Unlock2 LS 2 PDF - Listening 1 and Vocabulary

## BRIDGE Student's Book ### Listening 1 #### Pronunciation for listening Rising and falling intonation to understand mood Intonation describes how the tone of your voice goes up (rises) and goes down (falls). Intonation can help you understand someone's mood (happy, interested, excited, bored,...

## BRIDGE Student's Book ### Listening 1 #### Pronunciation for listening Rising and falling intonation to understand mood Intonation describes how the tone of your voice goes up (rises) and goes down (falls). Intonation can help you understand someone's mood (happy, interested, excited, bored, sad, upset, etc.). Rising intonation can show interest, happiness or enthusiasm. Falling intonation often shows boredom, sadness or lack of enthusiasm. * **really** = The speaker is interested. * **really** = The speaker is bored or not interested. The meaning of a sentence can change depending on the intonation. Read the sentence aloud with a rising intonation and then a falling intonation. How does the meaning change? * I know. **Listen to the dialogues. Write *(interested)* or N *(not interested)* for Speaker B.** 1. A: Did you know global warming is still increasing? B: Is it? *N* 2. A: It's my birthday today. B: Really? Happy birthday! *I* 3. A: The weather got really chilly, didn't it? B: I suppose so. *N* 4. A: Thanks for inviting me to your party! B: You're welcome. It'll be nice to see you! *I* 5. A: Dinner was great. B: Good. Glad you liked it. *I* **Work with a partner. Read the dialogues in Exercise 1 aloud. Speaker B should change their intonation. Speaker A should guess whether Speaker B sounds interested or bored. Why is it important to notice a speaker's intonation? Why is it important to pay attention to your own intonation?** #### Preparing to listen **Read the definitions. Then complete the sentences with the correct form of the words in bold.** * **angry** (adj) having a strong feeling that makes you want to shout at someone or hurt them * **cool** (adj) slightly cold; of a low temperature * **dry** (adj) without water or liquid * **energy** (n) the power and ability to do something or be active * **humid** (adj) having a lot of moisture in the air * **prefer** (v) to choose or want one thing instead of another * **upset** (adj) unhappy or worried because something unpleasant has happened 1. The weather was very hot and **humid** today. People were **sweating** a lot because the air was very **wet**. 2. When it doesn't rain and the weather is very **dry**, people worry that plants will die. There isn't enough water to help them grow. 3. I was **upset** when it rained during my party in the park because the rain made all the food wet. No one was having fun outside. 4. I like **cool** weather because it's nice and relaxing. Hot weather makes me feel ill. 5. When the sun isn't out, some people feel tired and don't have the **energy** to get things done. 6. Some people get **angry** in very hot weather. They become unfriendly and unpleasant because the heat is too much to take. 7. Which type of weather do you **prefer**? Do you like rainy weather or sunny weather? **You are going to listen to a discussion between two students who have been asked to prepare a survey about the weather and how it changes people's moods. Work with a partner. How do you think different types of weather affect people's moods? Do you and your partner agree? Why/Why not?** #### While listening **Listen to part 1 of the discussion about weather and its effects on mood. Complete Sergio's notes on the ideas map.** * **no link to mood** * **causes unhappy people to feel** **Good weather:** * **in sunny weather people feel less (2)** * **have more (3)** **Bad weather:** * **humid weather makes it difficult and (4)** * **pay attention** * **really hot weather makes people (5)** **Sergio and Murat have to choose the topic that they think is the most important. Match the topics (1-4) to the reasons (a-d) for choosing or not choosing them. Then listen again and check your answers.** 1. Sunny weather *(a)* 2. Humid weather *(b)* 3. Bad weather *(c)* 4. Really hot weather *(d)* * (a) wrong topic: not about feelings * (b) not sure if the facts are true. * (c) final choice: Murat preferred it. * (d) final choice: Murat didn't like it. **Listen to the results of the survey in part 2. Circle the correct answer.** 1. **Fourteen/Fifteen** people prefer sunny weather to rainy weather. 2. **Twelve/Thirteen** people said that they could get more done when there was sunshine. 3. **Fourteen** people said they have more **energy** when it is light/dark. 4. Sergio thinks the survey shows people have more/less energy when the weather is good. ### Language Development #### Verb Collocations **Match the verbs (1-5) to the nouns (a-e) to make collocations. In some items, more than one answer is possible. Use a dictionary to help you.** 1. save *(a, d)* 2. prevent *(b)* 3. do *(a)* 4. cut down *(c, e)* 5. cause *(d)* * (a) research * (b) forest fires * (c) trees * (d) global warming * (e) wildlife **Complete the sentences with the correct form of the verbs from Exercise 1.