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December 10, 2020
VIA ELECTRONIC FILING
Public Service Commission of Utah
Heber M. Wells Building, 4th Floor
160 East 300 South
Salt Lake City, UT 84114
Attention: Gary Widerburg
Commission Administrator
Re: Docket No. 20-035-46
In the Matter of the Request of Rocky Mountain Power for Approval of its 2021 Strategic Communications and Outreach Action Plan and Budget for Demand Side Management
On June 11, 2009, in Docket No. 09-035-36, the Public Service Commission of Utah (“Commission”) issued an order approving the implementation of an outreach and communications program in Utah for Rocky Mountain Power’s (“Company”) energy efficiency and peak management programs (“Campaign”) for a period of three years. The intent of the Campaign was to increase awareness and participation in the Company’s energy efficiency and peak reduction programs. Since then, the Company has sought and received approval for outreach and communications plans on an annual basis in separate dockets.
Attached hereto as Exhibit A is the Strategic Communications and Outreach Action Plan and Budget for Demand Side Management, January 1, 2021 – December 31, 2021 (“2021 Plan”). A budget of $1.5 million is proposed for the 2021 Plan. The 2021 Plan was circulated to the DSM Steering Committee on December 2, 2020.
The expenses associated with the 2021 Plan were included in the Company’s forecast of expenses in the DSM Deferred Account & Forecast Report filed November 2, 2020 in Docket No. 20-035-31. It is respectfully requested that the Commission issue an order approving the 2021 Plan with an effective date of January 11, 2021.
In addition, all formal correspondence and staff requests regarding this filing should be addressed to:
By e-mail (preferred): firstname.lastname@example.org
email@example.com
By regular mail: Data Request Response Center
PacifiCorp
825 NE Multnomah, Suite 2000
Portland, Oregon 97232
Informal inquiries may be directed to me at (801) 220-4214.
Sincerely,
Michael S. Snow
Manager, Regulatory Affairs
cc: Division of Public Utilities
Office of Consumer Services
Enclosure
Exhibit A
PREFACE/BACKGROUND
Rocky Mountain Power (“Company”), working with the Public Service Commission of Utah (“Commission”) and interested stakeholders, has implemented a comprehensive portfolio of energy efficiency and peak reduction programs in Utah.
In Docket No. 09-035-36, the Commission approved the Company’s proposal to work with regulators and interested stakeholders to raise the awareness of the comprehensive portfolios of energy efficiency and peak reduction programs in Utah. Through these portfolios, the Company provides residential, commercial, industrial and agricultural customers with incentives and tools that enable them to employ energy savings in their homes or businesses.
Starting in 2009, the Commission approved the Company’s proposal to implement a communications and outreach plan intended to increase participation in these programs and to grow customer appreciation and understanding of the benefits associated with the efficient use of energy. This document provides detailed information on proposed campaign activities in 2021 and why the proposed budget is critical to the continued success of the Company’s Wattsmart program portfolio.
Summary to Date
Annual Reports for each campaign year were filed in Docket No. 09-035-36 until they started being provided with the Demand Side Management (“DSM”) Annual Report after 2014.
| Campaign Year | Reporting |
|----------------------------------------------------|----------------------------|
| July 1, 2009 through June 30, 2010 | October 14, 2010 |
| July 1, 2010 through June 30, 2011 | September 30, 2011 |
| July 1, 2011 through June 30, 2012 | October 29, 2012 |
| July 1, 2012 through December 31, 2013¹ | January 31, 2014 |
| January 1, 2014 through December 31, 2014 | DSM Annual Report² |
| January 1, 2015 through December 31, 2015 | DSM Annual Report |
| January 1, 2016 through December 31, 2016 | DSM Annual Report |
| January 1, 2017 through December 31, 2017 | DSM Annual Report |
| January 1, 2018 through December 31, 2018 | DSM Annual Report |
| January 1, 2019 through December 31, 2019 | DSM Annual Report |
| January 1, 2020 through December 31, 2020 | DSM Annual Report |
| January 1, 2021 through December 31, 2021 | DSM Annual Report |
¹ In order to align the communications campaign with the calendar year, the Commission approved an 18-month timeframe from July 1, 2012, through December 31, 2013, in its order issued May 1, 2012 in Docket No. 12-035-71.
² After the 2014 calendar year, the Company began reporting Campaign effectiveness in the DSM Annual Report.
Executive Summary
Research Findings
While we believe that Rocky Mountain Power’s marketing and communication outreach efforts are still making a positive impact on both residential and business customers, it’s also important to note the impact that the COVID-19 pandemic has had. This pandemic has particularly had a devastating impact on many of our small business customers this year, which can be seen in the commercial survey results. With competing priorities, a crowded media market with COVID-19 and the presidential election, energy efficiency has been less top of mind for our business customers in 2020. Our residential customers have also been significantly impacted by the pandemic. They have been spending more time at home, using more energy, and as a result, are looking for ways to save on their energy bills. The awareness level of “being Wattsmart” has continued to improve for residential customers, with about two-thirds of customers saying they have taken action to reduce energy use. Additionally, half of commercial customers said they have taken action to reduce energy use. What’s more, customers across the board continue to look to Rocky Mountain Power as a credible source for energy efficiency information.
Key Takeaways
- Familiarity with Wattsmart and importance of conservation remain strong among residential customers.
- The world has shifted in light of the COVID-19 pandemic with small business customers particularly struggling. Priorities and focus has shifted for our business customers, making energy efficiency less top of mind.
- Based on research findings, more direct email and mail will be added to the Company’s outreach in addition to advertising through television, digital media, social media, online, radio, and out-of-home.
- Customers feel it is important for Rocky Mountain Power to help them conserve energy.
- Rocky Mountain Power is the first source for energy efficiency information.
Strategy
Use research to continually improve awareness efforts for energy efficiency to support Wattsmart programs and energy conservation in general.
- Continue to promote “being Wattsmart” to support Rocky Mountain Power’s “Powering Your Greatness” brand essence that empowers customers with options to save energy and money.
- Maintain targeted media channels with adjustments for trends, cost and impact.
- Engage customers online and through direct email.
- Continue outreach to the next generation of energy savers with engaging energy efficiency education.
- Consider economic impact on our customers in light of COVID-19 pandemic.
- Help customers who have been impacted by the COVID-19 pandemic.
- Offer business owners insights into their energy usage and solutions to help lower their bills through new monthly Small Business Energy Insights Reports. Reports will also work as an additional avenue of marketing and outreach to business customers.
- Expand Energy Insights Reports to add additional touchpoints to customers in rural communities.
Proposed Budget
The Company proposes an overall communications and outreach budget of $1.5 million.
Customer Surveys
Rocky Mountain Power contracted with third-party, independent market research firms to conduct studies with customers. MDC Research surveyed residential and non-residential customers in two separate studies to determine the effectiveness of the outreach and communications campaign. The survey measured the awareness of and self-reported efforts toward conservation and participation in Rocky Mountain Power’s DSM programs.
Also referenced are results from Escalent National Benchmarking Studies to support continued outreach and communications to residential and business customers; and provide insights into opportunities to improve awareness about the benefits of efficiency.
Research Methodology
- **MDC Research** – Customers were randomly invited to participate in online surveys via emails issued by MDC Research. Four-hundred twenty-eight Utah business customers completed online surveys in July and August 2020 and 1,033 Utah residential customers completed online surveys in September 2020.
The overall objective of this research was to measure awareness and affinity for Rocky Mountain Power’s energy conservation programs, particularly “being Wattsmart.” Additional objectives include: measure awareness level of Rocky Mountain Power advertisements and communications; determine awareness of Rocky Mountain Power being a resource for energy efficiency; gauging association between Wattsmart and Rocky Mountain Power; and discerning actions residential and business customers are taking to be Wattsmart.
- **Escalent National Benchmarking Study** – In 2020, the Company engaged Escalent (formerly MSI) to conduct quarterly online snapshot surveys with residential customers and semi-annual online surveys with business customers. These studies provide deeper insights into the primary ways residential and small- to medium-sized business customers’ perceptions and evaluations of Rocky Mountain Power’s performance impacts customer satisfaction. These responses are analyzed to understand perceptions of topics related to outage communications, web interactions, billing, communication, pricing and energy efficiency. For the purpose of this plan, we will look only at findings that pertain to energy efficiency.
Both the residential and business Escalent surveys asked two questions related to energy efficiency: Does Rocky Mountain Power do a “good job” of “Providing information on how to control your energy costs?” and “Does the Company do a “good job” of “Offering solutions to help customers use energy more efficiently?”
The third-quarter 2020 residential snapshot scores remained unchanged on both questions: for “Providing information on how to control energy costs” (84% compared to 84% in 2019) and for “Offering solutions to help customers use energy more efficiently” (83% compared to 83% in 2019). With business customers, scores increased slightly in 2020 for “Providing information on how to control energy costs (74% compared to 72% in 2019), and for “Offering solutions to help customers use energy more efficiently” (75% compared to 73% in 2019).
More than three-quarters of residential customers say Rocky Mountain Power does a “good job” of offering solutions that help customers use energy efficiently (84% compared to 84% in 2019) and providing information on how to control their electricity costs (83% compared to 83% in 2019). *(Escalent 2020 Research)*
**Offering solutions to help customers use energy efficiently**
- Q4 '19: 81%
- Q1 '20: 81%
- Q2 '20: 84%
- Q3 '20: 83%
**Providing information on how to control electricity costs**
- Q4 '19: 83%
- Q1 '20: 82%
- Q2 '20: 86%
- Q3 '20: 84%
Importance of Utility Companies Helping Customers Conserve Energy
Residential customers feel it is highly important for utility companies to offer programs to help conserve energy. Results for 2020 are relatively similar to 2019 with nine in ten believing that it is “very” or “somewhat” important for utility companies to help customers conserve energy through program offerings. (MDC 2020 Residential Research)
| Importance of Utility Companies Offering Programs to Conserve Energy | 2019 (n=1,003) | 2020 (n=1,033) |
|---------------------------------------------------------------|----------------|----------------|
| Very important | 69% | 66% |
| Somewhat important | 25% | 28% |
| Not very important | 3% | 2% |
| Not at all important | 1% | 1% |
| Don’t know | 2% | 2% |
Familiarity with “being Wattsmart”
Three quarters (72%) are familiar with “being Wattsmart”. Of those familiar with “being Wattsmart,” 72% attribute the phrase to Rocky Mountain Power. (MDC 2020 Residential Research)
Recall the phrase “Being Wattsmart”
Companies associated with “Being Wattsmart” (among those who recall)
- Rocky Mountain Power/ Pacific Power: 72%
- Other: 6%
- Don’t know/None: 18%
Taking action
Over half (62% compared to 69% in 2019) of residential customers have taken some actions or changed something in their household in the past year to save energy. The top actions (among those taking action), continue to be around lighting. “Installing energy efficient lighting” (39% down from 53% in 2019). Other top actions cited are installing energy efficient appliances (13% up from 8% in 2019), adjusting thermostat settings (13% down from 14% in 2019), and lowering use of or turning off air conditioning (12% up from 9% in 2019).
(MDC 2020 Residential Research)
Main reason for taking action to reduce energy use (among those who have taken action) is to save money (71% compared to 71% in 2019), to protect the environment (18% compared to 17% in 2019) and to conserve energy (16% compared to 16% in 2019).
| Top Reasons for Conservation Action (Among Those Taking Action) | 2019 UT (n=690) | 2020 UT (n=644) |
|---------------------------------------------------------------|-----------------|-----------------|
| To save money | 71% | 71% |
| Save energy | 17% | 18% |
| To protect the environment | 16% | |
| Needed to replace an old or broken appliance | 5% | 7% |
| To make my home more comfortable | 2% | 4% |
| To reduce need for new energy infrastructure | 2% | |
| Right thing to do | 1% | 3% |
| Prefer LED lights | 1% | |
MDC 2019 Residential Research
MDC 2020 Residential Research
Top Sources for Current Events
Television remains the main source of information about news and current events. Customers who recall “Wattsmart” are significantly more likely to mention television than those that do not recall “Wattsmart.” Renters are significantly more likely to rely on social networks for news and current events than homeowners.
**Information Sources for News and Current Events**
| Source | 2020 Total (n=2,175) | 2019 Total (n=2,178) | 2020 UT (n=1,033) |
|-------------------------|----------------------|----------------------|--------------------|
| Television | 48% | 52% | 48% |
| Email | 37% | 41% | 37% |
| Social networking | 34% | 36% | 34% |
| Online News Aggregator | 34% | -- | 34% |
| Internet | 33% | 35% | 33% |
| Family, friends, co-workers | 33% | 30% | 33% |
| Radio | 30% | 33% | 30% |
| Newspaper | 21% | 26% | 21% |
| RMP/PP Website | 18% | 21% | 18% |
| Direct mail | 12% | 15% | 12% |
| Bill insert | 12% | 15% | 12% |
| Magazine | 6% | 8% | 6% |
*MDC 2020 Residential Research*
Email remains the main source of information about Rocky Mountain Power followed by the utility website.
**Information Sources about Rocky Mountain Power**
| Source | 2019 Total (n=2,175) | 2019 Total (n=2,178) | 2020 UT (n=1,033) |
|-------------------------|----------------------|----------------------|--------------------|
| Email | 49% | 48% | 49% |
| RMP/PP Website | 47% | 42% | 47% |
| Bill insert | 21% | 29% | 21% |
| Direct mail | 16% | 21% | 16% |
| Television | 15% | 17% | 15% |
| Social networking | 9% | 9% | 9% |
| Radio | 8% | 9% | 8% |
| Newspaper | 6% | 8% | 6% |
| Family, friends, co-workers | 6% | 7% | 6% |
| Internet | 6% | 7% | 6% |
| News apps | 7% | -- | 7% |
Commercial Customers
In 2020, the Company engaged MDC Research to study the effectiveness of the outreach and communications campaign with business customers. The survey measured the awareness of and self-reported efforts toward conservation and participation in Rocky Mountain Power’s DSM programs. Four-hundred twenty-eight Utah business customers completed online surveys with MDC Research in July and August 2020.
The Company also hired Escalent (formerly MSI) to conduct semi-annual online snapshot surveys with business customers and provide insights into opportunities to improve awareness about the benefits of efficiency.
The 2020 Escalent mid-year business snapshot contained two data points relevant to energy efficiency in which Rocky Mountain Power scores increased slightly for “Providing information on how to control energy costs (74% compared to 72% in 2019), and for “Offering solutions to help customers use energy more efficiently” (75% compared to 73% in 2019).
**Offering solution to help customers use energy efficiently**
![Graph showing percentages for offering solutions to help customers use energy efficiently]
*Escalent Commercial Study Wave 1 2020*
**Providing information on how to control electricity costs**
![Graph showing percentages for providing information on how to control electricity costs]
*Escalent Commercial Study Wave 1 2020*
Importance of Utility Companies Helping Customers Conserve Energy
Nine in ten business customers believe that it is “very” or “somewhat” important for utility companies to help customers conserve energy through program offerings. *(MDC 2020 Business Research)*
| Importance of Utility Companies Offering Programs to Conserve Energy | 2019 | 2020 |
|---------------------------------------------------------------|------|------|
| Very important | 76% | 77% |
| Somewhat important | 19% | 18% |
| Not very important | 2% | 2% |
| Not at all important | 2% | 1% |
Familiarity with “Being Wattsmart”
More than half (66%) of business customers are familiar with “being Wattsmart”. Of those familiar with “being Wattsmart,” 72% attribute the phrase to Rocky Mountain Power. *(MDC 2020 Business Research)*
**Recall the phrase “Being Wattsmart”**
Utah
*(n=428)*
- 66%
**Companies associated with “Being Wattsmart”**
- Rocky Mountain Power: 72%
- Other: 9%
- Don’t know: 16%
Taking action
Over half (53% compared to 58% in 2019) of business customers have taken actions in the past year to save energy. The top actions among those taking action, continue to be around lighting. “Installing energy efficient lighting” (62% up from 59% in 2019) and “install/upgrade energy-efficiency appliances” (8% up from 5% in 2019), installing energy-efficient HVAC equipment (8% the same as 8% in 2019) or installing a smart thermostat (8% up from 7% in 2019). *MDC 2020 Business Research*
Reason for taking action
Main reason for taking action to reduce energy use (among those who have taken action) is to save money (69% compared to 80% in 2019) to protect the environment (14% compared to 14% in 2019) and to save energy (14% compared to 10% in 2019). *MDC 2020 Business Research.*
| Top Reasons for Conservation Action (Among Those Taking Action) | UT (n=223) | 2020 UT (n=225) |
|---------------------------------------------------------------|------------|-----------------|
| To save money | 80% | 69% |
| To protect the environment | 14% | 14% |
| Save energy | 10% | 14% |
| Needed to replace an old or broken appliance | 3% | 4% |
| To take advantage of a rebate or tax credit | 4% | 4% |
| To make my business more comfortable | 1% | 4% |
*MDC 2019 Commercial Research* *MDC 2020 Commercial Research*
Perceptions of Rocky Mountain Power
According to MDC Research, over two in five business customers agree that Rocky Mountain Power “Provides information on how to control energy costs” (40% compared to 41% in 2019) and “Offers solutions to help customers use energy efficiently” (39% compared to 41% in 2019). Perceptions are slightly lower for “Provides information about products and services that are of value to your organization” (34% compared to 36% in 2019) and “Helps your company/organization by providing incentives to save money on energy bills (25% compared to 32% in 2019).
Top Sources for Current Events
Television remains the main source of information about news and current events. Larger companies are significantly more likely to rely on trade publications for news and current events. *MDC 2020 Business Research*
Email remains the main source of information about Rocky Mountain Power followed by the utility website.
Recommendations
Research Findings
- Over half of residential customers and more than half of commercial customers said they have taken action to reduce energy use. The key reasons they cited for taking action were to save money, save energy and to protect the environment.
- Rocky Mountain Power continues to be viewed favorably as a credible source for energy efficiency information, and the vast majority of customers believe it is important for the Company to offer programs to help customers conserve electricity.
- The awareness level of “being Wattsmart” has improved year-over-year with residential customers and has decreased with business customers. In order to help customers continue to use energy more efficiently, research indicates a need to maintain or increase awareness of Wattsmart across all customer segments and particularly for small- to mid-size business customers.
2021 Target Audience
The Company will target residential customers as well as a diverse mix of business customers. In addition, the Company plans to continue to inspire the next generation of energy-savers by giving in-classroom energy efficiency education presentations in Utah schools.
2021 Strategy
Continue promoting “being Wattsmart”
Continue to advertise and promote “being Wattsmart” as an expression of Rocky Mountain Power’s “Powering Your Greatness” brand essence to empower customers with options to save energy and money.
Since 2017, the Company has made the connection that energy efficiency is good for the bottom line (saves money) and the bigger picture (good for the environment). It localized the messaging to Utah and tied the Wattsmart concept to stories about others who are being Wattsmart and the benefits they received. The Company has developed new media creative with messaging that reflects our customers’ needs in this current economic climate while maintaining alignment with the research and its “Powering Your Greatness” brand, and maintaining focus on efficient energy practices and benefits. The messages will reach residential and small, medium, and large-size business customers with an emphasis on diverse industry mix of businesses.
Part of this marketing effort will also include continuing to target customers with ads in Spanish, and translating other promotional materials into Spanish where appropriate. In addition, since the launch of the Company’s redesigned website in 2019, energy efficiency information is now available in Spanish on the Rocky Mountain Power website. Energy savings and choices can be found at www.rockymountainpower.net/es/opciones/conserva.
Increase targeted media channels
To maintain the number of “ad aware” customers, the Company evaluates media channels based on trends, impact, cost-effectiveness, and reach and frequency. We plan to advertise energy conservation and efficiency including but not limited to TV, social networking (community building platforms), online, radio, and out-of-home/outdoor.
To align with research recommendations, the Company will also make adjustments to our media mix to allow for an increase in broadcast television and email advertising to customers in 2021. The email and television advertising will help to reinforce effectiveness of other media outreach.
**Inspire the next generation of energy-savers**
Since 2012, the Company has been offering in-classroom energy efficiency education. Teachers value this program and it fills up quickly. In 2021, we plan to continue the program targeting Utah schools.
**Assist customers impacted by COVID-19**
The Company will utilize new monthly Small Business Energy Insights Reports as an outreach tool to reach business customers who are struggling due to COVID-19. Additionally, the Company will increase Energy Insights Report outreach to customers in rural communities by sending additional mailed reports for customers without email addresses. The energy reports for residential and business customers offer detailed insights into energy usage and offer information about low and no cost energy efficiency strategies, programs and incentives.
**Engage with customers online**
In 2021, the Company will continue directing customers to website content on rockymountainpower.net and Wattsmart.com. Digital, social and email will provide links to drive traffic to online web engagement.
**Research, evaluation, and measuring success**
Annual program evaluation and monitoring will be built into the Campaign to measure and verify plan delivery. Success will be measured by supporting overall awareness and participation in Wattsmart energy efficiency offerings and positive survey results for next year, including:
- Continuation of strong familiarity with being Wattsmart for residential customers and increased familiarity with being Wattsmart for business customers.
- Continued increase by customers surveyed to take action for conservation.
- Strong engagement as measured by digital and social media interactions for paid and organic content focused on energy efficiency.
**2021 Messaging Approach**
Remind and empower customers to adopt energy-efficient behaviors and choose energy-efficient equipment to realize long-term financial savings as well as other operational and environmental benefits.
- Let customers know that Rocky Mountain Power understands their needs and priorities and that we offer options, information and support to help them manage their energy usage, costs and associated environmental impacts.
- With more people working from home and businesses struggling in light of COVID-19, Rocky Mountain Power is here with solutions to help all of our customers make good and smart energy efficient decisions.
- Spotlight the value customers are receiving from their energy-efficient actions. Saving money continues to be the factor most likely to impact behavior change.
- Focus on long-term financial savings and other benefits like: easy to adopt; good for the environment; improved comfort; reduced maintenance; business differentiation as a leader in sustainable/cleaner energy practices; goodwill that comes from making Utah more livable now and into the future.
- Make storytelling engaging, share-able and relevant to all customers while aligning the tone with the Company’s “Powering Your Greatness” brand essence.
Highlight key points with fresh and relevant images to capture the attention of our customers.
**Tactics/Campaign Components**
In 2020, Rocky Mountain Power leveraged the success of the business advocacy program by using the Wattsmart campaign to create wider visibility of the benefits energy efficiency provides businesses and communities in Utah. This effort will continue in 2021 by shining a light on successful outcomes and demonstrating positive impact on business customers and communities.
The plan is designed to:
- Generate awareness and participation in the Wattsmart Business program by sharing successful customers’ stories to show how offerings have helped lower energy costs and provide other operational benefits.
- Provide integrated, customer-centered insights, information and suggested actions, leveraging key life moments and optimizing the customer experience.
- Promote awareness of the benefits of the Wattsmart Small Business direct install program to help reinforce that when small businesses thrive it helps them save money and it benefits local communities.
- Engage Utah communities to develop Community Energy Plans to save energy and money and plan for a better future.
- Reinforce an understanding within the business and government communities about the need for and benefits of embracing energy efficiency options and show how the Company can help.
- Emphasize that energy efficiency is good for Utah’s economy and environment. Educate Chamber of Commerce members and trade show attendees about the benefits of being Wattsmart and the programs available to them.
- Utilize multiple touch points to reach the target audience and keep the Company’s Wattsmart messages top of mind.
- Attends several trade shows throughout the year to engage customers one on one.
**Key Messages**
- Wattsmart Business: Being Wattsmart saves Utah businesses money to operate more efficiently. Rocky Mountain Power can help your business save too.
- Wattsmart Communities: Create a customized energy plan for your community with help from Rocky Mountain Power. A plan will help to save energy, money and make your community a better place to live now and into the future.
- Supporting message: Energy efficiency is about meeting customers where they are and helping them get to where they want to go. Each customer is unique and on their own journey – but we have options to help them understand their usage and choices to help them achieve their energy goals.
**Wattsmart Business events and sponsorships**
Due to the COVID-19 pandemic, many events were canceled, postponed or made virtual, removing the typical in-person tabling component. Depending on safety guidelines and COVID-19, the Company will market the Wattsmart Business program through local business events, energy efficiency conferences, local business conferences, military related events and other community events. This allows the Company to have direct contact with its customers and local leaders, distribute marketing collateral, answer questions, and provide useful and accurate information in regards to its energy efficiency programs.
Following is a sample of marketing events the Company plans to participate in during 2021:
| Event | Timing | Activities |
|----------------------------------------------------------------------|----------|-------------------------------------------------|
| Salt Lake Chamber | Monthly | Utah Business Radio and social media |
| Wattsmart Business Vendor training and annual meetings | Spring | Training for trade allies |
| Utah Water Users Association Summit | March | Sponsor |
| Six County Association of Governments Leadership Summit | April | Sponsor |
| Utah Governor’s Economic Summit | May | Sponsor with tabling opportunity |
| Utah Governor’s Energy Development Summit | May | Booth, speaking opportunity with sponsorship |
| Utah Association of Energy Users | May | Sponsor |
| Utah Rural Summit | August | Sponsor |
| Utah Solutions Summit | Summer | Sponsor |
| BOMA | Summer | Training/conference |
| USHE Annual Conference | September| Sponsor |
| Utah Green Business Awards | October | Sponsor and presentation |
| Utah Manufacturers Association | November | Annual event |
**Wattsmart Homes**
To help residential customers manage costs, the Company plans to have a consistent multi-media paid and social media presence throughout the year. New creative development was started in 2020 to align efficient-energy practices and benefits (saving money, improving comfort, etc.) with Rocky Mountain Power’s customer-centric brand language and imagery.
The Wattsmart campaign will use targeted television, print, radio and social media to drive behavior change and awareness on program options to meet their overall energy needs.
Rocky Mountain Power may also have a presence at the Spring and Fall Home Shows serving the Salt Lake City metro area. These events draw large audiences and provide an opportunity to engage with customers one on one with energy efficiency messages and solutions.
The Company also delivers program information through the *Connect* residential customer newsletter and bill inserts. With more than 45 percent of the Company’s customers enrolled in paperless billing, these newsletters are also sent electronically.
Additionally, the Company plans to increase touchpoints to customers in hard to reach communities through Energy Insights Reports. This allows opportunities for customers to gain insight into their energy usage and receive information and suggestions for ways to reduce it.
**Key Messages**
Energy efficiency is about meeting customers where they are and helping them get to where they want to go. Each customer is unique and on their own journey – but we have options to help them understand their usage and choices to help them achieve their energy goals.
**PR/Public Affairs**
**Media Pitches and Social Media Focus**
The Company will conduct proactive news media outreach to maximize existing content and create story pitches and news releases that are timely and relevant.
**Business and/or Community Pitches**
Focused on the benefits of participation in the Wattsmart Business program by sharing customers’ success stories about how being Wattsmart is helping them operate more efficiently and reach their sustainable energy goals.
| Q2 and Q4 and | **Business customer case study feature** | Communicate the benefits and energy savings realized by a well-known business customer through participation in Wattsmart Business. Have the customer ready to interview and share how participation helped them reach their energy-saving goals and realize other benefits (saving money, reduced maintenance, reduced environmental footprint, greater comfort, brighter lighting, etc.). |
**Residential Pitches**
These pitches will be aimed to communicate the benefits of saving energy and link the message to a current event or seasonal content.
| Timing | Pitch Topic |
|--------------|----------------------------------|
| April/May | *Energy Insights and Options* |
| July/Aug./Sept | *Energy Insights and Options* |
| October/November | *Energy efficiency school program* |
**School Curriculum Program**
**Be Wattsmart, Begin at Home — National Energy Foundation (“NEF”)**
Since 2012, the Company has partnered with National Energy Foundation to develop and deliver the “Be Wattsmart, Begin at Home” curriculum. Through a competitive bid process, National Energy Foundation (NEF) retained the contract to deliver the program for a new three-year contract that began fall 2018.
The one-hour, interactive assemblies help Utah fifth-grade students understand how electricity is generated and why they should be energy efficient. Typically the “Be Wattsmart, Begin at Home” presentations by the Company include hands-on, large group activities, and videos. This year, in response to COVID-19, presentations were conducted online with a digital presentation and interactive web components.
Young people are heavily engaged with online videos for entertainment and information. In 2018 and 2019, Rocky Mountain Power created a series of energetic videos to reach students in a format they love. The videos are included in the presentation and highlight energy-saving behaviors students can do at home. The videos are also posted on Wattsmart.com and Rocky Mountain Power’s YouTube channel, so students can access them at home via the Internet and “teach” their parents to be Wattsmart too.
The assemblies are based on state education guidelines. In fall 2020, approximately 15,140 students in Utah participated in the curriculum, which includes 202 schools taught by about 602 teachers. Students were provided “Home Energy Checklists” and asked to audit their homes to receive LED night lights as incentives. Teachers can receive a $50 Visa gift card for their classrooms.
Utah teachers value this program and it fills up quickly, creating a wait list. In 2020, the Company made the program available to 202 Utah schools, an increase of 27 schools over 2019.
**2021 Forecasted Budget (January 2021 – December 2021)**
| Tactic | Budget |
|---------------------------------------------|----------|
| Media | $650,000 |
| Creative/Production/Planning | $240,000 |
| Wattsmart Business events and sponsorships | $90,000 |
| General PR and public affairs support | $33,000 |
| Wattsmart School Curriculum Program | $259,000 |
| Research | $28,000 |
| Energy Insights | $200,000 |
| **Total** | **$1,500,000** |
CERTIFICATE OF SERVICE
Docket No. 20-035-46
I hereby certify that on December 10, 2020, a true and correct copy of the foregoing was served by electronic mail to the following:
**Utah Office of Consumer Services**
Michele Beck
firstname.lastname@example.org
email@example.com
**Division of Public Utilities**
firstname.lastname@example.org
**Assistant Attorney General**
Patricia Schmid
email@example.com
Justin Jetter
firstname.lastname@example.org
Robert Moore
email@example.com
Victor Copeland
firstname.lastname@example.org
**Rocky Mountain Power**
Data Request Response Center
email@example.com
Jana Saba
firstname.lastname@example.org
email@example.com
Michael Snow
firstname.lastname@example.org
Katie Savarin
Coordinator, Regulatory Operations | 8e0721d7-d2b9-411b-8ecd-a42d8fe6e03d | CC-MAIN-2021-49 | https://pscdocs.utah.gov/electric/20docs/2003546/316704Request12-10-2020.pdf | 2021-12-04T13:59:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362992.98/warc/CC-MAIN-20211204124328-20211204154328-00139.warc.gz | 548,127,444 | 8,048 | eng_Latn | eng_Latn | 0.936753 | eng_Latn | 0.994085 | [
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A national system of innovation can be defined as “a means by which a country seeks to create, acquire, diffuse, and put into practice new knowledge that will help its people achieve their individual and collective goals.” This is a worthy endeavour, where there can be industrial development and economic well-being, all thanks to technological innovation. Such a system involves the process of innovation carried out by a set of interrelated stakeholders. Institutions and organizations, such as government agencies, universities, R&D institutes, industry associations, vocational training centers, and industrial firms, interacting with each other, co-discovering and co-learning, and resulting in the creation of technological products. Technological innovation is the hallmark of economic development in modern economies, and developing countries that seek to compete successfully in the global economy must move rapidly into emerging areas where transformative technologies are used.
The foundations of a national system of innovation were laid over a century and a half ago as a key driver for the wealth of nations. For an innovation policy to succeed, it needs to be driven by central players and authorities that can effect nationwide changes. The United States innovation system, for example, has propelled it to become the most economically prosperous and most secure nation in the world. During WWII, Vannevar Bush headed the U.S. Office of Scientific Research and Development (OSRD), which oversaw wartime military R&D. After WWII, Bush, the first scientific advisor to the president, was asked to design a national program modelled on the OSRD to drive innovation more broadly. In response, he authored a report in 1945 called *Science, the Endless Frontier*, proposing a national model of innovation built on the principle of federal support for basic research and where the flow of scientific knowledge would drive technological progress and advance security, health, education, standards of living, and cultural progress.
"Technological innovation is the hallmark of economic development in modern economies, and developing countries that seek to compete successfully in the global economy must move rapidly into emerging areas where transformative technologies are used."
This model went through a golden age, with up to 1.8 percent of the U.S. GDP being invested in R&D, resulting in massive benefits within the space of a few decades and laying the foundation for the dominant position that the United States is in today. Thanks to the partnership of government, academia, and industry, backed by federal funding of R&D, the United States has produced a stellar record of scientific advances, which has seen Americans winning close to half of all Nobel prizes in science since 1950; invented revolutionary technologies such as the computer, Global Positioning System (GPS), integrated circuits, the Internet, LED technology, solar panels, and touch screens; and created new markets, industries, and companies.
Bush helped establish a formalized pipeline model of innovation where the government invests in basic research at one end, passes through universities and research institutes that advance research and training, and benefits flow out at the other end in the form of technology creation and new products that are developed and commercialized in the private sector. In recent years, the model has been strengthened by the rise of private R&D funding. Industry technology leaders (Amazon, Facebook, Google, IBM, and Microsoft) spent more than $65 billion in R&D in 2018, which is roughly half that of the federal government. There has also been a rise in global research partnerships, the attraction of foreign student populations, the welcoming of talented immigrants, and the rise in venture capital investment.
In today’s world, many countries find themselves confronted by economic, geopolitical, ideological, and military challenges. With globalized access to information and accelerated technology disruption, the time horizon for transformative technologies to change society is shorter than ever before. By capitalizing on the current frontier of innovation characterized by transformative emerging technologies such as artificial intelligence (AI), quantum information science (QIS), advanced manufacturing (e.g., nanomanufacturing), advanced communications (e.g., 6G), and biotechnology (e.g., neurotechnology and synthetic biology), the demands of these challenges can be met, and economic advantage can be gained.
Consider AI, for example, many people have not yet grappled with how the AI revolution will impact our economies, national security, and welfare. AI could contribute USD $15.7 trillion to the global economy in 2030, a game-changing amount. It will be the most powerful tool in ages that can benefit humanity. The rapidly improving ability of machines to perceive, evaluate and act more quickly and accurately than a human is world-altering and is a competitive advantage across all fields. Many advances have already been made leveraging AI in fields such as biology, chemistry, and medicine, which are improving life and unlocking mysteries of the natural world. “Game-changing” is an apt description of the discoveries being made, and as AI is diffusing rapidly and is of dual-use, it is necessary to establish guardrails regarding its development. The technologies at the current frontier of innovation will underpin national competitiveness in the 21st century and will change the world we live in and how we live in it. It is important for nations across the globe to develop and execute a bold plan of action for how they will get an advantage from or leadership through these technologies and not get swept away by the impending changes. Some key aspects to address include the establishment of good-tech principles, funding and national investments, talent cultivation and attraction, organizations created or redesigned, technology access and adoption, alliances, and ecosystems. Public-private partnerships (PPPs) are at the heart of all these aspects.
The past three decades have offered up lessons on the critical success factors for PPPs that have been identified in meta-studies. These include (1) appropriate identification and sharing of risk among parties; (2) involvement of a strong private consortium with well-structured companies that have a good technical, operational, and managerial capacity; (3) political support to approve public expenditure and attract investors; (4) community/public support; and (5) transparent procurement as a PPP is a procurement process. Some common central issues for PPPs on innovation cooperation include an interdisciplinary management committee with academic and industrial representatives, mindful strategies, and contractual terms that enable a seamless procedure to select and add new partners and a sustainable financial agreement. Such PPPs with committed partners and new engagement models that have a frictionless administrative structure and that address intellectual property obstacles will de-risk and help navigate the complexities of basic and applied research against a backdrop of globalization, protectionism, and barriers to market, promoting innovation and national competitiveness, and providing solutions to global problems like the COVID-19 pandemic and climate change.
---
**The Global Federation of Competitiveness Councils**
The GFCC is a global multi-stakeholder membership organization that has universities, corporations, government agencies and private sector industry organizations and councils as members. Combining its members and fellows, the GFCC has a footprint in more than 30 countries. Leaders and organizations in our network strive to advance innovation, productivity and prosperity in their nations, regions and cities.
To know more about the GFCC, visit our [website](https://thegfcc.org) or contact [firstname.lastname@example.org](mailto:email@example.com). | 6494f40a-18b3-4b3e-ae2b-11463219ca94 | CC-MAIN-2024-26 | https://www.thegfcc.org/_files/ugd/f344ed_3bc1d3f7282f46e6865e6303773a59d6.pdf | 2024-06-22T18:25:56+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862410.56/warc/CC-MAIN-20240622175245-20240622205245-00643.warc.gz | 882,647,806 | 1,463 | eng_Latn | eng_Latn | 0.996964 | eng_Latn | 0.99695 | [
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CACFP Training FY ‘23
Child and Adult Care Food Program (CACFP) participants are required to complete food program training each year.
*Serving Grains in the CACFP* is this year’s training.
Completing this training will fulfill your Food Program training requirement for Fiscal Year 2023.
Please complete the training by May 8, 2023.
Contact ACA if you have any questions.
Serving Grains in the CACFP
Do these crackers credit?
Is this bread whole grain-rich?
Identifying enriched and whole grain-rich products is a necessary skill for CACFP participants. This training will review methods for identifying qualifying enriched grains and for identifying whole grain-rich products.
Read the enclosed information. Take the quiz and submit it to ACA. A 1-hour training certificate will be emailed to you with 10 business days of receiving your completed quiz.
CACFP Meal Patterns
Meals served to children participating in the Child and Adult Care Food Program (CACFP), must comply with the Infant Meal Patterns or Child Meal Patterns. (See pages 17 and 18 for the child meal patterns.) The meal patterns list the required components for each meal and snack. The meal patterns also give the minimum serving required for each meal component by age category.
The child meal patterns for children 1 through 12 years of age show grain is required at breakfast, lunch, and supper. Grain is an option at snack. At breakfast a meat or meat alternate can replace the grain up to 3 times per week.
Grains served in the CACFP must be enriched, bran, germ, or whole grain-rich (WGR). At least one grain serving per day must be WGR. Grain products that meet the WGR criteria are 100 percent whole grain or contain at least 50 percent whole grain and the remaining grains are enriched, bran or germ. (The WGR requirement does not apply to infants.)
This training will focus on how to determine if a product is a CACFP creditable grain, and how to determine if a grain product is whole-grain rich.
Creditable Grains
Grains that contribute to the meal pattern include:
- whole grains
- enriched grains
- bran and germ
Whole Grains – What is a whole grain?
Whole grains consist of the entire grain, seed, or kernel. A whole grain has 3 parts - the bran, the germ, and the endosperm. Usually the kernel is cracked, crushed, or flaked during processing. If the finished product has about the same amount of bran, germ, and endosperm as the original grain did before processing, it is considered a whole grain. Examples of whole-grain ingredients include whole-grain or whole-wheat flour, brown rice, wild rice, oatmeal, bulgur, whole-grain corn, and quinoa.
Whole grains offer a variety of vitamins and minerals, including magnesium, selenium, iron, zinc, B vitamins, and dietary fiber.
Enriched and Fortified Grains
Enriched and fortified grains are grains that have been processed to remove all or part of the bran and germ to give a grain product a smoother texture. Then certain nutrients are added back during or after processing. The U.S. Food and Drug Administration (FDA) set the standards for food enrichment and fortification.
If a grain product is labeled “enriched”, it must contain certain amounts of niacin, iron, thiamine, riboflavin, and folic acid. If it is labeled “fortified”, it can have any nutrients added to increase the nutritional quality of the product. Sometimes just the grain portion of a product is enriched for fortified, and sometimes the entire product has been enriched or fortified. When nutrients are added to the entire grain product, the added nutrients appear at the end of the ingredients.
Below are examples of creditable enriched grains.
**INGREDIENTS:** Semolina (Wheat), Durum Wheat Flour, Niacin, Iron (Ferrous Sulfate), Thiamine Mononitrate, Riboflavin, Folic Acid
The added nutrients are in bold.
**Ingredients:** Enriched white rice
This rice is enriched.
*Note:* white rice is not a whole grain. It must be enriched to credit. Brown rice is whole grain and credits as a WGR product.
### List of Common Enriched Grains
| enriched bromated flour | enriched rye flour |
|-------------------------|--------------------|
| enriched corn flour | enriched semolina |
| enriched durum flour | enriched wheat flour |
| enriched durum wheat flour | enriched white flour |
| enriched rice | enriched yellow corn flour |
| Enriched rice flour | |
Criteria for Crediting Enriched or Fortified Grain Products.
To determine if a grain product is enriched, it must meet at least 1 of the following methods.
**Method A**
The food is labeled as “enriched”. For example, long grain rice that is enriched will have the product name “enriched long grain white rice”.
This product credits as an enriched grain.
This product **Does Not credit**.
*(Note: although organic, it does not credit.)*
**Method B**
An enriched grain is listed as the first ingredient on the ingredient list (or second after water). The ingredient list will usually say “enriched flour” or “enriched wheat flour,” or there is a sub-listing of nutrients used to enrich the ingredients, for example “wheat flour (iron, folic acid, riboflavin, niacin, and thiamine).”
*Oat Bran Bread*
**Ingredients:** Unbleached enriched wheat flour (flour, malted barley flour, reduced iron, niacin, thiamin mononitrate (vitamin B1), riboflavin (vitamin B2), folic acid), canola oil, palm oil, sea salt, salt, malted barley flour, baking soda, yeast.
The first ingredient in the product is unbleached enriched wheat flour. It credits as an enriched grain.
*Pancakes*
**Water, white flour, high fructose corn syrup, canola oil. Contains 2% or less of:** leavening (baking soda, sodium aluminum phosphate, monocalcium phosphate), eggs, salt, butter, artificial flavor.
The first ingredient after water in this product is white flour. It is not enriched or whole grain. This product **Does Not credit**.
*Note:* products are used as examples. ACA does not endorse specific products.
Method C – Fortified Breakfast Cereals
Breakfast cereals are not usually made with enriched flour. Instead, they are fortified. A breakfast cereal is fortified if the product is labeled as “fortified” or if the ingredient list names the vitamins and minerals that have been added to the product.
If a breakfast cereal is fortified, it does not need to be enriched.
Fortified cereals credit like enriched products. Being fortified does not mean a cereal is WGR.
Cereal A – Ingredient list
Ingredients: Wheat flour, sugar. Contains less than 2 percent of saft, baking soda, caramel color, BHT for freshness.
Vitamins and Minerals: vitamin C (sodium ascorbate, ascorbic acid), niacin, vitamin B6 (pyridoxine hydrochloride), reduced iron, zinc oxide, folic acid, vitamin B2 (riboflavin), vitamin B1 (thiamin hydrochloride), vitamin A palmitate, vitamin D, vitamin B12.”
This cereal is fortified with vitamins and minerals. It credits as like an enriched grain (Method C).
Cereal B – Ingredient list
Ingredients: rice flour, wheat flour, evaporated cane juice, pomegranate juice concentrate, sea salt.
This cereal is not fortified, nor is it enriched. It Does Not credit as a grain.
Don’t FORGET!
Breakfast cereal must also be within the sugar guidelines to credit. For information on determining if a cereal is within the sugar guidelines, go to https://fns-prod.azureedge.us/sites/default/files/resource-files/CACFP_Worksheet_Choose_Breakfast_Cereals_Lower_Sugar.pdf
Crediting Grains: Whole Grain Rich (WGR)
The CACFP meal patterns require at least one serving of a whole grain-rich (WGR) product per day. It is important that CACFP participants can determine if a product is WGR. Below are six methods you can use to make that determination.
Six Methods for Determining if a Grain is Whole Grain-Rich
1. **Product is listed as “whole grain” on any state’s WIC allowed foods list.**
The Minnesota Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) allowed list of whole grain foods can be found the [Minnesota WIC website](#). See page 19 for Minnesota’s WiC list of approved breakfast cereals.
2. **Product Package is labeled as “whole wheat”: bread, bun, rolls, or pasta.**
Certain bread and pasta products can be WGR based on their U.S. Food and Drug Administration (FDA) Standard of Identity. Only grains labeled with these exact product names on the packaging meet the FDA Standard of Identity and are WGR using this method:
- Whole wheat bread
- Graham bread
- Whole wheat buns
- Graham buns
- Whole wheat rolls
- Graham rolls
- Whole wheat macaroni
- Whole wheat spaghetti
- Whole wheat vermicelli
For other items labeled as “whole wheat” such as crackers, tortillas, bagels, and biscuits use another method to determine if they are WGR.
3. **Product package includes one of FDA approved whole-grain health claims.**
- “Diets rich in whole grain foods and other plant foods and low in total fat, saturated fat, and cholesterol may reduce the risk of heart disease and some cancers.”
OR
- “Diets rich in whole grain foods and other plant foods, and low in saturated fat and cholesterol, may help reduce the risk of heart disease”
4. **Product meets the whole grain-rich criteria under NSLP.**
The National School Lunch Program (NSLP) WGR criteria apply for all grain product except for grain-based desserts, which are not creditable under the CACFP. Unfortunately, NSLP products are difficult for home childcare providers to obtain.
5. Product meets the Rule of Three using the grain product’s ingredient list.
To meet the Rule of Three, the first ingredient (or second after water) must be a whole grain, and the next two grains ingredients (if any) must be whole grain, enriched grains, bran, or germ. Any grain derivatives (by-products of grain) and ingredients listed as two percent or less of the product can be disregarded.
**Whole Grain Ingredients (must be the first grain ingredient or second after water; may be the second or third grain ingredient.)**
**Wheat:**
- Bulgur
- Bulgur wheat
- Cracked wheat
- Crushed wheat
- Entire-wheat flour
- Flaked wheat
- Graham flour
- Sprouted wheat berries
- Sprouted whole wheat
- Wheat berries
- Wheat groats
- White whole wheat flour
- Whole durum flour
- Whole durum wheat flour
- Whole grain soft white wheat
- Whole grain wheat
- Whole grain wheat flakes
- Whole grain wheat flour
- Whole grain Khorasan wheat
- Whole Khorasan wheat
- Whole wheat flakes
- Whole wheat flour
- Whole white wheat
- Whole white wheat flour
- Bromated whole wheat flour
**Corn:**
- Corn masa
- Corn masa flour
- Ground corn with trace of lime
- Ground corn treated with lime
- Hominy grits
- Masa harina
- Nixtamalized corn
- Popcorn
- Whole corn
- Whole corn flour
- Whole corn meal
- Whole grain corn
- Whole grain corn flour
- Whole grain corn meal
- Whole grain grits
**Rice:**
- Brown basmati rice
- Brown rice
- Brown rice flour
- Brown jasmine rice
- Sprouted brown rice
- Whole grain brown rice
- Wild rice
- Wild rice flour
**Oats:**
- Oats
- Oatmeal (old-fashioned, quick cooking, steel cut & instant)
- Oat groats
- Oat flour
- Rolled oats
- Whole grain oat flour
- Whole oat flour
- Whole oats
**Rye:**
- Rye berries
- Rye flakes
- Rye groats
- Sprouted whole rye
- Whole grain rye flour
- Whole rye
- Whole rye flour
- Whole rye flakes
Get answers to your CACFP crediting questions. Download the “Crediting Handbook for the Child and Adult Care Food Program”.
https://www.fns.usda.gov/tn/crediting-handbook-child-and-adult-care-food-program
Other whole grains:
- Amaranth
- Amaranth flour
- Cracked buckwheat
- Buckwheat
- Buckwheat flour
- Buckwheat groats
- Dehulled barley
- Millet
- Millet flour
- Quinoa
- Sorghum (whole milo)
- Sorghum flour
- Spelt berries
- Sprouted buckwheat
- Sprouted einkorn
- Sprouted spelt
- Teff and teff flour
- Triticale and triticale flour
- Whole barley
- Whole grain barley
- Whole barley flakes
- Whole buckwheat flour
- Whole einkorn
- Whole einkorn berries
- Whole grain einkorn flour
- Whole grain spelt flour
- Emmer (whole farro)
- Whole spelt
Non-creditable Grains and Flours (not whole or enriched; cannot be one of the first three grain ingredients)
- Any bean flour (ex: chickpea, lentil, legume)
- Any nut or seed flour/meal
- Barley
- Barley flakes
- Barley flour
- Barley grits
- Barley malt
- Basmati rice
- Bread flour
- Bromated flour
- Cake flour
- Corn
- Corn fiber
- Corn flour
- Corn grits
- Corn meal
- Degerminated corn meal
- Durum flour
- Durum grits
- Durum wheat flour
- Farina
- Flaked wheat
- Flour
- Ground corn
- Instantized flour
- Jasmine rice
- Malted barley
- Malted barley flour
- Oat fiber
- Pearled barley
- Phosphate flour
- Potato flour
- Pot barley
- Rice flour
- Rye
- Rye flour
- Scotch barley
- Self-rising flour
- Self-rising wheat flour
- Semolina
- Soy flour
- Stone ground wheat flour
- Tapioca flour
- Unbleached flour
- Wheat flour
- White flour
- White rice
- Yellow corn flour
- Yellow corn meal
Disregarded Ingredients (not included in the Rule of Three and may be disregarded)
- Any ingredients that are less than 2 percent of the product weight (listed after “contains 2% or less”)
- Any grain derivatives (by-products of grains), such as:
- Cellulose fiber
- Corn dextrin
- Corn starch
- Modified food starch
- Potato starch
- Rice starch
- Tapioca starch
- Water
- Wheat dextrin
- Wheat gluten
- Wheat starch
Bran and Germ Ingredients (may be the second or third grain ingredient)
- Corn bran
- Oat bran
- Rice bran
- Rye bran
- Wheat bran
- Wheat germ
Enriched Grain Ingredients (may be the second or third grain ingredient)
- Enriched bromated flour
- Enriched corn flour
- Enriched durum flour
- Enriched durum wheat flour
- Enriched rice
- Enriched rice flour
- Enriched rye flour
- Enriched wheat flour
- Enriched white flour
Flour Blend Ingredients
Treat flour blends a one grain ingredient for the Rule of Three. A flour blend is a grain ingredient followed by a list of sub-ingredients in parenthesis, such as “flour blend (whole rye flour, enriched wheat flour, brown rice flour)”. If a flour blend is the first grain ingredient, then all the grain ingredients in the blend must be whole grain. If a flour blend is the second or third grain ingredient, then all the grain ingredients in the blend must be whole grains, enriched grains, bran and/or germ. If a flour blend includes any non-creditable flours or grains, then the flour blend is not a creditable grain ingredient.
When is corn a nixtamalized ingredient?
Nixtamalization is a process in which dried corn is soaked and cooked in an alkaline (slaked lime) solution. This process increases the bioavailability of certain nutrients. Nixtamalized corn ingredients are considered a whole grain when evaluating products.
Nixtamalized corn can be identified in the ingredients list as:
- Cooked with lime
- Cooked with lime water
- Hydrated lime
- Lime
- Lime/Calcium Hydroxide
- Trace of lime
- Treated with hydrated lime
For additional information on nixtamalization go to: [Crediting Coconut, Hominy, Corn Masa and Masa Harina in the Child Nutrition Programs | Food and Nutrition Service (usda.gov)](https://www.fns.usda.gov/cnd/tn/choose-breakfast-cereals-are-lower-sugar)
What about ready-to-eat breakfast cereals?
If a ready-to-eat breakfast cereal has a whole grain listed as the first ingredient, and the cereal is fortified, the cereal meets the WGR criteria. A ready-to-eat breakfast cereal is fortified if it is labeled as “fortified” or if vitamins and minerals are added to the cereal either in the ingredients list or included after the ingredients list. If the ready-to-eat cereal is not fortified, then the cereal must meet the Rule of Three to be WGR. The cereal must also meet the sugar limit.
For additional information on cereal sugar limits see: [https://www.fns.usda.gov/tn/choose-breakfast-cereals-are-lower-sugar](https://www.fns.usda.gov/tn/choose-breakfast-cereals-are-lower-sugar)
6. A recipe or manufacturer documentation show whole grains are the primary ingredients.
Standardized recipes for grain products must demonstrate that whole grains are the primary ingredient by weight, or second after water. For more information see the USDA worksheet [Is My Recipe Whole Grain-Rich in the Child and Adult Care Food Program? (azureedge.us)](http://www.azureedge.us).
Proper documentation from a manufacturer for a WGR grain product is a product formulation statement that indicates whole grains are the primary ingredient(s) by weight and the remaining grains in the product are enriched, bran, or germ.
ACA provides credited recipes. Look for them each month in the Provider Update.
**Non-Creditable Grains or Flours**
Many commercial grain products include ingredients that are not creditable toward the grain component. These include grain ingredients that are not whole, enriched, bran, or germ such as bromated flour, durum flour, white flour, and wheat flour. Also, legume and vegetable flours (tapioca, potato, legume, bean, and other vegetable flours) are flours that do not contain any grains. Therefore, they are not creditable as a grain in the CACFP.
**Let’s Practice**
Assuming this cereal is within the sugar limit, does it credit as a grain? If it credits, is it WGR?
**Cereal A**
**Ingredients:** Milled corn, sugar, malt flavor, contains 2% or less of salt.
**Vitamins and Minerals:** iron (ferric phosphate), niacinamide, vitamin 66 (pyridoxine hydrochloride), vitamin B2 (riboflavin), vitamin B1 (thiamin hydrochloride), folic acid, vitamin D3,
Yes, this cereal credits as a grain. It is fortified (Method C). It is **not whole grain rich (WGR)** because the first ingredient is milled corn. Milled corn is not a whole grain. See the list of whole grain corns on page 6.
Cereal B
Ingredients: Whole grain oats, corn starch, sugar, salt
Yes, this cereal credits as a grain. It is also whole grain-rich (WGR) because it meets the Rule of Three (Method 5).
Remember, to meet the Rule of Three, the first ingredient (or second after water) must be a whole grain, and the next two grains ingredients (if any) must be whole grains, enriched grains, bran, or germ. Any grain derivatives (by-products of grain) and ingredients listed as two percent or less of the product can be disregarded.
Whole grain oats is the first ingredient in this cereal. Corn starch is a grain by-product and can be disregarded. There are no other grains ingredients listed. Therefore, this cereal meets the Rule of Three criteria for a WGR product.
Do these products credit as a grain on the Food Program. If they credit, are they WGR?
Bread A
Ingredients
Ingredients: Enriched Wheat Flour [Flour, Malted Barley Flour, Reduced Iron, Niacin, Thiamin Mononitrate (Vitamin B1), Riboflavin (Vitamin B2), Folic Acid], Water, Whole Grain Wheat Flour, Sugar, Yeast, Wheat Gluten, Calcium Sulfate, Modified Wheat Starch, Cellulose Fiber, Salt, Soybean Oil, Calcium Propionate (Preservative), Grain Vinegar, Datem, Monoglycerides, Monocalcium Phosphate, Soy Lecithin, Ferrous Sulfate, Citric Acid, Vitamin D3, Potassium Iodate.
The first ingredient in Bread A is “Enriched Wheat Flour”. Grain products with an enriched flour as the first ingredient credit on the Food Program (Method B). This bread DOES NOT credit as WGR. The first ingredient is not a whole grain.
NOTE: The package is labeled as “Made with Whole Grain”. This label statement means there is some amount of whole grain in the bread, but we do not know how much. It could be a very small amount. The label statement “Made with Whole Grains” does not mean a product is WGR.
Bread B
The package is labeled as “100% Whole Wheat Bread”. “Whole Wheat Bread” is one of the label statements that shows a product credits on the Food Program and is WGR (Method 2).
The Rule of 3 can also be used to show this bread is WGR (Method 5). The first ingredient is whole wheat flour. Wheat gluten is a grain derivative and can be disregarded. There are no other grain ingredients in the bread. Therefore, this bread is WGR.
Cracker A
The first ingredient in Cracker A is unbleached enriched flour. Unbleached enriched flour credits (Method B). Unbleached enriched flour is not a whole grain. Therefore, the crackers are not WGR.
NOTE: The package is labeled as “baked with Whole Wheat”. This label statement means there is some amount of whole wheat in the crackers, but we do not know how much. It could be a very small amount. The label statement “Baked with Whole Wheat” does not mean a product is WGR.
Cracker B
Ingredients
Unbleached Enriched Flour (Wheat Flour, Niacin, Reduced Iron, Thiamine Mononitrate (Vitamin B1), Riboflavin (Vitamin B2), Folic Acid), Graham Flour (Whole Grain Wheat Flour), Sugar, Canola Oil, Honey, Leavening (Baking Soda, Calcium Phosphate).
The first ingredient in Cracker B is unbleached enriched flour. Unbleached enriched flour credits (Method B). Unbleached enriched flour is not a whole grain. Therefore, the crackers are not WGR.
Even though these crackers contain a whole grain, graham flour, the crackers are **not** WGR. This is because an enriched flour is the first ingredient listed.
**NOTE:** Do not serve products containing honey to children less than 1 year of age.
---
**Grain-Based Desserts**
Grain-based desserts **do not count toward the grain component** in CACFP. Even if a grain-based dessert is homemade or if it is whole grain-rich, it does not credit.
- Brownies
- Cakes, including coffee cake and cupcakes
- Cereal bars, breakfast bars, and granola bars,
- Cookies, including vanilla wafers
- Doughnuts, any kind
- Fig rolls/bars/cookies and other fruit-filled rolls/bars/cookies
- Gingerbread
- Ice cream cones
- Marshmallow cereal treats
- Pie crusts of dessert pies, cobblers, and fruit turnovers
- Sweet bread pudding
- Sweet biscotti, such of those made with fruits, chocolate, icing, etc.
- Sweet croissants, such as chocolate-filled
- Sweet pita chips, such as cinnamon-sugar flavored
- Sweet rice puddings
- Sweet scones, such as those make with fruits, icing, etc.
- Sweet rolls, such as cinnamon rolls
- Toaster pastries
CACFP Visits
Each fiscal year CACFP participants receive a minimum of 3 food program visits. At least 2 of these visits will be unannounced, and at least one will include the observation of a meal or snack.
Since 2020, Food Program visits have been conducted virtually. With the end of the National Covid-19 Health Emergency expected in May, visits will be returning to in-person. Whether your next visit is virtual or in person, you can expect the following during Food Program visits.
Your Program Advisor will review current and past menus. This review is to ensure the meals and snacks you serve credit and the minimum serving size guidelines are being met. The Program Advisor may ask to see the labels of certain foods to ensure they meet CACFP guidelines. For example, you may be asked for the labels of the whole grain-rich products you use. If you serve commercial combination foods, you may be asked to show the CN label or the Product Formulation Statement (PFS). Be sure to have them readily available to show your Program Advisor. If an infant is in care, you will need to show the type of formula you are serving.
During a meal or snack observation, the Program Advisor will also assess if you are meeting the minimum serving size requirement. They may ask you to explain how you know the minimum serving size is being met.
If you made any errors on your last claim, your Program Advisor will review them with you, and ensure you know how to avoid the errors in the future.
The Program Advisor will record everything seen and talked about during the visit on the Review Detail Report. You will be given a chance to review the report before signing it. If you have questions or disagree with something in the report, please talk with the Program Advisor. The information from the Review Detail Report will be entered into a database and used when processing your Food Program claim.
Don’t FORGET!
Menus and meal counts must be accurately recorded by 11:59 p.m. on the day they occur. KidKare contains several reports which allow you to review what you have entered. Go to:
Report > Meals and Attendance.
You will see a list of reports you can run. The Foods Served report and the claimed Attendance Detail report are especially helpful in ensuring you have accurately recorded menus and meal counts.
Recordkeeping
Get credit for what you serve. Be sure to accurately record your menus and meal counts into KidKare or on paper forms by 11:59 p.m. each day. Do not forget to move the whole grain-rich slider or darken the whole grain bubble when a WGR item is served. Use the comments box in KidKare or the back of the claim information form to help ACA staff understand what you are serving.
| Meat/Alternate | Chicken Breaded (024) |
|----------------|-----------------------|
| Bread/Alternate | Buns / Rolls (036) |
| Vegetables | Green Beans (211) |
| Fruit/Vegetable| Peaches (032) |
| Milk | Milk -1% or skim unflavored (age 1 whole milk only) (7) |
Total Attendance 3
Comment
Breaded chicken strips (PFS) with yogurt as additional meat alternate served.
There is only 1 line to enter the meat or meat alternate in KidKare. When you use 2 meat or meat alternates, use the comments box to record the second food.
Menus can be completed in advance to facilitate meal planning. Meal counts (who was served the meal or snack) cannot be completed until the meal or snack occurs. Menus and meal counts must be completed by 11:59 p.m. on the day they occur.
Claims Submission
Claims are due in ACA’s office by the 3rd of the month following the month being claimed. For example, May claims are due by June 3rd.
Review the following check list before submitting your KidKare claim.
- Enter, print, and have the parents sign and date enrollment forms for new day care children. Send the completed forms to ACA’s office before submitting your claim. You will know ACA received the enrollments when the children’s status in KidKare changes from pending to active.
- Withdraw any children no longer in your care. You will not be able to claim children after the date of withdrawal, so be sure to choose the correct date.
- Send any additional information needed to process your claim so it is received by ACA no later than the third of the month. Examples of needed information includes special diet statements, a renewed or updated childcare license, a license variance.
- Move the slider to yes when a whole grain-rich food was recorded on the menu.
Do not forget to submit your claim. ACA cannot process your claim until you click submit.
Review the following list before submitting your paper claim.
- Is your claim information form complete, signed, dated and for the correct month?
- Is the menu month recorded on each menu page? Is the correct date recorded above each menu column?
- Have you darkened the appropriate bubble in the “whole grain served at” section to indicate the meals and snacks which contained a whole grain-rich food?
- Is your Provider number recorded on each menu page? Have you signed and dated each menu page including the E-Z menus if used?
- Have you included all necessary enrollment forms? Are the forms signed and dated by the parents? If you are enrolling an infant, has the parent completed the formula section on the enrollment form?
- Have you included any additional information needed to process your claim (diet statement, variance, license)?
- Have you included sufficient postage on your envelope, and is the envelope addressed to ACA?
Adults’ & Children’s Alliance
10 Yorkton Court
St. Paul, MN 55117
Claim Review Procedures
Each month you submit your claim to ACA for reimbursement. ACA reviews the claim for CACFP compliance, calculates the amount of reimbursement you are entitled to, and request the funds from the Minnesota Department of Education (MDE). ACA receives the funds from MDE and sends you a reimbursement check or direct deposit. If errors are found when reviewing your claim, those meals or snacks are deducted from your claim totals resulting in a lower reimbursement. When reviewing Provider claims, some of the items ACA staff review include:
- A valid DHS childcare license is on file with ACA. If your license expires or you change license capacity, send/email ACA a copy of the new license. If you receive a license capacity variance, send of copy of the entire variance to ACA.
- Meals and snacks served are within your license capacity.
- A valid Enrollment for each child claimed is on file. An Enrollment for a new child must be signed and dated by the parent during the month the child starts care. For example, if a child starts care in April, the parent must date the Enrollment form in April. If the Enrollment form is dated for May, you will not be reimbursed for that child’s April meals/snacks. Also, meals/snacks claimed for a child whose Enrollment is received after the Provider’s claim has been sent to MDE, will not be reimbursed.
- Meals/snacks claimed meet the USDA meal pattern guidelines.
- No more than 2 meals and 1 snack or 2 snacks and 1 meal per child per day have been claimed.
- A whole grain-rich (WGR) product is served daily.
- If you had a meal or snack visit during the month, the foods observed during the visit match the foods claimed for reimbursement. For example, if a Program Advisor observed yogurt and peaches during a snack visit, and you record milk and peaches, the reimbursement for those snacks is deducted from your claim.
- If you had a meal or snack visit during the month, the meal count of the children claimed for the meal/snack should be the same children recorded eating the meal on the Review Detail Report. For example, a Program Advisor records 4 children eating lunch on the day of the visit, but the claim shows 5 children eating. Looking at the review form, it can be seen Aiden was listed as out sick on the visit date, but you have claimed Aiden for lunch on that day. The reimbursement for Aiden’s lunch on the day of the visit is deducted from your claim.
There are many more items that are reviewed after you submit your claim to ACA. The above are issues that affect all Providers. Remember to review your error report each month and let ACA know if you have any questions.
## Serving Grains in the CACFP
### Child Meal Pattern
#### Breakfast
Serve all three components for a reimbursable meal.
| Component | Ages 1-2 | Ages 3-5 | Ages 6-12 and 13-18 |
|----------------------------------|----------|----------|---------------------|
| **Milk**¹ | 4 fluid oz | 6 fluid oz | 8 fluid oz |
| **Vegetables, fruits or portions of both⁴** | 1/4 cup | 1/2 cup | 1/2 cup |
| **Grains⁵,⁶** | | | |
| • Whole grain-rich or enriched bread | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| • Whole grain-rich or enriched bread product, such as a biscuit, roll or muffin | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| • Whole grain-rich, enriched or fortified cooked breakfast cereal⁷, cereal grain, rice and/or pasta | 1/4 cup | 1/4 cup | 1/2 cup |
| • Whole grain-rich, enriched or fortified ready-to-eat breakfast cereal (dry, cold)⁸: | | | |
| • Flakes or rounds | 1/2 cup | 1/2 cup | 1 cup |
| • Puffed cereal | 3/4 cup | 3/4 cup | 1 1/4 cup |
| • Granola | 1/8 cup | 1/8 cup | 1/4 cup |
#### Lunch and Supper
Serve all five components for a reimbursable meal.
| Component | Ages 1-2 | Ages 3-5 | Ages 6-12 and 13-18 |
|----------------------------------|----------|----------|---------------------|
| **Milk**¹ | 4 fluid oz | 6 fluid oz | 8 fluid oz |
| **Meat/meat alternate** | | | |
| • Lean meat, poultry or fish | 1 oz | 1 1/2 oz | 2 oz |
| • Tofu, soy product or alternate protein product | 1/4 cup | 3/8 cup | 1/2 cup |
| • Cheese | 1 oz | 1 1/2 oz | 2 oz |
| • Cottage cheese | 2 oz or 1/4 cup | 3 oz or 3/8 cup | 4 oz or 1/2 cup |
| • Large egg | 1/2 | 3/4 | 1 |
| • Cooked dry beans or peas | 1/4 cup | 3/8 cup | 1/2 cup |
| • Peanut butter or soy nut butter or other nut or seed butters | 2 tbsp | 3 tbsp | 4 tbsp |
| • Yogurt, regular or soy, plain or flavored, sweetened or unsweetened⁹ | 4 oz or 1/2 cup | 6 oz or 3/4 cup | 8 oz or 1 cup |
| • Peanuts, soy nuts, tree nuts or seeds⁹ | 1/2 oz = 50% | 3/4 oz = 50% | 1 oz = 50% |
| **Vegetables or 100% vegetable juice⁴** | 1/8 cup | 1/4 cup | 1/2 cup |
| **Fruits or 100% fruit juice⁴,¹⁰** | 1/8 cup | 1/4 cup | 1/4 cup |
| **Grains⁴** | | | |
| • Whole grain-rich or enriched bread | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| • Whole grain-rich or enriched bread product, such as a biscuit, roll or muffin | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| • Whole grain-rich, enriched or fortified cooked breakfast cereal⁷, cereal grain, rice and/or pasta | 1/4 cup | 1/4 cup | 1/2 cup |
¹ Milk must be fat-free or low-fat (≤ 1%).
² For children ages 13-18, the minimum portion size is 8 fluid oz for milk.
³ Milk must be fat-free or low-fat (≤ 1%) except for children ages 13-18 who may have whole milk.
⁴ Vegetables, fruits or portions of both must be served at least once per week.
⁵ Grains must be served at least once per day.
⁶ Grains must be served at least once per day.
⁷ Cooked breakfast cereals must be served with milk.
⁸ Ready-to-eat breakfast cereals must be served with milk.
⁹ Nuts and seeds must be served with milk.
¹⁰ Fruit juice must be 100% fruit juice.
## Serving Grains in the CACFP
### Snack
Serve two of the five components for a reimbursable snack.
| Component | Ages 1-2 | Ages 3-5 | Ages 6-12 and 13-18 |
|----------------------------------|----------|----------|---------------------|
| **Milk** | 4 fluid oz | 4 fluid oz | 8 fluid oz |
| **Meat/meat alternate** | | | |
| - Lean meat, poultry or fish | 1/2 oz | 1/2 oz | 1 oz |
| - Tofu, soy product or alternate protein product | 1/8 cup | 1/8 cup | 1/4 cup |
| - Cheese | 1/2 oz | 1/2 oz | 1 oz |
| - Cottage cheese | 1 oz or 1/8 cup | 1 oz or 1/8 cup | 2 oz or 1/4 cup |
| - Large egg | 1/2 | 1/2 | 1/2 |
| - Cooked dry beans or peas | 1/8 cup | 1/8 cup | 1/4 cup |
| - Peanut butter or soy nut butter or other nut or seed butters | 1 tbsp | 1 tbsp | 2 tbsp |
| - Yogurt, regular or soy, plain or flavored, sweetened or unsweetened<sup>8</sup> | 2 oz or 1/4 cup | 2 oz or 1/4 cup | 4 oz or 1/2 cup |
| - Peanuts, soy nuts, tree nuts or seeds | 1/2 oz | 1/2 oz | 1 oz |
| **Vegetables or 100% vegetable juice**<sup>4</sup> | 1/2 cup | 1/2 cup | 3/4 cup |
| **Fruits or 100% fruit juice**<sup>4</sup> | 1/2 cup | 1/2 cup | 3/4 cup |
| **Grains**<sup>5</sup> | | | |
| - Whole grain-rich or enriched bread | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| - Whole grain-rich or enriched bread product, such as a biscuit, roll or muffin | 1/2 oz eq | 1/2 oz eq | 1 oz eq |
| - Whole grain-rich, enriched or fortified cooked breakfast cereal<sup>7</sup>, cereal grain, rice and/or pasta | 1/4 cup | 1/4 cup | 1/2 cup |
| - Whole grain-rich, enriched or fortified ready-to-eat breakfast cereal (dry, cold)<sup>6</sup>: | | | |
| - Flakes or rounds | 1/2 cup | 1/2 cup | 1 cup |
| - Puffed cereal | 3/4 cup | 3/4 cup | 1 1/4 cup |
| - Granola | 1/8 cup | 1/8 cup | 1/4 cup |
### Notes
<sup>1</sup> Offer versus serve is an option for at-risk afterschool meal program participants only. Offer versus serve is not available at snack.
<sup>2</sup> Participants 13 to 18 years of age may only be served by at-risk afterschool meal programs and emergency shelters.
<sup>3</sup> Must be unflavored whole milk for 1-year-olds, unflavored low-fat (1%) or unflavored fat-free (skim) milk for children 2- through 5-years-old, or unflavored low-fat (1%) or flavored low-fat (1%), unflavored fat-free (skim) or flavored fat-free (skim) milk for children 6-years-old and older. Breastmilk is an allowable substitute for milk for children of any age.
<sup>4</sup> Juice may only be served at one meal or snack per day.
<sup>5</sup> At least one serving per day across all meals and/or snacks must be whole grain-rich. Use the Grain Crediting Chart for CACFP for portion sizes of more grain choices.
<sup>6</sup> Meat and meat alternates may be used to meet the entire grains component at breakfast a maximum of three times per week. One ounce of meat/meat alternate is equal to one ounce equivalent of grains.
<sup>7</sup> Breakfast cereals must contain no more than 6 grams of sugar per dry ounce.
<sup>8</sup> Yogurt must contain no more than 23 grams of sugar per 6 ounces.
<sup>9</sup> One ounce of nuts/seeds provides one ounce meat/meat alternate. Nuts and seeds may meet only one half of the total meat/meat alternate serving and must be combined with another meat/meat alternate at lunch or supper.
<sup>10</sup> A second different vegetable may be served to meet the entire fruit component.
<sup>11</sup> Only one of the two food components for snack may be a beverage.
Effective 10/1/2019
Minnesota’s WIC Approved Cereal List
12 oz package or larger size
- High in folic acid
- Whole grain
- Whole grain with 5+ grams of fiber
- Gluten Free
WIC-allowed brands include:
**Cold Cereal**
- Cheerios
- Multi Grain Cheerios
- Kix Honey
- Kix Berry Berry
- Total Whole Grain
- Wheaties
- Wheat Chex
- Corn Chex
- Rice Chex
- Grape-Nuts
- Honey Bunches of Oats Whole Grain Honey Crunch
- Honey Bunches of Oats Vanilla Bunches
- Honey Bunches of Oats With Almonds
- Honey Bunches of Oats Honey Roasted
- Great Grains Banana Nut Crunch
- Frosted Mini Wheats Original
- Frosted Mini Wheats Little Bites
- Corn Flakes
- Crispix
- Rice Krispies
- Special K
- Oatmeal Squares Brown Sugar
- Oatmeal Squares Cinnamon
- Life
- Mini Spooners Plain Pina Colada
- Mini Spooners Strawberry Cream
- Crispy Rice Multi-O-Meal Only
**Hot Cereal**
- COCO Wheats 28 oz Individual Packets Original Flavor
- Quaker Oatmeal 11.8 oz Individual Packets Original Flavor
- Quaker Instant Grits 12 oz Individual Packets Original Flavor
- Multi-O-Meal 28 or 36 oz Original
- Multi-O-Meal 28 or 36 oz Chocolate
- Cream of Wheat 28 oz Original
- Cream of Wheat 18 oz Whole Grain
- Cream of Rice 14 oz GF
Shopping Guide
https://www.health.state.mn.us/people/wic/foods/guides.html
Credit:
https://education.mn.gov/MDE/dse/FNS/prog/CACFPFam/ops/
https://www.fns.usda.gov/tn/crediting-handbook-child-and-adult-care-food-program
https://www.fns.usda.gov/tn/food-buying-guide-for-child-nutrition-programs
https://www.health.state.mn.us/docs/people/wic/vendor/fpchng/shopguide.pdf
Nondiscrimination Statement
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/USDA-OASC%20P-Complaint-Form-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by: 1. mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; or 2. fax:(833) 256-1665 or (202) 690-7442; or 3. Email: email@example.com
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Purpose of the Pandemic Planning:
The Ministry of Education and Health Authorities are requiring School Districts to establish a Pandemic Plan should a pandemic situation arise. This booklet outlines the key actions that School District members should take before, during and after the arrival of a pandemic.
Questions or comments regarding this plan should be addressed to:
Mr. Ken Minette, Superintendent
250-442-8258
School District 51 (Boundary)
www.sd51.bc.ca
Pandemic Response Plan
And
Novel Coronavirus (COVID -19)
Exposure Control Plan
As of March 17, 2020
# Table of Contents
| Section | Page |
|----------------------------------------------|------|
| Introduction | 2 |
| Pandemic Plan | 3 |
| Communication Network | 5 |
| School Closures | 6 |
| Plan Overview | 6 |
| Responsibilities | 11 |
| Signs and Symptoms | 13 |
| Prevention Control | 14 |
| **APPENDIX** | |
| Principal’s Checklist | 19 |
| Modified Cleaning Procedures | 21 |
Introduction
This plan is fluid and serves as a guideline for conditions that are changing rapidly. In all matters related to the pandemic the District will follow the directions of our Provincial and National Health Officers and the Ministry of Education. Updates can be found at:
https://www.canada.ca/en/public-health/services/diseases/coronavirus-disease-covid-19.html and https://www.interiorhealth.ca/AboutUs/Leadership/MHO/Pages/MHOUpdates.aspx
Pandemics are identified by their geographic scale rather than the severity of illness. For example, in contrast to annual seasonal influenza epidemics, pandemic influenza is defined as “when a new influenza virus emerges and spreads around the world, and most people do not have immunity” (WHO, 2010). Examples of pandemics that have occurred in the last century are the Spanish flu (1918), the Asian flu (1957) and the Hong Kong flu (1968).
Currently, in 2020, the World Health Organization has identified the novel coronavirus (COVID-19) as a pandemic.
An epidemic on the other hand, is a widespread occurrence of an infectious disease in a community at a particular time. This could be any infectious disease such as measles or whooping cough.
The Ministry of Education has recommended that all districts balance a variety of objectives when determining how best to decrease the spread of influenza and lower the impact of influenza in the workplace. The Pandemic Response Plan should consider and communicate objectives, which may include reducing transmission among staff and students, as well as, protecting individuals who are at an increased risk of pandemic related complications.
The Centre for Disease Control (CDC) estimates that as many as 40% of the workforce, in a worst-case scenario, might be unable to work at the peak of the pandemic due to the need for many healthy individuals to stay home.
What is an Influenza Pandemic and Epidemic?
• An epidemic occurs when a disease affects a greater number of people than is usual for the locality or one that spreads to areas not usually associated with the disease.
• A pandemic is an epidemic of world-wide proportions.
• Pandemics can happen when an animal virus mixes or changes to result in a new virus.
• This new virus is capable of person-to-person spread because most people have little or no immunity to it.
• Influenza causes outbreaks each winter. The very young and the very old usually have the most severe illness.
Influenza pandemics and epidemics cause more illness and more serious outcomes like hospitalization and death affecting all age groups, including young adults. This is different from usual influenza.
**Pandemic Plan**
Risk of influenza transmission in schools can increase with crowded classrooms, closed ventilation and limited emphasis on hygienic practices. Schools may be closed depending upon the epidemiology of the pandemic strain, e.g. severity of infection, high attack rates and severe complications.
In the event of a pandemic being declared, School District 51 has prepared a plan which will assist us in preparing and responding should any of our schools or work sites be involved. It does so by clarifying the roles and responsibilities of those who would be involved in such a public health emergency – governments at all levels, public health officials and school district staff. As a practical working tool, it also provides guidelines and checklists to assist various schools with their emergency planning.
The ultimate goal of the Pandemic Response Plan is to minimize serious illness and consider school closures in the event of an influenza pandemic, and also to ease any social or economic disruption that might be caused by a massive outbreak of the disease.
**Pandemic Planning Emergency Response Team (PPERT)**
**Members of the Team:**
- Ken Minette, Superintendent of Schools
- Miranda Burdock, Secretary-Treasurer
- Anna Lautard, Director of Instruction - Inclusive Education
- David Reid, Director of Operations
- John Popoff, Manager of IT
Continuity of Student Learning Online Team (CSLOT)
Members of the Team:
- Ken Minette, Superintendent of Schools
- Anna Lautard, Director of Instruction – Inclusive Education
- Principals of SD51
Note: School District 51 Boundary Pandemic Response Plan has been modeled after School District 8 (Kootenay Lake) Plan. Their plan was modeled after School District 23 (Central Okanagan), School District 73 (Kamloops/Thompson) and School District 36 (Surrey) whose plans are the product of extensive research and development.
Communication Network
Office of the Provincial Health Officer
Ministry of Education
Interior Health
Pandemic Planning Emergency Response Team (PPERT)
Director of Learning
- Receives updated information
- Contact person for Administrators/staff & parents
Superintendent of Schools
- Receives updates from the Ministry of Education and Interior Health
- Gives direction to Principals & Management Team
- Reviews and updates the Board of Education
Secretary Treasurer
- Reviews and updates plan for all CUPE staff
- Responsible for staff payroll
- Contact person for WorkSafe BC
- Contact person for staff regarding health & safety
Executive Assistant
- Tracks any Ministry of Health, Ministry of Education or Chief Medical Officer updates and communications.
- Reviews and updates SD51 Website and Facebook
- Sends messages to ALL Staff
- Manages contact lists for All District personnel
- Reviews and updates support staff lists
- Reviews and updates absenteeism lists
School Administrators
- Review and updates all site staff and students
- Daily review and updates to Superintendent regarding absenteeism – staff, students
- Updates parents and school PAC via School Facebook and website
Director of Operations
- Reviews and updates all operations staff and bus drivers
- Implements updated cleaning procedures.
- Assists school administrators in the closing and opening of schools.
- Reviews and updates HVAC issues
School Closures
The Ministry of Education guided by the BC Medical Health Officer will contact the Superintendent to discuss school closure implementation.
Once a decision is made to close a school or school district, the Superintendent (or designate) must ensure the decision is communicated immediately to:
- The Board of Education
- The Principal of the school(s) affected
- The Ministry of Education
- Other impacted parties (BDTA, CUPE etc...)
Principals, in turn, must immediately convey the decision to:
- Parents
- Students
- Community groups that use the school’s facilities
- School staff
- The school Parent Advisory Council
Alternate Learning Strategies
Should school(s) be closed due to the number of students being ill, teaching and support staff may be reassigned to other schools.
Should school(s) be closed due to the number of teachers being ill, students may be sent home or reassigned to another school.
Should school(s) be closed due to a directive from the BC Chief Medical Officer, requiring students to stay home then the district will implement a Continuity of Learning Plan.
Schools currently have the capability to communicate with families and students through their websites and Facebook (and in some cases Twitter). Alternatively, schools may need to communicate with their parents using a phone tree.
Refer to the district's Continuity of Learning Plan which is to be used in case of a school closure.
Plan Overview
Organization and Structure of the Plan
The main body of this plan is organized in three sections, which outline the key roles and responsibilities of School District 51 Boundary in each of the three pandemic phases.
1. **Pre-pandemic Period**: This is the critical stage for pandemic preparedness. Planning efforts need to focus on education, business continuity and infection control.
2. **Pandemic Period:** The Provincial Health Officer (PHO) will declare when it is time to activate plans for the pandemic phase. We cannot anticipate exactly what will happen. Plans will need to be adapted to reflect circumstances and situations as they arise. During this phase, the key goals will be to:
- Minimize rates of infection; and
- Minimize educational and business disruptions
3. **Post-pandemic Period:** The post-pandemic period begins when the Provincial Health Officer (PHO) declares that the pandemic is over. The primary focus of work at this time is to restore normal services, deactivate pandemic response activities, review their impact, and use the lessons learned to guide future planning activities.
Each period in the Pandemic Response Plan addresses the following four key components:
1. Planning and Coordination
2. Continuity of Student Learning and Core Operations
3. Infection Control Policies and Procedures
4. Community Planning
### Pre-Pandemic Period
| Pre-Pandemic Activities | Responsibilities |
|-------------------------|-----------------|
| 1. **Planning and Coordination** | |
| a. Responsibility for SD51 plan activation | Superintendent or designate |
| b. Update Website to include pandemic information | Superintendent, Principals |
| c. Incorporate responsibilities and authorities of Ministry of Health/Interior Health and Ministry of Education in development and implement Pandemic Response Plan | Superintendent, Principals |
| d. Advise staff of pandemic plan | Principals, Directors |
| e. Plan for self-isolation for staff and students that show symptoms while at work or school | Principals |
| f. Monitor student until parent/guardian arrives | Principals |
2. **Continuity of Student Learning and Core Operations**
| a. Consider impact of varying levels of student, staff absences and school closures | Superintendent |
| b. Consider and develop alternative procedures to ensure continuity of education | Principals, Superintendent, DOL |
| c. Develop a continuity of operations for essential services: | |
| i. Education | Superintendent |
| ii. Payroll | Secretary-Treasurer |
| iii. Custodial | Director of Operations |
| iv. Communications | Superintendent or designate |
| v. Transportation | Director of Operations |
3. Infection Control Policies and Procedures
a. Implement infection control practices and procedures that help limit the spread of infection
Director of Operations
b. Ensure that schools and facilities have an adequate supply of hand soap and paper towels
Director of Operations
c. Order additional cleaning supplies and ensure custodial staff are trained in pandemic terminal cleaning procedures
Director of Operations
d. Advise staff, students, and community who are experiencing symptoms to remain at home
Principals
e. Educate children and staff on proper hand washing and cough/sneeze etiquette
All
f. Maintain a healthy work environment by posting tips on how to stop the spread of germs
All
g. Advise the public health nurse/Superintendent when more than 10% of school population is away ill
Principals
4. Communication Planning
a. Develop and maintain contacts with Ministry of Education, Interior Health, and local authorities
Superintendent
b. Post relevant information on District website on Pandemic Planning---
Superintendent / EA
c. Establish method of communication with students and families to receive immediate information if child needs to be sent home or if school or facility is closing
Principals
d. Advise Board of Education and School Administration on preventative pandemic measures
Superintendent
e. Develop safe work procedures to ensure staff safety
Secretary Treasurer and DOP
f. Advise staff, students and families of District website
Executive Assistant
g. Ensure that parents/guardians have provided up to date contact information to the school
Principals
h. Educate staff, students and parents on pandemic prevention, signs, symptoms and family preparedness
Principals
i. Media communications (at your Health and Safety Committee meetings, staff meetings, assemblies, classrooms)
Superintendent
## Pandemic Period
| Pandemic Activities | Responsibilities |
|-------------------------------------------------------------------------------------|-----------------------------------|
| **1. Planning and Coordination** | |
| a. If school trips are underway, determine how children and staff will be self-isolated | Superintendent |
| b. Closing of schools may be required | Superintendent/Director of Operations |
| c. School trips and school evening user groups may be cancelled | Superintendent/Principals |
| d. Schools may be used by officials for clinics, hospitals, daycare centres, etc. | Superintendent |
| e. Depending on staffing or student shortages, classes may need to be combined or moved on-line | Principals |
| f. Bus routes may need to be altered due to driver and/or student shortages | Director of Operations |
| **2. Continuity of Student Learning and Core Operations** | |
| a. Evaluate capability of student learning continuity: adjust as needed | Superintendent/Principals |
| b. Reinforce cross training to ensure continuity of core operations | |
| i. Education | Superintendent |
| ii. Payroll | Secretary Treasurer |
| iii. Custodial | Director of Operations |
| iv. Communications | Superintendent |
| c. Schools may be closed | Principals, Superintendent |
| d. School trips may be cancelled | Superintendent |
| **3. Infection Control Procedures** | |
| a. Continued use of terminal control practices and procedures that help limit the spread of infection | Director of Operations |
| b. Ensure that schools and facilities have an adequate supply of hand soap and paper towels | Director of Operations |
| c. Advise staff and students who are sick with pandemic consistent symptoms to remain at home | Principals |
| d. Restriction of community, volunteer and visitors to schools and facilities | Principals |
| e. Audit infection control practices | Director of Operations |
| **4. Communication Planning** | |
| a. Continue to work closely with Ministry of Education, Interior Health and local authorities | Superintendent or designate |
| b. Media Communications | Superintendent |
| c. Maintain District website for information on Pandemic Planning | Superintendent or designate |
| d. Maintain method of communication with students, staff and families | Superintendent or designate, Principals |
| e. Continue to provide the Board of Education and Principals with information on preventative pandemic measures | Principals |
| f. Remind staff, students, volunteers and families of district website | Superintendent |
## Post-Pandemic Period
| Post-Pandemic Activities | Responsibilities |
|-----------------------------------------------------------------------------------------|-------------------------------------------------------|
| **1. Planning and Coordination** | |
| a. Re-opening of schools | Superintendent, Director of Operations |
| b. Resumption of business activities | Principals |
| c. Depending on staffing shortages, classes may need to be combined | Principals |
| d. Plan for operations staff shortages | Director of Operations |
| **2. Continuity of Student Learning and Core Operations** | |
| a. Evaluate capability of student learning continuity: adjust as needed. May take some time for schools to be re-opened | Director of Operations, Superintendent, DOL |
| b. Communications | Superintendent |
| c. Resumption of school classes and activities | Superintendent, Principals |
| **3. Infection Control Policies and Procedures** | |
| a. Continue to audit infection control | Director of Operations |
| b. Advise staff and students who are experiencing pandemic-like symptoms to continue self-isolation | Principals, Director of Operations |
| c. Ongoing education for children and staff on proper hand washing and cough/sneeze etiquette | DOL, Principals, Teachers |
| d. Advise the Superintendent when more than 10% of school population is away ill | Principals |
| **4. Communication Planning** | |
| a. Continue to work closely with MHO, Ministry of Education and local authorities | Superintendent or designate |
| b. Media Communications | Superintendent or designate |
| c. Maintain and evaluate district website for information on Post-Pandemic Recovery Phase | Superintendent |
| d. Prepare for Critical Incident Response if there have been deaths among students and staff | Superintendent, DOL, Principals |
| **5. Educate Staff / Students / Families** | |
| a. Direct staff, students and families to information on district website | Principals |
| b. Use school newsletter/website to provide information to students and families | Principals |
Responsibilities
When the Pandemic is declared:
**Pandemic Planning Emergency Response Team (PPERT)**
1. Contacting or receiving information from the Chief Medical Officer, Ministry of Education, Interior Health, and local authorities.
2. Communicating to all staff/families with current information regarding the viral infection/pandemic situation.
3. Updating the district websites.
**Principals**
1. School will remain in session unless otherwise directed by the Superintendent.
2. Staff who have concerns may apply for leave, without pay, if they do not wish to attend work.
3. If a Principal feels an employee is displaying pandemic symptoms, they can encourage them to stay home until they are better. The individual would be entitled to the usual sick leave pay/entitlements as long as they follow the correct reporting procedures. Principals should also make a recommendation that the person contact their doctor regarding the situation.
4. Move any students, teachers, and staff to a separate room if they become sick at school until they can be sent home. Limit the number of staff who take care of the identified person.
5. Interior Health Authority and/or Director of Operations may initiate a modified terminal cleaning of a school if they feel it is required.
6. Healthy students should avoid contact with students who have pandemic-like symptom.
**CUPE / Exempt Support Staff**
1. Staff will remain flexible. This may involve changes to their schedule, room, or school.
2. Staff who have concerns may apply for leave, without pay, if they do not wish to attend work.
3. If you have pandemic-like symptoms, regardless of where you have traveled, stay home from work or school and limit contact with others to keep from infecting them. See a health care provider if your symptoms become worse, but call ahead of time to let them know you have pandemic-like symptoms.
4. It is suggested you keep a record of school communication.
**Students**
1. If you have pandemic-like symptoms, regardless of where you have traveled, stay home from work or school and limit contact with others to keep from infecting them. See a health care provider if your symptoms become worse but call ahead of time to let them know you have pandemic-like symptoms.
2. Do not come to school unless healthy and symptom free. If you are symptom free but have travelled abroad or have come in contact with someone that has confirmed COVID 19, then self-isolate for 14 days.
Custodial Staff
1. Custodians will be familiar with the Modified Cleaning Procedures and be prepared to initiate this technique under the Director of Operations.
2. Staff who have concerns may apply for leave, without pay, if they do not wish to attend work.
3. During the pandemic period every effort will be made to ensure all soap and paper towel dispensers are filled.
4. In the event of a disruption in custodial services, the Custodial Supervisor will assign available Custodians to ensure high traffic areas are cleaned.
Bus Drivers
1. In the event of an individual traveling on the district’s transportation system and has confirmed pandemic symptoms, then a Terminal cleaning will occur.
2. Staff who have concerns may apply for leave, without pay, if they do not wish to attend work.
3. Bus schedules may need to be changed to accommodate emergent pandemic information.
4. The Director of Operations will put a plan in place should there not be sufficient bus drivers to accommodate all current bus runs.
Parents
1. During school/district closures, you cannot send your children to school.
2. If your child is sick, please keep them home.
3. Ensure that your email and contact information is updated and accurate with the school Principal.
4. Regularly read updates from School District 51 Boundary on the district and local school websites.
5. Recognize that you play an active and essential role in supporting your child’s learning during this time.
6. You are responsible for regularly checking your email for lessons and communication from your child(s) teachers.
7. Respond to teacher emails as requested and return assignments electronically to your child(s) teacher(s).
8. It is suggested you keep a record of school communication.
Signs and Symptoms
Reported illnesses have ranged from mild symptoms to severe illness and death for confirmed COVID-19 cases. The following symptoms may appear 2-14 days after exposure*.
- Fever
- Cough
- Sneezing
- Sore throat
- Shortness of breath
*This list is not all inclusive. Please consult your medical provider for any other symptoms that are severe or concerning.
If individuals show any of the above symptoms they should not go to work or school. If individuals begin to experience symptoms while attending a school, it is recommended that schools promptly separate the student or staff with symptoms in an area separate from others, with adequate ventilation until they can go home. People showing symptoms should follow the advice of health authorities.
Do I have COVID-19, the flu or a cold?
| Symptoms | Coronavirus | Cold | Flu |
|-------------------|-------------|--------|--------|
| Sore throat | Sometimes | Common | Common |
| Cough | Common | Common | Common |
| Sneezing | —— | Common | Sometimes |
| Fever | Common | —— | Common |
| Body aches | Sometimes | Mild | Common |
| Tiredness | Sometimes | Mild | Common |
| Headache | —— | —— | Common |
| Runny/stuffy nose | —— | Common | Sometimes |
| Nausea | —— | —— | Sometimes |
| Shortness of breath | In severe cases | —— | —— |
Source: World Health Organization and U.S. Centers for Disease Control and Prevention, via Cleveland Clinic
1. **Hand Washing**
Hand washing is one of the best ways to minimize the risk of infection. Proper hand washing helps prevent the transfer of infectious material from the hands to other parts of the body, particularly the eyes, nose, and mouth or to other surfaces that are touched. Wash your hands immediately:
- Upon arrival at work or school
- After using the toilet
- Before eating, drinking, food preparation, handling contact lenses, or applying makeup
- Before leaving school
Proper hand washing includes using soap and a running water. Wash for a minimum of 20 seconds. If water is unavailable, you must use a waterless hand cleanser that has at least 60% alcohol. Follow the manufacturer’s instructions on how to use the cleanser.
Health Authorities note that hand washing with plain soap and water is the preferred method of hand hygiene in schools and childcare centres as the mechanical action is effective at removing visible soil as well as microbes. In instances where hand-washing sinks are not available, supervised use of alcohol-based hand rubs may be considered. If hands are visibly soiled, alcohol-based hand rubs may not be effective at eliminating the virus.
2. **Cough/Sneeze Etiquette**
Cough/sneeze etiquette includes the following components:
- Cover your mouth and nose with a sleeve or tissue when coughing or sneezing.
- Use tissues to contain secretions and dispose of them promptly in a waste container.
- Offer surgical masks to people who are coughing.
- Turn your head away from others when coughing or sneezing.
- Wash hands regularly.
3. **Proximity Recommendation**
Practice social distancing and attempt to keep a minimum two-meter (6 ft) distance between yourself and others whenever possible. Droplets may be generated when an infected person coughs or sneezes. Droplets travel a short distance through the air and can be deposited on surfaces or directly in the eyes, nose, or mouth.
It is still recommended that people sick with COVID-19 limit contact with animals until more information is known about the virus.
4. **Cleaning and Disinfecting**
Regular cleaning and disinfecting of objects and high-touch surfaces (e.g., door handles, water fountain push buttons) will help prevent the transmission of viruses. This can be done using existing school setting cleaning and disinfection protocols, if the disinfectant step is with a product active against COVID-19 (see “table” below).
*Cleaning* is the physical removal of visible soiling (e.g., dust, soil, blood, mucus). Cleaning removes, rather than kills, viruses and bacteria. It is done with water, detergents, and steady friction from cleaning cloth. *Cleaning for COVID-19 virus is the same as for other common viruses.* In general, cleaning should be done whenever surfaces are visibly soiled.
*Disinfection* is the killing of viruses and bacteria. A disinfectant is only applied to objects, never on the human body. It is recommended that high-touch surfaces be disinfected at least twice/day. The following is a list of disinfecting agents and concentrations known to be effective against coronaviruses.
| Agent and Concentration | Uses |
|-------------------------|------|
| 1. Chlorine: Household bleach – sodium hypochlorite (5.25%) 1:100 (500 ppm solution) 10 ml bleach to 990 ml water | Used for disinfecting general surfaces, e.g., hand railings, grab handles, door knobs, cupboard handles. |
| 2. Chlorine: Household bleach - sodium hypochlorite (5.25%) 1:50 (1,000ppm solution) 20 ml bleach to 980 ml water | Used for disinfecting surfaces contaminated with bodily fluids and waste like vomit, diarrhea, mucus, or feces (after cleaning with soap and water first). Allow surface to air dry naturally. |
| 3. Accelerated Hydrogen Peroxide 0.5% | Used for disinfecting general surfaces (e.g. counters, hand rails, door knobs). |
| 4. Quaternary Ammonium Compounds (QUATs) | Used for disinfecting of general surfaces (e.g., floors, walls, furnishings). |
5. **If individuals show symptoms**
*If individuals show symptoms as outlined above, they should not go to school or work.* If individuals begin to experience symptoms while attending a school, it is recommended that schools promptly separate the student or staff with symptoms in an area separate from others, with adequate ventilation until they can go home. This room should not be one that is commonly used for other purposes (ie, the lunchroom during non-mealtimes). It should not be a space through which others regularly pass. It is not necessary for this room to have a separate air supply (HVAC) system. Ill persons should be placed in well-ventilated areas and where at least two metres of distance can be maintained between the ill person and others.
A limited number of staff should be designated to care for ill persons until they can be sent home. These caregivers should not be at increased risk of viral infection complications (ie, pregnant women or persons that have a chronic illness), and they should be familiar with infection control recommendations to prevent the spread of the virus.
When possible, and if the sick person can tolerate it, he or she should wear a surgical mask when near other persons.
6. **Risk Management**
Due to the nature of the classroom setting all district staff can be at risk of contracting the viral infection. We tend to work in a closed environment filled with a large congregation of people. Each variant of potential pandemic situations will determine which population is at the most risk.
To help minimize the risk of viral infection the following protocols have been recommended:
a. Avoid close contact with people who are sick.
b. Avoid touching your eyes, nose, and mouth.
c. Stay home when you are sick.
d. Cover your cough or sneeze with a tissue, then throw the tissue in the trash.
e. Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipe.
f. Wash your hands often with soap and water for at least 20 seconds. If soap and water are not readily available, use an alcohol-based hand sanitizer with at least 60% alcohol. Always wash hands with soap and water if hands are visibly dirty.
g. If experiencing pandemic symptoms call health care provider. (CDC, 2020)
FIGHT GERMS BY WASHING YOUR HANDS!
1. Wet your hands
2. Soap
3. Lather and scrub - 20 sec
4. Rinse - 10 sec
5. Turn off tap
6. Dry your hands
DON'T FORGET TO WASH:
- between your fingers
- under your nails
- the tops of your hands
APPENDIX 1
PRINCIPAL’S
CHECKLIST
PRINCIPAL’S CHECKLIST
☐ Review of District’s Pandemic Response Plan and Ministry of Education Fact Sheets.
☐ Discuss with staff, students and parents alternate learning strategies i.e. on-line learning.
☐ Identify a room which may be used as a temporary quarantine room. This room does not need to be on a separate air handling system. Keep in mind the access to washrooms, sinks etc.
☐ Identify an individual who will monitor the affected student.
☐ Ensure up to date emergency contacts for all students, parents or guardians.
☐ Update staff contact information and phone tree.
☐ Cancel all clubs and extracurricular school events.
APPENDIX 2
MODIFIED CLEANING PROCEDURES
MODIFIED CLEANING PROCEDURES
(to be used when directed by Director of Operations)
Personal Protection: Regular
Disposable latex or vinyl gloves, safety gloves
Equipment Needed:
Bucket, small garbage can liner, plastic bags, disinfectant cleaner
Hand hygiene is essential, which would include thorough washing of hands after cleaning.
When cleaning a room, it is critical that you have a method that you follow so as not to lose track of surfaces that you have and have not cleaned.
Work clockwise around the room, cleaning the outer perimeter first and working to the center of the room. (If working with partner(s) good communication is essential.)
Using a disinfectant cleaner, liberally wash down all touchable surfaces, paying particular attention to commonly utilized items such as doorknobs, light switches, pencil sharpeners, desktops and such.
Other areas not to be missed are as follows:
Loose books (books in shelf units, spine only), pencils, pens, crayons, markers, chairs, desks and chair legs (include teacher’s desk and chair also).
All vertical surfaces as high as you can reach and all horizontal surfaces that would normally be touched on a daily basis.
Clean the exterior of the doors, locker fronts and combination locks in near proximity to the room (including near-by exit doors and water fountains).
Change the disinfectant solution in the bucket every 15 minutes of active cleaning. Used cloths and dust mops should be bagged and disposed of appropriately.
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Lower School Behaviour Policy
Lower School Behaviour Policy
Mission Statement
St Catherine’s British School endeavours to foster a love of learning. We strive to provide an environment that respects all cultures, promotes excellence and encourages all to reach their potential. Our goal is to create lifelong learners and responsible global citizens.
School Motto
At St Catherine’s British school our values permeate all areas of school life and are reflected by the school’s motto: Excellence and Happiness
Introduction
St. Catherine’s British School was established in 1956 on the grounds of the British Embassy in Athens. Although originally intended to provide education for children from Britain and the Commonwealth, it now teaches over 1300 pupils, aged 3 to 18 years, from 54 nationalities.
The school endeavours to foster a love of learning through a well taught, appropriately challenging, clearly defined, broad and balanced curriculum – and its aim is to provide an environment that respects all cultures, promotes excellence, and encourages all pupils to reach their potential. Our goal is to create lifelong learners and responsible global citizens.
We are a caring community, whose values are built on mutual trust and respect for all. The school’s behaviour policy is therefore designed to promote a happy, secure and stimulating learning environment where every member of the school community feels valued and respected, and that each person is treated fairly and well.
We believe that consistent and fair implementation of the measures outlined in the behaviour policy is central to an effective whole-school approach to behaviour. Establishing and maintaining high standards of behaviour is not only vital in ensuring that teachers can deliver the curriculum, but also plays a critical role in ensuring that the school is a safe environment for all pupils.
This policy should be read alongside the School Anti-Bullying Policy, Exclusions Policy, Curriculum Policy, Assessment Policy, Feedback and Marking Policy.
Our policy reflects the DfE guidance, in particular ‘Behaviour and Discipline in Schools’ (DfE, 2016), ‘Preventing and Tackling Bullying’ (DfE, 2017), ‘Mental Health and Behaviour in Schools’ (DfE, 2018) and ‘Keeping Children Safe in Education’ (DfE, 2022).
Aims
- To develop a consistent and clear lower school behaviour policy supported and followed by the whole community; parents, teachers, support staff and children.
- To apply positive behaviour strategies to create a caring family atmosphere in which teaching and learning can take place in a safe and happy environment.
- To ensure that high standards and expectations of good behaviour pervade all aspects of school life including the culture, ethos and values.
- To display school rules in every class and discuss them in lessons/assemblies each term.
- To teach through the curriculum, values and attitudes, as well as knowledge and skills.
- To encourage good behaviour by providing a range of rewards for children of all ages and abilities.
- To treat problems when they occur in a caring and sympathetic manner.
- To ensure that appropriate support systems are in place when pupils encounter difficulties.
St Cat’s Code
Our high standards and clear rules reflect St Catherine’s culture and values. We believe good behaviour is central to a good education, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting positive relationships, so that people can work effectively together with the common purpose of helping everyone to learn.
- Be kind and show empathy for others
- Be honest at all times
- Be proud of our school and support our community
- Be inclusive and respect each other
- Be an active learner
Good behaviour is established through creating an environment where good conduct is more likely and poor conduct less likely. Good behaviour also requires positive reinforcement through rewards but also consequences where rules are broken. Rewards and consequences are equally important and necessary to support the whole-school culture.
Positive behaviour management
Our values-driven approach to behaviour and attitudes prioritises inclusion; so we are robust in our challenge of any behaviours that compromise our ethos, and focus on behaviour modification through restorative conversations, high quality relationships, time for reflection, and where necessary use of consequences. We do all we can to minimise use of exclusion; recognising that a child’s full and active engagement with learning is the priority. Working in partnership with parents and guardians regarding children’s behaviour, is recognised as a powerful tool. We value and believe in every individual; showing this through kindness and care for each other.
Rewards and Positive Reinforcement
The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
Acknowledging good behaviour encourages repetition and communicates St Catherine’s expectations and values to all pupils. Using rewards and positive recognition clearly and fairly provides an opportunity for all staff to reinforce the school’s culture and ethos.
Rewards:
- Verbal praise and positive reinforcement
- Praise to parents via phone call or written correspondence
- Congratulations from another teacher or member of the leadership team
- Certificates, prize ceremonies and special assemblies
- Whole-class or year group rewards, such as a popular activity
- Star of the Week
- Citizenship award
- Positions of responsibility, such as headboy/headgirl/sports captain/librarians
St Cat’s Time
St Cat’s Time is a positive behaviour management strategy dedicated to rewarding children who have kept the school rules all week. It’s a period of around half an hour, usually on an afternoon, where children stop work and spend time doing special, enjoyable activities that aren’t on offer at other points during the school week. From computer time to crafts, painting to playing, reading to sports, it is fun project-based learning where classes and friends can mix.
St Cat’s Time allows teachers to share their interests and passions with other pupils in the year group and creates another level of pastoral care. Children with better health and well-being are likely to achieve better academically, so these mindful and meaningful activities encourage a strong sense of community through collaboration and creativity.
Children who have not been able to follow the school rules will use this time to reflect on their behaviour in a group circle time alongside the school counsellors. This is an opportunity for them to reflect on their behaviour, think about the cause and effect on others and discuss the choice of a positive alternative.
House System
The House System aims to facilitate positive behaviour, stronger friendships between the different year groups, increase community spirit, peer mentoring and encourages more pupils to get involved in competitions, and develop leadership opportunities. All children are placed into one of four Houses, with siblings generally remaining in the same House.
Consequences and restorative practice
At St Catherine’s we aim to create an environment where positive behaviours are more likely, by proactively supporting pupils to behave appropriately and by addressing misbehaviour effectively. However, we also understand that pupils will not always behave perfectly.
Consequences should be applied clearly and consistently to reinforce the routines and expectations of the school’s behaviour culture. Inconsistency can teach pupils that boundaries are flexible which can encourage further misbehaviour. This reduces the deterrent effect of consequences, which in turn dilutes their effectiveness.
When appropriate, staff should make time for a pastoral discussion to ensure the pupil understands why they received the consequence and what they need to do in the future to improve their behaviour. We employ each consequence appropriately to each individual situation. Consequences should never publicly humiliate a child.
We apply restorative practices to resolve conflicts, repair harm and rebuild positive relationships. This helps to provide reconciliation and prevent further misbehaviour.
Non-restorative
- What rule has been broken?
- Who broke the rule?
- What punishment should they receive?
Restorative
- What happened?
- Who was affected?
- How do we put things right?
**Consequences:**
- A quiet word is given to correct any low level disruption.
- Verbal warnings to children who are misbehaving, not listening or being disruptive.
- Reflection time thinking about their poor behaviour.
- Loss of privileges – for instance the loss of participation in St Cat’s Time.
If behaviour does not improve then the following sanctions are followed (not necessarily all stages will be followed as it depends on the incident, severity of misbehaviour and the child’s reflection).
**Consequences:**
- Stay behind at playtime to discuss their behaviour with the teacher.
- Complete a reflection sheet during playtime with their teacher.
- Write a letter of apology - kept by the school.
- Sent to the Head of Key Stage to discuss their behaviour.
- Sent to Head/Deputy of Lower School to discuss their behaviour.
- Parents asked to come into school to discuss behaviour.
- A behaviour/wellbeing support plan.
**Responding to incidents of misbehaviour**
When a member of school staff becomes aware of misbehaviour, they should respond in accordance with the school behaviour policy. Their priority should be to ensure the safety of the pupil, other pupils and staff and to restore a calm and orderly environment. It is important that staff respond in a consistent manner so pupils know with certainty that misbehaviour will always be addressed, and that context will be taken into account.
When pupils do misbehave, teachers should respond promptly, predictably and with confidence to maintain a calm, safe learning environment and then consider how such behaviour can be prevented from reoccurring.
Preventing recurrence of misbehaviour
St Catherine’s adopts a range of initial intervention strategies to help pupils manage their behaviour. This is achieved by helping pupils understand behavioural expectations and by providing support for pupils who struggle to meet these norms. Some pupils will need more support than others and this is provided as proactively as possible. It will often be necessary to deliver this support outside of the classroom, in small groups, or in one-to-one activities.
There are regular staff pastoral meetings to ensure relevant members of staff are aware of any pupil persistently misbehaving, whose behaviour is not improving following low-level sanctions, or whose misbehaviour is out of character and a sudden change from previous patterns of behaviour.
The role of school leaders
The school leadership team should routinely engage with pupils, parents and staff on setting and maintaining the behaviour culture and an environment where everyone feels safe and supported.
The senior leadership team keeps records of all reported serious incidents of misbehaviour and sanctions. This includes the nature and date of the offence and the sanction imposed. The Head of Lower School and Heads of Phase use the register to identify patterns of behaviour and address these.
The role of teachers and staff
Staff have an important role in developing a calm, positive, structured and safe environment for pupils and establishing clear boundaries of acceptable pupil behaviour. Staff should teach and model expected behaviour and positive relationships, so that pupils can see examples of positive habits and feel confident to ask for help and support when needed. All staff should communicate the school rules, values and standards both explicitly through teaching behaviour and in every interaction with pupils.
If a pupil misbehaves repeatedly in class, the teacher keeps a record of all incidents. In the first instance, the class teacher deals with incidents. However, if misbehaviour continues, the class teacher seeks help and advice from the senior leadership team and well-being counsellors.
The role of pupils
All pupils deserve to learn in an environment that is calm, safe, supportive and where they are treated with dignity. To achieve this, every pupil should be made aware of the school behaviour policies, rules, expectations, and consequence processes. Every pupil should be supported to achieve the behaviour standards, including a clear induction process at the beginning of the year that familiarises them with the school rules, rewards and sanctions.
The role of parents
The role of parents is crucial in helping develop and maintain positive behaviour. To support the school, parents are encouraged to get to know the schools’ behaviour policy and where possible, take part in the life of the school and its culture. Parents have an important role in supporting the school’s policy and reinforcing it at home.
Communicating the behaviour policy
Communicating the school behaviour policy to all members of the community is an important way of building and maintaining St Catherine’s culture. It helps make behaviour expectations transparent to all pupils, parents and staff members and provides reassurance that responses to misbehaviour are consistent, fair, and predictable.
We publicise the school behaviour policy in writing to parents, staff, and pupils at least once a year, as well as publishing it on the school website.
Bullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.
Bullying is, therefore:
- Deliberately hurtful
- Repeated, often over a period of time
- Difficult to defend against
The school has an Anti-Bullying Policy which should be read in conjunction with this policy. Incidents of bullying are extremely rare and when they do occur they are dealt with swiftly. The school does not tolerate bullying of any kind, be it emotional, physical or cyber. If a case of bullying is suspected and/or reported we have clear protocols, including speaking to the pupils involved, contacting parents/guardians and enforcing necessary actions in order to aim for positive outcomes.
This policy was last reviewed in November 2022 | adbbb93a-34e2-4835-a8b9-f0efde030b67 | CC-MAIN-2024-18 | https://www.stcatherines.gr/wp-content/uploads/2023/01/Lower-School-Behaviour-Policy-Nov-22.pdf | 2024-04-16T14:31:20+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00747.warc.gz | 903,785,492 | 2,705 | eng_Latn | eng_Latn | 0.998054 | eng_Latn | 0.998335 | [
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Campobello Whale Rescue Team
FISHERMEN HELPING FISHERMEN RESCUE WHALES
Whale Rescue Goals
• Support the fishing industry and encourage stewardship of whales among fishermen and those making a living on the water.
• Increase public awareness of the efforts to reduce the adverse effects of whale entanglement.
How?
By providing a whale disentanglement and release program in Quebec and the Maritimes.
• Encourage the fishing industry and other mariners to report whales in distress.
• Maintain a whale rescue team to provide a timely response to assess, document and, if possible, release the whale from entangling lines.
The Issue
• Right, humpback, fin, minke and other large whales can become entangled in fishing gear and entrapped in fishing weirs in Canadian and US waters.
• Entanglements can range from minor to severe and are sometimes lethal for the whale.
• Entrapments are not usually lethal to large whales if they can be released in a timely manner.
The Process
• Do not try to disentangle the whale yourself. Do not cut trailing lines and buoys from the whale. The entangling gear is used by the team in the whale rescue attempt.
• The CWRT will respond immediately; weather and time of day permitting.
• It is critical that the reporting vessel stand by the entangled whale if possible.
• Once the CWRT arrives on scene, the entanglement will be assessed and documented.
• The CWRT will attempt to disentangle the whale if it is feasible and safe.
About the Campobello Whale Rescue Team
The Campobello Whale Rescue Team of the Canadian Whale Institute is an organization of fishermen and biologists. They have firsthand knowledge of Maritime waters as well as fishing gear and whale behaviour.
Team members are trained in the use of specialized equipment to disentangle large whales from fishing gear and work with weir owners to release entrapped whales.
• The CWRT is licensed and permitted by DFO to disentangle whales in the Maritimes and Gulf of St. Lawrence and by the U.S. government for responses in U.S. waters.
• The CWRT provides basic training for others interested in supporting the program.
To report marine animal emergencies, please call the Marine Animal Response Society (MARS) at 1-866-567-6277 or the Canadian Coast Guard on VHF channel 16. Entanglements are relayed to the Campobello Whale Rescue Team (CWRT).
Program partners include: Fisheries and Oceans Canada (DFO) and MARS. Additional photographs provided by the Center for Coastal Studies and New England Aquarium. | 10588394-1145-4bc1-a6e6-b3e8bec3be2f | CC-MAIN-2021-21 | https://www.canadianwhaleinstitute.ca/static/site-content/files/pdfs/english-whale-rescue-story-poster-4-2021.pdf | 2021-05-14T04:04:51+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991737.39/warc/CC-MAIN-20210514025740-20210514055740-00139.warc.gz | 699,244,633 | 546 | eng_Latn | eng_Latn | 0.995263 | eng_Latn | 0.995263 | [
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FABSHIP
Fablab + Earthship
Connected Offgrid makerspaces
By Paradigm Labs Coop
fabship.cc
Project Leaders
Grégoire Durrens / Anastasia Pistofidou
Contacts
tel: (+33) 6 37 47 13 71
email: firstname.lastname@example.org
| Title | Page |
|---------------|------|
| Concept | 3 |
| Earthship | 4 |
| Fablabs | 25 |
| Fabship | 47 |
| Conclusion | 51 |
| Contact | 52 |
You can click on the titles
The "Fabship" project aims to participate in the advent of a new model of production, a distributed and sustainable model. It is based on two existing movements: the worldwide network of fablabs, networked manufacturing workshops, and the Earthships movement, totally autonomous buildings. The idea is to offer communities that want to radically reduce their ecological footprint\(^1\) an energy autonomous production unit, which we call a "fabship", that allows us to make, invent and repair the objects that surround us in a radically sustainable way. The limits are clear and tangible: they are imposed by local natural phenomena. The goal is to empower communities by making them more innovative and autonomous. The FabShip project intends to redefine what we really need and to find a balance between production capacity and environmental preservation. How much energy, for example, does it take to locally manufacture the structure of an electric motor? Every autonomous community should be able to answer that by experience.
The project aims to answer the following questions:
- How much, at what rate, and for how long can we manufacture the objects that surround us using only local resources and renewable energy?
- For a given (limited) amount of energy, if we can't produce all the objects around us, which ones will be considered essential?
- Will natural phenomena dictate what we do or will they guide us to change the way we do it?
- Will we at least manage to produce, maintain and repair the objects that constitute the systems that allow us to be autonomous?
- How fast can we transfer knowledge in a distributed network of production sites so that a new paradigm can change the culture?
- What teaching and sharing models as well as structures need to be put in place to bring out and accelerate the diffusion of innovations and their improvements?
- What business models can emerge in a context of autonomous manufacturing?
The idea is not to limit but to channel the use of modern manufacturing towards the needs of communities that want to be more resilient.
---
\(^1\) See [https://data.footprintnetwork.org](https://data.footprintnetwork.org)
Earthships
Off-grid buildings autonomous in water, electricity, heating (passive) and sewage treatment.
Earthship Biotecture, led by architect Michael Reynolds, has been a pioneering eco-building company for 50 years. It builds self-sufficient homes from natural and recycled materials. Based in Taos, New Mexico, the company works all over the world, sometimes through humanitarian projects, and opens its construction sites to students who want to learn the techniques of self-sufficient construction.
The image above shows a school built as a training site in Uruguay in 2016.
Earthships are today proven models for autonomous and ecological living. They meet six basic human needs: thermally comfortable housing, renewable energy (solar/wind), local wastewater treatment, use of recycled materials, water recovery and food production. These self-sufficient houses have already been built in different climates around the world and have proven themselves.
The image above shows a school built as a training site in Argentina in 2018.
We see here the section of an Earthship. We can observe the bioclimatic design: The greenhouse is on the south (right) in the northern hemisphere, it is a thermal buffer space, it grows plants, the hot air rises and escapes through the vents which creates a depression in the house that sucks air through the cooling tubes that are on the north. Thus, we have a natural ventilation phenomenon. The different angles are designed so that in summer, only the greenhouse is sunny, the rest is not. In winter, the sun penetrates to the bottom of the living rooms and heats the thermal mass made of compacted earth. The entire building is covered with external insulation.
On this section drawing, we can see how the rainwater harvesting system and storage work. The tank is below frost line buried in the north berm. The water is brought into the house and filtered in two qualities: running water and drinking water. sinks, showers and appliances produce grey water that goes through an indoor phytodepuration system, which is located in the greenhouse. At the end of the phytodepuration, the water filtered by the plants is collected and pressurized to be used for flushing the toilet (if there is no dry toilet). The phytodepuration produces food. Black water produced by the toilets is finally brought outside in a second filtering phytodepuration. After that it can finally return to the environment without danger.
Another example of Earthship, in France, carried out as a training construction site (Earthship Academy) during the summer of 2017.
View from the roof
Earthships
Interior views
Here we see the French construction site in 2017. This is the first week. We can see the students, some members of the professional team and we can also see tires! Indeed, the earth is compacted in lost forms made of re-used tires. Tires, once buried, don't off-gas or release any chemicals and are recovered instead of becoming waste, which is difficult to recycle today. If you want, you can use other mass material suchs as stone, concrete or cob, ... but it will be less ecological and economical.
A group photo with everyone (students + volunteers + professionals) after one month of work: the Earthship is fully enclosed with systems working. Only finish work is still required, usually the client/owner takes care of that. This is the usual formula when Earthship Biotecture travels to build. We can also see in this photo a solar thermal panel, in the center, which provides year-round hot water, and photovoltaic solar panels which provide electrical power.
Group photo of the students, volunteers and professionals of the earthship-school in Argentina (2018).
Japan...
Earthships are built all over the world. Sometimes for humanitarian projects in disaster areas.
Most of the projects are hosting an autonomous construction training program called the Earthship Academy.
Here we see the rainwater harvesting system at the edge of the roof and the pre-filtration system just upstream of the underground tanks. We can also see a tube in the gutters: in winter, a heat transfer fluid (glycol) melts snow and ice, the main source of water in very cold desert regions in winter (This Earthship is located in the desert of New Mexico).
This is the water organization module. The water from the tanks goes through a succession of filters and a pump in order to be consumable and pressurized.
We see here a schematic section of what is called the botanical cell. It is in fact the phyto-depuration mentioned above and which is in the greenhouse.
We see on the left a recirculation pump so that the water does not remain stagnant in the phytodepuration and, on the right, a pump with its filter which conveys the water that gets to the exit of the phytodepuration towards the flushing toilets. All these pumps are powered by the sun...
On this picture, we can see the power organization module. It is a set of power electronics components (inverter, charge controller, switch gear, etc.).
Lead-acid batteries. It is a proven technology, affordable and 98% recyclable. For buildings, we prefer them to lithium batteries.
There are several models of Earthship, including one called "simple survival". The simple survival has all the features of a high end earthship (Global Model) but is a fraction of the price of the latter thanks to simplified systems, small capacity and easy to repair. The diagram above represents the electrical system that equips the simple survival type.
Fablabs
Local, social, distributed and community driven manufacturing places.
FabLabs are digital workshops for innovation and invention, fostering local entrepreneurship through a set of rapid prototyping machines, tools, and software that allow users to design, invent, and develop (almost) anything. Fablabs grew out of MIT’s Center for Bits and Atoms (CBA), led by Professor Neil Gershenfeld, MIT’s research spin-off on the links between manufacturing and computing. They have become influential platforms for learning, invention, and collaboration. As a FabLab, you are connected to a global community of students, educators, policy makers, and innovators: an international network of knowledge and practices that spans 30 countries and 24 time zones. Since all FabLabs use common tools and processes, the result is a distributed platform for digital fabrication that is effective worldwide and based on open source technology. They also participate in the advent of a more sustainable manufacturing model, democratizing productive power, towards a more circular and responsible economic model.
The image above shows the famous fablab in Reykjavík, Iceland: https://www.fablab.is
A fablab is a workshop, in the conventional sense of the word, in which conventional tools can be used: hammers, screwdrivers, saws, etc...
We can also find in Fablabs a specific set of digital tools: laser cutter, small digital milling machine, 3D scanner, 3D printer, digital embroidery machine, large digital milling machine, tools for electronics, etc.
This set of tools, whose list is public\(^1\) allows to turn the traditional workshop into a micro factory capable of producing almost anything, on a small scale. The picture above shows the LFO fablab in Marseille, France: [http://lfofablab.org](http://lfofablab.org)
---
1. List available at: [this address](#)
This diagram, borrowed from the FabCity initiative founded by Tomas Diez, explains the difference between two production models. On the left we have the traditional model which consists in extracting materials, transporting them far away to transform them into objects, transporting these objects far away again so that we can consume them and finally throwing them away which implies transporting them far away again so that we don't see them anymore... On the right a local production and recycling model based on data exchange. The idea is that the "atoms" remain local and that only the data used for the local manufacturing and recycling travel.
1. See [https://fab.city/](https://fab.city/)
In the next pages we’ll find some examples of emblematic projects of the Fablab movement. Here we can see textile creations by Anastasia Pistofidou\(^1\) at the Fablab in Barcelona.
---
1. Anastasia pistofidou, co-founder of [FabTextiles](#) and [Fabricademy](#)
Here is the Open Source Beehive project. Download the files and build the hive with a digital milling machine. The same goes for the electronic module to be placed in the hive to monitor its health.
Here we have the "Smart Citizen Kit" project. It is a kit that anyone can make in a Fablab, it is open source and open hardware. It is then placed wherever you want and it allows you to measure humidity, temperature, pollution, brightness etc.
The data collected from the Smart Citizen Kit doesn't go on a platform owned by a multinational company, it goes on a free and open source platform so that you and your community can track data acquired by the kits. It becomes easier for citizens to do citizen science with big data since there are now thousands of smart citizen kits around the world.
The making of these objects are opportunities to run some workshops where young and old meet, exchange, learn and gain in autonomy. A Fablab strengthens the social fabric.
Here a plastic recycling project: Precious Plastics\(^1\). Make your own machines to reuse plastic and make new objects, plans are available online and open source.
---
1. [https://preciousplastic.com](https://preciousplastic.com)
Fablabs map.
The Fabfoundation coordinates the Fablab movement, including the fabAcademy, the school for learning how to use, manage, and to some extent, create a Fablab. Every Wednesday, Professor Neil Gershenfield gives a live lecture from MIT on a particular fabrication topic. The course is interactive, you can ask questions, it is open source and available online. The course is not free if you want to use a Fablab to do all the assignments and receive your diploma.
Fablabs have shone during the coronavirus pandemic. Thanks to a global collaboration and exchanges of file describing the objects, via open source, respirators and visor holders were already designed and available for manufacturing within a few weeks. A great demonstration of resilience.
This example shows that with very little material (here, mainly recyclable cardboard) we can quickly build a machine that meets a specific need.
Training courses have emerged within the network of fablabs, each with its own specificities. Here is an example with the Fabricademy that deals with anything textile.
Like the Fabacademy, the Fabricademy offers interactive online courses and global coordination around the topic of digital fabrication and textiles within the world of Fablabs. Here, Anastasia is leading an online session. Each fablab can, locally, relay this global curriculum in applied digital manufacturing.
Throughout the end of the course, each student must complete a final project, putting into practice what he or she has learned during the course. The image above shows an example of a student’s achievement.
Fablabs are also usually equipped with basic equipment for simple biological manipulations. This picture shows the production of pigments based on chromatogenic bacteria culture (not dangerous ones!)
Obviously, Fablabs are not only workshops to create new objects, repairing also represents a large part of the activities that are carried out there. Once a part has been modeled, it can be shared and lead to multiple repairs or even improvements of parts suffering from programmed obsolescence.
The question that arises is the following: given the energy context and the scarcity of resources, how can we set limits to this omnipotence so as not to destroy our environment and remain focused on the essential?
This image represents the extreme gadgetization of the world with this device which benefit/cost ratio in energy versus resources is close to zero.
FABSHIP
Shared off-grid manufacturing workshop
A FabShip is a FabLab in an Earthship, i.e. a fablab that doesn't need to be tied to the water grid, electricity, heating and sanitation. It is a shared fabrication workshop designed to increase resilience by allowing any community to eco-responsibly fabricate and repair their objects, tools and autonomy systems from renewable energy.
By combining digital manufacturing technologies and low-techs, Fabships encourage innovation with an environmental awareness and propose alternatives to the current predominant production model. Directly connected to local renewable resources, they empower citizens by giving them agency with emerging technological tools.
We can find in a Fabship the **conventional hand tools**: hammers, screwdrivers, saws, drills, etc., and also a **specific set of digital tools**: laser cutter, digital milling machine, 3D scanner, 3D printer, digital embroidery machine, tools for electronics, etc.. The tools are shared within a community of users. A Fabship is a **true micro factory** capable of doing « (almost) anything »\(^1\), at small scale. The fact that the workshop is autonomous allows us to always have as a constraint the amount of energy (and water) used in the workshop. Thus, the ecological criterion will be unavoidably respected, which necessarily leads to more environmentally conscious designs and repairs.
Fabships aim to bring these two movements together under one roof. They aim to quantify the societal and environmental impact that the pooling of means of production and innovation in a network of interconnected communities can have in a society in ecological deficit\(^2\).
---
1. "How to make (almost) everything", title of MIT's course ([MAS.863](https://mas.863.mit.edu/)) where the fablab movement originated from, taught by Professor Neil Gershenfeld.
2. See the notion of ecological deficit [https://data.footprintnetwork.org](https://data.footprintnetwork.org)
Being able to locally manufacture and repair the self-sufficiency systems we mentioned earlier is particularly interesting from a resilience perspective. It also creates jobs and connections.
Moreover, as open source\(^1\) designs, these systems have a phenomenal potential for ingenuity since they are the result of a worldwide collaboration of enthusiasts. This document, for example, was only made with free and open source tools (software), the results of a massive collaboration of passionate and committed citizens: Linux, Gimp, Inkscape and others. Of course, these examples are software, but the era of open source hardware has already begun.
---
1. Explanations on Wikipedia : https://fr.wikipedia.org/wiki/Open_source
The budget for a fully equipped 250 m² Fabship (100k€ worth of equipment) is about 400 k€.
It can be reduced if the construction is done as an autonomous construction training program (Academy) and if the chosen machines are of smaller capacity.
Ideally, a Fabship is located in the heart of an ecovillage.
Fabships are Fablabs installed in Earthships, that means they are passive and energy self-sufficient fabrication workshops. The goal is to allow any Fabship-equipped community to strengthen its resilience and develop its autonomy. If a Fablab allows users to make almost anything, a Fabship, because of its limited energy, helps users to prioritize what to make first, i.e. what matters in an energy stressed context. A fabship allows local, citizen and distributed manufacturing without costing the planet. It is about collaborative eco-manufacturing. The Fabship project is totally in line with the philosophy of "Think Global, Act Local". By combining digital manufacturing technologies and low-techs, Fabships encourage eco-responsible innovation and propose an alternative to the current concerning production model. In a similar way and by sharing their knowledge openly, the FabLabs and Earthships movements address locally the technological and human challenges facing humanity today. They empower citizens to become more environmentally conscious and technologically savvy.
We have found land to build a first prototype in an off-grid community in the center-south of France. This prototype means to prove and enhance the concept of sustainable self sufficient rural fablabs, so that it can be replicated in any community that wants to design globally how to build locally the world they dream to leave in with what the Earth and the Sun have to offer.
We offer consultancy on how to build and set-up your off-grid fablab.
We also welcome your feedback and support. We are looking for financial support to launch the first Fabship and the alternative business model that this project proposes.
Thank you for your attention.
Contact
To get in touch, please email us at: email@example.com | 72f90b1a-1ebe-4158-a0be-4bbdb74a155a | CC-MAIN-2023-06 | https://www.fabship.cc/resources/assets/Slides_en.pdf | 2023-02-02T01:20:33+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499954.21/warc/CC-MAIN-20230202003408-20230202033408-00133.warc.gz | 796,614,676 | 3,985 | eng_Latn | eng_Latn | 0.979415 | eng_Latn | 0.998341 | [
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Today we will be exploring recipes that fill you up without breaking the calorie bank. By packing recipes with fruits and vegetables, the volume of the food that can fit onto your plate is increased without also increasing the amount of calories. This concept is sometimes referred to as “volumetrics”. This is because fruits and vegetables are naturally low in calories, and high in water and fiber. Recipes packed with fruits and vegetables make us feel full for longer because they are more satiating. They also lend delicious flavors and a huge variety of nutrients to our diet when we make sure to include them at each meal.
- In this class we will be using two terms you should become familiar with. The first is “energy density”. This refers to how much energy (or calories) there is per volume of food. The second is “nutrient density”. This refers to how many nutrients there are per volume of food.
- Fruits and vegetables are very high in nutrient density. That means they have a lot of nutrients per volume. They are also low in energy density, which means they have few calories per volume.
- Eating fruits and vegetables frequently and decreasing our intake of energy dense foods is a great tool for maintaining a healthy weight. It is also important to get in tune with our bodies to pay attention to when we feel full or hungry. See the Hunger Scale and tips for weight management on the next page.
Am I Hungry?
Do you ever find yourself asking this question before you go to eat a meal or snack? It might surprise you to know that many of us don’t, instead eating often out of habit, boredom, stress, or other emotional reasons. Paying more attention to our physical signs of fullness and avoiding eating due to emotional reasons has been gaining popularity in recent years as a way to achieve and maintain a healthy weight. Here are just a few “mindful eating” pointers to get you started.
- Eat when you are hungry! Sounds simple enough, but by waiting until you feel starving to eat, it becomes easy to overdo it!
- Eat without distractions. Try sitting down for your meal, not turning on the TV, and not eating while standing up or doing other things.
- Enjoy your food. Choose foods you enjoy and that you know are nourishing to your body. Prepare them in ways you like, and pay attention to the aromas, textures and tastes. Eat slowly, chew thoroughly, and put down your utensil between bites.
Hunger Scale
Using a visual scale can help you think about how hungry you feel before eating. Take a moment before you begin a meal to cue in to how hungry you feel, and use this scale as a guide. Try to stay between 4 and 7 throughout the day.
Preoccupied with hunger, ravenous
Somewhat hungry, choose a meal or snack now
Could still eat more, not quite satisfied
A little too full, slightly uncomfortable
Uncomfortably full, even nauseated.
1 2 3 4 5 6 7 8 9 10
Very hungry, almost sick
Stomach growling, low energy
Neutral
Satiated but not uncomfortable, stop eating now
Very full, bloated, may need to loosen clothing
Created by Chicken Soup Brigade—Seattle, WA through a grant from AARP Foundation
Split Pea and Potato Soup
(Serves 4)
- 2 tsp olive oil
- 1 medium onion, chopped
- 2-3 cloves garlic
- 1 stalk celery, chopped
- 2 carrots, chopped
- 2 red potatoes, cubed
- Black pepper, to taste
- 1 cup green split peas
- 4 cups water or low-sodium stock
- 1 large bay leaf
- 1 tsp dried dill
- Salt to taste
1. Heat oil in a large pot on medium heat. Add onion and sauté for about 3 minutes until soft.
2. Add in the garlic, celery, carrot, potatoes and pepper. Sauté an additional 5-7 minutes.
3. Add split peas, broth and bay leaf, then bring to boil.
4. Lower to simmer, and simmer for 1 ½ hours.
5. Add in salt to taste, and dried dill. Cook about 2 more minutes, then serve. Try with a dollop of lowfat yogurt on top for some added creaminess.
Soups are a great example of using volumetrics for weight control, as long as they are a high-fiber, broth-based soup. One study appearing in the Journal Appetite in November of 2007 found that having soup before a meal decreased total calorie intake by 20%. That’s a lot!
Soba Noodles
Soba noodles are a traditional Japanese noodle made from buckwheat. Despite the name, buckwheat is not related to wheat making it gluten free. The noodles are commonly served hot in a soup or cold in a salad. Diets that contain buckwheat have been linked to lowered risk of developing high cholesterol and high blood pressure.
Soba Noodle Soup
(Serves 2)
- 4 oz buckwheat soba noodles or approximately 1 bundle from the package.
- 3-4 shiitake mushrooms, sliced (may sub cremini mushrooms)
- 3 cups of low sodium broth of choice
- 1 cup snow peas, cut into bit size pieces
- 1 medium carrot, sliced thinly
- 1-2 cloves of garlic, minced
- 3-4 spring onions, chopped
- Less than 1 inch piece of ginger, minced
- 2 tablespoons low-sodium soy sauce
- Cilantro sprigs for garnish
1. Cook noodles per packet instructions (about 5 minutes in boiling water). Drain and divide between 2 bowls.
2. As noodles are cooking begin to chop the ingredients.
3. In a separate pan heat broth and add the mushrooms, snow peas, garlic, ginger, and onions. Cook until vegetables are tender, approximately 3-5 minutes on medium.
4. Add soy sauce and cook for additional 3 minutes.
5. Ladle broth and vegetables over noodles in bowl.
6. Garnish the top with fresh cilantro and serve.
Soba Noodle Salad (Serves 3)
Noodles:
- About 4 oz. buckwheat soba noodles (about 1 bundle)
- ¾ cup purple cabbage, thinly sliced or shredded
- ¾ cup carrot, shredded
- ½ cup chopped cilantro
- ½ cup chopped green onions
Sauce:
- 3 Tablespoons Peanut butter
- 1 ½ Tablespoons water
- 1 Tablespoon of soy sauce
- Juice from 1 lime
- 1/2 Tablespoon of minced ginger
- 1 clove garlic minced
1. Cook buckwheat soba noodles according to package instructions.
2. While pasta is cooking, prepare sauce. Add all ingredients into a bowl and mix well.
3. Drain noodles and run cold water over pasta, place in a large serving bowl.
4. On top of the noodles place the cabbage, carrot, cilantro, and green onions.
5. Scoop the sauce into the bowl and mix all together well, until everything is evenly coated.
Sweet peas
Greens (serve on top of a salad)
Barley and Lentil Soup
- 1/4 cup carrots, diced
- 1/2 cup celery, diced
- 1/2 onion, diced
- 2 cloves garlic, minced
- 2 tablespoons canola or olive oil
- 1 cup lentils
- 1/4 cup barley
- 1 14.5 oz. can diced tomatoes in juice (low-sodium)
- 1/2 cup diced, sun-dried tomatoes (optional)
- 4 cups low-sodium stock (try chicken or vegetarian)
- 1/2 teaspoon oregano
- 1/2 teaspoon basil
- 1 bay leaf
1. Sauté diced onions, celery, carrots, and garlic in oil until tender.
2. Add rest of ingredients and simmer for 1 ½ hours or until lentils and barley are tender. Serve with green salad and bread.
Homemade Chicken Stock
- 1 pound chicken parts
- 1 large onion
- 3 stalks celery, including some leaves
- 1 large carrot
- 3 whole cloves garlic
- 6 cups water
1. Cut onion into quarters. Chop scrubbed celery and carrot into 1 inch chunks.
2. Place chicken pieces, onion, celery, carrot, salt, and garlic in large soup pot or Dutch oven. Add 6 cups water.
3. Bring to a boil. Reduce heat, cover, and simmer for 1 hour.
4. Remove chicken and vegetables. Strain stock. Skim fat off the surface.
5. Can be used immediately, refrigerated or frozen.
Super Simple Pasta Toss
(Serves 4)
Adapted from a recipe in Cooking Light magazine, May 1998
- 1 ½ cups water
- 2 ounces sun-dried tomatoes, packed without oil (about 1 cup)
- 1 tablespoon extra-virgin olive oil
- 1 garlic clove, crushed
- 3 cups hot cooked whole wheat pasta (about 6 oz uncooked ridged, spiral pasta)
- ½ (10-ounce) bag fresh spinach, torn
- ½ cup grated parmesan cheese
- Salt and pepper to taste
1. Cook water on ‘high’ in microwave until it boils. Pour over the sun-dried tomatoes, and let sit for 20-30 minutes, until soft. (If using pre-hydrated sundried tomatoes, this step is not necessary.
2. Drain and chop tomatoes.
3. Combine tomatoes, oil, salt, pepper, and garlic in a large bowl.
4. Add the drained pasta and spinach and toss gently until all of the spinach is wilted.
5. Sprinkle with cheeses and toss gently before serving.
Okra and Chicken Stew
(Serves 4)
- 1 cup brown rice
- 1 tablespoon oil
- ½ medium onion, diced
- 2 cloves garlic, minced
- 1 chicken breast, sliced
- 1 carrot, diced
- 1 scallion, chopped
- ½ red bell pepper, diced
- ¼ cup parsley, roughly chopped
- 1 cup frozen okra
- 1 can (14.5 oz) diced tomatoes, no salt added
- 2 cups reduced-sodium chicken broth
- 1 bay leaf
- Salt and pepper to taste
- Hot sauce to taste
1. Cook rice according to package directions.
2. In a large pot, add oil and turn to medium heat. Sauté onion until softened.
3. Add garlic and stir for 30 seconds.
4. Add sliced chicken, and cook while stirring until no longer pink.
5. Add carrot, scallion, pepper, parsley, okra, tomatoes, broth and bay leaf, and stir to combine. Bring to a boil while stirring. Cover, reduce to a simmer, and cook for another 20 minutes, or until vegetables are tender.
6. Stir in hot sauce, salt and pepper to taste.
7. Serve over rice.
Try subbing leeks into the stew in place of onions.
If bell peppers are expensive, omit and use extra carrots.
Fried Eggs with Sautéed Veggies (Serves 2)
- 2 large eggs
- 2 tablespoons olive oil, divided
- 1 garlic clove
- ½ a bell pepper, any color, diced
- ½ cup of additional veggies, your choice (experiment with mushrooms, zucchini, eggplant, yellow squash, broccoli, etc.), diced
- 2 cups greens of your choice (spinach, mustard greens, collard greens, kale, etc.), washed and chopped
- ¼ teaspoon salt, and pepper to taste
- Dash of red pepper flakes (optional)
1. Coat pan with 1 tablespoon olive oil and heat on medium.
2. Crack eggs and add to pan, frying until cooked all the way through. Set eggs aside.
3. Add another tablespoon olive oil to the pan on medium heat. Mince garlic clove finely and add to pan.
4. Cook (stirring) for 30 seconds.
5. Add veggies to pan and cook for a few minutes until beginning to soften. Then add greens, along with salt and pepper flakes (if using) and cook until all veggies are softened, stirring frequently.
6. Add a few tablespoons of water if veggies begin to stick to the pan. Leaving the lid on for a few minutes will help the greens to wilt faster.
7. Serve sautéed veggies with eggs on top.
Created by Chicken Soup Brigade—Seattle, WA through a grant from AARP Foundation
Mix & Match Salads
MAKES 4 SERVINGS
BASE INGREDIENTS:
- 2 cups GREENS (choose one or more)
- 1 cup chopped VEGGIES
- ½ cup chopped FRUITS
- ½ cup PROTEIN (choose 1 or 2)
- ¼ cup EXTRAS
- 2 tablespoons DRESSING
YOU CHOOSE:
**GREENS**
- Spinach
- Arugula
- Bibb lettuce
- Romaine
- Radicchio
- Cabbage
- Mixed spring greens
- Kale
- Baby
- Mustard greens
- Boston lettuce
- Butter lettuce
- Red or green leaf lettuce
- Endive
- Frisee
**VEGGIES**
- Carrots
- Mushrooms
- Bell Peppers
- Radishes
- Red onions
- Green beans
- Cucumbers
- Tomatoes
- Avocado
- Green peas
- Corn
- Olives
- Celery
- Jicama
- Sprouts
- Green onions
- Garlic, minced
- Sun-dried tomatoes
- Broccoli
**FRUITS**
- Berries
- Grapes
- Sliced or diced apple
- Sliced or diced pear
- Dried fruits—cranberries, cherries, raisins, apricots
- Canned, rinsed fruits
**PROTEIN**
- Water packed tuna
- Hard-boiled egg, sliced
- Garbanzo beans
- Black beans
- Kidney beans
- Shredded chicken
- Cooked lentils
- Cannellini beans
- Canned salmon
- Tofu
- Edamame (soy beans)
- Cooked shrimp
- Diced, cooked low-sodium turkey or ham
**EXTRAS**
- Sunflower or sesame seeds
- Nuts—walnuts, pecans, almonds, pine
- Cheese—crumbled feta, shredded mozzarella, diced swiss, crumbled blue
- herbs—basil, parsley, mint, dill, cilantro
**DRESSING**
- Honey mustard
- Balsamic Vinaigrette
- Red Wine Vinaigrette
- Italian
- Blue cheese
- Caesar
- Sesame
- Ranch
WHAT TO DO:
1. Wash the GREENS, VEGGIES, and FRUITS.
2. Shred the GREENS and chop FRUITS and VEGGIES into bite-size pieces.
3. Top salad with PROTEIN choices.
4. Add EXTRAS.
5. Toss or drizzle with dressing and serve with your choice of DRESSING.
Vinaigrettes tend to be healthier than creamy dressings because they contain more unsaturated fats.
Mix & Match VINAIGRETTE
MAKES 2-4 SERVINGS
BASE INGREDIENTS:
• ¼-½ cup OIL
• 2-4 tablespoons ACID
• 1-2 tablespoon or more EXTRAS
YOU CHOOSE:
OILS
• Olive oil
• Canola oil
• Peanut oil
• Sesame oil
• Other special oils (you can get them already infused with herbs or peppers, though these tend to be pricier).
ACIDS
• Balsamic vinegar
• Red/white wine vinegar
• Rice wine vinegar
• Sherry vinegar
• Fresh lemon juice
• Orange juice
• Other vinegars (there are many to choose from!)
EXTRAS
• Dijon mustard (as little as 1 tsp will “emulsify” or help blend your vinaigrette)
• Pasteurized egg product (also an emulsifier)
• Pesto
• Minced shallots
• Parmesan cheese
• Blue cheese
• Honey
• Sugar
• Garlic, finely minced
• Hot sauce
• Low-sodium soy sauce
• Grated ginger
• Minced chives, scallions, or green onions
• Fresh or dried herbs, chopped
WHAT TO DO:
1. Decide on a ratio. Traditionally vinaigrettes are made with 3 parts oil, 1 part acid. You can stick to this, or use a 2:1 oil-to-acid ratio for a “zippier” dressing.
2. Mix it up! Add your oil, acid and ‘extras’ to a jar with a lid, and shake well for 10 seconds. If you don’t have a jar that will work, whisk the ‘extras’ into your vinegar, then slowly whisk the oil into the vinegar mixture.
3. Mustard and egg are both emulsifiers, which means they keep the vinegar and oil from separating after mixing, but are not required. Dressing can store in your refrigerator for up to a week. Make sure to shake or whisk before each use.
Vinaigrettes work well as marinades! Pour your vinaigrette creation into a zip-top bag over the raw meat of your choice. Close and let rest in the refrigerator for 4 hours or overnight. Turn the bag over once or twice. When ready to cook, remove the meat from the bag and DISCARD THE MARINADE. Broil, grill or roast the meat until cooked thoroughly.
| Recipe | Calories (cal) | Total Fat (g) | Sat Fat (g) | Protein (g) | Total CHO (g) | Total Sugar (g) | Sodium (mg) | Potassium (mg) | Phosphorus (mg) | Cholesterol (mg) |
|-------------------------|----------------|---------------|-------------|-------------|---------------|-----------------|-------------|----------------|----------------|------------------|
| Fried Eggs and Sautéed Veggies | 230 | 21 | 4 | 7 | 2 | 2 | 241 | 152 | 108 | 210 |
| Okra and Chicken Stew | 374 | 8 | 2 | 27 | 50 | 7 | 115 | 602 | 333 | 48 |
| Soba Noodle Salad | 160 | 8.5 | 1.75 | 11 | 4 | 4 | 300 | 93 | 75 | 0 |
| Soba Noodle Soup | 140 | 0.5 | 0 | 9 | 26 | 5 | 556 | 318 | 75 | 0 |
| Split Pea and Potato Soup | 139 | 3 | 0.5 | 7 | 21 | 4 | 168 | 435 | 87 | 0 |
| Super Simple Pasta Toss | 291 | 8 | 2 | 13 | 42 | 2 | 322 | 1,092 | 156 | 9 | | 85736c85-e429-4a7c-bc6a-0f67f449c6ea | CC-MAIN-2021-04 | https://higherlogicdownload.s3.amazonaws.com/THEACADEMY/68547f82-25fb-4380-836c-a6d23114bfc3/UploadedImages/GMIG/Documents/Member_Resource_Library/class_packet_wt_mgmt_wk_3.pdf | 2021-01-23T01:58:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531702.36/warc/CC-MAIN-20210123001629-20210123031629-00250.warc.gz | 372,606,814 | 4,189 | eng_Latn | eng_Latn | 0.99025 | eng_Latn | 0.996992 | [
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THE GREEN FUSE
A natural history magazine created by young naturalists for young naturalists
Issue One
Winter 2020
Welcome
page 4
The Green Fuse
by Dylan Thomas
page 5
About Us
Page 3
An Interview with
Kate Humble
Television Presenter
Page 6
Book Review
‘The Essential Guide to Beachcombing and the Strandline’
Page 10
Exploring Owl Pellets
Page 11
Making Track Casts
Page 12
An Interview with
Marc Dando
Scientific Illustrator
Page 14
The Shout Trout Workout
Page 18
The Shout Trout Quiz
Page 19
Mini Book Review
‘Beetle Boy’
Page 20
Coleoptera Competition
Page 20
Book Review
‘Seaweeds of Britain and Ireland’
Page 21
A Willow Bird Hide
Page 22
The Readers’ Pages
Page 24
Gallery
Page 25
A Feather Puzzle
Page 26
The Quiz Answers
Illustration by Rose Fulton
Read more about being a scientific illustrator in our interview with Marc Dando. This is one of his illustrations.
To contact The Green Fuse, please email email@example.com
We are looking for contributions for the Spring 2021 edition to be submitted by the 15th February 2021. We would welcome articles, artwork and activities on the theme of the natural world in the UK and beyond.
Rose Fulton (12)
Editor, Illustrator, Journalist, Photographer
I am a keen naturalist. I have always loved nature and have recently become interested in meteorology. I particularly enjoy birdwatching and woodland walks.
Megan George (10)
Co-editor, Photographer
I am a young naturalist living on a farm in the beautiful countryside of Carmarthenshire. I love photography and watching wildlife and particularly birds, but my favourite animal has to be my pet sheep Daisy.
George Rover (13)
Co-editor, Web Designer
I am a home educated nature enthusiast. I own chickens, a turtle, an axolotl and loads of shrimps. I play ukulele and piano. I love to read. I live in the countryside of south-west Wales and love spending time at our river.
George Fulton (9)
Co-editor Illustrator, Photographer and Contributor
I love aquatic life. I like birds and would like to work in conservation when I am older. I have my own museum with lots of natural history exhibits. I love drawing and creating things.
Welcome
Welcome to the first edition of The Green Fuse. The Green Fuse is a magazine for young naturalists produced by young naturalists.
The name ‘The Green Fuse’ was inspired by Dylan Thomas’s poem. The editorial team of The Green Fuse live in Carmarthenshire, the home of Dylan Thomas, so we found The Green Fuse a fitting name to take.
In creating this magazine, we want to share our passion for wildlife and to inspire others to enjoy being out in nature, to create art about nature and to each do our bit to protect the natural world around us.
We are a small team of contributors at present but we hope that more of you will join us to make the future issues of The Green Fuse.
We, the editors and contributors, are all home educated. Home educated children are often overlooked and in making The Green Fuse, we want raise the profile of the great things that home educated children do! Having said that, we welcome contributions from any young people.
The Force that Through The Green Fuse Drives the Flower
The force that through the green fuse drives the flower
Drives my green age; that blasts the roots of trees
Is my destroyer.
And I am dumb to tell the crooked rose
My youth is bent by the same wintry fever.
The force that drives the water through the rocks
Drives my red blood; that dries the mouthing streams
Turns mine to wax.
And I am dumb to mouth unto my veins
How at the mountain spring the same mouth sucks.
The hand that whirls the water in the pool
Stirs the quicksand; that ropes the blowing wind
Hauls my shroud sail.
And I am dumb to tell the hanging man
How of my clay is made the hangman’s lime.
The lips of time leech to the fountain head:
Love drips and gathers, but the fallen blood
Shall calm her sores.
And I am dumb to tell a weather’s wind
How time has ticked a heaven round the stars.
And I am dumb to tell the lover’s tomb
How at my sheet goes the same crooked worm.
By Dylan Thomas
Photograph by Megan George
Front cover illustration by Rose Fulton
An interview with
KATE HUMBLE
By Rose Fulton
What is your earliest memory of connecting to nature?
I grew up in a house in Berkshire in the south-east of England. We had a narrow kitchen, like a corridor with a window that looked out on the garden and the toaster was by the window. Mum used to make toast every morning and a sparrow used to fly and sit on the window sill while my mum was making toast and then come into the kitchen and beck up the crumbs from the toast. The sparrow used to come in every morning and in the end we decided she ought to have a name and so we called her Martha. I think that was the first time I experienced that cross-over of a completely wild animal being part of my everyday life. I was very small, probably seven or eight, when Martha used to come in, and she came in every morning. That as the most exciting and tangible connection with nature that I had. There was something about Martha coming into our kitchen every morning that made me think nature was pretty amazing.
When did your interest in the natural world begin?
Unconsciously, if that makes sense. I was very lucky, I grew up in the countryside but also I grew up in the 1970s and no one had invented laptop computers or ipods or any sort of screens, there wasn’t much television either. If you grew up in the countryside, there was lots of outdoor space where you could play and explore, and that is what you did. The natural world was all around me, part of growing up, and one of the things we all did was, we would collect wild flowers and press them and make them into book marks or make them into cards. We would find a bird’s nest and watch it, we knew not to touch it or disturb it. And when the eggs hatched, you would find the little bits of cracked egg shell, half a robin’s egg or blackbird’s shells, and we would collect them in match boxes. If you saw a butterfly, you knew it was a cabbage white or a peacock butterfly because your mum told you. It was really part of the way I grew up. It wasn’t a conscious thing, I didn’t go out and look for wildlife, it was just all around me, like my extended family.
What aspects of nature are you most interested in?
The thing that really interests me is ecosystems and how they work. Everything is connected, you can’t just fix one bit or be interested only in one bit of nature, because they are all connected. I was very lucky because in 2016 I made a television series for the BBC about Yellowstone national park. Yellowstone used to have a big population of wolves and over the years they were basically hunted to extinction. Then about, I think it was 30 years ago, wolves were reintroduced to Yellowstone, it is huge, a massive, massive area. Yellowstone became the largest intact ecosystem in the world, what that means is has its full range of species, it has its apex predators like mountain lions and wolves, right the way down to all the tiny little insects and amphibians that make that ecosystem work. It was a real privilege for me to be in a landscape where nature was in charge, where nature didn’t need human beings. Essentially, what I was witnessing was how nature works when all the right parts are in place, when an ecosystem is able to function the way nature designed it to. So that is the thing that really interests me – how trees, and plants and animals, insects and birds, how all those things join together to make the jigsaw that is the perfect ecosystem.
Who was your mentor or role model when you were growing up?
The same person who has been the mentor and role model for lots and lots of people, David Attenborough. I remember watching one of his very early TV series, Life on Earth, when I was about ten and it was the most extraordinary programme to watch. I was just captivated by it and have been just as captivated by every series he has ever done since. I think what he does so well is, he never dumbs anything down, he gives the facts absolutely as they are, and he has a way of broadcasting that is very inclusive, it allows everybody – whether they are an expert or a non-expert, or whether they even like wildlife at all and have just turned on the TV – to get pulled in, because he is able to tell stories about animals, or a part of the world or a habitat, in a way that connects with everybody, whatever age they are or whatever their level of expertise. And that is really, really clever and he’s been doing it for fifty or sixty years. I just think, to have the power to inspire people and to galvanise them to behave differently, to change the way they behave so it is better for the natural world, and to do it on the scale he has done, to appeal to a broad range of people from not just the UK but all over the world, is something that I have huge, huge admiration for.
Of the programmes you have presented, which is your favourite?
Tough question because I have been really lucky and have presented some really amazing programmes. I think the one I will never forget was the first programme I did for the Natural History Unit, it was a programme called The Abyss. It was made after the first series of Blue Planet came out (2001). The Abyss was a live programme from the very deep sea, it was filmed just off the coast of Monterey on the west coast of America. About half a mile of the coast there is a very deep trench in the ocean floor that goes down about 2000 metres. We had this opportunity to drop this ROV (Remotely Operated Vehicle), like a tiny submarine with cameras on it that is attached to a boat. We could send it right down to the bottom of the sea and see the pictures it was sending back up. But for an ROV to drop that deep takes quite a long time, about two and a half hours, so we had to make some other films to show while the ROV was doing this journey down to the bottom of the trench. I was asked – bear in mind this was my first job for the Natural History Unit – someone phoned me up and said “can you go to the Cayman Islands and film on coral reefs and why they work and what they do and why the have the biodiversity they have? And then we would like you to go in a submarine 300m below the sea and try and catch on film a very rarely seen shark called the six gill shark”, and so that was my first job for the Natural History Unit. It took a very long time to find that shark and to persuade it that I actually wanted to be on the BBC. And it was the most incredible and incredibly exciting experience to see that animal and to know that only about ten people in the world had ever seen one in its natural habitat. That is a programme I will never ever forget doing.
What’s the best part of your job?
I think the best part of my job, funnily enough, is some of the people I get to meet. Over the years I have met some really amazing scientists, conservationists and local people who have been incredibly generous with their knowledge and time, they have been incredibly friendly and hospitable. Wherever you go, in a funny sort of way it’s the people that make the experience. You can go to see something like the sixgill shark, even though that encounter with the shark was incredible, it was made all the more incredible because of the people I was working with to try and find it. It was the local people who knew where to look to find the shark. The best part of my job is the chance to meet a whole range of different people, and when you are a television presenter your job is to ask lots of questions, to be curious, and I love being curious and I love being nosy!
What’s the worst part of your job?
The worst part… sometimes you’re away from home a lot. I have missed friends’ weddings, birthdays, when people’s babies have been born. Sometimes you have to spend a lot of time travelling and a lot of time in airports and that’s no fun when you have lots of equipment. Lots of people think it’s really glamorous, but the actual getting to places can be really boring and really hard work. And the animals don’t always cooperate, you turn up having done all this work, all this research, you’ve got the best cameraman and the best crew, you’re there to film something in particular, and the wretched animal doesn’t do what you expect it to or it doesn’t turn up at all! You have to be very patient because sometimes – a lot of the time – nature reminds you that you’re not in charge, nature is, and you’re going to wait until that animal feels like doing what you have come to film. You have to be very patient, sometimes things go wrong, sometimes you don’t get want you’re after.
On time I was filming in Namibia in south-west Africa and I was filming with a man who was an expert on vultures. Vultures are extraordinarily interesting birds! It was nesting season and he was going up and monitoring a whole range of African white-backed vulture nests in Namibia. One of the things he had to do was take the chicks out of the nest, weigh them and put a ring on them, and vultures often nest really high up in messy nests made of sticks, and so he would have to put a ladder up against a tree, often an acacia tree, which are really spiky, which is hard for a start. He would climb up the ladder to the nest and I would climb halfway up the ladder, so he would pass the chick down to me and to carry it down to the ground where he had his work station set up so he could weigh the chick, ring it and take wing measurements and that kind of thing. And a vulture chick, in common with a lot of birds of prey, tends to be almost bigger than the parents as they are being fed and fed and fed, so they are enormous. And they are being fed carrion so you can imagine, when a vulture has a poo, it is quite smelly and quite big, there’s quite a lot of it! One of my most memorable experiences, which I have to say was not that fun, although it does feel like a badge of honour, was standing halfway up a ladder, leant against an acacia tree in a very hot, very dusty part of Namibia, and being pooped on by a very cross vulture chick! And there was a lot of it!
What do you miss most when you are on your travels?
My husband’s not going to like this but I miss my dogs, that’s what I miss the most. I live on a smallholding so I have pigs and sheep and chickens and ducks, plus my dogs. First thing in the morning my job is to let the ducks and the hens out and collect the eggs and feed my pigs and make sure they’re okay and clean out their sties, check the sheep and walk the dogs. I love that little routine in the morning, I love it.
First thing in the morning, it gives me is the chance to connect with the day – what’s nature doing? What birds are singing? What plants are coming out, what are the trees doing? Are their leaves coming out or are the leaves changing colour? I love that little daily connection with my patch.
Of all the animals you’ve met in your life, which is your favourite?
Very difficult question! Every animal is fascinating, but I think there is something about underwater animals when they choose to come up and inspect you, that feels particularly special. Even more so, you are in their environment, you are their guest. If you’re able to go diving, to go underwater for an hour, it’s like you have special permission, a backstage pass, to meet all the things that live underwater. One of the things I love is seeing turtles underwater, often they are very curious and if you’re very quiet and very still, they’ll swim up and sometimes you can almost be nose to nose with a turtle, and they have these very wise, kind eyes and I just think there is something about them choosing to come and see you, there is something very wonderful about an animal in their own element, not my element. They have no idea what I am, but they choose to come up and spend time with me, that’s why turtles are one of my favourite animals.
What advice would you give to a young naturalist?
To just really enjoy the world that is immediately around you. I have met lots of people who love nature and love wildlife but one of the things they really want to do is travel. They want to go and see exotic animals that don’t live on their doorstep, and I totally understand that, I have been really lucky and I have seen amazing animals in all different parts of the world. But I think it is very easy to forget that we have amazing wildlife right on our doorstep. Some of the finest naturalists I know, people like Chris Packham for example, they got their love of nature and the natural world, their extraordinary knowledge and enthusiasm, from looking at the wildlife that was right under their noses. Don’t always look for the exotic, there are things that are magical and extraordinary right on our doorstep.
THE ESSENTIAL GUIDE TO BEACHCOMBING AND THE STRANDLINE
Steve Trewhella and Julie Hatcher
Wild Nature Press
www.wildnaturepress.com
Review by Rose Fulton
This is a comprehensive book about anything you could possibly find beachcombing or wandering along the strandline. It includes both finds from the natural world as well as artificial finds, such as glass and nurdles. What makes this book interesting is the breadth of information covered, it includes everything from seaweed identification, what the foam you see on the beach is and the insect life in coastal areas to why we have multiple strandlines. The book includes recommended beachcombing necessities and activities for the family.
The book is clearly presented and easy to navigate. The photographs make it easy to identify your beachcombing finds. The Green Fuse team were able to identify this Manx Shearwater skull quickly and efficiently using the book.
The book is written in an engaging style that is informative yet accessible.
The Green Fuse team recommend this book for anybody who has ever said ‘what on earth is this?’ whilst enjoying a walk along the strandline.
Manx Shearwater skull found on Lundy by George Fulton and Sam Bosanquet.
Megan George
What is an owl pellet?
Simply put, a pellet is regurgitated food that a bird is unable to digest. Many birds of prey form pellets including owls, kestrels and red kites, these pellets will often contain bones, fur, feathers and teeth. Some other birds also expel pellets, including song birds, herons and kingfishers. Given that part of these birds’ diets consists of invertebrates and fish, their pellets would usually contain bones and insect exoskeletons.
How to recognise a pellet?
Each pellet will look different depending on the species and diet of the bird. In the case of a tawny owl, they are 20-50mm in length, usually greyish in colour, they can be softer than other owl pellets and may appear furry.
Where can you find them?
The best places to find tawny owl pellets are next to perches in fields and woodland where they hunt, for example gate posts, fence posts or tree branches. You could also find them near nest sites (be careful not to disturb active nests). Pellets can be bought online if you are unable to find any.
Dissecting an owl pellet
To get a close-up look at what exactly your neighbourhood owls are eating, you can take the pellet apart and carefully reveal the bones for inspection.
Some tools that you might find useful would be tweezers, toothpicks and a tray or piece of plain coloured paper.
Gently use your toothpicks to prise the pellet open and you should start to see the little white bones and fur. Some of the bones will be very tiny and that’s where a pair of tweezers comes in handy. As the bones are revealed, set them aside on a sheet of clean paper until you have found all you can.
If you want to clean the pellet before handling you can bake them on a low heat in the oven, being careful not to burn them.
Frame It!
If you collect all the rodent bones you find in the pellets you can start to arrange them back into a skeleton. Glue them onto a piece of card, label the bones and frame it. A great addition to your natural history collection!
Young Tawny Owl
Photograph By Megan George
TRACK CASTS
Megan George
Have you ever found an animal or bird track when out in the countryside? If not, you could have a look next time you are out walking, you may be amazed at what wildlife is living close to you.
If you are lucky enough to find a really great track, you could try making a cast and then you will have your own perfect copy of that track to take home with you.
What you will need:
- plaster of Paris powder
- water
- spoon
- container for mixing
- plastic or paper ring
Step one
The first step would be to go out and find an animal track. Some ideas of where to find these tracks would be in soft ground by rivers or streams, or near well used wildlife habitats.
You can use a track identification chart to help you identify what you find.
Step two
Take the paper or plastic ring and press firmly into the ground around the track, being careful not to damage the track. This will stop the plaster leaking out.
I like to make these rings by cutting up an old plastic bottle which can then be reused for another print or recycled in the usual way.
Step three
Mix the plaster with the water in your container. You will need roughly two parts plaster to one part water, but make it a little thinner if the tracks are fragile.
Step four
Gently pour your plaster mix into the plastic ring, making sure the whole print is covered, then let it dry for 15 to 30 minutes. It may take longer if the ground around the track is very wet.
Step five
Once the cast is set hard, it’s ready to remove. Gently dig around the base and lift, don’t try and pull it straight out of the mud, you may damage the cast.
Step six
Remove the plastic ring and clean the cast by rinsing it in cool water (an old toothbrush is very handy for cleaning mud stuck in tricky corners).
Your cast is now ready! Just leave it to dry completely before displaying in your collection.
Get creative! If you have trouble finding tracks or want to try some exotic or even prehistoric animals, you can research the tracks and create your own imprints in some sand or mud and then make a cast...
How did you get into being a scientific illustrator?
No plan, just a slow drift. I always loved drawing animals and then crazy machines with cutaways to show all the mechanics. I always drew constantly. Through school I was attracted to the sciences, especially biology, and of course art. So my choices of ‘O’ and ‘A’ levels reflected this. I did a degree in Zoology but then after that I did not know what to do, so I took various jobs, worked abroad and finally went back to illustrating and graphic design. I was, through a very tortuous route, introduced to a natural history publisher, Christopher Helm, and that was it, I was brought in to illustrate Sealife and have not looked back since.
Of the books you have illustrated, which is your favourite?
I can’t say I have one single book, like most people I have favourite things for different reasons. My first real book I illustrated, *Sealife: The Complete Guide to the Marine Environment*, is a big favourite as it was my first and also challenging with gouache and watercolour paintings as well as pen and ink illustrations. I also wrote a chapter, it sort of escalated into a big project. Another favourite is a set of children’s books when I first used pencil drawings and digital work, probably the Exotic Birds one was my favourite out of them. Marine World was another challenge, illustrating everything in the sea, again from the smallest organisms to the largest, and finally the book I am finishing now, which is a guide to sharks, rays and chimaeras of Europe and the Mediterranean. But which one of them is my most favourite – I don’t know!
Do you have a favourite animal or group of animals that you like to illustrate?
I am known for illustrating sharks, but I like to do all groups – extinct species, as you get to try to recreate how they might have been when alive; bony fishes with their intricate scaling, fin rays and colouration; insects, again because of their fine detailing; and skeletons of any animal, including the planktonic “shells” of tiny micro-organisms.
How does scientific illustration differ from other kinds of illustration?
It is the same way of working with briefs, layouts, sketches, approvals and finally the finished illustration, but as you are trying to explain a process or an object with a scientific eye, there are more restrictions on what you can do. It does not mean you have to show how it is exactly (although that is my style of work), you can have Picasso-esque figures explaining scientific principles. As long as the subject or idea you are explaining in the image is correct and is easily understood, you can use any style or design to do that.
What do you think is the role of scientific illustration in developing our understanding of the natural world?
Immense, there are some amazing graphics that within that image, explore or explain scientific thought in a way that words alone cannot, and more so than photos and text. A single graphic can explain so much in a way that is comprehensible to everyone to some degree. Scientific illustration has that power to draw the reader or viewer in, so much can be explained, and when it comes to younger people, illustration is the stalwart to explain science and the natural world.
How do you make sure your illustrations are accurate?
Much research and liaising with experts, and often long discussions, alterations and even updates. I spend evenings looking at source materials, passing them to authors or experts and then hopefully arriving at that ideal illustration – well, sketch first, then final sketch, rough colour and final work-up. At least half of the time that an illustration takes is the preliminary work, but nobody is infallible and I update illustrations as and when new, more accurate information comes in, so should someone want to reuse that piece of work, then it is as accurate as possible.
Do you work from photographs?
Most of the time, I tend not to have the time or opportunity to do much illustrating ‘from life’. Marine animals are very tricky to sketch from life, other than when they are taken out of their environment, and that also slightly applies to ‘fish tanks’, as most are not natural. But the main reason is the time and money involved – most clients cannot stretch budgets like that. It must have been exciting (and dangerous!) to go off on an expedition to record what you saw – but we have the camera now, so what illustrators do then is to interpret, to distil, to explain what is seen in those photographs, even to make speculative composite drawings from photos that might be blurry, dark or imperfect in some other way.
Is it okay to copy a photograph directly when you are doing scientific illustration?
Not really, unless it is the only photo of that species with no other reference, but even then you, as the scientific illustrator, the knowledge that you and the author or experts have enhances that photo to clarify features, clarify the image, to help understand the species so that identification or understanding is made easier.
What can scientific illustration show that a photograph can’t?
An illustration has no bounds, it can be 3D, even 4D, showing time as well in a 2D format. You can zoom in, look around, explore with the illustrator and author. For identification, illustrations can accentuate features that are key to tell species apart, you can have the same species in all its colour forms with the same lighting on each in one view – photos will have, more often than not, varying lighting, poses and definition, making it less clear than an illustration. Comparing species is also made easier using illustrations.
What medium do you use in your illustrations?
I began with pen and ink and watercolour, then went on to gouache for colour work. Now I finish work in pencil and then many get worked up on computer. I have worked in acrylic but prefer oil colour and hope to get back to that soon. My work is small – not tiny – so a big canvas for oil painting would be good for me to try again. I will explore any medium and am now embarking on creating 3D sharks on computer, but I love using all mediums and when I combine them all, that’s when it gets fun!
What advice would you give a young naturalist interested in scientific illustration?
Keep drawing, keep exploring, have a quizzical mind. Develop a couple of styles, or more, by trying different techniques. Look at the work of other illustrators. See if you can use your skills to help locally – it’ll get your work out there. Nowadays, you can post your work everywhere, a good thing in one way but it does mean there is more out there to compete against, but at least your work will be seen. You could join a local art group, I had two really good art teachers at school who helped me explore different mediums, styles and were good fun to be with as well. Art schools and colleges are a place to aim for if you can, but they are not absolutely necessary as it really helps to have a good scientific knowledge. Many illustrators I know have their illustration work running alongside their main job, but all have a great understanding of science and nature, whether they are a very keen amateur naturalist or work in the science field. But the biggest advice – don’t ever get disheartened with your work and enjoy what you do as much as possible.
Thank you.
The Shout Trout Workout
The Freshwater Interdisciplinary Research and Engagement Lab
At Swansea University’s Freshwater Interdisciplinary Research and Engagement (FIRE) Lab (www.firelaboratory.uk), we are passionate about making a difference for our rivers and aquatic ecosystems through research, community, and communication.
One of our latest projects is the Shout Trout Workout, a comic and video created through a collaboration with Wes Tank and the creative team at Tank Think, and artist Ethan Kocak. The Shout Trout Workout is the story of a Brown Trout. These amazing colour-changing fish hatch in streams and migrate to the sea to feed and grow into adults. Once big and strong, they return to streams to lay their eggs. Migratory fishes like trout support livelihoods for millions of people worldwide and are essential to the functioning of ecosystems. Yet many of our migratory fishes are also under threat because of different human activities. A recent study (https://worldfishmigrationfoundation.com/living-planet-index-2020) showed that migratory fishes have declined globally by 76% during the past 50 years. There are many pressures, including roads and dams that prevent these fishes from reaching their preferred spawning areas in rivers and seas. Check out the Shout Trout Workout video and comic on Firelabkids.uk. Then try our quiz to find out more about these amazing creatures and share your ideas with us about how you think you can help!
