Then two travelers
will describe some of Earth’s natural landscapes.
BEFORE THE INTERVIEWS
BUILDING VOCABULARY: UNDERSTANDING WORD PARTS
When you see or hear new vocabulary, one way to guess the meaning is to look at
each part of the word. Understanding word parts will help you to increase your
vocabulary quickly.
1
In this chapter, you will learn about geology. Guess the meaning of the word by
looking at its parts, which come from the Greek language.
geo- = earth
2
-ology = study of
geology =
Write the definitions of the following scientific terms. Use the word parts in the box.
meteorology =
meteor- = atmosphere
bio- = life
seismo- = earthquake
volcan- = volcano
hydro- = water
biology =
seismology =
volcanology =
hydrology =
3
Look at this word ending: -ist = a person who believes in or studies something
What is the definition of geologist? A person who studies
4
4
Discuss the words below with a partner. The stressed syllable is underlined.
Pronounce each word out loud. Then guess the meaning of each word using your
knowledge of word parts.
Unit 1
meteorologist
biologist
volcanologist
hydrologist
Planet Earth
seismologist
SHARING YOUR KNOWLEDGE
Sharing your knowledge with your classmates makes you more aware of what you
know about a topic. It also helps you learn new information.
1
Work with a partner to complete the sentences. Use the map below to find any
answers you do not know.
1 Earth has
continents and
2 The largest continent is
is
oceans.
, and the smallest continent
.
3 The highest mountain on Earth is
.
4 The lowest point on Earth’s surface is
.
5 The longest river is
.
6 The largest desert is
.
Arctic Ocean
Asia
Europe
North
America
Mt. Everest
(8,848 m)
Dead Sea
(–400 m)
Atlantic
Ocean
Pacific
Ocean
South
America
Sahara Desert
(9 million km2)
Africa
Nile River
(6,695 km)
Pacific
Ocean
Indian
Ocean
Australia
Southern Ocean
Antarctica
2
Check your answers to step 1 at the bottom of this page.
3
Share your knowledge of Earth. Discuss the following questions with your partner.
1 How many continents have you been to? Name them.
2 How many oceans have you seen? Name them.
3 Have you ever climbed a mountain? Which one? How high was it?
4 Name one river and one lake you have been to.
5 Have you ever been to a desert? Talk about your experience.
Answers to Sharing Your Knowledge, step 1: 1 7, 5 2 Asia, Australia 3 Mt. Everest
4 the Dead Sea 5 the Nile 6 the Sahara
Chapter 1
The Physical Earth
5
INTERVIEW WITH BRAD: Geology
Here are some words and phrases from the interview printed in bold and given in
the context in which you will hear them. They are followed by definitions.
But it’s more complicated than that: difficult; not simple
The study of the composition and dynamics of the Earth: the way something is
made and the way its parts fit together / movement; change
From its center to its surface: the top layer
I was curious: wanting to learn more about something
A chronic erosion problem: happening again and again over time
They’re eroding over time: disappearing or wearing away by the action of wind
or water
M LISTENING FOR MAIN IDEAS IN AN INTERVIEW
Main ideas are the most important points that a speaker wants to make. In an
interview, you can often understand the main ideas by paying close attention to the
interviewer’s questions.
1
Read the topics below.
The meaning of geology
The reason Brad decided to become a geologist
The disadvantages of being a geologist
The project Brad is working on now
Brad’s future goals
Brad’s feelings about geology
2
3
Now listen to the interview with Brad. Check (4) each
topic in step 1 that you hear discussed.
Brad
Summarize each main idea in the interview by completing the following sentences.
Then compare your answers as a class.
Geologists study
.
From a young age, Brad asked many questions about
.
At his job right now, Brad is doing research about
.
Brad thinks that geology is
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Unit 1
Planet Earth
.
INTERVIEW WITH GABY AND JANE: Earth’s natural beauty
Here are some words and phrases from the interview with Gaby and Jane printed
in bold and given in the context in which you will hear them. They are followed
by definitions.