** 1. We should **prevent** forest fires by putting out campfires. 2. We should **cut down** the plants in our garden if they get too big. 3. We should **save** wildlife that is in danger of disappearing. 4. Scientists need to **do** more research about the rainforests. 5. Large amounts of carbon dioxide **cause** global warming. ### Gerunds and infinitives When two verbs come together, the second verb is usually an infinitive *(to + verb)* or a gerund *(verb + -ing)*. When you learn a new verb, it is important to learn the structures that can follow it. * We want to learn more about global warming. *(to + verb)* * I enjoy learning about science. *(verb + -ing)* **Choose the correct form of the verbs in the sentences. Sometimes both are correct.** 1. I enjoy **to learn/learning** about weather. 2. We need **to think/thinking** of a research question. 3. Some people **prefer to visit/visiting** places with lots of wildlife. 4. My mother and father **want to watch/watching** a film about rainforests. 5. I **decided to go/going** to the mountains. 6. After we **finish to listen/listening** to the presentation, we'll go home. 7. I **plan to study/studying** more about global warming. 8. Scientists **began to tell/telling** us about their research years ago. **Complete the sentences with the infinitive or gerund form of the verbs in brackets. In some items, more than one answer is possible.** 1. I started *(learning)* about weather patterns because I'm very interested in science. 2. She wanted *(to go)* to the Amazon rainforest. 3. I don't like *(reading)* research. I prefer *(attending)* presentations. 4. He decided *(to study)* weather and people's moods. 5. What time will the presenter finish *(talking)* about global warming? 6. I enjoy *(walking)* in the mountains this time of year because the weather is really good. 7. I hope *(to visit)* Japan next year. 8. I really like *(watching)* birds in the woods. I think they are very interesting. 9. The organizers will continue *(to invite)* important scientists to the conference every year. **Compare your answers to Exercise 4 with a partner.** #### Future forms **Decisions and plans** * Use **will** to talk about decisions made at the time you are speaking. * I didn't know how much damage plastics do to the environment. From now on, I will try to recycle more. * Use **be going to + infinitive** to talk about decisions made before you speak or a general plan that can change in the future. * Biju is going to present information about the forests next week. * Use the present continuous *(be + verb + -ing)* to talk about fixed arrangements made for the future. It is difficult to change these arrangements. * Next week, many people are meeting to talk about protecting the climate and saving the rainforests. **Predictions** * Use **will** when you are certain about a future event. Use **probably** after **will** when you are a bit less certain. * Some scientists have claimed that next year will be the hottest for over a decade. We need to plan now or we will probably lose some species completely. * Use **be going to + infinitive** to talk about a future event when there is evidence. * In fact, scientists believe 45 percent of forest areas are going to change completely in the next 80 years. You can often use either **will** or **be going to** for predictions with a very similar meaning. * Sea levels will/are going to rise over the next 50 years. **Complete the sentences with the correct future form of the verbs in brackets. In some items, more than one answer is possible.** **Decisions and plans** 1. I've just finished packing. I **am leaving** *(leave)* tonight at six o'clock to catch the train. 2. I haven't finished my project on global warming because I don't have enough information. I decided that I **am going to do** *(do)* some more research online. 3. A: I **am going** *(go)* to the garden centre this weekend. Does anyone want to come? B: OK, I **will come** *(come)* with you. 4. Professor Lang **is talking** *(talk)* about global warming in her lecture tomorrow. **Predictions** 5. You are carrying too many books! You **are going to drop** *(drop)* them. 6. I think we **will be** *(be)* very sorry about how we treat the planet one day. **Write sentences about you for each of the statements.** 1. something I am doing this weekend 2. a prediction I think will come true in the next year 3. something I am going to do in my studies or at work in the future 4. an event I'm planning to go to this week **Work with a partner. Take turns telling each other about your plans and predictions in Exercise 7.** ### Listening 2 #### Pronunciation for listening **Vowel sounds /ɒ/ and /əʊ/** Two easily confused vowel sounds are /ɒ/ and /əʊ/. You can hear the sound /ɒ/ in words like on and job. You can hear the sound /əʊ/ in words like go and cold. **Say the words in groups A and B aloud. Which sound can you hear in each group? Write 1 (ɒ) or 2 (əʊ).** * **A** frog, stop, cost, want * **B** global, don't, known, won't **Work with a partner. Complete the sentences with words from Exercise 1. Not every word will be used.