1. What is migration?
2. Name a bird, mammal, insect, and fish that migrates.
a) bird ____________
b) mammal ____________
c) insect ____________
d) fish ____________
3. Brown trout are migratory fish, with the Latin name ‘Salmo trutta’. Put these biological classifications for brown trout in order, from kingdom all the way down to species.
| Phylum: | Chordata (chordates) |
|---------------|----------------------|
| Genus: | Salmo |
| Kingdom: | Animalia (animals) |
| Family: | Salmonidae (salmonids) |
| Order: | Salmoniformes |
| Species: | Salmo trutta (brown trout) |
| Class: | Actinopterygii (ray-finned fishes) |
4. Why do fish migrate? (circle all that apply)
a) to feed
b) to avoid predators
c) to reproduce
d) to find the appropriate habitat for different life stages
5. What does Anadromous mean?
a) a type of fish that migrates from rivers to the sea to spawn
b) a type of fish that migrates from the sea into freshwater to spawn
c) a type of fish named by a girl called Ana Dromous in the 1960s
6. This trout’s lifecycle is all jumbled up! Put the life cycle back in order, starting with eggs. You can use the Shout Trout comic for clues. Label the life cycle to show which stages happen in the river, and which ones happen in the sea.
7. Which of the following can prevent fish migrating up and down rivers?
a) headwaters (the source of a stream or river)
b) dams (barriers that impound water in a reservoir)
c) weirs (smaller barriers that allow water to flow steadily over the top)
d) culverts (tunnels carrying water under roads or railways)
e) saltmarshes (inter-tidal grasslands, often found in estuaries)
f) oxbow lakes (river meanders that have been cut off, creating a free-standing lake)
8. What do you think could be done to help fish migrate up and down rivers?
Quiz by Merryn Thomas and the FIRE Lab team at Swansea University. Illustrations by Ethan Kocak. FIRE Lab is funded by an award to Stephanie Januchowski-Hartley by the Welsh European Funding Office and European Regional Development Fund, Project 80761-SU-140 (West).
A Mini Book Review:
Naturalists who like wild fantasies and crazy adventures would enjoy Beetle Boy. Darkus Cuttle has become a detective by default and gets into all sorts of tricky and terrifying situations trying to discover the truth. Through this elaborate and dramatic story of intrigue we get a well researched introduction to coleoptera (beetles), however, these may not be the kind of beetles we’re likely to spot in our gardens!!
Coleoptera Competition:
Stag beetles are a threatened species in the UK. For our competition, we would like you to draw a scientific illustration of a stag beetle. Please scan and email your entries to firstname.lastname@example.org. We will include the winning entries in the Spring 2021 issue of The Green Fuse. To find out more about stag beetles in the UK and how you can support the stag beetle population, please visit:
https://ptes.org/campaigns/stag-beetles-2/stag-beetle-facts/
BOOK REVIEW
SEaweeds OF BRITAIN AND IRELAND (Second edition)
Francis SIP D Bunker, Juliet A Brodie, Christine A Maggs and Anne R Bunker
Wild Nature Press
www.wildnaturepress.com
Review by Rose Fulton
I always loved exploring seaweed on the beach, however, I never totally understood its importance or its diversity. This book has helped me to understand the role of seaweed as a habitat for marine life and has also shed light on its importance in other aspects, for example in dampening the water motion in waves. I also learnt about the commercial value of seaweed and its many uses.
This book helps a novice seaweed enthusiast to learn about the three main groups of seaweed and to begin to learn to differentiate between different types of seaweed. For the more experienced seaweed spotter, this book would be invaluable in aiding identification of various species. The guide is so simply laid out and beautifully illustrated with both line drawings and photographs.
WILLOW BIRD HIDE
By Megan George
What better and more natural way to watch and photograph birds than to grow your very own bird hide? Willow is a hugely diverse plant and has been used for generations for weaving a huge variety of baskets, making lobster pots, to build coracles, to coppice as quick growing fuel, and even to weave coffins!
I met up with Justine Burgess at West Wales Willow, to walk her willow fields and talk about why willow would be a perfect material for a bird hide. I came away with these main points of why I think willow is the best way to go.
- It’s natural!
- It provides great camouflage when all the leaves grow thick
- You can weave your hide into any shape, size or design that suits you and your growing space
- You can use the branches to hang bird feeders from
- It absorbs and stores carbon
- A great winter project as that’s the best time of year to plant willow cuttings or rods
- Provides early nectar for bees
- An attractive garden feature where you can sit and relax in the shade
- It provides a home for invertebrates which, in turn, feed many birds
- Trimmed branches can be used for weaving, compositing or material for bug hotels
The best time of year to plant willow rods (which are short pieces of cut willow stem) is in winter when the plant is dormant. The energy of the plant is not focused on growing leaves but drawn back into the stem and root, ready to kick back into action in early spring.
It is simple enough to grow your own willow hide, first clear the ground the size and shape you want your hide to be. Next, cover the area with a weed suppressing material to allow the willow rods to establish without competing with other plants. Insert the rods into the ground on your chosen outline. They will start to take root and new leaves will start to appear as the weather warms up. As the rods grow (which they do quickly), you can tie them and shape them to create your perfect hide, adding ‘windows’ as you go.
West Wales Willows grow about 250 types of willow. You can visit their website westwaleswillows.co.uk for loads more info, to order rods and to buy other products such as willow bird feeders.
If you would like to win a willow bird feeder handcrafted by Justine then send us a photo of a bird feeder you have made from recycled or natural materials and we will choose a winner.
The Peregrine Falcon
By Nina (10 yrs)
When a peregrine dives, it folds its wings back, making itself bullet shaped. We call this shape a ‘stoop’. It can dive at over two hundred miles per hour. The peregrine falcon hunts pigeons, starlings and other small birds. They can see their prey a mile away. When they dive, they do not get dry eyes like we would at that speed. They also have specially shaped nostrils to allow them to breathe.
Brilliant Buzzards
Diet
Buzzards are opportunists. They will scavenge on carcass or kill small mammals, birds or even livestock like chickens and lambs.
Habitat
Woodland and open plains make good buzzard habitats but the best is forest edge near open savannah. They are very territorial.
Young
When buzzards nest the male will collect food while the female cares for the chicks. Even after leaving the chicks stay with their parents because they take three years to mature.
Leon (11 yrs)
This beautiful blue tit was painted by Maya (13 yrs) and she is the winner of the first ever Green Fuse Art Competition. Your prize is on its way!
Photographs by Erin Ibbotson
Across:
2. CRWO
3. KAU
4. PEYROS
5. ESANTAHF
6. HRSHUT
8. RBSDTAU
12. ERTEG
14. MUE
Down:
1. KTSOR
2. COUKOC
5. PROTRA
7. RBZUZAD
9. LLGU
10. AGEEL
11. YAJ
13. OIOELR
Illustration by George Fulton
Puzzle by George Fulton
Photograph by Megan George
1. Migration is regular, predictable, long range movement.
2. Lots of animals migrate! European swallows fly south for winter in Sub-Saharan Africa; hundreds of thousands of wildebeest migrate across the Serengeti-Mara ecosystem in Africa every year; Monarch butterflies migrate some 3000 miles south to California and Mexico in autumn; European Eels migrate across the Atlantic to spawn in the Sargasso Sea near Bermuda.
3. Kingdom: Animalia (animals) - Phylum: Chordata (chordates) - Class: Actinopterygii (ray-finned fishes) - Order: Salmoniformes - Family: Salmonidae (salmonids) - Genus: Salmo - Species: Salmo trutta (brown trout).
4. Fish migrate for any of these reasons!
5. b) Anadromous fish migrate from the sea into fresh water to spawn. Some brown trout are anadromous (like the trout in our story), while some remain in rivers and lakes for their whole life cycle.
6. Eggs, alevin, fry, parr, smolt (rivers); marine adult (sea); spawners (rivers).
7. Some of the main barriers to fish migration are dams, culverts and weirs; 100s of millions of these have been built all over the world for reasons such as water storage, leisure, flood management and transportation networks. The other three are not barriers! Rather than providing an obstacle for migratory fishes, many fish migrate to the headwaters of streams to spawn (lay their eggs). Saltmarshes and oxbow lakes can provide important habitats and nurseries for some species of fishes.
8. Why don’t you email us at email@example.com with your ideas?! We’d love to hear them! Groups such as Rivers Trusts are removing barriers and installing fish passes so that fish can migrate more freely up and down rivers. This can be difficult, because barriers are sometimes valued for aesthetic, leisure or heritage reasons, or for providing flood defence or structural support for buildings. For more information see the Severn Rivers Trust, for example (https://www.severnriverstrust.com/about).
The feather crossword answers
Illustration by Rose Fulton
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GLOBAL MONEY WEEK ANNUAL REPORT 2022
GLOBAL MONEY WEEK ANNUAL REPORT 2022
The 10th Edition of GMW took place during 21-27 March 2022
| Country | Page |
|-------------------------------|------|
| Afghanistan | 52 |
| Albania | 55 |
| Angola | 56 |
| Argentina | 57 |
| Armenia | 58 |
| Australia | 61 |
| Austria | 62 |
| Azerbaijan | 65 |
| Bangladesh | 66 |
| Belgium | 69 |
| Benin | 70 |
| Bolivia | 73 |
| Brazil | 74 |
| Bulgaria | 77 |
| Burkina Faso | 78 |
| Burundi | 81 |
| Canada | 82 |
| Cape Verde | 85 |
| Chile | 86 |
| China, Hong Kong | 89 |
| Colombia | 90 |
| Costa Rica | 92 |
| Côte d’Ivoire | 92 |
| Croatia | 95 |
| Cyprus | 96 |
| Czech Republic | 98 |
| Denmark | 101 |
| Dominica | 102 |
| Ecuador | 102 |
| Egypt | 105 |
| El Salvador | 106 |
| Estonia | 109 |
| Finland | 110 |
| France | 113 |
| Georgia | 114 |
| Germany | 116 |
| Ghana | 119 |
| Greece | 120 |
| Guinea | 121 |
| Haiti | 122 |
| Honduras | 125 |
| Hungary | 126 |
| India | 128 |
| Indonesia | 131 |
| Ireland | 132 |
| Israel | 133 |
| Italy | 134 |
| Japan | 137 |
| Jordan | 138 |
| Kenya | 140 |
| Korea | 140 |
| Kosovo | 142 |
| Kyrgyzstan | 145 |
| Latvia | 146 |
| Libya | 149 |
| Luxembourg | 150 |
| Madagascar | 150 |
| Malaysia | 153 |
| Maldives | 154 |
| Malta | 157 |
| Mauritius | 158 |
| Mexico | 160 |
| Moldova | 163 |
| Mongolia | 164 |
| Morocco | 167 |
| Mozambique | 168 |
| Nepal | 171 |
| The Netherlands | 172 |
| Bonaire Dutch Caribbean | 173 |
| New Zealand | 174 |
| Nicaragua | 175 |
| Nigeria | 176 |
| North Macedonia | 179 |
| Palestinian Authority | 180 |
| Panama | 183 |
| Paraguay | 184 |
| Peru | 187 |
| The Philippines | 188 |
| Poland | 190 |
| Portugal | 193 |
| Romania | 194 |
| Rwanda | 197 |
| São Tomé and Príncipe | 198 |
| Saudi Arabia | 201 |
| Serbia | 202 |
| Seychelles | 204 |
| Singapore | 205 |
| Slovakia | 206 |
| Slovenia | 209 |
| Spain | 210 |
| Suriname | 212 |
| Sweden | 212 |
| Switzerland | 214 |
| Tajikistan | 217 |
| Tanzania | 218 |
| Thailand | 221 |
| Trinidad and Tobago | 222 |
| Türkiye | 225 |
| Uganda | 226 |
| United Arab Emirates | 229 |
| United Kingdom | 230 |
| British Virgin Islands | 231 |
| United States | 232 |
| Yemen | 236 |
| Venezuela | 235 |
| Zimbabwe | 240 |
| GMW HISTORY FROM 2012 TO 2022 | 242 |
© OECD 2022
Note by the Republic of Turkey
The information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. The Turkish Cypriot authorities do not recognise the Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, the OECD will preserve its position concerning the “Cyprus issue”.
Note by all the European Union Member States of the OECD and the European Union
The Republic of Cyprus is recognised by all members of the United Nations with the exception of Greece. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.
FOREWORD
In 2022, Global Money Week (GMW) has celebrated its 10th edition. Ten years in which financial education has risen on the agenda of policy-makers around the world, and in which millions of children and young people, as well as parents and teachers, have been engaged in conversations about money.
Financial education has never been more important, especially for young people as they navigate through an uncertain world, due to geopolitical risks, inequalities, pandemics and climate change. The financial sector has also been radically transformed over the past years, with financial innovations, new players and new technologies bringing opportunities but also increasing risks for consumers, especially young or unexperienced ones. Financial education, alongside financial consumer protection, are key in ensuring consumers benefit from this transformation, while managing risks.
Yet, despite the challenges, this is also a world full of opportunities, where digitalisation has brought us closer together, has allowed us to discover far away cultures, and to be part of a global society. Global Money Week is an excellent example of the force of collaboration, both nationally and internationally. Each year, it brings together over 100 countries and over 10,000 organizations with the same goal: to make financial education accessible to young people.
The impact of the GMW in these past 10 years has gone beyond its extraordinary outreach. GMW is now a key initiative to raise awareness on the importance of financial education for students in many countries, as well as on the importance to teach financial education in school. In many countries, it has helped to enhance collaboration among key stakeholders working on financial education at national level and is part of the implementation of National Strategies for financial literacy around the world.
As Chair of the Global Money Week Working Group under the OECD/International Network on Financial Education (INFE), I am happy to see the GMW thrive, and to be able to count on the collaboration of colleagues from around the world in ensuring that the GMW campaign is a success every year.
I look forward to another 10 years of Global Money Week!
José Alexandre Cavalcanti Vasco
Director, Office of Investor Protection and Assistance
Securities and Exchange Commission (CVM), Brazil
Chair of the OECD/INFE Global Money Week Working Group
ABOUT GMW
Global Money Week (GMW) is a global awareness-raising campaign on the importance of ensuring that young people, from an early age, are gradually acquiring the knowledge, skills, attitude and behaviours necessary to make sound financial decisions and ultimately achieve financial well-being. The ultimate goal of GMW is to ensure that all children and youth have access to high-quality financial education, they learn about money matters and are able to take smart financial decisions that can improve future financial resilience and financial well-being.
Initially developed by Child & Youth Finance International (CYFI) in 2012, the campaign is coordinated globally by the OECD International Network on Financial Education (OECD/INFE) since 2020 and organised nationally by a wide range of stakeholders. Participating organisations engage young people during GMW through a variety of financial education activities in person and online which can include financial education workshops, trainings and seminars, visits to money museums and financial institutions, public debates and competitions, financial literacy games, quizzes, and more. GMW messages and financial education messages are broadcast and disseminated via a variety of channels including social media, websites, TV, radio, printed media and other online channels. Over the years, many of the countries represented in the OECD/INFE have joined the GMW campaign.
“Joining GMW activities was very helpful and educational. It gave me a lot of beneficial experiences, such as how to make a financial plan, how to achieve goals and why we should save our money. In conclusion, joining GMW activities made me realize that we can achieve big goals if we save our money from the very beginning.”
– Mohsin, student from Sultan Sharif Ali Secondary School, Brunei Darussalam, GMW2017
ABOUT OECD/INFE
International Network on Financial Education (INFE)
OECD governments officially recognised the importance of financial literacy in 2002 with the launch of a unique and comprehensive project on financial education. In 2008, the project was further enhanced through the creation of the International Network on Financial Education (INFE), which is now at the forefront of global financial education policy and of efforts to collect cross-comparable data and evidence; develop methodologies to measure financial education impact; share experiences and good practices; develop research and comparative analysis; design policy instruments and promote effective implementation and monitoring.
The OECD/INFE has high-level membership from over 270 public institutions – including central banks, financial regulators and supervisors, ministries of finance and ministries of education – in over 130 countries. It develops high-level policy guidance on financial education through a collaborative, iterative approach and new methods and tools, several of which have been endorsed or supported by G20 leaders and other international and regional fora. The OECD/INFE disseminates work in a variety of ways, including by producing global and regional reports and by organising high-level conferences, roundtables and technical workshops.
The OECD recognised the importance of financial education for children and young people as early as 2006, and the 2020 OECD Recommendation on Financial Literacy encourages adherents “to develop financial literacy from the earliest possible age.” In parallel, the OECD/INFE developed a number of policy tools and practical guidance to advance financial literacy for children and young people. Importantly, a specific assessment tool was developed by incorporating a financial literacy option into the OECD Programme for International Student Assessment (PISA). The OECD also recognised the importance of engaging a wide range of stakeholders in developing and implementing financial education initiatives. Concurrently, OECD/INFE members have increasingly focused their efforts in reaching children and youth with financial education programmes.
Through the GMW campaign, the OECD/INFE aims to support countries and institutions delivering impartial, objective, high quality and fair financial education to young people.
Learn more at www.oecd.org/financial/education
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1 www.oecd.org/finance/OECD-Recommendation-on-Financial-Literacy.htm
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“I am proud that we have the chance each year to participate in GMW activities, leaving an impact on the lives of children and youth nationwide through the various financial awareness raising activities that we implement.”
– Mrs. Azza ELDorry, Head of the Children & Youth sector, Ministry of Youth, Egypt, GMW2017
The 2022 edition of GMW was launched on 21 March 2022, through a virtual event accessible on YouTube and the GMW Website. The year 2022 marked the 10th Anniversary of the Global Money Week campaign, which grew over the years to become a global and international phenomenon, made due to tireless efforts of organisations from all around the world, reaching over 170 countries and over 50 million children and young people collaboratively over the years. To mark this special occasion, policy makers from four different continents had the opportunity to exchange and celebrate together the 10th anniversary of Global Money Week, to consider the achievements of the past 10 years; and to look forward at the future.
The Global Money Week campaign was launched by Carmine Di Noia, OECD Director for Financial and Enterprise Affairs. Director Di Noia highlighted that young people are not always equipped with the financial skills they need, as shown by the PISA 2018 financial literacy assessment. Far too many students – around one in six on average across participating OECD countries and economies - fail to attain a baseline level of proficiency in financial literacy, even in some high- and middle-performing countries. While 54% of 15-year-old students have a bank account, and almost 40% have made a payment with a mobile phone, many cannot recognise the value of a simple budget, let alone understand a bank statement or a pay slip. He highlighted that, in the current economic and geopolitical situation, it is imperative to give children and young people all possible opportunities to plan for a secure financial future. For many years the OECD has promoted financial literacy for all, and especially for young people, and Global Money Week is an important part of this ongoing agenda. Director Di Noia mentioned that the theme of Global Money Week in 2022 – “Build your future, be smart about money”, stressed the importance of being forward looking and thinking about one’s financial future. Young people need to be given the instruments and opportunities to build a better, more inclusive and more sustainable future, for themselves and for the societies they live in. Financial literacy is one of those instruments, together with adequate financial inclusion and financial consumer protection frameworks. He also thanked all the organisations who participated in the GMW over the years for their commitment to financial education for children and young people.
Following opening remarks by Mr. Di Noia, representatives of the G20 Indonesia Presidency and the co-chair of the Global Partnership for Financial Inclusion (GPFI) discussed why supporting the financial inclusion and financial literacy of young people is essential for the GPFI and the G20.
The launch also featured a video collage which included highlights of the past 10 editions of the GMW campaign.
A high-level panel of global policy makers from Africa, Asia, Europe and Latin America discussed how the GMW has grown over the years and how it has helped shape the financial education landscape in their countries in the past 10 years. Key insights were shared by:
- Mairead McGuinness, Commissioner for financial services, financial stability and Capital Markets Union, European Commission (video message)
- Jeroo Billimoria, Founder of the Global Money Week Campaign
- Koba Gvenetadze, Governor, National Bank of Georgia
- Maria Socorro Heysen Zegarra, Superintendent, the Superintendency of Banks, Insurance and Private Pensions, Peru
- Denny Kalayalya, Governor, Bank of Zambia
- Nawaporn Maharagkaga, Assistant Governor, Bank of Thailand
The panel of global high-level policy-makers was moderated by Aimée Allam, Executive Director, Financial literacy and inclusion campaign of the Financial Times and closing remarks were provided by Flore-Anne Messy, Head of the Consumer Finance, Insurance and Private Pensions division at the OECD and Executive Secretary of the OECD/INFE.
GMW TURNS 10!
In 2022, the Global Money Week campaign, which was initiated in 2012, celebrated its first 10 years of existence. To mark this unique event, the GMW Secretariat and countries around the world implemented a series of special activities.
The GMW Secretariat organised a social media “countdown to GMW10!”, launched special hashtags and invited GMW participants to share their favourite memories of past editions of GMW. Starting 10 days ahead of GMW 2022, a photo collage with images of events from past GMW editions was shared on social media. As mentioned before, the Global Launch of GMW was dedicated to the GMW 10-year anniversary. Global policy makers discussed why GMW was important for their countries and shared insights on its impact on their national financial education ecosystem. The Global Launch also featured a video showing activities from all around the world selected from past GMW editions.
Countries around the world also marked this special GMW edition with dedicated events, as they celebrated 10 years of implementation of the campaign in their countries. Although it is difficult to estimate the impact of an awareness campaign globally, in the occasion of the 10th anniversary of the GMW campaign, the Secretariat asked GMW participating countries to share their views on what has been the campaign’s impact in their countries.
Many countries acknowledged that the GMW campaign had a significant contribution to the way financial education, and especially financial education for children and young people, is perceived and prioritised in their countries.
Some examples are provided next.
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**ARMENIA**
In Armenia, schools, universities and other educational organisations have become interested in financial education thanks to the GMW campaign and are keen to self-organise various events dedicated to personal finance management during the GMW campaign. Armenia celebrated GMW for eight years.
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**PORTUGAL**
In Portugal, the GMW has become one of the main initiatives to raise financial awareness among Portuguese students. The financial supervisors, under the National Plan for Financial Education (NPFE), assign great importance to the international campaign, which is annually foreseen in their programmes of work and included in activity reports. Since 2013 (the first edition of the campaign in Portugal), the number of schools, students and stakeholders of the NPFE involved in the GMW have increased, showing a growing interest from the Portuguese education ecosystem in the campaign.
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“I enjoyed the session and realised that saving money matters. I did not pay attention to that before, but from now I started thinking about my spending carefully so that in future when I start my study at university I can have some savings.”
– Student attending session, Tajikistan, GMW2016
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GMW as a key initiative to raise awareness on the importance of financial education for students and is well recognised and appreciated by schools and education authorities.
COLOMBIA
In Colombia, the GMW helped with establishment of close collaboration among many national stakeholders, as well as of alliances and synergies around the implementation of financial education policies and programmes.
MOROCCO
In Morocco, where the campaign has been implemented for 10 years, stakeholders increased their commitment to the development of financial education policies and programmes and enhanced their efforts to integrate financial education into the school curricula.
SLOVENIA
In Slovenia, the campaign has contributed to shaping the vision of financial education for all ages, by bringing together different stakeholders and by establishing lasting partnerships that promote financial education for all.
“Throughout Global Money Week, we received excellent comments from the students and the teachers from the different educational centers who attended. All were very enthusiastic and commented that this type of event is excellent for the children and youth of the country, and will help them expand their knowledge about economics and finance. What they liked the most is that they learned in an interactive way, through games, dynamics and even plays.”
– Representative of the Central Bank of Dominican Republic, Dominican Republic, GMW2019
GMW helped to enhance collaboration among key stakeholders working on financial education.
“We need to speak using simple nontechnical words and we also need a financial, economic and fiscal culture, to ease the process of communication with the public and especially the young people. Financial education is needed to lay the foundations for a real financial inclusion, so our children, all citizens, banks and all the players in the financial market, even the authorities, could get a better grasp of financial and banking concepts through financial education.”
– Mugur Isarescu, NBR Governor, Romania, GMW2018
PARAGUAY
In Paraguay, where the GMW has been celebrated for 10 years, the Ministry of Education and Science has showed interest in including financial education as a subject in the official curriculum for secondary schools.
SLOVENIA
Slovenia is also preparing for a curriculum revision, where guidelines for the inclusion and expansion of financial education in the school system have been prepared. The authorities also attribute this, in part, to the GMW as a means to raise awareness of the importance of financial education for children and young people in schools.
ZIMBABWE
In Zimbabwe, the GMW helped create awareness on the importance of financial education for young people and, as a result, the Reserve Bank is working with the Ministry of Primary and Secondary Education to facilitate the incorporation of financial education in the school curriculum.
ZAMBIA
According to authorities in Zambia, it is also thanks to the GMW campaign that, today, Zambia has integrated financial education in the curriculum for primary and secondary education.
GMW has been institutionalised in some countries, or it is part of national strategies.
ECUADOR
GMW helped strengthen and better articulate the strategies, actions and policies carried out by the Superintendence of Popular and Solidarity Economy (SEPS) regarding financial inclusion and financial education.
HUNGARY
The campaign has been institutionalised through a Decree by the Ministry of Human Capacities during the 2016/17 school year. It has been celebrated in the country for eight years.
PERU
GMW has earned a special place in the financial education policy in Peru where it is part of the National Strategy for Financial Inclusion.
“This topic, financial literacy, is extremely important, because our kids are part of financial and consumer world from the earliest age. It is important to raise their awareness about these topics and risks which are connected with money. Children also influence their parents regarding shopping and their bank accounts and pocket money which includes them into consumer world. So we have a lot of responsibility to educate them well in this area of spending and saving money.”
– M. Jalavić, Croatia, GMW2017
THE G20 AND GMW
This year’s GMW campaign benefited from the support of the Indonesia G20 Presidency. The G20 Indonesia Presidency logo was featured on the GMW website to showcase the support of the G20 Presidency for the campaign.
The G20 Global Partnership for Financial Inclusion (GPFI) co-chair and the representative of the G20 Indonesia Presidency Secretariat participated in the GMW Global Launch. In her intervention during the Global Launch of GMW 2022, Magda Bianco, Head of the Consumer Protection and Financial Education Department at the Bank of Italy and co-chair of the GPFI highlighted that financial and economic inclusion are essential tools for the empowerment of women, gender, youth, and MSMEs. Yuliana Rosmi Sari, Director and Head of MSME Development and Consumer Protection Department of Bank Indonesia and representing the G20 Indonesia Presidency, presented the G20 Indonesia priorities, and highlighted the Presidency’s focus on developing a financial inclusion framework for harnessing the benefits of digitalisation, with the objective of boosting productivity, and fostering a sustainable and inclusive economy for women, youth, and MSMEs.
“It is not only about saving money! I learnt that I can save in many other ways. Reducing the amount of power used, walking to places nearby and even not buying coffee one day in the week makes a huge difference in your financial state over a decade! Thanks goes to GMW for this knowledge!”
– George Marrash, Syria, GMW2017
GMW2022 THEME
“Build your future, be smart about money”
“Build your future, be smart about money” was the official theme of Global Money Week 2022. It was used by GMW participants to create their own GMW activities. The theme captured the importance of thinking about one’s own future when making financial decisions. It prompted young people to be forward-looking, while it also encouraged GMW participating organisations to think about the future when planning their GMW activities, providing flexibility, for example, to address issues such as sustainability or the digitalisation of financial services. At the same time, as the COVID-19 pandemic continued to affect most countries around the World and to affect the financial situation of families and individuals, this theme also covered the importance of thinking about the future and building financial resilience to cope with unexpected events.
Around the world, most participating countries and institutions have addressed the GMW theme through various activities, including games, contests, drawing or essay competitions, webinars, radio shows, lectures and presentations on various financial literacy topics. Some examples are highlighted below.
Organisations addressed various topics related to the GMW theme, including understanding the importance of being financially literate, being able to manage one’s financial resources, the importance of saving, understanding new digital technologies and how to stay safe online, the role of insurance and the importance of thinking of one’s retirement from an early age.
Organisations around the world used the GMW theme to inspire young people to think about their future dreams and goals and of ways to achieving them.
Some activities inspired by the GMW theme focused on the importance of having a financial plan early on in life to build resilience for unexpected events and for the old age.
HONG KONG, CHINA
The Investor and Financial Education Council (IFEC) in Hong Kong, China, organised the “Innovative Financial Planning” contest, which aimed at enabling secondary school students to creatively present their thoughts around financial management through writings. It also encouraged them to understand and consider how financial management and good planning can help them to attain life goals.
THAILAND
In keeping with the theme of GMW2022, the Bank of Thailand launched “Dear Future Me” website, which encourages young people to consider their future financial situation. The website functions as an online financial goal setting tool. It calculates and displays the amount of money that must be saved each month in order to reach a goal. The site’s system also acts as a nudging tool, sending a reminder at the halfway point of the goal’s time period.
GERMANY
Funnymoney in Germany held a lecture on financial dreams and goals, helping students understand the importance of financial planning in transforming their dreams into achievable goals.
AFGHANISTAN
In Afghanistan, University of Central Asia (UCA) Staff in Faizabad organised numerous activities for young people focused on how to prepare financially for crises and disasters. The choice of the topic was driven by Afghanistan’s difficult current economic situation.
AUSTRALIA
Students from the Hunter School of the Performing Arts (HSOPA) participated in a financial literacy lesson around an article about the benefits of saving early for retirement. After discussing the article with their mathematics teacher, students were challenged to write an essay. Most students wrote about saving for retirement, although some decided to explore how to invest, choosing a superannuation fund or the wonders of compound interest. Teachers would select the best articles to be published into a community e-book, the Money Talks series.
MALAYSIA
In Malaysia, a series of webinars organised by the Financial Education Network (FEN) addressed the need to be smart about money by informing the audience on the basics of financial planning, with the aim of inculcating better personal financial habits and understanding of products and services that can be used to plan for retirement. Furthermore, FEN also developed an online student course and live workshops that addressed the importance of having a financial plan even at an early age.
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3 Examples and countries mentioned in the following paragraph are a sample and do not provide an exhaustive list of activities implemented the GMW2022 theme.
In other countries, the theme was rather linked to the importance of protecting one’s finances in the context of the evolving digitalisation of financial services.
**IRELAND**
In Ireland, the Money Advice and Budgeting Service (MABS) introduced a module called ‘Protecting your money’, which aimed at making students be smart and wary of scams, such as phishing, smishing and vishing. MABS staff also spoke to students about the dangers of gambling or about a risky form of credit popular with young people, such as “Buy Now, Pay Later”.
**HUNGARY**
The Ministry of Finance in Hungary launched the pocket money calculator “ZsetON” tailored to needs of young people. This free online calculator helps young people take control of their money by registering their expenditures and revenues in relevant categories and providing them with useful saving tips.
**PORTUGAL**
In Portugal, the GMW campaign started with a social media post on the calculators available on the National Plan on Financial Education’s website and tools that support budgeting management and planning.
The theme was also used to highlight the importance of keeping control over one’s finances.
Some organisations focused on the link between financial education and the sustainability of individuals’ financial choices, including their impact on the environment.
**EUROPE**
Junior Achievement Europe organised a Financial Education Innovation Camp where students had to come up with an innovative product or service that teaches people how to manage their money taking into account the environmental impact of their financial decisions. Students were asked in particular to think about climate change, carbon emissions and eco energy when searching for a solution to the given challenge.
**MADAGASCAR**
The activities carried out by the Commission Centre of the National Commission for Inclusive Finance (CNFI) in Madagascar focused on encouraging children and young people to save resources such as water, electricity, school supplies or food in addition to money, to help maintain a healthy family budget.
**MALTA**
In Malta, the Home Economics Seminar Centre (HEC) within the Directorate for Learning and Assessment Programmes of the Ministry of Education, in collaboration with the Malta Bankers’ Association, launched the Financial Literacy Challenge for primary schools. This activity intended to promote awareness related to the importance of financial education and sustainability. Participants had to create a healthy low-cost food item with emphasis on seasonality, sustainability and local food.
**MONGOLIA**
The Bank of Mongolia, in cooperation with commercial banks and the “Run Together” club, organised the GMW’s closing ceremony. It included a public run in the national park under the theme of “Build your future, be smart about money and be eco!”
**SPAIN**
In Spain, the Istitut d’Estudis Financers (IEF) organised a workshop “The Circular Economy”, to raise awareness on the importance of applying responsible consumption in the daily life to achieve a more sustainable world.
**SWEDEN**
During the GMW, the Financial Supervision Authority and the Swedish Food Agency launched a campaign called Swinomi (“Waste rich”) in Sweden, consisting of a series of educational content directed towards teachers with the purpose of teaching students about financial savings while reducing food waste. This campaign was aimed at highlighting the subject of sustainable finance as well as sustainable food consumption and what effects this can have both on climate change and personal finances. The educational content consisted of educational videos, lesson assignments, classroom materials, and different learning assignments. The content is available all year round for teachers to use when they talk financial savings and food waste with children and youth. Teachers from more than 300 schools around Sweden had registered their interest to be part of the campaign.
The theme was also used to develop activities that linked financial education to activities that inspired young people to become entrepreneurs, set up their own business or chose their dream job.
**BONAIRE**
In the Dutch island of Bonaire, the Stichting Terramare Museum organised an activity on how to become an entrepreneur and what are things to consider when setting up a business. Through live podcast talks, guests from the financial sector and entrepreneurs answered questions related to the importance of saving to start a business but also on what drives a person to become an entrepreneur.
**MADAGASCAR**
In Madagascar, as part of the activities organised by the Fondation Nationale de la Finance Inclusive (CNFI) and its partners, students aged between 12 and 16 years old were exposed to a movie which showed the success story of a very young Malagasy entrepreneur, and which prompted exchanges and debates around building one’s financial future through savings, developing one’s entrepreneurial spirit and adopting good financial behaviours and money management skills.
**ZIMBABWE**
In Zimbabwe, under the leadership of the Reserve Bank of Zimbabwe, students were focused on income generation projects such as poultry, gardening, selling sweets in order to contribute financially to their household income. They were taught the importance of acquiring entrepreneurial skills from an early age so that they are able to grow small projects into commercial enterprises that are run professionally.
**SÃO TOMÉ AND PRÍNCIPE**
In São Tomé and Príncipe, the organisation MOVE delivered workshops for high school students on “How to start a business with little money” and organised lectures by successful entrepreneurs for high school students.
**TRINIDAD AND TOBAGO**
The Trinidad and Tobago Securities and Exchange Commission (TTSEC) launched its Youth Entrepreneurs Series (YES) initiative, ‘Invest in your Start-Up Dream’. The YES campaign expanded on the GMW theme and aimed to promote an entrepreneurial mindset by highlighting stories of entrepreneurs aged between 13 and 25. The participants shared their unique experiences in opening their businesses to encourage and inspire others to invest in their start-ups. The YES campaign provided a platform for the country’s young entrepreneurs to share their real-life stories, including challenges and successes, and to offer advice and tips to motivate and encourage other young people to start their businesses.
“Today we are taking our first steps as entrepreneurs. We will have a chance to test our business plans, which we have so carefully crafted against the real marketplace. At the end of the day, some of us will be disappointed because of lower sales than we had anticipated, and some of us will be exhilarated because our revenues will exceed our expectations, but all of us by the end of this day will have learned an important lesson: earning money is a challenging task and those who persevere through their creativity, honesty and hard work will be the ones to ultimately succeed.”
– Otar, student, Gyumri #18 school, Armenia, GMW2015
BRAZIL
In Brazil, Comissão de Valores Mobiliários (CVM) brought for the first time the Global Money Week in the metaverse. A pilot meeting was organised in the metaverse to discuss the importance of new technologies in general, and of the metaverse in particular, to revolutionize the Brazilian education system. Brazil’s CVM also organised for the first time financial education and awareness activities for indigenous people from the Jaraki people, from Aldeia Lago da Praia and in the Municipality of Santarem in Para. The young people from these areas and communities participated in classes about citizenship, financial control, budget and conscious consumption.
ARMENIA
In Armenia, students of COAF/Aflatoun in the Arteni village founded a start-up of eco pens called “Ro’pens”. During GMW, financial experts from various organisations visited these schoolchildren and helped them with financial matters related to making and distributing the pens.
BENIN
In Benin and Egypt, organisations explored learning through peers. In Benin, the Société d’Inclusion Financière (SIF-Groupel) organised panel discussions with children and young people, to allow young people to share their own insights on how they manage their money, and to allow educators and organisers to understand young people’s financial behaviours better, in order to tailor their programmes to young people’s needs.
BULGARIA
During GMW, Junior Achievement (JA) Bulgaria carried a nation-wide financial literacy survey for parents. JA Bulgaria also organised innovation camps with young business leaders for both high-school and university students.
CROATIA
The Croatian Institute for Financial Education (CIFE) used 3D virtual tours to teach financial literacy concepts and explore energy efficiency measures in households. Students learned by examining real or life simulation case studies in virtual reality.
EGYPT
In Egypt, the Egyptian Banking Institute (EBI) launched a new series of videos delivered by a 10-year old child explaining basic financial concepts in a simple way.
HUNGARY
In Hungary, the Money Compass Foundation extended its financial textbooks with augmented reality illustrations, meaning that come alive when using a mobile application. The Foundation also developed a new web-application, the MoneySim, a financial simulation for students where the players choose life situations and make financial decision in them.
EUROPE
The European Money Week, organised by the European Banking Federation (EBF), had as focus “Supercharging Financial Skills”. Various activities were organised, including a flagship event, a series of spotlight interviews with experts from financial institutions to explore the link between sustainability and financial skills, as well as an event on financial skills and capital markets.
POLAND
An online quiz was made available for anyone to test their financial knowledge on the Kahoot platform, and for each quiz completed between March 21st to 25th, EBF donated 5 euros to the Czegpycki Family Foundation in Poland which manages a reception centre welcoming Ukrainian refugee women with small children. The key innovative feature of this campaign was a lightning bolt-shaped installation placed at the heart of Brussels and European institutions where passers-by could test their financial skills via a 15-questions quiz, developed in collaboration with the GFLEC. Financial skills were made tangible, touchable and viable through this interactive physical installation.
Countries used innovative technologies to teach financial education
INNOVATIVE ACTIVITIES IMPLEMENTED DURING GMW2022
The 2022 edition of the GMW saw the partial return to in-person activities, after the previous edition where most activities were held online. At the same time, most organisations also maintained their online presence during the GMW 2022 edition. Participating organisations found, once again, innovative ways to conduct educational activities, ensuring pupils remained engaged and learned about why financial education is important to them. Most of the activities were tailored to the specific country situation. Some of the innovative activities implemented during GMW 2022 are presented below.4
4 Examples and countries mentioned in the following paragraphs are a sample and do not provide an exhaustive list of innovative activities implemented throughout the GMW.
Many countries used new or old games, adapting them to teaching financial education concepts.
**COLOMBIA**
In Colombia, popular/traditional Colombian games such as “Parques” or “Bingo” were transformed into financial education games. This was a very successful strategy, since most of students were familiar with the traditional games and were able to readily interact and learn new concepts since they already knew the rules or instructions of the games they used to play.
**EL SALVADOR**
El Salvador created a fair with stands and dynamic, interactive games, called the financial circuit “Build your future, be smart about money”. Different stands were installed in the complex of the Reserve Bank of El Salvador, each one with specific topics related to financial education, with the objective of developing a circuit of knowledge. On the closing day, a magic show and a batucada was presented with financial messages on stints.
**JORDAN**
In Jordan, the Central Bank launched a “Financial Sector Monopoly” board game, where players could buy stocks in banks and non-banking financial companies that are subject to the Central Bank of Jordan’s supervision. The game aims at encouraging saving, investing and using safely digital payments.
**LATVIA**
Latvijas Banka (the Central Bank of Latvia) issued a 2 euro commemorative coin dedicated to financial literacy. The coin features a prosperity tree that can blossom for everyone if planted in the soil of financial literacy.
**SPAIN**
In Spain, the MAPFRE Foundation developed the online quiz “savings roulette” which can be played via social media networks. Money Compass Foundation in Hungary organised a financial “treasure hunt” (MoneyGol) in Budapest for school groups where students search for targets in the city and solve them to complete a mission.
**TAJIKISTAN**
The Central Bank of Tajikistan, together with United Nations for Migration/IOM organised several competitions for “best picture” and “best essay” for schoolchildren. In particular, children from rural areas from families left behind by immigrated parents were the focus of such a competition on the topic “What I can do with money?”. Parents were also targeted through a workshop on the family budget.
**THAILAND**
As mentioned above, the Bank of Thailand developed a website called “Dear Future Me”, to provide a platform for people to visualize their future goals, write them down as if they were talking to their future selves, be encouraged to consider how much it would cost to fulfil those goals and send those messages to the future-self in the form of e-postcards, which function as ones’ promise to self to achieve the specific goal.
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“The age of technologies, with the huge amount of information flooding us every day, requires a new type of knowledge about money and its wise management, which goes far beyond what our parents have taught us. Thus, financial literacy has become one of the fundamental skills of the 21st century person, because our quality of life and achievements greatly depend on it.”
– Petar (18), winner of the essay competition, Vocational Technical High School “Nikola Y. Vaptsarov”, Samokov, Bulgaria, GMW2016
Many countries increased their efforts to be inclusive and reach a wide range of students with different backgrounds and from different locations, especially those living in rural areas.
AFGHANISTAN
In Afghanistan, efforts were made by University of Central Asia to reach young girls through their activities, as currently young girls cannot attend high-school education in the country. From 112 participants aged 9-14, 88% were girls, especially from remote rural areas.
COLOMBIA
The Asociación Bancaria y de Entidades Financieras de Colombia (Asobancaria), carried activities during the GMW in 27 out of the 32 national departments in the country. For example, Asobancaria organised workshops with children and young people in rural areas, while paying special attention to ensure gender equity. Furthermore, workshops on life projects were organised for young people living in marginalized areas, with high rates of inequality and poverty.
EGYPT
To ensure inclusiveness of their activities, the Egyptian Banking Institute in Egypt inserted sign language into all its financial literacy videos and e-learning videos and organised special sessions for youth with physical, visual and hearing disabilities.
IRELAND
During GMW2022, the Money Advice and Budgeting Service (MABS) in Ireland delivered money management sessions to urban and rural schools and to schools in disadvantaged areas. Sessions were delivered to co-educational and single sex schools. Sessions were also delivered to disability training centres and also to training centres for early school leavers. Due to the COVID-19 pandemic, in certain schools online Zoom sessions were delivered. At the same time, MABS has a network of officers throughout Ireland, which helped in the delivery of money management education in person. This has been important, as digital delivery may not always be an option or may not reach those who may be most vulnerable or in need of financial literacy targeted programmes.
GERMANY
In Germany, expert talks hosted by Bundesverband Deutscher Volks- und Sparkassenbanken, the largest professional association of savings banks in Germany, discussed various topics. These ranged from social trading, career opportunities in the banking sector and intergenerational justice in taxation as well as ADHD in the context of money management. “Was verdient die Frau” together with Geldbiografien helped young women understand the importance of money with a focus on gender inequality.
KOREA
In Korea, financial education programmes were delivered by the Korean Financial Supervisory Service to students, to enable them to explore future career opportunities. Customised education initiatives for people with developmental challenges were organised in collaboration with welfare centres.
LYBIA
In Libya, the Civil Society Commission organised student visits to young entrepreneurs to help them better understand how start-up companies work. Al-Ishraqa school for children with Down syndrome encouraged over 60 youth to save through setting up small enterprises and markets to selling their products; other similar schools were included in the campaign.
PORTUGAL
In preparation for GMW, the Portuguese financial supervisor organised a training session for the “Todos Conhecem Lesson Plans” for the trainers of the Associação Comunitária para as Migrações (ACM), enabling them to use these resources to deliver financial education content to young people who are out of school and face socio-economic vulnerabilities. This target audience integrates the ACM’s “Programa Escolhas”, whose mission is to promote social integration, equal opportunities in education and employment, and fighting social discrimination.
ZIMBABWE
As part of the GMW activities, the Reserve Bank of Zimbabwe visited 21 rural primary and secondary schools. In Zimbabwe, the rural population is largely financially excluded and financial literacy levels are very low. The Reserve Bank developed GMW content on the role of the Reserve Bank, the architecture of the banking sector, of various financial products available for young people including savings accounts and loans. The content was crafted into jingles and broadcast on four radio stations in both English and local languages to enable communication with the marginalised rural communities.
Aflatoun Day by Aflatoun International
To celebrate the Global Money Week and its 10th anniversary, which occurred between the 21-27 March 2022, Aflatoun International organised a series of activities involving its partners across the globe. Children and young people gathered in their schools and communities and explored the theme “Build Your Future, Be Smart About Your Money” through plays, dramas, poems, workshops, such as building their piggy banks with recycled materials, and songs.
Moreover, during the Global Money Week, Aflatoun International celebrated Aflatoun Day to highlight the importance of social and financial education in building children and youth’s future. Throughout the week, Aflatoun conducted Aflatoun Day Connect – a series of video calls and a unique way for students to share stories and experiences of social and financial education with other children and young people worldwide. Aflatoun connected hundreds of learners from 33 countries around the world; they shared their stories and asked each other about savings, budgeting and how could Financial Education help them in their future.
Global Money Week and Aflatoun Day were occasions for all Aflatoun’s partners and learners to celebrate Financial Education and to showcase the long term impact it has in schools and communities at the local, national and global level.
Together with Bloomberg, a new initiative called “EU Women in Finance” was launched aiming to encourage more women to pursue careers in finance and strive to become senior leaders in the sector. The initiative will give female high school students in six European countries an introduction to financial markets using a curriculum developed by Bloomberg. Participants will also have a unique and valuable opportunity to learn from female leaders in the finance ecosystem across the private and public sector, including banking executives, investors, political decision-makers, central bankers, civil servants and regulators.
The activities JA Europe organised together with its partners during GMW2022 reached 138 young people aged 15-23 from 24 secondary schools and universities all over Europe. Countries represented were Albania, Bulgaria, Germany, Ireland, Italy, Portugal, Romania, Spain, Turkey and the United Kingdom. The activities were supported by 69 business volunteers from Arrow Global, BNP Paribas Personal Finance and Mitsubishi UFJ Financial Group.
A social media campaign around “JA Building a Financially Capable Generation” was led as well: a financial education experience supported by HSBC that targets thousands of students in 17 countries worldwide.
The European Money Week is an initiative launched by the European Banking Federation (EBF), involving national member associations across Europe. In 2022, the Albanian Association of Banks, Austrian Bankers Association, Azerbaijani Banks Association, Croatian Banking Association, Czech Banking Association, Finance Denmark, Estonian Banking Association, Finnish Banking Association, Association of German Banks eGbB, Holland Banking Association, Icelandic Financial Services Association, Hungarian Banking Association, Banking & Payments Federation Ireland, Foundation for Financial and Savings Education (Italian Banking Association), Finance Latvia, Liechtenstein Banking Association, Lithuanian Banking Association, Malta Bankers’ Association, Macedonian Banking Association, Finance Norway, Polish Banking Association, Portuguese Banking Association, Association of Serbian Banks, Romanian Banking Association, Slovak Banking Association, The Bank Association of Slovenia, Spanish Banking Association (AEB), Swedish Bankers’ Association and Banks Association of Turkey participated in the European Money Week 2022 (EMW22). The EMW22 campaign “Supercharging Financial Skills” was supported by Czepczyński Family Foundation, the Global Financial Literacy Excellence Center (GFLEC), and Kahoot!
During the Global Money Week 2022, the European Banking Federation (EBF) launched its “Supercharging Financial Skills” campaign for the fifth edition of the European Money Week.
Throughout this week, young people, policymakers, and financial institution employees were invited to test their financial skills via an interactive lightning bolt installation, which included a 15-question quiz, developed with the support of the Global Financial Literacy Excellence Center (GFLEC). This quiz was also made available online on the Kahoot platform, and for each quiz completed between March 21-25, the EBF donated five EUR to the Czepczyński Family Foundation for their work in foster welcoming Ukrainian refugees and small children. During the week, over 400 people completed the online quiz and countless more played the quiz in person. In parallel to this, a social media campaign was launched inviting people to become ambassadors for financial literacy on LinkedIn to show support for financial education initiatives and bring a spotlight on the importance of financial skills.
In addition to an opening dinner attended by high-level figures working on financial education at a European level, the EBF organized several online events and a spotlight interview series, which were viewed by over 1,000 participants in kind to the European Money Week, a flagship event with speakers from the European Banking Authority, JA Europe, European Commission, and the Czepczynski Family Foundation explored what role financial skills play in people’s lives and how boosting them can help address challenges different groups face in our society, from identifying cyber scams, to supporting refugees settling in a new country.
A spotlight interview series with speakers from BETTER FINANCE-Société Générale, and NBC Global Finance examined the link between sustainability and financial skills, with a focus on the role of banks and investors. Paying attention to the importance of financial skills for capital markets, speakers from Finance Watch, FOM Technologies, and BBVA discussed why being financially skilled is crucial for making good use of the wider financial market opportunities, either in funding or investments.
National member associations of the EBF also organized the national finals of the European Money Quiz competitions during the European Money Week. This year, 50,000 students aged 13 to 15-years-old participated in 1,891 classrooms across 29 European countries. The national winners would later compete in pairs at the European finals, hosted by the European Banking Federation in May. The European Money Week 2022 followed this year’s European Money Week “Supercharging Financial Skills” campaign by spotlighting the importance of financial education for young people to lead a better and more secure life.
World Assembly of Youth (WAY)
Participating organisations: World Assembly of Youth, WAY and its members
Total number of participating organisations: 1,000
Number of children and young people reached directly: 700
Number of adults reached directly: 300
Number of people reached indirectly: 5,000
Like every other year, WAY assisted member countries to share knowledge to young people on financial literacy and responsibility by organising various youth talks online at regional and international level.
To monitor the activities that happen during the GMW and have an indication of whether participants found them useful, organisations typically use social media monitoring tools, satisfaction surveys, post-event evaluation forms or questionnaires to test the knowledge of the participants (such as pre and post questionnaires to test the knowledge of specific topics/issues).
In Colombia, to track the impact of GMW2022, Asobancaria acquired a media monitoring and analysis tool, which collected information on internet sources and notified in real time when the keywords or hashtags for GMW Colombia were mentioned, thus making it possible to accurately track the performance of the digital campaign and to know indicators such as the reach of people, impressions or views, types of mentions and publications, channel or social network, and interactions. As for most of the initiatives which are conducted online, the Investor and Financial Education Council in Hong Kong, China, monitors the performance from data collected, including page views, social media engagement and video views.
In 2022, Money Advice and Budgeting Service (MABS) in Ireland introduced a research element to the Money Management workshops, wherein each student was surveyed on their attitudes and experiences with money.
GMW’s global outreach is based on data reported after the Global Money Week by participating organisations. The GMW Secretariat uses this self-reported data to understand global, regional and national outreach and the Week’s growth.
**Participating countries:** The OECD reports GMW activities that have taken place in all United Nations Member States.
**GMW national coordinators:** GMW coordinators are public authorities (central banks, financial supervisory authorities, ministries of finance, ministries of education, etc.) that play the role of focal point for the GMW campaign in a specific country or economy. Typically, full or regular OECD/INFE members take the role of GMW national coordinators.
**Organisations:** GMW is open to all stakeholders, national and international, that may have a role to play in ensuring that young people become financially literate, such as public institutions (ministries of finance and education, central banks, financial regulatory authorities), financial institutions and their associations, civil society organisations, youth associations, universities and schools, education and health professionals, parents and young people themselves. GMW is an opportunity for national policy makers to elevate the issue of youth financial literacy to the forefront of the policy-making agenda, and advance implementation of enabling policies. For financial institutions, civil society organisations, schools, universities and parents, it is an opportunity to talk about financial and money matters with young people, stimulate their interest in financial matters and build positive financial attitudes and behaviours.
**Activities:** Local, national, regional and global GMW events and activities both digital and in-person that are aimed at raising awareness on the importance of financial education for young people and improving financial literacy among children and young people. They can include financial education workshops/lectures online/in person, financial education games online/in person, launch of GMW online/in person, quiz or competitions, writing essays competition/creative competition, virtual visits to stock exchange, virtual or in person visits to money museum, online Youth talks or media/TV shows, and others.
**Children and young people reached:** Refers to the number of children and youth participants (aged 3-30) reached through online and offline activities (i.e. children and young people in pre-school, primary, secondary, tertiary education or university)
**Adults reached:** Refers to the number of teachers, parents, and other adults that have been engaged and reached through the campaign
**People (youth and adults) reached indirectly:** Refers to the number of participants engaged through media, TV show, press release, newspaper articles, social media and media campaigns.
**Numbers:** In 2022, over 1,800 new organisations participated in the GMW.
108 participating countries
10,275 organisations
19,239,975 children & young people reached
16,956,761 adults reached
108,318,801 people reached indirectly
| Type of organisations | Number |
|------------------------------------------------------------|--------|
| Government institutions (e.g.: Central Bank, Ministry etc.)| 482 |
| Industry associations involved (e.g. banking association, insurance association, pension funds etc.) | 224 |
| Financial institutions | 1,393 |
| NGOs | 310 |
| Corporates | 237 |
| Universities | 562 |
| Schools | 24,237 |
| Media | 558 |
| International organisations | 77 |
| Type of activities organised during GMW | Number of countries |
|------------------------------------------------------------|---------------------|
| Financial education workshops/lectures online | 106 |
| Financial education workshops/lectures in person | 99 |
| Quiz or competition online | 66 |
| Financial education games in person | 58 |
| Financial education games online | 55 |
| Virtual Launch of GMW | 46 |
| Quiz or competition in person | 44 |
| Online Youth Talks | 43 |
| Media - Radio show | 42 |
| Launch of GMW in person | 39 |
| Media – TV show | 39 |
| Writing essays competition/creative competition | 38 |
| Visits to money museum in person | 24 |
| Podcasts | 24 |
| Visits to stock exchange in person | 15 |
| Virtual visits to stock exchange | 13 |
| Virtual visits to money museum | 13 |
| Target groups | Countries targeting them |
|------------------------------------------------------------|--------------------------|
| Young people in upper secondary education (e.g. high school)| 106 |
| Children in lower secondary education (e.g. middle school) | 96 |
| Young people in university | 94 |
| Children in primary education | 87 |
| Teachers | 87 |
| Parents | 74 |
| Young people in vocational training | 57 |
| Young project leaders / entrepreneurs | 57 |
| Children / young people with special needs | 29 |
| Children (pre-school age) | 24 |
Note: Includes data from Hong Kong, China
Source: GMW post-reported forms, as reported by participating organisations and countries
COUNTRY OVERVIEWS
Afghanistan
**Participating organisations:** SPCE Ishkashim-Learning Center; Faizabad, school of professional and continuing education of university of central Asia; Aga Khan Foundation; Badakhshan University; Teacher Training Colleges
**Total number of participating organisations:** 77
**Number of children and young people reached directly:** 230
**Number of adults reached directly:** 120
**Number of people reached indirectly:** 521
During 24-26 March, SPCE Ishkashim-Learning Center and Faizabad together with partners organised many Global Money Week activities from presentations to sessions focused on savings, budgeting and other financial literacy matters. Also, suggestions on how to be financially prepared for crises and disasters were shared.
Workshops included over 112 participants, children in ages 9-14 and adults. 100 school and university students (of which over half were female) took part in the campaign.
To share light on failure, success and hard work, Jack Ma’s video was translated and played during a presentation on family budgeting and financial management. During the Week, children and young people were encouraged to be smart about saving money while building their futures.
Albania participated in GMW for the eighth time. This year’s aim was to raise awareness about financial responsibility in the younger generation in a way to ensure a better future. Bank of Albania in cooperation with the Albanian Association of Banks and with the support of the Ministry of Education and Sports and the Deposit Insurance Agency, organised educational and awareness-raising activities all over the country, reaching directly more than 8,000 students from almost 140 schools of all levels. Their GMW activities included school competitions; lectures in university auditoriums, visits to the Museum of the Bank of Albania, as well as presentations carried out in primary schools, in middle schools and in high schools.
Albania’s GMW2022 ceremony was organised in the premises of the Bank of Albania, under the slogan “Build your future, be smart about money” on Thursday, March 24. This event was launched by the Governor of the Bank of Albania, the Minister of Education and Sports, and the President of the Albanian Association of Banks. During the programme, winners were announced for different competitions initiated by the Bank of Albania and Albanian Association of Banks. The CEOs of the commercial banks that sponsored the activities handed out the prizes and took pictures with the winning students.
Throughout the last week of March, Albanian students were able to participate in six different GMW contests: (1) drawing competition for 3-4th graders (2) meme competition for 9th graders (3) the European Money Quiz for 13 and 15-year-olds (4) video competition for high school students (5) the Countdown Challenge for high school students and (6) essay competition for university students.
During GMW2022, Junior Achievement Albania (JAA) organised the International Trade Game which reached 30 high school and university students. Students were divided into teams of 2-10 people and each group represented one country. This game was played by 30 JAA Alumni members from ages between 15-20. During the initiative, countries competed against each other to cut paper shapes (circles, triangles, rectangles, etc.) and sell them to an international commodity market trader at posted prices, which varied with supply and demand. The objective for each country was to make as much money as possible.
During the project, which is a version of the World Trade Game, youth learned about earnings, saving, investing, budgeting, credit, risk management and giving. They also learnt to apply these skills to create a personal financial plan enabling them to set specific goals for their future financial needs.
Throughout the Week, 14 young people were able to engage in the Speed Learning online event in collaboration with JA Europe. Students had the chance to interact with Arrow Global Volunteers from Albania, Ireland, Italy, Portugal and the UK. The goal was to learn more about career options in the financial sector in an interactive way.
Furthermore, this year 14-16 years old students had the opportunity to participate in a Financial Bootcamp where students were divided into groups to create a business idea with a financial plan.
Angola
GMW national coordinator: National Bank of Angola and Capital Market Commission
Participating organisations: Capital Market Commission, General Tax Administration, National Institute of Support for Micro Small and Medium-Sized Enterprises, Superior Polytechnic Institute of Technologies of Angola, secondary schools
Total number of participating organisations: 100
Number of children and young people reached directly: 2,757
Number of adults reached directly: 103
Number of people reached indirectly: 311
To mark the 10th anniversary of Global Money Week, the Central Bank of Angola (BNA) collaborated with partners to organise in-person and virtual activities with lectures, seminars, webinars and interactive games on education and financial inclusion. Over 3,071 participants were reached through the campaign.
During the programme, young people were able to learn about the role of the Central Bank and how other financial institutions work. Youth were asked to write shorts essays about the importance of savings during GMW.
Argentina
Participating organisations: Bancor - Banco de Córdoba, Asociación Conciencia, Banco Galicia, Ipet 265, IPEM 12 PTE PERÓN – ANEXO, IPEM N° 35 Ricardo Rojas, Ipet 313, Instituto privado Nuestra Señora Del Sagrado Corazón, IPEA 214, IPEM 154, San Fco de Asís, Monserrat
Total number of participating organisations: 227
Number of children and young people reached directly: 255
Number of adults reached directly: 15
Number of people reached indirectly: 240
During Global Money Week 2022, a virtual workshop was developed called “Jornada de aprendizaje financiero y laboral” (“Financial labour learning day”) in which nine secondary schools from Córdoba participated, including 225 students and approximately 15 teachers.
Armenia
GMW national coordinator: Central Bank of Armenia
Participating organisations: Governmental institutions: Central Bank of Armenia, Minister of Education, Science, Culture and Sports of Armenia; Financial Institutions: Deposit Guarantee Fund of Armenia, Financial System mediator, ACRA credit bureau, Armenian Motor Insurers’ Bureau, Armenia Securities Exchange; Financial Unions: Union of Banks of Armenia, Union of Credit Organisations of RA; Financial service providers: including banks, credit unions, insurance companies; Educational institutions: including Armenian State University of Economics, American University of Armenia, Yerevan State University, Shirakatsy Lyceum International Scientific-Educational Complex, Arteni N2 basic school, Aragatsavan basic school; Non-Governmental Organisations: Children of Armenia fund, Junior Achievement of Armenia; Media organisations: Armenpress, newsarmenia.am; International Organisation: European Youth Parliament
Total number of participating organisations: 124
Number of children and young people reached directly: 3,677
Number of adults reached directly: 380
Number of people reached indirectly: 8,472
The Central Bank of Armenia and the Armenian State University of Economics organised a panel discussion to officially launch Global Money Week 2022 in the country. It focused on GMW2022 theme: “Build your future, be smart about money.” During the talks, economists and financial experts shared their views on FinTech, inflation, personal finances, the Russian-Ukrainian conflict and its impact on Armenians. Students had the opportunity to ask questions and participate in these discussions.
The Yerevan City Session of the European Youth Parliament (EYP) took place from 25-27 March. The session revolved around the “Enhancing the Financial Literacy Among Youth” theme and was conducted in partnership with the Central Bank of Armenia. The session gathered around 100 young people selected from different high schools and universities in Yerevan. Participants were divided into six committees. Each committee was assigned a topic and asked to come up with possible solutions and draft a resolution. To support, guide and facilitated the committees, experienced members of the EYP academic team had conducted research for over a month before the start of the session. During the conference, delegates discussed various issues in finance and economics such as housing prices, taxes, non-cash transactions, credits, financial scams and frauds. Afterwards, they created and presented various resolutions.
As part of GMW2022, financial experts visited students of COAF’s (Children of Armenia) Aflatoun International programme in Arteni village to help them with financial matters of their start-up eco pens “Re’pen.” They touched upon topics such as budgeting, bank accounts and cards, savings, debt, financial rights protection, and useful online financial tools such as fininfo.am. At the same time, these students participated in a seminar led by financial experts dedicated to safe usage of payment cards.
Moreover, thanks to another educational initiative, one of the richest online encyclopaedias in the world Wikipedia (in Armenian) saw increase in number of financial literacy articles. Particularly, the topics related to payment cards and bank accounts were emphasized this year.
Furthermore, the Central Bank Visitor Centre of Armenia (the money museum) opened its doors to students in order to teach them about the history of money and about their personal finances, future professions and money matters. In addition, various open lessons, movies, discussions, debates, “Saving game”, “Finances otherwise: Alliance” and “There is no money” games championships were organised in different educational institutions.
Australia
**Participating organisations:** Australian Securities and Investments Commission (ASIC), Hunter School of the Performing Arts, Royal Australian Mint
**Total number of participating organisations:** 3
**Number of children and young people reached directly:** 253,864
**Number of adults reached directly:** 54,046
**Number of people reached indirectly:** 51,094
To support young people make money choices that work for them, the Australian Securities and Investments Commission (ASIC) released a new online resource, Get Moneysmart. This resource is designed to make it easier for young people to manage their money and deepen their understanding of key money concepts and behaviours. Throughout Global Money Week, over 300,000 Australian young adults, parents and teachers were reached through social media channels.
Students from Hunter School of the Performing Arts participated in a financial literacy lesson, analysing an article written about the benefits of saving early for retirement. After discussion with their mathematics teacher, students were challenged to write their own article inspired by the stimulus piece. They were given several choices, or could negotiate their own topic.
Teachers then nominated student work to be published. These will be compiled into a community e-book, a third edition in the Money Talks series, available in the Hunter School of the Performing Arts website.
Austria
GMW national coordinator: Austrian National Bank (OeNB - Oesterreichische Nationalbank)
Participating organisations: Three Coins, schools
Total number of participating organisations: 2
Number of children and young people reached directly: 380
Number of adults reached directly: Not reported
Number of people reached indirectly: 405,200
To mark this year’s campaign, Oesterreichische Nationalbank (OeNB) held an online Global Money Week Quiz focused on financial education topics. It was divided into three categories targeting elementary, lower and upper school students between the ages of 7-19. Among 165 participants cash prizes were offered to three winners per each category.
In addition, the Austrian National Bank (OeNB) commissioned a broadcasting of a Radio Longspot at a national radio station for children. The spot focused on the right way to handle money, included a variety of tips and drew attention to the GMW Quiz. Through this, people were encouraged to get in touch with the OeNB’s financial education team and work together to strengthen their financial resilience.
During GMW2022, social business Three Coins and its partners, created workshops for over 160 educationally disadvantaged students between the ages of 10 and 13. In short, Raiffeisenlandesbank Wien/Niederösterreich and the chamber of labour Burgenland, emphasized that basic financial literacy skills are key for a sustainable approach to money. By means of self-reflection on consumption and spending patterns as well as through playful and practical teaching, students develop basic financial competencies. Therefore, Raiffeisenbank Wien/NÖ and Arbeiterkammer Burgenland (chamber of labour) collaborated on various workshops to help empower young people.
Additionally, the social business Three Coins launched an online course during GMW2022. It was developed and implemented with funding from the Arbeiterkammer Wien (chamber of labour). With this digital platform called “Gut mit Geld” participants are accompanied on their personal money journey. They are given the tools they need to master the challenges and make good financial decisions. All basic skills are first taught though an animated, inspiring and true-to-life course.
Throughout Global Money Week 2022, the Central Bank of Azerbaijan Republic (CBAR) along with partners reached 10,000 children and youth through several digital and offline activities. CBAR introduced two online courses “Children and Money” and “Financial Literacy: Strategy, Analysis and Teaching.” Around 10,000 schoolchildren and 2,900 teachers showed their interest in these courses. Two competitions were also launched, one for students and one for teachers.
During “Kids and Money” course the following topics were discussed: the purpose of money creation, security features of national banknotes of Azerbaijan Republic, how to spend money in more useful way, how to achieve our dreams, how to manage our money, how to protect our money from “traps”, how can we increase our money, how can we learn to “run” for our money, how can we make money, how does money protect us, how can we take care of our future, how to borrow money. Each of 12 topics covered in the course included a quiz to test students’ knowledge.
Since courses were in video format, most rural areas of the country could also be reached. Financial literacy staff visited schools in different regions to collect exams from students who could not visit CBAR to take tests in person.
In total 1,000 students applied online on the education platform of CBAR (https://idea.e-cbar.az) to take the final exam. Only students who listened all 12 topics and completed quizzes were allowed to apply for the final test. Some 540 students took the offline exam, 80 students participated online. Each of these students received gifts, leaflets and storybooks about financial literacy. 430 students passed the course with the results of 70% and above. Closing ceremony consisted of awards ceremony, which was held in second-biggest city Sumgait on May 18, and in Baku on May 20. Winners received certificates and gifts.
The second competition were dedicated to teachers. The competition aimed to increase popularity of “Financial Literacy: Strategy, Analysis and Teaching” course. Course focused on strategy, methodologies to teach financial literacy to students in different age groups. Around 2,900 teachers showed their interest in the course, 130 of them completed all 12 topics with quizzes and therefore eligible to apply at CBAR to take final exam and 26 of the teachers were recognised with outstanding results.
Bangladesh
GMW national coordinator: Bangladesh Skill Development Institute, Daffodil International University, Bangladesh Security Exchange Commission
Participating organisations: Daffodil Polytechnic Institute, Daffodil International School & College, First Security Islamic Bank Ltd, Watermark, A2, National Youth Development Forum, Daily Ajker Potrika, MACES, Schools and Colleges of Rangpur and Gaibandha, Vocational School in Chittagong
Total number of participating organisations: 100
Number of children and young people reached directly: 1,000,000
Number of adults reached directly: 500
Number of people reached indirectly: 100,000
Global Money Week 2022 celebrations in Bangladesh started on March 21st. Daffodil International University and Bangladesh Skill Development Institute led money week activities, promoted the campaign in the media and among the First Security Islamic Bank. Gatherings and quiz contest were held in the North Bangla area. Awareness was created through involvement in the campaign of prominent people.
Daffodil International University and Bangladesh Skill Development Institute took a lead on this with the financial support of FSIBL.
Belgium
GMW national coordinator: Financial Services and Markets Authority (FSMA)
Participating organisations: The Wallonia-Brussels Federation, Flemish Education Minister, Wikifin Lab, Radio 2, debt mediation centers, schools
Total number of participating organisations: 13
Number of children and young people reached directly: 70,750
Number of adults reached directly: 2,830
Number of people reached indirectly: 6,800,000
During Global Money Week 2022, the Financial Services and Markets Authority (FSMA) along with partners reached 75,000 children and youth through the following activities:
• Presentation of the results of the FSMA survey of retail investors in Belgium during digital GMW Launch event;
• Two educational board games “Gare tes pépêtes” and “Just’n Budget” played in primary schools;
• Online Wikifin Quiz for secondary schools to test their financial knowledge;
• Interactive class on “Saving & Investing” led by the Wikifin Lab;
• Participation of influencers (through video spots) during the interactive class;
• Partnership with Radio 2 where a Wikifin Quiz was used to test their audiences’ knowledge on saving and investing. The answers were made available on the Radio 2 webpage;
• Interview with a Wikifin Lab guide and student who played the stock-exchange game in the Lab;
• A discovery visit of the Wikifin Lab with the main stakeholders of the Wallonia-Brussels Educational system including the Minister-President of the Fédération Wallonia-Brussels and the Minister of Education.
Throughout Global Money Week 2022, the Financial Inclusion Society (SIF-Groupe) and its partners reached more than 40,000 children and young people through several activities such as “banker in my class” sessions, youth-led panel discussion, theatrical play, “caravan” (young expression), trainings in digital finance, social and financial education as well as visits to financial institution and stock exchange.
During GMW2022, digital and in-person financial literacy awareness sessions were delivered to children, youth and adults. This included social and financial education, group discussions between young people and facilitators. Together with partners, high-level debates, seminars and other educational sessions were organised for children and youth.
Throughout the Week, young people took part in face-to-face group discussions with their peers. Aflatoun International organised online discussions between youth from Togo and Senegal on money management.
In addition, this year, university students had the opportunity to participate in-person activities on the importance of digital in financial transactions and entrepreneurship.
Bolivia
**Participating organisations:** Asociación de Bancos Privados de Bolivia, Sparkassenstiftung Alemana, Junges Netzwerk, Banco Nacional De Bolivia S.A., Banco Mercantil Santa Cruz S.A., Banco De Crédito De Bolivia S.A., Banco De La Nación Argentina, Banco Bisa S.A., Banco Unión S.A., Banco Económico S.A., Banco Solidario S.A., Banco Ganadero S.A., Banco Fortaleza S.A., Banco Fie S.A.
**Total number of participating organisations:** 14
**Number of children and young people reached directly:** 400
**Number of adults reached directly:** 63
**Number of people reached indirectly:** 2,800
Throughout Global Money Week 2022, more than 400 young people were involved in six webinars. These educational sessions covered the following topics: “Financial Planning for Entrepreneurship”, “The 1 2 3 of youth finance”, “Personal finances in a pandemic context”, “Achieve your goals by improving your finances”, “We can too! finance for women” and “Simple mobile payment, an opportunity for FinTech.”
During GMW2022, financial literacy awareness sessions were offered for children, youth and for adults, mostly through digital means. This included sessions on budget, conscious consumption, sustainability, behavioural finance, retirement, investments, entrepreneurship, citizenship and financial control.
High-level discussions, seminars, and other educational sessions were organised on the following topics:
- Financial education (CVM, MEC and Rede da Paraíba);
- Sustainable finance: what it means and why it matters for our future (CVM and LABI);
- The future of finance and financial education with the metaverse (ABAAI and CVM);
- Financial education as a public policy: scenarios, perspectives and challenges for promoting the well-being of young people (ICVM and Instituto Animai);
- Financial education and investment funds (CVM and FIPECAFI);
- Financial education in schools: an experience from three countries – Angola, Brazil and Portugal;
- Regional Webinar OECD-CVM Center for Financial Education (CVM and Atlanturi);
- Importance of behavioural economics in financial education (CVM and professors specializing in the subject);
- Myths and truths about investments (CVM and PLANEJAR);
- Financial education in Brazil: scenarios and perspectives (CVM, Instituto Sicob and Instituto XP);
- How financial education influences the sustainable economy (Ánima Educação).
Other important highlights from GMW2022 in Brazil include:
- CVM used TikTok to carry out publicity campaigns for the Week, reaching more than 1,500 young people.
- Metaverse for educational actions: CVM, in partnership with SEBRAE-MG, organised an event to discuss the role of Metaverse in education and trends in the financial area. This pilot project aims, among other actions, to develop educational actions and revolutionise the learning system in schools.
- Lectures with digital influencers: several influencers specialised in financial education took part in GMW.
- Financial education and awareness activities for indigenous peoples: financial education activities were carried out with children and youth from the Jaraki people, from Aideia Lago da Praia, in the Municipality of Santarém, Pará.
Bulgaria
GMW national coordinator: Junior Achievement Bulgaria
Participating organisations: Ministry of Finance, Ministry of Education, Financial Supervision Commission, University of Economics - Varna, Burgas Free University, Bulgarian Stock Exchange, 21 media organisations, 7 financial institutions, 115 schools
Total number of participating organisations: 156
Number of children and young people reached directly: 11,356
Number of adults reached directly: 5,322
Number of people reached indirectly: 35,452
During the 10th edition of Global Money Week, Junior Achievement Bulgaria along with partners reached over 52,000 children and adults through national contests, innovation camps, webinars, open lessons, alternative teaching classes, games, talks, and more.
Financial literacy awareness sessions were offered to children, youth and adults, through both digital and in-person means. This was achieved through Junior Achievement Bulgaria’s partnership with the Ministry of Education, the Ministry of Finance, the Financial Supervision Commission, the University of Economics - Varna, banks, and other public and private sector representatives.
High-level discussions, seminars, and other educational sessions were organised by teachers throughout the country. A total of 115 schools and 11,356 students participated in these initiatives in 2022.
Throughout the Week, young people, their parents and their teachers were able to engage in an educational webinar with speakers from the Ministry of Finance, the OECD and the Financial Supervision Commission. Junior Achievement Bulgaria supported with two nation-wide contests linked to this year’s GMW theme “Build your future, be smart about money.” A three-day-long innovation camp for high-school and university students was organised.
Furthermore, this year, JA Bulgaria led a parent/teacher survey on financial literacy and the ways to talk about money with kids. The results were later used to form a short digital guide for parents and teachers to inspire and support them on money matters.
GMW2022 got wide media coverage in local and national media outlets (incl. radio, newspapers, magazines, digital media).
Burkina Faso
GMW national coordinator: Permanent Secretariat for The Promotion of Financial Inclusion (Secretariat Permanent Pour La Promotion De L’inclusion Financière)
Participating organisations: Schools, universities
Total number of participating organisations: Not reported
Number of children and young people reached directly: 3,000
Number of adults reached directly: 90
Number of people reached indirectly: Not reported
As part of the promotion of financial inclusion, the Permanent Secretariat for the Promotion of Financial Inclusion (SP-PIF) organises training sessions on financial education in Burkina Faso. The objective of these trainings is to strengthen the financial capabilities of youth, women, and people from rural areas.
Global Money Week 2022 launch kick-started the campaign this year. The opening speech was made by the Governor of the South West Region.
GMW2022 edition included financial education training sessions for students from various schools in the city of Gaoua, panel discussions with young people, a radio programme, a banking campaign, selfie challenge, training of teachers, and more.
Some 44 training and awareness sessions, led by SP-PIF executives, were carried out in 11 schools and universities in the centre of Gaoua. Over 3,000 students attended the lessons on budgeting and savings. GMW was an opportunity for the SP-PIF to extend financial education trainings to over 90 administrative and teaching staff at the University of Gaoua and other schools. These trainings focused on budgeting, savings, debt management and digital financial services.
During the financial inclusion panel discussion, topics addressed included discussion around the status of financial inclusion in Burkina and the importance of young people’s access to financial products and services; financial products and services geared towards young people; digital finance, and new financial themes.
The selfie challenge included taking self-portraits of groups of GMW participants. These photographs were taken at the end of each session. The best self-portraits were selected by the SP-PIF.
In order to raise awareness on the importance of financial education, the SP-PIF organised an interactive round table programme on RTB 2 radio in Gaoua. This was carried out in synchronisation with the national radio and it allowed listeners to discuss live with the SP-PIF representatives. For an hour, they defined and explained to listeners the importance of Global Money Week, shared information about activities scheduled during the week. They also shared positive experiences on financial empowerment of children and young people while encouraging parents to take an interest in it.
The banking campaign, in partnership with banks and microfinance institutions, was an opportunity offered to everyone and to youth in particular, to have bank accounts and financial products adapted to their needs. The first of its kind, eight financial institutions including four banks, three microfinance institutions and La Poste Burkina took part in the initiative. During this campaign, 402 bank accounts were opened, 16 magnetic cards and 25 electronic wallets were bought.
GMW2022 in Burkina Faso ended on Saturday, April 9 with the closing ceremony followed by a training of administrative and teaching staff. It ended by the closing remarks of the Permanent Secretary and the presentation of certificates to GMW participants.
During Global Money Week 2022, 3hi Africa in partnership with Fal Groupe and Aheza Iwacu reached more than 500 youth and adults through many digital as well as in-person activities. These included:
- Survey for youth who have already developed a savings culture in Burundi (300 respondents);
- Presentation of tools for youth financial inclusion (about 100 participants);
- Live discussion on savings (over 100 people reached);
- Awareness raising on Buja FM radio (over 200 people listening to this radio);
- Training/awareness raising workshop (over 100 young people);
Different online and offline financial literacy awareness sessions were offered for youth and for adults on the following topics: “Keep a budget book to monitor spending regularly”, “Establish a budget calendar”, “Digital applications and books to develop financial literacy skills”, “Working and investing smart” and “Constantly educate themselves on financial management.”
High-level discussions, seminars, and other educational sessions were hosted during the GMW in Burundi. At the end of the week, more than 500 young people who took part in the different activities understood that money does not only depend on a regular salary and that no matter how much money passes through their hands, it can be managed independently and responsibly.
Some youths were interviewed for feedback. They were glad to have had mentors during GMW who helped them learn about how to manage money better, how to change mindset and behaviour toward money when facing spending urges.
The Financial Consumer Agency of Canada promoted Global Money Week on its social media accounts and via stakeholder communications (i.e. Stakeholder Bulletin).
Cape Verde
GMW national coordinator: Central Bank of Cape Verde
Participating organisations: General Audit of the Securities Market (AGMVM), Cape Verde Stock Exchange (BVC), OEJ Youth, Association for the Promotion of Financial Education (PROFIN), Association of Young Economists (AJECON), Community Association – Friends of Safende (ACAS), HUMUS – Youth for Peace and the Municipality of São Miguel (CMSM), University of Cape Verde (UNI-CV), Business School (ENG), 10 schools
Total number of participating organisations: 18
Number of children and young people reached directly: 820
Number of adults reached directly: 4,000
Number of people reached indirectly: 6,200
Throughout Global Money Week 2022, the Bank of Cape Verde, along with partners, reached out to children and youth in various communities through virtual activities, such as webinars and online contests focused on financial education and savings.
During GMW2022, financial education sessions were offered to children, youth and adults, mainly through digital media. The campaign programme also included school visits, webinars, workshops, lectures, conferences, financial competitions for college students, a financial cartoon contest, and other awareness raising events. Financial education workshops for university students were promoted in schools and universities throughout different communities. All these GMW events highlighted the importance of saving, managing money responsibly, improving skills and strengthening financial capacity to make wise money choices.
Throughout the Week, young people were able to participate in comic strip competitions promoted by Fin Academy and another competition launched by the Cape Verde Stock Exchange, in which the best works were awarded.
During the 10th edition of Global Money Week, Comisión para el Mercado Financiero (CMF) organised several discussions with students and their teachers to assess how COVID-19 had impacted their financial lives from day-to-day money habits to decision-making.
About 1700 people, including 700 children and young people were reached through various events during Global Money Week 2022 by Carrera de Auditoria e Ingeniería en Control de Gestión, Universidad Autónoma de Chile (Sede Temuco). Many of the participants were adults, but also high school and university students. They all showed a genuine interest in financial matters and money management. Some 64 opinion pieces were published through digital media. These articles focused on different topics such as personal finances, business matters, national and international examples, guidelines and recommendations of good practices in financial education.
Global Money Week 2022
The Global Money Week (GMW) is an annual campaign organised by OECD/INFE for school children and youths. Its primary objective is to raise awareness about the importance of financial learning, which enables young people to make sound financial decisions and achieve financial well-being. With the theme being “Invest in your future, be smart about money”, the IFEC is joined by partners to bring to the public a range of resources, tools and activities. This year’s GMW is held globally from 21st March to 27th March.
A fun way to financial learning
A range of fun-filled activities and initiatives nurturing good money habits in school children and youths.
- **TCF Tour Guide Challenge** (Kindergarten and primary students)
- **Young Writers Contest**
- **Detective Chin Chin Money Management Adventures** (9-11 years old)
- **Chin-tective Bootcamp** (6-8 years old)
During Global Money Week 2022, the IFEC partnered with NGOs, industry bodies and financial institutions and reached over 280,998 children, youth and adults through a series of digital activities such as online money learning quizzes, a game on credit rating on Facebook, money management videos and a thematic webpage on green finance.
The IFEC developed three interactive online quizzes targeting primary school students and youth. Through money-related questions using everyday scenarios children were able to reflect upon their behaviours and learn about good money management habits. The youth financial quotient (FQ) quiz presented money scenarios on money management, scam prevention, and the impact of social media on investment decisions.
The “Invest in Yourself” Young Writers Contest, organised by the IFEC, the Education Bureau and HKEJ Education invited secondary school students to present their financial management skills and knowledge through writings. It also aimed to empower them to invest in themselves by understanding how financial management and good planning can help them to attain life goals and foster their understanding and confidence in financial decision-making. Launched in March as one of the initiatives of GMW, the contest closed in the end of May.
To celebrate GMW2022, IFEC with partners, Bank of China (Hong Kong), TransUnion HK and HKEJ Education, developed fun and interesting activities and resources targeting the wider youth population in Hong Kong. Credit rating is often overlooked by young people. Therefore, due to the widespread use of credit cards and growing popularity of Buy Now Pay Later (BNPL) offerings a credit rating agency, TransUnion Hong Kong, developed a Facebook game to raise awareness of credit ratings and to remind game participants to adopt sound financial management practices. To promote green finance and good money habits, Bank of China (Hong Kong) and HKEJ Education, developed a video featuring an influencer and a thematic webpage. Other organisations who promoted GMW on their social media platforms include Junior Achievement Hong Kong, Prudential Hong Kong, The Boys’ & Girls’ Clubs Association of Hong Kong and The Hong Kong Institute of Certified Public Accountants.
More than 50,000 children, young people, parents and teachers were engaged in over 170 activities organised by 27 national departments in Colombia during Global Money Week 2022. These activities focused on awareness-raising sessions on economic and financial literacy.
The GMW2022 National Launch on the importance of financial education in childhood was held on March 22. Participants included representatives from government and private entities who discussed the significance of financial education for children and young people and how it empowers them to build a brighter future as well as able to tackle deep social issues such as poverty and inequality in Colombia. Also, progress was made in governmental and private efforts to promote a public policy of economic and financial education for children, youth and adults.
Throughout the week, activities for children such as games, playful workshops, short stories, visits to libraries and financial institutions, video presentations and animations were carried out in schools. For young people, radio programmes, exhibitions, virtual and in-person workshops were held in universities. For parents and teachers, awareness-raising workshops, forums and virtual talks on “how to talk to children and young people about finances” were held.
During GMW, a large digital campaign was carried out with publications in social networks, web pages and mass media. It indirectly impacted more than 2.9 million people. The entire advertising strategy, events, activities and materials were centralised here.
The Corhulia Banking and Financial Administration Program, through the Research Seedbed IMERCAP, participated in Global Money Week. Various schools in the city of Neiva joined the celebration. During the Week, students of all educational levels participated in academic talks on topics such as savings, investments, digital banking and the future of the economics. The activities were aimed at instilling good money management practices in children and young people as well as identifying the need to save in order to start their own businesses in the future. In elementary schools, students learned to define concepts, such as saving and money. University students learned to carry out investment operations in the stock market, through digital platforms under the agreement signed with the Colombian Stock Exchange.
Throughout Global Money Week 2022, Clever Finance with partners from the Colombian financial system reached over 10,000 children and youth through activities in 78 Schools of 34 cities and towns.
As operator of Financial Education projects in Colombia this GMW2022 Clever Finance worked with: Bancoomeva on “Mural of savings”; Banco Mundo Mujer on “Mundo Mujer Financial Education Day” with conversation, logic challenges, Financial Education “parks” and trivia; Banco de Bogotá on Savings bingo and Forum “The power of decisions” and workshop “Everything you need to know before investing”; Porvenir Pension and Severance Fund on experiential activity “The Future is Saving”; Mundo Mujer Foundation - Experiential Activity “Saving my future with Mundo Mujer”; EAN University on Investment Forum.
Costa Rica
GMW national coordinator: National Council for Supervision of the Financial System (Conassif) and those four superintendencies, namely: SUGEF (for financial intermediaries), SUGESE (for insurances), SUPEN (for pensions) and SUGEVAL (for securities), Ministry of Economy, Industry and Commerce (MEIC) and Financial Consumer Office.
Participating organisations: Technological University of Costa Rica (TEC)
Total number of participating organisations: 8
Number of children and young people reached directly: 150
Number of adults reached directly: 800
Number of people reached indirectly: Not reported
For Global Money Week 2022, a concerted effort was made by the National Council for the Supervision of the Financial System (Conassif) and the four financial superintendencies: SUGEF (for financial intermediaries), SUGEVAL (for securities), SUPEN (for pensions) and SUGESE (for insurances), which was coordinated jointly with the Ministry of Economy, Industry and Commerce (MEIC), the Financial Consumer Office (OCF) and the Technological Institute of Costa Rica (TEC).
Three webinars were held for 150 university students and teachers as well as the general public through Facebook, Twitter and LinkedIn. The topics developed were “Use of credit cards”, “Savings and budget” and “How to save and not die trying.”
Côte d’Ivoire
GMW national coordinator: Ministère de l’Education Nationale et de l’Alphabétisation
Participating organisations: AIESEC Côte D’ivoire, Fatima group school, le cours Naftiriz 2, Sonah Habib high school, Empower’bez the scouts of Yopougon, International School Descartes, BRVM Stock Exchange (BRVM), EiC Corporation, HENRIPONCARRE, EPPMAMIANOU, NIMBO, Financial Education Program (PEF) / Ministry of National Education, Regional Directorate of National Education of Adzopé, Agency for the Promotion of Financial Inclusion (APFI)/ Ministry of Economy and Finance, Inades-Training, AIESEC, Visa, Ecobank, B2S Production, Afatoun International, KiralIT, Evening INFO
Total number of participating organisations: 11
Number of children and young people reached directly: 6,699
Number of adults reached directly: 20
Number of people reached indirectly: 19,311
The 10th edition of Global Money Week was organised by the Programme Education Financière (PEF) from the Ministry of National Education and Literacy (Ministère de l’Éducation Nationale et de l’Alphabétisation) in collaboration with the Direction régionale de l’éducation nation d’Adzopé in Mô region located 100 km from Abidjan during 21-25 March 2022. Technical and financial assistance was provided by Visa and Ecobank Côte d’Ivoire.
Several activities were included in the GMW programme: the official opening ceremony, financial education training for adults, presentation and launch of competitions, “A banker in my class” visits, panel with young people on the theme of “My money, my future”, visit of a banking institution and competition called “Geniuses of eco finance.”
Throughout Global Money Week 2022, AIESEC Côte d’Ivoire along with EiC Corporation worked with 64 volunteers who led digital trainings on financial literacy. In-person financial literacy awareness sessions were offered for students in primary, middle and high-schools. High-level discussions and conferences were organised for youth, in order to discuss financial education matters. During GMW2022, AIESEC Côte d’Ivoire organised a visit to the BRVM Stock Exchange for 25 students from International School Descartes.
Croatia
GMW national coordinator: Ministry of Finance (MFIN)
Participating organisations: Ministry of Science and Education (MSE), Education and Teacher Training Agency (ETTA), Croatia National Bank (CNB), Croatian financial services supervisory agency (HANFA), Financial agency (FINA), Croatian Chamber of Economy (CCE), Croatian Employers Association (CEA), Croatian Insurance Bureau (CIB), Association of Pension Funds (APF), Zagreb Stock Exchange, Inc. (ZSE), Croatian Institute for Financial Education (CIFE), Štedopis, Institut for financial education Zagreb (Štedopis), Union of Autonomous Trade Unions of Croatia (UATUC), Primary school Simuna Koži i a Benje, Zadar, OTP bank
Total number of participating organisations: 16
Number of children and young people reached directly: 7,641
Number of adults reached directly: 9,605
Number of people reached indirectly: 409,466
In Croatia, members of the Operational Working Group on consumer financial literacy participated in Global Money Week 2022. Members included: Ministry of Finance (MFIN), Ministry of Science and Education (MSE), Education and Teacher Training Agency (ETTA), Croatian National Bank (CNB), Croatian Financial Services Supervisory Agency (HANFA), Financial agency (FINA), Croatian Chamber of Economy (CCE), Croatian Employers Association (CEA), Croatian Insurance Bureau (CIB), Association of Pension Funds (APF), Zagreb Stock Exchange, Inc. (ZSE), Croatian Institute for Financial Education (CIFE), Štedopis, Institut for financial education Zagreb (Štedopis), Union of Autonomous Trade Unions of Croatia (UATUC).
To launch GMW2022, the Ministry of Finance, the Ministry of Science and Education and other institutions hosted many online activities: 208 teachers participated and expressed satisfaction with the programme and topics. Other activities included online and offline financial education workshops and lectures, digital games, quiz, virtual visits to stock exchange, TV and radio show, podcasts, student debate and competition for high school students.
Cyprus
GMW national coordinator: Central Bank of Cyprus (CBC)
Participating organisations: Association of Cyprus Banks, Bank of Cyprus Cultural Foundation, Chartered Financial Analysts Society Cyprus, Cyprus Securities and Exchange Commission, Cyprus University of Technology, Financial Wellbeing Institute, Institute of Certified Public Accountants of Cyprus, Institute of Chartered Accountants (ICAEW) Cyprus, Junior Achievement Cyprus, Ministry of Finance, University of Cyprus, Youth Board of Cyprus, Ministry of Education, Culture, Youth and Sports
Total number of participating organisations: 14
Number of children and young people reached directly: 12,000
Number of adults reached directly: 630
Number of people reached indirectly: Not reported
During Global Money Week 2022, the Central Bank of Cyprus (CBC) and the Bank of Greece co-organised an online panel discussion at which both Governors of the monetary authorities took part. The online discussion aimed towards raising awareness regarding the importance of financial literacy for children and youth. Moreover, the CBC in collaboration with the Ministry of Education, Culture, Youth and Sports (MOEC) organised lectures for secondary school students. The sessions took place at the Central Bank’s amphitheatre and focused on the importance of financial education from an early age. Furthermore, the CBC distributed informational material and posters regarding Global Money Week to MOEC and, via the specific Ministry, reached all lyceum schools and technical schools in Cyprus.
Throughout GMW2022, various organisations, including the CBC, the Cyprus Securities and Exchange Commission (CySEC), the Cyprus University of Technology (CUT) and the University of Cyprus used website and social media posts in order to raise public awareness on Global Money Week and the importance of financial literacy.
During GMW, CySEC published on their website two brief Investor Guides featuring easy-to-use and practical advice on investments. Additionally, CySEC announced an introduction to an annual award for the best postgraduate dissertation in fields associated with Economics and Finance.
The Cyprus University of Technology (CUT) and the Youth Board of Cyprus co-organised a round of six online lectures on “Personal Finance Management”. These were free, open to the public and aimed towards enhancing young individuals’ understanding of key financial literacy concepts.
Similarly, the Financial Wellbeing Institute, in collaboration with MOEC, organised an online discussion on “Financial Literacy in Cyprus: The problem, the consequences and its treatment.” The main topics of the discussion focused on future challenges associated with financial literacy, as well as the role of financial literacy in the digital era. The main target audience for the initiative was secondary education teachers.
Furthermore, this year, secondary school students had the opportunity to participate in various activities related to financial education. Such activities included presentation of short educational videos, student tours to the Bank of Cyprus Museum of the History of Cypriot Coinage, the Cyprus Stock Exchange and other local financial institutions. Students also participated in creative projects and competitions highlighting financial education matters.
Finally, several associations, including the Association of Cyprus Banks, Chartered Financial Analyst (CFA) Society Cyprus, Junior Achievement Cyprus, Institute of Chartered Accountants in England and Wales (ICAEW) in Cyprus and the Institute of Certified Public Accountants of Cyprus, organised lectures and online discussions in various high schools all over the country. The sessions focused on financial literacy and personal financial management.
Czech Republic
GMW national coordinator: Ministry of Finance
Participating organisations: Ministry of Education, Youth and Sports, Czech National Bank, EFPA Czech Republic, yourchance, 750 schools, 15 children’s homes, 5 financial institutions and banks (eská sportírna, ČSOB, Modrá pyramída, Raiffeisenbank, Komerční banka), 30 other organisations, including Česká bankovní asociace, ABC finančního vzdělávání, Metodika, Finanční gramotnost, Knihovny, MHMP, MČ Praha 1, Česká mincovna, Zámek Hluboká z.ú., Sazka
Total number of participating organisations: 800
Number of children and young people reached directly: 31,338
Number of adults reached directly: 1,500
Number of people reached indirectly: Not reported
In the Czech Republic, GMW participants took part in traditional online competitions, games and educational programmes provided by different financial institutions. Debates were hosted in libraries, schools and public places. Online gatherings, focused on financial topics such as budgeting, start-ups, securing a stable financial future, and more. Some financial institutions ran open days doors. The closing ceremony of GMW was held at the Czech National Bank.
GMW2022 included popular digital competitions and games, such as “FinGReplay” tournament, “Rozpočti si to!”, “Soutěž Finanční gramotnost” and “Financial Literacy Competition.” Special prizes for winners were presented by the Minister of Finance. Lectures, project days and workshops took place in many schools and children’s homes in the country. In 2022, a Student Companies Fair was introduced and organised by Junior Achievement. Participants noted that their favourite activities were webinars with successful well-known business owners.
Denmark
GMW national coordinator: Finance Denmark
Participating organisations: Denmark National Bank, Danish Financial Supervisory Authority, Danish Tax Agency, The Danish Consumer Council, The Danish Association of Math Teachers, Danish Foundation for Entrepreneurship, Alinea
Total number of participating organisations: 7/00
Number of children and young people reached directly: 20,000
Number of adults reached directly: 1,000
Number of people reached indirectly: Not reported
Danish Money Week was held between 14-18 March 2022 as part of Global Money Week 2022. During the campaign, employees from the financial sector visited school classes as guest speakers to highlight the importance of including financial education in the curriculum. Approximately 14,000 students with ages of 13-15 had a visit from a bank employee in 2022. Finance Denmark (business association for banks, mortgage institutions, asset management, securities trading and investment funds in Denmark) coordinated guest trainings.
Furthermore, the financial sector in Denmark offered digital teaching materials for in classroom activities throughout the week. These resources were developed in cooperation between Finance Denmark, the Danish Association of Math Teachers and Alinea (large publisher of teaching materials for Danish schools). Approximately 20,000-30,000 students used these materials during the Money Week.
In addition, Finance Denmark held a national Money Quiz in which classes could participate and win money prizes for school activities. A national winner and four regional winners of the quiz were chosen based on the total results of each participating class. The national winner also participated in the European Money Quiz.
All Money Week activities were endorsed by the Danish Financial Authority, the Danish Consumer Council, the Central Bank of Denmark and the Danish Tax Agency.
As a part of Money Week, Finance Denmark also published a report, that gave an overview of the financial status of young people between the ages of 18 to 29. The Danish Consumer Council and the Danish Foundation for Entrepreneurship contributed to the report this year. The report and its findings were presented at a virtual conference at Finance Denmark for an audience of relevant stakeholders including authorities, associations and organisations, members of Finance Denmark and others.
Dominica
**Participating organisations:** National Bank of Dominica, Junior Achievement Dominica, National Cooperative Credit Union
**Total number of participating organisations:** 10
**Number of children and young people reached directly:** 325
**Number of adults reached directly:** 500
**Number of people reached indirectly:** Not reported
During Global Money Week 2022, Junior Achievement Dominica along with partners reached 500 children and youth through digital activities on TikTok, Facebook and Instagram. Different financial literacy awareness tours and a virtual video competition were organised. The winners received a chance to visit and tour two financial institutions. Additionally, they were offered an opportunity to open a savings account.
Junior Achievement Dominica also launched a virtual video competition where students discussed ways they save money.
During the campaign, children and young people were encouraged to use social media platforms such as Facebook, TikTok and other to showcase methods of saving.
Ecuador
**GMW national coordinator:** Superintendency of Popular and Solidarity Economy (Superintendencia de Economía Popular y Solidaria)
**Participating organisations:** Banco Guayaquil, Children International, DP World, Fundacion CRISFE, Ministry of Education, Sparkassenstiftung Alemana, 74 savings and credit cooperatives, 1 savings and credit mutualist, 2 integration agencies, 7 external entities, and 10 others
**Total number of participating organisations:** 91
**Number of children and young people reached directly:** 81,635
**Number of adults reached directly:** 951
**Number of people reached indirectly:** 558,698
Global Money Week 2022 in Ecuador was nationally coordinated by the Superintendency of Popular and Solidarity Economy with the support and strategic cooperation of 74 savings and credit cooperatives, 1 savings and credit mutualist, 2 integration agencies and 7 external entities. The Ministry of Education collaborated with national GMW organisers to help reach more schools in rural and urban areas. Many educational activities were organised for children and young people in 24 provinces of Ecuador allowing them to discover basic financial concepts through trainings, workshops, contests, interviews, conferences, interactive games and other activities. The youth learned about the importance of managing money wisely, differences between needs and desires, setting savings goals, responsible credit or indebtedness, investment as well as planning personal and family finances to make informed and responsible decisions.
Each participating entity published photos, videos and information related to the GMW campaign, which this year carried the slogan “Build your future, be smart about money.” The news of all these activities were linked to each other through social networks and the GMW website.
Banco Guayaquil organised virtual workshops for children of their employees. These workshops were held in Guayaquil, Cuenca and Quito. The “Aventura Financiera” programme was used to talk to children about financial matters. Through these lessons, the children learned about the importance of saving and how to solve financial emergencies. In addition, Children International Foundation, held a workshop on savings and products and services offered by a financial institution. Banco Guayaquil also planned a virtual workshop for the children of DPWORLD employees with the same theme but with a focus on solving mathematical challenges.
Supported by Banco Pichincha the CRISFE Foundation held four conferences with national experts during GMW2022. The conferences focused on (1) “Present and future financial health” in which an intervention model was presented to achieve financial health for women (2) “Savings, the strategic ally in the family economy” where it was highlighted that savings should not be considered as a waste of income, but rather as the most important expense of a person or family (3) “Good use of credit cards” reinforcing good practices of use, among them it was suggested to allocate budget in the line of expenses to the credit card, not accept all credit cards since it is easier to manage if the number is reduced (4) Ecuador’s economic situation and household economy in this space reflected “The family economy is tight because the country’s economy is not growing, we must be creative, seek alternatives, businesses, approaches and different audiences. Have responsible management, not go into debt for consumer things like buying a late-model television, but go into debt for a business in which I have an advantage and I know it will do well.”
Egypt
GMW national coordinator: Egyptian Banking Institution (EBI)
Participating organisations: Central Bank of Egypt, Financial Institutions, Banque Misr, Expert Development Bank of Egypt (EBank), Egyptian Banking System Model, New Giza University, Alflatoun International
Total number of participating organisations: 7
Number of children and young people reached directly: 4,927,231
Number of adults reached directly: 3,727,231
Number of people reached indirectly: 3,700,000
The Egyptian Banking Institute (EBI) implemented various activities targeting children, youth and adults during Global Money Week 2022. EBI reached 4.9 million participants through social media platforms and delivered on ground awareness and training sessions for 27,231 participants. 32 financial topics were covered throughout the week. Some of these topics focused on financial inclusion and literacy, FinTech, financial planning and personal budgeting, saving, investment, entrepreneurship, small and medium enterprises financing and more.
GMW activities in Egypt included: (1) Financial Literacy E-Learning Courses composed of several modules each followed by test (2) Financial Literacy Explainer Videos explaining financial terms (3) Financial Literacy Children Cartoon Animation Series (4) Awareness Sessions presented for youth by banking experts (5) Financial Literacy On-Ground Awareness Sessions for youth, women, school students (6) Banking Simulation Model (7) Banking Operation Systems Course for economics students in New Giza University (8) Talaat Harb Museum visit (9) Bank simulation visits (10) Online Financial Literacy Children Booklet which is a set of booklets aim to increase children understanding of basic financial topics (11) Online Financial Literacy Daily Tips (12) Financial Literacy Online Engagement Games.
El Salvador
GMW national coordinator: Banco Central de Reserva de El Salvador (BCR)
Participating organisations: Superintendencia del Sistema Financiero (SSF), Instituto de Garantía de Depósitos (IGD), Banco de Desarrollo de El Salvador (BANDESAL), Defensoría del Consumidor, Banco de Fomento Agropecuario (BFA), Banco Hipotecario de El Salvador, S.A., Ministerio de Economía (MINEC), Comisión Nacional de la Micro y Pequeña Empresa (CONAMYPE), Sparkassenstiftung Alemana para la Cooperación Internacional (DSIK), Junior Achievement El Salvador, Banco Promerica, S.A., Federación de Cajas de Crédito y Bancos de los Trabajadores, Sociedad Cooperativa de R.L. de C.V. (FEDECREDITO), Banco Davivienda Salvadorero, S.A., BANCOVI de R.L., Banco Agrícola, S.A., Qualitas Compañía de Seguros, S.A., Banco Cuscatlán de El Salvador, S.A., Asociación Bancaria Salvadoreña (ABANSA), Banco de América Central, S.A., Ministerio de Educación, Ciencias y Tecnología (MINEDUCYT)
Total number of participating organisations: 21
Number of children and young people reached directly: 1,820
Number of adults reached directly: 2,168
Number of people reached indirectly: 244,870
In El Salvador, many virtual Global Money Week activities were carried out including workshops and webinars on financial education, campaigns on social networks, Facebook live events, digital press and more. Digital tools such as Menti, Trivia, the Kahoot application, Virtual Roulettes and Physical Roulettes were used for events and sessions. The contest “Virtual Financial Challenge 2022: Ready with Your Money” was held for youth to demonstrate their knowledge about managing personal finances through different challenges related to the topic and to help them better understand about the importance of good money management skills for the future.
The “Draw, save and learn” contest was organised for students to teach them about a good use of money with a focus on the slogan of GMW. An offline fair with stands was planned in the complex of the Central Reserve Bank of El Salvador during 21-25 March. It consisted of a range of interactive games called Financial Circuit “Build your future, be smart with money.” Each stand focused on specific topics of financial education with the objective of developing a circuit of knowledge. During the conference, some comics and “Frank’s Adventures” videos were launched. On the closing day, there was a magic show and a batacada was presented with financial messages on stilts. Event coordinators in the financial circuit granted scholarships for the “Cuentas Contigo” programme of financial education.
The forum on Financial Education featured tools and techniques to learn by making a budget to develop competencies about family and business economy. In addition, two TED talks for university students were held called “The intelligent use of your money, makes a difference in your future” and “Dreams come true, managing your money well”, where two young entrepreneurs told their success stories. Students also visited to financial institutions, played face-to-face “Savings Ladder” game, and more.
The portal “Mis Finanzas en Casa” at the Tin Marin Children’s Museum delivered certificates for courses. Banconautas station exhibition at the Museum simulated a rocket travelling to the moon while youth could learn about various topics in finance. At the end of the Banconautas experience, children and youth gained insights into the pillars of: Save, Spend and Share.
Estonia
GMW national coordinator: Ministry of Finance
Participating organisations: Estonian Banking Association, LHV, Swedbank, SEB, Coop, BigBank, Luminor, Financial Supervisory Authority, Bank of Estonia, media group Äripäev, web game Cashy, personal finance coach Jekaterina Tint, start-up Alpa Kids, Admiral Group, 100 schools
Total number of participating organisations: 115
Number of children and young people reached directly: 2,500
Number of adults reached directly: 4,000
Number of people reached indirectly: 6,500
Throughout Money Month, which is the whole March in Estonia, there were more than 100 guest lessons both online and offline in more than 100 schools all over Estonia. Materials for schools were designed and made available to youth in all age groups between 7-19 years old. Lecturers were provided by representatives from the financial sector, CEOs of the biggest banks, enthusiastic parents, and even the Minister of Finance led one class. The month ended with a big inspirational online conference where the Money Quiz Estonian final via Kahoot! platform took place.
Two games were launched during Money Month: A web game Cashy for students age 14+, and a board game about financial literacy for primary school children.
Together with parents, a well-known financial literacy coach organised an event called “Three Financial Literacy Days for Free” which was attended by 4,000 interested adults. The programme included nine presentations. 400 feedback forms reported 90% satisfaction rate with the event.
Finland
GMW national coordinator: Finnish Foundation for Share Promotion
Participating organisations: Economy and youth TAT, The Finnish Competition and Consumer Authority, The Martha Organisation, Takusäätiö, Finanssia Finland, Junior Achievement Finland, Bank of Finland, Finnish National Agency for Education’s, Nasdaq Helsinki, Nordea, Danske Bank, Kansaneläkelaitos, Hiramiriam, Pohjola Insurance, POP Bank, Savings Bank
Total number of participating organisations: 17
Number of children and young people reached directly: 4,000
Number of adults reached directly: 300
Number of people reached indirectly: Not reported
The money week in Finland is called Rahaviikko. During the campaign, many primary, secondary and vocational schools were offered different studying materials. These included themes such as (1) Monday: Economical skills in digital environment (2) Tuesday: Responsible consuming (3) Wednesday: Savings and investment (4) Thursday: Loans, insurance and pensions (5) Friday: Entrepreneurship. Participating schools had the opportunity to discover all these topics by watching lectures, playing games and attending workshops. Money Week resources were made available for teachers and students after GMW, too.
Along with the partners, more than 200 schools with approximately 4,000 students were reached.
The feedback from teachers was positive. In May, partners gathered to discuss how to improve the campaign in the following years.
France
GMW national coordinator: Bank of France (Banque de France)
Participating organisations: Ministère de l’Economie, des Finances et de la Relance; Ministère de l’Éducation nationale, de la Jeunesse et des Sports; Ministères des Solidarités et de la Santé; Ministère de l’Agriculture et de l’Alimentation, Comité Consultatif du Secteur Financier (CCSF); Autorités des Marchés Financiers (AMF); Fédération Bancaire Française (FBF); France assureurs; Association Française de La Gestion Financière (AFG); Association des Sociétés Financières (ASF); Association Nationale des Conseils Financiers (ANACOFI); Consommation Logement Cadre de Vie (CLCV); UFC Que Choisir, Institut National de la Consommation (INC); Familles Rurales; Fédération Cressus; Secours Catholique; La Croix Rouge; Union Nationale des Associations Familiales (UNAF); l’Union Nationale des Centres Communaux d’Action Sociale (UNCCAS); La Finance Pour Tous; Finances et Pédagogie ; France ESF; Confédération des Petites et Moyennes Entreprises (CPME); Syndicat National de l’Art et de l’Industrie (CCI); Chambre des Métiers et de l’Artisanat (CMA); Mouvement des Entreprises de France (MEDEF); Union des Entreprises de l’Publicité (U2P)
Total number of participating organisations: 30
Number of children and young people reached directly: 8,000
Number of adults reached directly: 2,000
Number of people reached indirectly: Not reported
Bank of France led Global Money Week 2022 activities in France. Over 500 in-person financial awareness workshops were offered to children, youth and adults throughout the country. Several board games were played during the week, among them “Mes Questions d’Argent” (“My Money Matters”), “J’invite un banquier dans ma classe” (“I invite a banker inside my school”), Dilemme Education, Budgetissimo, and others. Online quiz on financial education was organised on social networks. The application Finquiz was promoted while a MOOC on money and payments’ means was opened to an unlimited number of participants for a 5-week-period as of March 21st.
As a national event, the Global Money Week opened with a webinar. The presentation was broadcasted through dedicated online portals for France budgetary and financial education www.mesquestionsdargent.fr and www.mesquestionsdentrepreneur.fr. These internet portals gave access to all updates and information. Street interviews were carried out and portals were used to find answers to day-to-day financial questions.
The week was closed with a web conference about insurance and financial scams where 4,200 students gathered to watch. In addition, three winners of a competition called “Economic Excellence Prize” were announced and awarded.
Georgia
GMW national coordinator: National Bank of Georgia
Participating organisations: TBC Bank, Liberty Bank, Basisbank, Credo Bank, MFO MBC, MFO Crystal, National Youth and Children’s Palace, Junior Achievement Georgia, Caucasus International University, FEA Georgia, 27 schools
Total number of participating organisations: 38
Number of children and young people reached directly: 4,542
Number of adults reached directly: 150
Number of people reached indirectly: 640,000
Throughout GMW2022, the National Bank of Georgia (NBG) and its Financial Education Web Platform – FinEdu (www.finedu.gov.ge) - in cooperation with partners implemented various educational activities that reached about 640,000 children, youth and adults.
The National Bank of Georgia and FinEdu in cooperation with Commercial Banks and Microfinance Organisations - Bank of Georgia, TBC Bank, Liberty Bank, Basis Bank, Credo Bank and MFO MBC held a blog contest with the name “Build your future, be smart about money!” Contestants had to write about money from different perspectives, like history, literature, movies, personal experiences, and more. The competition was dedicated to the idea of supporting Ukraine. The winners had the opportunity to contribute to help Ukraine, as according to the terms of the competition, the prize fund on behalf of the 17 winners was transferred to the accounts in support of Ukraine. NBG and FinEdu also organised a drawing competition on the topic of “Money and Peace.” Young people under 18 had an opportunity to draw banknotes and coins of Georgia and Ukraine by additional element or new design. 10 participants were selected by jury and five by public. The winners received certificates, branded gifts and educational materials from the NBG.
FinEdu with TBC bank, MFO MBC, Caucasus International University and FEA Georgia organised online webinar classes on the topic of money for school students. Around 800 students from 27 schools had an opportunity to learn about GMW, history of money, Georgian money, savings, personal finance, and more.
During Global Money Week, FinEdu organised different activities on social media. These included posts, blogs, publications, quizzes, four launches via Facebook live events on topics of GMW, history and development of the money, tricks of saving, and other.
Commercial banks, microfinance organisations, NGOs, schools hosted a number of different educational activities. Bank of Georgia organised social media campaigns through videos on TikTok, quizzes and articles on Facebook and Instagram.
MFO MBC and MFO Crystal organised lectures for university students where they had a chance to learn money topics, such as history of Georgian money, security features of banknotes.
During GMW2022, Caucasus International University and National Bank of Georgia signed partnership memorandum. The memorandum aims to increase access to financial education and raise awareness among the young generation. Professors and students had a chance to attend a lecture delivered by Governor of the NBG Koba Gvenetadze where he spoke in detail about the importance of financial education and what the main financial institution of the country is doing in this direction.
Caucasus International University and FEA Georgia held special online course for undergraduates who were interested in business, management tourism and finances.
National Youth and Children’s Palace celebrated GMW with presentations of Aflatoun club members. Junior Achievement Georgia hosted Entrepreneurial Education Festival where representatives of NBG, ministry of education and few other organisations participated as the Jury. Both National Youth and Children’s Palace and Junior Achievement Georgia held online and offline seminars for school students to raise their awareness about financial literacy.
Germany
Participating organisations: funnymoney.de, Bündnis Ökonomische Bildung Deutschland (BÖB), Bundesverband Deutscher Volks- und Betriebswirte (BDVB), Deutsche Bundesbank, KfW Bank, Bündnis 90/Die Grünen, Österreichische Botschaft Berlin, Bund der Steuerzahler Deutschland, Fachhochschule Dortmund, FOM Hochschule, Zentrum für Ökonomische Bildung in Siegen (ZöBiS), Frankfurt School of Finance & Management, Konrad-Klepping-Berufskolleg, Berufsschule Oldenburg-Millenberg, Netzwerk Finanzkompetenz NRW, Präventionsnetzwerk Finanzkompetenz e.V., Stiftung Rechnen, Stiftung Deutschland im Plus, Flossbach von Storch Stiftung, Digital Euro Association (DEA), I/W JUNIOR GmbH, WirtschaftsWerkstatt, WERTvoll macht Schule, Bricklebrit, Geldbiografien, Geldfrau, Was verdient die Frau?, Predigma GmbH, Börsen Bunch TV, BaGÄ Börsen AG, Aktienvoll, Mathe mit Nick, Book of Finance, Fiuse, GetMoBi, FinLit Foundation, Helmut Peters, Cashless München, Diakonie Hamburg, Runder Tisch Verbraucherbildung Dortmund
Total number of participating organisations: 40
Number of children and young people reached directly: 11,874
Number of adults reached directly: 135
Number of people reached indirectly: 27,142
Financial education is on the rise in Germany! The number of events, the number of organisations participating in the Global Money Week, as well as the audience roughly doubled in 2022.
ESMT Berlin in collaboration with the Austrian embassy to Germany organised a panel on financial education to start the week, to which the Head of the OECD Berlin Centre and the Co-Head of the Bündnis Ökonomische Bildung Deutschland participated among others.
One of the key contributing factors was an overwhelming social media outreach generated by organisations such as WERTvoll macht Schule, fiuse, Stiftung Deutschland im Plus, Momo Moneta, Helmut Peters, and Geldfrau to mention just a few. Podcast episodes and blog articles on financial issues were released by Aktienvoll and I/W JUNIOR. Funnymoney provided a YouTube series about the first steps to be taken after moving out from your parents’ house. YouTube live events were also held by GetMoBi, W2 on Air, and Börsen Bunch-TV. Online lectures and seminars were organised by the Flossbach von Storch Stiftung, Präventionsnetzwerk Finanzkompetenz, Fachhochschule Dortmund, ZöBiS (University of Siegen), Diakonie Hamburg, Bund der Steuerzahler Deutschland, the Deutsche Bundesbank, bricklebrit, and many more. The Deutsche Bundesbank invited students to discover the Money Museum through a digital walkabout, and Cashless München offered a new virtual version of their educational boardgame “Geld und Glück” to be played online.
Expert talks hosted by Bundesverband Deutscher Volks- und Betriebswirte, the largest professional association of economists in Germany, covered more specialised issues such as social trading, career opportunities in the banking sector, and intergenerational justice in taxation. ADHD was addressed in the context of money management, while “Was verdient die Frau” together with Geldbiografien helped young women understand the importance of money with a focus on gender inequality.
In the federal states of Bavaria and Northrhine-Westfalia, schools like the Konrad-Klepping-Berufskolleg in Dortmund were visited by experts. Netzwerk Finanzkompetenz NRW, a network organisation for debt prevention, hosted a training course for school teachers. Schools throughout Germany submitted questions to a new Q&A format covering the nature of money (Monday), the banking sector (Tuesday), the stock market (Wednesday), public finances (Thursday) and cryptocurrencies (Friday). Renowned experts answered their questions and these included the Federal Minister for Family Affairs, professors, former chief economist of the Deutsche Bank, Chairman of the Digital Euro Association, funnymoney team and the former head of the financial markets news department at Germany’s public-service broadcaster ZDF.
Ghana
Participating organisations: AIESEC in Ghana, JA Ghana, Young Investors Network, St. Peter’s Anglican 1 JHS, Young Scholars Academy, Ghanaian Child School, Christ Ministry International, My Vision Academy, Richard Akwei Memorial Basic School, Compassion International, UMB Investment Holdings, University of Ghana, University of Cape Coast, University of Professional Studies, Kwame Nkrumah University of Science and Technology, Concern For Action In Our Community-Ghana (Confac-Gh), BIBA Transformations, KF & Trading, CONFAC-GH and Moon Light school Navrongo
Total number of participating organisations: 18
Number of children and young people reached directly: 1,669
Number of adults reached directly: 350
Number of people reached indirectly: 14,100
During the campaign week, AIESEC in Ghana held a radio talk show on financial literacy and reasons why it is essential to build your future and be smart about money. Based on the radio statistics, the programme reached about 5,000 people. Moreover, AIESEC in Ghana collaborated with Junior Achievement (JA) Ghana and organised a webinar and in-person event. The online lesson included panelists and a keynote speaker. This event was also streamed live on Facebook with a maximum reach of 2,663 viewers. The in-person event had 245 participants from which majority were students from primary and secondary schools. There was a dedicated financial literacy WhatsApp group with 99 people to share various matters.
The Young Investors Network (YIN) kick-started their Global Money Week campaign on 24 March. On the first day, YIN visited St. Peter’s Anglican 1 JHS and Young Scholars Academy in Ofankor and then Ghanaian Child School the next day. An estimated total of 200 students were addressed. The students showed a great interest in the subject. It was definitely no surprise that they were curious about the Save a Cedi a Day challenge. It was a challenge where around 40 students would give their deposits to the teacher and at the end of each week, funds would be transferred to UMB Investment Holdings.
On Saturday, volunteers took turns to lead interactive sessions with the students. Youth learned about financial literacy; pocket money management, the importance of budgeting, savings and investments. As part of the day’s activities, there was four breakout sessions where youth participated in the educative game ‘Shika Tse’. In addition, each group led by a volunteer discussed a case study and presented their solutions. The group with the best presentation received an award. School students were awarded certificates of participation in GMW.
On March 28th, YIN visited Richard Akwei Memorial School and held a session for about 240 students. Youth learned about the importance of budgeting their pocket money and saving. The Junior Investors Club idea was also presented to the students.
For the tertiary students, YIN’s team organised both in-person and virtual workshops. Speakers shared insights into savings and investment opportunities in the country, stock market, and the various carriers in the financial sector and the skills needed to succeed in the financial sector.
During Global Money Week 2022, CONFAC-GH, BIBA Transformations, KF and Trading came together to offer financial literacy awareness for Moon Light School in Navrongo.
Greece
Participating organisations: Hellenic Bank Association, Ministry of Education and Religious Affairs, Ministry of Citizen Protection, Bank of Greece, 32 gymnasiums (middle secondary schools), Museum of the Bank of Greece, 37 high schools (upper secondary schools), Experiential School of Quality Net Foundation, Hellenic Police, Hellenic Financial Literacy Institute, European Reliance General Insurance Company S.A., Association of Loan and Credit Claims Management Companies of Greece, 4th Primary School at Neo Phychiko, Ellinogermaniki Agogi and Museum of Saving, Italy
Total number of participating organisations: 74
Number of children and young people reached directly: 1,480
Number of adults reached directly: 200
Number of people reached indirectly: 95,000
Throughout Global Money Week 2022, the Hellenic Financial Literacy Institute along with its partners reached over 5,000 children and youth through several digital activities, such as getting access to valuable financial education resources through the Hellenic Financial Literacy Institute’s “@xia Program.” The @xia Program, namely, is an innovative educational platform which was jointly developed by the Hellenic Financial Literacy Institute and the Association of Loan and Credit Claims Management Companies of Greece, in order to cultivate financial knowledge and contribute to the financial empowerment of children aged 9 to 14 years. See more here.
Primary school students had the opportunity to follow the adventures of “Arco and Iris in South America” (see here), as part of the collaboration between the Hellenic Financial Literacy Institute from Greece and the Museum of Saving from Italy, a project realized especially for GMW2022. Hence, more students are now able to download the fairy tale in Greek, either from the Hellenic Financial Literacy Institute’s website or from the Museum’s website.
During GMW2022, financial literacy awareness sessions were offered both to children and adults, mostly through digital means. This included webinar sessions for parents and teachers of primary school students.
Throughout GMW2022, young people were able to engage in the presentation of the book “The Alphabet of Economy for children up to 12 years old” in Greek. The book was presented at the Museum of the Bank of Greece, and was published under the auspices of the Bank of Greece here.
Furthermore, this year, the March 2022 issue of “VISION,” the quarterly informational magazine published by European Reliance General Insurance Company S.A., was dedicated to financial literacy and was created through its collaboration with the Hellenic Financial Literacy Institute here. The magazine has more than 90,000 registered subscribers that had the opportunity to access the financial education material of this issue, in both printed and digital forms. It should also be noted that while the magazine is published in Greek, in order to reach an international audience and have a greater impact, a new version of this issue was also made available in English, exclusively in digital form here.
Guinea
Participating organisations: Ministère de la jeunesse et des sports, National Fund for the Integration of Young People (Fonds National pour l’Insertion des Jeunes) (FONIJ), Banque Centrale de la République de Guinée (BCRG), United Nations Capital Development Fund (UNCDF), Institut Supérieur des Arts Mory Kanté de Dubréka (ISAMK-D), schools
Total number of participating organisations: 4
Number of children and young people reached directly: 40,500
Number of adults reached directly: 87
Number of people reached indirectly: 6,000
To mark the start of Global Money Week 2022, representatives from the National Fund for the Integration of Young People (FONIJ) accompanied by the Youth Advisor of the Ministry of Youth and Sports (MJS) and the UNCDF participated in a television panel on the set of the RTG Koloma to share information on the GMW campaign. During the panel discussion, GMW overview, facts about financial education among Guinean children and young people, support by the government and international institutions and different financial education topics about currency, money, savings, credit and loans were highlighted.
In addition, UNESCO together with the Higher Institute of Arts Mory Kanté of Dubréka (ISAMK-D) organises a conference for youth focusing on the theme of “Access of SMEs to financial services.” The conference included several speakers and was moderated by an inspector from the Directorate for the Supervision of Inclusive Financial Institutions at the Central Bank of the Republic of Guinea (BCRG). The event objective was to explain to students the situation in Guinea in terms of banking rates as well as financial support available for self-employment.
Held at the Maison des Jeunes in the Prefecture of Dubréka, the financial education games took place on March 31. These games were a fun and interactive way for trainers of the FONIJ to teach students about the concepts of money, currency, the importance of saving and investing.
In order to spark an interest in local children about Guinea’s currency, the FONIJ in collaboration with the Central Bank of the Republic of Guinea (BCRG) organised a visit to the currency museum for students and their supervisors from eleven schools of the Prefecture of Dubréka. The purpose of this visit was to trace the origin of the Guinean currency since its creation. This activity was part of the BCRG’s overall aim to raise awareness and interest in the population regarding money, savings and investment. The day ended with a donation of teaching materials to students and to the Prefectural Directorate of Education of Dubréka.
Haiti
Participating organisations: Crescat, Banque de la République d’Haiti, College Aux Jours Heureux
Total number of participating organisations: 3
Number of children and young people reached directly: 50
Number of adults reached directly: 115
Number of people reached indirectly: 1,171
This year, Crescat organised four online conferences for youth and adults. The first one was a presentation made by representatives of the Central Bank on its digital currency project. It was the occasion for participants to learn more about this work and understand where the country is standing in the process. Two sessions focused on life planning with a focus on how to choose your life path and how to handle emotions during that journey. The last conference was an information session about how digitalisation is transforming the use of currency and what is cryptocurrency. In total, 1,336 youth and adults were engaged in all these activities.
Throughout Global Money Week 2022, CNBS together with partners reached a total of 1,910,444 children, youth and adults through various digital activities such as webinars and workshops on savings and other financial education topics.
During the campaign, CNBS and participating organisations published infographics on social networks with messages on smart money management, tips on how to save, how to generate savings opportunities and how to keep track of the income and expenses we make in our homes.
Other activities carried out were podcasts, informative tips on making better financial decisions, promotion of technological tools for managing personal finances, online courses in the CNBS Virtual Classroom, short films, talks and interactive games, drawing contest for children oriented savings and the importance of insurance, an essay contest for young people focused on insurance, a play on the culture of payment, as well as a stand-up show on financial setbacks and talks aimed at women and micro-entrepreneurs. An innovative activity called “Escape Room” was carried out where the participants had to follow clues in order to find financial well-being.
In addition, the CNBS participated in the GMW organised by the Superintendence of Popular and Solidarity Economy (SEPS) of Ecuador with the presentation on “The challenges of youth in the financial environment.”
Adelante is an NGO in Honduras with a purpose to empower women entrepreneurs through microcredit. In 2022, Adelante participated for the first time in Global Money Week. Many digital activities were developed on social media. During the week, posts on topics of money value, savings and smart buyers were shared on social networking sites. At the end of each topic, a quick quiz was added in order to make the course more interactive.
The success of the Money Week (PÉNZ7) programme was made possible through the close co-operation of public and private organisations. Since 2015, the initiative has grown into a public financial education programme reaching over 1,400,000 schoolchildren. In 2022, more than 170,000 students from 1,000 schools joined GMW, which is very special because the topics discussed cover not only finances, but also focus on entrepreneurial skills. Successful entrepreneurs also support GMW as volunteers. The Money Museum was inaugurated by the National Bank in March.
With the support of MCF, 500 schools received printed financial education materials, while others had the option to download them for their classes from the PÉNZ7 website. MCF organised a number of competitions such as the “PénzOkos Kupa” (the MoneySmart Cup), a team competition for students in ages 10-14, “BankCode” a team competition for students in ages 14-18, “Részvényfutam” (Stock Run), organised jointly with the Budapest Stock Exchange, with real prices quoted in the BSE and virtual money, and “ZsetON” a financial quiz organised jointly with the Ministry of Finance for secondary school and university students.
It is emblematic that the Minister of Finance and the Deputy Governor of the National Bank held special classes in schools.
MCF operated a financial treasure hunt “MoneyGo” for students, where the aim of the game was to find targets in Budapest and solve financial tasks. The finance-themed textbooks of the Foundation were supplemented with AR (augmented reality) illustrations, which, using a mobile app, come alive, making the textbooks more interactive. A new web application was also released under the name of “MoneySim”, a financial simulation programme for students where players can choose specific life situations that require them to make financial decisions.
During the JAM Innovation Days, students came up with innovative ideas aimed at solving environmental and social problems. One specific challenge was to come up with a modular product design with the concept of circular economy in mind, and the solution provided was a special food container. During the competitions, nearly 250 students were assisted by 51 professional mentors.
Youth also took part in the European Money Quiz, Europe’s largest financial literacy competition, originally launched in Hungary by the Hungarian Banking Association. FinLit quizzes, which are linked to EMQ, were played 17,264 times by 129,930 players since 2018.
In 2022, the Hungarian Banking Association launched another quiz challenge as an edutainment programme linked to training material focussing on the topic of digital security under the slogan “Be smarter than a hacker!” The competition draws the attention of users by highlighting the need to be careful in cyberspace.
The Fintelligence Conference involved professionals from higher education and businesses to promote the advancement of financial literacy. Lecturers and presenters, such as the State Secretary of Finance and banking professionals shared call for action by the representatives of commercial and business fields, with the aim of promoting financial literacy. The international event held a formal awards ceremony, where the “Ambassador of Financial Literacy Awards” were handed over by the Hungarian Banking Association, on the occasion of GMW.
The video of the official GMW opening ceremony is available here.
GMW national coordinator: Securities and Exchange Board of India (SEBI)
Participating organisations: Reserve Bank of India (RBI), Pension Fund Regulatory and Development Authority (PFRDA), Insurance Regulatory and Development Authority of India (IRDAI), National Centre for Financial Education (NCFE), National Institute of Securities Market (NISM), Children International SAHAY, BSE Ltd., National Stock Exchange of India Ltd. (NSE), Metropolitan Stock Exchange of India Ltd. (MSEI), National Securities Depository Ltd. (NSDL), Central Depository Services (India) Ltd. (CDSL), Multi Commodity Exchange of India Ltd. (MCX), National Commodity & Derivatives Exchange Ltd. (NCDEX)
Total number of participating organisations: 15
Number of children and young people reached directly: 89,300
Number of adults reached directly: 7,671,100
Number of people reached indirectly: 300
The Securities and Exchange Board of India (SEBI) was the national coordinator for Global Money Week 2022 in India. The celebrations included participation of the MIs and other financial market regulators such as Reserve Bank of India (RBI), Insurance Regulatory and Development Authority of India (IRDAI) and Pension Fund and Regulatory Development Authority (PFRDA). Other organisations like National Centre for Financial Education (NCFE) and National Institute of Securities Market (NISM) participated in the campaign. GMW2022 in India followed the campaign theme of “Build your future, be smart about money” and the slogan “Learn. Save. Earn.”
Due to the outbreak of COVID-19, most of the GMW initiatives were held virtually, but in-person activities were also planned. The objective of GMW2022 in India was to create financial awareness among the young people and help them acquire the knowledge, skills, attitude and behaviours necessary to make sound financial decisions that would ultimately help them achieve financial well-being.
During the campaign, a series of financial education activities were undertaken. Awareness was created about the basic concepts of financial education and educating children and youth about the financial markets. The importance of financial education was also explained to the people in a special message by the Chairperson of SEBI. This message was also published on the SEBI website and on SEBI’s investor website.
Bilingual digital banners about celebration of GMW were exhibited in all offices of SEBI, displayed on the websites of participating organisations and during different awareness programmes conducted during the week. Digital ticker about GMW ran on the SEBI official website, the investor website, on the websites of NCFE and other participating organisations. Digital microsite was developed and run on the SEBI investor website for the visitors to have access at one place about all the information related to celebrations of GMW2022 in India.
As a part of the celebration, a two-day Principal’s Conclave was also organised by SEBI with NCFE and NISM as the knowledge partners. This Conclave was attended by senior dignitaries of SEBI, NISM and NCFE, and representatives from different educational institutions across the country.
In addition, quiz and essay writing contests were organised for students and youth. The week witnessed awareness programmes for different target groups like students, youth, women, teachers, etc.
SAHAY continued enhancing conversations with children and young people around money issues, so that they can feel confident with their skills and knowledge about managing financial matters. Based on the GMW2022 theme of “Build your future, be smart about money” SAHAY planned GMW in all implementing areas. Community centres jointly celebrated the campaign. The person responsible for resources in a bank, post office, schools and Panchayat led sessions about “Smart Banking Habit.” Representatives from a school and Panchayat talked on how they build their future. A drawing competition and exhibition was held on savings habits. Financial literacy quiz was conducted with youth. To synchronise with the theme, SAHAY organised a fair on career readiness, so that youth could make their own future by taking proper steps towards their own career. The aim was to show what necessary skills and qualifications they need to reach their desired goal. Guests included State Coordinator of Adolescent Health & Skill Development, UNFPA, representatives of the Anudip Foundation, a renowned Skill Development and Livelihood Providing Organisation, Agency Director, and many others.
In addition, SAHAY celebrated GMW together with Aflatoun. Youth from a community centre took part in an exchange programme with participants from Aflatoun and staff members from Aflatoun International through a Zoom conference on March 23. It was a great opportunity for local youth to highlight their knowledge and talent on social and financial education. An Aflatoun tour was conducted in the community centre where students visited three counters. One counter was for information where they learned about Aflatoun. The second counter was for alternative earning options where costume jewellery was exhibited and the designer shared details about how it helped her to earn money, which she learned from the Aflatoun programme. In the third counter, a young entrepreneur, displayed his business products and shared his business plan. Aflatoun tour was highly appreciated by guests and youth.
Indonesia
Participating organisations: Otoritas Jasa Keuangan (OJK), Bank Victoria, PT Kuai Tech Indonesia (Pinjam Yuk), Pinjam Duit, Modal Nasional, Media Indonesia, Universitas Gunadarma, Universitas Dian Nusantara, Sekolah Tinggi Pariwisata Trisakti, Universitas Nasional, Universitas Terbuka, OJK, AFPI, University Lampung, Financial technology service company (Komunal), PT Komunal Sejahtera Indonesia
Total number of participating organisations: 237
Number of children and young people reached directly: 719
Number of adults reached directly: 465
Number of people reached indirectly: 3,200
During Global Money Week 2022, Pinjam Yuk with other two FinTech P2P lending platforms, Pinjam Duit and Modal Nasional, collaborated with Media Indonesia to organise a Global Money Week webinar with the theme “Build Your Future, Be Smart About Money.” This session featured a financial planner, insurance consultant and certified wealth manager who providing basic long-term financial planning suggestions for young people.
Before starting the session, a pre-test for 35 participants was conducted to measure participants’ understanding of basic financial planning. Pre-test comprised of money management (budgeting, savings, investment and loan) and financial management awareness surveys. After the session, the post-test showed progressive improvement of the understanding of money management.
This session was organised via Zoom and streamed via Media Indonesia YouTube.
Throughout Global Money Week 2022, PT Akur Dana Abadi held a webinar with the GMW2022 theme of “Build Your Future, Be Smart About Your Money” to students at the University of Lampung. The aim was to provide everyone a better understanding about financial technology, financial literacy and inclusion throughout Indonesia. Youth learned about peer-to-peer lending products and the right use of financial technology products in their daily lives.
Ireland
Participating organisations: Money Advice and Budgeting Service (MABS), schools
Total number of participating organisations: Not reported
Number of children and young people reached directly: 3,000
Number of adults reached directly: 5,000
Number of people reached indirectly: 8,000
MABS and Secondary Level Schools in Republic of Ireland took part in Global Money Week 2022. 23 MABS offices throughout the Republic of Ireland engaged with 50 secondary schools. The total number of students that took part was over 3,000. The MABS staff gave money management learning sessions to second level students.
The Money Advice and Budgeting Service (MABS) is Ireland’s state funded organisation that assists those in debt or are in danger of getting into debt. MABS also has a responsibility for education in relation to money management. As part of GMW2022, staff from 23 MABS services throughout Ireland visited 50 secondary schools to deliver financial training and workshops on “prioritising spending”, “budgeting”, “savings”, “protecting our money”, “borrowing” and “cost of credit.”
From 21-27 March 2022, around 3,000 young people aged 14-18 participated in GMW during these MABS facilitated money management education sessions. Each student received a certificate of participation and completed a survey which will form part of a research project that will gauge teenage attitudes and experience of money and money management. Literature for families to assist in preparing financially for college was given to students after the sessions. Spending diaries were also given to students to assist with money management and prioritising spending.
The sessions were very well received by students and teachers and MABS staff delivering the money management sessions felt that the workshops, as part of Global Money Week, were extremely beneficial. MABS also supported schools to promote the GMW campaign on their own school websites and social media platforms.
Israel
GMW national coordinator: Bank of Israel
Participating organisations: Paamonim, Ministry of Education, schools
Total number of participating organisations: 2
Number of children and young people reached directly: 10,000
Number of adults reached directly: 1,000
Number of people reached indirectly: Not reported
Throughout Global Money Week 2022, Paamonim in partnership with the Ministry of Education held financial education courses and other fun activities through several digital platforms. A dedicated mini-website was exclusively launched for the campaign, online lectures and face-to-face activities were provided in several schools and youth centres in Israel.
Italy
GMW national coordinator: Bank of Italy on behalf of the Financial Education Committee in Italy
Participating organisations: AEEC - Associazione Europea per l’Educazione Economica, Agenzia Entrate - Direzione regionale Emilia-Romagna, AIEF-Associazione Italiana Educatore Finanziario, Alleanza Assicurazioni S.p.A., ANAS - Associazione Nazionale dei consorzi assicuratori, Associazione Nazionale per l’Infanzia e la Famiglia Assicurativa, Banca d’Italia, Banca Popolare di Modena, BCC, CeRP-Collegio Carlo Alberto, Confcooperative FVG, CONSOR, Directa Sim, Direzione Didattica Giovanni Lilliu, Diritto del Risparmio, DISAO - Dipartimento di Studi Aziendali e Quantitativi dell’Università di Napoli Parthenope, FABI Federazione Autonoma Bancari Italiani, FEduF, Findomestic Banca SpA, Fondazione Maria Stella Maris, Fondo Cometa, Forum ANIA-Consumatori, Giovani Informazione, Guglielmi and Partners srl, Inps, Intesa Sanpaolo (Museo del Risparmio), Istituto Comprensivo Santa Caterina, Jean Monnet Chair EUFIMAR Università di Genova, Junior Achievement Italia, Osservatorio Imprese e Consumatori, PF Holding S.r.l., Prestiter.it S.r.l., Unione Nazionale Consumatori Umbria, Università Cattolica del Sacro Cuore, Università Politecnica delle Marche - Dipartimento di Scienze Economiche e Sociali, Your Solution Srl, Yunus Social Business Centre Universita’ di Urbino
Total number of participating organisations: 40
Number of children and young people reached directly: 15,000
Number of adults reached directly: 2,000
Number of people reached indirectly: 30,000
For the second consecutive year, Global Money Week 2022 in Italy was coordinated by the Committee on Financial Education with the support of Bank of Italy (Banca d’Italia). Over 210 initiatives were hosted by 40 partners from different organisations and associations.
The number of initiatives has doubled compared to 2021. This year’s activities helped to directly reached around 15,000 children and young and about 2,000 adults (teachers and parents).
In line with the GMW2022 theme, “Build your future, be smart with money,” most of the events focused in particular on savings and financial planning. Numerous webinars and podcasts focused on pensions and insurance issues. Students and their families received advice on how to manage their money while taking into account the future consequences of their decisions. The importance of considering a long-term horizon in dealing with financial issues was also the topic of an international webinar co-organised by CePR-Carlo Alberto, the Dutch Money Week and the Committee on Financial Education.
Similarly, to 2021, this year’s GMW edition was more digitally focused. Over 60% of the initiatives were carried out online, around 30% of activities took place in-person and 10% were held in hybrid form.
For children, workshops were organised, such as those dedicated to planting a vegetable garden and the creation of fictional characters, fairy tales, stories in traditional and digital format. Youth, on the other hand, were able to access webinars, theatrical performances, cinerforums, video tutorials and podcasts as well as online challenges and quizzes. During the week, national selection was hosted for the European Money Quiz. The campaign was a great opportunity to organise financial education classes in schools. Parents and families were involved mainly in webinars and TV programmes.
In Japan, 38 institutions and more than 90,000 people including children and youth participated in Global Money Week 2022. Through social networking sites and media access, the campaign drew an interest of more than 18 million people. It is significantly more than in the previous year. It is due to growing awareness of the importance of financial education as well as the increased visibility of the GMW due to the OECD’s coordinating the campaign.
Especially, the implementation of the amended Civil Code to lower the age of adulthood from 20 to 18 in April 2022, GMW2022 attracted more attention before the enforcement of a new law. During the week, events on the theme of lowering the age of adulthood were held for high school students who became adults during their school years. On-site classes and online seminars were held and many web contents were published and disseminated on social networking sites.
Many GMW events in Japan were held for everyone from elementary school to university students. It was a good opportunity to reaffirm the importance of financial literacy, including life planning, asset building, cashless payments, and more.
GMW2022 was a good opportunity to remind not only young people but also teachers and parents of the importance of improving financial literacy. During the campaign, many youth voiced that they felt as if a new world had opened up to them. In addition, many of the participating organisations mentioned that participating in GMW, an international awareness campaign, served as a wake-up call to reaffirm the importance of financial literacy within the industry.
To celebrate Global Money Week 2022, the Central Bank of Jordan implemented several activities that were held in Abdul Hameed Shoman Library and Mayar International Schools. New financial literacy materials, that gamify financial concepts and make learning fun for kids, were specifically designed for GMW. One of these materials was called “Financial Sector Monopoly” board game, where players could buy stocks in banks and non-banking financial companies that are subject to Central Bank of Jordan’s supervision. In addition, to individual saving bonds issued by the CBJ, this game encouraged saving, investing, using digital payments and other beneficial and healthy financial behaviours. It also contained multiple financial awareness messages.
Moreover, several financial education paper plate activities for different age groups were prepared, these activities cover various topics such as Jordanian currency, budgeting, saving, financial and banking services. These materials were distributed during the financial education activities implemented by the CBJ, and by CBJ’s employees in different governorates.
First, a seminar to promote financial education was held at the opening ceremony of the GMW on March 21. About 30 people, including government officials, private-sector experts, and education professionals participated to discuss the current status of financial education and future tasks. The video clip of this seminar was posted on the financial education website (E-Financial Education Centre) for the public.
In addition, financial education programmes were classified into four categories in consideration of age and characteristics so that all people from students to seniors could participate. In detail, 12 customised financial education programmes were provided.
The four categories included:
- (Pre-diagnosis) The programme that allowed people to test their level of financial knowledge, investment appetite, and vulnerability to financial fraud online and take necessary online education courses;
- (Children/Teenagers) The hands-on education programme that helped students learn finance easily and raise parents’ awareness of financial education;
- (Adults) The programme in which financial investment experts gave lectures on financial management and future asset management methods to office employees in the evening time after work;
- (Education in collaboration) Financial education programmes that enabled students to explore future career opportunities in collaboration with elementary schools and universities, as well as some customised education initiatives for people with developmental challenges in collaboration with welfare centres;
More than 7,000 people participated in GMW in Korea, which served as an opportunity to raise the overall awareness on the importance of financial education.
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**Kenya**
**Participating organisations:** Kenya Post Office Savings Bank
**Total number of participating organisations:** 10
**Number of children and young people reached directly:** 5,000
**Number of adults reached directly:** 2,000
**Number of people reached indirectly:** 4,000
To celebrate Global Money Week 2022, Kenya Post Office Savings Bank held financial literacy sessions in institutions of higher learning from colleges to universities together with selected high schools. University students participated in online financial literacy sessions and were later asked to take part in a business plan competition. Chosen high schools held in person financial literacy lessons and students also competed in an essay writing challenge.
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**Korea**
**GMW national coordinator:** Korean Financial Supervisory Service
**Participating organisations:** Financial Services Commission, Bank of Korea, Korea Inclusive Finance Agency, Credit Counselling and Recovery Service, Korea Federation of Banks, Korea Financial Investment Association, Korea Council for Investor Education, Korea Financial Consumer Protection Foundation, Financial Education Council, Senior Financial Education Council, Korea Institute of Finance, Korea Money and Finance Association, The Korean Banking Association, Korea Economic Education Association, Korean Academy of Financial Counseling, Seung-Am elementary school, Jang-Am elementary school, Yack-Mook elementary school, Yeong-Moon elementary school, Yeo-Ga elementary school, Bong-Yak elementary school, Hwang-ji centre elementary school, Hanyang Univ., Hankuk university of foreign Study(HUFS), Pohang University of Science and Technology(POSTEC), Donguk Univ., Self-directed Financial Asset Management Research
**Total number of participating organisations:** 29
**Number of children and young people reached directly:** 6,360
**Number of adults reached directly:** 1,217
**Number of people reached indirectly:** 2,222
During Global Money Week 2022, a seminar was held to promote financial education with the participation of government officials and experts. A diverse range of hands-on financial education programmes were made available to consumers, including children, teenagers, and seniors. This helped them to better understand financial education and acquire financial knowledge and necessary attitudes. A dedicated GMW webpage (www.fss.or.kr/GMW) was created to distribute information about participating organisations and publish press releases to the media.
Throughout Global Money Week 2022, the Central Bank of the Republic of Kosovo (CBK) and the Kosovo Banking Association created memorable financial education moments through play, art, conversation, entertainment and lectures for kids and youngsters of different municipalities in the country.
Some activities held in Kosovo included:
- The award ceremony of the competition “Build your future, be smart about money!” dedicated to 4th and 5th grade students of primary schools, where the five winning students of this competition were hosted at the CBK premises and received prizes for their evaluated works.
- Students of the 8th grade of the primary school “Lyzola” in Prizren were welcomed in the local “Financial Education Centre” of the Central Bank of the Republic of Kosovo. Students had the opportunity to hear a lecture on money value, history, the importance of having a mutually acceptable exchange/trading mean, the role and functions of the Central Bank of the Republic of Kosovo, the use of the euro currency in the country, and many other topics of economic importance.
- Visit to an elementary school “Emni Duraku” in Shitme, where students listened to lectures on various topics such as: what does financial education mean? How important it is for students to be financially educated in the future? Personal financial management, behaviour/relationship with financial institutions, savings, cost management, etc.
- Kosovo Banking Association (KBA) organised many outdoor activities for kids from three different municipalities, Pristina, Prizren and Mitrovica. The events were dedicated for 3rd, 4th, and 5th grade students. They had a chance to dance, play “Penny drop” game, meet a mascot, draw in colouring books, and more. KBA also distributed financial education materials, savings tool and chocolate money coins. Kids had the chance to create unforgettable memories and learn playfully the importance of saving money through games.
- Lecture for Faculty of Education students of “Fehmi Agani” university in Gjakova. The lecture was about the role and functions of the Central Bank of the Republic of Kosovo in the economy, the structure and functioning of the financial sector in Kosovo, as well as other relevant topics. The session included many questions and requests addressed to various areas related to the financial sector.
Kyrgyzstan
GMW national coordinator: The National Bank of the Kyrgyz Republic
Participating organisations: Ministry of Education and Science of the Kyrgyz Republic, Ministry of Finance of the Kyrgyz Republic, National Bank of the Kyrgyz Republic, Ajyq Fund, Agency for the Protection of Deposits of the Kyrgyz Republic, Association of Microfinance Organizations, Bai Tushum Bank, Bank of Asia, Finance company Santi, FINCA Bank, Interbank Processing Center, International Finance Corporation, Keremet Bank, Kompanion Bank, Kyrgyz Investment and Credit Bank, Kyrgyz Stock Exchange, Limited liability company “Intelliance”, Microfinance company OXUS, Open Joint stock company “Guarantee Fund”, RSK Bank, German Sparkassenstiftung, State Tax Service under the Government of the Kyrgyz Republic, Union of Banks of Kyrgyzstan
Total number of participating organisations: 25
Number of children and young people reached directly: 76,738
Number of adults reached directly: 1,803
Number of people reached indirectly: 213,321
Throughout Global Money Week 2022, the National Bank of the Kyrgyz Republic along with partners reached over 70,000 children and youth through several digital activities such as training of trainers, the game Kahoot, financial literacy lectures.
During the week, financial literacy awareness sessions were offered for children, youth and for adults. This included sessions on financial planning, family budgeting, deposit, loans and consumer protection. High-level discussions, seminars, and other educational sessions were organised for teaching staff of educational institutions. During the campaign, young people were able to engage in book exhibitions to explore publications of the National Bank, visit the money museum, and participate in other various competitions. Furthermore, this year, university students had the opportunity to participate in online financial literacy seminars.
During the Financial Literacy Week, educational materials were shared and 19 institutions offered online and in-person activities to young people, adults and the elderly. Everybody had an opportunity to learn more about investment, personal finance planning, wealth management, saving for retirement and the detection of counterfeits. Strategic partners of financial literacy discussed the opportunities offered by financial technologies to enhance money skills, future work, and more. Participants had the possibility to forecast their remuneration, find out what their financial knowledge is, but young people in particular were invited to participate in the five-day financial literacy challenge.
The events included a seminar for teachers, sharing teaching materials in economics for pre-school children and other resources about insurance. Various initiatives offered schoolchildren and adults a chance to learn the first steps in business. Families had an opportunity to participate together in a webinar about budgeting followed by a financial literacy live quiz.
On its 100th anniversary, Bank of Latvia (Latvijas Banka) issued a two-euro commemorative coin dedicated to financial literacy to highlight the significant role financial literacy plays in the lives of each individual and the public. The coin features a prosperity tree that can blossom for everyone if planted in the soil of financial literacy.
The annual Financial Literacy Week in Latvia is coordinated by Latvijas Banka, which implements activities in conjunction with the Consumer Rights Protection Centre of Latvia, State Employment Agency, Financial and Capital Market Commission, JSC Development Finance Institution Altum, Finance Latvia Association, Latvian Insurers Association, BA School of Business and Finance, Riga Technical University, Junior Achievement Latvia, Global Shapers Riga “FinkLit”, Association of Senior Communities, Delfin Group, Swedbank Latvia, SEB, Citadele Bank, p-Tavex SIA, SIA Arctiq.
Libya
GMW national coordinator: Ministry of Education and Central Bank of Libya
Participating organisations: 71 schools, 2 banks, Bank of Commerce and Development in Shahat, Tobruk, Al Qubah and Ajdabiya, Headquarters of general Administration National Commercial Bank in Al-Bayda, National Commercial Bank in Benghazi-Gumhouria, Bank in BASHER, Brega and Derna, Children Agency Bank of Commerce and Development, ATIB, Islamic Finance Bank, Alwahda Ben Jawad, scouting organisations, 11 universities (Balagra University, Umar Qubah Omar Mukhtar University Faculty of Economics, International University, Modern Bayda University, Alquta Al-Baida University, Administrative and Financial Sciences Shahat, Institute of Science Technology, Shahat, Research and Coordination Center Tobruk, Higher and Intermediate Industrial Education University, Alqaouta University, Brega OM University), Asan for Academic Consultant Center in Al-Bayda-Civil Society Commission, Nahdet Watan Organisation, Al-Ihsraa school in Albayda, Autism School, Deaf School in Al-Bayda and Tobruk, Theater in Ajdabiya, Al-Marji Center for Comprehensive Social Care, The Red Crescent, sports clubs, Radio Do, Radion Awilijah, Almasar Channel, Masaref Channel, Alhadath Channel, Libya AlMostaqbal Channel, Almasar Channel, Aflatoun Day
Total number of participating organisations: 123
Number of children and young people reached directly: 10,307
Number of adults reached directly: 3,610
Number of people reached indirectly: 5,677
The Central Bank of Libya coordinated numerous activities for Global Money Week 2022 in the country. Drawing opportunities, competitions and theatre plays took place. Educational lectures around running a small enterprise projects were held for over 80 stay-at-home women. The Civil Society Commission organised student visits to young entrepreneurs to help them better understand how these companies work. Al-Ihsraea School for children with down syndrome encouraged over 60 youth to save through setting up small enterprises and markets to selling their products. Similar schools were included in the campaign. In some instances, children were taught how to spend money wisely when shopping and what are the difference between wants and needs. Migrants from Sudanese community living in Awiliah were educated about Banking Financial Services and how to open accounts. Scouting groups targeted 479 children and their leaders through their programme. Visits to sports clubs were made available in four cities. In addition, a Facebook page was used to publish news and updates pre-, during and post-GMW2022.
Moreover, the Central Bank of Libya, created an initiative called “Save today, Earn Tomorrow” for Global Money Week 2022. This included 12 project teams that consisted of 157 members from cities around the country. Prior to GMW, the campaign programme was presented to all these teams.
Over 8,326 children and youth in about 71 schools received educational sessions on financial skills and money management, saving, budgeting, how to open account, difference between needs and wants. Various materials were shared with youth, such as brochures, toolkits, flash memory sticks, caps, Monopoly games, and more.
Different financial lectures and workshops were held via Google Meet or in classrooms for students in 18 universities. Speakers included financial academics and economics experts.
The Central Bank of Libya team members together with the National Commercial Bank employees visited 12 banks in most of Libyan Cities with an aim to share information about the Banking Sector and Banking Financial Services for over 366 children and youth.
Over 2,200 parents were reached through indirect means to help them learn about short and long-term goals, investment, saving and more.
In collaboration with Aflatoun International a Zoom call was organised on the Aflatoun Day. The call was held between schools in Libya, Yemen and other countries around the world. This gave 300 Libyan students an opportunity to share their experience and stories about building their future though social and financial education.
Luxembourg
**Participating organisations:** ABBL Foundation for Financial Education, CSSF - Commission de Surveillance du Secteur Financier, ALFI - Association of the Luxembourg Fund Industry, BCCE - Banque et Caisse d’Epargne de l’Etat, BGL BNP Paribas, ING Luxembourg, Crédit Agricole Indosuez, Leyens Loeff, POST Luxembourg, Banque Raiffeisen, BIL - Banque internationale à Luxembourg, Allen & Overy, Arendt & Medernach, ATOZ Tax Advisers Luxembourg, BlackRock Fund Management Company, BNP Paribas Securities Services, succursale de Luxembourg, Bonn Stechert & Partners, Clearstream Banking, Clifford Chance, Deepak, Eurecan Asset Services, DWS Investment, DZ PRIVATBANK, Fondafin, Manulife Luxembourg, ICBC (Europe) N.P., Morgan Bank Luxembourg, KPMG Law Luxembourg, LBI Invest, Metrosoft, Mitsubishi UFJ Investor Services and Banking (Luxembourg), Northern Trust Global Services, Pictet & Cie (Europe), PricewaterhouseCoopers (Luxembourg), Sparinvest, State Street Bank International GmbH (Luxembourg Branch), The Bank of New York Mellon (Luxembourg Branch), Vontobel Asset Management, 57 schools
**Total number of participating organisations:** 36
**Number of children and young people reached directly:** 1,041
**Number of adults reached directly:** Not reported
**Number of people reached indirectly:** Not Reported
Since 2015 the Luxembourg Bankers’ Association (ABBL) organises the “Woch vun de Suen.” The aim of the “Woch vun de Suen” is to teach public school students in ages 10-12 about money matters and responsible money management.
This initiative is supported by the Ministry of Education and is part of the European Money Week initiated by the European Banking Federation.
In 2022, the “Woch vun de Suen” was led by the ABBL Foundation for Financial Education in collaboration with ABBL members, the CSSF (Commission de Surveillance du Secteur Financier), ALFI (Association of the Luxembourg Fund Industry) and its members. All trainers were volunteers from those institutions.
The main activity was a board game called the Eurodeo de la Conso. Through this game, the trainers (1 or 2 per class) taught children playfully to better understand the value of money, the difference between wants and needs, responsible buying, manage money, saving for the future, what it means to have a bank account and how it works, and thus raise awareness of the importance of budget control. Also, an evaluation was made with the trainers to identify what has to be improved for the next year.
Madagascar
**GMW national coordinator:** National Coordinator for Inclusive Finance (Coordination Nationale de la Finance Inclusive - CNFI)
**Participating organisations:** Ministère de l’Economie et des Finances, Ministère de l’Education Nationale (Direction des Curricula et des Recherches Pédagogiques, ONa PASCOMA), Ministère de la Jeunesse et des Sports (Direction des Emplois et de l’Entrepreneuriat des Jeunes), Ministère du développement du Numérique de la transformation Digitale, des Postes et des Télécommunications, Banky Foiben'i Madagasikara, NextA, Telma Mvoly, Kati Agency, Assistance AO, Association des Techns Madagascar, GMW, Association Française des Institutions de Microfinance (AFIMF), Affaires Internationales Association Ginevere, Consulting Plus, Projet FIHARIANA, BNU/XRED, Première Agence de Microfinance (PAMF), Projet TANOMAFY/SAFF/LKM, Banque pour l’Amérique du Sud (Tresor Américain), TVM (Emission Toletra sy Tinady), Association ANK’IZY, Associations des Jeunes de Manakara, EPP et CEG Ambioritrano, EPP et CEG Ankazohe, EPP et CEG Anjozorobe, EPP et CEG Miriarivo, EPP et CEG Imerintsiasotoko, EPP et CEG Mahazaarivo Antsirabe, EPP Moramanga Ambony, CEG Tsaralalana Moramanga, les organes de presse
**Total number of participating organisations:** 55
**Number of children and young people reached directly:** 17,500
**Number of adults reached directly:** 1,500
**Number of people reached indirectly:** 1,500,000
Madagascar celebrated Global Money Week for the fifth time. The Ministry of Economy and Finance, through the CNFI - Coordination Nationale de la Finance Inclusive, ensured the national coordination of the campaign. Various events and activities were planned and implemented.
Malaysia
GMW national coordinator: Financial Education Network (FEN)
Participating organisations: Bank Negara Malaysia, Financial Planning Association of Malaysia, Central Bank of Malaysia, Securities Commission Malaysia, Permodalan Nasional Berhad, Malaysia Deposit Insurance Corporation, Credit Counselling and Debt Management Agency, Employees Provident Fund, FWD Takaful Berhad, Axiu Academy, Prudential Assurance Malaysia Berhad, Eastspring Investment Berhad, Securities Industry Dispute Resolution Centre, RinggitPlus, Yayasan Generasi Gemilang, 30 higher learning institutions, Luno Malaysia, EzazWealth, Financial Fairz, Hi Wealth, 9 trainee teachers institutes
Total number of participating organisations: 58
Number of children and young people reached directly: 1,349
Number of adults reached directly: 27,123
Number of people reached indirectly: 23,500,000
Throughout Global Money Week 2022, the Financial Education Network (FEN) members and partners conducted various initiatives on digital platforms, targeting children, youth, teachers, university students and young adults. The total number of interactions achieved was about 4.8 million. The key initiatives conducted include financial education talks, quizzes, video competition, lesson demos for teachers, social media posts to raise awareness on financial education and financial literacy game. The successful activities included:
- Various webinars targeting youth and university students on financial planning, retirement planning, investing, awareness on financial fraud and scams and strategies on building wealth by creating a passive income through investing.
- A series of videos to increase awareness and engagement about “delayed gratification.” The content posts leveraged on the different scenarios from the video.
- A mini-game on social media platforms to advocate healthy spending habits and wise financial behaviours among the audience about saving and managing their expenses, cards, delayed gratification and debt management. The rules of the game reinforced the message of delayed gratification for young people, by avoiding spending and saving instead.
- Many social media posts were shared regarding the GMW2022 theme and social media contest with a theme of “Dream It, Save It, Live It” to encourage youth to share their dreams and how they plan to achieve them.
- Virtual workshop on financial and youth financial literacy, as well as quizzes via Telegram channel.
- Live sessions with teachers to discuss financial education within the national curriculum. Also, masterclass sessions in three major languages conducted by the teachers who were part of the educators’ programme in 2021.
- Roundtable in a community centre targeting parents to discuss how to raise a financially literate family.
- #MyQuitStory short video competition, an annual financial education initiative targeting the youth with various financial literacy themes. In 2022, #MyDuitStory aimed to raise awareness of the importance of insurance/takaful protection for personal financial risk management.
Throughout Global Money Week 2022, the Financial Planning Association of Malaysia promoted GMW to parents. Interviews were organised with a financial planner who gave tips on how parents can teach children about the value of money.
Maldives
GMW national coordinator: Maldives Monetary Authority (MMA)
Participating organisations: Bank of Maldives, Allied Insurance Company, Pension Administration Office, Capital Market Development Authority, First National Finance Corporation, Hdh. Neykurendhoo School, Rehendhi School, Ihaa Alifu Atoll Education Centre, Seenu Atoll School
Total number of participating organisations: 10
Number of children and young people reached directly: 1,479
Number of adults reached directly: 200
Number of people reached indirectly: 167,620
Maldives Monetary Authority (MMA) organised a financial webinar series in collaboration with financial institutions for Global Money Week 2022. The webinars targeted college and university students in the Maldives and were opened to the public so that interested young people could participate. During the event series, institutions delivered sessions on key financial topics to enhance the knowledge of the participants regarding money matters. The three-day webinar series was a huge success as the feedback received from the participants was very positive.
MMA conducted a Facebook campaign to enhance the financial knowledge of the public. The campaign was held from the first week of February 2022 until the end of GMW2022. During this campaign, awareness posts were created and uploaded on MMA’s Global Money Week Facebook page on a weekly basis. Similarly, MMA created and uploaded an awareness video, which highlighted the importance of understanding the difference between needs and want to manage spending.
In addition, MMA developed GMW Toolkits and shared these with all school in the country, encouraging them to organise activities to celebrate GMW. The toolkits suggested various activities that education institutions could organise to celebrate the week. Similarly, an assembly speech was sent to all schools in the Maldives. This speech highlighted the importance of saving and encouraged students to learn important life skills including job and entrepreneurial skill that can help them to earn in the future.
MMA also organised several activities within MMA, to mark the 10th edition of GMW2022. The Governor delivered an insightful speech on GMW theme at the inauguration ceremony of GMW. The programme concluded with a financial quiz. A scavenger hunt was organised for MMA staff that enabled them to learn about money matters in a fun and challenging environment. Furthermore, a financial debate was held during the closing event of GMW2022.
Malta
GMW national coordinator: Directorate for Learning and Assessment Programmes (DLAP), Department for Curriculum, Lifelong Learning & Employability, Ministry for Education, Sport, Youth Research and Innovation
Participating organisations: Home Economics Seminar Centre, Malta Bankers’ Association, Central Bank of Malta, Malta Stock Exchange, Malta Financial Services Authority, Cyber Crime Unit within the Malta Police Form, GEMMA, JAYE Malta Foundation, BOV, HSBC
Total number of participating organisations: 10
Number of children and young people reached directly: 400
Number of adults reached directly: 143
Number of people reached indirectly: 24,177
Throughout Global Money Week 2022, the Home Economics Seminar Centre (HESC) within the Directorate for Learning and Assessment Programmes in collaboration with the Malta Bankers’ Association (MBA) and supported by EMMA, JAYE Malta Foundation, the Cybercrime Unit of the Malta Police Force, the Malta Financial Services Authority and the Malta Stock Exchange Institute, organised initiatives to promote awareness related to financial literacy, financial education and financial inclusion.
During the week, several activities were organised for children, youth and for adults, all through digital means. These included the:
- The Money Week Launch - An online event coordinated by the HESC in collaboration with the MBA presented the programme of activities for the Money Week. The winners of the GMW Financial Literacy Challenge were announced. The launch presided by Malta’s Education Minister.
- Financial Literacy Challenge in Primary Schools - This activity intended to promote awareness related to financial capabilities. The participants created a healthy low-cost food item with emphasis on seasonality, sustainability and local food.
- Financial Literacy Challenge in Secondary Schools - Students were encouraged to create an original theme-related character that provided guidance on how to budget wisely throughout different stages of life.
- Teacher Training - Participants were given the opportunity to familiarise themselves with resources and current initiatives intended to support the integration of financial literacy in the school curriculum. This financial literacy webinar focused on specific areas of interest for schoolteachers that include consumer rights and responsibilities, cybercrime and cybersecurity, investments, life assurances and pension plans.
- Be Money Smart - This is newly launched HESC programme was created in collaboration with the Central Bank of Malta that develops learners’ capabilities through budget planning, saving, bank services, reducing counterfeiting and becoming critical consumers.
- Be Wise, Pay Smart - The programme targeted vulnerable youth. It explores the use of the ATM and different methods of payments. The students had the opportunity to discuss ways how to be a smart consumer through educational video clips. HESC staff and MBA bank members facilitated the programme.
- Europe My Business - The programme which was facilitated by JAYE staff and volunteers targeted year 8 and 9 students. It explored European business and trade that produce goods and services for consumers, outlining the pricing of goods in their journey from resources to final product.
Mauritius
GMW national coordinator: Bank of Mauritius
Participating organisations: Junior Achievement Mascareignes, Mouvement Pour Le progress De Roche Bois, Riviere Noire Government School, Royal College of Curepipe school, Royal College of Port Louis school, Queen Elizabeth College, Universal College, St Mary’s College, Lycée La Bourdonnais, New Educational College, Mauritius Broadcasting Corporation, Le Défi media, Le Mauricien media, L’Express media
Total number of participating organisations: 15
Number of children and young people reached directly: 468
Number of adults reached directly: 1,465
Number of people reached indirectly: 2,880
The Bank of Mauritius, celebrated the 10th anniversary of the Global Money Week with a series of activities to promote financial literacy. Students from secondary schools were invited for a guided tour in the Bank of Mauritius Museum to learn about the history of currency in Mauritius with more than 500 artefacts exhibited. Lectures conducted by staff members covered, amongst others, the role and functions of the Bank and savings and investment. Furthermore, students were briefed on banknote security features in an attempt to create awareness on the fight against banknote counterfeiting.
Government Riviere Noire’s provided students with an introduction to personal economics and the choices consumers make to meet their needs and wants. It also introduced students to the role of money in society while providing them with practical information about earning, saving, and sharing money.
Different students participated in the Financial Talk that took place at Mouvement Pour Le Progres De Roche Bois. They also played “Needs and Wants Game” through which they become aware that all families need food, clothing, and shelter to live and must earn money to pay for what is needed. After the sessions, students were able to demonstrate the difference between needs and wants and explain why families must earn money for the things they need and want. In the second part of the event, the aim was to give youth a concrete picture of the circulation of money by showing them where it comes from and how it passes from hand to hand as a currency for the exchange of products and services. The students grasped the notions of money, banks, companies, products and services, and money flows.
Furthermore, the fun quiz was launched during GMW2022 using Kahoot on social media. The Quiz questions covered financial topics followed by an explanations and answers.
Puzzle game was also used on the “I am a puzzle game” website to create a unique puzzle where everyone could complete it with the help of financial tips they could read and save as well.
During Global Money Week 2022, the MIDE Museo Interactivo de Economía, as national coordinator, and 47 allies of the financial education in México reached 853,194 participants through several digital activities such as workshops, rallies, conferences, lectures, podcasts, theatre plays and children’s tales, and educational resources like online guides, infographics, social network games and asynchronous courses.
MIDE has brought out “La más pequeña y breve historia del dinero” paper theatre play aimed to show how the money has changed through the passing time. It has launched the microsite “Monstruos financieros”, a series of videos designed to identify some of the enemies of the money and savings and how each one of us could deal with them.
Educational institutions such as Facultad de Contaduría y Administración, the FUNDEF, the Instituto BIVA and the Escuela de la Bolsa Mexicana, organised conferences, contests and simulators to foster the importance of investment as a tool to achieve the future each person is looking for. In order to help young entrepreneurs, the Tecnológico de Monterrey arranged a workshop focused on the creation a business model canvas, while CIDE presented a discussion group about the different payment methods that bloomed during the pandemic.
From the governmental sphere, financial literacy awareness conferences and workshops for children and youth were offered by the CNBV, CNSF, CONDUSEF, FONACOT and IPAB. Some topics of those events were the importance of saving for the future and invest for the retirement, the need of taking care of the personal information and how each person has the opportunity to make intelligent decisions about money. CONSAR has created a children’s tale about a comfort-loving cow that should learn how to better organise her resources.
Throughout the week, Banco de México and Museo Banco de México organised online and in-person workshops and a podcast for children to discover the relevance of the money, savings and budgeting in their daily lives and the importance to make informed decisions about it.
The private sector, represented by Aflore SURA, Banco Azteca, Citibanamex, Soliv, Flink, Provident, CA Asesores and Fundación MAPFRE, contributed with conferences related to saving for the retirement, financial health, digital banking, investment and the importance of values on financial education. Furthermore, Calpulli and Finanzas en tacones provided conferences about financial education with gender-based perspective. While, Bank of America in collaboration with Universidad Anáhuac prepared a workshop about a relationship each person has with money while providing some tools and tips to improve the decision-making process towards money.
As for the influencers, they took the social networks to organise live sessions, games and conferences to provide financial tools such as planning, budgeting and investing, aimed to foster wise decisions about money in the present and in the future. On the other hand, some decided to offer in-person workshops for students living in marginalised communities so they learn how to achieve financial independence.
Associations such as the AMIB, AMSOFIPO and AMAFORE by means of AhorraPuedes provided educational resources, websites, online games and conferences related to planning and saving for the moment of retirement, how to use the investment funds and how to read investment financial information.
Finally, Afortunadamente collaborated with the Secretariat of Education in Guanajuato to present the GMW initiative and other financial education interviews and capsules on the public television of Guanajuato.
The Global Money Week 2022 launch event was organised by the National Bank of Moldova (NBM) on March, 21st. The event was attended by representatives of public institutions, civil society, partners in carrying out financial education projects in the country and abroad. On the first day of GMW, the National Bank and the Ministry of Finance of the Republic of Moldova signed a partnership agreement with the purpose to provide citizens with the necessary financial education skills and support in becoming more familiar with the financial environment.
NBM in partnership with the Independent Think-Tank “Expert-Grup” organised, within the financial education project “Give sense to money”, an online workshop for young people interested in finance. Participants had the opportunity to deepen their knowledge on the financial system of the Republic of Moldova, the specific rights of payment users, and more. Another online workshop was organised by NBM in collaboration with the Economic Press Club for students from the Faculty of Journalism and Communication Sciences of the State University of Moldova.
During the campaign week, financial literacy awareness sessions were offered to children, youth and adults via digital means by the Ministry of Finance, American Chamber of Commerce in Moldova (AmCham Moldova), Customs Service, Moldovan Club of Intellectual Games, Mobility Era, coordinated by FINEDU – a local NGO specialised in advancing financial literacy. The Ministry of Finance was involved through their national campaign on financial education called “Public budget is your budget” that was launched in GMW in 2021 and included a series of recurrent activities since. In total 5,000 children and adults were reached through several digital activities such as intellectual games and specialised webinars.
The National Commission for Financial Markets along with partners, represented by non-bank financial market participants organised virtual lectures and workshops during GMW2022 and reached more than 25,000 children and youth. High-level discussions, seminars and other educational sessions were organised by the non-bank financial market supervisors and market participants. Throughout the week, young people were able to engage in different online activities.
The commercial banks were actively involved in organising activities during GMW2022. Most commercial banks conducted different online financial education activities.
Eximbank S.A. reached directly 57 children and youth through two in-person workshops and 5,699 online users through several digital initiatives such as two relevant financial education videos and one book presentation. Financial literacy awareness sessions were offered to children and youth, both through digital platforms and in-person meetings. Children could discover financial literacy through a dedicated Book - "Arco & Iris in South America" - fable by Savings Museum, translated into 16 European languages for GMW. This was done with the collaboration of the network of foreign banks in Intesa Sanpaolo’s International Subsidiary Banks Division. The book was dedicated to elementary school students in order to raise awareness of savings and the importance of being financially independent. This new multilingual tool was made available by the Savings Museum and participating banks to parents who were encouraged to start educating children about economic independence, teaching them that a harmonious relationship with money would be the right way to make their dreams come true.
This year, Moldindconbank reached directly 206 children and youth participants through online and offline activities. The commercial bank organised two events on the topic of “Trends in Digital Banking” for young people. The training was delivered by an international expert in digital banking and banking cards. The goal was to create awareness about the digital services that can be provided by banks, financial institutions or fintech companies around the world and in Moldova. At the end of the events, the participants were involved in a creative workshop and coloured puzzle boards. The representatives of Moldindconbank were invited by Vocational school no. 5 from Chisinau to make an introduction on the topic “Diversity of bank fraud with cards and protection methods.”
