2

NOTE TAKING using visual elements

UNIT LISTENING
vocabulary
understanding cause and effect
word families: nouns and verbs
Grammar there’s and it’s
PRONUNCIATION schwa /ə/ in unstressed syllables
Psychology SPEAKING asking for and giving examples

Unit Question

How can colors

be useful?
A
Discuss these questions with your classmates.

1. Why can wearing dark clothes at night be dangerous?

Why do traffic police in some countries wear orange?

2. Imagine you want to paint your house.

What color do you choose? Why?

3. Look at the photo. How is color useful to this animal?

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 UNIT Listen to a nature program and a panel presentation.
OBJECTIVE
Gather information and ideas to give a presentation
about the use of color.

B
Listen to The Q Classroom online. Then match the
ideas in the box to the students in the chart.

a. to affect moods b. for symbolic reasons c. hospitals use relaxing colors

d. to attract attention e. different-colored notebooks f. to organize
g. wearing school colors h. big red letters on a sign

Use of color Example

Sophy b. for symbolic reasons

Felix

Marcus

Yuna

ONLINE C
Go to the Online Discussion Board
to discuss the Unit Question with
your classmates.

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 D
Complete the questionnaire. Then compare answers with a partner.

Animals Around Us
Preview the unit

ANIMAL WHERE YOU SEE THEM ANIMAL’S COLORS

at home

in the yard

in the park

bird other

at home

in the yard

in the park

mouse other

at home

in the yard

in the park

cat other

E
Discuss the following questions with your partner. How easy or difficult
is it to see these animals? Does it have anything to do with their colors?
Why or why not?

F
Look at the photo. The man is wearing a special kind of clothing called
camouflage. It has the same colors as the grass. Why is this clothing
useful for his job?

An animal photographer

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 Note-taking Skill Using visual elements
Instructors often use visual elements in their classes. They sometimes refer to pictures
in a textbook or show photographs and charts on a screen. They also draw simple
pictures and diagrams on the board. To use a visual element in your notes, you can . . .
• first copy the picture or diagram into your notes.
• then label the picture and write notes around it.
You don’t need to be a great artist to use pictures in your notes. Even a rough
drawing will help you remember the contents of the class.

A. Look at the picture of a leaf used in a biology class and read the instructor’s
explanation. Then finish labeling the student’s drawing and write notes.
The Structure of a Leaf The Structure of a Leaf

Stem Stem

Petiole
connects
leaf to
stem, pipe,
water

The leaves are the food-making part of a plant. The petiole connects the
leaf to a stem on the plant. The petiole is like a small tube or pipe. It carries
water and minerals to the leaf. Water goes from the petiole to the midrib. The
midrib runs from the bottom to the top of the leaf. Then small veins distribute
this water all through the leaf. The petiole also turns the leaf toward the sun.
This is important because leaves use energy from the sun to make food from
carbon dioxide in the air and water. This process is called photosynthesis.
B. Look at the picture of the tree and Parts of a Tree
listen as an instructor describes the
parts of a tree. Copy the drawing
and make notes.

ONLINE C. Go online for more practice using visual elements in your notes.
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 LISTENING

listening 1 The Colors of Nature

UNIT You are going to listen to part of a nature program. A famous scientist
OBJECTIVE
talks about how animals use color. As you listen to the program, gather
information and ideas about how colors can be useful.

Preview the LISTENING

A.  VOCABULARY   Here are some words from Listening 1. Read the sentences.
Then circle the answer that best matches the meaning of each underlined word.

1. Animals hide when danger is near. They come out when it’s safe.
a. go to a place where no one can see them
b. come out and look around
2. Listen to that bird. I think it’s giving the other birds a warning that
there’s a cat hunting them.
a. a call that means hunger
b. a call that means danger
3. Don’t let the children touch that. It is rat poison. It can hurt them.
a. something that is dangerous to touch or eat
b. something that has a very bad taste
4. This hand cream makes your skin soft and beautiful.
a. outer covering of your body
b. shoes and clothing
5. Some large birds have wings that are more than six feet across.
a. body parts used to walk
b. body parts used to fly
6. Most pets can’t survive in the wild. They need people to take care of them.
a. stay alive
b. find friends
7. Lions are predators. Other animals stay away from lions because they
are dangerous.
a. animals that live in a group
b. animals that kill and eat other animals
8. All insects have six legs, and many have wings. Most are very small.
a. an animal like an ant or a bee
b. an animal like a cat or a rabbit
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 ONLINE B. Go online for more practice with the vocabulary.

