UNIT 9

ABOUT THE PHOTO Traffic at the Semanggi

Interchange in Jakarta, Indonesia
The Semanggi Interchange
connects Central, South, East,
and West Jakarta. Within the
large circular road in the photo,
there are four other loops, forming
a four-leaf clover design. The
word semanggi means cloverleaf
in Indonesian. Jakarta, with a
population of nearly 11 million,
is the capital and largest city of
Indonesia. It is on the island of
Java, the most populous island
in the world. Jakarta is one of the
most populous urban areas in the
world. Because of an increase in
traffic congestion, a plan to add
new elevated roads and ramps to
the area was unveiled in 2015. As
cities around the world become
more densely populated, finding
ways to reduce and alleviate traffic
will continue to be a major issue.

INTRODUCE THE THEME

In this unit, students will explore
the concept of society and
communicate about social
and environmental problems,
including identifying and
discussing urban issues,
introducing a topic and giving
an overview, discussing
social issues, and making a
recommendation to resolve a
personal issue.

In the Warm-Up video, students GOALS Lesson A Lesson B

watch a video about beekeepers / Identify and discuss urban issues / Discuss social issues
who are trying to improve their / Introduce a topic and give an / Make a recommendation to resolve a
overview personal issue
community. Then, in Lesson A,
students will learn how to
talk about issues that affect
cities. They will learn about relationships, and they will practice and then compare answers with
light pollution and practice the the listening strategy of listening for the class.
listening strategies of using the main idea. They will also give
context clues and identifying key predictions, explain consequences, Point out the unit goals and explain
details. Then they will learn how to and give advice. In the Global what students will learn. Elicit any
give a short, formal presentation Voices video, they will watch a film key vocabulary students already
and discuss urban issues. by National Geographic Explorer know and write it on the board.
Sylvia Johnson. Explain any unfamiliar phrases in
In Lesson B, students will learn the unit goals to students.
how to describe social issues. They
will also read about a program Look at the photo. Answer the
where young children spend time questions. WARM-UP VIDEO
with senior citizens, and they will Call on students to describe what Warm-Up
practice the reading strategy of they see in the photo. Ask students if they know
inferring information and meaning. anything about bees or
They will listen to a lecture about Have students answer the
beekeeping. 5 min
how social media is changing questions individually or in pairs

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 9 About the Video
The nonprofit organization Detroit

SOCIETY
Hives was created by Timothy
Paule and Nicole Lindsey. They
learned about the benefits of
honey and then enrolled in
LOOK AT THE PHOTO. ANSWER THE beekeeping classes. Then they
QUESTIONS. had an idea to turn some of
1. What do you see in the photo? Describe it. Detroit’s 90,000 vacant lots into
2. Is this a good way to get around a city? Why or apiaries, where bees are kept.
why not? They bought the first vacant lot in
2017 and started an urban bee
WARM-UP VIDEO farm. The organization focuses
on conservation, educating the
A Look up the words. Watch the beginning of the public about the benefits of bees,
video with the sound off. What is it about? and revitalizing neighborhoods.
beekeeper hive vacant

B Watch the video. Complete the sentences.

A Look up the words. Watch the
1. It’s important for people who belong to that
community to help it.
beginning of the video with the
2. The city is not building any new
sound off. What is it about?
. 10 min
3. By changing these spaces into bee Have students look up the
farms, we’re able to have a lot of fresh
.
words in their dictionaries.
4. “When I got sick in December . . . I came
Then ask volunteers to define
across the power of local, raw .” them. Play the video as
5. “You typically don’t see too many directed. Ask students to share
of color.” what they think it’s about.
6. “A lot of these children . . . have very little
knowledge of .”
B Watch the video. Complete the
C Complete the sentences. Watch the end of the sentences. 10–15 min
video to check your answers.
Tell students to read the
7 34 200 2017 90,000
sentences before they watch
There are vacant lots in
Detroit. Since the year , the video. See if they can
Detroit Hives has successfully converted guess any of the answers. Play
lots into apiaries. Tim and the video once while students
Nicole currently maintain 34
hives. They hope to grow to .
complete the sentences.
Play it again if necessary.
D How is Detroit Hives helping its community? Have students compare their
Discuss with a partner. answers with a partner’s. Then
check answers with the class.