FinComBank used an online financial literacy platform launched in 2021 to reach directly 315,204 children, youth participants and adults through online and offline activities. BC “EuroCreditBank” S.A. organised financial education lessons where students had an opportunity to learn about the history of money, what technologies are used by banking operators to count and verify money. During the lesson, types of bank cards were presented with explanations on how to use them. Students learned more about commemorative coins and their importance. EuroCreditBank reached directly 20 children, youth participants and adults through online and offline events.
During the GMW2022, the OTP Bank along with “OK” Financial Education Foundation reached 417 children and youth through several digital activities such as creative contest on themes of “How to invest smart”, training “Marathon of Financial Education, ed. II”, drawing contest on “How to be smart about money”, visit “The way of money” to a School-branch, webinar on “Real Estate Investments” with an expert in the field, review of the book “The Monk Who Sold His Ferrari” by Robin Sharma, special edition of Titania Podcast, dedicated to financial education.
The Bank of Mongolia led Global Money Week 2022 celebrations. During the week, the Bank of Mongolia, together with its partners, reached over 6 million children and youth indirectly and more than 1.4 million youth through in-person visits to schools, universities, vocational training centres and to bank branches. As part of GMW2022, the Financial Regulation Commission, MBA, Deposit Insurance Corporation of Mongolia partnered with the Bank of Mongolia, the Ministry of Education, Scientist, Sparkasse Banking Found Mongolia, Credit Guarantee Fund and all commercial banks in the country and private organisations like Monpay NBD, Untiel-mobile operator, Univision-IP TV, Sanhuuch Herem-booking company, Rio Tinto, Lemon press-media company to collectively celebrate Global Money Week. From 14–27 March 2022 a range of activities were organised, including a social media contest, a TV show, bank tours, school visits and tours to the Central Bank Money Museum.
On 14 March, the Bank of Mongolia officially launched GMW2022 with an opening ceremony. The keynote speech was presented by the Governor of the Central Bank of Mongolia and The Mongolian Bankers Association. The closing ceremony was organised with commercial banks in cooperation with the “Let’s Run Together” club and included a public run in the National Park under the theme of “Build your future, be smart about money and be eco!”
In addition, a range of other activities were organised, including a social media contest, posters, bank tours, special trainings, radio shows on “how to manage money wisely and deal with financial difficulties”; a photo shoot in traditional Mongolian costumes was taken at the Money Museum in the Bank of Mongolia, trainings on “Savings and Costs” were provided to employees of enterprises and high school students, Q&A competition was held at the National Park, some selected schools took Financial literacy bus tour, and more.
Untiel, which is one of the leading mobile phone operator supported the campaign activities by promoting Global Money Week 2022 campaign via SMS sent to their customers. Other partners and supporters joined the week on their social platforms using the #GlobalMoneyWeek2022 hashtag.
Lemon press-media announced an essay competition via Facebook under the theme of “Build your future, be smart about money.” The judging committee selected the three best essays and awarded them with a savings account equal to 800 USD.
Morocco
GMW national coordinator: Moroccan Foundation for Financial Education - Fondation Marocaine pour l’Éducation Financière (FMEF)
Participating organisations: Bank Al Maghrib (The Central Bank of Morocco), Moroccan Capital Market Authority, schools
Total number of participating organisations: 14
Number of children and young people reached directly: 636,097
Number of adults reached directly: 16,858
Number of people reached indirectly: 3,511,814
The Moroccan Foundation for Financial Education (FMEF) is a national GMW coordinator in Morocco and celebrated this year’s Global Money Week Campaign from 21 March to 3 April. During the week, both educational and financial sectors aimed connecting children and young people to the world of finance.
Morocco has been taking part in GMW since the first edition in 2012 and proudly celebrated the 10th anniversary of GMW in 2022. For this special edition, the programme mobilised all stakeholders inclusively. Diversity and inclusion is reflected in the association of its new stakeholders, the development of actions and innovative initiatives for the diversified targets of children, juniors and youth and their ecosystem. Through activities over 635,233 beneficiaries were directly reached.
Based on the future-oriented theme “Build your future, be smart about money,” the programme included:
- visits to financial institutions and information sessions in the classroom by speakers from the financial sector;
- training sessions for vocational training students, based on the digital material prepared by the Foundation, micro-entrepreneurs and project leaders;
- seminars and webinars for higher education students;
- targeted thematic competitions: “Best drawings” competition open to middle school students, this competition, which is titled “The world of money through the eyes of children” and was aimed to unleash the creativity of children and juniors on a theme related to finance;
- best essays competition, open to high school students, was about writing a short content on the topic of “My story with money” with a dramatic structure;
- best piggy bank competition addressed to trainees was organised in craft training centres and required participants to make a handmade piggy bank from different materials including wood, pottery, glass, silver, copper or leather.
Furthermore, daily publications on topics related to financial education were shared by the partners. ATMs were branded with the official event banners. Videos on financial education topics were produced and published among online competitions organised by the partners. In the insurance sector, a quiz on social networks was conducted by the Insurance and Social Security Supervisory Authority, which allowed participants to win prizes. The authority also provided a number of comic books explaining insurance-related topics in a fun way. Bank Al Maghrib (The Central Bank of Morocco) distributed booklets for children and juniors containing games and practical information. The Moroccan Capital Market Authority initiated competition through the mobile application “Quiz Finance” for the benefit of high school students followed by awards ceremony in May.
In parallel to the actions and other initiatives conducted throughout the country, a special GMW digital campaign was conducted on the social networks of the FMEF and its partners. Diverse range of contents and activities adapted to the selected themes were addressed to different audience groups. Many videos, testimonies, games, quizzes, tips on savings, investment, capital market, stock market, insurance and budget management where shared. Moreover, two influencers were engaged in the digital campaign to highlight the financial education messages and highlight any publications. The themes covered were both personal and professional financial management related as well as included sharing of experiences and best practices.
In addition, and as usual, the FMEF produced a press release presenting GMW activities that had been planned by the Foundation and its partners. This was shared throughout the media to announce the beginning of the campaign week.
Mozambique
GMW national coordinator: Bank of Mozambique, Insurance Supervision Institute of Mozambique, Stock Exchange
Participating organisations: Insurance Supervision Institute of Mozambique, Stock Exchange, Ministry of Education and Human Development, Banks and mobile money issuers
Total number of participating organisations: 15
Number of children and young people reached directly: 1,215
Number of adults reached directly: 9
Number of people reached indirectly: 1,220
Throughout Global Money Week 2022, Bank of Mozambique with partners reached more than 2,435 children and youth through several in-person activities such as lectures, theatre shows and contests. Besides, Bank of Mozambique used its Facebook page with more than 32,000 followers and other media channels to share financial literacy content and to build awareness about GMW Campaign. During the Week, different financial literacy awareness sessions were offered targeting students and teachers.
Nepal
GMW national coordinator: Nepal Rastra Bank
Participating organisations: Commercial Banks, Development Banks, Finance Companies, Microfinance Financial Institutions, Securities Board of Nepal, Nepal Insurance Board, Department of Cooperatives, National Banking Institute Limited, Payment Service Operators (PSOs), Payment Service Providers (PSPs)
Total number of participating organisations: 170
Number of children and young people reached directly: 5,000
Number of adults reached directly: 5,000
Number of people reached indirectly: 90,000
The Nepal Rastra Bank, as the Central Bank of Nepal, played a role of national coordinator in celebrating Global Money Week 2022. The bank is the regulator and supervisor of banks and financial institutions in Nepal. In the bank, a standing committee has been formed in the coordination of the executive director of the office of the Governor to celebrate the Global Money Week campaign. Three directors from separate departments and a deputy director play the roles of members and member secretary in the committee respectively. This time, the committee invited other three regulators such as Securities Board of Nepal (SEBON), Insurance Board (IB) and Department of Cooperatives (DDC) to join efforts to mark GMW2022. Moreover, National Banking Institute Limited (NBL) also supported the programme.
All these stakeholders and regulators launched their own financial awareness programmes for different sectors, areas and target groups. One joint programme was launched in Kathmandu in which more than 100 participants included students, insurance service users, members of the cooperatives and people from stock exchange. In this initiative, four separate papers were presented by the experts. SEBON organised a financial awareness rally in the capital city in the second day of the week. SEBON also planned talk shows and awareness programmes in different places in the country. NBI launched virtual and physical literacy programmes to students.
Meanwhile, the NRB organised a joint literacy programme in Kathmandu with collaboration of SEBON, IB, DDC and NBI. Similarly, the NRB led a separate financial awareness programme in remote districts of the country. They also encouraged other banks, financial institutions, PSOs, PSPs and to plan provincial offices to launch financial literacy programmes everywhere. The bank provided television and radio interviews in regarding digital financial literacy. Other banks, financial institutions, PSPs, and PSOs organised financial awareness programmes to their customers.
The Netherlands
**GMW national coordinator:** Money Wise
**Participating organisations:** Dutch Ministry of Finance, Dutch Banking Association, Dutch Central Bank, Federation of Dutch Pension Funds, Dutch Association of Insurers, National Institute for Family Finance Information, Netherlands Authority for the Financial Markets, 51 local governments and many other partners
**Total number of participating organisations:** 200
**Number of children and young people reached directly:** 1,500,000
**Number of adults reached directly:** 10,000
**Number of people reached indirectly:** Not reported
Throughout Dutch Money Week 2022, part of the Global Money Week family, the platform Money Wise along with numerous partners reached children and youth through several digital activities such as guest lectures in school by financial professionals, online daily show on YouTube, and free educational materials like the money lessons and magazine for vocational education. There was also a great collaboration with the mail youth radio broadcast giving attention to digital money in all their shows.
Bonaire Dutch Caribbean
**Coordinator:** Stichting Terramar Museum
**Participating organisations:** Openbaar Ministerie, Centrale Bank of Curaçao & Sint Maarten, Maduro & Curiel’s Bank (Bonaire) N.V, Stichting Credits Microfinanciering Nederland, ENNIA Bonaire, Kanor van Koophandel Bonaire, Konsiliare B.V., Sekahon di Kaltura, Arte i Literatara (S.K.A.L.) and Bonaire Youth Outreach Foundation
**Total number of participating organisations:** 10
**Number of children and young people reached directly:** 250
**Number of adults reached directly:** 30
**Number of people reached indirectly:** 13,545
Global Money Week 2022 marked the first GMW celebrations in Bonaire. The campaign was organised by Terramar Museum together with partners with an aim to introduce financial knowledge and education to local youth. This was done through educational sessions given by the organisations and live talks podcast with young professionals. These sessions were livestreamed for the whole week and received an online reach of 13,500 viewers.
Global Money Week launch event was inaugurated with inspiring words from the Minister of Finance and Culture in Aruba. The minister expressed her gratitude for this initiative and the importance of this campaign. During the week, the financial institution gave interactive educational sessions to groups of children and young adults, a total of 170 participants. A livestream talk podcast aired every afternoon for six days straight and reached over 6,800 listeners. The talk guests included representatives from the financial sector and entrepreneurs who shared their knowledge, experience and information to inspire others.
In addition, Terramar Museum received a donation of coins from the Public Ministry. The collection included coins from all over the world, but most of them were from the Caribbean and the money bag included was in Fort Oranje, a military fortification. In occasion of the GMW, the Museum curated the “Coins of the Government” exhibition.
Nicaragua
**Participating organisations:** Banco Ficohsa Nicaragua S.A., REDCAMIF, Banco Adopem, Micrédito, Pro mujer, Credicampo, Fundea, Suma Financiera
**Total number of participating organisations:** 9
**Number of children and young people reached directly:** 1,000
**Number of adults reached directly:** 2,000
**Number of people reached indirectly:** 347,259
During Global Money Week 2022, financial literacy awareness sessions were offered for children, youth and for adults, mostly through digital means. This included sessions and campaigns in social media. A special Facebook live event was organised at a regional level in countries where the Grupo Financiero FICOHSA has a presence.
During Global Money Week 2022 REDCAMIF focused on promoting digital financial education for inclusive finance. The COVID-19 pandemic has accelerated the shift towards digitalisation, including in the delivery of financial education. The shift to digital media represents an opportunity to reach more people, but at the same time, it can provide limited opportunities for direct interaction and increase the risk of leaving behind people with limited access to digital devices or low levels of digital literacy.
REDCAMIF organised the following activities during GMW2022: online games on financial education, contest or competition on financial topics, presentation and virtual talks, empower Human Talent on financial topics, visits to local businesses, savings contests.
SPTF and REDCAMIF made available to microfinance institutions (MFIs) that already have the EDUFIN Programme, four free videos on digital financial education. Therefore, the clients of these institutions and their families were able to access the digital educational content. This information helped customers get introduced to and become familiar with these new technology trends.
New Zealand
**GMW national coordinator:** Te Ara Ahunga Ora Retirement Commission
**Participating organisations:** Targeted NZ secondary schools that are part of the Sorted in Schools programme
**Total number of participating organisations:** Not reported
**Number of children and young people reached directly:** Not reported
**Number of adults reached directly:** Not reported
**Number of people reached indirectly:** Not reported
Te Ara Ahunga Ora Retirement Commission’s ‘Te whai hui – kia ora Sorted in Schools’ programme is running the Money Jam competition as New Zealand’s Global Money Week initiative. Students can win a share of $10,000 and get real life experience creating a budget, designing an event, and giving the winnings back to their local community.
The Te Ara Ahunga Ora Director for Financial Capability said that understanding how to manage money and a budget, with support from teachers and Sorted in Schools, provides a fantastic opportunity to develop this essential skill at a young age.
Students do not often get to use the skills and knowledge they are being taught while at school, but Money Jam gives students this chance.
Overall, Te Ara Ahunga Ora Retirement Commission delivered 733,339 ad impressions and 288,495 video plays (1,810 Web Sessions) with a 2.84% Video completion rate.
Te Ara Ahunga Ora Retirement Commission targeted 38 EME schools and 16 MME Kura.
Nigeria
GMW national coordinator: Central Bank of Nigeria (CBN), Banker’s Committee Sub-Committee on Financial Literacy and Public Enlightenment (FLPE)
Participating organisations: Nigeria Deposit Insurance Corporation (NDIC), Junior Achievement Nigeria, schools, others
Total number of participating organisations: 350
Number of children and young people reached directly: 41,445
Number of adults reached directly: 40
Number of people reached indirectly: Not reported
To celebrate Global Money Week 2022, the Central Bank of Nigeria collaborated with the Bankers Committee Sub-Committee on Financial Literacy and Public Enlightenment (FLPE) and other stakeholders to reach out to students in various public schools across the 36 states of the federation and the Federal Capital Territory (FCT) to conduct the School Mentoring Programme amongst others.
The Deputy Governor, Financial System Stability flagged off the campaign week and admonished students to learn about money matters from an early age and always think about the future when making financial decisions.
The Central Bank of Nigeria reached out to eight schools while the Banker’s Committee engaged 339 schools across the six zones using the School Mentoring Curriculum developed by Junior Achievement Nigeria (JAN) for the Bankers Committee Sub-Committee on Financial Literacy and Public Enlightenment (FLPE). A total of 41,445 students were impacted by the programme.
The National Bank organised many activities during the 10th edition of Global Money Week in North Macedonia. For example, an Educational Caravan visited students from elementary schools in rural areas, a virtual lecture and an educational quiz were organised for youth from the secondary school of economics. An educational infographic on financial education of youth was presented. Winners of an organised financial education quiz received rewards.
As part of the Global Money Week, representatives of the Ministry of Finance held lectures on higher education institutions. The Minister of Finance also joined the campaign with his lecture about budgeting, functions, priorities and goals.
Macedonian Banking Association in cooperation with the National Bank of the Republic of North Macedonia and the Securities and Exchange Commission of the Republic of North Macedonia organised the national competition “European Money Quiz”, a project of the European Banking Federation.
MAPAS, in coordination with the pension companies and a NGO held in-person educational activities in 55 secondary schools in several cities in the country, four online events and a panel discussion. They also prepared educational materials and brochures.
In addition, Komercijalna Banka made the “Financial Classroom” project, created in 2018, available to everyone online. The purpose of the project is to highlight the importance of financial education for youth and help them prepare for better futures. The tool teaches all users about financial products and services.
Stopanska Banka AD Skopje was actively engaged in promoting GMW. Their advertising agency developed an easy memory game about money functions and history to help users learn to become better money managers. The online campaign attracted the attention of children and their parents. Halk Bank organised lectures, painting contests and ECO activity.
Savings House Moznosti advised young people when applying for a loan. For example, how to ask for a pre-agreement information form, request loan repayment simulation, all loan costs, when, and how the interest is calculated and other rights. There were activities about advices on setting goals, how not to buy impulsively, being careful with small expenses, keeping track of costs, and more. Moznosti set an educational quiz game on Instagram and chose a winner based on the correctly answered questions and gained rewards.
Savings House FULM created educational programme for smart savings, cyber protection and personal data protection. This programme was realised through educational tips for children and parents, on FULM Savings House profile on social media platforms.
Global shapers Skopje Hub within the “Financial Literacy for Youth” project organised a panel discussion on the GMW topic at Europe House Skopje. Through the discussion, four experts in the field of finance and the participants had an opportunity to find out more about financial literacy, personal finances, how crisis can affect income, how to be smart in buying, saving, investing and insurance, why it is necessary from an early age to think about retirement and how young people can prepare for the future.
Junior Achievement Macedonia, organised a series of workshops dedicated to entrepreneurship and financial education in order to raise financial awareness and inspire young people. Three innovation camps brought together students, business volunteers and teachers. The challenge that was given to the youth varied from social, banking, IT or other industry sector.
Palestinian Authority
GMW national coordinator: Palestine Monetary Authority (PMA)
Participating organisations: Palestinian Ministry of Education, Association of Banks in Palestine, UNRWA, schools
Total number of participating organisations: 5
Number of children and young people reached directly: 660
Number of adults reached directly: 660
Number of people reached indirectly: 660
Throughout Global Money Week 2022, the Palestine Monetary Authority (PMA) along with partners reached 660,000 children and youth through several digital activities such as the virtual bank mobile application, web platform, and social media.
During the campaign, financial literacy awareness sessions were offered to children, youth and adults, mostly through digital means. This included some videos on YouTube, and the use of social media influencers to spread the messages.
The application users had the opportunity to participate in a competition to win $100 in their saving account, where the 13 banks offered 65 saving account.
GMW national coordinator: Superintendencia de Bancos de Panamá
Participating organisations: Sparkassenstiftung Alemana, Latinoamérica y el Caribe, Superintendencia del Mercado de Valores, Caja de Ahorros, Banco Azteca (Panamá), S.A. y Aprende y Crece, Finanzas Contigo, Controla Tus Finanzas Hoy, Towerbank International Inc., APC Intelidad, Onefa Consultores, Grupo Financiero Ficohsa, Beebox Homeschool, Metalpan, S.A., Instituto José Dolores Moscote, Colegio José Guardia Vega, Universidad Latina Sede Santiago, Smart Academy, Centro Educativo Marie Poussepin
Total number of participating organisations: 18
Number of children and young people reached directly: 4,269
Number of adults reached directly: 777
Number of people reached indirectly: 33,051
This year, the Superintendencia de Bancos de Panamá and partners carried out many activities for the Panamanian population about financial education with the hashtag #GMWBuildYourFuture. Some of the activities organised were webinars, workshops, start-ups, theatre play, drawing competitions, Instagram and Facebook lives, and more. In total, 5,046 participants were reached through social media platforms.
In addition, the Superintendencia de Bancos de Panamá also arranged visits to schools, universities and companies promoting financial education and money management for children and young people.
GMW national coordinator: Comisión Nacional de Valores
Participating organisations: Fundación Capital, Itaú Asset Management, Bolsa de Valores de Asunción, Regional Casa de Bolsa, World Wildlife Fund, United Nations Development Programme, Principles for Responsible Investment, Development Bank of Latin America, LUFINDO, Cámara Paraguaya de Fintech, United Nations Organization, Alliance for Financial Inclusion, Fundación Paraguaya, FINDO, SMEs Federation
Total number of participating organisations: 16
Number of children and young people reached directly: 831
Number of adults reached directly: 690
Number of people reached indirectly: Not reported
The Comisión Nacional de Valores of Paraguay (CNV) participated in Global Money Week 2022 by organising 15 online open free-of-charge conferences including 20-minute talks to the public. Several stakeholders from the financial sector, cooperation agencies and civil society were invited as lecturers. Each of them presented on a topic related to money, finance, financial education and inclusion, investor protection, while also highlighting important information within their own fields of expertise.
The first series of virtual talks took place on March 21 and was attended by 409 participants. Three conferences took place, with representatives of a brokerage house, the stock exchange and an investment management firm heading discussions about how to invest safely in the Paraguayan stock market.
The second series of virtual talks took place on day two of GMW, hosting 319 participants. Three conferences took place, with representatives of prestigious international organisations and a FinTech education platform presenting about financial education.
On March 23, 285 participants took part in the third series of virtual talks. Three conferences took place with representatives of foundations and prestigious international organisations speaking about financial education.
The fourth series of talks took place on March 24. 260 attendees took part in these conferences where representatives of industry associations and a FinTech company shared thoughts about financial technologies (FinTech).
Lastly, the fifth series of talks took place on March 25 and had 248 participants. Representatives of prestigious international organisations gave speeches on various topics involving sustainable finance.
In addition, Q&A sessions were included at the end of every series of talks. CNV made it clear to participants that further comments or questions about the event and its contents could be done via email and social media. Presentations made during the event were published at CNV’s website: https://www.cnv.gov.py. All attendees received a certificate of participation of GMW2022.
During Global Money Week 2022 in Peru, the Superintendence of Banking, Insurance, and Private Pension Fund Administrators (SBS), in coordination with several institutions, joined forces to promote savings and financial education throughout the country. GMW is in line with the priority of the National Policy for Financial Inclusion to generate greater confidence in the financial system. It seeks to promote the financial education of children, youth, and their families through non-formal learning spaces that will help them learn more about the financial system so that they have confidence to interact with it in the future.
This year, the GMW reached 256,140 children and youths, and almost 8 million Peruvians thought the participation of 211 entities from all over the country, including public and private entities and NGOs. The main activities were carried out through a digital platform that hosted a virtual saving fair, academic conferences, talks and workshops. In addition, talks to educational institutions located in rural areas, training in financial education for migrant and refugee populations, women entrepreneurs and young professionals were also held.
The Superintendent participated in the launch of GMW worldwide on March 21. She also inaugurated the national GMW with the Minister of Economy and Finance. The Peruvian GMW had a synchronous cycle of 27 academic conferences, talks and workshops with national and international experts that reached 6,309 visitors. The academic conferences covered the following topics: Post-COVID-19 financial system, gender gaps, evaluating financial education initiatives, financial inclusion trends, financial capabilities of micro-entrepreneurs and others. Moreover, the talks and workshops for citizens and children focused on savings, frauds, budget and others.
The digital platform was used to host a fair with 56 virtual stands distributed in four pavilions. During six days, the virtual stands received 59,285 visits. The participants showed their financial education initiatives, providing downloadable educational material, videos, podcasts, games and online chat. The platform allowed attendees to take part in the “Financial Rally” that consisted of visiting the stands, playing games, participating in talks and conferences while testing their knowledge. In this section, 1,034 people entered the rally.
Additionally, many organisations, including banks and other financial institutions, shared information about the events, through video reels on topics related to GMW and savings on their closed-circuit television screens. For example, Banco de la Nacion included participants both in cities and in rural areas. Messages were disseminated through social networks, institutional portals and mailing lists. Over 244 activities were planned. Some involved virtual tours in the Central Reserve Bank Museum, talks with people with special needs, workshops, contests, and more.
GMW2022 has helped to improve monitoring and evaluation of the initiatives in Peru. In 2022, SBS explored financial education profile of the users of the SMA, which enabled SBS to improve the content based on the needs and expectations of the users. To do this, the SBS developed a questionnaire to determine the level of inclusion and financial education of SMA users, using some of the questions proposed by the OECD/INFE. The results showed that users are mostly young: 45% are 30 years old or younger, and they reach a level of inclusion and financial education well above the national average. Moreover, it is visible that the platform is an initiative accessed mostly by people with previous financial education understanding who seek to deepen their knowledge and financial opportunities.
The Philippines
GMW national coordinator: Cooperative Development Authority
Participating organisations: The Central Bank of The Philippines (Bangko Sentral ng Pilipinas - BSP), Development Bank of the Philippines, Sta. Cruz Savings and Development Cooperative (SACDECO), National Youth Commission, ALNEMPCO labour cooperative, NATCCO Youth Cooperative, MIFEDCO MIMARO Island Federation of Coops, Central Islaian Teachers Employees, Retirees Multipurpose Cooperative (CITERMPCO), Pru Life UK
Total number of participating organisations: 49
Number of children and young people reached directly: 22,193
Number of adults reached directly: 22,855
Number of people reached indirectly: 374,580
The Cooperative Development Authority celebrated Global Money Week 2022 with various activities at the national and regional level. Despite the ongoing pandemic, virtual and face-to-face activities were organised and conducted following health protocols. The GMW kicked off with the opening Zoom meeting where a welcome message was received from the CDA Head Office and the CDA Financial Inclusives Cluster Head who explained the rationale behind the GMW campaign. CDA Chairperson expressed his full support and highlighted the importance of financial literacy and education for youth. National Youth Commission Chairperson shared how banking and savings are not common among the Filipino youth and therefore CDA’s initiative to advocate financial literacy through the Global Money Week is an important step to change the youth’s mindset about savings. The regional director shared about region III’s experiences in organising GMW activities in previous years. Education, Advocacy and Union Cluster gave a closing speech by linking the importance of this campaign to the global movement towards quality education and the support of achieving the Sustainable Development Goals (SDGs). A total of 421 participants joined the Zoom meeting while 558 accessed the launching via Facebook Live. Among the Zoom participants, 151 were from the youth sector.
At the national level, the CDA Head Office organised two financial literacy webinars. One for youth and another one for teachers. During a financial literacy webinar for youth, the Development Bank of the Philippines’ speakers talked about financing, debt management, and the programmes the DBP implements. Strategies on how the youth of today save their money and budget their allowance were also tackled. SACDECO Marketing Manager, shared the best practices of their cooperative. He also mentioned the different savings and financial literacy programmes of their lab. He highlighted the fact that we need to invest in youth and be able to prepare them for the futures. A total of 426 Zoom participants attended the webinar, 63% of which were between ages 8-30. While Global Money Week is essentially focused on youth, it is very important to include teachers in the GMW activities. This is in recognition of their vital role in guiding the young and educating them to be financially smart and resilient. In line with this, the CDA Head Office requested the Bangko Sentral ng Pilipinas to become speakers in the financial literacy webinar for Teachers’ Cooperatives. A total of 255 participants registered in this Zoom meeting.
At the regional level, CDA Regional Offices conducted their own GMW activities. Among these were TikTok challenge, poster making contest, money management webinar, business proposal writing contest, “Virtual Escape Room Challenge – Financial Literacy Edition”, drawing contest, eMoney webinar, and more. A total of 2,193 children, youth, and young adults participated in all GMW activities of CDA’s Head Office and 1,594 adults and 47 institutions participated in their regional offices. It is estimated that a total of 14,808 individuals were reached indirectly through social media and other forms of communication.
Throughout Global Money Week 2022, the Bangko Sentral ng Pilipinas (BSP) along with its partners reached over 20,000 youth and professionals through digital activities such as social media campaigns under PisoLit, the financial education platform of the BSP on Facebook and Instagram. The BSP also shared multimedia educational materials on key personal finance topics through the PisoLit platform.
Pru Life UK held an open-to-public virtual event under its online financial literacy programme. The PRUWise Webinars were titled “Build Your Future: Be Smart About Money Today” and organised via Zoom on March 25. The specific episode was dedicated to the 11th anniversary of Cha-Ching celebration in support of Global Money Week.
The two-hour event featured a live virtual interview with the award-winning Filipino host and millennial businessman, who shared his success story, financial tips and strategies aimed at inspiring and guiding the young participants to achieve their life goals and build their financial futures.
The episode featured a learning session with in-house financial experts from Pru Life UK. These experts provided professional advice. Their call-to-action focused on the six financial pillars (earn, save, spend, protect, invest, and give).
As a way to engage the participants, a posting contest on the Pulse Wealth Smarts Community was also conducted, wherein participants could share their learning experience and takeaways.
**Poland**
**GMW national coordinator:** The Polish Financial Supervision Authority (UKNF)
**Participating organisations:** Ministry of Finance (MF), National Bank of Poland (NBP), Bank Guarantee Fund (BGF), Office of Competition and Consumer Protection (UOKiK), Financial Ombudsman (RF), Polish Chamber of Insurance (PIU), Warsaw Stock Exchange Foundation (Fundacja GPWi), Warsaw Institute of Banking (WIB), Society for Promotion of Financial Education (SKFE), Czepczyński Family Foundation (CFF), schools of different educational stages and other educational facilities
**Total number of participating organisations:** 204
**Number of children and young people reached directly:** 34,422
**Number of adults reached directly:** 3,500
**Number of people reached indirectly:** Not reported
Over 34,000 students and teachers registered to participate in the 10th, jubilee edition of the Global Money Week campaign in Poland. It was held on 21–27 March under the slogan “Build your future, be smart about money”. GMW2022 programme covered financial education activities organised at schools at all stages of education. The GMW coordinators at schools implemented their own initiatives or took part in events organised by the national GMW coordinator – the UKNF – and partners.
As part of the campaign, the UKNF organised a cycle of 12 CEDUR webinars addressed to primary and secondary schools students and teachers. The series of training courses covered, among others, the basic aspects of electronic payment methods, banking activity and operations, guidelines for a better understanding of credit agreements for young adults, interest rate – what it is and how to make friends with it, whether inflation is good for our wallet, trading in financial instruments at the Warsaw Stock Exchange (WSE), the rules on prudent investing in the financial market, mobile phone safety – how to protect oneself from cybercriminals, and how to avoid online theft. Over 11,236 students and teachers took part in the training courses organised by the UKNF.
The agenda of GMW2022 was enriched by financial education initiatives and educational materials of other institutions that were involved in the campaign, i.e. the Ministry of Finance, the Bank Guarantee Fund, the Office of Competition and Consumer Protection, the Financial Ombudsman, the Polish Chamber of Insurance, the Warsaw Institute of Banking, the Warsaw Stock Exchange Foundation, the Centre for the Development of Education, and the Czepczyński Family Foundation. Over 9,000 people participated in events organised by institutions cooperating with the UKNF.
The participants of the GMW campaign could find the campaign’s programme at a dedicated website prepared by the UKNF. It included information on projects, financial education initiatives, available tools and educational materials, such as lesson scenarios, comics and animations.
The Ministry of Finance developed educational tools that educators could use during their activities. These resources covered different scenarios for lessons on taxes and the state budget. Participants could also take part in the “MF Academy” project, the online educational platform TAXEDU that hosts educational animations and a virtual tour of the Ministry.
The Bank Guarantee Fund contributed to the CEDUR webinars by preparing a presentation on the rules of the deposit guarantee system in Poland. It was attended by almost 480 participants.
Representatives of the Office of Competition and Consumer Protection prepared a webinar presenting a modern and free educational tool – an online fraud simulator, hosted at kosaurov.edu.pl – a website resembling a social networking site where booby-trapped offers pop up among regular posts. This tool teaches users about online safety rules. The webinar was attended by over 1,300 participants and the website was visited by 230 users during the GMW campaign.
As part of the campaign, the Financial Ombudsman, in cooperation with experts, prepared lesson plans that present key topics related to financial education and financial market. All these materials were made available for download on the Financial Ombudsman’s official website. The Financial Ombudsman also organised a webinar on the security of online payments that was attended by almost 500 students and parents participating. The event was primarily addressed to teachers and secondary school students. It helped to answer the question how to stay safe when paying online. During the discussions, the participants had a chance to learn how to protect their personal data and finances against fraud, what situations to avoid and what to do when they fall victim to fraud.
As part of the GMW, experts from the Polish Chamber of Insurance conducted three online lessons for secondary school students, showing that insurance is an essential part of a household budget and an effective tool for managing fears. The lessons were attended by ca. 700 students. The youth could also learn through comics that illustrated insurance concepts in a nutshell.
The Global Money Week also included the 6th edition of the Congress for Financial Education and Entrepreneurship held on 23 and 24 March under the slogan “Financial education – a mutual duty for present and future generations” by the Warsaw Stock Exchange Foundation (Fundacja GPWi) and the Warsaw Institute of Banking (WIB). The event was attended by 3,259 individuals from across Poland via a dedicated platform and through online transmission of selected parts of the agenda.
The Society for Promotion of Financial Education launched a dedicated tab on its website, which was visited by 830 people. Over 324 people tested their knowledge through a financial quiz, and more than 512 students participated in classes and personal finance management sessions.
The Czepczyński Family Foundation (CFF) organised a number of online events. A virtual training session was addressed to teachers, educators, parents and guardians interested in financial education. They also shared suggestions on how to talk to children about economics and finances. It was attended by more than 900 participants. The CFF conducted two online lessons for children of 5 to 10 years old. The first lesson was devoted to the household budget. Children could find out what constitutes income and expenses in the household budget and what are needs and wants. This lesson was conducted in Polish and gathered more than 1,000 participants. Another lesson was about price. This lesson was based on the book “ABC of Economics. First steps in the world of finance” as well as worksheets and infographics and was conducted in English. It was followed by more than 800 participants. The Czepczyński Family Foundation also organised an online debate with young entrepreneurs. This event was attended by more than 1,400 participants. Recordings from all the meetings can be found on the CFF website.
All the activities, educational tools and materials related to GMW2022 proposed by the institutions were free of charge and accessible through digital means.
During Global Money Week 2022, the National Bank of Poland (NBP – Narodowy Bank Polski) reached thousands of Poles by organising many interesting educational events for various groups of people – from the youngest preschoolers and students in primary and secondary schools to senior citizens. NBP employees conducted online lessons and meetings, quizzes and competitions for over 2,500 students all over Poland. In local radio stations, they discussed the role of the central bank, its tasks and functions in the state economy, expenditure planning and financial security in the era of COVID-19, war reality, and more. The NBP encouraged everyone to use educational materials available here and here. On this website all users could choose educational materials on money and financial stability, lesson scripts, simple animations introducing difficult economic concepts, but also lectures conducted by the NBP experts. The National Bank of Poland focused on improving young people’s financial skills and knowledge of wise money management by reaching various audiences across the country with information about the campaign.
In Portugal, GMW is coordinated by the Banco de Portugal, ASF and CMVM, under the National Plan for Financial Education (NPFE). The 2022 edition engaged 271 schools, 2 universities, 9 NPFE’s stakeholders, 14 financial supervisory authorities of the Portuguese-speaking countries and around 122,000 people.
On March 22, the Portuguese financial supervisors hosted a webinar with the financial supervisory authorities of the other Portuguese-speaking countries to discuss the importance of awareness raising campaigns for young people. More than 100 representatives from the authorities of Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique, Portugal and São Tomé and Príncipe joined this webinar and shared their experiences in conducting financial awareness raising campaigns, as well as in implementing and coordinating GMW nationally. The webinar also benefited from the participation of the OECD/INFE Executive Secretary.
The Portuguese financial supervisors also launched a campaign on the NPFE’s Facebook page to raise awareness on the importance of building up savings for a rainy day and adopting adequate behaviours to prevent digital frauds. The campaign drew attention on trending topics such as crypto assets and sustainable finance.
The Alto Comissariado para as Migrações (ACM) conducted financial education sessions based on the “Todos Contam Lesson Plans”, which were developed by the financial supervisors, and engaged 800 young people who are out of school and face socio-economic vulnerabilities. In addition, the Associação Portuguesa de Bancos promoted the European Money Quiz, a free initiative that aims to assess young people’s financial literacy, engaging around 2,500 students from 46 schools. Besides, the Associação de Instituições de Crédito Especializado organised the national competition called “Economia para o Sucesso”, an initiative which aims to empower young people in their relationship with money. It engaged 23 students. Moreover, the Associação Portuguesa para a Defesa do Consumidor held several classes to discuss the importance of savings and online safety with digital financial platforms. These sessions reached about 800 students from more than 20 schools.
The ASF developed the activity “Poupar com Pinta” (“Having fun while saving”), targeted children up to 9 years old and allowed them to colour their own piggy bank. For older students, ASF developed online questionnaires to address saving habits and digital security. Both activities were developed in collaboration with their parents. ASF also launched a campaign on Facebook to share the results.
The Banco de Portugal, supported by its regional branches, held several initiatives in 16 schools throughout the country engaging 2,000 students from primary to secondary schools.
The CMVM launched a video on Twitter and LinkedIn to raise awareness about the risks of crypto assets, focused on ESA’s messages: the prices of these assets can drop and increase rapidly in short periods; the investor can lose all money invested; the promises of quick and risk-free gains may be associated with fraud; there are no investor protection mechanisms.
The Fundação Dr. António Cupertino de Miranda involved 13,800 students and 120 schools enrolled in the “No Poupar Está o Ganho” project. The Foundation implemented a financial education programme called “Por Tua Conta”, specifically designed for students who are attending vocational education and their teachers. In addition, the Ordem dos Psicólogos Portugueses launched a social media campaign called “Click once and save for life”, raising awareness about the importance of savings. Whereas, the Rede de Bibliotecas Escolares and the Direção-Geral da Educação (Ministry of Education) launched a campaign through its communication channels, to raise awareness about GMW2022 among the school community. Additionally, more than 70 schools and 7,000 students across the country carried out a myriad of activities, including financial literacy competitions, online quizzes, debates based on the “Todos Contam Lesson Plans”, games and study trips.
In 2022, the National Bank of Romania took a lead in coordinating GMW in the country. It aimed at increasing the level of financial education among children and young people as well as boosting financial inclusion. Over 400 organisations were involved in the week and managed to reach more than 30,000 children and 4,000 adults through various activities.
35 experts from NBR’s branches and from its central headquarters engaged with over 20,000 children in over 140 universities, primary and secondary schools. During these events many topics were discussed such as saving, investing, cryptocurrencies, personal and family budgets, needs and wants, Romanian Leu’s security features, the history of money, the role of the central bank in the economy, monetary policy, inflation, and behavioural economics. All interactive presentations included a short Q&A session. Children asked creative questions and offered their own thoughts about how they see money in the future. Others shared how they save and how they think their financial behaviour could be improved. In the same week, two new episodes in the “Financial Education with Ana and Radu” educational film series were launched. These shows highlighted saving and bank cards. The first issue of the Newsletter on Financial Education was released in a bid to further connect to the international financial education efforts. It focused on behavioural economics and included contributors from law and banking sectors who offered their own perspective on how financial behaviour of the population has changed in the last few years.
The Financial Supervising Authority organised several events addressed to children, youngsters and adults. GMW started with a ringing the bell at Bucharest Stock Exchange. FSA developed programmes for different groups such as athletes, artists, art students and disadvantaged youngsters. Webinars for teachers, educators, and for parents were included in their agendas. FSA Olympics and a national drawing contests were also organised. ASF reached students through a trading programme with successful entrepreneurs. A TV talk show was dedicated to GMW. A 24-hour financial education marathon was organised on Facebook. The European Conference of Financial Services by ISF addressed this year the issues of sustainability, resilience and innovation in financial services.
Over 2,700 students from more than 180 primary and secondary schools attended the fourth edition of the national finals of the European Money Quiz contest organised by the Romanian Association of Banks together with its partners. The winners of the two sessions represented Romania in the European Money Quiz finals.
APPE reached children and youth through several digital activities from an online platform to an education software. Different high-level seminars and discussion were organised for teachers. Students from several high schools organised exhibitions with old money, discussed cryptocurrency and future of money. They organised fairs and the profit obtained was granted to disabled children.
Royal School of Transylvania developed programmes where children had an opportunity to capitalise on their ideas, turning them into real businesses. They received funding and monitoring support until the end of the school year. Other students enjoyed being part of a workshop. The guests shared their success stories and answered any questions students had on topics such as saving, investing, risk taking, and how to make profit. At Royal School in Transylvania, Global Money Week ended this year with an ambitious fair. In addition, Gradinita cu program prelungit “Paradisul Copiilor” Craiova, programme tested new child-centered approaches to help children learn about money matters.
Rwanda
**Participating organisations:** AIESEC in Rwanda, Finance Plus Plc, I&M Bank Rwanda Plc, Rwanda AISEC, Rwanda Stock Exchange Limited, Economic Policy Research Network (EPRN), schools, universities
**Total number of participating organisations:** 16
**Number of children and young people reached directly:** 640
**Number of adults reached directly:** 150
**Number of people reached indirectly:** 15,000
Throughout Global Money Week 2022, AIESEC in Rwanda along with partners reached 40 children and youth through several activities such as visiting the Rwanda stock exchange market, I&M Bank PIC, and physical visits to schools.
During GMW2022, financial literacy awareness sessions were offered to children, youth and adults, mostly through a hybrid format. This included sessions about the importance of early saving, stock market operation, high-level virtual discussions about various themes and other educational sessions.
Furthermore, this year, university students had the opportunity to participate in workshops on banks at the Rwanda Stock Exchange.
In 2022, AIESEC in Rwanda focused on reaching both children and youth through in-person visits that took place in different primary schools in Kigali and Huye. Students were educated about money matters and how they can prepare for the future through savings starting at an early age.
Moreover, I&M Bank Rwanda Plc and Rwanda Stock Exchange (RSE) sponsored Global Money Week 2022. The Economic Policy Research Network (EPRN) supported the overall coverage of GMW2022. Students were hosted by I&M Bank Plc Rwanda and the stock exchange warmly welcomed the students at their institutions where educational sessions were prepared about both institutions and how students can benefit from their services.
In addition, AIESEC in Rwanda had a virtual closing ceremony event that gathered 487 youth from different universities. During the event, partners delivered keynote speeches and participated in the panel discussion. Panelists shared their experiences and how they have come where they are today, their perspective when it comes to money matters and saving at an early age. The youth had interactive discussions and all their questions were answered.
Throughout Global Money Week 2022, Finance Plus Plc along with partners reached 600 children and youth through several activities such as workshops and over 150 parents.
During the campaign, financial literacy awareness sessions were offered to children, youth and adults mostly through media, TV shows and radio shows. We estimate that those sessions through media reached at least 10,000 people.
São Tomé and Príncipe
Participating organisations: MOVE, REINA - Rede Nacional de Incubadoras e Aceleradoras de Negócios
Total number of participating organisations: 2
Number of children and young people reached directly: 84
Number of adults reached directly: 6
Number of people reached indirectly: Not reported
During the Global Money Week 2022 in São Tomé and Príncipe, several activities were carried out aimed at high school and university students, under the theme “Build your future, be smart about money.”
The NGO MOVE, in partnership with REINA (National Network of Business Incubators and Accelerators), planned four activities focused on entrepreneurship and financial management, reaching more than 80 young people.
They organised a workshop on financial management, a lecture given by successful entrepreneurs in São Tomé, a visit to a bank and an event on a new application for payments and bank transfers.
GMW national coordinator: Capital Market Authority
Participating organisations: Social Development Bank, Saudi Central Bank, Sown Advisory, 24 government organisations, 8 NGOs, 2 chambers of commerce, 2 shopping malls, 5 public fairs, 12 schools, 10 universities, colleges and institutes
Total number of participating organisations: 77
Number of children and young people reached directly: 1,293,375
Number of adults reached directly: 1,405,017
Number of people reached indirectly: 14,501,187
The Capital Market Authority (CMA) used their Smart Investor and Thameen awareness programmes throughout Global Money Week 2022. Some initiatives were carried out through social media platforms Smart Investor (https://twitter.com/sjorsjaa) and Thameen (https://twitter.com/thameensai). Posts included tweets, infographics, and videos. The campaigns used the official GMW2022 hashtags: #GMWBuildYourFuture #GMWB/SmartAboutMoney #GlobalMoneyWeek2022 More than 2,000,000 impressions, and over 350,000 video views were gathered. Furthermore, a university visit was held at the headquarters of the Capital Market Authority to enrich and raise the financial literacy knowledge of young people.
Throughout Global Money Week 2022, Social Development Bank (SDB) worked with 59 partners from all over the country. They conducted more than 89 workshops for over 6,800 children and adults and provided personal financial advice for more than 31 families. In addition, multiple new initiatives were launched to raise financial awareness of children and youth, to promote savings and financial inclusion and to encourage young people to acquire financial knowledge, skills, attitudes and behaviours necessary to make sound financial decisions and to become financially capable.
During Global Money Week, SDB launched the following initiatives and programmes:
- A hackathon for savings and planning targeting university students and young entrepreneurs.
- A gaming application for children between ages 4-12 teaching children through gaming the basic concepts of money, planning and savings.
- Interactive activity “Treasure Island” for 474 children between ages 4-12 focusing on concepts of earning, saving, investing and giving money.
- SDB launched four different children stories for different age groups and published an encyclopaedia about basic concepts of money and the history of money.
During GMW2022, visits to the Saudi Central Bank and the Currency Museum were organised for secondary schools and universities students. An online competition via an easy access app to promote financial awareness was published throughout the week, with more than 400,000 participants. A media campaign was launched, and a podcast with HE the Deputy Governor for Development and Technology of Saudi Central Bank was recorded and broadcast. The podcast discussed financial technology and savings.
The Financial Education for Kids programme of SownAdvisory focused on developing and raising financial awareness of kids. It taught 6-12 year olds how to save and set their personal financial goals. The workshop also helped 12 kids to understand how to buy, sell and negotiate though a simulation of a small market.
SownAdvisory believes that reading is the foundation for knowledge, and in order to achieve its goals in raising financial awareness Sown Book Club was established. The club started its first sessions in January 2017 and has been held on a monthly basis ever since. For Global Money Week 2022, the Sown Book Club organised reading for a book called “What your financial advisor doesn’t tell you.” The two-hour event held on March 23 gathered 100 participants.
Participating organisations: Casa Forte ltd, Center for Financial Education and Empowerment (CEFIN), Erste Bank, VIPOS school, National bank, Economic faculty Belgrade, Economic Faculty Kragujevac, Singidunum University, Youth Economy Forum, Koreni, BizLife, Ekonomski Online, Nova Ekonomija, Biznis, Moja Baza, Association of Serbian Banks, Kroja eva škola, Centar za mame (Center for moms), Western Serbia Academy of Applied Studies Valjevo Department, Casa Forte, Valjevo School of Economics, Association of Serbian Banks b.a., Association for the Economic Empowerment of Women ZEM Valjevo
Total number of participating organisations: 20
Number of children and young people reached directly: 560
Number of adults reached directly: 2,755
Number of people reached indirectly: 71,000
Center for Financial Education and Empowerment (CEFIN) and its partners organised an event focused on financial education at Nova Iskra on March 24th. It was live-streamed on Facebook and YouTube. Guest speakers from Erste bank, Association of Serbian Banks, Kroja eva Škola, Centar za mame (Center for moms) and CEFIN shared their knowledge and experiences how to learn, save and earn more. During the programme the following was presented:
- "Children's Financial Literacy" guide with tips and tricks for parents
- "We and Our Financial Health" discussion on how we take care of our financial health by setting goals, budgeting, saving, earning, and more.
- Presentation of the #ErsteZnali online financial education platform and a fun, educational mobile game called "uvatri Zmajevog blaga" for the youngest.
To mark the 10th anniversary of Global Money Week, consulting company Casa Forte held a LinkedIn event. This was followed by over 500 group members and 83 participants directly. The panellist discussed on the topic of "Build Your Future, Be Smart About Money." Each participant received an e-book called "Step forward, SME Development Handbook" and a certificate of participation. Through the promotional campaign, mailing list of BizLife magazine and event report more than 20,000 individuals were indirectly reached.
During GMW2022, HRH Princess Ljubica Karadjordjevic addressed that financial independence is the path to freedom where financial literacy and security are at the core of it.
Throughout Global Money Week 2022, Western Serbia Academy of Applied Studies Valjevo Department had two events. These were organised in collaboration with the National Bank of Serbia. One of the events focused on board game tournaments such as "Finances for Later" followed by workshops on "Me and My Budget". The other event highlighted "Smart Careers, Digital assets" in the light of accounting regulation, finance for non-financiers.
Seychelles
**Participating organisations:** UN Youth Seychelles, Pension Fund, Central Bank Seychelles, Nouvebang S.I.M.B.C, Ministry of Finance, Economic Planning and Trade, Financial Intelligence Unit Seychelles, H Savvy Insurance, Mauritius Commercial Bank (Seychelles), Seychelles Investment Board, Seychelles Revenue Commission, NeuroSey, Well of Inspiration, Fair Trading Commission, Enterprise Seychelles Agency
**Total number of participating organisations:** 14
**Number of children and young people reached directly:** 748
**Number of adults reached directly:** 10
**Number of people reached indirectly:** 2,570
For the 8th edition of Global Money Week in Seychelles, the campaign was once again led by the UN Youth Seychelles (UNYS). The week kicked off with a virtual launch ceremony hosted by UNYS on March 21st. The programme consisted of an overview of what has been accomplished since the introduction of GMW in the country followed by an interactive panel discussion. This year’s campaign brought back a digital version of the Virtual Financial Education Tours, which have become a fan favourite throughout the years. In 2022, the Virtual Financial Education Tour consisted of four tracks dedicated to specific themes: financial crimes, personal finance, personal business management and accounting. Each track was used for insightful and engaging sessions where participants were able to gain a deeper knowledge on the respective topics from various experts in their fields. The virtual aspect allowed both students but adults to participate. Members of the UNYS also took part in a local morning talk show “Bonzour Sesel” to promote GMW and explain the activities for the week in Seychelles. Furthermore, the UNYS posted different challenges on social media platforms and shared financial awareness materials.
For the first time in Seychelles, many organisations and institutions took their own initiative to organise events. The Central Bank of Seychelles (CBS) organised two virtual workshops during the week. One of the workshops held in collaboration with the Seychelles Pension Fund was dedicated to the topic of “Personal Financial Management” and the other Workshop focused on “Money Matters”. CBS also hosted three talk shows relating to several financial topics on different radio stations.
Apart from CBS, the Enterprise Seychelles Agency (ESA) organised two virtual sessions aimed specifically for Micro Small Medium Enterprise (MSMEs). The sessions held explored the budget formulation and management and provided participants the chance to learn how to use QuickBook for their business.
Financial Planning Association of Singapore (FPAS) participated digitally in this year’s Global Money Week by delivering social media content to all our CFP® professionals.
As part of the financial Planning Standards Board (FPSB) Network, the campaign theme of “Live Your Today, Plan Your Tomorrow” aligned perfectly with this year’s GMW2022 theme “Build your future, be smart about money” which also focuses on the future of financial planning.
Numerous messages were shared on all the social media platforms – Facebook, LinkedIn, Twitter, and Telegram to maximize the outreach. Leveraging on the global CFP® community, it was possible to amplify the importance of financial literacy to a wide audience of 1,000 people.
The 10th annual Global Money Week took place in Slovakia mainly through online activities. During March 21-27, a series of events were dedicated to the GMW2022 theme of “Build Your Future, Be Smart about Money”. Children and young people were involved with learning financial literacy skills to build financial resilience.
Slovakia became actively involved in Global Money Week through the work of National Bank of Slovakia and its five money projects. Many financial literacy trainers gave online financial education sessions for 63 high school students throughout the week. During these 3-hour online classes, they taught the difference between gross and net pay, what the risk is if you do not save for unexpected situations and a number of other interesting facts on the topic of work and money. They also tried to prepare students to make financial decisions that match their home budget. 30 high school students visited the permanent exhibition at the NBS: From the Slovak Koruna to the Euro. An InfoSWAP event was prepared for university students, where 75 students shared knowledge from the financial and non-financial world. On March 25, the NBS organised the national finals of the international Generation Euro competition, in which five teams from secondary schools competed. They presented on the topic of “When is inflation low, when is it too high and what does it actually mean?”
Global Money Week 2022 in Slovakia also included an intensive campaign for a series of short animated videos from Speniažka. This animated miniseries of videos illustrates well-known fairy tales and presents various financial topics and life situations in the modern world of finance. The NBS also prepared a video series for seniors on various financial topics related to many financial situations based on real life cases.
During GMW2022, the National Bank published a number of articles on their Spenazi.sk website. These focused on various thematic areas of financial education for children, pupils, students and the adult population.
Feedback from participants was collected via online education, lectures, webinars, fairy tales and traffic to the Spenazi.sk website and data was used to improve the quality of financial education in various topics.
Akadémia vzdelania (non profit organization Academy of Education OVB). Throughout Global Money Week 2022, financial literacy awareness sessions were offered to more than 150 children and youth. An online finance game “Moja Familia” (My Family) was organised for primary school children. The aim of the game is to teach students good skills and habits while thinking skilfully and economically.
Throughout Global Money Week 2022, the National Education Institute of Republic of Slovenia along with partners reached more than 33,000 children and youth through several digital activities such as video lectures, workshops and competitions.
During GMW2022, financial literacy awareness sessions were offered to children, youth, teachers and adults, mostly through digital means. This included sessions on the household budget, credit and indebtedness, emergency and opportunity funds, planning for the future, investments, insurance, social security, consumer law, conscious consumption, financial habits, financial independence, sustainable finance, financial scams and fraud, investor protection, and much more.
Many activities were integrated into the curriculum in various compulsory subjects (e.g. home economics, ethics and society, mathematics, history, etc.), addressing the importance of financial education and financial literacy for children and youth.
High-level discussions, seminars, and other educational sessions were organised every day during GMW2022.
The high-level National Launch was held in joint cooperation with the support of the ministers and the management of the participating institutions of the Ministry of Education, Science and Sport, the National Education Institute of the Republic of Slovenia, the Ministry of Finance, the Central Bank of the Republic of Slovenia, the Banking Association of Slovenia, the Ljubljana Stock Exchange and the Bankarium - Museum of Money and Banking in Slovenia. The content of the National Launch highlighted the efforts, vision and strategy of further targeted inter-ministerial activities for more intensive activities in the future, which give special importance to financial education and financial literacy of children and adolescents in order to strengthen the competences and skills of financially literate consumers.
The Central Bank of the Republic of Slovenia organised banking lessons webinars, an art and video competition for children and youth to mark the 15th anniversary of the Euro in Slovenia. The Bankarium - Museum of Money and Banking held open days for different age groups with guided tours of the museum during GMW. For students, there was a First Financial Steps learning programme and a Financial Workshop for adults. Participants tested their knowledge and skills in a digitally supported financial maze.
The Banking Association of Slovenia celebrated the European and Global Money Week with various events. The activities were preluded by the European Money Quiz, a national competition. During the week, open days to the financial sector were organised with various thematic topics for different target groups. An event on fraud prevention was held for primary schools and an event on the protection and rights of young users of financial services was held for secondary schools, with the involvement of various stakeholders. The traditional round table on financial literacy in the financial sector, attended by representatives of financial associations, regulators and supervisors in the financial sector, as well as representatives of financial and other institutions, ministries, schools, libraries and others, presented a range of projects and efforts to cooperate in joint activities to develop content and educational programmes for different age groups.
The Ljubljana Stock Exchange organised a webinar for students entitled “Going to the Stock Exchange.” The webinar focused on personal finance and investment opportunities, securities and securities market infrastructure, the stock exchange and securities trading.
**Spain**
**GMW national coordinator:** Plan de Educación Financiera (national strategy for financial education in Spain) through its trademark Finanzas Para Todos, Banco de España, National Securities Market Commission (CNMV), Ministry of Economic Affairs and Digital Transformation (MAETD)
**Participating organisations:** Spanish Confederation of Savings Banks (CECA), Spanish Banking Association Foundation (AEB Foundation), National Union of Credit Unions (UNACC), Institut d’Estudis Financers (IEF), Finanzas para Mortales (UCEIF Foundation), Spanish Union of Teaching Cooperatives (UECOE), International Financial Analysts (AFI Foundation), Institute of Credit and Finance of the Region of Murcia (ICREF), MAPFRE Foundation, Foundation for Education in Accounting and Business Administration (CONTEA), Nantik Lum Foundation, ASUFIN Financial Users Association (ASUFIN), Adecose Foundation, Mutualidad Abogacia Foundation (Mutual Lawyers Foundation), Stock Market and Financial Studies Foundation (FBEF), Escuela de Jóvenes Emprendedores®, El Recetario Financiero®, Ayuntamiento de Benissa, Comarca de Somontano de Barbastro, IES Josep Iborra (Benissa, Alicante), IES Hermanos Argensola (Barbastro, Huesca), Benissa Digital
**Total number of participating organisations:** 26
**Number of children and young people reached directly:** 4,402
**Number of adults reached directly:** 1,249
**Number of people reached indirectly:** 48,807
Throughout Global Money Week 2022, 16 Spanish organisations arranged more than 100 activities. These included face-to-face and digital workshops, online contests, videos, distribution of learning materials, webinars, a visit to a stock exchange, content sharing on webpages and on social media. All activities reached more than 4,000 children and youth. Indirectly, about 50,000 youth and adults were reached. This year, some activities were carried out in-person, due to a better situation of the COVID-19 pandemic.
Banco de España was the national coordinator of GMW2022 in Spain, alongside with the National Securities Market Commission (CNMV) and the Ministry of Economic Affairs and Digital Transformation (MAETD). Together they organised an in-person conference for 150 students at the winning school of the Spanish Financial Knowledge Contest 2021. During the event, there was an interesting debate about several topics regarding internet fraud, responsible consumption, saving for the future and cryptocurrencies. These three institutions, as the promoters of the national financial education strategy - Plan de Educación Financiera, also provided teaching materials to high school teachers, published several posts and online quizzes on Finanzas Para Todos, the webpage of the Plan de Educación Financiera, and on its social media platforms.
The rest of the activities carried out in Spain during GMW were organised by twelve collaborators of the Financial Education Plan. The activities were aimed mainly at youngsters in middle and high schools, but also to children in primary education, vocational training and students in the university. Among these activities:
- AEB organised an online financial knowledge contest via Kahoot! with the participation of 1,800 young people. The winner represented Spain in the European Money Quiz final.
- CCEA, together with its associated financial entities, organised talks and workshops aimed at vulnerable groups such as people with intellectual disabilities from youth to elderly. Workshops for high school students were organised, in which concepts related to financial education, cryptocurrencies, blockchain and NFTs were explained.
- UNACC, together with AEB, organised workshops for high school students to make them aware of the importance of economics and the responsible use of personal finances.
- Institut d’Estudis Financers (IEF) organised a workshop “The Circular Economy”, to raise awareness on the importance of applying responsible consumption in our daily lives to achieve a more sustainable world.
- UCEF Foundation organised training sessions dedicated to “Entrepreneurship for Employment” and “Sustainable Finance” for young people by trying to link these sessions to the digitisation.
- AFI Foundation launched an Instagram channel “Today I Have Fun With” aimed at boys and girls between 14-25 years old. Different financial topics were shared, and a contest on cryptocurrencies and sustainable finance was organised.
- ICREF organised the colloquium “Build Your Future” between high school students and the Regional Responsible of Economy and Finance of the Region of Murcia.
- CONTEA Foundation developed a video report “Accounting in Your Pocket” on the relationship between young people and money.
- MAPFRE Foundation launched an online quiz and game called “Savings Roulette” via social networks in which participants who completed the game could enter into a later draw.
- UECOE developed an initiative called “Economy for All” to enhance the financial culture in society, especially among high school students. It also created a comic about “Learn Finance with Alejandro and Greta” which could be used for financial education activities for primary school students.
- Nantik Lum created a thematic video that addressed the issue of saving as a habit and a fixed expense within the personal budget.
- ASUFIN published an infographic via social media to provide savings tips for the young students.
- ADECOSE Foundation launched a campaign on TikTok to spread financial and insurance content to a young audience between 18-30 years old. The videos were made in English to ensure international dissemination.
- Mutualidad Abogacia Foundation organised some activities for young people with intellectual disabilities. Two workshops on “Savings and Responsible Consumption Laboratory”, as well as the programming of a visit to the Madrid Stock Exchange.
- Escuela de Jóvenes Emprendedores®
With the help of the Townhall of Benissa, the Comarca de Somontano de Barbastro, organisation of La Escuela de Jóvenes Emprendedores and El Recetario Financiero more than 115 students participated in the Olympics of Financial Education, and gamified workshops in Alicante and Huesca to celebrate the Global Money Week. The Financial Olympics are an innovative way to introduce economics to children and young people. Through games, group dynamics and exercises, children and youngsters learn financial concepts while playing. All the activities promote the values of responsibility, solidarity, teamwork, effort and commitment. Learn more [here](#).
Suriname
GMW national coordinator: Centrale Bank van Suriname
Participating organisations: De Surinaamsche Bank, Finabank, Hakrinbank, Trustbank Amanah, Republic Bank, Spaar- en Kredietcoöperatie GODO, Surinaamse Postspaarbank, Volkscredietbank, Self-Reliance, Kredietcoöperatie de Schakel, Ministry of Education Science and Culture
Total number of participating organisations: 11
Number of children and young people reached directly: 2,965
Number of adults reached directly: 88
Number of people reached indirectly: 41,987
The Central Bank of Suriname (CBS) organised Global Money Week for the eight time. The campaign was launched with an opening speech by Deputy Governor of the Central Bank of Suriname followed by a panel discussion on financial topics with senior officers of the Central Bank and five secondary school students. A national essay competition targeted 15-18 years old students. Drawing and video competition were held for children aged between 10 and 14 with a special focus on youth in rural areas. Financial education awareness videos were used to share knowledge, skills, attitude and behaviour necessary to make good financial decisions. Other educational videos, games and competitions were organised by different financial institutions. Helpful money tips were shared online. Besides, a specific jingle was produced for the campaign week celebrations. Although the COVID-19 pandemic had impacted the awareness campaign of the Central Bank, an in-person panel discussion attended by students and others was organised at the Bank.
Sweden
GMW national coordinator: Swedish Financial Supervisory Authority (Finansinspektionen)
Participating organisations: The National Food Administration, The Swedish Enforcement Authority, Swedish Young Shareholders’ Association, Swedish Securities Markets Association, The Swedish Consumers’ Banking and Finance Bureau, Swedish Consumers’ Insurance Bureau, Swedbank, Nordea, Ung Privatekonomi
Total number of participating organisations: 10
Number of children and young people reached directly: 40,157
Number of adults reached directly: 35,000
Number of people reached indirectly: 1,700,000
During Global Money Week 2022, a worldwide campaign called Svinrikt (“Waste rich”) was launched, a series of educational content directed towards teachers with the purpose of teaching students about financial savings while reducing food waste. This was a collaboration between the Swedish Financial Supervision Authority and the Swedish Food agency to highlight the subject of sustainable finances as well as sustainable food consumption and what effects this can have both regarding climate change and our personal finances. The content released consisted of educational videos, home assignments, classroom challenges, and different learning assignments. All resources were made available for teachers to use when they talk financial savings and food waste with students in schools. Even before the initiative was launched teachers from more than 300 schools around Sweden had registered their interest to be part of the campaign.
A national Money Quiz was organised for secondary schools by the Swedish Bankers’ Association, several online lectures were held for students. Multiple social media campaigns were held for children, young people and adults. Many of the lectures about personal finance are available for schools all year round since financial education is an ongoing project as it is part of the school curriculum from the first grade in Sweden.
Switzerland
GMW national coordinator: Financial Literacy Network, Dachverband Budgetberatung Schweiz, Netzwerk Finanzkompetenz (Swiss Money Week)
Participating organisations: DSS/Il franco in tasca, CPC Bellinzona, Liceo cantonale di Locarno, Caritas Schweiz, Città dei mestieri della Svizzera italiana, CORREF (VD), FRC, EPAC Bulle, Iconomix, Pro Juventute, Promotion Santé Valais, HETS, Unafin (VD), ECDG Sierre, Centre Botza, Lycée cantonal de Porrentruy, Schuldensberatung Aargau Solothurn, Moneyfit Postfinance, Bernisches Historisches Museum, Schuldensberatung Kanton Zürich, Plusminus Basel, Schuldengrävention Stadt Zürich, FinanceMission, Berner Schuldensberatung, Chindernetz Bern, 23 media organisations
Total number of participating organisations: 48
Number of children and young people reached directly: 870
Number of adults reached directly: 890
Number of people reached indirectly: Not reported
Throughout Global Money Week 2022, Swiss Money Week along with partners reached approximately 870 children and youth through several activities. Peculiarly Swiss Money Week decided not limit itself to children and youth but also reached out directly to approximately 890 adults including teachers, parents, refugees, social workers and other adults. This choice was inspired by the potential of influence that adults have, their roles in relation to children and the youth, respectively among other adults. In total, approximately 1,800 participants took part in more than 30 different activities in the three linguistic regions of Switzerland (Italian, French and German). The activities, both online and in person, were different but mainly consisted in financial education workshops and lectures, financial education games in person (i.e. CiaoCash, FinanceMission, etc.), accessible consulting services, visits to museums (History Museum of Bern), radio shows, TV shows and podcasts. Digital means had an important role in most activities. Furthermore, 23 different media organisations were involved to help raise awareness on financial literacy and extensively cover updates from the Week.
Throughout Global Money Week 2022, the Central Bank of the Republic of Tajikistan along with partners reached 8,449 children and youth through several digital activities such as competitions, quizzes, presentations and resources.
During GMW2022, financial literacy awareness sessions were offered to children, youth and adults, mostly through digital means. This included competitions for schoolchildren for the “best picture” and “best essay” on the topic “What I can do with money?”
High-level discussions, seminars, and other educational sessions were organised at high schools and universities all over the country including rural and remote areas.
Furthermore, this year over 100 university students from four universities in Dushanbe had the opportunity to visit the Money Museum in the Central Bank and get new knowledge of the history of money.
In total, Tajikistan covered 9,129 people participating in Global Money Week 2022. This number is gender and social inclusive as well as considers all education ages starting from primary schools.
**Tanzania**
**GMW national coordinator:** Institute Of Accountancy Arusha Dar Es Salaam Campus
**Participating organisations:** VM Financial Education Foundation, University of Dar Es Salaam, Bank of Tanzania, Dar Es Salaam Stock Exchange, Capital Market Security Authority, Ministry of Finance, Utt Amis Pandahili Secondary School, Benjamini Mkapa High School, Senderwood Pre and Primary School, St Joseph Cathedral High School, Jangwani Girls High School, Brack Limited, Cornerstone High School, Seckyland of Fashion, Tol Gases Ltd, Cmhl Royal Logistic Company Limited, One Nagg Group Ltd, Sephiola Technologies, Vikoba Endelevu, Kijitonyama Science Secondary School
**Total number of participating organisations:** 25
**Number of children and young people reached directly:** 7,000
**Number of adults reached directly:** 500
**Number of people reached indirectly:** Not reported
Throughout Global Money Week 2022, VM Financial Education Foundation and Institute of Accountancy Arusha along with other partners, reached 7,000 youth and children. Activities such as a seminar, essay competition, public lecture, study tours to Bank of Tanzania, Capital Market Security Authority and Dar Es Salaam Stock Exchange were conducted.
The CEO of Capital Market Security Authority bought shares of Tsh 100,000 to each university student who attended the seminar that encouraged youth to learn more of investment and how to choose shares from the market before investing.
Seminars targeting farmers and livestock keeper from TABROFA and VICOBA (small groups of saving and investing) had an opportunity to learn on how to be smart about their money by gaining insights into other means of investing.
VM Financial Education Foundation also hosted an essay competition on “Financial Discipline is the Key to Success” for secondary school students. 3000 students from public and private school took part in it, but only three winners were awarded laptops.
Moreover, a public lecture attended by 200 people was held on March 25th. The speakers from Ministry of Finance and Planning explained the Tanzania financial sector development master plan. He emphasised on the importance of financial education and how the ministry is planning on providing financial education to the community. Other guest speakers included Dar es Salaam Stock Exchange, Capital Market Security Authority and UTT AMIS. Additional one-on-one session on financial literacy and market outreach was held on March 26-27.
The Bank of Thailand set out to persuade young people to think more about their financial futures. Therefore, the Bank introduced a tool to help youth and adults to visualise their goals, guide them on how to achieve them, and encouraged them to stay determined.
The newly launched website “Dear Future Me” offers a space for people to write postcards to their future selves about what they want to become by next year. The youth could imagine any goals they wanted to achieve, such as their graduation project, a dream vacation, or a concert by their favourite singer. Then they could write it down as if they are talking to their 2023 selves. The site then directed participants to consider how much money they would need to achieve their goal, and also calculated how much money they should save each month. These messages and numbers are combined into an e-postcard that was scheduled to deliver to their email on the same date in 2023 along with a reminder email. The site also allows users to share the image of the e-postcard with their friends on social media. This would increase self-commitment as well as the psychological factor of social pressure, which would help a person be more committed to the goal.
Throughout Global Money Week 2022, the youth and were able to participate in the “Dear Future Me” activity via distributed links promoted on various social media accounts of the Bank of Thailand and Line Open chat of school network. There were also QR scan spots at the Bank of Thailand Learning Centre for those who came to visit the museum during the campaign time.
Approximately a thousand participants directly accessed the “Dear Future Me” website and 186 participants fully completed these activities. The campaign reached over 86,000 people, and raised awareness of Thai people on the topic of financial goal setting.
Trinidad and Tobago
GMW national coordinator: National Financial Education Committee
Participating organisations: Bankers Association of Trinidad and Tobago, National Financial Literacy Programme, Financial Literacy Secretariat-Tobago House of Assembly, Deposit Insurance Corporation, Office of the Financial Services Ombudsman, Trinidad and Tobago Securities and Exchange Commission, Mutual Fund Association of Trinidad and Tobago, Trinidad and Tobago Stock Exchange, Association of Trinidad and Tobago Insurance Companies, The Co-Operative Credit Union League of Trinidad and Tobago, Trinidad and Tobago Insurance Institute, schools
Total number of participating organisations: 11
Number of children and young people reached directly: 324,746
Number of adults reached directly: Not reported
Number of people reached indirectly: Not reported
The National Financial Literacy Programme, NFLP, of the Central Bank of Trinidad and Tobago launched its web application called “Money World” on Wednesday, March 23rd. The launch featured remarks from the Governor of the Central Bank, Senior Manager, HR, Industrial Relations and the Financial Services Ombudsman and Manager of the NFLP. Additionally, local youth influencer and Entertainment Ambassador also endorsed the app. Money World is an innovative learning tool where children between the ages of 7-11 can learn about key concepts of money such as the history of money, savings, budgeting and making wise spending choices. In addition to the interactive infographic, seven games and quizzes were created to challenge users’ knowledge and reinforce the knowledge acquired from navigating the interactive web portal. Since its launch, the Money World app attracted 649 players and the game portal 1,400 visits.
Additionally, The Trinidad and Tobago Securities and Exchange Commission, TTSEC, launched its Youth Entrepreneurs Series (YES) initiative called “Invest in your Start-Up Dream.” The YES campaign expanded on the GMW theme and aimed to promote an entrepreneurial mindset among the youth by highlighting successful entrepreneurs between ages 13-25. The participants shared their unique experiences in opening their businesses to encourage and inspire others to invest in their start-ups. The YES campaign also provided a platform for the country’s young entrepreneurs to share their real-life stories, the challenges and successes, and offer advice and tips to motivate and encourage their fellow youth to open their start-ups. 35 applications were received and evaluated along with specific criteria, one of which was the uniqueness of the venture. Successful applicants were featured on all the TTSEC’s digital platforms and highlighted in the Trinidad Express Business newspaper. The analysis showed 311,754 total views of the posts and 96,223 total engagements including views, likes, shares, comments, and reactions.
In Tobago, two main activities were hosted by the Financial Literacy Secretariat (FLS) of the Division of Finance, Trade and the Economy, Tobago House of Assembly. The “Be Money Smart” video challenge was geared toward secondary school students that allowed them to share their perspectives and ideas on money matters creatively. The video challenge attracted approximately 12,000 views, 800 likes and 690 shares, and 200 comments. Four winners were selected from the five finalists winning prizes such as UTC Units, book vouchers and digital devices. Other prize categories included the “Best Video Content”, “Most Creative Video”, and “Most Popular” video. In addition, the Money Talk campaign encouraged financial literacy discussions between parents and their children.
Lastly, the Bankers’ Association of Trinidad and Tobago (BATT’s) hosted 112 students from the Bishop Anstey High School East. Under the theme of “Build Your Future, Be Smart About Money”, BATT’s virtual event was led by media personality and comedian.
BATT’s virtual session started with an exciting “Business Idea Challenge” facilitated by the General Manager, Youth Business Trinidad and Tobago under the theme of “Building an Entrepreneurial Mindset”. After presenting the fundamentals of how to start a business with a business model canvas, the students were asked to create a business in the agriculture industry. Following this, the students were placed in groups and had to pitch their business idea after 20 minutes of brainstorming in their groups. The programme also offered useful tips on how to be smart about money. Prizes were offered for answering financial education questions. The participation was made fun with interactive activities.
Türkiye
**Participating organisations:** Financial Literacy and Inclusion Association (FODER), Borsa Istanbul, Istanbul Provincial Directorate of National Education, İşbank Museum, Manisa Celal Bayar University, Bahçeşehir University, Abdullah Gül University, Kırklareli University, Menehutun Primary School, Neyir Turhan Primary School, Tink College, Mehmet Ali Büyükhanlı Vocational Technical Anatolian High School, Robert College, MBA Schools, Ahmet Mithat Efendi Primary School, İbnü Sina İmam Hatip Secondary School, İbnü Sina İmam Hatip High School, Habitat Association, Aflatoun International, Visa Turkey, UNDP, Turkish Capital Markets Association (TSPB), University Social Clubs, Woman Cooperatives, NOGs - Social Media Announcement, Local Governments
**Total number of participating organisations:** 26
**Number of children and young people reached directly:** 27,131
**Number of adults reached directly:** 4,033
**Number of people reached indirectly:** 38,617
Throughout Global Money Week 2022, FODER reached thousands of children and young people. Various digital events such as online workshops, games, competitions, and webinars were organised with partners from public and private sectors and non-governmental organisations.
All events were organised under the theme of “Be Smart About Money, Build Your Future.” The campaign was launched with the Opening Bell Ceremony in Turkey, organised in cooperation with FODER and Borsa Istanbul. Children and youth visited the national stock exchange. They had the opportunity to ring the opening bell, which signals the beginning day of trade, in honour of Global Money Week.
During the week, FODER specialists and volunteers came together with students, talking about the basic concepts of money, budgeting, needs and wants, savings and investment. The aim was to create budget and savings awareness for the students during the trainings in collaboration with the Provincial Directorates of National Education. 7,561 students were reached. Furthermore, this year, university students had the opportunity to participate in the online financial literacy trainings like “Young People Knowing Their Budget.”
İşbank Museum opened its doors to children to teach them about money and history. FODER trainers taught children and youth about different currencies and the history of money. With these sessions, FODER increased students’ awareness on different currencies and old money.
A digital closing event was held as a webinar on March 25th. The programme included international guests who shared best practices from around the world. It was highlighted that it is important to work collaboratively, both locally and globally, to carry out financial literacy awareness activities and support young people to become empowered global citizens.
Habitat Association cooperated with partners in the whole month of March to celebrate Global Money Week 2022. Together they reached 23,495 children and youth through several activities such as online and offline trainings, workshops, games, competitions and YouTube awareness videos. During the campaign week, financial literacy awareness sessions were offered to children, youth, adults, teachers, families and senior citizens. Volunteer trainers of Habitat Association organised online and offline trainings for adults, students from high schools and universities. Teachers played the pocket money board game in their schools. Parents watched animated videos about financial literacy.
Uganda
Participating organisations: I Profile Foundation Uganda, Kisoboka Africa
Total number of participating organisations: 2
Number of children and young people reached directly: Not reported
Number of adults reached directly: 400
Number of people reached indirectly: 538
During Global Money Week 2022, I Profile Foundation Uganda, together with Kisoboka Africa engaged several parents to discuss how are they teaching children about money, financial decisions and discipline. Two parents with the best methods were selected to take part in a Tweetschat under the theme of “The Role of Parents in Children’s financial discipline.” This helped to share wise ideas and reach other parents in the network. The parents shared their thoughts and answered any additional questions. The goal was to start a deeper and more meaningful conversations on the role that parents play in the financial discipline of their children. The intention was to keep these conversations going both online and in-person so that every parent could actively take on the role of training their children to become financially wiser.
GLOBAL MONEY WEEK
TI EME
BUILD YOUR FUTURE, BE SMART ABOUT MONEY
TWEET CHAT
The role of parents in children’s financial discipline.
@ipfug
31st MARCH 2022 | 9am - 10am EAT
ANGELA DRAGU
PARENT
WINFRED AMANYA
PARENT
THERESA NYAKETCHO
MODERATOR
GLOBAL MONEY WEEK
THEME
BUILD YOUR FUTURE, BE SMART ABOUT MONEY
TWEET CHAT
The role of parents in children’s financial discipline.
@AngieMasudio
31st MARCH 2022 | 9am - 10am EAT
ANGELA DRAGU | PARENT
GLOBAL MONEY WEEK
THEME
BUILD YOUR FUTURE, BE SMART ABOUT MONEY
TWEET CHAT
The role of parents in children’s financial discipline.
@WinfredAmanya
31st MARCH 2022 | 9am - 10am EAT
WINFRED AMANYA | PARENT
United Arab Emirates
**Participating organisations:** Abu Dhabi Securities Exchange (ADX), Cashee Tech FZE, Visa, Dubai Cares, GEMS Education, Dubai Heights Academy, Raffles World Academy, North London Collegiate School, Guilford Royal Grammar, DIA, Jehel Ali School, Hartland School, Horizon School, Aquila School, Arcadia School, Safa Community School, Safa British School, Dubai British School JP, Arab Unity School, Al Ghurair University, Emirates International School – Jumeirah, Global Indian International School - Abu Dhabi
**Total number of participating organisations:** 252
**Number of children and young people reached directly:** 4,450
**Number of adults reached directly:** 1,530
**Number of people reached indirectly:** 6,050
Abu Dhabi Securities Exchange (ADX) hosted the “HCT Annual Research Award Ceremony 2021” event as part of Global Money Week 2022 which focused on a theme of “Build your future, be smart about money.”
The ceremony aimed to recognise research efforts of the Higher Colleges of Technology (HCT) students. This collaboration between the ADX and HCT was established in 2019 at the Zayed Center of Excellence for Finance Research (ZCEFRI). This is a research centre based at the campus of HCT Abu Dhabi/Women’s college.
In addition, ADX welcomed students from Higher Colleges of Technology (HCT) and presented a workshop titled “How to Invest in ADX.”
The two initiatives further emphasised ADX’s commitment to promoting financial literacy and preparing the UAE cadres for the investment and financial markets in the country and the region.
For Global Money Week 2022, Cashee, a teen banking platform in the MENA region, together with Visa, held financial literacy workshops across schools in the UAE. The content was created using Visa’s Practical Money Skills platform and delivered by Cashee and employees of Visa. Sessions were offered digitally, but mostly delivered in-person for students at schools. Teachers were engaged and open about continuing with the programme throughout the year. It was estimated that around 1,000 students between ages 12-18 were impacted during the campaign. In addition, a panel discussion was held in collaboration with Dubai Cares, an NGO and Visa, to raise awareness on the topic of youth financial literacy in the UAE. This was held at Expo2020 during the week.
Edfundo distributed bespoke learning modules and teacher handbooks to more than 20 schools throughout Dubai. The bespoke packs are part of their school initiatives that guides teachers on how to deliver lessons from the newly launched Edfundo Learning Lab. Besides, Edfundo team cooperated with a children’s book author and hosted two live webinars that were attended by over 150 youth participants. “Grandpa’s Fortune Fable” book sales doubled during GMW as Dubai’s students and their parents were encouraged to buy it. Almost 200 youngsters took an online GMW quiz hosted on Kahoot. Furthermore, Edfundo team member joined a Dubai Eye 103.8 FM Radio for a live studio interview on March 25th. Their team reached over 3,000 listeners and teachers through the campaign. Moreover, daily money tip posts were shared on the Instagram account and gathered over 18,000 impressions across the week.
During Global Money Week 2022, KFI GLOBAL delivered a financial education programme to 250 students. This 5-hour programme was delivered to students in classes at schools. All students received guidebooks, certificates and a quiz that tested their knowledge of what they had learnt. Highlights of these sessions can be seen [here](#), [here](#) and [here](#).
United Kingdom
**Participating organisations:** MyBnk, schools, youth organisations
**Total number of participating organisations:** Not reported
**Number of children and young people reached directly:** 1,200
**Number of adults reached directly:** Not reported
**Number of people reached indirectly:** Not reported
During Global Money Week 2022, MyBnk experts delivered personal finance lessons to almost 1,200 young people in 16 schools and youth organisations, supported by funders including Compare the Market, The Quilter Foundation and The Centre for Financial Capability. Moreover, MyBnk created new free resources for schools and teachers and hosted daily Instagram Lives for 16-25 year olds on investing, budgeting, debt and pensions, in partnership with financial experts including Financial Adviser and TV presenter Emmanuel Asiquuo.
In addition, 10-11 year olds were welcomed by a special visitor to their classroom at Alverton Community Primary School in Northallerton last Friday. MP for Richmond Yorks, joined the year six class in his constituency for MyBnk’s flagship primary ‘Money Twist’ programme, supported by The Centre for Financial Capability. He witnessed first-hand how MyBnk’s Money Twist programme works; building positive money mindsets from an early age and improving the financial understanding of future generations. This programme helps children to become informed consumers, savvy savers and mindful spenders, by making finance fun. The MP for Richmond Yorks watched pupils get to grips with the importance of building positive money habits early in life to build stronger saving habits for the future. Children learn about the importance of setting saving goals, having a bank account and about key financial concepts, such as interest rates and risks. He also gave a short introduction to the Treasury, explained what his role as Chancellor of the Exchequer entails and took some questions from the class.
The GMW2022 theme “Build your future, be smart about money” comes as the cost of living rises, making smart money management more important than ever. Smart choices are particularly important for young people who cannot afford mistakes, like the 10,000 young people leaving the UK care system each year. MyBnk’s Money Works and The Money House programmes prepare 16-25 year olds for independent living, giving them the knowledge and skills to pay their bills, manage debt and avoid eviction. MyBnk is also partnering with SGN to help young people manage rising energy costs with a new social media livestream.
Young people are the group most affected financially by COVID-19, and missed education and reduced job prospects meant fewer opportunities to learn about and interact with money.
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British Virgin Islands
**Coordinator:** BVI Financial Services Commission, MONEY MATTERS BVI unit
**Participating organisations:** Althea Scatffille Primary School; First Impressions Primary School; St. George’s Primary School; Elmore Stoutt High School; VI School of Technical Studies; Bregado Flax Educational Centre – Secondary Division; Bregado Flax Educational Centre – Primary Division; Joyce Samuel Primary School; Agape Total Life Academy; Century House Montessori School; Pelican Gate School; Excelsior Primary School; Popular V.I.; FirstBank V.I.; CIBC FirstCaribbean International Bank; VP Bank (BVI) Ltd; National Bank of the Virgin Islands; Republic Bank (BVI) Limited; Pension Management Interactive; Caribbean Insurers Limited; Alphonso Warner Insurance Agency; Oregan Insurance Agency Limited; NAOGCO (VI) – Century Insurance Agency Ltd.; Treasury Department, Government of the Virgin Islands; 284 Media; Virgin Islands News Online; BVI Beacon
**Total number of participating organisations:** Not reported
**Number of children and young people reached directly:** 345
**Number of adults reached directly:** Not reported
**Number of people reached indirectly:** 10,700
MONEY MATTERS BVI in collaboration with several local financial institutions led the British Virgin Islands’ (BVI) participation in Global Money Week activities through various initiatives.
A press release was published and carried by local print, radio, and social media houses to kick off the week. A billboard sign was also erected near a main highway high traffic area to raise public awareness regarding the campaign and theme of “Build your future, be smart about money.”
The main highlight for the week commenced on Monday 22 March and involved MONEY MATTERS BVI, which hosted visits to the premises of participating financial services providers. A safari bus company was hired to transport the various cohorts of children. MONEY MATTERS BVI facilitated 32 separate trips with a total of 345 children, 75% of whom were between ages 6 and 12, with the remaining others being between ages 13 and 18. During the visits children learned about insurance risks, underinsurance, different types of insurance, the job of tellers and other bank officers, how automatic teller machines work, negotiable instruments, taxes, purchase orders, salaries, loans, vaults, safety deposit boxes, investment banking, pensions, stock markets, the impact of international events on invested funds, and more. They were given significant access to various areas at the banks, shown examples of documents, and visited an active investment trading floor. Updates regarding the visits were provided to the public in the form of photos and commentary posted on the MONEY MATTERS BVI Facebook and Instagram pages.
Whilst facilitating the youngest groups of students, MONEY MATTERS BVI team was pleased to have them interact with their mascot – Ace the Ant, along with a mascot from one of the local banks.
During the visits, the MONEY MATTERS BVI team members wore branded GMW polo shirts. Officers of the participating financial institutions lauded the field trip initiative as an excellent way for youth to gain first-hand experience of the importance of financial services and the financial system, and the role that money plays. Apart from being willing to answer the many questions that the students came armed with, they gifted students with brochures and refreshments; further, a lucky group of young students each left one bank with a freshly minted one-dollar bill.
As a post-activity task, MONEY MATTERS BVI provided primary teachers with ‘I Came, I Saw, I Learned’ forms which students completed and used for subsequent discussions and presentations at school.
United States
**Participating organisations:** Financial Planning Standards Board Ltd. and its Affiliates
**Total number of participating organisations:** 1
**Number of children and young people reached directly:** Not reported
**Number of adults reached directly:** 20,000
**Number of people reached indirectly:** Not reported
The Financial Planning Standards Board Ltd. (FPSB) and its global network of organisations promoted Global Money Week 2022 to raise awareness about the importance of financial literacy and encourage those in the global financial planning community to participate.
Uzbekistan
**GMW national coordinator:** The Central Bank of the Republic of Uzbekistan
**Participating organisations:** 21 commercial banks, 2 ministries, 3 organisations, 5 fintech companies, 14 insurance firms, 253 schools, 69 higher educational institutions, Ministry of Public Education of the Republic of Uzbekistan, Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan, Agency for Youth Affairs of the Republic of Uzbekistan, Agency for the Development of the Insurance Market under the Ministry of Finance of the Republic of Uzbekistan, Company Kundalik.com, O’zmilliybank, O’zsanatoqurilishbank, Agrobank, Mikrokreditbank, Xalq bank, Diqshob qurilish bank, Turonbank, Hamkorbank, Asakabank, Ipak Yo’li bank, Trastbank, Aloqabank, Ipoteka-bank, Turkiston Bank, Kapitalbank, InfBank, Asia Alliance Bank, Orient Finans Bank, Poytaxt Bank, Tenge Bank, TBC Bank, Click, Oson, Payme, Woopay, Pay-way
**Total number of participating organisations:** 367
**Number of children and young people reached directly:** 32,576
**Number of adults reached directly:** 105,694
**Number of people reached indirectly:** 2,501,318
During the Global Money Week, the Central Bank of Uzbekistan with the involvement of 21 commercial banks, 2 ministries and 3 departments, 5 fintech and 14 insurance companies, 253 educational schools, and 69 higher educational institutions held various educational activities in all regions of the country, which covered more than 138 thousand people.
The activities included coverage of important areas related to the theme of the Week “Build your future, be smart about money!”, such as the concept and importance of financial literacy, savings culture and bank deposits, new digital banking services, responsible lending, financial security, financial technology, the concept of insurance and types of insurance products.
Priority target groups were schoolchildren, young people, and the population in ages between 14-50.
An online financial literacy test was conducted for children of 14-15 years old on the kundalik.com platform. The online test covered questions about banking services, money management, and the basics of financial security. Students were able to test basic economic knowledge, skills, and abilities. More than 21 thousand people took part in the online test. Schoolchildren who answered 11 or more correct questions received personal certificates from the Central Bank.
Commercial banks held open lessons for schoolchildren in 228 schools across the country on savings, bankcards, and basic financial security rules. The educational events covered 17,741 students in grades 5-11.
To promote financial education in schools, the Central Bank, in cooperation with commercial banks, held training sessions for more than 800 teachers under the project “Month of Financial Literacy in Schools.” According to the educational programme developed by the Central Bank, teachers were able to conduct lessons on financial literacy in their schools independently and, based on the results, to send a video for participation in a competition for teachers on the topic “Why is it safe and profitable to keep money in banks?” 157 educators participated in the competition. Indirect coverage of events for students and teachers was 306,746 people.
A large-scale project for young people across the country was initiated as part of the week. More than 2,000 young people were able to take part in master classes on financial literacy at regional youth centres. Master classes were held in the “e-education” format for high school and university students. Speakers of the master classes were highly qualified specialists of commercial banks, fintech and insurance companies, as well as successful entrepreneurs, who told young people about current trends in the world of finance.
In the process of organising the master classes, the Central Bank developed an interactive game on savings. During the game, participants chose types of investments (bank deposits, entrepreneurship, currency, and precious metals), and ways to manage them in different economic situations. During the game, the speakers explained in detail the advantages and disadvantages of each type of investment. Over 58,144 people were indirectly involved in these workshops.
In addition, through the training of 360 volunteers in 2022 about 4,000 students of non-economic universities were able to improve their financial literacy through 70 special interactive trainings across the country. The project was conducted by the Central Bank together with 15 economic universities across the republic and covered 69 non-economic universities in 14 regions of the country. Indirect training outreach was 19,814 people.
In addition, the Central Bank, together with TBC Bank, held educational training for the population on savings and deposits. The event explained such issues of financial literacy as the formation of savings, types, and terms of placement of deposits, the procedure for interest accrual.
As part of the Week, a large-scale information campaign was organised in the media. Each event of the Week was promoted in social networks, national TV and radio channels, the Internet, and printed media.
In turn, the Central Bank initiated a radio project “Financial Consultation” on the radio channel “Oriat FM”, where listeners could get answers to relevant questions on the various topics: payments and transfers, bank credits, currency exchange, financial security, bank online deposits, etc. The project reached more than 800,000 people.
The direct coverage of the information campaign was more than 98,000 people. Approximate coverage of the outreach campaign was 2,501,318 people.
The events of the Week were broadcasted on the official websites and pages of social networks of the Central Bank, the Central Bank’s project on financial literacy Finitit.uz, commercial banks, and the Agency for Youth Affairs.
Venezuela
**Participating organisations:** Bancaribe; Jóvenes Emprendedores de Venezuela - Junior Achievement, Superatec, y Universidad Católica Andrés Bello; Asociación Damas Salesianas Venezuela del Centro La Chinita, en el estado Zulia, y la Unidad Educativa María Auxiliadora, en el sector rural El Hatillito; Escuela Técnica Popular María Auxiliadora; Escuela Fe y Alegría “Andy Aparicio”; la Unidad Educativa Escuela Canaima y la Unidad Educativa Luis María Olaso, en La Vega. Emprendedores (padres de 18 a 35 años) del estado Apure.
**Total number of participating organisations:** 4
**Number of children and young people reached directly:** 143
**Number of adults reached directly:** 69
**Number of people reached indirectly:** Not reported
Bancaribe has been part of the Global Money Week initiative for nine years, and seeks to promote training for young people within the framework of the Financial Education programme. This year, Bancaribe celebrated Global Money Week throughout March. First activities were kick-started by volunteers on March 3 and the last events were carried out by students on March 29.
The Association of Jóvenes Emprendedores de Venezuela (JEVI) cooperated with volunteers from Bancaribe and organised two educational programmes for young people between ages 15 to 18. One of the initiatives for students was carried out virtually by the Asociación Damas Salesianas del Centro La Chinita. However, a face-to-face talk on “Personal Finance” was held at Unidad Educativa María Auxiliadora where students gained insights into the value of planning, setting goals and making assertive decisions for their future. Additionally, a course of “Tools for Entrepreneurship” was taught by the support of the Superatec Civil Association, aimed at a network of small entrepreneurs located in San Fernando de Apure, Apure state. Meanwhile, a “We are Financial Citizens” workshop was held by Andrés Bello Catholic University (UCAB).
Numerous offline and online GMW activities aimed at empowering youth to gain relevant employment skills, help them identifying their interests, strengths, understand the importance of making wise financial decision, recognise educational possibilities to develop financial strategies that enable them to achieve their goals. Participants increased their awareness on the role of money in achieving personal lifelong goals, how to make informed decisions, and how to protect themselves against financial hardships.
Yemen
**Participating organisations:** Aden Bank, Yemen Kuwait Bank, Ministry of Media in the Youth Government, Ministry of Higher Education in the Youth Government, The National Cash Transfer Company, Management of gardens and afforestation, Tahdeeth For Development, University of Aden, Faculty of Economics, Lebanese International University, Lebanese University Student Center, Salami School, The Turning Point, Zero Media team, Spiral Team, Radio Lana, Hadhramout Channel, Irtiq Institute, Balfaqih Center, International Bank of Yemen, Iadhamon Bank, Sana’a University
**Total number of participating organisations:** 18
**Number of children and young people reached directly:** 635,065
**Number of adults reached directly:** 192
**Number of people reached indirectly:** 634,600
Throughout Global Money Week 2022, the Yemen Foundation for Sustainable Development, Entrepreneurship Support & Business Development - YFoundation along with partners reached 634,600 children and youth. Different financial literacy awareness sessions were offered to children, youth and adults, mostly through digital means. This included sessions for financial management, inclusion, saving, and how to raise income in the future. Other initiatives included in-person high-level discussions, seminars, digital television and radio awareness shows and events. Daily competitions through social networking sites were used to reach a wider audience. In addition, university students learned about financial education, children were taught about saving in public parks and youth were encouraged to finance their projects by initiating competitions.
Khadeejah project aimed to support young women with an opportunity to fund homemade start-up projects. YouTubers and social media content creators could find the support they needed in Molhem project which was a chance to express their knowledge about investment in their own creativity way. Youth investors and project owners could sparkle through Readi project that provided them with the financial support they need. Throughout the week, the Yemen Foundation for Sustainable Development, Entrepreneurship Support & Business Development – Yfoundation helped children to learn about finance and investment matters through various activities.
Furthermore, this year university and school students had the opportunity to participate in online activities such as competitions and contests that contained questions about savings and finance.
Throughout Global Money Week 2022, the IBS Yemen along with partners reached 320 employees and youth through several digital activities such as online competition and seminars. Social media posts were published about saving money, financial education, and how to manage your money. During GMW2022, financial literacy awareness sessions were offered for employees, youth and others, mostly through digital means. This included sessions on combating fraud, information security awareness, privacy and data protection. Furthermore, university students had the opportunity to participate in online activities and workshops to learn a lot about banking operations and to gain new skills for their future work.
Zambia
GMW national coordinator: Bankers Association of Zambia - Bank of Zambia (Bankers Association of Zambia is the Secretariat for the National Financial Literacy Working Group)
Participating organisations: AB Bank, Access Bank, Bank of China, First National Bank, Investrust Bank, First Alliance Bank, Indo Zambia Bank, Stanbic Bank, Zambia Industrial Commercial Bank, Standard Chartered Bank, NATSAVE, Zanaco, Atlas Mara Bank 70 schools, Professional Insurance, NICO Insurance, Madison Life, ZSIC Life, ZSIC General, Stanbic Insurance, Prudential Life, Lusaka Stock Exchange, DeVeir Group, Stock Brokers Zambia, ABC, Zambia National Building Society, Madison Finance, FINCA, Entrepreneurial Financial Centre, Vision Fund, MicroLoan Foundation, Payment Systems Probabase, Cellulant, Africa, MTN Zambia, Zambian Digital Pay Go, CGrate, Pensions and Insurance Authority, Securities and Exchange Commission, Zambia Savings Account Bank of Zambia, Bank of Accra, Association of Micro-Finance Institutions in Zambia, Zambia Association of Pension Funds, Capital Markets Association of Zambia, Financial Sector Deepening Zambia, German Sparkassenstiftung for International, Ministry of Finance, Ministry of Education, Cabinet Office, NAPSA, Zambia Revenue Authority, Rural Finance Expansion Programme, Hot FM, Diamond TV, Zambia National Broadcasting Corporation, Zambia Daily Mail, Times of Zambia, King Spirit Media (Regional Radio Stations), ZKidPrenuer, World Vision International, Children International, WEAC Zambia, All Nations are families, Zambia Sugar
Total number of participating organisations: 141
Number of children and young people reached directly: 100,000
Number of adults reached directly: 200,000
Number of people reached indirectly: 3,000,000
The Government launched the National Strategy on Financial Education (NSFEI) to improve financial education among Zambians in July 2012. The strategy sought to promote financial inclusion in the country, to have a financially educated Zambian population and to have improved knowledge, understanding, skills, motivation and confidence to help everyone secure positive financial outcomes for themselves and their families.
In 2013, Zambia launched its first ever Financial Literacy Week, an adaptation of the Global Money Week campaign and with it committed to “Reshape the Future of Finance.”
To mark the 10th Global Money Week and the 10th Zambia Financial Literacy Week in 2022, the governor of the Bank of Zambia, the Chief Executive Officer of the Securities and Exchange Commission and the Acting Registrar of the Pensions and Insurance Authority together launched both campaigns on March 21. For the first time since the COVID-19 outbreak this in-person event took place with 300 children, youth and other participants.
While celebrating the 10-year anniversary, Zambia reported that the market players have developed approximately 20 new financial products for children and youth over the past years. Furthermore, there has been a significant increase in the involvement of children and youth in money conversations at households, schools and even in public media.
In 2013, students in their final year in secondary schools, colleges and universities are today part of the workforce earning an income in both the private and public sectors. Those youth are today’s adults and the National Financial Literacy Working Group hopes that they have been equipped adequately with relevant knowledge, understanding, skills, motivation and confidence to secure positive financial outcomes for themselves.
It was gratifying to see the efforts of the Financial Literacy Week 2022 embrace the critical role of children and youth in the various activities. In the main launching event, children from varying backgrounds were given an opportunity to engage with the financial sector executives, including the Governors. The Governor of the Bank of Zambia, assured that children benefit from children’s input by an example. In his address, the Governor reflected on the significant strides achieved by Zambia as well as reiterated his call to all stakeholders to continue focusing on children and youth in the financial ecosystem through the development of appropriate infrastructure, provision of affordable customer-centric products, delivery of financial literacy, and promotion of consumer protection for the underserved population, particularly in rural areas.
Throughout Global Money Week 2022, the Reserve Bank of Zimbabwe along with other 19 financial sector players reached 3,664,853 children and youth through both digital and physical communication channels. Some activities undertaken were as follows:
- The Reserve Bank hosted an inaugural virtual CEO Financial Education Round Table on 22 March 2022 to mark the commencement of the GMW celebrations;
- Representatives from financial institutions visited 79 schools throughout the country, including rural areas and shared information on various financial topics;
- One of the banks invited school students to visit their branch to have first-hand experience of banking operations;
- Institutions facilitated online competition for both primary and secondary school students;
- Institutions shared financial literacy information through the media, radio as well as social media platforms;
- The CEO Financial Education Symposium and seminars were also conducted;
- A Global Money Week Symposium and seminars were also conducted;
- Some microfinance institutions provided free training services to entrepreneurs;
- The Reserve Bank developed GMW content, which was crafted into jingles and broadcasted on four radio stations in English and four other local languages.
Throughout Global Money Week 2022, the Insurance and Pensions Commission together with the following regulated entities, Old Mutual, ZB Life Assurance, Minerva Risk Advisors, CBZ Insurance and Coronation Risk Advisors collectively reached more than 200,000 children and youth through in-person, digital media and virtual platforms.
Some activities included:
- Online video competitions for primary school, high school and tertiary students;
- Educational videos by the Commissioner, directors (Insurance, Pensions and Actuarial) on matters relating to the industry;
- Joint financial literacy seminars with fellow financial sector regulators – Securities and Exchange Commission of Zimbabwe and the Reserve Bank of Zimbabwe at the University of Zimbabwe, Harare Institute of Technology and Dominican Convent School;
- Radio shows on financial literacy, which targeted the youth;
- Leveraged digital and social media to engage with youth and parents on how they can be #SmartAboutMoney;
- Short thesis competition for university students;
- Gaming and puzzles on insurance for young learners, administered online;
- 5-minute insurance commercials on two radio stations per week;
- Advertisement placed online and on Zimbabwe Broadcasting Corporation channels;
- Visits to insurance and financial Institutions;
- Promoting Savings Card for youth;
- Live social media posts from schools;
- Running Old Mutual’s On The Money Radio slot with financial influencers followed by a quiz;
- Run On The Money Financial Literacy Sessions at the Innovation Hub with entrepreneurs.
GMW HISTORY from 2012 to 2022
The impact of the campaign never ceases to amaze us. We could not do it without you! Since 2012 all GMW participants have worked hard to support children and young people to learn financial education and money matters everywhere. We truly appreciate your dedication.
Fact: The first GMW was called Child Finance Day & Week in 2012.
Fact: 33,000 children and youth from 10 countries participated in GMW2012.
Fact: 1 million children and youth from 85 countries participated in GMW2013.
Fact: 3 million children and youth from 104 countries participated in GMW2014.
Fact: In 2014, the Child Finance Day/Week was renamed Global Money Week.
Fact: GMW2015 involved 6.7 million children and youths in 124 countries.
Fact: 7 million children and youth from 132 countries participated in GMW2016.
Fact: 7.8 million children and youth from 127 countries participated in GMW2017.
Fact: 7.4 million children and youth from 151 countries participated in GMW2018.
Fact: 8.4 million children and youth from 135 countries participated in GMW2019.
Fact: 12.8 million children and young people from 109 countries took part in GMW2021.
Fact: 19.2 million children and young people from 130 countries took part in GMW2022.
Contact Us
The OECD International Network on Financial Education (OECD/INFE)
- 2 rue André Pascal, 75775 Paris Cedex 16, France
- www.oecd.org/financial/education
- firstname.lastname@example.org
Follow GMW online!
- www.globalmoneyweek.org
Check out the GMW website for more information on activities, resources, participating countries, media and previous GMWs.
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Annual Cloud Seeding Report
Santa Ana Watershed Project Authority
Cloud Seeding Pilot Program
2023-2024 Winter Season
Prepared For:
Santa Ana Watershed Project Authority
Prepared By:
Todd Flanagan
North American Weather Consultants, Inc.
8180 S. Highland Dr., Suite B-2
Sandy, Utah 84093
July 2024
# Table of Contents
## THE SCIENCE BEHIND CLOUD SEEDING
| Section | Page |
|------------------------------------------------------------------------|------|
| EXECUTIVE SUMMARY | ii |
| 1.0 INTRODUCTION | 1 |
| 2.0 PROJECT DESIGN | 2 |
| 2.1 Background | 2 |
| 2.2 Seedability Criteria | 3 |
| 2.3 Project Setup and Equipment | 5 |
| 2.4 Personnel | 8 |
| 2.5 Suspension Criteria | 9 |
| 3.0 WEATHER DATA AND MODELS USED IN SEEDING OPERATIONS | 10 |
| 4.0 OPERATIONS | 19 |
| 4.1 Storm Summaries | 22 |
| 4.2 Summary of Materials Used | 67 |
| 5.0 CONCLUSIONS AND RECOMMENDATIONS | 74 |
| REFERENCES | 76 |
| APPENDIX A STORM EVENT CRITERIA TABLES 2023-2024 | 77 |
| APPENDIX B SEEDING SUSPENSION CRITERIA | 98 |
| APPENDIX C GLOSSARY OF METEOROLOGICAL TERMS | 102 |
The Science
The cloud-seeding process aids precipitation formation by enhancing ice crystal production in clouds. When the ice crystals grow sufficiently, they become snowflakes and fall to the ground.
Silver iodide (AgI) has been selected for its environmental safety and superior efficiency in producing ice in clouds. Silver iodide adds microscopic particles with a structural similarity to natural ice crystals. Ground-based and aircraft-borne technologies can be used to add particles to the clouds.
Safety
Research has documented that cloud seeding with silver iodide aerosols shows minimal impacts on the environment. Iodine is a trace element present in some foods and is added to some types of salt. Silver is both inert and naturally occurring. The amounts of silver released are far less than background silver already present in unseeded areas.
Effectiveness
Numerous studies performed by universities, professional research organizations, private utility companies, and weather modification providers have conclusively demonstrated the ability for silver iodide to augment precipitation under the proper atmospheric conditions.
EXECUTIVE SUMMARY
The first season of the Santa Ana Watershed Project Authority’s (SAWPA) Cloud Seeding Pilot Program (Pilot Program) began on November 15, 2023, and continued through April 15, 2024. The program focused on precipitation enhancement efforts to increase snowpack and rainfall for runoff in four designated target areas in the mountains within the Santa Ana River Watershed (SARW); three of these areas (San Gabriel, San Bernardino, and San Jacinto Mountains) were designated for snowpack enhancement above 3000 feet mean sea level (MSL). The fourth area (Santa Ana Mountains) was intended for rainfall and runoff above 2000 feet MSL near the coast. Fifteen ground-based cloud seeding site units were deployed in the SARW: 12 Cloud Nuclei Generators (CNGs) and three Automatic High-Output Ground Seeding (AHOGS) units. A map of the program target areas and ground-based cloud seeding units are shown in Figure 1.
The 2023-2024 season was active, with 20 storm event periods. Of these, operations of cloud seeding occurred for 13 storm events. The storms were distributed relatively evenly across the season, with one “dry period” during the first three weeks of December 2023. A total of 13 seeded storm events occurred over a combined period of 22 days. A total of 2135.25 hours of seeding time from all CNG units was recorded, amounting to 17,082 g of silver iodide (AgI) used for seeding for the season. Additionally, a total of 32 AgI flares were used from the AHOGS units, totaling 640 g of AgI. One suspension period occurred during the season; from February 3-8, 2024, as a significant Atmospheric River event affected much of California bringing abundant mountain snow and heavy lower elevation rainfall resulting in significant flooding in some areas. There were also some severe weather events that included damaging winds, hail and tornadoes; none of these affected the SARW project area. A second period of active weather in mid-March 2024 also saw no seeding activity; this was not due to suspension criteria being enacted, but instead due to a wind flow pattern that the Pilot Program was not set up for as earlier studies showed the particular pattern to be a rare occurrence.
With the conclusion of the season, a review of all aspects of the Pilot Program was performed to assess the seeding operations, as well as identify areas where improvements can be made for future years. Recommendations for the Pilot Program going forward are presented at the end of the report.
Figure 1. SARW Cloud Seeding Pilot Program Project Area, consisting of 15 ground-based seeding units and four target areas (Northeast, Northwest, Southeast, and Southwest).
1.0 INTRODUCTION
The Santa Ana Watershed Project Authority (SAWPA) is conducting a four-year Cloud Seeding Pilot Program (Pilot Program) in the Santa Ana River Watershed (SARW). The primary purpose of the Pilot Program is to validate the benefits of weather modification within the SARW, specifically within designated target areas, with the goal of producing additional precipitation – primarily snowfall in the higher elevations of the target areas and rainfall for some lower elevation target areas – resulting in additional runoff/streamflow for recharge as stormwater into groundwater basins. Using the results from the Santa Ana Watershed Weather Modification and Feasibility Study (SAWPA 2020) regarding the potential for a precipitation enhancement program in the watershed, a program was designed and implemented to conduct precipitation enhancement operations, with the 2023-2024 winter serving as the first season for the Pilot Program which ran from November 15, 2023, through April 15, 2024.
The duration of the first season was a five-month period with 15 ground-based cloud seeding units installed and utilized for cloud seeding operations. The target areas are located within four mountain ranges located within the Santa Ana Watershed and surrounding the Inland Empire, specifically at locations above 3000 feet MSL for three of the target areas (San Gabriel (northwest), San Bernardino (northeast), and San Jacinto Mountains (southeast)) where snowfall occurs each winter, and above 2000 feet MSL for the southwest target area (Santa Ana Mountains) which sees rain (snow on rare occasions).
This report covers the first season of cloud seeding activities for the Pilot Program during the 2023-2024 winter season. Section 2 discusses the program design used for the Pilot Program and subsequent equipment installation. Section 3 provides information on the meteorological data used to conduct operations of the Pilot Program. Section 4 reviews the storm events and seeding operations from the first operational season. A summary and recommendations for future seasons are provided in Section 5.
SAWPA has contracted with the Desert Research Institute (DRI) to conduct the validation of the additional precipitation and runoff of the Pilot Program, which will be provided in an independent report. The Pilot Program is operated consistent with the needs of the validation study.
2.0 PROJECT DESIGN
2.1 Background
In 2020, SAWPA completed a weather modification feasibility study for the Santa Ana River Watershed (SARW) located in southwest California (SAWPA, 2020). In the study, four potential target areas – mountainous regions within the SARW and surrounding the Inland Empire – were identified for cloud seeding operations that could contribute to seasonal runoff and streamflow. Storm events from five winter seasons were analyzed and detailed climatology was developed. Based on the climatological assessment, an array of seeding sites for the four target areas was created, established on their common upwind location from their intended target areas.
Two methods of ground-based cloud seeding were considered. The first method incorporates manually operated ground-based Cloud Nuclei Generators (CNGs), which burn a solution of silver iodide (AgI). The CNGs create a continuous plume of seeding material that provides broad coverage over primarily mountainous terrain through orographic lift. The second method of seeding from the ground incorporates proprietary units called Automatic High Output Ground Seeding (AHOGS) systems. These remotely operated units use burn-in-place flares that release a high concentration of AgI rapidly and are ideal for seeding convective bands with high concentrations of supercooled liquid water (SLW) and strong turbulence.
Additionally, aerial seeding was assessed, with two flight tracks developed for the two northern target areas. The use of a plane allows for the immediate release of seeding agents such as AgI at the most desirable location within a cloud. Though highly effective, aerial seeding can be cost prohibitive and requires special permits and approvals from the Federal Aviation Administration (FAA).
With both ground and aerial seeding design completed, advanced computer modeling was utilized for a subset of the previously analyzed storm events to model the movement of seeding plumes from both ground and air, with adaptations made to seeding unit location and flight tracks until results indicated successful dispersion of seeding agents over the target areas for a variety of storm conditions. Estimated increases in precipitation and streamflow were determined, and costs were estimated to calculate a benefit to cost ratio for the proposed program. It was determined that the program, as designed, would be technically feasible, with a ground-only program having a benefit to cost ratio of 10:1. The feasibility study concluded with a recommendation to implement a ground-only program and eventually expand into a ground and aerial program as needs for additional water supply increase.
Based on the results of the feasibility study, SAWPA approved a four-year pilot program to evaluate the potential benefits of cloud seeding in the watershed.
2.2 Seedability Criteria
Under the Pilot Program selective cloud seeding is conducted during winter storm events, which is the most efficient and cost-effective method. Selective seeding is conducted only during specific time periods and in specific locations where cloud seeding is likely to be effective. This decision is based on several criteria which determine the seedability of the storm. These criteria involve the characteristics of the atmosphere including temperature, stability, and wind flow, both in and below the clouds. The moisture content of the atmosphere, including cloud types and occurrence of supercooled liquid water (SLW) are crucial factors during seeding operations. Certain heavier storm periods may not be seeded due to factors which make the storm naturally efficient at producing precipitation. Other storm periods can be deemed unfavorable due to several factors including temperature, stability, or wind direction. The use of this focused seeding method has yielded consistently favorable results with very high cost/benefit ratios for projects conducted in the western United States.
The general criteria are as follows:
- Cloud bases are below the mountain barrier height.
- Low level wind speed and direction that would favor the transport of silver iodide seeding material, from its release locations into the target area.
- The absence of low-level inversions or stable layers that would restrict the vertical movement of silver iodide from the surface to the -5°C level (23°F) or colder.
- Temperatures at the 700 millibar (mb) level are warmer than -15°C (5°F)
- Presence of convective bands (for AHOGS usage) or distinct convective cells
The design of operational programs is also based upon prior research programs that provided positive indications of increases in precipitation, to the extent that the research results are representative of the operational programs’ conditions. This assumes research results from one location are transferable to the operational program’s target area(s), a reasonable assumption if the topography and climate of the two areas are similar. This philosophy has worked well for additional programs in California, for example, Santa Barbara, Fresno (Kings River), Los Angeles (San Gabriel Mountains), and Upper American River Basin.
Building on the above criteria, a checklist of operational criteria to be considered on a storm-by-storm basis was developed, and it is presented as a tracking table in Table 2-1. This checklist was completed for each storm event and is provided in Appendix A.
| Criteria ID | Criteria Name | Criteria Description |
|------------|-------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused. |
2.3 Project Setup and Equipment
The design of the Pilot Program was based on the feasibility study (SAWPA, 2020). Locating the ground-based units entailed site visits and discussions with various public agencies, as well as private landowners. Program site sponsors entered into land lease/operator agreements wherein ground-based cloud seeding units would be installed on their property securely, and individuals within these agencies/sponsors would serve as operators.
Thirteen ground-based units were located on properties owned by watershed utilities and two of the units were installed and operated by private landowners, who also entered into land lease/operator agreements. Site review was performed at all locations to determine if site preparation work, such as concrete, grading or ground preparation work were needed to be done prior to unit installation and if additional site securing (e.g., fencing) was needed.
A biologist conducted preliminary and final biological surveys in July and October 2023, respectively, in response to the mitigation measures outlined in the Mitigation Monitoring and Reporting Plan based on the Initial Study and Mitigated Negative Declarations (IS/MND) prepared following a CEQA (California Environmental Quality Act) evaluation (SAWPA, 2022). No significant findings were identified by the biologist and mobilization/installation was scheduled for October 2023.
Sites were selected that were as close to locations from the feasibility study (SAWPA, 2020). In several instances, project sponsors located close to the feasibility study’s proposed site locations were selected for installation of the ground-based cloud seeding units. Figure 2.1 shows the location of the seeding unit sites that were selected and the locations of the target areas of interest. Two changes that were made for the Pilot Program that were different than what was presented in the feasibility study (SAWPA, 2020) included the addition of another CNG unit for the Northwest (NW) Target Area, and the switch of one of the CNG sites for the Southeast (SE) Target Area to an AHOGS site, as it was determined that this area may benefit from convective lines pushing in from the coast. This increased the total number of seeding units from 14 to 15, with 12 CNG units and three AHOGS units. Table 2-2 provides information on site location and elevation above MSL.
Figure 2.1. Map of Target Areas and Ground-Based Seeding Site Locations. Legend denotes the type of cloud seeding unit.
Table 2-2
Seeding Site Locations
| Site | Name | Latitude (N) | Longitude (W) | Elevation (feet) |
|--------|-------------------------------------------|--------------|---------------|------------------|
| NW1 | Chino Basin WCD Montclair #4 | 34° 04.75' | 117° 42.31' | 1030 |
| NW2 | Chino Basin WCD Upland/College Heights | 34° 06.03' | 117° 41.81' | 1239 |
| NW3 | San Antonio Water Co. – East | 34° 09.66' | 117° 38.44' | 2174 |
| NW4 | San Antonio Water Co. – West | 34° 09.50' | 117° 40.24' | 2250 |
| NE5 | San Bernardino – Sycamore WP | 34° 10.81' | 117° 16.96' | 1599 |
| NE6 | Rimforest | 34° 13.77' | 117° 13.35' | 5654 |
| NE7 | SBVMWD Highland/Summertrail Place | 34° 07.96' | 117° 11.39' | 1435 |
| NE8 | SBVWCD Mentone/Mill Creek | 34° 04.24' | 117° 06.86' | 1841 |
| NE9 | SBVWCD Santa Ana Dam | 34° 06.45' | 117° 06.04' | 1963 |
| NE10 | San Gorgonio Pass WA – Cherry Valley | 33° 58.52' | 116° 58.89' | 2830 |
| SE11** | EMWD N – Balher Booster | 33° 46.83' | 117° 04.39' | 2189 |
| SE12* | EMWD S – Searle Tank II | 33° 40.17' | 116° 58.26' | 1867 |
| SE13 | Lakeshore | 33° 32.17' | 116° 48.32' | 3681 |
| SW14** | El Toro WD – Reservoir | 33° 37.35' | 117° 40.15' | 624 |
| SW15** | EOCWD | 33° 48.19' | 117° 48.83' | 288 |
* Remote CNG ** AHOGS unit
Two forms of ground-based seeding units were utilized for operations. The first and primary unit used in the Pilot Program were Cloud Nuclei Generators (CNGs), which use propane as a fuel source and contain a silver iodide (AgI) solution that burns when ignited and disperses AgI particles into the air. The solution is designed to be a fast-acting nucleation agent via the condensation-freezing mechanism versus the slower contact nucleation mechanism. This is important as some of the mountain barriers/portions of the Target Areas are relatively narrow. Figure 2.2 shows one of the manually operated CNG units.
The second method of ground-based cloud seeding is designed to target convective cells that are developing and/or moving across the area, primarily as bands of convective cells. Quick, high-output amounts of AgI are desired for these elements to induce a positive seeding effect, as convective cells do contain supercooled liquid water (SLW), and in some cases at fairly high concentrations. Most convective bands observed will be associated with a cold front, but in some instances short convective lines develop in areas of convergence not associated with a front, and these can be targeted as well. For these situations, units that hold high-output silver iodide flares, called Automatic High Output Ground Seeding (AHOGS) systems are used.
AHOGS consist of flare trees that hold the high output flares, a camera and battery that allows for remote operation of the unit. Each flare on the tree is housed within a cylinder called a spark arrestor, which prevents any wayward sparks from the burning flares from dropping to the ground but allows the particles in the smoke to freely disperse. When convective bands or cells approach, the unit is activated and flares are burned depending on the size and intensity of the convection as indicated on radar, and convective currents or inflow/updrafts ahead of the convection carry the silver iodide particles upward into the cloud.
where they activate. Figure 2.3 shows one of the AHOGS units. AHOGS target convective cells, so their intended effect is to increase the rainfall and potentially help capture stormwater runoff that can be recharged into local groundwater basins, in the case of this specific unit, within or near the Southwest (SW) Target Area. Two other AHOGS units were utilized, one also in Orange County situated to target the SW area as well, and a third west of San Jacinto, which targets either the Southeast (SE) or Northeast (NE) areas.
**Figure 2.3. Automatic High Output Ground Seeding (AHOGS) unit located at site SW14.**
### 2.4 Personnel
Several individuals were tasked with running the program during the first season:
**Todd Flanagan – Chief Meteorologist/Project Manager**
Todd Flanagan served as the dedicated project meteorologist, managing the daily operations. Weekly forecasts for the program area were prepared by the meteorologist, with more focused and detailed daily forecasts ahead of and during storm events that also informed site operators of their need to be ready for activation. When seedable storm systems approached the project area, the meteorologist was tasked with contacting the operators to start/stop their respective units and field any additional necessary contact with them. Run times of all units were tracked and recorded, as well as meteorological conditions and operational notes pertaining to the storm event. Archiving of meteorological data and whether
seeding occurred or not was completed. Seeding event reports as well as monthly reports on operations were completed and disseminated. As the project manager, ensuring that all components of the project were maintained in full operational readiness was the main task; this included making sure all ground-based cloud seeding units were properly serviced and kept in operational status, and any problems or malfunctions were communicated with the Technical Director and field technicians.
**Jared Smith – Technical Director/Field Technician**
Jared Smith served as the main contact on issues relating to contracts, site reconnaissance and site improvements, subcontractor coordination as well as a coordinator with all technicians. He sometimes served as the field technician when needed, but primarily advised the other field technicians from NAWC on issues related to servicing of the ground-based cloud seeding units when needed.
**Carver Cammans/Parker Wall – Field Technicians**
Carver Cammans and Parker Wall are both field technicians employed by NAWC and were dispatched from Utah to the SARW when needed during the season to trouble-shoot and address any problems with the cloud seeding units, refill CNGs with seeding solution and replace flares in the AHOGS.
**Seeding Unit Operators**
Operations of the cloud seeding units were directed by the meteorologist/project manager and any problems that were encountered during start-up or shutdown of the units were reported to the meteorologist/project manager by the site operators. A total of 11 manually operated CNGs were operated during the Pilot Program. Four manual CNGs were operated by three site sponsor staff that housed the units on their properties. Five manual CNGs were operated by a NAWC-contracted operator to operate units that were housed on site sponsor properties. Two manual CNGs were operated by two private landowners who housed the units on their respective properties. Three AHOGS units and one remotely operated CNG unit were operated by the meteorologist.
### 2.5 Suspension Criteria
Suspension criteria are used to ensure the safety of the public and property. Project-specific procedures for the suspension of cloud seeding operations are evaluated for all storms. Those criteria are provided in Appendix B. During the 2023-2024 seeding program, there was one period wherein a program suspension was deemed necessary; in early February 2024, a significant Atmospheric River event affected much of California, including the SAWPA program. Unusually heavy precipitation was expected and given the considerable risk for flooding, it was determined that seeding operations would not be beneficial to the area, particularly as the storms during this period were already producing precipitation (both rain and snow) at maximum efficiency. Further information about this storm period can be found in the Operations section (Section 4) of this report.
3.0 WEATHER DATA AND MODELS USED IN SEEDING OPERATIONS
Meteorological information is acquired from a wide variety of sources, including some subscriber services. This information includes radar data, satellite data (e.g., visible, infrared, water vapor) weather forecast model data, surface observations, rawinsonde (weather balloon) upper-air soundings, and weather cameras. NAWC’s meteorologists have access to all meteorological products on a 24-hour basis, allowing for continued monitoring so that seeding operations can be performed at any time of the day or night. The wide variety of available meteorological data products and information provides the data necessary for meteorologists to determine when conditions are appropriate for cloud seeding.
Figures 3.1 – 3.7 show examples of a subset of the available weather information that was used in this decision-making process during the 2023-24 winter season. In Figure 3.1, radar imagery from Santa Ana, California (KSOX) is shown. Radar data provides the meteorologist with information about coverage and intensity of precipitation, measured by the amount of the radar’s beam which reflects off hydrometeors (i.e., precipitation) and returns to the radar.
Figure 3.1. Weather radar image from Santa Ana (KSOX) during a storm event on November 18, 2023, at 2139 PST (0539 UTC). The scale on the right shows reflectivity (power of returned echoes from reflecting off hydrometeors), which indicates precipitation intensity.
Figure 3.2 shows a visible spectrum satellite image wherein clouds are visible because of the sunlight; visible imagery can show various cloud types (cumulus, stratus, etc.) embedded within storm systems, which may, for example, allow the meteorologist to determine if any convection is present which may benefit from using AHOGS flares for cloud seeding.
Figure 3.2. Visible spectrum satellite image on December 20, 2022, at 1246 PST (2046 UTC) showing an area of low pressure centered off the California coast with an area of enhanced cloudiness, the frontal boundary, pushing into southern California around Point Conception.
Another type of satellite imagery is shown in Figure 3.3: a water vapor satellite image. Water vapor imagery is important in showing areas of greater moisture content as well as regions of dry air. They can also reveal shortwave disturbances via swirls in the water vapor that may not appear in visible or infrared satellite imagery.
Figure 3.3. Water vapor satellite image on February 5, 2024, at 2201 PST (0601 UTC) showing concentration of atmospheric water vapor across the western United States and adjacent eastern Pacific. In the above picture, dry air is indicated by the yellow and orange colors, while moisture is shown in blue and white (white indicating the greatest amount of water vapor).
Figure 3.4 shows a surface observation map via MesoWest over the Inland Empire and adjacent mountain areas. Surface observations, which include temperature, dewpoint, wind speed and direction, cloud cover and precipitation and barometric pressure are very important as they can help the meteorologist identify features such as areas of convergence (looking at winds), moisture pooling (e.g., higher dewpoints in one area vs. another), mixing and location of fronts (changes in temperature and wind).
Figure 3.4. MesoWest surface observation data map centered on the Inland Empire on February 6, 2024, at 1330 PST. In the above picture, black numbers represent temperature, blue are dewpoint, red are wind gusts, and the stick/barbs indicate wind speed and direction from which the wind is blowing. Courtesy of NWS/NOAA, https://www.wrh.noaa.gov/map/?obs=true&wfo=sgx.
Figure 3.5 shows an example of an upper air weather balloon sounding or rawinsonde from San Diego (NKX). Soundings are important for the meteorologist as they can show the thermal profile of the airmass over the location sampled, which is important in cloud seeding as the presence of stable layers (i.e., temperature constant or increasing with height) can determine whether or not seeding plumes would be able to rise to cloud base, and how these plumes might travel as they rise and flow with the given winds at a particular altitude.
Global and regional forecast models are a cornerstone of modern weather forecasting, and a crucial tool for operational meteorologists. These models forecast a variety of parameters at various levels of the atmosphere, including winds, temperatures, moisture, and surface parameters such as accumulated precipitation. Figure 3.6 is an example of a display from the Global Forecast System (GFS) model. Other models used on a daily basis during the Pilot Program include but are not limited to the European Center for Medium-Range Weather Forecast (ECMWF) model, High-Resolution Rapid Refresh (HRRR) model, North American Model (NAM), and National Blend of Models (NBM), the last being a blend of both National Weather Service (NWS) and non-NWS numerical weather prediction model data. Figure 3.7 shows a forecast from the HRRR model for supercooled liquid water (SLW), the primary target of seeding operations.
Figure 3.6. GFS (Global Forecast Systems) model forecast (4-panel plot) valid 1600 PST (0000 UTC) on February 5, 2024. Courtesy of University of Utah weather website, https://weather.utah.edu .
Figure 3.7. Two-hour forecast of Supercooled Liquid Water (SLW) over southern California, valid at 0600 PST (1400 UTC) on February 1, 2024. Shading indicates concentration of SLW (kg SLW per m$^2$ of air). Data courtesy of NOAA GSL’s HRRR website, https://rapidrefresh.noaa.gov/hrrr.
Figures 3.8 and 3.9 illustrate the predictions of ground-based seeding plume dispersion for the SAWPA program using the National Oceanic and Atmospheric Administration’s (NOAA) HYSPLIT (Hybrid Single-Particle Lagrangian Integrated Trajectory) model. This model provides forecasts of the horizontal and vertical spread of a plume from potential ground-based seeding sites in real-time, based on wind and temperature fields contained in the weather forecast models.
Figure 3.8. HYSPLIT 1-hour horizontal plume dispersion forecast from SAWPA’s seeding units for a storm event, valid on April 5, 2024, at 1300 PDT. Colors indicate the concentration of particles, blue being the greatest concentration followed by green and cyan.
Figure 3.9. HYSPLIT 1-hour horizontal (top) and vertical (bottom) plume dispersion from SAWPA’s seeding units for same storm event and time as in Figure 3.8.
4.0 OPERATIONS
The 2023-2024 cloud seeding Pilot Program began on November 15, 2023, and ended on April 15, 2024. During the season, there were 13 seeded storm events over a total of 22 days, broken down as follows:
| Date | Number of Seeded Storms | Duration of Storms | Total Duration (days) |
|------------|--------------------------|---------------------------------------------------------|-----------------------|
| November 2023 | 1 | Two consecutive days | 2 |
| December 2023 | 2 | Two two-day storm events | 4 |
| January 2024 | 3 | One one-day storm event; and Two two-day storm events, overlapping | 4 |
| February 2024 | 2 | One one-day storm event; and One two-day storm event | 3 |
| March 2024 | 3 | Three two-day storm events | 6 |
| April 2024 | 2 | One one-day storm event; and One two-day storm event | 3 |
A cumulative 2135.25 hours of seeding time from 12 CNG units occurred, along with a combined 32 AgI flares from the three AHOGS units. Table 4-1a and 4-1b show the dates and hours of CNG usage and flare burn during the season.
Table 4-1a
CNG hours and AHOGS flare usage November 2023 through February 1, 2024
| | Nov 17-18 | Dec 21-22 | Dec 29-30 | Jan 3 | Jan 20-21 | Jan 21-22 | Feb 1 |
|-------|-----------|-----------|-----------|---------|-----------|-----------|---------|
| NW1 | | | 23.00 | 6.50 | | * | 10.00 |
| NW2 | | | 23.00 | 7.00 | | * | 9.00 |
| NW3 | 11.25 | 22.00 | 21.00 | 5.75 | | * | 23.50 |
| NW4 | 13.25 | 20.75 | 22.00 | | | * | 23.00 |
| NE5 | | | 21.25 | 8.75 | 17.25 | 24.50 | * |
| NE6 | | | 9.00 | 12.25 | 17.00 | 14.25 | 11.75 |
| NE7 | | | 21.00 | 9.00 | 17.00 | * | * |
| NE8 | | | 18.75 | 9.75 | 18.50 | 23.25 | 7.75 |
| NE9 | | | 18.75 | 9.50 | 18.25 | 23.25 | 8.00 |
| NE10 | | | 21.25 | 9.25 | 17.75 | 24.75 | 11.50 |
| SE12 | | | 5.50 | 9.75 | | * | 14.00 |
| SE13 | | | 6.50 | 8.00 | 15.25 | 24.50 | 12.25 |
| | | | | | | | |
|-------|-----------|-----------|-----------|---------|-----------|-----------|---------|
| SE11 | | | | | | | |
| SW14 | | | | | | | |
| SW15 | | | | | | | |
* Units were not operated or operated at a reduced level due to operational issues.
Table 4-1b
CNG hours and AHOGS flare usage February 20, 2024 through April 2024
| | Feb 20-21 | Mar 6-7 | Mar 23-24 | Mar 30-31 | April 5 | April 13-14 |
|-------|-----------|----------|-----------|-----------|----------|-------------|
| NW1 | 16.75 | 16.00 | 22.00 | 30.00 | 12.75 | 7.00* |
| NW2 | 16.25 | * | 20.25 | * | 9.25 | 7.00* |
| NW3 | 19.50 | 14.00 | 22.50 | 26.75 | 8.50 | 24.75 |
| NW4 | 19.75 | 14.00 | 22.50 | 27.75 | 8.50 | 25.00 |
| NE5 | * | 17.00 | 22.75 | 31.25 | 12.25 | 25.50 |
| NE6 | 18.25 | 14.00 | 18.00 | 31.25 | 14.00 | 20.25 |
| NE7 | 23.00 | 17.75 | 22.75 | 31.25 | 12.50 | 25.50 |
| NE8 | * | 15.00 | 20.50 | * | 13.00 | 25.00 |
| NE9 | 20.50 | * | 20.25 | 32.25 | 12.75 | 25.50 |
| NE10 | 24.25 | 18.75 | 22.50 | 31.25 | 12.25 | 25.25 |
| SE12 | | 17.00 | 4.75* | 33.00 | 9.00 | |
| SE13 | | 12.75 | 18.25 | 32.75 | 12.75 | |
| | | | | | | | |
|-------|-----------|-----------|-----------|---------|-----------|-----------|---------|
| SE11 | | | | | | | |
| SW14 | | | | | | | |
| SW15 | | | | | | | |
* Units were not operated or operated at a reduced level due to operational issues.
Precipitation during the season was above normal. A strong El Niño signal was present in the Equatorial Pacific, and this may have affected the intensity of storms impacting southern California particularly during the middle portion of the season. Table 4-2 shows precipitation for selected sites within the four-target-area program, and Figure 4.1 shows a map of the locations of the precipitation sites.
Table 4-2
Seasonal Precipitation for the SAWPA Program Area
| Site | Name | Nov 2023 | Dec 2023 | Jan 2024 | Feb 2024 | Mar 2024 | Apr 2024 | Season Total |
|------|-----------------------|----------|----------|----------|----------|----------|----------|--------------|
| 1 | Upper Day Canyon | 0.95 | 0.90 | 2.28 | 7.92 | 2.33 | 1.02 | 15.40 |
| 2 | Deer Creek Dam | 1.26 | 1.89 | 2.76 | 19.77 | 9.80 | 3.23 | 38.71 |
| 3 | Cable Canyon | 1.38 | 2.96 | 2.40 | 12.29 | 8.08 | 2.20 | 29.31 |
| 4 | Oak Creek Canyon | 1.41 | 1.70 | 2.24 | 13.07 | 6.14 | 2.44 | 27.00 |
| 5 | Big Bear City Airport | 0.66 | 0.53 | 1.38 | 7.44 | 1.78 | 2.14 | 13.93 |
| 6 | Camp Angelus | 0.99 | 1.57 | 2.91 | 12.32 | 4.65 | 1.50 | 23.94 |
| 7 | Oak Glen Watershed | 2.01 | 1.58 | 3.07 | 12.72 | 6.06 | 1.89 | 27.33 |
| 8 | Idyllwild NWS | 1.48 | 1.35 | 4.45 | 9.41 | 5.43 | 1.74 | 23.86 |
| 9 | Hurkey Creek | 0.98 | 0.54 | 2.65 | 5.49 | 3.16 | 1.14 | 13.96 |
| 10 | Upper Silverado Canyon| 0.24 | 1.94 | 1.02 | 4.96 | 7.25 | 1.34 | 16.75 |
| 11 | Riverside Muni Airport| 0.17 | 0.86 | 1.68 | 6.94 | 2.38 | 0.14 | 12.17 |
| 12 | Hemet | 0.87 | 0.80 | 1.94 | 4.33 | 1.69 | 0.67 | 10.30 |
Figure 4.1. Location of precipitation sites from Table 4-2. Red outlines are the four target areas.
4.1 Storm Summaries
NOVEMBER 2023
November 15 (no seeding)
An upper low was sitting off the coast of central California, and a subtropical jet with associated moisture was feeding into the underside of the low. A shortwave disturbance emanating from the low ejected out across southern California during the afternoon and evening bringing periodic heavy showers and isolated thunderstorms. Given the subtropical nature of the airmass over southern California, temperatures aloft were quite warm, with 700 mb (approximately 10,000 feet MSL) temperatures of +4°C/+5°C (39-41°F) measured on the morning and afternoon balloon soundings from San Diego. Because of the warm air, seeding operations were not able to take place. Figure 4.2 shows a radar image during the early part of the event, centered on the Inland Empire (KF70 is Murrieta/Temecula airport; KHMT is Hemet Ryan Airport).
Seedability: POOR. Although wind flow was ideal for targeting and moisture availability was good, the airmass accompanying the storm system was warm, with temperatures above freezing at 700 mb / 10,000 feet MSL. For this reason, seeding operations would have had no effect and were not conducted.
Figure 4.2. Radar image from 1945Z (1145 PST) on November 15 showing numerous showers across the SAWPA WM PP area. Image courtesy of College of DuPage webpage, https://weather.cod.edu
November 17-18
An upper low located several hundred miles west of the California coast was in the process of evolving into an open trough of low pressure and starting to shift northeast toward the central and northern California coast. The southern extent of the trough was forecast to swing across the project area from late evening of November 17 into the afternoon of November 18 bringing cooler mid-level temperatures and moisture that would be marginally sufficient for potential seeding operations. Two CNG sites, NW3 and NW4 were activated late evening of November 17/early morning of November 18 in anticipation of more favorable conditions arriving for seeding operations. The map of the location of the active sites is shown in Figure 4.3, and Figure 4.4 shows the presence of modeled supercooled water adjacent to the NW Target area. Two other nearby sites were not activated as HYSPLIT modeling indicated the plumes from these other sites (NW1/NW2) would remain south of the NW Target area. As it turned out, temperatures aloft did not cool sufficiently and moisture availability was less than forecast, so although both sites ran for 11-13 hours, it is unlikely any effects from seeding occurred. Infrared satellite imagery showing some of the shower activity during the event is shown in Figure 4.5.
Seedability: POOR. Moisture was confined primarily to the western parts of the area. Two of four sites in the northwest portion of the area were activated with the expectation – based on forecast models – that temperatures aloft, which were too warm at the start of the storm would cool sufficiently such that seeding operations would become more ideal. Temperatures did eventually cool, but not enough for seeding efforts to be effective.
Problems/issues: None.
Figure 4.3. Map showing active seeding sites on November 17-18, 2023, indicated by yellow circles.
Figure 4.4. HRRR model run from 07Z/Nov 18 (2300 PST Nov 17) showing marginal amounts of SLW (Supercooled Liquid Water) across southwestern San Bernardino County (in red circle), valid at 0200 PST on Nov 18. Image courtesy of NOAA’s HRRR model page, https://rapidrefresh.noaa.gov/hrrr.
Figure 4.5. Infrared satellite imagery from 0051 PST on November 18 centered on Inland Empire. Image courtesy of College of DuPage website.
November 30 (no seeding)
A weak upper-level disturbance moved across central and southern California during the afternoon and evening hours. Although moisture was limited, the storm had some decent upper-level dynamical forcing thanks to the presence of an upper-level jet stream oriented in a northwest-southeast fashion across central and southern California. Because of the jet stream dynamics, scattered showers and thunderstorms were able to develop along the southern edge of the San Bernardino mountains and move southeast across the Inland Empire. Later in the evening a few short-lived showers and thunderstorms managed to develop southwest of Big Bear Lake and, again, move southeast out over the Inland Empire. Mid-level temperatures were just a bit below freezing which was marginally sufficient for seeding operations, however a small stable layer of air around 800 mb (approximately 6500-7000 feet MSL) as sampled on the late afternoon San Diego sounding was in place, which would prevent seeding plumes from rising above it. As such, no seeding operations took place. Figure 4.6 shows a lightning strike map from the evening of the event.
Seedability: POOR. Although mid-level temperatures were marginally ideal for seeding operations, wind flow suggested only eastern areas would see ideal targeting of any seeding plumes, and the presence of a low-level stable layer indicated that rising seeding plumes would not be able to reach high enough for any seeding effects to occur.
Figure 4.6. Lightning strikes, valid at 2200 PST on November 30. Note isolated strikes in SW San Bernardino County. Color coding indicates strikes were 90-120 minutes old.
Moist onshore flow set up on December 19 in response to a trough of low pressure and developing upper-level low off the Pacific Northwest coast. Mild temperatures and scattered showers moved across the area, but conditions were too warm and stable for seeding operations at this time. Over the course of the next couple of days, the upper low continued to develop, dropping southward several hundred miles west of the California coast while maintaining moist, stable onshore flow across the project area along with periodic rounds of showers. Figure 4.7 shows a visible satellite image taken at 1421 PST on December 20. As the low reached waters west/southwest of the project area on the afternoon of December 21, more substantial precipitation was poised to push into southern California, along with cooler temperatures aloft. Seeding sites were activated during the late afternoon/evening of December 21, with 9 of 11 manual CNGs activated for the storm; the two Chino Basin sites (NW1/NW2) were not used as HYSPLIT modeling indicated plumes missing the target areas. The remote CNG (SE12) was activated shortly after midnight. As the wave of rain and embedded convection pushed onshore into Orange County, one flare was fired from the AHOGS (SW14). SW15 was not utilized due to improper targeting based on wind direction. Figure 4.8 shows a radar image from 0145 PST on December 22 as the main wave of precipitation was pushing into the area. Seeding continued through the overnight hours as rain and higher elevation snow. As the low moved closer to the coast on the morning and early afternoon of December 22, daytime heating of the now unstable airmass allowed for scattered convective cells to develop and move northwestward. Some of this activity neared the AHOGS site near Hemet, and five flares were burned. A PIREP (PIlot REPort) over Banning/descending into Palm Springs during this time confirmed the presence of supercooled water (reported as moderate rime icing) over the area. Location of all active sites during the event is shown in Figure 4.9.
**Seedability:** FAIR. Mid-level temperatures were warm to start but as the system neared, temperatures cooled to marginally ideal levels. Moisture availability was good during the seeded portion of the storm. Wind flow was poor to start, then as the main portion of the low arrived the flow pattern improved for better targeting.
**Problems/issues:** None.
Figure 4.7. Visible satellite image from 1421 PST on December 20 shows the location of the upper low west of the central California coast. Image from College of DuPage Weather.
Figure 4.8. Radar image from 0145 PST on December 22 showing precipitation over the area. Image courtesy of College of DuPage Weather.
December 29-30
An extensive trough of low pressure was positioned from west of British Columbia southward to west of southern California on December 29. The trough approached the coast during the evening hours, with rain spreading in from the west overnight. All CNG sites were activated during the evening of December 29/morning of December 30. The frontal band reached the western edge of the project area between 0500 and 0600 PST on December 30 and pushed across the area during the morning. HRRR modeling indicated the presence of supercooled liquid water (SLW), an image of which is shown in Figure 4.10. As the band pushed into Orange County, two flares were fired from the El Toro AHOGS site. Precipitation continued through the morning, with most activity out of the area by early afternoon. A few convective cells developed in Orange County just before 1400 PST and one additional flare was burned at El Toro as the cells passed by. With no other activity expected, all operations were halted. Figure 4.11 shows the location of all active sites during the event.
Seedability: GOOD. Just ahead of the frontal band that moved across the area, a stout inversion was in place at 850 mb / 5000 feet MSL that would have prevented seeding plumes from rising above that level,
in addition to mid-level temperatures being too warm. The inversion mixed out with the arrival of the frontal band and mid-level temperatures cooled, resulting in improving seeding conditions. Afternoon convection also provided for a few seeding opportunities with an AHOGS unit in Orange County.
**Problems/issues:** Operators at sites NW2 and NE7 indicated smelling propane when turning off sites at end of storm event. Notified respective propane companies who investigated and fixed leaks near valves.
**Figure 4.10.** HRRR model showing supercooled liquid water (SLW) over western SAWPA area at 0700 PST on December 30.
Figure 4.11. Map showing active seeding sites on December 29-30, 2023, indicated by yellow circles.
JANUARY 2024
January 3
Late in the evening of January 2, a trough of low pressure extended from west of British Columbia southward into the eastern Pacific with the base of the trough several hundred miles west of Point Conception. Very cold air aloft accompanied the trough, with 500 mb (approx. 18,000 feet MSL) temperatures around -30°C near the core, and 700 mb (approx. 10,000 feet MSL) temperatures were -7°C to -8°C. Figure 4.12 shows an infrared satellite image depicting the trough west of California. Moisture was lacking with this system, however upper-level diffluent flow (the spreading of winds laterally) in the southeast quadrant of the trough, which would move across southern California, was increasing lift across this region and compensating for the lower moisture content. At midnight on January 3, a cold front accompanied by a band of precipitation, was located from northeastern California to near Bakersfield to Santa Barbara, with motion east and southeast toward the project area. Before dawn, the frontal band reached the western parts of the project area, by which time all but one CNG site was active. The front and its associated precipitation moved across all target areas during the morning hours, with the back
edge of the band exiting the eastern areas by 1100 PST. Figure 4.13 shows radar imagery from 0745 PST while the band was lying across the entire area. With a combination of daytime heating and the cold core of the trough moving overhead during the afternoon hours, the airmass across the area became slightly unstable, and scattered convective cells began to develop across the San Bernardino Mountains (NW/NE target areas) with a motion to the east-southeast. Scattered rain showers/higher elevation snow showers and even thunderstorms moved across the eastern parts of the project area through late afternoon before tapering off. Two flares from the SE11 AHOGS site were used for seeding during this period as convection approached this site. Figure 4.14 shows all active sites during the storm period.
**Seedability: GOOD.** Mid-level temperatures cooled to ideal levels (i.e., below -5°C) with the frontal band that moved across the area. Wind flow was ideal for proper targeting until the tail end of the storm event. Moisture availability was marginal, with precipitable water (PWAT) values between 0.55-0.60”.
**Problems/issues:** Operator at NE9 noted solution leak when turning off CNG. Passed info on to field technician in Utah who visited shortly after and repaired leak. Operator unable to get access to NW4 due to condition of the access road.
**Figure 4.12.** Infrared satellite image from 0121 PST on January 3 shows the location of trough west of the California coast with the frontal band on the east side of the trough. Image from College of DuPage Weather.
Figure 4.13. Radar image from 0745 PST on January 3 showing frontal band over the area. Image courtesy of College of DuPage Weather.
January 7 (no seeding)
An inside slider was moving southeast through the interior of California accompanied by a tight pressure gradient and some moisture, with rain and mountain snow showers being observed in some areas of the project area. Winds associated with the system were strong, with High Wind Warnings in place for the San Bernardino and Riverside County mountains where wind gusts exceeded 60 mph, peaking at 92 miles per hour (mph) at Burns Canyon. Winds in the Inland Empire and other lower elevation sites were frequently exceeding 40 mph. Because of the stronger winds in place, seeding operations were not conducted as targeting would not be appropriate. Figure 4.15 is a radar image from the overnight hours of January 7 as some precipitation moved across portions of the project area.
Seedability: POOR. Strong winds were in place, and any seeding units that would have been activated would have produced very long and narrow seeding plumes that would likely not nucleate before passing the target areas.
January 20-22
A trough of low pressure was located across the West Coast. Several shortwave disturbances embedded within the flow of the trough were poised to move across southern California, with the first one arriving during the late morning hours of January 20. No seeding operations with the CNGs were conducted with this first wave as the morning sounding from San Diego indicated a stable airmass below 6000 feet and 700 mb temperatures were warm, at +1°C. However, weak convective cells began developing just offshore from Orange County during the noon hour and approached the coast; one flare was fired from the AHOGS unit (SW14) at 1251 assuming any convective currents near this activity would be sufficient to draw the AgI plume up into the cloud. Figure 4.16 shows a visible satellite image just prior to the moment of seeding from SW14 AHOGS unit. The first wave of precipitation exited to the east by evening. The late afternoon (January 20) sounding from San Diego indicated that 700 mb temperatures had cooled to -3°C and weak stability remained, though less than earlier in the day, along with an increase in precipitable water. Snow levels were around 7000-7500 feet. The next shortwave disturbance within the trough was pushing into Los Angeles County at mid evening. Ahead of this, with better conditions in place for seeding, several sites were activated for the NE and SE target areas; the remote generator SE11 was not able to start because earlier rainfall had soaked the ignitor, preventing it from sparking a flame. Figure 4.17 shows the sites active for this part of the storm period. Precipitation entered the western parts of the project area prior
to midnight and continued to move east across the area into the overnight period, with activity exiting to the east with the shortwave after 21/0300 PST. Radar imagery during this time is shown in Figure 4.18. Sites were turned off during the morning of January 21, and for the remainder of the afternoon and evening, a few showers moved across the area with little accumulation.
The next, and final shortwave disturbance within the trough began to move into southern California around Santa Barbara County during the evening hours of January 21. Prior to this system’s arrival, several CNGs were re-activated. Steady precipitation arrived in the western portions of the project area at 0400 early on January 22, spreading across the entire area by daybreak. Rain and higher elevation snow continued through the morning, with snow levels remaining around 7000-7500 feet. After the steady precipitation ended over western areas, isolated convective development occurred just offshore, moving into Orange County between 1030 and 1100 for which two flares were burned from the SW14 AHOGS unit. Later in the afternoon, additional convective development occurred over the eastern areas and four flares were burned from the SE11 AHOGS site between 1520 and 1550 PST as a short line of moderate to heavy convection moved across the eastern areas. Figure 4.19 shows a camera snapshot of a flare burning from the SE11 AHOGS site during this time period. One more flare was burned at the SW14 site shortly after 1600 as additional showers moved across parts of Orange County. All activity ended early in the evening. Figure 4.20 shows the sites that were active for this disturbance.
**Seedability:** FAIR to GOOD. Temperatures at 700 mb were generally between 0°C and -3°C; while cooler temperatures aloft would be more ideal, convective currents were likely able to loft seeding plumes to cooler temperatures. Wind flow was good for proper targeting except for the Chino Basin sites where plumes were shown to be missing the target areas. Moisture availability was good with PWAT values between 0.75” and 1.10”.
**Problems/issues:** Sponsors for sites NW3/NW4 changed the locks without informing the operator. As a result, the operator did not have the key for the gate during the weekend and was unable to access the sites to activate the units. These sites did not run for either wave of precipitation. Site NE7 ran low on propane and only ran for the first wave of precipitation. Remote site SE12 had a wet ignitor and could not light the CNG, so it did not run for storm event. Sites NW1/NW2, which were not run for first wave of precipitation as HYSPLIT modeling indicated plumes not targeting target area, were more ideal for second wave but, as copper line sleeving was still not completed, did not run for this portion of storm as well. Finally, connection to the AHOGS unit SW15 could not be established due to an inadequate power supply, as multiple cloudy days had kept the battery on the low side.
Figure 4.16. Visible satellite image from 1241 PST on January 20, prior to the firing of a flare from the El Toro AHOGS unit in Orange County.
Figure 4.17. Map showing active seeding sites on January 20-21, 2024, indicated by yellow circles.
Figure 4.18. Radar image from 0015 PST on January 21.
Figure 4.19. Camera snapshot of flare burning from SE11 AHOGS site at 1548 PST on January 22, 2024.
A powerful low pressure center was located off the Pacific Northwest coast, with its attendant trough and cold front extending southward to west of southern California. Strong south and southwesterly flow was in place ahead of the front, which arrived in the western parts of the project area around 0400. Snow levels started out around 6500 feet ahead of the frontal band, with heavy snow above 7000 feet. CNGs were activated beginning the evening prior for NW3/4 sites and for the remainder of the sites during the early part of the event. As the morning progressed, the band moved across the entire area bringing moderate to heavy rainfall and higher elevation snow. Figure 4.21 shows a visible satellite image depicting the frontal band over the area during the latter part of the morning, and Figure 4.22 is a radar image from the same time. Precipitation continued into the afternoon hours, tapering off to showers by mid-afternoon, and mostly ending by early evening. CNG sites were shut off by early evening. However, later in the evening, an area of scattered showers and thunderstorms developed across the northwest part of
the SAWPA area and moved southeast. One flare was burned from SE11 AHOGS site. Figure 4.23 shows the sites active during the storm.
**Seedability: VERY GOOD.** Ahead of and immediately at the beginning of the precipitation, temperatures were above freezing with a substantial stable layer below cloud base. This quickly evolved to more ideal conditions as temperatures quickly cooled behind the leading edge of the precipitation and mixing eroded the stable layer. Additionally, wind flow was ideal, with seeding plume dispersion from the sites properly targeting the target areas, and diffluent flow aloft was aiding in lift of these plumes.
**Problems/issues:** Propane company had not been able to get to sites NE5/NE7 as driver called in sick, and these sites did not run for this storm event due to inadequate propane supply. Leak found at SE13, which was fixed by operator. When the operator went to shut off site NE10, they noticed a weak flame and low flow, but the CNG was still running. The operator notified the field technician.
**Figure 4.21.** Visible satellite image from 1031 PST on February 1 showing the frontal band and accompanying precipitation moving across southern California. Image from College of DuPage Weather, https://weather.cod.edu/satrad/.
Figure 4.22. Radar image from 1030 PST on February 1 showing frontal band over the area. Image courtesy of College of DuPage Weather.
February 3-8 (no seeding)
A well-advertised Atmospheric River event began to unfold on February 3 as a large upper trough was located in the northeastern Pacific. The trough began to pull copious amounts of subtropical moisture into itself and then direct the moisture into California, accompanied by several shortwave disturbances that enhanced lift as they moved across southern California. Once the stream of moisture and associated moderate to heavy rain (and higher elevation snow) arrived late in the afternoon of the 4th, it continued almost unabated for nearly 48 hours, first as a southwest-to-northeast band of precipitation, gradually re-orienting to a nearly north-south band as the trough moved closer to the coast. Figure 4.24 is a water vapor satellite imagery from the early afternoon of February 5, clearing showing subtropical moisture flowing into southern California ahead of a sharp trough of low pressure. Figure 4.25 shows an infrared satellite image taken at 2200 PST on February 5 showing moisture band solidly over the project area. Figure 4.26 shows the corresponding radar image. By late afternoon/early evening of February 6, the main band of precipitation had shifted east of the area with westerly flow and scattered rain/higher elevation snow showers moving across the area. The showery regime pattern continued into the morning hours of February 7 before a brief break in the precipitation occurred as the main trough of low pressure was finally
shifting east of the area. Figure 4.27 shows three-day precipitation totals for California as compiled by Weather Prediction Center. A strong shortwave disturbance on the backside of the trough moved southeast along the central coast during the afternoon hours, arriving in southern California in the evening with an attendant cold front sweeping across the area. The front brought a line of heavy showers and thunderstorms along with strong wind gusts and lowering snow levels to 4000 feet. Figure 4.28 shows a radar image from 2200 PST on February 7, just as the cold front arrived at the western edge of the SAWPA area. Flood advisories and a Severe Thunderstorm Warning were issued during the frontal passage. Scattered mainly light to moderate showers continued mainly in the mountains in the post-frontal airmass, gradually tapering off by the evening of February 8. Precipitation during the event was significant and very heavy, with the highest total of 15.48 inches of rain falling at Middle Fork Lytle Creek in the NW Target area, and several locations in the NE and NW Target areas seeing upwards of 10 inches of rain. In terms of snow, the multi-day event produced 80-97 inches of snow at Snow Valley near Running Springs in the NE Target area, with 60 inches at Bear Mountain Snow Summit and 56 inches at Mt Baldy in the NW Target area.
Because of the threat of excessive precipitation and subsequent effects of such (flooding, mudslides, etc.), seeding operations were suspended for this storm event.
Seedability: POOR initially, becoming GOOD. Most of the storm event was warm as the source region for the moisture/air was subtropical, although high elevations were cold enough for snow, where copious amounts fell. The latter part of the event – from about February 6-8 – saw improved conditions for seeding with colder temperatures aloft, although the suspension remained in place due to the excessive amount of rain occurring at lower elevations.
Figure 4.24. Water vapor imagery from 1251 PST on February 5, 2024, showing subtropical moisture (blue/white shading) flowing into southern California ahead of trough.
Figure 4.25. Infrared satellite image from 2200 PST on February 5 showing colder cloud tops (green color indicating cloud top temperatures -45°C to -50°C) over the area.
Figure 4.26. Radar image from 2200 PST on February 5 showing precipitation band over the area.
Figure 4.27. Three-day precipitation totals for California, valid at 0400 PST on February 7, 2024.
Figure 4.28. Radar image from 2200 PST on February 7 showing the cold front at the western edge of the SAWPA area.
February 19-21
A large upper level low and associated trough were in the eastern Pacific on the morning of February 19. A plume of moisture within a strong jet stream was affecting the Central Coast and portions of southern California west of the area. As the trough pushed slowly east, this moist plume reached the project area during the afternoon with snow above 8000 feet. Area soundings indicated a relatively warm airmass in place (700 mb temperatures were around 0°C) with stable conditions which were not conducive for seeding. Precipitation had remained light through early evening, but by mid-evening, another shortwave disturbance embedded within the jet stream approached the coast with precipitation rates and coverage increasing through the rest of the evening and overnight. Rain and higher elevation snow continued into February 20. The morning sounding from San Diego indicated decreasing stability and slowly cooling mid-level temperatures, while upstream conditions suggested improved seeding potential. This improvement was confirmed by the San Diego sounding in the late afternoon of February 20. Given the continuation of precipitation and increased ideal conditions for seeding transpiring across the area, CNG sites were activated in the afternoon. Rain and higher elevation snow continued into the evening with activity waning during the overnight period, only to increase once again just before dawn as the cold front and core of the upper-level trough began to push across the area. Figure 4.29 shows the probability of icing (indicative of supercooled water) at 9000 feet MSL valid at 2208 PST on February 20; note the higher probabilities in place over southwestern California. Figure 4.30 is a radar image from 0425 PST on February 21. Rain and mountain snow tapered off during the morning, with some wraparound showers continuing into the afternoon before ending in the evening. Figure 4.31 shows the active sites during the storm. Note that no seeding was done for the SW target area as AHOGS were not to be used due to antecedent moist soil conditions, and modeled plume dispersion indicated that none of the sites would properly target the SE Target area.
Seedability: GOOD. The first part of the storm event on February 19 – early February 20 saw mid-level temperatures near freezing along with a rather chaotic wind field and some stable layers present that would hinder seeding plumes from rising to cloud base. As the event progressed, additional ideal seeding conditions began to move in on the evening of February 20 with mid-level temperatures cooling to -3°C/-4°C and wind flow becoming more uniformly southwesterly areawide; additionally, any stable layers were able to get mixed out so that seeding plumes were able to rise to cloud base.
Problems/issues: The propane company was unable to reach site NE5 due to wet ground from recent excessive rain and would try again after the storm concludes. At site NE8, a solution leak could not be fixed by the operator, so the site was left off and the field technician was informed.
Figure 4.29. Potential for icing at 9000 feet MSL, given as a percent probability. Courtesy of Weathertap.com website.
Figure 4.30. Radar image from 0425 PST on February 21, the back end of the storm period but the most seedable portion of the storm.
February 26 (no seeding)
An upper-level low west of the area was attempting to push showers into the project area during the day but was battling forcing from a passing trough of low pressure north of the area. Although showers did eventually push into and across the area during the day and into the early evening hours, most of the moisture was below 8000 feet with little snow above that. Because of the lack of moisture for areas that would see snow, seeding operations were not viable for this event. Figure 4.32 shows a visible satellite image from the afternoon.
Seedability: POOR. The moisture was shallow and below 8000 feet, which did not bode well for snowfall in the mountains. Temperatures aloft were near freezing, and lightly warmer than what is ideal for seeding operations.
A trough of low pressure was located over the West Coast states, with southern California situated at the base of the trough. Strong southwesterly flow was in place with mountain areas as well as San Gorgonio Pass seeing sustained 35-50 mph winds with gusts to 90 mph. Some moisture was advecting in on the southwesterly flow with precipitable water (PWAT) levels around 0.75-0.85 inches as measured on the San Diego soundings. Scattered showers, with snow above 5000-6000 feet moved across the area from the morning of March 2 through the early morning of March 3. The soundings from San Diego also revealed stable layers in the lower atmosphere between 5000 and 10,000 feet. The combination of the stable layers and strong winds precluded seeding operations from taking place. Figure 4.33 shows the effects of strong winds and stable layers present in southern California during the event, with wave clouds developing downwind of the mountains.
**Seedability: POOR.** Strong winds in the area would produce long, thin seeding plumes from the units that would likely overshoot the target areas. Additionally, balloon soundings indicated a stable layer from 5000-10,000 ft which would prevent seeding plumes from rising. Finally, mid-level temperatures were close to freezing, which is a little warmer than ideal for seeding operations.
March 6-7
On March 6, low pressure was located a couple hundred miles west of Point Conception. On the forward side of the low, lift and ample moisture (San Diego PWAT 0.51” early morning sounding) was poised to spread across the area in conjunction with a pocket of cold air aloft associated with the low. The low and its components moved across southern California during the afternoon and evening hours with showers. Figure 4.34 shows a visible satellite image from mid-afternoon on March 6. Figure 4.35 shows a radar image from early evening on March 6. Seeding operations began in the afternoon hours and continued overnight. Snow levels started out around 6000 feet but lowered to 5000 feet by the night of March 6 and remained there. As the low passed just south of the project area, showers began to taper off and by dawn on March 7, had ended with drier northwest flow moving into the area. Figure 4.36 shows the sites used for seeding during the event. Later in the afternoon and early evening on March 7, scattered thunderstorms developed north and northwest of the area and moved southward through the project area, with the main impacts to the Inland Empire. AHOGS and CNGs were not in the correct locations for targeting this activity, so seeding operations for this part of the storm event did not occur.
Seedability: FAIR, becoming EXCELLENT. At the beginning of the event there was a temperature inversion around 850 mb, but all other factors for seeding – temperature, moisture availability, and winds – were fair to good for seeding operations. As the storm progressed, the inversion quickly mixed out and
temperatures continued to cool to -6°C. While precipitation amounts remained on the lower side, the conditions in place became amenable to seeding operations.
**Problems/issues:** When the operator at NW2 started the CNG, it started leaking solution. The operator could not fix it, so the unit did not operate, and the field technician was notified. Similarly, at NE9, a leak was found after starting the CNG and could not be fixed, so the unit did not operate during the storm period.
Figure 4.35. Radar image from 1805 PST on March 6, showing light to moderate showers across the area. Image taken from College of DuPage Weather website.
March 14-18 (no seeding)
An atypical weather pattern set up during this four-day period, with an upper low getting cutoff from the main flow and sitting over the Desert Southwest, roaming around Arizona and southeast California. This placement put the Pilot Program under north/northeast flow throughout the period. With occasional disturbances rotating around the low, these features were accompanied by waves of showers (rain/snow) moving across primarily the mountain areas as shown in Figure 4.37; in the latter part of the period, heavier showers and thunderstorms moved across the entire area. Figure 4.38 shows lightning strikes during the late afternoon/early evening of March 15. Given that the program was designed to seed storm events for which wind flow was southeasterly, southerly, southwesterly, westerly or northwesterly, no seeding operations took place due to the predominant north to northeast flow. Snow totals in the mountains were impressive, with 1-2 feet in the higher portions of the NE target area.
**Seedability: POOR (wind flow/direction).** The primary hindrance to seeding operations was the wind flow across the project area due to the placement of the upper low and how its circulation affected the area, with mainly north to northeast winds, a setup not conducive to targeting as seeding units are all located south through west of the respective target areas. Despite the favorable precipitation amounts reported across the area, seeding operations would not have been able to target properly.
Figure 4.37. Radar image from 0010 PDT on March 15, showing moisture flowing into the San Bernardino County Mountains from the northeast, with additional showers along the San Diego County coast.
Figure 4.38. Map showing lightning strikes over the southwest United States as of 1830 PDT on March 15. Legend explains color coding of strikes. Note the strikes in and near the SAWPA Project area. Image courtesy of WeatherTap, https://www.weathertap.com/.
March 23-24
An upper-level low was located off the Oregon coast on the morning of March 23, with the associated trough extending southward into waters west of southern California. Shown in Figure 4.39, the early morning sounding from San Diego showed the presence of a significant stable layer at 5000 feet ahead of the cold front, and as such any seeding activity would have to wait until this layer mixed out before seeding plumes could reach their intended target areas. The frontal band arrived during the mid to late morning hours with rain and higher elevation snow above 7000 feet. Behind the front, the airmass was more mixed and a bit unstable, and this is when seeding operations began for this storm event. Rain/snow showers and isolated thunderstorms continued through the afternoon hours, as shown in Figure 4.40. Winds were strong in the mountains, with gusts of 65-70 mph and this continued through the night, along with isolated to scattered rain and snow showers primarily affecting the eastern half of the project area. By the early morning of March 24, most activity had tapered off with just isolated mountain snow showers, but even these tapered off by mid-morning, and seeding operations were terminated. A late push of moderate to strong thunderstorms affected the northwestern parts of the project area, but their south to southeastward motion did not lead to the use of any of the AHOGS units. Figure 4.41 shows all active seeding sites for the storm event.
Seedability: GOOD. A stable layer/inversion existed early on around 5000 feet MSL but this did weaken/mix out as the storm progressed across the area. Wind flow was good for seeding plumes to target their respective areas for most of the storm event. Mid-level temperatures were a little warm at the start of the event but cooled to -4°C late in the day on March 23, and further to -10°C the following morning.
Problems/issues: Upon starting up site NE9, the operator reported that the CNG appeared to be lightly releasing solution; lowering the flow pressure fixed this. A few hours after starting up, remote site SE12 went out and could not get restarted. A visit later revealed a clogged nozzle that needed to be cleared.
Figure 4.39. Upper air balloon sounding from San Diego from 12Z (5 AM PDT) on March 23. Of interest is the upper left panel, showing the temperature (red line) and dewpoint (green line) with height. Note the abrupt turn to the right of the temperature profile at 850 mb and the abrupt left turn of the dewpoint profile, signifying a strongly stable/dry layer. Image courtesy of Storm Prediction Center website, https://www.spc.noaa.gov/.
Figure 4.40. Radar image from 1540 PDT on March 23, showing scattered showers and even a small band of thunderstorms affecting the SAWPA area.
March 30-31
A deep, cold upper-level low was located off the central California coast on the morning of March 30. A shortwave disturbance accompanied by a cold front was rotating around the south side of the low and moved across southern California during the morning and afternoon hours with a band of moderate to locally heavy rain and higher elevation snow. Figure 4.42 shows a radar image from mid-morning of March 30 as the cold front was crossing the area, with snow levels lowering behind the front to around 4500 feet, evidence of which was seen on the Lake Gregory (4554 feet) webcam showing heavy snow falling. Once the band of precipitation exited to the east by late afternoon, there was a period during the evening where a dry slot moved in, and precipitation was at a relative lull. In the evening, convective cells, including thunderstorms, hovered offshore with a few light showers making their way inland. The upper low was located west-southwest of Point Conception, as shown in Figure 4.43, and continuing to move southward. During the overnight period, showers moved inland across much of the area with snow showers in the mountains. By dawn on March 31, the upper low was located southwest of Los Angeles and was beginning to make a turn toward the east to move toward the coast. Scattered rain and snow showers continued to
spread across the area during the morning and early afternoon hours, with low level winds becoming less conducive for proper targeting as the afternoon progressed. Seeding sites were gradually shut off in the afternoon. Figure 4.44 shows the active seeding sites for the March 30-31 event.
**Seedability: GOOD.** Despite the presence of weak stable layers at times and moderate winds, all other parameters for seeding were ideal, including mid-level temperatures, wind direction and moisture availability.
**Problems/issues:** Two sites, NW2 and NE8 were left off during the storm event due to low solution levels.
Figure 4.42. Radar image from 0920 PDT on March 30. The cold front can be seen on radar as a fine line stretching from near San Bernardino southward through San Diego and offshore.
Figure 4.43. Water vapor satellite image from 2151 PDT on March 30, showing the upper low centered to the west-southwest of Point Conception, with abundant convective cells around the low.
Figure 4.44. Map showing active seeding sites on March 30-31, 2024, indicated by yellow circles.
APRIL 2024
April 5
An upper-level low was located over northern California early in the morning, with the associated trough lying across most of the state. Very cold air aloft associated with the trough had spread across the project area and was helping to destabilize the airmass. Scattered rain and higher elevation snow showers moved across the area from early morning through the afternoon and into the evening hours before tapering off. Figure 4.45 shows a visible satellite image from the morning of April 5, and Figure 4.46 shows a convectively active radar across the project area during the afternoon. Snow levels were low because of the cold air associated with the trough, with snow falling to 3000 feet. Snowfall in the mountains was generally 2-4 inches or less. Figure 4.47 shows which sites were used for seeding during the storm event.
Seedability: EXCELLENT. As the storm began, mid-level temperatures were very favorable, with the morning sounding on April 5 showing a temperature of -11°C at 700 mb. Moisture levels were on the low side but adequate for producing accumulating precipitation. Wind flow was good for proper targeting of the four areas. Convection was seeded with AHOGS flares as they moved across the area.
Problems/issues: None.
Figure 4.45. Visible satellite image from 0831 PDT on April 5, showing convective clouds over portions of the SAWPA area. Image taken from College of DuPage Weather website.
Figure 4.46. Radar image from 1420 PDT on April 5, showing scattered showers and isolated thunderstorms across three of the four SAWPA target areas. Image taken from College of DuPage Weather website.
April 13-14
An upper low approached the Bay area during the afternoon hours of April 13. A lobe of energy rotating cyclonically/counterclockwise around the low moved across southern California during the afternoon and evening hours accompanied by a wave of showers within southwest flow. Figure 4.48 shows radar imagery during this portion of the event. Snow levels with this first round of precipitation were around 6500 feet, but colder air behind this wave of showers helped lower snow levels to 4500 feet. There was a break in the precipitation during the overnight hours as the first lobe of energy pushed east of the area. The upper low moved into northern and central California on April 14 and began to weaken. A second lobe of energy rotating around the low moved across southern California during the afternoon and early evening hours. With the colder air aloft in place, a few isolated thunderstorms mixed in with the moderate showers that developed and moved across the project area. Figure 4.49 shows radar imagery during this portion of the event. A couple of flares were burned at the SW15 AHOGS site. Activity with this second impulse ended during the evening as it pushed east of the area. Figure 4.50 shows all active seeding sites during the storm event.
Seedability: POOR to FAIR first wave, FAIR to GOOD second wave. Initially, temperatures were rather warm (+1°C at 700 mb) and a significant inversion was in place as observed on the sounding from San Diego, indicative of the seeding plumes having difficulty reaching cloud base. As the storm continued and the colder portion moved closer, temperatures became more favorable at -3°C (though still marginal for seeding) and stable layers/inversions were mostly mixed out. Also, the SE target area was not in a position for favorable targeting from the seeding units and, as such, sites SE11-13 were not activated.
Problems/issues: NW1 and NW2 were not activated for the first wave of precipitation. Initially, the operator said they could turn them on, but later informed meteorologist, after the event had started, that they were not going to be able to get to the sites. The operator was able to start and stop both sites during the second wave of precipitation.
Figure 4.48. Radar image from 1945 PDT on April 13 showing first wave of showers moving into the SAWPA area.
Figure 4.49. Radar image from 1415 PDT on April 14 showing the second wave of showers moving into the SAWPA area.
Figure 4.50. Map showing active seeding sites on April 13-14, 2024, indicated by yellow circles.