Gaby
All these cliffs . . . go down into the earth: tall rocks with steep sides
It almost looks like a painter came and just painted on a canvas: a piece of cloth on
which a picture is painted
You can see the light changing on all the different rock formations: shapes
or structures
Jane
It’s a massive red sandstone rock: very big / a soft yellow or red rock
It’s made up of very, very hard minerals, mostly quartz and feldspar: natural
substances that are commonly found in the earth
We’re also . . . the driest inhabited continent: lived on by humans
We have a lot of unique and stunning natural landscapes: unlike anything else /
beautiful, impressive
Up close, it looks like honeycomb: a structure made by bees with many small holes
in which to store honey
Gaby
Jane
Chapter 1
The Physical Earth
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M LISTENING FOR DETAILS
Details explain, describe, or give more information about main ideas. Listening for
details will help you improve your listening comprehension.
1
The chart below shows the main ideas and some of the details Gaby and Jane will
talk about in their interview. Notice that the notes are not complete sentences. Look
at the photographs, and think about what other kinds of information could go in
the chart.
Main ideas
Details
Grand Canyon
What it looks
like
big – seems to go on forever
cliffs go down into earth
Its colors
The speakers’
thoughts and
feelings
How it was
formed
Uluru (Ayers Rock)
reddish-brown
can change depending on time to
pink, purple, or gray
one of the most beautiful things
ever seen
lucky to experience it
humans cannot create this
layers of rock lifted up from
Earth
softer rocks eroded – Uluru is
what’s left
2
Now listen to the interview with Gaby and Jane. Take notes as you listen. Add as
many details as you can to the chart in step 1.
3
Work with a partner. Take turns telling each other the similarities and differences
between the Grand Canyon and Uluru. For example:
The Grand Canyon and Uluru are both very beautiful.
The Grand Canyon is in the United States, but Uluru is in Australia.
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Unit 1
Planet Earth
AFTER THE INTERVIEWS
CONSIDERING RELATED INFORMATION
1
Mt. Fuji, japan
A landmark is a feature of a landscape
or town that is easily recognized or that
is well known. Read the information
about each natural landmark below.
Which location looks most interesting
to you? Explain the reasons for your
choice to a partner.
Niagara Falls
Canada / United States
• The world’s most popular waterfalls
• Located on the border between Canada and
the United States
• 51 meters high, more than 1,000 meters wide
• 24 million gallons of water flow over the falls
every minute
• A beautiful and powerful natural wonder
• Japan’smostfamouslandmark
• Thecountry’shighestmountain
(3,776meters)*
• 200,000peopleclimbiteveryyear
• Itsbeautifulshapeisthesubject
ofart,poems,andsongs
Guilin Mountains
China
Magical, mysterious, limestone mountains
Unique and strange shapes sometimes
look like animals or people
Green, misty landscape appears in many
Chinese poems and paintings
2
Discuss the following questions as a class.
Which location in step 1 is most attractive? Why?
Has anyone been to one of these famous natural landmarks? Tell the class about it.
* You can find information about the metric and U.S. systems of measurement on pages 158–159.
Chapter 1
The Physical Earth
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3 in Your own Voice
In this section, you will do research about a natural landmark in your country. Then you
will make a handout or poster and present your research to your classmates.
CONDUCTING RESEARCH
In academic classes, you will often need to conduct research. You can use the
library and the Internet to find information. Make sure you copy the information
accurately, and always write down the source (the name of the book, magazine,
newspaper, or Web site where you found the information).
1
Working alone or in a small group, make a list of famous natural landmarks in your
country. Write down the names of well-known mountains, valleys, bodies of water,
rock formations, and any other natural landmarks you can think of.
2
Working alone, choose one natural landmark in step 1 that you would like to
research. Using a library and Internet sources, try to find the following information:
•
•
measurements (height, depth, width, length)
how it was formed
•
•
approximate age
why it is famous
3
Make a handout or poster about your natural landmark. List facts and other
interesting information you learned during your research.
4
Work in a group. Explain your handout or poster to the group members. Use some
of the sentences below in your presentation.
I’d like to tell you about
is very big. It is
, a famous natural landmark in
.
kilometers high/deep/wide/long.
is very old. It was formed
years ago by . . .
is famous for several reasons. First, . . . /Second, . . . /Finally, . . .
Do you have any questions about
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Unit 1
Planet Earth
?