this exercise are found. If the D How is Detroit Hives helping C Complete the sentences.
text plays too fast, pause the its community? Discuss with a Watch the end of the video to
video for each part. partner. 10 min check your answers. 10 min
Pair students to discuss. Tell Tell students to read through
EXTRA VIDEO them to make a list of the the paragraph before they
VOCABULARY ways Detroit Hives helps the begin filling in the blanks.
innovators community. Have a class Play the video for students to
discussion and create a list check their answers. There is
home remedies a lot of new vocabulary in the
on the board. Ask students
methods to say which things are video. Assign a word from the
clicked most important and ask if Extra Video Vocabulary box to
an organization like Detroit each student to look up. Have
medicinal properties students define the word or
Hives would be helpful in their
stereotype communities. phrase for the class. The on-
expose screen text at the end of the
video is where the answers for
honeycomb
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 9A URBAN ISSUES

VOCABULARY

A What is an issue in the news that affects you? What is the problem and
what is being done about it? WORD BANK
Urban issues
dirty streets
B Look at the Word Bank. What do the expressions mean? Look up any high unemployment
words you don’t know. Discuss with a partner. noise pollution
overpopulation
When there is high unemployment, public safety
there aren’t enough jobs. traffic congestion
unaffordable housing
C Read the facts. What issues do they refer to? Write the expressions water shortage
from the Word Bank next to the correct situations.

1. Finland is one of the most crime-free countries in the world.

public safety

2. The United Nations predicts the number of people on Earth will reach
11 billion by the year 2100.
3. A three-year period with little rain caused the main reservoir1 in Cape
Town, South Africa, to decrease in size by 75%.
4. Every 30-minute rush-hour trip in Bengaluru, India, takes drivers an
extra 35 minutes.
5. In the United States, home prices are rising twice as fast as salaries.

6. Experts say that garbage-free streets are not only cleaner, they are also
safer.
7. One-third of US workers might be jobless by 2030 because of
automation2.
8. In Europe, the most harmful sound levels come from road traffic.

1A reservoir is a large lake used for drinking water.

2Automation is the use of machines (such as robots).

D Are any of the issues above problems in your city? Discuss with a partner.
When you are finished, make a list of the issues you discussed.

E Join another pair. Follow the steps below.

• Compare your lists. Were any of the items on your lists the same?
• Take turns asking and answering the questions.
1. How does the issue of . . . affect your city?
2. Do / Does . . . affect you personally? If so, how? If not, does it affect
anybody you know?

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 LISTENING

A Use context clues. Listen to the first part of the lecture. What do you
think it’s going to be about? 73
a. light pollution b. light bulbs c. stars d. public safety

B Identify key details. Why does the speaker mention these things?
Write down key words you hear. 74
Item Key words
WORD BANK
suburb an area outside
stars
the center of a city where
people live
birds

street lights

new light bulbs

C Work with a partner. Take turns explaining the items in B. This lecture is about . . .
The speaker mentions
“birds” to show . . .
D Read the information. Then listen and complete the sentences. 75

1. “Light bulbs are thieves, and they have the night.”

2. “Light looks beautiful as it across the sky.” i Assigning human
characteristics or behavior
3. “We live in cities that never .” to animals or objects is
called personification.

E Do you think the issue mentioned in this lecture is a serious one? Light bulbs are thieves . . .

Why or why not? Discuss with a partner.

A nighttime photo showing the

lights of Spain and Portugal from
the International Space Station

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 SPEAKING
A Listen to and read the speech below.
What is the problem? What is one
thing causing it? Can you think of other
causes? 76
Today, I’d like to talk to you about rush
hour traffic. I’ll start my presentation by
telling you about the current situation
and why it’s a problem. Then I’ll move
on to three things that are causing this
problem. I’ll conclude by giving one
solution to the problem.
Let’s start by talking about rush hour
traffic in this city. We’ve all experienced it,
and in recent years the traffic congestion
has gotten worse. Ten years ago, it used
to take about 45 minutes to drive across
town. Now it takes two hours. One of
the main causes of this problem is too
many cars on the road. With more cars,
we have slower traffic and more noise
pollution. Another cause of rush hour
traffic is related to unaffordable housing. Rush hour traffic in
Because housing is so expensive in the Caloocan, the Philippines
center of the city . . .