## 4.2 Summary of Materials Used
### November 2023
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|------------|-------------|---------|---------------|
| 17-18-Nov | NW3 | 18/0045 | 18/1200 | 11.25 | 90 | 1.41 |
| | NW4 | 17/2330 | 18/1245 | 13.25 | 106 | 1.66 |
| November Total | 24.50 | 196 | 3.07 |
| Season | 24.50 | 196 | 3.07 |
### December 2023
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|------------|-------------|---------|---------------|
| 21-22-Dec | NW3 | 21/1815 | 22/1615 | 22.00 | 176 | 2.75 |
| | NW4 | 21/1845 | 22/1530 | 20.75 | 166 | 2.59 |
| | NE5 | 21/1630 | 22/1900 | 26.50 | 212 | 3.31 |
| | NE6 | 21/1900 | 22/1630 | 21.50 | 172 | 2.69 |
| | NE7 | 21/2045 | 22/1930 | 22.75 | 182 | 2.84 |
| | NE8 | 21/1615 | 22/1430 | 22.25 | 178 | 2.78 |
| | NE9 | 21/1545 | 22/1445 | 23.00 | 184 | 2.88 |
| | NE10 | 21/2015 | 22/2030 | 24.25 | 194 | 3.03 |
| | SE12 | 22/0030 | 22/0915 | 8.75 | 70 | 1.09 |
| | SE13 | 21/1830 | 22/1330 | 19.00 | 152 | 2.38 |
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|------------|-------------|---------|---------------|
| 29-30-Dec | NW1 | 29/1630 | 30/1530 | 23.00 | 184 | 2.88 |
| | NW2 | 29/1615 | 30/1515 | 23.00 | 184 | 2.88 |
| | NW3 | 29/1715 | 30/1415 | 21.00 | 168 | 2.63 |
| | NW4 | 29/1645 | 30/1445 | 22.00 | 176 | 2.75 |
| | NE5 | 29/1845 | 30/1600 | 21.25 | 170 | 2.66 |
| | NE6 | 30/0530 | 30/1430 | 9.00 | 72 | 1.13 |
| | NE7 | 29/1915 | 30/1615 | 21.00 | 168 | 2.63 |
| | NE8 | 29/1800 | 30/1245 | 18.75 | 150 | 2.34 |
| | NE9 | 29/1815 | 30/1300 | 18.75 | 150 | 2.34 |
| | NE10 | 29/1945 | 30/1700 | 21.25 | 170 | 2.66 |
| | SE12 | 30/0700 | 30/1230 | 5.50 | 44 | 0.69 |
| | SE13 | 30/0600 | 30/1230 | 6.50 | 52 | 0.81 |
| December Total | 421.75 | 3374 | 52.72 |
| Season | 446.25 | 3570 | 55.79 |
| Date | Location | First Flare | Last Flare | Total Flares | AgI (g) |
|------------|----------|-------------|------------|--------------|---------|
| 21-22-Dec | SE11 | 22/1115 | 22/1220 | 5 | 100 |
| | SW14 | 22/0046 | 22/0046 | 1 | 20 |
| 30-Dec | SW14 | 30/0550 | 30/1400 | 3 | 60 |
| December Total | Season |
|----------------|--------|
| 9 | 180 |
**January 2024**
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|---------|----------|-------------|---------|---------------|
| Jan 03 | NW1 | 0545 | 1215 | 6.50 | 52 | 0.81 |
| | NW2 | 0530 | 1230 | 7.00 | 56 | 0.88 |
| | NW3 | 0630 | 1215 | 5.75 | 46 | 0.72 |
| | NE5 | 0730 | 1615 | 8.75 | 70 | 1.09 |
| | NE6 | 0515 | 1730 | 12.25 | 98 | 1.53 |
| | NE7 | 0745 | 1645 | 9.00 | 72 | 1.13 |
| | NE8 | 0600 | 1545 | 9.75 | 78 | 1.22 |
| | NE9 | 0630 | 1600 | 9.50 | 76 | 1.19 |
| | NE10 | 0830 | 1745 | 9.25 | 74 | 1.16 |
| | SE12 | 0630 | 1615 | 9.75 | 78 | 1.22 |
| | SE13 | 0600 | 1400 | 8.00 | 64 | 1.00 |
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|---------|----------|-------------|---------|---------------|
| Jan 20-21 | NE5 | 20/1600 | 21/0915 | 17.25 | 138 | 2.16 |
| | NE6 | 20/1515 | 21/0815 | 17.00 | 136 | 2.13 |
| | NE7 | 20/1630 | 21/0930 | 17.00 | 136 | 2.13 |
| | NE8 | 20/1345 | 21/0815 | 18.50 | 148 | 2.31 |
| | NE9 | 20/1415 | 21/0830 | 18.25 | 146 | 2.28 |
| | NE10 | 20/1730 | 21/1015 | 17.75 | 142 | 2.22 |
| | SE13 | 20/1700 | 21/0815 | 15.25 | 122 | 1.91 |
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Jan 21-22 | NE5 | 21/1830 | 22/1900 | 24.50 | 196 | 3.06 |
| | NE6 | 22/0500 | 22/1915 | 14.25 | 114 | 1.78 |
| | NE8 | 21/1900 | 22/1815 | 23.25 | 186 | 2.91 |
| | NE9 | 21/1915 | 22/1830 | 23.25 | 186 | 2.91 |
| | NE10 | 21/1915 | 22/2000 | 24.75 | 198 | 3.09 |
| | SE13 | 21/1915 | 22/1945 | 24.50 | 196 | 3.06 |
| January Total | 351.00 | 2808 | 43.88 |
| Season | 797.25 | 6378 | 99.66 |
| Date | Location | First Flare | Last Flare | Total Flares | AgI (g) |
|------|----------|-------------|------------|--------------|---------|
| Jan 03 | SE11 | 1635 | 1645 | 2 | 40 |
| Date | Location | First Flare | Last Flare | Total Flares | AgI (g) |
|------|----------|-------------|------------|--------------|---------|
| Jan 20 | SW14 | 1250 | 1250 | 1 | 20 |
| Date | Location | First Flare | Last Flare | Total Flares | AgI (g) |
|------|----------|-------------|------------|--------------|---------|
| Jan 22 | SE11 | 1523 | 1548 | 4 | 80 |
| | SW14 | 1042 | 1603 | 3 | 60 |
| Jan Total | 10 | 200 |
| Season | 19 | 380 |
**February 2024**
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Jan 31-Feb 01 | NW1 | 01/0645 | 01/1645 | 10.00 | 80 | 1.25 |
| | NW2 | 01/0715 | 01/1615 | 9.00 | 72 | 1.13 |
| | NW3 | 31/1730 | 01/1700 | 23.50 | 188 | 2.94 |
| | NW4 | 31/1715 | 01/1615 | 23.00 | 184 | 2.88 |
| | NE6 | 01/0515 | 01/1700 | 11.75 | 94 | 1.47 |
| | NE8 | 01/0700 | 01/1445 | 7.75 | 62 | 0.97 |
| | NE9 | 01/0715 | 01/1515 | 8.00 | 64 | 1.00 |
| | NE10 | 01/0730 | 01/1900 | 11.50 | 92 | 1.44 |
| | SE12 | 01/0415 | 01/1815 | 14.00 | 112 | 1.75 |
| | SE13 | 01/0615 | 01/1830 | 12.25 | 98 | 1.53 |
| Date | Location | Time on | Time off | Total Hours | Agl (g) | Acetone (gal) |
|------------|----------|-----------|------------|-------------|---------|---------------|
| Feb 20-21 | NW1 | 20/1715 | 21/1000 | 16.75 | 134 | 2.09 |
| | NW2 | 20/1745 | 21/1000 | 16.25 | 130 | 2.03 |
| | NW3 | 20/1600 | 21/1130 | 19.50 | 156 | 2.44 |
| | NW4 | 20/1630 | 21/1215 | 19.75 | 158 | 2.47 |
| | NE6 | 20/1530 | 21/0945 | 18.25 | 146 | 2.28 |
| | NE7 | 20/1445 | 21/1345 | 23.00 | 184 | 2.88 |
| | NE9 | 20/1315 | 21/0945 | 20.50 | 164 | 2.56 |
| | NE10 | 20/1415 | 21/1430 | 24.25 | 194 | 3.03 |
| February Total | 289.00 | 2312 | 36.13 |
| Season | 1086.25 | 8690 | 135.78 |
| Date | Location | First Flare | Last Flare | Total Flares | Agl (g) |
|------------|----------|-------------|------------|--------------|---------|
| Feb 01 | SE11 | 2255 | 2255 | 1 | 20 |
| February Total | 1 | 20 |
| Season | 20 | 400 |
**March 2024**
| Date | Location | Time on | Time off | Total Hours | Agl (g) | Acetone (gal) |
|------------|----------|-----------|------------|-------------|---------|---------------|
| Mar 06-07 | NW1 | 06/1700 | 07/0900 | 16.00 | 128 | 2.00 |
| | NW3 | 06/1730 | 07/0730 | 14.00 | 112 | 1.75 |
| | NW4 | 06/1700 | 07/0700 | 14.00 | 112 | 1.75 |
| | NE5 | 06/1545 | 07/0845 | 17.00 | 136 | 2.13 |
| | NE6 | 06/1500 | 07/0500 | 14.00 | 112 | 1.75 |
| | NE7 | 06/1515 | 07/0900 | 17.75 | 142 | 2.22 |
| | NE8 | 06/1430 | 07/0530 | 15.00 | 120 | 1.88 |
| | NE10 | 06/1445 | 07/1000 | 18.75 | 150 | 2.34 |
| | SE12 | 06/1415 | 07/0715 | 17.00 | 136 | 2.13 |
| | SE13 | 06/1715 | 07/0600 | 12.75 | 102 | 1.59 |
| Date | Location | Time on | Time off | Total Hours | Agl (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Mar 23-24 | NW1 | 23/1315 | 24/1115 | 22.00 | 176 | 2.75 |
| | NW2 | 23/1345 | 24/1000 | 20.25 | 162 | 2.53 |
| | NW3 | 23/1245 | 24/1115 | 22.50 | 180 | 2.81 |
| | NW4 | 23/1215 | 24/1045 | 22.50 | 180 | 2.81 |
| | NE5 | 23/1345 | 24/1230 | 22.75 | 182 | 2.84 |
| | NE6 | 23/1430 | 24/0830 | 18.00 | 144 | 2.25 |
| | NE7 | 23/1415 | 24/1300 | 22.75 | 182 | 2.84 |
| | NE8 | 23/1215 | 24/0845 | 20.50 | 164 | 2.56 |
| | NE9 | 23/1230 | 24/0845 | 20.25 | 162 | 2.53 |
| | NE10 | 23/1515 | 24/1345 | 22.50 | 180 | 2.81 |
| | SE12 | 23/1400 | 23/1845 | 4.75 | 38 | 0.59 |
| | SE13 | 23/1415 | 24/0830 | 18.25 | 146 | 2.28 |
| Date | Location | Time on | Time off | Total Hours | Agl (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Mar 30-31 | NW1 | 30/0800 | 31/1400 | 30.00 | 240 | 3.75 |
| | NW3 | 30/1145 | 31/1430 | 26.75 | 214 | 3.34 |
| | NW4 | 30/1115 | 31/1500 | 27.75 | 222 | 3.47 |
| | NE5 | 30/0845 | 31/1600 | 31.25 | 250 | 3.91 |
| | NE6 | 30/0745 | 31/1500 | 31.25 | 250 | 3.91 |
| | NE7 | 30/0915 | 31/1630 | 31.25 | 250 | 3.91 |
| | NE9 | 30/0700 | 31/1515 | 32.25 | 258 | 4.03 |
| | NE10 | 30/0945 | 31/1700 | 31.25 | 250 | 3.91 |
| | SE12 | 30/0530 | 31/1430 | 33.00 | 264 | 4.13 |
| | SE13 | 30/0615 | 31/1500 | 32.75 | 262 | 4.09 |
| March Total | 700.75 | 5606 | 87.59 |
| Season | 1787.00 | 14,296 | 223.38 |
| Date | Location | First Flare | Last Flare | Total Flares | Agl (g) |
|------------|----------|-------------|------------|--------------|---------|
| Mar 06 | SW14 | 1526 | 1526 | 1 | 20 |
| | SW15 | 1514 | 1523 | 2 | 40 |
| Date | Location | First Flare | Last Flare | Total Flares | Agl (g) |
|------------|----------|-------------|------------|--------------|---------|
| Mar 30-31 | SE11 | 31/1029 | 31/1029 | 1 | 20 |
| | SW14 | 30/0706 | 30/0722 | 2 | 40 |
| March Total | 6 | 120 |
| Season | 26 | 520 |
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Apr 05 | NW1 | 0630 | 1915 | 12.75 | 102 | 1.59 |
| | NW2 | 0630 | 1545 | 9.25 | 74 | 1.16 |
| | NW3 | 0930 | 1800 | 8.50 | 68 | 1.06 |
| | NW4 | 0945 | 1815 | 8.50 | 68 | 1.06 |
| | NE5 | 0730 | 1945 | 12.25 | 98 | 1.53 |
| | NE6 | 0615 | 2015 | 14.00 | 112 | 1.75 |
| | NE7 | 0745 | 2015 | 12.50 | 100 | 1.56 |
| | NE8 | 0645 | 1945 | 13.00 | 104 | 1.63 |
| | NE9 | 0645 | 1930 | 12.75 | 102 | 1.59 |
| | NE10 | 0830 | 2045 | 12.25 | 98 | 1.53 |
| | SE12 | 1000 | 1900 | 9.00 | 72 | 1.13 |
| | SE13 | 0615 | 1900 | 12.75 | 102 | 1.59 |
| Date | Location | Time on | Time off | Total Hours | AgI (g) | Acetone (gal) |
|------------|----------|-----------|-----------|-------------|---------|---------------|
| Apr 13-14 | NW1 | 14/1200 | 14/1900 | 7.00 | 56 | 0.88 |
| | NW2 | 14/1230 | 14/1930 | 7.00 | 56 | 0.88 |
| | NW3 | 13/1745 | 14/1830 | 24.75 | 198 | 3.09 |
| | NW4 | 13/1815 | 14/1915 | 25.00 | 200 | 3.13 |
| | NE5 | 13/1845 | 14/2015 | 25.50 | 204 | 3.19 |
| | NE6 | 13/1745 | 14/0600 | 12.25 | 98 | 1.53 |
| | NE6 | 14/1245 | 14/2045 | 8.00 | 64 | 1.00 |
| | NE7 | 13/1915 | 14/2045 | 25.50 | 204 | 3.19 |
| | NE8 | 13/1715 | 14/1815 | 25.00 | 200 | 3.13 |
| | NE9 | 13/1700 | 14/2130 | 25.50 | 204 | 3.19 |
| | NE10 | 13/2015 | 14/2130 | 25.25 | 202 | 3.16 |
| April Total | 348.25 | 2786 | 43.53 |
| Season | 2135.25 | 17,082 | 266.91 |
| Date | Location | First Flare | Last Flare | Total Flares | AgI (g) |
|--------|----------|-------------|------------|--------------|---------|
| Apr 05 | SE11 | 1346 | 1346 | 1 | 20 |
| | SW14 | 0835 | 0856 | 2 | 40 |
| | SW15 | 0802 | 0802 | 1 | 20 |
| Apr 14 | SW15 | 1545 | 1608 | 2 | 40 |
| April Total | Season |
|-------------|--------|
| 6 | 32 |
| 120 | 640 |
5.0 CONCLUSIONS AND RECOMMENDATIONS
The first season of precipitation enhancement for the Santa Ana River Watershed Cloud Seeding Pilot Program began on November 15, 2023, and continued through April 15, 2024. A total of 13 storm events were seeded over a total period of 22 days within the operational season, with 2135.25 hours of seeding runtime from 12 ground-based CNG units and 32 silver iodide (AgI) flares deployed from three AHOGS units. The 2023-2024 season saw above normal precipitation across southern California including the project area. One suspension period was enacted due to a significant Atmospheric River event that occurred from February 3 through February 8, 2024, and brought over 15 inches of rainfall to some locations along with over seven feet of snow in others. During the operations of the Pilot Program, mechanical and logistical issues were encountered at a few of the sites during the season.
Overall, the 2023-2024 season showed that the program design for the Santa Ana River Watershed Cloud Seeding Pilot Program worked well with the weather patterns observed during the season and should continue for future seasons. There were a few operational occurrences during the season that were not anticipated, but these should be used as learning opportunities that could allow for adjustments to the program for future seasons. These are discussed in the following paragraphs.
During the first weeks of the Pilot Program, there were three incidents where local fire departments were contacted by local public members regarding a visible flame burning from the ground-based CNG units. This occurrence was perceived as fires burning in the hills since the public was not aware that there were instead active CNG units. Local fire departments were contacted and notified about the presence and locations of the CNG units within their service area initially through phone calls, followed by a memorandum developed by SAWPA. The memorandum allowed the local fire departments to respond appropriately to any future public inquiries/calls regarding the units. It is recommended that for future seasons, these memorandums be re-issued to all fire departments near the locations of the seeding units, including the AHOGS sites prior to the start of the seeding season.
The field technicians that helped troubleshoot mechanical issues and repair the seeding units during the season, as well as replenish seeding solution and flares, were dispatched from NAWC’s main office in Utah, often at short notice. There were a couple of instances where logistics had minor impacts on operations. For future seasons, it is strongly recommended that a field technician local to the SARW Project Area be trained and provided with all necessary information and supplies to service both CNGs and AHOGS. Periodic operation of the sites to ensure units are working properly was conducted during the season, and this should continue, particularly if a couple of weeks pass without operation. These site “tests” should occur more frequently, our recommendation is to test them once per week when storms are not anticipated.
The 2023-2024 season demonstrated that the seeding sites selected worked well with most of the storm systems that affected the project area. Overall, the sites appeared to be effective at targeting their seeding material properly into the nearby target areas, and it is recommended that most sites remain for the following season. However, there are a couple of considerations regarding the current site locations. Throughout the season, HYSPLIT modeling revealed that, at times, sites NW1 and NW2 produced seeding plumes that did not impact the nearby target areas; also, these same sites are located very close to each
other (i.e., 1.5 miles apart). For future seasons, consideration should be given to moving one of the sites further northwest closer to the NW Target area. Regarding site location, there was a four-day storm event in mid-March that had reasonably good conditions for seeding except for one main parameter, that being wind flow; the positioning of the storm system east of the area resulted in a prolonged period of north to northeast flow with precipitation, a setup that was not accounted for when designing the program as meteorological analysis during the feasibility study indicated this to be a rare occurrence. Given that this storm event did produce abundant precipitation in the mountains, this could be viewed as a missed opportunity. Considerations should be given to the possibility of installing seeding sites on the east and northeast sides of the NE and SE target areas to account for this pattern, with the understanding that these sites may rarely be activated.
REFERENCES
SAWPA, 2020. Santa Ana Watershed Weather Modification and Feasibility Study Final Report, prepared for the Santa Ana Watershed Project Authority, prepared by North American Weather Consultants, Inc., Riverside, CA, November 27, 2020.
SAWPA, 2022. Santa Ana River Watershed Weather Modification Project Initial Study & Mitigated Negative Declaration, prepared for the Santa Ana Watershed Project Authority, prepared by Catalyst Environmental Solutions, Riverside, CA, June 2022.
APPENDIX A
STORM EVENT CRITERIA TABLES 2023-24
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | The airmass with this storm was too warm for seeding operations. |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | Convective regime suggests AHOGS, but too warm. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | N | Supercooled water too high in cloud (see “D”) |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N | Temps at 700 mb were +4°C to +5°C. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N | Stable low levels as measured on soundings. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | N | Supercooled water too high in cloud (see “D”) |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | Winds were blowing from sites to target areas |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | Although temperatures eventually became marginally ideal, moisture did not. |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity), | | Had there been more moisture, may have had both CNGs and AHOGS. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | N | Clouds not very tall/thick, and moisture appeared to be lacking. |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Not favorable at start of storm, became marginally favorable towards end of event. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stability layers in place near ground but did mix out. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | N | Had there been more moisture, may have had nucleation/precipitation |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | Winds were favorable although perhaps a bit low as far as speed. |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y/N | Convective cells that were mainly over the valley |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y/N | Most clouds remained on the shallow side, but some clouds did appear to have sufficient depth; some SLW |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y | 700 mb temps were -2°C to -4°C |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N | Afternoon sounding showed shallow stable layer |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y/N | Winds started out favorable but became unfavorable |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Used both CNGs and AHOGS |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y/N | |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | Y/N | There were stable layers initially, but these mixed out eventually |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y/N | Upper low positioning provided an uncommon flow pattern, but it was workable. |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Used all CNGs and flares from El Toro AHOGS unit. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Warm at start of storm event, cooled to more ideal values during storm. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layers present initially, mixed out later on. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|--------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Convection and stratiform |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y | |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layers present initially. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|--------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | AHOGS would have been the main use |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y | Temps of -2°C to -6°C were in place at 700 mb. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layers present initially, then mixed out |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | N | Wind speeds too strong for seeding, especially once plumes reach desired target areas. |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | N | Winds near AHOGS not good for seeding |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both CNGs and AHOGS were used. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Temperatures were not ideal with first wave of rain, but cooler temps aloft in place for second/third waves. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layers present initially, mixed out later |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | N/Y | NW1/2 not favorable, the rest was favorable. |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both CNGs & AHOGS used for seeding. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y/N | May have been a little warm at times, would like to see at least -3 to -5°C. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Some early stability issues, mixed out with time. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | Had two sites that did not run because of low propane but this should not have impacted benefit goal. |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | There were some convective cells, did not use AHOGS due to flood issues |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | Model data and PIREPs indicated presence of SLW. |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Temperatures cooled during event to favorable values |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable at start, this eroded during storm |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | Winds were strong in the mountains but not so at lower elevations |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | HYSPLIT did show some plume variability but all of them affected target areas. |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | Storm period already at maximum efficiency. |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | Both modes present. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | N/Y | Periods with proper structure, other times not |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Too warm initially, later part of period more ideal temperature-wise |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Some stability issues at times, other times it was unstable. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | N/Y | Strong winds at times would result in long overshooting plumes |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both modes present, but no seeding with AHOGS due to wet conditions. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Warm initially, temps cooled with time |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | Y/N | Stable layers present initially, mixed out over time |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | Stratiform mainly |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | N | Moisture was confined to 8000 feet MSL and below. |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N | Temps too warm aloft |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Some stability early |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | Both modes present |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N | 0°C at 700 mb. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N | Significant stability present |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | N | Winds too strong |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | Wind direction was good, just not speed. |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both CNGs and AHOGS were employed for the storm. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y | |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Weak stable layers present initially |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|-------------------------------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | N | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | | Both modes present. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Few times where temps at 700 mb were a little too warm for seeding. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layers appeared from time to time |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | IF the flow had been the opposite direction, nucleation time would have been good |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | N | North to northeast flow, not a direction program is setup for |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Mix of stratiform and convection but convection mainly avoided AHOGS sites. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Warm initially, cooled as storm progressed |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | Y/N | Significant stable layer at start of storm event |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both types of seeding units used |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | Y | |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Weak stability first part of storm. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|--------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both AHOGS and CNGs were used. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Warm at start, cooled significantly later on. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layer present at start of event. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
| Criteria ID | Criteria Name | Criteria Description | Storm Met Criteria (Y/N) | Notes from NAWC (Per Storm) |
|------------|-------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|--------------------------|------------------------------------------------------------------|
| A | Overall Pilot Goal | Maximum benefit for precipitation to the Santa Ana River Watershed and the four target areas. | Y | |
| B | Storm Type (CNG vs AHOGS) | Convective bands storm systems (lines of showers and thunderstorms) or stratiform storm systems (precipitation areas that are continuous and uniform in intensity). | Y | Both AHOGS and CNGs used for seeding. |
| C | Favorable Cloud Structure | Cloud type/structure favorable to seeding operations. This includes the presence of significant supercooled liquid water in cloud layers that can be reached by seeding material from available sites; these are determined from aircraft (pilot reports) and radar observations as well as model output. | Y | |
| D | Favorable Temperature | Temperatures favorable for transporting and mixing of seeding material to suitably cold (below -5°C) favorable cloud regions. This generally means a mountain crest height temperature near or below this value in the respective target areas from stratiform storm situations. In convective situations this temperature criterion is less important. | N/Y | Temps quite mild to start but cooled significantly later on. |
| E | Absence of Low-Level Layer Interference | No low-level stable layers that would severely restrict the mixing of seeding material to the necessary elevation. | N/Y | Stable layer present at start. |
| F | Nucleation Time | Sufficient time, given existing wind and temperature parameters, for the nucleation and precipitation process to produce seeding effects within the bounds of intended target area(s). | Y | |
| G | Site Specific Wind | Favorable wind direction(s) for material from a given site to traverse a reasonable portion of a seeding target area where the intended effects of seeding are being focused | Y | |
APPENDIX B
SEEDING SUSPENSION CRITERIA
Certain situations require temporary or longer-term suspension of cloud seeding activities, with reference to well-considered criteria for consideration of possible suspensions, to minimize either an actual or apparent contribution of seeding to a potentially hazardous situation. The ability to forecast (anticipate) and judiciously avoid hazardous conditions is important in limiting any potential liability associated with weather modification and to maintain a positive public image.
There are three primary hazardous situations for the SAWPA program around which suspension criteria have been developed. These are:
- Rain-induced winter flooding
- Burn Scars
- Severe weather
In general, suspension will be considered when a storm is forecasted to be a 1 in 2-year event by magnitude or rainfall rates or in cases such as a series of atmospheric river events. Areas of particular concern include the Inland Empire where infrastructure may be challenged to contain runoff from a severe storm event. Areas with burn scars will be tracked and assessed as part of the multi-year program. Specifics on scenarios wherein suspensions would arise are explained below, but it should be noted that NAWC’s project meteorologists have the authority to temporarily suspend localized seeding operations due to development of hazardous severe weather conditions even if the NWS has not issued a warning. This would be a rare event, but it is important for the operator to have this latitude.
**Flooding Situations**
In addition to the possibility of flooding due to extreme rainfall, the potential also exists for wintertime flooding from rainfall on existing snowpack, especially if a lower elevation snowpack exists. Precautions must be taken to ensure accurate forecasting and timely temporary suspension of operations during these potential flooding situations. The objective of suspension under these conditions is to eliminate the real and/or perceived impact of weather modification when any increase in precipitation has the potential of creating or contributing to a significant flood hazard. When a significant rain on snow event is expected, the forecast will be monitored closely to flag the potential for warm storm rain on snow, and coordination between the meteorologist and SAWPA will be appropriate in circumstances where the freezing level is >8,000 feet and the quantitative precipitation forecast (QPF) is > 3 inches in 24 hours. We expect this situation of rain on an existing snowpack to be rare for southern California, yet still possible.
Burn Scars
After a wildfire is contained, a burn scar will form in the impacted area. According to the National Weather Service, the length of time the burn scar remains a threat for debris flow “depends on the severity of the wildfire that occurred as well as how much erosion occurs. It could take many years for vegetation to become reestablished and this is the main factor in slowing the precipitation run off that creates flash flooding and debris flows. Most burn areas will be prone to this activity for at least two years.” Following a wildfire, SAWPA will share the impacted areas with NAWC and coordinate the fire severity and extents of the burn scar with the applicable flood control district. If the burn scar is a threat for debris flow, NAWC will not conduct seeding operations that will affect the burn scar area.
Severe Weather
During periods of hazardous weather phenomena associated with both winter orographic and convective precipitation systems it is sometimes necessary or advisable for the National Weather Service (NWS) to issue special weather bulletins advising the public of the weather phenomena. Each phenomenon is described in terms of criteria used by the NWS in issuing special weather bulletins. Those of concern while conducting winter cloud seeding programs include the following:
- **Winter Storm Warnings** – issued by the NWS when it expects heavy snow, along with strong winds/wind chill or freezing precipitation. These are commonly issued during the winter for three of the four target areas, and do not require suspensions unless there are special considerations (e.g., a significant storm that impacts Christmas Eve travel).
- **High Wind Warnings** – issued when sustained winds of 40-45 mph or frequent gusts at or above 58 mph (75 mph above 7000 feet) are expected or occurring.
- **Flash Flood Warnings** – issued by the NWS when flash flooding is imminent or in progress, or a dam break is imminent or occurring.
- **Severe Thunderstorm Warnings** – issued by the NWS when a thunderstorm is expected to produce strong winds in excess of 58 miles per hour (mph) or hail larger than one inch in diameter.
Seeding operations may be suspended when the NWS issues a flood/flash flood warning for or adjacent to one of the target areas; flood advisories, which are issued for primarily nuisance street and small stream flooding, normally will not require a suspension. Since an objective of the cloud seeding program is to increase winter snowfall in the mountainous areas where snow commonly falls, suspensions are not generally necessary when Winter Storm Warnings are issued, unless there are special, extenuating considerations to make, for example, the effect of heavy snowfall at low elevations not typically used to heavy snow that could result in flooding situations upon melting, or heavy snowfall that is forecast to be followed by heavy rainfall over the snowpack which may also result in flooding. There is also the prospect of high winds during storms impeding seeding operations; sustained winds in excess of 30 mph at the sites may result in issues with the CNG flame remaining lit or the actual seeding plumes having long tracks such that the nucleation occurs well after the plume has moved past the target areas.
Flash Flood Warnings are usually issued when intense convective activity causing heavy rainfall is expected, or when moderate rainfall is expected for extended periods. The types of storms that may cause
problems are those that have the potential of producing 2-3 inches (or greater) of rainfall in a 24-hour period, especially with high freezing levels (e.g., >8,000 feet MSL). Seeding operations shall be suspended for the duration of the warning period in the affected areas when the **24-hour rainfall is forecast to be greater than 3 inches**.
GLOSSARY OF METEOROLOGICAL TERMS
**Advection**: Movement of an air mass. Cold advection describes a colder air mass moving into the area, and warm advection is used to describe an incoming warmer air mass. Dry and moist advection can be used similarly.
**Air Mass/airmass**: A term used to describe a region of the atmosphere with certain defining characteristics. For example, a cold or warm air mass, or a wet or dry air mass. It is a fairly subjective term but is usually used in reference to large (synoptic scale) regions of the atmosphere, both near the surface and/or at mid and upper levels of the atmosphere.
**Atmospheric River/AR**: A long, narrow and transient corridor of strong horizontal water vapor transport that is typically associated with a low-level jet stream ahead of the cold front of a low pressure system. The water vapor in ARs is supplied by tropical and subtropical moisture sources and frequently produces heavy precipitation where they are forced upward, e.g., by mountains or dynamic lifting.
**Balloon Sounding**: see Sounding.
**Cell**: in radar usage, a local maximum in radar reflectivity that undergoes a life cycle of growth and decay, having both an updraft and a downdraft region.
**Cold-core low**: A typical mid-latitude type of low pressure system, where the core of the system is colder than its surroundings. This type of system is also defined by the cyclonic circulation being strongest in the upper levels of the atmosphere. The opposite is a warm-core low, which typically occurs in the tropics.
**Cold Pool**: An air mass that is cold relative to its surroundings and may be confined to a particular basin.
**Condensation**: Phase change of water vapor into liquid form. This can occur on the surface of objects (such as dew on the grass) or in mid-air (leading to the formation of clouds). Clouds are technically composed of water in liquid form, not water vapor.
**Confluent**: Wind vectors coming closer together in a two-dimensional frame of reference (opposite of diffluent). The term convergence is also used similarly.
**Convective (or convection)**: Pertains to the development of precipitation areas due to the rising of warmer, moist air through the surrounding air mass. The warmth and moisture contained in a given air mass makes it lighter than colder, dryer air. Convection often leads to small-scale, locally heavy showers or thundershowers. The opposite precipitation type is known as stratiform precipitation.
**Convergence**: Refers to the converging of wind vectors at a given level of the atmosphere. Low-level convergence (along with upper-level divergence), for instance, is associated with lifting of the air mass which usually leads to development of clouds and precipitation. Low-level divergence (and upper-level convergence) is associated with atmospheric subsidence, which leads to drying and warming.
**Cyclonic Flow**: Counter-clockwise motion, primarily around low pressure (cyclone).
**Deposition**: A phase change where water vapor turns directly to solid form (ice). The opposite process is called sublimation.
**Dew point:** The temperature at which condensation occurs (or would occur) with a given amount of moisture in the air.
**Diffluent:** Wind vectors spreading further apart in a two-dimensional frame of reference; opposite of confluent.
**Disturbance:** see Low pressure, shortwave.
**Dry slot:** A zone of dry (and usually cloud-free) air that wraps into the southern and eastern parts of a low pressure system; easily viewed on satellite imagery.
**Entrain:** Usually used in reference to the process of a given air mass being ingested into a storm system.
**Evaporation:** Phase change of liquid water into water vapor. Water vapor is usually invisible to the eye.
**El Niño:** A reference to a particular phase of oceanic and atmospheric temperature and circulation patterns in the tropical Pacific, where the prevailing easterly trade winds weaken or dissipate. Often influences mid-latitude patterns as well, such as increased precipitation in southern portions of the U.S. and decreased precipitation further north. The opposite phase is called La Nina.
**Front (or frontal zone):** Reference to a temperature boundary with either incoming colder air (**cold front**) or incoming warmer air (**warm front**); can sometimes be a reference to a stationary temperature boundary line (stationary front) or a more complex type known as an occluded front (where the temperature change across a boundary can vary in type at different elevations).
**Frontal band:** A band of clouds/precipitation along a cold or warm front.
**Glaciogenic:** Ice-forming (aiding the process of nucleation); usually used in reference to cloud seeding nuclei.
**GMT (or UTC, or Z) time:** Greenwich Mean Time, universal time zone corresponding to the time at Greenwich, England. Pacific Standard Time (PST) = GMT – 8 hours; Pacific Daylight Time (PDT) = GMT – 7 hours.
**Graupel:** A precipitation type that can be described as “soft hail”, that develops due to riming (nucleation around a central core). It is composed of opaque (white) ice, not clear hard ice such as that contained in hailstones. It usually indicates the presence of convective clouds and can be associated with electrical charge separation and occasionally lightning activity.
**High Pressure (or Ridge):** Region of the atmosphere usually accompanied by dry and stable weather. Corresponds to a northward bulge of the jet stream on a weather map, and to an anti-cyclonic (clockwise) circulation pattern.
**Infrared (satellite):** Imagery sensed in the 3-13 µm wavelength region of the electromagnetic spectrum, usually referring to the thermal infrared region.
**Inside Slider:** A trough or area of low pressure that moves south-southeast along or parallel to the Sierra Nevada mountains before swinging east into the Great Basin or Desert Southwest. These systems typically
do not have much moisture with them but can have cold to very cold air accompanying them. The track of these systems typically brings Santa Ana winds as they increase the northeast-southwest pressure gradient.
**Inversion:** Refers to a layer of the atmosphere in which the temperature increases with elevation, usually associated with stability.
**Jet Stream or Upper-Level Jet** (sometimes referred to more generally as the storm track): A region of maximum wind speed, usually in the upper atmosphere that usually coincides with the main storm track in the mid-latitudes. This is the area that also typically corresponds to the greatest amount of mid-latitude synoptic-scale storm development.
**La Niña:** The opposite phase of that known as El Nino in the tropical Pacific. During La Nina the easterly tropical trade winds strengthen and can lead in turn to a strong mid-latitude storm track, which often brings wetter weather to northern portions of the U.S.
**Longwave (or longwave pattern):** The longer wavelengths, typically on the order of 1,000 – 2,000+ miles of the typical ridge/trough pattern around the northern (or southern) Hemisphere, typically most pronounced in the mid-latitudes.
**Low-Level Jet:** A zone of maximum wind speed in the lower atmosphere. Can be caused by geographical features or various weather patterns and can influence storm behavior and dispersion of cloud seeding materials.
**Low pressure (or low or trough):** Region of the atmosphere usually associated with stormy weather. Corresponds to a southward dip to the jet stream on a weather map as well as a cyclonic (counterclockwise) circulation pattern in the Northern Hemisphere.
**Mesoscale:** Sub-synoptic scale, about 100 miles or less; this is the size scale of more localized weather features (such as thunderstorms or mountain-induced weather processes).
**Microphysics:** Used in reference to composition and particle types in a cloud.
**Mid-level:** the layer of the atmosphere from 10,000-20,000 feet.
**Millibar (mb):** a unit of pressure equal to 100 newtons per square meter (N/m²).
**MSL (Mean Sea Level):** Elevation height reference in comparison to sea level.
**Negative (ly) tilted trough:** A low-pressure trough where a portion is undercut, such that a frontal zone can be in a northwest to southeast orientation.
**Nucleation:** The process of supercooled water droplets in a cloud turning to ice. This is the process that is aided by cloud seeding. For purposes of cloud seeding, there are three possible types of cloud composition: Liquid (temperature above the freezing point), supercooled (below freezing but still in liquid form), and ice crystals.
**Nuclei:** Small particles that aid water droplet or ice particle formation in a cloud.
Orographic: Terrain-induced weather processes, such as cloud or precipitation development on the upwind side of a mountain range. Orographic lift refers to the lifting of an air mass as it encounters a mountain range.
Precipitable Water, or PWAT: The total atmospheric water vapor contained in a vertical column of unit cross-sectional area extending between the surface and top of the atmosphere, expressed in terms of the depth to which that water substance would be if completely condensed and collected in a vessel of the same unit cross-section.
Pressure Heights (e.g., 700 millibars, or mb): Corresponds to approximately 10,000 feet above sea level (MSL); 850 mb corresponds to about 5,000 feet MSL; and 500 mb corresponds to about 18,000 feet MSL. These are standard height levels that are occasionally referenced, with the 700 mb level most important regarding cloud-seeding potential in most of the western U.S.
Positive (ly) tilted trough: A normal U-shaped trough configuration, where an incoming cold front would generally be in a northeast–southwest orientation.
Reflectivity: The density of returned signal from a radar beam, which is typically bounced back due to interaction with precipitation particles (either frozen or liquid) in the atmosphere. The reflectivity depends on the size, number, and type of particles that the radar beam encounters.
Ridge (or High Pressure System): Region of the atmosphere usually accompanied by dry and stable weather. Corresponds to a northward bulge of the jet stream on a weather map, and to an anti-cyclonic (clockwise) circulation pattern.
Ridge axis: The longitude band corresponding to the high point of a ridge.
Rime (or rime ice): Ice buildup on an object (often on an existing precipitation particle) due to the freezing of supercooled water droplets.
Shortwave (or shortwave disturbance): Smaller-scale wave features of the weather pattern typically seen at mid-latitudes, usually on the order of a few to several hundred miles; these often correspond to individual frontal systems.
Silver iodide: A compound commonly used in cloud seeding because of the similarity of its molecular structure to that of an ice crystal. This structure helps in the process of nucleation, where supercooled cloud water changes to ice crystal form.
Sounding: A measurement of the vertical distribution of physical properties of the atmospheric column such as temperature, dewpoint, pressure, wind speed and direction. Soundings are typically conducted by releasing a balloon filled with hydrogen or helium with instrumentation attached that measures different properties as the balloon rises from the surface until it pops at very high altitudes (80-100 kft).
Stable layer: A layer of given thickness in the atmosphere where temperatures are constant with height or rise with height; this results in little to no vertical movement of the air and little to no turbulence/mixing.
**Storm Track** (sometimes referenced as the Jet Stream): A zone of maximum storm propagation and development, usually concentrated in the mid-latitudes.
**Stratiform**: Usually used in reference to precipitation, this implies a large area of precipitation that has a fairly uniform intensity except where influenced by terrain, etc. It is the result of larger-scale (synoptic scale) weather processes, as opposed to convective processes.
**Sublimation**: The phase change in which water in solid form (ice) turns directly into water vapor. The opposite process is deposition.
**Subsidence**: The process of a given air mass moving downward in elevation, such as often occurs on the downwind side of a mountain range.
**Subtropical/subtropics**: Referring to the region of the Earth bordering on the tropics, from the Tropic of Cancer/Capricorn (23.5°N/S) to about 35°N/S. **Subtropical moisture** would refer to moisture whose source region is the subtropics. **Subtropical Jet Stream** would refer to a jet stream within the subtropics.
**Supercooled**: Liquid water (such as tiny cloud droplets) occurring at temperatures below the freezing point (32°F or 0°C).
**Synoptic Scale**: A scale of hundreds to perhaps 1,000+ miles, the size scale at which high and low pressure systems develop.
**Trough (or low pressure system)**: Region of the atmosphere usually associated with stormy weather. Corresponds to a southward dip to the jet stream on a weather map as well as a cyclonic (counterclockwise) circulation pattern in the Northern Hemisphere.
**Trough axis**: The longitude band corresponding to the low point of a trough.
**Unstable air mass**: an air mass wherein a perturbation (wave) increases in magnitude over time. A parcel of air displaced upward in an unstable airmass will continue to rise until it reaches equilibrium. Regions where, if moisture is sufficient, convection can develop if a mechanism (e.g., heating, frontal boundary) is present to initiate lift.
**Upper level**: The region of the atmosphere above 20 kft and below the tropopause (approx. 60-80 kft).
**Upper-Level Jet or Jet Stream** (sometimes referred to more generally as the storm track): A region of maximum wind speed, usually in the upper atmosphere that usually coincides with the main storm track in the mid-latitudes. This is the area that also typically corresponds to the greatest amount of mid-latitude synoptic-scale storm development.
**Upper level low/trough/disturbance**: an area of low pressure located at higher altitudes, e.g., at 700 mb / 10,000 feet MSL or 500 mb / 18,000 feet MSL.
**UTC (or GMT, or Z) time**: Greenwich Mean Time, universal time zone corresponding to the time at Greenwich, England. Pacific Standard Time (PST) = GMT – 8 hours; Pacific Daylight Time (PDT) = GMT – 7 hours.
**Vector:** Term used to represent wind velocity (speed + direction) at a given point.
**Velocity:** Describes speed of an object, often used in the description of wind intensities.
**Vertical Wind Profiler:** Ground-based system that measures wind velocity at various levels above the radar site.
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Managing the Plume Effect To Assure Sustainability Of Lunar Activities
59th Session of the Scientific and Technical Subcommittee of the Committee on the Peaceful Uses of Outer Space
Feb. 8, 2022
For All Moonkind is a non-profit organization that seeks to protect and preserve human history and heritage in outer space.
Our entirely volunteer team of space lawyers and policymakers are working to develop reasonable and practical protocols that will balance development and preservation and include systems to select, manage and study relevant sites.
In so doing, we seek to promote responsible and sustainable exploration and development of space.
www.forallmoonkind.org
The LTS Guidelines define the sustainability of outer space activities as the ability to maintain the conduct of space activities indefinitely into the future in a manner that realizes the objectives of equitable access to the benefits of the exploration and use of outer space for peaceful purposes, in order to meet the needs of present generations while preserving the outer space environment for future generations.
UN Doc. A/74/20
UN Doc. A/AC.105/C.1/L.366
"I think dust is probably one of our greatest inhibitors to a nominal operation on the Moon. I think we can overcome other physiological or physical or mechanical problems except dust."
Gene Cernan
Stiff plasticized maps were taped together and fastened by clamps to patch a broken fender of the Apollo 17 Lunar Roving Vehicle (LRV).
Lunar regolith is the layer of unconsolidated rocks, pebbles, and dust that exists on the lunar bedrock. The particles are sharp and angular in nature, resulting in a much more abrasive material than their terrestrial counterparts.
Regolith is also adhesive, both mechanically and electrostatically. Mechanical adhesion occurs because of the barbed shapes of the grains of dust. Electrostatic adhesion is caused by the charging of objects by various sources, such as solar wind plasma and photoionization.
In 1967, Apollo 12 landed near Surveyor 3 – astronauts brought a piece back. Almost all of the exposed surfaces on the camera retrieved from Surveyor III were at least partially covered with a layer of lunar dust.
The camera’s exterior surface seemed to be fading and had a series of shadows that provided a direct indication that lunar dust was responsible for a major part of the observed discoloration.
The surface of Surveyor III had hundreds of pits, or micro-craters, from the impact of high-velocity soil particles.
The spacecraft had pinholes where sand grains penetrated the paint and cracks that radiated away from the pinholes.
Stages of rocket exhaust ejecta beneath an Apollo Lunar Module. In smooth and streaking flow stages, ejecta is mainly in a sheet 1-3 degrees above horizontal, although some individual streaks are at higher angles. In terrain modification stage much of the ejecta is lofted into higher angles exceeding 15 degrees.
Credit: Metzger, P., Smith, J., Lane, J., Phenomenology of soil erosion due to rocket exhaust on the Moon and the Mauna Kea lunar test site. Journal of Geophysical Research: Planets 116, no. E, 2011.
Rocks and larger particles may directly damage equipment.
Dust coating is a precursor to myriad other problems including:
- vision obscuration
- false instrument readings
- dust coating and contamination
- loss of traction
- clogging of mechanisms
- abrasion
- thermal control problems
- seal failures
Apollo Lunar Module plume impingement at a distance of 5 m above the landing surface. Image shows plume gas velocity vectors colored by velocity magnitude (blue = low, magenta = high) as well as streamlines indicating the strong upward flow direction under vacuum conditions.
Credit: NASA
## Announced Missions to the Lunar Surface & Lunar Orbit as of February 2022
| Year | Mission Name | Launch Date | Type | Country |
|------|--------------|-------------|------|---------|
| 2022 | LunaH-Map | Early 2022 | Lunar Orbiting CubeSat | USA |
| | Lunar Ice Cube | Early 2022 | Lunar Orbiting CubeSat | USA |
| | Lunar InfraRed imaging (LuniR) | Early 2022 | Lunar Flyby and Technology Test CubeSat | USA |
| | OMOTENASHI | Early 2022 | Lunar Lander CubeSat | Japan |
| | EQUEULEUS | Early 2022 | L2 Orbit Lunar CubeSat | Japan |
| | IM-1 | Early 2022 | Lunar Lander | USA |
| | CAPSTONE | NET March 2022 | Lunar Navigation Test Orbiter | USA |
| | Luna 25 | May 2022 | Lunar Lander | Russia |
| | Pathfinder Lunar Orbiter | 1 August 2022 | Lunar Orbiter | South Korea |
| | Prime 1 | December 2022 | Lunar Lander | USA |
| | Peregrine Mission 1 | 2022 | Lunar Lander | USA |
| | SLIM | 2022 - 2023 | Lunar Lander | Japan |
| | Hakuto-R (Mission 1) | Late 2022 | Lunar Lander | ispace |
| | Rashid | Late 2022 | Lunar Lander | UAE |
| | Peregrine | Late 2022 | Lunar Lander | Astrobotic |
| | Nova-C | Late 2022 | Lunar Lander | Intuitive Machines |
| 2023 | XL-1 Lander | 2023 | Lunar Lander | USA |
| | Chandrayaan-3 | 2023 | Lunar Lander | India |
| | VIPER | Late 2023 | Lunar South Pole Rover | USA |
| 2024 & beyond | Chang'e 7 | 2024 | CNSA (China) Lunar Survey Mission | China |
| | Chang'e 6 | 2024 | CNSA (China) Lunar Sample Return Mission | China |
| | Lunar Trailblazer | 1 February 2024 | Lunar Orbiting Small Satellite | USA |
| | Chang'e 8 | TBD | CNSA (China) Lunar Technology Test | China |
| | Beresheet 2 | 2024 | SpaceIL and IAI (Israel) Lunar Lander | Israel |
Model of maximum ejecta velocities as a function of lunar soil particle size.
This simulation indicates that particles up to 10 µm can be ejected completely off the Moon.
Credit: P. T. Metzger, Dust Transport and Its Effects Due to Landing Spacecraft, The Second NASA Engineering and Safety Center Workshop on the Impact of Lunar Dust on Human Exploration, 2020.
Trajectories of Lunar Plume Ejecta
- Spray reaches orbital altitudes
- Spray encompasses the entire Moon
- At every distance on the Moon, there is a size that lands at that distance
- Significant chance of impacts if spacecraft flies through the spray
- Net velocity may be >4000 mps (hypervelocity regime)
Black circle: circumference of the Moon. Black arrow: where the Lunar Module landed.
Dashed circle: altitude of the orbiting Command and Service Module during the Apollo missions.
Blue circles: ejecta from the landing of the Lunar Module.
Credit: Jeffrey Montes, et. al., Pad for Humanity: Lunar Space as Critical Shared Infrastructure, Proceedings of the 17th International Conference on Engineering, Science, Construction & Operations in Challenging Environments, 2020.
Physics-based computer simulation of ejecta caused by a 40mT lunar lander.
Tiny circle: Moon.
Ellipse: Near Rectilinear Halo Orbit of the Lunar Gateway. Ejecta crosses the Gateway orbit such that Gateway will pass through the ejecta several times before it is dissipated by solar wind.
As lunar activity looks to move beyond short-duration, self-contained science missions, the potential for damage or mission failure caused by high-velocity ejecta, combined with the potential for geopolitical confrontations over these effects, suggests that a solution must be developed.
There are multiple ideas for the mitigation of the plume effect, including:
- constructing berms
- implementing safety zones and
- creating landing pads
When using berms alone, particles colliding in flight are likely to scatter over the barriers. Larger particles like rocks loft over barriers and arc down the other side, scattering the particles in lunar vacuum.
Safety zones can be defined as buffer zones in which operational safety requires consultations between Parties to avoid harmful interference and related risks. While safety zones may reduce some of the risks associated with the plume effect, when used alone, they are insufficient to dispel the visual landing hazards.
Landing pads are a kind of armor for the lunar surface in that they protect the ground from the highly destructive force of the exhaust plume.
Practically speaking, this prevents the ground from becoming a spray of high-velocity projectiles that would necessitate armor for surrounding assets.
Investing in this lunar infrastructure early is critical for cost control, asset safety and programmatic durability. These landing pads should be the result of international collaboration: established in internationally agreed locations that afford requisite access to locations as indicated by further exploration and analysis of the resources on the Moon.
For All Moonkind believes that nations engaged in – or whose nationals are engaged in – activities on the Moon have a legal obligation to mitigate the potentially devastating effects of lunar ejecta.
Beyond the responsibilities imposed by the Outer Space Treaty & the Liability Convention, the LTS Guidelines tell us that we, as the international community, must take steps towards mitigating the risks associated with the conduct of outer space activities so that present benefits can be sustained, and future opportunities realized.
Guideline A.1 provides that given the increase in space activities by both governmental and non-governmental actors from around the world, and considering that States bear international responsibility for the space activities of non-governmental entities, **States should adopt, revise, or amend regulatory frameworks to ensure the effective application of relevant, generally accepted international norms, standards and practices for the safe conduct of outer space activities.**
Guideline A.3 provides that States should **encourage each entity conducting space activities to develop specific requirements and procedures to address the safety and reliability of outer space activities under the entity’s control and assess all risks to the long-term sustainability of outer space activities associated with the space activities conducted by the entity and take steps to mitigate such risks to the extent feasible.**
We look to the Moon as a testing ground for deeper exploration. And yet all of our efforts could be fatally threatened by the existence of the lunar dust, and the destructive impact lunar landings can have over the entire lunar surface, and even lunar orbit. The development and establishment of shared landing pads may be the only way to adequately address this devastating issue.
Thank you
Michelle Hanlon // Co-Founder
firstname.lastname@example.org
Bailey Cunningham // Project Manager: Space Law
email@example.com
Help us protect our human heritage.
FOR ALL MOONKIND™
ForAllMoonkind.org
https://www.forallmoonkind.org
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Heart disease accounts for one in every three deaths of Americans annually. And while we hear plenty about new advances in surgery and medications to treat problems of the heart, far too little emphasis is placed on preventing and controlling heart disease through diet and other lifestyle measures.
Over the last couple decades, we’ve been flooded with information counseling us to avoid cholesterol and certain kinds of fats in our diets. But new research is emerging, helping paint a clearer picture of the factors that contribute to the various forms of today’s top fatal diseases.
While science and medicine continue their push for improved drugs and other therapies to treat heart disease, natural supplements can aid in preventing and reversing cardiovascular problems. Surprisingly, one of these is dark chocolate, which is becoming increasingly popular as a supplement in the United States and elsewhere. It’s now quite clear that chocolate contains a variety of antioxidants and other nutrients that may fight the effects of cardiovascular disease.
**Heart Disease: The Beginning**
Why does heart disease occur? It’s a good question, and typically requires a fairly complex answer. Heart disease doesn’t just happen overnight. It usually takes years to develop, and is largely a result of lifestyle habits. We all start out with a very clean heart and blood vessels, which bring nutrients to the heart muscles. But, over time, several factors begin to affect our cardiovascular system and increase our risk of developing symptoms of CVD and stroke. These factors include:
- Diet
- Gender
- Inactivity
- Obesity
- Alcohol or tobacco use
- High cholesterol levels
- Low blood pressure
- Diabetes
**Inflammation: Fueling the Fire of Cardiovascular Disease**
In addition, the science and health worlds are recognizing the critical role that inflammation—especially chronic inflammation—plays in the onset of CVD.
Generally, inflammation is the body’s response to injury, which may come in various forms. Bacterial or viral infection, environmental toxins, a high-fat diet, smoking and alcohol are some of the primary causes. The inflammatory process causes a sequence of actions in the heart and vascular system, namely the buildup of plaque, which if allowed to progress will lead to problems ranging from angina and high blood pressure to stroke and heart attack.
Often, inflammation is at the core of a cycle leading to cardiovascular disease. It usually begins because of a combination of unhealthy diet, lack of exercise and other factors. Imagine the unhealthy fats, high blood-sugar levels and chemicals common to the American diet coursing through a person’s veins. They irritate the blood vessel walls, leading to a mild state of inflammation, calling the body’s attention to an “injury.”
This low-grade inflammation makes the vessels susceptible to particles of bad cholesterol, or LDL cholesterol. The LDL particles are ingested by macrophages, whose role is to eliminate foreign materials and other dangerous cells. But, if the exposure to these particles is lengthy, the macrophages begin to swell and eventually turn into fat-laden “foam cells” that emmesh themselves in the blood vessel walls.
To eliminate these foam cells, the body sends helper cells, or T cells. The only problem with this is that T cells also contribute to more inflammation (normally a necessary thing.) In this case, however, inflammation is the last thing the blood vessel needs, and the result is a continuous cycle of unhealthy fats attaching to the blood vessel wall.
At first, the damage is minor and takes the form of fatty streaks or plaques. But, as the body tries to cope with the disease, it begins to place a fibrous covering over the plaque, which results in hardening of the arteries. This can cause numerous problems. The plaques can get so big they stop blood flow.
Nitric Oxide (NO): Necessary for a Healthy Heart
Numerous studies tell us that damage to the lining, or endothelium, of the blood vessel walls is a major factor in the progression of CVD and eventually heart attack, stroke and other coronary events. We also know that a healthy endothelium depends on nitric oxide (NO). Nitric oxide has risen to the status of chemical superstar in recent years, as American researchers won the Nobel Prize in 1998 for their work involving NO. Other research on cocoa and its components suggests that chocolate-based foods may positively affect the body’s production and use of NO. Consequently, we know that nitric oxide is crucial to the health of the endothelium and cardiovascular system in general, because it does the following:
- It allows blood vessels to dilate, or become more relaxed. This means that the blood vessels can expand when necessary, reducing the risk of a number of health conditions.
- It reduces the clotting action of red blood platelets, which decreases risk of stroke and prevents blood clots.
- It inhibits the production of smooth-muscle cells in the vascular system and smooth-muscle contractions.
- It stops LDL-C oxidation.
- It stops the expression of adhesion molecules.
- It slows the recruitment of pro-inflammatory leukocytes to a particular area.
- It reduces oxidative stress in the vascular system by inactivating superoxide anion, a potent free radical.
The shift in how the medical world views heart disease could be dramatic. Dr. Eric Topol, Department Chairman of the Cleveland Clinic Heart Center, recently stated that the emerging data about inflammation will, “change everything we do in heart disease.” He adds that, in the past, the focus was on the danger of high cholesterol. Now doctors will talk to their patients about the risks of high C-reactive protein levels.
The Threat of Free Radicals
It doesn’t matter how healthy we are or what kind of environment we live in, our bodies are exposed daily to a cellular process called oxidation. The same oxygen we breathe also puts our cells at continuous risk because of oxidation, the same process that causes metal to rust, fats to go rancid and fruit to turn brown.
In the human body, oxidation also causes damage to healthy human tissues on a cellular level. Over time, this damage results in what we generally call aging and it can put our health at risk. Free radicals, or oxidants, are a natural by-product of cellular metabolism, a beneficial bodily process needed, among other things, to fight infections, convert glucose into energy and build muscle mass.
These natural by-products—free radicals—are unstable and highly reactive in the body. In simple terms, free radicals are unstable molecules because they lack an electron and are constantly scavenging healthy cells for a replacement electron. Experts estimate that every cell experiences 10,000 free radical attacks each hour of every day.
If that sounds serious, it is. Unless these scavengers are neutralized, they may succeed in stealing electrons from healthy human cells, leaving those cells damaged and unstable—creating a chain reaction of dangerous cell mutations. DNA damaged by free radicals can cause cells to replicate incorrectly (or not at all), interfering with proper cell function and often resulting in cell death. Over time, these mutations cause aging and may lead to cancer and other forms of chronic disease. It has been estimated that more than 200 diseases are associated with free-radical damage and oxidative stress.
We can receive protection from the oxidative and inflammatory effects of free radicals in the form of antioxidants—compounds found in various natural food sources, typically plants. Antioxidants work on a cellular level to deactivate free radicals in the body, neutralizing their effects and preventing cell damage, reducing the risk for disease and slowing the aging process.
Most of us understand that cancer is one disease associated with abnormal cell duplication, but oxidative damage has been linked to more than 60 diseases, including cancer. There are just a few of the primary conditions linked to free-radical damage:
- Diabetes
- Heart disease
- Arthritis
- Cancer
- Cataracts
- Alzheimer’s/dementia
- Multiple sclerosis
- Inflammatory bowel disease
- Lung disease
- Autoimmune dysfunction
Flavonoids are some of the compounds that provide plants, vegetables and fruits with their color, with reds, purples and blues the most prevalent. In plants, flavonoids help provide protection from disease and ultraviolet rays. Flavonoids affect the taste, color, bitterness and other attributes of plants. Substantial evidence suggests that the darker the skin of a fruit, the more antioxidants it contains. With chocolate, the same holds true—the more bitter the cocoa, the more antioxidant compounds—like flavonoids—it contains.
In short, flavonoids are an impressive group. Abundant research demonstrates they possess anti-inflammatory, antioxidant, antibacterial, anticancer, and antiviral properties, as well as the ability to act like hormones (without the damaging side effects), protect and repair the liver, normalize blood-sugar levels, relax and dilate the blood vessels, modify blood platelet clotting, maintain mental function, lower the risk of different forms of dementia, fight cancer, prevent cavities and other forms of oral disease, and relieve allergy symptoms, among other possible benefits.
For many years, scientists have believed that green tea and red wine (or grape juice) were the food sources most rich in catechins and epicatechins, which are generating much excitement because of their apparent ability to fight cancer, regulate cholesterol and blood pressure, and reduce blood clotting and the risk of heart attack and stroke.
But research is proving otherwise. A recent study from researchers at Cornell University showed that dark chocolate scored higher than both green tea and red wine. “If I had made a prediction before conducting the tests, I would have picked green tea as having the most antioxidant activity,” says Chang Lee, Ph.D., who led the research efforts. “When we compared one serving of each beverage, the cocoa turned out to be the highest in antioxidant activity, and that was surprising to me.”
Far too little emphasis is placed on preventing and controlling heart disease through diet and other lifestyle measures.
For many experts, the unearthing of chronic inflammation’s ill effects on the cardiovascular system means a top-to-bottom rethinking of the causes and prevention of heart disease. It’s a revolutionary departure from viewing the world’s top killer as largely a plumbing problem blamed on cholesterol-clogged arteries, the standard theory throughout modern cardiology.
Consequently, a growing number of cardiologists are calling for routine screening for chronic inflammation by testing for C-reactive protein—a substance in the blood that is a marker for inflammation. An elevated level of C-reactive protein raises red flags for cardiovascular health.
The tests showed the chocolate measured significantly higher than green tea and red wine in antioxidant content.
Chocolate’s Heart-Healthy Compounds
Among the cocoa bean’s most important phytonutrients are several classes of polyphenols, largely recognized as some of the most powerful antioxidants and anti-inflammatory compounds known today. Polyphenols are found in a variety of fruits and vegetables ranging from onions to apples, green tea, grapes and the cocoa bean. Polyphenols comprise multiple categories, including phenolic acids, simple phenols, phenylnpropanoids, quinines, stilbenes, xanthones—and the largest group—flavonoids (also called bioflavonoids). The following are just some of the known heart-healthy agents in cocoa:
- Flavones
- Flavanols
- Flavonone
- Flavanol (flavan-3-ols)
- Isoflavones
- Anthocyanidins
- Prostacyclins
- Gallic acid
- Catechins
- Epicatechins
Flavonoids are some of the compounds that provide plants, vegetables and fruits with their color, with reds, purples and blues the most prevalent. In plants, flavonoids help provide protection from disease and ultraviolet rays. Flavonoids affect the taste, color, bitterness and other attributes of plants. Substantial evidence suggests that the darker the skin of a fruit, the more antioxidants it contains. With chocolate, the same holds true—the more bitter the cocoa, the more antioxidant compounds—like flavonoids—it contains.
In short, flavonoids are an impressive group. Abundant research demonstrates they possess anti-inflammatory, antioxidant, antibacterial,
Even Chocolate Snacks Offer Protection
A 2004 study has revealed that a combination of flavonoids from cocoa and sterols from soy can significantly reduce cholesterol levels. The study involved the consumption of a cocoa-based snack bar with added sterols, and demonstrated how even snacks can contribute to a healthy heart.
Various studies have already demonstrated cocoa contains naturally occurring, heart-healthy compounds. And the inclusion of soy sterols in the diet has also been recommended by the American Heart Association as a lifestyle change to significantly lower the risk of heart disease. This study sought to determine if the combination of these two compounds and sterols in combination would lower cholesterol levels and the risk of heart disease.
In the study, one group of 35 participants received a placebo snack bar (the control group) twice a day while the other group of 35 participants ate the cocoa and sterol-containing bar twice daily (the treatment group). Study participants had their cholesterol levels checked twice at the beginning of the study, again at the midpoint of the study and twice at the end of the six-week study period.
At the end of the study, total and LDL cholesterol and the ratio of total-to-HDL cholesterol decreased significantly by 4.7 percent, 6 percent and 7.4 percent, respectively, in those who consumed the sterol and cocoa-based snack bars. In the control group, plasma lipids did not change.
Plant sterols are clinically proven to lower cholesterol and may reduce the risk of heart disease. Physicians and cardiologists have recommended sterol-containing foods to patients at higher risk of heart disease. Similar to the antioxidants in tea and red wine, studies suggest cocoa flavanols may have positive effects on heart health by reducing oxidation of LDL cholesterol, promoting healthy blood pressure, making blood vessels more pliable and maintaining healthy blood flow. This study suggests the need for development of more effective options containing such heart-healthy ingredients as plant sterols and cocoa flavanols.
The tests showed the chocolate-based drink measured significantly higher than green tea and red wine in catechin and gallic acid content, both known for their antioxidant capabilities. Epidemiological studies focusing on green tea consumption (and thereby catechin consumption) aren’t yet conclusive, but early results suggest those who drink green tea live longer than those who don’t.
Of course, there are many other classes of polyphenols and phytochemicals, some of which are found in chocolate. While there’s still much research to be done, that which is already completed paints a very positive and promising picture of the health benefits of these amazing compounds.
The Research Behind Chocolate
Dozens of studies suggest the ability of dark chocolate to protect the heart in a variety of ways, including fighting the previously explained oxidation and oxidative damage, improving blood platelet function, decreasing the clotting of blood, and allowing blood vessels to relax and become more pliable, which lowers blood pressure. In addition to those studies discussed elsewhere in this article, the following are highlights of other important findings.
Study No. 1
To further assess the various claims regarding the ability of chocolate to fight CVD, a team of scientists from the Harvard School of Public Health reviewed 136 studies of the relationship of chocolate and cocoa to cardiovascular health. The review included all types of research from lab tests to human studies. The research team concluded that chocolate is a major source of flavonoids (epicatechins, catechins and procyanidins) and found that the principal fat in chocolate—stearic acid—did not have adverse effects on blood vessels, cholesterol levels or overall CV health, because it’s metabolized differently than other saturated fats.
The review also confirmed the findings of earlier studies that suggested regular chocolate intake can potentially protect the heart and vascular system in a variety of ways. These include lower blood pressure, decreased inflammation in blood vessels, decreased blood clotting, increased levels of high-density lipids (HDL—the good cholesterol) and decreased oxidation of low-density lipids (LDL), improved endothelial function (increased nitric oxide production), inhibition of leukotriene activity (which causes the constriction of blood vessels and contributes to chronic inflammation), and increased activity of prostacyclins, which help blood vessels relax and reduce blood platelets from forming clots. Pretty impressive stuff.
Study No. 2
A February 2006 study published in the Archives of Internal Medicine presented new data on cocoa intake and heart disease from older men. A Dutch research team followed 470 men aged 65 to 84 for more than 15 years. Food histories were taken and subjects divided into three groups by daily cocoa intake—one, low or high. The high cocoa intake was equivalent to eating about 10 grams of a standard dark chocolate daily.
The results were very promising, with the high-cocoa group demonstrating slightly lower blood pressure and a 45 to 50 percent lower rate of death from cardiovascular disease. Because the difference in blood pressure was relatively small, the researchers concluded that the decrease in risk of CVD must be caused by other potential benefits of chocolate consumption, such as improvements in the function of blood vessels, lower blood-glucose levels, decreased platelet clotting, improved cholesterol levels, protection of blood lipids against oxidation, and reduced activity of inflammatory components such as cytokines.
“The key message is that our study suggests that using low amounts of cocoa foods on a daily basis, equal to about 10 grams of dark chocolate, may lower blood pressure and CVD [cardiovascular] death,” says lead researcher Brian Buijsse, M.Sc.
The study’s authors concluded this long-term review supports the findings of various short-term studies indicating chocolate intake can improve cardiovascular health and lower the risk of cardiovascular disease.
Study No. 3
Research completed by a team from the University of California-Davis and Tufts University, and published in a 2005 issue of The American Journal of Clinical Nutrition, found the proanthocyanin and flavanol content of cocoa demonstrated significant antioxidant properties and the ability to protect the heart and vascular system. “These nutrients have been shown to affect numerous intracellular signaling cascades, and to influence the cardiovascular system by enhancing vascular function and decreasing platelet activity,” states lead researcher Dr. Carl Keen.
The researchers discovered the epicatechin content of dark chocolate is likely responsible for the improved relaxation of blood vessels by enhancing the function of the blood vessels’ endothelial lining. It’s also important to note that the patients’ blood levels of lipids did not increase during the trial. Additional review of research, which was compiled by one of the same researchers, suggests that flavonoids from chocolate have an anti-inflammatory effect by controlling the activation of several pro-inflammatory agents in the body.
Study No. 4
A 2006 study completed by a team of researchers from the University of California-Davis and the University of Dusseldorf in Germany ascertained the compound epicatechin found in cocoa is directly linked to improved circulation and other hallmarks of cardiovascular function. State the researchers, “The results of the study provide direct proof that epicatechin is, at least in part, responsible for the beneficial vascular effects observed after the consumption of certain flavanol-rich cocoa [foods].” The researchers also explained that the relaxation response observed in the blood vessels of the subjects was mediated by nitric oxide (NO), a key signal released by the inner lining of blood vessels (the endothelium).
Crucial to the study were volunteers from a Panamanian group of Indians called the Kuna. High blood pressure and other signs of cardiovascular disease are rare among the island-dwelling Kuna, who are also known to consume large amounts of chocolate (usually in the form of a hot beverage, about three to four cups a day). Previous studies have shown that Kuna who have migrated to urban environments, and consequently consume less cocoa, do not enjoy the same level of cardiovascular health. Upon returning to a regular intake of the cocoa beverage, the researchers found that the risk factors for CVD and related problems were reduced significantly.
Study No. 5
Famed sisters and colleagues Mary and Marguerite Engler recently completed a study that shed light on exactly how chocolate and its key ingredients improve the health of the endothelial lining of blood vessels. In the study, 21 subjects were given either high-flavonoid, dark-chocolate bars or low-flavonoid chocolate bars every day. After two weeks, the subjects were tested for changes in their endothelial function, blood pressure, blood-lipid profile and blood-flow velocity.
The results were impressive, indicating the endothelial function of those eating the high-flavonoid chocolate was significantly higher than those eating the low-flavonoid chocolate. In addition, the blood-epicatechin concentrations of the high-flavonoid group were also significantly higher than the low-flavonoid group. These results led the researchers to state that consumption of flavonoid-rich dark chocolate improves the functional health of the blood vessel wall (endothelium), which plays a central role in the overall health of the heart and cardiovascular system, and may provide other cardio-protective benefits because of the increased catechin concentrations.
In addition, a review conducted by the Engler sisters supported these findings. In the review, they suggest that possible benefits of consumption of cocoa flavonoids include protecting the entire cardiovascular system, optimizing nitric oxide production and increasing antioxidant activity. They suggest that regular consumption of these compounds can prevent the oxidative stress brought about by the various common risk factors. | <urn:uuid:39108b7b-1380-409e-b021-82a8ded2d23f> | CC-MAIN-2018-51 | http://ygyhealthychocolate.com/pdf/BIH-happy-healthy-full.pdf | 2018-12-17T00:52:37Z | crawl-data/CC-MAIN-2018-51/segments/1544376828018.77/warc/CC-MAIN-20181216234902-20181217020902-00316.warc.gz | 505,334,874 | 4,427 | eng_Latn | eng_Latn | 0.996869 | eng_Latn | 0.99698 | [
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Cottontail Tames Wood, Water and Rock
A Uintah/Ouray Ute Tale
Cultural Note
The cottontail rabbit was very important to the Ute people in days gone by. It provided delicious meals and its soft fur was used for many things. The fur pelts were used to line cradleboards and moccasins, and the pelts were also sewn together to make blankets and robes.
Vocabulary
bobbed
endured
heaved
pelted
trickling
The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. For more information about this project, contact Shirlee Silversmith at (801) 538-7838.
The booklets are available on a CD from the USOE. You may print the booklets off the CD, free of charge, for educational purposes. If you would like to purchase printed copies of the booklets, contact San Juan School District Media Center at (435) 678-1229.
2006
Utah State Office of Education
San Juan School District Media Center
Cottontail Tames Wood, Water and Rock
A Uintah/Ouray Ute Tale
Adapted by
LeeAnn Parker
Illustrated by
Molly Trainor
Cultural Consultants
Gloria Thompson
Editing and layout by
Kathryn Hurst
A long time ago, there was a dove. She was a beautiful dove, gentle as morning’s hush. Her wings were the color of smooth, brown pebbles, and soft, like cattail’s fluff. She had two little chicks, and she loved them very much. Each morning she went out to search for food for her little ones.
One morning, just as the sun rose in the eastern sky, Mother Dove went out to search for seeds for her little ones. She gathered the seeds, one by one, and put them into a little pile. She pushed the seeds toward a large rock. She squeezed her body under the rock, making a hole in the soft dirt with her body. The rock would help hide the seeds from other birds.
Rock had other ideas. Suddenly, Rock moved to one side, pushing Mother Dove tight against the space in the ground. Rock pushed the dirt on each side, and in an instant, Mother Dove was caught tight. She couldn’t move at all. She was held so tight, she couldn’t even cry out. But one smooth, brown feather peeked out from under the rock.
Back at the dove’s nest, the little chicks waited and waited for their mother to return. They were so hungry. They waited, but she never came. They called out to her, but she never answered. They felt so lonely and afraid.
Finally, they peeked out from behind the grass that hid them in their nest. They saw Mother Dove’s tracks in the soft soil, but no Mother Dove. The little chicks had never left the nest without her, but they knew they needed to search for Mother Dove.
They found seeds near the big rock. They ate up some of the seeds, for they were very hungry. They saw Mother Dove’s feather under the big rock. They called to Mother Dove, but she couldn’t answer. Big tears rolled down their faces. Rock laughed at them and said, “Your mother is not here for you any longer. Go away, I say!” They ran away back to their nest, frightened and alone.
Cottontail heard their crying. He found the two little chicks, huddled together, shivering, with big tears running down their faces. He asked, “Little Ones, where is your mother?”
“Rock has trapped her. He told us to go away!” they sobbed.
“Come, Little Ones,” said Cottontail. “We shall go together and find Mother Dove. But first, go and gather some sticks so we can build a fire to warm ourselves. I will stay here and think about what must be done.”
The little chicks left the nest once again to gather sticks.
But each time they reached for a stick, it jumped up and slapped them on their feet. The wood and sticks hissed at the little chicks. They spat hot sparks at the little chicks. Trembling and afraid, the little chicks ran back to the nest.
When Cottontail saw the blisters and sores on the little chicks’ faces, he asked them what had happened. They said, “The bushes and the sticks made funny noises each time we came near them. They jumped at us and hit us!”
Cottontail stretched forth his hands and placed them on the little chicks’ heads. “Little Ones,” he said, calming them with his words, “you have worked hard and endured much. Please, go and find some water to drink. Then we shall see what must be done.”
The little brown chicks bobbed over to the trickling creek. They stretched their necks, eager to drink up the cool, refreshing water. But the water rushed after them, flying high in the air and landing on them. Great big droplets pelted the little chicks’ faces. Water would not let them drink a drop! They ran back to the nest.
When Cottontail saw their water-drenched feathers, he asked them what had happened. He grew angry when they told him what Water had done. Rabbit crossed his arms in front of his chest and said, “Enough is enough! I will find Water, Wood, and Rock and teach them a lesson.”
He picked up his nah chee turp and went in search of Water, Wood, and Rock. He found the sticks and bush that had been so cruel to the little chicks. He smacked them with his nahcheeturp and in a strong, powerful voice, said, “You are not going to be mean any more. You are no longer going to fly at creatures and harm them.” He motioned for the little doves to step forward. Cottontail said, “These sticks will no longer harm you. From now on, even old women will gather them.”
The little chicks trembled. Cottontail nodded to them and said, “They have no power to do harm any longer. Go and gather the sticks so that we can make a fire.”
The little chicks stepped forward once again. They picked up the sticks and, together with Cottontail, made a fire. “Thank you, Grandfather,” they said, for they knew he was to be respected.
“Come, my grandsons,” said Cottontail, “let us settle the matter with Water now.” They moved near the trickling creek. Cottontail raised his nahcheeturp high in the air, then brought it down, slapping the water with it. He said in a strong, powerful voice, “You will never be mean again after this. Your unkindness to these poor little ones is not a good thing. From now on, you will allow anyone to drink you.” He motioned for the little doves to step forward. Cottontail said, “Come, my grandsons, drink. This water will no longer harm you. From now on, even old women will come and gather this water.”
The little doves drank deeply. They looked up and said, “Thank you, Grandfather,” for they knew he was to be respected.
While they all drank and rested, Cottontail thought things over. “It is time for one last thing,” thought Cottontail. “Come, my grandsons. Show me the place where Rock hides your mother.”
The little chicks cried big tears as they led Cottontail to the spot where the feather lay trapped under the big rock. He raised his nahcheeturp high in the air and struck the big rock. In a strong, powerful voice, he said, “Rock, you have done a very mean thing. You have kept a mother from her children for no good reason. From now on, you will never move around, but stay in one place always.”
Cottontail pressed his shoulder against the big rock.
He pushed and heaved and groaned. Finally, he lifted the rock and tossed it aside.
The little chicks scrambled to their mother’s side. They shook her gently. Tears fell from their eyes onto their mother’s feathers. She lay there, still at first, but then she took a small, quick breath. The little chicks moved closer, listening, waiting. Mother Dove’s eyes fluttered open several times, and then she sat up, stretching her wings. “It feels as if I’ve been asleep!” she exclaimed. She gathered her little chicks underneath her wings and cooed gently to them.
Cottontail stepped forward and said, “Come, eat of the seeds you have gathered. This rock will no longer harm you. From now on, even old women will come and gather rock for grinding corn.”
The little doves cried out together, “Thank you, Grandfather!”
To this day, thanks to Cottontail, Rock, Water, and Wood can’t harm anything, and even old women can gather them.
Glossary
eeveech - wood
lyouvf - dove
nahcheeturp - cane
pah - water
toopeech - rock
Reading Suggestions
• Have you ever seen a dedication page in a story you have read? Many writers’ lives have been touched by other people, such as parents, teachers, or friends. If this book were going to be dedicated to someone, it would have to be to LeeAnn Parker’s sister-in-law Laura Graves and her children, Kaleb, Kelsey, and Cameron. They were killed in a tragic accident while she was working on adapting this tale. Laura’s husband often described her as the mother quail or dove, always taking care of her little covey. When you write your next story, post a dedication to those people who inspire and encourage you to write.
• Go outside and collect some rocks and then paint faces or sayings on them.
2006
Produced by
Utah State Office of Education and
San Juan School District Media Center
For more information, visit www.schools.utah.gov/curr/indianed.
To purchase copies, call 435-678-1229. | 0ffcab8f-a409-4096-8414-c63fd0457898 | CC-MAIN-2024-18 | https://www.uen.org/americanindian/tribes/Ute-Uintah/books/UOUteCottontailWoodWaterRock-scrolling.pdf | 2024-04-14T02:11:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816863.40/warc/CC-MAIN-20240414002233-20240414032233-00780.warc.gz | 962,813,782 | 2,155 | eng_Latn | eng_Latn | 0.965563 | eng_Latn | 0.999199 | [
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Summary
Outreach and education is the current focus of our grebe conservation efforts. Our Outreach and Education Coordinator, Teresa Arrate, with the help of other staff, interns, and volunteers, has continued grebe outreach and education efforts in 2015 and 2016. The Plumas Audubon Society tabled at 9 events in the past year. The information provided at these events included grebe brochures, pictures of and general information about Western and Clark’s Grebes, a wooden sculpture of a Western Grebe, and a Birds and Climate Change display with information on the predicted range changes for *Aechmophorus* Grebes. We also reached elementary, high school, and college students, as well as the general public, during classroom visits, presentations, field trips and tours. Other outreach activities included curricula development, including grebe info on a Lake Almanor water trail map, planning for our upcoming Lake Almanor Grebe Festival to be held in August 2016, an art contest across the 12 elementary and junior-senior high schools in the region, and highlighting the Western and Clark’s Grebes as two species with “climate endangered” status.
In March 2016, we updated our comprehensive monitoring report for Almanor, Eagle, Davis, and Antelope Lakes for the 2010-2015 breeding seasons. We monitoring grebes at our four grebe study lakes in 2015 starting in June. Plumas Audubon staff and interns mapped colonies, monitored nests with wildlife cameras, conducted disturbance surveys, and monitored the number of adults and nests at each lake. The total number of grebes on each lake has been comparable to previous years, but reproduction was lower on all lakes this year compared to past years. On Lake Almanor, the rate of drop in water surface elevation was the second fastest of the last six years and reproduction fit the historic trend line, corroborating the strong relationship between rate of water level drop and reproductive success. All of the other three lakes had no successful reproduction this year. One reason for the low rate of nesting success was the number of storms with high wind in July, which has caused nests to deteriorate, become detached, and float away. In addition, disturbance surveys at Lake Almanor showed a high rate of egg depredation by gulls, as seen in all past years.
Outreach and Education
Our grebe conservation outreach and education efforts are a priority for the remainder of the grebe conservation project (through 2019). Teresa Arrate, our Outreach and Education Coordinator, with the help of other staff, interns, and community volunteers, has continued grebe outreach and education efforts in 2015 and 2016.
Student interns
For the fourth year in a row, PAS hosted college interns whom helped with grebe field work and outreach efforts. A total of 6 interns helped with grebe project efforts this season including Gaby Antonova- a Cal-Poly student, and Billy Kaselow- a University of Delaware student, whom completed most of the grebe monitoring and assisted with outreach efforts. In addition, Gabe Pelletier- a University of Maine student, Amelia Baird- a student at Central Michigan University, Lissa Derugin- a graduate of San Francisco State University, and Jenna Holub- a student at Virginia Tech assisted with grebe surveys. PAS staff, including Josh Duey, Teresa Arrate, and David Arsenault also conducted grebe surveys and outreach and education efforts.
Tabling events
PAS tabled at 9 events in the last year (Table 1). The information provided at these events included grebe brochures, pictures of and general information about Western and Clark’s Grebes, a wooden Western Grebe sculpture, and a Birds and Climate Change display with information on the predicted range changes for *Aechmophorus* grebes (Appendix A). Additional items included general PAS information alongside our wingspan banner, nests, mounts and an educational game where kids can discover how different beaks affect hunting strategy. The mounts, including an Osprey and Mallard, were excellent for attracting kids to the table.
Presentations
Teresa gave three classroom presentations about Western and Clark’s Grebes, their habitat, natural and human threats to the grebes on Lake Almanor and how to minimize those, and promoted the Grebe Festival Art Contest (Appendix B) to Chester Elementary’s 5th grade class and to a mix of elementary and high school students at Chester Learning Center, part of Plumas Charter School. These presentations reached approximately 75 students and 4 teachers in total.
PAS Executive Director David Arsenault gave 2 presentations in September 2015 including to a church group in Graeagle and for the Lahontan Audubon Society in Reno, for the Yosemite Area Audubon Society in October, at the Snow Goose Festival in Chico on January 30, and to the Rotary Club in Portola on February 16. These presentations reached approximately 130 people.
Table 1. Events where Plumas Audubon had a table with information on grebes.
| Location | Date | Event | Estimate of # people who visited table / # attended |
|--------------|--------------------|----------------------------------------------------------------------|-----------------------------------------------------|
| Quincy | May 16, 2015 | Plumas Children’s Council’s Children’s Fair | 30 / 200+ |
| Twain | Sept 11, 2015 | California Sister’s Pat Hull Concert | 10 / 25 |
| Quincy | Sept 12, 2015 | Plumas District Hospital’s Autumn Fitness Festival | 10 / 100 |
| Greenville | Sept 12, 2015 | Plumas National Forest’s Kid’s Fishing Derby | 30 / 50 |
| Quincy | Sept 16, 2015 | Plumas Arts presents Wild & Scenic Film Festival | 20 / 100 |
| Quincy | Oct 3, 2015 | Plumas National Forest’s Fall Fest | 175/225 |
| Twain | Nov 10, 2015 | California Sister’s Jeffrey Foucault Concert | 15/35 |
| Quincy | Feb 7, 2016 | Science Night at Quincy Elementary School | 130/200+ |
| Quincy | Feb 18, 2016 | Spotted Owl conservation presentation | 30/30 |
| Total | | | 450/965+ |
Field trips
For the third year in a row, our grebe interns led a youth group from Susanville on a tour of Antelope Lake to see Western Grebes. We also invited interested members of the public to participate on our lake-wide grebe surveys at Lake Almanor. We rent a pontoon boat for these surveys and so we can accommodate up to 5 additional people on the boat. On surveys conducted August 20 and September 3, 18, and 30, we had a total of 14 public participants whom joined us and learned about the grebes on Lake Almanor. In addition, we hosted a field trip, including a boat tour of grebes on Lake Almanor, for students from Feather River College on September 11 and had a total of 14 participants. Finally, we hosted 3 tours at Lake Davis, which included information on grebes nesting at Lake Davis and other reservoirs, on July 10, 17, and 24. A total of 48 people from all over California (Arcata, Bay Area, Central Valley, Sierra Nevada foothills, and Los Angeles area) participated in the Lake Davis tours.
School Curricula
Teresa is currently working with the Plumas Unified School District developing curriculum for a 5th grade “Bird Year” that is being piloted at one elementary school this academic year (2015-16) and is expected to expand to all 5th grade classrooms in the following school year (2016-17). Part of the curriculum will include lessons on Clark’s and Western Grebes. She has also been working with the Plumas Charter School to develop a Birds and Climate Change Unit with science teachers
for grades 5/6 and 7/8, which specifically highlights the Western and Clark’s Grebes as two species with “climate endangered” status.
**Grebe Art Contest**
Over the 2015-16 academic year, PAS is holding an art contest across the 12 elementary and junior-senior high schools in the region (8 public and 4 charter) to design the logo for the 2016 Grebe Festival (Appendix B). Information about Western and Clark’s Grebes will be presented to students as background for developing their ideas and images. We did an art contest during the 2012-13 school year and it was a big hit with teachers and students.
**Grebe Festival Planning**
We have begun organizing our first Grebe Festival set for August 19-21, 2016 in Chester, CA (Appendix C). We have 10 people on the Planning Committee now and have had 2 successful meetings in January and February with committee members and representatives from one of our strong partners in the region, Feather River Land Trust. So far the festival will look something like this:
**FRIDAY:**
- **Grebe research conference** (midday to 5);
- **Beer-stroll in Chester** (5 – 7)
**SATURDAY:**
- **Fieldtrips** (throughout the day: pontoon boat lake tours, guided kayak tours, trips to Willow Lake, Lassen NP, Chester Meadows, Humbug Valley, etc);
- **Art exhibit** (at festival headquarters and Blue Goose Gallery);
- **Workshops and presentations**
- **Free family and children’s activities**
- **Documentary screening** (The Messenger)
**SUNDAY:**
- **Workshops and Fieldtrips**
- **Free family and children’s activities**
- **Art exhibit**
- **Documentary screening** (The Messenger)
We recently had full-page colored coverage in 3 of our regional newspapers about the Grebe Festival and the associated Art Contest. We also distributed grebe brochures and Grebe Festival “save-the-date” cards (Appendix C) at the Snow Goose Festival in Chico and are working on getting Grebe Festival “save-the-date” cards distributed widely throughout Northern CA, Sacramento, the Bay Area, and Reno.
Other activities
Other outreach activities include coordinating with the Sierra Institute for Community and Environment to include information on Western and Clark’s Grebes in the Lake Almanor Water Trail Map. Also, as a Climate Super Activist (program coordinated by Audubon CA to spread the word about climate change), Teresa has specifically highlighted the Western and Clark’s Grebes as two species with “climate endangered” status and described their expected range changes in tabling materials (Appendix A), developing education curriculum, a newspaper press release, and a presentation to the 2015 Northern California Audubon Chapter Council Meeting held on October 10. A Climate Summit for northern California Audubon chapters is planned for April 30, 2016.
Surveys and monitoring
Survey and monitoring results have been compiled and added to the comprehensive grebe monitoring report (2010-15). With the help of Garry George, we began a dialogue on February 3 with the Pacific Gas and Electric Company (PG&E) to manage water in Lake Almanor for nesting grebes. A follow-up phone call was conducted on March 16 and PG&E has agreed to try and meet our target water level drop of -0.06 during a 5-week period that we specify during grebe nesting.
2015 had some of the worst reproductive success we have seen in the last 6 years. Different factors caused the poor reproduction on each lake. There was no grebe nesting on Eagle Lake for the fourth consecutive year due to the low water level (lowest level in last 140 years) and associated lack of nesting habitat. On Lake Davis, there was no successful reproduction on the lake despite more than twice the number of nests (71 nests in 2015) than seen in the last 4 years (26 nests/year on average 2012-14). This was due primarily to the high wind events during storms in July, which we documented with wildlife cameras at grebe nests.
On Antelope Lake, there was a peak of 13 nests, much lower than the average peak of 23 nests recorded from 2012-14. There was also no successful reproduction, the first year that has been documented on Antelope. Antelope has had the highest reproductive rates of all of the populations we monitor (average 0.58 juvenile:adult ratio 2012-14 compared to 0.25 on Almanor 2010-15). Reproduction in 2015 was primarily affected by low prey fish populations, inferred from the large fluctuation in the adult population throughout the summer (Table 2), the low number of nests despite similar adult population size, and the low reproductive success. We documented three waves of migration in 2015 (Table 2), with the population peaking at the beginning of July (81 adults), end of July (99 adults) and the beginning of September (83 adults). Each wave of migration was short in duration and was followed by a sudden drop in the number of adults on the lake (Table 2). This pattern indicates a low prey fish population. Lake Davis, on the other hand, had a very stable adult grebe population all summer (Table 3) indicating a healthier prey fish population. Grebes eat small schooling fish that frequently move around the lakes they inhabit and are thus very difficult to sample and determine year to year population fluctuations. The grebes themselves are the best indicators of the health of the prey fish population.
Table 2. The total number of adult Western Grebes detected on Antelope Lake during lake-wide kayak surveys in 2015.
| Date | Total Adult Western Grebes |
|----------|----------------------------|
| June 16 | 40 |
| June 22 | 49 |
| June 28 | 64 |
| July 7 | 81 |
| July 13 | 51 |
| July 23 | 50 |
| July 30 | 99 |
| Aug 17 | 61 |
| Aug 24 | 68 |
| Sept 2 | 83 |
Table 3. The total number of adult Western Grebes detected on Lake Davis during lake-wide boat surveys in 2015.
| Date | Total Adult Western Grebes |
|----------|----------------------------|
| June 11 | 134 |
| July 2 | 126 |
| July 16 | 134 |
| Aug 18 | 128 |
| Sept 1 | 133 |
| Sept 8 | 111 |
| Sept 14 | 90 |
| Sept 21 | 85 |
Lake Almanor
The rate of water surface elevation dropped at the second fastest rate in the last six years (2010 had the fastest rate, Figure 1). The reproductive success (ratio of juveniles:adults) peaked at 0.23 (Table 4), which fit the linear trend of the historic rate of drop in water surface elevation related to reproductive success (Figure 1). It was the third lowest reproductive rate observed in the last six years (Figure 1, 2012 had the second lowest rate at 0.19, but is not shown on the graph). The adult grebe population at Lake Almanor was similar in size to last year with a peak of migrants on August 20 (Table 4). More than 2,500 nests were found near the Causeway and in Goose Bay (Table 5). Most of the nests initiated in July were unsuccessful, presumably due to storms with strong winds that occurred in July, as well as because of nest abandonment due to dropping water levels. Wildlife cameras were placed on individual nests throughout the breeding season and we were able to document some of the nests being destroyed by the storms (Figure 2). This year, the greatest number of nests were located by the Causeway, peaking at 1,542 (Table 5, Figure 3). The
The first brood survey on Lake Almanor was conducted on July 27th, but young were not detected until almost a month later (Table 5), indicating that the first successful nests hatched young in the second week of August. Brood surveys estimated a peak adult:juvenile ratio of 0.23, which was the third lowest reproductive rate observed in the last six years (Figure 1). We counted up to 7,743 adults during lake-wide brood surveys (Table 4).
**Figure 1.** Rate of drop in water surface elevation related to reproductive success (ratio of juvs:adults) at Lake Almanor, 2010-2015 (2012 excluded due to effect of Chips Fire).
Antelope Lake
Water levels at Antelope Lake were slightly higher than last year. The first nests of the season on Antelope Lake were documented on July 7 (Table 5). As in the last 3 years, no Clark’s Grebes were observed on the lake. Grebes nested in the same colony location used in the past 3 years, in the cove adjacent to the Lost Cove Boat Ramp. At the peak of nesting, there were 13 nests in the colony. Lake-wide kayak surveys detected up to 99 Western Grebes, but no young were produced this year. In the last 3 years, Antelope Lake has had the highest reproductive success of any of our study lakes. The low reproduction this year may have been due to high winds during storms in July. Reproduction may also have been affected by low prey fish populations, which may also explain the large fluctuation in the adult population throughout the summer (Table 4). However, we don’t have any information regarding the fish population to evaluate this potential effect.
Lake Davis
Water levels at Lake Davis were lower this year than in the past 3 years, but there were more nests than previously observed (Table 5). Nests were located in open water areas compared to in the willows when the water is higher. Despite the number of nests, there was no successful reproduction for the entire lake this year. We believe this was due primarily to the high wind events during storms in July (Figure 2).
Eagle Lake
The water in Eagle Lake has continued to drop to levels lower than ever recorded on the lake in the last 140 years. The water level is now lower than it was in the 1930’s, when an earthquake rapidly drained the lake. Because of the low water level and lack of nesting habitat there was no grebe nesting on the lake for the fourth consecutive year! However, in early September, thousands of migrant *Aechmophorus* grebes were observed on the lake, peaking at 8,099 on August 27 (Table 4). These migrants appear to have been drawn to the lake because of abundance of Tui Chub and minnows this year.
Wildlife cameras
Wildlife cameras were used for the third season to monitor 11 grebe nests at Lake Almanor and Lake Davis. Of the 11 nests, 1 was successful, 4 failed due to high winds during storms (Figure 2), 1 was abandoned due to dropping water levels, and the fate of the other 5 nests was unknown.
Disturbance surveys
Disturbance surveys were conducted on Lake Almanor on 15 days in 2015. Flying predators were by far the most common cause of disturbance (Figure 4). The most common result of disturbance events were distress calls through the colony, but some events resulted in nest predation.
Table 4. Summary of adult and juvenile *Aechmophorus* grebes detected during lake-wide surveys on Almanor, Antelope, Davis, and Eagle Lakes in 2015.
| Lake | Date | Adult Western | Adult Clark's | Adult Aech | Total Adults | Juveniles | Juv:Adult Ratio |
|--------|------------|---------------|---------------|------------|--------------|-----------|-----------------|
| Almanor| 7/27/2015 | 2,492 | 85 | 1,898 | 4,475 | 0 | 0.00 |
| | 8/20/2015 | 6,779 | 107 | 857 | 7,743 | 6 | 0.00 |
| | 9/3/2015 | 2,167 | 144 | 2,560 | 4,871 | 196 | 0.08 |
| | 9/18/2015 | 1,747 | 214 | 2,317 | 4,278 | 451 | 0.23 |
| | 9/30/2015 | 1,684 | 119 | 1,568 | 3,371 | 281 | 0.16 |
| Antelope| 6/16/2015 | 40 | 0 | 0 | 40 | 0 | 0.00 |
| | 6/22/2015 | 49 | 0 | 0 | 49 | 0 | 0.00 |
| | 6/28/2015 | 64 | 0 | 0 | 64 | 0 | 0.00 |
| | 7/7/2015 | 81 | 0 | 0 | 81 | 0 | 0.00 |
| | 7/13/2015 | 51 | 0 | 0 | 51 | 0 | 0.00 |
| | 7/23/2015 | 50 | 0 | 0 | 50 | 0 | 0.00 |
| | 7/30/2015 | 99 | 0 | 0 | 99 | 0 | 0.00 |
| | 8/17/2015 | 61 | 0 | 0 | 61 | 0 | 0.00 |
| | 8/24/2015 | 68 | 0 | 0 | 68 | 0 | 0.00 |
| | 9/2/2015 | 83 | 0 | 0 | 83 | 0 | 0.00 |
| Davis | 6/11/2015 | 134 | 0 | 0 | 134 | 0 | 0.00 |
| | 7/2/2015 | 126 | 0 | 0 | 126 | 0 | 0.00 |
| | 7/16/2015 | 134 | 0 | 0 | 134 | 0 | 0.00 |
| | 8/18/2015 | 128 | 0 | 0 | 128 | 0 | 0.00 |
| | 9/1/2015 | 133 | 0 | 0 | 133 | 0 | 0.00 |
| | 9/8/2015 | 111 | 0 | 0 | 111 | 0 | 0.00 |
| | 9/14/2015 | 90 | 0 | 0 | 90 | 0 | 0.00 |
| | 9/21/2015 | 85 | 0 | 0 | 85 | 0 | 0.00 |
| Eagle | 7/28/2015 | 4,599 | 166 | 829 | 5,594 | 0 | 0.00 |
| | 8/27/2015 | 4,282 | 256 | 3,561 | 8,099 | 0 | 0.00 |
| | 9/23/2015 | 1,845 | 206 | 2,686 | 4,737 | 0 | 0.00 |
Table 5. Number of active nests in *Aechmophorus* grebe colonies at Lake Almanor, Antelope Lake, and Lake Davis in 2015.
| Almanor | 25-Jun | 30-Jun | 9-Jul | 16-Jul | 20-Jul | 24-Jul | 27-Jul | 4-Aug | 13-Aug | 19-Aug | 28-Aug | 4-Sep | 9-Sep | 16-Sep | Peak |
|---------|--------|--------|-------|--------|--------|--------|--------|-------|--------|--------|--------|-------|-------|--------|------|
| Causeway | 0 | 18 | 11 | 180 | - | 375 | 509 | 907 | 1,272 | 1,542 | 1,049 | 499 | 246 | 0 | 1,542 |
| Goose Bay | 1 | 1 | 0 | 250 | 544 | - | 716 | 995 | 420 | 633 | 612 | 663 | 380 | 0 | 995 |
| **Total** | **1** | **19** | **11** | **430** | **544** | **375** | **1,225** | **1,902** | **1,692** | **2,175** | **1,661** | **1,162** | **626** | **0** | **2,537** |
| Davis | 29-Jun | 10-Jul | 14-Jul | 15-Jul | 21-Jul | 31-Jul | 3-Aug | 12-Aug | 18-Aug | 25-Aug | Peak |
|-------|--------|--------|--------|--------|--------|--------|-------|--------|--------|--------|------|
| Jenkins | 0 | 50 | 39 | 32 | 21 | 0 | 0 | 0 | 0 | 0 | 50 |
| N Cow Creek | 0 | 0 | 0 | 2 | 12 | 3 | 0 | 0 | 0 | 0 | 12 |
| Eagle Pt | 0 | 0 | 0 | 0 | 0 | 5 | 7 | 9 | 1 | 0 | 9 |
| **Total** | **0** | **50** | **39** | **34** | **33** | **8** | **7** | **9** | **1** | **0** | **71** |
| Antelope | 28-Jun | 7-Jul | 13-Jul | 23-Jul | 30-Jul | 7-Aug | Peak |
|----------|--------|-------|--------|--------|--------|-------|------|
| Lost Cr Cove | 0 | 5 | 1 | 5 | 13 | 0 | 13 |
Figure 2. An example of a nest at Lake Almanor that became detached after high winds from a storm and floated away.
Before storm on August 6, 2015
After storm on August 8, 2015
Figure 3. *Aechmophorus* grebe nesting colony locations on Lake Almanor in 2015.
Lake Almanor Peak Colonies 2015: Causeway & Goose Bay
Chester
Causeway peak nests 8/19/2015: 1542
Goose Bay Peak Nests 8/4/2015: 995
Figure 4. Disturbance survey results on Lake Almanor - 2015.
Lake Almanor Disturbance Surveys - 2015
# Occurrences
| Disturbance Type | Negative response | No response |
|----------------------------------|-------------------|-------------|
| 1 - Motorboat | | |
| 2 - Fishing Boat | | |
| 3 - Aircraft | | |
| 4 - Ski boat with skier | | |
| 5 - Jet ski | | |
| 6 - Kayak/Canoe/SUP | | |
| 7 - Human on shore | | |
| 8 - Swimming Mammal | | |
| 9 - Sailboat | | |
| 10 - Dog | | |
| 11 - Flying Predator | | |
| 12 - Other | | |
Grebe Response to Disturbance 2015
# Occurrences
| Disturbance Type | # Occurrences |
|----------------------------------|---------------|
| 1= No response | |
| 2= distress call through colony | |
| 3= Colony restless but stationary| |
| 4= Birds leave nest but remain in colony area | |
| 5= Birds leave colony | |
| 6= Nest predation due to adults vacancy | |
Appendix A - Birds and Climate Change display with information on the predicted range changes for Western and Clark’s Grebes used at tabling and other outreach and education events.
More than half of North American bird species are threatened by climate. Scientists at Audubon looked at the current climatic requirements of 588 North American bird species and found 314 of them to be threatened with more 50% loss of their current range in the next 35 to 65 years due to climate change.
Because birds travel great distances and are exposed to diverse ecosystems, they can indicate when and where there are environmental problems. Birds serve as barometers of Earth’s health; if they are at risk, so are we!
What can you do to help protect birds?
- Create a Bird-Friendly Yard
- Get involved with conservation in your local Important Bird Area (eg. Lake Almanor and Sierra Valley)
- Put birds on the your community’s agenda
- Meet with local decision makers
- Support policies that lower emissions
- Learn more, visit Audubon.org/climate
Of these climate threatened bird species, 170 are California birds, including Western and Clark’s Grebes.
Western and Clark’s Grebes, which display the remarkable “running on water” courtship behavior, breed at nearby lakes such as Almanor and Davis. These birds are sensitive to and are already threatened by low water levels and fast declines in water level, which affect their breeding success. The changing climate puts further stress on these species as their current summer ranges are predicted to be almost entirely lost (96% reduced for Western Grebe; 99% shifted for Clark’s Grebe) by 2080, leaving both species to be considered “climate endangered”.
The darker the color, the more favorable the climate conditions are for survival. The outlined areas represent approximate current range for each season. More on reading these maps.
- Winter
- Summer
- Winter Range
- Summer Range
- Both Seasons
The darker the color, the more favorable the climate conditions are for survival. The outlined areas represent approximate current range for each season. More on reading these maps.
- Winter
- Summer
- Winter Range
- Summer Range
- Both Seasons
Appendix B- Grebe Art Contest flyer.
Plumas Audubon Society is hosting a birding festival in Plumas County this summer, spotlighting Western and Clark’s Grebes, and we want you to be involved!
2016 Grebe Festival ART CONTEST
One piece of art will win the Grand Prize and be selected as the Grebe Festival logo!
Open now through April 30, 2016
Plumas Audubon Society invites all students in grades K-12 in public, private, and home schools to submit original artwork under the theme of Grebe Conservation in drawing, painting, photography, and poetry/song media.
Prizes for thoughtful and well-crafted artwork focused on the grebes and their conservation will be awarded according to age group (K-3; 4-6; 7-8; 9-12). Winners will be announced by the end of May.
All original artwork submitted to the Contest will be exhibited during the Grebe Festival, August 19-21, in the Almanor Recreation Center in Chester.
Check out information about Western and Clark’s Grebes, their habitats, behaviors, and conservation for inspiration and reference on the next page or visit www.plumasaudubon.org/grebes.
Please send contest submissions to:
Plumas Audubon Society
429 Main Street, Quincy, CA 95971
poetry and song media can be emailed to: firstname.lastname@example.org
Appendix C- Grebe festival save the date card (front and back).
Plumas Audubon Society invites you to join us for our first ever
GREBE FESTIVAL
Friday, August 19 - Sunday, August 21, 2016
Lake Almanor
Chester, CA
GET READY FOR BIRDING, BOATING, HIKING, CULTURE, ART, RESEARCH,
BEER STROLL, MOVIES, AND FREE FAMILY ACTIVITIES!
We look forward to seeing you there!
Plumas Audubon Society
www.plumasaudubon.org/grebe-festival
Appendix D- Photos
Feather River College students on lake Almanor grebe tour.
Interns Gabe Pelletier and Gaby Antonova surveying grebes on Lake Almanor.
Josh Duey surveying grebes on Lake Davis.
PAS table at the Wild and Scenic Film Festival
Science night, Quincy
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Editor’s Corner
Steve Platnick
EOS Senior Project Scientist
The joint NASA–U.S. Geological Survey (USGS) Landsat program celebrated a major milestone on July 23 with the 40th anniversary of the launch of the Landsat-1 mission—then known as the Earth Resources and Technology Satellite (ERTS). Landsat-1 was the first in a series of seven Landsat satellites launched to date. At least one Landsat satellite has been in operation at all times over the past four decades providing an uninterrupted record of images of Earth's land surface. This has allowed researchers to observe patterns of land use from space and also document how the land surface is changing with time. Numerous operational applications of Landsat data have also been developed, leading to improved management of resources and informed land use policy decisions. (The image montage at the bottom of this page shows six examples of how Landsat data has been used over the last four decades.)
To commemorate the anniversary, NASA and the USGS helped organize and participated in several events on July 23. A press briefing was held over the lunch hour at the *Newseum* in Washington, DC, where presentations included the results of a *My American Landscape* contest. Earlier this year NASA and the USGS sent out a press release asking Americans to describe landscape change that had impacted their lives and local areas. Of the many responses received, six were chosen for discussion at the press briefing with the changes depicted in time series or pairs of Landsat images. Following the press briefing, a social media event (a “NASA Social”) took place at NASA's Goddard Space Flight Center (GSFC) where a selected group of media-savvy visitors were invited to learn more about the Landsat program from the people that build the satellites and use the data at GSFC. The event included a tour of GSFC, a Hyperwall presentation, and an informal mingling event with
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July 23 marked the 40th anniversary of the launch of the first Landsat satellite. Since then, at least one Landsat satellite has operated at all times, providing an uninterrupted record of images of Earth that has allowed researchers to observe patterns of land use from space and also to document how the land surface is changing with time. Applications of Landsat data are illustrated here and include observing [left to right]: glaciers wax and wane on Greenland's coast; vegetation recovery following the devastating May 1980 eruption of Mount St. Helens; urban growth around Las Vegas, NV; deforestation in the Amazonian rain forest; the ever-growing agricultural "footprint" on the Syrian desert; and changes in the Chesapeake Bay watershed. *Image Credit:* NASA's Goddard Space Flight Center
Goddard personnel. The NASA Social visitors were encouraged to share their experience in real time via social media such as Twitter, Facebook, and Google+. The anniversary was capped by an evening reception for past and present Landsat program contributors and supporters at the Rayburn House Office Building. The event was organized by the Alliance for Earth Observations and sponsored by Ball Aerospace & Technologies Corporation, Orbital Sciences Corporation, and Stinger Ghaffarian Technologies.
The Landsat program is still going strong. The USGS preserves a 40-year archive of Landsat images at its Earth Resources Observation and Science (EROS) Center in Sioux Falls, SD. The general public can search and browse the archive and receive high-quality, well-calibrated image data over the Internet at no cost upon request. The Landsat Data Continuity Mission (LDCM) is scheduled to launch in early 2013—at which point it will be known as Landsat-8—to continue the collection of these critical observations for many years.
Meanwhile, NASA’s Aquarius instrument aboard the Aquarius/SAC-D\(^1\) observatory celebrated its first year in space on June 10, 2012. Since late August 2011, Aquarius has been continuously collecting and distributing data, allowing scientists to study global salinity patterns such as the freshwater plume pouring from the Amazon River and localized changes in the Gulf of Mexico saltiness following Tropical Storm Lee. Aquarius data have also showed better-than-expected alignment with ocean circulation features, including eddies with diameters from tens-to-hundreds of kilometers that can persist from days to weeks. The countdown to reaching Aquarius’ principal scientific objective of achieving a monthly average global measurement error of less than 0.2 practical salinity units (psu) at 150-km (93-mi) resolution began on December 1, 2011, after the post-launch assessment review process was completed. To read more about Aquarius’ first year in orbit and the “road to 0.2,” turn to page 4 of this issue.
In June, NASA selected the Cyclone Global Navigation Satellite System (CYGNSS) as the inaugural Earth Venture-class PI-led spaceborne mission (EV-2). CYGNSS uses innovative measurements of direct and reflected GPS signals from 8 micro-satellites deployed from a single launch into a 500 km 35° inclination orbit. The reflected signals are used to retrieve ocean surface wind speeds in tropical cyclone cores with sufficient temporal sampling to study cyclone genesis and intensification. The mission, led by Principal Investigator Chris Ruf at the University of Michigan, is nominally expected to launch in mid-2016. Congratulations to Chris and his team that includes the Southwest Research Institute of Texas, Surrey Satellite Technology of Colorado, and NASA Ames Research Center!
I am happy to report that the Afternoon Constellation or “A-Train” welcomed a new member on June 29, the Global Change Observation Mission – Water (GCOM-W1) “SHIZUKU” satellite, which was launched by the Japan Aerospace Exploration Agency (JAXA) on
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\(^1\) SAC-D stands for Satélite de Aplicaciones Cientificas-D, meaning Satellite for Scientific Applications-D.
May 18, SHIZUKU successfully executed a series of orbit control maneuvers required to position itself in its control box “at the front” of the A-Train—i.e., it is now positioned in front of Aqua, making it the lead satellite in the constellation\(^2\). As reported in our last issue, CloudSat successfully returned to the A-Train orbit (705 km) on May 15, 2012\(^3\).
On July 3, the antenna rotation on the Advanced Microwave Scanning Radiometer 2 (AMSR2), on SHIZUKU, was increased from a rate of 11 rpm to 40 rpm—matching the rate at which AMSR-E on Aqua had rotated when it was fully operational—and the first images were obtained\(^4\). JAXA plans to continue the initial functional verification of AMSR2 for the next month or so. Meanwhile, a meeting with JAXA at GSFC is scheduled for mid-July to discuss low rpm spin-up plans for the AMSR-E antenna (referred to as Stage 2 recovery)\(^5\).
For the twelfth consecutive year, NASA’s Earth Observing System Project Science Office (EOSPSO) sponsored an Odyssey of the Mind long-term creative problem. This year’s event was held May 23–26 at Iowa State University. There were more than 110 teams participating in the NASA-sponsored challenge. To find out who won top honors in their division and to learn about other NASA activities that took place during the event, turn to page 12 of this issue.
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\(^2\) SHIZUKU will “lead” the A-Train until the second Orbiting Carbon Observatory (OCO-2) joins the constellation, which is currently scheduled for launch in late 2014.
\(^3\) In the Editorial of our May–June issue of *The Earth Observer*, we reported that the A-Train is back to five satellites for the first time since PARASOL was lowered in December 2009 [Volume 24, Issue 3, p. 3.] This distinction applies to the main A-Train constellation. However, PARASOL is located 9.5 km below the main A-Train constellation and still considered “part of the A-Train” until it makes its final exit in Fall 2013.
\(^4\) Please visit: [www.jaxa.jp/press/2012/07/20120704_shizuku_e.html](http://www.jaxa.jp/press/2012/07/20120704_shizuku_e.html) to learn more and view the images.
\(^5\) See the Editorial of the March-April 2012 issue of *The Earth Observer* to learn more [Volume 24, Issue 2, p. 2.]
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**Derecho Dims the Lights.** On the afternoon and evening of June 29, 2012, an intense, long-lived, bow-shaped line of thunderstorms—called a *derecho*, the Spanish word for “straight”—formed in a hot, humid air mass and raced southeastward along a stationary front from the Upper Midwest to the Mid-Atlantic coast. At its peak, the squall line stretched for hundreds of miles, and produced storms with heavy rain, vivid lightning, and a brief but intense burst of near-hurricane-force winds—clocked at upwards of 60 mph (~96.5 kph). The storms left snapped branches, toppled trees, and downed powerlines in their wake. As a result, 22 people were killed, and 4.3 million homes in were plunged into darkness—in many cases the power was not restored for several days.
So widespread were the power outages that the change in light level could be detected from space. This image pair focuses on the Baltimore, MD–Washington, DC area. The images were taken with the day/night band of the Visible Infrared Imaging Radiometer Suite (VIIRS) onboard the Suomi National Polar-orbiting Partnership (Suomi NPP) satellite before, June 28 [*left*], and after, June 30, [*right*] the storms.
While clouds obscure the lights of Philadelphia, PA, and other areas north and east of Baltimore in the “after” image, significant changes in light intensity can be seen in the remainder of the image, particularly north and west of Washington, DC, along the 270 and 66 interstate highways and Maryland route 267.
**Image Credit:** Jesse Allen and Robert Simmon, NASA Earth Observatory
Suomi NPP is the result of a partnership between NASA, the National Oceanic and Atmospheric Administration, and the Department of Defense.
Aquarius: One Year After Launch
Annette deCharon, Darling Marine Center, University of Maine, email@example.com
Introduction
NASA’s Aquarius instrument was successfully launched from Vandenberg Air Force Base as part of the U.S./Argentina Aquarius/SAC-D observatory on June 10, 2011. The Aquarius instrument was designed primarily to measure global sea surface salinity. The observatory “bus,” built by the Space Agency of Argentina, or Comisión Nacional de Actividades Espaciales (CONAE), also accommodates several other instruments developed by CONAE and its partners, including the French Space Agency (Centre National d’Études Spatiales), the Italian Space Agency (Agenzia Spaziale Italiana), and the Canadian Space Agency.
After a brief commissioning period, the Aquarius instrument was switched into mission mode on August 25, 2011. The “first-light” global image was released on September 22, 2011, and featured two-and-a-half weeks of sea surface salinity data—the first such data ever collected by a NASA satellite. This map, shown in Figure 1, demonstrated Aquarius’ ability to detect large-scale salinity patterns clearly and with sharp contrast. About one month later, NASA Administrator Charles Bolden Jr. met with Argentine President Cristina Fernandez de Kirchner to witness the signing of a Framework Agreement on Cooperation in the Peaceful Use of Outer Space between the U.S. and Argentinian governments—see Figure 2.
The post-launch assessment review process for Aquarius was completed on December 1, 2011, marking both the beginning of the Aquarius science operations phase and transition of the Aquarius Project Office from NASA/Jet Propulsion Laboratory (JPL), to NASA’s Goddard Space Flight Center (GSFC). This event also triggered the “countdown clock” to reaching Aquarius’ principal scientific objective of achieving a monthly average global measurement error of less than 0.2 practical salinity units (psu) at 150-km (93-mi) resolution—where salinity levels in the open ocean generally range from 32–37 psu—within one year. Equivalent to about one-eighth teaspoon of salt in a gallon of water, this accuracy presents a formidable yet exciting challenge for the Aquarius team and the oceanographic community at large.
Science Team and Early Findings
In 2009 NASA and CONAE conducted a joint solicitation and selection of scientific investigations and innovative application demonstration projects using Aquarius/SAC-D observations. NASA selected 15 projects, while CONAE and the Argentine Ministry of Science, Technology, and Innovative Production selected 15 projects, with participation of scientists from Chile and Brazil. An additional 10 proposals were selected from scientists in Italy and Japan to form a more diverse international science team.
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1 SAC-D stands for Satélite de Aplicaciones Científicas-D, meaning Satellite for Scientific Applications-D.
2 A story about collaborative efforts to build the Aquarius/SAC-D observatory at Argentina’s INVAP facility is featured in the Spring 2012 issue of NASA’s Ask magazine, available online at www.nasa.gov/offices/lovelapp/ask/issues/46.
After the successful Aquarius/SAC-D launch, 11 new members were added to the NASA Ocean Salinity Science Team, whose collective goal is “to provide the scientific underpinning for production of the best possible satellite-derived ocean salinity datasets and to demonstrate the Earth science and applications arising from analyses of the ocean surface salinity data.” A list of the NASA investigators and their projects is available at aquarius.nasa.gov/people.html.
The first-light image (Figure 1) reveals general patterns of global sea surface salinity. The image confirmed that the central North Atlantic Ocean is home to the world’s highest open-ocean salinities; the South Atlantic Ocean shows a similar pattern. These salinity maxima are found at approximately the same latitudes as the major desert regions in Africa; clearly, in these regions, evaporation dominates over precipitation. Conversely, an extensive band of low sea surface salinity is found in the central Pacific Ocean near the Equator, roughly corresponding to the location of the Intertropical Convergence Zone (ITCZ)—a region of extensive convective precipitation.
On average, the Atlantic loses more fresh water by evaporation to the atmosphere than it gains from precipitation and river runoff; the opposite is true in the Pacific Ocean. Aquarius’ first-light image generated a lot of excitement—even among veteran ocean
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**Best of Both Worlds: Patagonia’s Heart of Technology**
It’s hard to imagine a more unlikely, or beautiful place to build a satellite than Bariloche, Argentina. Surrounded by the Nahuel Huapi National Park, this skiing and mountain trekking destination is home to INVAP, where Aquarius/SAC-D was built. Founded in 1976, INVAP is a technology spinoff company whose founders hail from the local Balseiro Institute. Among the most competitive academic programs in Latin America, the Balseiro Institute currently admits about 45 students per year who have completed two years of university studies in physics or engineering. Many of its graduates have made their careers at CONAE, including its executive director, **Conrado Varotto**. In 1994, CONAE released high-level goals for Argentina’s space program that included developing and applying advanced technological knowledge; enhancing economic and human resources; and fostering international cooperation. A major initiative is the SAC satellite series, the fourth of which is Aquarius/SAC-D. Each satellite was built by INVAP; ground control operations for each mission have been conducted in Córdoba, Argentina. However, working close to the Andes has its risks: Many of the INVAP personnel almost missed the launch of Aquarius/SAC-D because of the eruption of the Puyehue-Cordón Caulle volcano five days earlier that covered the area in five centimeters of ash, closing the airport.
Mountain view from Bariloche. Image credit: Annette deCharon
How Does Aquarius Measure Salinity?
The Aquarius instrument measures the ocean’s surface microwave emission at 1.413 GHz (in the L-band portion of the spectrum usually protected for radio astronomy). The emissivity—measured as a parameter called brightness temperature—is modulated by the electrical conductivity of seawater, hence, salinity. The seawater microwave signature comes from the top centimeter (0.4 in) of the ocean surface. In addition to this passive measurement, Aquarius also measures radar backscatter at 1.26 GHz, to mitigate the emissivity variations due to ocean surface roughness, the largest uncertainty term in the salinity retrieval error budget.
Since late August 2011, Aquarius has been continuously collecting and distributing data, allowing scientists to study changes in salinity associated with water cycle events such as major storms and river outflows. Interestingly, given Aquarius’ relatively large viewing footprint—three microwave radiometer beams ranging in size from 90 km (55.9 mi) to 150 km (93.2 mi) to form a 390 km (242.3 mi) swath (see Figure 3)—and associated potential for contamination by the strong signal from land areas, scientists have been pleasantly surprised by the instrument’s ability to detect coastal ocean salinity features. For example, within 10 days of its first data collection, Aquarius imaged a strong low-salinity region in the Gulf of Mexico, just east of the Mississippi River Delta, that disappeared by late October 2011. Scientific analysis indicates that this temporary freshening of the Gulf was associated with Tropical Storm Lee, which made landfall over New Orleans in early September 2011. The storm caused a surge of fresh-water river discharge from the Mississippi, as well as heavy rainfall directly over the sea surface that decreased the surface salinity in this region. During an educational webinar about the early science results, Gary Lagerloef [Earth and Space Research—Aquarius Principal Investigator] stated, “We were able to see some very important features in the coastal ocean that we didn’t expect to see when we launched Aquarius. This was a very positive development very early in the mission.”
The sequence of monthly salinity maps of the tropical Atlantic Ocean from September–November 2011 showed another unexpected early discovery using Aquarius data: namely, a large amount of freshwater input from the Amazon and Orinoco Rivers—see Figure 4. The Amazon River empties into the Atlantic Ocean along the Equator, discharging freshwater from the largest watershed on Earth. The mouth of the Orinoco, one of the longest rivers in South America, is located in Venezuela at about 8.6°N latitude. Aquarius data have revealed that, during these months, the river plumes appeared to merge and were carried eastward by the North Atlantic Counter Current. This period also coincided with high rainfall over the tropical Atlantic, which likely contributed to the large freshwater signal at the ocean surface. Scientists will continue to observe saAquarius data are already showing better-than-expected alignment with ocean circulation features, including eddies with diameters from tens-to-hundreds of kilometers that can persist from days to weeks. One preliminary study of the eastern tropical Pacific indicates that the motion of low-salinity features corresponds closely to near-real-time global ocean surface currents derived from satellite altimeter and scatterometer data—see www.oscar.noaa.gov. These low-salinity features are associated with heavy precipitation bands in the ITCZ. This level of detail of sea surface dynamical structure cannot be resolved with traditional salinity observations, emphasizing Aquarius’ important role in monitoring ocean features to better understand their role in climate. “This is brand-new information that will allow oceanographers to do some important research to better understand how the ocean works,” said Gary Lagerloef.
**The Road to 0.2**
The first post-launch Aquarius/SAC-D Science Team Meeting was held in Buenos Aires, Argentina from April 11–13, 2012. More than 120 scientists and engineers from around the world shared scientific findings along with the status of each observatory instrument and its data. Many of the presentations focused on Aquarius data accuracy and the progress toward—and challenges ahead for—achieving a monthly average global measurement error less than 0.2 psu at 150-km (93-mi) resolution. **Simon Yueh** [JPL—Aquarius Project Scientist] gave an overview of the instrument performance and assessment of the salinity accuracy trend over time. He shared that the Aquarius instrument has “been performing exceptionally well” and that “on-orbit thermal control meets the design requirement of 0.1 °C stability.”
The evolution of the accuracy of Aquarius’ salinity data over time is shown in Figure 5; it also shows the data processing software version outputs that have been available to the ocean sciences community since September 2011. Version 1.1 was used to generate
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**Figure 4.** Sequence of monthly Aquarius data maps from September–November 2011, focused on the tropical Atlantic Ocean. In these images a white box highlights the band of relatively low salinity surface water that stretches between South America and Africa.
*Image credit: NASA/GSFC/JPL-Caltech*
**Figure 5.** This graph shows the accuracy of Aquarius salinity data since September 2011. The vertical axis shows the monthly average global root-mean-square measurement error on the 1978 practical salinity scale at 150-km (-93-mi) spatial resolution. Data processing software versions (i.e., 1.1 through 1.3) are shown from September 2011–May 2012, along with the mission goal of measurement error of 0.2 psu by December 2012.
*Image credit: Simon Yueh, NASA/JPL-Caltech*
ate the first-light image (Figure 1) and was superseded by *Version 1.2* in early November 2011 after a small calibration drift was discovered by the Aquarius calibration/validation team—a drift that erroneously made the global ocean appear saltier over time. In October 2011, the team implemented an adaptive time-varying calibration correction using reference information from *in situ* instruments such as buoys. With the release of software Version 1.2, all Aquarius data were reprocessed from the beginning (i.e., since late August 2011), a strategy that will continue to be employed as the overall system is better understood and newer algorithms are developed.
During early 2012 the calibration/validation team designed and tested a new correction to radiometer calibration drift using internal sensor data. Along with the new drift correction, *Version 1.3* of the processing software included an improved ocean roughness model and additional near-coast land corrections. The team continues to investigate a small bias that has been detected between the data collected on *ascending passes* (moving south-to-north at 6 PM local time) and *descending passes* (moving north-to-south at 6 AM local time). Another issue that will require attention is the accuracy of data from areas such as the Southern Ocean, where high winds and low surface temperatures make the retrieval of salinity prone to error.
In addition to reviewing the status of Aquarius, calibration, and the salinity retrieval algorithm, the science team members in attendance discussed future research to improve salinity products. The two major themes that emerged from the discussion were to coordinate efforts to investigate upper-ocean salinity using in-water instruments; and to “harmonize” Aquarius measurements with those from the European Space Agency’s (ESA’s) Soil Moisture and Ocean Salinity (SMOS) satellite.
Like other ocean-observing satellite instruments, Aquarius detects surface seawater properties to depths of about 1 cm (~0.4 in). Given the dynamic nature of Earth’s seas, it is important to link Aquarius’ “skin” measurements with other observations of the upper ocean. A key advance in this effort is a special series of Argo profiling floats\(^3\) being developed at the University of Washington (UW), designed to acquire salinity and temperature in the upper 10 cm (~4 in) of the ocean; currently, the shallowest available data are at a depth of 3–5 m (~10-16 ft) with conventional Argo floats. To date, only about 1% of more than 3000 Argo floats have this enhanced capability. However, Jessica Anderson [UW—Graduate Student] presented preliminary results during the science team meeting that suggest that the upper few meters of the ocean are well-mixed at most times, interrupted by significant and often short-lived warming, cooling, and freshening events. Stephen Riser [UW—Ocean Salinity Science Team Investigator] stated that, “This work shows the promise of using Aquarius and Argo together to improve our knowledge of the freshwater cycle in the ocean.” Future deployment of additional enhanced Argo floats, coupled with extensive instrumentation from the Salinity Processes in the Upper Ocean Regional
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\(^3\) To learn more about Argo, visit: [www.argo.ucsd.edu](http://www.argo.ucsd.edu).
Study (SPURS) field experiment, will provide key data for improved understanding of Aquarius salinity data.
Launched in November 2009, ESA’s SMOS satellite collects ocean salinity data at the same frequency as Aquarius (1.4 GHz), but uses a different technology: an interferometric technique in which the signals from many small antennas are used to achieve the resolution of a large antenna. Despite the difference in technology, SMOS data are very complementary to Aquarius data. In fact, early indications from researcher Chris Banks [National Oceanography Centre —U.K.] are that intercomparison of results from these two satellites will be crucial in better understanding the differences between ascending passes and descending passes seen in both missions, the cause of which may be geophysical in nature. A major outcome of the Aquarius/SAC-D Science Team Meeting was that providing observation-based measurements that are harmonized between Aquarius, SMOS, and in-water surface-based instruments such as Argo floats will be the most help to the scientific community.
**Dissemination of Science Information and Future Steps**
The Aquarius Science Team is dedicated to sharing its results with the scientific community and public in a timely manner. In February 2012, JPL’s Physical Oceanography Distributed Active Archive Center (PO.DAAC) released its interactive Aquarius Level 3 image browser. The browser allows navigation and viewing of PO.DAAC Aquarius imagery data by time period as individual global sea surface salinity maps and animation sequences\(^4\). GSFC also has a high-resolution image display tool that provides access to Level 2 mapped images at different projections and time periods, including daily, weekly, monthly, and seasonal windows\(^5\). The Aquarius Science Team is also investigating the possibility of creating new science products for land surfaces including soil moisture, which may be derived from changes in dielectric properties resulting from variations in water content. Such information from Aquarius would augment data from targeted soil moisture missions such as SMOS and the NASA Soil Moisture Active Passive (SMAP) mission, currently under development.
The Aquarius Education and Public Outreach (EPO) team is developing and sharing content pertinent to science, technology, engineering, and mathematics (STEM). The design and engineering of the satellite, the science of ocean observations, the technical specifications for the mission, and the importance of understanding global processes through data can all be illustrated using Aquarius. The EPO team has taken a multi-pronged approach to creating educational products and opportunities for educators, including bilingual products (i.e., English/Spanish products), online salinity data tools and interactive games, educator workshops, and webinars featuring Aquarius scientists and engineers.
Gary Lagerloef summarized the first year since launch this way: “Overall, the report is that we’re making excellent progress, producing global maps of the ocean salinity field. We’re starting to find some small-scale features that we didn’t expect to see, like the Amazon River outflow, Gulf of Mexico freshening with Tropical Storm Lee, coupling between salinity and circulation—in the ITCZ, for example—and yet we still have work to do on calibration of the Aquarius instrument.” Fortunately, the global oceanographic community sees the significant contribution that such high-quality salinity data bring to the table in terms of understanding our ocean and are joining Aquarius on *the road to 0.2*.
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\(^4\) To view these images, visit: [podaac.jpl.nasa.gov/aquarius/gallery](http://podaac.jpl.nasa.gov/aquarius/gallery).
\(^5\) This tool is available at [aquarius.nasa.gov/data.html](http://aquarius.nasa.gov/data.html).
SMAP Applications: Improving Communication for the Palo Verde Nuclear Generating Station
Vanessa Escobar, NASA’s Goddard Space Flight Center/Sigma Space, firstname.lastname@example.org
Rafael Amaller, StormCenter Communications, Inc., email@example.com
Introduction
NASA’s Soil Moisture Active Passive (SMAP) mission—scheduled to launch in 2014—will use a combined microwave radiometer and high-resolution radar to measure surface soil moisture and freeze/thaw state. It is one of four first-tier missions recommended by the National Research Council’s Committee on Earth Science and Applications from Space in its 2007 Decadal Survey.
SMAP data will have significant value for science and applications, as the accuracy, resolution, and global coverage of SMAP soil moisture and freeze/thaw measurements are invaluable across many relevant disciplines. Soil moisture information at high resolution enables improvements in weather, flood, and drought forecasts, and predictions of agricultural productivity and climate change.
In an effort to connect NASA Earth-observing satellite data to practical applications that benefit society, application strategies for the SMAP mission have been developed, and prelaunch activities are now being implemented across a variety of disciplines. These application strategies will provide a fundamental understanding of how SMAP products can be integrated into operational procedures to improve decision-making efforts across multiple disciplines. One such application is described here.
Practical SMAP Application Strategies: Palo Verde Nuclear Power Plant
On February 29, 2012, the SMAP Application Team facilitated a SMAP Applications Focus Session at the Palo Verde Nuclear Generating Station (PVNGS) in Tonopah, AZ. The PVNGS is the largest nuclear generation facility in the U.S., averaging over 3.3 gigawats (GW) of electrical power production in 2008 to serve some four million people. The plant is located approximately 55 miles west of downtown Phoenix and is the primary focus for the Arizona Division of Emergency Management’s (ADEM) Radiological Emergency Preparedness (REP) Program. Drills and exercises are conducted regularly to evaluate emergency plans, response capabilities, and related protocols.
The PVNGS is the only nuclear generating facility in the world that is not situated adjacent to a large body of above-ground water. The facility evaporates water from the treated sewage of several nearby municipalities to meet its cooling needs. The safe operation of such an innovative system is contingent on plant operators having access to timely and accurate information on a variety of environmental factors. The application of remote sensing products (e.g., those from SMAP) may offer an effective means of meeting these requirements. Satellites can monitor changing water resources (crucial for maintaining reactor cooling under the stress of climate change) and track field operations; this information can be made available to decision makers in remote areas. Other products might address the environmental factors that would trigger changes to emergency responses and decisions.
Many of the complex geographic information systems (GIS) tools used today by decision makers exist as standalone modules that are not designed to be interoperable. To address such deficiencies, the Focus Session exercise was designed to introduce a collaborative real-time tool—called the Envirocast® Vision™ Collaboration Module (EVCM)\(^1\)—that will serve as the plant’s geospatial Collaborative Common Operating Picture (C-COP) to facilitate the delivery of NASA data products for fusion with end-user products, datasets, and maps from other sources. EVCM also enabled other
\(^1\) The Envirocast® Vision™ Collaboration Module (EVCM) was developed by StormCenter Communications, Inc.
federal agencies—such as the National Oceanic and Atmospheric Administration and the U.S. Geological Survey—that have external datasets and assimilation products, to collaborate with Palo Verde decision makers and provide interpretation of specialized data products and visualizations, such as weather model data, and air moisture model data affecting the impact of released radioactive iodine. This collaborative decision environment tool allows for Earth science datasets to be visualized together with the datasets typically used by decision makers, such as population centers, positions of deployed resources in the field, and classified facility information.
During a “hot wash” at the end of the training exercise, Vanessa Escobar and Rafael Ameller provided a summary of the event to all emergency response representatives and stakeholders at the Emergency Operations Facility (EOF), identifying areas of success and those that need to be improved. In addition to presenting the EVCM tool and its functionality, Escobar and Ameller used the EVCM recording capabilities to revisit and assess communications, data access and distribution, and decisions made during the exercise’s scenarios. The visual recordings were played back on the main wall display of the EOF, showing the full collaboration between ARRA field teams, EOF personnel, and representatives from the Federal Emergency Management Agency in Washington, DC.
As part of February’s SMAP Focus Session, Vanessa Escobar [NASA’s Goddard Space Flight Center (GSFC)] and Rafael Ameller [StormCenter Communications, Inc.] were embedded in the Arizona Radiation Regulatory Agency (ARRA) team at the Emergency Operations Facility (EOF) during a training exercise designed to portray a response to a nuclear emergency. The ARRA is responsible for conducting a statewide radiological health and safety program as well as enforcing state rules and regulations to control the release and distribution of ionizing and nonionizing radiation. If a nuclear emergency were to occur, the ARRA would be the first entity to evaluate the situation and respond appropriately; thus, accessing and communicating the most up-to-date environmental information is critical. The SMAP Focus Session provided a forum for the ARRA and emergency response community to receive specific support and information on the utility of SMAP soil moisture data joined to the EVCM real-time collaboration tool. Similarly, the focus sessions helped the SMAP Applications Team better understand the data and communication needs of emergency planning facility representatives.
**Conclusion**
Applying observational data like those that will be available from SMAP via EVCM is seen as a dynamic strategy designed to complement and support emergency operations. Therefore, providing such support groups with prelaunch test algorithms will bring value to the mission’s postlaunch applications and data implementation, strengthen the preparation for and response to emergency scenarios, and strengthen relationships with emergency operational agencies in the future. For future exercises, the infusion of NASA products (in particular for SMAP, soil moisture, and humidity) will greatly enhance the awareness of and decision support strategies for the ARRA and other, similar organizations.
Weird Science: NASA Inspires a Creative Expedition
Heather Hyre, NASA’s Goddard Space Flight Center/Wyle, firstname.lastname@example.org
Steve Graham, NASA’s Goddard Space Flight Center/Wyle, email@example.com
Have you ever been on a scientific expedition to uncover the cause of a mysterious event? What was the destination of your expedition? How did you get there? Did you collect samples? If so, what type of device did you use to collect the samples? What did you discover?
For those who have actually been on a scientific expedition, these questions would be easy to answer, but for others, only imagination can provide answers.
For the twelfth consecutive year, NASA’s Earth Observing System Project Science Office (EOSPSO) sponsored an Odyssey of the Mind (OM) long-term creative problem to be solved during the school year, with regional winners competing at the World Finals. This year’s NASA-sponsored problem was *Weird Science*. Given a budget of $145 U.S. dollars, student teams were tasked with creating and presenting a performance about a team of scientists on an expedition to uncover the cause of a mysterious event. However, there was a catch: Each team had to select the destination of their expedition from a specified set of NASA Earth Observatory images, as found at: earthobservatory.nasa.gov/OdysseyOfTheMind.
The 2012 OM World Finals took place May 23-26 at Iowa State University in Ames, IA. During the competition, 815 teams from 33 states and 15 countries competed for the title of World Champion across several challenges.
Out of the 113 teams participating in the NASA-sponsored *Weird Science* challenge, the following won top honors in their division:
**Division 1 (Grades K-5 in the U.S.; age under 12 for international teams)**
1st Place: Ekologiczna Szkoła Społeczna—Rumia, Poland
2nd Place: St. Jude the Apostle Catholic School—Atlanta, GA
3rd Place: Stratford Landing Elementary School—Alexandria, VA
4th Place: Hackler International School—Mountain Home, AR
5th Place: Colonial Elementary School—Plymouth Meeting, PA
6th Place: EP Pearce Elementary School—Greensboro, NC
7th Place: Mary Blair Elementary School—Loveland, CO
**Division 2 (Grades 6-8 in the U.S.; age under 15 for international teams)**
1st Place: Foshan Jiujuan Junior Middle School—Foshan, China
2nd Place: Sarasota Christian School—Sarasota, FL
3rd Place: Wildwood Christian Academy—Marble Hill, GA
4th Place (tied for 4th): Sandburg Middle School—Alexandria, VA
4th Place (tied for 4th): St. Jude the Apostle Catholic School—Atlanta, GA
5th Place: Magnolia Intermediate School—Grass Valley, CA
6th Place (tied for 6th): Parkway School—Boone, NC
6th Place (tied for 6th): Ekologicana Szkoła Społeczna—Rumia, Poland
7th Place: North Rockford Middle School—Rockford, MI
Image 1. NASA’s Earth tent offered a variety of activities for attendees of all ages.
Division 3 (Grades 9–12 in the U.S.; other international not covered by Divisions 1 or 2)
1st Place: Raffles Girls Secondary School—Singapore, Singapore
2nd Place: Southlake Carroll High School—Grapevine, TX
3rd Place: Myers Park High School White—Charlotte, NC
4th Place (tied for 4th): Penndale Middle School—Lansdale, PA
4th Place (tied for 4th): Lake Norman High School—Mooresville, NC
5th Place: The Charter School of Wilmington—Wilmington, DE
6th Place: Hunter Tannersville Middle/High School—Tannersville, NY
7th Place: Newtown High School—Newtown, CT
Division 4 (Collegiate groups and adults)
1st Place: Pima Community College—Tucson, AZ
2nd Place: Ulsan National Institute of Science Technology—Ulsan, South Korea
3rd Place: University of Delaware—Newark, DE
4th Place: St. Josephs University Parish—Terre Haute, IN
In between dramatic costume changes and unique performances, students, coaches, parents, and community members alike participated in various on-campus activities, including several sponsored by NASA. The NASA Science exhibit featured a large 40’x40’ Earth tent, filled with educational materials for students and teachers—see Image 1. As part of the exhibit, a scavenger hunt gave participants the opportunity to examine large images that revealed extraordinary facts about our home planet—see Image 2.
In addition to the NASA Science exhibit, students were able to design, and keep their own satellite models built using Lego blocks at the Engineer a Satellite activity—see Image 3. Also, the Earth Science E-theatre provided audience members with unique views of our home planet, using data from many of NASA’s Earth-observing satellites—see Image 4.
The title of next year’s NASA-sponsored long-term creative problem is It’s How You Look at It. Each team will have to create and present an original humorous performance that includes two characters who act naturally by their own standards, but oddly to those around them. One scene will establish the “normal” behavior of one character who, at some point in the performance, is among others who react to what they see as out-of-place behavior. The other character’s behavior will stand out too, but this character will end up in a setting where the “odd” behavior is considered normal. The performance will need to include a meter that indicates the degree of odd/normal behavior, and a creative scene change. Next year’s World Finals will be held at Michigan State University in Lansing, MI. For more information about OM, visit: www.odysseyofthemind.com.
NASA Scientists Lead Earth and Climate Change Forum
Ernest Hilsenrath, University of Maryland Baltimore County, firstname.lastname@example.org
The goal of the forum was to raise student and public awareness about the Earth’s changing climate and NASA’s role in studying our ever-changing planet.
Introduction
NASA scientists recently participated in a two-day forum held to discuss the latest findings on climate change based on satellite observations. The Howard Community College (HCC) Science and Technology Division, the Climate Change Initiative of Howard County, Howard County’s Office of Environmental Sustainability, and NASA sponsored the two-part event held at HCC in Columbia, MD. The goal of the forum was to raise student and public awareness about the Earth’s changing climate and NASA’s role in studying our ever-changing planet.
A student event was held on Wednesday, March 21, followed by a community event that took place on Saturday, March 25. During both events, NASA scientists presented the latest data and images from Earth-observing satellites, and discussed how climate change impacts the Earth’s atmosphere, oceans, ice, and land. Ernest Hilsenrath [NASA retiree, University of Maryland Baltimore County Fellow, and Climate Change Initiative of Howard County member] organized and moderated the two events. To complement the official forums, personnel from NASA’s Education and Public Outreach (EPO) offices and local Howard County environmental advocacy groups provided engaging exhibits dealing with space observations of our planet and information on sustainability. Nearly 200 people attended each event.
Student Event
For the student event, Robert “Bob” Cahalan [NASA’s Goddard Space Flight Center (GSFC)] used satellite data to provide an overview of how the Earth’s environment is responding to climate change, and showed evidence that human activities are the source of recent global warming. The satellite data show decadal trends in sea level rise, glacial mass and snow cover decrease, and global temperature rise, all of which are probably caused at least in part by increases in carbon dioxide (CO₂) emissions, and which are also responsible for increases in ocean acidity. Cahalan provided strong arguments that observed changes in the Sun’s output do not explain the temperature increases of recent decades, nor the stratospheric cooling observed over the same period. Cahalan is NASA’s chief scientist whose responsibilities include collecting, verifying, and distributing solar intensity satellite data. He also touched on how global warming is affecting flora and fauna species, diversity, and survival. Speaking from a personal perspective after his formal presentation, Cahalan began the student question and answer (Q&A) period by citing various grass-roots efforts to mitigate global climate change and providing a “reason for hope,” stating, “…the fact that humans are causing climate change is good news. That means we can do something about it,” citing actions to cut greenhouse gases and to reduce the severity of the impacts, such as lowering our energy consumption, investing in renewable energy, planting trees, and more.
Community Event
The community event had two parts: The first consisted of three lectures from senior NASA Earth scientists who use satellite data to conduct climate change research; the second, a Q&A period. Claire Parkinson [GSFC], whose talk was titled Sea Ice, Ice Sheets, and Why They Matter, gave an overview of the importance of sea ice and ice
sheets and what we are learning about them through satellite data. Comparisons were made between the Arctic and Antarctic sea- and land-ice changes over the last 30 years, highlighting the record-low Arctic sea ice areal extent in 2007 and the importance of land-ice changes to sea-level rise. Prominent Arctic sea ice decreases since the late 1970s were attributed at least in part to warming in the Arctic region, whereas the mixed pattern of sea ice increases and decreases in the Antarctic require more complicated explanations, including possible circulation changes.
Ralph Kahn’s [GSFC] presentation, titled, *How the Sun and a Changing Atmosphere Affect Climate*, focused on how climate is controlled by changes in various radiative forcing components. The major components are greenhouse gases, such as CO$_2$ and water vapor; airborne particles, such as wildfire smoke, desert dust, volcanic ash, and urban and industrial pollution; the reflectivity of Earth’s surface; and the Sun. The strongest evidence pointing to human-caused climate changes were temperature simulations covering the last 90 years, reported by the Intergovernmental Panel on Climate Change (IPCC). They showed the differences between climate model results that included and excluded anthropogenic forcing (primarily measured CO$_2$ increases). Those simulations that included the increased anthropogenic forcing matched the observed temperatures much more closely.
Compton Tucker [GSFC], whose presentation was titled, *The Carbon Cycle: Observations of Sources and Sinks*, began by reviewing the carbon cycle and then discussed the impact of climate change on the biosphere. Using satellite data, he showed that as the Arctic warmed, it became greener. In contrast, satellite data showed that tropical glacier mass decreased significantly (27% in 20 years), and was correlated to the increased temperatures.
The following Q&A period (with questions submitted by the audience during the break) was handled by a panel consisting of the three NASA scientists and three guest experts representing the science policy community: Gray Maxwell [U.S. Senator Ben Cardin’s Floor Manager], Mandy Warner [Environmental Defense Fund (EDF)—*Climate and Air Quality Analyst*], and Clark Weaver [Goddard Earth Sciences and Technology Center (GEST), representing the American Geophysical Union (AGU)]. Before the Q&A period, each of the guest panelists commented on the preceding GSFC lectures and then described their own experience with climate change policy.
Maxwell, on behalf of Senator Cardin, initially thanked GSFC for its climate research efforts. He went on to explain the difficulties Congress encounters when trying to move climate legislation forward because of strong political positions taken by Congress members, regardless of scientific results and predictions.
Warner explained the advocacy role of the EDF in working with Congress and government agencies such as the Environmental Protection Agency (EPA) and the U.S. Department of Energy. Progress has been limited because of increased partisanship at the national level. However, Warner assured the attendees that there is progress at state and local levels for reducing emissions, as exemplified by activities in California. She also noted the success in implementing the administration’s new Corporate Average Fuel Efficiency (CAFE) automobile gas mileage standards and the pending EPA restrictions on power plant emissions.
Weaver, representing the AGU, gave an account of his visit to Capitol Hill to discuss climate change with members of Congress and their staffs. He pointed out that their
interests focused primarily on the impacts of global warming in their districts, and that any attempt to curtail CO$_2$ emissions had to have no negative impact on jobs. He did point out that staff members were interested in climate science, so that they would be better able to explain their congressperson’s votes, should a constituent ask.
The Q&A period with the panel was very lively, with relatively little dissent regarding the science presented. However, there were questions dealing with validity of long-term satellite datasets and whether the temperature anomalies now seen could be part of natural cycles. These questions were convincingly answered by the NASA scientists through further elaboration of topics covered in their lectures.
The most arousing issue in the debate was how the print and electronic media report on climate change. The panel’s concern was that those who argue against links between human activity and climate change in many instances have little expertise, but are given the same attention as researchers who have spent their careers producing peer-reviewed climate science.
The Q&A period ended shortly after Gray Maxwell quoted one of his former employers, Senator Daniel Patrick Moynihan from New York, who once said that, “People are entitled to their own opinions, but not to their own facts.”
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**Kudos**
Elizabeth (Betsy) Middleton [NASA’s Goddard Space Flight Center (GSFC)—Physical Scientist] of the Biospheric Sciences Laboratory has been named this year’s recipient of the *William Nordberg Memorial Award for Earth Science*. This high-achievement award recognizes the employee from GSFC who best exhibits the qualities of broad scientific accomplishments in the area of Earth sciences that exemplified Nordberg’s own career.
Middleton is a trained ecologist and botanist who joined GSFC in 1978, during the early days of the Eastern Regional Remote Sensing Applications Center (ERRSAC), predecessor of the Biospheric Sciences Laboratory, where she was a project manager and remote sensing specialist. Over the past two decades, her research has focused on hyperspectral reflectance and fluorescence properties of vegetation, with emphasis on applications for remote sensing retrievals of important carbon cycle science parameters. In addition to basic laboratory and field studies to untangle the interaction of reflectance and fluorescent properties of vegetation, she has managed a team that pioneered the use of “ocean bands” of the Moderate Resolution Imaging Spectroradiometer for land applications, specifically for terrestrial vegetation assessments of photosynthetic efficiency over forests.
Middleton is a member of the Ecological Society of America (ESA); the American Institute of Biological Sciences (AIBS); the American Association for the Advancement of Science (AAAS); the Institute of Electrical and Electronics Engineers (IEEE); and the American Geophysical Union (AGU), with over 100 publications.
Please join us in congratulating Betsy Middleton on receiving this award.
SORCE SSI Workshop Summary
Jerald Harder, Laboratory for Atmospheric and Space Physics, University of Colorado, email@example.com
Joseph Rice, National Institute of Standards and Technology, firstname.lastname@example.org
Martin Snow, Laboratory for Atmospheric and Space Physics, University of Colorado, email@example.com
Thomas Woods, Laboratory for Atmospheric and Space Physics, University of Colorado, firstname.lastname@example.org
From February 28–March 1, 2012, over 30 scientists and calibration specialists gathered at the National Institute of Standards and Technology (NIST) in Gaithersburg, MD, for the first Solar Spectral Irradiance (SSI) Variations Workshop. The purpose of the workshop was to address the interesting and conflicting differences for the SSI variations reported during the Solar Radiation and Climate Experiment (SORCE) mission and other missions. The SORCE Science Team, in collaboration with NIST and NASA’s Goddard Space Flight Center (GSFC), met with other SSI instrument teams and calibration experts to examine these discrepancies by focusing on issues primarily related to understanding degradation trends that affect the measurement of solar cycle variations in irradiance. The agenda included:
- Reviewing various SSI instrument observations, capabilities, and their estimated irradiance uncertainties;
- discussing how each instrument team analyzed the spectral data, to separate instrument effects (e.g. degradation) from intrinsic solar variations;
- discussing the reported SSI differences and refinement of the uncertainties, to gain a better understanding of them; and
- planning future methods, to identify the significant differences (e.g., new studies, new calibrations, etc.) and refine uncertainties.
A summary of this workshop, including PDF versions of many of the presentations, is available at lasp.colorado.edu/sorce/workshops/index.htm.
Gary Rottman [Laboratory for Atmospheric and Space Physics, University of Colorado (LASP/CU)—Original SORCE Principal Investigator] opened the workshop and discussed the challenges in understanding SSI solar cycle variability. He cautioned that space is a hostile environment for optical instruments used to observe the Sun. The responsivity of all instruments changes with time and exposure for several reasons, but degradation presents the greatest obstacle to determining solar variability.
A critical requirement for this workshop was that participants examine the methods used to perform long-term instrument degradation corrections. The techniques used for correcting on-orbit irradiance vary from instrument to instrument, so analysis of how these corrections are performed and uncertainty estimates for those corrections are necessary.
The importance of this problem is shown in Figure 1. The top panel shows how the solar spectrum is “filtered” from the top of the atmosphere to the surface, showing that solar variability is significant throughout the entire spectrum. The lower panel portrays one model’s estimate of the solar variability based on partitioning total solar irradiance (TSI) measurements in the visible/infrared (VIS/IR) and applying measured variability in the 200–400-nm range from the Upper Atmosphere.
Research Satellite (UARS), with a standard uncertainty of about 1% in this region. However, measurements of variability in the VIS and near-infrared (NIR) spectral ranges are much less certain, because in spite of the lower degradation in the VIS/IR portion of the spectrum. The degradation corrections become comparable to the expected variability. To understand the degradation corrections, a measurement equation approach is necessary to define the irradiance corrections and to evaluate the uncertainties in the observations. The same approach is used to evaluate where potential systematic uncertainties arise in the measurements.
Representatives from several U.S. and international SSI instrument teams made presentations at the workshop. These included the following:
- **Marty Snow**, **Bill McClintock**, and **Tom Woods** [all from LASP/CU] – SORCE Solar-Stellar Irradiance Comparison Experiment (SOLSTICE) and UARS SOLSTICE;
- **Linton Floyd** and **Jeff Morrill** [both from Naval Research Laboratory] – UARS Atmospheric Laboratory for Applications and Science (ATLAS) Solar Ultraviolet Spectral Irradiance Monitor (SUSIM);
- **Matt DeLand** [Science Systems and Applications Inc.] – Solar Backscatter Ultraviolet Instrument (SBUV);
- **Gérard Thuillier** [Laboratoire Atmosphères, Milieux, Observations Spatiales (LATMOS-CNRS)] – ATLAS Solar Spectrum (SOLSPEC);
- **Christoph Wehrli** [Physikalisch-Meteorologisches Observatorium (PMOD), Davos, Switzerland] – Solar and Heliospheric Observatory (SOHO) Variability of solar Irradiance and Gravity Oscillations (VIRGO);
- **Jerry Harder** and **Juan Fontenla** [both from LASP/CU] – SORCE Spectral Irradiance Monitor (SIM); and
- **Gael Cessateur** [PMOD] – PICARD\(^1\) Precision Monitoring Sensor (PREMOS).
Each had an opportunity to explain how their instrument adheres to a measurement equation and to explain additional contributions and/or omissions.
The solar cycle variability in the current SSI datasets are shown in Figure 2. During the discussion of UV data, the SOLSTICE team announced that the most recent (Version 11) data from SORCE SOLSTICE is improved relative to the previous version, but there are still variations on the order of 1–2% that appear to be instrument related, rather than of solar origin. The SOLSTICE team plans to do further analysis of the Sun-star field-of-view (FOV) degradation correction and of the transfer between the two channels needed for the mid-UV (MUV) spectral range. Each of these corrections currently has an uncertainty of 1–2% (\(k=1\)).
During the discussion of VIS/NIR data, there was a lengthy conversation of the SIM degradation correction, based on the assumption that both SIM channels have the same degradation rate as a function of exposure time. In contrast, SUSIM had several channels, enabling it to more precisely measure degradation rates as a function of exposure time relative to a set of onboard calibration lamps. There was general agreement that it would have been better if SIM had been designed with more channels, enabling it to check this assumption—and in fact the next generation SIM, being built for the Total and Spectral Solar Irradiance Sensor (TSIS) mission, will have a third channel. SORCE SIM clearly has superior measurement precision than any other NUV-VIS-NIR instrument for wavelengths greater than 300 nm,
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\(^1\) PICARD is not an acronym, but rather named after the French astronomer Jean Picard (1620–1682) who achieved the first accurate measurements of the solar diameter.
but uncertainties for its long-term trend could be larger than the solar cycle variation. This will be studied during the rising phase of Solar Cycle 24, with the reversal of irradiance trends—see Figures 3 and 4.
On the second day of the workshop NIST experts led the discussions and reviewed laboratory studies characterizing material damage and analysis of degradation mechanisms for spaceflight missions. They offered an independent perspective on root causes of degradation in SSI instruments, beginning with the assumption that the degradation rate is dependent on exposure time, materials, pressure, and temperature. The greatest degradation is caused by photons with wavelengths shorter than 200 nm, but degradation mechanisms can still be effective at longer UV wavelengths.
Uwe Arp [NIST] addressed capabilities of the NIST Synchrotron Ultraviolet Radiation Facility (SURF III) for the calibration of SSI throughout the UV, VIS, and IR spectral ranges. Shannon Hill [NIST] discussed issues related to the degradation of optical materials with exposure to intense vacuum UV (VUV) radiation; Ping Shaw [NIST] then focused on detector degradation, sharing new results on silicon (Si) photodiode degradation in the UV that he has been studying at SURF. Shaw concluded that some Si photodiodes are more stable than others, and that most degradation is caused by photons with wavelengths shorter than 400 nm, and is related to surface degradation effects. His research also shows that over a period of months photodiodes can recover about half of their sensitivity loss after exposure, and a degradation function needs to have both fast and slow decay components as related to exposure rate.
Allan Smith [NIST] discussed the calibration capabilities of NIST’s Spectral Irradiance and Radiance Responsivity Calibrations using Uniform Sources (SIRCUS) facility for SSI instruments in the VIS to
Figure 3. Time series comparing observations at 300 nm for the two SORCE instruments (SOLSTICE and SIM) that measure SSI with UARS SUSIM. The NRLSSI curve shows results from a model with inputs based on past observations is plotted for comparison. In each case, the time series was normalized to be unity in May 2004. Based on observations from the previous solar cycle, the variability shown by the NRLSSI model is what was expected by many scientists for the current solar cycle. The trend shown by the SOLSTICE dataset is consistent with the NRLSSI model at this wavelength given the estimated uncertainty in the SOLSTICE degradation correction (see text). Estimated uncertainty in the SIM degradation correction from the intercomparison of its two channels is ±0.3% ($k=1$). The trend shown by the SIM dataset is well in excess of the variability predicted by the NRLSSI model at this wavelength. Image credit: Marty Snow
Figure 4. Time series comparing observations at 393 nm for SORCE SIM and UARS SUSIM. This wavelength includes the variability in singly ionized calcium data. As in Figure 3, the datasets are normalized to May 2004. Image credit: Marty Snow
IR range. Joannie Chin [NIST] concluded the NIST segment by discussing NIST’s capabilities in measuring polymer-based degradation. She explained that although all materials degrade, ground-based (in-atmosphere) degradation of materials may not be directly applicable for space (in-vacuum) degradation effects. Erik Richard [LASP/CU] concluded the session by sharing his radiation testing experience for the TSIS SIM instrument.
NASA contamination experts David Hughes and Therese Errigo [both from GSFC] shared their knowledge of degradation and contamination effects, offered suggestions on how spaceflight instruments might be designed for reduced degradation, and discussed how scientists might better understand contamination. Options included having vents towards the anti-Sun side and/or extending beyond any radiator plate, providing a means to warm up optics and detectors during flight, flying a cold trap/cold plate near sensitive optics, and flying a thermoelectric quartz crystal microbalance (TQCM) to monitor contamination deposition rate in real-time during flight.
Attendees compared the SSI observations from all instruments presented at the workshop at all applicable wavelengths. Each instrument had its own unique challenges regarding calibration and degradation; key instrument degradation trend challenges are listed here:
- Degradation trends are complicated because there are many variables that must be accounted for (e.g., multiple drivers, multiple parameters, different time scales).
- Most instrument calibration channels have different trend relationships with exposure time that are different from their daily channels.
- Laboratory measurements indicate that photodiodes can have significant recovery—up to 50%—after being exposed to intense levels of UV radiation if they are kept unexposed for a period of time after the UV exposure.
- Carbon deposition degradation rate has many dependences (e.g., pressure, temperature, contamination materials), so the same optical elements can have different trends. Both elapsed time and exposure time are potentially important, due to the recovery phenomenon described earlier.
- Solar spectral changes at different points in a solar cycle can enhance degradation (i.e., one minute of solar-cycle maximum exposure is not the same as one minute of solar-cycle minimum exposure).
The workshop concluded with a discussion of action items required to move forward on this complicated issue. These included:
- Improving SOLSTICE, SIM, and PREMOS temperature corrections;
- making SORCE SIM 2003 data available for SUSIM comparisons;
- applying SUSIM reference channel data results as comparison data for the SBUV instruments onboard the National Oceanic and Atmospheric Administration’s Polar-orbiting Environmental Satellites (NOAA-16 and NOAA-17);
- studying degradation models for each instrument in more detail; albeit, owing to the unique nature of each instrument, developing common functions that can be shared with others will likely be difficult;
- studying contamination degradation as a function of exposure time to the EUV and X-ray wavelengths that damage the optics;
- exploring how continuous versus intermittent exposure (i.e., occasional use) affect degradation rate including a possible in-flight experiment for SIM and laboratory measurements of SIM-like optics and SUSIM-like lamps;
- initiating a comparative study of SORCE and ISS SOLSPEC irradiance on specific days since the start of the SOLSPEC record in 2007;
- comparing SORCE and VIRGO/PREMOS photometers in more detail;
- studying validation of TSIS SIM laboratory calibration with a NIST 0.1% uncertainty lamp (or other source); and
- planning a second SSI Variations Workshop.
This fall there will be a small one-day follow-up SSI Validation Workshop to continue the discussions from the first workshop, to revisit the progress on the action items, and to compare instrument datasets.
References
Lean, J., *Geophysical Research Letters*, **27**, 16, 2425, 2000.
Lean, J., G. Rottman, J. Harder, and G. Kopp, *Solar Physics*, **230**, 27, 2005.
Solanki, S. K. and Y. C. Unruh, *Astronomy and Astrophysics*, **329**, 747, 1998.
The fifteenth HDF and HDF-EOS\(^1\) workshop took place April 17-19, 2012, in Riverdale, MD. Sixty people representing a variety of interests attended, including users, tool developers, and data producers. This year’s theme was *Embracing New Missions: Integrating Data Across Generations*. The full agenda with presentations and posters for all three days can be found at [hdf-eos.org/workshops/ws15/workshop_fifteen.php](http://hdf-eos.org/workshops/ws15/workshop_fifteen.php).
After a welcome by **Dan Marinelli** [NASA’s Goddard Space Flight Center (GSFC)—*Earth Science Data and Information System (ESDIS) Project*], **Barbara Jones** [The HDF Group (THG)] provided a hands-on exercise as an introduction to HDF5 data and programming models. The rest of the first day of the workshop was dedicated to tutorial sessions.
**Elena Pourmal** [THG] led a tutorial that addressed HDF features for working with complex data, thereby to achieve better input/output performance and efficient storage. **Peter Cao** and **Dan Kahn** [both from THG] then followed with a primer on HDF5 utilities and a demonstration of tools using Python and the *h5py* module, giving some real-world examples.
There was a hands-on collaborative/consultation exercise that took place just before lunch. After the break, **Ebrahim “Abe” Taaheri** [Raytheon Intelligence and Information Systems] provided demonstrations of the current HDF-EOS tool, called HEG, that converts HDF-EOS formatted data to the GeoTIFF public domain metadata standard, and the HDF-EOS “plug-in”\(^2\) for the HDFView browser. HEG is a versatile tool that provides subsetting, resampling, swath-to-grid conversion, and more\(^3\).
This was followed by a tutorial by **John Evans** [MathWorks], who demonstrated how the latest release of MATLAB supports HDF5, netCDF\(^4\), and Open Data Access Protocol (OPeNDAP\(^5\)). Then, **Kent Yang** [THG] provided details of THG’s experience with making Suomi National Polar-orbiting Partnership (Suomi NPP) and HDF-EOS5 data products accessible by netCDF through an augmentation of the original HDF5 files. **Joe Lee** [THG] presented *Tools to Improve the Usability of NASA HDF Data*, and went into the specific tools that have been built to allow HDF data to be accessed through tools built for other formats, such as netCDF.
The second day of the workshop opened with remarks by **Dan Marinelli**, who addressed NASA’s Earth Observing Satellite Data and Information System (EOSDIS) status and developments. This was followed by a presentation by **Ted Habermann** [National Oceanic and Atmospheric Administration’s National Geophysical Data Center (NOAA NGDC)] that was the highlight of the second day of the workshop. During his presentation, titled *Granules Are Forever*, Habermann described much of what the Earth sciences community has been going through in past decades with respect to progress in the areas of data and metadata—namely the movement toward hierarchical representations of both. He stressed that it is important for producers and consumers to make use of the parallels in data and metadata representations to enable efficient data discovery and transformation to useful information and, subsequently, to advancing the state of knowledge in several areas. *His takeaway point was that progress most effectively derives from focused energy at the community level rather than from individuals working alone, because developments that are community driven are mutually supportive and cumulative, whereas individual contributions are not always universally accepted, nor usually as robust.* More important, what is being produced now will be in place for years to come and could potentially support members of the community who have not yet been born. All of this means that clear communication of our data/information/knowledge/wisdom to future generations is vitally important to allow future users to view our Earth science enterprise as more than a hodgepodge of data and systems.
After the presentation, **Dan Marinelli** summarized the 2011 EOSDIS User Survey; **Mike Folk** [THG] described HDF Project status and plans; and **Abe Taaheri** presented on the current status of HDF-EOS maintenance, developments, and tools.
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\(^1\) HDF stands for *hierarchical data format*, a file format designed for storing and organizing large amounts of data. A version of HDF called HDF-EOS has been developed and has become the standard file format for all data produced by the Earth Observing System of satellites—and is now being extended for use with Suomi NPP/Joint Polar Satellite System data.
\(^2\) Information on the plug-in can be found at [newsroom.gsfc.nasa.gov/sdptoolkit/HDFView/HDFView_hdf-eos_plugin.html](http://newsroom.gsfc.nasa.gov/sdptoolkit/HDFView/HDFView_hdf-eos_plugin.html).
\(^3\) Information on the HEG tool can be found at [newsroom.gsfc.nasa.gov/sdptoolkit/HEG/HEGHome.html](http://newsroom.gsfc.nasa.gov/sdptoolkit/HEG/HEGHome.html).
\(^4\) NetCDF stands for *network common data form*.
\(^5\) OPeNDAP is a common data transport protocol used by Earth scientists.
In the afternoon, the group heard presentations from Siri Jodha Khalsa [National Snow and Ice Data Center (NSIDC)], James Johnson [Goddard Earth Sciences Data and Information Services Center (GES DISC)], Jeffrey Lee [NASA’s Goddard Space Flight Center (GSFC)/Stinger Ghaffarian Technologies, Inc.], Benjamin White [Raytheon], and Yuanzheng Shao [George Mason University (GMU)]. Khalsa gave an overview of NSIDC’s support of HDF data products with recommendations for future products. Johnson shared his experiences supporting several Making Earth Science Data Records for Use in Research Environments (MEASUREs) projects at the GES DISC and the challenge of having disparate communities following a common format. Lee discussed his goal of designing the Ice, Clouds, and Land Elevation Satellite-2 (ICESat-2) standard data products so that they will foster interoperability between ICESat and ICEat-2, and with other present and future Earth science missions. White described the NASA ISO 19115 implementation Wiki that is hosted at earthdata.nasa.gov, to facilitate an exchange of ideas regarding metadata represented under the standard. Shao described GMU’s efforts in serving swath and grid HDF-EOS data via the Open Geospatial Consortium’s (OGC) Web Coverage Service.
After a break, there were a variety of talks by members of THG, including: Peter Cao, who reported on HDF tools updates; Joe Lee and Kent Yang, who gave an HDF OPeNDAP project update; and Gerd Heber who artfully rolled several talks into one and covered a variety of topics including HDF5/XML, RESTful HDF5\(^6\), Windows PowerShell extension for HDF5, and the relationship between databases and HDF5.
The afternoon concluded with presentations from Leesa Brieger [Renaissance Computing Institute/University of North Carolina, Chapel Hill (RENSI)] and Benjamin Hodel [Caterpillar]. Brieger discussed the current state of the integrated Rule-Oriented Data System. HDF5 was integrated in 2008 and now the RENSI team is working on integrating netCDF. Hodel described the benefits Caterpillar has accrued using HDF5 for compressing and storing data that are generated in testing their machinery.
The presentations that took place on the last day of the workshop were dedicated to applications and demonstrations. Nawajish Noman [Environmental Systems Research Institute (ESRI)] described the current status of HDF and netCDF data support in ArcGIS. Mark Piper [Exelis Visual Information Systems] demonstrated how Interactive Data Language (IDL) is being used to work with data from the Suomi NPP Visible Infrared Imager Radiometer Suite (VIIRS). Ted Habermann presented details of his activities exploring ways to exploit the similarities in the use of hierarchical representations in both HDF and ISO metadata representations. Dayong Shen [GMU’s Center for Spatial Information Science and Systems] described GMU’s approach to providing Normalized Difference Vegetation Index (NDVI) data using the Web Mapping Service and the Web Coverage Service to provide on-demand visualization and acquisition of these data.
The remainder of the final day’s presentations consisted of a report on the status of THG support of the Suomi NPP/Joint Polar Satellite System, and an update to the HDF4 Mapping Project.
The next HDF/EOS Workshop is planned for fall 2013; the Program Committee will announce the location sometime in April 2013. We encourage interested parties to serve on the program committee, whose members may be contacted at the email addresses listed in the box, below.
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\(^6\)REST stands for Representational State Transfer, a style of software architecture for distributed systems (e.g., the Web) that has emerged over the past few years as the predominant Web service design model due to its simpler style. When a language, such as HDF5, conforms to REST constraints, it is generally referred to as being “RESTful.”
MODIS Science Team Meeting
Tassia Owen, NASA’s Goddard Space Flight Center/Sigma Space, email@example.com
Introduction
Members of the Moderate Resolution Imaging Spectroradiometer (MODIS) Science Team gathered at the Silver Spring Civic Building in Silver Spring, MD from May 7-9, 2012. The meeting included a two-and-a-half day plenary meeting, discipline breakout sessions, and a final half-day-long calibration workshop. The meeting presentations are available at modis.gsfc.nasa.gov/sci_team/meetings.
Plenary Meetings
Michael King [University of Colorado—MODIS Science Team Leader] opened the meeting by welcoming the participants to the new meeting location. He noted that the tenth anniversary of the launch of Aqua—which hosts a MODIS instrument—was May 4, 2012.
Michael Freilich [NASA Headquarters (HQ)—Earth Science Division Director] followed with a broad discussion of current and future Earth science activities at NASA. He gave a brief overview of the NASA organizational chart, making particular note of recent changes and vacancies. Currently, there are 16 Earth science research missions; most are already past their design lifetime. This aging notwithstanding, capabilities are still largely intact, and recommendations are that all 16 missions continue. Last year, two Earth-observing satellites were launched: the Suomi National Polar-orbiting Partnership (Suomi NPP), in October, and Aquarius, in June. NASA has responded favorably and aggressively to the National Research Council’s 2007 Decadal Survey, embracing its overall recommendations and its findings. Future satellite missions include the Landsat Data Continuity Mission (LDCM) and the Orbiting Carbon Observatory-2 (OCO-2). Venture-class missions will play an important role in future research, including all three “strands” of this approach—suborbital and airborne investigations; small, complete missions; and spaceborne instruments on missions of opportunity.
Paula Bontempi [HQ—MODIS Program Scientist] addressed the use of data and derived products from two of the Earth Observing System (EOS) satellites—Terra and Aqua—and their sensors. She noted that the 2009 Research Opportunities in Space and Earth Science (ROSES) will be used to guide ROSES 2013. As Terra and Aqua continue to mature, less emphasis will be placed upon algorithm refinement and more on multisensor product development, accompanied by active use of data and derived products in scientific research, modeling, synthesis, and diagnostic analysis to answer Earth science questions.
Jack Xiong [NASA’s Goddard Space Flight Center (GSFC)—MODIS Project Scientist] summarized the MODIS publication metrics, showing that MODIS data have to-date contributed to 5119 scientific publications since Terra launch in 1999, with over 43,000 citations. He then provided an update on instrument status for MODIS on both Terra and Aqua. Over the lifetime of the instruments, the short wavelength visible imaging system bands have shown increasing degradation, and a few near-infrared bands have shown gain increases. Changes in shortwave infrared responses have been very small, while medium-wavelength and long-wavelength infrared performance has been stable, with less than a 2% change over the duration of the missions. Overall, the signal-to-noise ratio performance remains satisfactory.
Edward Masouka [GSFC] spoke about reprocessing and product distribution, Collection 6\(^1\), and future initiatives, noting that over 250 million product files will likely be distributed in 2012. Currently, there is no way to track individual users; to enable such tracking in the future, users may be asked to register. Masouka discussed different test systems and lessons learned from Collection 6 processing, including creating separate strings for each discipline to avoid delays in testing. The future, Collection 7 will be defined with input from the science team, and documentation for long-term archives will be improved, using common Web-based services.
Jim Gleason [GSFC—Suomi NPP Project Scientist] presented an overview of the Suomi NPP instruments and science. Currently, data are flowing to the National Environmental Satellite, Data, and Information Service (NESDIS) and Air Force Weather Agency (AFWA) centrals, and the Comprehensive Large Array-data Stewardship System (CLASS) archive. He discussed the five instruments onboard the Suomi NPP spacecraft: the Advanced Technology Microwave Sounder (ATMS), the Cross-track Infrared Sounder (CrIS), the Clouds and the Earth’s Radiant Energy System (CERES), Ozone Mapping and Profiler Suite (OMPS), and the Visible Infrared Imager Radiometer Suite (VIIRS). The CERES, an EOS-era instrument, is working well.
Gleason also discussed an anomaly caused by a deposit of tungsten oxide on the mirrors of the VIIRS instrument, which occurred during the manufacturing process—and has the largest impact on the near-infrared channels. The deposit essentially makes one day of actual ultraviolet exposure equivalent to an expected six-and-a-half-day exposure, causing rapidly increasing degradation; the science team is working to compensate for the anomaly. Overall, however, the spacecraft and instruments are operating well.
\(^1\) As of this writing, Collection 6 is the most recent round of reprocessed MODIS data.
Dorothy Hall [GSFC] discussed how she used MODIS Ice-Surface Temperature (IST) data to produce a Climate Date Record (CDR) for the Greenland ice sheet. Changes in the duration of ice cover on the Greenland ice sheet are taking place, with mass loss of the Greenland ice sheet being recorded at depths below approximately 2 km (~1.2 mi). MODIS data show a consistent pattern of ice-sheet warming and concomitant increases in melt extent. IST can help validate models, and can be used to improve the accuracy of ice-sheet mass balance estimates.
Michael King discussed the spatial and temporal distribution of clouds observed by MODIS on the Terra and Aqua satellites. He noted that cloud fraction—the amount of the sky covered by clouds—is nearly the same during nighttime and daytime. Further, the total cloud fraction is nearly the same using data from MODIS on Terra and Aqua; however, MODIS Terra data show more cloud cover over oceans, while MODIS Aqua data show more cloud cover over land. Cloud-top properties show higher clouds over land than over oceans; the coldest cloud tops are found over Antarctica; and the highest cloud tops are found over the tropics. For the first time, it is possible to separate the occurrence of clouds composed of liquid water from those composed of ice; optical properties (cloud optical thickness and effective particle size) have been derived for both phases separately.