4 academic LiSteninG and note takinG: the internal
Structure of earth
In this section, you will hear and take notes on a lecture by Dr. Leslie Tamppari, a
scientist who studies planets. In her lecture, “The Internal Structure of Earth,” Dr.
Tamppari will first give some general information about our planet. Then she will
describe Earth’s layers in detail.
BEFORE THE LECTURE
M LISTENING FOR MAIN IDEAS IN A LECTURE
When you listen to a lecture, the most important step is to identify the main ideas.
Good lecturers will use phrases like these to help you notice the main ideas:
There are several important points I’ll talk about today . . .
The first point is . . .
Now let’s move on to . . .
Next I would like to discuss . . .
Finally, . . .
1
The sentences below are from the lecture. One sentence introduces the topic. Mark
that sentence with a T. The other sentences are main ideas. Decide the order in
which you think they will appear. Write 1 next to the main idea that you think will
come first in the lecture, 2 next to the second main idea, and so on.
Now, I’d like to discuss each of the three main sections. First, the crust. The
Earth’s crust is what we see when we look at Earth’s surface . . . . There are
two kinds of crust, oceanic and continental.
But first, I want to give you some background information about our planet.
Finally, continuing down toward the center of the planet, we come to the core.
The Earth’s core . . . can be divided into two parts, an outer core and an
inner core.
Today, we’ll be discussing the internal structure of Earth . . . .
Moving down from the crust, the next layer of the Earth is called the mantle.
Chapter 1
The Physical Earth
11
2
Work with a partner and compare answers to step 1.
3
Listen and check your answers. You will hear the main ideas in the order they
appear in the lecture.
NOTE TAKING: ORGANIZING YOUR NOTES IN AN OUTLINE
Using an outline can be an effective way to organize notes. In an outline, numbers
and letters show relationships between main ideas and details. Topics that explain
main ideas in more detail are called subtopics and are listed underneath the
main ideas.
1
Look at the outline for the lecture below. Turn back to page 11. Using the sentences
in “Listening for Main Ideas in a Lecture,” fill in the blanks below. You do not have
to write whole sentences, only topics and ideas.
The Internal Structure of Earth
(lecture topic)
I.
(main idea)
Background information
(main idea)
II. Crust = Earth’s surface layer
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12
A.
(subtopic)
B.
(subtopic)
III.
= next layer down from crust
(main idea)
IV.
=
(main idea)
of Earth
A.
(subtopic)
B.
(subtopic)
With a partner, answer the following questions: How many main ideas are there in
the lecture? How many main ideas have subtopics?
Unit 1
Planet Earth
LECTURE, PART ONE: Background Information About Our Planet
GUESSING VOCABULARY FROM CONTEXT
When you hear a word you do not know, pay attention to the words and phrases
that surround it, also called the context. The context can give you clues that will
help you understand the new word.
1
The following items contain important vocabulary from Part One of the lecture.
Work with a partner. Using context clues and your knowledge of related words, take
turns trying to guess the meanings of the words in bold.
1 The many natural features that you can see: mountains, forests, . . .
2 . . . oceans, rivers and lakes, soil and rocks.
3 We’ll be discussing the internal structure of Earth, and examining each of
its three main sections . . .
4 We’ll be discussing the internal structure of Earth, and examining each of
its three main sections . . .
5 If we draw a line directly through the center of the planet, the distance from
the north pole to the south pole is almost 13,000 kilometers.
6 Let’s look at its internal structure more closely to find out what makes it
so dense.
7 The Earth is made up of three main layers. The outer layer is called
the crust.
8 Scientists can guess what each layer is made of by studying seismic waves,
or vibrations, that pass through the different layers.
2
Work with your partner. Match the bold terms in the sentences in step 1 with their
definitions below. Check your answers in a dictionary if necessary.
a
b
c
d
e
f
g
h
the center points at the top and bottom of the Earth
parts of the world made by nature, not by humans
the different parts that together make up one thing
caused by an earthquake or movement below the surface of the earth
having a lot of matter crowded together in a small space
the material on the surface of the ground in which plants grow; earth
a sheet or thickness of something that covers a surface or body
existing inside something
Chapter 1
The Physical Earth
13
M NOTE TAKING: LISTENING FOR SUPPORTING DETAILS
Supporting details give more information about the main ideas of a lecture. They
often consist of facts, definitions, examples, reasons, and explanations. In an
outline, supporting details are indented and listed under the main ideas.
