Summit unit walk-through - Pearson Longman

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Source: United Nations Population Division, 2000. 50. UNIT 5. 50. 1/10/06 2:59: 40 PM. 1/10/06 2:59:40 PM. STARTING POINT. D. Sound Bites. Read and listen ...
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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

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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?

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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

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GRAMMAR. Presentations support the

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communication goal of each lesson.

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PRONUNCIATION BOOSTER. CONVERSATION STARTER. Students apply the conversation strategies in free discussions and role plays.

Promotes accurate pronunciation of spoken English.

Unit walk-through

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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

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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

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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.

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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

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LISTENING COMPREHENSION.

MODELS. Frequent student speaking

Intensive and extensive critical listening practice provokes lively discussions.

models get discussions started.

Unit walk-through

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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.

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READING. Substantive readings build academic skills and provide information for interesting discussions.

UNIT 5

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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.

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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

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