Watson Gregg [GSFC] discussed using MODIS data for ocean biology modeling and assimilation, which improves models and data representation.
Luigi Boschetti [University of Maryland] discussed how the MODIS Rapid Response System ("Rapidfire") and burned area analysis are an operational success story. He reinforced how Rapidfire is helping society better to prepare for forest fires and to evaluate and assess fire damage.
Eric Wilcox [Desert Research Institute] discussed how observations from MODIS and other spaceborne instruments are being used to understand aerosol effects on the environment. He emphasized the association between dust outbreaks over the tropical Atlantic Ocean and a northward shift in precipitation. Aerosols in the atmosphere continue to be studied using remote sensing.
Zia Ahmed [GSFC] described advances in correcting ocean color products using MODIS data. Eighty new models were developed to process MODIS data to help generate more-accurate ocean-color information.
Forest Hall [GSFC/University of Maryland Baltimore County] discussed assimilating photosynthesis data derived from the next generation of remote sensing instruments to create and enhance vegetation models. These models are important for predicting and characterizing the effects of carbon, energy, and water cycles on vegetation.
Leigh Munchak [GSFC] reflected on the use of the MODIS instruments to monitor globally distributed aerosols. Munchak and his colleagues are looking closely at the relationships between volcanology, chemistry, and aerosols, as well as other factors. The intent of their research was to collect data for the CDR, but much of their research has been used to describe air quality. They are using both Terra and Aqua MODIS sensors, which are aging and delivering some conflicting data measurements, increasing the importance of new data from the Suomi NPP VIIRS in continuing their research.
Discipline Summary Reports
Next, the ocean discipline group presented work designed to improve ocean color and sea surface temperature records—important data records that require both duration and continuity.
Bryan Franz [GSFC] discussed approaches used to improve ocean-color data for generating CDRs. Loss of the Medium Resolution Imaging Spectrometer (MERIS) and other instruments on the European Space Agency’s now-defunct Envisat is making calibration difficult. Multimission ocean-color reprocessing is being considered to correct for MODIS sensor issues and anomalies. To address this, MODIS data were cross-calibrated with Sea-viewing Wide Field-of-view Sensor (SeaWiFS) data. This cross-calibration is becoming more important as lunar and solar calibration trends for MODIS on Aqua become more erratic, resulting in large trending errors. Both MODIS sensors are beyond their design life; maintaining quality is an ongoing challenge.
Steve Running [University of Montana] summarized the MODIS land (MODLand) breakout team’s meeting. The team concluded that Collection 6 reprocessing will show any detected changes in land cover for 2001, 2003, 2005, and 2007; and that MODLand algorithms should be prioritized for VIIRS continuity. The team encouraged NASA to begin planning a strategy for post-MODIS data continuity, focusing more on datasets, and less on missions.
Steve Platnick [GSFC] presented the discipline summary report for the atmosphere breakout team. The group discussed atmospheric data, analysis, and validation investigations, focusing on the latest results and ice cloud radiative models. They also discussed the status of the Collection 6 algorithms, which are currently in various stages of testing; the team hoped that reprocessing using Collection 6 will be completed by December. Currently, the MODIS Characterization Support Team has no dedicated team to maintain calibration. Platnick noted that in the current environment, sustaining the viability of climate and Earth science data records is extremely challenging.
Suomi NPP Science Team Meeting
Tassia Owen, NASA’s Goddard Space Flight Center/Sigma Space, firstname.lastname@example.org
Introduction
Members of the Suomi National Polar-orbiting Partnership (Suomi NPP) Science Team gathered at the Greenbelt Marriott in Greenbelt, MD, from May 10–11, 2012. The two-day meeting included plenary sessions and discipline group breakout sessions. This meeting followed the Moderate Resolution Imaging Spectroradiometer (MODIS) Science Team Meeting, held earlier in the week in Silver Spring, MD\(^1\).
Plenary Sessions
Jim Gleason [NASA’s Goddard Space Flight Center (GSFC)—*Suomi NPP Project Scientist*] opened the meeting and welcomed the participants. He gave a brief overview of the format and agenda of the meeting, and then introduced the first plenary speaker, Diane Wickland [NASA Headquarters (HQ)—*Suomi NPP Program Scientist*].
Wickland discussed the Suomi NPP Science Team roadmap generated by HQ. The National Polar-orbiting Operational Environmental Satellite System (NPOESS)\(^2\) Preparatory Project (NPP) was launched in October 2011. NPP was renamed to the *Suomi NPP* in January 2012 to honor Verner E. Suomi, the father of satellite meteorology. The two main goals of the mission are to provide continuity with the measurements made by the Earth Observing System (EOS) satellites; and to provide risk reduction for the JPSS. Wickland stressed the roles for and responsibilities of NASA and the National Oceanic and Atmospheric Administration (NOAA), which are jointly responsible for the JPSS. NASA is primarily responsible for the launch, and activities for 18 months thereafter; NOAA will be responsible for long-term operational aspects. NASA’s long-term roles and responsibilities will be determined once the Suomi NPP science teams’ evaluations, product recommendations, and follow-on interactions with JPSS and NOAA are completed.
Glen Iona [NOAA—*Suomi NPP Chief Engineer*] discussed the mission status and spacecraft operations. He began by saying that all of the instruments were operating at nominal status. The Visible Infrared Imager Radiometer Suite (VIIRS), a scanning radiometer, did encounter a couple of minor anomalies, both of which are believed to be related to radiation effects—because the anomalies occur after the spacecraft passes through the South Atlantic Anomaly (SAA). The degradation of VIIRS was caused by an error in the manufacturing process when tungsten oxide inappropriately coated the telescope’s mirror surfaces. Teams are working to understand and predict the future effects of this anomalous coating.
Jim Gleason reported that data currently are flowing to the National Environmental Satellite, Data, and Information Service (NESDIS) and the Air Force Weather Agency (AFWA) centrals, and the Comprehensive Large Array-data Stewardship System (CLASS) archive. He discussed the five instruments onboard the Suomi NPP spacecraft: the Advanced Technology Microwave Sounder (ATMS), the Cross-track Infrared Sounder (CrIS), the Clouds and Earth’s Radiant Energy System (CERES), the Ozone Mapping and Profiler Suite (OMPS), and VIIRS. He noted that the Suomi NPP spacecraft has completed maneuvers for ATMS, CERES, and VIIRS. CERES, an EOS-era instrument, is working well. He further discussed the VIIRS telescope mirror anomaly referred to above, and emphasized that the science team is working to understand this anomaly and correct for it to ensure operational viability, long term. Overall, the spacecraft and instruments are operating well.
Heather Kilkoyne [NOAA—*JPSS Data Projects and Algorithms Manager*] spoke about Suomi NPP ground system status. She focused on efforts to update the algorithms, and whether or not to keep them current or when and how to decide that they may no longer be useful.
Fuzhong Weng [NOAA—*National Environmental Satellite, Data, and Information Service/Satellite Applications and Research (NESDIS/STAR)*] presented the Suomi NPP Sensor Data Record (SDR) status. The SDR team supports all phases of the Suomi NPP instrument calibration, and develops innovative techniques for on-orbit calibration. Uses of Suomi NPP mission-specific data in calibration/validation (cal/val) and STAR Integrated Calibration/Validation System (ICVS)-Long-term Monitoring—which provides real-time instrument telemetry—have been improved for Suomi NPP sensors. Future work will focus on fixing SDR processing bugs.
Ivan Csizar [NOAA—*NESDIS/STAR*] discussed the status of the Suomi NPP Environmental Data Records (EDRs). He stated that JPSS EDR teams are performing post-launch and post-activation algorithm testing, development, and product validation. Algorithm updates are expected for a number of products.
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\(^1\) See page 23 of this issue to read a summary of the MODIS Science Team Meeting.
\(^2\) The NPOESS was restructured in 2010, and is now known as the Joint Polar Satellite System (JPSS).
Mitch Goldberg [NOAA—JPSS Program Scientist, Acting] presented NOAA JPSS plans for Suomi NPP and cal/val. He stated that the foundation for determining measurement uncertainty is SI traceable benchmarks\(^3\). Currently, JPSS is supporting the Cryogenic Frost point Hygrometer (CFH) radiosondes, the Marine Optical Buoy (MOBY) in-water radiometer, and an airborne campaign for cross-calibrating Suomi NPP instruments with a National Institute of Standards (NIST)-traceable aircraft instrument.
Michael Freilich [HQ—Director of Earth Sciences Division] followed with a broad discussion of current and future Earth science activities at NASA. He gave a brief overview of the NASA organizational chart, making particular note of recent changes and vacancies. Currently, there are 16 Earth science research missions; most are already past their design lifetime. This aging notwithstanding, capabilities are still largely intact, and recommendations are that all 16 missions continue. Last year two Earth-observing satellites were launched: the Suomi NPP, in October, and Aquarius, in June. NASA has responded favorably and aggressively to the National Research Council’s 2007 Decadal Survey, embracing its overall recommendations and its findings. Future satellite missions include the Landsat Data Continuity Mission (LDCM) and the Orbiting Carbon Observatory-2 (OCO-2). Venture-class missions will play an important role in future research, including all three “strands” of this approach—suborbital and airborne investigations; small, complete missions; and spaceborne instruments on missions of opportunity.
**Status Reports**
The group heard status reports from a representative from each subdiscipline group prior to the individual breakout group meetings. The first to present was Ivan Csiszar, who described the short-interim status report for land. He summarized the SDR and EDR product evaluations, followed by discussing relevant issues, challenges, and concerns. He then discussed the suitability of the current Land Surface Temperature (LST) EDR to provide MODIS continuity, and further described the products and the need to update algorithms regularly to ensure currency. Csiszar then discussed MODIS continuity and gaps, and how the need for MODIS science product continuity is essential to promoting valid science and calibration. He concluded by stating that the land team coordinates internally by way of regular teleconferences, reporting, and ongoing cooperation with NOAA.
Kevin Turpie [GSFC—Ocean Color Science Principal Investigator] presented the status report for the ocean discipline group. He summarized the interim questions and EDR evaluation report. Ocean color has published numerous papers that could be used to meet the requirements of the EDR report. Diane Wickland and Jim Gleason emphasized that the group could repackage the material Turpie described into a cohesive report, and suggested that having peer-reviewed papers within the report will further the assessment of the new science by the larger community. Turpie went on to discuss the validation data collection process, which should include the comparison of derived satellite products to *in situ* data. Fulfilling this last requirement could be more challenging, since NASA has only a small collection of ocean color data and NOAA’s validation program is similarly limited in scope. He concluded by summarizing the cruises that are currently gathering *in situ* data, along with other ocean color accomplishments.
Steve Platnick [GSFC—EOS Senior Project Scientist] gave a brief overview of the status of the atmosphere discipline group, stating that the group is making progress; a longer, more-detailed presentation will be provided as part of the discipline group’s summary presentation, later in this report.
Richard McPeters [GSFC—Ozone Mapping Profiler Suite (OMPS) Principal Investigator] spoke on behalf of the ozone discipline group. He began by summarizing the scope of evaluating the OMPS, which includes the nadir mapper, the nadir profiler, and the limb profiler. McPeters then discussed the process of evaluation whereby the Interface Data Processing System (IDPS) products are compared with heritage products. The OMPS limb profiles will be compared with the Aura-based Microwave Limb Sounder (MLS) ozone profiles, Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observations (CALIPSO) aerosol data, derived radiances, and NASA-generated algorithms. McPeters talked about the evaluation schedule and how the nadir mapper activity is complete, with final evaluation set for April. The nadir and limb profilers are slated for initial evaluation in August and November, respectively. Currently, the focus is on evaluation for the total column and nadir profiler sensors. The OMPS team continues to recommend improvements, and will begin analysis of performance and diagnostic data.
Bill Blackwell [Massachusetts Institute of Technology Lincoln Laboratory] spoke on behalf of the Sounder discipline group. He discussed the responsibilities of the group, including research-grade evaluation, validation, optimization, cal/val support, and preparatory work toward generating new data products. He also discussed improvements and alternative products, near-term activities, and action schedules. Blackwell ended by discussing the process for SDR/EDR evaluation and summarizing the evaluation results.
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\(^3\) SI stands for Système International d’Unités, an international system of standard measurement units.
Breakout Session Summaries
Peter Minnett [University of Miami] summarized the ocean breakout group session. He spoke first about sea surface temperature (SST) measurement and comparisons with data obtained from other instruments. VIIRS is an important instrument for SST measurements, and is more accurate than data from the network of drifting buoys currently in operation. To improve this buoy situation, a new generation of drifters is being developed and deployed. Minnett covered current and future work where uncertainties will be established and their causes understood, and that accuracies of SSTs will be improved through algorithm refinement. The group will also validate skin SSTs and use radiative transfer simulations. Marine Atmospheric Emitted Radiance Interferometers (M-AERIs) have been put on cruise liners, and the team is corroborating with these data international shipboard radiometer data. He concluded by stating that the group is working to generate SST climate data records that are consistent and accurate.
Kevin Turpie summarized the ocean color breakout group’s sessions and provided an update on the ocean color sensor, which is very sensitive to radiometric quality. Stray light, electronics, mirror degradation, signal-to-noise ratio, and out-of-band response are being monitored, but the current focus is on calibration. He spoke about the evaluation-processing plan, which facilitates the production of heritage and new data products. With assistance from the Algorithm Development Library at the University of Wisconsin-Madison, the team is processing raw data records to the SDR level. Turpie discussed processing the EDR to Level-3 and other products. The interim report is expected in late summer 2012.
Ivan Csiszar gave the land breakout group’s summary. He reviewed individual products for the suitability of the current EDRs to provide MODIS continuity, and discussed the changes likely to be proposed to the EDRs. Csiszar discussed data system needs and recommendations made to NASA management in this area. He went over changes to be proposed to the EDRs with specific reference to the VIIRS Vegetative Index EDR. With regard to the VIIRS albedo product, two algorithms have been implemented, and both are working through noise issues. The group recommended that the look-up table for water be corrected. Csiszar covered the product status and expected updates for the Active Fires product. The Surface Type product has been providing continuity for the International Geosphere-Biosphere Programme (IGBP) classification, but some changes in refinement and updating of training data algorithms are needed. Csiszar summarized the bias around ice temperature, for both Ice Surface Temperature (IST) and Sea Ice characterization, and noted that there is continuity with the MODIS snow products. Last, he discussed the data-system processing schedule in the near and long terms.
Steve Platnick spoke on behalf of the aerosol/cloud discipline team, which is working to evaluate their EDRs. There are two components needed from the data record to evaluate Interface Data Processing Segment (IDPS) products: instrument differences and algorithm differences. He talked about the IDPS Cloud EDR evaluation approaches, and discussed additional concerns and recommendations for filling the IDPS gaps (including not using Level-3 products), and recommendations regarding the MODIS heritage products and other products of interest. Platnick addressed the data gaps in cal/val activities, and made recommendations to NASA management, including maintaining algorithm continuity and climate record stewardship to achieve both data record continuity and to provide a more-definitive means for IDPS to evaluate many products.
Richard McPeters provided the ozone discipline group’s summary. He highlighted the continuation of the EOS data records and the OMPS total column and profiler. The public release of Product Evaluation and Algorithm Test Elements (PEATE) ozone result is scheduled for November 2012 and the report, by April 2013. He also discussed the Optical Centroid Cloud Pressure, and suggested options to replace current infrared-based cloud pressures in the IDPS. McPeters concluded by summarizing the tropospheric ozone results, and how OMPS is needed to extend the record of tropospheric ozone data derived using the cloud-slicing technique that extends all the way back to 1979.
Bill Blackwell briefly presented the Sounder discipline group summary. He discussed progress, including assessments of ATMS scan dependence using radiometric residuals. He ended with an EDR evaluation assessment.
The day concluded with a business meeting that discussed team organization, schedule refinement, and the next steps for the science team.
The spring 2012 Clouds and the Earth’s Radiant Energy System (CERES) Science Team meeting was held at the City Center at Oyster Point Marriott in Newport News, VA, May 1–3, 2012. Norman Loeb [NASA’s Langley Research Center/Science Systems and Applications, Inc. (LaRC/SSAI)—CERES Principal Investigator] hosted the meeting.
The major objectives of the meeting were to review the status of the CERES instruments and data products including:
- Status reports on NASA Earth science activities in general, and the Earth Observing System (EOS) in particular—to provide “context” for CERES;
- updates on the current CERES instruments—Flight Models (FM) 1–5—and plans for the future FM 6\(^1\);
- updates on CERES Terra and Aqua shortwave (SW)/longwave (LW)/TOTAL channel calibration;
- a status report on CERES Edition 4 cloud algorithm development and validation;
- a status report on CERES Edition 4 Angular Directional Model (ADM) development;
- a report on the development of a Surface Energy Balance and Filled (EBAF) data product;
- an update on CERES Edition 3 merged Terra+Aqua+Geo SYN1deg\(^2\) gridded top-of-atmosphere (TOA) and surface fluxes;
- an update from the data management team on the Terra/Aqua/NPP platforms;
- an update from Atmospheric Sciences Data Center (ASDC); and
- a report on CERES Education and Public Outreach (EPO) efforts.
In addition to CERES-specific science reports by Science Team members covering these topics, Lisan Yu [Woods Hole Oceanographic Institute], and Joao Teixeira [NASA/Jet Propulsion Laboratory (JPL)] gave invited presentations; see page 29.
Norman Loeb presented an overview and reported on the status of CERES and how the mission fits into the broader context of NASA, including EOS, the 2011 Earth Science Senior Review, NASA’s Program for Climate Model Diagnosis and Intercomparison (PCMDI) effort. He discussed CERES in more detail in terms of the on-orbit Suomi National Polar-orbiting Partnership (Suomi NPP) and the planned Joint Polar Satellite System (JPSS), summarizing the project’s structure and data products. In addition, he revisited the CERES organization and Working Group leads, and gave an update on the NASA Earth science budget. He presented the status of CloudSat’s battery anomaly and plans for re-entry into the A-Train\(^3\), saying that because of spacecraft battery issues, CloudSat will no longer be able to conduct nighttime operations. Loeb concluded with a status report on the Visible–Infrared Imager Radiometer Suite (VIIRS) on Suomi NPP. He referred to VIIRS Sensor Data Record (SDR) maturity and reprocessing, and instrument responsivity degradation\(^4\). The SDR team is making plans to mitigate the effects of degradation via more-frequent uploading of calibration lookup tables.
Susan Thomas [LaRC/SSAI] presented a report on the status of CERES FM 1–5, after which Kory Priestley [LaRC] gave an overview and update of the CERES Instrument Working Group activities, and CERES FM 6 and follow-on instrument status. Priestley reviewed the Instrument Working Group structure and staffing, then focused on FM 6 status and plans, saying that CERES FM 6 is the most highly characterized CERES instrument to date, and that it is currently completing radiometric characterization at the Northrop Grumman facility in Redondo Beach, CA. A system acceptance review is scheduled for June 2012; launch on JPSS-1 is currently scheduled for November 2016.
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\(^1\) The CERES Prototype Flight Model (PFM) flew on the Tropical Rainfall Measuring Mission (TRMM) and is no longer operational. FM 1 and 2 are on Terra, FM 3 and 4 are on Aqua, and FM 5 flies on Suomi NPP; all of these are still functioning. FM 6 is planned for deployment aboard the first JPSS mission, scheduled to launch in 2016.
\(^2\) Geo SYN1deg is a standard CERES data product. Learn more at ceres.larc.nasa.gov/science_information.php?page=GEO.
\(^3\) In May 2012, CloudSat executed the last of several maneuvers to position it back in the A-Train, approximately 100 seconds behind the Cloud–Aerosol Lidar Infrared Pathfinder Satellite Observations (CALIPSO) spacecraft. Prior to the anomaly CloudSat had been 30 seconds ahead of CALIPSO in the formation. Read more in the editorial of the 2012 May–June issue of *The Earth Observer* [Volume 24, Issue 3, p. 2].
\(^4\) The degradation of selected VIIRS channels was described in the editorial of the 2012 March–April issue of *The Earth Observer* [Volume 24, Issue 2, p. 2].
The next series of presentations provided updates on various CERES subsystem activities.
- **Patrick Minnis** [LaRC] gave an update on the CERES Edition 4 cloud algorithm.
- **Sunny Sun-Mack** [LaRC/SSAI] presented the current status of Suomi NPP VIIRS for CERES.
- **Wenying Su** [LaRC] reported on the next generation CERES ADM.
- **Dave Kratz** [LaRC] gave a comparison of the beta Surface-Only Flux Algorithm (SOFA) Edition 4 and Edition 3 results.
- **Seiji Kato** [LaRC] gave a Surface and Atmosphere Radiation Budget (SARB) Working Group update.
- **David Doelling** [LaRC] reported on Time Interpolation and Spatial Averaging (TISA), followed by a live demo of the new CERES Ordering Tool.
- **Rabi Palikonda** [LaRC/SSAI] reported on hourly GEO for Clouds.
- **Paul Stackhouse** [LaRC] gave an update on CERES Fast Longwave and Shortwave Radiative Fluxes (FLASHFLUX)\(^5\).
- **Jonathan Gleason** [LaRC] reported on the activities of the CERES Data Management Team.
- **John Kusterer** [LaRC] gave an update on the Atmospheric Science Data Center (ASDC).
- On behalf of **Lin Chambers** [LaRC], **Dan Ooststra** [LaRC/SSAI] presented an update on CERES EPO activities.
Day two began with breakout working group sessions, including the Angular Modeling Working Group, led by **Wenying Su**, the Surface to Top-of-Atmosphere Fluxes Working Group, led by **Seiji Kato**; and the Cloud Working Group, led by **Patrick Minnis**.
A pair of invited presentations highlighting exciting new science results followed.
**Lisan Yu** [Woods Hole Oceanographic Institution] gave a talk titled *Toward a Balanced Net Heat Flux at the Ocean Surface*. Yu reviewed heat exchange at the ocean surface, and defined the value of *net heat flux* \((Q_{net})\) as the sum of downward and upward components of SW and LW radiation. She noted that net downward SW radiation is biased (i.e., overestimated) at buoy locations, and that the mean downward LW bias is small. She commented that the majority of the buoys are located in the tropics, and the number of LW sensors is too limited. Yu plans a future study on regional heat budget analysis that connects to ocean temperature observations.
**Joao Teixeira** [JPL] presented a talk on *Boundary Layer Cloud Transitions and Cloud-Climate Feedback*. Teixeira described recent results on the global characterization of the subtropical cloud transition to illustrate the essential properties of the transition but also the need for a comprehensive understanding of the transition properties. He reviewed types of models and theories that address the interactions between the small-scale turbulence and cloud physics, and large-scale climate processes. Finally, he showed simple models of the essential climatological aspects of the transition.
Following the invited presentations, there were a series of co-investigator reports with updates on new data products and science results; see the **Table**, below, which also lists some of the presentations that already have been described.
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\(^5\) FLASHFLUX was established to meet the science community’s requirement for global near-real-time surface and top-of-atmosphere radiative fluxes. Learn more at [flashflux.larc.nasa.gov](http://flashflux.larc.nasa.gov).
| Topic | Speaker | Institution |
|----------------------------------------------------------------------|------------------|------------------------------|
| CERES Data Management Team (DMT) Update | Jonathan Gleason | LaRC |
| Atmospheric Sciences Data Center (ASDC) Update | John Kusterer | LaRC |
| CERES Education and Outreach Update | Dan Oostra | LaRC/SSAI |
| Comparison of TOA and Surface Radiation between Multiscale Modeling | Kuan-man Xu | LaRC |
| Framework Simulation and CERES EBAF | | |
| Assessing Cloud Radiative Effect in CMIP5 Models Using CERES EBAF | Hailan Wang | LaRC/SSAI |
| data | | |
| Comparisons of CERES and ERA Interim TOA Radiative Fluxes | Takmeng Wong | LaRC |
| A Comparison of the Cloud Feedbacks Derived from CERES and from MODIS | Andrew Dessler | Texas A&M University |
| Cloud Radiative Response to Intensification of Hadley Circulation | Norman Loeb | LaRC |
| The Change of Radiative Cooling and its Role in the Weakening of | Xianglei Huang | University of Michigan |
| Tropical Circulation | | |
| Investigation of Regional CF Differences and their Impact on TOA | Xao Dong | University of North Dakota |
| Radiation Budgets through an Integrative Analysis of CERES, MODIS, | | |
| CloudSat/CALIPSO, and NASA GISS AR5 results | | |
| Evaluation of “Direct” Estimation of Surface Solar Net Flux with | Istvan Laszlo | NOAA/University of Maryland, |
| CERES data | | College Park |
| Climate Monitoring with Earth Radiation Budget Measurements | Steven Dewitte | Royal Meteorological Institute of Belgium |
| An Update on CERES Longwave Angular Distribution Models | Zachary Eitzen | LaRC/SSAI |
| CERES Derived Narrowband Fluxes for Correcting 3D Radiative Effects | Gouyong Wen | University of Maryland, |
| in MODIS Aerosol Retrievals Near Clouds | | College Park |
| Comparisons of Monthly Mean OLR Between HIRS, CERES EBAF/SSF/SYN Ed2.6(r), ISCCP-FD, ERA-Interim, CFSR, and Merra Reanalyses | Hai Tien Lee | University of Maryland, |
| Global All-Sky Direct Radiative Forcing of Anthropogenic Aerosols | Wenying Su | LaRC |
| From Combined Satellite Observations and GOCART Simulations | | |
| Special Operations of CERES for Comparison with ScaRaB 3 Radiances | Lou Smith | LaRC/SSAI |
| The Influence of Diurnal Cycle on Monthly OLR Variability in the | Patrick Taylor | LaRC |
| Tropics | | |
| Relationship of Regional Radiation Anomalies with Environmental | Bing Lin | LaRC |
| Conditions | | |
| Initial Result of CERES-like ERBE Data Processing | Alok Shrestha | LaRC/SSAI |
Norman Loeb led a final wrap-up of the various breakout meetings held during the meeting. A list of action items that arose from that discussion are included in the box below.
**Action Items from the Spring 2012 CERES Science Team Meeting**
**Instrument Working Group**
Complete work on modifying FM 3 Clouds beginning of mission spectral response function, and comparisons with the Scanner for Radiation Budget (ScaRaB)\(^6\) for the fall CERES Science Team Meeting.
**Clouds Working Group**
Determine reason for differences between runs of Clouds Edition 4 on different platforms, and monitor VIIRS status and assess impacts of degradation in VIIRS responsivity.
**Angular Distribution Model (ADM) and Top-of-Atmosphere ADM Fluxes Working Group**
Continue Edition 4 ADM development and assessment of Edition 4 Clouds from ADM perspective, and adopt and refine validation tests (e.g., multiangle consistency, direct integration).
**SOFA Working Group**
Make Edition 4 improvements in line with Clouds Edition 4, and comparisons with SARB fluxes and Woods Hole Oceanographic Institute (WHOI) ocean buoy data.
**SARB Working Group**
Add EBAF-SFC to Observations for Model Incomparision Studies (Obs4MIPS) archive, and perform comparisons with WHOI ocean buoy data.
**TISA Working Group**
Update lite products and EBAF *Edition 2.6r* (sub-release) through end of 2011, submit update of EBAF to Obs4MIP archive, and deliver CERES *fluxbycloudtype* code.
**Data Management Working Group**
Continue partial automation effort in time to speed up Edition 4 SSF processing, and incorporate other subsystems into partial-automation system.
**Subsetter Group**
Add FLASHFLUX Level 3 subsetting/visualization/ordering, and provide anomaly maps for any given variable.
**Students’ Cloud Observations On-Line (S’COOL)**
Provide some analysis of 100,000 student-generated cloud observations.
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\(^6\) ScaRaB is a collaborative Earth Radiation Budget (ERB) project supported by France, Russia, and Germany, intended to provide a continuation of the ERB Experiment scanner mission.
Full presentations are available on the CERES web site at [science.larc.nasa.gov/ceres](http://science.larc.nasa.gov/ceres). The next CERES Science Team Meeting will be hosted by the Geophysics Fluid Dynamics Laboratory, October 22–26, 2012 in Princeton, NJ.
NASA Discovers Unprecedented Blooms of Ocean Plant Life
Maria-Jose Vinas, NASA’s Earth Science News Team, email@example.com
When researchers conducting a NASA-sponsored expedition to study the Arctic, punched through three-foot-thick sea ice, they expected to find cold, dark, and lifeless water. Imagine their surprise, then, when the waters beneath the ice surface were found to be teeming with life. In fact, the concentration of microscopic marine plants—essential to all sea life—in this region appears to be greater than that of any other ocean region on Earth.
The microscopic plants, called *phytoplankton*, are the base of the marine food chain. While phytoplankton were known to grow in the Arctic Ocean, researchers previously believed that it was only possible after the sea ice had retreated for the summer. However, scientists now think that the thinning Arctic ice allows enough sunlight to penetrate the sea ice, to catalyze plant blooms under the ice—where they have not been previously observed\(^1\).
This remarkable discovery was made during a NASA oceanographic expedition called Impacts of Climate on Ecosystems and Chemistry of the Arctic Pacific Environment (ICESCAPE) that took place in the summers of 2010 and 2011. Such a finding represents a new consequence of the Arctic’s warming climate and provides an important clue to understanding the impacts of a changing climate and environment on the Arctic Ocean and its ecology.
During the investigation, the U.S. Coast Guard cutter *Healy* explored Arctic waters in the Beaufort and Chukchi Seas along Alaska’s western and northern coasts. Using optical technologies, scientists looked at the impacts of Arctic environmental variability and change on the ocean biology, ecology, and biogeochemistry.
“Part of NASA’s mission is pioneering scientific discovery, and this is like finding the Amazon rainforest in the middle of the Mojave Desert,” said Paula Bontempi [NASA Headquarters—Program Manager of NASA’s Ocean Biology and Biogeochemistry Research Program]. “We embarked on ICESCAPE to validate our satellite ocean-observing data in an area of the Earth that is very difficult to get to,” Bontempi said. “We wound up making a discovery that hopefully will help researchers and resource managers better understand the Arctic.”
ICESCAPE is a shipborne NASA mission to explore the impacts of climate change in the Arctic Ocean. During summer of 2011, the ICESCAPE scientists discovered a large bloom of ocean plant life growing under sea ice. Image credit: NASA/Kathryn Hansen
“If someone had asked me before the expedition whether we would see under-ice blooms, I would have told them it was impossible,” said Kevin Arrigo [Stanford University—ICESCAPE Mission Lead], the lead author of the new study. “This discovery was a complete surprise.”
During the July 2011 Chukchi Sea leg of the ICESCAPE mission, the researchers observed blooms beneath the ice that extended from the sea-ice edge to 72 mi (~116 km) into the ice pack. Ocean current data revealed that these blooms developed under the ice and had not drifted there from open water, where phytoplankton concentrations can be high.
The phytoplankton were extremely active, doubling in number more than once a day. Blooms in open waters grow at a much slower rate, doubling in two-to-three days. These growth rates are among the highest ever measured for polar waters. Researchers estimate that phytoplankton production under the ice in parts of the Arctic could be up to 10 times higher than in the nearby open ocean.
Fast-growing phytoplankton consume large amounts of carbon dioxide (CO\(_2\)). As a result of the study, scientists will have to reassess the amount of CO\(_2\) entering the Arctic.
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\(^1\) The findings were published in *Science* [Volume 336, Number 6087, pp. 1408].
the bloom is at its peak,” **Kevin Arrigo** said. “If their food supply is coming earlier, they might be missing the boat.”
**Paula Bontempi** believes the discovery also may have major implications for the global carbon cycle and the ocean’s energy balance. “The discovery certainly indicates we need to revise our understanding of the ecology of the Arctic and the region’s role in the Earth system,” Bontempi said.
A video describing the mission and new discovery can be found at [svs.gsfc.nasa.gov/vis/a010000/a010900/a010907](http://svs.gsfc.nasa.gov/vis/a010000/a010900/a010907).
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On July 6, 2011, ICESCAPE scientists lowered optical instruments through a hole at the bottom of a melt pond, to study the waters underneath the ice. **Image credit:** NASA/Kathryn Hansen
Ocean through biological activity if the under-ice blooms turn out to be common.
“At this point we don’t know whether these rich phytoplankton blooms have been happening in the Arctic for a long time and we just haven’t observed them before,” Arrigo said. “These blooms could become more widespread in the future, however, if the Arctic sea ice cover continues to thin.”
In recent decades younger and thinner ice has replaced much of the Arctic’s older and thicker ice. This young ice is almost flat and the ponds that form when snow cover melts in the summer, cover a larger areal extent than those on rugged older ice. These extensive but shallow melt ponds act as windows to the ocean, letting large amounts of sunlight pass through the ice to reach the water below, said geophysicist **Donald Perovich** [U.S. Army Cold Regions and Engineering Laboratory], who studied the optical properties of the ice during the ICESCAPE expedition.
“When we looked under the ice, it was like a photographic negative. Beneath the bare-ice areas that reflect a lot of sunlight, it was dark. Under the melt ponds, it was very bright,” Perovich said. He is currently a visiting professor at Dartmouth College’s Thayer School of Engineering.
The discovery of these previously unknown under-ice blooms also has implications for several components of the broader Arctic ecosystem, including migratory species such as whales and birds. Because phytoplankton are eaten by small ocean animals, which are eaten by larger fish and ocean animals, a change in the timeline of the blooms can cause disruptions for larger animals that feed either on phytoplankton or on the creatures that eat these microorganisms. “It could make it harder and harder for migratory species to time their life cycles to be in the Arctic when...
NASA Mission Sending Unmanned Aircraft Over Hurricanes This Year
Rob Gutro, NASA’s Goddard Space Flight Center, firstname.lastname@example.org
Beginning this summer and over the next several years, NASA will be sending unmanned aircraft, dubbed “severe storm sentinels,” above stormy skies. Several NASA centers are joining federal and university partners in the Hurricane and Severe Storm Sentinel (HS3) airborne mission, which is targeted to investigate the processes that underlie hurricane formation and changes in their intensity in the Atlantic Ocean basin.
NASA’s unmanned sentinels are autonomously flown. The Global Hawks are well suited for hurricane investigations because they can over-fly hurricanes at altitudes greater than 60,000 ft (~18 km), with flight durations of up to 28 hours—something piloted aircraft would find nearly impossible to do. These unique aircraft were used successfully in the agency’s 2010 Genesis and Rapid Intensification Processes (GRIP) hurricane mission and the Global Hawk Pacific (GloPac) environmental science mission. The HS3 mission will operate during portions of the Atlantic hurricane seasons, which runs from June 1–June 30. Specifically, the 2012 mission will run from late August through early October.
“Hurricane intensity can be very hard to predict because of an insufficient understanding of how clouds and wind patterns within a storm interact with the storm’s environment. HS3 seeks to improve our understanding of these processes by taking advantage of the surveillance capabilities of the Global Hawk, along with measurements from the onboard suite of advanced instruments,” said research meteorologist Scott Braun [NASA’s Goddard Space Flight Center (GSFC)—HS3 Principal Investigator].
HS3 will use two Global Hawk aircraft and six different instruments this summer, flying from a base of operations at NASA’s Wallops Flight Facility (WFF).
“One aircraft will sample the environment of storms, while the other will measure eyewall and rainband winds and precipitation,” Braun said. HS3 will examine the large-scale environment in which tropical storms form and move through, and how that environment affects their inner workings.
HS3 will address the controversial role of the hot, dry, and dusty Saharan Air Layer in tropical storm formation and intensification; past studies have suggested that the Saharan Air Layer can both favor or suppress intensification, depending on local conditions. In addition, HS3 will examine the extent to which deep convection in the inner-core region of storms is a key driver of intensity change, or perhaps just a response to storms encountering favorable sources of energy.
The instruments to be mounted in the Global Hawk aircraft that will examine the environment of the storms include the Scanning High-resolution Interferometer Sounder (S-HIS), the Advanced Vertical Atmospheric Profiling System (AVAPS; also known as dropsondes), and the Cloud Physics Lidar (CPL). Another component, the Tropospheric Wind Lidar Technology Experiment (TWiLiTE) Doppler wind lidar, will likely fly during the 2013 mission.
Another set of instruments also will fly on the Global Hawk, focusing on the inner region of the storms. Those instruments include the High-Altitude Imaging Wind and Rain Airborne Profiler (HIWRAP) conically scanning Doppler radar, the Hurricane Imaging Radiometer (HIRAD) multifrequency interferometric radiometer, and the High-Altitude Monolithic Microwave Integrated Circuit Sounding Radiometer (HAMSR) microwave sounder. Most of these instruments represent advanced technology developed by NASA; in some cases, they are precursors to future satellite sensors.
“HS3 marks the first time that NASA’s Global Hawks will deploy away from Dryden Flight Research Center (DFRC) for a mission, potentially marking the beginning of an era in which they are operated regularly from WFF,” said atmospheric scientist Paul Newman [GSFC—HS3 Deputy Principal Investigator]. The aircraft will deploy to WFF from their home base at NASA’s Dryden Flight Research Center (DFRC), which is located at Edwards Air Force Base. NASA’s Science Mission Directorate is establishing a Global Hawk operations center for science operations from WFF. “With the Global Hawks at Dryden in California, the WFF will become the ‘Global Hawk-Eastern’ science center,” Newman said.
From rockets studying the upper atmosphere to unmanned aircraft flying over hurricanes, WFF is fast becoming a busy place for science. WFF is one of several NASA centers involved with the HS3 mission: The Earth Science Projects Office (ESPO) at NASA’s Ames Research Center manages the project. Further, in addition to DFRC and WFF, other participants include GSFC, NASA’s Marshall Space Flight Center, and the Jet Propulsion Laboratory.
To learn more about the HS3 mission, visit: www.nasa.gov/HS3
This visible-light image of Tropical Depression Beryl was captured using the Moderate Resolution Imaging Spectroradiometer (MODIS) instrument on NASA’s Terra satellite on May 28, 2012, at 12:05 p.m. EDT, when Beryl was centered over northern Florida. Image credit: NASA MODIS Rapid Response Team
SORCE/TIM Views the 2012 Transit of Venus
Greg Kopp, University of Colorado, Boulder, Laboratory for Atmospheric and Space Physics, email@example.com
Alan Ward, NASA’s Goddard Space Flight Center/Wyle Information Systems, firstname.lastname@example.org
On June 5-6, 2012, scientists got a rare opportunity to view a transit of Venus. Unfortunately if you missed this one, you will be waiting a long time: The next transit of Venus will not occur until December 11, 2117.
A transit takes place whenever a celestial body (e.g., planet) moves in front of another celestial body (e.g., a star). For example, from our vantage point on Earth, a transit occurs when either of the inner planets (i.e., Mercury or Venus) moves directly between the Sun and Earth\(^1\). Owing to its more rapid rotation around the Sun, transits of Mercury are more common, occurring approximately 13 times per century; transits of Venus, on the other hand, are among the rarest predictable celestial movements, taking place in a pattern that generally repeats every 243 years. Transits of Venus occur in pairs, eight years apart, and each pair is separated by a gap of more than a century.
The Total Irradiance Monitor (TIM) on the Solar Radiation and Climate Experiment (SORCE) is designed to detect very small fluctuations in the Sun’s spatially integrated radiant output, needed for monitoring long-term solar variability. This includes small variations caused by normal solar fluctuations [on the order of 50 parts per million (ppm) or 0.005% of the total amount] as well as larger ones caused by sunspots and faculae (~1000 ppm). With this extremely high level of sensitivity, TIM was easily able to observe the reduction in solar irradiance that occurred as Venus moved in front of the Sun.\(^2\)
The transit of Venus is unmistakable in the plotted TIM measurements (black dots) and is in excellent agreement with predictions (gray curve) based on the positions of SORCE, Venus, and the Sun. The incident sunlight decreased by 1000 ppm during the transit—making it comparable to the reduction in energy caused by a medium sized sunspot. The plotted TIM’s total solar irradiance data show a decrease from the Sun’s current normal value of 1361.25 W/m\(^2\) down to 1359.85 W/m\(^2\) at the center of the 6 hr, 37 min transit. The decreasing brightness nearer transit center is
---
\(^1\) An observer on Mars, could view periodic transits of Earth.
\(^2\) Adapted from: Kopp, Greg, “Total Irradiance Observations of the Venus Transit.” SORCE News Source, Mar–June 2012, p. 3. lasp.colorado.edu/sorce/news/sns/2012/SORCE%20News%202012_03_06.pdf
due to the center of the solar disk being brighter than the edges—meaning Venus blocks out more light when nearer the center. This *solar limb darkening* effect was included in the predicted light curve in the plot. The aforementioned small fluctuations in solar brightness on short time scales from solar convection and oscillations can be seen in measurements before, during, and after the transit. Gaps in the data are from times when the SORCE spacecraft was in the Earth’s shadow and could not view the Sun.
As alluded to earlier, scientists are using transits to discover planets orbiting distant stars, but the detective work is difficult. When viewed from the relatively close proximity of Earth, the transit of Venus caused a 1000 ppm decrease in solar irradiance. If that same transit were to be observed from another star system, the decrease would be ~80 ppm—i.e., several orders of magnitude smaller—making it harder to detect. Furthermore, the already weak signal might also be obscured by normal stellar fluctuations that can cause continual variations of ~50 ppm that would need to be “filtered” out to confirm the presence of a previously unknown planet. This gives some appreciation for the difficulties that astrophysics missions such as the Kepler Observatory must overcome as they search for evidence of other Earth-like planets in our galaxy.
The Venus transit plot shown on page 36 is taken from spot.colorado.edu/~koppg/TSI. This site also contains additional details about the transits of Mercury and Venus that SORCE/TIM has observed.
---
**Farewell to An Unsung Hero of *The Earth Observer***
Each issue of *The Earth Observer* is the result of a collaborative effort by a team of professionals. Our editorial team works with the authors to meticulously review all of the content. A top-notch graphic designer turns it all into the polished final product you hold in your hand. Most of the work happens quietly, behind the scenes, and yet it is vitally important to maintaining the high quality of each issue that our readers have come to expect.
For 17 years, **John T. “Tim” Suttles** has been one of those dedicated team members, serving as a Technical Editor for *The Earth Observer* since 1995; however, we regret to inform you that the July–August 2012 issue will be his last.
Tim brought expertise from a career that spanned more that 53 years in aerospace and Earth science research. That tenure included 36 years of NASA experience, during which Tim worked as a NASA researcher and research program manager. For much of his career he was a senior scientist and principal investigator for NASA Earth radiation studies at the Langley Research Center. He has been supervisor and research leader of NASA teams investigating atmospheric radiation and clouds, ocean and atmospheric pollution transport, and satellite data analysis. He authored or co-authored over 80 research publications. In September 1994, Tim retired from NASA Headquarters where he was Program Manager for NASA’s Earth Radiation Sciences in the office of Mission to Planet Earth. From 1995–2001, he worked for several Washington, DC area aerospace companies while serving as Senior Science Advisor to NASA’s Earth Observing System Project Science Office (EOSPSO). Since June 2001 he has worked on various NASA contracts in a part-time capacity as a science advisor to the EOSPSO.
*The Earth Observer* wishes to thank Tim for his years of service to our publication and wish him well in all his future endeavors.
Best wishes, Tim, your contributions will be missed!
Texas Wind Farms’ Impact On Climate Causes Stir, May 1; USA Today. A study linking Texas wind farms to higher surface temperatures led to dramatic media headlines about wind farms causing climate change. Yet its lead author did not say that, nor does earlier research. The study, published in *Nature Climate Change*, used data from the Moderate Resolution Imaging Spectroradiometer (MODIS) to analyze land surface temperatures near a few large wind farms in Texas from 2003–2011. It found a nighttime warming effect over the farms of up to 0.72 °C (−1.3 °F) per decade. Researchers attribute the warming to turbines acting like fans to pull warmer air from the atmosphere to the ground. “The warming effect reported in this study is local and is small compared to the strong background year-to-year land surface temperature changes,” said lead author Liming Zhou [State University of New York-Albany].
Plant Experiments Underestimate Climate Change Effects, May 2; *Science News*. Plants leafed four times earlier and flowered eight times earlier in observational studies than in controlled warming studies, according to a new paper in *Nature*. Warming experiments showed advances in flowering or leafing time of less than 1 day to 1.6 days per degree rise. But in the observational studies, the plants advanced 5-to-6 days per degree. “We were surprised at how different the observations and the experiments really were,” says co-author and climatologist Benjamin Cook [NASA Goddard Institute for Space Studies]. Cook helped compile a massive new archive of observational phenology studies for the paper.
NASA to Cooperate in Virginia Bird Study, June 7; *United Press International*. NASA is joining with The Nature Conservancy in a study of global rainfall and its effects on migratory bird habitats on the Eastern Shore of Virginia. The conservancy is providing access to NASA at the Virginia Coast Reserve near Oyster, VA, to place weather radar, rain gauges, and other instruments that will support NASA’s Global Precipitation Measurement (GPM) mission, which is scheduled for launch in 2014. In return, NASA will support migratory bird studies by The Nature Conservancy using the weather radar. Its ground-based radar in Virginia offers a unique surveillance opportunity for improved bird identification and observation, Conservancy officials said.
*NASA Discovery Reveals “Rainforest” Of Plant Life Beneath Arctic Sea Ice, June 7; *Space.com*. The apparently barren ice of the Arctic can host huge bright green blooms of microscopic plantlike organisms, called *phytoplankton*, underneath it—all hidden from satellites—suggesting that the Arctic Ocean is far more productive than previously thought. In July 2011, scientists with the NASA-sponsored Impacts of Climate on Ecosystems and Chemistry of the Arctic Pacific Environment (ICESCAPE) expedition discovered a massive under-ice bloom that extended for more than 72 mi (−116 km) into the ice pack on the Chukchi Sea continental shelf. They think that the thinning sea ice is allowing more sunlight to penetrate the Arctic ice cap in summer. Based on their findings, productivity in the area may be 10 times higher than current estimates of productivity that are based solely on open-water measurements of Arctic phytoplankton. The study was published recently in *Science*.
White Marble View Over Arctic: Big Pic, June 20; *Discovery News*. A newly released image (see page 39) from NASA shows off our home planet from an unfamiliar angle: Unlike the more-common views, of our iconic blue marble, this image, snapped by a satellite that orbits with repeated views of the Arctic, is arrayed in frosty white. The Suomi National Polar-orbiting Partnership (Suomi NPP) satellite, which was launched on October, 28, 2011, circled the Earth 15 times to capture the visual data used for the stunning picture. Although the bright swirl of Arctic ice dominates the top of the globe, looking a bit farther south and toward the left side of the frame, one can see the green of England and Ireland peeking between clouds. But it’s the vast, dry reaches of Asia, Saudi Arabia, and the Sahara that dominate the rest of the image.
Warm Snap Turned Antarctica Green Around the Edges, June 20; *National Geographic News*. An unexpectedly warm period about 15 million years ago temporarily thawed Antarctica, turning the continent green around its edges, a new study published in *Nature Geoscience* says. Antarctica developed its ice sheets about 34 million years ago, but during the more recent warm period, the interior landscape would have resembled tundra found in parts of modern-day Chile and New Zealand, and the coasts would have been lined with beech trees and a type of conifer. The surprising evidence comes from “abundant” remains of leaf waxes in sediment cores taken from deep beneath Antarctica’s Ross Ice Shelf. Based upon a model originally developed to analyze hydrogen isotope ratios in atmospheric water vapor using data from NASA’s Aura spacecraft, co-author Jung-Eun Lee [NASA Jet Propulsion Laboratory] created experiments to find out just how much warmer and wetter the climate may have been. The peak of this Antarctic greening occurred during the middle Miocene period, between 16.4 and 15.7 million years ago.
*See news story in this issue for more details.*
Interested in getting your research out to the general public, educators, and the scientific community? Please contact Patrick Lynch on NASA’s Earth Science News Team at email@example.com and let him know of your upcoming journal articles, new satellite images, or conference presentations that you think the average person would be interested in learning about. ■
**White Marble**
Fifteen orbits of the recently launched Suomi NPP satellite provided the Visible Infrared Imager Radiometer Suite (VIIRS) instrument enough time (and longitude) to gather the pixels for this synthesized view of Earth showing the Arctic, Europe, and Asia. **Image credit:** NASA/GSFC/Suomi NPP
NASA Science Mission Directorate – Science Education and Public Outreach Update
Theresa Schwerin, Institute of Global Environment and Society, firstname.lastname@example.org
Morgan Woroner, Institute of Global Environment and Society, email@example.com
BLiSS Sim – New iPad App
The Bioregenerative Life Support System Simulator (BLiSS Sim) is a free science education iPad app developed by the Center for Educational Technologies at Wheeling Jesuit University in Wheeling, WV. With help from activities associated with NASA’s Bioregenerative Life Support System research, players engage in the challenges of supporting humans in space or extreme environments on Earth. Players learn how four plant types can be grown and harvested to supply human oxygen, water, and food needs. For more information and to download the app, visit: bliss-sim.cet.edu.
T-Shirt-to-Bag Activity from Climate Kids
Turn an old t-shirt into a handy reusable bag! With the leafy Climate Kids website banner ironed onto the front and the Climate Kids Leaps and Flutters game ironed onto the back, your bag will double as entertainment at the beach or the pool. After the iron-ons are done, the rest of the project is very easy, with no sewing required. For instructions and transfer art, visit: climate.nasa.gov/kids/games/tshirt/index.cfm.
2012 Gregory G. Leptoukh Online Giovanni Workshop for Scientists, High School, and Undergrad Educators
September 2012
In September 2012 the NASA Goddard Earth Science Data and Information Services Center (GES DISC) will host an online workshop focused on the use of the pioneering data visualization and analysis tool, Giovanni. (The workshop is dedicated to the memory of Giovanni’s creator, Gregory G. Leptoukh) The online workshop will be organized around four main themes: Earth system research using Giovanni; Giovanni applications (e.g., air quality, disaster management, environmental monitoring); planned and desired augmentation of Giovanni; and educational use of Giovanni. The workshop will primarily consist of online author-led presentations, coupled with real-time discussions about these presentations. Presentations and chat logs will be available online for review for those not able to participate in live sessions. To indicate interest, please email James Acker at firstname.lastname@example.org, or visit: l.usa.gov/M9Hyi7 for more information.
Climate Change Problem-based Learning (PBL) Modules Available for Classroom Pilot Testing—Middle and High School
The Exploring the Environment – Global Climate Change (ETE-GCC) project announces that five modules are ready for pilot testing: Global Temperatures, Ice Caps and Sea Levels, Human Health, Volcanoes, and Drought. These new modules present an updated theoretical approach to problem-based learning (PBL) that focuses on scientific inquiry, use of satellite imagery, and incorporating teaching strategies recommended in the Next Generation Science Standards. ETE-GCC welcomes insights and recommendations from middle and high school teachers who are willing to pilot-test these problem-based learning activities. Pre-service teachers are also welcome to participate in the process.
If you would like to participate in the pilot program, please sign up by sending an email to email@example.com, or by requesting access to the site by selecting “LOGIN/REQUEST ACCESS” on the left, under “Global Temperature” at ete.ceei.edu/gcc.
EOS Science Calendar
September 17–21, 2012
GRACE Science Team Meeting, Potsdam, Germany.
URL: tinyurl.com/6uxjfjw
September 18–19, 2012
SORCE Science Team Meeting, Annapolis, MD.
URL: lasp.colorado.edu/sorce/news/meetings.htm
October 1–3, 2012
Aura Science Team Meeting, Pasadena, CA.
URL: mls.jpl.nasa.gov/aura2012/index.php
October 16–18, 2012
HyspIRI Workshop, Pasadena CA.
URL: hyspiri.jpl.nasa.gov/events/2012-hyspiri-workshop
October 22–26, 2012
CERES Science Team Meeting, Princeton, NJ.
URL: ceres.larc.nasa.gov/ceres_meetings.php
Global Change Calendar
August 25–September 1, 2012
XXII Congress of the International Society of Photogrammetry and Remote Sensing, Melbourne, Australia.
URL: www.isprs2012.org
September 11–14, 2012
ForestSAT 2012, Oregon State University, Corvallis, OR. URL: www.forestsat2012.com
October 6–12, 2012
Land-Cover and Land-Use Change Dynamics and its Impacts in South Asia, Dehradun, India. URL: lcluc.umd.edu/meetings.php?mid=40
November 5–9, 2012
PORSEC-2012: Water and Carbon Cycles, Kochi, India. URL: www.porsec2012.incois.gov.in
December 3–7, 2012
American Geophysical Union Fall Meeting, San Francisco, CA. URL: www.agu.org/meetings
The Earth Observer
*The Earth Observer* is published by the EOS Project Science Office, Code 610, NASA Goddard Space Flight Center, Greenbelt, Maryland 20771, telephone (301) 614-5561, FAX (301) 614-6530, and is available in color on the World Wide Web at [eospi.gsfc.nasa.gov/eos_homepagefor_scientists/earth_observer.php](http://eospi.gsfc.nasa.gov/eos_homepagefor_scientists/earth_observer.php). Black and white hard copies can be obtained by writing to the above address.
Articles, contributions to the meeting calendar, and suggestions are welcomed. Contributions to the calendars should contain location, person to contact, telephone number, and e-mail address. Newsletter content is due on the weekday closest to the 15th of the month preceding the publication—e.g., December 15 for the January–February issue; February 15 for March–April, and so on.
To subscribe to *The Earth Observer*, or to change your mailing address, please call Cindy Trapp at (301) 614-5559, or send a message to firstname.lastname@example.org, or write to the address above. If you would like to stop receiving a hard copy and be notified via email when future issues of *The Earth Observer* are available for download as a PDF, please send an email with the subject “Go Green” to email@example.com. Your name and email address will then be added to an electronic distribution list and you will receive a bi-monthly email indicating that the next issue is available for download. If you change your mind, the email notification will provide an option for returning to the printed version.
**The Earth Observer Staff**
Executive Editor: Alan Ward (firstname.lastname@example.org)
Assistant/Technical Editors: Heather Hyre (email@example.com)
Mitchell Hobish (firstname.lastname@example.org)
Technical Editors: Tim Suttles (email@example.com)
Ernest Hilsenrath (firstname.lastname@example.org)
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City of Vista Stormwater Program
The City of Vista is committed to protecting and enhancing water quality in local waterways, all of which eventually flow to the Pacific Ocean. The City appreciates your cooperation in this effort and staff are available to assist you with any questions or concerns.
If businesses and residents help us to prevent urban runoff pollution, our local environment and community will benefit. For more information regarding the City’s Stormwater and Water Quality Protection Program, please visit our website at: cityofvista.com/stormwater
If you have questions about pollution prevention at your business or observe polluted runoff, please contact the City of Vista’s Water Quality Hotline at:
760.643.2804 (English and Spanish)
firstname.lastname@example.org
Commercial and Industrial
Spill Response & Training
- Have a spill kit on site. Consider having brooms, mops, towels, absorbents and safety supplies readily available.
- Develop a spill response plan and provide employees with training.
- Provide information about pollution prevention in employee areas.
Stormwater Compliance Business Inspections
City of Vista staff regularly inspect businesses to assess pollution prevention measures and ensure compliance. Facility inspections include a meeting with business representatives, a walkthrough of the facility, evaluation of pollution prevention measures, and recommendations for additional measures that may be required.
City staff appreciate your efforts in preventing pollution and are available to assist you with identifying site-specific pollution prevention measures.
Did You Know …
The network of catch basins and underground pipes that direct runoff away from streets, parking lots, and rooftops during rain events is called the storm drain system. This system prevents flooding by directing runoff to nearby creeks. Because runoff is not treated at a treatment plant, it can collect a variety of pollutants, including trash, bacteria, dirt, pesticides, and fertilizers. This pollution can adversely affect the environment and quality of life in Vista.
Best Management Practices
Because stormwater runoff can carry pollutants in the environment, businesses are required to implement pollution prevention measures and activities, referred to as Best Management Practices. This brochure provides businesses with an overview of important pollution prevention measures required by Vista Municipal Code (Chapter 13.18, Urban Runoff Management and Discharge Control Program). *Vista Municipal Code prohibits all pollutants and irrigation runoff from entering the storm drain system.*
Good Housekeeping
- Routinely sweep or mop sidewalks and pavement. Do not wash surfaces with water unless it is collected for disposal or directed to landscaped areas.
- Keep site clean by regularly removing trash, dirt, leaves, and debris.
- Place trash and recycling bins around the site.
- Regularly inspect site storm drain features and identify sources of pollution.
- Wash company vehicles at a commercial car wash, not on site.
Landscaping
- Inspect irrigation system; and make adjustments to prevent runoff.
- Minimize use of fertilizers, pesticides, herbicides.
Waste Management
- Keep trash enclosures, dumpsters, grease bins clean.
- Dumpsters and grease bin lids must be kept closed.
- All hazardous materials/waste must be disposed of in accordance with applicable State and Federal laws and regulations. Contact San Diego County Environmental Health Hazardous Materials Division for questions regarding disposal of hazardous materials/waste at 858.505.6900.
Material Storage & Handling
- Cover outdoor materials with a roof (permanent) or tarp (temporary), and elevate materials, where possible, to prevent contact with rain water.
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STUDENT TEACHER DESIGNED-TASKS IN FACILITATING HIGHER ORDER THINKING SKILLS AT MICROTEACHING CLASSES OF UIN SUNAN AMPEL SURABAYA
Hamidah Salam\textsuperscript{1}, Mokhamad Syaifudin\textsuperscript{2}, Irma Soraya\textsuperscript{3}
\textit{English Education Department} \\
\textit{UIN Sunan Ampel Surabaya} \\
\textit{Surabaya, Indonesia} \\
email@example.com\textsuperscript{1}, firstname.lastname@example.org\textsuperscript{2}, email@example.com\textsuperscript{3}
\textbf{Abstract}—Since higher order thinking skills become one of education goals, the thinking skills become essential for teachers in teaching it to learners. In Bloom’s taxonomy, the cognitive domain, \textit{Analyze}, \textit{Evaluate}, and \textit{Create} level are defined as higher order thinking skills. In constructing the tasks, there will be several ways used to construct task in higher order thinking level. This study focuses on identifying student teacher designed-tasks in facilitating higher order thinking skills in their Microteaching classes as their preparation before going to internship. This study used qualitative method and checklist as the instrument. In particular, 20 lesson plans were analyzed to identify the tasks designed by the student teachers. In order to support the data, the students were interviewed. Based on the findings and the discussion, the student teacher designed-tasks that can facilitate higher order thinking skills are in the level 4 and 6 of Bloom’s cognitive domain. As a conclusion, tasks that are designed by the student teacher in UIN Sunan Ampel Surabaya can facilitate higher order thinking skills in the level 4 and 6 of Bloom’s cognitive domain by presenting principles of Brookhart’s. Thus, it can be a model for students of English Teacher Education Department in designing task to facilitate higher order thinking skills and as authentic material in teaching assessment task in the discipline.
\textbf{Keywords}—Higher Order Thinking Skills, Bloom’s Taxonomy Revised Version, Task.
I. INTRODUCTION
There are several rules owned by the teachers. One of them is as the knowledge transmitter. If the role of the teacher is to transmit the knowledge to the learners, the students’ role is to acquire all the transmitted knowledge. This is how the teachers provide and facilitate the learning objective so the students can acquire the knowledge.
To know the learning outcomes of the students, a teacher need to conduct an assessment. This occurs since in education, assessment is an essential process. [1] Assessment can involve testing, measuring, collecting, combining information and providing feedback. Good assessment design will give the teacher clear outcomes to interpret in the form of score or feedback. In assessment for learning, feedback is needed to improve and develop students’ ability. It means that good assessment will give useful information about students’ progress. [2] That useful information is used to decide whether the learning objective can be continued or repeated.
In assessing the students, the teacher may give activities and tasks in order to achieve the learning objectives. What the teachers want the student to learn is learning objective. Assessment also needs to be in line with the learning objective so the learning objective can be judged as success or fail outcomes. The assessment of Indonesia in 2013 curriculum stated that it used authentic assessment rather than traditional assessment. It is because the authentic assessment can facilitate the teachers more than the traditional one. [3] Authentic assessment will help the teachers in gaining much information related to the students’ improvement. J. Mihael O’Malley and Lorraine Valdez Pierce stated that authentic assessment is multiple types of assessment that can show the students’ learning, accomplishment, motivation and attitudes on instructionally-relevant classroom activities. [3] The authentic assessment will provide the assessment in higher-order thinking skills as well. It is based on J. Mihael O’Malley and Lorraine Valdez Pierce’ explanation that authentic assessment has several characteristics; (1) constructed response, (2) Higher order thinking, (3) Authenticity, (4) Integrative, (5) Process and product, and (6) Depth versus breadth. [3]
Becoming one of the characteristics of authentic assessment, higher order thinking skills is one of important skills. As the educational goal, higher order thinking skills need to be introduced to the students in order to prepare them facing the real problem. It is aimed to train the students to think more complex in facing problem in the real world. Asking the students to think more complex means requiring them to think critically and creatively and solve problem. [4] Krulik and Rudnick stated that there is four level of thinking in general; recall thinking, basic thinking, critical thinking and creative thinking. [5] While in Bloom’s taxonomy, higher
order thinking skills is on 4\textsuperscript{th}, 5\textsuperscript{th}, and 6\textsuperscript{th} level; analyze, evaluate and create.
Designing task with higher order thinking skills is important to do so the educational goal can be achieved. When the teachers can provide tasks correctly by following the principles and facilitate higher order thinking skills as well, automatically they help the students to earn good outcomes and train them to think in higher order level.
The teachers are expected to design task in higher order thinking skills so the students can have the skill. The teachers’ competence in designing the task will be a matter since it deals with the learning objectives. This case is seen interestingly by the researcher to conduct a research to know how teachers’ candidate or student teachers design their task. Therefore, this study focuses on how the student teachers design task to facilitate higher order thinking skills by fulfilling some principles.
II. LITERATURE
As the educational goal, higher order thinking skills need to be introduced to the students in order to prepare them facing the real problem. Many experts defined higher order thinking skills in many kinds of definitions. The thinking level that considered as higher order thinking skills are critical and creative thinking. FJ King, Ludwika Goodson and Farank Rohani, stated that higher order thinking skills include critical, logical, reflective, metacognitive and creative thinking. [6] In the journal “Strategies for Improving Higher Order Thinking Skills in Teaching And Learning Of Design And Technology Education” by C.C Chinedu added that analyzing information to distinguish the problem, evaluating the problem and creating new practical solution are involved as higher order thinking skills. [7] As the conclusion and simply define, higher order thinking skills are complex thinking skills; the thinking skills that use complex or multiple thinking activities. Further, the activity such as analysis, evaluate, decide a solution, solve a problem and be creative are the example of complex thinking skills. Those thinking activities use more than one thinking activity. According to Susan M. Brookhart that defined higher order thinking skill in the simple definition, higher order thinking skills include (1) transfer, (2) critical thinking and (3) problem solving. [8]
Additionally, higher order thinking skills also showed in Bloom’s taxonomy in the 4, 5 and 6 level. Those are \textit{Analyze, Evaluate, and Create} by revision of David R. Krathwohl. This is the revised version of Bloom’s taxonomy: [9]
\begin{table}[h]
\centering
\caption{BLOOM’S TAXONOMY REVISED VERSION}
\begin{tabular}{|c|c|c|}
\hline
\textbf{Cognitive Process Domain} & & \\
\hline
\textbf{Category} & \textbf{Definition} & \textbf{Cognitive Process} \\
\hline
Remember & (Regaining relevant knowledge from long-term memory) & Recognizing Recalling \\
\hline
Understand & (Determining the meaning of Instructional messages) & Interpreting Exemplifying Classifying Summarizing Inferring \\
\hline
Apply & (Carrying out or using a procedure in a given situation) & Executing Implementing \\
\hline
Analyze & (Breaking material, detecting how the parts relate to one another) & Differentiating Organizing Attributing \\
\hline
Evaluate & (Making judgments based on criteria and standards) & Checking Critiquing \\
\hline
Create & (Putting elements together to form a creation or make an original product) & Generating Planning Producing \\
\hline
\end{tabular}
\end{table}
There are also several principles to construct task in higher order thinking skills: a) using introductory material (provide resource material), b) using novel material (present material that has not given in the learning process), and c) managing cognitive complexity and difficulty separately. [8]
III. RESEARCH DESIGN AND METHOD
A. Aim and RQs
As focused on student teacher designed-tasks in facilitating higher order thinking skills, there is “What is the cognitive domain level of student teacher designed-tasks in facilitating higher order thinking skills based on Bloom’s taxonomy?”
B. Subject
The data that was used in this study was the task item that was designed by student teachers in their microteaching class. This was used to answer the entire research questions. Dealing with the task that needed for this research, the student teachers’ lesson plans are collected. This documents are obtained from student teacher of English Teacher Education Department in Sunan Ampel State Islamic University who were enrolling Microteaching classes in even semester academic year 2017/2018. In addition, there are 9 classes of Microteaching class which each class will have 13-14 students as the maximum. Those classes are lectured by four different lecturers. From those 9 classes, the researcher focuses only on 7 classes with 2 different lecturers. This is because those 7 classes are really available in participating this study. The student teachers in those classes are asked to do teaching practice in both 2013 and KTSP curriculum with complete version of lesson plan or \textit{RPP} based on the Curriculum guidelines. The researcher collects all 2013 curriculum lesson plan from those 7 classes that are designed only for Senior High School. With the Senior High School designed-lesson plan, the researcher expected the student teacher design their lesson plan in high level of cognitive domain. Since, the student of Senior High School are believed to have much more background knowledge rather than Junior High School students.
C. Instrument and Procedure
Specifically, documents in this research are the collected lesson plans of student teachers. The task in those lesson plans
will be the most important instrument for this research. Those tasks are used as the basic data in analyzing how the student teachers facilitate higher order thinking skills. After the lesson plans are collected, to answer the first and the second research question, the researcher uses checklist. There are two different checklists for one research question. The first checklist used Bloom’s taxonomy revised version that is already discussed in the previous session. Continuing analysis to the research question will be based on the principles of Brookhart’s theory. The checklist is modified from three basic principles.
D. Method of Data Analysis
For answering the research question, the researcher analyzed the data by identify the learning objective of the lesson plan then, analyzing it with Bloom’s taxonomy. After that, the researcher did deep analysis with Brookhart’s theory. Then, the researcher related the findings to the theory to make an interpretation.
IV. FINDINGS AND DISCUSSION
A. Cognitive Domain Level of Student Teacher Designed-Tasks in Facilitating Higher Order Thinking Skills.
In case of finding the cognitive domain level of student teacher designed-tasks that facilitate higher order thinking skills, the researcher did several steps; collect the learning objectives, analyze the learning objective based on Bloom’s taxonomy and analyze task items from selected higher order thinking skills learning objective.
According to the data, the student teacher designed-tasks can facilitate higher order thinking skills for 57%. Meaning that from seven learning objectives obtained, there are four tasks that can facilitate higher order thinking skills. Before discussing more about the level of task based on the cognitive domain of Bloom’s taxonomy, the researcher needs to explain the found tasks.
From seven learning objectives, there should be seven tasks provided. In fact, one of seven learning objectives did not provide any task to be assessed as stated in the learning objective. In the other words, the student teacher here could not know whether the learning objective was achieved or not. Thus, there were only six tasks that can be analyzed. In analyzing the task, it is analyzed for each task item or question. From those six tasks, five of them were designed as constructing response task with one single task item whereas the other one was designed as constructing response task with five task items. In total, there are ten task items from those six task.
Based on the data above, it can be seen that there are only four task items that facilitate higher order thinking skills. The data shows that two task items are in the Create level while another two task items are in the Analyze level. However, the rest of task items are in the low level of thinking skills; five task items in Remember level and one task item in Understand level. The data shows that from three upper level of cognitive domain, Evaluate level is not used by the student teachers while Create and Analyze level has the same number of level used in the cognitive domain.
1. Facilitate Higher Order Thinking Skills
a) Level 4; Analyze
In this Analyze level, there are two task items that show analyze-thinking skills. As in Analyze level, there are three cognitive processes that are included here; differentiating, organizing, and attributing.
This task asked the students to arrange the jumble paragraph into good descriptive text. The Student F here provided jumble paragraph of descriptive text about Bedugul Lake, Bromo Mountain, Komodo Island, and Raja Ampat in the envelop. Then, the Student F gave blank paper as a place for sticking the jumble paragraph into good arrangement of descriptive text.
The other task in Analyze level is also in the Organizing cognitive process. Similar to the previous task, the instruction was not written properly in the students’ worksheet. The students were provided worksheet of outline table while the student teacher gave instruction orally. This task item was included as producing since the teacher’s instruction clearly stated “make (produce) the outline”.
b) Level 6; Create
In this level, Create also has three cognitive processes; generating, planning, and producing. All the data found as create here are producing thinking.
Firstly, this task facilitated higher order thinking skills as stated in the lesson plan by stating operational verb “make” in the topic “private letter”. The students were asked to write a private letter freely; the Student E did not provide any specific topic for writing a private letter. Here, the proper worksheet was also not provided by the student teacher. So, the instruction to do the task was orally stated. The student teacher provided post card as the paper to write the letter.
Secondly, another task item that facilitates higher order thinking in producing something was similar to the first one. Here, the students were asked to “make” dialog. Different from the previous task, this task provided some situations for a topic in making a dialog. Yet, the teacher also did not provide proper worksheet with the written instruction. So, the instruction was orally stated.
As stated by Brown, that the assessment task needs to be in line with the learning objectives, [10] It is used to check whether the students can achieve the learning objectives or not. After conducting the assessment task, the teacher will check and interpret the students’ work in order to continue or repeat the material. Therefore, it can be concluded that the task designed should be based on the learning objectives.
When the tasks are in higher order thinking level, the learning objectives also need to be in higher level. Collecting twenty lesson plans, there were twenty-seven learning objectives obtained. From those twenty-seven learning objectives, the learning objectives that were included as higher order thinking level were only four learning objectives. In the
other words, it was only 15% learning objectives that were potential in facilitating task in higher order thinking skills.
The finding shows that there are 57% tasks that can facilitate higher order thinking skills. In the other words, there are four tasks that can facilitate higher order thinking skills from seven learning objectives. Those tasks can facilitate higher order thinking skills in the *Analyze* and *Create* level only since there is no student teacher who designed the learning objectives or tasks in the *Evaluate* level.
In *Analyze* level, Student D and F could facilitate tasks on this level even though Student F’s learning objective is actually in the *Remember* level; lower order thinking skills. Her task was asking the students to arrange the paragraph into good descriptive text. Arranging the sentences or paragraph is included as *organizing*. In these cognitive processes, one of the alternative terms is *finding coherence*. [10] In process of arranging, the students were asked to match and find coherence to construct good descriptive text. The students will identify the sentences (elements) of the paragraph and recognize how the sentences or paragraph fit together. [10]
Fortunately, the given texts were new, meaning that those texts had not been introduced or discussed in the learning process. Thus, the *Analyze* thinking process could be achieved, hopefully. Further, this task could be more challenging if each long paragraph for each descriptive text was divided or cut into two or three pieces. In the other words, a paragraph with four to five sentences was better to be more than one cutting paper. So, it would lead the students to think more on how those sentences are related.
Furthermore, another task from Student D about making outline, it also indicated *Analyze* level; *Organizing* as well. As stated before that *Outlining* is another term for *Organizing*. In making the outline, the students were asked to find a biography text freely. The students could decide whoever they want. After reading the biography text, the students were asked to make an outline. Here, those activities were depicted *Organizing* since the students identify and relate how the sentences (main idea) of each paragraph can fit together. [9]
Moreover, if those tasks referred to the definition of higher order thinking skills, those facilitated the students to think critically. In arranging the text and making an outline, the students tried to identify the relevance and importance ideas from each sentence and find out the logical connections between ideas in each sentence. Those activities (identify the relevance and understand the logical connections) are critical thinking activities. [12]
The other two tasks facilitated higher order thinking skills in the *Create* level. Those tasks asked the students to produce something such as dialog conversation and a private letter. The product is actually not a matter since the product can be conceptual (such as a list of tentative hypotheses) or physical (painting). [8] The main point here is that the students create something. Discussing about creating something, the reason why “making an outline” task is not included as *Create* level was because the task was not creating or constructing something. The students were asked to determine the coherent element from each paragraph in a biography text. It is similar to the example of Anderson and Kratwohl about students are asked to make an outline of presented report. [8]
Further, the Student A and Student E here used the operational verb “make” as their learning objectives and instruction task. Additionally, the tasks challenge the students to use their imagination. [12] The task “making a private letter” gave students opportunity to use their imagination on the topic since it’s free writing. When it dealt with creativity, the student teachers here could facilitate the students to think creatively. As defined that higher order thinking skills include critical, logical, reflective, metacognitive and creative thinking. [6] Further, Student D in *Analyze* level with making an outline task, asked the students to look for the biography from the internet. She also asked the students to make notes for important information before creating the outline. Those activities were one of the ways to support the students in being creative. Brookhart explained that creative students will find “source material” for ideas in several different ways such as media, people and events. [8] To sum up, the tasks in *Analyze* and *Create* level can facilitate the students to think critically and creatively.
Then, dealing with the principles of constructing tasks in higher order thinking skills, the student teacher deigned-tasks also have fulfilled several principles of Brookhart’s. There are six principles that are modified from three basic principles. Here are the details for the four tasks that can facilitate higher order thinking skills:
a. **The task presents something to think about (Resource material)**
From four task that can facilitate higher order thinking, the task that can present resource material are only two tasks by Student A and Student F. The resource provided material by the student teachers were descriptive text and situation. Those resource materials are used as stimulus. [4] It was used as the basic in answering the question. It is believed that by presenting stimulus, the task item will promote higher order thinking skills. [4] The resource material can be varied such as pictures, tables, diagrams, passages or text such as poem or poetry and short movie or video. In findings, from examples above, the Student A and Student F presented situation and text as the stimulus. As explained, the resource material or introductory material is used as something to think about for students.[4] So, the students would answer the questions based on the text or resource material presented. Resource material in the form of situations which were provided by Student A was also included as text. The text here has a broad meaning, it includes written text, situation, speech, documentary or sort of event. [8]
b. **The task asks the students to give response/opinion or to extend their knowledge.**
In providing and designing task, the assessment format may be varied. It can be in multiple choices, constructed-response or performance assessment. [8] Constructed-response or essay is believed as one of ways to promote higher order thinking skills. [3] This is
because by constructing a response, the students can construct their own sentences by their own words. In giving response to a task item, the students may be asked to give comment or opinion by writing one or more sentences or extended essay. [3] Further, from four tasks that can facilitate higher order thinking skills, the three tasks used this assessment format. Meaning that, these are tasks that ask the students to give response. Here, the students were asked to give response in the form of a brief comment in dialog conversation, private letter, and outline. In making dialog conversation, private letter, and outline, the students are given opportunity to apply their knowledge or information rather than recall what they have learnt. [3] In the other words, by providing constructed response task, the students were given opportunities to recall their previous knowledge, related it to the new situation, planned what they will do for the new situation and applied it to the new situation; the students could use their creativity in completing the task. In short, three of four student teachers here promoted higher order thinking skills by providing opportunity for students to construct responses based on what they have learnt.
c. The task challenges the learners.
This principle is fulfilled by all four tasks. In the other words, the four tasks can challenge the learners in facilitating higher order thinking skills. As discussed before that the tasks need to challenge the learners to think logically, be open-minded, seek alternative or be innovative, and use imagination. [12] Here, the student teachers could present tasks that ask students to do so. For example, Student E presented tasks that asked the students to use their imagination. Her task was asking the student to make a private letter. This task would give an opportunity for students to use their imagination to create private letter since the topic was not limited.
d. The task presents something new that students have not learn in the class (New material)
Here, all four tasks that considered facilitate higher order thinking skills are fulfilled this principle. Presenting new material here means the material in the task have not introduced or used in the learning process. [8] This does not mean the task will have different material from the learning objectives but the task presents something new in topic or theme; the context will still the same as the learning objectives.
e. The task has rubric that intends to assess higher order thinking skills.
In contrary with the previous principle, this principle are only fulfilled by two tasks. There are only Student A and Student E who provided the tasks with the rubric of thinking skills. As constructing typical assessment task, rubric is needed to score the students’ result and as feedback. Since the task was designed to assess student’s thinking skills, the rubric that is specifically assessed thinking skills was also needed. In assessing Analyze level, for example, focusing on the main idea, the rubric may be the idea, evidence, and explanation. [8] If the task is focused on the creation of students, the creativity may be added in the rubric. [8] The criteria for rubric can be added or removed based on the teachers’ need.
f. The task is in the 4, 5, or 6 level of Bloom’s taxonomy.
In this principle, all of four tasks are in the tree upper cognitive domain levels. By having one of tree upper cognitive domain level of Bloom’s, the tasks are hoped to promote higher order thinking skills. As discussed before that those three upper levels are higher order thinking level. [8] The student teacher used operational verb in their tasks; make, make an outline and rearrange. The verb “make” indicated Create level since it created something, while make an outline and rearrange task here indicated Analyze level. The other two tasks were in the lower level of thinking: Remember and Understand. In fact, there was no student teacher who designed their learning objectives in the Evaluate level. In designing learning objectives, the student teachers were freely to decide their own learning objectives. Thus, each cognitive domain level would not always be shown in the learning objectives.
For further discussion, the fact that the tasks in higher order thinking skills were seldom found, it can be related to the student teachers’ understanding about Bloom’s taxonomy, thinking skills as well as higher order thinking skills, it may also related to how they can design lesson plan. Those understanding would give impact on how they decided learning objectives and assessments. The researcher could say that the student teachers still needed to study more about Bloom’s taxonomy and its level since the student teachers still cannot put the thinking process of their tasks in line with the thinking process of learning objectives.
Furthermore, as the six characteristics described, from six students, there was only one student who presented all characteristics. Student A could present the task in line with the learning objective with the characteristics follows. In contrary, in the interview, Student A explained that she did not know about higher order thinking skills. She also explained that she did not understand what Bloom’s taxonomy was; she only knew the term. Here, the finding showed that Student A even did not know about Bloom’s and higher order thinking skills, she could design the task in higher order thinking skills by presenting the task with several characteristics described above. In the other words, not only Student A but also all the students need to be more aware about these issues. The student teachers not only need to aware of these issues but also need to know how they apply their understanding in designing the learning objective and tasks.
V. CONCLUSION
In case of identifying the cognitive domain level of Bloom’s, the student teacher designed-tasks can facilitate higher order thinking skills in the level 4 and 6 only for 57%; Analyze and Create level since there is no learning objective and task in Evaluate level. From ten task items, the tasks in
the Analyze level are only two task items while the tasks in the Create level are 2 task items.
In relation to the six principles of constructing task in higher order thinking skills, from those four tasks, there is only one task that can present all six principles. The six principles are presenting resource material, asking the students to construct response, challenging the learners, presenting something new to the learners, having rubric for thinking skills and in the upper level of cognitive domain.
REFERENCES
[1] Centre for Educational Research and Innovation. *Assessment for Learning: Formative Assessment*.
[2] Norcini, John. “Criteria for Good Assessment: Consensus and Recommendation from the Ottawa 2010 Conference”. *Medical Teacher*. Vol.33, 2013.
[3] O’Malley, J. Michael, and Lorraine Valdez Pierce. *Authentic Assessment For English Language Learners*. California : Longman, 1996.
[4] Laili, Nur Roshmah and Ash Widi Wisudawati. “Analisis Soal Tipe Higher Order Thinking Skill (HOTS) Dalam Soal UN Kimia Rayon B Tahun 2012/2013”. *Kania*. Vol.11 No.1, April 2015.
[5] Ariandari, Weindy Pramutu. *Mengintegrasikan Higher Order Thinking dalam Pembelajaran Creative Problem Solving*. SEMINAR NASIONAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA UNY 2015.
[6] King, F.J, Ludwika Goodson, and Farank Rohani. *Higher Order Thinking Skills; Definition, Teaching Strategies, Assessment*.
[7] Chinedu, C.C., Y. Kamau, and Olabiyi O.S. 2015. “Strategies for Enhancing Higher Order Thinking Skills in Teaching and Learning of Design and Technology Education”. *Journal of Technical and Training*. Vol.7 No. 2, December 2015.
[8] Brookhart, Susan M. *How to Assess Higher-order thinking skills in your classroom*. United States of America: ASCD Publication, 2010.
[9] Anderson, L. W. et.al.. *A Taxonomy For Learning, Teaching And Assessing*. New York: Longman, 2001.
[10] Brown, H. Douglas. *Language Assessment*. USA: Longman, 2004.
[11] Sternberg, R. J. *An Introduction to Critical Thinking and Creativity*. USA: Wiley, 2011.
[12] ACARA Australian Curriculum Assessment and Reporting Authority. (http://www.australiancurriculum.edu.au/GeneralCapabilities/critical-and-creative-thinking/introduction/critical-and-creative-thinking-across-the-curriculum), accessed on 27th February, 2017) | c2985f76-cfcd-4447-9126-b318258f6633 | CC-MAIN-2024-26 | https://www.atlantis-press.com/article/25889019.pdf | 2024-06-15T02:24:13+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198861578.89/warc/CC-MAIN-20240614235857-20240615025857-00494.warc.gz | 601,776,206 | 6,393 | eng_Latn | eng_Latn | 0.970297 | eng_Latn | 0.997608 | [
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Who’s in Health?
Example teaching sessions
Part of Inspiring the Future
Primary Futures
Medical Schools Council
NAHT
FOR LEADERS, FOR LEARNERS
NHS Education for Scotland
Health Education England
Department of Health, Social Services and Public Safety
www.dhsspsni.gov.uk
Llywodraeth Cymru
Welsh Government
The campaign
The Who’s in Health? campaign places volunteers from the health professions into primary schools across the UK. Once there, they give a short session to inspire 7–11-year-olds (those at Key Stage 2) about their profession.
The aim is to address children’s lack of inspirational healthcare figures, to connect what they are learning right now with the idea of a future career, and to inspire children of all backgrounds.
It has been found in medicine that a disproportionate number of medical students come from wealthier backgrounds. It has also been found that relatively little ‘outreach’ work takes place at primary level. Seeing positive role-models at this crucial stage can raise aspirations and help to ensure that our caring professions can always select from the best applicants, no matter what their background.
To sign up to the Who’s in Health? campaign, and to learn more about how volunteers are matched with primary schools, visit this website:
www.inspiringthefuture.org/primary-futures
This booklet
A competition was run among UK medical students to design 15-minute sessions to be delivered in primary schools, and these are the winning entries. They are designed to discuss being a doctor, but the methods they use will work equally well for talking about any health profession.
If you are thinking of signing up to the campaign and going into a primary school, the examples in this booklet will give you some great ideas for your session. They exemplify different approaches and tools, but all fulfil the essential criteria: they engage and inspire.
## Contents
**Laith Alexander** *The five senses* ................................................................. 2
This session is cleverly structured according to the five senses. It is a format that pupils will quickly pick up on, allowing them to anticipate the layout of the presentation so that they can focus solely on the information itself.
**Robyn Brown** *Mini medics* ........................................................................... 5
Robyn’s session makes engaging use of the organs of the body. These will be recognised by Key Stage 2 students and each organ is used as a route into different activities. She also makes good use of a prize – the ‘Mini Medic Passport’ – which contains additional interesting facts for students to take home.
**Clare Coggins** *A trip to the hospital* ............................................................... 8
This session provides alternate routes for presenters, allowing them to easily tweak their approach according to the audience. The use of dressing up and dramatic moments create a sense of theatricality which pupils will find exciting, and Clare’s handout sheet will appeal to their imaginations.
**Eliza Davison** *A&Eaction* .................................................................................. 11
Eliza’s approach is a strongly scripted presentation. This will work well for a presenter who wants to feel certain of where they are in the session and always in control of the message. Her use of props and a bleeper will add to the sense of drama.
**Talia Eilon** *A doctor for the day* .................................................................... 14
This session is meticulously laid out, helping the presenters stay on top of what they are doing. Talia’s worksheet handout captures the different aspects of the session well, making use of all the teaching areas that are worked through in the presentation.
**Laura Horne** *Who’s in health?* ...................................................................... 17
The style of this session is friendly and personable, continually offering questions which frame the issues in terms of how they might interest the pupils. It makes efficient use of time, and presents additional tasks in case the session finishes early.
**Courtney Lawson** *Charlie’s chest* .................................................................. 20
Relating the information offered to the subjects that primary school children will be learning – especially Maths, Science and English – is essential, and Courtney’s session makes effective use of these areas. The activities are simply laid out, showing how each issue can be simplified and then turned into a question.
**Oliver Taylor** *Looking, talking and thinking like a doctor* ............................. 23
The interactivity of this session will be a big draw to pupils. Oliver also makes a good focus on not just what a doctor has to know in terms of clinical knowledge, but on what being a doctor is like as a profession – how doctors look, talk and think.
The five senses
Laith Alexander
This session aims to show primary school children the challenges a doctor faces on a busy day in the A&E department, whilst illustrating specific skills a doctor requires that relate to the subjects the children study at school. The activity is split up into three separate stations and is fast-paced and interactive. This version is aimed at primary students in year 5 and 6 but the question difficulty can be adapted for younger pupils.
Time: 15 minutes (two minute introduction, three minutes for station 1 and 2, six minutes for station 3, one minute round up)
Touch
After asking the pupils to name their five senses, the session will explore how doctors use touch first. The instructor would explain that doctors use touch to feel the pulse, and would briefly explore what the pulse is. Additionally, the slide presentation includes a basic animation to demonstrate the pulse. In order to emphasise how doctors use mathematics in their everyday lives, the instructor would go on to say that doctors regularly need to count the pulse to determine if someone is ill. Using the clock, the pupils would then be invited to count their friends’ pulses. By exploring how doctors use touch this part of the session has engaged pupils’ science and mathematics skills as well as being interactive, in line with the objectives of the session.
Hearing
The next of the five senses that the session looks at is hearing. Here, the instructor explains that doctors use hearing in order to listen to patients’ heartbeats using a stethoscope. The instructor explains that the stethoscope makes quiet sounds louder. An animation would illustrate the principle. The pupils would then be able to listen to their friends’ heartbeat using a stethoscope. Whilst listening, the pupils would be encouraged to count the number...
of heartbeats again using the clock, and compare the figure they obtained with the pulse they had counted in the touch section. This part of the presentation engages pupils’ science and mathematics skills, is interactive and also includes the use of simple props to which all medical students and doctors will have access.
**Seeing**
In order to explore how doctors use vision, the instructor will explain how patients can suffer with problems of sight such as shortsightedness and longsightedness. Then pupils will be told that doctors are able to test patient’s vision using the Snellen chart. The pupils will then have an opportunity to look at a Snellen chart and see how many lines of letters they can read. The slide suggests that students compare their left and right eyes and – should they be wearing glasses – compare their performance with and without glasses.
This part of the presentation engages pupils’ reading skills, and is interactive. The Snellen chart can be displayed on the projector. If available, a Snellen chart with simple words could be used (instead of just letters) to further stretch reading skills.
**Smell**
To see how smell is important in medicine, the instructor will emphasise that one of the roles of a doctor is to work out why people are unwell. The instructor can then mention that in some illnesses, sense of smell can get worse. Pupils will be encouraged to think of times where their sense of smell has changed. The session will look at the common cold and hay-fever as two illustrative examples. A brief and simple explanation will elucidate what is happening in both of these illnesses, followed by an opportunity for pupils to suggest symptoms that someone might have if they were to suffer with a cold or hay fever. Finally, two interesting pictures of the cold virus and pollen particles are shown which have been taken from microscopes.
The smell section engages pupils’ science skills, and offers a number of opportunities for interaction. It also emphasises the role of a doctor in diagnosis.
Taste
To explore the final sense, the instructor suggests that part of being a doctor involves helping people to live a healthy lifestyle. An interactive component asks students to think of ten tasty, healthy foods and also asks whether the students know how many fruit and vegetables one should eat per day. A final slide looks at the implications of healthy eating and how it enables both physical and mental health. This section uses pupils’ science skills and is interactive. It also adds a public health component to the session.
Close
The final slide rounds off the session with the following: “If you work hard and continue learning your maths, reading and science, then you will be ready to be a good doctor before you know it!” Pupils will then be given a certificate which summarises what they have done in the session. This certificate can include the logos of the sponsoring bodies, as well as a signature by the instructor.
CERTIFICATE OF ACHIEVEMENT
This is to certify that
__________________________________________
attended the ‘Why be a doctor?’ talk and now understands how doctors use all five senses to help people get better.
I used my sense of TOUCH to feel the pulse of my friend, and used my MATHS skills to count the pulse.
I used my sense of HEARING to listen to the heartbeat of my friend, and used my MATHS skills to count the heartbeats.
I used my sense of SIGHT to read a Snellen chart, and I used my READING skills to read all the letters I could.
I know how my sense of SMELL can change with a cold or with hayfever, and I know how doctors use SCIENCE to work out why someone is ill.
I know how important my sense of TASTE is when eating tasty, healthy foods and I learnt some SCIENCE about how healthy foods can help our bodies grow.
Date ________________________ Signature ________________________
Mini medics
Robyn Brown
Aims
- Inspire students from all backgrounds, showing them that medicine is for anyone with the desire and ability
- Demonstrate that working at science, maths and English will help them in a medical career
Learning Objectives
- Science in the workplace – human anatomy, forces, human physiology
- Maths in industry – estimating, units of measurement
- English in industry – listening to instructions, communicating in teams, reading and verbally using new words, comparison e.g. bigger, heavier
Resources
- Slide presentation
- Stethoscope
- Peak flow meter
- 8.5m length of string
- Cantaloupe melon
- 30x ‘Mini Medic’ Passports
- Per Table:
- Laminated heart, lungs, brain and intestines sheets
- Laminated A, B, C cards
- Waist-up body cardboard cut out
- Tennis ball
- Ball of string and scissors
- 1L Bottle of water and board pen
Slides
The Heart
- A – 1,000 beats
- B – 100,000 beats
- C – 100,000,000 beats
The Lungs
- A – 10mph
- B – 20mph
- C – 100mph
The Brain
- Draw a line on the bottle for how much water you think is in the brain...
The Intestines
- Cut your string as long as you think the intestines are...
Intro
- Hello, I’m _____ and I’ve come to tell you all about my exciting job as a (Student) Doctor!
- Today we are going to find out some awesome facts about the human body, how we use what we learn to be doctors and how you can all be doctors too!
Pin the organ on student
- I need a volunteer from each table to come and be models! (Give cardboard cut-outs to 5 children to hold in front of them.) You are the patients.
- The rest of your table are your doctors. You have 1 minute in your tables to place the body organs I’ve put on your tables on to your patients in the right place!
- One minute of putting organs on ‘patient’.
- Well done everyone! Right let’s see how you all did! Image on powerpoint of human body with organs on.
- Who got them all right?
Guessing game
- Next, hands up for points for your team/table. Everyone take an organ picture each for your team.
Heart slide
- What is this? HEART. All Heart doctors pick your heart picture up!
- What does it do? We use it to pump blood around our body
- You all have a tennis ball on your desk. Give it a firm squeeze for one minute and count how many times you do it. You are using the same amount of force as your heart does to pump blood around your body!
- Putting one of your cards up, you have 30 seconds to discuss in your teams and tell me – how many times do you think your heart does that every day?
* Refer to slide (answer in bold): A – about 1,000, B – about 100,000, C – about 100,000,000
* Our heart pumps about 80 times a minute, or 100,000 times a day when we are resting and much faster when we are walking or running. We measure how many times somebody’s heart pumps by feeling their wrist - try it! Demonstrate fingers on wrist.
* We get to listen to the heart using our stethoscopes like this (demonstrate on assistant) and it makes sounds like this. Play sound effect. (If any of you want a go at the end if we have time you can have a go)
Lung slide
- What is this? LUNGS. All Lungs doctors put up your cards!
- What do they do? We use them to breathe air in and out
- When you sneeze, air is forced out of your lungs into the air! You have 30 seconds again to decide how fast do you think the air goes when you sneeze and each lung doctor hold up the card!
* Refer to slide: A – A person sprinting 10mph, B - A bicycle doing 20mph, C – A race car doing 100mph
- We measure how fast people can push air out of your lungs using this (peak flow metre) which blows the arrow up. Blow into this as hard as possible. If we have time at the end again you can have a go.
**Brain slide**
- What is this? BRAIN. Brain doctors hold up your cards.
- What does it do? helps you think and choose to move, see, hear and think
- Our brain is about the size and weight of this melon (pass it round). It has all the cells that make our memories joined by electrical connections strong enough to light up a lightbulb! However lots of the brain is made of water. Using your pen, draw a line on the bottle of how much water you think is in the would fit inside that melon/ your brain!
- It is actually the whole bottle! All soaked up in an organ the size of the melon!
**Intestines slide**
- Finally what is this? INTESTINES. All intestines doctors put your card up!
- What does it do? Made up of small and large part and transports your food
- When you eat food, it travels all the way through your intestines. In your tables use the ball of string and cut it at the length you think is the distance of your small and large intestines is stretched out.
* All help each other hold your string up so I can see how long it is.
* 7 + 1.5m = **8.5m**. Have pre-prepared string length. Get all children to help hold the string.
* This is how long it actually is! But as you can see (coil up string), your intestines are all supercoiled up in your tummy! We sometimes use a mini camera on tube to have a look inside people’s intestines.
**Summary**
- Well done everyone! Today you’ve learned a bit about what fun it is to be a doctor.
- You’ve learned parts of body and some fun facts about how we look at them.
- You’ve also shown today that you can use your science, maths and English skills you learn at school to help you in real doctor situations.
- In showing interest, listening and learning, you’ve all demonstrated that every one of you can be a doctor like me!
- Therefore you are all being awarded your ‘Mini Medic’ passport with all the cool facts you’ve learned today you can go and tell your friends and impress adults! With this passport you just need to keep working hard at your english, maths and science lessons to become a doctor like me!
- Give out Mini Medic Passports.
A trip to the hospital
Clare Coggins
Summary
1. Introduction
2. Pupils are invited to volunteer (two doctors, one patient)
3. Acting out a nervous impulse as a group to explain how painkillers work
4. Calculating the number of tablets to prescribe as a group
5. Writing a short letter as a group
6. Summary and suggested extension – please see Appendix 1
Resources
- Scrubs
- Stethoscope
- Hat, envelope or other container with around 10 slips of paper inscribed with names of body parts, e.g. nose, knee, tongue, big toe, hand
- Whiteboard or flipchart and markers
The session-giver should be dressed in smart casual clothes non-specific to healthcare employees. The items above should be kept hidden until the appropriate time to bring them out.
Plan (Alternative options to the plan are in purple)
Introduction
- Walk in and say, “Can anyone guess what job I do?” Follow the children’s guesses by putting on the scrub trousers and asking again. If no-one guesses correctly, put on the stethoscope.
- Alternatively, introduce yourself as a doctor and ask a question such as “Who wants to be a doctor when they grow up?”
- Say “I’m here to show you what a doctor really does – you might be surprised.”
Volunteer doctors and patient
- Say, “We’re going to do something that doctors do every day.” Ask for two volunteer ‘doctors’ for the activity
• If using the scrubs and stethoscope, give the scrub top to one volunteer (the ‘hospital doctor’) and the stethoscope to the other (the GP). Ask both their last names and call them “Dr [Last name].”
• Ask for a third volunteer – the ‘patient’. Call them Miss/Mr [Last name]. The patient has come to A&E following an accident.
• Optional extra: give the patient an item of clothing to wear and use it to give an explanation of what they were doing when they hurt themselves e.g. a baseball cap – they were playing baseball in the park; a shopping bag – they tripped while they were buying food.
• The patient picks a body part from the hat/envelope and reads it to the class. Explain that this is the body part they have hurt.
**First activity – painkillers**
• Explain that the brain tells the body it’s in pain. When a body part hurts, it tells the brain by sending it a message.
• Demonstrate this by asking the group to hold hands (they can stay in their seats).
• If the group is larger than a normal class size, use the front row only to save time.
• The child at one end of the chain is the brain; the child at the other end is the sore body part. The ‘body part’ child squeezes their neighbour’s hand and so on, so that the hand-squeeze is passed along the line to the brain. When this happens the brain says ‘Pain!’ The squeeze is passed along the line again and the session-giver acts as the painkiller by separating the hands of two children in the middle.
**Second activity – writing a letter**
• Explain that this patient would see the hospital doctor because of the emergency. They would normally see the GP – whom they see at the doctor’s surgery for problems that aren’t emergencies e.g. tummy bugs and injections.
• Explain that the hospital doctor will give the patient a painkiller to take for three days. Emphasise that it is very serious if the doctor gets the numbers wrong, so their maths needs to be good.
• The patient needs four tablets a day. How do we work out how many tablets to give if they need four tablets every day for three days? Write down the calculation – 3 x 4 = 12 tablets.
• Younger or less able children can prescribe the painkiller for 2 days (4 + 4 = 8 tablets).
• The GP needs to know about their patient’s accident so the hospital doctor would write them a letter.
• On the whiteboard or flipchart write a short letter, e.g.
---
Dear Doctor [GP volunteer’s last name],
I recently saw Miss/Mr [Patient Volunteer’s last name] in A&E. They had been [e.g. playing baseball in the park] and injured their [body part from hat]. They were in pain so I have prescribed them [e.g. 12 tablets] of a painkiller. The patient should only take four tablets a day. I have told them to visit you if their pain gets worse.
Yours sincerely,
Dr [hospital doctor volunteer’s last name]
Summary
Ask the children: “In which subject do you learn to write letters, do multiplication, and learn about the body?” Explain that these subjects (Literacy, Maths/Numeracy and Science) are important for future doctors.
Suggested extension
The worksheet in Appendix 1 can be used either as a prompt for the teacher or as a hand-out for the class to read together. It looks at bones of the body with interesting names. Alternatively, the worksheet can be used instead of the ‘Painkillers’ activity.
BONES IN YOUR BODY
If the patient we met today had had a worse accident they might have broken a bone. How many bones do you think an adult has? And how about a baby?
Adults have 206 bones! And babies have about 300, which are made of a material called cartilage. They fuse together bit by bit, so the baby ends up with 206 by the time they’ve grown up. This means that children like you have more bones than their parents and even their older siblings!
Bones with interesting names
You have more than one head in your body! Your second one is in your wrist. It looks a bit like a head joined to a neck so its name means ‘having a head’ in Latin - it’s called the capitate.
In your wrist there’s also a bone called the lunate. It’s called this because it looks like a moon. The French for moon is lune, and we say ‘lunar eclipse’. Can you spot the likeness between lune and lunate?
In your ankle there’s a bone shaped like a boat! It’s called the navicular. Its name looks similar to ‘navy’ and ‘navigate’ because they are all associated with boats and the sea.
There are many more bones with weird and wonderful names. Doctors need to learn all of these so that they give the patient the right treatment – some broken bones need plaster casts, and some are so small that the body heals them all by itself.
A&E action
Eliza Davison
This session aims to show primary school children the challenges a doctor faces on a busy day in the A&E department, whilst illustrating specific skills a doctor requires that relate to the subjects the children study at school. The activity is split up into three separate stations, and is fast-paced and interactive. This version is aimed at primary students in year 5 & 6 but the question difficulty can be adapted for younger pupils.
Time: 15 minutes (2 minute introduction, 3 minutes for station 1 & 2, 6 minutes for station 3, 1 minute round up)
Resources
- Stethoscope
- Bleep
- ‘DOCTOR’ Badge
- Wallet with ID, diabetes medical alert card
- Blood glucose meter
- Vial of fake ‘blood’, with high glucose content
- Forms for patient handover
Script
Presenter: Hello everybody and thank you all for listening! Today, I am going to show you some examples of the roles of a doctor, and if you want to become one, what you need to do now. My name is _______ and I am a _______.
Hands up, how many of you would like to be a doctor or a nurse someday? Do you know what the role of a doctor is? And what skills a doctor or nurse need?
Today, I’m going to transport you to the Accident and Emergency department of a hospital to demonstrate what a doctor there has to do! On the way, we’ll see that not only Science, but also Maths and English are subjects important to a doctor, and why it is vital that you listen, watch and act with respect to give your patient the best possible care.
So first of all, I need a volunteer. (Pick child from group.)
What’s your name? So, hello Dr (name); you’re our doctor for the day! But you don’t yet look like a doctor… Here is a stethoscope, for listening to people’s hearts. Here is a badge, so everyone knows who you are. And here is a bleep; this is what other people contact you on if they need you in the hospital. A bit like a phone! Today, we’re all going to help out Dr (name) to make sure everything goes smoothly.
(BLEEP GOES OFF)
Right, Dr. That means you are needed over at this part of A&E. (Take over to a chair set up at the first station.)
You have been called to see a new patient. Who wants to be our new patient? (Pick a child from the class and show them to the chair.) What’s your name? Here we have 60 year old Mr/Mrs (name), who has come into hospital with pain in his/her chest, and is describing it like ‘an elephant is sitting on his/her chest’. Can you imagine how the patient would be acting? (Let the child act as though he/she has heart pain, whilst letting the other child listen to his/her heart.)
So, do you know what organs we have in our chests? Why don’t we ask everybody? (Await answer of heart, lungs.)
And if there is heart pain, what do we think is happening to Mr/Mrs (name)? (Await answer of heart attack.) Does anyone know what happens in a heart attack? (Give a brief and basic description of a heart attack.)
In school, we learn about how the body works and the structure of the body in SCIENCE, which is why we know the heart is in the chest and in a heart attack the heart doesn’t get enough oxygen. If you want to become a doctor, science is very important.
(BLEEP GOES OFF)
There’s no rest for a doctor! Dr (name) has been called to another patient. (Direct the doctor over to the second station.) Can I get another volunteer please? (Pick a child from the class.)
Dr, here is (name), who is 15 years old. He/she has broken his/her leg playing football. He/she is in quite a lot pain, and needs to be given some medicine to help stop the pain, before we sort out his/her leg. (Again let the child imagine his/her pain.)
You want to give (name) 1 gram of paracetamol, however each tablet has 0.25 grams of paracetamol in them. How many tablets do you have to give (name), to make sure he/she has 1 gram of paracetomol?
(Name) is also feeling sick, and you want to give some other medicine to help this. We know that to be effective, we need to give 0.2mg per kg of his/her weight. This patient weighs 40kg, so how much anti-sickness medicine do we have to give?
As you can see, when you work out medicine doses as a doctor, you have to use a lot of MATHS! Keep focusing in Maths, and it will help you if you become a doctor!
(BLEEP GOES OFF)
Another patient to see! (Direct the doctor over to the third station.)
So now we have a patient who has been brought into hospital after being found unconscious. At the moment, we don’t know anything about him/her and we just have the patient’s wallet. I want you to look in the wallet and find out who this patient is and what is wrong with them!
(Children find ID card, diabetes alert card in wallet.)
This patient is a diabetic, which means that they have difficulty adjusting the levels of sugar in their blood, as they lack insulin, a hormone that acts as a controller of blood sugar. This patient is unconscious as their blood sugars might be too high or too low.
What we need to then do to find this out is test the patient’s blood, using this machine. (Present a blood glucose meter, alongside a vial of ‘blood’.) What we need to do is put a drop of blood on the strip here, and we can find out the patient’s blood sugar. (Let children use meter.)
We’ve found the patient’s blood sugar is high, so we need to give some insulin to help lower this. We treated this patient by working out a puzzle and reading the clues, which is English comprehension and reading is especially important at school.
(BLEEP GOES OFF)
And that’s the end of your shift Doctor! Before you go, you’ve got to make sure the next doctor knows what to do about (name), the diabetic patient. Make sure you fill in this form which you can hand to the next doctor. (Hand out below form to all children)
This patient’s name is _____ and they are _____ years old. Their date of birth is _____.
The patient was found unconscious and brought into A&E.
The patient suffers with _____ and their blood glucose level is _____.
We have treated the patient with _____.
Signed _____ Print name (Doctor) _____
It is extremely important that, as a doctor, you are able to write neatly and quickly. If you don’t, and another doctor or nurse reads your instructions wrong, mistakes could be made, such as giving the patient too much medicine, or operating on the wrong part of their body. So you must all practice your hand writing to make sure it is clear and legible.
So that’s all for our action-packed day in accident and emergency! I hope you have all enjoyed it.
What have you learnt from today?
Remember to concentrate hard in English, Math and Science, as well as putting effort in throughout school. Becoming a doctor is a challenge but it’s rewarding, exciting and very interesting.
At the end of the session, the students may receive a sticker or similar reward, illustrating how they have been ‘a doctor for the day’.
A doctor for the day
Talia Eilon
Objectives
- To teach students about interviewing patients – to understand how Doctors collect information from patients and record it, that this is called a “Patient History”
- For the students to practice communicating with each other in the style of Doctors and gain confidence in asking their patients to do things as part of a mock patient-examination.
- Taking pulses – Teaching the skill of taking a radial (wrist) pulse and explaining that the heart rate goes up in exercise.
- Using a stethoscope – practicing the skill of listening to each other’s breathing and heartbeat.
- Eye test – Seeing how a basic eye test is performed.
Materials required
- Student Worksheets (sample on next page)
- Height chart or tape measures
- Stethoscope
- Clock/ watch/ timer– for pulses (need to see 15 seconds passing)
- Print out of Snellen (visual acuity chart) and Ishihara plate for Colour vision test – optional
Style of delivery
Preferably in smaller groups (10–12 children).
Introduction
Ask children about their experience at a doctor’s office – what questions does the doctor ask them? Why do they think doctors need to be good at asking questions and listening to patients?
Explain that this session will be a chance to practice doing a doctors interview, known as a ‘patient history,’ and some parts of an examination, and writing it in a doctor’s chart.
Body of session
Part 1 – skills teaching
Explain to students how to feel the pulse at their wrist, how this corresponds to how many times the heart is pumping each minute and that the heart rate changes with increased activity. First let them practice taking their own pulse and calculating their heart rate by counting their pulse over 15 seconds and multiplying by 4 to work out beats per minute.
Talk through a basic eye exam and what doctors are testing for – either using snellen chart (visual acuity) or asking how many fingers are being held up (with one eye covered at a time), looking at the movements of the eye by asking patient to follow the movements of a finger and see which fingers are moving
Part 2 – doctor-patient examination
Children will then be split into pairs (groups of three can also be possible) and allow them to take it in turns filling in their doctor’s chart (worksheet) with information about their ‘patient’.
- Their partner is their ‘patient’ and they need to ask them the questions they have on their worksheet and listen to their answers to fill in their chart
- Mostly basic facts that doctors routinely ask as part of a basic history
- Some more ‘fun’ questions about favourite sports/ what they had for breakfast/ favourite fruits or vegetables – to practise communication and question asking, also to:
- promote healthy lifestyle
- They also need to record their patient’s pulse rate (count beats in 15 seconds) and calculate it (X 4 = 1 minute)
- They can also measure their patient’s height and record shoe size
- If there is time at the end of the session, the session leader can put this in a graph or demonstrate how to find the average, and discuss how plotting height and measuring it against the average/ expected figures is useful for doctors.
- If a stethoscope is available the pairs can take it in turns to listen to their ‘patient’s’ heart beat and breathing (asking the patient to take a deep breath in and out) – this can be ticked off in the chart.
- Eye testing. “How many fingers am I holding up?” Close one eye – can you see my finger wiggling?”
The students then swap roles and the doctor (previously patient) fills in his/her worksheet.
**End of session**
Discussion of what they liked about the doctor-patient exam, what was hard/easy, what they have learned.
**Take home Tasks**
On the back of the student’s worksheets there will be a wordsearch with some of the key terms that were discussed in the session as a reminder.
- e.g. stethoscope, patient, history, chart, doctor, examination, vision, pulse, rate, heartbeat, communication, records, average
Additionally: A comic book template for the student to draw their favourite part of the doctor-patient exam.
Who’s in Health?
Laura Horne
Resources
- If there is access to a computer with a projector and speakers, you could find a short introductory video (but this is not essential – see the box on the right)
- A simple outline of a person (this should be blue tacked to the wall beforehand), continuation sheets with ‘good writing’ and ‘bad writing’ examples, giant cut-outs of 10mg ‘tablets’ (paper circles with ‘10’ written in the middle)
- A stethoscope (not essential)
- Lots of enthusiasm!
Introduction 3 minutes
Introduce yourself to pupils and promote interaction with pupils (see speech bubbles for proposed questions)
- Opening questions: “Does anyone want to be a doctor?” “Can anybody tell us what a doctor does?” “Can you think of 3 people, other than doctors who work in a hospital?”
- Ask pupils, “Who does English? Who does Maths? Who does Science?” All should raise hands! “In that case you’re all hired as doctors for the day!”
- Play introduction video or alternatively give the scenario verbally
- Video includes a dramatic music interlude during which time the pupils can share in one word what they think makes a good doctor
Verbal (non-video) scenario:
- Joe has chest pain
- “Young doctors, we need your help!”
- Discussion (2 minutes): What are the qualities of a good doctor?
- Aim: emphasise the importance of science, maths and English
Activity 11 minutes
Aim of the activity is for the students to act as doctors to help the patient by utilising their knowledge of maths, English and science. Let’s get to work…
- Focus on Joe’s symptoms. Ask pupils, “What is in the chest?”
- Discussion (2 minutes): Why is the heart important? What surrounds the chest? Encourage pupils to also consider skeleton, muscles and skin
- Emphasise the links to and importance of science KS2 national curriculum links: human circulatory system, skeletons
- Get a pupil to draw the heart and lungs on an outline of a person
- Allow a pupil to use the stethoscope to listen to a chest (of volunteer, or a doll acting as the patient, or teacher) and describe what they can hear to the rest of the group
• Ask a pupil to read ‘bad writing’ continuation sheet first
• Explore why this is difficult and emphasise the necessity of being a good writer, and speller and of being able to read. Explain reading and writing as a method of communication and the importance of avoiding mistakes
• Then give them the ‘good writing’ continuation sheet
• The continuation sheet instructs them to perform a simple medication calculation
• KS2 national curriculum links: calculations of g/kg, mental arithmetic, multiplication and division
• Work through this example with the class
• Explore what might happen if Joe was not given enough medicine, then consider what might happen if Joe was given too much medicine?
• Reinforce the importance of maths for a doctor
**Conclusion**
• Congratulate the students: “Joe is feeling much better!”
• Summarise what they did, remind them that they have used their knowledge of science, English and maths to help Joe
• Inspire them to continue to work hard in these subjects so that they can make great doctors, nurses, councillors and physiotherapists (and any other healthcare professions you may have discussed) in the future
• Remind them that despite being fantastic doctors today, they cannot treat people with chest pain just yet and they should never take or give anyone any medicine unless their parents or a doctor tells them it is safe to do so
Extension tasks
If groups finish the activity particularly quickly, incorporate additional examples of application of science, maths and English into the main activity, suggestions:
**Science**
- Discuss the different ways medicines can be given, such as solids, liquids and gases, and explore the advantages and disadvantages of each state. Do they find tablets tricky to swallow or do they think liquid medicine tastes horrible? Can anyone give an example of medicine that is a gas?
**English**
- Printouts of the continuation sheets may be handed to pupils and they can ‘mark’ the notes, make corrections and leave some feedback for improvement
- Get pupils to fill in the time and the date on the continuation sheet. Why is it important for a doctor to know what time it is?
**Maths**
- For older years more challenging drug calculations may be incorporated, including the need for half and quarter tablets, or calculations requiring the pupils to round up to the nearest 10
Charlie’s chest
Courtney Lawson
Learning Objectives
- Science: To label the main body parts on a chest X-ray and describe what they do
- Maths: To work out heart rate and breathing rate using multiplication
- Literacy: To read a table correctly and write about a patient in the hospital notes
- Practical: To feel the radial pulse, see chest expansion, and listen to the lungs
Resources
- Lesson Plan
- Worksheets
- Pens & Pencils
- Coloured Pencils / Crayons
- Calculator
- Stethoscope
- Antiseptic equipment wipes
- Antiseptic hand gel
Session
Charlie is eight years old and is feeling unwell. Mum and Dad bring Charlie to the nearby hospital. You (the students) are the doctor looking after Charlie!
Activity 1
Demonstrate to the students how doctors feel for the radial pulse, look for chest expansion, and listen to breath sounds at the back of the chest with a stethoscope.
Help students complete Activity 1 on the worksheet using a calculator.
Simplify
- Allow more time by splitting students into groups to work on different activities
- Provide the multiplication factor to convert from 15 seconds to a minute
Challenge
- Think about why Charlie’s heart and lungs might be working too hard
Activity 2
Help students complete Activity 2 on the worksheet using their knowledge of basic anatomy and biology.
Simplify
- Allow more time by splitting students into groups to work on different activities
- Provide a human biology image resource to assist with labeling
Challenge
- Think about how X-rays work; why are some parts black and some white?
Activity 3
Help students complete Activity 3 on the worksheet using the information provided to write brief details.
Simplify
- Allow more time by splitting students into groups to work on different activities
- Provide further help in filling in what happened in the hospital by suggesting: examination, tests, and treatment
Challenge
- Think about the reasons why doctors need to keep notes about their patients
Conclusion
You have used your skills in maths, science, reading, and writing to help Charlie. You have also learned some practical skills that doctors use to help patients.
You could be a great doctor!
Worksheet
Activity 1
You need to work out how hard Charlie’s heart and lungs are working. The heart rate is how many times Charlie’s heart beats in one minute. The breathing rate is how many breaths Charlie takes in one minute.
You feel the pulse beat 32 times in 15 seconds. What is the heart rate? ________
You see the lungs breathe 7 times in 15 seconds. What is the breathing rate? ________
Compare your answers to the normal ranges in this table.
| Age (years) | Heart rate (beats per minute) | Breathing rate (breaths per minute) |
|-------------|------------------------------|------------------------------------|
| 2–5 | 95–140 | 25–30 |
| 5–12 | 80–120 | 20–25 |
| Over 12 | 60–100 | 12–20 |
Are Charlie’s heart and lungs working too hard? ________
Activity 2
Charlie has an X-ray picture taken of his chest to look for any problems with his heart and lungs. Using colouring pens, match the colours of the organs in the X-ray to their names and roles in the boxes opposite.
- Heart
- Lungs
- Stomach
- Collar bones
- Spine bone
- Ribs
- Connects the shoulder to the breast bone
- Pumps blood around the body
- Forms a cage to protect the organs in the chest
- Helps to break down food
- Brings oxygen from the air into the body
- Supports the whole body like a pillar
Activity 3
You give Charlie some medicine to feel better. It is important to write down what has happened to Charlie in the hospital notes. Fill in these notes.
Hospital Notes
Date: ..................................................................................................................................
Time: ..................................................................................................................................
Patient name: ........................................................................................................................
Patient age: ..........................................................................................................................
Doctor name: ........................................................................................................................
Doctor signature: ..................................................................................................................
Why did the patient come to the hospital? ...........................................................................
What happened to the patient in the hospital? ...................................................................
Looking, talking and thinking like a doctor
Oliver Taylor
Introduction: Looking like a doctor 3 minutes
This introductory section involves addressing all of the pupils as a seated group, engaging them with open questions and eliciting ideas from individual pupils.
Preparation: Wear long sleeves, a wrist watch, and a tie.
- Introduce yourself to the group: “Good morning year X, my name is Y, and today we are all going to be doctors. The first step in being a doctor is looking like a doctor. What do you think a doctor looks like?” Collect ideas from the pupils, and acknowledge them positively.
- If there is a student with short or rolled-up sleeves, indicate to them and say: “Did you know that you look more like a doctor than I do?” Raise your arm and encourage the pupil to put their hand up, and then ask the rest of the class: “Why is [pupil’s name] dressed more like a doctor than me?” Draw attention to your arms and steer the student’s answers towards noticing that you have long sleeves. (If there are no short-sleeved students, begin with: “At the moment, I don’t look like a doctor. Can you work out what I’m wearing on my arms that is wrong for a doctor?”)
- Explore with the students: “Why do you think it’s a bad idea for a doctor to have long sleeves? What do doctors spend a lot of time doing?” Support this question by miming washing your hands. Once the pupils have answered, ask: “Why is it important for a doctor to wash their hands?” encouraging answers about spreading bacteria/bugs.
- Ask: “Why might having long sleeves make it difficult to wash your hands properly?” Explore ideas like “sleeves would get in the way”, “sleeves would get wet” and “difficult to wash higher up your arms”.
- Summarise what has been discussed: “So, doctors always wear short sleeves so that they can wash their hands easily and avoid spreading bacteria”, and encourage activity from the pupils: “Everybody, roll up your sleeves”.
- Having rolled up your own sleeves, show both your arms: “Is there anything else I’m wearing that could make washing my hands difficult?” Encourage the students to notice your wrist watch, remove it, and tell the class to join you: “Take off anything that you have on your wrists, like watches and bracelets, so that you are bare below the elbows”.
- Now, stand up and ask: “Is there anything else that I am wearing that could touch patients and spread bacteria? Particularly if I am leaning over to examine people?” Lean forward and demonstrate the way your tie dangles down. Once students have offered their answers, remove your tie, and if the class has a tie as part of its school uniform, tell the class: “Everybody, take off your ties”.
English Skills: Talking like a doctor 3 minutes
For this section the class is arranged into 3 groups, each group is given a set of cut-out statements, and pupils are challenged to choose the best phrases for communicating with a patient.
Preparation: Prepare labelled folders containing the cut-out statements listed below.
Signpost that a new stage of the session is starting: “Now that we all look like doctors, we have to learn to talk like doctors…” Split the class into three groups, and give each group a labelled folder containing three laminated, cut-out statements:
**Group 1 – Asking for a patient’s age**
- “Would you mind me asking how old you are?” ✓ (Demonstrates sensitivity)
- “You look like you’re about 30 years old. Is that right?” ✗ (Makes a presumption about the patient)
- “I need to know your age. How old are you?” ✗ (Less polite than option 1)
**Group 2 – Encouraging a patient to eat a better diet**
- “You have to eat healthier food or you will be very ill.” ✗ (Negative and worrying)
- “Eating a better diet will help you to stay healthy.” ✓ (Positive and encouraging)
- “Your diet is very bad. You should change what you eat.” ✗ (Negative and insistent)
**Group 3 – Asking to examine a patient’s hand**
- “Are you happy for me to look at the cut on your hand?” ✓ (Polite, offers a choice)
- “Show me your hands. I need to see your cut.” ✗ (Demanding, no choice offered)
- “Give me your hand. I’m sure it’s not so bad.” ✗ (Suggests problem unimportant)
Task the groups with choosing the best statement for each scenario. Be sure to tell the students you are timing them to complete the objective, ideally using a visible timer such as a stop-watch app on an interactive white board. Give around one and a half minutes for year 2, 3 and 4 students, and a minute for year 5 and 6 pupils. After the timer is finished, encourage discussion about what words and phrases would make someone feel comfortable, and which might seem rude or worrying.
**Maths and Science: Thinking like a doctor**
8–9 minutes
For this section, students are split into pairs and taught: how to take a pulse, how to multiply to give answers in beats per minute, how to use a stethoscope to determine the number of heart sounds per pulse, and how to make heart sounds louder with a manoeuvre.
Preparation: Have access to a stethoscope for each pair of pupils (it should be possible to acquire several nurse’s stethoscopes. Alternatively, the stethoscope exercise can be performed by having volunteers take turns to come up and listen to your heart).
• Indicate that a new stage of the session is starting: “Now that we can look and talk like doctors, we need to learn to think like doctors…” Split the students into pairs and instruct them that one pupil in each pair is going to take the other’s pulse at the wrist. Demonstrate how to do this, and assist pupils that need help.
• Tell the class that you will time for 15 seconds, and that everyone should be quiet and count the number of heart beats they can feel in this time. Collect answers from pairs and write them up on a board or flip chart if possible.
• Next, introduce the idea of beats per minute: “So, at the moment, we know how many times each of your hearts beat in 15 seconds. But when doctors write down the heart rate on a chart, they have to say how many times the heart beats per minute. Can anyone think of how we can use these numbers to estimate how many times your hearts beat in a minute?” Collect suggestions and move towards the idea of multiplying the results by four to give the rough number of beats in 60 seconds. Ask different pupils to try and multiply the numbers by four, gauging the level of understanding of the students and allowing calculators where needed.
• Next, explore the effect of exercise on the heart rate: “I’m going to ask you to do 30 jumping jacks. What do you think will happen to your heart rate afterwards?” Collect suggestions, then get the students to perform the exercise, and repeat the timed pulse-taking.
• Summarise what has been learnt and why this is useful: “So now we know that your heart rate will go up after you exercise. It’s useful for doctors to check somebody’s heart rate because people who are hurt or have infections will also have a very high heart rate.”
• Next, introduce the stethoscopes: “Does anyone know what this is for?” Instruct the students who had their pulses taken to listen to the left side of their partner’s chest for the ‘lub-dub’ sound of the heart.
• Once you have helped all students to hear the heartbeat, instruct them to take the pulse at the same time as listening and ask: “How many heart noises are there for each pulse?” Steer the students towards noticing that there are two heart sounds: a “lub” and a “dub”, for each pulse.
• Depending on the level of the students, you may want to explain this to them: “The heart has an upper part and a lower part. The upper part squeezes first, pushing blood into the lower part, which then squeezes hard to pump the blood around the body. So there are two noises for each pulse, one after the top half squeezes, and one after the bottom half squeezes (simplified explanation for primary school level).” In older groups, you may wish to go further into explaining that the noise is caused by valves closing.
• A final activity, if you have time, is to ask the students to hold their breath in and then hold their breath out. Ask pupils to listen and state when they can hear the heart loudest. They should find that they can hear best when the breath is held out. You can explain this: “When you breathe out, your lungs get smaller, and your heart moves closer to the front of your chest” and mention that doctors use this to hear the heart better.
Close the session
Use any remaining time to continue exploring the stethoscopes and answering questions. End by bringing the class back together, asking: “What have you learned today?” and “Do any of you think it would be fun to be a doctor?” | <urn:uuid:2f8d68a8-0da7-4db5-a721-29c3078a3081> | CC-MAIN-2019-04 | https://www.medschools.ac.uk/media/1208/whos-in-health-example-teaching-sessions.pdf | 2019-01-22T20:04:23Z | crawl-data/CC-MAIN-2019-04/segments/1547583867214.54/warc/CC-MAIN-20190122182019-20190122204019-00311.warc.gz | 861,990,475 | 11,210 | eng_Latn | eng_Latn | 0.985533 | eng_Latn | 0.999004 | [
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11. Looking for a cool place: the Mursi, 1890s–1980s
David Turton
When the Mursi speak of the population movements that brought them into their present territory, and which have continued throughout this century, they describe themselves as ‘looking for a cool place’. This phrase is important for the light it sheds, not only on Mursi history (in the sense of an objective record of past events) but also on the role of history (in the sense of a subjective interpretation of those events) in shaping and legitimising their response to present ecological conditions. In the first part of this chapter I give a brief account of Mursi subsistence activities, as I have observed them over the past eighteen years, and summarise their response, over that period, to the worst ecological crisis in living memory. I then trace their response to the more gradual ecological changes that have been taking place in their territory since the turn of the century, in order to place more recent events in their historical context. Finally, I show how, behind a mask of cultural and historical continuity, summed up in the phrase ‘looking for a cool place’, far-reaching changes have been taking place in the territorial composition of their society and in their view of themselves as a distinct group.
The 1970s: drought, war and migration
The Mursi number about 5000 and live in the Lower Omo Valley of south-western Ethiopia, about 100 km north of Lake Turkana. Their territory is in the shape of an oblong, bounded to the west and south by the River Omo, to the east by the Mago and to the north by a seasonal, westward flowing tributary of the Omo, the Mara. Their economy is based upon cultivation and cattle herding.
Their main crop is sorghum, although they also grow some maize, beans and cowpeas. Two harvests are obtained each year, one by rain-fed, shifting cultivation and one by flood-retreat cultivation. Mean annual rainfall in Mursiland is probably around 480 mm.,\(^1\) most of the rain being concentrated into two periods, one between March and May (the primary maximum) and the other between October and December. Planting of the rain-fed crop takes place in bush clearings along the westward flowing tributaries of the Omo as soon as it is clear that the main rains have begun — in a ‘normal’ year around the middle of March. The Mursi grow a variety of sorghum which is ready for harvesting ten to twelve weeks after planting and which is therefore well adapted to the relatively short rainy season. But the onset, duration and intensity of the rains varies considerably from one year to the next, often with devastating results for the harvest.\(^2\) Once cleared, a plot is planted continuously for up to six years (but ideally for no more than four), by which time there has been a significant reduction in yield, due to lowered fertility and competition from weeds.
The flood crop is planted on narrow silt berms along the banks of the Omo in September and October and harvested in December and January. Since only land which has been inundated by that year’s flood can be planted, the area available is determined by the flood level, which varies from year to year, and by the configuration of the river bank. The most extensive flooding occurs on the inner bends of meanders, but the Omo is relatively straight for most of its course in Mursiland, only beginning to meander markedly after it has turned eastwards, round the southern end of the Dara range. Flood-retreat cultivation, although providing small and variable harvests, is a most valuable complement to rain-fed cultivation, for two main reasons. Firstly, and depending on the level reached by the flood, the same plots can be cultivated year after year because their fertility is annually renewed by nutrients deposited in the flood silts. Secondly, since the Omo flood is controlled by the heavy ‘summer’ rains which fall over its highland catchment area, flood cultivation is relatively unaffected by the erratic local rainfall which makes rain-fed cultivation so uncertain. Because of this uncertainty, coupled with the limited area available for flood-retreat cultivation,
1. K. Butzer, *Recent History of an Ethiopian Delta: The Omo River and the Level of Lake Rudolf* (Chicago: 1971):26.
2. In 1969 the rains did not begin until 18 April and petered out within three weeks, leading to a total failure of the crop. In 1974 the rains began on 17 March and continued until harvest time. Seeds were washed out of the ground by heavy rain and yields were much reduced by crop pests and disease.
10 The Lower Omo Valley
cattle herding is a vital additional resource for the Mursi.
During the dry season, between October and February, cattle are kept far to the east, in the wooded grasslands which rise towards the Omo-Mago watershed and which are drained by the River Elma. The herds are then under the care of young men and boys, who live in rough, temporary camps and subsist almost entirely on milk, blood and meat. The remainder of the population, meanwhile, is at the Omo, where flood-retreat cultivation is in progress. Cattle cannot be kept for long periods at the Omo because its flanking forest and bushbelt is infested with tsetse flies and because, even when the tsetse threat diminishes, during the dry season, what little grazing land is to be found there is quickly exhausted. With the onset of the main rains, however, the population becomes more concentrated. The cattle are moved westwards and more permanent settlements are built around the head streams of the Omo’s westward flowing tributaries, in the mostly dry beds of which water holes are dug for the cattle. Since these settlements are no more than an hour’s walk from the rain-fed cultivation areas, the population as a whole, but especially young children, can benefit from the increased milk supply which is brought on by the rains.
It is not, however, the contribution made by pastoral products to daily subsistence that most clearly demonstrates the economic importance of cattle to the Mursi. Since their per capita stock wealth is only about one, they would need to increase their cattle numbers at least ten-fold in order to subsist entirely, or even mainly, on a pastoral diet.\(^3\) As it is, cattle can provide them with no more than 20 per cent of their total subsistence – not, of course, an inconsiderable amount, especially as it comes in the form of a protein supplement to a predominantly grain diet, but hardly one that reflects the overwhelming cultural and social importance of cattle in Mursi society. Cattle nevertheless play a vital role in maintaining the longterm viability of an economy which, although based primarily on cultivation, is beset by frequent crop failures. At such times they can be readily exchanged for grain among neighbouring groups, or sold in highland markets for the same purpose. The conversion of live animals into grain is, of course, a more efficient way of dealing with a food shortage than their direct consumption. As the most effective means of famine insurance available to them, the Mursi regard cattle as their last defence against starvation, a view that was
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\(^3\) G. Dahl and A. Hjort, *Having Herds: Pastoral Herd Growth and Household Economy*, (Stockholm: 1976).
amply justified during the drought of the early 1970s.\(^4\)
Between 1971 and 1973 the rains failed for three years in succession, an event which was unprecedented in living memory. The resulting famine was so severe that people could compare it only with one called *roboga*, which occurred before any of them were born and which I take to be the ‘great famine’ of 1888–92.\(^5\) How did they cope? The first answer is that many of them did not. Of a census of 367 married men I had conducted during my first visit to the Mursi, in 1970, nearly 20 per cent were dead by 1974 and one can only imagine the death-rate there must have been among children under five. The second answer is that the single most important factor which enabled them, as a group, to survive the crisis was access to grain, through market exchange, from the highlands. All manner of items were bartered or sold – rifles, agricultural implements, cattle and buffalo hides, honey, tobacco, personal ornaments and even walking sticks. But, in their own estimation, it was the ability to sell or exchange cattle which differentiated, more than anything else, those who survived from those who did not. The most telling indication both of the seriousness of the crisis and of the crucial role of cattle as famine insurance was that people even took back by force cattle they had paid in bridewealth, thereby not only divorcing themselves but also undermining a system of long term reciprocity which plays a key role in the equitable distribution of scarce resources.\(^6\)
External relations were also in turmoil. Inter-group fighting on a large scale affected all the herding peoples of the Lower Omo during the early 1970s,\(^7\) the Mursi being chiefly involved in mutual cattle raiding with their northern neighbours, the Bodi. Although undoubtedly occasioned by food shortage, these raids cannot be seen as ecologically
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4. In the account which follows I give the minimum information needed to support the argument later in the chapter. For more details see D. Turton, ‘Response to Drought: The Mursi of Southwest Ethiopia’ in J.P. Garlick and R.W.J. Keay (eds.) *Human Ecology in the Tropics*, Symposia of the Society for the Study of Human Biology, Vol.16 (London: 1977); D. Turton, ‘Mursi Response to Drought: Some Lessons for Relief and Rehabilitation’, *African Affairs*, 84, (1985): 331–46; D. Turton and P. Turton, ‘Spontaneous Resettlement after Drought: an Ethiopian Example’, *Disasters*, 8, 1984: 178–89.
5. cf. R. Pankhurst and D. Johnson in this volume.
6. See D. Turton, ‘The Economics of Mursi Bridewealth: A Comparative Perspective’, in J. Comaroff (ed.), *The Meaning of Marriage Payments*, (London: 1980).
7. See articles by Almagor, Tornay, Fukui, Turton and Todd in F. Fukui and D. Turton (eds.) *Warfare among East African Herders*, Senri Ethnological Studies No.3, (Osaka: 1977).
adaptive, at least in the short term, for they made matters worse in a number of ways. Cattle were made less vulnerable to raids but more vulnerable to disease by being kept on the fringes of the tsetse-infested Omo bush; agricultural activities, especially in the rain-fed cultivation areas, were severely disrupted; and people travelling to and from highland markets were regularly ambushed and killed. This was not a period of particularly intense conflict between two groups who regularly raid each other for cattle, but a breakdown in the normally peaceful relations between them which justified the term war. It was Mursi occupation of the River Mara, which dates only from the late 1920s and early 1930s, that turned out to be the underlying bone of contention. Both sides acknowledged that Mara had once been Bodi territory, though it had not been occupied by them in living memory. The war came to an end in 1975, when two peace-making ceremonies were held, one by the Mursi at Mara and the other by the Bodi at Gura, 18 km to the north. Since they were attended by representatives of both sides, these ceremonies amounted to *de jure* ratification of what was previously only the *de facto* Mursi-Bodi boundary. For there had been an earlier war between the two groups, in the late 1940s, at the end of which the Mursi held their peace-making ceremony on the River Moizoi, 20 km south of the Mara. From the Mursi point of view, then, the war of the early 1970s *was* ecologically adaptive, although not in relation to the crisis which probably occasioned it. Rather, it was part of a longterm process of Mursi expansion which, as I shall show later, may be seen as a response to changing conditions in the Omo valley over the past ninety years.
After some improvement during the middle years of the decade, the rains were again poor in 1977 and disastrously so in the two following years. Flood levels were also low between 1978 and 1980. Conditions were almost as bad as they had been at the beginning of the decade and, in the 1978–9 dry season, there took place an event which had been predicted to me several years before, in these words: ‘if the rain deserts our country, we must do the same’. The event was a migration, by people living in the Mara area, to the unoccupied Mago Valley. They settled at the northern foot of Mt Mago, and by 1982 there were over 200 houses here, spread over approximately one square mile, and between 800 and 1000 people, or 20 per cent of the total Mursi population.
The migrants chose this site firstly, because it offered the prospect of more reliable rain-fed cultivation. Not only does it receive a somewhat better rainfall than the Omo lowlands, being about 250m higher (750m
as opposed to 500m), but there is also a wide expanse of untouched forest and bush on both banks of the Mago. The migrants have, in fact, enjoyed consistently better rain-fed crop yields than in the rest of Mursiland, with the result that, even in relatively poor years, less fortunate relatives from other parts of the country have descended upon them in search of extended hospitality and gifts of grain. In good years they have been able to sell their surplus sorghum in the weekly market in Berka, a highland village about four hours’ walk away. The proximity of Berka was the second, and perhaps equal, attraction of the Mago Valley for the migrants. It is easy to see why this should be so, given the importance of market exchange in seeing them through the recent years of hunger. Living so close to the market means that, in hungry periods, they can sell small items, such as honey and firewood, and with the proceeds buy enough food to keep their families going for another week or so. The Mago migrants are the only Mursi who are in regular contact with a market centre and they have been quick to take advantage of the material benefits this entails.
For a people as culturally committed to cattle herding as the Mursi there was one serious drawback to the move: the area chosen has a higher tsetse ‘challenge’ than the Omo lowlands. When they first moved to the Mago, the migrants were, at least publicly, optimistic about the chances of being able to keep cattle as close to their new cultivation areas as they had been accustomed to do in the lowlands during the wet season but, by the time of my last visit to them, in August 1986, they had accepted that the risks were too great for this. They now keep their cattle in the traditional grazing areas, at least a full day’s walk away, under the care of unmarried male relatives, and bring them back to the Mago only during the one or two driest months of the year, when the tsetse threat is diminished. This had led several of the original migrants, who were relatively wealthy stockowners, to return to their former cultivation areas, preferring the likelihood of poorer crop yields to, on the one hand, the certainty of serious stock losses if they kept their cattle in the Mago valley and, on the other, the almost year-round separation of their agricultural and pastoral activities. The result is that the ‘Mago Mursi’, who now tend to be people with few or no cattle, look set to become sedentary agriculturalists, with fewer and fewer links to the pastoral economy of the lowlands, and more and more to the peasant economy of the highlands.
The Mago migration, even more clearly than the war of the early seventies, was a response to a particularly severe ecological crisis. When looked at in the context of recent Mursi history, however, it was far
from unexpected or arbitrary. It, or something like it, would have happened anyway, even without the drought.
The historical context: response to ecological change since the 1890s
Recent ecological changes in the Lower Omo basin have all been related to a lowering in the level of Lake Turkana, due to reduced discharge from the Omo and thus to reduced rainfall over the Omo Basin. From a survey of the historical evidence (mainly the reports of travellers and explorers), Karl Butzer has concluded that, after a thirty to forty year period of rising lake levels up to 1896, there was a ‘precipitous drop of 13 metres by 1908’. There followed a short lived rise of three metres around 1918, after which the downward trend continued until the mid-1950s, by which time the lake was twenty metres below its 1896 level. In the early 1960s there was a rise of four to five metres, associated with a succession of prolonged rainy seasons over the Ethiopian Plateau. Butzer comments that ‘contemporary trends . . . appear to be positive’ but he was writing before the drought years of the 1970s, which have presumably resulted in a renewal of ‘negative trends’ up to the present.
Fig. 1
Fluctuations in the level of Turkana since the 1890s.
(Based on Butzer, 1971: 123)
8. Butzer, Recent History of an Ethiopian Delta: 124.
9. Butzer, loc.cit.
This drastic and rapid change in the level of Lake Turkana has had a marked impact on the ecology of the Lower Omo Basin in the space of the last two or three generations.
Most obviously, hundreds of square kilometres of land which were once submerged at the northern end of the lake have been exposed, and the area liable to annual flooding along the banks of the Omo has been reduced. The consequent drying out of land adjacent to the river has produced a transition to woody vegetation which is more advanced the further one proceeds upstream.
[the] progressive improvement in drainage favoured the development of woody vegetation, resulting in a southward advance of forest and woodland along the levee. Since there has been a greater time period for development of this woody vegetation at the northern end of this previously submerged and inundated zone, there exists along the levee and backslopes a south to north gradient of vegetational successional development.
The same process of vegetational change, associated with improved drainage, must have occurred along the Omo’s westward flowing tributaries in Mursiland. Today, none of these contains surface water for more than, at most, a few weeks at a time during the wet season, but one of them, the Mara, became seasonal only in living memory. One man, who was about ten years old at the beginning of the Italian occupation (1937), could remember a goat being taken by a crocodile at a place on the Mara where it is now possible to obtain water only by digging. The lower courses of these tributaries pass through what is, today, a belt of bushland thicket extending east of the Omo as far as the 500m contour. Since older informants can remember when this was open grassland, used for cattle herding, it seems likely that another factor in creating the bushbelt (apart from a reduction in ground water level) has been heavy dry season grazing which, by reducing the effectiveness of periodic burning, would have made it easier for woody plants to establish themselves. This in turn would have allowed tsetse, already
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10. 'The levels of this lake have fluctuated over a range of 20 metres within the past 75 years, an amplitude exceeding that of any other world lake of natural origin'. Butzer, *Recent History*: 146.
11. C. Carr, *Pastoralism in Crisis: The Dasanetch and their Ethiopian Land*, (Chicago: 1977): 65.
12. Typical plants of the bushbelt are: *Sarcostemma*, *Euphorbia tirucali*, *Cissus quadrangularis*, *Sansevieria*, *Acacia mellifera*, *Adenium obesum* and *Plectranthus*.
present in the riverine forest of the Omo, to penetrate the wooded grassland east of the 500m contour, a process which is reported by people in their fifties and sixties to have been increasing steadily during their lifetimes. The negative impact of these ecological changes on both the agricultural and pastoral activities of the Mursi was the impetus of their territorial expansion over the past ninety years.
According to Mursi traditional history, they moved into their present territory from a range of hills, which they call Dirka, west of the Omo and south of the River Mui. Although it is impossible to say what prompted this move, it is easy to see why they should have settled on the east rather than on the west bank of the Omo. Between Dirka and the Omo there is a level grass plain, twenty to twenty-five kilometres wide and less than 500 metres in elevation, which becomes quickly waterlogged after rain but lacks even seasonal water courses. While this plain could have been used for grazing during the dry season, provided the cattle were not taken too far from the Omo, mud would have made it quite unsuitable for grazing during the rainy season. The same conditions would have been found east of the Omo, but only for about 5 kilometres, as far as the 500m contour. After this there is lighter, stoney and therefore more porous soil, as the ground rises steadily towards Mt Dara, the slopes of which are drained by numerous tributaries of the Omo and Elma. East of the Omo, then, the Mursi found a similar environment to that of the Dirka Hills, but in close proximity to a major river with opportunities for flood retreat cultivation.
The Omo was, at that time, occupied by a group of hunters and cultivators, the Kwegu, who today form a small client population among both the Mursi and Bodi\(^{13}\) and who are said to have first introduced the Mursi to cultivation. The Kwegu were in a subservient relationship with the Bodi, who occupied the present day Mursi grazing areas east of the Omo and who, in turn, had close links with communities of hill farmers who occupied higher ground in the Dara range and along the Omo-Elma watershed. These were ancestors of the Ari and/or the Dizi, who are now confined to the highlands east and west of the Omo respectively. The Mursi attacked the cattle herding Bodi, who retreated northwards, beyond the river Mara, but claim to have left the Kwegu in peace. The hill farmers, they say, ‘just left’.
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13. See D. Turton, ‘A Problem of Domination at the Periphery: The Kwegu and the Mursi’, in D. Donham and W. James (eds.), *The Imperial Marches of Southern Ethiopia: Essays in History and Social Anthropology* (Cambridge: 1986): 148–72.
Having established themselves in their new territory, and in the absence of the present bushbelt, the Mursi would have been able to graze their herds along the east bank of the Omo, in close proximity to the river, for most of the year. Even if tsetse were already present in the riverine forest, the fly in question would have been *glossina fuscipes* which, in contrast to *glossina pallipides*, the thicket tsetse which infests the bushbelt today, is a poor vector of bovine trypanosomiasis. In the dry season the threat would have been particularly slight. In rainy periods it would have been necessary to move the cattle only a short distance eastwards better drained ground above the 500m contour. This is in contrast to the more extensive pattern of transhumance which the growth of the bushbelt subsequently made necessary, and which I described in the first part of the chapter.
It is impossible to say with any certainty when the Mursi first moved to the Omo, but what little evidence there is suggests that they did so between 100 and 200 years ago. At Gowa, on the left (east) bank of the Omo, there was in 1970 a large tree which was said to have been used to tie up calves when the original crossing (using a ford which has since been washed away) was made. On high ground overlooking the River Elma, at Arichukgirong, there are what appear to be the fairly recent remains of houses built by the farmers who abandoned the area on the arrival of the Mursi.¹⁴ And at the southern end of the Dara Range, not only are there clear remains of hill terracing, but there was also, in 1970, at least one dead coffee tree still standing. In any event, all that can be said with certainty, on the basis of oral testimony and external historical evidence, is that the Mursi were living on the east side of the Omo by the 1890s and it is from this point that one can begin to trace the history of their subsequent movements with some confidence. The first essential is to construct a reliable chronological framework, and this can be done by making use of the age set system.
There are two basic male age grades, basic in the sense that all males can be categorised by means of them: boys (*lusa*) and adults (*zuo*). These are subdivided into four grades of boys and three of adults, the senior grade of boys being *teru* and the junior grade of adults, *rora*. The process of physical maturation which is socially recognised by these terms is, of course, a gradual one for each individual. But social maturation is achieved suddenly, publicly and collectively by all the *teru* of a locality.
¹⁴. These are circular stone platforms, about 5 to 6 metres in diameter, on which, say the Mursi, the mud floors of the houses were laid. This was to keep out surface water as it ran down the hillside after heavy rain.
through a two-day ceremony, called *nitha*. This not only promotes them to the *rora* grade but also forms them into an age set, a named, society-wide category of age mates. As each new set is formed, members of the immediately senior set become *bara* (elders). Each of the three main territorial sections into which the Mursi are divided, Ariholi, Gongulobibi and Dola, holds its ceremony, in that order, during the same wet season. The priority of the southern sections is said to derive from the fact that the Mursi first crossed from the west to the east side of the Omo in the south of their present territory. Combining oral history with external historical evidence it is possible to establish, with varying degrees of accuracy, the dates of the last six ceremonies, as follows:
| Age Set | Year |
|---------|------|
| Benna | 1890–92 |
| Geleba | 1900–05 |
| Gurtu | 1910–12 |
| Kera | 1924–25 |
| Yoiya | 1935 |
| Benna | 1961 |
Age set ceremonies are useful historical reference points because the Mursi commonly date past events by referring to the age grade then being occupied by a particular set. They are also spatial reference points because their locations have varied in response both to short- and long-term movements of population and to long-term changes in the seasonal transhumance pattern.
The earlier Benna age set was formed either in the same year as, or during the year immediately preceding, an outbreak of rinderpest which occurred towards the end of the nineteenth century and which is associated with the famine called *roboga*. On the assumption that rinderpest reached the Mursi a little after it appeared in northern Ethiopia and the Sudan, this would have been in 1891 or 1892. So many cattle were lost during this epidemic that virtually the whole Mursi population became dependent for survival on cultivation, hunting and fishing along the banks of the Omo and this seems to have been their
---
15. The name is taken from the killing of one or more oxen, which is a major feature of the ceremony. For a more detailed account of age set ceremonial see D. Turton, ‘Territorial Organisation and Age among the Mursi’, in P.T.W. Baxter and U. Almagor (eds.), *Age, Generation and Time: Some Features of East African Age Organisation*, (London: 1978): 9–130.
16. See R. Pankhurst and D. Johnson in this volume.
situation when they were first contacted by Europeans, in 1896. During July and August that year an Italian Geographical Society expedition, led by Vittorio Bòttego, followed the left bank of the Omo from a point approximately due west of Mt Smith to Lake Turkana.\(^{17}\) On 3 August, when it was about 30 km south of the Mui junction, the expedition met some people called ‘Tdamoo’. By 7 August, having passed through ‘village after village’ and seen many dugout canoes, it was at the southwestern extremity of the Dara range. Between here and the Mago junction there was a relatively large population of ‘Tdama’ or ‘Muu’, living mainly by hunting and fishing but with small (rain-fed) plots of sorghum and beans on the river bank and ‘very few goats and oxen’.\(^{18}\) These were clearly the Mursi, since they are known today as ‘Dama’ by the Bodi, their former self-name was ‘Tamai’ (a name they still use on ceremonial occasions) and ‘Muu’ is very close to their present self-name, *Mun*. But the fact that they are also described as ‘expert elephant hunters’, using not only spears but also poisoned arrows, and as keeping elephant tail ‘trophies’ in their houses suggests that there were also Kwegu here, ancestors no doubt of those who are found today at the mouth of the Mago and who are called Mugudji by their southern neighbours, the Kara.\(^{19}\) Before they acquired guns the Mursi certainly hunted elephants with spears, but the use of poisoned arrows and the keeping of animal tail trophies are Kwegu, not Mursi, traditions. The Mursi, however, through their patron-client link with the Kwegu,\(^{20}\) would have controlled the sale of ivory, through a Kara village south of the Mago junction.\(^{21}\)
At the time of Bòttego’s visit, then, the Mursi were concentrated in the south of their present territory and were depending heavily on hunting, fishing and cultivation. It is likely that the Italians underestimated the extent of their dependence on cultivation since, this being the wet season, there would have been no evidence of flood retreat cultivation. The report that they had ‘very few’ livestock is obviously consistent with a recent outbreak of rinderpest (although it is likely that whatever cattle they did possess at the time would have been kept out of
---
17. L. Vannutelli and C. Citerni, *L’Omo: Viaggi de’Esplorazione nell’ Africa Orientale*, (Milan: 1899): 308–30.
18. Vannutelli and Citermi, *L’Omo* . . . : 323.
19. J. Lydall, ‘Hamer’, in M.L. Bender (ed.), *The Non-Semitic Languages of Ethiopia*, Monograph No.5, Occasional Papers Series, Committee on Ethiopian Studies (East Lansing, Michigan: 1976): 393–437.
20. See D. Turton, ‘A Problem of Domination . . .’
21. Vannutelli and Citermi, *L’Omo* . . . : 329.
the expedition’s sight). The dominant theme in Mursi accounts of the period is the efforts that were then being made to rebuild the herds after this disastrous epidemic. Ivory was no doubt directly exchanged for cattle, although it must also have been used to obtain guns, which the Mursi began to acquire during the first decade of this century. Less valuable items than ivory were used to start a chain of conversions which ended in the acquisition of cattle. One such item was mudani, a local, if inferior, kind of salt, which was exchanged first for coffee in highland villages, such as Berka. The coffee was then exchanged for goats among the Nyangatom, who live west of the Omo, and the goats were taken back to the highlands to be converted into cattle.
Just as they were thus laboriously rebuilding their herds after the rinderpest, they had to contend with a new threat; cattle raids by Amhara (or more properly Shewans) from the Baco highlands, which had been brought under the sway of the Ethiopian Emperor, Menelik II in 1894. Such raids, which were at least partly the result of demands for tribute and tax emanating from the top of the Imperial hierarchy, became a regular feature of Mursi life for the next forty to fifty years and were probably as important a factor as disease in preventing the steady growth of their herds. The method used was simply to collect by force, and drive away, as many cattle as possible. The response of the Mursi was to keep what animals they could out of sight of the raiders and this could best be achieved by taking them onto the right bank of the Omo. I was told of cattle being taken to drink at the Omo after dark, their mouths being tied shut on the journey to and from the river, and their tracks being carefully covered up afterwards.
During the early years of this century there were two epidemics among the human population which are said to have caused a huge number of deaths. They were both particularly virulent along the Omo, where the bulk of the population was living because of Amhara raids. The first, a tick-borne disease, occurred between 1900 and 1905 and the second, sleeping sickness, between 1909 and 1912. The appearance of sleeping sickness can be externally dated, thanks to a report by an English traveller, C.H. Stigand. On his way from Lake Turkana to Baco via the Mago Valley in 1909, Stigand was given descriptions of a disease which was new to the area and which he took to be sleeping sickness.\(^{22}\) His prediction that whole communities would soon be wiped out along
\(^{22}\) C.H. Stigand, *To Abyssinia Through an Unknown Land*, (London: 1910): 240.
the Omo is confirmed by Mursi and Nyangatom accounts.\textsuperscript{23} It was during the sleeping sickness epidemic that the Gurtu age set was formed, the elders having decided to go ahead with the ceremonies on the grounds that, ‘if the young men are to die, they should die as adults’.
The location of the Gurtu ceremonies gives us some indication that the bulk of the Mursi were still concentrated at that time in the southern half of their present territory and that they still regarded the Omo as the heart (or as they would say ‘stomach’) of their country. The Gongulobibi and Ariholi sections held their ceremonies on the left bank of the Omo, at Gowa, while the Dola section held its about five kilometres to the north, on the right bank. When the Kera set was formed, in 1924 or 1925, each section held its ceremony on the right bank: Gongulobibi opposite Shangoro, Ariholi opposite Kurum, and Dola opposite Gowa. (This was because of yet another incursion of Amhara from Baco, who established a base on the Mara.) Because of the Mursi practice of holding age set ceremonies at places which are historically important in relation to their migration route, it cannot be assumed that the most northerly of these ceremonies marked the northern limit of Mursi occupation at the time. It is, on the contrary, reasonable to assume that a ‘pioneering’ northward movement had been going on for some years before 1925, in search of new rain-fed cultivation areas along the Omo’s westward flowing tributaries. What can be said for certain is that it was not until after the Kera set and before the Yoiya set had been formed (between 1925 and 1935) that members of the Dola section began to make use of the Mara Valley for rain-fed cultivation. Up to that time the most northerly of the Omo’s westward flowing tributaries they had used for this purpose was the Moizoi, which is twenty kilometres south of the Mara. What factors lay behind this northward movement?
The drastic lowering in the level of Lake Turkana which, by 1935, had fallen about seventeen metres from its 1896 level, would have resulted in a progressive deterioration of flood-retreat harvests – progressive not only in time, but also in an upstream direction. Meanwhile, the Omo was becoming a less attractive area for rain-fed cultivation, not so much because of a reduction in the area of untouched riverine forest, although this may have been a factor, as because the growth of bushland thicket (and consequently of the tsetse population)
\textsuperscript{23} S. Tornay, ‘The Omo Murle Enigma’, in M.L. Bender (ed.), \textit{Peoples and Cultures of the Ethio-Sudan Borderlands}, Monograph No.10, Committee on North East African Studies (East Lansing, Michigan: 1981): 33–60.
along its banks made it increasingly difficult to keep cattle in close proximity to the cultivation areas. New rain-fed cultivation areas were therefore sought farther to the east, along the Omo’s westward flowing tributaries, around the headstreams of which cattle could be kept throughout the wet season. In the 1920s and 1930s the Mara, unlike all the tributaries to the south of it, was a permanent river, flowing through a substantial area of untouched forest. It marked the line beyond which the Bodi had retreated when the Mursi crossed to the east side of the Omo a hundred or more years earlier.
This movement of rain-fed cultivation eastwards from the Omo and northwards to Mara was accompanied by a new pattern of seasonal grazing movements. Not only were cattle now kept fifteen to twenty kilometres west of the Omo during the wet season but, during the dry season, they were taken not to the Omo but eastwards to the Elma Valley. This was because the growth of the bush-belt was making it increasingly difficult to keep cattle at the Omo, even during the dry season, due to the abundance of tsetse and the shortage of grazing. If the 500m contour line is taken as the eastern limit of the bushbelt, it can be seen from Figure 1 that its width increases northwards. Thus it was the members of the ‘pioneering’ Dola section who would have first felt the need to adopt a new pattern of transhumance, one which made the wooded grassland east of the Omo (which the Mursi call Mi), rather than the Omo itself, the focus of their pastoral activities and wet season settlement. The location of the Yoiya age set ceremonies, held in 1935, reflects this change in occupation and transhumance, affecting particularly the Dola section. The Gongulobibi and Ariholi ceremonies were held at the same places on the Omo as they had been held in 1924–25, although on the left bank, while the Dola ceremony was held at Ngurug, thirteen kilometres east of the Omo and seven kilometres south of the Mara.
When, in 1937, Italian forces occupied Baco and Maji, the immediate impact on the Mursi was that they were raided for cattle by a band of Ethiopian patriots, under the leadership of Alamaiyu Abajigsa, who had left Baco when the Italians arrived and established a base in the Mago Valley. In December an Italian patrol from Maji arrived at the Omo, just north of the Mui junction and in the following year the Italians established a post at Kurum. Partly because they had lost a large number of cattle in the Alamaiyu raid, and partly because of fighting between the patriots and Italians south of Kurum, increasing use was made at this time of flood land north of the Mui junction, which had previously been occupied mainly by Kwegu, as far north as the
southernmost Bodi cultivation area on the Omo, Merkule. It may be that this northward pressure on flood land was the immediate cause of a war with the Bodi that broke out in the late 1940s, after the Italians had left the area (1941), but which had been made inevitable by Mursi occupation of Mara about twenty years earlier. During the war the Mursi abandoned Mara, retreating as far south as Moizoi. Peace was made in 1951, the Mursi and Bodi ceremonies being held at Moizoi and Gura respectively. This fixed the *de jure* boundary of the Mursi well south of Mara, upon which their hold was therefore still tenuous, at least in a legal sense. In the 1951–2 dry season they returned for flood retreat cultivation, not to Merkule but to Kuduma, on the opposite bank where, because of a change in the Omo channel, the bulk of floodland was now to be found. Kuduma now became an exclusively Mursi cultivation area, while the Bodi were confined to the much smaller site at Merkule. In the next wet season (1952) the Mursi re-occupied their rain-fed cultivation areas along the Mara.
Two points stand out about the formation of the next and most recent age set, the later Benna, in 1961. Firstly, each set held its ceremony at Mi, Gongulobibi and Ariholi on the Dungwi and Undulum rivers respectively, and Dola on the Moizoi. This was because the pattern of seasonal movements pioneered by the Dola section in the 1920s and 1930s had become general by 1961. The eastern grassland was now, for all three sections, the focus of pastoral activity throughout the year and of social life in the wet season. As the Mursi put it, Mi, and not the Omo, was now ‘home’ (*or*). The second point that stands out about the 1961 ceremonies is that they came twenty-six years after the Yoiya set had been formed – or over twice the average interval between earlier sets. No set has been formed since 1961, despite much talk over the past few years about the pressing need to do so. I have suggested elsewhere, and there is unfortunately no space to summarise the argument and bring it up to date here, that the lengthening of age set intervals is related to a growing ‘tension’ or ‘opposition’ between overall Mursi identity and the new local identities which have been generated through territorial expansion.\(^{24}\)
**The spatial context: new sections, new identities**
The events of the past seventeen years can now be seen in their historical context. The 1971–75 war with the Bodi, although sparked by drought
\(^{24}\) D. Turton, ‘Territorial Organisation . . .’
and famine, was the fourth and final stage in Mursi consolidation of their hold over Mara. The first stage was achieved around 200 years ago when they first crossed the Omo and the Bodi retreated north of the Mara. The second stage came when, having, as it were, climbed northwards, from one Omo tributary to another, they began to cultivate along the Mara in the late 1920s and early 1930s. They were now making use of the last area of unoccupied country that their initial occupation of the Omo had opened up ahead of them; they were face to face with the Bodi. The third stage came with their reoccupation of Mara, after their earlier war with the Bodi, in 1952. Because, after the war, the Mursi held their peacemaking ceremony on the Moizoi, this river and not the Mara, became their *de jure* northern boundary. It took another twenty years of *de facto* occupation and another war with the Bodi before their occupation of Mara became legally ratified. This, the fourth stage, was achieved through the 1971–75 war, during which the Mursi continued to cultivate at Mara and after which held their peacemaking ceremony there.
Their next move, sideways, to the Mago Valley, although clearly a response to the drought and famine of the 1970s, bears all the hallmarks of the earlier move to the Mara, including previous (but much more recent) occupation by the Bodi. In August 1896, the Bötttego expedition, having made a diversion up the right bank of the Mago to locate a suitable crossing place, found several ‘Tumuru’ villages on the left bank, northwest of Mt Mago.\(^{25}\) *Tumura* is the present Mursi name for the Bodi. A year earlier, Arthur Donaldson Smith, an American explorer, had been in approximately the same part of the Mago Valley and reported the presence of a people calling themselves ‘Mela’.\(^{26}\) This is the present section name of the Bodi who live along the Gura and Hana rivers.\(^{27}\) The Mago migrants acknowledge that the area in which they are now living was once occupied by the Bodi. Indeed, there are still many signs of them, including grinding and sharpening stones, broken pots and graves. They say the Bodi left the area because of sleeping sickness (probably, therefore, around 1910) and that it had remained unoccupied since then. Like the Mara in the 1920s, therefore, the Mago was a permanent river which offered excellent prospects for cultivation,
---
25. Vannutelli and Citermi, *L'Omo* . . .: 327.
26. A.D. Smith, ‘Expedition through Somalia to Lake Rudolf’, *Geographical Journal*, 8, 1896: 221–39.
27. K. Fukui, ‘The Religious and Kinship Ideology of Military Expansion among the Bodi (Mela)’, paper presented at the International Conference on Ethiopian Studies, Addis Ababa, 1984.
its flanking forest having remained untouched for at least seventy years. It even shared with the Mara its major drawback: the presence of tsetse flies. The migrants often point out that the tsetse challenge at Mara weakened significantly once cultivation areas began to be cleared along its banks, a process which they hope, optimistically, will repeat itself at the Mago.
By the 1970s, the Mara had become a dry river bed for all but a week or two during the rains, there was no untouched forest left along its banks and crop yields were suffering from the too continuous use of plots – namely for six years or more at a time. It follows that the drought of those years, unprecedented though it was in its severity, merely accentuated a problem that was already present and which would, in due course, have dictated a similar solution to that which was adopted by the Mago migrants in 1979. As with the earlier move to the Mara, by moving to the Mago the migrants were not only gaining better crop yields for themselves but they were also relieving pressure on cultivable land in the area from which they had moved and helping to diversify the resource base of those who remained there. For the grain surpluses they have produced over the past few years have provided their less fortunate relatives elsewhere in Mursiland with an additional potential source of grain to see them through periods of hunger. The Mago migration was not, then, a sudden or arbitrary response to a particularly severe ecological crisis, but part of a continuing effort to solve, by well tried means, a recurrent problem: how to keep a satisfactory balance between available resources and population numbers. And yet, despite the historical continuities that exist between the Mago migration and earlier population movements, there are, as I hinted earlier, reasons to think that it will lead to radical change for the way of life and ethnic identity of the migrants. This again is a manifestation, even if an especially clear one, of a process that has been going on throughout this century.
It has particularly affected the Dola section, which has become the largest, in terms both of the size and geographical dispersal of its population. In the 1970s Dola was divided into three ‘subsections’, named, from south to north, Biogolokare, Mako and Mara. Although these were technically subsections, each was comparable in the size and seasonal movements of its population to the two southern sections and I therefore use this term for all of them. The relationship between the areas of flood retreat cultivation and areas of wet season settlement used by each section in the 1970s is shown in Figure 2. Since then a new Dola section has been formed, following the occupation of the Mago Valley by people from Mara. The new section is called Mako, which is the
Fig. 2 Territorial sections and the relationship between areas of flood retreat cultivation and wet season settlement in the 1970s.
Mursi name of the Mago. I shall call it the Mago section to distinguish it from the other Mako section, which takes its name from one of the headstreams of the River Moizoi. Biogolokare territory is regarded as the Dola 'homeland', from where a pioneering northward movement has led to the 'replication' \(^{28}\) of the Mako, Mara and Mago sections in that order. Mara was, before 1979, the largest of all the sections, which implies a continuing drift of population towards the north as previously unoccupied territory is taken over by the pioneers. On the basis of present evidence, which there is not space to include here, this occurs mainly through intersection marriages which result in a demographic shift from south to north, in the direction of improved (more diversified) ecological resources. Nor is this movement likely to be fed entirely from within Mursiland; intermarriage between Mursi and Chai, who speak the same language as the Mursi and live west of the Omo and south of Maji, has certainly led to a new flow of population to the Mursi. This has been particularly evident over the past ten years, during which the Chai have been even worse affected by drought than the Mursi.
As new sections have been created, the conceptual unity implied by the term Dola has become increasingly at variance with economic and political realities. The Biogolokare section, for example, has much more in common, in terms of economic cooperation and public decision making, with Ariholi and Gongulobibibi, with whom it shares wet season cultivation and grazing areas, than it does with Mara. The resulting tension or opposition between Dola identity on the one hand and the separate activities and interests of its constituent units on the other is reflected in the changing nomenclature of sections. Ariholi ('white ox'), Gongulobibibi ('big canoes') and Dola (derivation uncertain) date from the original occupation of the Omo. The name Biogolokare has come into use only during the past thirty or forty years. Although I am not sure of its derivation, the significant point is that, like the older names, and unlike Mara, Mako and Mago, it does not refer to a particular locality. It seems that, before the name Biogolokare was coined, distinctions within the Dola section were made by reference to a particular river or place. A person would say, for example, 'I slept last night with the Dola of such and such a river'. By the 1970s Mako and Mara were not only, like Biogolokare, the names of clearly identified sections, but these sections too were beginning to acquire 'nicknames'. As territorial units become fully established, then, they acquire a new kind of identity, one that is not seen as anchored to, or derived from, a
\(^{28}\). N. Dyson-Hudson, *Karimojong Politics* (Oxford: 1966): 258–70.
particular locality. The proliferation of such names within the Dola section was frequently commented on by speakers in public meetings as a cause for concern, since it indicated a falling away from what was seen as the historical unity of the Mursi. The clearest example of opposition between an historically-based ideology of unity and present-day realities is provided by the most recent section, Mago.
When they moved to the Mago Valley the migrants knew that its chief drawback was the high tsetse challenge. By 1986 they had been forced to admit at least temporary defeat in their effort to maintain the same geographical proximity between agricultural and pastoral activities in the Mago Valley as was possible in the Omo lowlands. The market is becoming for them, not just an occasional resource in times of real hardship, but a constant factor in their subsistence calculations. It seems only a matter of time before a new ethnic boundary emerges between the ‘agricultural’ or ‘peasantised’ Mursi of the Mago valley and the ‘agropastoral’ Mursi of the Omo lowlands. And yet the migrants do not see their move as being in any way revolutionary. They liken it explicitly to the occupation by people of their parents’ generation of the Mara Valley. They see themselves, like those earlier pioneers (and as the latter saw themselves in relation to yet earlier ones), ‘domesticating’ the ‘wilderness’, clearing the forests and making the grasslands fit for cattle herding.
In thus appealing to historical precedent to legitimise their move, the migrants ignore two crucial facts: that they are facing a more formidable tsetse challenge than was faced by their predecessors in the Mara Valley and that they have deliberately placed themselves within the ‘catchment’ of a market centre. These facts, and their disturbing implications for the way of life and ethnic identity of the migrants, are brushed aside with the help of a selective and partial memory of past events. History, in the sense of a subjective interpretation of the past, is used to make publicly acceptable – and thereby possible – behaviour which is a rational response to new ecological conditions and economic opportunities, but which flies in the face of fundamental traditional values: the historical unity of the Mursi and their cultural commitment to a pastoral way of life. | 4455a419-2410-46b0-bd2c-a766c7b3a00a | CC-MAIN-2022-27 | https://www.mursi.org/documents-and-texts/published-articles/david-turton/looking-for-a-cool-place/at_download/file | 2022-06-24T22:50:49+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103033816.0/warc/CC-MAIN-20220624213908-20220625003908-00276.warc.gz | 965,361,727 | 11,771 | eng_Latn | eng_Latn | 0.996697 | eng_Latn | 0.997929 | [
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The McDuffie Environmental Education Center (MEEC) provides teachers a unique site to take students for a hands-on outdoor experience. Lessons address the dimensions of the Georgia Standards of Excellence in this diverse biologically rich area with activities available for PreK through seventh grade. The McDuffie Environmental Education Center provides students with stimulating, outdoor learning experiences about the ecology of our wildlife, water, soils, and forests and the stewardship of these important natural resources.
The McDuffie Environmental Education Center is open by reservation only. It is recommended that dates be booked well in advance in order to secure desired dates. Fees: $5 per student
We offer accommodations and Adaptation of Performance Standards for Students with Disabilities based on information provided when reservations are made.
Sixth grade – Earth Science
WETLAND TRAIL
S6L1a, S6E1 PE6.3, PE6.5
Students walk the trail around the fishery ponds to the Blackwater Swamp. During the first part of the hike students are challenged to observe the contrast between the geology of a sand-hill habitat and a wetland habitat as well as compare and contrast the public fishing ponds with the hatchery ponds. Student observations of surface features within both habitats add to discussion of constructive and destructive processes such as weathering, erosion, and deposition as well as effects of animal and human activity.
SOILS LAB
S6E5, ELAGSE6SL1
Students will use soil sampling tubes to take soil samples in the sand hill habitat. Using screen sieves, students will sort samples into layers, and time-permitting will weigh each layer to determine soil layer proportions.
For questions and further information contact us at 706-449-7521 or email@example.com
SOLAR SHADOWS
S6E2, ELAGSE6SL1
(Weather permitting) The instructor demonstrates how students can use a solar tracking board to demonstrate the earth’s rotation. Students will then keep track of solar shadows for themselves as well as build a pocket sundial.
FOSSILS LAB
S6E5, ELAGSE6SL1
Students will discuss the rock cycle and the importance of fossil evidence in studying the earth as they use fossil molds and plaster of Paris to make their own fossil casts.
DISCOVERY ROOM
S6L1, ELAGSE6RL1, ELAGSE6RI, ELAGSE6RI4, ELAGSE6RI5
Students rotate through centers and displays including fossils and rocks and minerals of Georgia. Students begin with a scavenger hunt for facts using the expository texts located in the display cases. Additional stations may include making leaf rubbings, creating animal tracks, identifying animal furs, using magnifying instruments, and using Mohs hardness scale.
ARCHERY (NATIONAL ARCHERY IN THE SCHOOLS PROGRAM)
ELAGSE6SL1, PE6.2, PE.6.3c, PE6.3d, PE6.5, PE6.6, ELAGSE6SL1
A certified instructor teaches the safety and technical basics of archery as specified by NASP. Students are then allowed to participate in shooting targets, scoring their attempts, and retrieving arrows. NASP promotes student education, physical education and participation in the lifelong sport of archery in an effort to inspire students to spend more time outdoors.
For questions and further information contact us at 706-449-7521 or firstname.lastname@example.org
WHEEL OF NATURE
ELAGSE4SL1
Students participate in a game-style two-team activity. When it is his or her turn, a team-member spins a wheel to determine how much a question is worth. To obtain the points for his side, the student answers the given question. Questions are based on the MEEC curriculum and include habitat features, wildlife adaptations, and identification of animal pictures, pelts, sounds, offspring and tracks. Models and other audio visuals are used to bring questions to life. Team work is encouraged as rules allow students to confer on difficult questions. (Questions are adapted to grade/ability level.)
FISHING
ESS3.A, PE6.1, HE6.1.c, HE6.1.d, HE6.1.f, HE6.2.d
Following an orientation on how fish depend on their surroundings, adaptations, specialization of catfish receptors, reason for the hatchery, what humans need fish for, what the sport of fishing is and does for us and the safety and proper use of equipment the students will participate in the sport of angling. Students will be supervised by the instructor, staff, teachers and chaperones. Students will learn to bait a hook, cast, reel and hopefully catch a fish. If fish are caught measurements will be taken and depending on grade level student or adult will read off measurement and instructor will help student place their fish’s measurements on a simple bar chart. Students will also learn to tally the number of fish caught.
CUSTOMIZED SESSIONS
Depending on fish production, a tour of the hatchery building may be available upon request. A Kids Fishing Event may also be arranged as part of the MEEC experience.
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First off, I want to remind you all that we are currently in “False Fall”, so don’t break out your winter coats just yet!
My son started 6th grade this year. This is the very age group that I used to do prevention groups with when I first started in this work. It is a time when I feel like I just might know what I am doing as a parent! He has already started talking to me about the crushes he has and how hard it is to talk to them.
Early on in my relationship with him, I made a pledge to always listen without judgement when he talks. This has helped us keep open communication, and I feel blessed that he still wants to tell me everything. Over the years, I have been able to sprinkle in lessons on healthy relationships, consent, and respect. And guess what – THEY STUCK! It is gratifying to see all the information I share as an anti-violence educator in real life.
In preparing for this life transition, I was so concerned about how my son would adapt from elementary to middle school. He doesn’t usually do well with change (who does?!) and this was a HUGE change. New school, new grading system, new kids, switching classes; you name it, practically everything is new. This has been a lesson in trusting and letting go. He will sink or swim, but his parents will be there to intervene whenever necessary.