** 1. We **don't** have a rainy season in my country. It's usually very dry. 2. Most people in my country **want** to stop climate change, but they don't know how. 3. I don't know if it is possible to **stop** global warming or if it's too late. 4. People have **known** about global warming for a long time, but they haven't done much about it. 5. If we want to stop global warming, it will **cost** a lot of money. **Take turns saying the sentences in Exercise 2 aloud. Then decide if sentences 1-3 are true or false for you.** #### Preparing to listen **You are going to listen to a news report about global warming. Look at the photo of an animal mentioned in the report. Which type of animal do you think it shows? What kind of weather do you think an animal like this needs?** ### Understanding key vocabulary **Read the information about the Western Ghats rainforest. Then write the correct form of the words in bold next to the definitions below.** The Western Ghats is a mountain range in western India, and it is home to four tropical and subtropical rainforests. The rainforests have a short dry period each year, but typically they get a lot of rain. However, the type of weather in the rainforests is changing quickly and global warming means that nowadays less rain falls. This is changing the rainforests themselves; the environment is becoming damaged and the plants and trees are growing more slowly. The rainforests are home to unusual wildlife, which looks nothing like any other wildlife on Earth, and scientists are still discovering new species. However, the damage to the rainforests means that some animals which can't be found anywhere else are disappearing because they are being killed by the changes in the climate. Many people believe that governments need to save the rainforests so that they will still be around in the future. They say it is important to look after the forests and the animals so that climate change won't kill them. Researchers will have to look carefully for ways to stop global warming. They will need to really **watch** what is happening, **take time** to do research and **think** about whether the possible solutions will help or not. * **wildlife** (n) animals and birds living in the natural environment * **species** (n) groups of plants or animals with similar characteristics 1. **think** (v) to think that something is true and correct 2. **take care of** (v) to take care of someone or something by keeping them healthy or in a good condition 3. **disappear** (v) to stop existing in the world 4. **carefully** (adv) with great attention 5. **discover** (v) to find something for the first time 6. **begin** (v) to begin to be something 7. **unusual** (adj) different from what is common or expected 8. **protect** (v) to bring something back to good condition; to keep something from harm **Summarize the information from Exercise 5. Choose three key points.** * Key points: * The climate in the Western Ghats' rainforests is changing rapidly due to global warming. * Global warming is affecting many species of wildlife in the Western Ghats, some of which may disappear. * It's important to watch the effects of global warming and to think of ways to protect the planet's rainforests. **Work with a partner. Compare your key points from Exercise 6. Did you choose the same points?** ### Predicting ideas from research Before you listen to lectures, reports, or information about a topic, you often have time to prepare. It helps to read some information in advance. This can help you learn about the key topic and issues that people think are important. You can then predict the main ideas that you will hear. **You are going to listen to a news report connected to global warming and the text in Exercise 5. Look at the text in Exercise 5 again and circle the points below that you think you will hear in the news report.** 1. City names 2. Information about the weather in the rainforest 3. Facts about wildlife 4. The typical day of a scientist 5. Information about the effects of global warming **Compare your answers with a partner. Were they the same? If not, discuss and agree on your answers.** ### While listening **Listen to the news report. Complete the notes on the causes and effects. Check your predictions from Exercise 8.** **Cause** * Global warming * **cut** down trees * Worse global warming. * Increased temperature. * Rainforests get less rain. **Effect** * Creates Problems in rainforests in India * **Damages** forests more. * Stops normal forest growth, trees disappear. * Changes how forests work. * In next 80 years, **45%** of forest areas will change. * Purple frog will **disappear**. **Governments are not stopping damage to forests fast enough.** * **If we don't stop damage to forests,** ### Listening for detail **Listen again. Circle the correct answer.** 1. Trees help prevent global warming because they... *(a)* * (a) take in carbon dioxide. * (b) stop rainfall. 