C.  PREVIEW   You are going to listen to a nature program about ways

animals use color. Work with a partner. Discuss these questions.

1. Look at photos 1 and 2. Why is it difficult to see the animals in

these photos?

2. Look at photo 3. Is it easy or difficult to see the frog?

3. Why do you think the animals have these colors?

1 2 3
A false-leaf katydid A cryptic frog A blue poison dart frog

WORK WITH THE LISTENING

A. Look at the photos again. Make rough sketches of the animals on a page
for your notes. Label the photos and make notes about what you see—
for example, color, size, or location. Leave room on the page to add more
information.

B.  LISTEN AND TAKE NOTES   Listen to the nature program and take more
notes about each animal in the photos.

C. Complete the chart with the words in the box. Then listen and check
your answers.

among the green leaves blue brown

on the forest floor green in the rain forest

False-leaf katydid Cryptic frog Poison dart frog

color
location

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 D. Read the sentences. Then listen again. Circle the answer that best
completes each statement.

1. The false-leaf katydid’s look just like leaves.

a. eyes
b. wings
c. legs

2. The katydid gets its name from .

a. a girl named Katy
b. the way it looks
c. a sound it makes

3. The colors of the cryptic frog match the leaves and on the forest floor.
a. rocks
b. insects
c. flowers

4. The best way to see a cryptic frog is to .

a. wait for the wind to blow
b. watch for it to move
c. look under a rock

5. The blue poison dart frog has enough poison to kill .

a. one person
b. five people
c. ten people

6. Poison dart frogs live in the rain forests of .

a. South America
b. South Africa
c. North America

E. Work with a partner. Take turns asking and answering the questions. Use
your own words.

1. What does the word camouflage mean?

2. Why do animals use camouflage? Give an example from the Listening or

from your own experience.

3. How does the poison dart frog use color? How is it different from the
cryptic frog?

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 F. Read the descriptions of these animals. Do you think they use color
for camouflage or as a warning? Write C (camouflage) or W (warning).
Compare answers with a partner.

1 2 3

4 4

1. Monarch butterflies are bright orange. Their wings have a terrible taste.

2. Zebras are African animals in the horse family. They have black and
white stripes. You often find them standing in tall grass.
3. The coral snake lives in forests. It has red, yellow, and black stripes.

4. The arctic fox has brown or gray fur in the summer, but in winter its
fur changes to white.

SAY WHAT YOU THINK

Discuss the questions in a group.

1. Think about the animals in Activity D on page 26. Do these animals use
color for camouflage or as a warning? Explain.

2. Most large predators, like lions, are not brightly colored. Why do you
think this is true?

3. What are some ways people use color as camouflage or as a sign of danger?

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 Listening Skill Understanding cause and effect
A cause is the action that makes something happen. An effect is what happens as
a result. In a sentence, the cause can come before the effect or after it.
Connecting words like so and because show a cause or an effect. Listen for them
carefully. So shows an effect. Because shows a cause.
Pollution was a poison to the frogs, so the frogs in the pond died.
cause effect

The frogs survived because their camouflage matched the leaves.

effect cause

A. Listen to these statements about the nature program you heard in

Listening 1. Circle the cause in each statement. Underline the effect.

1. Katydids are hard to see because of their green color.

2. Predators can’t see the katydids, so the katydids stay safe.

3. It’s hard to see the cryptic frog because it uses camouflage.

4. The cryptic frog is the same color as the leaves, so you can’t see it very well.

5. The blue poison dart frog is bright blue so you can see it easily.

6. Dart frogs are dangerous because their skins contain a strong poison.

B. Listen to the scientist talk about Australian bowerbirds. Then match each
cause with the correct effect.
Cause Effect
1. The satin bowerbird decorates its a. The bower looks nice.
bower with blue things.
2. The bowerbird doesn’t like red. b. Predators cannot find
the nest easily.
A male bowerbird and 3. The female builds a nest in a tree. c. The bowerbird removes
its bower
the red thing.

ONLINE C. Go online for more practice with understanding cause and effect.

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 listening 2 Building with Color
UNIT You are going to listen to a class presentation about how two different
OBJECTIVE
architects use color in their work. The presentation includes photographs of
the architects’ work. As you listen to the presentation, gather information
and ideas.