So far, he is swimming, and it is a joy to watch. I am having so much fun with this stage of parenting. As fall approaches over the next few months, we will be reminded of the beauty of letting go. The leaves will turn and fall, the plants will go to seed. And the stage begins to be set for a beautiful spring 6 months from now. All we have to do is trust that nature knows what it’s doing.
In Peace,
Jennifer
Back to School
by Celeste Angulo, Community Educator
The start of a new school year after a long break or attending a program for the first time, means lots of changes. It’s a bittersweet moment for us as parents. We are excited for our children’s learning and growth, but also concerned that our children will have to use skills that haven’t been used in months. Teachers, parents, and programs can help children by planning the transition, making strong connections, and establishing new routines. With the right support, children can adjust, make new friends, learn new things, and thrive. Below are some of the challenges that families may face and tips on how to tackle them.
| Challenges | Tips |
|------------|------|
| **Structure:**<br>Any change to their routine can be disruptive. Some things may be harder than others, but after some time, they will adjust. | Create a daily structure and routine to help children learn what to expect, and learn about your child’s daily routine at school. Some examples of structured and routine activities are storytime, bedtime, and family dinner |
| **Bed Time:**<br>Children may not be thrilled about going to bed earlier. | Make it special! A pre-bedtime activity like reading, singing lullabies, playing music, or talking about your day can make bedtime something to look forward to. If there are multiple kids in the household, try to make bedtime a one-on-one experience. |
| **Communication:**
Communication is key. | Assessing how your child feels is key. Keep the talk brief and open-ended. Examples:
- “How was your day?”
- “What was your favorite part of the day?”
- “What do you think of when you think about school?”
- Always validate their feelings. |
|---|---|
| **Separation Anxiety:**
Being apart can be stressful for both the parent and the child. | Remember to normalize worries and offer tools they can use to cope. Model regulating your own anxiety by practicing mindfulness exercises; this will help your child develop healthy coping skills.
- Talk with teachers about the best way to separate from your child at the start of the day—brief goodbyes are often best.
- Get to know your child’s teacher. It’s often easier for young children to make the transition if they have spent some time with their parents and the new person together. |
| **Socializing:**
Some kids will be excited to see other kids, others may be apprehensive. | Practice making introductions. This can be as simple as "Hi, I'm [name]" or "Hey, want to play with me?"
Reach out to parents of other classmates and see if you can arrange a playdate or a breakfast or lunch in the park. |
| **COVID-19:**
Changes in prevention strategies can mean changes in routines for children. Transitioning in a time of extra stress is extra hard. Being around masked faces may make it difficult for your child to | Parents may need to put more effort into expressing confidence and security with words and body language in addition to facial expressions. |
When to get help:
Keep in mind that if your child likes being alone, it may simply be because they enjoy being on their own. Like adults, some kids thrive on alone time, and that’s healthy. It’s when they’re too afraid to interact with others that you should intervene. Try talking to the teacher about involving them in group activities in class, talking to your school social worker, or seeing a therapist.
Parents with continued concerns can:
- Practice self-care during stressful times so they can be better prepared to take care of others.
- Find resources to learn how to promote resilience and reduce anxiety in their children. [Link]
- Talk to a healthcare professional if their child’s symptoms of anxiety or behavior problems are severe or persistent.
Board Member Spotlight
an interview with Board President, Rev. Jeffery Smith
Next month, Anew: Building Beyond Violence and Abuse will celebrate our 42nd Anniversary of serving families in which domestic violence exists. For almost three years, Rev. Jeffery Smith has served as the agency’s Board President. Rev. Smith is a resident of Flossmoor and a Pastor of a church in Harvey, and he has a great commitment to the southland. Our Development and Communications Director, Kris Scott recently interviewed Rev. Smith as he reflects on the present and future of the agency.
Kris Scott: As President for the past few years, what would you say is your proudest accomplishment?
Rev. Jeffery Smith: I think the most important thing we’ve accomplished is that we’ve been able to keep the organization going through the pandemic. We’ve been able to continue to provide services to our clients and to our community. We’ve also been able to expand our services and reach more people than ever before.
Rev. Smith: I think the proudest moment so far has been the rebranding of the organization. It represented, what I would call, a relevant transformation for the future of the agency. It was a critical transformation.
I will also add, it has helped with our ability to fundraise for both private and public grants. I feel particularly good about these shifts in direction, because it is moving us up into a place where the agency can be sustained for years to come.
Kris Scott: If someone were to ask you why it is important to have an organization like Anew specifically in the south suburbs, what would you tell them?
Rev. Smith: As a minister, my role aligns with Anew's mission of helping people--particularly helping people in some of the most critical and life determining moments that they will ever face. Many survivors reach a point where their situation is truly a life-or-death situation. Domestic violence is traumatic, and that is why it is important to have an organization like Anew in the south suburbs.
We know that domestic violence affects all spectrums of life and knows no boundaries, regardless of age, gender, socioeconomic status, or race. The south suburbs have some communities that are economically depressed and underserved which makes it critically important to have an agency like Anew in the Southland. It is important that there are agencies and advocates serving as critical resources and support in times of need. This is our role.
Kris Scott: As we prepare to celebrate our 42nd anniversary, what are some of your hopes for the organization's future?
Rev. Smith: My hope is that Anew will become a household name. When people think about Anew, they will know exactly what we do and the services we provide. When they think of Anew, they will imagine a new start in life and a chance to have a better life for themselves and for their families. My hope for the future is we will receive an increase of private support from foundations and individuals who will see that the issue of ending domestic violence is important, and that they will be drawn to this effort. I want people to be champions for ending domestic abuse. I want our name to be common in the community. A place where people know who we are, and they support us. To the moon and back!
2022 Sneaker Ball -- It's Almost Time!
There are only three more weeks to get your tickets, grab yours today before they sell out!
What to Expect:
- Live Music - Provided by I'm with Frank
- Dancing - Show us what your shoes can do!
- SNEAKER Contest - Think you have the best shoes? Then-- Prove it! Prizes available!
- Silent Auction & Raffle - A large assortment of items, there's sure to be something you love!
...And more!!!
Grab your kicks and join us in-person for Anew's Keeping Dreams Alive Sneaker Ball, benefitting those impacted by domestic violence.
- $75 per person, with varying donation levels available
- Cocktail attire and sneakers
- Event MC'd by ABC-7's Val Warner
- Live music provided by "I'm With Frank"
- Silent auction, games, and raffles
The Sneaker Ball will have a Sneaker Contest! Will your shoes be the winner? Three prizes available—three chances to win! You'll have to be there to witness and enter this contest, don't miss out!
Grab your tickets today, [here](#).
Visit our [Facebook Event Page](#) for updates.
There are several positions available to start your Anew Career. Find information on them all HERE, and apply today!
Full time positions are 35-40 hours/week, and are eligible for medical, dental, vision, short-term disability, long-term disability, flexible spending account and our 403(b) Plan. In addition, this position is eligible to participate in our Aflac plans and receive paid time off (PTO) and 14 holidays per year.
If you are interested in applying for any of these positions, please email your resume to email@example.com.
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Life Story of
FRANCETTY BUTLER CHRISTENSEN
1876 – 1959
An autobiographical account of her life and additional information compiled by her daughter Laurel Christensen Hansen.
TO LAUREL:
A special thank you, and with deep appreciation for the many hours you spent coaxing stories of her life from mother -- and for the many more hours spent in copying and compiling the material and pictures which you have collected through the years.
With love,
YOUR BROTHERS AND SISTERS
[Note: This version was digitized by Craig L. Dalton in June of 2010. The content remains the same as the original typescript compiled by Laurel Christensen Hansen, however some formatting was changed including page numbers in order to convert from the original genealogy style 14” x 8.5” paper to letter size 8.5” x 11”.]
Francetty was the daughter of noble parents. Her father, John Lowe Butler II was born 28 Feb 1844 at Nauvoo, Hancock County, Ill. As a baby he received a blessing under the hands of the Prophet Joseph Smith, who was martyred when John was four months of age. His babyhood and childhood were lived under very hard circumstances, traveling with his family from Nauvoo up on the Iowa River some 200 miles away, and later to Winter Quarters in 1846-47; then they moved to Pottowattamie County, Iowa, to work and earn and get the things needed to take them to Great Salt Lake Valley. In 1852, when John was eight years of age, the family traveled across the plains to Salt Lake City. This young boy helped to herd and drive a herd of some 200 calves across the plains, walking all the way. The family settled in Spanish Fork, Utah.
Francetty’s mother was Nancy Franzetta Smith, daughter of John Calvin Lazelle Smith and Sarah Fish -- both parents also were pioneers, leaving Nauvoo a few days after their marriage there and coming across the plains as young bride and groom in 1848. They later settled in Parowan, Iron County, Utah, where John C. L. Smith, her father, was the first Stake President.
(Taken from a story written by Helen T. Dalton – Francetty’s sister Caroline’s daughter – 7 Oct 1968.)
I was born 7 April 1876 to John Lowe Butler II and Nancy Franzetta Smith in a little two-room log house on a farm (known as the Butler Brothers Farm) three miles south of Panguitch, Garfield County, Utah, and about 20 miles from Bryce Canyon. (Note: Panguitch: pronounced Pan’ gwitch, is an Indian word meaning “fish.”) My father and Uncles Jim and Tom were in partnership. They built two log houses with a well between which had an old oaken bucket to draw up the water. The houses had large rock fireplaces. On each side of the fireplaces were high shelves for storage, below were clothes closets with curtains. I was born in the house on the south, as were John, Sarah (Sadie), and Caroline (Carrie). Sister Shakespeare was the midwife. Uncle Jim and Aunt Lottie Butler lived in the other house.
The earliest I can remember is sitting on a table at Aunt Lottie’s playing with her crocheting. When she scolded me I threw it down and ran the hook through the palm of my hand. It came out the back of my hand and as Aunt Lottie pulled it out the hook pulled out a cord. I also recall that I bit John T., Aunt Lottie,’s baby, so I got a good bite back and then we both howled.
I recall that when we were making friends with the Indians an old fellow by the name of Pontio came to the house for food. He took me on his lap and I surely let out a scream!
Grandma McGregor raised an orphan Indian girl (Janet) who came to visit my mother on the farm. Two Navajo Indians rode up and wanted Janet to go with them. She was so frightened she tried to hide but they were determined to take her. All of the men were away from home, but mother went out the back and called to John who she pretended was down by a bank Where they had a work shop (called a rookery). When the Indians heard her calling they left in a hurry.
Following is an excerpt from my brother John’s history as written by his daughter, Etta:
“John’s early childhood was spent at Panguitch, Utah. His father and two uncles, James and Thomas, were working together as the Butler Brothers. They owned a farm by the Panguitch Lake, also were in the sheep business and horse raising, at one time going to Califotnia where they purchased one hundred brood mares and a stallion (Prince).
At Panguitch the Butler Brothers owned a summer ranch near the lake; a big farm about three miles from Panguitch on the Sevier River; a lot of horses, and a big band of sheep. They also had a saw mill and shingle mill. They owned a big freight outfit and freighted lumber and shingles to Leeds and other mining camps. John Butler run the sheep, the saw and shingle mills; James run the farm, and Thomas had charge of the horses. They were prosperous at that time. In 1881 they sold their land and some of the horses, dividing up their partnership, and all three moved to Joseph, Sevier Co., Utah, where they bought farms. Thomas still kept part of the horses, and John run sheep for a good many years, till 1892 when he discovered the Carry mine – afterwards incorporated as the Butler-Beck Mining Co. with John L. Butler, Pres. and John Beck as the General Manager -- located on Deer Creek on North Base of Baldy Mountain about 30 miles South and a little West of Richfield.”
I recall that the sheep roamed the mountains around the Bryce Canyon area. I also remember when Prince, the stallion, died, the men were feeling very sad as they had paid a big price for him. They dug a hole to bury him, and just as they were about to lower him in, mother
and Aunt Lottie came out with hymn books and sang a funeral hymn in solemn voices. Everyone had a good laugh!
In Joseph we rented a small story-and-a-half log house on the east side of town. Steps on the outside led up to a single room above, and a lean-to kitchen was added on the north. I remember mother once reached for what she thought was some braid on a high shelf, and it turned out to be a snake! Mother had a four-poster bed with ropes running up and down and across for springs with a straw tick over it. Sadie and I had a trundle bed on casters and, in the daytime, it was rolled under mother's bed which was closed in on all sides with a curtain.
Father bought a larger home in Joseph where I attended one year of school with Mrs. Maggie Parker as my teacher. I also attended school at Mrs. Bland's house, and also was taught by Haley Bell in Elsinore. Papa hired a Mr. Riley to install new steps, and when we had dinner he filled his plate with potatoes and covered them with molasses! He really smacked his lips over that!
That year we children had chicken pox, measles and scarlet fever. It is believed now that I had a little case of polio as my leg went lame and I walked on crutches for quite a while. My leg was never completely well.
I remember having a loose tooth and papa taking me to Uncle Andrew Ross' store where there were forceps. They said if I was good and had my tooth pulled I could have anything I wanted in the store. Out of all the nice things to choose from, I took a cute lacy bib for my baby brother Horace.
While living in Panguitch father had been struck over the head with a heavy board by a drunk man at a dance) and had headaches for years. When I was seven years old father sold out in Joseph and we went to live on Uncle Tom's farm in Brooklyn while father went to Salt Lake City to have an operation. The doctor removed a piece of skull as large as a dime which had been pressing on his brain.
We had a hard winter that year. Caroline became very ill and we were out of wood. John, Sadie and I went to the hills to get some. John was then nine or ten years old. It was dark when we came from the hills with a nice little load of wood, and we were singing "Our little dog is gone, with his tail cut short and his ears cut long, bow wow, bow long." A man rode up to us and asked who we were. We told him about father being gone, and that Caroline was very ill. The next day a nice load of cut wood was delivered to us and a nurse brought from town for Caroline. Everyone was so good!!
One night Uncle Tom came in all excited and strapped on his gun. Mother asked him what was going on and he said "Horse thieves!" as he ran out the door. We heard some shots and Uncle Tom came back with the horses. He said he thought he had hit the thief. Next day we learned that a man had gone to a lady on the edge of town and asked her to bandage his right hand told her his gun went off accidentally.
As youngsters, when we were ill we thought if we wrapped a certain cloak around us we would get well. Following is an account of this cloak or cape written by brother John's wife, Bertha:
"When my husband's (John Lowe Butler III) grandfather (John Lowe Butler I) joined the Church in 1835 he soon joined with the main body of the Church and went through the trials of that time. He was closely associated with the Prophet Joseph Smith and lived about two blocks from his home in Nauvoo, Illinois. John Lowe Butler I was one of the Prophet’s body guards and was with him as he (the Prophet) took the last journey to Carthage, only turning back at the Prophet's request."
"During the time when there was much sickness among the people the Prophet went among them administering to them and they were healed. It is known that he blessed articles that could be used by others in healing and blessing the sick and afflicted.
"John Lowe Butler I had a large broadcloth cape, or cloak, that had been blessed by the Prophet Joseph Smith, and his son, John Lowe Butler II, came into possession of it. The family would often put it around an afflicted person and through their faith in the blessing of the cape they were made better.
"Last month I took it (the piece of cape) to a Daughter of Utah Pioneers meeting to exhibit it and tell something about it. About two weeks later I met Sister Barrus on my way to the Temple. She wanted to tell me her experience. She was at the DUP meeting and not feeling well, and when I told about the blessing of healing that had been placed upon the cape by the Prophet, she was so eager to take hold of it and felt that it would have the same power with it now. She said when she touched it there was a great thrill went all through her body. She gave testimony that this piece of cape really carried healing powers with it -- she felt the power go through her system and has been better since that time. This experience has been worth something to me and I am sure I will value more fully this article with a Prophet's blessing. (Written in the personal hand of Bertha M. (Thurber) Butler on 5 June 1941.)"
Caroline remembered being wrapped in the cloak when she was so ill and felt that it was a great help. It was finally cut into pieces and given to each of father's children, including those of his second wife.
When father was well from his operation we moved to Richfield (1884) where I attended district school and also one year at the Academy. I was baptized in the old mill race in the south part of Richfield by Thomas Ogden, and confirmed by Simon Christensen on 3 March 1885. We moved back to Joseph in 1885.
While living in Joseph I had some frightening experiences. One time I had to go to the Elsinore store with a bucket of eggs on a big bay horse which was afraid of Indians. When I came out of the store to go home the horse was about to break his rope he was so excited at seeing some Indians. Several men untied the horse and tried to calm him, and I had them hold him until I got on with my bucket of groceries. They didn't want me to go for fear I would falloff, but I left anyway, and surely had a fast ride side saddle until we were past sight of the Indians.
Another frightening experience was when a horse nearly kicked me in the face. And still another was when a bull chased me to a flume and I had to stay there an hour until he went away. The bull was a registered Holstein (Janwitt). He was one of three Holsteins first brought into Sevier Valley. The bull that Mr. Staples bought killed him. Andrew Ross got one that was so mean he broke off his horns in a fight and Andrew had to get rid of him. Janwitt was so vicious that papa sold him, and it seems to me he finally had to be destroyed.
Sadie and I raised dogy lambs one summer. We sold them to an Elsinore man for a little yellow mare. She was a real beauty! An old man by the name of Shock Behunin owned a little spot of land adjoining ours. He was somewhat mentally retarded, and claimed our land. In order to get rid of him we gave him our little mare and a little burro in exchange for his land. He had a team now and was happy -- he could go any place he wanted with his little light wagon and his "team."
My chores on the farm were varied -- one summer I milked six cows night and morning. I also helped haul hay and wood, drove team while father plowed, and the usual chores on a farm. I also helped mama sew clothes for my brothers and sisters. I attended Church in Joseph and
Elsinore. During my girlhood I was active in Sunday School, Primary and Mutual. I remember a song Sister Broadbent taught us to sing at a special meeting – “Our lamps are trimmed, we left this earth to meet Him in the sky.” (I’m sure I was a good singer then. Ha!) Anyway, everyone laughed when we sang it! I participated in activities as much as my health would permit.
When I was 14 papa was arrested for living in polygamy and served six months in the penitentiary. When I was 15 I stayed a few months in Parowan, with Grandmother McGregor.
When I was 16, Sadie and I cooked for 30 men at the Butler-Beck mine. Father was the president. Mother had had a dream that she saw a dove sitting on a rock and that rich ore was there. So in 1891 when father was with the sheep and saw a dove sitting on a big rock, he did some prospecting and found rich ore. The mine was incorporated as the Butler-Beck Mining Co. in 1893 -- it was located in Deer Creek Canyon. A mill was installed and they shipped ore for a while, but found that the mill was not suitable for that kind of ore, so they went out of business. As I recall, the vein of ore shifted and could not be found again.
One afternoon while at the Butler-Beck mine Sadie and I went horseback riding on a flat down in the canyon. Suddenly a herd of wild cattle came thundering down the hill. We hurried back to the cabin and found that a big cougar had come down the hill, running between Mrs. Pugmire and her baby who was sitting in a high chair, and had also frightened the cattle. We saw the cougar tracks; they were huge! One night we heard heavy footsteps on the roof and the next morning saw cougar tracks around the house.
While cooking at the mine we had to hang our meat in a tree until ready to use it. I went out to get a big piece (probably a quarter) and it was too heavy for me. When I got it off the hook the weight of it hurt my back and I suffered from it most of my life. I was never very strong after that.
Papa was quite a joker. One day he came in the house all stooped over with his hand on his side, groaning. I asked him what was the matter, and he replied "I got shot!" I let out a scream and made him sit down. With a twinkle in his eyes he held out: a few lead shot in his hand!
In 1893 we returned to Richfield and rented a house at 5th South and 2nd West until we found a home to buy at 4th South and 4th West. I was 17 years old. Papa had a herd of sheep near Jericho, just east of Joseph, so he homesteaded there. We lived at Richfield during the winter and Jericho in the summer.
Summers on the farm were the most exciting years of my girlhood. Sadie and I were swimming in the Sevier River one day. I went too close to a whirlpool and was pulled into it. Sadie tried to pull me out but was swept into it herself. Both of us very nearly drowned before Sadie reached a willow and pulled us both out. A very narrow escape!
Papa would bring his sheep to the ranch to be sheared. One time he was short of help and had to have lumber from Richfield for shearing tables, so he asked me to go to Richfield that day, load up with lumber, and come back the next day. He had arranged for the lumber to be loaded for me. I drove a team which was quite gentle, but very much afraid of Indians. When I passed Elsinore on my way to Richfield and crossed the canal, there were some Indians. The horses snorted and started to run up toward the hill. The spring seat bounced down into the bottom of the wagon, and I fell down with it but still hung onto the lines. The Indians could see the horses were afraid of them so they ran and hid behind rocks, and I was able to return to the road and safely reach my destination.
When I reached Richfield, Aunt Sarah was having a party for the children. Claud Baker's billy goat got loose and came to the party. He went right into the middle of it, and was bunting kids on all sides. Aunt Sarah and I caught him by the horns and held him while the children ran into the house. We really had a struggle to get into the house ourselves without the goat!
There were all kinds of snakes in Jericho -- rattlers, blow, blue racers and water snakes. Frank Spencer lived with us two summers. He teased a blow snake by throwing dirt on it and it raised up and blew in his face. Frank almost died of the poison. The blue racers would steal our eggs -- take them in their mouths and go. I was wading in the warm springs and stepped on a water snake which promptly bit my foot, and can remember of killing at least three rattlers which came out from under the house.
I attended a dance in Elsinore one evening and was asked to dance by a young Mr. Barney whom I didn't care for, and I declined the invitation. The young man became quite upset and demanding when my brother, John, came over and they walked outside together for a little talk. Later, the young man came to me and said, in his peculiar drawl, "You don't have to dance with me – I've made different arrangements with your brother."
When I was 17, Sadie and I spent a few weeks at Panguitch, and went to the Lake for the 24th of July. Sadie went with George Davis and I went with Jim Thornton. When we came out of the dance, a drunk man stabbed George twice before discovering he was stabbing the wrong man. Jim Thornton took me home and went back to the saloon to wait for his bedfellow. A Mr. Fjelsted was drunk and asked an Indian if he could shoot him in the eye. The Indian just laughed -- so Fjelsted shot him in the eye. He fell over on Thornton and filled his pocket with blood. Fjelsted went to the penitentiary for life for this little prank.
The Butler Beck mine closed down in 1894 and the company hired father and mother to take care of the property that summer. The folks took a few cows up to the mine and really lived good with a lot of milk, butter and cheese, and cream to go with the wild strawberries which were abundant there. Also, plenty of fish were to be caught in the big creek. The younger children and John went with the folks. I stayed at our home where I earned a livelihood by sewing for Printha Christensen. When she married, I sewed with Mrs. Moore, and a little later for Lizzie Young. Then I took in sewing at home.
After the mines were sold in 1896, brother John went to work in the mines in Eureka. While there, an epidemic of typhoid fever broke out. John contracted the disease and was sent to his home in Richfield. The family was still at the mine so Caroline and I cared for him until he was able to return.
When I was 18 I became acquainted with a Danishman, John Christensen. A year later he courted me. He took me up to the mine to visit the folks and spend the weekend. He caught his very first fish there and really enjoyed that trip.
John had one of the first livery stables in Richfield. In 1887 he opened a blacksmith shop which was on the same spot that our hardware store is on now. He hired Joe L. Christensen to run it. In 1888 he added a room for a few hardware items and an office. In 1897 this building was moved to the back of the lot and used as a granary. (It has now been moved to Main Street, and is known as "The Original." It is on the Utah Register as a Utah Historical Site.) A new store 20' x 30' was built the same year -- the first hardware store in Southern Utah -- and was known as Richfield Hardware Co. until 1904. I remember how John put his thumbs under his arms and told me, "I am a business man now!" That store was soon too small and he added 12 or 15 feet. As I remember John added to the store two different times. The boys have remodeled again. (In 1903 father broke ground for a new hardware store to surround the old one. In 1904 the new store was built -- known as John Christensen Co. The building was remodeled and enlarged in 1952 and again in 1961.)
On the 4th of July 1898 I was Goddess of Liberty in the old willow bowery north of the Academy Hall. I remember a child (Lara Bean) representing Cuba with chains on her wrists, kneeling in front of me pleading for her independence, at which point I said "Cuba is - and shall be free!"
After John had courted me a short while we planned to marry. When we heard the Manti Temple was going to close for repairs we had to take the step then or wait for some months. Within a week after the news of the temple closing was received, John and I journeyed to Manti in a big white-top buggy, and were married 21 July 1898. The trip and honeymoon lasted three days -- one day to Manti, one day to marry, and one day to return to Richfield. We had been married three or four days when John introduced me as "Miss Butler!" To this happy union were born eight children -- four boys and four girls. One boy, Don Butler, died at the age of one month, but to date all other children are living.
John and I moved into a two room house with a lean-to kitchen (making a few additions through the years). All eight children were born here. Sister Annie Thurber was midwife for the first three babies, Uncle Joseph McGregor, M.D., brought Arlo and Dan, and the last three (the "three little girls") were assisted to this life by Dr. T. R. Gledhill.
John and I never lived alone. Heber, John's brother, worked in the store and lived with us for about a year until he got a job in the J. M. Peterson store. Orson, another brother, then worked in the store and lived with us. When Joe L. Christensen left to start his own blacksmith shop, John's brother, Will, was hired to run the shop and he lived with us. When John was called to his second mission in 1903 he sold the livery stable and blacksmith shop and hired his brother, Chris, to help Orson in the store. Will then went into the carpentry business.
On 20 Feb 1901 I received my Patriarchal Blessing from Patriarch Joseph S. Horne.
I was expecting a baby when John was called to his second mission in 1903, so he was given a one-year extension. The baby, Don Butler, was born 6 Mar 1904 and died of whooping cough 7 Apr 1904 -- a very sad time. (Mother had written in her record book that Don was born at 5:30 p.m., weighing 11 pounds. He was blessed 31 Mar 1904 by his grandfather, Hans Christensen.) We had planned to build a new home, but instead built an addition to the little home, taking off the lean-to kitchen. John voted and then left for his Mission 8 Nov 1904.
My sister, Carrie, and her husband, Erin Thurber, lived in the front of our home for a year. When Chris came down with smallpox it was necessary for me to help Orson in the store, so Carrie would care for Erma and Omar while I helped out. The store had free delivery service, and I remember that I preferred doing the deliveries in the livery wagon rather than stay in the store alone.
Omar took pneumonia and was very ill -- nearly died. A black shadow hovered over him and hit me in the back so hard it knocked my breath out. We had him administered to and the shadow went away. (Erma remembers sitting on the bed holding vinegar pads to Omar’s nose so he could breathe while mother could do other things that needed to be done.) (Note: Omar really chuckled when he read "vinegar pads" -- he said they were brandy pads. It seems father kept a bottle of brandy on the shelf for medicinal purposes.) Omar later got measles and was very ill again.
John returned from his mission in December 1906. In the spring of 1908 we took Erma, Omar and Arlo on the train to Camas Prairie (Manard, Idaho) to visit with my mother and brothers and sisters. Sadie and Gomer and their family joined us in Salt Lake and went with us. We all had a wonderful visit. Taylor, my brother, was a big strong young man and afraid of nothing. Someone offered him $5 to ride an especially mean bronco and he was ready to ride it when I heard of it. I ran across the fields waving a $5 bill and calling that I’d pay him $5 if he would not ride -- Sadie and half a dozen kids running after me. During that trip Arlo fell into a water trough back of the barn and nearly drowned before Omar John saw him and pulled him out.
We lived in the Third Ward. I was a Relief Society visiting teacher until a large piece of coal from the coal bin rolled onto my foot and broke some bones. When I was able to walk a
little I went to PTA with John, tripped and fell on the stairs, and threw my knee cap out of place. The doctor said it would always be out of place unless I had a dangerous operation which might leave the knee stiff. As a result I have since then had a "touchy" knee.
John was superintendent of the Sunday School in 1910 when he was called as second counselor to President Robert D. Young in the Sevier Stake Presidency. I was in bed with a new baby, Beth, when John came and told me about his new assignment. We were privileged to entertain many apostles and general authorities in our home during the nineteen and a half years that John served in that position. (Erma remembered that mother cried when she heard the news -- I guess we will never know whether it was because she was so pleased for father or whether she felt completely overwhelmed at carrying the responsibility as wife of a member of the stake presidency, what with having a new baby and four other children to care for, and the fact that she felt very inadequate. However, she rose to the challenge and performed her duties with dignity and grace.)
My brother, Lee, lived with us and went to school for two years. My sister, Jane, lived with us and worked two different times. My sister, Eva, also stayed with us for a while. (This was in the old home.) My sister, Olive, and family visited us for a short while in our new home. Her baby, Helen, was born there.
In 1914 I was pregnant with Mae and was very ill. My skin was yellow as saffron and I was losing five pounds every month. My brother, John, had a serious accident. He went to Salt Lake on 2 Dec 1914 and spent some time there under treatment. Then he was advised to go to the Mayo Clinic in Rochester, Minn., and have a very serious operation on his bladder. John hesitated to go as he was told that he had only a 35% chance to live through it -- and only one-half of those recovered. I went to Salt Lake to see John before he left for Rochester as I was sure he would never live. While there Sadie and Gomer took me to a chiropractor who did me the world of good. I came home and not only stopped losing weight, but gained five pounds. My color had changed completely. (Erma said mother told her she had made out all papers and made all preparations to die because there was no hope for her to live.) Mae was born a blue baby on 28 Dec 1914 and we both survived. Mae was raised on Eagle Brand Condensed Milk, and to date is strong and healthy. My brother, John, had his surgery in January 1914, and lived until 1 July 1937.
Since going to the chiropractor in Salt Lake, I had treatments from Dr. Ramsay and Dr. Spurrier, chiropractors in Richfield, at different times for many years. The treatments helped my back.
We built our new brick home and moved into it in the fall of 1915. Mae was not quite a year old -- and the first thing she did was roll downstairs in her walker.
John had the second big car in Richfield, a J. L Case. When the salesman came to the store to get John and drive him down to the house to show me, there were 21 children in it -- all the kids on Main Street saw the car and climbed in! Later, brother J. M. Peterson, who was a counselor with John in the stake presidency, bought a car. We all went to Elsinore for conference. Lou (Sister Peterson) and I had babies and couldn't stay for the evening meeting so J. M. took us home. Next day I told John that J. M. went 40 miles an hour, and John said he would never let me go with him again if he drove like that! That was speeding!
In 1914 I had my teeth drawn and wore dentures. In 1931 I was having trouble with my gums so went to a doctor in Salt Lake. X-rays showed four roots had been left in the jaw bone and I had tuberculosis of the bone, so the bone had to be cut away and cleaned.
After World War I we built a cabin in Fish Lake and had many happy times there. John and I loved to fish and since there were no boat motors at that time, someone had to do the heavy work, so the children rowed while we fished. (Laurel said she had as much fun rowing as mother
did fishing. Mom had a very soft voice and every time she snagged a fish she would give a dainty little squeal!)
Several fruit trees grew on our lot. I couldn't see the fruit go to waste so gave much of it away, and also dried much of it. The year of the flu epidemic (1918) I really made good use of the plums -- I carried sweet-soup to many people down with the flu. Some called for more -- said that was the only thing they could eat.
Erin Thurber, my sister Caroline's husband, died in 1920. I went to the funeral at Boise, Idaho, and stayed a month with Carrie because I felt she needed someone with her.
From Helen T. Dalton, eldest of the five children left when Erin died:
"I have a memory of my mother's eldest sister, my Aunt 'Zettie,' which I would like to add. We have always lived here in Boise, Idaho, while Aunt Zettie was one who married and remained in Richfield. So we have always lived so very far away and therefore as we children were growing up we did not have very close contact with Aunt Zettie and her family; however, whenever I think of Aunt Zettie and her good husband, John Christensen, I have a very soft spot in my heart for them.
"My father, Isaac Erin Thurber, died here in Boise 14 March 1920, leaving my mother with us five children. . . . . the outlook for our little family was rather lean. . . . . Well, we had no washing machine -- my mother washed clothes in galvanized tubs with a scrubbing board and boiled them in a boiler on top of the stove. To our amazement here came a washing machine, shipped from Richfield, Utah, from Uncle John and Aunt Zettie! I shall never forget that -- and the kindness of these dear people. The washing machine had a stick on the side which we just pushed back and forth to wash the clothes. It was wonderful, and so much easier.
" . . . . Your husband was a good man, nothing could have helped us more. . . . ."
From a letter to Erma from Edith, Uncle John's daughter:
"I remember how very much father loved his sister, Zettie, He had told us many lovely things about her, but one that stands out in my memory was when, on rare occasions, they received candy, it was divided among the children -- but Zettie always hoarded hers, and then shared it with her brother and sisters after theirs was gone. I remember the lovely birthday and Christmas cards she sent when we were on Camas Prairie. Also, her love and kindness to father in later years when he had such financial burdens." (Ross, Edith's brother, has told us how very much they appreciated their Uncle John's and Aunt Zettie's kindness to them.)
John was ill all during 1929. The doctors in Richfield did their best to find the trouble but he became no better. He was then examined at the Salt Lake Clinic, and was told that he had cancer of the stomach -- they would not operate because the disease had progressed too far. As a last resort I took him to a doctor in Cedar City who claimed that he had a cure for cancer. John seemed to respond to the treatment -- at least he was made more comfortable -- but because he had been ill so long his heart gave out, and he died 15 January 1930. This left me with a family of six children -- Omar John being the only one married. Erma was teaching in high school; Arlo had just returned from his mission to Holland and he went on to the BYU for one year; Dan had completed two years at the BYU and was then called to a mission in Australia; Beth had completed one year at the BYU and went to Salt Lake to find work; Laurel was a junior and Mae a freshman in high school. (This was during the depression banks and businesses had closed and it was a struggle for mother to keep things going. However, she financed two years eight months
of missionary work and three more years of college for members of the family after father's death.)
(Father had been instrumental in the building of the new tabernacle. As chairman of the building committee he had spent many hours on the project, even though he was in poor health. His was the first funeral in the new building which was dedicated several years later. At that time mother wrote to Erma and Wendell as follows:)
"Dearest Erma and Wendell -- and my darling babies.
"Today has been such a lovely day that I must write you a few lines about it before I go to bed.
"President Grant came down last night and this morning at ten he attended a meeting in the Cove where he dedicated their church. Then at noon the old and new stake presidencies and wives (I was also invited) had dinner at President Poulsen's, then went to the Tabernacle at one where meeting was held and the Tabernacle was dedicated. Then the Seminary was dedicated at three.
"I wish all of my family could have been there and heard the beautiful tributes paid your father. Also enjoyed the marvelous influence. Well, I was so full of joy and sorrow that I got started to cry (after Dan left tonight, of course. I don't cry before people.) Now that is over I will write you about it. But can't half express my real feelings.
"The tabernacle held 1210 people today, every bit of extra space was filled with standing people. The Tabernacle is fully paid for now and it has cost $120,000 complete -- furnishings, and the lawns and shrubs.
"To hear President Poulsen, President Young, and Brother Seegmiller who read a full account of the Tabernacle from the beginning, you would think that father was the main one, that he did more work and furnished good and well his share of the money. They all said he was largely responsible for the house being built.
"President Young was also praised for the long hours he put in on the building but more especially on the grounds. . . . .
"At dinner President Grant said that he and Brother Smith picked up two boys when they were coming down here. President Grant asked them if they were Mormons, and they sort of hesitated, then said 'Yes.' He said 'Do you know me?' and they said 'No.' He said 'I am the President of the Church,' and they said, 'Oh, are you President Roosevelt?' They got quite a kick out of it. President Grant surely keeps up well, he has such a good strong voice. . . . ."
I had poor health for several years and in May 1940 was rushed to the hospital, almost gone I was so low, and an operation was performed. The doctor found obstruction of the bowels and gallstones, and had to take out three feet of intestines which had developed peritonitis. There wasn't time to remove the gall bladder so they opened it up and took out a handful of stones. I had a drain tube in my side for a year after. (Laurel remembers Velta, Omar John's wife, a registered nurse, coming out of the operating room and telling her and Dan that she didn't think mother would survive. But mother did survive, and Velta took very good care of her while she was in the hospital and also when she needed care at home.)
(Velta had also done much to make father comfortable during his illness and he mentioned more than once how very much he appreciated her.)
My eyes had been failing for some time due to cataracts. In 1952 I went to a Salt Lake hospital and had the cataract removed from one eye. The operation was a success and now I am
able to see much with the one eye, although the other eye is blind from cataract. (Laurel said mother decided to have just the one eye operated on and that she would not have the other one done unless something happened to the good eye.)
I have a strong testimony of the gospel and during my married life worked faithfully in the Relief Society and contributed willingly to all organizations. I have accomplished much temple work for the dead. Due to injuries and illnesses I was not able to do as much as I would have liked. I have contributed to and am very much interested in our genealogy work and have asked Laurel to see that the work is carried out.
(Laurel remembers mother's last illness. Erma came from Salt Lake and cared for her for four months. Mother was in the hospital a month and then brought home -- she felt she was going to die and wanted to be at home. She had been lonesome for "John" for 29 years. She talked much about father, always referring to him as "John" -- and wondered if he had forgotten her "it has been such a long time." On 27 September 1959 she died peacefully in her sleep with no pain -- just wore out. She was 83. Many beautiful tributes were paid to her at the funeral service. She was dearly loved by her family for her many attributes, her beautiful spirit, and for being a loving and kind mother.)
(The information for this story was taken from Mother's notebook, from letters, and from narration to Laurel.)
CHILDREN OF JOHN AND FRANCETTY
| Born | Married |
|---------------|----------------------------------------------|
| Erma | Alfred Wendell Osmond |
| Omar John | Velta Sevy (Divorced) |
| | Julia Weber |
| Don Butler | Died 7 April 1904 |
| Arlo "L" | Maxine Nielson |
| Dan Smith | Lois Roberts |
| Beth | Kenneth Riley Judd |
| Laurel | Howard Leon Hansen |
| Mae | Stephen Love Dunford |
All children were born in Richfield, Sevier Co., Utah
SOME THOUGHTS FROM HER CHILDREN AND GRANDCHILDREN
1. We had many wonderful home nights around the dining room table with a fire in the fireplace in the winter. Flinch was a favorite card game and mother loved to play -- she won most of the time, too! She had such a quiet voice that she didn't shout "Flinch" all that loud, but she'd get so excited she would shake all over.
2. Mother's life during that period of almost twenty years when father was in the stake presidency and at the same time keeping up with his business interests must have required great patience. How difficult it must have been for her, with father gone so much of the time and with seven children to cope with. Her many health problems she suffered silently, and always kept a lovely, clean, well ordered home for her family, the general authorities who visited, and our relatives and friends -- all of whom were welcome and to all mother was a gracious hostess.
3. Mother enjoyed the days when the relatives visited back and forth, especially at Christmas time. She was remembered for the delicious homemade root beer and fruit cake she always served. She always enjoyed having the family together for a missionary farewell dinner or some other special event. Our dining room table, when extended, could seat twenty people, and very often did!
4. Mother had great concern and compassion for the handicapped especially for Laura Peterson, her friend and across-the-street neighbor. Laura had rickets as a child and had to use crutches the rest of her life. When Laura's parents died, and she retired from the telephone company and was home alone, mother was especially thoughtful. Laurel remembers going over to Laura's many times to see if she needed any errands done, and mother herself kept in close touch. The day after mother died, Laura told her nieces she was going to die (she was then in a nursing home) -- that Mrs. Christensen was waiting for her. She died that day.
5. Many "tramps" came to our house. Mother never turned any of them away without food. Those who looked a little rough she had wait on the porch for their food, but her heart went out to the younger ones -- they were not "tramps" to her but someone's sons. These she brought into the kitchen for a good hot meal.
6. The Indians must have marked mother's house as a good place for a handout. She had great compassion for them, and they never left without a freshly baked loaf of bread (or something equally nourishing) to put in their flour sacks. Laurel especially remembered Rosie who liked to have flour in her flour sack. Erma and Omar remembered Jane who was always very friendly. Both Jane and Rosie used the greeting "tik-a-boo" which means "true friend."
7. Mother's grandchildren were all very special to her -- she loved them dearly. And the grandchildren loved her dearly. Some of them remember the little birds she drew for them, and the little poems she had memorized and shared with them. Some remember her love of flowers and especially the row of beautiful sweetpeas along the fence, and the bouquets of sweetpeas and baby's breath which she kept in the house so much of the time, and also gave many away. All of her flowers were beautiful and she took great pride in them. In a letter to her mother dated 6 July 1906 she wrote about her beautiful climbing rose. She wrote that
dozens of people came to see it -- some to swipe. She also mentioned that she had the prettiest sweetpeas in town. During the two weeks before she wrote she had picked all of fifty bouquets. She had tucked a dried rose in her letter.
8. Mother was a professional seamstress and milliner before and for a short time after she was married, so always did a lot of sewing for her children. Erma also was a good seamstress and did much to help out. Laurel remembers that she was in junior high before she had a "store bought" dress.
9. Mother's patience is to be commended. Whether it was nursing us through a sick spell (sometimes several of us at a time), teaching us to sew, or knit and crochet, putting up with our "growing pains," bearing up under our many and varied music lessons -- or whatever -- she rarely seemed to become impatient. Beth remembers one of her early disciplinary methods was taking a very thin switch and tingling our legs. It didn't hurt the legs much but was a great blow to the feelings!
10. Mother was always generous with her time and means. She helped financially and other ways her brothers and sisters and families, and her widowed mother, all of whom she loved dearly.
11. Laurel found a poem among Mother's papers after she died that made us realize how very lonely she must have been, especially after her children left home:
**LONELINESS**
Alone, and in the loneliness I see the loneliness of others.
It may be they are sensing, too, within each silent heart the walls eternal, locking us apart.
We share our tears, our happiness, our fears, and yet remain alone through all these years,
Each treads a private world, on courses separate, alone.
(The poem was not finished -- this was all she had written.)
This could possibly have been the inspiration for her frequent telephone calls to her widowed friends.
12. Laurel found a paper among mother's belongings which she had read in H.I.Ao in 1895. This seems to have been one of her guides for living this life:
**HOME MEMORIES**
"We are all making our today the memories of our tomorrows. Whether these shall be pleasant or painful to contemplate depends on whether we are living well or ill.
"Memory writes down everything where we shall be compelled to see it, perpetually. There have been authors who in their last days would have given worlds to get back the words they had written. There have been men and women who would have given their eight hand to blot out the memories of certain passages in their lives, certain acts done, certain words sent forth to scatter sin or sorrow.
"On the other hand, there are memories that shed a perpetual benediction. There have been artists whose eyes looked in old age upon the pictures they had painted, finding rare pleasure in the contemplation of the lovely things they had made, and there are hearts that are picture galleries filled with memories of lives of sweetness, purity and unselfishness.
"We are each preparing for ourselves the house our souls must live in the years to come. *May God help every one of us to live at home so tenderly, so unselfishly, so lovingly, that the memories we make within our own doors shall be our own holiest requiem, on the breath of which our spirits may be wafted away to glory in the home in our Father’s House.*"
PHOTOS and DOCUMENTS
John Butler, age 7
“Sadie” Butler, age 3
Francetty Butler, age 5
Francetty Butler about 18 years
Tom, Jim, and John Butler
First home in Joseph, Utah
This home was at 4th West and 4th South, Richfield. It was made of red adobe bricks. The family moved here, buying this place in 1885. The following children were born in this home: Jane, Kenion Taylor, Eva, Leland Thomas Butler. The father John Lowe Butler, died in this home 30 December, 1898 at the age of 54. Jane Butler Nielson felt badly that there was no picture of it. Her nephew, Dale Butler, Gooding, Idaho, is an artist. She described to him this house and told him of the red sand hills in the back. From her memory and description Dale did this oil painting. Aunt Jane was just delighted and thrilled and said it looked just like the house was. (Helen T. Dalton)
John Lowe Butler family
Back row: Jane, Caroline, Horace Calvin, Olive, Kenion Taylor
Front row: Sarah, Eva, John Lowe, Nancy Francetta, Leland Thomas, Francetty
About 1901
Card from Francetty to her mother
Francetty as Goddess of Liberty – 4 July 1898
Four generations: Omar John, Francetty, JoAnne, Frances Anne 1948
Four generations: Sarah Fish Smith McGregor, Erma Christensen, Nancy Franzetta Butler, Francetty Butler Christensen standing in rear.
John Christensen family
Back row: Dan Smith, Omar John, John, Arlo “L”, Erma
Front row: Mae, Laurel, Francetty, Beth
At right – baby Don Butler
Card to Francetty from her mother-in-law, Johanna Christensen
Francetty at home
Francetty at Fish Lake – her favorite pastime
Fish Lake cabin
Mae, Francetty, Ruth Roberts, Laurel, Beth
Francetty at age 75
Francetty at Clear Creek Canyon
A Patriarchal blessing upon the head of Francetty Christensen, Daughter of John L. Butler & Francetta Smith, Born in Sanquitch, Utah, Apr. 7th 1876—given in Richfield Utah, Feb. 20th 1901, by Jos. S. Horne.
Dear Sister Francetty, I place my hands upon your head as a servant of the Most High God, and in the authority of the eternal Priesthood to bless you. For the Lord has blessings in store for you. I say unto you dear Sister let your constant aim be to honor God and live according to His laws. Do not pattern after the wicked, nor follow the follies of Babylon, but seek to do that which the Lord desires you to do, that your life may be such as becomes the daughters of Zion; that your labors may be in ministering peace, comfort and happiness, not only to your own family, but to those around you. I bless you with wisdom, faith, integrity and courage, that your life may be one of usefulness. By your skill and your noble efforts, and with the assistance of your Companion you shall succeed in making your home a place of joy, comfort and happiness where your kindred and the Saints will delight to associate together, and hearing I bless you also with wisdom even in the training of your family, that you may be successful in instilling into their hearts faith in the living God, and in the plan of salvation;
as well as by your example you may teach them to live pure lives. Be ever true to the covenants you have made, true to yourself, your husband and to all the faithful of God and you shall have joy in ministering for others' comfort, and in aiding to establish righteousness upon the earth. The Lord will give you testimonies, in addition to what you already have, of His goodness and power, and His willingness to bless those who love and try to serve Him.
I bless you with all the blessings pertaining to the new and everlasting covenants; with long life, peace and happiness here upon the earth; and I say unto you if you live worthy of these things you shall receive them, and every righteous desire of your heart shall be granted unto you. All these blessings I seal upon you in the name of Jesus Christ, and I seal upon you eternal life in the world to come; even so. Amen.
Bertha Butler, Scribe.
Copied by Jos. S. Home.
The pleasure of your company is desired at the marriage reception of
Francetty Butler to John Christensen
at Hans Christensen’s residence August Fourth, Eighteen Hundred Ninety Eight Seven p.m.
John and Francetty wedding picture
Horse and buggy similar to one used on wedding trip
May the Lord bless you
Sincerely Papa.
NAUVOO, ILL., Oct. 2...1906
My Dear Sweet wife and Children
I am now in Fort Madison, Iowa.
As I was so near to Burlington.
I got permission to have a couple
of days for self. And as the penel-
entedry was now my way, I decided
to stop off and see how steel goods
were made by the prisoners. 3d page
of cover you will find my new address.
First home where all eight children were born
New yellow brick home built in 1915
JOHN CHRISTENSEN CO.
DEALERS IN
Dressing Harvesting Machinery,
Moline Plows, Harrows, Belt Tires,
Tubular Cream Separators,
Good Luck Stoves and Ranges,
White Hot Blast Heaters,
Kern Knitter and Diamond Edge
Tools and Cutters,
Ocean Wave Washing Machines,
Paints and Varnishes.
Rexfield, Utah June 26, 1909
Dear Wife of Christenbury
The morning after we started
we relations they had quit an
deliberate offense. The Omich &
Groves explicit to leave for Arizona
Monday at twenty eight
a most inebriated fellow & learn that
you had, had such a pleasant
journey up to the 23d and that
francetty now in your favor
of thought of you in your
hands on Thursday during
the summer at noon such
an warm day that I was
cold so cold I might not stand a
heat - it was warm enough for
to road - day. However it is told
that you did not receive colds
on the way. I take from the way
Harry would think Bonner Mind
with the farm. So you will
have good care all the way
and all things around you reach
and be with you on all the holidays
So far I haven't been all with the big
Olive, but I have fed the chickens
and kept the farm growing brightly
& planted in to everything as brightly
but haven't the time around
Remember me to Francetty
and every body. I wish you
all the happiness you could
possibly desire.
Sincerely,
Papa John C.
Harry saw Dorothy get stuck caked in snow
of the merchandise. Hurried without any
trouble or offence.
Chinard July 4, 1909.
Dear Sweet Husband—
We are having a good time but are home sick just the same, do wish you could come up and come home with us.
We have had rather hot evenings to kill. The thermometer went up to 104, we had a little rain yesterday and we'll have more today. They have build a barn and barns and store lofts for them out on Eureka To La Crosse.
The children all go to nursery school. Can't say they like it too much. I wish I was with all the children but I feel very much dishearted.
Cora, Cora & Co. have been quite sick with scarlet fever. I hope she will get here before I leave.
I am looking forward to seeing you again. I love you very much.
Yours,
[Signature]
(2)
Ana looks fine much better than I expected to find her. Carrie isn't as well as with her other baby.
Horace is very poor but John & Taylor look fine also all the others.
Three fall grain so all headed out and all their crops look fine. We had a very pleasant trip coming up the mountains.
Pleasant as life they did before and they was a breeze blowing all the way over. We got up to 104 in the mountains. It was very hot. I was tired but the same, but am feeling fine now. I am proud to weigh 65 lbs. and Johnny girl 23 lbs.
When hasn't got here yet. She feels very much dishearted. I hope she will get here before I leave.
July 6.
The Leflerius fourth celebration has
just passed and we all will and un-
derstand, and all had a good time,
also. The wind blew and I passing
a little, Eva took her hat too
Saddie very nicely and on the
evening Eva and Jan Adams
took the prize for being the best
walkers. The prize was each a
bottle of champagne and a jar
of sardines. Donna was victor.
and Butler resided in the after-
noon there was a ball game, children
dance, and race, in the evening
a dance. They have a matched
tender floor under a yellow
lorry and the evergreen trees
around for walls, and we
had a very nice time.
They weren't an accident, a fight!
on a drunk man!
PRESENTATION and DEDICATION of the ANONA to the L. D. S. CHURCH
SATURDAY, MAR. 15, 1924
PROGRAM of CEREMONIES
Community Singing - Direction Mrs. A. J. Bird
Innovation - Kenneth Martin Jensen
Mixed Chorus - Direction Mrs. A. J. Bird
Remarks - President R. D. Young
Presentation - President J. M. Petersen
Reception - President John Christensen
Dedictational Prayer - Elder Melvin J. Ballard
Grand March - Leader Elder Geo. M. Jones
PROGRAM of DANCES
1. Waltz - John
2. Fox Trot
3. Fox Trot
4. Waltz - John
5. Virginia Reel
6. Fox Trot
7. Waltz - John
8. Fox Trot
9. Fox Trot
10. Waltz
11. Quadrille
12. Fox Trot
EXTRAS
- Dance of Glory
- Grand March
- Quadrille
Beverice, Ruth
The L. D. S. Christensen Anona
COMPLIMENTARY PASS
Issued to John Christensen
This Ticket is Not Transferable
Signed: W. Christensen
Manager
MR. AND MRS. JOHN CHRISTENSEN
EXTEND AN INVITATION TO YOURSELF AND PARTNER TO ATTEND
SOCIAL DANCING PARTY
IN THE
ANONA PAVILION, SATURDAY, FEBRUARY 15TH, 1924
DANCING BEGINS AT EIGHT-THIRTY O'CLOCK P.M.
Salt Lake City, March 1st, 1913
My Dear Daughter,
I got a letter from Ida. She wanted to know about the news at home. But however, when Ida did, she is getting some other business handled.
I am hoping that the boys will be doing so well as to hope it will soon be all right. She also said she had a parcel from you, but haven't been able to get it yet. I don't think he will want to come here on Saturday. To come here, he will likely be examined and it may not be just what he thinks, but I will write and let you know as soon as I learn how it is.
His farm is the same as before his family. He was going to leave for home today. Received a letter from John and Bertha last evening. They said they were all well. John told me they had never been better. He weighs 208 lbs. That is very good. The boys, sisters, and children are well. He said Ida was doing fine in school and growing fast. It was a long time since I saw her. The boys, sisters, and children are all getting better. The children are healthy looking, yet it is hard to tell how they are going to do. Ida and Bertha are quite well now. Rex and Ida are both doing so well as to hope it will soon be all right. She also said she had a parcel from you, but haven't been able to get it yet. I don't think he will want to come here on Saturday. To come here, he will likely be examined and it may not be just what he thinks, but I will write and let you know as soon as I learn how it is.
When hardly since I was left well is no very nice time to day think of will soon be afterings of rained last night. So it is good and muddy to day. I was down town with some on my last day, we walked around shopping. Then went to a picture show and came home. I am way here to talk us out to a play. So often do they are went and had a good time, and by the
Time we got in bed I felt like I was 60 years all right there wasn't much news to tell you. I would love to see you all & will get there done time if it aint too a short visit. Thanks for the nice letter for the flowers. Well the compliments do not know if I am worthy of so many but do know that I have 10 of the very loving best children and do believe there isn't another loves her children better than I do. Love's blessings to all and may the Lord bless you lovingly Mother
Richfield City, 15: 1919
My Dear Sweet Captain — I can't tell you how I feel to know that you are so sick, and to think I am so far away that I cannot reach in and help you, or even just give you a letter, but I guess God has raised you up from the dead, and many times has watched over you from the very brink of the grave, and I certainly thank all the Lord for you, that he will again show you that he may know that you may live many years to comfort your children, and they may be a very useful family to you.
Uncle John W. Butler is here and his wife graves. He says "I tell you that he clearly tells you that there is no such thing as a more patient gentle mother than you, and he neglects that he knows and you are out of him how he loved and appreciated all you have done for him."
God bless you dear sweet Captain, and may you always be a most precious man.
Your loving daughter,
Greta.
We just received a card from you stating that you arrived home on the 24th and was so sorry to learn of Mary's illness. It meant so courageous. Tell Horace that we have a chance to sell the calf as we like to know what he intends to take it?
John, Eva & the children send love and hoping you will soon be well.
God bless you dear sweet Captain, and may you always be a most precious man.
Your loving daughter,
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ALEXANDER BUTLER ROWLEY
submitted by Hallie Wilson
Alexander Butler Rowley was born in Nov. 12, 1855, at Penryth, Cumberland, England. His home was named Swarthfield farm, touching the shores of Ullswater Lake; some called it the lake district. Behind the house were the Cambrian Hills, a very beautiful setting for a home. As well as the stately home, there were other buildings on the grounds, 3 of which were the coach house (which sheltered their mode of transportation), a stable for the horses, and very important to my Dad, a boat house on the lake. Inside the house were many large rooms. Those on the main floor had special significance, a clock room, on the walls and floors of which were numerous clocks of every description. I am fortunate enough to own one of those beautiful clocks. Another room was a picture gallery. There was a billiard room, a library, a drawing room and most important to the family, a music room in which was a grand piano, violin, flutes, harps, etc. They were a musical family. The young boys were singing in the cathedral that was close by. The musical talent was passed on to the next generation, that is, my family.
My dad used to sing many lovely melodies to us children and also at community concerts in the district. We children used to wait patiently and quietly until he had read all the foreign news in the papers and periodicals he received from overseas. Then we would gather around him with our arms around his neck and he would sing to us small children all never-forgotten songs, many of which he composed.
At an early age, Dad and his brothers were sent away to a private school, only returning home for brief visits. Dad and my uncle Campbell were to be educated as lawyers. Dad had a bit of trouble when he started school as he was very left-handed and he was not allowed to use his left hand. As, it was tied behind his back to make him use his right hand. However, that became an asset later on, because Father then became ambidextrous. He used his left hand whenever no one was watching. I must tell you about Dad’s troubles at school. He was in trouble a lot at school because he did not study while the other boys were working. For punishment he was given the “cane” or had to write lines. Dad said he wrote hundreds of lines using either hand. The professors never knew he used his left hand.
When Dad was sixteen, tragedy struck his family, his father was killed in a train accident. Dad, being the eldest, had to take over all the affairs of business which included coal mines (later confiscated by the British government in the First World War). There were large cotton plantations in the southern United States, to which Dad made numerous trips by steamship, etc. Dad had a very retentive memory, consequently he did not study, just sat in class and absorbed everything his professors said. He attended University, passed his law course attaining the highest marks in England in Chancery. He went on to practice law in London. In 1885, Dad was among the volunteers who came to Canada to settle the Saskatchewan Rebellion. When he reached Montreal, he was made Commander of his group of men, probably ‘Sargeant’. From Montreal they travelled to Lake Winnipeg to the mouth of the Saskatchewan River. They boarded the York boats there and rowed or paddled down the turbulent Saskatchewan River, to Batoche. Dad said, on all the long trips, he never saw a hostile Indian. In fact, Dad had, in later years, many very true friends among the Indians around Selkirk. Dad’s brothers came to Canada (that’s Manitoba) before he did. In 1887, Dad became so lonesome for his brothers, that he chose to sign away his home and all the assets to his only sister. They left for
Canada, arriving at East Selkirk via the old Trans-Continental C.P.R. He stepped off the train and shook hands with Mr. Jack Martin, the first Manitoban to shake his hand. They became firm friends and remained so all their lives. In fact, Mr. Martin was an honorary pallbearer for Dad. On April 5, 1888 Dad married Margaret Ann McIvor, daughter of Mr. and Mrs. Murdoch McIvor. Murdoch McIvor came from Stornoway, Isle of Louis, The Hebrides, Scotland. His wife Frances Moore, came from the Orkney Islands. Their mother tongue was Gaelic. Murdoch McIvor was a pioneer too. He was hired by the Hudson’s Bay Co. because he spoke several languages. He became a Factor for the “Bay” and when he left the company, he spoke 7 languages, eg. Gaelic, Norwegian, Swedish, French, Cree another Indian language and the last language he learnt, was English.
My mother was a very level person, she was educated at St. Mary’s Academy for her higher education. Although she was a strong Presbyterian, they sent her there because it was a good school. At the Academy, she learned music, sewing, crotchetting, handiworks of all kind, as well as passing her grades and becoming a school teacher, quite young too. Dad and Mother started life together, north of East Selkirk at Poplar Park. They didn’t stay long as their home burnt down, a severe tragedy as they lost all Dad’s medals and certificates, also Mother’s. Later, Dad’s certificates were replaced. As well, they lost a beautifully furnished home including a grand four-legged piano. They then bought a home near East Selkirk on the banks of the Red River, where they raised a large family and they lived out their days there.
They at first had a market garden. Dad had never done any manual labour in his life. However, he soon showed how clever he was and with the help of a wonderful wife they made a success of it. Dad tile-drained at least 10 acres of land. He also dug a ditch 2 miles long and at least 2 feet deep, all this work was done by hand. He also tunneled under the road from our basement to have drainage. He also did the same for the root houses, so water never laid in those places. No mean feat for a man who had never done any manual labour. He was called upon to use his legal ability by the municipality of St. Clements, by the community at large and by many friends who, in legal trouble, turned to him. He was the solicitor for the municipality, also an auditor. He formed the School District of Kitchener at the request of the Dept. of Education. He formed municipalities at the request of the Manitoba Government. He named the East Selkirk’s new school at that time, Happy Thought. This name was chosen over others. He was called on the jury in Winnipeg many times and owing to his integrity and sense of justice, one or two people owed him their freedom.
My mother kept things going at home, a friend and helper to all. She helped nurse many of her sick friends and neighbours. She worked very hard, but through all the ups and downs she had the love and respect of everyone with whom she came in contact. No father and mother were more respected by their sons and daughters than they. I always thought that we children learned more at home than at school.
My father passed away in May, 1943 after a lingering illness and pneumonia at the age of 87. Mother passed away on Dec. 3, 1962, at the age of 93. Both were not senile in any way, both died peaceful deaths as they deserved. Dad was blind in his last few years, but never complained.
I recall some other interesting facts about my Dad. He had a very inquiring mind. He loved experimenting with chemicals and made many odd “concoctions” (I’d guess you’d call them). He stopped when he set his jacket on fire with sulphuric acid. My dad was asked by the municipality of St. Clements to make the Ferry road usable, or passable I should say. He examined it and told them that as the river flooded and washed away the mud grade, they would have to have a permanent footing. They agreed to anything he said. He then had the road to the river dug down deeply and filled it with granite boulders, huge ones, which he found right around the district. Since then the road had always been usable even though it floods almost every year. The Ferry Rd. leads from the steam plant which is now at the top of the hill, right down to the bridge.
James Duncan Rowley
Another item I would like to mention is that my mother loved young people very much. She always had her grandsons and their friends staying at the farm in the summer. They would tent, she would feed them in return. The children did all her errands and helped her in every way possible. They and their friends, dearly loved Grandma Rowley, as they called her. To this day, you can ask grown-up young men about Grandma Rowley and they will always talk of the lovely times they had over there. eg. the Funk boys (who left the district.)
The clock that Hallie Wilson received from her father came from England, “one of the many items my father brought over and I was fortunate enough to be given it. My dad wanted me to have it and therefore it’s in my home now.”
When my parents went on their honeymoon, they went in a cart (probably to Winnipeg). The first home they moved into after they were married was already built quite a few years before and Mr. Rowley renovated it and made it quite beautiful. At the time of the fire in 1897, they only had 3 children and when the fire started the two oldest children had started it by playing with matches and Murdock was a baby in the cradle at the time. When my mother noticed the fire, she raced to the house and got the children out. The cradle was on fire and mother put it out. Her sewing machine was by the door on fire, the board you lift up to let the machine down was burnt right off, but she pulled it out the door and saved it.
Father imported his horses from England and Scotland, mostly Scotland, Clydesdales, as he needed the heavy horses to work the land. He also brought out purebred bulls and Shorthorns. He often showed his cattle at the Selkirk Fair after they moved to East Selkirk.
When they moved to East Selkirk there was already a log house built there, built by a man named Andrew. The log house and property was located exactly 2 miles south of the Selkirk Bridge, right on the east bank of the Red River. Father enlarged the home, it was built in an "L" shape. It had to be enlarged to fit a large family. The old log portion became the kitchen. That's where we had all the dances and all the people from the district used to dance in there. I think there were three floors put in that kitchen, they danced them out. The house had six rooms upstairs and a long hallway. In this hallway, one end had a big oak table, it was a wide hallway over 8 ft. wide, and this table was always piled high with books. At this table we did our homework. Downstairs we had a huge kitchen, another big hallway, a sitting room and my parents bedroom. The house had brick chimneys, a huge kitchen range with a copper boiler for boiling water. In the hall was a large Quebec Heater lined with bricks. The living room had a long box stove. In the downstairs bedroom was a small Quebec Heater. The pipes from the stoves and heaters went upstairs to the four chimneys. The pipes through the floors had cement all around them, so they were safe from fire and safe for the children. We had a pantry at one end of the kitchen, full length. Mother stored the goods we used everyday. In the basement, which was a full stone basement, there was a huge room with plank shelves, where Mother stored her canning (wild fruits, cranberries, raspberries, wild strawberries, rhubarb, pumpkin jam, blueberries, etc.). She made pickles by the gallons, jar upon jar -- we kids loved to eat. By spring, those preserves would be gone. Of course the basement was very cold, but it didn't freeze. If there was any doubt that it might freeze, they had kerosene heaters to protect the root crops from freezing.
Father (AB Rowley) built a beautiful barn and it had a big high loft. There was a kind of platform built on top and they had ventilators, little steeples, three of these on top of the barn and a ladder going to the top. We kids liked nothing better than to sit away up and look over the country side.
The only neighbors we had was James Frost, Mrs. Frost's parents lived there first, Mr. and Mrs. Robert Taylor. Then when Mrs. Frost was married to Jim Frost, they made the house bigger and lived with her parents, because they were old, and looked after them.
I can tell you a story about "old Bobby" Taylor. We children all liked "old Bobby". My father always looked out for him. "Old Bobby" wasn't always responsible for what he was doing, especially in the winter. My father looked after him though I don't think there was much difference in their age. He watched when he'd go to town and when he came back, especially in the winter. One night he didn't come back early and Mrs. Frost came and told Dad her father hadn't come home. So, Dad immediately went down to Selkirk to look for him. He found him, with his team, stuck in a snowdrift, and he was on a cold wood rack (just a rack for holding wood, with uprights). He had a hold of one of these uprights, with his hands and they were frozen to the upright. My Dad took him home, sent my older brother Duncan on horseback for Dr. Ross. They got the Doctor and rushed the old man over to the hospital. (Dr. Ross's office, don't know if the hospital was built then.) Anyhow, the old man lost his hands. He was very agile with his "hands" after that. He could do all kinds of things, he was quite a smart old man, in spite of losing all his fingers (stumps for hands) still in all, Dad used to look after him, along with Mr. and Mrs. Frost. They kept an eye on him to see that things went right.
Mrs. Frost died a very tragic death, she was coming over to visit my sister (Mother wasn't there then) and right at the creek running through our place, I guess she was down in a hollow and this truck came along and I guess she wasn't far enough off the road, it was an oil truck and she was run over and killed. (1940)
Mrs. Frost was a very remarkable woman and I'd like to say a bit about her. She was so clever and could do anything. She was a most beautiful sewer and made a lot of dresses for me. She was very good to me. She had a brother living in Libau and he was away. His wife at childbirth, had a little son, she went out in a rainstorm to look for the cows. Shortly after the baby was born and she got pneumonia and died. She left 3 small children and 2 grown-up sons. Mrs. Frost took those 3 children, including the infant. This baby was very sickly and she nursed him night and day. My mother used to help with the nursing and allow her a break. Between the two of them they saved the child's life. These children were Taylor children. Mrs. Frost's brother's children, and there are relatives of these people living in Selkirk, today.
We had a beautiful well, we could call it a flowing well, 103 ft. deep "bored" well. Sometimes they'd run short of water at the CIL plant which was close by and they would haul a lot of water from our well. The more water they took out, the more the water ran out of the well. Out through the pump, it wouldn't stop running.
Father constructed it and Lou Curtis was one of the men who operated the well-drilling machine. Pruden's, owned the outfit, and Curtis was in charge. My dad insisted that they go down deep. They had to go down below the depth of the river to make sure you got good water. He was very fussy about water, he always had it analyzed. He was very critical about the pollution of the Red River. We were never allowed to take any fish out of the river. If the Indians came to the door to sell fish, we'd buy the fish, but never ate them.
Dad was always good to the Indians and had many, many friends. He always gave them a little money to buy their tobacco. We never used the river water.
Dad did a little market gardening. When they first started out they had a market garden. Dad really bought this place on the Red River for one specific reason, he was pretty smart, looking out for things, he examined the soil and discovered there was 4 Ft. of topsoil on that land. No wonder he wanted to buy it. It would never "play out" and it was heavy soil, a lot of it gumbo, I guess, but the topsoil was 4 ft. deep.
About the topsoil, it probably built up from the river long ago. Maybe the Ice Age. One item I must mention, across the CNR track there was a field (stretched for 2 miles), 4 acres of that were planted in wheat one year. This was this 4 Ft. deep soil where they planted Durham wheat. When they harvested it in the fall, they grew 79 bushels to the acre, No. 1 Northern, the best wheat there was for making flour. That was written up in the Free Press.
We had horses mostly, Clydesdales, driving horses, very frisky because they were fed a lot of grain. They took a lot of handling, but my brothers were strong and able to do it.
They had cattle, bulls, Shorthorns, and Ayreshires for cream, chickens, turkeys, and geese. The geese swam in the river.
We did some of our own butchering, but most of the time we got "old John" Robertson, a very good friend of the family, and he did a lot of work for us. They lived down on Eaton Ave. He used to have a butcher shop right on Eveline St. right across from the railway station, that brick building right on the corner of Eaton and Eveline which was the old railway station. They used to have an electric railway that ran right down Eveline to Main St. and that was their station.
We had a fancy buggy, quite shiny I remember, with a top on it, like a surrey with a fringe on top. Usually, they just used one horse on it. One horse, they clocked on Ferry Rd. she was quite a fast animal, a friend of ours had a car (quite a long time ago) they could put the top down on the car and she had her nose at the back of the car and Duncan was driving her. Jim Dixon (from Mayfield, a friend of my brothers) was driving the car, and they clocked her from the riverbank (where the bridge is) to the bottom of the hill, and she travelled 15 m.p.h., that was her usual gait.
We usually shopped in the Town of Selkirk and the family crossed the river by the St. Clements Church.
Mrs. Rowley (Margaret Anne McIvor) met her husband Alexander Butler Rowley at the Peguis Post Office where her father (Murdoch McIvor) had been Post Master for the years 1871 to 1898. After her three years at the St. Mary's Academy, Margaret Ann had assisted her Father with the postal duties.
During their 55 years of life together, Mr. and Mrs. Rowley lost three homes to fire (one at Poplar Park, one at Sleeve Lake, and the third along the east side of the Red River), "And we lost two pianos in those fires" Mrs. Rowley used to relate regretfully.
Mr. and Mrs. Rowley marked their 55th Wedding Anniversary April 5, 1943.
The late G.H. Fox wrote the following in the Selkirk Record (issue June 3, 1943) relating to Alexander Butler Rowley who had passed away in May of 1943: "Another grand old-timer and most likeable man was lost to the community in the passing of Alex Rowley. One of nature's gentlemen. Alex Rowley lived a long life in kindly fashion and enjoyed every moment of it."
"Though trained in early life for a professional career, the urge of the West drew him to the Red River Valley where he took a partner from one of the oldest families of the district and settled down to the life he loved, close to nature of which he was a student."
"Kindly and gentlemanly in disposition, Alex Rowley admired and enjoyed that which was good in life and enjoyed it to the full, always taking a kindly, sympathetic view of his surroundings."
"Balanced by a charitable judgement, Alex Rowley made many friends and never lost one."
"These will long remember their association with a courtly, kindly gentleman with whom it was a pleasure and a privilege to have been associated and to have known."
Alexander Butler Rowley had a long list of achievements including a Law Degree, Municipal Auditor, Certificates to practice Veterinary Medicine, trained in the expert art of Boxing, was a cartoonist, Accountant, legal advisor, assisted in incorporating schools and local government.
Alexander lived to 87 years of age dying in May 1943, Margart Anne, his wife lived to age 93, dying in 1961/62.
They had a family of 13 children, Amy, Duncan, Murdoch, Maude, Ethel, Laurie, Cecil, Hugh, Hallie, Launty and Beth. And two children died at birth.
Of the 13 children only Sam (who was born Samuel Lawrence Bedson Rowley, named after Colonel Bedson) and Beth (Stephenson) and Hallie (Wilson) are living today.
Sam and his wife Ada live on Eveline, as does Hallie Wilson. Beth Stephenson and her husband live on Manitoba Ave. All in the town of Selkirk.
Lanty was named after the Primate of the Church of England and Sam after Col Bedson. Both of these named used to make visits to the Rowley farm and stay over while in Manitoba and had conversation to the early morning hours with Alex Butler Rowey.
SAM ROWLEY
submitted by Sam Rowley
Sam Rowley and his wife Ada live in a lovely, cozy home at 321 Eveline St. in the town of Selkirk.
You can see the East side of the Red River from their front window, the Bridge and the Steam Plant structure.
Sam is the son of Alexander Butler Rowley and Margaret Anne Rowley (nee McIvor). His father had come to Canada in the early 1880's and had been involved in the 1885 Rebellion. Sam was one of 13 children born to Alex B. Butler. One of their homes was situated on the east bank of the Red River, near where the Manitoba Hydro towers are and where the batching plant is, in close proximity to the CIL Plant.
Sam remembers that the Rowley family had about 8
horses and 2 oxen to work the land and for transporting wood etc. He fondly recalls hooking the 2 oxen up to the wagons and hooking the horses up in front of them. As a team they all worked well together. Sam recalls a lot of wolves and wild turkeys on the east side of the river and the shooting of game which was in plentiful quantities for the settlers.
Sam married Ada Booke in 1929 when he was 29 years old. Ada was a schoolteacher from England and had taught at the Happy Thought and Walkleyburg schools from about 1920 to 1926.
Sam remembers that the old Rowley farm was near Taylors and Frosts place and all that land was eventually bought out by Hydro. Rowley's built another home again across Hwy. 59 (near CIL Rd.) and he thinks Nordal's bought it after that. Sam remembers the sad day that Mrs. Frost was coming over to visit his mother and got killed on Henderson Hwy. by a truck.
His father and mother, the late Alex B. Rowley bought another homestead up at Sleeve Lake, north of Fisher Branch and Sam used to enjoy going up there to visit, hunt and fish.
In 1933/34, Sam started working on the brushing and clearing of the C.I.L. property. Sam continued to work for C.I.L. when the Plant opened for operation. He was their first Plant Foreman, a job he was to continue for the next 30 years, retiring in 1965.
Sam attended the Kitchener School and recalls Mrs. Hall and Principal Stokes. As he outgrew Kitchener School, he went across the River by boat and ferry every day to Selkirk, where he attended the Central and old High School. He completed his Grade 11. In winter he crossed the river on ice. It was tricky crossing the ice during spring break-up and in the late fall and early winter.
Sam and Ada had one son, Cecil, who was educated in Selkirk and at the University of Manitoba. He worked in Ottawa, Montreal and Toronto for the Dominion Patent office. Cecil and Ruth have 5 children, Steven, Bruce, Gordon, Michael and Wendy.
Sam is enjoying his retirement and during an interview in April, 1982, was able to recall in detail his work years with the CIL Explosives Plant in St. Clements. We have included this information under the heading of CIL and have shared some of his memories with you. Sam has a sharp and vivid memory at age 82.
THE ROZAK FAMILY
by Paulette Anne Rozak
It was poverty, scarcity of land, political unrest, and lack of opportunity that led John Rozak I and his wife, Pauline, to leave Malnov in Galicia. Although they were immigrating from Poland, they were staunch Ukrainians who belonged to the Greek Catholic Church. In the year 1906, John and Pauline started their Journey to Canada. They had no money except for Pauline’s inheritance. Travelling across the Atlantic by ship, they reached Canada and then took the train to East Selkirk, Man. where many immigrants were being dropped off at the Round House. Their year of arrival was 1907.
They brought with them a four month old baby on the train trip, but the child caught cold and died. This child was the first of many babies to be lost to Pauline. A close estimate was seven including a set of twins. However five children survived. They were John II, Mike, Kay, Mary, and Steve.
John farmed in East Selkirk and worked at many jobs to earn money for his family. His wife, Pauline, badgered him so much about the money from her inheritance being responsible for their arrival in Canada that John worked hard for several years, saved $300, and sent the money back to Poland. Pauline was sorry then but could not stop her husband from salvaging his pride.
John and Pauline had several homes in the village of East Selkirk. Their last home was on the Two Mile Road just off the 59 Highway. It was built by the oldest son, John II.
Their children went to Happy Thought School. In fact, John Rozak II, the eldest, started school in 1916 when the old stone building on Henderson Highway was opened.
Steve married Dorothy Moar and moved to Toronto. They had two children, Donna and Mona. Mary married Nick Simec and also moved to Toronto with their four children, John, Dan, Tom, and Patricia. Kay married Kaspar Boehmer and lived in East St. Paul. They had two children, Marlene and Daniel. Mike married Mary Reilly but later divorced. They had eight children, Mike, Betty, Mary Jane, Wendy, Shirley and Danny (the twins), Tim, and Grace.
John, the eldest son, took for his bride, Mary Federowich, a Polish girl from Rossdale, Man. Mary and John might have met sooner, but Mary’s grandmother, who also came from Poland, found East Selkirk to be too much wilderness and wanted to go further to Winnipeg where the land was better. John and Mary had four children, Paulette, Bobby (who died at childbirth), Jim, and John III. They decided to build a home on 35-13-5E just about one and a half miles from the village of East Selkirk.
Paulette, Jim, and John attended Happy Thought
School from Grades 1-8. Then they went across the river to attend high school at Selkirk Collegiate Institute. John finished his Grade 12 at the Lord Selkirk Regional Comprehensive High School when it first opened. All three were known for their academic prowess.
Paulette went to the University of Manitoba to earn her permanent first class teaching certificate. Her first position was at the new Happy Thought when it opened in 1966. Eventually she went back to university - this time to the University of Winnipeg - to earn her bachelor of Arts degree. At present she has returned to teaching at Happy Thought.
Jim entered Red River Community College and received his diploma in computer programming. He is employed by the Manitoba Telephone System in Winnipeg.
John III went to Red River College for one term, went to work for Marshall Wells in Winnipeg, and is presently continuing his education.
WALTER AND AGNES ROZMUS
submitted by E. Rozmus
When Walter Rozmus was only 18 months old he sailed to the new world from Ruzaniecka, Poland with his father and mother, John and Annie (Wazny) Rozmus, his older brother George, two older sisters, Katie and Rose and his paternal grandmother Annie. Even though Walter does not recall the trip, he often tells the story of how once in Halifax, they along with other immigrants, were forced to ride in a boxcar part way to Winnipeg. That was 1904.
The first year the family stayed with George Rozmus, John’s brother, who had previously settled in Canada. John bought 40 acres of land one mile south of Highway 44 on the boundary of Springfield and St. Clements (now called Highland Glen). The land was mostly swamp and bush and infested with mosquitoes, frogs and snakes. During the first year the family cleared the land and built their home.
Walter recalls attending the Melrose-Springfield School (2 miles South of Highway 44 and 1/2 mile west of 212). He said that it got so crowded that the students had to sit on the floor and stage. Finally the St. Clement students were asked to leave and for awhile attended the Ashfield School. In 1912 the one-room Highland Glen School opened and Walter attended for about four years until he quit at age 14 to help his father farm. In 1918 when Walter was 16 he bought 20 more acres of land.
Even though Walter and Agnes were both born and raised in the Roman Catholic Church, in 1928 they became affiliated with the International Bible Students Association. They and three of their children and their spouses continue to be active in this organization.
In 1967 the Highland Glen School closed its doors and Walter purchased this site. His oldest son William (1927) now owns and operates Highland Implement Sales on this location. He and his wife Elinor Beard (1941) of the U.S.A. also live at this location. Their second son Henry (1931) is married to Eleanor Gorda (1936) from Selkirk. Henry, in addition to farming is an air-conditioner mechanic at Motorways in Winnipeg. They live in Highland Glen and have two children, Mark, 25 and Shelley, 22. Walter and Agnes also have two daughters, Vi Jones (1935) also of Highland Glen and Joan (1938) who is married to Sidney Jones (1932) of the U.S.A. They also live in Highland Glen.
THE SALUK FAMILY
submitted by Phillip Saluk
Phillip and Anne arrived in Canada with their six children from Brody, Austria in 1908 to Halifax. They travelled by train to Winnipeg and then settled in the Beausejour area, known then as the Sandhill Area.
Jack, son of Phillip and Anne, married Mary Zawiduk in 1929. Mary arrived in Halifax in the year 1929, on the ship Polanolynia, then travelled by C.P.R. to Beausejour, May 17/29. They settled in the Tyndall area and then moved to Ladywood.
WALTER SALUK AND FAMILY
submitted by Walter Saluk
Walter, born March 3, 1931 at Tyndall to the late Jack Saluk and Mary Saluk now residing at Selkirk Centennial Lions Manor, moved to Ladywood (Brokenhead area) and farmed, married in 1954 to Madeline Boyko who was born in Walkleyburg on May 4, 1933 to the late Peter and Ann Boyko (nee Gryzko). Madeline attended school at the Lilydale school. She moved to Selkirk with her father in 1949. Madeline and Walter moved to Winnipeg in 1955. Walter was employed at Standard Dairies. They moved to West Selkirk in 1958, built a house on Sophia Street and lived there until 1967 when they bought Mike Walenchuk’s place on Church Road, East Selkirk. At this time Walter started his employment at Selkirk Mental Hospital.
Walter and Madeline have four children; son Greg born Nov. 19, 1955, daughter Darlene, born June 12, 1960, son Gary born Sept. 6, 1965 and son Bradley born Nov. 7, 1974. All the children were born in Selkirk. Greg married Erin Wark in 1975, their daughter Cara was born in 1976, now in East Selkirk, Manitoba.
Darlene is employed with Permanent Trust. Gary attends high school at the Selkirk Comprehensive. Bradley attends Happy Thought School.
Greg is employed by Versatile as a Computer Programmer. His wife Erin is a Lab Technician at the Selkirk Medical Centre. Daughter Cara attends school at Daerwood in Selkirk.
HENRY SALUK
submitted by Walter Saluk
Wonder Shows Ltd. was started in 1964 with one ride and a Cotton Candy Concession, started by Henry and Eleanor Saluk residing in Winnipeg at the time. Moved to the Selkirk area in 1974. Presently Wonder Shows employs up to 30 people during the summer months, and is now managed by Henry, Eleanor and son Randy. The show moves on 11 trucks and consists of 14 rides and 8 concessions.
Henry was born July 24, 1941 in Beausejour, Man. son of Mr. and Mrs. Jack Saluk. Henry’s father passed away May 17, 1980. His mother is presently living in the Centennial Lion’s Manor in Selkirk.
Eleanor was born June 19, 1943 in Beausejour, Man. daughter of Mr. and Mrs. J.J. Struss of Beausejour.
Henry and Eleanor have one child, Randy born in Winnipeg on Feb. 20, 1966. Presently attending school at the Selkirk Comprehensive.
CLIFFORD AND ANNA SAWCHUK
submitted by The Sawchuk Family
Clifford Sawchuk was born on Aug. 18, 1894, the son of Paul and Alexandra Sawchuk in the Parish of Tar-takow, District of Sokol, which was ruled by Austria at that time. Paul’s father was Conrad Sawchuk and his mother was Irene Bernadyn. Alexandra’s parents were Thaddac Kolobasa and Barbara Melnyk.
As a young lad, Clifford Sawchuk arrived in Canada with his parents in 1904.
Paul and Alexandra with the help of their son Clifford, built a home in East Selkirk, as Paul was a carpenter by trade. Clifford went to work at an early age, due to his father’s illness, and continued to support the family and supplement the family income during the difficult times.
After the first house burnt down, they built another larger home on the same location on Colville Road.
Clifford was active in the community along with his parents. Soon he and his friends organized an orchestra under the direction of Mr. Uhryniuk of Winnipeg. This was one of the first major bands in the area and consisted of Clifford Sawchuk on the Trombone, Michael on the Saxophone, Fred Kordalchuk on the Coronet, Nick Kunitz on French Horn, Fred and Bill Karanko who alternated on Drums, and finally, John Karanko who played violin.
The orchestra organized dances and concerts in the village to raise money to build a Hall in East Selkirk. They built one hall and it burnt down barely before it was completed. The next year they rebuilt the hall, of which the central structure still stands and has been renovated since. Clifford Sawchuk held various positions on the hall committee and while President, held Sunday night dances to help pay off the building debts. He was a charter member of the East Selkirk Hall all his life.
Clifford and his parents were instrumental, with many others in the community, in building and raising the needed monies to furnish the St. Michaels Greek Orthodox Church in East Selkirk. The Church was established in 1918, and by 1980 was officially closed.
Clifford married Anna Wisnowcki, daughter of John Wisnowcki and Kateryna Myslywchuk. Anna’s grandparent’s family names were Myslywchuk and Semeniuk. Anna’s father, John, was an officer of the Hussar Cavalry and had trained in Germany at the officers academy. Anna had come to Canada with her mother from Luchych, Sokol, under Austrian rule. Her father John had come out much earlier and got established. Anna’s mother, Kateryna, gave her some land and Clifford built their first shanty on St. Peters Road, north of the Star Hotel. Later, in 1926, they built a larger home which they moved into in 1927.
Throughout his lifetime Clifford was helped by his loving wife Anna with great dedication and support.
Although he owned several second hand cars, the one he bought in 1938 for $1200 cash was special, because it was new.
While the children attended school, Clifford took a special interest in education. He was elected to the position of Trustee while his brother Michael filled the post of Secretary-Treasurer. Through their efforts (and others in the community) they were instrumental in obtaining highly qualified teachers. Then Christmas Concerts were held, Ukrainian and Polish language besides English were taught. Then a Mr. Tyzuk came to the community and taught Ukrainian dancing as well, and put on performances in East Selkirk and functions around the district.
Clifford's interest in music soon had his and other children in the district forming a Mandolin and Violin orchestra under the direction of Mr. McLosky. They performed at various functions.
Clifford and Anna's children soon grew up and made lives of their own. Helen took Secretarial training and worked at the Manitoba Rolling Mills. Maryann graduated as a teacher and taught one year and then decided to take a Secretarial Course and worked for the government. Stephanie graduated as a teacher and teaches in the Selkirk area. Helen married Ed Ledwos and they have two children. Clifford at the University of Winnipeg, and Karina attending High School.
Maryann married Urban McKenzie and they have one daughter Marianne who is attending school.
Stephanie married Walter Boresky and they have three children. Roderick who majored in Science at the University of Wpg., and is married to Lisa Lindenschmidt. Carla who graduated from the University of Manitoba, and is married to Ian Christiansen, an Engineer with the City of Brandon. The third child, daughter Anika, who attended the University of Manitoba, majoring in Education, and married to Eric Ladoski, a teacher within the City of Wpg.
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Principal’s Report
As we reach the end of our first week of lockdown 2.0, I would like to congratulate you all on the calm and purposeful way you have once again transitioned to a full remote learning model. Our teachers are again working from home and are enjoying the Google Meets and Webex interactions. Thank you for your positive feedback and your willingness to trial new strategies and ideas.
School Assembly this week
We invite all members of the school community to join us for a whole school assembly on Friday, August 14th at 9.10am. This will be our first attempt at communicating with such a large audience via Webex and we are excited to be bringing our whole school community together. You will receive an email from your classroom teacher which contains an invitation to the assembly. You can access this by scrolling down and using the grey link to join the meeting.
Please ensure that the video camera is on but the microphone is muted and stays off the entire time. If your internet signal is weak, then please join us using audio only. As we are well aware Mount Evelyn has notoriously bad internet accessibility and strength so we will all be doing our best and keeping our fingers and toes crossed that the assembly link works for all of us.
Fathers’ /Special Persons Day
This year we are unable to hold our usual Fathers’ Day stall at school. We know that our students will acknowledge this occasion with cards, gifts and big hugs but we would also like to say a big thank you to all those dads and special people who are supporting our students through this tough time. The school, with the support of the Parent Association, will be running a free raffle. Students are encouraged to nominate a dad or special person and in a few sentences let us know why this person deserves to win one of our raffle prizes. Prizes will be drawn on Thursday, September 3rd and winners notified. The Google form link can be found below.
https://forms.gle/Sj2BmhgjDVtdFBfh6
Addressing Wellbeing Concerns
It goes without saying that we are all feeling the impact of the COVID-19 crisis and Stage 4 restrictions. We have been “locked down” for almost two school terms and many of us are trying to work fulltime as well as support our children with their home learning and run a household. Some of our families are reporting that their children are losing motivation to learn. Instead of becoming more independent with their schoolwork, they are becoming more needy of attention and time.
Our staff and school leadership are committed to supporting our students with not only their learning but also their mental health and wellbeing. If you are in need of additional support, please contact us. You child’s teacher or a member of the education support team would be your first point of contact but other staff will also be able to provide ideas and strategies. Kim Douglas, our Student health and wellbeing coordinator and Andrea Beitzel, our school chaplain are only a phone call away. Helen and I are also happy to provide support as needed.
The article below has been written by Michael Grose, founder of Parenting Ideas. Michael is a former teacher with fifteen years experience and for the last thirty years has been working in parenting education. He also holds a Master of Educational Studies from Monash University specialising in parenting education.
Maintaining Kids’ Mental Health during the Coronavirus Pandemic
Michael Grose
While there are concerns about the negative impact of physical isolation is having on children’s learning, we should also be concerned about their mental health. Teachers and health professionals report that the strain of physical isolation is starting to show for many children and young people. Any anxiety and fear they experience is heightened by isolation from friends, lack of access to their usual sports and leisure activities and a lack of certainty about the future.
In these challenging times kids’ mental health needs to be a high priority. The following plan laid out by the experts at Parenting Ideas will show you how to lay a solid foundation for good mental health, and outline key behaviours that will help build the resilience and psychological strength that kids need in these difficult times.
Build the foundations for good health
A healthy diet, plenty of exercise and good sleep patterns are basic to good physical and mental health. Get the foundations right and you establish optimum conditions for your child to flourish even in difficult circumstances.
Eat a healthy diet
The ‘healthy body, healthy mind’ mantra that we grew up with needs to be updated to ‘healthy gut, healthy brain’. Recent research has revealed the links between a child’s gut health and good mental health. Kids who experience anxiety and depression typically have imbalances of adrenaline (which keeps the brain alert) and GABA (which calms the brain down), that can be rectified with good gut health.
A framework for healthy eating includes eating real rather than processed foods, consuming small and regular meals, starting each day with protein and complex carbs, drinking plenty of water and keeping kids away from caffeinated drinks.
Get plenty of exercise
Exercise not only promotes good mental health. It’s also a tool that kids can use to manage their mental states. Exercise and movement send endorphins through their bodies improving mood and relieving tension and stress. Exercise and movement relaxes the muscles and reduces feelings of anxiety that build up over time.
A framework for exercise includes starting the day with some movement, taking regular movement and game breaks, finishing the school day with movement that gets their limbs moving and hearts pumping.
Maintain good sleep patterns
The benefits of good sleep patterns are immense and far-reaching, impacting kids’ learning, memory and emotional stability. Sleep restores the brain to optimum conditions and rejuvenates the body, allowing hormone levels elevated during the day to return to normal. Consequently, sleep-deprived kids experience greater anxiety doing routine tasks and have a propensity for pessimistic thinking, which is associated with anxiety and depression.
A framework for good sleep patterns includes finding an optimum bedtime; creating a regular, relaxing routine, eating and exercising at the right time, creating a sleep sanctuary and getting up at regular times each day.
Add the pillars of good mental health
Mental health is complex and is impacted by many factors including a child’s social and emotional wellbeing. The following four pillars have an insulating effect on your child’s mental health, acting as circuit-breakers when life becomes difficult and complex.
Maintain social connection
As social beings we long for connection to others and a sense of belonging to groups. While time alone can be restorative, sharing experiences, thoughts and stories with others is absolutely essential to your child’s happiness and wellbeing.
A framework for social connection includes one-on-one time with family members and other loved ones, having shared
family experiences to confirm a sense of belonging, having shared time and experiences with peers from school and the neighbourhood, and a connection with the broader community through shared experience, cause or goal.
**Stay in the present**
The human mind is restless, taking us all over the place. It can make us feel happy recalling memories of loved ones or happy times and it can also drive insecurity connecting us to events in the past or future that fill us with dread, and make us feel anxious. Kids’ wandering minds need to take a rest and settle in the present, stopping their mental chatter, giving them the chance relax. Mindfulness is an essential mental health tool that enables children to keep their minds in the present moment, allowing them to feel safe and secure.
A mindfulness framework includes regular mindfulness exercises, doing one thing at a time, using mindfulness during an anxious moment, practising self-kindness and forgiveness.
**Enjoy yourself at play**
The term ‘child’s play’ is demeaning to children and dismissive of the place of play in our lives. Play is absolutely critical to our happiness and wellbeing. Borrowing from the work of Dr. Brene Brown, play is defined as any activity that’s fun (therefore highly anticipated), free (that is, self-directed) and involves flow (we don’t want it to stop). Play helps kids manage anxiety and depression as it lifts their mood and is therapeutic by nature.
A play framework includes space and time for play, child-initiated activities, a mix of lone play and group activity, some social or physical risk may be involved.
**Spend time in nature**
Recent studies highlight what we already knew – that time spent in natural environments benefits our happiness, our sense of wellbeing and reduces stress and tension. The rejuvenating benefits of time spent in the bush or by the sea may be difficult to acquire during times of physical isolation but walks to the park, spending time under a favourite tree or even bringing some green shrubs inside have proven to be just as beneficial to children’s mental health.
A time in nature framework includes management and reduction of screen time, exposure to natural environments in the neighbourhood, bringing the outdoors inside, and spending some time each day outdoors.
**Practise protective behaviours**
Our daily habits contribute to our wellbeing and mental health. Some habits such as spending too much time in front of a screen may be detrimental. There are a number of behaviours, when practised continuously, build our resilience and resistance to daily difficulties. These include:
**Keep foundation behaviours**
Routine behaviours such as waking at the same time, having breakfast, exercising, showering and dressing get us ready for the day ahead. They underpin productivity, learning and wellbeing. Remove the structure provided by these foundation behaviours and many children and young people struggle, particularly those who are prone to anxiety and depression.
A foundation behaviour framework includes morning routines and rituals to prepare for the day, after school and evening wind down routines, and routines that prepare children for sleep.
**Practise deep breathing**
Recognition of the benefits of deep breathing dates back to ancient Roman and Greek times when deep belly breathing was used to rid the body of impurities. Modern science informs us that deep breathing instantly engages our capacity to relax and stay calm. When a child becomes anxious or fearful their breathing becomes shallow. Taking deep, slow breaths when they become overwhelmed by anxiety is the quickest way to return to a calm state. Deep breathing has great preventative powers helping the mind stay in a state of focus and calm.
A deep breathing framework includes practising deep breathing spontaneously throughout the day, combining deep breathing with mindfulness practice, using deep breathing to restore energy when tired, and breathing deeply during an anxious moment.
Check in on feelings
If children and young people are not tuning into their emotions they are missing a rich vein of information that will assist decision-making, learning and importantly, their wellbeing. It’s relatively easy to tune into behaviour and our thoughts, but much harder to detect our emotions. The skill of emotionally checking in, developed by Prof. Marc Brackett from the Yale Centre for Emotional Intelligence, helps children and young people to identify how they are feeling at any given time. It requires kids to stand still, close their eyes, take some deep breaths, identify and give a name to their feeling. This simple habit of checking, once practised and learned is a wonderful life skill to acquire.
Looking after your child’s mental health may seem like a mystery at times. But there is a great deal we can do. By laying a foundation for good general health and then working at maintaining the pillars of mental health and teaching kids the protective mental health behaviours you provide them with a solid framework for maintenance of good mental health that they can take into adulthood.
Have a great week
Angie and Helen
Seeing the Beauty
There is so much beauty around us! I was recently challenged while listening to an academic talking on the ABC about ‘thankfulness’. He said ‘thankfulness’ is not something we’re naturally inclined toward, it’s something we need to cultivate.
I have noticed on Facebook some people have intentionally posted photos of beauty. Photos of birds, sailing boats, rivers, landscapes and sunsets. They have chosen to deliberately look at things that are beautiful, life giving, and to be thankful.
Sure we need to take notice of what’s happening in the world. We need to be kept informed so we can participate responsibly in society, but we are in control of how much we focus on the things that burden us.
Pause and intentionally turn your gaze to the things that are uplifting, to the things that delight you and give you joy. We may need to be disciplined and decide to focus on these things and it may take practice.
A friend of mine, who taught white water rafting, used to explain the importance of looking at the river, on where you wanted to go. The students would complain that there were so many rocks they were afraid they would hit them. My friend would tell them not to look at the rocks. If you look at the rocks you’ll hit them. We go where we’re focused!
Pause for a moment and look at the beauty around you, feel the warmth of the sunshine, notice the flowers and trees, the lovely mountains and the clouds in the sky. Allow yourself to be taken to those places that give you joy, that delight you and make you smile.
Best wishes as you take special care of yourself at this time.
Andrea
School Chaplain
School photo day for Mount Evelyn PS has been postponed and rescheduled for Thursday 12th November.
Please note the following;
- If you have placed an order online, that order is valid and your order will be fulfilled on photo day.
- It is important to hold on to your envelope as you will need this for the rescheduled photo date.
- Online ordering will remain open until photo day.
MSP Photography
North East Melbourne
P | 9466 7331
E | firstname.lastname@example.org
www.msp.com.au
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INSTRUCTION MANUAL
AZ-GTe Mount
Copyright © Sky-Watcher
| CONTENT | PAGE |
|------------------------------------------------------------------------|------|
| Parts Diagram | |
| PART I: SETTING UP THE AZ-GTe MOUNT | |
| 1.1 Setting up on a Skywatcher Tripod | 5 |
| 1.2 Attaching the AZ-GTe Mount to a camera tripod | 6 |
| 1.3 Installing the Telescope | 7 |
| PART II: ELECTRONIC CONTROL INTERFACE | |
| 2.1 Control Panel | 8 |
| 2.2 Panel Interface Components | 8 |
| 2.3 Pinout of The Interfaces | 9 |
| 2.4 DSLR Control Cables | 9 |
| 2.5 Power Supply Requirements | 9 |
| PART III: USING THE AZ-GTe MOUNT | |
| 3.1 Manually Rotating the Mount | 10 |
| 3.2 Control with a SynScan Hand Control | 10 |
| 3.3 Control with a Mobile Device | 10 |
| 3.4 Wi-Fi Connection | 10 |
| 3.5 Firmware Update | 10 |
| PART IV: Assembling Your Telescope | |
| 4.1 Finderscope/Red dot finder assembly | 14 |
| 4.2 Eyepiece assembly | 15 |
| PART V: Operating Your Telescope | |
| 5.1 Aligning and Using the finderscope / red dot finder | 16 |
| 5.2 Focusing the telescope | 17 |
| 5.3 Choosing the appropriate eyepiece | 18 |
| PART VI: Observing the sky | |
| 6.1 Sky Conditions | 19 |
| 6.2 Selecting an Observing Site | 19 |
| 6.3 Choosing the Best Time to Observe | 19 |
| 6.4 Cooling the Telescope | 20 |
| 6.5 Adapting Your Eyes | 20 |
| PART VII: Proper Care for Your Telescope | |
| 7.1 Cleaning Your Telescope | 21 |
| APPENDIX: SPECIFICATIONS | |
| Dimensions | 22 |
| Specifications | 22 |
1.1 Setting Up on a Skywatcher Tripod
1. Fully expand the three legs of the tripod on level ground.
2. Install the accessory tray on the tripod as shown in Fig. 1.1a.
3. If using a short tube telescope, which does not hit the tripod legs when it points high up, with the AZ-GTe mount, the mount can be installed onto the tripod directly. Align the 3/8” socket at the base of the mount with the locking bolt on the tripod head. Lock the mount on the tripod by tightening the bolt (Fig. 1.1b).
WARNING: The accessory tray of a Skywatcher tripod ensures that the tripod legs are firmly expanded, which prevents the tripod from accidentally tipping over. When using the AZ-GTe mount on a Skywatcher tripod, an accessory tray should always be used to ensure stability.
4. If using a long tube telescope with AZ-GTe mount, an extension pier should be inserted between the tripod and the AZ-GTe mount to prevent the telescope from hitting the tripod legs when it points high up (Fig. 1.1c).
1) Attach the extension pier to the tripod and tighten the locking bolt.
2) Remove the pier head from the extension pier by loosening the three locking screws.
3) Attach the pier head to the AZ-GTe mount and tighten the locking knob.
4) Place the pier head back on the extension pier, align the notch with one of the three-locking screws. Tighten the three locking screws to lock the pier head.
1.2 Attaching the AZ-GTe Mount to a Camera Tripod
1. Fully expand the legs of the tripod on level ground. Make sure that the tripod is stable.
2. Screw the AZ-GTe mount to the 3/8” bolt on the tripod head’s mounting plate, tighten the bolt MODERATELY.
Caution: Over-tightening the mount may cause damage to the internal mechanical parts.
3. Most camera tripods’ mounting plate comes with 1 to 3 locking screws. Firmly tighten the locking screws from underneath the plate to secure the AZ-GTe mount in place.
4. Raise the camera tripod’s central pole to the desired height, and make sure that it also prevents the telescope from hitting the tripod legs when the telescope points high up.
5. Adjust the lengths of the legs to center the bubble level on the mount.
1.3 Installing The Telescope
1. Loosen the altitude clutch wheel and rotate the saddle until the dovetail groove is horizontal, then tighten the altitude clutch wheel again (Fig 1.3a).
2. Loosen the dovetail locking knob until nothing is obstructing the dovetail groove in the saddle (Fig 1.3b).
3. Hold the telescope horizontally and slide the dovetail bar of the telescope into the dovetail groove of the saddle (Fig 1.3b).
4. Tighten the dovetail locking knob until the bar is securely locked in the groove. DO NOT LET GO OF THE TELESCOPE UNTIL YOU ARE SURE IT IS FIRMLY ATTACHED TO THE SADDLE
5. While holding the telescope tube, fully loosen the altitude clutch to check the balance.
6. Repeat the above steps to adjust the position of the dovetail bar back and forth to reach good balance in the altitude axis.
2.1 Control Panel
The control panel of the AZ-GTe mount is shown below:
- Hand Control
- Power
- SNAP
- ON
- OFF
- LED
Fig. 2.1
2.2 Panel Interface Components:
POWER: This is an input for external power to avoid running on the 8 AA batteries in the AZ-GTe mount battery compartment.
HAND CONTROL: This RJ-12 6-pins outlet is for connecting the SynScan hand controller.
SNAP: This is a stereo jack outlet to connect with a camera’s shutter control port. The SynScan hand control can control the camera to take pictures automatically via this interface.
ON/OFF Switch: Turns the power to the mount and hand controller on and off.
Power LED: The power LED serves as a power-on indicator and provides other statuses.
1. **Steady on**: Internal Wi-Fi is off.
2. **Intermittent one flash**: Internal Wi-Fi is on.
3. **Intermittent two flashes**: App has connected to internal Wi-Fi.
4. **Intermittent three flashes**: Internal control board has entered firmware update mode.
2.3 Pinout of The Interfaces:
Note:
The SNAP port provides two trigger signals to the stereo plug. For a camera which only needs a shutter-release signal, either trigger signals will work. For a camera which requires an extra “Focus” signal, both signals should be connected properly.
Fig. 2.3
2.4 DSLR Control Cable
Available for Canon, Nikon, Olympus and Sony cameras. See the table below to select the appropriate cable for your camera model; it can be ordered from the local Skywatcher dealer.
| Part Number | Camera Interface Style | Controller Interface | Compatible Camera Models |
|-------------|---------------------------------|----------------------|--------------------------------------------------------------|
| AP-R1C | Canon remote (F3 type) | Canon RS-60E3 | Canon EOS 100D, 300D/350D, 400D/450D, 500D/550D, 600D/650D, 700D, 60D/60Da, 70D |
| AP-R3C | Canon remote (N3 type) | Canon RS-80N3, TC-80N3 | Canon EOS 5D/6D/7D, 10D/20D/30D/40D/50D, 1V, 1D, 1Ds Mark III, SD Mark III |
| AP-R1N | Nikon 16-pin remote terminal | Nikon MC-22, MC-30, MC-36 | Nikon D1/D2/D3/D4 D200/D300/D700/D800 |
| AP-R2N | Nikon remote cord connector | Nikon MC-DC1 | Nikon D70S, D80 |
| AP-R3N | Nikon accessory terminal | Nikon MC-DC2 | Nikon D90, D600, D300/D310/D3200/D3300/D500/D5100/D5200/D5300, D7000/D7100 |
| AP-R1S | Sony remote terminal | Sony RM-S1AM, RML1AM | Sony a100, a200, a300, a350, a450, a550, a700, a850, a900 |
| AP-R3L | Olympus multi-connector | RM-UC1 | Olympus E-P1/E-P2, E-PL2/E-PL3, E510/E520/E520, E400/E410/E420, SP-S70U/SP-S80U |
2.5 External Power Supply Requirements
- Input Voltage: DC 7.5V (minimum) to DC 14V (maximum). Voltage not in this range might cause permanent damage to the motor controller or the hand controller.
- Input Plug: Barrel type with 2.0mm I.D and 5.5mm O.D. Must be central positive.
- Input Current: At least 750mA.
- Do not use an unregulated AC-to-DC adapter. When choosing an AC adapter, a switching power supply with 12V output voltage and minimum 750mA output current is recommended.
- If the power voltage is too high, the motor controller will stop the motors automatically.
3.1 Manually Rotating The Mount
NEVER try to manually rotate the azimuth axis, it might damage the mount. Always use a SynScan hand control or the SynScan App to rotate the azimuth axis with motor.
You can loosen the altitude clutch and manually rotate the altitude axis.
3.2 Control with a SynScan Hand Control
Plug in the SynScan hand control into the hand control port in order to control the telescope and mount for astronomical observation. Please refer to the SynScan hand control manual for operation instructions.
3.3 Control with an Mobile Device
Users can download the free “SynScan” App from the App Store (for iOS devices) or Google Play (for Android Devices) for astronomical observation. Skywatcher will also provide apps for photography. Please check the stores for availability.
3.4 Wi-Fi Connection
- User must connect to the mount’s Wi-Fi within 15 minutes after turning on power. The Wi-Fi will be turned off automatically if no connection is established within 15 minutes.
- By default, the SSID of the built-in Wi-Fi is “SynScan_xxxx” and there is no password. User can download Skywatcher’s “SynScan” app from App Store or Google Play to configure the mount’s built-in Wi-Fi.
- Reset Wi-Fi configuration to factory default by turning on the power without the SynScan hand control connected and no App operations via the Wi-Fi connection for 4 hours.
3.5 Firmware Update
When a new firmware for the control board inside the mount is available, Skywatcher will release it on www.skywatcher.com. Users can visit this website to download the firmware and the necessary application to update the firmware.
REFLECTOR
A. Red Dot Finder
B. Red Dot Finder Bracket
C. Telescope Main Tube
D. Dovetail
E. Main mirror
F. Focus knob
G. Eyepiece
MAKSUTOV
A. Dust Cap (not shown, remove before viewing)
B. Telescope Main Tube
C. Dovetail
D. Focus knob
E. Diagonal
F. Eyepiece
G. Red Dot Finder
H. Red Dot Finder Bracket
Before you begin
This instruction manual is applicable to 3 models. Take a moment to find the model of your telescope. Follow the instructions for your specific model in the manual. Read the entire instructions carefully before beginning. Your telescope should be assembled during daylight hours. Choose a large, open area to work to allow room for all parts to be unpacked.
4.1 Finderscope/Red dot finder assembly
1. Attaching the finderscope bracket(Fig.4.1.1a)
• Locate the finderscope optical assembly.
• Slide the finderscope bracket into the rectangular slot and tighten the screw to hold the mount in place.
2. Attaching the red dot finder(Fig.4.1.2a)
• Slide the red dot finder bracket into the rectangular and tighten the screw to hold the red dot finder in place.
4.2 Eyepiece assembly
1. Inserting eyepiece for refractor and Maksutov(Fig.4.2.1a)
• Loosen the thumbscrew on the end of the focus tube.
• Insert the diagonal into the focus tube and re-tighten the thumbscrew to hold the diagonal in place.
• Loose the thumbscrews on the diagonal.
• Insert the desired eyepiece into diagonal and secure by re-tightening thumbscrews.
2. Inserting eyepiece for reflector(Fig.4.2.2a)
• Unscrew the thumbscrews on the end of the focus tube to remove the black plastic end-cap.
• Insert the desired eyepiece then re-tighten thumbscrews to hold the eyepiece in place.
5.1 Aligning and using the finderscope/red dot finder
1. Aligning and using the finderscope
These fixed magnification scopes mounted on the optical tube are very useful accessories. When they are correctly aligned with the telescope, objects can be quickly located and brought to the center of the field. Alignment is best done outdoors in daylight when it’s easier to locate objects. If it is necessary to refocus your finderscope, sight on an object that is at least 500 meters (or yards) away. For 6x30 finderscope: loosen the locking ring by unscrewing it back towards the bracket. The front lens holder can now be turned in and out to focus. When focus is reached, lock it in position with the locking ring (Fig.5.1.1a).
- Choose a distant object that is at least 500 yards away and point the main telescope at the object. Adjust the telescope so that the object is in the center of the view in your eyepiece.
- Check the finderscope to see if the object centered in the main telescope view is centered on the crosshairs.
- For the 6x30 finderscope with spring loading, adjust only the two small screws (Fig.5.1.1b).
2. Aligning and using the red dot finder
The Red Dot Finder is a zero magnification pointing tool that uses a coated glass window to superimpose the image of a small red dot onto the night sky. The Red Dot Finder is equipped with a variable brightness control, azimuth adjustment control, and altitude adjustment control (Fig.5.1.2a). The Red Dot Finder is powered by a 3-volt lithium battery located underneath at the front. To use the Finder, simply look through the sight tube and move your telescope until the red dot merges with the object. Make sure to keep both eyes open when sighting.
Like all finderscopes, the Red Dot Finder must be properly aligned with the main telescope before use. This is a simple process using the azimuth and altitude control knobs.
- Open the battery cover by pulling it down (you can gently pry at the 2 small slots) and remove the plastic shipping cover over the battery (Fig.5.1.2b).
- Turn on the Red Dot Finder by rotating the variable brightness control clockwise until you hear a “click”. Continue rotating the control knob to increase the brightness level.
- Insert a low power eyepiece into the telescope’s focuser. Locate a bright object and position the telescope so that the object is in the center of the field of view.
- With both eyes open, look through the sight tube at the object. If the red dot overlaps the object, your Red Dot Finder is perfectly aligned. If not, turn its azimuth and altitude adjustment controls until the red dot is merged with the object.
5.2 Focusing the telescope
- Slowly turn the focus knobs under the focuser, one way or the other, until the image in the eyepiece is sharp (Fig.5.2a). The image usually has to be finely refocused over time, due to small variations caused by temperature changes, flexures, etc. This often happens with short focal ratio telescopes, particularly when they haven’t yet reached outside temperature. Refocusing is almost always necessary when you change an eyepiece.
5.3 Choosing the appropriate eyepiece
- The magnification produced by a telescope is determined by the focal length of the eyepiece that is used with it. To determine a magnification for your telescope, divide its focal length by the focal length of the eyepieces you are going to use. For example, a 10mm focal length eyepiece will give 80X magnification with an 800mm focal length telescope.
- When you are looking at astronomical objects, you are looking through a column of air that reaches to the edge of space and that column seldom stays still. Similarly, when viewing over land you are often looking through heat waves radiating from the ground, house, buildings, etc. Your telescope may be able to give very high magnification but what you end up magnifying is all the turbulence between the telescope and the subject. A good rule of thumb is that the usable magnification of a telescope is about 2X per mm of aperture under good conditions.
- Too much magnification and too small a field of view can make it very hard to find things. It is usually best to start at a lower magnification with its wider field of view and then increase the magnification when you have found what you are looking for. First find the moon then look at the shadows in the craters!
6.1 Sky Conditions
- Sky conditions are usually defined by two atmospheric characteristics, seeing, or the steadiness of the air, and transparency, light scattering due to the amount of water vapour and particulate material in the air. When you observe the Moon and the planets, and they appear as though water is running over them, you probably have bad “seeing” because you are observing through turbulent air. In conditions of good “seeing”, the stars appear steady, without twinkling, when you look at them with unassisted eyes (without a telescope). Ideal “transparency” is when the sky is inky black and the air is unpolluted.
6.2 Selecting an Observing Site
- Travel to the best site that is reasonably accessible. It should be away from city lights, and upwind from any source of air pollution. Always choose as high an elevation as possible; this will get you above some of the lights and pollution and will ensure that you aren’t in any ground fog. Sometimes low fog banks help to block light pollution if you get above them. Try to have a dark, unobstructed view of the horizon, especially the southern horizon if you are in the Northern Hemisphere and vice versa. However, remember that the darkest sky is usually at the “Zenith”, directly above your head. It is the shortest path through the atmosphere. Do not try to observe any object when the light path passes near any protrusion on the ground. Even extremely light winds can cause major air turbulence as they flow over the top of a building or wall. Observing through a window is not recommended because the window glass will distort images considerably. And an open window can be even worse, because warmer indoor air will escape out the window, causing turbulence which also affects images. Astronomy is an outdoor activity. The best conditions will have still air, and obviously, a clear view of the sky. It is not necessary that the sky be cloud-free. Often broken cloud conditions provide excellent seeing.
6.3 Choosing the Best Time to Observe
- Do not view immediately after sunset. After the sun goes down, the Earth is still cooling, causing air turbulence. As the night goes on, not only will seeing improve, but air pollution and ground lights will often diminish. Some of the best observing time is often in the early morning hours. Objects are best observed as they cross the meridian, which is an imaginary line that runs through the Zenith, due North-South. This is the point at which objects reach their highest points in the sky. Observing at this time reduces bad atmospheric effects. When observing near the horizon, you look through lots of atmosphere, complete with turbulence, dust particles and increased light pollution.
6.4 Cooling the Telescope
- Telescopes require at least 10 to 30 minutes to cool down to outside air temperature. This may take longer if there is a big difference between the temperature of the telescope and the outside air. This minimizes heatwave distortion inside telescope tube (tube currents). Allow a longer cooling time for larger optics.
6.5 Adapting Your Eyes
- Do not expose your eyes to anything except red light for 30 minutes prior to observing. This allows your pupils to expand to their maximum diameter and build up the levels of optical pigments, which are rapidly lost if exposed to bright light. It is important to observe with both eyes open. This avoids fatigue at the eyepiece. If you find this too distracting, cover the non-used eye with your hand or an eye patch. Use averted vision on faint objects: The center of your eye is the least sensitive to low light levels. When viewing a faint object, don’t look directly at it. Instead, look slightly to the side, and the object will appear brighter.
7.1 Cleaning Your Telescope
- Replace the dust cap over end of telescope whenever not in use. This prevents dust from settling on mirror or lens surface. Do not clean mirror or lens unless you are familiar with optical surfaces. Clean eyepieces with special lens paper only. Eyepieces should be handled with care, avoid touching optical surfaces.
APPENDIX: SPECIFICATIONS
Dimensions:
Specifications:
| Product Name | AZ-GTe Mount |
|-----------------------|-------------------------------|
| Mount Type | Altitude-azimuth Mount |
| Payload | 5 kg |
| Mount Weight | 2.4kg |
| Tripod + Extension Pier Weight | 1.9 kg ± 0.5kg |
| Power Requirement | DC7.5~14V 0.75A |
| Motor | DC Servo Motor |
| Gear Ratio | 6480 |
| Resolution | 2073600 Counts/Rev, 0.625 arc-second |
| Resolution of Alt./R.A./Dec. Axis Encoders | 1068 Counts/Rev, approx. 20 arc-minutes |
| Default Wi-Fi Access Point SSID | Skywatcher |
| Access Point IP Address | 192.168.4.1 |
| Network Protocol | UDP, Port 11880 |
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National School Curriculum
INSTRUCTIONAL GUIDE FOR ENGLISH
CLASS: IV-VI
School Curriculum Division
Department School Education
Ministry of Education and Skills Development
Royal Government of Bhutan
“Your parents, relatives, and friends would be very proud of what you have achieved. At your age, to have completed your studies is your personal accomplishment. Your knowledge and capabilities are a great asset for the nation. I congratulate you for your achievements. Finally, your capabilities and predisposition towards hard work will invariably shape the future of Bhutan. You must work with integrity, you must keep learning, keep working hard, and you must have the audacity to dream big.”
- His Majesty Jigme Khesar Namgyel Wangchuck
National School Curriculum
INSTRUCTIONAL GUIDE FOR ENGLISH
CLASS: IV-VI
School Curriculum Division
Department of School Education
Ministry of Education and Skills Development
Royal Government of Bhutan
Published by
School Curriculum Division
Department of School Education
Ministry of Education and Skills Development
Royal Government of Bhutan Thimphu,
Bhutan.
Provisional Edition 2021
First Edition 2022
Revised 2023
Updated 2024
www.education.gov.bt
© 2022 School Curriculum Division
All rights reserved. This publication is not for sale. No part of this book may be produced in any form without permission from the Ministry of Education and Skills Development.
ISBN: 978-99936-0-594-2
Acknowledgements
The School Curriculum Division (SCD), Department of School Education, Ministry of Education and Skills Development would like to acknowledge the contributions of the following professionals and teachers who participated in the process of the development of the Instructional Guide for the implementation of the English curriculum.
The SCD also sincerely acknowledges the retrieval and use of contents and resources, either in part or whole, from relevant websites and other forms of sources with the assurance that these resources will be used exclusively for educational purposes.
Research and writing
1. Amber Rai, Curriculum Developer, Secondary English, SCD, DSE, MoESD
2. Sangay Tshering, Curriculum Developer, SCD, DSE, MoESD
3. Hema Rai, Teacher, Tshaphel LSS, Haa
4. Pema Lham, Teacher, Thinleygang PS, Punakha
5. Tshering Tobgay, Teacher, Mendagang PS, Punakha
6. Sonam Wangmo, Sr. Teacher, Doteng LSS, Paro
7. Sonam Pelden, Teacher, Katsho LSS, Haa
8. Dechhen Dolma, Teacher, Daga PS, Dagana
9. Damber Singh Mongar, Teacher, Tencholing PS, Wangdue
10. Kuenzang Wangchuk, Teacher, Nobding LSS, Wangdue
11. Bala Raj Rai, Teacher, Gedu HSS, Paro
12. Rinchen Chophel, Teacher, Dungna LSS, Chhukha
13. Ngawang Tenzin, Teacher, Chumithang MSS, Phuentsholing
14. Tshewang Lhamo, Teacher, Taju MSS, Paro
15. Dechen Choden, Teacher, Rangaytung PS
16. Benu Prashad Powdyel, Teacher, Dorokha LSS
Advisers
1. Tashi Namgyal, Director, SCD, DSE, MoESD
2. Pem Tshering, Chief Programme Officer, SCD, DSE, MoESD
3. Phuntsho Lhamo, Specialist, Adviser to DSE, MoESD
Foreword
The erstwhile Royal Education Council (REC) developed an Adapted and Prioritized curricula for schools so that learners can continue learning during the disruptions caused by the COVID 19 pandemic since March 2020. With the commencement of the 2021 academic session, the new normal curriculum, later renamed as the National School Curriculum (NSC), was embraced as a paradigm shift of education from the conventional knowledge-based learning to competency based, open source and experiential learning leveraged on digital technologies. In order to facilitate the effective implementation of the curriculum change, Instructional Guides were developed in all subjects, and the teachers were oriented through virtual and short contact modes as per the prevailing pandemic situations. The curricula were aimed at minimizing the learning loss for learners as it was designed for implementation in different situations - during school closure or during regular contact instructional hours.
While these measures served as a solution to problems brought about by the pandemic and the global changing trend in education, a resilient and more dynamic curricula and instructions remain the current priority of the Government. In cognizance of some the shortfalls in the provisional edition of Instructional Guides (IG), the Department of Curriculum and Professional Development reviewed and revised the existing Instructional Guides across all subjects with the aim of enforcing the competency-based learning, and making teaching-learning happen ‘anytime anywhere’ commensurate to an inclusive education, so that all learners are provided the opportunity to learn at their pace and situation.
The revised Instructional Guides have drawn ideas and inspiration from various educational philosophies and principles, particularly the Delors Report, *Learning: The Treasure Within* (1996). The report prioritizes the development of the whole person and not just academic knowledge through the four pillars: “learning to know”, “learning to do”, “learning to be”, and “learning to live together”. Therefore, the New Curriculum and the Instructional Guide is an attempt to transform education from the teaching of “what” to learning of “how” and “why” towards empowering learners with the transversal competencies and the 21st century skills, and preparing them to be lifelong learners.
It must be noted that the new Curriculum and the Instructional Guides are not just a response to the pandemic, but a culmination of the curriculum reform work for the last four years by the Royal Education Council. The school curricula are to be perceived as integrated, and based on themes and problems that inspire learners to learn and to live in peace with our common humanity and our common planet. This has the potential in the development of a strong base of knowledge about one’s self and about the world, find purpose of learning, and be better able to participate in social and political milieu. Thus, this initiative is envisaged to orient our educational process towards nurturing ‘nationally rooted and globally competent’ citizens.
Wish all our learners and teachers a life-enriching teaching and learning.
Tashi Delek
Tashi Namgyal
Director
# Table of Contents
1. Acknowledgements ........................................................................................................... i
2. Foreword .......................................................................................................................... vi
3. Introduction ..................................................................................................................... x
4. Purpose of the Instructional Guide ................................................................................ xi
## Class IV
1. Listening and Speaking .................................................................................................... 1
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
2. Reading and Literature ................................................................................................... 12
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
3. Writing ............................................................................................................................ 28
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
4. Language and Grammar ................................................................................................ 39
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
5. Continuous Assessment (CA) and Examination Weighting ......................................... 49
6. List of suggested materials for Class IV Reading and Literature strand ....................... 51
7. Time allocation .............................................................................................................. 51
Class V
1. Listening and Speaking ................................................................. 53
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
2. Reading and Literature ............................................................... 61
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
3. Writing ...................................................................................... 78
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
4. Language and Grammar ............................................................ 95
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
5. Continuous Assessment (CA) and Examination Weighting ........... 110
6. List of suggested materials for Class V Reading and Literature strand ... 112
7. Time allocation ........................................................................ 112
Class VI
1. Listening and Speaking ................................................................. 114
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
2. Reading and Literature ............................................................... 125
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
3. Writing ...................................................................................... 138
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
4. Language and Grammar ............................................................ 153
- Competency
- Learning Objectives
- Learning Experiences
- Assessment
- Resources
5. Continuous Assessment (CA) and Examination Weighting ........... 167
6. List of suggested materials for Class V Reading and Literature strand 169
7. Time allocation ........................................................................ 170
8. Annexures ............................................................................... 182
9. Reference ............................................................................... 182
Introduction
This guide has been developed for teachers teaching English in schools across the country for the implementation of the English curriculum. As all the schools follow the same curriculum aimed at equipping the learners with the same set of competencies, it is crucial for all the teachers to have the same understanding about the intent of the curriculum so that they would be able to implement it as desired.
The English curriculum consists of four strands, according to the language competencies to be taught; they are Listening and Speaking, Reading & Literature, Writing and Language and Grammar. The language competencies to be acquired and demonstrated by the learners at each stage of learning are outlined as Standards, Competencies and Objectives. While guiding teachers on what to teach, these standards, competencies and objectives will also inform the stakeholders about the levels of knowledge and skills expected from the learners at various stages of education.
The sample activities given in the guide are suggestive in nature. Teachers can negotiate to adapt and design their own teaching learning activities or experiences that best suit their learners and their environment. What is non-negotiable is the teaching of the competencies that the learners must acquire at each class before they move on to the next class.
The curriculum has a wide range of knowledge, concepts and skills that the learners need to master. There are those which the learners can explore, acquire and practice to master on their own, and there are also more complex ones which need to be taught explicitly and practised consistently to gain a satisfactory level of mastery. Classroom teaching and instructional time should focus on teaching those concepts and skills that the learners cannot learn on their own, while encouraging learners to explore some areas to learn and practice on their own.
The major shift in the curriculum is the teaching and development of skills by the learners. Therefore, the curriculum contents should be used as vehicles to move towards the acquisition of competencies. The competencies for each class are further broken down as objectives that should serve as signposts for teachers to decide what to teach.
Since, competencies are at the heart of curriculum and its implementation, teachers should make conscious choice of the most suitable teaching-learning approaches. And, because the teaching focusses on acquiring skills/competencies, assessment will also be on the acquisition and demonstration of the skills -skills in terms of literacy and language, social, behavioural and affective domains that are demonstrable/measurable. Various assessment approaches, tools and rubrics have already been disseminated to the teachers through the CFA guidebook. Teachers are asked to be consistent to meaningfully assess learners and report to stakeholders at various levels. Further, the focus of assessment should be for learning rather than assessment of learning which would happen periodically.
Purpose of the Instructional Guide
Among the many definitions of ‘curriculum’ this Instructional Guide underscores the meaning of curriculum as a standard and competency-based sequence of planned learning experiences where learners practise and achieve the proficiency in applying the learning experiences in real life scenarios. These proficiencies, in the curriculum framework, have been stated as “competencies” and ‘objectives’ for each class. In keeping with the principle, ‘less is more’ as stated in the National School Curriculum, the contents of the curriculum have been reduced so that learners can be engaged more in activities that can lead to the acquisition of language skills rather than having them ‘cover the syllabus’.
This Instructional Guide believes that the classroom teachers, as professional individuals, can make the most authentic and reliable judgment about each learner’s learning needs and the learning experiences to be provided to propel the learners in the learning continuum.
With these beliefs and principles as the background, the following are the purposes of this document:
i. Facilitate learners acquire language skills and competencies using literature as a medium.
ii. Strengthen blended learning, including flipped classrooms with multimedia, digital pedagogies and ICT devices and websites as tools to share the responsibility of learning amongst the learners, teachers, the parents and other stakeholders.
iii. Facilitate the use of Continuous Formative Assessment for learning using diverse appropriate assessment techniques and tools commensurate with individual differences in learning, and gather evidence to guide planning of educational programmes and activities for learners.
iv. Promote inclusive learning through the blended learning which facilitates learning anywhere, any time with the learner being responsible for the learning.
v. Provide suggestive means of teaching language skills by building interrelationship among, and through, the integration of the four strands of the curriculum.
vi. Help teachers assume the roles of facilitator, guide, motivator and evaluator.
vii. Guide teachers, parents and other stakeholders in helping learners achieve their potential.
viii. Empower teachers to design their own ‘course of study’ or ‘class curriculum’ for their learners in line with the National School Curriculum Framework.
ix. Enhance sharing the burden of responsibility and accountability for learning amongst the stakeholders, including the learners themselves.
In this age of advanced communication and information technology, contents are widely available from a number of sources, therefore, the contents of the curriculum have been kept flexible enough for teachers to select, structure and sequence them to best suit the learners need while maintaining coherence and consistency. In other words, while the contents of the curriculum are negotiable (except for short stories, novels or plays, where applicable), the competencies and objectives are not. While teachers may have access to number of materials, it should be kept in mind that the teaching and learning should be focused on achieving the competencies rather than ‘covering the syllabus’. The teaching learning materials should be used as means to create a learning environment that is competency-based where the learners need to master the skills presented to them. While designing lesson plans and teaching learning activities, teachers need to ensure that the materials are relevant and appropriate for the given task.
The assessment should be competency-based wherein the teachers should assess the learners’ mastery of the skills stated as competencies and objectives for each class. Teachers should use appropriate assessment tools and techniques depending on the nature of the learning activities. The learners should be clearly informed about the success criteria, the areas of assessment and the tools to be used so that they know exactly what tasks are to be performed or expected of them. In the process of the performance, the teacher should continuously provide feedback and, if necessary, modify instructions. Efforts have to be made to ensure that every learner has mastered the skills.
Class IV
Listening and Speaking
**Topics:** Listening with purpose
We listen for different purposes in different situations. Therefore, it is important to listen to respond appropriately and to show empathy for the speaker.
**Competency**
- Listen and respond to the speaker with comments and questions to show empathy.
**Knowledge:** discussion, prediction, dialogue, empathy, response, and question.
**Skills:** listening to understand, speaking to communicate clearly, reading text fluently, comprehending, and responding to speakers.
**Behaviour:** paying attention, teamwork, being polite, being receptive, respecting, participating, and making eye contact.
**Learning Objectives**
- Initiate and carry-on conversations and discussions on familiar topics such as gender stereotype roles within the family and the community.
- Listen with empathy and respect during discussions and respond with relevant comments and questions.
**Note:** The above objectives can have multiple objectives specific to the lesson topic.
**Learning Experiences**
Learners use listening and speaking skills to solve problems, speculate, share ideas, make decisions, and reflect on what is important. Therefore, having the right words to express their thoughts, rationalize their ideas, and talk about their feelings and viewpoints are essential for all aspects of education. Similarly, while listening, it is important to pay attention to show respect and empathy to get the intended message.
At the class IV level, learners need to be taught listening and speaking skills for a variety of purposes in both formal and informal situations effectively. Therefore, teaching and learning pedagogies such as Place-Based Education (PBE) strategies, Experiential learning, cooperative learning strategies, Blended Learning, and other research-based teaching strategies should be used by the teachers to deliver the lesson to enhance the listening and speaking skills of the learners.
**Learning Experience 1**
Use the text ‘The Silent Buddha’ or any other relevant text to teach ‘empathy’ and ‘sympathy’ concepts such as ‘know yourself’, ‘respect for others’ and ‘understanding others’.
**Strategy:** Panel discussion on being empathic to others. Conduct the following activity.
Activities outline
This activity demonstrates the concept of understanding others and the principles of giving. It will allow learners the opportunity to discover the feelings of others and respond appropriately to the situation. Through this activity, the learners will gain insights about the importance of helping and understanding others who need your service.
Whole class discussion
The teacher will ask questions such as:
- Did you ever see a poor person who is desperately in need of help?
- What did you do?
- How did you feel?
- Are you happy with what you did?
- What could you have done?
- What happened next?
- What did you do then?
- How did you feel then?
- If you were that person, how would you have felt?
- What would you have done?
Let learners watch the video on empathetic listening by clicking the video link given below.
https://www.youtube.com/watch?v=t685WM5R6aM
Whole Class Discussion
For the discussion, the teacher may ask questions such as
- What question comes to your mind?
- What did you understand from the video?
- Does any character in the video remind you of someone whom you know? How?
- If you were to choose between the friends of Bilma (Elephant), who would you choose? Why?
The teacher will use the responses of the learners to get to the point that would lead to further discussion on the importance of empathetic listening. The following questions could be used for discussion.
- How can you show empathy when another person is speaking?
Expected answer:
- We must let the other person speak on the topic.
- We should be attentive to what the other person is saying.
- We should wait until the other person has finished speaking.
- Raise your hands to ask questions or to say something.
- Avoid coming to a conclusion or offering a solution.
- Reflect on what the speaker said.
Ask open-ended questions like, ‘How would you feel if you were Bilma?’ ‘Can you think of the time when you felt the same way?’ ‘What would you have done differently in that situation?’ ‘Which character in the video do you relate to the most? Why?’ The teacher needs to help learners show empathy by using words and phrases like ‘I want to hear what you are saying,’ ‘I understand your situation,’ ‘I feel just the same,’ ‘I know what you mean,’ ‘that’s how I feel too.’
Resource: https://www.youtube.com/watch?v=t685WM5R6aM
Topic: Developing fluency and accuracy in speech
The knowledge of grammar is crucial in accurately receiving and conveying messages. A learner with a high level of proficiency in grammar and vocabulary would be able to use his/her knowledge of complex grammatical structures to communicate effectively in a variety of contexts and for a variety of purposes.
Competency
- Use the knowledge of grammar and vocabulary to speak fluently and accurately.
Knowledge: Dialogue, question tag, reading text, choral reading.
Skills: speaking to communicate clearly, describing, storytelling/narration, pronunciation, and identifying words.
Behaviour: sharing with friends, teamwork, giving instructions, following instructions.
Learning Objectives
- Initiate and carry out conversations and discussions on financial literacy such as saving money.
- Speak using correct question tags.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
The learners need to learn how to initiate and carry out conversations and discussions, particularly on topics related to financial literacy, and saving money in this case. While communicating, the correct use of question tags, where applicable, is important to ascertain or confirm a point. To develop such abilities a learner needs to be engaged in various meaningful learning experiences.
Therefore, teaching and learning pedagogies such as Place-Based Education (PBE) strategies, Experiential Learning, Cooperative Learning Strategies, Blended Learning, and other research-based teaching strategies should be used to deliver the lesson and to enhance learners’ listening and speaking skills.
Learning Experience 1
- Introduce and explain the common question tags used in our daily lives.
- Let the learners watch the video clip https://www.youtube.com/watch?v=3vTec7CK1tg
- Demonstrate the correct use of question tags with examples.
- Ask the learners to practice question tags through role plays.
- Extend the function of question tags in various social and real contexts through the PBE approach.
- Use any recommended text to practice question tags.
- Learners record/videotape their activity and share it in the class social group.
Note: Assessment can be carried out when the learners perform the above activities.
Learning Experience 2
Let learners watch the video clip
Bunny Money (Read Aloud books for children) | Storytime | responsibility *Miss Jill - Bing video
Discuss the questions given below:
- How many dollars had Ruby saved and put in her wallet for the shopping trip? ($15. Learners may need to count all the dollars crossed out to get this total.)
- Why didn’t Ruby buy the music box? (The music box cost $100; Ruby didn’t have enough money.)
- How did Max spend some of Ruby’s money? (Max bought cherry and glow-in-the-dark vampire teeth; Max got cherry syrup on his clothes from the vampire’s teeth, so Ruby spent money at the Laundromat to clean his clothes; Max ate a peanut butter and jelly sandwich, two coconut cupcakes, and a banana shake for lunch.)
- Why was Ruby upset with Max? (The mess Max made with the cherry vampire teeth cost her $3 at the Laundromat, and Max spent her last dollar on glow-in-the-dark vampire teeth.)
- How did Ruby and Max get home from the shopping trip? (Ruby used Max’s lucky quarter to call Grandma to pick them up.)
- Do you think Max made smart spending decisions? Why or why not? (Answers will vary)
Teacher Input:
- Tell them that it is helpful to have a goal in order to save. Describe a saving goal as something you try to reach or hope to achieve. Savings goals can be for goods you want to buy soon or goods you want to buy later. When you work toward a savings goal, it keeps you from spending your money now, so you will have enough saved to purchase your goal item in the future.
- Talk about the savings done by the individuals through various financial institutions and other institutions such as BNEW for women, piggy bank for children.
- Use the PBE approach (Community as a classroom) and invite a guest speaker (Bank officials, Shopkeepers, or any other relevant stakeholder) to give a talk on savings and spending.
- Ask children to interview shopkeepers/their fathers/mothers/teachers on their monthly expenditure using the following format (suggestive):
| Items | Expenditure in Ngultrum |
|--------------------------------------------|--------------------------|
| House Rent in a month | |
| Meal in a day | |
| Education in a month | |
| Electricity in a month | |
| Water bill in a month | |
| Miscellaneous in a day | |
| Monthly savings in ngultrum | |
After the learners collect the data, they will analyze it and share it with their groups.
Discuss the following questions:
- How much money is spent on various items given in the table?
- Are they able to save some money in a month?
- Which is more, expenditure or saving?
- Which one do you think is better, saving or spending? Why?
- Would you like to spend or save in the future? Why?
**Learning Experience 3**
Use the text ‘The Giving Tree’ to teach fluency and accuracy in speech.
**Performance Task**
The teacher will instruct the learners to tell the meaning of the sentences given below in their own words.
- Come and play with me.
- I want to buy things and have fun.
- Cut down my trunk.
- I am too old to swing on branches.
- I am too tired to climb.
**Expected Answers**
- Come with me. Let’s play!
- I will have lots of fun buying things
- You can cut down my trunk
- I cannot swing on branches as I am old now
- I cannot climb as I am too tired.
**Resources**
https://www.stlouisfed.org/education/bunny-money
https://www.youtube.com/watch?v=gX_qPY36HLY
Bunny Money (Read Aloud books for children) | Storytime | responsibility *Miss Jill - Bing video
**Assessment**
Use sample anecdotal record
| Sl. No | Name of the learner | Uses question tags correctly |
|--------|---------------------|-----------------------------|
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
Topics: Listening and responding appropriately
Listening requires the fundamental skill of paying attention to the speaker to hear and understand what the speaker is saying. Speaking skills require learners to take turns, speak confidently, stay on topic, and speak with clarity. Listening and speaking skills help to talk appropriately for a wide range of purposes.
Competency
- Employ listening and speaking skills to talk appropriately in an increasing range of contexts.
Knowledge: book talk, sharing experiences, reading text, speech delivery, sharing feelings and imagination.
Skills: comprehending, responding to the speaker, intonation, pronunciation.
Behaviour: being polite, paying attention, being receptive, participating, making eye contact.
Learning Objectives
- Narrate events, stories, and experiences briefly to include what good things they learn from their parents and elders.
- Deliver simple speeches with fluency and confidence.
- Identify and respond appropriately to both the intent and the tone of the speaker’s message.
- Enjoy listening and speaking English.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
Developing and applying listening and speaking skills to convey messages and respond to speakers appropriately in both formal and informal situations increase the learner’s chances of learning and acquiring other skills. Thus, it is vital to provide rich learning experiences to the learners at this stage. To deliver the lesson, teachers should employ teaching and learning pedagogies like Place-Based Education (PBE) strategies, experiential learning, cooperative learning strategies, blended learning, and other research-based teaching techniques that allow students to deliver speeches, narrate events from their personal lives, and share family stories.
Learning Experience 1
- Narrate real-life events/stories/or experiences to the class related to good things he/she learned from the parents and elders.
- Assist learners in narrating events and stories related to good things he/she learned from the parents and elders by asking questions such as
- What good things do you learn from your parents and elders like Health Assistants/doctors/caretakers/physical education instructors/shopkeepers/teachers…? Let the learners reflect on the values that they have learned from their families.
Learners may practice language such as:
From my parents, I learn/learned how to respect my elders and take care of the younger ones.
From our school caretaker, I learned how to take care of things. From the shopkeeper, I learned the value of saving money and so on.
• Invite a guest speaker to give a talk/share stories and experiences related to values and attitudes. The teacher should help learners identify and respond appropriately to both the **intent** and the **tone** of the speaker’s message. Let children interview one of the family members. Ask questions such as:
What values did you learn from your parents? How did it help you in your life? What values did you teach your children? What values do you expect from your community?
• Based on the responses collected through the interview, let the learners prepare a short talk or a simple speech. While a child gives a talk, other learners are expected to listen actively.
**Learning Experience 3: Debate**
Familiarize the learners with debate guidelines and certain techniques to participate in the debate effectively. After that, conduct a debate on the advantages and disadvantages of ‘Artificial Intelligence’.
**Teacher Input**
Debate is a structured discussion where participants express and defend their opinions on a specific topic, aiming to persuade others and promote critical thinking.
**Rules and Guidelines**
**Format:**
- Follow a structured format with opening statements, rebuttals, and closing arguments.
- Clearly define roles for each team member, such as speakers and timekeepers.
**Research:**
- Thoroughly research the assigned topic to build a strong argument.
- Encourage children to use reliable sources and evidence to support their points.
**Respectful Communication:**
- Emphasize the importance of respectful and courteous language.
- Discourage personal attacks.
**Engage the Audience:**
- Connect with the audience by maintaining eye contact and using relatable examples.
- Encourage questions and interactions to foster engagement.
**Closing Statement:**
- Summarize your key points in a concise and impactful closing statement.
- Reinforce your main arguments and leave a lasting impression on the audience.
**Learning Experience 3**
**Teacher input**
Role-play is a powerful learning approach in teaching and learning. Role play and simulations are forms of experiential learning that allow students to explore concepts, practice skills and engage them meaningfully in the classroom. Role play encourages creative and critical thinking in students and helps them to become active learners and problem solvers.
To implement simulations and role-play, collaborative activities should be structured so that every student can fully participate and create meaning.
Performance Task: Role-play
Use the text “The Giving Tree” to teach role play and simulation following the four stages.
i. **Preparation and explanation of topic by teacher**: During this stage, the teacher will focus on a theme, choose and assign roles, create procedures, and arrange the classroom.
ii. **Theme**: Generosity
iii. **Student preparation for involvement in role-play/simulation**: When assigning roles and creating instruction for learners, break down the role-play/simulation into specific tasks with time so that learners will be well organized. Allow learners enough time to research/practice their roles, ask questions, and become comfortable with the given scenario.
iv. **Roles**: One learner will be the tree, and others will be the boy at different life stages (childhood, adolescence, adulthood, old age).
v. **Actual role-play or simulation activity**: The teacher will guide learners from time to time during the role-play and assist them in using appropriate communication skills. Teachers will play the role of observer/act as a moderator and guide.
vi. **Debrief and reflection**: The teacher will clarify any misunderstandings and provide feedback for future improvement.
vii. Groups will perform their role-plays for the class.
**Note**: Encourage creativity and expression, fluency, and confidence.
**Assessment: Rubric for Role Play and Simulations**
| Criteria | Exceeding | Advancing | Meeting | Approaching |
|------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|
| Voice | The voice was loud and clear; words were clearly understood. | Students spoke clearly but it was difficult to understand some of the scripts; it could have been louder. | Voice and language were not very clear; could have been much louder. | Could not understand what was being said due to unclear and low speech. |
| Use of stage | Excellent use of stage space; action is always directed to the intended audience. | Very good use of stage space; action is usually directed to the intended audience. | Satisfactory use of stage space; some work is needed on blocking. | Ineffective use of space; little evidence of blocking. |
| Facial Expression / Body Language | Great use of gestures, facial expressions, and body movements. | Contained some facial expressions, gestures, and body movements. | Needed more facial expressions, gestures, and body movements. | Contained little facial expressions, gestures, or body movements. |
| Memorization | The script was fully memorized. | The script was almost fully memorized. | The script was partially memorized. | The script was not at all memorized. |
Assessment
Sample Rubric to assess the speech /narration of events and stories
| | Exceeding | Advancing | Meeting | Approaching |
|------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|
| **Content** | Shows full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
| **Vocabulary** | Uses vocabulary appropriate for the purpose. | Uses vocabulary that is partially appropriate for the purpose. | Uses vocabulary which is not very appropriate for the purpose. | Uses vocabulary which is not appropriate for the purpose. |
| **Uses complete sentences** | Always speaks in complete sentences. | Mostly speaks in complete sentences. | Rarely speaks in complete sentences. | Sometimes speak in complete sentences. |
| **Comprehension** | Learners can accurately answer all the questions posed by teachers/friends about the topic presented. | Learners can accurately answer most questions posed by teachers/friends about the topic. | Learners can answer a few questions posed by teachers/ friends about the topic. | Learners are unable to answer questions posed by teachers/ friends about the topic. |
Note: An anecdotal record may be used to assess the learners’ ability to identify and respond appropriately to both the intent and the tone of the speaker’s message.
Note: The success criteria should be developed together with the learner and made clear to them. Teachers may share the learners’ assessment with parents and learners if required.
Resources: Guest speaker(s) and Tools and rubrics
Topics: Reading and re-telling
Reading literature enables us to see the world through the eyes of others. It trains the mind to be flexible, to comprehend others’ points of view to set aside one’s perspectives to see life through the eyes of someone of different age, class, or race. Besides helping the learners to acquire information, it also enhances their comprehension and expression.
Competency
- Retell a piece of literature they have read to improve comprehension and expression.
Knowledge: vocabularies related to retelling, and responding.
Skills: question and answering, communication strategies, storytelling/narration.
Behaviour: eye contact, politeness, paying attention and comprehension, being receptive.
Learning Objectives
- Listen and respond to folktales, poems, and other topics of interest.
- Enjoy, appreciate, and retell a piece of literature that they have listened to or read.
- Adapt the pace, volume, and intonation appropriately when performing or reading aloud.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
Reading enables us to see the world through multiple perspectives. It also allows the readers to either confirm or challenge the views and beliefs presented in the texts, thereby passing their own opinions or judgment. At the class IV level, learners learn to listen and respond to texts such as folktales and poems and other topics of their interest. They also read to gather information, enhance their comprehension skill, appreciate and learn to retell stories. In doing so, the learner learns to adapt the pace, loudness, and voice intonation appropriately.
Learning Experience 1
- Encourage learners to ask their parents to tell them some folktales that they know. Invite learners to retell the folktale with their friends in the class. The teacher encourages learners to adapt the pace, loudness, and intonation appropriately when they share the folktale. The listeners are expected to be empathetic listeners. Later, other learners may be asked to retell the folktale that they have heard from their friends. The activity could also be a teamwork.
Learning Experience 2
- Demo on how to give a book talk to the learners. Then ask learners to give a book talk after they have completed reading a book of their choice.
- Let the learner’s video record retelling a text incorporating all the components. (Intonation, pace and loudness) and send in the group chat to appreciate and enjoy a piece of literature they heard or listened to (can be used only in places where children have access to the internet or gadgets).
Learning Experience 3
- Ask learners to read an appropriate text (poem, folktale, and essay) to each other and conduct question-answer sessions to allow learners to respond appropriately to the text they have heard.
- Encourage learners to perform poetry recitation.
Learning Experience 4
- Let learners listen to some English songs and carry out follow-up activities like question-and-answer sessions, filling in the blanks, representing the song in the form of illustrations, singing the song, and so on.
Assessment
Sample assessment tool
| Retelling |
|-----------|
| Now tell me as much as you can about what you just heard |
Note: Teachers can develop an appropriate assessment tool (rubric and checklist) involving learners for different activities.
Note: The success criteria should be developed together with the learners and made clear to them. Teachers may share the learners’ assessment with parents and learners if required.
Resources
- Recommended texts
- Tools and rubrics
Reading and Literature
**Topics:** Using textual features
Different text consists of different features which helps the readers comprehend the text more easily. Learners should be taught the features of relevant texts so that they can read and understand them independently.
**Competency**
- Read various texts by using their features to make meaning independently.
**Knowledge:** read aloud, building on prior knowledge, concepts, and skills
**Skills:** making text-to-life connections, viewing pictures, scanning and skimming
**Behaviour:** teamwork, paying attention, following instructions
**Objectives**
- Use the reading strategies and skills developed in earlier classes to comprehend the texts.
- Read texts for explicit and implicit meaning.
- Recognize the difference between fact and opinion in the texts they read.
- Read non-fiction texts – descriptions of the natural world and explanations of natural phenomena – for knowledge and information.
- Use contextual cues to understand the meaning of the words in the text.
*Note:* the above objectives can have multiple lesson objectives based on the lesson topic.
**Learning Experiences**
Reading literature enables readers to see the world through the eyes of others and trains the mind to be flexible to comprehend other points of view. Building up a good reading habit exercises the imagination of the young readers and fosters their reflective skills. Having a good reading skill is imperative in exploring other genres creatively. Similarly, while reading it is important to pay attention to make meaning and comprehend the intended messages.
At the class IV level, learners need to be taught reading skills for a variety of purposes for both formal and informal situations effectively. Reading pedagogy is the principal method of instruction that teachers use with learners. Therefore, numerous reading pedagogies such as read-aloud, shared reading, guided reading, choral reading, echo reading, and independent reading strategies to enhance learner’s reading skills must be encouraged in the classroom.
**Learning Experience 1**
- Provides a text from different genres (poem, essay, non-fiction, informational text) for the learners to read. Let learners read the text using **contextual cues** and the reading strategies that they have
learned in the earlier grades (phonemic skills and 3 cueing system) to understand the meaning of the words in the text.
- Teach new vocabulary in context wherever necessary.
- Teach reading strategies such as previewing, visualizing, connecting, inferring, and questioning to be able to understand the **implicit** and **explicit** meaning of the text.
- Learners use reading strategies that they have learned so that they can identify the **facts** and **opinions** in the texts they read.
- Let the learners read the poem ‘**No More Water**’ by Kenn Nesbitt to find the facts and opinions.
- Use the Choral Reading Strategy to read the text – **No More Water**
**Teacher Input:**
**Explicit:** Fully and clearly expressed, leaving nothing implied
**Implicit:** Implied or understood though not plainly or clearly expressed
- A fact generally refers to something that is true and can be verified as such. That is, a fact is something that can be proven to be true.
- An opinion expresses a personal belief, idea, or feeling and is not provable.
- Let learners read non-fiction texts such as ‘**Some Small Mammals in Bhutan**’ by Anonymous and ‘**Friendship**’ by Anonymous. Use the KWL Chart for diagnostic purposes and to know what they want to learn and what they have learned after reading texts.
| Sl. No | What I know | What I want to know | What I learned |
|--------|-------------|---------------------|----------------|
**Assessment**
As and when the above activity is carried out, the teacher is expected to carry out different assessments (self, peer, and group) using appropriate assessment tools or worksheets.
**Note:** Teacher may develop other assessment tools to assess learners’ performance tasks.
**Note:** The success criteria should be developed together with the learner. Teachers may share the learners’ assessment with parents and learners if required.
**Learning Experience 2**
Daktsaan is an interesting folktale that depicts the power of staying in long meditation and how its blessings made him strong enough to subdue the powerful demon-dragon. His supernatural power and blessings changed the girl and Daktsaan into deities that protect Mongar Dzong to this day.
While reading the story, let learners employ the ‘Choral Reading Strategy’ such as ‘echo reading’, ‘alternate reading’ and ‘unison reading’. As they read, encourage them to underline the words they are unfamiliar with. These words will be discussed later, promoting a better understanding of the text and enhancing their vocabulary.
After the learners have completed reading and comprehending the text, the teacher will give input on:
- What is storytelling?
• The elements of good storytelling.
Subsequently, the teacher can also highlight and relate folktales to contemporary texts.
https://study.com/academy/lesson/what-is-contemporary-literature-definition-writing-style.html
https://sage-advises.com/what-is-a-folktale-and-its-features
**Activity:** The teacher can let students tell the story (legend) in the class focusing more on the elements of good storytelling.
**Assessment: Sample rubric to assess learners’ storytelling**
| Criteria | Exceeding - 5 | Meeting - 4 | Approaching - 3 | Beginning - 2 |
|---------------------------|-------------------------------------------------------------------------------|------------------------------------------------------------------------------|--------------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| Promotes a positive trait | Promotes a positive trait extremely well; has practiced telling the story; speaks with confidence. | Promotes a positive trait very well; some practice; fairly confident. | The positive trait is not developed well; has not been practiced; and appears uncomfortable. | A positive trait is not evident in the story. |
| Historical Information | All historical facts presented in the story are accurate. By listening to the story, the listener is able to learn something about the historical event(s). | There are a few historical inaccuracies but they do not detract from the listener’s understanding of the historical event(s). | There are some historical inaccuracies but they do not detract from the listener’s understanding of the historical event(s). | Factual errors in the story challenge the listener’s understanding of the historical event(s). |
| and accuracy | | | | |
| Voice | Always speaks loudly, slowly, and clearly; has two distinct voices, Correct pronunciation; explains unfamiliar word | Usually speaks loudly, slowly, and clearly; has two distinct voices, Correct pronunciation; does not explain unfamiliar word | May speak too softly or too rapidly; mumbles occasionally; has one distinct voice, incorrect pronunciation of some words; does not explain unfamiliar words | Speaks too softly or too rapidly; mumbles; has one distinct voice, incorrect pronunciation; does not know what unfamiliar words mean |
| Audience contact | The storyteller engages the audience; involves them with questions; and an interesting narrative that holds the reader’s attention | The storyteller engages a few people in the audience; involves only a few with questions; an interesting narrative that holds the reader’s attention | The story is narrated to only one to two people in the audience; little audience involvement and an uninteresting narrative that does not hold the reader’s attention | The storyteller does not make eye contact with the audience; no attempt to involve the audience with questions; and an uninteresting narrative that does not hold the reader’s attention at all |
| Grammar | Grammar and usage were correct (for the dialect chosen) and contributed with clarity, style, and character development. | Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. | Grammar and usage were typically correct but errors detracted from the story. | Repeated errors in grammar and usage detracted greatly from the story. |
**Note:** The success criteria should be developed together with the learner and made clear to them. Teachers may
share the learners’ assessment with parents and learners if required.
**Resources**
- Recommended Texts
- Charts
- Refer to the link given below to learn more about storytelling.
- [https://www.indeed.com/career-advice/career-development/storytelling](https://www.indeed.com/career-advice/career-development/storytelling)
**Topics:** Reading strategies
Providing learners with ample opportunities to read helps them develop reading fluency. Therefore, learners should be encouraged to read a range of texts using various reading strategies such as Read Aloud, Echo Reading, Buddy Reading, Choral Reading, and others. However, text selection has to be done as per the reading level of each learner to motivate them to read successfully.
**Competency**
- Use appropriate strategies to develop reading fluency.
**Knowledge:** read aloud, building on prior knowledge, differentiate between facts and opinion, concepts and skills.
**Skills:** viewing pictures, making text-to-life connections, making text-to-life connections, viewing pictures, and finding meaning.
**Behaviour:** team work, paying attention, following instructions, participation.
**Learning Objectives**
- Read aloud with fluency and expression.
- Use phonemic skills to pronounce unfamiliar words correctly.
*Note:* the above objectives can have multiple lesson objectives based on the lesson topic.
**Learning Experiences**
Demonstrating reading aloud with fluency and expressions by the teacher helps learners acquire better reading skills and provides an opportunity for them to listen to a good reader. It is also equally important to make use of other various teaching and learning strategies that enhance learners’ fluency and expression while reading aloud. More so the learners should be encouraged to make use of the phonemic skills to pronounce the unfamiliar words that they encounter in the text they read.
**Learning Experience 1**
- Model fluent reading and have learners reread the text on their own.
- Provide learners with opportunities to read and reread a range of stories and informational texts by either letting them read on their own or with peers. Choral reading and echo reading may also be carried out to help develop fluency in reading.
- Let the learners use the poem ‘The Quarrel’ by Eleanor Farjeon, ‘Thanks to My Family’ by James Malinchak, and other appropriate texts for choral and echo reading.
- Teach the poem through Poetry Jam and Hot Seat strategy.
- Encourage learners to use phonemic skills like blending, segmenting, sounds, rhyming, syllables, and alliteration to pronounce unfamiliar words correctly.
- Introduce new or difficult words to learners, and provide practice reading these words before they read on their own.
- Include opportunities for learners to hear a range of texts (online and offline) read fluently and with expression.
- Let learners read the text of their choice incorporating all the strategies of a fluent reader.
- Refer to the link below to provide extra learning experiences to the children to improve reading fluency. [https://www.weareteachers.com/reading-fluency-activities/](https://www.weareteachers.com/reading-fluency-activities/)
Learning Experience 2
Build home-schools connections that encourage families to become involved actively in children's reading development.
Learning Experience 3
Use the text "Bully Bill" to carry out Reader’s Theatre (Reader’s Theatre is a combination of oral reading and conventional theatre. It occurs when two or more people read a dialogue of a story in role play. A narrator often reads the narration and groups of students read the parts together in chorus. Reader’s Theatre requires no special equipment, is successful for all ability groups, and produces rapid results).
1. The teacher will develop a script for the recommended text, ‘Bully Bill’ to perform this task.
2. Divide learners into teams, and assign roles to each one of them (eg: A narrator, Farmer Fred, Bully Bill, Brian, Chubby Chicken, Pork Chop, Sheep, etc.)
3. The teacher will give each team a copy of the script, and ask them to underline or highlight their parts.
4. Teachers will allow learners to practice reading their scripts in teams until they read fluently with expression.
5. Let the learners practice several times and perform the Reader’s Theatre for an audience.
Assessment
Performance Task: Ask learners to read any recommended text and perform a self-assessment.
Sample Self-Assessment tool to assess reading fluency
___________________________’s Fluency Self evaluation
| E-Expression | Did I read with feelings and not like a robot? |
|--------------|-----------------------------------------------|
| | ![Smiley] ![Neutral] ![Sad] |
| A-Accuracy | Did I pronounce the words correctly? |
|--------------|-----------------------------------------------|
| | ![Smiley] ![Neutral] ![Smiley] |
| R-Rate | Did I read not too fast or not too slow? |
|--------------|-----------------------------------------------|
| | ![Smiley] ![Neutral] ![Smiley] |
| S-Smoothness | Did I sound smooth, clear, and not choppy? |
|--------------|-----------------------------------------------|
| | ![Smiley] ![Neutral] ![Smiley] |
| P-Punctuation| Did I pay attention to the punctuation marks (full stop, comma, question mark, quotation mark, and exclamation mark)? |
|--------------|---------------------------------------------------------------------------------------------------------------|
| | ![Smiley] ![Neutral] ![Smiley] |
The teacher can use the following link to assess and improve the learner’s fluency in reading [https://scholarwithin.com/reading-speed-test](https://scholarwithin.com/reading-speed-test) (Reading Speed Test-WPM)
Note: The success criteria should be developed together with the learners and made clear to them.
Teachers may share the learners’ assessment with parents and learners if required.
**Resources**
[https://www.weareteachers.com/reading-fluency-activities/](https://www.weareteachers.com/reading-fluency-activities/)
Text print and non-print
[https://scholarwithin.com/reading-speed-test](https://scholarwithin.com/reading-speed-test)
**Topics:** Growing as readers
**Grammar conventions** such as spelling, punctuation, capitalization, grammar, and sentence structure will aid learners’ comprehension. As learners gradually learn to employ all the grammatical aspects of a text, their ability to make sense of what they read increases. Hence, they need to be taught the basic grammar skills right from an early age.
**Competency**
- Use the conventions of grammar to read and comprehend written texts.
In this competency a learners will be able to achieve:
**Knowledge:** read aloud, building on prior knowledge, concepts, and skills.
**Skills:** maintain a reading log, make text-to-life connections, view pictures, scan, and skim.
**Behaviour:** team work, paying attention, following instructions, giving instructions.
**Learning Objectives**
- Read the text to understand how lexical and grammatical items are used in context.
- Recognize the function of quotation marks in reading.
*Note:* the above objectives can have multiple lesson objectives based on the lesson topic.
**Learning Experiences**
English language learners need conventions of grammar such as quotation marks to be effective readers, speakers, listeners, and writers. Learners should, therefore, get the opportunity to unfold these conventions in their daily use of language.
**Learning experience 1**
- Use one of the recommended texts such as ‘Bully Bill” or “The Giving Tree’ to teach the concept and the function of quotation marks and other conventions of grammar used in the text.
- Questions such as the following may be asked:
- What punctuation mark is this?
- Why is this punctuation mark used by the author?
- What expression/intonation will you use when you see this punctuation mark?
**Teacher Input:**
The teacher can refer the link provided below to understand the importance of conventions of grammar in comprehending the text. Then the teacher may need to plan appropriate activities to help learners read and understand how lexical and grammatical items are used in context.
[https://ortongillinghamonlinetutor.com/the-importance-of-grammar-in-reading-comprehension/](https://ortongillinghamonlinetutor.com/the-importance-of-grammar-in-reading-comprehension/)
**Assessment**
*Note:* The success criteria should be developed together with the learners and made clear to them. Teachers may share the learners’ assessment with parents and learners if required.
**Resources:** Text (print and non-print) [https://ortongillinghamonlinetutor.com/the-importance-of-grammar-in-reading-comprehension/](https://ortongillinghamonlinetutor.com/the-importance-of-grammar-in-reading-comprehension/)
Topics: Inferring meanings
Reading encourages literacy, promotes reading skills, and contributes to sharing the joy of literature. It also helps to understand the meanings at different levels.
Competency
- Read texts to infer meanings at different levels of understanding.
Knowledge: Pronunciation, intonation, reading various texts, elements of short stories and folktales, sustained reading, poetry, rhyming words.
Skills: Use visual cues to read, question and answer, scan and skim text, decode, and maintain reading logs.
Behaviour: following instructions, giving instructions, sharing with friends)
Learning Objectives
- Read stories and poems about subjects outside their personal experience.
- Identify the elements of short stories including folktales and use them to make meaning in their reading.
- Identify similes and metaphors to use in their speech and writing.
- Identify the rhythm in poetry.
- Read and view widely, at least 25 texts, for pleasure to demonstrate independent reading and learning in the content area.
Learning Experiences
Teacher input:
Story: An account of imaginary or real people and events told for entertainment.
Poem: A piece of writing in which the expression of feelings and ideas is given intensity by particular attention to diction (sometimes involving rhyme), rhythm, and imagery.
Folk tale is a story or legend handed down from generation to generation usually by oral retelling.
Features of folktale
- Simple and straightforward
- Includes magic or supernatural powers
- Characters represent human qualities such as good, evil, wisdom, foolishness, laziness
- Ending usually happy or satisfying
- Good usually rewarded, evil punished.
Simile: A simile is a comparison between two different things using “like” or “as”. (e.g., The sun was like a yellow marble in the sky. She was as busy as bees).
Metaphor: A metaphor is a figure of speech that compares two things without using “as” and “like”. (e.g., My mother is an angle).
A good reader does not read the materials for the sake of reading, instead, they try to grasp the meaning of each word they come across in the text. So, teachers should use different pedagogies of
reading like inferring to enrich learners’ ability to infer meanings of the text they read through the prerequisite knowledge of figurative language, elements of short stories, and rhythm used in poetry.
**Learning Experience 1**
- Let the learners read a text from different genres. (Story, poem, folktale)
- Ask the learners to use phonemic skills like blending, and segmenting to help pronounce new words correctly while they read the text. The teacher may need to revise and remind learners to use reading strategies learned in grade III. To get an insight into the text, here the teacher may need to introduce learners to other reading comprehension strategies such as previewing, visualizing, making connections, and asking questions.
- Let learners identify the elements of a short story after reading the text ‘The Silent Buddha.’
- Let the learners read ‘The Giving Tree’ and identify the figurative language such as Metaphor, Personification, and Symbol.
**Learning Experience 2**
- Use the poem ‘The Earth Speaks’ and ‘Thanks to My Family’ or any other appropriate text to introduce the concept of rhyme and rhythm used in the poetry.
**Learning Experience 3**
- Let the learners watch the link below to introduce the concept of simile and metaphor. However, more focus may be given to similes in grade IV.
- [https://www.youtube.com/watch?v=7wq9zhiuVky](https://www.youtube.com/watch?v=7wq9zhiuVky) (Simile)
- [https://www.youtube.com/watch?v=JPz1JiboOio](https://www.youtube.com/watch?v=JPz1JiboOio) (Metaphor)
- [https://www.youtube.com/watch?v=_zlWkbkVjtg](https://www.youtube.com/watch?v=_zlWkbkVjtg)
- [https://www.youtube.com/watch?v=1Mb6NxixRk8](https://www.youtube.com/watch?v=1Mb6NxixRk8) (Personification)
- Use the link given below to give explicit meanings of similes with examples.
- [https://examples.yourdictionary.com/examples-of-simile-poems.html](https://examples.yourdictionary.com/examples-of-simile-poems.html)
- Let learners write similar poems using simile, metaphor, and personification. Focus more on the use of simile.
- Encourage learners to identify similes and personifications used in the text that they read.
**Learning Experience 4**
- To help learners develop their viewing skills, the teacher may need to use non-continuous text such as food wrappers, food package labels, labels on bottled food items, and so on. They can be encouraged to find information like the name of the food, date of manufacture, where and when it was packed when the food expires, and so on. This viewing skill and finding information could be useful for the learners to make informed decisions and apply them in their real lives. Examples of non-continuous text:
Teachers help develop reading portfolios. Include a reading log, book reviews, journal, and reflection in the portfolio.
**Learning Experience 5**
Learners can understand better and respond when they are familiar with the literary components/features of short stories, such as character, setting, conflict, plot, etc. Learning and understanding the elements of a short story will help them comprehend the text easily.
The teacher will teach the elements of short stories in detail to help the learners comprehend the importance of the elements of short stories.
After reading the texts *Bully Bill* and *The Giving Tree* let learners identify the Elements of a Short Story such as characters, setting, plot, conflict, theme, and resolution.
| Teacher Input |
|---------------|
| **Author** - is the person, group of people, or organization who wrote the story. |
| **Setting** - refers to the place and time (where and when) the story took place/happened. |
| **Character(s)** - are the people or animals in the story. They are essential to a good story. There are different types of characters: |
| - **Protagonist** - the good character/the main character who plays a positive role in the story. |
| - **Antagonist** - the bad character/the character who opposes the main character in the story. |
| - **Deuteragonist** - the second important character to the protagonist in the text. |
| - **Static** - the character who does not change from the beginning up to the end of the story. |
| - **Dynamic** - the character who changes from being good to bad/bad to good. |
| - **Round** - the character that is hard to describe and predict. The character has many qualities and emotions. |
| - **Flat** - the character who is easy to describe and predict and possesses or displays few traits. |
| **Conflict** - the problem which the main characters need to solve. It can be categorized into two which are Internal and External Conflict. |
| **Plot** - the sequence of events in the story that makes up the story (beginning, middle, end). Plot has certain elements such as: |
| - **Exposition** is the beginning of the story where the character, setting, and primary conflict of the story are introduced. |
| - **Rising Action** - begins with an inciting incident that sets the story into action. As the story progresses, there will be multiple movements of conflict that escalate and create tension as the story moves towards the climax. |
| - **Climax** - it is the peak of tension, plot, and character in the story. |
| - **Falling action** is a part of the plot where the story moves toward a more satisfying conclusion. This is also where any conflicts that arise as a result of the climax can start being resolved. |
| - **Resolution/denouement** - it is the end of the story where the main problem of the story is resolved and determines the main idea of the story. |
| **Point of view** - is how a story is presented to the readers (1st person, 2nd person, and 3rd person point of view). |
| **Themes** are the central idea/main messages the story conveys to the reader. |
Note: Teachers are encouraged to give more emphasis on the plot of the story.
Refer to the link given below to learn more about the elements of the short story.
https://www.youtube.com/watch?v=xcXRXwneFY0&t=29s
Learning Experience 6
Conduct the following activities.
Activities outline
This activity is in line with the moral of the story “Bullying is an immoral deed that everyone must shun to maintain peace and a healthy atmosphere in the community.” This activity will allow learners to understand the tragic consequences of bullying others. It will help learners think that bullying is never accepted as it is against humanity.
Learners should understand that virtues such as respect, selfless service, equity, and fairness promote peace and harmony in the environment.
Activity: The teacher will ask the learners the following questions:
Whole class discussion:
- Have you ever come across your friends who are being bossy?
- How do you feel when you see such friends around you?
- Is it good to control or boss around others?
(Encourage learners to share how they feel when someone tries to dominate them.)
The teacher will talk about bullying issues that are unethical and not accepted in any society. Bullying is unwelcome, aggressive behaviour among school-age youth that incorporates a real or perceived power disparity. The behaviour is repeated and has the potential to be repeated. Children who bully others or who are bullied may experience severe, long-lasting issues that could disturb their emotional state of mind. Physical, verbal, social, and cyber bullying are common and the teacher should be aware of these unethical actions. Therefore, teachers should create awareness in children and they should be well informed about its consequences to make children feel safe.
https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/(bullying)
In pairs, the learners will be asked to discuss and come up with a list of their reactions upon witnessing the bullying incident.
(Expected Answer: report to the teacher/school counselor, convince them about the consequences of bullying, or remind them about the value of love, respect, equity, and fairness)
The teacher will highlight the ‘ways to prevent bullying.’
- Help them understand about ‘Bullying’
- Maintain a communication channel.
- Encourage them to do what they love.
- Model how to treat others with kindness and reverence.
Activity: After the learners complete the reading and comprehending the story ‘Bully Bill’ the teacher will let students draw the elements of the short story in the form of a handy map.
Learning Experience 7
Use the text ‘The Giving Tree’ to teach reading comprehension and make text-to-life connections. The teacher will ask the following questions to conduct a whole class discussion:
1. How did the boy enjoy the company of the tree?
2. How did the tree help the boy earn money?
3. What did the boy make with the branches of the tree?
4. What did the boy make from the trunk of the tree?
5. How was the stump of the tree useful?
6. Why we should not cut trees?
7. At the end of the play, only the stump of the tree is left; do you think it will grow into a tree again? Give your reasons.
Assessment
Performance Task 1
Let learners identify or choose a poem of their interest. Let them demonstrate the rhyme and the rhythm used in the poem. The learners can either do a presentation or may be asked to make a video of it and share it with friends. Encourage learners to carry out peer assessment and provide feedback for improvement on rhyme and rhythm used in the poem. Assessment tools such as checklists and anecdotes may be used by the learners.
Sample Assessment Tool to assess rhyme and rhythm
Title of the poem ____________________________________________________________
| Steady beat | Evident | Not evident | Comments |
|-------------|---------|-------------|----------|
| (A beat is best described as the pace or the timing that it takes to play a particular piece of music) | | | |
| Rhythm | Evident | Not evident | Comments |
|--------|---------|-------------|----------|
| (Rhythm is a series of notes in a musical piece – a pattern) | | | |
Performance Task 2
Let the learners read a text from different genres (story and folktale). Let learners identify the elements of the short story. It can either be an oral presentation or in written form.
Sample Assessment Tool to assess elements of short story
| | Exceeding | Meeting | Approaching | Beginning |
|------------------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|--------------------------------------------------------------------------|---------------------------------------------------------------------------|
| Characters | Learners can identify all characters by name and give specific details about them and can determine which character is the major character and which characters are minor characters. | Learners can identify most of the characters by name and can give some details about them. | Learners can only identify one of the characters by name and can give little or no details about either character. | Learners cannot identify either character by name and cannot give any details about them. |
| Setting | Learners can identify where and when the story takes place and can give two or more details about them. | Learners can identify where and when the story takes place and can give at least one detail to each of them. | Learners can identify where and when the story takes place, but cannot give any details about it. | Learners cannot identify where or when the story takes place. |
| Conflict | Learners can accurately identify the major problem in the story. | Learners can identify the problem in the story with minimal guidance. | Learners can identify the problem in the story but not necessarily the major conflicts. | Learners cannot identify any problem in the story. |
| Plot (Beginning, middle, and end) | Learners can identify the plot of the story correctly. | Learners can identify at least two plots correctly. | Learners can identify one plot correctly. | Learners cannot identify any plots from the story. |
Note: The success criteria should be developed together with the learners and made clear to them. Teachers may share the learners’ assessment with parents and learners if required.
Resources
- Authentic texts
- [https://www.youtube.com/watch?v=7wg9zhiuVkY](https://www.youtube.com/watch?v=7wg9zhiuVkY)
- [https://www.youtube.com/watch?v=jPz1JiboOio](https://www.youtube.com/watch?v=jPz1JiboOio)
- [https://examples.yourdictionary.com/examples-of-simile-poems.html](https://examples.yourdictionary.com/examples-of-simile-poems.html)
Topics: Exploring meanings
This competency asks teachers to use, and teach learners how to use, different sources, including ICT to find information including the meanings of unfamiliar words and phrases when reading.