2. Scientists believe... * (b)* * (a) governments are actively damaging the rainforests. * (b) governments are not working quickly enough to protect the rainforests. 3. The purple frog is unusual because... *(b)* * (a) it sounds like another animal * (b) it can't move very quickly. 4. The purple frog was discovered ... *(b)* * (a) in 2003. * (b) in 2009. 5. The scientist... *(b)* * (a) doesn't think the frog can be saved. * (b) wants people to help save the purple frog. ### Post-listening **Work with a partner. Look at the photos. What types of problems connected to climate change can you see?** (Photos not included, but the prompt mentions problems related to climate change such as drought, forest fires, flooding, and possible effects on different plant, animal species in each location.) **Think about the plants and animals in the places in the photos and how climate change affects them. Make notes of your ideas.** **Present your ideas to the class.** ### Discussion **Work with a partner. Use ideas from Listening 1 and Listening 2 to discuss the following questions.** 1. Have you ever been personally affected by global warming? How? 2. What could be some other negative results of global warming, for individuals, for countries and for the world? ### Evaluating effects Using a cause-effect chain can help you to organize your thoughts before a speaking task. Use your cause-effect chain to evaluate the possible effects of events or decisions. For example, the chain below shows that rising temperatures cause polar ice to melt. Cause and effect is not the same thing as one thing happening after another. For example, if you wash your car and then it rains, washing the car did not cause it to rain. **Decide which of the phrases in the box have a direct cause-and-effect relationship. Then, use the phrases to complete the cause-and-effect chain. Can any stages of the cause-effect chain repeat? If so, draw an arrow from the box that could cause something in the chain to occur again.** * **local people lose food sources** * **temperatures rise** * **polar bears and other animals lose sea ice to hunt from** * **sea levels rise** 1. *temperatures rise* 2. *polar ice melts* 3. *Arctic animals begin to disappear* 4. *local people lose food sources* **Work with a partner. How is the cause-effect chain useful? How would it help you if you were giving a presentation?** ### Preparation for speaking **Work with a partner. Create your own cause-effect chain for Africa, California, or low-level lands. Use the information from the boxes below and your own ideas.** **Africa** * Some land areas will be under the sea. * Drought will stop farmers from growing food. * Shortage of clean water will help diseases spread. * By 2050, up to 600 million people won't be able to get drinking water. * Some areas may lose up to 60% of animal species. * *Temperatures rise.* **California** * People lose homes and jobs. * Heat waves occur. * Trees die. * Drought occurs. * Less water is on the land. * Wildfires occur. * *Temperatures rise.* **Low-level lands (Maldives, The Florida coastline)** * Some people lose their home or country. * People have to find new homes or countries to live in. * Low-level land around the world floods. * *Temperatures rise.* * Land areas go under water. * Ice on land melts around the world. * *Sea levels rise.* **Can the cause-effect chain repeat? If so, draw an arrow from the box that could cause something in the chain to occur again.** #### Linking words to explain cause and effect You can use words to let a listener know that what comes next will be an explanation of the cause of something. Examples of linking words for causes are because, because of, and due to. * More trees disappear **because** the changes in temperature stop the normal growth of the forest. You can also use linking words to show that what comes next is the effect of something. Examples of effect linking words are so, therefore, consequently, and as a result. * Another experiment showed that really humid weather changes how we work. **As a result**, it is more difficult to work and it's hard to pay attention. Word order is important to help the listener know if a cause or an effect will follow. The linking word should come right before the cause or effect. ### Climate change **Climate change is one effect of burning fossil fuels. Look at the pictures and try to understand the process.** * **Fossil fuel** * **Heat** * **Temperatures** **Work with a partner. Use the pictures in Exercise 6 and the words in the box to create a cause-effect chain to show how climate change can happen. Use a dictionary to help you.** * **burn, factory, gas(es), heat, ice, melt, smoke, trap** **Work with a partner. Describe the chain together. Use linking words from Exercises 3 and 4 to explain causes and effects.** For example: * Burning fossil fuels creates gas, which traps heat in the atmosphere. * As a result, temperatures rise and cause ice to melt. * The melting of ice causes sea levels to rise. * Because of this, many countries and communities will be forced to move. * This will lead to conflict and potentially more fossil fuels being burned.