Preview the LISTENING

Vocabulary A.  VOCABULARY   Here are some words from Listening 2. Read the paragraph.
Skill Review Then write each underlined word next to the correct definition.
In Unit 1, you learned
about noun + verb
collocations. Can Building My Dream House
you find any noun +
verb collocations Like most people, I have a dream to blend in with the trees around it,
in the paragraph home. I want to build my home in the not stand out. I want the house to be
in Activity A? country, not the city. I want to get away round, not square, because a circle is
Underline them.
from urban life. I even drew pictures a more natural shape. The high roof of
of the house. Of course I’m not a the house can be gray. Gray matches
real architect, so my drawings are not the color of the rocks in the mountain.
perfect. I want to use natural materials The road to the house isn’t straight.
in the home, like wood and stone, It follows an old, curving walking path.
not blocks of concrete. I know exactly Some of my friends don’t like my idea.
where I want to build it. The site is They advise me not to waste money on
by a lake in the mountains. I want the house, but someday I am going to
to paint the house brown and green build my dream house.

1. (phrasal verb) to look different from the things around

2. (phrasal verb) to look like the things around

3. (noun) a hard, man-made building material

4. (verb) to be the same color as something else

5. (noun) the form of something, such as a circle

or square

6. (noun) a place or location

7. (adjective) in a direct line, not curved

8. (adjective) related to the city, not the country

9. (verb) to tell someone what you think he or she should do

ONLINE B. Go online for more practice with the vocabulary.

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 C.  PREVIEW   Look at the two photos from the presentation. How are the
colors different? Discuss with a partner.

Great Bamboo Wall House Hundertwasser House

WORK WITH THE LISTENING

A.  LISTEN AND TAKE NOTES   Listen to Part 1 of the panel presentation about
the work of the Japanese architect Kengo Kuma. Take notes. Remember
to write only important words.
B.  LISTEN AND TAKE NOTES   Listen to Part 2 of the presentation about the
work of the Austrian architect Friedensreich Hundertwasser. Take notes.
C. Complete the summaries with the words and phrases from the boxes.
Use your notes to help you. Then listen and check your answers.
Part 1:
architects blend in country
materials and colors to look natural

The presentation is about the work of two different architects ,

1
Kengo Kuma and Friedensreich Hundertwasser. Both architects
want their buildings . Kuma often builds in the
2
. He makes his buildings with
3 4
the environment. He does this with the he chooses.
5
Part 2:
apartment bright colors city
different straight lines

Hundertwasser builds most of his buildings in the ,

6
and he uses a lot of , not gray or black. He uses natural
7

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 shapes and almost no . He wants every home to be
8
, even if it is part of an building.
9 10

D. Work with a partner. Complete the chart with information about the two
architects’ buildings. Then listen again and check your answers.

Great Bamboo Wall House Hundertwasser House

location
typical colors
special features

E. Read the sentences. Circle the answer that best completes each statement.

1. The presenter discusses Kuma’s work in .

a. Japan and China
b. Japan and New York
c. China and New York

2. Kuma’s buildings in Tokyo were made of .

a. wood
b. paper
c. concrete

3. His Tokyo buildings were usually .

a. green
b. gray
c. brown

4. Hundertwasser planted trees .

a. only on the roofs of his buildings
b. only inside his buildings
c. on the roofs and inside the buildings

5. Hundertwasser said that the “usual” apartment buildings (not his) made
him think of .
a. prisons
b. nature
c. factories

6. He called the people who lived in those buildings .

a. green people
b. gray people
c. blue people
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 F. Read the statements. Write T (true) or F (false). Then correct the false
statements.

1. For Kuma, the location of a building was not important for the design.

2. The Great Bamboo Wall House blends in with the mountains around it.

3. Hundertwasser believed that buildings in the city should be connected

to nature.

4. Hundertwasser didn’t allow people in his building to change the colors.

G. Work in a group. Look at the two buildings and compare them with the
work of Kuma and Hundertwasser. Which reminds you more of Kuma?
Which of Hundertwasser? Why?

ONLINE H. Go online to listen to What Color Is Your Car? and check your comprehension.

SAY WHAT YOU THINK

A. Discuss the questions in a group.

1. Which house do you prefer—the Great Bamboo Wall House or

Hundertwasser House? Why?

2. What colors are popular for houses where you live? Are there many
different colors or are they mostly the same?

3. What does your dream house look like?

B. Before you watch the video, discuss the questions in a group.

1. What colors do you prefer for your clothing and for your home?

2. What companies do you identify with a particular color?

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 ONLINE C. Go online to watch the video

video vocabulary
about how corporations consistent (adj.)  always behaving in the same way
use color. Then check your corporately (adj.)  relating to corporations
comprehension. faded (adj.)  a color that is lighter or less bright
than it originally was
right on (phr.)  correct, accurate
update (v.)  to make something more modern

D. Think about the video, Listening 1, and Listening 2 as you discuss

the questions.