Competency
- Explore and use different sources to find meanings of unfamiliar words and phrases.
Knowledge: identifying vocabularies.
Skills: pronunciation, use of visual cues to read, maintaining a reading log, dictionary use, finding meaning, scanning and skimming text, reading text.
Behaviour: sharing with friends, participation, following instructions)
Learning Objectives
- Recognize, read in context, and understand a minimum of 500 words including high-frequency words.
- Use the dictionary and other sources to find meanings of words and other information.
Learning Experiences
A large vocabulary helps to develop language skills. It supports all other language skills—reading, writing, listening and speaking. Therefore, learners must be enriched with a repertoire of vocabularies through various teaching and learning pedagogies.
Learning Experience 1
- Ask the learners to read the recommended text in context. For the learners to be able to do so, the teacher will use the following link to teach the skill of using context cues while reading texts.
https://kirstenskaboodle.com/teaching-context-clues-simple-strategies-that-work/
- Teach skills to use the dictionary (both online and offline) while finding the meaning of new words that they encounter in the text they read. This activity can be integrated with the Grammar exercise on dictionary use.
- Ask the learners to read a text (story, folktale, informational texts). Identify new words and let them write the meaning for new/difficult words using online or offline dictionaries. Learners can use the new words to make their sentences after knowing the meaning of the words.
- Use the link below to introduce and develop the list of vocabulary in children. In addition to this, the teacher may also refer to the English textbook (reprint 2020), My Treasure Box of Words (Total 300 Words).
https://janelledevries.weebly.com/uploads/2/2/1/3/22134306/fourth-grade-sight-word-list.pdf
Learning Experience 2-(Core Reading Comprehension Test)
Direction: Read the passage and underline the most appropriate word given within the brackets.
Bats are the only mammals that can fly. Their wings (are/is) formed of thin skin which (joins/join) their fingers, legs, and tail together. Like birds they (fly/flies) by moving their (wings/wing) up and down. You usually (see/sees) bats at night or when it is getting dark. During the day they (sleeps/sleep) in some dark place like a cave or the roof of a temple. They sleep upside down holding on with their back legs. In the evening bats (comes/come) out to get food.
After the learners have completed the test, let them compare their test answers with the original text ‘Some Small Mammals in Bhutan.’ The teacher can lead the whole class discussion on why some words can be used and cannot be used in that particular context.
**Assessment**
The teacher can use the following link to assess the bank of vocabulary in learners.
https://www.desktop.puzzle-maker.com/crossword_Entry.cgi
https://my.vocabularysize.com/session/evstxx
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
**Resources**
Text Dictionary
https://kirstenskaboodle.com/teaching-context-clues-simple-strategies-that-work/
https://janelldevries.weebly.com/uploads/2/2/1/3/22134306/fourth-grade-sight-word-list.pdf
**Writing**
**Topics:** Creating effects in writing
Sentence structure is the way a sentence is arranged grammatically. Correct sentence structures and appropriate use of punctuation play a vital role in conveying meanings accurately.
**Competency**
- Use a range of sentence structures and punctuation accurately to convey meaning and create effects.
**Knowledge:** essay writing, punctuation, spelling.
**Skills:** writing coherent paragraphs, transcribing, communicating, decoding.
**Behaviour:** paying attention, comprehension, being receptive, and encoding.
**Learning Objectives**
- Use punctuation – full stops, question marks, commas, quotation marks, apostrophes, and exclamation marks.
- Write detailed compositions based on picture sequence.
*Note:* The above objectives can have multiple lesson objectives based on the topics
**Learning Experiences**
To write effectively, the knowledge and use of correct sentence structures and punctuation are imperative. This will not only help the writer to write correctly but will also help provide clarity to the readers.
**Learning Experience 1**
Demonstrate how to write detailed compositions based on picture sequences. The teacher can use the following link as an example to teach the skills of writing composition based on picture sequence. [https://www.creativelearning.com.sg/how-to-write-a-picture-composition-for-primary-1/](https://www.creativelearning.com.sg/how-to-write-a-picture-composition-for-primary-1/)
It may also be important to introduce the concept of writing a thesis statement, topic sentence, and supporting ideas to the learners as they learn to write compositions. Simultaneously, while teaching writing the teacher needs to draw the attention of learners towards the use of punctuation marks and capitalization correctly.
**Learning Experience 2**
- Give the sequence of pictures or ask learners to explore picture sequences to write three-paragraph compositions. Let learners use the writing process (This can be considered as a performance task for assessment).
• Demonstrate how to describe the pictures clearly and in sequence using correct sentence structures and punctuation.
**Note:** It is important for the learners to “see” the thinking process, so think aloud as the writing is being demonstrated.
**Note:** Encourage learners to create an online page/blog to post their write-ups.
**Note:** Teachers can suggest different learning experiences to cater to diverse learners.
**Note:** Suggested activities can be integrated with Reading & Literature.
**Assessment**
**Performance Task**
Encourage learners to use writing process steps to write a three-paragraph composition using picture sequence.
**Sample Checklist to Assess Simple Composition**
| Area of Assessment | Yes ( ) | No ( ) | Recommendation for improvement |
|--------------------------------------------------------|---------|--------|--------------------------------|
| **Content/idea** | | | |
| Learner writes on topic and adds detail | | | |
| **Punctuation** | | | |
| Learner uses accurate punctuation. | | | |
| **Capitalization** | | | |
| The learner uses capital letters wherever necessary | | | |
| (beginning of the sentences, proper nouns, title, dates, months) | | | |
| **Grammar** | | | |
| The learner uses subject-verb-agreement and writes | | | |
| complete sentences that make sense. | | | |
| **Spelling** | | | |
| Learner writes most sight words correctly and applies | | | |
| spelling rules (phonemic awareness) | | | |
**Resources**
https://www.creativelearning.com.sg/how-to-write-a-picture-composition-for-primary-1/
Topics: Developing as writers
Writing is a complex combination of skills that is best taught by breaking down the process. The writing process involves a series of steps prewriting, drafting, revising, editing, and publishing to follow in producing a piece of writing.
Competency
- Use the Writing Process to develop as writers.
Knowledge: essay writing, punctuation, spelling.
Skills: writing coherent paragraphs, transcribing, organizing ideas in writing, communicating, decoding.
Behavior: paying attention, comprehension, being receptive, and encoding.
Learning Objectives
- Use the process of writing – planning, drafting, revising, editing, and publishing.
- Enjoy writing as a creative activity.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
The writing process helps learners learn to write effectively by breaking down writing step-by-step. The burden of writing is removed. Learners discover the benefits of constructive feedback on their writing, and they progressively master, and even enjoy, writing.
Learning Experience 1
Teacher Input
- Introduce writing process through the demonstration
Prewriting: (think and decide)
- Make sure you understand your assignment
- Decide on a topic to write about.
- Consider who will read your work.
- Brainstorm ideas about the subject.
Drafting
- Put the information you researched into your own words.
- Write sentences and paragraphs even if they are not correct.
- Read what you have written and judge if it says what you mean.
- Write some more.
- Read it again.
- Write until you have said everything you want to say about the topic.
Revising
- Read what you have written again
- Rearrange words, sentences or paragraphs
- Take out or add parts
- Carry out more research if you think you should.
- Replace overused or unclear words.
- Read your writings aloud to be sure it flows smoothly.
Editing
- Be sure all sentences are complete.
- Correct spelling, capitalization, and punctuation.
- Change words that are not used correctly or are unclear.
- Make sure you are using the appropriate style formatting.
Publishing: Publishing is the last stage where writers submit their work to the publisher.
Note: The learners should be taken through the Writing Process in the classroom during the instructional time. It is important that the learners, in the initial stage, write in the classroom so that they can be guided with prompts and feedback.
Learning Experience 2
Let learners refer to the text ‘Friendship’ to write a narrative essay.
Let learners refer to the text ‘Some Small Mammals in Bhutan’ to write an informative essay.
Note: For learners, publishing can happen by way of submitting their work to the teacher for assessment, sharing their writing with friends, and displaying on the classroom or school Literary Board, etc.
- Assess and provide constructive feedback for further improvement.
- The teacher can provide a video link on the process of writing to the learners for further understanding.
https://www.youtube.com/watch?app=desktop&v=fsffR-cu00k
Note: Teachers and learners need to interact frequently through social apps to produce the final draft.
Assessment
Use the sample assessment tool (this self-assessment tool is to be used by the learners in the process of any writing work they carry out.
Writing Process Self-Assessment Tool
| Looking at how I write | My comments | My Comments for Improvement |
|------------------------|-------------|----------------------------|
| **Prewriting** | | |
| I chose a good topic | Yes | No |
| I read about my topic | Yes | No |
| I thought about what the readers would want to know | Yes | No |
| I wrote down all my ideas on a “think sheet” | Yes | No |
| **Drafting** | | |
| I put similar ideas together | Yes | No |
| I chose the best ideas for my composition | Yes | No |
| I numbered my ideas in a logical order | Yes | No |
| **Writing** | | |
| I wrote down my ideas in sentences | Yes | No |
| When I needed help I ……………… did the best I could
| ……………… looked in a book
| ……………… asked my partner
| ……………… asked the teacher | | |
| **Revising** | | |
| I read my first draft to myself | Yes | No |
| I marked the parts I liked | Yes | No |
| I marked the parts I might want to change | Yes | No |
| I read my first draft to my partner | Yes | No |
| I listened to my partner’s suggestions | Yes | No |
| I made changes to my composition | Yes | No |
| Editing | | |
|------------------------------------------------------------------------|-------|-------|
| I edited my spelling | Yes | No |
| I edited my punctuation | Yes | No |
| I edited my capitalization | Yes | No |
| I edited my tenses | Yes | No |
| I edited my subject-verb-agreement | Yes | No |
| Publishing | | |
|------------------------------------------------------------------------|-------|-------|
| I wrote the final draft in my best writing | Yes | No |
| I used the elements of good writing | Yes | No |
| I am ready to publish | Yes | No |
**Self-Assessment Tool-Elements of Good Writing**
| Purpose | | | My Comments for Improvement |
|------------------------------------------------------------------------|-------|-------|-----------------------------|
| My writing has a clear purpose. | Yes | No | |
| **Audience** | | | |
| I know who is going to read my essay. | Yes | No | |
| **Clarity** | | | |
| I have used clear and descriptive words to convey the message. | Yes | No | |
| **Unity** | | | |
| My sentences are all related to the topic sentence and the main/central idea. | Yes | No | |
| **Coherence** | | | |
| My sentences are organized smoothly and logically (in sequence). | Yes | No | |
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
**Resources**
- [https://www.youtube.com/watch?app=desktop&v=fsffR-cu00k](https://www.youtube.com/watch?app=desktop&v=fsffR-cu00k)
- Text (print and non-print)
- Rubrics
The purpose of a writing portfolio is to demonstrate a writer's improvement and achievements. Portfolios allow writers to collect a body of writing in one place and to organize and present it in an effective, attractive format.
**Competency**
- Maintain writing portfolios containing their best pieces of writing to reflect on their progression as a writer.
**Knowledge:** writing process, vocabulary, portfolio, essay writing, punctuation, and spelling.
**Skills:** writing coherent paragraphs, organizing ideas in writing, transcribing, communicating, decoding.
**Behaviour:** paying attention, comprehension, being receptive, and encoding.
**Learning Objectives**
- Present their final drafts in an appropriate format.
- Choose at least five pieces of writing to place in their portfolios.
*Note:* The above objectives can have multiple lesson objectives based on the topics.
**Learning Experiences**
Having learners compile portfolios makes the whole process of writing more meaningful to them. They will more willingly put in their best efforts, knowing that they are accountable for producing a certain number of finished pieces, which is at least 5 pieces in this grade. They will more thoughtfully approach writing as an involved and recursive process of drafting, revising, editing, and rewriting, knowing that this process leads to more effective writing. They will more responsibly craft finished pieces referring to the elements of good writing. However, developing writing portfolios requires patience and perseverance from everyone involved but there is no one better pedagogy or learning experience to keep track of a learner’s development as a writer. Portfolios are also helpful when we discuss a learner’s progress with parents or other teachers.
**Learning Experience 1**
- Encourage learners to write different poems such as acrostic poems, free verse poems, and lyric poems using the recommended or any other poem as an example. The topic choice can be given to the learners and encourage them to use the writing process.
- Let the learners use the poem ‘Thanks to My Family’ to write a tribute to the family.
- Encourage the learners to submit their final draft of their writing in the form of a portfolio.
- Introduce the elements of good writing to the learners before they submit the final draft of their writing.
- Use the following link to assess learners’ portfolios. [http://fmueller.faculty.noctrl.edu/toolbox/](http://fmueller.faculty.noctrl.edu/toolbox/)
Assessment
Assessment Task – Development of Portfolio
Sample Rubric to Assess Learners’ Writing Portfolio
| Rating Levels | If the learners’ writing portfolio... | Remarks |
|---------------|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------|
| Exceeding | Includes **more than 5** writing pieces free of grammatical, punctuation, and spelling errors for all genres (poems, folktales, short stories, book reviews, reflections…). Portfolio writing has a clearly and consistently organized idea mentioned in each genre. The items in each genre are creatively presented. | |
| Meeting | Includes 5 written pieces for different genres (poems, folktales, short stories, book reviews, reflections…). The written piece has minimal grammatical, punctuation, and spelling errors. The ideas presented in written pieces are well organized. The items in each genre are well presented. | |
| Approaching | Includes 3-4 written pieces for different genres (poems, folktales, short stories, book reviews, reflections…). The written piece has some grammatical, punctuation, and spelling errors. The ideas presented in written pieces need improvement. | |
| Beginning | Includes **1-2** written pieces for different genres (poems, folktales, short stories, book reviews, reflections…). The written piece has more grammatical, punctuation, and spelling errors. The ideas presented in written pieces are not well organized. | |
**Note:** The success criteria should be developed together with the learner and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
**Resources**
- [http://jfmueller.faculty.noctrl.edu/toolbox/](http://jfmueller.faculty.noctrl.edu/toolbox/)
- Texts
Topics: Applying linguistic skills in writing
Language varies from one location to another, from one culture to another, and from one situation to another. We use varieties and registers of language to suit different communication contexts. In writing, we need to use specialized features of words to convey the message. However, it is the responsibility of the reader or receiver on how he/she will be going to interpret the message.
Competency
- Select and develop content and use register and language appropriate to genre, purpose, and audience to practice writing skills.
Knowledge: vocabulary, writing process, portfolio, essay writing, punctuation, and spelling.
Skills: writing coherent paragraphs, using the writing process, organizing ideas in writing, transcribing, communicating, and decoding.
Behaviour: paying attention, comprehension, being receptive, and encoding.
Learning Objectives
- Use the writing skills developed in earlier classes.
- Write with a clear beginning, middle, and end to organize ideas using a variety of forms including simple book reviews, leave applications, folktales, summaries, and explanations.
- Use simple figures of speech like simile and metaphor in their writing.
- Distinguish between the conventions of spoken and written language.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
Teacher Input:
- There are formal and informal registers in spoken and written language. Formal registers can include everything from an academic essay to responding to higher authorities. The academic essay is formal because it includes polished speech, complex sentences, and precise vocabulary. Responding to any higher authority is an example of extremely formal language that must be said to show respect.
- Informal registers-Informal language occurs between people who know each other well and who speak without trying to be 'proper'. Sometimes this includes speaking in slang and other times it's simply a more casual delivery.
- Choice of language would also depend audience, purposes and genres. Examples:
Imagine that you're going to be introduced to a very important person who you have never met, say Her Majesty the Queen. When you meet her, would you say: 'Hey, dude! What's up?' Probably not. You would say something more formal such as 'It is an honor to meet you, Your Majesty.' On the other hand, you wouldn't call your best friend 'His Royal Highness.' Instead, you would be fine using the informal address, 'dude.'
- For example, you might say, 'Could you bring us more coffee, please?' to a waiter at a fancy restaurant, but at your favorite hangout you might say, 'Can I get a little more coffee here?' when you've reached the bottom of your cup.
Varieties and registers of language are all about appropriateness and context in speaking and grammatical correctness of words in writing. It is also important to use appropriate varieties and registers of language in a certain communication context to determine the level of 'formality'. For instance, one would not speak to his/her teacher the same as he/she would talk to classmates. There is proper etiquette.
when dealing with a certain person on his/her status in the society. In short, “Right words at the right time to the right person with the right reason.”
**Learning Experience**
- Ask learners to construct sentences using similes and metaphors but focus more on similes. The concept of simile and metaphor is already introduced under reading and literature.
- Introduce the features of formal and informal letter writing to learners. Let learners write letters in both formal and informal situations. For example, instruct the learners to write an application (block/ indented form) to their class teacher/principal (formal) and parents/friends/siblings (informal).
- In addition to letter writing, teachers can also introduce learners to respond to electronic messages (email, Google Classroom, and other social media platforms).
- Encourage learners to write simple book reviews,
- Use relevant assessment tools to assess the book reviews
- Assess and provide constructive feedback for further improvement.
**Note:** The teacher can suggest/encourage learners to compile write-ups in their respective portfolios. The teacher can also encourage learners to create an online page/blog to post their write-ups.
**Assessment**
**Sample rubric to assess learners’ book review**
| | Exceeding | Meeting | Approaching | Beginning |
|----------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| **Accuracy** | All statements are accurate and verified as per the book including title, year of publication, author, and other information. | Most of the statements are accurate and verified as per the book including title, author, year of publication and other information. | Only some of the statements are accurate. | Most of the statements are inaccurate. |
| **Paraphrasing** | No more than 4 words in a row taken directly from the book. | One sentence contains more than 4 words in a row taken directly from the book. | Two sentences contain more than 4 words in a row taken directly from the book. | 3 or more sentences have more than 4 words in a row taken directly from the book. |
| **Focus** | The main idea of the book is focused and has all the components of a good book review. | The main idea of the book is focused and has most of the components. | The main idea of the book is less focused and has minor details. | The main idea of the book is not focused. |
| **Conventions** | No more than one punctuation, grammar, or spelling error. | Has 2-3 punctuation, grammar, or spelling errors. | Has 4-5 punctuation, grammar, or spelling errors. | Has more than 6 punctuation, grammar, or spelling errors. |
Sample Rubric to Assess Letter Writing
| | Exceeding | Meeting | Approaching | Beginning |
|------------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|----------------------------------------------------------------------------|
| **Layout** | The letter has all the components- | The letter has- | The letter has- | The letter has- |
| | -Address | • Address | • Address | • Address |
| | -Date | • Date | • Date | • Date |
| | -Salutation | • Salutation | • Salutation | • Salutation |
| | -Body Paragraphing | • Body | • Body part with few details | • Body part |
| | -Closing and Signature | • Signature | | |
| **Grammar** | Excellent punctuation, spelling, and grammar with no errors. | Very good punctuation, spelling, and grammar with less than 5-6 errors. | Punctuation, spelling, and grammar slightly distract the reader. There are 7-9 errors. | Punctuation, spelling, and grammar significantly distract the reader. There are more than 9 errors. |
| **Content** | The message stated is clear, precise, and shows insight. | The message stated is clear and precise. | The message stated is clear but only a few details are given. | The message is not stated clearly and has a very less details. |
| **Handwriting** | The letter is written with very neat handwriting and is legible. | The letter is written neatly and is legible. | The letter is written with fairly legible handwriting. | The letter is written with poor handwriting and is not legible |
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
**Resources**
- Sample rubrics
Topics: Multimodal media for presenting and publishing
Presentation skills involve planning, preparing, and delivering organized talks on specific topics for specific purposes to specific audiences. When learners are assigned any kind of assignment, they need to consider the format in which their assignments are to be best presented. Different assignments can frame different presentation formats.
Competency
- Use handwriting and IT effectively, making appropriate choices of presentation to prepare writing for publication.
Knowledge: vocabulary, writing process, portfolio, essay writing, punctuation, and spelling.
Skills: writing coherent paragraphs, using the writing process, organizing ideas in writing, transcribing, communicating, and decoding.
Behaviour: paying attention, comprehension, being receptive, and encoding.
Learning Objectives
- Present their final drafts in an appropriate format.
Note: The above objective can have multiple lesson objectives based on the topics.
Learning Experiences
Learners are expected to participate in a community of writers to enhance their writing skills, evolve, and progress as a writers. Therefore, providing a natural forum for writing on related and relevant topics needs to be considered important by the teachers. Some of the writing activities can be either follow-up or extension activities from listening and speaking and reading and literature. It is equally important for teachers to teach or encourage learners to use different digital tools to enhance writing skills or publish their final drafts using digital tools. Learners may also publish their final draft displaying their best handwriting.
Learning Experience 1
Emphasize learners to write in legible handwriting in all their writing work. For this, provide conscious handwriting practice time to the learners. This is an important part of the writing process.
Learning Experience 2
Demonstrate how the final drafts can be presented by using ICT. Besides using ICT for presentation/publishing the draft, learners may be encouraged to use legible handwriting to publish their work.
Note: Encourage learners to create an online page/blog to post their write-ups. Suggested activities can be integrated with Reading & Literature.
Assessment
Note: The teacher may use earlier tools to assess the final drafts of writing (writing process tool/portfolio assessment tool). The teacher can also develop the appropriate tool to assess the learners’ final draft. The teacher needs to ensure that learners choose appropriate ways to present their final draft.
Sample rubric to assess PowerPoint presentation
| Criteria/Level | Exceeding | Meeting | Approaching | Beginning |
|---------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| Introduction | Introduces the topic clearly with a presentation outline | Introduces the topic and presents the outline. | Introduces the topic but is not very clear. | Directly goes into the first slide without introducing the topic |
| Slide | The text used in the slides is of appropriate size, which is readable | The text in the slides is easy to read in a few places with fairly | The text in the slides is crowded and does not have a good color | The text is difficult to read as the font size is too small and poor |
| arrangement | with excellent color combination | good color combinations. | combination difficult to read | color combination. |
| Language | The language used in the text of the slides is simple with no errors in | The language used in the text of the slides is clear with just a couple | The Language used in the slides has grammatical and spelling errors | The Language used is difficult to understand and needs revision |
| | grammar and spelling | of spelling errors | which make the presentation difficult to comprehend | |
| Presentation | The presenter makes smooth movements with constant eye contact. | The presenter makes smooth movements and gestures but less eye contact.| The presenter moves but distracts the audience. Has no eye contact | The presenter does not move and blocks some from viewing the slides. Has |
| skill | | | | no constant eye contact. |
Note: The teacher may take the help of an ICT teacher to assess or develop the assessment tool.
Teachers may also use the video link to show good and bad presentation skills
https://www.youtube.com/watch?v=S5c1susCPAE
Note: The success criteria should be developed together with the learners and made clear to them.
Teachers may share the learners’ assessment with parents and learners if required.
Resources
- https://www.youtube.com/watch?v=S5c1susCPAE
- Sample rubrics
Topics: Writing Mechanics
Language conventions are different combinations of ways a writer manipulates language to show the audience something in a unique way. Conventions refer to the mechanical correctness of a piece of writing. Correct use of conventions, such as spelling, capitalization, punctuation, paragraphing, grammar, and usage, guides the reader through the text easily.
Competency
- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Knowledge: vocabulary, writing process, portfolio, essay writing, punctuation, and spelling.
Skills: writing coherent paragraphs, using the writing process, organizing ideas in writing, transcribing, communicating, and decoding.
Behaviour: paying attention, comprehension, being receptive, and encoding.
Learning Objectives
- Use knowledge of phonics, high-frequency words, vocabularies, and spelling patterns to move towards conventional spelling in their writing.
- Use a dictionary and other sources to learn the meanings of words and write them correctly.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
English language learners need conventions of language such as using correct spelling, grammatical items, and vocabulary to be effective speakers, listeners, and writers. Therefore, learners should get the opportunity to unfold these conventions in their daily use of language.
Learning Experience 1
- Refer to the list of vocabulary given in the earlier activities to help develop the vocabulary of the learners and use them in their writing.
- Encourage learners to read different texts to make use of the contextual cues to learn the meaning of new words that would help them improve their writing skills.
- Revise phonic cues to help them pronounce the new words correctly and help them spell the words correctly.
- Make a conscious effort to teach spelling strategies and patterns such as the use of a dictionary, the use of sight words, and breaking down a word by sound or syllable. The teacher will encourage the learners to use spelling strategies and patterns in their writing.
- Make learners aware of the differences in the conventions of spoken and written language.
Teacher input:
- Spoken language and written language are both ways of communicating with others. However, written language is more formal and should follow the rules of the English language. Spoken language is often more casual and the conventional rules are less important. For example, slang, informal language is acceptable in spoken language but not in written language. Here the teacher may need to give practical examples to the learners.
- Teacher may use the link given below to explore differences between written and spoken and written languages
https://blog.andovar.com/3-ways-differences-in-spoken-and-written-language-affect-subtitling
https://pediaa.com/difference-between-spoken-and-written-language/
Note: This activity can be integrated with Listening & Speaking and Reading & Literature strands.
Note: The teacher can suggest different learning experiences to cater to the diverse learners.
Learning Experience 2
Use the text ‘The Giving Tree’ to teach learners the correct use of sequencers such as first, then, after that, and finally.
Performance Task 1
The teacher will ask the learners to use the sequencers (first, then, after that, and finally) to rearrange the following sentences in a logical sequence.
- It gave him branches to make a house.
- It asked him to sit on the stump.
- It gave him its trunk to make a boat.
- The tree gave its apples to the boy.
Expected Answers
- First, the tree gave its apples to the boy.
- Then, it gave its branches to make a house.
- After that, it gave him its trunk to make a boat.
- Finally, it asked him to sit on the stump.
Performance Task 2
The teacher will ask the learners to discuss in groups and list five ways they can help old people (could be old parents, grandparents, or old people living in the community).
Assessment
Note: The teacher can refer to or use earlier tools to assess the learners’ ability to use knowledge of phonics, high-frequency words, vocabulary, and spelling patterns in their writing.
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share the learners’ assessment with parents and learners if required.
Resources: https://blog.andovar.com/3-ways-differences-in-spoken-and-written-language-affect-subtitling
Topics: Sentence structures
Sentence structure refers to the physical nature of a sentence and how the elements of that sentence are presented. The use of complex sentences promotes the ability to use correct language to convey the meanings.
Competency
- Use complex sentence structures like periodic and interrogative sentences to show the growing ability of language use.
Knowledge: Sentences, fragments, and run-on, spellings, vocabularies.
Skills: Accurate sentence structure, effective statement, accurate grammatical structure, reading comprehension.
Behaviour: Respect, time management.
Learning Objectives
- Use the knowledge of grammar learned in the earlier classes.
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
- Use subject-verb agreement correctly in simple- present- past- future- sentences.
- Correctly use frequently confused words (e.g., to, too, two; there, their).
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
Studying the use of language and grammar, in both formal and informal situations, helps the learners to speak with ease and clarity, so that we can, as people in the workplace, members of a family, and citizens in our communities contribute to the common good. Learners should be able to write complex sentence structures employing the various knowledge of grammar that they have learned and will learn in this grade. Therefore, it is also important for the teachers to provide meaningful activities for the learners to make use of the grammar knowledge. As far as possible teachers must integrate grammar lessons in other strands-listening and speaking, reading and literature, and writing.
Learning Experience 1
Discuss fragments and run-on sentences showing the video clip https://www.youtube.com/watch?v=a30A0a-9mCA
Suggestive Game https://www.theclassroom.com/run-sentences-fragment-activities-12082285.html
Learners play the game, “Finish the Fragment” to learn more about the topic.
Fragments don’t express complete thoughts. One way to modify so they become complete sentences is to finish them. For this activity, the teacher writes down various independent clauses on index cards. They can include things like, "Since my brother lost weight," or "after I spilled water on my shirt." The teacher places all the cards in a hat and has each learner draws a card. The learners partner up and finish each other's
clauses to turn the fragments into complete sentences. The teacher can also take the activity a step further and have learners identify where a comma should be placed in each of the new complete sentences.
**Sentence Games:** Teachers can incorporate run-on sentences into common games, such as Hangman or Wheel of Fortune. For example; the teacher can pass out a worksheet consisting of five run-on sentences, and ask learners to make the proper corrections. For every sentence a learner correctly edits, he gets a token. Each token a learner earns is used to guess a letter in the mystery puzzle. The more tokens learners acquire, the better their chances of solving the puzzle. The game is best played in small groups, so all learners have a chance to earn tokens as they solve the puzzle.
Let learners write a short article on any topic of their choice where they show the concept of subject-verb agreement, fragments, and run-on sentences.
Use this performance task to assess subject-verb agreement, sentence fragmentation, and run-ons.
**Learning Experience 2**
- Demonstrate the use of subject-verb agreement in a sentence by writing a sentence on the board and identifying them.
- Let learners read the text ‘Some Small Mammals in Bhutan’ to explore more examples of the usage of subject-verb agreement.
- Let learners watch the video clip of [https://www.youtube.com/watch?v=YqIJnvI9pL0](https://www.youtube.com/watch?v=YqIJnvI9pL0)
- Provide a set of sentences in which the subject and verbs are used incorrectly.
- Ask the learners to identify and rectify them.
**Learning Experience 3**
Many words in the English language are easy to confuse with one another. The teacher may introduce the commonly confused words using the given web link. [https://www.superteacherworksheets.com/commonly-confused-words.html](https://www.superteacherworksheets.com/commonly-confused-words.html)
1. Begin by writing the most confusing words on the board such as to, too, and two.
2. Ask learners to help you define each word and talk about how they all sound the same and how people are often confused by the use of such words.
3. Ask learners if they can think of any other sets of words that people commonly confuse.
Use the given web link to adopt learning activities to teach confused words [https://assets.ltkcontent.com/files/commonly-confused-words-worksheet-level-1.pdf](https://assets.ltkcontent.com/files/commonly-confused-words-worksheet-level-1.pdf)
**Note:** Encourage learners to create an online page/blog to post their write-ups. The teacher can suggest different learning experiences to cater to diverse learners. Suggested activities can be integrated with Reading & Literature, speaking, and writing strands.
**Note:** The success criteria should be developed together with the learner and made clear. The teachers may share the learners’ assessment with parents and learners if required.
**Resources:**
- [https://www.youtube.com/watch?v=a30A0a-9mCA](https://www.youtube.com/watch?v=a30A0a-9mCA)
- [https://www.theclassroom.com/run-sentences-fragment-activities-12082285.html](https://www.theclassroom.com/run-sentences-fragment-activities-12082285.html)
- [https://www.youtube.com/watch?v=YqIJnvI9pL0](https://www.youtube.com/watch?v=YqIJnvI9pL0)
- [https://assets.ltkcontent.com/files/commonly-confused-words-worksheet-level-1.pdf](https://assets.ltkcontent.com/files/commonly-confused-words-worksheet-level-1.pdf)
Topics: Word order
Word order typically refers to the way the words in a sentence are arranged. Using appropriate word order helps the learner to express thoughts and ideas effectively.
Competency
- Use word order accurately to express thoughts and ideas.
Knowledge: Dictionary use, vocabularies, prepositional phrases, tenses, spellings.
Skills: decoding, encoding, communicating effectively, accurate grammatical structure, accurate sentence structure, effective statement, accurate grammatical structure,
Behavior: Respect, time management, following instructions.
Learning Objectives
- Use alphabetical order to find meanings of words in the dictionary and other sources.
- Use the progressive (e.g., I was walking; I am walking, I will be walking) in writing and speaking.
- Use prepositional phrases correctly in writing and speaking.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
Learners should be able to use progressive and prepositional phrases in a correct word order that would help to build and understand the simplest and the most complex sentences. Therefore, the teachers need to provide meaningful activities for the learners to practice and make use of the correct word order in writing. As far as possible teachers must integrate grammar lessons in other strands - listening and speaking, reading and literature, and writing.
Learning Experience 1
Generate discussion on learners’ prior knowledge of the usage of the dictionary.
Familiarize learners with the usage of dictionary both printed and electronic dictionaries.
Teacher Input
A dictionary is a very important tool for anyone who is learning a new language. Dictionaries are organised alphabetically, so start with the first letter of the word that you are trying to find. With good skills to use dictionary effectively, one can do the following-
- look up the meaning of an English word you see or hear
- find the English translation of a word in your language
- check the spelling of a word
- check the plural of a noun or past tense of a verb
- find out other grammatical information about a word
- find the synonym or antonym of a word
- look up the collocations of a word
- check the part of speech of a word
- find out how to say a word
- find out about the register of a word
- find examples of the use of a word in natural language
The teacher may provide some commonly used words and let children find their meanings.
**Note:** The teacher must guide the learners while they explore the use of a dictionary.
**Learning Experience 2**
- Demonstrates the use of progressive (present, past, and future) verb tenses.
- Use the link below (Quiz) to practice on the topic or they can frame some activities on their own.
[https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pcont1](https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pcont1)
[https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pascon1](https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pascon1)
Design worksheets or use the link below to help learners practice on future progressive tense.
[https://www.k5learning.com/free-grammar-worksheets/fourth-grade-4/verbs/future-progressive-tense](https://www.k5learning.com/free-grammar-worksheets/fourth-grade-4/verbs/future-progressive-tense)
**Learning Experience 3**
- Introduce Prepositional Phrases and their uses through a game using classroom objects.
- Let learners explore Prepositional Phrases and their uses using other resources.
- Use the link given below to practice on the topic or they can frame some activities on their own.
[https://www.k5learning.com/blog/prepositional-phrase](https://www.k5learning.com/blog/prepositional-phrase)
The teacher can suggest different learning experiences to cater to diverse learners. Suggested activity can be integrated with Reading & Literature, Listening & Speaking, and Writing strands.
**Resources**
- [https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pcont1](https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pcont1)
- [https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pascon1](https://continuingstudies.uvic.ca/elc/studyzone/330/grammar/pascon1)
- [https://www.k5learning.com/free-grammar-worksheets/fourth-grade-4/verbs/future-progressive-tense](https://www.k5learning.com/free-grammar-worksheets/fourth-grade-4/verbs/future-progressive-tense)
- [https://www.k5learning.com/blog/prepositional-phrase](https://www.k5learning.com/blog/prepositional-phrase)
Topics: Vocabulary
If we have an adequate vocabulary, it will help us to talk about complex topics and abstract ideas for a wider range of purposes and audiences to convey the intended meaning effectively.
Competency
- Talk about complex topics and abstract ideas using adequate vocabulary.
Knowledge: Dictionary use, vocabularies, prepositional phrases, tenses, spellings.
Skills: decoding, encoding, communicating effectively, accurate grammatical structure,
Accurate sentence structure, effective statement, accurate grammatical structure,
Behaviour: Respect, time management, following instructions.
Learning Objectives
- Use question tags correctly in writing and speaking.
- Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
- Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
To express feelings or ideas (both abstract and concrete) learners must be rich in vocabulary and grammar conventions which are the basic and important parts of language. It can also be ingrained in learners if they get to experience it in their daily learning.
Learning Experience 1
- Review the modal auxiliary verbs taught in earlier classes.
- Introduce question tags by using them.
Example: I responded to your greetings, didn’t I?
- We have chalk in the class, don’t we?
- Pema, you ate your breakfast this morning, didn’t you? The principal is in the school today, isn’t he?
- Share the link on question tags in social media apps. [https://www.thoughtco.com/teaching-question-tags-3575681](https://www.thoughtco.com/teaching-question-tags-3575681)
- Use the above link to practice on the topic.
Note: The teacher should teach the concept of contraction for omitted letters before teaching question tags.
Learning Experience 2
- Let learners watch the video clip [https://www.youtube.com/watch?v=W-7_nNKCbk0](https://www.youtube.com/watch?v=W-7_nNKCbk0)
- Discuss the use of relative pronouns and relative adverbs (who, whose, whom, which, that) using the above link.
- Use any recommended text to help learners identify relative pronouns and relative adverbs.
Suggestive Assessment
Develop the assessment tools (rubric and checklist) to assess learners using the above activity.
Note: Encourage learners to create an online page/blog to post their write-ups. The teacher can suggest different learning experiences to cater to diverse learners.
Suggested activities can be integrated with Reading Literature, Listening & Speaking, and Writing strands.
Assessment
- Assess the following questions.
1. She didn’t watch the film last night, __________
2. It’s great to see each other again, __________
3. He comes every Friday, __________
4. You’re married, __________
5. You went to Tom’s last weekend, __________
6. You don’t like tripe, __________
7. She isn’t much of a cook, __________
8. He hasn’t lived here long, __________
9. You weren’t invited to the party, __________
- Asses their work and provide constructive feedback until they exhibit the desired outcome.
- The teacher may share the progress with both learners and parents.
Note: The success criteria should be developed together with the learner and made clear. The teacher may share the learners’ assessment with parents and learners if required.
Resources
- Recommended Text
- https://www.thoughtco.com/teaching-question-tags-3575681
- https://www.youtube.com/watch?v=W-7_nNKCbk0
Topics: Grammar concepts
Learners use Standard English grammar in writing or speaking for effective expression and communication.
Competency
- Use conventions of Standard English grammar and usage when writing or speaking.
Knowledge: Dictionary use, vocabularies, prepositional phrases, tenses, spellings.
Skills: decoding, encoding, communicating effectively, accurate grammatical structure.
Behaviour: Respect, time management, following instruction.
Learning Objectives
- Identify some parts of speech - (common and proper nouns, regular and irregular verbs, adjectives, and prepositions).
- Use definite and indefinite articles correctly.
- Use the singular and plural forms of nouns correctly.
- Use capital letters at the beginning of sentences and for proper nouns.
- Use punctuation marks (full stop, question mark, exclamation mark, and comma) in their writing.
- Use contractions (for omitted letters).
- Correctly use frequently confused words (e.g., to, too, two; there, there)-core maze
Note: The above objectives can have multiple lesson objectives based on the topics.
Learning Experiences
English language learners need conventions of language to be effective speakers, readers, listeners, and writers. Learners should, therefore, get the opportunity to use these conventions in their daily use of language.
Learning Experience 1
- Build on the learner’s prior knowledge.
- Encourage learners to use these in their daily writing. Listening and speaking activities.
Learning Experience 2
- Let learners watch the video link - https://www.youtube.com/watch?v=ppNtch3wRJ4
- Assign or design worksheets to practice the language learned.
Learning Experience 3
- Discuss the concept of regular and irregular verbs.
- For more information, let learners watch the video clip. https://www.youtube.com/watch?v=Zdmufwnsd_w
Learning Experience 4
- Build on the learner’s prior knowledge of definite and indefinite articles - diagnostic test through questions.
- Discuss and elaborate on the topic.
- Use the link below (Quiz) to help learners practice on the topic (suggestive)
https://www.proprofs.com/quiz-school/story.php?title=mta2otaxmq==dbl
Learning Experience 5
- Review the prior knowledge of singular and plural nouns.
- Extend on the topic after testing learners’ prior knowledge.
- For further practice, the teacher can use the Teacher Guide (Reprint 2020) on pages 49 & 50.
Learning Experience 6
Note: learning experiences on capitalization and punctuation marks must be taken care in the writing strand.
Learning Experience 7
- Recapitulate the learners’ prior knowledge of contractions of omitted letters.
- Build on their prior knowledge after the revision.
- For reference use the links below to help learners learn.
https://mybookcave.com/authorpost/correct-apostrophe-usage-for-omitted-letters-and-possessives/
https://www.sussex.ac.uk/informatics/punctuation/apostrophe
Ask learners to use a recommended text from Reading and Literature for practice and assessment. Note: Instruct learners to explore other sources, including the net to pick up specific examples of the above items (stated in the objectives)
Note: This activity is applied for definite and indefinite articles and the use of correct punctuation. Similar activities need to be designed to cover the other objectives.
Note: Teachers can use different learning experiences to cater to diverse learners. Note: Suggested activity can be integrated with Speaking and Writing strands.
Note: The success criteria should be developed together with the learner and made clear. Teachers may share the learners’ assessment with parents and learners if required.
Learning Experience 8
Use the text ‘The Giving Tree’ for word-building activity.
Performance Task
The teacher will ask the learners to fill in the blanks with the correct words (singular or plural form).
My mother went to the market and bought a kilogram of _____ (apple/apples), a dozen _____ (bananas/banana), and a dozen of ____ (oranges/orange). I love apples, so I ate an ___(apples/apple). My brother wanted a _____(banana/bananas) and my sister asked for an ___(oranges/orange). A tree has one ____ (trunk/trunks) but many ____ (branches/branch). A ___ (branches/branch) has number of _____(leaf/leaves) and _____(flowers/flower).
Resources
- https://www.youtube.com/watch?v=ppNtch3wRJ4
- https://www.proprofs.com/quiz-school/story.php?title=mta2otaxmq==dbl
- https://mybookcave.com/authorpost/correct-apostrophe-usage-for-omitted-letters-and-possessives/
- https://www.sussex.ac.uk/informatics/punctuation/apostrophe
Note: Language and grammar objectives should not be assessed in isolation, they should be integrated with other strands. Teachers can explore different/various resources to cater to the need of diverse learners.
Continuous Assessment (CA) and Examination Weighting for Classes IV
| Term One | Term Two | Grand Total |
|----------|----------|-------------|
| CA | CA | |
| Listening and Speaking | 10% | Listening and Speaking | 10% | 10% |
| Reading Portfolio | 5% | Reading Portfolio | 5% | 5% |
| Writing Portfolio | 10% | Writing Portfolio | 10% | 10% |
**Note:**
1. The Term One examination should be conducted out of 60 marks and converted to 25%. The 10% CA marks from the Listening and Speaking, 5% from the Reading Portfolio, and 10% from the Writing Portfolio should be added to the examination marks to make it 50%.
2. Similarly, the Term Two examination should be also conducted out of 60 marks and converted to 25%. The 10% CA marks from the Listening and Speaking, 5% from the Reading Portfolio, and 10% from the Writing Portfolio should be added to the examination marks to make it 50%.
3. Finally, the total marks of term one and term two should be added to make it 100%.
4. Listening and Speaking activities such as debates, extempore speeches, presentations, book talks, reports, and discussions should be conducted consistently throughout the year ideally by integrating in other strands so that the learners get maximum time to practice the skills. Teachers need to develop their own additional listening and speaking exercises wherever necessary. Use Continuous Formative Assessment (CFA) to help learners achieve the instructional goals.
5. At the end of each Term, a formal test should be conducted to assess each learners’ competencies in listening and speaking through oral test items and other listening and speaking exercises. The final mark or score should be converted to 10%.
6. The Reading and Writing Portfolios of each learner should be monitored regularly and consistently to check their progress on reading and writing skills. Teachers should provide timely feedback, support and make necessary intervention so that the learners meet the expected objectives and competencies. At the end of each term, both the portfolios should be assessed to award marks accordingly.
### English Paper (Writing, Reading and Literature, and Grammar) - Written Examination Marks Break-up
| Sl. No | Genre | Weighting | Remarks |
|--------|--------------------------------------------|-----------|--------------------------------------------------------------------------|
| 1 | Essay writing | 10 | Composition based on picture sequence, narrative Writing |
| 2 | Personal letter/leave application/invitation | 8 | Any ONE can be asked |
| 3 | Grammar | 12 | Items to be derived from the competencies and objectives. Questions can be asked from the lower classes as well. |
| 4 | Short Story | 11 | Any ONE from the prescribed short stories |
| 5 | Essay | 11 | From outside the prescribed textbook |
| 6 | Poetry | 8 | Any ONE from the prescribed poems or from outside. |
**Total**: 60
**Note**: The above matrix is a sample of question items that can be tested in the examinations. The question types and patterns for written examinations shall remain dynamic. Questions can be asked to assess any of the competencies/learning objectives, which includes a combination of different types of writing items including short story and report writing.
### Listening and Speaking CA (10%)
| Listening and Speaking activities | Remarks |
|----------------------------------|-------------------------------------------------------------------------|
| - Listening and Speaking skills | - Teachers can design additional activities as per the lesson plans. |
| - Reports | - Conduct oral test/listening and speaking tests and marks converted to 10% at the end of each term. |
| - Debates | |
| - Extempore speeches | |
| - Presentation of their written pieces | |
| - Book talk | |
### Reading Portfolio and Writing Portfolio CA (15%)
| Reading Portfolio (5%) | Writing Portfolio (10%) | Remarks |
|------------------------|--------------------------|-------------------------------------------------------------------------|
| - Record of reading | - Best pieces of writing selected by learners | - Use notebooks for maintaining portfolios. |
| - Critical response to books read | - Best pieces selected by teacher | - Consider process while assessing the quality of work. |
| - Text talk or book talk | - Simple book reviews | - The writing portfolio should show the records of the Writing Process |
| | - Folktales | - Avoid plagiarism. |
| | - Simple poems | - Both Reading and writing portfolios should be assessed at the end of each term and award marks accordingly. |
List of suggested materials for Class IV Reading and Literature strand
The following is the recommended texts the learners of class IV should study for the Reading and Literature strand. As recommended by the curriculum framework, the assessment should be focused on the learners’ mastery of the competencies rather than on mere content knowledge of the texts.
| Genre | Text | Author |
|-----------|-----------------------------|-----------------|
| Short story | Bully Bill | T. Albert |
| | Daktsaan | Kusum Kapur |
| | The Giving Tree | Shel Silverstein|
| | The Silent Buddha | Jataka Tales |
| Poetry | The Quarrel | Eleanor Farjeon |
| | No More Water | Kenn Nesbitt |
| | Picnics | Anonymous |
| | Thanks to My Family | James Malinchak |
| | The Earth Speaks | Lenore Hetrick |
| Essay | Friendship | Anonymous |
| | Some Small Mammals in Bhutan| Anonymous |
| | Artificial Intelligence | Anonymous |
Time Allocation for class IV
The maximum number of instructional days available for curriculum delivery excluding examination is 150 days in a year. The school year divided into two terms of fifteen weeks each, and that each week will have 7 periods of 40 minutes for teaching English. The total time allocated for English in a week is 280 minutes. Therefore, class IV will have 140 hours in a year which is 210 periods.
The following is the suggestive period and time allocation per week for all strands.
| Strand | Period | Time (minutes) |
|-----------------------|--------|----------------|
| Reading and Literature| 2 | 84 |
| Writing | 2 | 70 |
| Listening and Speaking| 2 | 70 |
| Language and Grammar | 1 | 56 |
| Total | 7 | 280 |
Class V
Listening and Speaking
**Topics:** Listening and responding
Learners need to ask questions and provide feedback in order to communicate effectively and clearly in both formal and informal situations.
**Competency**
- Ask questions and provide feedback to respond in formal and informal situations.
**Knowledge:** formal and informal
**Skills:** listening to understand, speaking to communicate clearly
**Behaviours:** paying attention, being receptive, following instruction.
**Learning Objectives**
- Use the listening and speaking skills developed in earlier classes.
- Engage in longer dialogues and conversations.
- Identify and respond appropriately to both the message and the tone of a speaker.
- Respond to different speakers with questions and supportive comments in formal and informal contexts.
- Enjoy listening to and speaking English.
*Note:* The above objectives can have multiple lesson objectives based on the topic.
**Learning Experiences**
Listening and speaking are important tools for communication. An efficient use of these tools makes learners effective communicators and enhances their learning opportunities. At class V level, learners need to be taught listening and speaking skills for a variety of purposes in both formal and informal situations effectively. Therefore, teaching and learning pedagogies such as place-based strategies (PBE), experiential learning, cooperative learning strategies, blended learning, and other research-based teaching strategies should be used by the teachers to deliver the lesson to enhance listening and speaking skills of the learners.
**Learning Experience 1**
- Teacher can initiate the discussion on topics related to their family. Let learners ask questions to each other about their family members, favorite person, family occupation, best time spent with family, and so on. Following language can be practised:
- How many members are there in your family?
- What work do they do?
- Who is your favorite person? Why?
- Describe one best experience that you had with your favorite person.
- Encourage learners to use appropriate vocabulary during the discussion.
Learners in pairs will take turns to interview each other on any topic of their interest like hobbies, career, ambitions, favourite movies, animals etc. Teacher may need to prompt learners to come up with questions for interview.
Teacher can find out any relevant audio link to let learners listen and carry out assigned task. For example, use the following link for the activity.
https://www.youtube.com/watch?v=FaoevMkMu1M
Let learners listen to the story carefully and practise questions and answers. This can also be done through the social media platform/group.
- What is the story all about?
- What is the most exciting thing in this story?
- How would you end the story, if you were the author of this story?
- What is the moral of the story?
Teacher moderates the group discussion and provides feedback to encourage participation.
Learners use the skill learned in daily conversation.
**Assessment**
**Sample Assessment Tool: Anecdotal Record**
*Note:* Tool is to be used to assess learners’ listening and speaking skills when learners are engaged in any listening and speaking activity throughout the year.
| Name of a child | Date of observation: | Place of Observation: |
|-----------------|----------------------|-----------------------|
| | | |
| Area of Assessment | Observation |
|--------------------|-------------|
| Engage in longer dialogues and conversations. | |
| Shape and organize ideas clearly when speaking. | |
| Identify and respond appropriately to both the message and the tone of a speaker. | |
| Respond to different speakers with questions and supportive comments in formal and informal contexts. | |
| Enjoy listening to and speaking English. | |
Report the progress to the learners and provide necessary help if required.
*Note:* The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners if required.
**Resources**
- https://www.youtube.com/watch?v=FaoevMkMu1M
- Assessment tool
Topics: Expressing orally
Learners use appropriate vocabulary to express their feeling and opinion to convince the listener and convey message clearly.
Competency
- Use appropriate vocabulary and expressions while speaking to express feelings and opinions.
Knowledge: vocabulary, context
Skills: communicate clearly, listening to understand
Behaviors: paying attention, being receptive).
Learning Objectives
- Retell a piece of literature that they have listened to or read.
- Respond to books that they have read and talk about them.
- Shape and organize ideas clearly when speaking.
- Use appropriate vocabulary to talk about concrete and abstract ideas.
- Understand and give directions properly.
Note: The above objectives can have multiple lesson objectives based on the topic.
Learning Experiences
Listening and speaking are important communication skills. At class V level, learners need to be taught listening and speaking skills for a variety of purposes in both formal and informal situations. Therefore, teaching and learning pedagogies such as place-based strategies (PBE), experiential learning, cooperative learning strategies, blended learning and other research-based teaching strategies should be used by the teachers to deliver the lesson to enhance listening and speaking skills of the learners.
Learning Experience 1
- Teachers should encourage learners to reflect on the kinds of book they have read and give a book talk. Teacher can model giving a book talk or provide tips for giving book talk. Refer the link provided. [https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf](https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf) (Tips for book talk)
[https://www.youtube.com/watch?v=mXCrlE5G2lA](https://www.youtube.com/watch?v=mXCrlE5G2lA) (Book talk example)
- Teacher may use the recommended texts to let learners read and let them retell a piece of literature that they have read.
- Teacher will have to help learners to shape ideas clearly when speaking or retelling.
- Teacher can also use listening text and allow them to retell the literature. The link given below may be used for the activity. [https://www.youtube.com/watch?v=dZyHjBy42F0](https://www.youtube.com/watch?v=dZyHjBy42F0) (The Grasshopper and the Ants/Folktales)
Teacher will use the recommended or any other texts to initiate discussion and let learners talk about concrete and abstract ideas related to the texts. Teacher may also encourage learners talk about abstract ideas such as love, values, happiness, beauty, emotions.
**Learning Experiences 2**
- It is important for the learners to understand and give directions. The teacher may use the following link to help learners to practise language and vocabulary related to understanding, asking and giving directions.
[https://www.youtube.com/watch?v=DPYJQSA-x50](https://www.youtube.com/watch?v=DPYJQSA-x50) (Asking for and giving directions)
- Using the above video as an example, encourage learners to come up with similar dialogues (asking and giving direction) and let them carry out role play.
**Learning Experiences 2**
- The teacher will use the poem, “My Mother Saw a Dancing Bear” to lead a discussion on the ethics of keeping wild animals in captivity for the entertainment of humans. For instance, animals used in circuses and zoos. Then the teacher will have students share their feelings about this issue. Though there could be positive and negative responses, the teacher should encourage a balanced discussion.
**Assessment**
The following performance task may be used to assess learners’ ability to follow directions and ask directions.
**Performance task 1**
Ask learners to find out recipe of their favourite dish or any other appropriate directions for something. It can be in either written or oral form. The learners will have to follow the directions and perform accordingly. While the learners do so, the teacher will assess the learners’ ability to understand and follow the directions. Use any appropriate assessment tool (anecdotal record and checklist).
**Performance task 2**
Learners can be asked to write directions for cooking, showing the directions to a place, how to wear *gho* and *kira*, knitting or any other related activities of learners’ interest. Let the learners post some in the social media platform. And some direction can be shared with the friends in the class. Use any appropriate assessment tool (anecdotal record and checklist).
**Sample Peer Assessment Tool**
**Checklist for Book Talk/Retelling and Responding to a book**
| Name of the learner: ____________________________ |
| Peer Assessor’s name: ____________________________ |
| Date: ____________________________ |
| Information | Everything was included. I knew what book she was describing. |
| --- | --- |
| He/She included the title of the book, name of the author and genre. | Yes |
| | No |
Feedback for improvement
| Details | He/she used appropriate vocabulary to explain the plot, described key characters and mentioned the setting. Used Appropriate |
|---------|------------------------------------------------------------------------------------------------------------------|
| | All details explained using appropriate vocabulary. I can easily picture the details in my head. |
| | Yes |
| | No |
| Sell it | He/she made the information exciting and made me want to read the book. |
|---------|------------------------------------------------------------------------|
| | Excellent selling. The book sounds interesting and I must read it now. |
| | Yes |
| | No |
| Grammar | Did he /she talk everything with accurate grammar and excellent sentences. |
|---------|---------------------------------------------------------------------------|
| | 0 – 1 grammar error |
| | Yes |
| | No |
| Response | Was she/he able to make meaning of the texts and interpret, form judgement about what she/he was reading? |
|----------|----------------------------------------------------------------------------------------------------------|
| | Able to make meaning of the texts and interpret, form judgement about what was reading. I can clearly understand what the book was all about. |
| | Yes |
**Note:** The success criteria should be developed together with the learners and made clear to them. Teacher may share learners’ assessment with parents and learners, if required.
**Resources:**
- [https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf](https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf) (Tips for book talk)
- [https://www.youtube.com/watch?v=mXcRIE5G2lA](https://www.youtube.com/watch?v=mXcRIE5G2lA)
- [https://www.youtube.com/watch?v=dZyHjBy42F0](https://www.youtube.com/watch?v=dZyHjBy42F0)
- [https://www.youtube.com/watch?v=DPYJQSA-x50](https://www.youtube.com/watch?v=DPYJQSA-x50)
Topics: Speaking fluently and confidently
Speaking fluently and confidently helps the speaker to communicate effectively and avoid miscommunication. Use of gestures and intonations while speaking helps speaker to communicate with clarity and emphasis.
Competency
- Speak fluently and confidently at length in different contexts to convey messages with clarity.
Knowledge: vocabulary, context
Skills: communicate clearly, confidently and fluently, listening to understand
Behaviours: paying attention, being receptive
Learning Objectives
- Use appropriate gestures and intonations when speaking or reading aloud.
- Deliver short speeches on topics of their choice to include family and the different roles of each member, love, family support, values and responsibilities.
- Speak using correct question tag.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Listening and speaking are important tools for communication. An efficient use of these tools makes learners effective communicators and enhances their learning opportunities. At class V level, learners need to be taught listening and speaking skills for a variety of purposes in both formal and informal situations effectively. Therefore, teaching and learning pedagogies such as place-based strategies (PBE), experiential learning, cooperative learning strategies, blended learning, and other research-based teaching strategies should be used by the teachers to deliver the lesson to enhance listening and speaking skills of the learners.
Learning Experience 1
- The teacher may use the following questions to build on prior knowledge:
- What do you do before you speak?
- How do you plan your speaking?
- What are some ways to make your speaking effective?
- Why do you use gestures while speaking?
- Have you ever given a speech?
- Was it successful?
- What made it successful?
- Teacher plays a video on a sample speech and lets learners watch and listen carefully.
https://www.youtube.com/watch?v=rW2r5uStgG0 (Remove the subtitle from the video so that the learners are able to concentrate on listening to the speech)
Learners note down what they like and do not like about the speech and speech giving skills and discuss in the class. The teacher may ask the questions like:
- What is that you like about the speech/speech giving skills demonstrated by the speaker? Why?
- What are some of the things you do not like about speech/skills? why?
- What can you do to improve your speech giving skills?
**Learning Experience 2**
After discussion on the video, learners choose a topic or any events of their interest, need based and start writing a speech. Learners will follow writing process to do so. Teacher may need to support learners by giving tips to writing speech. [https://speaker.coach/prepare-speech/](https://speaker.coach/prepare-speech/) (7 steps to prepare speech) or format for speech writing. Learners will practice to give the speech. The following link can be shared with the learners to prepare and practise speech.
[https://www.youtube.com/watch?v=7tzentBmmUc](https://www.youtube.com/watch?v=7tzentBmmUc) (How to start speech: the best and the worst speech opener)
- Learners can videotape their speeches and post the video/YouTube links as below and let the learners’ watch. The teacher and learners can use this for assessment purpose.
**Assessment**
**Sample rubric for assessing speech**
| Delivery | Exceeding | Meeting | Approaching | Beginning |
|-------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| **Introduction** | Exceptional introductory statement, clear and concise thesis statement, related subject to audience, states main points of speech clearly with specific transition Statements | Grabs audience attention and interest, clear thesis statement; explains topic | General and adequate introduction, introduces topic to audience. | Abrupt, unclear or insufficient introduction. |
| **Gestures** | Excellent use of gestures; normal and spontaneous, enhances specific points and transitions. | Good use of gestures; normal, spontaneous and natural. | Hand and body movements appropriate to content. | Minimal use of appropriate gestures |
| **Conveys tone/mood** | Excellent. Message is reinforced by voice. Persuasively engages audience; energy and emotion conveyed. | Enhanced use of dramatic voice and tone; pulls audience. | Uses voice to convey mood. | Minimal conveyance of tone of mood |
| **Smoothness/flow** | Exceptional, fluid and natural. Smooth transitions, excellent | Fluid delivery uses pauses effectively | Smooth transitions, appropriate pace and pauses. | Choppy, with some pauses. |
| Articulation | Outstanding enunciation and pronunciation throughout piece. Excellent inflection and fluency in delivery. |
|-------------|---------------------------------------------------------------------------------------------------------------|
| | Excellent articulation - enunciates complex words clearly. |
| | Words generally pronounced clearly and correctly throughout piece; inflection appropriate. |
| | Occasional mispronounced words. Some unclear words. |
| Conclusion | Prepared audience for ending; reinforced central idea; clear ending with sense of completion. |
|-------------|---------------------------------------------------------------------------------------------------------------|
| | Prepared audience for ending; clear concluding statement. |
| | Simple concluding statement. |
| | Simple closing statement; no conclusion. |
**Note:** The success criteria should be developed together with the learners and made clear to them. Teacher may share learners’ assessment with parents and learners, if required.
**Resources**
- Laptop/Projector, Audio-Visual gadgets and social media apps.
- English Textbook Class V, CFA Guidebook
- [https://www.youtube.com/watch?v=rW2r5uStgG0](https://www.youtube.com/watch?v=rW2r5uStgG0)
- [https://speaker.coach/prepare-speech/](https://speaker.coach/prepare-speech/)
- [https://www.youtube.com/watch?v=7tzentBmmUc](https://www.youtube.com/watch?v=7tzentBmmUc)
Topics: Interacting with texts
Learner’s knowledge on making comparisons and contrast between texts help them to understand the text effectively.
Competency
- Use strategies like comparison and contrast between texts to develop their responses to the literature they read.
Knowledge: comparison and contrast
Skills: respond to the texts they read
Behaviors: sharing with friends, respecting, participation
Learning Objectives
- Recognize the difference between fact and opinion in the texts they read.
- Read various kinds of formal writing – business letters, applications, invitations, cards and non-continuous text to know their different purposes.
- Listen to, read, and talk about texts of their choice for extended periods of time.
- Use appropriate reading strategies and skills developed in earlier classes to comprehend the texts.
- Read and view widely, at least 30 pieces of literature, for pleasure to demonstrate independent reading and learning.
- Employ textual features, such as subtitles, diagrams, charts and graph to help them make meanings with non-fiction texts.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
Learners’ knowledge on making comparisons and contrast between texts help them to understand the text effectively.
Learning Experience 1
- Build on the learners’ prior knowledge by reviewing their understanding on facts and opinions.
- Select an article (teacher can select any print or online non-fiction) article for this activity. [https://kuenselonline.com/gebaykha-farmers-bring-water-home/](https://kuenselonline.com/gebaykha-farmers-bring-water-home/) (Kuensel)
- Learners use reading strategies learnt in class 4 (previewing, inferring, visualizing, connecting, and questioning) to state fact and opinion.
- Use recommended text from Reading and Literature, “How Young Animals are Protected” to make comparison between different types of texts.
- Use recommended text from Reading and Literature such as “We Take care of Each other” and note down the facts and opinion in their book for assessment. Teacher can develop the assessment tools (rubric and checklist) involving learners for the activity.
- Use the recommended text, “We Take Care of Each Other,” to identify facts and opinion.
Sample Checklist: He/she can recognize facts and opinions correctly
| Name of the learner | Yes | No | Remarks |
|---------------------|-----|----|---------|
| Dorji | | | |
| Sonam | | | |
| Tashi | | | |
Learning Experience 2
- Let learners read the real examples of formal writing like applications, business letter, invitation letters and cards.
- Discuss the purpose of the writing.
- Present their thoughts to the class.
- Teacher can also bring in non-continuous texts to help learners understand more about various writings.
Teacher Input:
Viewing: It refers to perceiving, examining, interpreting, and constructing meaning from visual images. It is crucial to improve comprehension of print and non-print materials.
A non-continuous text is any visual document that presents information without continuous organization. This can include things like lists, table, charts, graphs and images.
Sample of non-continuous texts
- Get learners in groups.
- Let learners interpret the assigned non-continuous text in groups.
- Ask learners to bring at least one non-continuous text on their own.
- Let them discuss and interpret.
- Learners may be asked to do similar activity as an individual work for assessment.
- Teacher can develop assessment tools to assess learners’ interpretation.
Note: Teacher may assess formal letters in writing strand.
Note: Teacher may incorporate other learning experiences which fulfill the objectives.
Learning Experience 3:
- Recapitulate the reading strategies such as previewing, visualizing, questioning, inferring, and summarizing.
- Teacher may use a recommended text such as *How Young Animals are Protected* and ask learners to read using the reading strategies.
- Ask learners to compare and contrast the information about different animals given in the texts.
- Teacher may use two recommended texts (poetry, short stories or folktales) and ask learners to read using the reading strategies.
- Teacher may help learners use compare and contrast technique to analyse the texts. For example, ask learners compare and contrast the features of folktale and features of a short story using the recommended text for Reading and Literature, *The Wise Old Woman* and *Like an Animal in a Cage*.
- Teacher will use two poems: *Life Doesn’t Frighten Me* by Maya Angelou and *My Mother Saw a Dancing Bear* by Charles Causley to compare and contrast the features of poems such as theme, mood, tone and structure of the two poems.
- Teacher may lead the discussion and provide constructive feedback.
Learning Experience 4:
- Encourage learners to read at least 30 pieces of literature on different genres.
- Teacher may inform learners to keep a reading record which would be assessed once a term.
- Teacher may frame a reading record sample and provide to the class.
Sample Reading Log
| Sl. No | Title of the book/story | Author | New words I learnt | Meanings | My perception about the book. |
|--------|-------------------------|--------|--------------------|----------|-------------------------------|
- To help learners to demonstrate independent reading and learning, encourage learners to maintain a book review record.
- Teacher can design or browse some Book Review Formats.
- Or teacher may give only the components required for assessment, and give the freedom to the learners to design their own book review formats.
- Book Review record may be assessed at least once a term.
**Assessment**
Note: The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners if required.
**Resources:**
- News articles, non-continuous texts
- [https://kuenselonline.com/gebaykha-farmers-bring-water-home/](https://kuenselonline.com/gebaykha-farmers-bring-water-home/)
Topic: Literary devices
Literary devices add, among other things, beauty and vigour to language. Knowing literary devices and their functions help learners broaden their understanding of the text they read.
Competency
- Identify literary devices and explain their function in a text to broaden their understanding.
Knowledge: reading text, comprehension
Skills: understanding, responding, identifying
Behaviours: team work, participation, respecting
Learning Objectives
- Identify figurative language in a text – simile, metaphor and personification.
- Employ the features of fiction texts, such as adventure stories to help them make meaning in their reading.
- Read text to understand how lexical and grammatical items are used in context.
Note: The above objectives can have other multiple objectives specific to the topic/lesson.
Learning Experiences
Learners need to read materials on different genres (fiction and non-fiction) to broaden their lexical and grammatical items. When learners gather such components in their daily conversations-both oral and writing, it expands their knowledge of figurative language. So, exposure to different kinds of fictional and non-fictional texts is essential.
Learning Experience 1
- Use recommended text “Like an Animal in a Cage”, “The Ladybug Garden”, “The Wind on the Haunted Hill” to revise the language devices (simile, metaphors, personifications)
- To emphasize metaphor at this level, use the recommended text, “The Wind on the Haunted Hill,” to identify metaphors and their use in the text.
- To introduce personification teacher may use the link given below. "Personification" by The Bazillions https://youtu.be/VqBZMR83wCg
- Next, use the story, “Like an Animal in a Cage.” to look at some examples of how personifications are used in a text.
Teacher Input:
Personification is the attribution of a personal nature or human characteristics to something non-human, or the representation of an abstract quality in human form.
https://www.oxfordreference.com/view/10.1093/acref/9780195170726.001.0001/acref-9780195170726-e-959#:~:text=A%20personification%20is%20a%20representation%20of%20a%20thing%2C%20for%20each%20book%20and%20chapter%20without%20a%20subscription.
Learners read the text, “The Wind on the Haunted Hill,” to identify figures of speech (simile, metaphor and personification).
Learners may also read the text, “The Ladybug Garden” to identify literary devices like alliteration, metaphor, rhyme, and parts of speech.
Use the poem Great, Wide, Beautiful, Wonderful World by W. B. Rands to emphasize the use of personification and its effect.
Use the poem Be Glad Your Nose is on Your Face by Jack Prelutsky to teach metaphor and its use.
Learners may draw a table to write the figurative language in their books.
For Example:
| Simile | Metaphor | Personification |
|--------|----------|-----------------|
Note: Teacher may use appropriate assessment tools to assess the learners’ learning.
Learning Experience 2
- Ask learners use the reading strategies learnt earlier and read the recommended text such as narrative essay “The Great Mouse Plot” and the story “Like an Animal in the Cage”. Teacher uses these texts to introduce the features of fiction text. Teacher can provide any other fictional adventurous text and allow learners to identify the features.
- Encourage learners to write a short story incorporating the features of fictional text.
- Teacher may develop assessment tools to assess learner’s learning.
Teacher input: The adventure genre consists of books where the protagonist goes on an epic journey, either personally or geographically. Often the protagonist has a mission and faces many obstacles in his way.
Sample checklist
| Name of learner | The protagonist takes an epic journey in the story. | The protagonist has a mission in the story. | The protagonist faces many obstacles in the story. | Remarks/feedback |
|-----------------|---------------------------------------------------|---------------------------------------------|-------------------------------------------------|-----------------|
| Pema | Yes | Yes | Yes | |
Learning Experience 3
Teacher Input: Lexical words are little words that act as the glue, or connectors, inside a sentence. Without them, lexical words might still carry meaning but they do not make as much sense. Grammatical words include articles, prepositions, conjunctions and pronouns.
Note: Teachers may design appropriate activity to help learners acquire the knowledge of lexical and grammatical words.
Assessment
Note: The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners if required.
Resources
- https://youtu.be/VqBZMR83wCg
- https://www.oxfordreference.com/view/10.1093/acref/9780195170726.001.0001/acref-9780195170726-e-959#:~:text=A%20personification%20is%20a%20representation%20of%20a%20thing%2C,for%20each%20book%20and%20chapter%20without%20a%20subscription.
Topics: Literary elements and features
When learners know the literary elements/features of short story such as character, setting and plot, they are able to comprehend and respond better.
When learners know the literary elements/features of poem such as line, stanza, rhyme, rhythm, meter, mood, theme, etc. they are able to comprehend, enjoy, participate in discussion, and see the beauty these elements add to a poem.
Competency
- Use elements of different genre of literature to infer meaning at different levels.
Knowledge: elements of different genre,
Skills: identify, prediction, team work
Behaviours: participating, follow instruction, sharing with friends
Learning Objectives
- Identify the elements of short stories including folktales and use them to make meaning in their reading.
- Identify the elements of poems and use them to make meaning in their reading.
- Recognize reasonable predictions of future events with given content.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
When learners know the literary elements/features of poem such as line, stanza, rhyme, rhythm, meter, mood, theme, etc. they are able to comprehend and respond better. Focusing on and discussing key details of the literary elements supports the understanding of the message purpose.
Learning experience 1
- Teacher may check the prior knowledge of the learners about elements of short stories and folktales.
- Teacher may teach elements of a short story- title of the story, author, character, setting, plot, point of view, and theme. Teacher may use the given link to teach the elements of short story- https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text=They%20are%20true%20master%20at,%2C%20conflict%2C%20plot%20and%20theme.-
Performance task
- Let learners read the story “The Ladybug Garden” and “Like an Animal in the Cage” to explore the elements of short stories.
- In teams, learners will discuss, identify, and write the elements of short story from the given stories using their own format. (Learners may design their own format or adopt one from the internet)
- They will present their work to the class. Teacher will provide feedback after their presentation.
- Learners will read the text “The Wise Old Woman” and identify the features of folktales. Teacher will supplement on the features identified.
- Teacher may encourage learners to explore folktales from their community, identify the features and share it
Teacher Input
All folktales originally began as stories told by word of mouth.
All folktales have a moral or teach a lesson.
Many old folktales explain how something came to be (these are called "creation myths").
Characters in folktales are usually animals or people.
Usually, a character in a folktale must face an impossible test.
Many folktales contain the Rule of Three. Characters and events seem to happen in threes.
Learning experience 2
Teacher can carry out DRTA to let learner infer the meaning/predict about the text
Teacher Input
Determine the text to be used and pre-select points for learners to pause during the reading process. The reading should be broken into small sections so that the learners have time to think about and process information. The amount of reading should be adjusted to fit the purpose and the difficulty of the text. Introduce the text, the purpose of the DRTA and gives examples of how to make predictions. Be aware of the reading levels of each learner, and be prepared to provide appropriate questions, prompts, and support as needed. Encourage learners not to be intimidated by taking a risk with predictions and not to feel pressure to state only correct predictions.
D - DIRECT - Teachers direct and stimulate learners’ thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. Then teachers should use open-ended questions to direct learners as they make predictions about the content or perspective of the text (e.g., “Given this title, what do you think the passage will be about?”). Learners should be encouraged to justify their responses and activate prior knowledge.
R - READING - Teachers should have learners read up to the first pre-selected stopping point in the text. The teacher then prompts the learners with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until learners have read each section of the passage.
T - THINKING - At the end of the reading, teachers should have learners go back through the text and think about their predictions. Learners should verify or modify the accuracy of their predictions by finding supporting statements in the text. The teacher deepens the thinking process by asking questions such as:
What do you think about your predictions now?
What did you find in the text to prove your predictions?
What did you find in the text that caused you to modify your predictions?
- Teacher chooses appropriate text to let learners infer meaning of the text in groups. Let learners discuss about the text following the given procedure.
- Learners also discuss and see how a story progress by predicting the events.
Note: Teacher can incorporate other learning experiences which fulfils the objectives.
Discuss the importance of the title to the meaning.
Discuss and compare the different interpretation of the text by different members of the group.
Encourage learners to explain how they arrive at the opinion by asking “how do you know?”
Learning experience 3
- Teacher will check the learners’ prior knowledge on elements of a poetry.
- Then use the link to introduce the elements of a poetry: [https://youtu.be/gMJgl444t_4](https://youtu.be/gMJgl444t_4)
- Follow the link for additional resource [https://youtu.be/zFNnbxCZPBU](https://youtu.be/zFNnbxCZPBU)
Performance task
- Let learners read the poem “Be Glad Your Nose is on Your Face” by Jack Prelutsky and Great, “Wide, Beautiful, Wonderful World” by W. B. Rands to explore the elements of poetry.
- In teams, learners will discuss, identify, and write the elements of the given poems.
- They will present their work to the class. Teacher provides feedback after their presentation.
Assessment
Sample assessment rubrics
| Exceeding | Meeting | Approaching | Beginning |
|--------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| -Develops thoughtful predictions, interpretations, and/or conclusions about the text with depth and understanding. | Makes a prediction and/or draws a conclusion about the text | Attempts to make a prediction or draw a conclusion about the text. | No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about the text. |
| -Identifies meanings, clues, and details that are not explicitly stated (inferred). | -Includes details that are not explicitly stated | -Includes some inaccuracies such as details, conclusions, or predictions that are inaccurate or unsubstantiated based on text information | -Conveys a minimum amount of information about the text. |
| -Includes connections between the text and the reader’s background knowledge (schema) or ideas and beliefs. | -Includes a connection between the text or the reader’s background knowledge (schema) | | -May include information that is off topic |
Note: The success criteria should be developed together with the learners. Teachers may share learners’ assessment with parents and learners if required.
Resources
[https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text=They%20are%20true%20masters%20at,%2C%20conflict%2C%20plot%20and%20theme.](https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text=They%20are%20true%20masters%20at,%2C%20conflict%2C%20plot%20and%20theme.)
References
All about adolescence literacy (2022). Directed Reading and Thinking Activity. Retrieved from [https://www.adlit.org/in-the-classroom/strategies/directed-reading-thinking-activity-drta](https://www.adlit.org/in-the-classroom/strategies/directed-reading-thinking-activity-drta)
Topics: Purposeful reading
Learners need to read texts on different genres to explore and understand various themes such as friendship, loyalty, courage and cooperation.
Competency
- Read texts to confirm their understanding of themes like friendship, loyalty, courage and cooperation.
Knowledge: reading various texts
Skills: cooperation, friendship, courage, loyalty, reading strategies, phonemic skill
Behaviours: previewing, connecting, inferring, visualizing
Learning Objectives
- Read fiction and non-fiction texts for explicit and implicit meanings, particularly texts dealing with themes of friendship, cooperation, loyalty, and courage, among others.
- Build vocabulary and use pronunciation (phonemic) skills to pronounce words correctly.
Note: The above objectives can have multiple lesson objectives based on the topic.
Learning Experiences
Learners are able to comprehend different types of reading materials that are rich in vocabulary which leads them to think deeply and improve their language and literacy skills. Therefore, to acquire a range of reading skills, they should be exposed to diverse text (fiction and non-fiction).
Learning Experience 1
- Provide a text from different genres (poem, essay, non-fiction, informational text) which has themes such as friendship, cooperation, loyalty and courage among others.
- Use the recommended text, “The Magic Root” to encourage independent reading to discover the magic root.
- Choose one appropriate graphic organizer to derive the themes of the texts that they read.
- Introduce new or difficult words to learners, and provide practice reading these words before they read on their own.
- Use the recommended text, “The Wind on The Haunted Hill” to read for explicit and implicit meaning using reading strategies such as previewing, visualizing, connecting, inferring and questioning.
- Encourage learners to use phonemic skills to pronounce unfamiliar words correctly like blending, segmenting, sounds, rhyming, syllables, alliteration when reading a range of texts.
Performance Task Assessment
- Ask learners to read some fiction and non-fiction texts and maintain a reading log to assess the list of vocabulary that they have acquired in the course reading books.
Sample Reading Log
| Sl. No | Title | Author | Genre | New Vocabulary |
|--------|-------|--------|-------|----------------|
| 1. | | | | |
Assign a text and let them read and identify explicit and implicit meanings used in the texts.
**Sample Assessment Tool**
| Explicit (exact meaning from the text) | Example from the text |
|----------------------------------------|-----------------------|
| | |
| Implicit (implied meaning drawn and written in their own words) | |
- In addition to the vocabularies learnt in grade 4, learners should also be able to learn 100 more words. For further information teacher can browse for Dolch words for grade 5.
- Teacher can also suggest learners to maintain My vocabulary book which can also be used for assessing vocabulary.
**Suggestive Assessment checklist-self and teacher Name of learner: Tashi**
| | Self | Teacher | Teacher Feedback/recommendation |
|--------------------------------------|------|---------|---------------------------------|
| Have learnt 10 new words | Yes | No | |
| Can pronounce ten new words correctly| | | |
| Can tell meanings of all the ten words| | | |
**Learning Experience 2**
- Build on learners’ prior knowledge on empathy (they have learnt in their previous class).
- Ask learners read a recommended text such as “My Mother Saw a Dancing Bear” to teach core skill empathy and concept ‘know yourself’.
- Conduct plenary discussion on respecting one’s freedom and treating everybody same, be it animals or humans.
**Whole class discussion**
The teacher will draw attention to the last two lines of the poem.
‘Only in Bruin’s aching eyes,
Far distant forests and snow.’
Why is the bear’s eyes ‘aching’?
What does the last line mean?
● Lead a discussion on the ethics of keeping wild animals in captivity for the entertainment of humans in places such as zoos and circus.
● Ask ‘How would you feel if you were the bear?’
● Get the learners’ feelings on this issue.
**Teacher may use the PBE Approach- Connection, partnership, community as classroom**
● Let learners observe their locality/community or their school surrounding to identify animals that need help.
● Ask learners to discuss ways to help these animals.
● Teacher may invite a guest speaker (physically or virtually) like livestock officials, local leaders, or any other relevant stakeholders to talk on the issues.
● Let learners suggest ways to address this issue.
● Have learners work in groups and create messages about animal rights.
● Display the messages around the school and community they live to create awareness.
● Learners may create awareness through various means like drawing pictures, writing messages, role-playing, or giving speeches.
**Learning Experience 3**
● Build on learners’ prior knowledge on overcoming fear and courage.
● Ask them questions such as: Do you get scared easily? / What are some things you are **NOT** frightened of? /What are some things you **ARE** frightened of? Why?
● Use the video link below to let the learners listen to the poem read by the poet herself [https://www.youtube.com/watch?v=89dLNzEhlz4](https://www.youtube.com/watch?v=89dLNzEhlz4)
● Though the poem can be read aloud by anyone, it would be interesting to hear the poet read it herself. As learners listen to the recording, they will also follow the text.
● Use the poem *Life Doesn’t Frighten Me* by Maya Angelou to teach alliteration.
**Whole class discussion**
*Use the following questions to lead a whole class discussion*
● What are some of the scary things mentioned in the poem? Why are these things scary?
● Why isn’t the poet not scared of frogs and snakes? Should she be? Are you scared of those things?
● “That new classroom where, Boys all pull my hair.” Explain these lines in your own words.
● Find the synonym of the following words from the poem:
a. scare-
b. rude-
● “Panthers in the park, Strangers in the dark.” Write two similar lines that has the same rhyme scheme as these two lines.
● “I can walk the ocean floor,” identify the figurative language used in this line. Write another example of this figurative language.
● Why do they “fly” because she wouldn’t “cry”? What does this mean?
● Why might someone be afraid of life?
● What kind of experiences do you think the speaker has had, before writing the poem? How can you tell?
● Why does facing scary things sometimes makes us stronger?
● There is a proverb in English that says “What doesn’t kill me makes me stronger.” Do you agree with that statement? Why or why not?
• Do you think the speaker of the poem would agree with the above statement? Find evidence in the poem to support your claim.
**Video:** Maya Angelou opens her reading with this: “I wrote this poem for all children who whistle in the dark, and who refuse to admit that they are frightened out of their wits.”
• Why might someone pretend not to be scared?
• Why does Maya Angelou add this introduction before she reads the poem?
• How does this make the poem’s meaning clearer?
(Questions adopted from www.thanda.org)
**Assessment**
**Note:** The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners if required.
**Resources**
• Recommended text
• Tools and checklists.
Topics: Transferring knowledge and information
Learning is successful if the learner can transfer knowledge or information acquired from one form to another to strengthen their understanding of the concepts.
Competency
- Transfer information from one form of text to another to show the understanding of the content.
Knowledge: forms of text
Skills: understanding the content
Behaviors: sharing with friends, respecting, participation.
Learning Objectives
- Make text-to-life connections on topics such as financial literacy.
- Use dictionaries and other sources to find variant meanings of words and gain deeper understanding.
- Listen to, read, and talk about texts of their choice for an extended period.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
Making text to self-connections benefit learners relay to the text on a personal level, developing their understanding and creating a more meaningful and, unforgettable reading experiences. Learners also acquire the skills to listen, read and transfer or retain information.
Learning Experience 1: Make text to life connections on topics such as financial literacy.
- Build on learners’ prior knowledge on financial literacy (saving) they have learnt in earlier class.
- Let learners read the text “Let’s Talk Advertising” and discuss the following questions-
1. Write in your own words some of the current ways of advertisements.
2. Why do you think advertising is a powerful tool?
3. When you look at advertisements, do you feel tempted to buy the products? Why or why not?
4. “…They may buy a product because they are hoping to buy the way of life shown in advertisements…” Did you consider buying something hoping to buy the way of life shown in advertisements?
5. Narrate one experience of convincing advertisements that made you an unnecessary purchase. Give some examples.
Teachers could use the responses to the questions above to slowly move on to the discussion on saving.
Teacher Input:
Tell them that it is helpful to have a goal in order to save. Describe a savings goal as something you try to reach or hope to achieve. Savings goals can be for goods you want to buy soon or goods you want to buy later. When you work toward a savings goal, it keeps you from spending your money now, so you will have enough saved to purchase your goal item in the future.
Talk about the savings done by the individuals through various financial institutions and other institutions such as RENEW bank for women, piggy bank for children.
Teachers may use PBE Approach -Inquiry based learning to carry out the activity. Ask learners keep a record of their shopping and saving for a month/week/day.
Sample Record Table: My shopping and saving record
| Day and date | Items bought | Amount spent in Ngultrum |
|-----------------------|--------------------|--------------------------|
| Monday, 10th January 2022 | A pair of shoes | Nu. 850/ |
| Thursday, 14th Jan 2022 | Recharged data | Nu. 199/ |
Amount saved in the month of January in Ngultrum: Nu. 100
- Discuss the following questions
- How much did you spend in the month of January?
- Could you save some? If so, how much?
- Which one is more, saving or spending?
- Is there something that you bought which you think is not necessary?
- Is there something that you really want to buy but you couldn’t?
- What could be the reason for you not being able to buy that?
Link the questions and answers to the following information on saving.
- Teachers could use the link below to help learners understand the concept of saving and initiate discussions around it.
https://www.facebook.com/BhutanNationalBank/videos/1252021068548013/
- Use PBE approach (Community as classroom) and invite a guest speaker (Bank officials, Shopkeepers or any other relevant stakeholder) to give a talk on savings and spending.
- If possible, the teacher in partnership with the financial institutions help learners open an individual saving account.
Learning experience 2
- Teacher uses the diagnostic test to find the learners' prior knowledge of dictionary usage.
- Teacher familiarizes learners with the content of the dictionary. Teachers provide a set of words and ask learners to find the meaning of the words using the dictionary. Learners use a dictionary (print/online/offline) to find meaning for difficult words while reading.
- There are a few words in the poem “My Mother Saw a Dancing Bear” that learners may be unfamiliar with. These words include: whistle-pipe, bruin, caper, somersault, begging-cup, and penny. So, to help learners understand the poem better, the teacher may highlight these words by using them in sentences. Alternatively, teacher may ask learners find the meaning of the words
using a dictionary.
- The poem “Be Glad Your Nose Is on Your Face” contains few words the learners may find difficult like *sandwiched, dread, despair, catastrophe, obliged,* and *rattle*. The teacher may pre-teach these words before reading the poem. Or may ask the learners to find the meaning of the words using a dictionary or ask them to use the context cues to guess the meanings.
**Learning experience 3**
- Teacher will select and provide non-continuous text (diagrams, charts and graphs).
- Have a whole class discussion on the information or concepts contained in the text.
- Note down key concepts and information generated during the discussion.
- Demonstrate how to transfer the information from non-continuous text into a continuous text using the key concepts and ideas generated during the discussion.
- Display another non-continuous text. Let learners discuss the concepts and information in groups and transfer the information into a continuous text. Learners may follow the Writing Process to finalize their work.
- Learner will present their work to the class while teacher assess their work and provide constructive feedback.
**Learning experience 4**
- The teacher may encourage learners to listen to, read, and talk about the text of their choice from different genres in pairs. Learners are expected to carry out peer assessments and provide feedback. Sample checklist to carry peer reading assessment.
| | Statements | Yes | No | Comments |
|---|-------------------------------------------------|-----|----|----------|
| 1.| My friend could read the text fluently | | | |
| 2.| My friend could pronounce all the words correctly. | | | |
| | My friend could read with correct intonation. | | | |
**Note:** Teacher could incorporate other learning experiences which fulfill the objectives.
**Sample Checklist to assess information transfer from non-continuous to continuous text.**
| Competency | Area of Assessment | Self-Rating | Teacher’s Rating and Recommendation |
|------------|------------------------------------------------------------------------------------|-------------|-------------------------------------|
| Exceeding | I can identify details from the non-continuous text and transfer it correctly into my writing. I can interpret unfamiliar words based on context as well as using dictionary. | | |
| Meeting | I can identify the main idea and a few details about the text. I struggle to interpret unfamiliar words, and need a lot of dictionary assistance. | | |
| Approaching| I can identify the main idea of the text, but I cannot put it in proper sentence structure. I find it difficult to locate the precise meaning of unknown word in the Dictionary | | |
| Beginning | I cannot understand the words in the text well enough to be able to identify the main idea or any details about the text. | | |
Assessment
Note: The success criteria should be developed along with the learners and made clear to them. Teachers may share learners’ assessments with parents and learners if required.
Resources
- Texts, online texts
- https://www.facebook.com/BhutanNationalBank/videos/1252021068548013/
- News articles, online articles, Social Media Apps.
**Writing**
**Topics:** Growing as writers
Learners write and express their thoughts for a range of purpose and audience. It is important for the learners to go through the process of writing to make their piece of writing, high quality before it is shared.
**Competency**
- Create texts using the writing process to express thoughts for a range of purpose and audience.
**Knowledge:** writing process
**Skills:** express thoughts for range of purpose and audiences
**Behaviours:** sharing with friends, respecting, participation
**Learning Objectives**
- Use spelling strategies, dictionary and other sources to enhance the mechanics of their writing.
- Use the writing process to make their writing more effective.
- Use punctuation – full stops, question marks, commas, quotation marks, apostrophes, and exclamation marks.
*Note:* The above objectives can have multiple objectives specific to the topic/lesson).
**Learning Experiences**
Writing is a process that involves at least four distinct steps: prewriting, drafting, revising and editing, and publishing. Learners need to practice these steps to refine their writing.
- Revise the steps of the workshop model of the Writing Process.
- Teacher could provide a video link on writing process to the learners. [https://www.youtube.com/watch?app=desktop&v=fstfR-cu0Ok](https://www.youtube.com/watch?app=desktop&v=fstfR-cu0Ok)
- *Teacher can refer English Class V Curriculum Guide for Teachers for more information- Introduction Writing) or Class IV Instructional guidelines.*
- Learners could choose a topic of their choice and write a narrative essay, folktale or adventure stories following the writing process.
- Use the recommended texts such as “We Take Care of Each Other” to look at the features of a narrative essay, and “The Wise Old Woman” to explore the features of a folktale.
- Encourage learners to use spelling strategies and grammar, punctuation rules while writing, and use the recommended text, “The Great Mouse Plot” to revise the use of punctuations in a writing.
- Encourage learners to seek feedback and support in the process of writing. Teacher may also conduct conferences to assess and give feedback.
- Assess the process and provide constructive feedback.
*(As it is a process, it will take over a week to complete their work)*
*Note:* Teacher can incorporate other learning experiences which fulfill the objectives. Teachers
could develop other learning experiences to cater to diverse learners.
- Let learners choose a topic and write a narrative essay employing all the Writing Process steps.
- Tell learners to use dictionary and other spelling strategies to spell correctly.
- Instruct learners to do peer correction and send the work to teachers for further assessment.
- Assess and provide constructive feedback.
**Assessment**
- CFA should be carried out during the process of writing, at whichever stage of writing a learner is. It is time they receive prompts, hints or suggestions on how to improve their writing.
- Before learners produce their final draft, remind them to use the following self-assessment tool to assess their work during the writing process.
**Sample Writing Process Self-Assessment Tool**
| Looking at how I write | My Comments for Improvement |
|------------------------|-----------------------------|
| **Prewriting** | |
| I chose a good topic | Yes | No | |
| I read about my topic | Yes | No | |
| I thought about what the readers will want to know | Yes | No | |
| I wrote down all my ideas on a “think sheet” | Yes | No | |
| **Drafting** | |
| I put similar ideas together | Yes | No | |
| I chose the best ideas for my composition | Yes | No | |
| I numbered my ideas in logical order | Yes | No | |
| **Writing** | |
| I wrote down my ideas in sentences | Yes | No | |
| When I needed help I ...........
... did the best I could
... looked in a book
... asked my partner
... asked the teacher | | | |
| **Revising** | |
| I read my first draft to myself | Yes | No | |
| I marked the parts I liked | Yes | No | |
| I marked the parts I might want to change | Yes | No | |
| I read my first draft to my partner | Yes | No | |
| I listened to my partner’s suggestions | Yes | No | |
| I made changes to my composition | Yes | No | |
| **Editing** | |
| I edited my spellings | Yes | No | |
| I edited my punctuations | Yes | No | |
| I edited my capitalization | Yes | No | |
| I edited my tenses | Yes | No | |
| I edited my subject-verb-agreement | Yes | No | |
| **Publishing** | |
| I wrote the final draft in my best writing | Yes | No | |
| I used the elements of good writing | Yes | No | |
| I am ready to publish | Yes | No | |
Self-Assessment tool-elements of good writing
| Purpose | | | My Comments for Improvement |
|------------------------------------------------------------------------|---|---|-----------------------------|
| My writing has a purpose which is clear. | Yes | No | |
| **Audience** | | | |
| I know who is going to read my essay. | Yes | No | |
| **Clarity** | | | |
| I have used clear and descriptive words to convey the message. | Yes | No | |
| **Unity** | | | |
| My sentences are all related to the topic sentence and the main/central idea. | Yes | No | |
| **Coherence** | | | |
| My sentences are organized smoothly and logically (in sequence). | Yes | No | |
- Use a rubric to assess the final version, the one that is ready for publication.
Sample of rubrics to assess features of folk tale
| Features of Folktale | Exceeding | Meeting | Approaching | Beginning |
|----------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| Characters | characters are very creative, believable and thoroughly described | characters are mostly believable and generally clearly described | characters are only somewhat believable or don’t make sense, may not be clearly described | characters are not described or are not believable for the story |
| Setting | setting fits the story, is creatively and clearly described using imagery, making the reader feel “there” | setting fits the story, is clearly described using some imagery | setting only somewhat fits the story, and/or is not clearly described with imagery | setting is not described |
| Dialogue | correctly and creatively uses several examples of dialogue | correctly uses at least two examples of dialogue | uses at least one example of dialogue, may not be correctly punctuated | does not use dialogue |
| Plot and Conflict | sequence of events is creative, clear and easy to follow, makes sense, skillfully shows action and conflict | sequence of events is clear and easy to follow, makes sense, shows action and conflict | sequence of events may be hard to follow or parts may not make sense, may not clearly show action or conflict | sequence of events is difficult or impossible to follow, makes little sense, fails to show action and conflict |
| Moral/ Lesson (Theme) | has a clear moral or lesson which fits excellently and cleverly into the story | has a moral or lesson, which fits into the story | may have a moral or lesson, but is hard to identify, or does not fit with the story | does not have a moral or lesson |
Note: Teachers and learners will discuss and prepare a rubric to assess the content/essay. Refer English IV Curriculum Guide for Teachers /CFA guide for how to make rubrics.
## Sample rubrics to assess essay
| Areas of Assessment | Exceeding | Meeting | Approaching | Beginning |
|----------------------------------------------------------|---------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|----------------------------------------------------------------------------|
| **Focus & Unity** | | | | |
| Includes a developed introduction with thesis statement | Exceptional thesis in good academic style | Clear thesis supported by evidence | Thesis attempted but not covering same ground as essay | No clear thesis |
| Paragraphs are all related to topic | Paragraphs all clearly related to central focus of essay | Most paragraphs clearly relevant, supporting and explaining thesis. | Paragraphs relevant to topic but con | Paragraphs seem unrelated |
| **Organization** | | | | |
| Paragraphs follow a coherent, defined pattern | Paragraphs exceptionally well ordered to provide strong flow and synthesis of individual points. | Essay reads coherently and all points are made according to a defined pattern. | Some paragraphs should be re-ordered | Unclear principle of organization |
| Each paragraph is unified | Paragraphs concisely unified and yet well developed. | Most paragraphs unified around a clear focus | Some paragraphs lack a clear focus | Most paragraphs are not unified |
| **Development** | | | | |
| Points are thoroughly developed | Points are developed with originality and great clarity | Points are well developed in each paragraph. Arguments of the essay are supported with sufficient detail from sources. | Some paragraphs underdeveloped | Many paragraphs too underdeveloped |
| Includes specific details, examples, reasons, etc. | Includes striking examples, insightful reasons, etc. | Includes specific details throughout essay | Includes enough detail to indicate familiarity with text | Few details to support statements |
| **Word Choice** | | | | |
| Uses precise and appropriate vocabulary | Vocabulary is precise and sophisticated | Uses precise vocabulary | Sometimes uses imprecise language | Uses very limited vocabulary |
| Grammar and Mechanic | | | | |
| Uses standard grammar | Includes no errors | Includes less than three errors | Includes five or more errors | Includes more than six errors |
| Punctuates and spells correctly | Includes no errors | Includes less than three error | Includes five or more errors | Includes more than six errors |
**Note:** Teachers may need to develop relevant tools to assess different writing genres.
**Note:** The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners if required.
### Resources:
- Sample rubrics
- [https://www.youtube.com/watch?app=desktop&v=fsffR-cu0Ok](https://www.youtube.com/watch?app=desktop&v=fsffR-cu0Ok)
**Topics:** Using multimodal media for writing
To improve writing skills, learners produce various texts using digital tools like Google Doc, Grammarly, Hemingway, Twin word writer, Daily Page, Ginger and word counter.
**Competency**
- Write, represent and create various texts using digital tools to improve writing skills.
**Knowledge:** writing skills.
**Skills:** using digital tools, creating various texts.
**Behaviours:** sharing with friends, respecting, participation.
**Learning Objectives**
- Develop ideas more effectively in longer paragraphs in which they use both simple and compound sentences.
**Note:** The above objective can have multiple objectives specific to the topic/lesson.
**Learning Experiences**
Learners learn to use simple and compound sentences to enhance their writing. Learners should be encouraged to explore various digital tools to develop ideas for effective writing. Learners learn to use simple and compound sentences to enhance their writing. Therefore, providing learners with rich learning experience.
**Learning Experience**
- The teacher can use the following link to revise simple sentences and introduce compound sentences. This activity can also be a part of grammar lesson.
[https://www.youtube.com/watch?v=smgyeUomfyA](https://www.youtube.com/watch?v=smgyeUomfyA)
- Ask learners to read the recommended text, “*We Take Care of Each Other*” and have them to write down three examples of simple and compound sentences.
- Provide a non-continuous text (*teacher can select any non-continuous text*) for this activity.
- Conduct inter-disciplinary lesson (Social Studies and English) to help learners view the non-continuous text and transfer the information into a continuous text as paragraphs. For example:
| Images taken from class V social studies text book | Description in coherent paragraph using simple and compound sentences. |
|---------------------------------------------------|------------------------------------------------------------------------|
|  | |
● Encourage learners to write paragraphs, essays, letters and short stories using google Doc and upload them in google classroom. If possible, with the help of ICT teachers, introduce other digital tools like Grammarly, Hemingway, Twin word writer, Daily Page, Ginger and word counter to enhance their writing.
**Note:** Teacher could also incorporate other learning experiences which fulfill the objectives. Teachers can develop other learning experiences to cater to diverse learners.
**Assessment**
**Note:** Use the above activity, information transfer or any other similar performance task to assess learners’ ability to effectively develop ideas into longer paragraphs using simple and compound sentences. Assess the task and provide constructive feedback.
**Resources**
● [https://www.youtube.com/watch?v=smgyeUomfyA](https://www.youtube.com/watch?v=smgyeUomfyA)
● Pictures.
**Topics:** Writing portfolio
For learners to grow as writers, it is important to maintain a writing portfolio containing their best pieces to compare and progress further.
**Competency**
- Maintain writing portfolios containing their best pieces of writing to continue to grow as writers.
**Knowledge:** writing process, vocabulary, phrases and sentences.
**Skills:** writing.
**Behaviours:** expressing feelings, thoughts, emotions, opinions.
**Learning Objectives**
- Write with a clear beginning, middle and end to organize ideas using a variety of forms to include simple book reviews, leave application, folktales, summaries, invitations, explanations and adventure stories.
- Recognize elements of a good writing.
- Enjoy writing by participating in a community of writers.
**Note:** The above objectives can have multiple objectives specific to the topic/lesson.
**Learning Experiences**
Having learners compile portfolios make the whole writing process more meaningful to them. They will more willingly put in their best efforts, knowing they are accountable for producing a certain number of finished pieces, which is at least five in this grade. They will more thoughtfully approach writing as an involved and recursive process of drafting, revising, editing, and rewriting, knowing that this process leads to more effective writing. They will more responsibly craft finished pieces referring to the elements of a good writing. However, developing writing portfolios requires patience and perseverance from everyone involved, but there isn’t one best pedagogy or learning experience to keep track of a learner’s writing development. Hence, portfolios are valuable when we want to inform parents and other teachers regarding learner’s progress as a writer.
**Learning Experience 1**
- Revise the elements of a good writing they learnt in grade 4. The teacher could use the following link to provide extra information if necessary. [https://richardwalkerteachingportfolio.files.wordpress.com/2011/01/five-elements-of-good-writing.pdf](https://richardwalkerteachingportfolio.files.wordpress.com/2011/01/five-elements-of-good-writing.pdf)
- After going through the elements of good writing and using the writing process learnt earlier, the learners are required to write at least one for each of the following:
- a simple book reviews
- leave application
- folktale
- summaries [https://www.youtube.com/watch?v=V-ki6TP4EYs](https://www.youtube.com/watch?v=V-ki6TP4EYs) (summary writing)
- invitation
- adventure story
Note: Teachers could incorporate other learning experiences which fulfills the objectives, and develop other learning experiences to cater to diverse learners.
- Assess their work and provide constructive feedback for further refinement and to file in their writing portfolio.
**Assessment**
Learners submit their work periodically for assessments, while much of the CFA can be carried out when the learners are still in different stages of writing, for assessment workable schedule should be drawn up for learners to submit in turns, or else assessment work can be overwhelming.
Mentioned below are the sample assessment tools that the teacher could use to assess the learner’s write ups.
**Assessment Task – Development of Portfolio**
Sample Rubric to Assess Learners’ Writing Portfolio
| Rating Levels | If the learners’ writing portfolio... | Remarks |
|---------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|---------|
| Exceeding | Includes **more than 5** writing pieces free of grammatical, punctuation and spelling errors for all genres (poem, folktales, short stories, book reviews, reflections…). Portfolio writing has a clearly and consistently organized ideas mentioned in each genre. The items in each genre are creatively presented. Shows lots of interest in writing, writes articles on his own. | |
| Meeting | Includes 5 written pieces for different genres (poem, folktales, short stories, book reviews, reflections…). The written piece has minimal grammatical, punctuation and spelling errors. The ideas presented in written pieces are well organized. The items in each genre are well presented. Shows interest in writing, writes with or without teacher’s assistance. | |
| Approaching | Includes 3-4 written pieces for different genres (poem, folktales, short stories, book reviews, reflections…). The written piece has some grammatical, punctuation and spelling errors. The ideas presented in written pieces need improvement. Shows little interest, writes only under supervision of the teacher. | |
| Beginning | Includes **1-2** written piece for different genres (poem, folktales, short stories, book reviews, reflections…). The written piece has more grammatical, punctuation and spelling errors. The ideas presented in written pieces are not well organized. Shows very little or no interest in writing. | |
Sample rubric to assess learners’ book review
| | Exceeding | Meeting | Approaching | Beginning |
|------------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| **Accuracy** | All statements are accurate and verified as per the book including title, year of publication, author and other information. | Most of the statements are accurate and verified as per the book including title, author, year of publication and other information. | Only some of the statements are accurate. | Most of the statements are inaccurate. |
| **Paraphrasing** | No more than 4 words in a row taken directly from the book. | One sentence contains more than 4 words in a row taken directly from the book. | Two sentences contain more than 4 words in a row taken directly from the book. | 3 or more sentences has more than 4 words in a row taken directly form the book. |
| **Focus** | Main idea of the book is focused and has all components of a good book review. | Main idea of the book is focused. and has most of the components. | Main idea of the book is less focused and has minor details. | Main idea of the book is not focused. |
| **Conventions** | No more than one punctuation, grammar, or spelling error. | Has 2-3 punctuation, grammar, or spelling errors. | Has 4-5 punctuation, grammar, or spelling errors. | Has more than 6 punctuation, grammar, or spelling errors. |
**Note:** Teacher may develop an appropriate assessment tool involving learners for different activities.
Sample rubric to assess letter writing
| | Exceeding | Meeting | Approaching | Beginning |
|------------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|
| **Layout** | The letter has all components- Address Date Salutation Body Paragrapthing Closing and Signature | The letter has- ● Address ● Date ● Salutation ● Body ● Signature | The letter has- ● Address ● Date ● Salutation ● Body part with few details | The letter has- ● Address ● Date ● Salutation ● Short Body part |
| **Grammar** | Excellent punctuation, spelling, and grammar with no error. | Very good punctuation, spelling, and grammar with less than 5-6 errors. | Punctuation, spelling, and grammar slightly distract the reader. There are 7-9 errors. | Punctuation, spelling, and grammar significantly distract the reader. There are more than 9 errors. |
| **Content** | Message stated is clear, precise, and shows insight. | Message stated is clear and precise. | Message stated is clear but only few details are given. | Message is not stated clearly and has very less details. |
| **Handwriting** | The letter is written with very neat handwriting and is legible. | The letter is written neatly and is legible. | The letter is written with fairly legible handwriting. | The letter is written with poor handwriting and is not legible |
Note: Teachers may develop an appropriate assessment tool involving learners for different activities.
Sample checklist to assess summary writing (Self-assessment)
| | Statement | Yes | No | Comments |
|---|---------------------------------------------------------------------------|-----|----|----------|
| 1.| My main idea is in the first sentence. | | | |
| 2.| Only important details are included | | | |
| 3.| I used my own words | | | |
| 4.| I have 5-7 sentences | | | |
| 5.| I used correct spelling for most of my words | | | |
| 6.| First words and proper nouns are capitalized | | | |
| 7.| I have corrected punctuation at the end of my sentences (including .?! ) | | | |
Self-Assessment Tool-Elements of Good Writing
| Purpose | My Comments for Improvement |
|--------------------------|-----------------------------|
| My writing has a purpose which is clear. | Yes | No |
| Audience | My Comments for Improvement |
| I know who is going to read my essay. | Yes | No |
| Clarity | My Comments for Improvement |
| I have used clear and descriptive words to convey the message. | Yes | No |
| Unity | My Comments for Improvement |
| My sentences are all related to the topic sentence and the main/central idea. | Yes | No |
| Coherence | My Comments for Improvement |
| My sentences are organized smoothly and logically (in sequence). | Yes | No |
- Teacher and learners should discuss and prepare a checklist to assess leave application components.
- For different topics use different suitable assessment tools as per purpose.
- For details refer English IV Curriculum Guide for Teachers.
Note: The success criteria should be developed together with the learners and made clear to them.
Teacher may share learners’ assessment with parents and learners, if required.
Resources
- [https://richardwalkerteachingportfolio.files.wordpress.com/2011/01/five-elements-of-good-writing.pdf](https://richardwalkerteachingportfolio.files.wordpress.com/2011/01/five-elements-of-good-writing.pdf)
- [https://www.youtube.com/watch?v=V-ki6TP4EYs](https://www.youtube.com/watch?v=V-ki6TP4EYs)
**Topics:** Applying linguistic skills in writing
Learners use variety of language for a particular purpose in a particular communicative situation.
**Competency**
- Select and develop content and use register and language appropriate to genre, purpose and audience to practice writing skills.
**Knowledge:** select and develop content, genre
**Skills:** using register and language appropriately, writing skills
**Behaviour:** sharing
**Learning Objectives**
- Use simple figures of speech like simile, metaphor and personification in their writing.
**Note:** The above objectives could be broken down into multiple objectives specific to the topic/lesson.
**Learning Experiences**
Varieties and register of language are about appropriateness and context in speaking and grammatical correctness of words in writing. It is also vital to use appropriate language variety and registers in a certain communication context in order to determine the level of ‘formality’. For instance, how one speaks to his/her teacher may be very different from how he /she does to his/her classmates. There is proper etiquette when dealing with a certain person depending on his/her status in the society. In short, “Right words at the right time to the right person with the right reason.”
**Teacher Input:**
There are formal and informal registers in spoken and written language. Formal registers can include everything from an academic essay to responding to higher authorities. The academic essay is formal because it includes polished speech, complex sentences, and precise vocabulary. Responding to any higher authority is an example of extremely formal language that must be said to show respect.
Informal registers—Informal language occurs between people who know each other well and who speak without trying to be ‘proper’. Sometimes this includes speaking in slang and other times it’s simply a more casual delivery.
Choice of language would also depend on audience, purposes, and genres. Examples:
Imagine that you’re going to be introduced to a very important person whom you have never met, say Her Majesty the Queen. When you meet her, would you say: ‘Hey, dude! What’s up?’ Probably not. You would say something more formal such as ‘It is an honor to meet you, Your Majesty.’ On the other hand, you wouldn’t call your best friend ‘His Royal Highness.’ Instead, you would be fine using the informal address, ‘dude.’
For example, you might say, ‘Could you bring us more coffee, please?’ to a waiter at a fancy restaurant, but at your favorite hangout you might say, ‘Can I get a little more coffee here?’ when you’ve reached the bottom of your cup.
Using figurative language in writing is an effective way of communicating an idea with clarity and impact. Writers use figurative language to stimulate emotion, help readers form mental images and draw readers into the work. Therefore, it is important to engage learners in meaningful writing experiences through varieties of teaching learning pedagogy.
- Revise the figurative language (simile, metaphor and personification) using the following link.
https://www.youtube.com/watch?v=766LkhtC27c&list=PL8W/WToQ5Kvkdb2cYz3S7AqRf0evE7DwNk&index=23
- As a revision activity, instruct learners to write short sentences using figurative language (similes, metaphors and personifications) etc.
- Use recommended text such as, “The Wind on the Haunted Hill”, “The Great Mouse Plot”,
- Instruct learners present their work to the class and do a whole class discussion (provide instant constructive feedback and correction).
- Explain the role of figurative language in communication.
- Ask learners to choose a topic and write an article (any genre) employing figurative language (simile, metaphor, personification). Do not restrict to only these three, if they know more let them use them too.
**Note:**
- The above activity can be integrated with reading and Literature strand.
- Teacher could incorporate other learning experiences which fulfill the objectives.
- Teachers could develop other learning experiences to cater to diverse learners’ need.
**Assessment**
- To assess the use of figurative language in their writings, teachers and learners will discuss and prepare a rubric or teacher prepares the rubrics and inform learners beforehand.
**Sample Writing Process Self-Assessment Tool**
| Looking at how I write | My Comments for Improvement |
|------------------------|-----------------------------|
| **Prewriting** | |
| I chose a good topic | Yes | No |
| I read about my topic | Yes | No |
| I thought about what the readers will want to know | Yes | No |
| I wrote down all my ideas on a “think sheet” | Yes | No |
| **Drafting** | |
| I put similar ideas together | Yes | No |
| I chose the best ideas for my composition | Yes | No |
| I numbered my ideas in logical order | Yes | No |
| **Writing** | |
| I wrote down my ideas in sentences | Yes | No |
| When I needed help I ............... | | | |
| Revising | Yes | No |
|-------------------------------------------------------------------------|-----|----|
| I read my first draft to myself | | |
| I marked the parts I liked | | |
| I marked the parts I might want to change | | |
| I read my first draft to my partner | | |
| I listened to my partner’s suggestions | | |
| I made changes to my composition | | |
| I have tried to use simile in my writing | | |
| I have tried to use metaphor in my writing | | |
| I have tried to use personification in my writing | | |
| **Editing** | | |
| I edited my spellings | | |
| I edited my punctuations | | |
| I edited my capitalization | | |
| I edited my tenses | | |
| I edited my subject-verb-agreement | | |
| I have corrected my run on and fragmented sentences | | |
| My writing includes simple and compound sentences | | |
| **Publishing** | | |
| I wrote the final draft in my best writing | | |
| I used the elements of good writing | | |
| I am ready to publish | | |
**Note:** The success criteria should be developed together with the learners and made clear to them.
Teacher may share learners’ assessment with parents and learners, if required.
**Resources**
- [https://www.youtube.com/watch?v=766LkhtC27c&list=PL8WWToQ5Kvkdb2cYz3S7AqRf0evE7DwNk&index=23](https://www.youtube.com/watch?v=766LkhtC27c&list=PL8WWToQ5Kvkdb2cYz3S7AqRf0evE7DwNk&index=23)
- Assessment tools
Topic: Multimodal media for writing and publishing
Learners make appropriate choice of presentation to publish their work. They can present their writing using handwriting and IT effectively.
Competency
- Use handwriting and IT effectively, making appropriate choices of presentation to prepare writing for publication.
Knowledge: vocabulary, writing process.
Skills: presentation preparation, IT skills, handwriting.
Behaviours: participation, sharing with friends, following instruction.
Learning Objectives
- Add at least five pieces of (including reflection on how family values have guided them to make a better person) to the portfolio of their best writing making choices based on the elements of good writing.
Note: The above objectives can have multiple topic specific lesson objectives based on the topic.
Learning Experiences
Learners are expected to participate in a community of writers to enhance their writing skills, evolve and progress as a writer. Therefore, providing natural forum for writing on related and relevant topics needs to be considered important by the teachers. Some of the writing activities can be either follow up or extension activity from listening and speaking and reading and literature. It is equally important for teachers to teach or encourage learners to use different digital tools to enhance writing skills or publish their final drafts using digital tools. Learners may also publish their final draft displaying their best handwriting.
- Teacher needs to give enough practice to improve their handwriting. Teacher may refer the following link to understand the importance of handwriting in the digital age.
https://www.montessoriinternational.org/wp-content/uploads/2018/09/The-Importance-of-Handwriting-in-the-Digital-Age-HealthyChildren.org_.pdf (Importance of Handwriting)
- In addition to writing genres like essays, book reviews, and letters in the earlier class, at this level, the learners will pay special attention to writing reflections, especially on topics like how their family values have guided them to be better persons.
- The teacher may use the following link to help learners to write reflections.
https://www.youtube.com/watch?v=kUW9cxt5p7w (Reflection Writing)
- Learners may be asked to use the following template to practise writing reflection.
Template for Reflective Writing – 321 Reflective Tool
Name of Reflection Topic:
3 values I learned from my family
1. _____
2. _____
3. _____
2 values that have helped me to be a better person
1. ______
2. ______
1 value that I still need to learn to be a better person
_____
Sample Template for Reflective Writing
My Family Values
My family means….
……………………………
……………………………
It is important to learn good values from my family because…
……………………………………..
……………………………………..
……………………………………..
Best things about my family…
…………………………………….
I am proud of…
……………………………………
I plan to …
……………………………………..
……………………………………..
● Ask learners to write and compile at least five of their best pieces in their writing portfolio.
● Ask learners to use their hand writing or use appropriate ICT tools to publish their final write up.
● Instruct learners to evaluate and improve their portfolio by going through the portfolio assessment criteria.
Note: Teacher could incorporate other learning experiences which fulfill the objectives, and develop other learning experiences to cater to diverse learners.
Note: For more information on maintaining portfolios refer Teachers’ Guide.
Assessment
Assess learner’s portfolio and provide constructive feedback. Teacher could use the portfolio assessment criteria and writing process assessment tool mentioned under other earlier competencies.
Note: The success criteria should be developed together with the learners and made clear to them.
Teacher may share learners’ assessment with parents and learners if required.
Suggestion: Teachers can initiate and publish learner’s best pieces by creating a Facebook page, blog or other social media groups to encourage learners to write better. Some selected pieces can be featured in the school magazines or wall magazines.
Resources
- Teacher’s Guide for Teachers
- https://www.montessoriinternational.org/wp-content/uploads/2018/09/The-Importance-of-Handwriting-in-the-Digital-Age-HealthyChildren.org_.pdf
- https://www.youtube.com/watch?v=kUW9cxt5p7w
Topic: Types of sentences
Clear sentence structure and accurate punctuation are essential to effective written communication. Words alone are not enough; they must be carefully and accurately arranged to convey ideas clearly. Learners should write various types of sentences to show relationship between words and their functions.
Competency
- Write different types of sentences to illustrate the relationship between words and their functions.
Knowledge: vocabulary, types of sentences.
Skills: to illustrate the relationship between words and their function.
Behaviors: sharing with friends, respecting, participation.
Learning Objectives
- Use the functions of parts of speech: concrete and collective nouns, adverb of manners and adjective of quantities.
- Use word order (article – subject – verb – adjective – object) in longer sentences correctly.
- Form and use the perfect verb tenses (e.g., *I had walked; I have walked; I will have walked*).
- Use verb tense to convey various times, sequences, states, and conditions.
- Construct compound sentences correctly.
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
The use of same type of sentence in writing makes it monotonous. Using a variety of sentences adds lucidity in writing and makes reading flow more smoothly and naturally.
Learning experience 1
- Ask learners to read the recommended text, “We Take Care of Each Other” and have them write down three examples of simple and compound sentences.
- Encourage learners to use spelling strategies, grammar and punctuation rules while writing. They may be asked to refer the text, “The Great Mouse Plot” for correct use of punctuations in their writing.
- Let the learners watch the videos using the link given below.
- [https://www.youtube.com/watch?v=mOQAOVqJBZQ](https://www.youtube.com/watch?v=mOQAOVqJBZQ) (Concrete and Abstract noun)
- [https://www.youtube.com/watch?v=zijGfIzT5Ss](https://www.youtube.com/watch?v=zijGfIzT5Ss) (Collective noun)
- Teacher may initiate discussion on concrete and collective noun. Teacher may also supplement the discussion with the information given here.
Teacher Input
Concrete Noun- refers to people, places, and things. They are the materials you can see and touch. Example: kittens, trees, flowers, bags, cars, tables etc.
Collective Noun- are group of things of same kind. Example: family (father, mother, sister, brother, uncle, aunt…), team of players, committee members, a pair of shoes, a pack of cards, a bouquet of flowers, etc.
An adverb of manner- It describes how we do an action. Example- dance gracefully, walk majestically, ran quickly, etc.
Adjective of Quantities: Indicates the amount or estimated amount of noun or pronoun in the sentence. Example: all, some, whole, enough, little, many, any, sufficient, etc.
Let learners choose text(s) containing concrete noun, collective noun, adverb of manner, and adjective of quantities.
- Let learners discuss in group and list concrete noun, collective noun, adverb of manner, and adjective of quantities used in the text(s).
- Teacher encourages learners to share their task to the class. Teacher will provide constructive feedback.
Learning experience 2
- Learners will be assigned to explore on the use of word order (article – subject – verb – adjective – object) in longer sentences as a home task. They will share their home task to the class the next day.
- Teacher will listen to the task shared and supplement on the topic they explored.
Performance Task
Teacher provides the jumbled sentences and let learners to arrange in correct word order.
Sample word order activity-
Instruction- Read each word given and arrange them in correct order.
1. dog catches stick the The
2. The reads story teacher learners the to a
3. toys Please away your put
4. his math homework did yesterday Dorji
Note: Teacher may use any other similar activities to provide learners with more learning experiences.
- Teacher may also refer class V-Teacher Guide, 2020 for similar activity.
- Provide constructive feedback after assessing the activity.
Learning experience 3
Teacher may conduct a diagnostic test to check learner’s prior knowledge on perfect verb tenses. Let learners watch video on perfect verb tenses using the video link provided.
https://www.youtube.com/watch?v=Zmf9XYY8OWs
Note: Teachers are encouraged to refer Grammar Builder 2 or any other references for more information.
Performance task
- Let learners use verb tenses activity sheet to practice and learn more about perfect verb tenses.
Sample Perfect Verb Tenses worksheet
Fill in the blank with the perfect verb tense to match the tense in bracket.
1. They ____________ in Paro for more than 10 years (present perfect).
a. had lived b. have lived c. did lived d. has lived
2. Dorji ____________ more than one puzzle (present perfect).
a. has solved b. will have solved c. had solved d. have solved
3. Dechen ____________ by the time I got there (past perfect).
a. has eaten c. have eaten c. will have eaten d. had eaten
4. The teacher ____________ all of the chairs with new ones (past perfect).
a. had replaced b. has replaced c. could replaced d. will replaced
5. The camp fire ____________ out by the morning (future perfect).
a. had burned b. has burned c. will have burned d. have burned
6. By morning, it ____________ over 12 inches (future perfect).
a. has snowed b. have snowed c. will have snowed d. had snowed
Instructions to carry perfect verb tenses activity
- Let learners work in group. Teacher will print and distribute a sample activity sheet to learners.
- In group, learners will be asked to fill in the blanks by choosing the most correct options.
- While learners are engaged in the activity, teacher will move around and monitor the activity. Teachers are encouraged to supplement with constructive feedback to the groups that need teacher’s support.
- Learners will have to share their group work to the class and other groups will provide feedback/comment if the sentences are not correct.
Note: Teacher may provide Extended Learning Activities (ELAs) for this performance task from the link given https://www.liveworksheets.com/pf368765et
Learning experience 4
- Revise simple sentence and introduce compound sentence.
Teacher Input
A compound sentence is a sentence that has two simple sentences connected with a *coordinating conjunction*.
A coordinating conjunction is a word that joins together two sentences to create a compound sentence.
These are the seven coordinating conjunctions - for, and, nor, but, or, yet, so (*FANBOYS*)
Display a set of simple sentences and explain to learners that you want to combine these simple sentences to create compound sentences. For example:
- I was frightened.
- My heart was beating faster.
- Rewrite the sentence, and point out that a compound sentence must have a comma put before the coordinating conjunction
- *I was frightened, and my heart was beating faster.*
**Performance Task**
- Have sufficient strips of paper with a simple sentence on each.
- Give each learner a sentence strip. Tell learners to move around reading their sentence loud so that they can find a partner to combine their sentences to form a compound sentence. Instruct them to insert appropriate coordinating conjunctions themselves.
- Instruct learners to read aloud the sentence(s) to the class and let them explain the reason for using the particular coordinating conjunctions.
- Use Grammar Builder 2, and complete some activities on Compound Sentences.
- Remind them to think about the relationship between the simple sentences as they decide which coordinating conjunction to use.
- Let learners share their task to the class and teacher will supplement on their task.
**Note:** Teacher could incorporate other learning experiences which fulfills the objectives, and develop other learning experiences to cater to diverse learners.
**Assessment**
Teacher can assign any writing activity and assess learners on the use of-
1. Parts of speech
2. Perfect verb tenses
3. Correct word order
4. Compound sentences
- Use the following sample rubrics to assess the learners’ work.
Sample Rubrics (Self-Assessment) to assess Elements of Good Writing
| Purpose | Yes | No | My Comments for Improvement |
|------------------------------------------------------------------------|-----|----|-----------------------------|
| My writing has a purpose which is clear. | | | |
| **Audience** | | | |
| I know who is going to read my essay. | | | |
| **Clarity** | | | |
| I have used clear and descriptive words to convey the message. | | | |
| **Unity** | | | |
| My sentences are all related to the topic sentence and the main/central idea. | | | |
| **Coherence** | | | |
| My sentences are organized smoothly and logically (in sequence). | | | |
Grammar knowledge learnt has to be exhibited/used in context like writing and speaking.
**Note:** The success criteria should be developed together with the learners and made clear to them.
Teacher may share learners’ assessment with parents and learners if required.
**Resources**
Text Book (Grammar Builder 2)
- [https://www.youtube.com/watch?v=mOQAOVqJBZQ](https://www.youtube.com/watch?v=mOQAOVqJBZQ) (Concrete and Abstract noun)
- [https://www.youtube.com/watch?v=zijGflzT5Ss](https://www.youtube.com/watch?v=zijGflzT5Ss)
- [https://www.youtube.com/watch?v=Zmf9XYY8OWs](https://www.youtube.com/watch?v=Zmf9XYY8OWs)
- [https://www.liveworksheets.com/pf368765et](https://www.liveworksheets.com/pf368765et)
Topic: Vocabulary and grammar concepts
For conveying ideas properly in different social contexts learners apply grammatical knowledge progressively from word, phrase and to sentences level.
Competency
- Apply grammatical knowledge at the word, phrase and sentence levels to convey ideas accurately in different social contexts.
Knowledge: vocabulary, grammatical knowledge.
Skills: convey ideas accurately in different social contexts.
Behaviors: respecting, participation.
Learning Objectives
- Ensure that pronouns are in the proper case (subjective, objective, and possessive).
- Use additional contractions (for omitted letters) correctly.
- Use question tags correctly.
- Form and use the progressive/continuous forms of tenses (*continuous present*, *continuous past*, *continuous future*).
- Use direct and indirect speech.
- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- Use correlative conjunctions (e.g., *either/or*, *neither/nor*).
- Construct compound sentences correctly.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
Learners who acquire the conventions of grammar enable them to organize ideas and messages and make them meaningful. It also enhances their skills to use better sentences in speaking and writing performances.
Learning Experience 1
- Review learners’ prior knowledge on pronouns as they have learnt in their previous classes.
- Use the chart below to help learners understand more on the proper case of pronoun (subjective, objective and possessive)
| | Subject Pronouns | Object Pronouns | Possessive Pronouns |
|----------------|------------------|-----------------|---------------------|
| 1st Person | I | Me | mine |
| 2nd person | You | You | yours |
| 3rd Person (male) | He | Him | his |
| 3rd Person (female) | She | Her | hers |
| 3rd Person | It | It | - |
|------------|----|----|---|
| 1st Person Plural | We | Us | ours |
| 2nd Person Plural | You | Your | yours |
| 3rd Person Plural | They | Them | theirs |
- Discuss the proper case of pronouns with ample examples using the chart.
- Teacher may use the link below to help learners practice more. Teacher can send the link through Google classroom and other social media apps if possible (Blended learning).
[https://webapps.towson.edu/ows/exercises/Pronoun Case – Exercise01.aspx](https://webapps.towson.edu/ows/exercises/Pronoun Case – Exercise01.aspx)
**Learning Experience 2**
- Review learners’ prior knowledge on contractions through diagnostic test.
- Teacher may design worksheets based on learners’ need.
**Learning Experience 3**
- Teacher may follow the video link below to revise learners’ knowledge on question tags learnt in previous class.
[https://www.youtube.com/watch?v=fpVLisPQzjY](https://www.youtube.com/watch?v=fpVLisPQzjY)
- Teacher has to emphasise on the usage of ‘to be’, ‘to have’ and ‘do’ forms.
- Teacher may design worksheets to help learners.
- Teacher may also send the link below in google classroom or other social media apps as a follow up activity on the topic taught.
[https://www.englisch-hilfen.de/en/grammar/qu_tags.htm](https://www.englisch-hilfen.de/en/grammar/qu_tags.htm)
**Learning Experience 4**
- Build on the prior knowledge of the learners on progressive tenses through diagnostic test.
- Teacher may use the chart below to discuss and impart the concept of progressive tenses.
| Tense | Present | Past | Future |
|-------------|----------------------------------------------|-------------------------------------------|-------------------------------------------|
| Simple | verb/verb+s | Second form (regular and irregular) | will+verb |
| | Is/am/are | He worked in the office. | He will work in the office. |
| | E.g.; He works in the office. | | |
| Continuous | am/is/are | was/were | will be +verb+ing |
| | verb+ing | E.g.; He was working in the office. | E.g.; He will be working in the office. |
| | E.g.; He is working in the office. | | |
Teacher Input:
Past Progressive verb tense expresses an ongoing action that took place in the past.
E.g.; I was talking to Tashi.
Pema was kicking the ball.
The children were praying in the hall.
Present progressive verb tense expresses an ongoing action that is taking place right now.
E.g.; I am talking to Tashi.
Pema is kicking the ball.
The children are praying in the hall.
Future progressive verb tense expresses an ongoing action that will take place in the future. E.g.; I will be talking to Tashi.
Pema will be kicking the ball.
The children will be praying in the hall.
- Teacher may assign some worksheets to enhance learners understanding of progressive verb tenses.
Sample worksheet
Direction: Choose the most appropriate verb tense from the options given.
I was planning to cook dinner but fell asleep instead.
- Present progressive
- Past progressive
- Future progressive
It is snowing outside this morning.
- Present progressive
- Past progressive
- Future progressive
Dechen and Dorji will be arriving at Paro today.
- Present progressive
- Past progressive
- Future progressive
- Teacher may ask learners identify the present progressive tense and then change it to its past progressive verb form.
Present progressive tense
Dechen and Dorji are going to the school. Dechen is carrying a yellow bag and Dorji is wearing a blue gho. Dorji’s black dog is following them. They shoo the dog but it doesn’t listen. Dechen gets angry as they are getting late for the school. After much nagging, the dog goes back home.
Expected answer 1 (identify): are going, is carrying, is wearing, is following, are getting
Expected answer 2: (past progressive)
Dechen and Dorji were going to the school. Dechen was carrying a yellow bag and Dorji was wearing a blue gho. Dorji’s black dog was following them. They shooed the dog but it didn’t listen. Dechen got angry as they were getting late for the school. After much nagging, the dog went back home.
- Teacher may use the same paragraph and ask learners change the progressive tense into future progressive form.
Learning Experience 5
- Teacher may introduce the concept of direct and indirect (reported) speech through the use of deductive or inductive approach. To look at deductive approach follow the link below:
https://www.youtube.com/watch?v=UpznGgIuTHQ
- Ask learners to pick a topic to have a pair conversation. Let them note down at least two exact sentences spoken by the partner.
- Now instruct the learners to rewrite their conversation in indirect (reported) speech (teachers need to facilitate and guide).
- Teacher may use the table below to enrich learners on how the verb tenses change while changing direct to indirect speech.
Verb tense changes
| Direct Speech | Indirect speech |
|------------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| Present simple | Past simple |
| E.g.; Penjor said, “I always cook food.” | E.g.; Penjor said (that) he always cooked food. |
| Present continuous | Past continuous |
| E.g.; “My mother is cooking food for me,” said Dechen. | Dechen said (that) her mother was cooking food for her. |
| Present perfect | Past perfect |
| “She has written three letters for her friend,” said the boy. | The boy said (that) she had written three letters for her friend. |
| Past simple | Past Perfect |
| Wangmo said, “Pema gave me a bar of chocolate.” | Wangmo said (that) Pema had given her a bar of chocolate. |
| Will | Would |
| She said, “I will finish my report in two days.” | She said (that) she would finish her report in two days. |
| Can | Could |
| “My son can speak English,” said his mother. | His mother said (that) her son could speak English. |
| May | Might |
| “We may invite them for dinner,” she said. | She said (that) they might invite them for dinner. |
| Must | Had to |
| Dorji said, “I must go to the dzong.” | Dorji said (that) he had to go to the dzong. |
| Have to | Had to |
| Lekden said, “I have to submit this project work tomorrow.” | Lekden said (that) he had to submit that project work tomorrow. |
Note: To further enhance learners’ knowledge, teacher may also explore the change in time expressions while changing a direct speech into its indirect form.
- Let learners read their conversation both in direct and indirect speech.
- Discuss and provide constructive feedback.
Learning Experience 6
- Recapitulate learner’s knowledge on the eight parts of speech; focus on prepositions and interjections.
- Teacher may prepare worksheets to encourage learners to keep track of their knowledge on the eight parts of speech focusing on preposition and interjection.
Learning Experience 7
- Review conjunction (FANBOYS) to check learner’s prior knowledge.
- Use deductive or inductive approach to demonstrate the concept of correlative conjunctions (both/and, either/or, neither/nor).
- Teacher may use the link below to impart the concept of correlative conjunction (both/and, either/or and neither/nor);
Correlative Conjunctions | English Grammar | iKen | iKen Edu | iKen App - Bing video
- To practise, teacher may ask learners to role play using the correlative conjunctions that they have learnt.
- Teacher may develop appropriate activities to enrich learners’ knowledge on the topic.
Learning Experience 8
- Let learners recollect conjunctions (FANBOYS).
- Teacher may use the link below to introduce the concept of compound sentences.
https://www.youtube.com/watch?v=N3xkzyRAgyg
- Teacher may group learners and ask them to write some examples of compound sentences for all the conjunctions (FANBOYS).
- Learners may conduct peer assessments to check each other’s learning.
Performance Task
- Let learners write a short story or any other write-ups incorporating all the components of grammar learnt under this competency.
- Teacher may develop necessary assessment tools to assess the competency.
Sample Checklist
| | Yes | No | Recommendation/feedback |
|----------------------------------------------------------------|-----|----|--------------------------|
| Question tag is used appropriately in the story. | | | |
| There is evidence of correct use of progressive tenses. | | | |
| Present | | | |
| Past | | | |
| Future | | | |
| A few examples (at least two) of compound sentence is evident. | | | |
| The story contains correct usage of correlative conjunction. | | | |
| The child has used both direct and indirect sentences in the story. | | | |
| The story displays the correct use of preposition. | | | |
**Note:** Teacher could incorporate other learning experiences which fulfill the objectives, and also develop other learning experiences to cater to diverse learners.
**Assessment**
**Note:** The success criteria should be developed together with the learners and made clear to them.
Teacher may share learners’ assessment with parents and learners if required.
**Resources:**
- [https://webapps.towson.edu/ows/exercises/Pronoun Case - Exercise01.aspx](https://webapps.towson.edu/ows/exercises/Pronoun Case - Exercise01.aspx)
- [https://www.youtube.com/watch?v=N3xkzyRAgyg](https://www.youtube.com/watch?v=N3xkzyRAgyg)
- Correlative Conjunctions | English Grammar | iKen | iKen Edu | iKen App - Bing video
Topic: Context cues
Learners determine the meaning of words, phrases, and sentences using context clues. When learners encounter unfamiliar words while reading, they may use context cues like information from pictures or sentences surrounding the unknown words.
Competency
- Use contexts as a clue to determine the meaning of words, phrases and sentences.
Knowledge: spelling, word meaning.
Skills: encoding, decoding.
Behaviors: paying attention, participation, following instruction.
Learning Objectives
- Use the abbreviations and grammar labels in the dictionary and other sources to find out more about words and their meanings.
- Use the infinitive, simple past and past participle of regular and irregular verbs.
- Use the degree of comparison (positive, comparative and superlative) of adjectives.
Note: The above objectives can have multiple objectives specific to the topic/lesson.
Learning Experiences
Learners need knowledge on grammar conventions to infer meaning of words, phrases, and sentences they come across in texts. This knowledge also helps them to determine the meaning of words in contexts (context clues).
Learning Experience 1
Note: Teacher can explore the abbreviations used either in American or British English only.
Teacher input:
Abbreviation: An abbreviation is the shortened form of words or
E.g.: U.S.A. Dr. Ms. ASAP D.o.B. ATM BoB BNB PNB RENEW
- To revise learners’ dictionary skills, provide a few words and have them search for the meaning.
- Ask them to find the page number for the given words.
- Demonstrate the use of abbreviation with examples.
- Let learners explore the dictionary and list down at least ten examples of abbreviations used there.
- Select any text (short story, essay or poetry) to read.
- Provide few words from the text and ask learners to find the relevant meaning of the words from a dictionary.
- Learners may discuss the meaning with their team members for further confirmation.
Use of thesaurus
- Learners may use the same text for the activity.
- Provide words from the text and let learners find the synonyms and antonyms of those words using a thesaurus.
Teacher Input:
Synonym is a word or phrase that means exactly or almost the same as another word or phrase.
E.g.: begin-start
Antonym is a word that is opposite to another. E.g.: begin-finish
Note: Teacher may also emphasise on the importance of using thesaurus to find the word meanings.
Performance Task
For assessment, teacher may assign a page from a dictionary or a thesaurus (print or non-print), and have learners fill in the table provided by the teacher.
Sample assessment tool (checklist)
| | Yes | No | Recommendation/feedback |
|----------------------------------------------------------------|-----|----|--------------------------|
| Has listed all the abbreviations given on the page. | | | |
| Has written the synonyms correctly for the 5 words given by the teacher. | | | |
| Has listed the antonyms of the 5 given words correctly. | | | |
| Could write the meanings correctly for the words given by the teacher. | | | |
Information for the teacher:
Like a dictionary, a thesaurus can help you expand the way that you discuss your topic. A thesaurus contains groupings of words that are collected in terms of their meaning.
https://www.universalclass.com/articles/education/how-to-use-a-thesaurus.htm
Learning Experience 2
- Teacher may use a short paragraph with all the three forms of verbs to help learners identify the verbs (checking the previous knowledge on verbs.)
Teacher Input:
Regular verb: A verb that takes –d or –ed to its past and past participle form is called as regular verb.
Irregular Verb: A verb that has no fixed pattern and does not take –d or –ed to its past and past participle form is called as irregular verb.
Verbs have three forms in English. They are base form/present form/in infinitive, past form and past participle.
- Demonstrate the three forms of verbs by naming it as base form/present form, past form and past participle with examples for both regular and irregular verbs.
- Display a table with incomplete form of the verbs.
- Let learners complete after a whole class discussion.
- Ask learners read a recommended or any other text. Let them identify and list the verbs in three forms.
- Assess their work and provide constructive feedback.
Learning experience 3
- Ask learners to refer to any text (short story or essay) that they have read. From that text, they should note down seven to ten words that describe things (adjective)
- Randomly ask learners to share their list.
- Teacher may revise the concept of degree of comparison by letting learners watch a video lesson. Use the video link shared below https://www.youtube.com/watch?v=Z5ISJUxKOpk
- Demonstrate the use of degrees (positive, comparative and superlative) of adjectives. Ask learners to read some sentences from the text.
- Show additional examples, and ask learners to make sentences of their own showing the use of the three degrees of adjectives.
- Provide a few adjectives as below and let children write degree of comparison (comparative and superlative) –
| Positive | Comparative | Superlative |
|----------|-------------|-------------|
| Short | | |
| Fat | | |
| Thin | | |
| Long | | |
| Hot | | |
| Old | | |
| Bright | | |
- Now let learners use the comparative and superlative from the above list to make sentences, keeping their home or family as a context.
- Assess their work and provide constructive feedback.
Note: Teacher could incorporate other learning experiences which fulfill the objectives, and develop other learning experiences to cater to diverse learners.
**Assessment**
Note: The success criteria should be developed together with the learners and made clear to them. Teacher may share learners’ assessment with parents and learners if required.
**Resources**
- Texts
- [https://www.universalclass.com/articles/education/how-to-use-a-thesaurus.htm](https://www.universalclass.com/articles/education/how-to-use-a-thesaurus.htm)
- [https://www.youtube.com/watch?v=Z5ISJUxKOpk](https://www.youtube.com/watch?v=Z5ISJUxKOpk)
Note: Language and grammar should not be taught and assessed in isolation.
Continuous Assessment (CA) and Examination Weighting for Class V
| Term One | Term Two | Grand Total (Total A + Total B) |
|----------|----------|---------------------------------|
| CA | CA | |
| Listening and speaking | 10% | Listening and speaking | 10% | 20% |
| Reading Portfolio | 5% | Reading Portfolio | 5% | 10% |
| Writing Portfolio | 10% | Writing Portfolio | 10% | 20% |
**Note:**
1. The Term One examination should be conducted out of 60 marks and converted to 25%. The 10% CA marks from the Listening and Speaking, 5% from the Reading Portfolio, and 10% from the Writing Portfolio should be added to the examination marks to make it 50%.
2. Similarly, the Term Two examination should be also conducted out of 60 marks and converted to 25%. The 10% CA marks from the Listening and Speaking, 5% from the Reading Portfolio, and 10% from the Writing Portfolio should be added to the examination marks to make it 50%.
3. Finally, the total marks of term one and term two should be added to make it 100%.
4. Listening and Speaking activities such as debates, extempore speeches, presentations, book talks, reports, and discussions should be conducted consistently throughout the year ideally by integrating in other strands so that the learners get maximum time to practice the skills. Teachers need to develop their own additional listening and speaking exercises wherever necessary. Use Continuous Formative Assessment (CFA) to help learners achieve the instructional goals.
5. At the end of each Term, a formal test should be conducted to assess each learners’ competencies in listening and speaking through oral test items and other listening and speaking exercises. The final mark or score should be converted to 10%.
6. The Reading and Writing Portfolios of each learner should be monitored regularly and consistently to check their progress on reading and writing skills. Teachers should provide timely feedback, support and make necessary intervention so that the learners meet the expected objectives and competencies. At the end of each term, both the portfolios should be assessed to award marks accordingly.
English Paper (Writing, Reading and Literature, and Grammar) - Written Examination Marks Break-up
| Sl No | Genre | Weighting | Remarks |
|-------|--------------------------------------------|-----------|-------------------------------------------------------------------------|
| 1 | Essay writing | 10 | Composition based on picture sequence, narrative Writing |
| 2 | Personal letter/leave application/invitation | 8 | Any ONE can be asked |
| 3 | Grammar | 12 | Items to be derived from the competencies and objectives. Questions can be asked from the lower classes as well. |
| 4 | Short Story | 11 | Any ONE from the prescribed short stories |
| 5 | Essay | 11 | From outside the prescribed textbook |
| 6 | Poetry | 8 | Any ONE from the prescribed text or outside. |
Total 60
Note: The question pattern need not necessarily remain the same every year.
Listening and Speaking CA (10%)
| Listening and Speaking activities | Remarks |
|----------------------------------|-------------------------------------------------------------------------|
| ● Listening and Speaking skills | Teachers can design additional activities as per the lesson plans. |
| ● Reports | Conduct oral test/listening and speaking tests and marks converted to 10% at the end of each term. |
| ● Debates | |
| ● Extempore speeches | |
| ● Presentation of their written pieces | |
| ● Book talk | |
Reading Portfolio and Writing Portfolio CA (15%)
| Reading Portfolio (5%) | Writing Portfolio (10%) | Remarks |
|------------------------|--------------------------|-------------------------------------------------------------------------|
| ● Record of reading | ● Best pieces of writing selected by learners | Use notebooks for maintaining portfolios. |
| ● Critical response to books read | ● Best pieces selected by teacher | Consider process while assessing the quality of work. |
| ● Text talk or book talk | ● Simple book reviews | The writing portfolio should show the records of the Writing Process |
| | ● Folktales | Avoid plagiarism. |
| | ● Simple poems | Both Reading and Writing Portfolios should be assessed at the end of each term and award marks accordingly. |
List of suggested materials for Class V Reading and Literature strand
The following is the recommended texts the learners of class V should study for the Reading and Literature strand. As recommended by the curriculum framework, the assessment should be focused on the learners’ mastery of the competencies rather than on mere content knowledge of the texts.
| Strand | Title | Author |
|--------------|--------------------------------------------|----------------------|
| Short Story | Like an Animal in the Cage | Dennis Peltrine |
| | The Wise Old Woman | Yoshiko Uchida |
| | The Ladybug Garden | Celia Godkin |
| | The Wind on Haunted Hill | Ruskin Bond |
| | The Magic Root | CAPSD |
| Essay | How Young Animals are Protected | Audrey Wilson |
| | The Great Mouse Plot | Roald Dahl |
| | We Take Care of Each Other | Lindsey |
| | Let’s Talk Advertising | Susan Hughes |
| Poetry | My Mother Saw a Dancing Bear | Charles Causley |
| | Life Doesn’t Frighten Me | Maya Angelou |
| | Great, Wide, Beautiful, Wonderful World | W. B. Rands |
| | Be Glad Your Nose is on Your Face | Jack Prelutsky |
Time Allocation for class V
The maximum number of instructional days available for curriculum delivery excluding examination is 150 days in a year. The school year divided into two terms of fifteen weeks each, and that each week will have 7 periods of 40 minutes for teaching English. The total time allocated for English in a week is 280 minutes. Therefore, class V will have 140 hours in a year which is 210 periods.
The following is the suggestive period and time allocation per week for all strands.
| Strand | Period | Time (minutes) |
|-------------------------|--------|----------------|
| Reading and Literature | 2 | 84 |
| Writing | 2 | 70 |
| Listening and Speaking | 2 | 70 |
| Language and Grammar | 1 | 56 |
| Total | 7 | 280 |
Class VI
Listening and Speaking
Topic: Formal and informal language
On various occasions, learners use formal and informal language to convey messages. They also listen on a variety of occasions in order to comprehend meaning and respond appropriately.
Competency
- Listen and speak in a wide range of context to demonstrate the ability to respond appropriately.
Knowledge: vocabulary.
Skills: communicate clearly, listen to understand, respond to the speaker, and use correct intonation, and pronunciation.
Behaviour: paying attention, being polite, and demonstrate respect.
Learning Objectives
- Listen to auditory texts and carry out assigned tasks.
- Deliver longer speeches on topics of their choice to include family and the different roles, love, family support, values and responsibilities.
- Use a variety of vocabulary, expression and tone of voice to engage the listener.
- Talk about abstract ideas such as goodness, beauty, loyalty, understanding of friendship, love and truth.
- Make language choices to adapt their talk for different audiences and purposes.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
Listening and speaking are important skills for conveying a message clearly and comprehending what is being heard. To understand the message clearly, the learner must pay attention to the speaker. To convey the message clearly and precisely to different audiences and purposes, learners’ need to make appropriate language choices. To develop the art of listening and speaking, the learner engages in meaningful learning experiences. To provide such learning experiences to the learners, the teacher may use teaching learning pedagogies such as place-based education, cooperative learning, experiential learning, active learning, blended learning, and other researched-based teaching strategies.
Learning Experience 1
- Provide exercises to learners to listen to auditory texts and carry out the activity to develop listening comprehension. The links given below may be used for the activity
It is important to assess learners’ background knowledge of the topic and linguistic content of the text before the activity. Provide background knowledge of the content for easy comprehension of the listening passage. It is also important to clarify any cultural information which may be necessary to comprehend the passage.
- Carry out listening activities such as the following:
- Listening with visual
- Fill in graphs and charts
- Following a route in the map
- Checking of items in the list
- Listening for the gist
- Searching for specific clues to meaning
- Completing cloze exercise
To carry out the above activities, the teacher may need to find appropriate listening texts for each activity. Examples of activities are given below:
- Describing the appearance and recognizing the person in the pictures.
- Reading a story and answering the questions.
- Listening to instruction and labeling the pictures.
- Telling the beginning of a story and letting the learners complete the story.
**Learning Experience 2**
- Let learners share their understanding of abstract ideas such as goodness, beauty, loyalty, understanding of friendship, love and truth in the class to check their prior knowledge. The teacher may need to give some input on topics such as goodness, beauty, loyalty, friendship, and truth.
- Use the text listed below to talk about abstract ideas such as joy, happiness, determination, courage, goodness, beauty, truth and honesty.
- Celebration
- Courage
- I like Myself
- My Hero
- Fly like an Eagle
- Ask learners to collect information related to those abstract ideas from their family members/community. Questions such as the following may be asked to collect information:
What are some of the good things about our family/community?
What is the most beautiful thing about our family/community?
How do the members in the family/community show loyalty to each other?
How do people in our community promote friendship and develop trust?
After collecting the information, learners can share the information with their friends.
- Let learners write down speeches on the topic of their choice. It could include topics on abstract ideas such as goodness, beauty, loyalty, understanding of friendship, love and truth. Learners can also prepare speeches related to family members and their different roles, love, family support, values and responsibilities.
- Remind learners to use the skills of writing speeches that they have learnt in class four. After they have completed writing the speech, they can practise delivering it. Learners need to refer to the speech giving skills that they have learnt in class four.
- Explain the qualities of an effective speaker (confidence, passion, ability to succinct, ability to tell a story and audience awareness). [http://drijohnbennett.com/5-qualities-of-an-effective-speaker/](http://drijohnbennett.com/5-qualities-of-an-effective-speaker/)
- Let the learner deliver formal speech of their choice to develop speaking skills. Ask learners to use vocabulary, expression and tone of voice to engage the listener while giving the speech.
- Conduct debate to enhance speaking skills. Familiarize learners about the debate.
**Note:** The teacher may need to introduce learners to some of the following debating terms so that they are able to use these basic elements prior to the conduct of the debate.
**Debating:** Debating is a method of discussing and analyzing issues. Debaters aim to persuade others to accept or believe their arguments on a topic.
**Topic:** Each debate has a topic, a statement that begins with the word ‘that’. For example, ‘that all learners should do homework each night’ or ‘that all parents should check their children’s homework’.
**Debating team:** Each debate involves two debating teams who take opposing sides of the topic, either affirmative (for) or negative (against). The team alternates speakers.
The affirmative team speaks in support of the topic. Their goal is to persuade others that the topic is true.
The negative team speaks against the topic. Their goal is to persuade others that the topic is not true.
**Team structure:** Debating is a team activity. Typically, each team can have any number of members according to the size of the class.
**Team line:** The team line is the agreed proposition for arguing the debate topic. It allows each speaker to link their individual arguments to the overall proposition, making the whole team’s argument more cohesive and persuasive.
**Matter:** Matter is the content of the speech including arguments, evidence to support those arguments, examples and analysis. Matter includes substantive matter, rebuttal and points of information.
**Method:** Method is the structure and organization of the speech including fulfilling the speaker’s role, allocating arguments between speakers, cohesion of the team and responding to the dynamic nature of the debate.
**Manner:** Manner refers to the style in which the speech is presented. Manner includes the elements of body language and vocal style, including volume, pace, tone, clarity and use of language.
**Rebuttal:** Rebuttal means persuading the audience by pointing out why the opposition’s arguments are wrong.
**Adjudicator:** The adjudicator assesses the debate and decides which team wins. The adjudicator must set aside personal views of the topic and judge the strength and persuasiveness of each team’s speeches taking into account matter, method and manner.
The topic for the debate can be based on real world scenarios.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
Learning Experience 3
- Use the text *Fly like an Eagle* to talk about the main character (her feelings, thoughts, experience, fear and how she overcame it)
Assessment
Use appropriate assessment tools to assess the learner’s speaking skills.
Sample rubric for assessing speech
| Content | Exceeding | Advancing | Meeting | Approaching | Beginning |
|---------------|---------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------|----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| Vocabulary use| Exhibits outstanding command of vocabulary in a precise manner | Uses varied words and phrases effectively | Uses a range of vocabulary appropriately | Uses some varied vocabulary appropriately | Uses repetitive vocabulary and lacks variety in word choice |
| Expression | Demonstrates exceptional ability to express emotions through tone, facial expression and gestures. | Exhibits varied abilities to express emotions through tone, facial expression and gestures, | Maintains a consistent expression of emotions through tone, facial expression and gestures | Expresses emotions inconsistently either through tone, facial expression or gestures. | Expresses emotions rarely through tone, facial expression or gestures. |
| Audibility | Clear, audible, well-modulated and engaging throughout the presentation | Clear, audible, well-modulated and engaging in most part of the presentation | Clear, audible and well-modulated | Clear and audible | Mostly monotone |
| Confidence | Exhibits exceptional confidence by establishing strong connection with the audience through self-assurance and compelling expression. | Displays high confidence by maintaining steady eye contact and using assertive body language | Shows moderate confidence by maintaining consistent eye contact and poised body language | Develops confidence through steady eye contact and controlled body language. Tone shows improvement but wavers at times. | Displays low confidence through nervousness, lack of eye contact and shaky tone |
Sample Debate Assessment Rubric
Debater’s name and position: ____________________________________________
Name of Assessor: ______________________________ Date: _______________
Note: This form can be used by both the teacher and learner peers.
(Exceeding-5, Advancing-4, Meeting-3, Approaching-2 and Beginning-1)
| Sl. No | Description | 5 | 4 | 3 | 2 | 1 |
|--------|------------------------------------------------------------------------------|---|---|---|---|---|
| 1 | The speaker’s statements clearly supported his/her position in the debate. | | | | | |
| 2 | The speaker’s statements appeared to be well researched and documented. | | | | | |
| 3 | The speaker addressed the opposing team and makes appropriate eye contact. | | | | | |
| 4 | The speaker presented arguments with clarity and appropriate volume. | | | | | |
| 5 | The speaker rehearsed well with minimal reliance on notes. | | | | | |
| 6 | Rebuttals were specific to opposing arguments and expressed with clarity. | | | | | |
| 7 | Rebuttals showed evidence of good listening skills. | | | | | |
| 8 | Concluding arguments and statements were effective and convincing. | | | | | |
| 9 | The speaker adhered to the rules of the debate. | | | | | |
Additional Comments:
Note: The success criteria should be developed together with the learners and made clear to them. Teachers may share learners’ assessment with parents and learners, if required.
Resources
- https://www.liveworksheets.com/w/en/english-second-language-esl/2198889
- https://www.youtube.com/watch?v=Y7BdzHgBGiY
- http://drjohnbennett.com/5-qualities-of-an-effective-speaker/
Topic: Perceptive listening
Effective communication occurs only when there is sensitivity shown towards each other as a speaker or a listener when engaging in social interaction. This could range from individual sensitivity to cultural sensitivity to gender sensitivity. Learners in the classroom should actively communicate with their peers and teachers to express their opinions and understand the concepts. Therefore, it is important that they learn to be sensitive in communication and to be receptive to how others engage with the speaker in the conversation.
Competency
- Take an active part in discussions to show understanding of ideas and sensitivity to others.
Knowledge: comprehension
Skills: listening to understand, communicating clearly and being sensitive to others
Behaviour: paying attention, participation
Learning Objectives
- Listen to and speak with each other as members of a group.
- Evaluate what is heard and give reasons for agreement or disagreement.
- Enjoy listening and speaking in English.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Learners must participate actively in discussion in order to understand the ideas and respond appropriately. Thus, learners must be given ample opportunities to engage in meaningful discussions. In addition to this, teachers must incorporate varied pedagogies (placed-based education, experiential learning, cooperative learning, active learning, and other research-based teaching and learning strategies) into their daily lessons.
Learning Experience 1
- Conduct any activity (for example, take a stance) in the classroom. Provide the given statement to learners one at a time. Let learners decide and take a stance.
- Breakfast is the most important meal of the day
- You should be a good actor to be a good public speaker.
- Junk food should be banned in schools.
- Speaking English is more difficult than writing English.
- Female learners perform better in English than male learners.
- We must open a young saving account in the Bank of Bhutan.
- Protecting the environment means making an effort to save our environment.
Learning Experience 2
- Use the poem *The Old Brown Horse* to discuss symbols used.
- Learners will find the lines in the poem that mean the same as the phrases below and discuss the meaning.
1. As they pass by quickly in cars.
2. Sometimes a friendly person will stop.
While speaking, learners learn to evaluate what is heard. They either agree or disagree with the statement by giving reasons such as the following:
- In my opinion
- I agree with you.
- I couldn't agree with you more.
- I'm afraid I agree with Dechen.
- I'm afraid I disagree.
To provide further practice of the language to the learner, teacher can use the given link. [https://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm](https://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm) (Expressions for agreeing and disagreeing)
- Let learners choose characters they encounter in the text *The Umbrella man*. They can agree or disagree with the actions of each character in the text.
- To inculcate a sense of sensitivity while communicating, the teacher may need to teach some art of sensitive conversations to the learners. For this, the teacher may refer to the following link. [https://www.mindtools.com/blog/sensitive-conversations/](https://www.mindtools.com/blog/sensitive-conversations/) (The art of sensitive conversations)
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Assessment**
- Use appropriate assessment tools to assess learners’ ability to evaluate what is heard, give reasons and use of appropriate language to agree and disagree.
- Provide feedback as learners communicate with their friends during the activity conducted.
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
**Resources**
- [https://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm](https://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm)
- [https://www.mindtools.com/blog/sensitive-conversations/](https://www.mindtools.com/blog/sensitive-conversations/)
Topic: Speaking effectively
Learners speak accurately when they have knowledge of grammar. Grammar provides important structure to spoken language. This helps in conveying information in a way that the listener will recognize and understand.
Competency
- Use the knowledge of grammar and vocabulary to convey messages clearly.
Knowledge: question tags
Skills: listen to understand, communicate clearly, responding to speakers
Behaviour: paying attention, participation, being polite, giving instruction, respecting
Learning Objectives
- Use listening and speaking skills developed in earlier classes.
- Speak using the correct question tag.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
By this grade, learners should have significantly improved their listening and speaking skills. However, it is still vital to further revise and enhance their listening and speaking skills they acquired in their previous classes. For example, question tags which are commonly used in the spoken language to express opinion, possibility and probability should be encouraged.
Learning Experience 1
- Use the text *Learn About the Environment* to talk about the importance of the environment.
- Let learners discuss the given question in pairs.
- How will you help promote environmental awareness to everyone?
- How can we reduce the amount of litter we see in our immediate environment?
- Learners will present their discussion to the class. (They can use any format to present their discussion such as drawings, essay, poem etc....).
Learning Experience 2
- Learners may go through the link given below to revise the rules for question tags.
[https://www.youtube.com/watch?v=KNCHrk4lS-Us](https://www.youtube.com/watch?v=KNCHrk4lS-Us)
- Let learners use any text to practise question tags like in the earlier classes.
- Encourage learners to use question tags in their daily conversation.
Note: It can be integrated with Reading and Literature and language and Grammar.
Note: Appropriate learning experiences should be adapted to cater to diverse learning needs.
Assessment
Learners’ ability to speak using question tags may be assessed on an ongoing basis during any listening and speaking activity using any appropriate assessment tool.
Note: The success criteria should be developed together with the learners and made clear to them. The
teacher may share learners’ assessment with parents and learners, if required.
Resources: https://www.youtube.com/watch?v=KNCHrk4lS-Us
Topic: Talking about books
Learners talk about the book they like to demonstrate their ability to review and analyse. To develop these skills, learners need to read various texts (print and non-print)
Competency
- Talk about books they liked and read to demonstrate their ability to review and analyze.
Knowledge: vocabulary, meaning of new words
Skills: pronunciation, intonation
Behaviour: paying attention, participation
Learning Objectives
- Talk with their classmates about books they have read and compositions they have written.
- Speak regularly using correct pronunciation.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
Book talk is one way to enhance listening and speaking skills in learners where passing a clear message is an important tool. So, to convey a clear message, pronunciation is very important. If learners use correct sounds when they speak, listeners can get the message correctly and quickly. Hence, learners need to talk about the books and the composition they have written using new and appropriate words and correct pronunciation.
In order to convey a clear message, pronunciation is very important. Learners need to know the meaning of the words to use them in the correct context. They will talk about the books and the composition they have written using new and appropriate words and correct pronunciation.
Learning Experience 1
- Encourage learners to reflect on the kind of books they have read and give a book talk. The teacher can model out or provide tips for giving book talks correctly. The teacher may use the link provided. [https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf](https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf) (tips for book talk)
- Example of GOOD Book Talk - YouTube
- Encourage learners to talk about the compositions, essays, stories and poems they have written through activities such as Author’s Chair.
- Learners can be encouraged to prepare and share their book talk using digital tools.
Note: Appropriate learning experiences should be adapted to cater to diverse learning needs.
Assessment
Assess book talk using rubrics like the following:
Sample checklist for Book Talk/Retelling and Responding to a book (can be used by teacher and peer assessor)
| Name of the learner: ___________________________ Peer Assessor’s name: ___________________________ Date: __ | Feedback for improvement |
| --- | --- |
| **Information**
The student included the title of the book, name of the author and genre.
All necessary information were included in the book talk. I knew what book she was describing. | Yes
No |
| **Details**
The student used appropriate vocabulary to explain the plot, described key characters and mentioned the setting.
All details were explained using appropriate vocabulary. I could easily picture out details of the book in my head. | Yes
No |
| **Sell it**
The student made the information exciting and made me want to read the book.
Excellent selling. The book sounds interesting and I must read it now. | Yes
No |
| **Grammar**
Did the student talk about all necessary information about the book in complete sentences and accuracy in grammar.
1–2 grammatical errors | Yes
No |
| **Pronunciation**
Did the student pronounce the words correctly.
1-2 errors in pronunciation | Yes
No |
| **Response**
Was the student able to make meaning of the texts and interpret, form judgement about what she/he was reading?
Meaning of the text was well interpreted from judgement from how the student was reading. I can could understand what the book was all about. | Yes
No |
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Resources
- [https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf](https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/tips_for_giving_a_pro_book_talk.pdf)
- Example of GOOD Book Talk - YouTube
Topic: Reading strategies
Different texts employ different features to convey meaning. Effective readers employ various strategies appropriate to the type of text in order to comprehend the meaning(s) contained within it. Learners should be taught the features of relevant texts as well as appropriate comprehension strategies.
Competency
- Read a range of texts using a variety of strategies to make meaning including an understanding of the key features of various forms.
Knowledge: Features of relevant texts
Skills: use appropriate strategies while reading.
Behaviour: follow instructions, participation
Learning Objectives
- Use appropriate strategies and skills developed in earlier classes to comprehend the text.
- Read and distinguish text written from different voices and points of view.
- Read and differentiate fiction and non-fiction texts.
- Read texts for explicit and implicit meaning.
- Read various kinds of formal writings-business letters, reports and applications and know their different purposes.
- Build vocabulary and use phonemic skills to pronounce new words correctly.
- Use the dictionary and other sources such as thesaurus to find variant meanings of words and gain deeper understanding.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Learners read different genres to comprehend the meaning and concept of the text. To do so, learners must be encouraged to use appropriate strategies and skills that they have developed in the previous classes. Furthermore, learners may be asked to use various references like dictionaries and thesaurus to understand the meaning of new words and pronounce new words correctly (fiction and non-fiction).
Learners at class VI level are expected to use reading skills effectively in both formal and informal situations. Reading pedagogy is the principal method of instruction that teachers use with learners. Therefore, numerous reading pedagogies such as read aloud, shared reading, guided reading, choral reading, echo reading, independent reading strategies to enhance learner’s reading skills must be encouraged in the classroom.
Learning Experience 1
Teacher Input
**Fiction:** A piece of literature (book or story) that describes imaginary events and people.
**Non-fiction:** Literature (book or story) that is not imagined but aims to represent a truth using facts and evidence.
**Voices:** In literature, the voice expresses the narrator or author’s emotions, attitude, tone and point of view through artful, well thought out use of word choice and diction.
Reference: [literaryterms.net/voice](http://literaryterms.net/voice)
**Point of view:** Refers to who is telling or narrating the story.
- Provide the information given in the text box (browse for additional information if need be) and for revision, the teacher may use any non-fiction text.
- Let learners read the text using reading strategies learnt in their previous classes (IV and V) such as previewing, visualizing, connecting, inferring, questioning and summarizing.
- Use contextual cues to help learners enhance and enrich their vocabulary.
- Refer the following link to teach about the context cues
Context Clues - How To Learn Unknown Or Unfamiliar Words ([dictionary.com](https://www.dictionary.com))
- Use the text: *My Hero*, *Homesickness*, and *Artificial Intelligence* for contextual cues.
- Let learners record the word and its meanings in the table as shown below.
| New word | Contextual meaning | Dictionary meaning |
|----------|--------------------|--------------------|
- Use the same table and let learners in groups or pairs use a dictionary and find the correct meaning.
- Suggest learners to list the new vocabulary in their vocabulary book (*It can be assessed once in each term*).
Learning Experience 2
- Let learners read a fictional text using the reading strategies.
- Discuss the new words using a dictionary or a thesaurus.
- Frame activities to support learners to deepen their vocabulary.
- Use the same text for explicit and implicit understanding of a literary piece *The People Who Hugged the Trees, The Orphan Boy, The Umbrella Man, The Three Questions, and Fly like an Eagle*.
- Use the following checklist to check the understanding of the learners:
Sample Assessment Tool
| Example from the text |
|-----------------------|
| Explicit (exact meaning from the text) |
| Implicit (implied meaning drawn and written in their own words) |
Learning Experience 3
- Provide information about voices and point of views as given in the table above.
- Use the texts *The People who Hugged the Trees*, *The Orphan Boy*, *The Umbrella Man*, *The Three Questions* and *Fly like an Eagle* to discuss the ways authors have used voices and point of views to present their work.
- Let the learners could focus on how much information they can get about the characters in different types of narratives.
- Use both fictional as well as non-fictional texts to let learners’ find out the ways in which the authors have used voices and point of views in these texts.
Performance Task
- The teacher may use a sample table like the following or any other assessment tool to check the learner’s understanding of the differences between fiction and non-fiction texts using voices and points of view as used by the authors.
**Sample Table** (This can be used as a tool to assess the learning experience)
| Text | Voices (tone, attitude and emotions) | Point of view |
|-----------------------------|--------------------------------------|---------------|
| The People Who hugged the Trees (fiction) | | |
| Homesickness (non-fiction) | | |
- The teacher may modify the table according to the assessment need of the activity.
- The teacher may develop/design his/her own assessment tools to assess the learner’s knowledge about the differences between fictional and non-fictional texts.
Sample assessment tool for self and the teacher (checklist)
| I can identify the usage of voices and point of view in fictional text. | Yes | No | Self-recommendation | Teacher Feedback |
|------------------------------------------------------------------------|-----|----|---------------------|-----------------|
| I can identify the voices and point of view expressed in the text *The people who Hugged the Trees* (fiction). | | | | |
| I can find the meanings of the words correctly using a dictionary/thesaurus from the text *Homesickness* (non-fiction) | | | | |
Learning Experience 4
- Revise and review the purpose of formal letters students learnt in classes IV and V.
- Provide examples of short reports (print or non-print) and discuss about how a report should be written.
- Sample Report
Weather advisory
Issue Date: 11th January 2022
Issue Time: 2:30 PM
Owing to the western disturbance (westerlies), moderate snowfall is forecasted over high altitude areas and high passes of the country on 12th and 13th January, 2022. Light snowfall is expected over the northern, western and central parts of the country during the same period. Dzongkhag wise, snowfall is likely over Gasa, Bumthang, Haa, Thimphu and Paro.
Rest of the country is likely to receive light rain during the same period.
The weather is likely to improve from Thursday (13th January, 2022) evening.
Updates will be issued if there are any significant changes in the forecast.
- Let learners discuss about the report using the questions given below:
- What is the report about?
- What did you understand from this report?
- What do you think is the purpose of report writing?
- For whom do you think this report is written? Is it for the people around the world or does it have a target audience?
- Provide the information given in the box below:
**Report writing:** A report is a factual description of an issue or a problem. A report is written for a clear purpose and for a particular audience. It usually studies a situation or problem, often making recommendations for future action. Each report has a distinct character and format.
**Kinds of report:** Weather reports, tour reports, police reports, celebration reports, minutes of the meeting, etc
- Browse for additional information on reports if need be. For instance, it would be vital for students of grade VI to know the parts and classification of reports with more appropriate examples.
Performance Task
- Let learners write a short report on any topic they like. Encourage learners to find situations from their own locality/community for the activity (PBE Approach).
Sample assessment – Peer assessment
| Area of assessment | Yes | No | Teacher feedback and recommendation |
|---------------------------------------------------------|-----|----|-------------------------------------|
| The report has a clear purpose. | | | |
| The report is written clearly for the intended audience.| | | |
| The report uses appropriate vocabulary. | | | |
| The report mentions the cause of the problem clearly. | | | |
| Recommendation for future action is clearly stated. | | | |
Note: Assess learner’s performance through other activities.
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Assessment
All assessment tasks and tools are integrated with the learning experiences given above.
Resources
- literaryterms.net/voice
- Context Clues - How To Learn Unknown Or Unfamiliar Words (dictionary.com)
- Sample reports
- Recommended text
Topic: Inferences and deduction in reading
While reading various texts, learners use strategies such as inferences and deduction to extract essential information. This would enhance the learner's comprehension and analytical skills.
Competency
- Extract essential information from the text and other sources using strategies like inference and deduction where appropriate to build on comprehension and analysis skills.
Knowledge: features of realistic fiction, facts and opinions, reading various texts.
Skills: reading strategies, decoding, encoding.
Behaviour: follow instructions, participation.
Learning Objectives
- Employ the features of realistic fiction to help them make meaning in their reading.
- Identify the elements of short stories – setting, characters, plot and theme.
- Recognize the difference between fact and opinion in texts.
- Read text to understand how lexical and grammatical items are used in context.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
Learners develop the skills to critique, analyze and connect to texts as they gain a deeper understanding of the literature they are exposed to. Such exposure to skills assists the learner in acquiring an important aspect of social development. Therefore, the teacher must provide rich learning opportunities and employ appropriate reading pedagogy.
Learning experience 1
- Provide texts of different genres from the list of suggested texts given at the back of the Instructional Guide. Texts should be short stories, essays, poems, and non-continuous texts. Let learners read these texts using different reading strategies.
- Teacher will explain the features of realistic fiction.
Teacher Input
Realistic fiction stories tend to take place in the present or recent past.
Characters are involved in events that could happen.
Characters live in places that could be or are real.
The characters seem like real people with real issues solved in a realistic way.
The events portrayed in realistic fiction conjure questions that a reader could face in everyday life.
Note: Teacher must use one reading strategy at a time.
- Use texts such as *The people who hugged the trees* and *The Umbrella Man* to discuss its features.
- Ask learners to write a summary of the realistic fiction they have read. The teacher may use the given tips to
write a good summary of a realistic fiction.
**Teacher Input**
A summary is a brief summarization of a larger work that gives the reader a comprehensive understanding of the main ideas of an article, story or an essay they have read or a television show or a movie they have watched.
Summary writing provides the reader with a succinct overview of important details or interesting information, without inserting a personal opinion.
Tips for writing summary-
- Find the main idea
- Keep it brief
- Write without judgment
- Make sure it flows
**Performance Task**
- Let learners read a realistic fiction and discuss the given questions in pairs.
- Let the learners present their discussion to the whole class.
| Characters | • Who is the main character? |
|------------|----------------------------|
| | • What makes the main character realistic? |
| Setting | • Where and when does the story take place? |
| | • What makes the setting realistic? |
| Plot | • What is the problem or goal of the main character? |
| | • What does the main character do to solve the problem or achieve his/her goal? |
| | • What makes the plot realistic? |
| Theme | • What do you realize when reading this story? |
| | • Does it have a lesson? |
**Learning experience 2**
- Revise the elements of short stories learnt in earlier classes.
**Teacher Input**
Author- is the person, group of people, or an organization who wrote the story.
Character(s) - are the people or animals in the story. They are essential to a good story. There are different types of characters-
- Protagonist- the main character who plays a positive role in the story.
- Antagonist- the character who opposes the main character in the story.
Setting- refers to the place and time (where and when) the story took place.
Plot- is the sequence of events in the story that makes up the story (beginning, middle, and end). Plot has certain elements such as:
- **Exposition**- is the beginning of the story where character, setting, and primary conflict of the story are introduced.
- **Rising Action**- begins with an inciting incident that sets the story into action. As the story progresses, there will be multiple movements of conflict that escalate and create tension as the story moves towards the climax.
- **Climax**- it is the peak of tension, plot, and character in the story.
- **Falling action**- It is a part of the plot where the story moves toward a more satisfying conclusion. This is also
where any conflicts that arose as a result of the climax can start being resolved.
- **Resolution/denouement** - it is the end of the story where the main problem of the story is resolved and determines the main idea of the story.
Point of view - is how a story is presented to the readers (1\textsuperscript{st} person, 2\textsuperscript{nd} person, and 3\textsuperscript{rd} person point of view).
Theme - Is the main idea/messages the story conveys to the reader.
Note: Teachers are encouraged to give more emphasis on the plot of the story.
- Let learners read the story *The People Who Hugged the Trees* and identify the elements of the short story.
- Encourage learners to read any story and let them share and discuss the elements of the story identified. Later, ask the learners to share what they have discussed to the whole class. Teacher will provide constructive feedback.
**Learning experience 3**
- Use the story *The Umbrella Man* to do character mapping for the old man and the mother.
- Remind the learners that characters are revealed by their thoughts and actions, their behaviour and what they say and what others say about them.
- Use a graphic representation to record the character traits and evidence supporting them.
**Learning experience 3**
- Use the story *The Orphan Boy* to understand the plot of the story.
- Let learners list the main events in the story.
- Let learners draw pictures to illustrate the main events in the story.
- Let learners display their work and walk around to view other's work. (Gallery walk)
- They will choose a picture to represent each of the main events in the story and create a story map.
- Let learners define the plot in their own words.
**Learning experience 4**
- Use the story *The Three Questions* to discuss the theme.
- Let learners read the story independently.
- Ask learners to write the theme of the story.