B PRONUNCIATION: Using pauses in public speaking Listen again to i It’s important to slow down
and pause briefly between
the speaker introduce the topic. Notice the brief pause after each comma and sentences. Remember to
period, and after words like and and but. Listen again and repeat. 77 breathe!

C Listen again to the speech in A and take turns saying it aloud with a
SPEAKING
partner. Pay attention to pausing. 76 STRATEGY 78
Introducing your
D Choose one of the urban problems below, or think of your own. Work with topic
a partner and brainstorm causes and a solution. Today I’m going to
talk about . . .
dirty streets high unemployment public safety My topic today is . . .

Causes of the problem: Giving an overview

of your talk
1. I’ll start by . . .
2. Then I’ll move on to . . .
I’ll conclude by . . .
3.
A solution:

E Join another pair and follow the instructions. Presenters and listeners should then switch roles
and repeat the exercise.
Presenters: Divide your talk so that each presenter has something to say. Use the expressions
in the Speaking Strategy to explain your problem clearly.
Listeners: Take notes. After the presentation, give another suggestion for solving the problem.

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 GRAMMAR
A Read the Unit 9, Lesson A Grammar Reference in the appendix.
Complete the exercises. Then do the exercises below.
TOO MUCH / TOO MANY / ENOUGH + NOUN TOO + ADJECTIVE; ADJECTIVE + ENOUGH
There’s too much traffic. She’s (not) old enough
to vote.
There are too many cars. He’s too young
We (don’t) have employees.
enough
We (don’t) have water.
We use too much with non-count nouns like traffic and work.
We use too many with plural count nouns like cars and problems.
We use enough with both count and non-count nouns.

B Follow the instructions to complete the survey below. Then check (✓) Yes
or No for yourself.
• For questions 1–4: Write enough either before or after the words.
(Only one position is correct.)
• For questions 5–8: Write too, too much, or too many in each space.

Yes No

1. Did you get sleep last night?

2. Is it quiet for you to study at home?

3. Do you have opportunities to practice

English?

4. Have you eaten food today?

5. Do you spend time watching TV? Do you spend

hours looking at screens?

6. Is English difficult to learn?

7. Do you sometimes eat sweets? Do you sometimes eat

dessert?

8. Is your typical day long?

C Use the questions in B to interview a partner. Ask follow-up questions.

D Did you and your partner have a lot of the same answers? Share your
results with the class. Share one interesting thing you learned from your
follow-up questions as well.

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 ACTIVE ENGLISH Try it out!

A Read about three problems facing your city. What issues are
presented? Match two issues in the box with each problem.
high unemployment overpopulation unaffordable housing
noise pollution traffic congestion water shortage

Problem 1: There has been a building boom1 downtown, but

most of the new buildings are luxury high rises. The cheaper
apartments are far away from the city center, so urban sprawl2
is a problem. Most employees are forced to commute long
distances. Rush hour conditions on the highways are especially
bad.
Problem 2: The airport in your city has gotten busier and busier
over the past 20 years. Residents are complaining about the
noise, and some companies are choosing to move outside
of the area because of this issue. Now there are fewer jobs.

Problem 3: There has been very little rainfall and the

city’s available drinking water is at a low level. In addition,
the population of your city has increased dramatically.
To avoid wasting water, your city has reduced some
services, including the watering of public parks and
gardens.
1A boom is a sudden increase.
2 Urban sprawl is the uncontrolled expansion of a city.

B Discuss each problem with a partner. Use sentences

with too and enough when you can. Which problem is
the most serious one?
There are not enough
apartments downtown. Actually, there are a lot of
apartments. It’s just that
they are too expensive.

C Join another pair. Follow the steps below. Then switch roles and repeat
the exercise.
Pair A: Tell Pair B which problem you think is the most serious. Explain
your choice.
Pair B: Listen and then offer a suggestion to help with the problem.

9A GOALS Now I can . . .

Identify and discuss urban issues 1. Yes, I can.

Introduce a topic and give an overview 2. Mostly, yes.
3. Not yet.

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