1. How can you compare the way animals use color with the way architects
use color?

2. Think about companies and businesses in your community. What colors do

you associate with each one? Are there any colors you think would NOT be
good for a company? Why?

Vocabulary Skill Word families: nouns and verbs

Some words can be used as a noun or a verb. To know if a word is a noun or a
verb, you have to look at the words around it.
There are pictures of the architect’s work on the Internet. (noun)
The men work at the building site every day. (verb)

A word is probably a noun if it comes after . . .

• an article (a, an, or the).
• an adjective.
• a number.
• the words this, that, these, or those.

A word may be a verb if it comes after . . .

• a pronoun such as it or they.
• a time word such as sometimes or never.
• a helping verb such as do, does, can, will, or should.

A. Look at the bold word in each sentence. Write N (noun) or V (verb).

V 1. We can camouflage this birdhouse. We can paint it the same color as
the tree.
2. An owl is a bird that flies at night. It calls, “Hoo, hoo, hoo.” It sounds
like it’s asking, “Who? Who? Who?”
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 3. The poison of that insect is very strong, but it can’t kill a person.

4. There are many different sounds in the forest at night.

5. That architect blends natural materials and concrete.

6. Both of these shirts are blue, but the colors don’t match. This one is darker.

7. The color green is actually a blend of blue and yellow.

8. That liquid is dangerous. It can poison people and animals.

B. Complete each sentence with the correct word from the box. Then write
N (noun) or V (verb).

camouflage    change   fight   match   poison   sound

1. When these birds are young, they are brown and white. When they
become adults, their colors change to black and orange. V

2. When catbirds sing, the is like cats meowing.

Tip for Success
3. Bowerbirds sometimes other birds for building
The pronoun it refers
to both male and materials.
female animals. You
can also use the
pronouns he and she
4. They’re trying to the buildings by painting them
for animals when you
know the gender brown and green.
of the animal.
5. Is the red in these shoes a good with the red in my
jacket?

6. Can the skin of the dart frog me if I touch it?

A blue poison dart frog

ONLINE C. Go online for more practice with word families.

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 SPEAKING
UNIT At the end of this unit, you will design a house or an apartment building.
OBJECTIVE
Make sure to give examples when you describe the building to group
members.

Grammar There’s and it’s

There’s (There is) is used when something is being mentioned for the first time.
There’s a bookstore on campus.
There’s a software program called Camouflage. It hides your files so others
can’t find them.
There’s a tree on the roof of that building!

The pronoun it in the expression it’s (it is) refers to something we already know.
The dart frog is bright blue. Predators know that it’s dangerous.
He lives in a new apartment building. It’s like a big gray box.

A. Complete the paragraph with there’s and it’s.

There are many different animals in the park. There’s

1
a bright red bird in a tree. a male cardinal.
2
Nearby a similar bird, but
3 4
brown, not red. a female cardinal. On a
5
flower, a beautiful orange and black butterfly.
6
a monarch butterfly. Predators can see it easily. But
7
they also know that a dangerous insect. Its wings have
8
a terrible taste. Its color is a warning to predators.

B. Work with a partner. Imagine that you are in a place in your city. Describe
what you see, using there’s and it’s. Take turns.
A: There’s a restaurant on the corner. I think it’s an Italian restaurant.
B: There’s a new exhibition at the museum. It’s about the first trip to the moon.

ONLINE C. Go online for more practice with there’s and it’s.

D. Go online for the grammar expansion.

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 Pronunciation Schwa /ә/ in unstressed syllables
The schwa sound is the most common vowel sound in English. It is the same
sound speakers make when they pause and say Uh. It is a very relaxed sound.
Unstressed syllables often use the schwa. In dictionaries the pronunciation of the
schwa is usually shown with the symbol /ә/.
The word banana is a good example of the schwa. The first and last syllables have
the schwa. Note that the stressed syllable /næ/ is longer than the other syllables.
/bə  ’næ nə/

The underlined syllables in these words also use the schwa. These are all
unstressed syllables. Remember that any vowel can have the schwa sound.
a-ni-mal   poi-son   sur-vive   pre-da-tor   for-est

The schwa is common in unstressed syllables, but it is sometimes used in stressed

syllables.
hun-gry   mo-ney

A. Listen and write the words. There is one unstressed syllable with
the schwa sound in each word. Circle the syllable that contains the
schwa sound.

1. camouflage 5.

2. 6.

3. 7.

4. 8.