1
Copy the lecture outline you completed on page 12 onto a separate piece of paper.
Leave several lines of space under each number or letter in the outline.
2
Read the list below of supporting details from Part One (the introduction and
section I) of the lecture. Think about where they might go in the first part of
your outline.
5th largest planet in solar system
distance from north pole to south pole = about 13,000 kilometers
Earth’s 3 main layers: crust, mantle, core
4.6 billion years old
3rd planet from sun
only planet with liquid water – 71% of surface is covered
densest planet
seismic waves (vibrations) give information about Earth’s layers
3
Listen to Part One of the lecture. As you listen, write the supporting details from
step 2 under the correct heading (section I) in your outline, in the order that you
hear them.
Andes Mountains: Formed as
continental plates collide
Great Rift Valley: Formed
as continental plates move
away from each other
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Unit 1
Planet Earth
LECTURE, PART TWO: Earth’s Internal Structure
GUESSING VOCABULARY FROM CONTEXT
1
The following items contain important vocabulary from Part Two of the lecture.
Work with a partner. Using the context and your knowledge of related words, take
turns trying to guess the meanings of the words in bold.
1 The movement of Earth’s crust causes earthquakes and the formation of
natural land features . . .
2 The movement of Earth’s crust causes earthquakes and the formation of
natural land features, such as mountains and valleys.
3 It’s also much denser than the crust, because most of the Earth’s mass is
located in the mantle.
4 Continuing down toward the center of the planet, we come to the core.
5 Scientists believe the inner core is made of solid iron and nickel.
6 The pressure of the rest of the Earth pushing down on it creates
temperatures as high as 4,000°C.*
2
Work with your partner. Match the bold terms in the sentences in step 1 with their
definitions below. Check your answers in a dictionary if necessary.
a
b
c
d
e
f
hard, heavy metals that are common on Earth
a firm, regular weight or force against something
the center of something
the total amount of matter in any solid object or in any volume of liquid or gas
areas of low land between two hills or mountains
the process of making or shaping something
* You can find information about the Fahrenheit and Celsius (centigrade) temperature scales on page 159.
Chapter 1
The Physical Earth
15
M NOTE TAKING: LISTENING FOR SUPPORTING DETAILS
1 Look at sections II, III, and IV of your lecture outline on page 12. Then read the list
below of supporting details from Part Two of the lecture. Think about where they
might go in the second part of your outline.
most of Earth’s mass
temperatures up to 4,000°C
land areas
movement causes earthquakes, mountains, valleys
ball of high-pressure material
lower – hot and soft
much denser than crust
thicker than the mantle
under water
solid iron and nickel
much thicker than crust (2,900 kilometers deep)
extremely hot – rocks and minerals melt
6–11 kilometers thick
thicker than oceanic crust (30–40 kilometers)
upper – cool, solid rock
2
Listen to Part Two of the lecture. As you listen, write the supporting details from
step 1 under the correct headings in your outline: sections II (A and B), III, and IV
(A and B).
NOTE TAKING: CLARIFYING YOUR NOTES WITH A PARTNER
A good way to check your notes after a lecture is to review them with a classmate.
Explaining your notes helps you review information and understand it better. When
you ask your classmate questions about the lecture, you can fill in any information
you missed.
1
Work with a partner. Review your notes from Parts One and Two of the lecture.
Take turns explaining each section of the outline, and help each other correct or add
information. Use some of the following expressions as you review:
I heard . . . Is that what you heard, too?
I think the lecturer said . . .
My information is different. I wrote . . .
I didn’t understand the part about . . .
2
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As a class, discuss parts of the lecture that you still do not understand.
Unit 1
Planet Earth
AFTER THE LECTURE
USING YOUR NOTES TO LABEL AN ILLUSTRATION
A good way to apply the information you have learned in a lecture is to make
and label an illustration. In this way, you show how well you understood the
lecture content.
1
Using your notes from Dr. Tamppari’s lecture, label each part of the
illustration below.
km
N
S
2
Work with a partner and compare your illustrations.
Chapter 1
The Physical Earth
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