B. Listen again. Then practice with a partner. Take turns saying the words.

C. Listen to these pairs of words. Which word has the schwa sound in the
underlined syllable? Circle your answers.

1. contain concrete

2. mention apartment

3. answer another

4. program protection

5. material many

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 D. Work with a partner. Underline all the syllables with the schwa sound.
Then take turns reading the sentences.
1. Concrete contains a mix of sand, cement, and water.
2. Is there an apartment for rent on State Street?
3. We need to find another answer to the problem.
4. There’s a special program to protect the city’s water.

ONLINE E. Go online for more practice with schwa in unstressed syllables.

Speaking Skill Asking for and giving examples

When you explain something, give examples to help the listener understand your
ideas. When you don’t understand something a speaker says, ask for an example.

Giving an example: Asking for an example:

For example, . . . Can you give me an example?
For instance, . . . Do you have any examples?
Here’s an example.

A. Listen to the excerpts from the Listenings in this unit. How do the
speakers introduce or ask for examples? Write the expressions they use.

1.

2.

3.

4.

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 B. Work with a partner. Choose one of the topics below. Tell your partner
about the topic. Take turns asking for and giving examples.

• the best colors for the rooms of a house

• why I love the colors of the desert (or the mountains, the beach, etc.)

• my favorite colors to wear

ONLINE C. Go online for more practice with asking for and giving examples.

Unit Assignment Present a building design

UNIT In this section, you are going to present a design of a house or an apartment
OBJECTIVE
building. As you prepare your design, think about the Unit Question, “How
can colors be useful?” Use information from Listening 1, Listening 2, the unit
video, and your work in this unit to support your presentation. Refer to the
Self-Assessment checklist on page 44.

1 2

3
1
3 4

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 Consider the Ideas
Look at the photos on page 42. Then discuss the questions in a group.

1. Which building do you like the most? Why?

2. Which building do you like the least? Why?

3. Do you like buildings that blend into their environments or buildings that
are unusual? Explain.

Prepare and Speak

A.  gather ideas   Work in a group. You are going to design a building.
Complete the steps.

1. Decide the type of building. Is it an apartment building or a house?

2. Choose a location for the building. Is your building in a city, a town, or the
country? Our building is in a .
a. desert area: dry without many green plants
b. forest area: green with a lot of trees
c. large city: downtown with a lot of people and buildings
d. large city: quiet street near the edge of the city
e. beach town: near the ocean

B.  Organize ideas   Discuss with your group what the building looks like
from the outside. Then create an outline, using the categories below. Use
visual elements in your notes to help show what your building looks like.

• building type

• location

• materials (concrete, wood, glass, metal, etc.)

• outside colors

• plan (how big, how many floors, how many rooms, etc.)

• blends in or is unusual?

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 C.  speak   Present your building design to another group. Refer to the
Self-Assessment checklist below before you begin.

1. Use your outline and visual elements from Activity B to help you.

2. Make sure that each person in the group takes part in the presentation.

3. Give examples and show some visual elements to help your audience to
better understand.

ONLINE Go online for your alternate Unit Assignment.

CHECK AND REFLECT

A.  CHECK  Think about the Unit Assignment as you complete the
Self-Assessment checklist.

SELF-ASSESSMENT
Yes No
■ ■ I used visual elements to show my ideas.
■ ■ I was able to speak easily about the topic.
■ ■ My audience understood me.
■ ■ I used there’s and it’s.
■ ■ I used vocabulary from the unit.
■ ■ I asked for and gave examples.
■ ■ I used the schwa in unstressed syllables.

ONLINE B.  REFLECT   Go to the Online Discussion Board to discuss these questions.

1. What is something new you learned in this unit?

2. Look back at the Unit Question—How can colors be useful? Is your

answer different now than when you started this unit? If yes, how is it
different? Why?

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 Track Your SUCCESS

Circle the words you have learned in this unit.

Nouns warning survive

concrete wing Adjectives
insect Verbs straight
poison advise urban
predator camouflage Phrasal Verbs
shape change blend in
site fight stand out
skin hide
sound match

  Oxford 3000™ words

  Academic Word List

Check (✓) the skills you learned. If you need more work on a skill, refer to the
page(s) in parentheses.

NOTE TAKING I can use visual elements. (p. 27)

listening I can understand cause and effect. (p. 32)
Vocabulary I can use noun and verb word families. (p. 37)
Grammar I can use there’s and it’s. (p. 39)
pronunciation I can use the schwa in unstressed syllables. (p. 40)
speaking I can ask for and give examples. (p. 41)

UNIT I can gather information and ideas to participate

OBJECTIVE in a group presentation about the use of color.

|  Listening and Speaking 45

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