- Ask questions like the following:
- Is the theme of the story directly stated or is it implied? How do you know?
- Can the story have more than one theme?
- How appropriate is the theme to the story in the text?
**Performance Task**
- Let the learners to write a short story in pairs employing the elements of the short story discussed above. The teacher may use a sample checklist like the following to assess the story:
Name of the learners: ...........................................................................................................
| Sl. No | Components | Yes | No | Comments |
|--------|---------------------------------------------------------------------------|-----|----|----------|
| 1 | The story has a title | | | |
| 2 | Story has character (s) | | | |
| 3 | Story mentions the setting clearly | | | |
| 4 | The story has a good plot | | | |
| 5 | The story is written from different points of view (1st, 2nd and 3rd point of view) | | | |
**Learning experience 3**
- Explain the differences between facts and opinions:
**Teacher Input**
A fact is a statement that can be proven true or false.
An opinion is an expression of a person’s feelings that cannot be proven. Opinions can be based on facts or emotions and sometimes they are meant to deliberately mislead others.
- Use the given video link to teach the difference between facts and opinions.
[https://www.youtube.com/watch?v=Flyt5pEcE_g](https://www.youtube.com/watch?v=Flyt5pEcE_g)
- Ask learners to find out facts and opinions from any non-fiction text. Then let them share their findings to the class. Supplement/ provide constructive feedback wherever necessary.
**Learning Experience 4**
- Take the opportunity to introduce how lexical and grammatical items are used in context of what that learners read.
- Encourage learners to explore the usage of lexical and grammatical words in context and share it to the class. Supplement the exploration of the learners with additional information if necessary.
**Teacher Input**
Lexical words are little words that act as the glue or connectors inside a sentence. Without them, lexical words might still carry meaning but they may not make much sense.
Grammatical words include articles, prepositions, conjunctions and pronouns.
Note: Teacher may explore more to teach the concept clearly.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Assessment**
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
**Resource**
- [https://www.youtube.com/watch?v=Flyt5pEcE_g](https://www.youtube.com/watch?v=Flyt5pEcE_g)
Topic: Figurative language
Learners must be able to identify figurative language used in various texts they read in order to appreciate the language used by the writers and understand the underlying literary theme.
Competency
- Identify figurative language and understand the meaning to appreciate the beauty they add to a text.
Knowledge: figure of speech
Skills: reading strategies, comprehending
Behaviour: follow instructions, being receptive, and participation.
Learning Objectives
- Identify figurative language in texts – simile, metaphor, personification and onomatopoeia.
Note: The above objective can have multiple objectives specific to the lesson topic.
Learning Experiences
Enable learners to understand the intent and purpose of the texts expressed through the use of figures of speech by utilizing various pedagogies and teaching and learning experiences.
Learning experience 1
- Conduct a diagnostic test to check the learner's prior knowledge on figures of speech learnt in the earlier classes.
Teacher Input
Simile - In a simile, two things are compared using words such as like and as.
Examples -
The flower is as pretty as a picture.
He eats like a pig.
She sings like a nightingale.
Metaphor - When you compare two unlike or different things or ideas without using like or as, it is known as a metaphor.
Examples -
You are the apple of my eye.
He is a night owl.
Personification - In personification, non-living things, abstract ideas or qualities are mentioned as humans or living things.
Example -
Angry clouds surrounded the island.
The flowers talked to them in the garden.
The wind howled that night.
Onomatopoeia – is where a word is used to describe a sound. When we explain any action by putting the sounds into language, it is known as onomatopoeia.
Example -
“Tick tock” of a clock
“ding dong” of a doorbell
• Explain figure of speech with examples (focus on onomatopoeia). Teacher may also use the given web link to explore more on figures of speech:
https://www.vedantu.com/english/figure-of-speech
https://youtu.be/n9XaC3b_6Gk
• Provide a text (a poem, a short story or an essay) which comprises of all figures of speech discussed above and let learners read the given text to identify those figures of speech used.
• Discuss how figures of speech used in different genres add beauty to the text/literature.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Performance Task**
• Let learners write a simple free verse poem infusing all figures of speech discussed earlier.
• Let learners assess their work in pairs using a checklist like the following. Encourage them to provide feedback accordingly.
**Note:** Let learners follow all necessary steps of the writing process and compile their drafts in their writing portfolio for assessment.
Sample peer assessment checklist to assess use of figures of speech
| Name: .................................................. | Assessor: .................................................. |
|--------------------------------------------------|--------------------------------------------------|
| **Sl No** | **Checklist statements** | **Yes** | **No** | **Comments** |
| 1 | My friend used simile in his/her writing | | | |
| 2 | My friend used metaphor in his/her writing | | | |
| 3 | My friend used personification in his/her writing | | | |
| 4 | My friend used onomatopoeia in his/her writing | | | |
**Assessment**
The teacher can assess the learners’ performance using the above checklist or any other relevant assessment tool. The teacher can develop the checklist or rubrics with the learners.
**Note:** The success criteria should be developed together with the learners and made clear to them. Teacher may share learners’ assessment with parents and learners, if required.
**Resources**
- https://www.vedantu.com/english/figure-of-speech
Topic: Text to life connections
Reading becomes more interactive when one is able to connect oneself and one's ideas to the characters and ideas presented in the text. Learners must be taught how to make connections in order to enjoy reading and making sense of the text.
Competency
- Relate themselves and their ideas to the characters and ideas they encounter in the literature they read.
Knowledge: reading various texts, text to life connection
Skills: reading strategies, intonation, and pronunciation Behaviour: follow instructions, participation
Learning Objectives
- Make text to life connections.
- Read and view at least 40 pieces of literature, for pleasure to demonstrate independent reading and learning in the content area.
Note: The above objective can have multiple objectives specific to the topic.
Learning Experiences
Learners read various texts to connect themselves and their experiences with the ideas in the text. When learners make connections to the texts they read, it helps them make sense of what they read, retain the information better and engage more with the text. They also read texts independently for fun and pleasure. Therefore, providing learners with meaningful learning experiences that allow learners to explore various texts is essential.
Learning Experience 1
- Provide texts which allow learners make text to life connections appropriately such as *The People Who Hugged the Trees* or any other related texts.
- Let the learners read the given texts.
- Let learners make text to life connections through various ways. For example, a teacher may use the following format to do the activity;
- Teachers may also discuss the following questions (based on the text *The People Who Hugged the Trees*) to develop learners’ skills in connecting the text to their real life:
- Who are the characters in the story?
- Who is the main character in the story?
- What is different about Amrita from the other characters?
- Do you think trees are important? Why?
- What does Amrita do to save the trees?
- What would you have done if you were in Amrita’s situation?
- Have you ever saved something in your life? (a small flower, plant, an insect or any other living things)
What did you do to save it?
Or
The teacher may also use the poem *The old Brown Horse* to make a text to life connection through the given questions.
- What does this remind me of in my life?
- How does this relate to my life?
- What were my feelings when I read this?
**Performance Task (Making Connection)**
The story/essay/poem I read: ..................................................................
In the text:
Illustrate the story through pictures
Self:
Illustrate through pictures
In the story .................................................. In my life, this reminds me of...........................
**Learning Experience 2**
- Use the poem *The old Brown Horse* and *Heads Bent Low* to make text to text connections.
- Ask learners to compare and contrast the above two poems based on themes, length of sentences and stanzas and use of figurative language.
- Tell the learners to present their comparisons in the form of a Venn diagram.
**Sample assessment tool** (Exceeding-5, Advancing-4, Meeting-3, Approaching-2, Beginning-1)
| Connection | Exceeding | Advancing | Meeting | Approaching | Beginning |
|------------|-----------|-----------|---------|-------------|-----------|
| **Connection** | Makes meaningful text to life and text to text connections. | Connects major ideas in the text with self and the other text | Makes required life to text and text to text connections. | Makes life to text and text to text connections with guidance from the teacher. | Has difficulty in making life to text and text to text connections. |
| **Evidences of contrast** | Connects the texts using considerable number of evidences. | Connects the texts using sufficient number of evidences. | Connects the texts using the required number of evidences. | Connects the texts with guidance from the teacher. | Cannot find out any evidence to connect the texts. |
| **Graphic representation** | Represents substantial information through illustrations/venn diagrams/graphs/pie charts etc. | Represents sufficient information through illustrations/venn diagrams/graphs/pie charts etc. | Represents required information through illustrations/venn diagrams/graphs/pie charts etc | Presents information either through illustrations/venn diagrams/graphs/pie charts with guidance from the teacher. | Cannot represent any information through illustrations/venn diagrams/graphs/pie charts etc. |
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Learning Experience 3**
Use non-continuous texts such as chocolate covers, food wrappers, billboards, and traffic signs (content-rich in
PBE) to explicitly teach how to view, interpret, examine and construct meanings out of them. For example, if food wrappers are used, the following questions may be asked:
- What does the food contain?
- Where is it made?
- When was it made?
- When is the expiry date?
- How much does it cost?
- Is it good to consume this food every day?
**Teacher input**
Viewing - it refers to perceiving, examining, interpreting, and constructing meaning from visual images (advertisement, films, pictures, images and videos) and is crucial to improving comprehension of print and non print materials. This is the skill to be taught as learners are exposed to multimedia.
Learners may choose any non-continuous text of their interest, view it and write a short description. This can be a part of writing activity under the writing strand.
**Learning Experience 4**
- Ask learners to maintain a reading log following a common format.
**Sample format (suggestive)**
| Sl.no | Title | Author | Genre | Start date | End date | Moral of the story |
|-------|-------|--------|-------|------------|----------|-------------------|
| 1 | | | | | | |
- Ask learners to maintain this book review in their portfolio to supplement their reading and learning in the content area.
- Assess the book reviews while assessing the writing portfolios.
SAMPLE BOOK REVIEW FORMAT
Title: Author:
Illustrator:
Genre:
Character(s):
Plot
Event 1:
Event 2:
Event 3:
Who would this book/story appeal to?
..................................................................
Write your opinion about this book/story?
..................................................................
My Book cover
Assessment
The assessment of the learners’ performance may be integrated with the activities mentioned above.
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Resources
- Recommended texts
- Sample formats
- Tools.
Topic: Multimodal media for writing
Learners create a variety of texts to improve their writing skills, drawing inspiration from a variety of sources, including ICT.
Competency
- Explore ideas using various sources, including ICT, and create texts to strengthen writing.
Knowledge: spelling, dictionary use, vocabulary.
Skills: writing coherent paragraphs, organizing ideas in writing, composing, communicating, listening, using the writing process.
Behaviour: participation, sharing with friends.
Learning Objectives
- Use punctuation marks, including the use of the apostrophe for omission (contractions) and possession.
- Use spelling strategies, dictionaries, and other sources to enhance the mechanics of their writing.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
To improve their writing mechanics, learners use punctuation marks, apostrophes, spelling strategies, and appropriate vocabulary. Learners should be encouraged to explore various sources, including ICT, in order to generate ideas for effective writing. Therefore, providing learners with rich learning experience and use of appropriate teaching learning pedagogy is necessary.
Learning Experience 1
- Revise the use of punctuation marks.
- Help learners use spelling strategies such as phonetic spelling, rule-based spelling, visual spelling, morphemic spelling, etc. Use the given link for more information.
https://resources.finalsite.net/images/v1601319914/myfisdcom/zwry5mrykn6reokvnari/Spelling-Strategies.pdf
- Ask learners to think about something that they want to know more about. Learners can pick up anything (objects or ideas they would like to explore)
- Give a demo by thinking aloud. (For instance: I saw a red flower on my way to school this morning.... I wonder what its name is, who planted it? Does it grow in all places? I have to find out.... but how? I will ask people, read books, explore from the internet, etc.
- Explain that they can use any source of information to learn more about their subject. Give them a week to produce a one-page write-up.
- They should follow the writing process to finalize their essay.
Note: Remind the learners that their work should be included in the writing portfolio and that it will be assessed on the correct use of punctuation marks and spellings.
Note: Appropriate learning experiences should be adapted to cater to diverse learning needs.
Note: Incorporate ICT in their writing.
- Learners can design/publish their work using ICT.
- Encourage learners to create an online personal page/blog to post their write up.
**Assessment**
Assess the learner's writing and provide specific feedback on how the writing could be improved.
Note: Assessment can happen at any stage of writing, and not necessarily when the portfolio is submitted. Encourage peer and teacher conferencing to improve writing. Explain and present a demonstration on how to carry out a peer conference.
**Sample assessment rubric**
(Exceeding-5, Advancing-4, Meeting-3, Approaching-2, Beginning-1)
| Criteria | Exceeding | Advancing | Meeting | Approaching | Beginning |
|----------|-----------|-----------|---------|-------------|-----------|
| Content | Shows a full understanding of the topic. | Understands major parts of the story. | Shows a good understanding of the topic. | Shows good understanding of some parts of the topic. | Does not seem to understand the topic very well. |
| Punctuation | Uses all necessary punctuation marks correctly. | Uses most required punctuation marks correctly. | Uses some punctuation marks correctly. | Uses a few punctuation marks correctly | Uses punctuation marks randomly. |
| Spelling | No spelling error | 1-2 spelling errors | 1-5 spelling errors | 6-10 spelling errors | More than 10 spelling errors |
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners' assessment with parents and learners, if required.
**Resources**
https://resources.finalsite.net/images/v1601319914/myfisdcom/zwry5mrykn6reokvnari/Spelling-Strategies.pdf
Topic: Purposeful writing
Learners create a variety of text for different purposes and audiences to communicate and to stimulate reader’s interest.
Competency
- Create and write a variety of text for a range of purposes and audience.
Knowledge: types of poems, vocabulary.
Skills: writing coherent paragraphs, organizing ideas in writing, communicating, composing.
Behaviour (participation, sharing with friends, following instruction).
Learning Objectives
- Use the writing skills developed in earlier classes.
- Write simple poems using the poems from the text as examples.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Learners write poems to express their feelings and ideas. Writing poems enables the learners to write in different styles and appreciate the beauty of language. Therefore, exposing learners to various types of poems and equipping them with the skills of writing poems is essential. Furthermore, it is vital for the teachers to create situations and provide forums for learners to write poems through various teaching and learning activities.
Learning Experience 1
- Introduce some of the following types of poems to the learners through examples:
| Poems | Definition |
|------------------------|-----------------------------------------------------------------------------|
| Narrative | Tells a story, have similar elements to stories such as plot and character |
| Haiku | 3 lined poems |
| | 1-5 syllables |
| | 2-7 syllables |
| | 3-5 syllables |
| Free verse | Lacks structure- no regular rhyme, line, length, or stanza pattern |
| Lyric | Expressions of thought and feelings of a single speaker, highly musical, can be sung. |
| Concrete/shape poems | Poems shaped to look like their subjects. Arrange lines to look like a picture. |
| Rhyming poem (end rhyme poem) | These are rhymes that occur between the final words on two particular lines of poetry. End rhymes can be either masculine (for instance below and furlough) or feminine (for instance actual and factual). |
| Limerick | Humorous, rhyming five-line poem. They have specific rhyme pattern. |
- Let learners watch the video given below or any other shorter video to understand about the lyric poems:
https://www.youtube.com/watch?v=X51MprsSXzg&list=PL8WWToQ5Kvkdb2cYz3S7AqRfOevE7DwNk&index=33
Learning Experience 2 – Responding to a Lyric Poem/song
The purpose of this performance task is to introduce learners to lyric poetry. Learners will examine the lyrics in contemporary songs (English and Dzongkha) and the message behind those lyrics. Furthermore, learners will analyse what literary techniques the author uses to make the song and its message clear and attractive to the audience. Learners will be expected to choose a lyric poem or a song of their interest and complete a written analysis. Learners can do an oral presentation, performance-based interpretation, self-evaluation, and peer evaluation.
| Literary Techniques | Written Analysis |
|-------------------------------------------------------------------------------------|------------------|
| **Song thesis:** This will include a brief summary of the song and a thesis statement. The thesis should in one or two sentences state what the song is essentially about. For example, TLC’s song *Pretty* ([https://www.youtube.com/watch?v=JWTOk9VeYXM](https://www.youtube.com/watch?v=JWTOk9VeYXM)) might be summarized by saying: "This song displays the importance of understanding that true beauty is found in a person’s character and personality, not in the physical features." | |
| **Themes:** Go deep into the text and find what the song is really saying. What is the song’s theme? Is there some greater knowledge the singer/songwriter is trying to tell the audience? Is there some life lesson or moral value that we as listeners are supposed to understand or be reminded of? What is essentially going on in this song? Give 2-3 examples of lines from the song that display the song’s theme. | |
| **Style/Genre:** What kind of song is this? Is it rap, blues, rock n’ roll, a ballad, pop, zhungdra, boedra or rigsar (if learners choose a Bhutanese song or poem). What components of the song make it fit that genre? Do the lyrics have anything to do with the style of the song? Further, explain whether the lyrics (the words to the song) would fall into the poetic category of a ballad or lyric and explain why. | |
| **Literary devices:** Is the song writer using any literary devices or figurative language? Are there any examples of imagery, metaphors, similes, personification, alliteration, rhyme or repetition? What tone do these literary devices create? How do the use of literary devices further enhance the effect of the song on the listener? | |
| **Author information:** Who wrote the song? Find out more information about the song writer, author, his/her history or other songs he/she has written, his/her personal life, etc. | |
**Note:** The teachers can encourage learners to use Bhutanese songs and poems. Lesson can be integrated with the Dzongkha lesson and work together with the language teacher. Above task can be used to assess the learner's ability to identify the different literary techniques used in the lyric poem.
Let learners identify different types of poems found in the text. Integrate this activity with the Reading and Literature strand.
- Let learners brainstorm on the title of poems that they might want to write. The poems could be about their immediate interests, family members, community and nature.
- Provide some tips for writing the poem like the following:
- Know your goal
- Pick a subject
- Choose a pattern
- Avoid cliché
- Avoid sentimentality
- Use images
- Use metaphor and simile
Use concrete words instead of abstract words
Subvert the ordinary
Revise
For more information, teachers may use the following link on how to write a poem step by step:
https://writers.com/how-to-write-a-poem-step-by-step Let learners write any type of poem they choose using the writing process.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Note:** Incorporate ICT in their writing.
- Learners can design/publish their work using ICT.
- Encourage learners to create an online personal page/blog to post their write up.
**Assessment**
Assess the learner's writing and provide specific feedback on how the writing could be improved.
**Note:** Assessment can happen at any stage of writing, and not necessarily when the piece of writing is submitted. Encourage peer and teacher conferencing to improve writing. Explain and present a demonstration on how to carry out a peer conference.
**Note:** As far as possible, discuss with learners while developing assessment rubrics or criteria.
**Sample rubrics to assess the poem**
*(Exceeding-5, Advancing-4, Meeting-3, Approaching-2, Beginning-1)*
| Criteria | Exceeding | Advancing | Meeting | Approaching | Beginning | Comments |
|---------------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|----------------------------------------------------------------------------|----------|
| **Rhythm (flow)** | The poem has Rhythm throughout all lines. | The poem has rhythm in most lines. | The poem has rhythm in some lines. | The poem has rhythm only in a few lines | The poem has no rhythm. | |
| **Tone (mood)** | The tone of the poem is very clear and consistent. | The tone of the poem is clear and consistent. | The tone of the poem is clear, but inconsistent | The tone of the poem is somewhat clear but inconsistent. | The tone of the poem is not clear and consistent | |
| **Imagery (use of figurative language)** | The use of imagery is evident in most lines of the poem. | The use of imagery is evident in some lines of the poem. | The use of imagery is evident in few lines of the poem. | The use of imagery is evident only in a few lines of the poem. | The use of imagery is not evident in any lines of the poem. | |
| **Word choice** | Each word in the poem is carefully chosen to enhance the meaning poem. | Most words in the poem are carefully chosen to enhance the meaning of the poem. | Some words in the poem are carefully chosen to enhance the meaning of the word. | A few words in the poem are carefully chosen to enhance the meaning of the poem. | Words in the poem are chosen randomly. | |
- The teacher may design separate rubrics to assess free verse written by learners.
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Resources
- https://www.youtube.com/watch?v=X51MprsSXzg&list=PL8WWToQ5Kvkdb2cYz3S7AqRf0evE7DwNk&index=33
- https://writers.com/how-to-write-a-poem-step-by-step
- (https://www.youtube.com/watch?v=JWT0K9VeYXM
Topic: Writing Portfolio
Learners maintain a portfolio to demonstrate their progress and growth in their writing skills. It also enables them to reflect on their work, skills and experiences.
Competency
- Maintain writing portfolios containing their best pieces of writing to continue to grow as writers.
Knowledge: vocabulary, various texts
Skills: writing coherent paragraph, organizing ideas in writing, communicating, using the writing process
Behavior: participation, sharing with friends, following instruction
Learning Objectives
- Add at least 5 pieces to the portfolio of their best writing making choices based on the elements of good writing.
- Evaluate one’s own and other’s writing.
To understand and comprehend the text, learners have to read and evaluate other’s writing. Furthermore, learners need to express their ideas and feelings to convey the message clearly.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Letting learners compile portfolios makes the writing process meaningful to them. They will more willingly put in their best efforts, as they are accountable for producing at least five literary pieces in class VI. They will approach writing more thoughtfully as a complex and recursive process of drafting, revising, editing and rewriting, knowing that this process leads to more effective writing. They will craft finished pieces more responsibly, knowing that their final evaluation will depend on the finished products they include in their portfolios. However, developing writing portfolios requires patience and perseverance from everyone involved, but there is no one better pedagogy or learning experience to track a learner’s development as a writer. Portfolios are also extremely valuable when we discuss a learner’s progress with parents or other teachers.
Self and peer assessment are important aspects of developing a writing portfolio. Assessing their own work or that of others can help learners understand learning objectives and success criteria more easily. Therefore, it is significant for the learners to know how to carry out effective self and peer assessment.
Learning Experience 1
- Revise the writing process. During the revision of the writing process, the teacher needs to make use of the sample self-assessment and peer assessment tools provided in the instructional guide.
- Pre-writing
- Drafting
• Revise the elements of effective writing
o Central idea
o Organization
o Supporting materials
o Expression, word choice, and point of view
o Spelling, grammar, and punctuation
• Teach learners how to assess one’s own and others’ writing. It is important to make guidelines for giving feedback explicit and make them follow while carrying out peer assessment. The guideline may include:
o Respect the work of others
o Identify successful features in the peer’s work
o Think about the learning objectives and success criteria when suggesting improvements.
o Use positive words for improvement.
o For detail use the link given. [Peer and self-assessment for learners (nsw.gov.au)](https://www.nsw.gov.au/)
o Sample peer and self-assessment tools are attached for reference.
• Guide learners on how to develop a portfolio. The teacher may refer to the link given below to help learners develop a portfolio (hard copy) [https://k12.thoughtfullearning.com/teachersguide/write-on-track-assessment/using-writing-portfolios](https://k12.thoughtfullearning.com/teachersguide/write-on-track-assessment/using-writing-portfolios) (using writing portfolio).
• Let learners write different types of literacy pieces following the writing process.
• Let learners compile their best piece in the portfolio based on elements of effective writing.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs. Note: Encourage learners to Incorporate ICT in their writing.
o Learners can design/publish their work using ICT.
o Encourage learners to create an online personal page/blog to post their write up.
**Assessment**
Assess the learner's writing and provide specific feedback on how the writing could be improved.
**Note:** Assessment can happen at any stage of writing, and not necessarily when the portfolio is submitted. Encourage peer and teacher conferencing to improve writing. Explain and present a demonstration on how to carry out a peer conference.
**Note:** As far as possible, discuss with learners while developing assessment rubrics or criteria.
Sample assessment tool for peer response guide
Name: .......................................................... Class: .................. Section: ............... Date: ...............................
Direction: Use this form as you respond to the writing of your friend.
What is best about this piece of writing?
Is the opening sentence interesting and attention-grabbing? If so, how can I make it more interesting?
What is the focus of the write-up? Do all the parts work to support the whole?
Would it be possible to organize the ideas or events more clearly? How?
Are the paragraphs and sentences clearly and logically connected? Where could transitions be introduced to make connections clearer?
Does the writer talk enough about each part of the subject? Where are more details needed?
Where is the language precise and vivid? Where is the language vague or confusing?
Were there errors in usage, spelling, capitalization, or punctuation that need to be corrected?
Self-assessment guide
Direction: Use this form to evaluate your own writing by completing each sentence below.
Name: .......................................................... Class: ............................... Section: ................. Date: .......................
What I liked best about this write-up was...........................................................................................................
When I look back at the write-up, the part I most enjoyed working on was............................................................................
The most difficult part of the write-up was.................................................................................................................
I was most successful at..............................................................................................................................................
One thing I learned from this write-up was.................................................................................................................
I would grade this write-up as (outstanding, good, fair, and weak)..................................................................
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
One goal I would like to focus on in future writing is.............................................................................................
Resources
- Peer and self-assessment for learners (nsw.gov.au)
- https://k12.thoughtfullearning.com/teachersguide/write-on-track-assessment/using-writing-portfolios
Topic: Purposeful writing
To convey a clear message, learners need to use appropriate language in their writing to suit the genre, purpose and audience.
Competency
- Select and develop content and use register and language appropriate to genre, purpose and audience to practise writing skills.
Knowledge: figure of speech, vocabulary, various texts.
Skills: writing coherent paragraphs, organizing ideas in writing, composing, communicating.
Behaviour: participation, sharing with friends, following instruction.
Learning Objectives
- Enhance the effectiveness of their writing with the use of figurative language – simile, metaphor, personification, and onomatopoeia.
- Write for a range of purposes and audiences using a variety of forms encountered in their reading including, explanations, summaries, invitations, reports and realistic fictions.
- Learners incorporate figurative language to enhance their writing for different purposes and audiences.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Varieties and register of language are all about appropriateness and context in speaking as well as grammatical correctness of words in writing. In order to determine the level of ‘formality,’ it is also necessary to use appropriate varieties and registers of language in a specific communication context for instance, one would not speak to his/her teacher the same as he/she would talk to the classmates. There is proper etiquette when dealing with a certain person based on his/her status in the society. In short, “Right words at the right time to the right person with the right reason.”
In writing using figurative language is an effective way of communicating an idea with clarity and impact. Writers use figurative language to stimulate emotion, help readers form mental images and draw readers into the work. Therefore, it is important to engage learners in meaningful writing experiences through varieties of teaching pedagogy.
Learning Experience 1
- Use the link below to revise the learners’ knowledge of figurative language learnt in the previous classes. Give input on new figurative language used in the text (onomatopoeia).
https://www.youtube.com/watch?v=98I2gZh-2X0
- Ask learners to use figures of speech in their writing (essays, poems, letters, reports and short stories) to enhance effectiveness of the written work.
- Simile
- Metaphor
- Personification
- Onomatopoeia
- Ask learners to write a poem on the theme ‘festival’ with reference to the poem *Celebration* incorporating figures of speech learnt in the previous classes.
**Learning Experience 2**
- After learning the poem *Courage*, let learners write a similar poem on one incident where they said ‘no’ to something when they actually wanted to say ‘yes’. Let learners express their feelings and thoughts experienced in such situations.
**Note:** The teacher will encourage learners to write explanations, summaries, invitations, reports, and realistic fictions.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Note:** Incorporate ICT in their writing.
- Let learners design/publish their work using ICT.
- Encourage learners to create an online personal page/blog to post their write ups.
**Assessment**
Assess the learner's writing and provide specific feedback on how the writing could be improved. Use the writing process to carry out assessment.
**Note:** Assessment can happen at any stage of writing, and not necessarily when the portfolio is submitted. Encourage peer and teacher conferencing to improve writing. Do demonstration on how to carry out a peer conference.
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share learners' assessment with parents and learners, if required.
**Resources**
[https://www.youtube.com/watch?v=98l2gZh-2X0](https://www.youtube.com/watch?v=98l2gZh-2X0)
Topic: Multimodal media for presenting and publishing
Learners make appropriate choices of presentation to publish their work. They can present their writing using handwriting and IT effectively.
Competency
- Use handwriting and IT effectively, making appropriate choices of presentation to publish some of the best pieces.
Knowledge: vocabulary, types of sentences.
Skills: writing coherent paragraphs, organizing ideas in writing, communicating.
Behaviour: participation, sharing with friends, following instruction.
Learning Objectives
- Write a coherent paragraph using simple, compound, and complex sentences.
- Continue to enjoy writing by participating in a community of writers.
Note: The above objectives can have multiple objectives specific to the topic.
Learning Experiences
Learners need to organize their thoughts in paragraphs to provide structure and flow to the text. They can also participate in a community of writers to enhance their writing skills, evolve and progress as a writer. Therefore, providing a natural forum for writing on related and relevant topics needs to be considered important by the teachers. Some of the writing activities can be either follow up or extended activity from listening and speaking and reading and literature. It is equally important for teachers to teach or encourage learners to use different digital tools to enhance writing skills or publish their final drafts using digital tools.
Learning Experience 1
- Continue giving importance to handwriting practice so that learners are able to use the best of handwriting to publish their written work. The teacher may refer to the following link to understand the importance of handwriting in the digital age. [https://www.montessoriinternational.org/wp-content/uploads/2018/09/The-Importance-of- Handwriting-in-the-Digital-Age-HealthyChildren.org .pdf](https://www.montessoriinternational.org/wp-content/uploads/2018/09/The-Importance-of- Handwriting-in-the-Digital-Age-HealthyChildren.org .pdf) (Importance of Handwriting).
- Remind learners to make use or follow the grammar rules that they have learned while writing. The teacher must ensure that the learners use simple, compound and complex sentences to write coherent paragraphs in their essays, stories, letters and summary, incitation. Provide video link for simple, compound and complex sentences if need be.
- To revise the types of sentences, learners watch the video given below [https://www.youtube.com/watch?v=smgyeUomfyA](https://www.youtube.com/watch?v=smgyeUomfyA)
- Explain with examples how to write coherent paragraphs. Paragraph that has clear topic sentences, supporting details, unity and coherence.
Note: It’s important to demonstrate writing to learners by the teacher.
Note: Appropriate learning experiences should be adapted to cater to diverse learning needs.
Note: Incorporate ICT in their writing. Teacher may use the link below to encourage ICT in writing. [https://www.youtube.com/watch?v=9axgV_cPtlU](https://www.youtube.com/watch?v=9axgV_cPtlU) (Creating Google Site Tutorial)
Assessment
Assess the learner’s writing and provide specific feedback on how the writing could be improved.
Note: Assessment can happen at any stage of writing, and not necessarily when the portfolio is submitted. Encourage peer and teacher conferencing to improve writing. Explain and present a demonstration on how to carry out a peer conference.
Note: As far as possible, discuss with learners while developing assessment rubrics or criteria. Share learner’s assessment with parents and learners.
Sample self-assessment tool for writing process
| Criteria | Comments for improvement |
|-------------------------------------------------------------------------|--------------------------|
| **Prewriting** | |
| I chose a good topic | Yes |
| I read about my topic | Yes |
| I thought about what readers may want to know | Yes |
| I wrote down all my ideas on a ‘think sheet’ | Yes |
| **Drafting** | |
| I put similar ideas together to form coherent paragraphs. | Yes |
| I chose the best ideas for my composition | Yes |
| I arranged my ideas in logical order | Yes |
| **Writing** | |
| I wrote down my ideas in sentences | Yes |
| When I needed help …… browsed the internet looked in a book asked my partner asked the teacher (The learner can add additional points if any) | |
| **Revising** | |
| I read my first draft to myself | Yes |
| I marked the parts I liked | Yes |
| I marked the parts I might want to change | Yes |
| I read my first draft to my partner | Yes |
| I listened to my partner’s suggestions | Yes |
| I made changes to my composition | Yes |
| I tried to use a simile in my write-up | Yes |
| I tried to use metaphors in my write-up | Yes |
| I tried to use personification in my write-up | Yes |
| I tried to use onomatopoeia in my write-up | Yes |
| **Editing** | |
| I edited my spellings | Yes |
| I edited my punctuations | Yes |
| I edited my capitalization | Yes |
| I edited my tenses | Yes |
| I edited my subject-verb-agreement | Yes |
| I corrected my run on and fragmented sentences. | Yes |
| My writing includes simple, compound and complex sentences. | Yes |
| **Publishing** | |
| I wrote the final draft in my best writing | Yes |
| I used the elements of good writing | Yes |
| I am ready to publish my write-up | Yes |
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Resources
https://www.montessoriinternational.org/wp-content/uploads/2018/09/The-Importance-of-Handwriting-in-the-Digital-Age-HealthyChildren.org_.pdf
https://www.youtube.com/watch?v=smgyeUomfyA
• https://www.youtube.com/watch?v=9axgV_cPtlU
Topic: Formal and informal languages
Learners speak using formal and informal language to convey messages on different occasions.
Competency
- Use formal and informal language to suit the purpose and audience.
Knowledge: question tags, direct and indirect speech, tenses, pronouns, active and passive voice.
Skills: communicate clearly, listen to understand, respond to the speaker, and use correct intonation and pronunciation.
Behavior: paying attention, being polite, demonstrating respect.
Learning Objectives
- Use the knowledge of grammar learned in earlier classes.
- Use question tags correctly.
- Use direct and indirect speech correctly in both written and spoken language.
- Use the progressive/continuous forms of tenses (continuous present, continuous past, continuous future).
- Use intensive pronouns (e.g., myself, ourselves).
- Recognize and correct inappropriate shifts in pronoun number and person.
- Ensure that pronouns are in the proper case (subjective, objective, possessive).
- Use active and passive voice.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
The study of grammar enables learners to speak with ease and clarity. With the knowledge of grammar, learners should be able to write coherently and accurately. It is also important for the teacher to incorporate grammar learning with other strands such as listening and speaking, reading and literature, and writing.
Teacher Input
Learners should be made aware of the difference between formal and informal language.
**Formal language:** A formal language is less personal than informal language. It is used when writing for professional or academic purposes. It does not use colloquialism/slang, contractions or first-person pronouns such as I or we.
**Informal language:** It is more casual and spontaneous. It is used to communicate with friends or family either in writing or in conversations. It is used while writing personal emails, text messages and in some business correspondence.
Learning experience 1
- Revise the use of question tags learnt in earlier classes by providing examples such as:
1. She is not here, ...............
2. Dorji eats too much, ..................
3. She works hard, ...................
4. They are reading books, ..............
5. He isn’t good, .....................
6. I am little late, ..............
- Teach the use of question tags by providing more examples. For this, teachers must explore relevant sources. You may use the web link given below or *Grammar Builder 3* for more information.
[https://www.grammar.cl/Intermediate/Question_Tags.htm](https://www.grammar.cl/Intermediate/Question_Tags.htm)
- Using the web link shared below, let learners watch and answer the questions posed in the video. Learners will keep a record of questions they were able to answer correctly.
[https://www.youtube.com/watch?v=RFQMr-0KI8w](https://www.youtube.com/watch?v=RFQMr-0KI8w)
**Note:** Teachers are encouraged to use different assessment techniques to assess learners’ competency level on the use of Question Tags.
Learning experience 2
- Let learners explore direct and indirect speech in groups from various sources.
- Learners can present direct and indirect speech to the class.
**Note:** Teacher will be the facilitator.
- Based on the presentation, the teacher may provide constructive feedback.
- Supplement the presentation by providing detailed information on the topic direct and indirect speech.
Teacher Input
Direct speech: refers to conveying the message of the speaker in the exact words as spoken by him/her.
Example:
He said, “I have been studying a lot.”
She said, “I finished my homework.”
Indirect speech: refers to conveying the message of the speaker in your own words.
Example:
He said that he had been studying a lot.
She said that she had finished her homework.
Performance Task
- The teacher may use the text *Fly like an Eagle* to let learners list down the use of direct speech.
- The teacher may discuss why they think the writer chose to write in direct speech, instead of describing what the characters say or do.
- Let learners listen to the conversation outside the class and note down the exact word of the speaker. They will change it into indirect speech.
- The teacher may assess the learner’s work and provide constructive feedback.
Learning experience 3
- Provide the given sentences to check the prior knowledge of the learners.
a. I am doing my homework at the moment.
b. I was doing my homework all night.
c. I will be doing my homework tonight.
- Let learners compare the three statements in terms of when these types of statements are used. Ask them to share. Provide constructive feedback whenever necessary.
Teacher Input
Present progressive tense - is used to show an action which is happening at the time of speaking. Example - I am doing my homework at the moment.
Past progressive tense - is used to show an action which was happening in the past. Example: I was doing my homework all night.
Future progressive tense - is used to show an action that will be happening at a time in the future. Example - I will be doing my homework tonight.
Note: Teacher must provide more example on use of Progressive tenses to help learners understand clearly.
Performance Task
- Let learners in groups construct at least three sentences for each of the tenses mentioned below:
1. Present progressive tense
2. Past progressive tense
3. Future progressive tense
- The teacher may assess the learners’ work and provide constructive feedback.
Note: the teacher should encourage learners to use progressive sentences correctly in their daily conversation and writing.
Learning experience 4
- Let learners use the link below to learn about pronouns:
https://www.youtube.com/watch?v=D2eJoJpBIMo
- After watching the video, the teacher will supplement on pronouns to ensure that pronouns must agree with their antecedent in number and person.
- Initiate discussions on the cases of pronoun as given below:
Teacher Input
There are three cases of pronoun:
Subjective case: pronouns used as subject.
Objective case: pronouns used as objects of verbs or prepositions.
Possessive case: pronouns used to express ownership.
| Pronouns as subjects | Pronouns as objects | Possessive adjectives | Possessive pronouns |
|----------------------|---------------------|-----------------------|---------------------|
| I | Me | My | mine |
| You | You | Your | yours |
| he, she, it | him, her, it | his, her, it | his, hers, its |
| We | Us | Our | ours |
| They | Them | Their | theirs |
| Who | Whom | Whose | - |
Note: Pronouns like *this*, *that*, *these*, *those*, and *which* do not change form.
Performance task
Directions: For each intensive pronoun listed below, write a sentence. Make sure the intensive pronoun adds emphasis to the subject of the sentence.
| Sl. No | Intensive Pronouns | Sentence |
|--------|--------------------|-----------------------------------------------|
| 1 | Himself | He himself brought a gift for his parents |
| 2 | Myself | |
| 3 | Ourselves | |
| 4 | Herself | |
| 5 | Themselves | |
| 6 | Ourselves | |
| 7 | Himself | |
● The teacher may assess the work of the learners and provide constructive feedback.
**Learning experience 5**
● Introduce active and passive voice.
**Teacher Input**
When the subject of a sentence performs the verb’s action, we say that the sentence is in the *active voice*. Sentences in the active voice have a strong, direct, and clear tone.
**Examples:**
Pema kicked the ball.
The dog chased the cat.
Sangay wrote the letter.
The boy threw the stick.
Dorji broke the glass.
In a passive voice, the subject becomes the recipient of the verb action. The subject is acted on by the verb.
**Examples:**
The ball was kicked by Pema.
The cat was chased by the dog.
The letter was written by Sangay.
The stick was thrown by the boy.
The glass was broken by Dorji.
**Note:** Teacher will have to teach the basic rule of changing active to passive voice and vice versa. Use Grammar Builder or any other relevant sources to teach the rules.
**Note:** Learners are encouraged to use active and passive voice correctly in their write-ups and oral communication and the teacher must consciously assess the use of active and passive voice by providing constructive feedback.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Assessment**
**Note:** As far as possible, the teacher must ensure to teach grammar in context and also ensure that the learners make use of the grammar knowledge in their daily oral and written tasks. Assessment of the learners’ ability to use grammar skills accurately may be carried out on a daily basis through observations. The teacher can assign any activity and assess learners accordingly and provide constructive feedback.
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
**Resources:**
- https://www.grammar.cl/Intermediate/Question_Tags.htm
- https://www.youtube.com/watch?v=RFQMr-0KI8w
- https://www.youtube.com/watch?v=D2eJoJpBIMo
Topic: Finding word meanings
Learners use a variety of materials to ensure proper pronunciation and comprehension of words and phrases.
Competency
- Consult reference material, both print and digital, to find the pronunciation and determine the precise meaning of key words and phrases.
Knowledge: word meaning, vocabulary, content in appendices, regular and irregular verbs.
Skills: encoding, decoding, pronunciation.
Behaviour: following instructions, participation.
Learning Objectives
- Use the appendices of the dictionary.
- Use the bare infinitive, simple past, and past participle of regular and irregular verbs.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
The information in the appendices of the dictionary is useful to learners in many ways and they need to be aware of what information the appendices provide. Therefore, learners need to be exposed to learning experiences that allow learners to explore the use of dictionaries and other materials.
Teacher Input
Appendices (plural noun): a section or table of subsidiary matter at the end of a book or document.
The following information is presented in the appendices:
- Common first name
- Geographical name
- Regular verb tenses
- Irregular verbs
- Words beginning and ending
- Word building
Learning Experience 1
- Discuss the content in appendices of the dictionary.
- Let learners get the idea that all books have appendices at the end.
- Encourage learners to use online/offline dictionary to find meaning and pronunciations of the words.
Learning experience 2
- Build on the learner’s prior knowledge on regular and irregular verbs learnt in earlier classes (IV and V) through a diagnostic test.
- Assign a worksheet to broaden the concept of regular and irregular verbs (three forms).
Performance Task: Passing the ball (game)
The teacher may use the following game to assess learners’ learning on the topic.
- Let learners be in 3s.
- The 1st learner will say a sentence using the infinitive form of a verb (Focus on IRREGULAR verb).
- When he/she passes the ball to the 2nd learner, that learner has to say the same sentence using the simple past tense form.
- Similarly, when the 3rd learner gets the ball, he/she has to use the 3rd form of the verb.
E.g.: 1st learner: I see a ball.
2nd learner: I saw a ball.
3rd learner: I have seen a ball. (Learners may change places to get opportunity to use all the three forms)
Or
- The teacher may ask learners to explore games related to irregular verbs to practise and enhance their learning.
Task Assessment
The teacher can maintain an anecdotal record to check the learner’s use of irregular verbs.
Note: Appropriate learning experiences should be adapted to cater to diverse learning needs.
Assessment
Note: As far as possible, the teacher must ensure to teach grammar in context and also ensure that the learners make use of the grammar knowledge in their daily oral and written tasks. Assessment of the learners’ ability to use grammar skills accurately may be carried out on a daily basis through observations.
Note: The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
Resources
Online/ offline Dictionary
Print Dictionary
Topic: Grammatical conventions
Grammatical conventions can help you communicate more effectively. Messages can be communicated precisely and concisely.
Competency
- Use knowledge of key concepts in grammar to write and speak accurately.
Knowledge: parts of speech, punctuation mark, complex sentence, article.
Skills: communicate clearly, listen to understand, respond to speakers, use correct intonation and pronunciation.
Behavior: paying attention, being polite, demonstrating respect.
Learning Objectives
- Show the functions of parts of speech: abstract, countable, and uncountable nouns, possessive and demonstrative adjective, adverb of degree and frequency, possessive pronoun, and interjection.
- Use punctuations like hyphen, colon, semicolon, brackets to show the organization of a sentence.
- Use the parts of speech and the articles in correct orders (article – subject – verb – adverb – article – adjective – object) in longer sentences.
- Construct complex sentences correctly.
- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Note: The above objectives can have multiple objectives specific to the lesson topic.
Learning Experiences
Learners who are proficient in language, both written and spoken, always demonstrate a strong understanding of grammar conventions. Therefore, learners must be given the opportunity to learn, acquire, and apply what they have learnt in their day to day oral and written communication.
Learning Experience 1
Abstract Noun
- Build on prior knowledge of the learner’s previous knowledge on common, proper, concrete and collective nouns taught in earlier classes (IV and V).
- Use the video link below to discuss on abstract nouns
- Abstract Nouns | English Grammar & Composition Grade 4 | Periwinkle - Bing video
- Teacher may use ample examples to help build learners concept about abstract noun
Teacher Input
Abstract noun: An abstract noun is a noun that refers to concepts such as emotion, feeling, quality, or an idea. In other words, an abstract noun does not refer to a physical object. An abstract noun cannot be experienced with our five senses (see, hear, feel, touch, and smell).
Examples: truth, happiness, anger, wisdom,
Let learners explore more examples of abstract nouns.
Countable and uncountable nouns
- Use the following video link to discuss the concept of countable and uncountable nouns.
[Nouns - Countable and Uncountable | English Grammar & Composition Grade 4 | Periwinkle - Bing video](https://www.bing.com)
- Teacher may use the link given below to help learners practice countable and uncountable nouns.
[You Can Count on Me: 11 Fun Games for Practicing Countable and Noncountable Nouns (busyteacher.org)](https://www.busyteacher.org)
Or the teacher may also frame some worksheets for practice.
- The teacher may use a recommended or any other text and let learners identify at least five examples of abstract nouns, countable nouns and uncountable nouns.
- The teacher may discuss and provide constructive feedback wherever necessary.
Possessive and demonstrative adjective, and possessive pronoun
| Possessive adjective | Possessive pronoun | Demonstrative Adjective/determiners |
|----------------------|--------------------|-------------------------------------|
| My | Mine | This |
| Your | Yours | That |
| His | His | These |
| Her | Hers | Those |
| Its | - | |
| Our | Ours | |
| Their | Theirs | |
- Review possessive pronouns learnt in their earlier class (V).
- The teacher may use the table above to discuss the difference between possessive pronouns and possessive adjective.
- The teacher may use examples to help learners differentiate between the two.
Example: This is my book. This book is mine.
**Teacher Input**
Possessive Adjective: Possessive adjectives are words that show ownership. It is used before a noun to indicate who owns that noun.
- Learners should also be exposed to the word ‘demonstrative adjective’ since they have already learnt the determiners (this, that, these and those) in lower classes.
- The teacher may also refer the URL link [below](#) to get more information on the topic.
Performance task
- The teacher may use a text or any other reading materials (books, articles) and ask learners to check the usage of possessive pronouns, possessive adjectives and demonstrative adjectives for practice.
Assessment
- The teacher may integrate the assessment with other strands such as Reading & Literature and Writing.
Adverb of degree and frequency
- The teacher may review the learner's previous knowledge on adverbs and adverbs of manner they had learnt in earlier classes (V).
- Demonstrate the use of adverbs of degree and frequency through some examples and definitions.
- The teacher may plan a worksheet to let learners practice the grammar lesson learnt.
Teacher Input
**Adverb of degree**: An adverb of degree helps us to express ‘how much’ (or to what extend) we do something.
They are always used before **an** adjective, **a** verb or **any** other adverb.
**Example**: too, very, slightly, totally, quiet.........
**Adverb of frequency**: Adverb of frequency describes how often we do things or how often things happen.
**Example**: always, usually, frequently, often, sometimes, occasionally, rarely, never..
Teacher may use the link [given below](#) for reference.
[Adverbs of Frequency: Full List with Examples & Exercises - OTUK #1 British Online School - Speak English With Confidence (onlineteachersuk.com)](#)
Performance Task (PBE Approach: Connections)
- Teacher may use the PBE approach mentioned above.
- Ask learners to observe their home environment or they can think about the daily activities that happen in their house.
- Let learners express their observation/thinking through a short paragraph.
- Encourage learners to use adverbs of degree of frequency to write the paragraph.
Assessment
- The teacher may maintain an anecdotal record of an individual learner’s progress.
- Teacher may integrate the lesson learnt in other strands as much as possible.
Interjections
- Build on the prior knowledge on interjection through diagnostic tests.
- Discuss about the use of interjection through a text or any other reading material. The teacher could use the texts, *Courage* and *I like Myself*.
- The teacher may use the link below to discuss more about how interjections are used to express different emotions
[Interjections - expressing emotions | English for Communication - ESL - Bing video](#)
- The teacher may use the expressions/sentences used in the video link to discuss about interjections.
- Use the expressions given below as examples and ask learners to complete the dialogue in pairs (Listening & Speaking):
Yipee! I found a new job! (happiness)
Oh! It was nothing. (embarrassed)
Rats! I made another mistake! (irritation)
**Performance Task: Dialogue**
Mr. A: What is it?
Mr. B: Yipee! I found a new job!
Mr. A: Oh yeah! Congratulations!
**Assessment**
The teacher may assess the learner's concept of interjection with the Listening & Speaking strand.
**Learning Experience 2:**
Use punctuations like hyphen, colon, semicolon and brackets to show the organization of a sentence.
| Teacher Input |
|---------------|
| **Hyphen (-):** It is a punctuation mark which is shorter than a dash. It joins words or part of words. |
| **Colon (:):** It is a punctuation mark that is used to give emphasis, present dialogue, introduce lists or text, and clarify composition titles. |
| **Semi-colon (;):** A semicolon has two general uses: to clarify a series and to indicate two closely related sentences |
| **Brackets ():** This punctuation always comes in pairs. Brackets are symbols that we use to contain ‘extra information’, or information that is not a part of the main content. |
- The teacher may refer to the links provided below to get a clearer concept of hyphen, colon, semicolon and brackets.
[Punctuation: Colon and Semicolon | Writing Style Guide | Western Michigan University (wmich.edu)](#)
To help learners learn more about punctuations, the teacher may provide a paragraph without any punctuation marks.
- Let learners read the paragraph and insert correct punctuations wherever necessary.
- Encourage learners to insert punctuation marks learnt in their earlier classes too, such as full stop, question marks, exclamation mark and comma.
**Assessment**
- The teacher may design a checklist to keep record of their learning progress.
- The teacher may encourage learners to apply the knowledge of punctuations in their Reading and Literature and writing stands too.
- The teacher can also assess the use of punctuation in other strands.
**Learning Experience 3**
- Review the learner's knowledge on the eight parts of speech learnt in their earlier classes through a diagnostic test.
- Use deductive or inductive approach to teach the concept of correct word order.
\[
\text{Article-subject-verb-adverb-propositions-article-adjective-object}
\]
E.g.; *The* dog jumped angrily at the tall man.
- For practice, the teacher may use the table reflected on page 137 in VI-Teachers Guide-2020.
- The teacher may ask learners to follow the correct word order and write at least five sentences using the table.
**Performance Task**
- Provide learners with several jumbled sentences.
- Ask them to form correct sentences using those word order that was discussed.
**Assessment**
- The teacher may assess learners' learning progress on this topic through the writing strand.
**Learning Experience 4**
i. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
ii. Construct complex sentences correctly.
- Provide a few incorrect sentences (with fragments and run-ons).
- Group learners and ask them to discuss if something is wrong in those sentences.
- Let a member present their findings to the class (teacher may check how much learners know about fragments and run-ons that they have learnt in classes IV and V.)
- Provide some examples of simple and compound sentences to the learners.
- Ask them categorise the sentences as simple and compound, based on their previous knowledge learnt about both simple and compound in classes IV & V.
- The teacher may use the video link provided below to explain how a complex sentence is formed.
For practice, teachers may give some sentences and ask learners to combine them to construct complex sentences (The teacher may let learners work in groups).
E.g.;
His name is Dorji.
He’s a professional football player.
He has a big house in Paro.
He often travels around Thimphu.
**Complex sentence:** Although Dorji has a big house in Paro, he often travels around Thimphu. Discuss each answer in the class.
- Use the story *The Orphan Boy* to teach complex sentences.
- Let learners identify examples of complex sentences from the text.
- Let learners construct five examples of complex sentences on their own.
**Performance task**
- The teacher may take learners outside to observe their natural surroundings. (Listening & Speaking)
- Ask learners to frame at least five examples of complex sentences through their observation.
- Let them share their written observations to their groups.
**Assessment**
The teacher may assess learners learning in the Listening and Speaking strand.
**Note:** Appropriate learning experiences should be adapted to cater to diverse learning needs.
**Note:** Suggested ways of integrating with other strands:
**Assessment**
**Note:** As far as possible, the teacher must ensure to teach grammar in context and also ensure that the learners make use of the grammar knowledge in their daily oral and written tasks. Assessment of the learners’ ability to use grammar skills accurately may be carried out on a daily basis through observations.
**Note:** The success criteria should be developed together with the learners and made clear to them. The teacher may share learners’ assessment with parents and learners, if required.
**NOTE:** Language and grammar should not be taught and assessed in isolation.
**Resources**
- [Abstract Nouns | English Grammar & Composition Grade 4 | Periwinkle - Bing video](#)
- [Complex Sentences - YouTube](#)
- [Punctuation: Colon and Semicolon | Writing Style Guide | Western Michigan University (wmich.edu)](#)
- [Semicolons, colons, and dashes – The Writing Center • University of North Carolina at Chapel Hill (unc.edu)](#)
Continuous Assessment (CA) and Examination Weighting for Classes VI
| Term I | Term II | Grand Total |
|-------------------------|--------------------------|-------------|
| **CA** (Total A) | **CA** (Total B) | |
| Listening and Speaking | Listening and Speaking | |
| Reading Portfolio | Reading Portfolio | |
| Writing Portfolio | Writing Portfolio | |
| Term I | Term II | Grand Total |
|-------------------------|--------------------------|-------------|
| **Mid Term Exam** | **Common Examination** | |
| | | |
Note:
1. The term one examination should be conducted out of 60 marks and converted to 25%. The 10% CA marks from the Listening and Speaking, 5% from the Reading Portfolio, and 10% from the Writing Portfolio should be added to the examination marks to make it 50%.
2. The common examination should be conducted out of 60 marks and converted to 50%. The 50% CA marks from the Listening and Speaking, Reading Portfolio and Writing Portfolio for both the terms should be added to the written examination marks to make it 100%.
3. Listening and Speaking activities such as debates, extempore speeches, presentations, book talks, reports, and discussions should be conducted consistently throughout the year ideally by integrating in other strands so that the learners get maximum time to practice the skills. Teachers need to develop their own additional listening and speaking exercises wherever necessary. Use Continuous Formative Assessment (CFA) to help learners achieve the instructional goals.
4. At the end of each term, a formal test should be conducted to assess learners’ competencies in listening and speaking through oral test items and other listening and speaking exercises. The final mark or score should be converted to 10%.
5. The Reading and Writing Portfolios of each learner should be monitored regularly and consistently to check their progress on reading and writing skills. Teachers should provide timely feedback, support and make necessary intervention so that the learners meet the expected objectives and competencies. At the end of each term, both the portfolios should be assessed to award marks accordingly.
English Paper (Writing, Reading and Literature, and Grammar) - Written Examination Marks Break-up
| Sl. No | Genre | Weighting | Remarks |
|--------|--------------------------------------------|-----------|--------------------------------------------------------------------------|
| 1 | Essay writing | 10 | Composition based on picture sequence, narrative Writing |
| 2 | Personal letter/leave application/invitation | 8 | Any ONE can be asked |
| 3 | Grammar | 12 | Items to be derived from the competencies and objectives. Questions can be asked from the lower classes as well. |
| 4 | Short Story | 11 | Any ONE from the prescribed short stories |
| 5 | Essay | 11 | From outside the prescribed textbook |
| 6 | Poetry | 8 | Any ONE from the prescribed text or outside. |
Total 60
**Note:** The above matrix is a sample of question items that can be tested in the examinations. The question types and patterns for written examinations shall remain dynamic. Questions can be asked to assess any of the competencies/learning objectives, which includes a combination of different types of writing items including short story and report writing.
**Listening and Speaking CA (10%)**
| Listening and Speaking activities | Remarks |
|----------------------------------|-------------------------------------------------------------------------|
| ● Listening and Speaking skills | ● Teachers can design additional activities as per the lesson plans. |
| ● Reports | ● Conduct oral test/listening and speaking tests and marks converted to 10% at the end of each term. |
| ● Debates | |
| ● Extempore speeches | |
| ● Presentation of their written pieces | |
| ● Book talk | |
**Reading Portfolio and Writing Portfolio CA (15%)**
| Reading Portfolio (5%) | Writing Portfolio (10%) | Remarks |
|---------------------------------|----------------------------------------------------------------------------------------|-------------------------------------------------------------------------|
| ● Record of reading | ● Best pieces of writing selected by learners | ● Use notebooks for maintaining portfolios. |
| ● Critical response to books read | ● Best pieces selected by teacher | ● Consider process while assessing the quality of work. |
| ● Text talk or book talk | ● Simple book reviews | ● The writing portfolio should show the records of the Writing Process |
| | ● Folktales | ● Avoid plagiarism. |
| | ● Simple poems | ● Both Reading and writing portfolios should be assessed at the end of each term and award marks accordingly. |
List of suggested materials for Class VI Reading and Literature strand
The following is the recommended texts the learners of class VI should study for the Reading and Literature strand. As recommended by the curriculum framework, the assessment should be focused on the learners’ mastery of the competencies rather than on mere content knowledge of the texts.
| Strand | Title | Author |
|--------------|--------------------------------------------|-------------------------|
| Short Story | The People who Hugged the trees | Deborah Lee Rose |
| | The Orphan Boy | Tololwa M. Mollel |
| | The Umbrella man | Roald Dahl |
| | Fly Like an Eagle | Elizabeth Van Steenwyk |
| | The Three Questions | Leo Tolstoy |
| Essay | Homesickness | Roald Dahl |
| | My Hero | Katie Gill |
| | Learn about the Environment | Elizabeth Hogan |
| | Artificial Intelligence | Anonymous |
| Poetry | Celebration | Alonzo Lopez |
| | The Old Brown Horse | W.F. Holmes |
| | Courage | Robert William Service |
| | Heads Bent Low | Anonymous |
| | I like Myself | Karen Beaumont |
Time Allocation for class VI
The maximum number of instructional days available for curriculum delivery excluding examination is 150 days in a year. The school year divided into two terms of fifteen weeks each, and that each week will have 7 periods of 40 minutes for teaching English. The total time allocated for English in a week is 280 minutes. Therefore, class VI will have 140 hours in a year which is 210 periods.
The following is the suggestive period and time allocation per week for all strands.
| Strand | Period | Time (minutes) |
|-------------------------|--------|----------------|
| Reading and Literature | 2 | 84 |
| Writing | 2 | 70 |
| Listening and Speaking | 2 | 70 |
| Language and Grammar | 1 | 56 |
| Total | 7 | 280 |
Annexure 1: Essential Components of
1. A Balanced Literacy Classroom
- Balance of quiet and talk activities
- Interactive conversations concerning reading and writing
- Expectations are clear to learners, and they can self-regulate
- Learners engaged in meaningful literacy work
- Higher level questions are asked by the teachers and learners
- Independent literacy work may be open-ended, encouraging higher level skills
- Learners encouraged to take risks
- Transitions between activities smooth and efficient
- Evidence of on-going assessment of learner progress
- Community and cooperation
- Learner independence, ownership, and responsibility.
2. Read Aloud Session
- Selection is appropriate for age and interests of learners
- Uses a variety of types of text for read aloud
- Teacher models reading strategies through “think aloud’s”
- Occurs every day
- Learners invited to respond to read aloud selections
- Specific teaching points are evident.
3. Shared Reading
- All learners have access to text
- Specific teaching points are evident
- Parts of text are highlighted to reinforce teaching point
- Text read repeatedly.
4. Guided Reading
- Teacher working with small, flexible group (5-6 learners)
- Group has similar needs, determined through assessment
- Text used presents challenges and supports to learners
- Teacher provides support through introduction to selection, highlighting key ideas, vocabulary, etc.
- Learners read text independently with teacher available to provide support
- Teacher and learners return to text for a teaching point after reading
- Teaching points are evident and clear to learners
- Teacher making anecdotal notes about individuals and group
- Teacher listening to individuals read.
5. **Independent Reading**
- Learners know how to select appropriate books for themselves
- Learners reading independently
- Learners self-select reading material
- Teacher conferencing with individuals
- Learners may be responding to text through writing or some other form
6. **Modelled/Shared Writing**
- Teacher thinks aloud about all aspects of writing process
- Focused on specific skill(s)
- Skill focus determined from assessing learner work
- Writing done so all learners can view it
- Teacher models rereading and revising
- Teacher discusses writing with learners
- Teacher clearly states expectations to help learners in their own writing—may develop a rubric together.
7. **Guided Writing (Writing Workshop)**
- May begin with mini-lesson (this may also be part of the modelled/shared/interactive writing components)
- Learners writing, practicing skills learned through mini-lessons
- Writing may be learner choice or teacher assigned
- Teacher meeting with individuals or small groups of learners to teach specific skills
- Learners aware of and following routines established
- Learners may be participating in peer conferences.
8. **Independent Writing**
- Learners self-select topics
- Teacher conferencing with learners
- Learners have opportunity to publish writing if they want
Annexure 2: Reading Strategies
Reading is the process of constructing meaning through the dynamic interaction among:
- the reader’s existing knowledge,
- the information suggested by the written language, and
- the context of the reading situation.
Four general purposes of reading are:
- to gain information
- to perform a task
- to experience and enjoy literature
- to form opinions
Critical Reading
Critical reading means learning to look through texts rather than at them; it means reading beyond and beneath surface meanings to the assumptions, arguments, and strategies behind them. Critical reading means learning about how texts work: how they make their meaning, how they appeal to your emotions and intellect, how they present arguments that are explicit and implicit; how they reason with readers and manipulate them.
To be a critical reader, you need to learn how to “slow down” your reading. Slowing down your reading doesn’t mean you ought to read more slowly; it means that you need to read in such a way that you learn to be aware of a text’s various parts and processes. Running your eye over the words on the page it is easy to think of any piece of writing as a smooth and solid object. But all writing — whether a short story by a famous writer or a paper by one of your classmates — is the result of a process and the product of a context. Both the process and context that produce a piece of writing are reflected in various ways in a text’s parts and layers. When you learn to slow down your reading you will be able to see that all writing is made up of parts and layers that come together in the writing process to make something that seems whole.
Critical Reading Classroom Environment
For active, critical reading to occur, teachers must create an atmosphere which fosters inquiry. Learners must be encouraged to question, to make predictions, and to organize ideas which support value judgments. Two techniques for developing these kinds of critical reading skills include problem solving and learning to reason through reading. Flynn (1989) describes an instructional model for problem solving which promotes analysis, synthesis, and evaluation of ideas. She states that, “When we ask learners to analyze we expect them to clarify information by examining the component parts. Synthesis involves combining relevant parts into a coherent whole, and evaluation includes setting up standards and then judging against them to verify the reasonableness of ideas.”
Beck (1989) adopts a similar perspective, using the term “reasoning” to imply higher order thinking skills. Comprehension requires inferencing, which plays a central role in reasoning and problem solving. For Beck, children’s literature has the potential to engage learners in reasoning activities.
When literature is approached from a problem-solving perspective, learners are asked to evaluate evidence, draw conclusions, make inferences, and develop a line of thinking (Riecken and Miller, 1990). According to Flynn (1989), children are capable of solving problems at all ages and need to be encouraged to do so at every grade level. (See, for example, “Using Fairy Tales” 1991 for young children; Anton 1990 for elementary children; Johannessen 1989 for middle school children.) Teachers may want to experiment with a particular children’s book and plan a lesson which places reasoning at the centre of instruction.
Wilson (1988) suggests that teachers re-think the way they teach reading and look critically at their own teaching/thinking processes. She cautions against skills lessons that are repackaged in the name of critical thinking but which are only renamed worksheets. She points out that teaching learners to read, write, and think critically is a dramatic shift from what has generally taken place in most classrooms.
According to Wilson, critical literacy advocates the use of strategies and techniques like formulating questions prior to, during, and after reading; responding to the text in terms of the learner’s own values; anticipating texts, and acknowledging when and how reader expectations are aroused and fulfilled; and responding to texts through a variety of writing activities which ask readers to go beyond what they have read to experience the text in personal ways.
**Critical Reading Strategies**
Mastering these strategies will not make the critical reading process an easy one, it can make reading much more satisfying and productive and thus help learners handle difficult material well and with confidence.
Fundamental to each of these strategies is annotating directly on the page: underlining key words, phrases, or sentences; writing comments or questions in the margins; bracketing important sections of the text; constructing ideas with lines or arrows; numbering related points in sequence; and making note of anything that strikes you as interesting, important, or questionable.
- **Previewing**: Learning about a text before really reading it. Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the head notes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.
- **Contextualizing**: Placing a text in its historical, biographical, and cultural contexts. When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text.
- **Questioning to understand and remember**: Asking questions about the content. As learners, you are accustomed to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time,
but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph.
- **Reflecting on challenges to your beliefs and values**: Examining your personal responses. The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. As you read a text for the first time, mark an X in the margin at each point where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about what you feel or about what in the text created the challenge. Now look again at the places you marked in the text where you felt personally challenged. What patterns do you see?
- **Outlining and summarizing**: Identifying the main ideas and restating them in your own words. Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selection’s main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that hold the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, don’t use the text’s exact words.
Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again — in your own words and in a condensed form — shows how reading critically can lead to deeper understanding of any text.
- **Evaluating an argument**: Testing the logic of a text as well as its credibility and emotional impact. All writers make assertions that want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion — an idea, an opinion, a judgment, or a point of view — that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.
- **Comparing and contrasting related readings**: Exploring likenesses and differences between texts to understand them better. Many of the authors we read are concerned with the same issues or questions, but approach how to discuss them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did.
The learner’s role
Critical thinking implies that a reader is actively and constructively engaged in the process of reading. The reader is continually negotiating what s/he knows with what s/he is trying to make sense of. The role of background knowledge and the learner’s ability to draw upon it are essential to critical thinking/learning.
It is not an easy task to incorporate higher level thinking skills into the classroom, but it is a necessary one. For learners to participate in the society in which they live, they must have experiences which prepare them for life. In order to become critical thinkers, it is essential that learners learn to value their own thinking, to compare their thinking and their interpretations with others, and to revise or reject parts of that process when it is appropriate.
A classroom environment which is learner-centred fosters learner participation in the learning process. Learning that is both personal and collaborative encourages critical thinking. Learners who are reading, writing, discussing, and interacting with a variety of learning materials in a variety of ways are more likely to become critical thinkers.
The teacher’s role
Teachers who encourage pre-reading discussions to help readers activate prior knowledge or fill in gaps in background knowledge set the stage for critical reading. They help learners identify purposes for reading, formulate hypotheses, and test the accuracy of their hypotheses throughout the reading process. In addition, asking learners to examine their own reading and learning processes creates the awareness necessary for critical reading.
Post-reading activities that extend texts provide an opportunity for teachers to check for learning. Transforming ideas from reading into artwork, poetry, etc. is an evaluative, interpretive act that reveals the learner’s level of understanding. Critical readers are active readers. They question, confirm, and judge what they read throughout the reading process. Learners engaged in such activities are likely to become critical thinkers and learners.
How Do I Sharpen My Critical Reading Strategies?
Reading critically does not mean that you are criticizing the writer’s message but rather that you are assessing the validity and reliability of the writer’s material. Critical readers are also aware that they bring their beliefs, values, experiences, and prior knowledge to the reading process. Critical readers ask questions about themselves, the writer, and the writing. Below is a set of questions to sharpen your critical reading strategies.
Menu of Critical Reading Questions
1. Reader’s Background and Value Assumptions
- What do I know about the topic?
- What are my beliefs and values regarding the topic? 3. What is my purpose for reading this material?
2. Writer’s Background and Value Assumptions
• What is the writer’s background?
• How might it affect the writer’s approach to the topic and the selection and interpretation of the evidence presented?
• What are the writer’s value assumptions regarding this topic?
3. Writer’s Argument, Conclusion, and Evidence
• What is the topic of the writer’s argument?
• What is the writer’s conclusion?
• How has the writer limited the scope of the argument through definitions of key terms and the use of qualifying words and phrases?
4. Writer’s Use of Evidence to Support the Conclusion
• Are there any logical fallacies?
• What sort of evidence does the writer use to support the conclusion(s)?
• Does the evidence offer adequate support for the writer’s conclusion?
• Are the sources creditable?
• If the writer uses research studies as evidence, does the research satisfy these conditions:
• Is it timely?
• Is the sample group representative of the target population?
• Who conducted the research? What was the purpose of the research?
• Has the research been replicated?
• Are the statistical findings and writer’s conclusion focused on the same topic?
• Do the graphic illustrations represent the data in a truthful manner?
• Do the various physical dimensions of the graphic accurately portray the numerical relationships?
• What is the source of the data in the illustration?
• Are the statistical findings and the writer’s conclusion focused on the same topic?
5. Reader’s Reaction to the Reading
• Do I accept the writer’s evidence as reliable and valid support of the conclusion?
• To what degree do I accept the conclusion?
• How does the conclusion relate to what I already know and believe about the topic?
• How has the writer’s argument changed my views on this topic?
Here are some strategies that may be used:
• Take inventory of what you will be reading.
Think about what you already know about the subject. Write down some notes on these thoughts. Look over the material you are reading - look for key words and phrases that may be in italics or boldface. Look for any graphs, captions, pictures or other graphics. See if there is a summary at the end or a set of comprehension questions. Most textbooks have summaries and questions. These can be very helpful to guide your reading. You should always read the summary and the questions before you read the text. These will give you a good idea of what to look for when you read. Remember: not everything in the text is equally important: read for the main ideas.
• **See the forest, not the trees!**
There is an English idiom that says, “You can’t see the forest for the trees.” This means that a person cannot see the overall picture or idea because she/he is concentrating on the details too much. When you are reading, don’t try to understand every word - get the overall idea.
• **Don’t just read —WRITE!**
Take notes while you are reading. Sometimes notes can be words and phrases that help you remember main ideas. However, you can also draw pictures or diagrams of key ideas. It’s like drawing a map with roads connecting different cities or locations. If each location is an idea, connect them together in your notes.
• **If at first you don’t succeed, try, try again.**
If possible, read the text more than once.
• **Don’t be afraid to make guesses.**
Try to guess at meaning by looking at the context. The sentences and words immediately before and after the point you are reading can give you good ideas.
• **Try to analyze the text.**
Look for the introduction and conclusion. Look for the topic sentences in each paragraph.
• **Make connections.**
Try to make connections between main ideas and supporting details. Well-written texts will attempt to make connections of their ideas in a logical way.
• **Summarize & Paraphrase.**
When you have finished reading a paragraph or a portion of the text, stop and try to summarize in your own words what you have read. You can do this in your notes or you can explain it orally to someone else.
• **Talk with your friends.**
Discuss what you have read with others who have also read the same text.
**SQ3R for learners & teachers**
When you read, it is important to have a strategy or a plan for reading effectively. If you do not have a plan, you may be easily distracted or may not focus on the right things in the text. As a result, when you
are finished reading, you may not understand very much of what you have read. Also, you may not have developed your English very much, either.
When you read, you must be actively involved in the reading process in order to understand most effectively. The SQ3R method is one way to help you do this.
How does the SQ3R method work?
**Survey**
Survey means to scan the main parts of the text you are going to read. This includes looking at the title, headings of paragraphs, introduction and conclusion, first lines of each paragraph, and any extra information that may be presented in boxes on the page. Doing this gives you some basic understanding of what the text is about and helps you know what to expect when you read in more detail.
Questions are very helpful when you read a text. Most of the time, people read first, and then look at questions at the end of the text. However, this is not the best way to read. If possible, read the questions provided for you FIRST. This will help you know what specific information to look for. Questions (those that are provided with text and those provided by your teacher) are designed to focus on the main points. Therefore, if you read to answer these questions, you will be focusing on the main points in the text. This helps you read with a goal in mind - answering specific questions.
**3 R’s**
**Read**
Once you have some idea of what the text is about and what the main points might be, start reading. Do not be afraid if the text has many words you cannot understand. Just read!
Follow these suggestions:
- Do not use your dictionary the first time through the text.
- Try to understand as much as you can from the context.
- Take notes as you go.
- Make a note of places that you do not understand, or words that are unclear. • Go through the text a second time.
- Try to answer the questions.
**Recite**
Studies have suggested that learners remember 80% of what they learn, if they repeat the information verbally. If they do not repeat verbally, they often forget 80%. Writing down the answers to questions from the text and saying these answers will help you remember the information. One good way to do this is to discuss the information with a friend or classmate, or with the professor. Try to summarize the main points you have learned from the reading and add to your knowledge from the comments and responses of the person you are talking with.
Review
Review means to go over something again. In order to remember information, you cannot simply memorize it one day and then put it aside. After you have read and discussed and studied your information, it is important to review your notes again a few days or weeks later. This will help you keep the information fresh in your mind.
Strategies for Teaching Reading Strategies
Modes of Reading
Different modes of reading offer varying levels of support for learners, from having the teacher read the entire text aloud to having learners read the text independently. It is frequently appropriate to combine several modes of reading at once. The combination provides a scaffold for learning that gradually releases responsibility to the learners and helps them to become more proficient readers. Different combinations are used to meet the differing needs of learners in relation to the materials they are reading.
Reading Aloud
The teacher reads aloud from a text that is too challenging for the learners to read and comprehend alone. Usually, the learners do not have a copy of the text. The teacher may complete the text in one reading or may continue reading a longer text over a period of time. Reading aloud is used to develop background information, to make connections across texts, or for enjoyment.
Teacher-Directed Interactive Reading
Using grade level materials which may include magazine or newspaper articles, poems, charts, or other forms of print, the teacher provides direct, supported reading of text to the whole class. The text is read in a variety of ways.
- The teacher introduces the text and sets a purpose for independent, silent reading of a part or all of the text.
- The teacher reads the text or part of the text aloud while learners follow the reading in their own texts. The teacher pauses for predictions, clarifications, and questions. A summary of what was read is developed orally or in writing with the class.
- Learners are paired for buddy reading of the text.
- Small groups of learners read the text together using reciprocal teaching strategies.
- The teacher reads the text aloud to a small group of learners while the rest of the class reads the selection independently, with a buddy, or in a small group.
- Groups of learners or the whole class may read the text together as a choral reading activity.
Guided Reading
The teacher provides small group instruction using materials at the instructional level of the group. The teacher supports the development of effective reading strategies for processing new texts at increasingly challenging levels of difficulty. This progression of difficulty must be in increments small enough to allow the reader to bridge the gap without being frustrated. Therefore, the best materials for guided reading are sets of books that have the progression built in. For elementary school learners whose instructional reading level is close to grade level, the grade level basal may be used to provide guided reading level is close to grade level, the grade level basal may be used to provide guided reading instruction.
During Guided Reading, the teacher works with a small group of learners who use similar reading processes and are able to read similar levels of text with support. The teacher introduces a text to this small group and works briefly with individuals in the group as each learner reads to him/herself. The teacher may select one or two reading strategies to present to the group following the reading and may have learners participate in extension activities. Basic to Guided Reading is that the text is one that offers the reader a minimum of new concepts to learn so that learners can read the text with the strategies they currently have, but it provides an opportunity for new learning.
Structured Independent Reading
Learners build reading fluency, practice strategic reading skills, and increase their vocabularies by spending sustained periods of in-class time engaged in independent reading. Books may be self-selected or teacher assigned, but is at the learners’ independent reading levels. Time for this fluency practice must be built into the school day and must include a daily homework assignment.
Learners in Pre-primary should spend a minimum of 15 minutes each day in developmentally appropriate independent reading behaviour. Learners in grades 1-12 must spend 30 minutes each day on in-class independent reading. All learners, PP-12, must read 30 minutes each night as daily reading homework. Activities which support and strengthen independent reading include:
- drawing a picture of a favourite part of the book;
- discussing the book/chapter read with a partner or a small group; • keeping a record or log of each book completed;
- writing a brief summary of the content;
- making a personal response to the reading in a log or journal;
- writing dialogue journals to the teacher about the independent reading material; and/or
- taking the Accelerated Reader test.
Working with Words
Learners receive daily explicit, systematic instruction in one or more of the following as appropriate:
- phonemic awareness, learners are taught the sounds of the language;
- phonics instruction, learners receive instruction in letter/sound matching;
- blending and segmenting sounds, and decoding;
- graphophonic instruction, learners learn to use letter/sound correspondence to write;
• syntactic, learners learn word patterns and spelling, prefixes, suffixes, root words, etymologies; and
• vocabulary, learners learn word meanings, analogies, usage, and cognates.
**Reciprocal Teaching**
Learners are taught to become **strategic readers through an active dialogue** with a teacher/leader and other learners. Working in small groups, learners practice the following critical reading strategies: • making predictions based on titles, captions, pictures, prior knowledge, etc.;
- formulating good questions based on the text (e.g., writing test questions);
- seeking clarification of words, phrases, or concepts not understood;
- summarizing, getting the main idea; and
- forming visual images while reading.
**Questions and Discussion**
Critical to reading comprehension is the ability to ask and answer higher order thinking questions about text and to defend or challenge answers using information and details from the text to support positions. Learners at all levels and in all subject areas must have daily opportunities to raise questions to be used in group discussions about texts. Learner-generated questions should be used to formulate teacher-made tests.
**Read and Retell**
Retellings are powerful tools because they serve authentic instructional and assessment purposes. Learners retell, orally or in writing, narrative or expository text. In the retelling, they use the same form, style, and language of the original text. This strategy aids comprehension of text, expands vocabulary, and provides good models for learners to transfer to their personal writing. Retellings provide insights into the thinking, organization, and comprehension levels of the readers. In primary grades learners may use drawings in combination with oral retelling.
**Learning to Write, Writing to Learn**
Writing and reading are reciprocal skills which strongly support one another. It is important that learners receive daily instruction in effective writing and that they use writing to demonstrate what they have learned. Writing is thinking made visible. It supports learners in learning to construct meaning and become proficient readers. It involves many activities including:
- exploring different modes of writing;
- mini-lessons that include modelling; and
- engaging learners in meaningful interactions with text.
References
Royal Education Council. (2020). *English Class IV. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class IV. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class IV. Reading and Literature.* Paro: Bhutan
International Technical Guidance on Sexuality Education- An evidence-informed approach (2018). Retrieved from [https://www.unfpa.org/sites/default/files/pub-pdf/ITGSE.pdf](https://www.unfpa.org/sites/default/files/pub-pdf/ITGSE.pdf)
Royal Education Council. (2020). *English Class V. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class V. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class V. Reading and Literature.* Paro: Bhutan
Royal Education Council. (2020). *English Class VI. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class VI. Curriculum Guide for Teachers Teacher.* Paro: Bhutan
Royal Education Council. (2021). *English Class VI. Reading and Literature.* Paro: Bhutan
International Technical Guidance on Sexuality Education- An evidence-informed approach (2018). Retrieved from [https://www.unfpa.org/sites/default/files/pub-pdf/ITGSE.pdf](https://www.unfpa.org/sites/default/files/pub-pdf/ITGSE.pdf)
Tips in poetry writing with examples. (n.d). Retrieved from [https://www.examples.com/education/tips-poetry-writing.html](https://www.examples.com/education/tips-poetry-writing.html)
Wilbers, S. (n.d). *Five Elements of Effective Writing*. Retrieved from [http://lcwu.edu.pk/ocd/cfiles/Professional%20Studies/PGDT/ELT-507/Handout3.2ElementsofGoodWriting.pd](http://lcwu.edu.pk/ocd/cfiles/Professional%20Studies/PGDT/ELT-507/Handout3.2ElementsofGoodWriting.pd) | 95900c93-db74-4145-933f-44c90068b8fe | CC-MAIN-2024-26 | https://rec.gov.bt/download/2717/english/5531/ks2-english-ig-2024.pdf | 2024-06-22T00:45:29+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862189.36/warc/CC-MAIN-20240621223321-20240622013321-00649.warc.gz | 426,481,768 | 83,578 | eng_Latn | eng_Latn | 0.944055 | eng_Latn | 0.995243 | [
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DIAGONAL
FOCUS
Boundaries: fixed or fluid
Volatile substances: Measuring the scent of the forest, p. 20
Vineyards in Ticino: Valuable areas for cultivation, p. 23
Himalayas: Thousands of new glacial lakes expected to form, p. 29
No. 1/23
Swiss Federal Institute for Forest, Snow and Landscape Research WSL
Dear Reader
Boundaries are clear dividing lines, sometimes even barriers, in the minds of us humans. In nature, such sharp boundaries are extremely rare. They exist – in snow, for example – but much of the time they are blurred and fluid. One such indistinct boundary is where water meets land and the two intermingle, as is often the case. Even the forest boundary is not a clearly defined line.
Nevertheless, we have precise conceptions of what a forest and what a field is, as well as what a village and what a city is. And we often draw clear boundaries between these different categories. These boundaries can then have an impact on the natural environment, such as when a forest stops abruptly at the edge of farmland or water flows through constructed channels. We then suddenly find sharp boundaries in nature as well.
But we must not forget that boundaries often have to do with the way we think in categories. Many ‘boundaries’ are constructs in our minds, as this edition of Diagonal shows.
We must be aware of this tendency to categorise, so that we can, among other things, handle boundaries constructively.
Christoph Hegg
Deputy Director WSL
FINDING LAYER BOUNDARIES IN SNOW
SLF researchers have developed a device to determine the density and thickness of snow layers. DIAGONAL accompanied them when they were testing it.
VALUABLE CONTACTS
Why transitions between ecosystems are so important and what lies behind sharp boundaries.
BEYOND THE FOREST
Mountain forest are spreading – but not at the same rate everywhere. SLF researchers are investigating why.
SPECIES WITHOUT BORDERS
WSL researchers are working on strategies and methods to contain alien species such as the tree-of-heaven.
KEY TOPICS
20 FOREST
23 LANDSCAPE
26 BIODIVERSITY
28 NATURAL HAZARDS
32 SNOW AND ICE
PORTRAITS
19 Valentin Moser, Biologist
31 Armanda Pitschi, Computer scientist
34 Kasper Plattner, Climate scientist
35 IMPRINT, OUTLOOK
36 THE OBJECT: Floating drone
In nature, transitions between habitats are fluid. Where a boundary is sharp, humans are most likely to be involved.
Boundaries are created in our minds
After the introduction of the Forest Police Act in 1876, grazing and using leaves in the forest were progressively banned in Switzerland. Such forest ‘by-products’ were no longer compatible with the intensification of timber production.
This sharp line between the field and the forest is the work of humans. It makes it easier to manage the forest and the field right up to their edges.
The contrasts could not be greater: on one side is a flat and open field of corn, and on the other the closed forest, which is like a green wall of towering trees that contrasts marked by with the open field. The sharp boundary between the forest and the open land is clearly shown on the Swiss national map.
Of course, this hard boundary is anthropogenic and not natural. It was created to make farming and forestry more economic and efficient. “The Swiss Forest Police Act of 1876 provided a basis for professionalising forestry across Switzerland,” says Matthias Bürgi, head of the ‘Land Change Science’ Research Unit at WSL, who studies landscape history. “The law regulated how the land was to be used, with conditions and responsibilities clearly specified, and allowed cultivated land to be used more intensively for forestry and agriculture.” This is how the phenomenon of having clear boundaries between forests and fields first arose – and changed the landscape.
If the transition between open land and forest is left to nature, it will be more gradual and much less abrupt. There will be a herbaceous fringe with grasses and meadow flowers along the edge of fields, followed by a belt of young trees and shrubs, and then the forest mantle, which consists of adult as well as old or dead trees. Each section in the transition zone will be interwoven with the adjacent one. This transitional area between two ecosystems is called an ecotone, and is also constantly changing. Unless interventions are made, shrubs will spread out onto the open land, which will then become overgrown and eventually turn into forest – at least in Central Europe.
The biodiversity in such a natural forest edge tends to be much higher than inside the forest, as a WSL study in the 1990s showed. It provides – at least close to the ground – a habitat for around four times as many plants and twice as many insects and spiders as the forest. This diversity is possible because light and shade, and warmth and cold alternate within a confined space in the border area between the open land and the forest. “The variation in the site conditions there allows species with very different habitat requirements to thrive,” says Martin Obrist, a zoologist involved in the study.
This is why the researchers found in this ecotone not only insects that are considered forest species as well as those that occur predominantly in open land, but also species that live exclusively along the forest edge. “A forest edge is not just an overlap zone, but a habitat in its own right,” Martin explains. The transition zone also serves as a refuge for many animals. For example, insects take shelter here when the adjacent field is ploughed up or harvested. “The results have shown how important natural forest edges are as refuges for biodiversity in cultivated land,” says Martin.
**Transition areas are attractive**
Places where two ecosystems meet are not only popular with animals and plants, but often with people as well. This is especially true for bodies of water. In 2020, Marius Fankhauser, a social scientist at WSL, conducted a survey of people living in the Glatt Valley for a study that was part of the Canton of Zurich’s ‘Fil Bleu Glatt’ improvement project (see Diagonal 2/21). The focus was on the role of the river Glatt as a local recreation area, and whether and how they wanted it improved. “The Glatt is important for people. They like to go there to linger or to explore its banks,” according to Marius. Having attractive places to spend time along the river banks and safe access to the water is valued highly, and children and young people in particular want to have places to swim.
In this respect, the transition between forest and open land is similar. Here, too, it is important to have facilities that people can use, such as a bench with a view. But people prefer a forest that is clearly separated from the open countryside rather than a stepped, natural forest edge, according to studies conducted by WSL in the 1990s. “It’s more difficult to use a natural forest edge as it is impenetrable,” Marcel Hunziker explains. He is head of the ‘Social Sciences in Landscape Research’ Group at WSL and supervised the work. Another reason is that: “A forest edge with overhanging trees makes people feel secure, and allows them at the same time to have an unobstructed view of the landscape. This makes it inviting and people want to linger there. That’s why they prefer having a clear boundary.”
**Interconnected systems**
Sharp boundaries can be found not only between ecosystems but also between scientific disciplines. For example, processes in water and on land are often studied separately. This is something researchers at WSL and the Eawag Water Research Institute would like to change, which is why they launched the ‘Blue-Green Biodiversity (BGB)’ Initiative in 2020. “We want to integrate biodiversity research on land better with biodiversity research in water, and be able to
combine proposed measures on how to preserve and promote biodiversity in both habitats,” says Catherine Graham, an ecologist at WSL. She is leading the initiative together with Florian Altermatt from Eawag.
In the real world there is also a lively exchange between aquatic and terrestrial habitats. Amphibians, for example, live as larvae in the water, but when they are adults, they normally also make use of the adjacent habitats on land. Leaves that fall from the trees into the water are an important food source for microbes, aquatic insects and fish. And beavers ‘beavering away’ reshape entire banks, which has an impact on the living organisms in the water and on the land, as well as on the material and energy flows in both systems.
Initial results of the BGB Initiative have provided insights into the many interconnections between the two ecosystems. For example, one of the research projects showed that songbirds often feed their young with aquatic insects as they are more nutritious than terrestrial insects. Another study found that creating new ponds for amphibians is worthwhile so long as the water-bodies are well-connected over land.
“The causes of the current dramatic decline in biodiversity, such as climate change and intensive agriculture, are anthropogenic. To stop the loss, we need to look at both aquatic and terrestrial habitats at the same time,” Catherine says. And this means transcending the boundaries in our own minds. (lbo)
Reflections in infrared. Snowpacks have layers. Determining their boundaries is useful – not just for avalanche warning services and winter sports. Researchers at SLF have developed a device to detect them objectively. DIAGONAL joined them for a test.
Slowly, ever so slowly, the sledge begins to tilt to one side. Lars Mewes jumps forward quickly to right it, while Benjamin Walter continues to pull the sledge behind him. Together, the physicists from the WSL Institute for Snow and Avalanche Research SLF in Davos struggle with their load through the deep snow below the Pischa ridge, lugging around forty kilograms of technical equipment.
Their most important piece of luggage is a black box – the SnowImager – which Martin Schneebeli and Benjamin developed. The researchers use it to detect layer boundaries in the snow. This is the name given to the boundary between two layers in the structure of the snowpack. They are formed either by new snow falling on top of old snow or by frost on the surface of a layer of snow freezing to form its own layer. Individual layers differ. They may, for example, have different densities and/or types of snow crystal. Knowing their boundaries and properties helps experts like the avalanche warning team identify weak layers. These layers may break either spontaneously or because pressure is applied to them, for example by a skier. There is therefore a risk that the snow lying on top of the weak layer will thunder down the slope as a slab avalanche. Avalanche forecasters usually still measure the snowpack by hand,
First, they have to shovel: Benjamin Walter and Lars Mewes dig a hole in the snow. On the right is the sledge, fully loaded with different measuring instruments.
which is time-consuming. The SnowImager should help to speed up this process considerably. “And the resulting resolution is up to ten times as high,” Benjamin says – and also more objective.
Before they can take measurements, however, they have to shovel. Lars and Benjamin dig rhythmically in unison. The snow crystals on the slope reflect the glistening sunlight. The researchers hit the bottom after digging down hundred and thirty centimetres. They widen the hole and – as a last touch – Benjamin smooths one side of the pit using a saw, trowel and brush. “The surface must be flat before we can start measuring,” explains Lars.
**From research to application**
At last they are ready. The scientists take the SnowImager off the sledge. Then everything happens very quickly. Starting at the bottom, Lars holds the box against the snow wall several times until he gets to the top. All in all, it takes barely more than two minutes. Light-emitting diodes project infrared light, invisible to the human eye, onto the snow wall. Two small cameras in the SnowImager measure how much of the light the snow crystals reflect. The smaller the crystals are, the more light comes back. The SnowImager then takes a second pass – this time, an aperture with a slit covers its front. “This allows us to determine not only the size of the snow crystals, but also the density of the individual layers,” Benjamin explains. The lower the density, the further the light penetrates into the snow layer. And the deeper it penetrates, the more it spreads laterally as the crystals reflect it. But the cameras only measure the portion of the light that comes back through the slit. Combining both values yields an analysis of the structure of the snow cover.
Developing the SnowImager has been a long haul – which just shows how important basic research is. Martin Schneebeli first heard about infrared films during the 1970s, when he was a teenager with a passion for photography. But
it wasn’t until 1995 that he had an opportunity to try them out. By then he was already doing research at SLF. Equipped with a camera and infrared film, he set off with a colleague for the Flüela Pass. “The idea was to represent a snow profile in colour in order to distinguish the different shades of grey,” Martin recalls. The attempt was successful, and the layers were clearly visible. The first doctorate on the subject was completed between 2005 and 2007. Later a device was developed to determine the size of the snow grains, but measuring the density continued to require tedious manual work. “It was only during the Corona period that we had a brainwave and realised: ‘Eureka! The solution is to have a slit in front of the snow profile!’”, says the former head of the ‘Snow and Atmosphere’ Research Unit at SLF. The idea for the SnowImager was born, and Benjamin set to work.
**Ready for series production**
On the first of February – a sunny day – Mirjam Eberli and Simon Grüter, from SLF’s avalanche warning service, go to an off-piste slope in the Parsenn ski resort near Davos. There they also first have to dig. But when the hole is finished, things don’t move as quickly as they did for Lars and Benjamin. They need to use a ram probe to see first how firmly the snowpack is compacted. Simon then runs his index finger carefully over the snow wall they have dug out to feel the transitions from one layer to the next, and calls out their height to Mirjam. Next, they use a magnifying glass and grid to analyse, layer by layer, the snow crystals’ size and type. Finally, they painstakingly determine the density of the entire snow cover. With this method, the results vary according to who takes the measurements because people assess the situation subjectively. This leads to slightly different results, but with the SnowImager, such fuzziness disappears. Moreover, it measures the density of each layer and the data it provides is therefore more detailed.
The SnowImager still weighs five kilograms, but in the future, it should become handier and lighter, and thus suitable for everyday use – and ready for series production. Davos Instruments would like to produce the SnowImager locally. The project team believes there will be a demand in the long term for up to six hundred units in Switzerland alone, and talk about having the first portable and, at the same time, affordable device for measuring layers in the snow. The target group includes not only the avalanche warning services. Experts who determine when and where floods are imminent take into account the structure of the snow cover. Climate researchers can gain insights into climate change. Professional athletes use the data to help them choose the right equipment.
At the end of their day out measuring, Lars and Benjamin still have another strenuous task to do. They have to painstakingly fill in the hole they dug again. As Benjamin explains: “We wouldn’t want a free-rider to fall in it and get hurt.”
It’s time for leaves! But how does a tree know it’s spring and it can safely open its buds? By monitoring three environmental factors – and reacting when the species’ own threshold values are exceeded.
The European beech in the course of the year
The plant year transcends calendar boundaries and has ten seasons. For the most common Swiss deciduous tree, the European beech, three factors are important: the cold period, day length and temperature:
- Cold period
- Day length
- Temperature
(Details: see below)
Winter dormancy: water supply is severely restricted to protect buds against frost
Prior to spring budburst (leaf-out): leaves unfurl!
Water is pumped back into the bud
Budburst (leaf-out): leaves unfurl!
Flowers open (bloom onset)
Earlywood emerges, stem diameter increases
Second flush
Fruit are formed
Fruit ripen and fall to the ground
Growth stops
Latewood emerges, volume increases
Shoots stop growing
Buds form for the coming year
Leaves change colour
Leaves fall off
Crossing boundaries: three external factors influence when buds break open.
Cold period
In winter, our native trees ‘count’ the cold days. For many species (including the European beech), cold means temperatures below ten degrees Celsius. An overly warm winter may weaken species that need many cold days and delay budburst – unless the spring is also warm.
Day length
The length of the days and nights can also influence when buds burst. With the European beech, for example, budburst only occurs when days are at least twelve hours long. For native oaks, however, this environmental factor is not important.
Temperature
Spring temperature is one of three factors influencing the budburst of European beech, but it is the decisive one in the case of native oaks. They are therefore likely to have a head start over the beech in a warmer future.
The influence of these three factors has been well researched, but we still do not know what happens inside the buds while they are dormant in winter – which is why we are studying them.
In the soil of the former floodplain of the Albigna River, the deposits of past floods can be clearly seen. Grey sand and ochre-coloured clay layers alternate. The lowest layer contains large stones that were deposited during flooding.
At WSL, we are studying and documenting the physics, chemistry and biodiversity of soils. Our soil archive, with samples from all over Switzerland, and the database linked to it are important tools for our research. By collecting soil samples at regular intervals from the same sites, we can track how climate change and anthropogenic substances alter soils in the long term. Our findings are useful for protecting soils and the environment.
The grass roots in the top layer stabilise the soil and protect it from erosion. The dark brown colour of this layer comes from humus, which stores a lot of carbon. Generally speaking, soils store more carbon worldwide than the atmosphere and vegetation combined.
Soil of a former floodplain near Vicosoprano in Bergell, Canton Grisons.
Above the timberline. Mountain forests are expanding – but not at the same rate everywhere. Researchers at SLF are trying to find out why.
Twice a year Esther Frei climbs the slopes of the Stillberg in the Dischma Valley near Davos. She carries measuring instruments in her backpack up there not for pleasure, but as part of her job. Ten years ago, the plant ecologist at the WSL Institute for Snow and Avalanche Research SLF in Davos set up three experimental sites on the slopes between 1900 and 2400 metres above sea level: one in the mountain forest, one at the timberline and one 300 metres above it. While there, she also planted larch and spruce seeds. Since then, she has had to visit the sites many times. In June, she counts seedlings and puts up protective fences. In October, she surveys the plants as well.
Her results so far show that the seeds planted in the forest did not stand a chance. After two years, all the seeds and seedlings had been eaten or had died because of strong competition from other plants. “The vegetation also impeded germination at the timberline,” Esther says. In the long term, however, most of the small trees there have survived better than at the other sites. It was at the site above the timberline that the largest number of seedlings sprouted. The harsh conditions prevailing there, however, led to all the spruce disappearing within four years and only a few scattered larch seedlings have remained.
The timberline does not mean that no trees grow above it. It indicates the height above which no more forest grows. The treeline is higher up, explains Peter Bebi: “Individual larches may even be found several hundred metres higher.” He is head of the ‘Mountain Ecosystems’ Research Group at SLF, of which Esther’s project is a part.
For further information, see: sif.ch/treeline
The Stillberg has been a research site since the 1950s. In 1975, employees of the two forerunners of WSL and SLF planted 92,000 Swiss stone pines, mountain pines and larches there at altitudes between 2075 and 2230 metres above sea level. The aim was to find ways to improve protection against natural hazards, ...
Like the treeline, the timberline is also moving up. It has been rising in the Dischma Valley for a good hundred years, and has risen in the past forty years alone by an average of ten to twelve metres per decade. “The timberline has changed most in areas where the intensity of cattle-grazing has greatly decreased,” says Peter.
But climate change is also contributing to the shifting of forest boundaries worldwide. They are, for example, moving upwards and towards the poles. Esther’s research forms part of the international G-TREE project (Global Treeline Range Expansion Experiment), where the influences on tree germination at the timberline are being investigated at locations ranging from Australia to Alaska.
**It’s not only the temperature that counts**
It is not enough to simply take the development of the temperature into account, Peter explains, even though it has the greatest influence. “Other factors such as competing vegetation, the duration of snow cover, nutrients, wind, solar radiation and frost events all have an impact on tree growth.”
In addition, animals threaten the young plants through browsing or trampling on them. Esther has protected half of the seeds she planted from this danger by covering them with metal grids. For her analysis of the effects of different conditions, she can refer to many different experimental plots, including those with no protection against grazing, artificial sowing or vegetation.
Where the forest spreads, it can provide better protection against natural hazards such as avalanches and rockfall. The consequences for plant diversity, on the other hand, may be rather negative. This is what a team led by Christian Rixen, an ecologist at SLF, is currently studying. “We assume that the spread of mountain forests will lead to an overall reduction in plant biodiversity as, unlike in forests, species occurring in fens and dry meadows are declining.”
Species know no national borders. The number of unintentionally imported plants, animals and fungi is increasing dramatically due to global trade. Controls at national borders are not always sufficient. WSL is helping to detect introduced species.
International travel and trade are leading to more and more non-native species entering Switzerland, such as beetles in the wood used for packaging or fungal spores in potting soil and on exotic garden plants. If they spread uncontrollably, they are referred to as invasive species. Of the approximately 1300 alien species known in 2022 to have become established, one in six is considered invasive. Combating them is expensive – if not impossible. WSL researchers are working on ways to detect them as early as possible and – where possible – stop them.
The most efficient way is to detect such organisms directly through border controls at the national border, and then eliminate them. This is not, however, always successful. Moreover, many also manage to migrate without human help. Until a few years ago, pests or diseases were therefore often only spotted when they were detected by chance or through targeted surveys in the country. The Asian long-horned beetle, for example, which is dangerous for many native tree species, has been found several times by chance in Swiss gardens. It probably got there from Asia with wood used for packaging.
Many countries are therefore introducing comprehensive and regular pest surveys. WSL tested this approach in Switzerland between 2020 and 2022 as part of a pilot project with the support of the Federal Office for the Environment FOEN. Cantonal forest protection officers regularly monitored test sites near urban areas in six cantons to detect eight harmful organisms that are particularly dangerous – so-called ‘priority quarantine organisms’. The cantonal forest protection officers checked focus trees to see if they had disease symptoms, and collected insects and fungal spores from dedicated traps. The organisms they found were then determined by the WSL researchers.
During the three years of the trial, none of the species they were monitoring were found, but they did discover other introduced organisms, including another longhorned beetle species from Asia. It is still unclear how dangerous it is. “This finding shows that such monitoring sites are useful for detecting harmful new organisms early,” says Valentin Queloz from the Swiss Forest Protection Group at WSL. The Group supports state and cantonal authorities in combating tree diseases and invasive forest pests.
The pilot project was promising, which is why pest surveys will be set up nationwide by 2025. Benno Augustinus, an insect researcher at WSL, estimates that around one hundred such sites will be needed for effective monitoring throughout Switzerland.
First, however, the organisms the authorities need to keep an eye on must be selected. Here so-called ‘sentinel plantings’ can help. At WSL, for example, a site with European plant species that are often exported to the USA has been
Tree-of-heaven and paulownia trees (on the left) – as here in Ticino – grow very quickly in open areas. That’s why keeping, for example, power lines clear has become more expensive.
set up. The researchers at WSL regularly check these plants to see whether they harbour any local pests that could reach America with the plants and cause problems there.
**Exotics on the move**
Plant traders are, of course, obliged to guarantee that their plants are healthy. But even healthy plants can cause problems if they, for example, escape over the garden fence. At the WSL site in Cadenazzo in Ticino, researchers are therefore studying the tree-of-heaven, the paulownia and the Chinese windmill palm, which is sometimes incorrectly called the ‘Ticino palm’. All three species have spread over large areas in the local forests.
These exotics grow faster than native tree species and game browse on them less, which means they often become dominant. This can interfere with some of a forest’s desirable functions, such as providing protection against natural hazards. Windmill palms, for example, have thin roots and do a poorer job of stabilising steep slopes than native trees. The risk of slopes slipping therefore increases, as WSL researchers demonstrated in one part of the federal government’s ‘Adaptation to Climate Change’ pilot programme.
With further climate change, it is likely that the problems caused by the often heat-loving exotics will get worse. Researchers at WSL are therefore working with the local authorities and foresters to develop strategies for dealing with the unwanted invaders or, if possible, get rid of them altogether. “Our goal is to offer realistic solutions for the particular region,” says the WSL researcher Eric Gehring.
A very diffuse boundary. Is it possible to separate the city from the countryside and say what is one and what the other? Yes, says Marco Pütz, a researcher at WSL. Nevertheless, he explains, the notion of an urban-rural divide is wrong.
Marco Pütz, where is the urban-rural divide?
In the past, it was marked by a moat stretching around a city directly in front of the city wall. Today, it most often appears as a line or boundary when people vote on issues because those living in cities like Zurich, Lausanne or St. Gallen frequently vote differently from those living in the rest of the canton. The results of the voting are recorded on a map showing each municipality, which inevitably gives the impression of a clear boundary between the city and the surrounding area. In reality, however, there is no such dividing line. The boundary between the city and the countryside is a diffuse area, with interconnections criss-crossing it. The notion of the urban-rural divide is just that – a notion. The divide does not really exist.
What does this mean? Can’t we say: this is urban and this rural?
Yes, we do it all the time – in our everyday language, for example, or in the media. It helps when talking about places and their characteristics. If you say “I live in the city” or “I live out in the country”, it conveys more information than “I live in municipality X”. What sometimes gets lost, however, is an awareness of the fuzziness of this classification. Whether we refer to a place as urban or rural has to do with, among other things, its past, including whether it ever had the right to call itself a city. It also has to do with how it sees itself and how people from outside look at it. Albisrieden, for example, has been a district of Zurich for almost a hundred years. Nevertheless, people living there take the tram “into town”. It has a village centre with a church square and an annual cattle show, and a sense of community like that of a village. So drawing clear boundaries is not very easy.
But we draw them anyway.
Yes, because boundaries are necessary. When planning areas for subsidies and for infrastructure, such as hospitals, and distributing them fairly across the country, we distinguish between urban and rural areas more in the sense of how central they are. Solving structural problems in rural areas involves being selective and saying: you belong, but you don’t.
And how do you draw the line?
There are various methods for this. In one you reflect on what distinguishes the city from the countryside. For example, rural areas are typically agricultural. The number of jobs in the primary sector, namely in agriculture and forestry, is a clear indicator, with more such jobs...
in rural communities than in urban ones. Another characteristic is how well connected a place is to local public transport. Zurich’s Hardbrücke, where suburban trains arrive every minute, is clearly more urban than a place where a postbus stops ten times a day. The Federal Statistical Office FSO works with such indicators in its Typology of Municipalities. It distinguishes 25 types, ranging from ‘core city in a large agglomeration’ to ‘rural peripheral mixed municipality’.
“The notion of the urban-rural divide is just that – a notion. The divide does not really exist.”
In Switzerland, there are only five core cities: Zurich, Basel, Geneva, Lausanne and Bern. Examples of the other extreme include municipalities such as Albula/Alvra in Canton Grisons and Guttannen in Canton Bern. The FSO Typology also has ‘intermediate’ municipalities, with a mixture of urban and rural characteristics, such as Birmensdorf, which is also close to Zurich.
You mentioned that there are several ways to make the division.
Yes, another way is to refer more specifically to structures of land cover and land use, which is what the Landscape Typology of Switzerland does. The Typology was jointly compiled by the FSO and the Federal Offices for Spatial Development and the Environment. It distinguishes 38 landscape types without using the term ‘rural’ in its classification. But it does refer to the ‘built-up landscape’ around large cities and the ‘urban landscape’. In addition, the FSO also records the Swiss Land Use Statistics, which do not include municipal data but rely on aerial photographs to determine what the land cover is: water bodies, buildings, roads, forests, fields or rocks. Four main consolidated types are distinguished: unproductive land, forest, agriculture and built-up areas. The types are further subdivided. A built-up area may consist of, among other things, areas reserved for traffic, for industry, for commerce and/or for housing, as well as recreational and green areas. These are all classified as belonging to a built-up area.
Why do we need so many systems?
They serve different purposes, and each has its own advantages and disadvantages. The Typology of Municipalities focuses more on people, while the Land Use Statistics takes humans only indirectly into account, for example by referring to buildings. If you want to research environmental changes or observe how cities and regions develop, land use statistics are attractive because they show how the landscape changes. Typologies of municipalities, on the other hand, allow conclusions to be drawn about the economy and society. At WSL, we refer to these typologies and data a lot, for example when modelling landscape changes or analysing regional development. (kus)
Valentin Moser, Birmensdorf
“The Sporn Nature Reserve in Allschwil is home to many different habitats, and you can find numerous species within a very small area. I always enjoy being here. It’s where I learned to identify many different kinds of insects, amphibians and birds.”
BEAVERS AS ECOSYSTEM ENGINEERS
Beavers change their ecosystems by actively felling trees and building dams. Other animals such as insects, bats or even fish can then benefit from the resulting increase in light, deadwood and dammed water. Valentin Moser is investigating in his doctoral thesis how beavers’ activities change species’ compositions and associations as part of a ‘Blue-Green Biodiversity’ project, a joint research initiative of WSL and Eawag. “In this project, my knowledge of species comes in very handy.” (m/g)
If you enjoy walking through coniferous forests, you will be familiar with their typical resinous scent. Sometimes you can even see the substances responsible for the scent with your naked eye in the form of a haze billowing above the trees. These organic compounds provide, however, much more than merely a treat for our senses – they are valuable for the trees and the forest community, and even affect the climate.
The substances emitting the smell are very volatile, which means they evaporate easily. “These volatile organic compounds have many interesting properties,” says Arthur Gessler, a forest ecologist at WSL. Some are in the form of essential oils in the leaves, where they protect the cell walls against heat and drought stress and help to deter predators. They are released by trees when, for example, nibbling insects damage their leaves and bark, and serve neighbouring trees as early warning signs for pests.
Trees invest valuable resources in producing these protective and defensive substances, which is why they make only as much as necessary. But what happens if resources become scarce because the trees are stressed by heat and drought? To find out, the Finnish ecologist Kaisa Rissanen determined, together with researchers from WSL, the volatile organic compounds released by six Scots pines in a WSL research forest – the Pfynwald in Canton Valais – during the very hot summer of 2018. Previous studies identified the volatile organic compounds emitted by leaves, but this experiment was one of the first to capture those emitted by tree stems.
**Defence against pests**
The researchers were amazed at the large amount of scent that escaped
from the tree stems. “They emit about the same amount as leaves,” says Arthur. “Whereas we had expected them to emit significantly less.” Most of the compounds they found were monoterpenes. These are components of resin that help, among other things, to keep herbivorous insects away. With increasing drought, the trees’ output of volatile organic compounds decreased overall, and their ability to defend themselves therefore probably also decreased. “But stressed trees seem to put relatively more energy into defending themselves against predators than trees with enough water.”
During the experiment, there were repeated phases during which the trees released particularly large quantities of monoterpenes. The researchers suspect that the trees were reacting to infestations of insects such as bark beetles – even though they had observed no feeding insects directly. “Our study contributes an important piece in the puzzle and helps us understand better how more frequent dry periods affect forest trees,” says Arthur, and explains: “The pines put their last efforts into defending themselves against insects, which are, in many cases, the death knell for weakened trees.”
The new results are relevant not only for the health of forests. The organic compounds emitted from the stems and leaves of trees are extremely reactive and have both positive and negative effects. They promote, for example, the formation of ozone in the upper atmosphere and may prolong the lifetime of methane, a powerful greenhouse gas. But the particles also stimulate cloud formation, “Which means they can influence the local climate by, for example, cooling it down,” says Ugo Molteni, a chemist at WSL. Such an effect is noticeable on, at most, a small scale in Pfynwald, but it is, according to Ugo, relevant on a regional scale in, for example, the huge coniferous forests in the far North. He is working on a project to investigate such climatic effects.
The breathing of the forest has even served as inspiration for art. With the help of the researchers, the artist duo Rasa Smite and Raitis Smits created a virtual reality installation ‘Atmospheric Forest’ to visualise the Pfynwald’s scented landscape. In the three-dimensional model of the forest, the invisible gases ‘bubble’ out of the tree stems in the form of yellow beads – accompanied by atmospheric noise patterns. The video animation makes the drought stress of the pine trees both visible and audible. (bki)
vimeo.com/415663071
Even forests with many visitors are managed – to obtain timber, for example, or to increase safety or biodiversity. People seeking recreation in the forest, however, tend to react negatively to extensive logging. Johanna Trummer from WSL’s Research Group ‘Social Sciences in Landscape Research’ has studied the reaction of forest visitors to different forms of management.
Her results show that forest areas with older and taller trees without gaps were valued most. These correspond not only to continuous cover forests in which only single trees are felled, but also to high coniferous forests with even-aged management. Freshly cut ‘coppice with standards’, on the other hand, was unpopular. This form of management, which dates back to the Middle Ages, involves felling younger trees every twenty to thirty years to obtain firewood and leaving single large trees such as oaks standing for up to a hundred years so that they can be used for timber. Many rare forest animals and plants, however, thrive in such sparse forests, which makes them valuable for nature conservation.
From the survey the researchers conclude that what the respondents rejected above all were large-scale interventions in the forest. “Anything that greatly alters what the forest looks like is poorly accepted,” says the project leader, Tessa Hegetschweiler. It provokes negative feelings among people seeking recreation in the forest because they tend to identify strongly with ‘their’ forest. Although the information boards in the forest lab provide information about the ‘coppice with standards’ management form, this is apparently not enough to change people’s reactions. The researchers hope that acceptance will increase if the foresters announce logging operations well before they are carried out and explain why they are doing them. (bki)
Wine-grapes can be found growing on over a thousand hectares in Ticino. Nevertheless, during the last thirty years, the area under vines has shrunk by almost forty per cent, as researchers at WSL’s location in Cadenazzo have discovered. Traditional vineyards, where the vines are grown on pergolas, have been particularly badly affected. These steep plots of land are often terraced with dry stone walls and border on woodland, which is precisely why many of them are ecologically valuable.
Why are they disappearing? “The pressure on the wine market is increasing. If areas cannot be cultivated by machine, they soon become unprofitable. Moreover, in residential areas, building on vineyards, where permitted, is often more financially rewarding,” explains Marco Conedera, a researcher at WSL. He is head of the project in which the researchers not only mapped the loss of vineyards, but also developed a method on behalf of Canton Ticino to objectively assess the effort involved in cultivating them as well as their value as cultural and ecological landscapes.
Each vineyard is, according to this method, evaluated on a point scale in terms of its accessibility by road, its slope and proximity to the forest. The area is then assigned to one of five categories according to the number of points it scored. A terraced vineyard that is on the edge of the forest, is difficult to access, and has to be worked by hand as well as protected from hungry deer, thus falls into the most difficult category. Cultivating it requires ‘heroic’ effort – and the risk that it will be abandoned within the next thirty years is over 65 percent.
Another aspect of the method involves assigning points for the presence of dry-stone walls, pergolas or fruit trees to evaluate the vineyard as a cultural and ecological landscape. “With this method we can assess a vineyard comprehensively and objectively,” says Marco. It enables the local authorities and decision-makers to get an overall picture of the situation and identify those areas they would like to conserve. One way to support conservation efforts could be providing targeted financial aid to maintain vineyards that are particularly difficult to cultivate, or that are culturally and/or ecologically valuable as landscapes. (kus)
“We need to build denser cities that still provide a good quality of life.”
Climate change, the energy transition and our more mobile society are changing the environment. Silvia Tobias, head of the WSL Landscape Centre, explains how landscape research helps to identify the associated challenges and find solutions.
Silvia Tobias, we find landscape all around us. Why should we study it?
Landscapes cannot be increased or consumed. But a landscape can be changed – and this may happen in a way that no longer meets people’s expectations. For a long time, urban sprawl has been an issue. Today, our research on energy landscapes is often in the news.
And what are the topics of the future?
In addition to energy, climate change is a big topic. It is already changing our landscapes. What exactly we do to prepare for these changes will affect the landscape in different ways. In one project, we show people possible scenarios to raise their awareness about this. Moreover, we are increasingly becoming a multicultural society and demands on the landscape thus vary greatly.
To what extent can landscape research help here?
Our residential areas must accommodate more people, with often very different cultural backgrounds, while still providing them with quality of life. At the same time, they should be able to withstand climate change because the more densely and higher we build, the hotter such areas become in summer. We need open spaces, i.e. green lungs where people can still breathe in a hot summer. This is why we are currently investigating how to make such green spaces as restorative as possible. How, for example, does street noise affect them? What features in a park help to make migrants feel more ‘at home’?
Have new ways of doing such research been developed?
Modelling has become much better and increasingly important. It allows us to show and explore possible developments in virtual landscapes. ‘Living or real-world labs’ are also innovative approaches, where researchers develop real projects on site together with local actors. The researchers provide expert knowledge and, in the process, learn which factors influence the success of particular projects. Within the ETH Domain, such a living lab is currently being ‘set up’ for sustainable development projects in the Jurapark in Canton Aargau.
(kus)
This conversation is based on the Landscape Centre’s conference on ‘Challenges for landscape research in the next 10 years’, where Beate Jessel, Adrienne Grêt-Regamey, Marcel Hunziker, Ulrike Sturm and Evelyn Coleman gave talks.
Intensive use of meadows and pastures tends to reduce biodiversity, as many species that cannot tolerate frequent cutting or heavy fertilization disappear as a result. The little data available up until now on how intensively grassland is used in Switzerland is, however, patchy, and normally only local. But such data would help to explain some of the changes in species diversity that have become apparent in biodiversity monitoring programmes.
Satellite images can help here, and are today available at high temporal and spatial resolutions. The computer uses these images to determine, with the help of an algorithm, whether and how often a grassland has been mown or grazed, and then creates maps of the use intensity. But do these maps correspond to reality? Dominique Weber, an environmental scientist at WSL, and his colleagues have found a simple method to check this. “Freely accessible webcams record not only the weather, but also what is currently happening at a particular place,” says Dominique. The images show, for example, whether a grassland is being mown or cattle are grazing there.
The researchers compared these images with the maps generated by the computer, and found that the computer was good at identifying mowing when it took place, but not grazing. Dominique thinks: “We need more data to fine-tune the algorithm for this.” The maps of use intensity could then be referred to, for example, when planning the Ecological Infrastructure. This is a network of areas important for biodiversity that should include extensively used grasslands to link protected areas. (lbo)
Taking great care, Artemis Treindl picks up a small, whitish fungus from the ground. “A Winter Stalkball,” the biologist exclaims. “The wart-shaped opening on its cap makes it easily recognisable. That’s where it ejects its spores.” Artemis found the puffball nestling among moss and stones on the WSL site in Birmensdorf.
The Winter Stalkball is classified as vulnerable on the Red List of endangered macrofungi in Switzerland. The 2007 list is currently being revised on behalf of the Federal Office for the Environment. Artemis is one of the WSL researchers working on this project, together with many volunteers. The aim is to collect as much information as possible on the approximately six thousand species of macrofungi known in Switzerland. “In the first Red List, it was only possible to evaluate the extinction risk of just under three thousand species. For the others there was too little data. We want to do better this time,” she says.
The meadow on the WSL site is one of 634 sample plots where the experts systematically record fungal fruiting bodies and capture fungal spores from the air using specially developed spore traps. Half of these plots are deliberately located in areas where the fungal diversity is expected to be high. The others are randomly distributed across forests, where the plots are 100 by 100 metres, and across open land, where the plots are 200 by 200 metres. It takes about six hours on average to search a plot. “We are very glad to have the support of our volunteers. Without them we would never complete the work,” Artemis says.
She records the details about the Winter Stalkball directly via an app on her mobile phone. Any fungi she can’t identify in the field she takes with her to the lab – like the fungus
she finds next – a *Galerina* species. She picks out a specimen in particularly good condition and places it in a small plastic box with various compartments where other mushrooms are already waiting to be identified in the lab.
**More data thanks to genetic methods**
In the laboratory, Artemis examines the *Galerina* under the microscope. *Galerina* species have special cells on the edge of their lamellae under the cap, so-called cystidia, which can be used to identify them. “This one has club-shaped cystidia with small heads. It’s a *Galerina clavata*.” Identifying the species under a microscope is time-consuming, but with genetic analyses it’s quicker: “Genetic analysis enables us to process and determine a lot of specimens at the same time, and we can even generate new reference sequences for many species,” she says. With this method, the researchers have already discovered more than thirty species that had never been identified in Switzerland before.
All the fungi and site information ends up in the database of the national data and information centre SwissFungi, which is based at WSL. The data is then publicly accessible. The fungi determined in the laboratory are dried and stored as specimens.
The field surveys are currently ongoing. All the data is being analysed and compiled for the Red List, with publication planned for 2025. On the 2007 list, one third of the fungi were classified as endangered. Whether the new list will contain more or fewer species remains to be seen. Some of the reasons why many fungi are becoming endangered are: habitat loss, overfertilization in agriculture and climate change. Moreover, as with animals and plants, new fungi species are migrating into Switzerland, where they may pose a threat to the native flora and fauna. “A lot of the things happening we can’t see. As far as the actual diversity of fungi is concerned, we are still largely in the dark,” Artemis says. Her work is helping to fill the gaps in our knowledge.
(lbo)
The Winter Stalkball (*Tulostoma brumale*) ejects its spores from the warty opening on the cap.
Like most members of this genus, *Galerina clavata* can only be reliably identified with a microscope.
Switzerland is, as an Alpine country, particularly affected by climate change: Temperatures here are rising more sharply than the global average. Melting permafrost and more severe storms increase the risk of natural hazards such as landslides or debris flows. Hot summers have serious health impacts and can lead to crops failing. But according to Dominik Braunschweiger, a social scientist at WSL, there is a gap between the concrete steps being taken to adapt and what is actually needed to be better prepared for such impacts of climate change.
One reason for this lack of preparation, says Dominik, is that “people only tend to consider adaptation to the impacts of climate change necessary if they feel personally affected by climate change.” His case studies showed that only then do they see such events as the consequence of climate change and not just as sporadic natural phenomena.
**Strategically well prepared**
He has investigated how well Switzerland has adapted to climate change as part of the WSL research programme CCAMM. Strategically, it is well positioned as: “an action plan at the federal level aims to include adaptation to climate change in all its strategies and planning,” explains Dominik. The problem is in the implementation because: “no political mandates for concrete measures exist.” That in itself is understandable because, as he says: “the adaptations needed in Geneva differ from those required in Grindelwald. In cities, excessive heat is the biggest problem, while in mountain regions, changing natural hazard management, for example, or adapting tourism are more urgent.”
Concrete measures should therefore be decided on by local stakeholders. This approach has been found to be effective in the federal pilot programme ‘Adaptation to Climate Change’, which finances projects on adapting to climate impacts. The city of Sion, for example, launched the ‘Acclimatasion’ project, in which, among other things, a school converted a car park into a wetland biotope and planted greenery on the roof. “This helps to mitigate the heat in the city,” Dominik says: “and at the same time raise chilThe effects of such awareness raising should not be underestimated. In his research, Dominik found that informing and sensitising the public is one of the levers that could accelerate adaptation. “Making the colour of the outsides of buildings light can mitigate the impact of future heat waves. But those responsible must be aware that this is necessary.” Other starting points identified in the successful pilot project include providing funding and ensuring projects meet with local acceptance.
Dangerous glacial lakes in the Himalayas: A new study may help prevent disasters
On the morning of 17 June 2013, pilgrims at the Kedarnath shrine in India’s Kedar Valley heard a loud crashing sound. A few minutes later, masses of water swept down on them, washing away people, bridges and buildings and destroying the town of Rambara, eight kilometres further down the valley. At least 4000 people lost their lives. The cause: an outburst flood from the glacial lake Chorabari.
Such an event can occur if a meltwater lake bursts through the natural dam behind which it has collected. This could happen more frequently in coming years because glaciers are retreating and new lakes forming. As a result, the number of lakes held back by ice dams is increasing. A WSL team has recently estimated where such lakes could form in the Himalayas and how many are likely in the near future. The results should help local communities to plan more effective protective measures. Unlike in Switzerland, few glaciers in the Himalayas have been monitored systematically.
The two satellite images show examples of glacial lakes (circled in red) held back by glacier ice. Such lakes may burst and flood lower-lying regions.
so far – there are simply too many of them.
Using an algorithm fed with data related to the surface, the ice thickness and the bedrock, the WSL team has calculated the possible locations of future glacial lakes, taking into account various scenarios for future global warming. The team, led by Daniel Farinotti, a glaciologist at WSL and ETH Zurich, and his former PhD student Loris Compagno, estimates that there will be around 11,700 such lakes by the year 2040. That is about 2,500 more than in the year 2000. Taken together, the lakes could cover an area of 340 square kilometres and contain 2,450 million cubic metres of water.
**Dam failure**
The researchers have focused their work on lakes that have formed behind ice dams because these are more dangerous than comparable dams formed from sediment. “Glacial ice can dam water, but it is not a particularly stable material for this,” Daniel explains. “Dams made of ice can fail within a short time and release large amounts of water down into the valleys.” The team are focused in particular on potential lakes with a volume of one million cubic metres or more. Lakes above this size are especially dangerous.
The results of the study have been made publicly available and provide a basis for planning protection and prevention measures. They can help, for example, to identify which buildings and infrastructure are at risk. Regular monitoring is also important for controlling risk. “Our study allows us to anticipate where possible lakes could form,” Daniel says, but whether these lakes actually develop depends very much on local conditions. An NGO has already expressed interest in the study as it would like to provide support for the local communities.
Armanda Pitschi, Davos
“We have no electricity and poor mobile phone reception in our lower-mountain-pasture hut (Maiensäss) in Partnun near St. Antönien. But the peace and quiet here and the wonderful view of mountains and lush meadows help me quickly forget everyday life. This is where I can really unwind.”
IT SUPPORT FOR THE SLF
Armanda Pitschi works in IT at the WSL Institute for Snow and Avalanche Research SLF in Davos. She is mainly responsible for support, ordering computers and accessories, and installing software and hardware. “I like having direct contact with the staff and helping with technical computer problems.” As a mother of two young girls, she appreciates being able to work part-time and one half-day a week from home. (sni)
When is a winter really winter? A quick flashback to 2022/23 when the winter got off to a weak start: there was little snow in the mountains, and many ski slopes and cross-country ski trails opened later than planned or only after massive use of artificial snow. But was the situation in the different regions really exceptional?
As of next winter, this question will be addressed with the Spatial Snow Climatology for Switzerland, or SPASS for short, which means ‘fun’ in German. It draws on thousands of maps with a resolution of one kilometre that show how much snow there was when and where on each day since 1961. SPASS was developed in collaboration with the Federal Office of Meteorology and Climatology MeteoSwiss by a work group led by Christoph Marty, an expert on snow from the WSL Institute for Snow and Avalanche Research SLF in Davos.
The maps are not only interesting for researchers. “They help us draw conclusions about how much water will be available in the summer in the particular regions in Switzerland, as well as about where flooding could be imminent and where drought is likely to occur,” says Rebecca Mott, a research assistant at the Operational Snow Hydrological Service (OSHD) at SLF. This information is, for example, relevant for farmers.
The OSHD uses weather data in modelling snow quantities throughout Switzerland. The work group adapted these values as the basis for SPASS and the resulting maps. The weather data is supplied by MeteoSwiss. In return, MeteoSwiss receives snow data from SLF and use the new SPASS maps to provide more information.
“For us climatologists, this data is important because we can use it to classify each winter,” explains Christoph. The project is still in the trial phase, but it should start regular operation as early as the winter 2023/24.
Permafrost: More than half has already disappeared
Climate change is warming the atmosphere – and the soil. This is having consequences. The elevation of the shallow permafrost limit has risen by around four hundred metres since the 1980s. Moreover, as mountains narrow towards the top, the area permanently covered by frozen ground is shrinking all the faster. During the past forty years, three-fifths of the area has already disappeared and a further fifth is currently thawing, according to a new study of the WSL Institute for Snow and Avalanche Research SLF. The project leader, Robert Kenner, explains: “This decrease is just as dramatic as the retreat of the glaciers, but it is not visible. So far it has only been partially recorded in a short series of measurements.” Thawing can destabilise permafrost ground, and the loss of permafrost is more than just an exciting phenomenon: debris flows and rockfalls from thawing slopes are on the increase.
The air temperature is decisive
The longest ground temperature time series are not even thirty years old, so how did the researchers determine how much the permafrost area had decreased? Robert says: “We wanted to compare temperature data from different boreholes. This is not easy because the elevation and slope aspect both have a strong influence on the evolution of ground temperatures.” To ensure the comparability of the measurements, the researchers modelled the relations between the air temperatures, potential solar radiation and ground temperatures for each individual temperature sensor in the boreholes. By combining these values, they were able to calculate the elevation of a theoretical and universal zero-degree Celsius level in the ground – independent of radiation.
The researchers were surprised to find that it corresponds very well to the multi-year mean of the atmospheric zero-degree Celsius level in terms of altitude and temporal evolution. Other influences, such as snow cover, only affected the ground temperatures for a short time and in the uppermost layers. In contrast, the atmospheric zero-degree Celsius level is a very precise indicator for the temperature evolution at a depth of several metres. This finding opens up new opportunities for the researchers: “We can use decades of air-temperature measurements from meteorological balloon soundings to reconstruct earlier ground temperatures,” says Robert. The warming taking place high up in the mountains is significantly greater than the Swiss average, and has already caused the loss of three-fifths of the permafrost area.
(bio)
“I grew up in Riehen, two minutes away from the entrance to the Wenkenpark, where I often played as a child. Later, as a teenager, we had many parties there. Now we go there regularly with our children and friends. The Park has always played a part in my life.”
As a member of the staff at WSL, Gian-Kasper Plattner advises and supports the Directorate on, for example, strategic issues. The climate researcher and expert on the Intergovernmental Panel on Climate Change (IPCC) also represents WSL in organisations such as the National Centre for Climate Services NCCS, as well as managing the environmental data portal EnviDat and teaching. “I really enjoy having so many different tasks in the scientific community. It means I rarely miss working as a researcher, especially since I can often contribute my expertise.” (kus)
The burning sun beams down hot from the sky – and in the upcoming issue of DIAGONAL, everything revolves around heat. How does heat affect the lives of people, animals and plants and how does it impact our environment? What dangers do the ever more frequent heat days each year pose for us – and what opportunities do they offer? At WSL and SLF things also ‘hot up’ when researchers get to work on ‘burning’ issues – even if this cannot always be expressed in degrees Celsius!
The Diagonal editorial team, from left to right, top row: Stephanie Kusma, Beate Kittl; bottom row: Birgit Ottmer, Sandra Gurzeler, Claudia Hoffmann, Lisa Bose
Genetic material in a water sample can reveal what lives in a body of water. But what if a lake is inaccessible or no boat is available to collect samples? This is where a drone specially developed at WSL and the ETH Zurich can help researchers. Not only can it float on water, but it can also lower a pump with a filter on a rope into the water while flying. This allows large quantities of water to be filtered on site. The genetic material left by organisms in the water then accumulates in the filter. The researchers duplicate and decode this in the laboratory. By comparing it with already known sequences of genetic material, they can then determine which species the genetic material comes from. (kus)
Video at: www.wsl.ch/object
Ecosystems: When boundaries blur, p. 2
Searching for mushrooms for research: Fruiting bodies of the shaggy ink cap, p. 26
The Swiss Federal Institute for Forest, Snow and Landscape Research WSL conducts research into changes in the terrestrial environment, as well as into the use and protection of natural spaces and cultural landscapes. It monitors the condition and development of the forests, landscapes, biodiversity, natural hazards, and snow and ice, and develops sustainable solutions for problems that are relevant to society – together with its partners from science and society. WSL plays a leading international role in these research areas, providing the basis for sustainable environmental policy in Switzerland. WSL employs more than 500 people in Birmensdorf, Cadenazzo, Lausanne, Sion and Davos (WSL Institute for Snow and Avalanche Research SLF). It is a Swiss federal research centre and part of the ETH Domain. You can find WSL’s annual report online at: www.wsl.ch/annualreport.
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Draft Land-use Framework
# Table of Contents
Executive Summary ........................................................................................................... 1
1. Introduction .................................................................................................................. 3
A. Why we need a new Land-use Framework ................................................................. 3
B. What is a Land-use Framework? .................................................................................. 3
C. Consulting with Albertans ............................................................................................ 4
2. Where We Are Now ...................................................................................................... 5
A. How Land Decisions are Made Today .......................................................................... 5
1. White and Green Areas of Alberta ............................................................................. 5
2. Responsibilities on Land Use ..................................................................................... 6
3. Municipalities ........................................................................................................... 7
B. Growth Indicators ....................................................................................................... 7
3. Where We Want to Be ................................................................................................... 9
A. Our vision ................................................................................................................... 9
B. Desired outcomes ....................................................................................................... 9
C. Guiding principles ...................................................................................................... 9
4. Provincial Leadership .................................................................................................. 11
5. Land-use Regions and Plans ....................................................................................... 13
A. Provincial Outcomes ................................................................................................... 13
B. Regions Defined ......................................................................................................... 14
C. Establishing a Model for Regional Planning ............................................................. 14
D. Local Planning ........................................................................................................... 16
1. Municipal Planning .................................................................................................. 16
2. Provincial Planning Carried Out at the Local Level ............................................... 16
E. Appeal Mechanisms .................................................................................................. 16
6. Land-use Governance .................................................................................................. 17
A. Cabinet Committee and Land-use Secretariat ............................................................ 17
B. Regional Advisory Councils ........................................................................................ 17
7. Cumulative Effects Management .................................................................................. 18
8. Conservation and Stewardship .................................................................................... 19
A. Private Land Stewardship ............................................................................................ 19
B. Public Land Stewardship ............................................................................................. 20
9. Information and Knowledge System ................................................................. 21
A. Information Management ........................................................................... 21
B. Monitoring and Evaluation ....................................................................... 21
C. Knowledge .................................................................................................. 22
D. Continuous Improvement .......................................................................... 22
10. Aboriginal Peoples ....................................................................................... 23
11. Priority Actions for the Land-use Framework ............................................. 24
A. Immediate Planning Priorities ................................................................. 24
1. Metropolitan plans for the Capital and Calgary regions .................... 24
2. Southern Alberta Regional Plan ...................................................... 25
3. Northeast Alberta Regional Plan ..................................................... 25
B. Addressing Provincial Policy Gaps and Areas of Provincial Interest .... 25
12. Timeframe for Implementing the Land-use Framework ................................ 27
Glossary ............................................................................................................. 30
Over the past 10 years, Alberta has enjoyed record prosperity. But this prosperity has brought new challenges and responsibilities. Today’s rapid growth in population and economic activity is placing unprecedented pressure on Alberta’s landscapes. Oil and gas, forestry and mining, agriculture and recreation, housing and infrastructure are all in competition to use the land—often the same parcel of land. There are more and more people, doing more and more activities, but on the same piece of land. This not only increases the number of conflicts between competing user groups, it often stresses the land itself. Our land, air and water are not unlimited. They can be exhausted or degraded by overuse.
What worked for us when our population was only one or two million will not get the job done with four, and soon five, million. We have reached a tipping point, where sticking with the old rules will not produce the quality of life we have come to expect. If we want our children to enjoy the same quality of life that current generations have, we need a new land-use system.
The purpose of the Land-use Framework is to manage growth, not stop it and to sustain our growing economy, but balance this with Albertans’ social and environmental goals. This is what the Land-use Framework is about—smart growth—ensuring a future with plentiful opportunities and a healthy environment.
Notwithstanding Alberta’s tradition of local decision-making, our consultations with Albertans indicate widespread support for greater provincial leadership on land-use issues. This does not mean creating a heavy handed, centralized bureaucracy in Edmonton. It does mean that the Alberta government must provide the kind of policy guidelines and opportunities that the local levels of government cannot. The Land-use Framework will leave local decision-making authority with the same officials who currently exercise it. However, in the future, these decisions will have to be consistent with provincial policies and guidelines. Accordingly, the Land-use Framework consists of six basic strategies to improve land-use decision-making in Alberta.
**Strategy 1**
*Develop six regional land-use plans based on six new land-use regions.*
Alberta does not currently have formalized regional-level planning. Nor is there any formalized coordination between Government of Alberta land-use decisions on Crown lands and municipal land-use decisions. To remedy this, the government will create six new land-use regions and develop regional plans for each. The regional plans will integrate provincial policies at the regional level; set out regional land-use objectives and provide the context for land-use decision-making within the region, and reflect the uniqueness and priorities of each region. Municipalities and provincial government departments will be required to comply with each regional plan.
**Strategy 2**
*Create a Cabinet Committee supported by a Land-use Secretariat and establish a Regional Advisory Council for each region.*
Strong provincial leadership will be critical to the success of land-use planning and resource management. Establishing a formal governance structure for implementing the Land-use Framework will be necessary. To meet this need, the Land-use Framework will create a Cabinet Committee, supported by a Land-use Secretariat. The Cabinet Committee and Secretariat will be responsible for the development of regional plans in conjunction with government departments and Regional Advisory Councils.
**Strategy 3**
*Cumulative effects management will be the instrument used at the regional level to manage the impacts of development on land, water and air.*
Our watersheds, airsheds and landscapes have a finite carrying capacity. Alberta’s system for assessing the environmental impacts of new developments has usually been done on a project-by-project basis. This approach worked at lower levels of development activity. However, it did not address the combined or “cumulative” effects of multiple developments taking place over time.
A cumulative effects management approach will be used in regional plans to manage the combined impacts of existing and new activities within the region.
**Strategy 4**
*Develop a strategy for conservation and stewardship on private and public lands*
Clean water and air, healthy habitat and riparian areas, abundant wild species and fisheries are all “public goods” that Albertans enjoy and value. The costs of supplying these goods on private lands are left largely on the shoulders—and pocketbooks—of our ranchers and farmers. Public lands that are managed for a variety of purposes also supply these goods. If Albertans value these landscapes and the benefits they provide to all of us, we have to find new ways to share the costs of conserving them. To do this, the Government of Alberta will develop new policy instruments to encourage stewardship and conservation on private and public lands.
**Strategy 5**
*Establish an information, monitoring and knowledge system to contribute to the continuous improvement of land-use planning and decision-making.*
Good land-use decisions require accurate, timely and accessible information. A sound monitoring, evaluation and reporting system is needed to ensure the outcomes of the Land-use Framework are achieved. The Land-use Framework will create an integrated information system to support land-use planning, decision-making, and research. The framework will include regular monitoring and reporting on the overall state of the land, progress toward achieving provincial and regional land-use outcomes, and opportunities for continuous improvement. A central component of this system will be the province’s new Biodiversity Monitoring Program to supplement the monitoring of land, air and water.
**Strategy 6**
*Inclusion of aboriginal peoples in land-use planning.*
The provincial government will strive for a meaningful balance that respects the constitutionally protected rights of aboriginal communities and the interests of all Albertans. First Nations and Métis communities will be encouraged to participate in the development of land-use plans. The Government of Alberta will continue to support traditional use studies to document and share information on First Nations and Métis uses of public land to inform decision-making processes and strive to protect and preserve identified sacred cultural sites for future generations.
**Priority Actions for the Land-use Framework**
There are four immediate planning priorities that the provincial government will support and/or implement on a priority basis. These are: Metropolitan plans for the Capital and Calgary regions, the Southern Alberta Regional Plan, and the Northeast Alberta Regional Plan. In addition, a number of policy gaps and areas of provincial interest will be addressed by the provincial government in the short term.
A. Why we need a new Land-use Framework
Albertans have a special relationship with the land. Our prairies and parklands, our forests and foothills, the Northern Boreal and the majestic Rockies—each shape our communities and lives in unique and powerful ways. Our province is big, beautiful and bountiful, and we are grateful for the opportunities it has given us.
Over the past 10 years, the province has enjoyed record prosperity. But this prosperity has brought new challenges and responsibilities. Today’s rapid growth in population and economic activity is placing unprecedented pressure on Alberta’s landscapes. Oil and gas, forestry and mining, agriculture and recreation, housing and infrastructure are all in competition to use the land—often the same parcel of land. There are more and more people, doing more and more activities, but on the same piece of land. This not only increases the number of conflicts between competing user groups, it often stresses the land itself. Our land, air and water are not unlimited. They can be exhausted or degraded by overuse.
We need to ensure this land—and all the activities it sustains—is managed responsibly for those who come after us. This means developing and implementing a land-use system that will effectively balance competing economic, environmental and social demands. Our current land management system, which served us well historically, risks being overwhelmed by the scope and pace of activity.
What worked for us when our population was only one or two million will not get the job done with four, and soon five, million. We have reached a tipping point, where sticking with the old rules will not produce the quality of life we have come to expect. If we want our children to enjoy the same quality of life that current generations have, we need a new plan.
The purpose of the Land-use Framework is to manage growth, not stop it. The Government of Alberta rejects the simplistic view that to save the environment, we must stop development. The best environmental regimes in the world are found in the wealthiest countries. And this is not by accident. Protecting the environment costs money—lots of money when an economy is resource-based such as ours. The goal of the Land-use Framework is to sustain our growing economy, but balance this with Albertans’ social and environmental goals. This is what the Land-use Framework is about—smart growth—ensuring a future with plentiful opportunities and a healthy environment.
B. What is a Land-use Framework?
It may appear that the Land-use Framework is something new. It is not. In the first hundred years of our province’s history, far-sighted leaders such as Ernest Manning and Peter Lougheed responded to our growing population and economy by putting in place new land-use guidelines.
In 1948, Premier Manning responded to the growth spurt stimulated by the great Leduc oil discovery by dividing the province into two areas. Public lands in the Green Area were to be managed primarily for forest production, watershed protection, fish and wildlife management, and recreation. Permanent settlement was excluded, except on legally subdivided lands, as were agricultural uses other than grazing. The White Area was designated for settlement, including agriculture. Premier Manning’s initiative was an early and enlightened form of land-use planning.
A more recent example is the *Policy for Resource Management of the Eastern Slopes*, introduced by Premier Lougheed in 1977, during the last period of rapid growth in the province. The Eastern Slopes Policy identified watershed integrity as the highest priority use for this region of the province, followed by public recreation and tourism. It stated that the management of renewable resources would be the priority, but that non-renewable resource development—primarily oil and gas—would be encouraged in areas where it was compatible. The policy also mandated detailed sub-regional and local integrated resource management plans (IRPs) for its sub-regions. These IRPs included multiple objectives—timber, minerals and agriculture in addition to watershed, wildlife, fisheries, and recreation—but noted that “not all objectives will necessarily be achieved in all areas.”
The Land-use Framework thus represents continuity with past policy, not a break. There are precedents in which far-sighted leaders responded to our growing population and economy by putting in place new land-use guidelines.
The Land-use Framework sets out an approach to manage public and private lands and natural resources to achieve Alberta’s long-term economic, environmental and social goals. It provides a blueprint for land-use management and decision-making that addresses Alberta’s growth pressures.
It complements the province’s water and air policies—Water for Life (2003), the Clean Air Strategy (1991) and the Climate Change Strategy (2002)—all of which are currently being updated. What uses are permitted on land—or more precisely, how they are done—clearly impact adjacent watersheds and airsheds.
It is just as important to recognize how land use is different from air and water policies. It is relatively easy to reach broad consensus on the appropriate standards for air and water: minimum standards must ensure that people, wildlife or plants are not harmed.
The scope of a Land-use Framework is not so easily defined. Is it about extending water and sewers from towns into adjacent rural communities? Or the proximity of feedlots to populated areas? Or addressing cumulative effects of development on the quality of our air, land and water on a region-by-region basis? Suffice to say, it is a more difficult topic to contain than air and water, and the implementation of the Land-use Framework will entail ongoing public discussion.
C. Consulting With Albertans
Land-use decisions affect all of us. The ideas and opinions of Albertans have played a vital role in developing the framework.
- May 2006 to December 2006 — Input and advice was gathered from a broad spectrum of stakeholders: landowners; municipal leaders and planners; First Nations, the Métis Settlements General Council and the Métis Nation of Alberta; agricultural, forestry, transportation and energy associations; conservation and environmental groups; recreational groups; and academics.
- May 2007 — Seventeen provincewide public consultation sessions were held in 15 locations. Albertans provided their views on the future of land use in the province through a workbook questionnaire.
- June 2007 to October 2007 — Four working groups of stakeholders developed strategies and actions for the government to consider in the following four primary policy areas: (1) growth and resource management, (2) planning and decision-making, (3) conservation and stewardship, and (4) monitoring and evaluation.
- September 2007 to December 2007 — The Alberta government sought input from First Nations and from Métis community organizations. They provided their views on the future of land use in the province in conjunction with their concerns on upholding their traditional and cultural values.
Through these consultations, Albertans told us that they want the following improvements:
**Provincial leadership** to provide clear direction and parameters for regional, local and landowner decisions.
**Integration and coordination** of provincial policies governing air, water and land.
**Clearer definitions of roles and responsibilities** for land-use decisions at the provincial, regional and local levels.
**Improved processes to deal with conflicts** between land users, including surface and subsurface rights holders.
**Enhanced conservation and stewardship on both private and public lands** to promote ecological sustainability.
**Improved information sharing** about the condition of the land and the effects of activities on the land.
**Increased consultation** with First Nations, Métis communities, stakeholders and the public to ensure fair opportunity to influence new policies and decisions.
A. How Land-use Decisions Are Made Today
Land-use decision-making in Alberta today is shaped by the government’s 1948 decision to divide the province into the White and Green Areas.
1. White and Green Areas of Alberta
The White Area covers about 39 per cent of the province. It is largely comprised of land owned by individuals and groups (homeowners, farmers, companies, organizations, etc.). Generally, ownership rights are limited to the land surface and do not include subsurface non-renewable natural resources. While private landowners can make decisions about how to use and manage their land, they must follow laws, bylaws and regulations set out by municipal and provincial governments.
| White Area | Green Area |
|------------|------------|
| **Settled lands** | **Forested lands** |
| • Covers about **39 per cent of Alberta** | • Covers about **61 per cent of Alberta** |
| • Three-quarters **privately owned** – by more than 1.7 million individual title holders (50,000 own or use most of the land for agriculture) | • Nearly all **publicly owned** |
| • Primarily in the **populated central, southern and Peace River areas** | • Primarily in **northern Alberta**, some in the **mountains and foothills** |
| • Main land uses: **settlements, agriculture, oil and gas development, tourism and recreation, conservation of natural spaces and fish and wildlife habitat** | • Main land uses: **timber production, oil and gas development, tourism and recreation, conservation of natural spaces, watershed protection and fish and wildlife habitat** |
| • Authority to set regulations and make decisions is primarily with **municipal governments on private land and with the provincial government on public land** | • Authority to set regulations and make decisions is primarily with the **provincial government** |
Note 1: There are approximately 1,330 quarter sections—and scattered small pockets—of private land within the Green Area Public Land.
Note 2: The eight Métis Settlements cover 1.28 million acres.
The Green Area covers about 61 per cent of the province, mainly in the North and along the Eastern Slopes. It is largely owned by the provincial Crown and is referred to as public land. It is set aside primarily for renewable and non-renewable resource development, limited grazing, conservation, and recreational use. The provincial government has the mandate to manage how public land is used.
The federal government controls about 10 per cent of the total land base in the White and Green areas. This federal land is primarily comprised of national parks, Indian Reserves and military bases and installations. Alberta’s land-use planning and decision-making authority does not ordinarily apply to federal land.
In 1938, Alberta set aside land for Métis use. In July 1989, the Government of Alberta and the Federation of Métis Settlement Associations signed the (Alberta) Métis Settlements Accord which provided the foundation for the eventual transfer of land (1.28 million acres) to Métis Settlements and provided for a Co-Management Agreement for the management of sub-surface resources under the Settlement lands.
2. Responsibilities for Land Use
The Government of Alberta has a number of province-wide policy responsibilities across several departments and boards that set rules for land use.
**Aboriginal Relations** works with First Nations and Métis people to strengthen their participation in the economy, develop organizational and community capacity and ensure their constitutional rights are respected. The ministry also advises and works with other ministries, industry and the federal government on policies and initiatives that affect aboriginal people.
**Agriculture and Rural Development** advises and works directly with other provincial ministries, municipal government, landowners, and industry organizations in their efforts to sustain and expand the agricultural industry through policies, legislation and strategies. As such, the ministry has responsibility for legislation that affects agricultural land-use on more than 52 million acres of land in the province. In addition, the ministry is responsible for fostering a vibrant and sustainable rural Alberta.
**Culture and Community Spirit** is responsible for the protection of Alberta’s historic places. The ministry regulates developments on Alberta’s public and private lands by protecting designated historic places, archaeological and palaeontological sites, aboriginal heritage traditional use sites, and historic buildings. Conservation and stewardship incentives include grant programs and municipal partnerships.
**Energy** manages the development of provincially owned energy and mineral resources through the sale of oil, gas and mineral rights. The ministry is also responsible for the assessment and collection of non-renewable resource revenues in the form of royalties, and freehold mineral taxes. Resources managed by the ministry include natural gas, conventional oil, oil sands, petrochemicals, electricity, coal and minerals, and renewable energy (wind, bio-energy, solar, hydro, geothermal, etc.).
**Environment** oversees policies and initiatives associated with air quality, water management, waste management, land use and climate change. The ministry manages the provincial environmental review process and coordinates public education on conservation and environmental protection. In addition, the ministry is responsible for environmental monitoring and compliance programs to enforce Alberta’s environmental legislation and regulations.
**Municipal Affairs** provides authority and advisory services to municipalities for municipal planning, and subdivision and development control. Under the *Municipal Government Act*, municipalities may adopt plans and land use bylaws and make planning decisions to achieve the most beneficial use of land within municipal boundaries.
**Sustainable Resource Development** manages the use of Alberta’s public land; manages and protects Alberta’s forest resource (wildfire, forest industry and forest health); and manages Alberta’s fish and wildlife resources.
**Tourism, Parks and Recreation** has a range of responsibilities on Alberta’s lands, which include managing Alberta’s network of provincial parks and tourism industry development.
Energy Resources Conservation Board (ERCB) and the Alberta Utilities Commission (AUC) (formerly combined under the Energy and Utilities Board) are quasi-judicial agencies of the Government of Alberta that administer more than 30 pieces of legislation which regulate the province’s energy resources and utility sectors. These agencies issue provincial approvals for activities such as coal and oilsands mines, oil and gas wells, electric transmission lines and pipelines. Their approvals take priority over municipal plans and bylaws.
Natural Resources Conservation Board (NRCB) reviews non-energy projects and intensive livestock operations. It is governed by the Natural Resources Conservation Board Act and the Agricultural Operation Practices Act. Where appropriate, the NRCB coordinates its work with Alberta Environment. NRCB approvals take priority over municipal plans, bylaws and decisions.
Surface Rights Board (SRB) is a quasi-judicial board charged with providing rights of entry to operators onto private and Crown lands for natural resource development and determination of land-owner compensation. These rights of entry are only given after operators have received approval to explore for subsurface resources or have been granted the rights to develop these resources.
3. Municipalities
The provincial government provides direction to municipalities through the Municipal Government Act, its Provincial Land use Policies, and the Subdivision and Development regulation. Municipalities have the authority for land-use planning and development on all lands within their boundaries. However, on public lands, the Crown is not bound by municipal decisions. Private development on Crown leases is subject to municipal planning approvals and those members of the public using Crown land (such as campers or ATV users) are bound by municipal bylaws and authorities. Some activities are exempt from municipal planning approval such as oil and gas well approvals, confined feeding operations, and provincial highway construction.
B. Growth Indicators
While our current land management system served us well in the past, it now risks being overwhelmed by the scope and pace of activity.
Population
In the last 25 years, the population of Alberta has grown by more than a million people to approximately 3.5 million. By 2026, Alberta’s population is projected to be 5 million. Two-thirds of Albertans live and work in the Edmonton-Calgary corridor, a pattern that is expected to continue.
Registered Motor Vehicles: Cars and Trucks
In 1980, there were approximately 1.6 million registered vehicles in Alberta. In 2006, there were approximately 2.6 million registered vehicles—an increase of 64 per cent.
Recreational Activities
All forms of recreation have increased substantially. For example, the number of registered all-terrain vehicles has more than tripled from 19,000 in 1995 to 67,000 in 2006. The number of registered snowmobiles has increased from 19,000 to over 26,000 during the same period.
Oil and Gas
Energy and Utilities Board statistics show that the number of oil and gas wells drilled annually increased from approximately 8,400 in 1995 to more than 16,500 in 2007. The number of coal-bed methane wells increased from less than 1,100 wells in 2003 to a total of 12,500 in 2007.
Forestry
The annual timber harvest in Alberta increased 4.6 times, from 5.93 million cubic metres in 1980 to 27.55 million cubic metres in 2005. In the early 1980s, Alberta’s forest companies produced one billion board feet of lumber whereas, today, Alberta produces 3.2 billion board feet of lumber. By 2004, Alberta had become the third largest source of oriented strandboard used in housing in North America, with more than three billion square feet produced yearly.
Electricity generation and transmission
Since 1998, electricity demand has grown at a rate equivalent to adding two cities the size of Red Deer each year. In 2007, Alberta’s load growth was equal to that of Ontario—a province with three times our population. As of 2006, there were over 194,000 kilometres of electrical transmission lines (250 and 500 kV)—double the number of kilometres in 1960.
Agriculture
Alberta’s farmers and ranchers own and use about one-third of the province’s land. There are fewer farmers and ranchers today and it has become more cost effective for agricultural producers to have more land in production (i.e. the average size of farming operations has increased 63 percent during the past 50 years). While the amount of land used for agriculture has been relatively stable across the province, agricultural land, particularly in areas like the Edmonton–Calgary corridor, Grande Prairie, and Lethbridge, has been increasingly divided into parcels too small to farm or ranch (i.e. fragmentation). Rural and urban growth has resulted in the loss or conversion of some of the province’s most productive farm and ranch lands to other uses. From 1960 to 2006, the number of cattle increased from 2.88 million to 6.37 million and the number of hogs has increased from 1.47 million to 2.05 million. Over the past two decades, the number of confined feeding operations (i.e. feedlots) has increased significantly to over 2,400. The acres of improved cropland increased from 25,296,177 acres to 32,160,765 acres during same time period.
While our population and number of activities on our landscape continue to grow, the size of our province does not. There are more and more people doing more and more activities on the same piece of land. We have reached a tipping point. What worked before will not work for our future. The time for change is now. We have the opportunity today to help shape the Alberta of tomorrow, but we must choose well. The Land-use Framework is about making the right choices now.
3. Where We Want to Be
No longer satisfied with the status quo, Albertans are looking for stronger provincial leadership to introduce the changes necessary to better balance our economic growth with our social and environmental values. The Government of Alberta welcomes this challenge, and the Land-use Framework proposes a path to the future that Albertans want.
To achieve this goal, we propose a vision that will guide and inspire our collective journey. To ensure that we can meaningfully measure successful progress, we propose three desired outcomes. To help achieve these outcomes, we adopt a set of guiding principles that will shape and inform our actions.
A. Our vision
The peoples of Alberta work together to respect and care for the land as the foundation of our economic, environmental and social well-being.
We are grateful for the natural wealth and beauty that we have inherited and acknowledge our collective duty to pass this natural bounty on to the next generation—as good as, or better than, we received it. Our vision statement confirms that Albertans’ well-being is more than just jobs and economic development. Our quality of life includes significant environmental, social and cultural dimensions. The vision also confirms the principles of sustainability and inter-generational responsibilities. The vision makes it clear that managing our land is a shared responsibility that involves all Albertans—including industry, landowners, aboriginal peoples, individual Albertans and governments.
B. Desired outcomes
To translate our vision into reality, we identify three outcomes. Actions taken to implement the Land-use Framework must contribute—directly or indirectly—to these outcomes.
Sustainable prosperity supported by our land and natural resources.
Includes current and future economic benefits realized by the use and enjoyment of our land and natural resources. Much of Alberta’s prosperity is derived from the land and other natural resources. We must ensure our natural resources continue to provide economic benefits to Albertans over time.
Healthy ecosystems and environment.
Includes the desired outcomes in different parts of the province for our land, air, water and biodiversity. The long-term sustainability of Alberta’s ecosystems and environment is dependent on integrated planning and decision-making for land use.
Liveable communities and recreational opportunities.
Includes current and future social benefits realized through the sustainable use of our land and other natural resources and also recognizes the important cultural ties that all Albertans have with the land. We want our communities to be safe and healthy, and we want Albertan families to have ready access to parks, forests and other areas to pursue outdoor recreational and cultural interests.
C. Guiding principles
The vision and the desired outcomes define where Albertans want to be when it comes to land use. But to reach this destination, we will have to make many practical decisions—decisions involving competing interests, conflicting values and complicated trade-offs. To help align these actions with our vision and desired outcomes, we are adopting a set of guiding principles that will shape and inform our actions. In Alberta, land-use decisions will be:
Sustainable
Contemporary land-use decisions will balance current benefits with the consequences for future generations. This principle of inter-generational responsibility applies not just to our environment but also to agricultural and forestry practices, the energy industry, our fish and wildlife, and our towns and cities.
Accountable and responsible
All levels of government, the private sector and the community at large will share accountability for responsible land-use.
Supported by a land stewardship ethic
This means accepting the responsibility to ensure that our land-use decisions are mindful of consequences for future generations. This responsibility applies to urban planning, forestry and agriculture, habitat and wildlife, watersheds and riparian areas, and all other decisions affecting land-use. Where appropriate, market mechanisms will be used to promote stewardship practices.
Collaborative and transparent
Albertans, land owners, land users and governments will work together. Decision-making processes will be open and inclusive.
Integrated
Policies and decisions will integrate land-use on public and private lands and coordinate land, air, water, biodiversity, and economic development objectives within the region.
Knowledge-based
Government decision-making and choices will be informed by science, evidence and experience, including traditional knowledge of aboriginal peoples.
Responsive
Land-use decision-making processes will be responsive to changing economic, environmental and social factors over time and improved through periodic review and evaluation. If there are negative unintended consequences, based on Cabinet approval, policies will be reviewed for possible corrections or repeal.
Fair, equitable and timely
Decision-making criteria and processes will be clearly defined, consistently followed, and not subject to political expediency. Decision-making bodies will be provided with the capacity to perform their responsibilities in a timely manner.
Respectful of private property rights
Decisions will respect the laws of property ownership and the positive role of free markets in making societal (public) choices.
Respectful of the constitutionally protected rights of aboriginal communities.
The Government of Alberta will continue to work with aboriginal communities on a government-to-government basis, while respecting the special role and relationship of the federal government regarding aboriginal peoples.
The Land-use Framework is both an end and a beginning. It is the end of 18 months of consultation and dialogue with Albertans about our collective future. It is the beginning of a time for action, a time to start putting in place new ways of making decisions about land use that will achieve the sustainability and balance that Albertans have told us that they want. This does not mean that consultation and dialogue will end. Both will be necessary to implement new laws and policies. But to get the process started, we need a plan, and this is it. The Land-use Framework constitutes the provincial leadership on land use that Albertans have told us they want.
In any land-use policy, striking the right balance between centralized and local decision-making is crucial. Different jurisdictions do it differently, depending on their political cultures, size and relative capacity of different levels of government. In Canada and the other common law democracies, there is a strong and successful tradition of local decision-making.
Notwithstanding Alberta’s tradition of local decision-making, our consultations with Albertans indicate widespread support for greater provincial leadership on land-use issues. This does not mean creating a heavy-handed, centralized bureaucracy in Edmonton. It does mean that the Alberta government must provide the kind of policy guidelines and opportunities that the local levels of government cannot. The Land-use Framework leaves final decision-making authority with the same local officials who currently exercise it. However, in the future, these decisions will have to be consistent with provincial policies and guidelines.
The Land-use Framework consists of six basic strategies to improve land-use decision-making in Alberta. These provide a strategic blueprint for the government to follow as we move from where we are today to where we want to be.
**Strategy 1**
*Develop six regional land-use plans based on six new land-use regions.*
The provincial government has numerous policies and strategies that affect land-use. Most of these were developed independently from each other and at different times. While most are enabled through provincial legislation, responsibility for decision making and enforcement may be vested in the provincial government, municipal governments, multi-stakeholder groups, industry, or a combination of all four. These processes have worked reasonably well in developing plans for a particular purpose. However, there is uncertainty about how plans in a particular geographic area should be linked and what planning process or plan takes priority over another.
Alberta does not currently have formalized regional-level planning. Nor is there any formalized coordination between Government of Alberta land-use decisions on Crown lands and municipal land-use decisions. Resolving these complexities will require clear provincial leadership and an integrated process for land, air, and water management.
The Government of Alberta will create six land-use regions and will develop land-use plans for each of these regions. The regional plans will integrate provincial policies at the regional level; set out regional land-use objectives and provide the context for land-use decision-making within the region; and reflect the uniqueness and priorities of each region. Municipalities and provincial government departments will be required to comply with each regional plan in their decision making.
**Strategy 2**
*Create a Cabinet Committee supported by a Land-use Secretariat and establish a Regional Advisory Council for each region.*
Strong provincial leadership and clear direction are critical elements for sound land-use planning and resource management in Alberta. Establishing a formal institutional structure for implementing the Land-use Framework will be necessary for it to succeed.
To meet this need, the Land-use Framework creates a Cabinet Committee that is responsible for overseeing implementation of the framework, supported by a Land-use Secretariat that develops regional plans that are approved by Cabinet. The Cabinet Committee and Secretariat will be responsible for the development of regional plans in conjunction with government departments and Regional Advisory Councils.
**Strategy 3**
*Cumulative effects management will be the instrument used at the regional level to manage the impacts of development on land, water and air.*
Our watersheds, airsheds and landscapes each have a finite carrying capacity. Alberta’s system for assessing the environmental impacts of new developments has usually
been done on a project-by-project basis. This approach worked at lower levels of development activity. However, it did not, in all cases, address the combined or “cumulative” effects of multiple developments taking place over time.
Regional plans will adopt a cumulative effects approach that includes the impacts of existing and new activities. It will identify thresholds, measurable management objectives, indicators and targets. This approach will balance these environmental objectives with our socio-economic values.
**Strategy 4**
*Develop a strategy for conservation and stewardship on private and public lands.*
Clean water and air, healthy habitat and riparian areas, abundant wild species and fisheries are all “public goods” that Albertans enjoy and value. The costs of supplying these goods on private lands are left largely on the shoulders—and pocketbooks—of our ranchers and farmers. This explains why much habitat and wetlands have disappeared in recent decades and why there has been an increase in the conversion of agricultural lands to other uses. Public lands are managed for a variety of uses and are also important in providing public goods. We have to find new ways to share the costs of conserving these public goods.
To do this, the Government of Alberta will develop new policy instruments to encourage stewardship and conservation on private and public lands. These could include: environmental goods and services; support for conservation easements and land trusts; “cluster development” through the transfer of development credits, allowing land-trust tax credits to be sold to third parties.
**Strategy 5**
*Establish an information, monitoring and knowledge system to contribute to the continuous improvement of land-use planning and decision-making.*
Good land-use decisions require accurate, timely and accessible information. There needs to be greater collaboration and sharing of information between individuals and groups who have data and knowledge about land. A sound monitoring, evaluation and reporting system is needed to ensure the outcomes of the Land-use Framework are achieved.
The Land-use Framework will create an integrated information system to support land-use planning, decision-making, and research. The framework will include regular monitoring and reporting on the overall state of the land, progress toward achieving provincial and regional land-use outcomes, and opportunities for continuous improvement. An important component of the information, monitoring and knowledge system will be the Biodiversity Monitoring Program carried out by the Alberta Biodiversity Monitoring Institute.
**Strategy 6**
*Inclusion of aboriginal peoples in land-use planning*
The provincial government will strive for a meaningful balance that respects the constitutionally protected rights of aboriginal communities and the interests of all Albertans. First Nations and Métis communities will be encouraged to participate in the development of land-use plans.
The Government of Alberta will continue to support traditional use studies to document and share information on First Nations and Métis uses of public land to inform decision-making processes and strive to protect and preserve identified sacred cultural sites for future generations.
**Priority Actions for the Land-use Framework**
There are four immediate planning priorities that the provincial government will support or complete on a priority basis. These are: Metropolitan plans for the Capital and Calgary regions, the Southern Alberta Regional Plan, and the Northeast Alberta Regional Plan. In addition, a number of policy gaps and areas of provincial public interest will be addressed by the provincial government in the short term.
**Timeframe for Implementing the Land-use Framework**
The Land-use Framework constitutes a significant change in how land-use decisions are made in Alberta. Implementing the recommended institutional changes and developing individual plans for the six new regions will take time. A timeframe for the implementation of the Land-use Framework that outlines the actions of the Land-use Framework is provided in Chapter 12.
The provincial government has numerous policies and strategies that affect land use, many developed independently and at different times to address changing circumstances. As a result, existing policies and strategies are not as well integrated as they could be and often do not provide an understanding of priorities.
The multiple processes that exist today have created considerable complexity in land-use planning and decision-making. Resolving these complexities will require provincial leadership and an integrated planning process. A single formalized and integrated process for regional-level planning currently does not exist in the province.
Establishing a formal regional planning system is the most effective way to implement provincial policy. A regional approach will establish land-use management objectives and determine land-use trade offs. Regional planning would integrate economic, environmental and social factors and provide the context for future, more detailed planning. The regional plan will ensure that land-use, watershed, and airshed planning are aligned with each other.
A. Provincial Outcomes
The Alberta government has the primary responsibility for making decisions that meet the economic, environmental and social goals of all Albertans. Land-use decisions influence the ability of the government to meet these goals. Therefore, land-use planning and decision-making need to be guided by and consistent with defined outcomes and principles. This applies equally to municipal governments as well as government departments and agencies.
The desired outcomes for Alberta are:
- Sustainable prosperity supported by our land and natural resources;
- Healthy ecosystems and environment; and
- Liveable communities and recreational opportunities.
The provincial government will ensure that the following outcomes and principles are reflected in the land-use plans developed for each region.
Outcome:
Sustainable prosperity supported by our land and natural resources
- Alberta’s natural resources are developed in a way that optimizes value for the broadest number of Albertans and reduces waste.
- Reasonable and timely access to these resources will be ensured.
- Innovation, value-added diversification, global competitiveness, balanced and responsible use of natural resources are crucial to sustain the momentum of Alberta’s economy.
- The interests of surface users and surface and subsurface developments are balanced and managed effectively.
- Land and resource use promotes diverse industries, stimulates environmentally sound economic activity, and leaves economic opportunities open for future Albertans.
Outcome:
Healthy ecosystems and environment
- The life-supporting capacity of air, water, land and biodiversity are maintained or enhanced, and the natural resources that form part of the environment are sustained.
- The intrinsic value of nature is respected.
- Soil and soil fertility are maintained and/or enhanced.
- The quality and quantity of ground and surface water are protected.
- Greenhouse gas emissions and air pollution are reduced, waste is minimized, and the biodiversity and abundance of native species and their natural habitats are maintained.
Outcome:
Liveable communities and recreational opportunities
- Settlement development and land use will focus on efficient use of land, infrastructure, public services and public facilities.
• Significant historical resources are identified and protected, and potential impacts are managed effectively. Parks and protected areas are valued as natural landscapes that inspire people to enjoy and rediscover their connection to the natural world.
• Communities are prepared to respond to and adapt to a changing climate and environmental events (e.g., floods, drought).
• Stakeholders are fairly engaged in planning processes, which in turn improve the quality of land-use decisions and build confidence in the decision-making processes.
B. Regions Defined
The Land-use Framework proposes to create six regions for Alberta based on the major watersheds, with boundaries aligned to best fit with existing municipal boundaries and the natural regions. These regions are large enough to work at the landscape level. However, the delineation of boundaries recognizes that not all important issues are completely addressed at one spatial scale. The regional boundaries are illustrated on the map.
C. Establishing a Model for Regional Planning
The diagram on page 15 illustrates the model in which land-use planning and decision-making would be conducted within the Land-use Framework. It begins with provincial policy direction guiding the development of regional plans. At times, and depending on the issue, a region will be strongly directed by provincial interests. At the regional level, plans will set the economic, environmental and social outcomes for the regions. These integrated regional plans will provide guidance to municipal and provincial planning and decision-making. For municipalities, this would include general development and area structure plans, and land-use bylaws; for provincial departments, this would include detailed integrated land and resource management plans.
Regional plans will:
- Reflect the vision, principles and outcomes of the Land-use Framework;
- Define regional outcomes (economic, environmental and social) and a broad plan for land and natural resource use for public and private lands within the region.
- Align provincial strategies and policies at the regional level;
- Determine specific trade-offs and appropriate land and natural resource management for specific landscapes within a region;
- Define the cumulative effects management approach for the region and identify targets and thresholds;
- Provide direction and context for local plans within the region;
- Recognize the authority and role of municipalities in local decision-making;
- Be approved by Cabinet, thereby becoming provincial government land-use policies for that region; and
- Will be subject to regular reviews and public reporting:
- Every five years – plan updates and reports on implementation;
- Every 10 years – complete plan reviews.
Preparation of a regional plan may identify a need to refine provincial policy. Regional plans may also identify the need for more detailed plans to address specific needs and issues within the region. In addition, changes in provincial policy or direction will need to be reflected through amendments to regional plans to ensure that provincial policy and regional plans remain aligned.
**D. Local Planning**
Planning and decision-making at the local level by municipalities and provincial agencies are often criticized for not reflecting higher level provincial policy directions and regional interests.
An effective land-management system recognizes that planning and decision-making must take place at different levels and be integrated between levels. Alberta has a strong tradition of local government control that recognizes the diversity across the province. However, in the face of increasing pressures and conflicts, the Government of Alberta needs to ensure that provincial interests are addressed at a local scale.
1. **Municipal Planning**
Municipalities will be required to ensure their plans and decisions are consistent with regional plans. The Government of Alberta will respect the existing land-use planning and decision-making authority of municipalities.
Municipalities will:
- Prepare context statements outlining how their municipal development plans will align with and address provincial directions stated in regional plans.
- Amend municipal planning documents to adopt and implement regional planning directions.
2. **Provincial Planning Carried Out at the Local Level**
Direction under regional plans will be defined and delivered on provincial Crown land through integrated land and resource management plans (e.g., access management planning, forest management planning, parks and protected areas planning). These will further define access to and use of provincial Crown land and focus on operational activities that reflect the regional priorities and directions.
The Government of Alberta will be moving forward, in partnership with industry and other stakeholders, with the Integrated Land Management Program on provincial Crown land. The program promotes responsible use of provincial Crown land by influencing land user behaviour, improving stewardship, and encouraging acceptance and adoption of integrated land management principles as a “way of doing business”. The program aligns the operational processes and systems of land users and government to facilitate and enable integration of land-based activities.
**E. Appeal Mechanisms**
The Land-use Framework creates a regional level of planning that does not currently exist in the province. Within the context of these regional plans, the provincial government and local governments will be making decisions. Limited appeal mechanisms are currently built into the *Municipal Government Act* and the *Public Lands Act*.
Albertans expect municipalities and provincial ministries to act in a way that is consistent with regional directions and plans. Because they are approved by Cabinet, regional plans are government policies and cannot be appealed. However, appeal processes to allow for the appeal of decisions that are not consistent with these plans will be created.
The Government of Alberta will work with municipalities to develop a suitable process that allows the provincial government to take action to ensure municipal plans are aligned with the regional plan. Existing appeal processes for provincial land-use decisions will also be reviewed.
6. Land-use Governance
Strong provincial leadership is a critical element of sound land-use planning and decision-making in Alberta. The effectiveness of planning would be improved through better coordination and integration among provincial, regional and local planning processes and bodies. A formal institutional structure is needed. The provincial government will create a Cabinet Committee supported by a Land-use Secretariat and establish an Advisory Council for each region.
A. Cabinet Committee and Land-use Secretariat
The Government of Alberta will establish a Cabinet Committee that will be responsible for implementation of the Land-use Framework. The Cabinet Committee will:
- Set priorities for regional planning;
- Provide provincial oversight and coordination of regional planning;
- Recommend regional plans for Cabinet approval;
- Advise provincial ministries on the integration of provincial land-use related policies.
To support the Cabinet Committee, a provincial Land-use Secretariat will also be established. The Secretariat will:
- Develop a Terms of Reference—approved by the Cabinet Committee—prior to initiating a regional planning process which would include:
- A description of the provincial priorities that will be addressed in a regional plan;
- Planning process requirements (e.g., consultation requirements, decision-making procedures, draft plan review, etc.);
- Lead the development of regional plans in conjunction with departments with an interest in land-use (regional planning teams) and in consultation with the Regional Advisory Councils;
- Communicate with local planning bodies to provide clarification and interpretation of regional plans;
- Be accountable to the Cabinet Committee.
B. Regional Advisory Councils
The Government of Alberta will create Regional Advisory Councils for each region to provide advice to the Land-use Secretariat on the development of the regional plan.
The Regional Advisory Councils will:
- Consist of members representing the range of interests within the region. Members will be appointed by the provincial government and will include provincial, municipal, industry, nongovernment groups, aboriginal representatives, and other relevant planning bodies within the region;
- Have a short-term mandate to provide advice to the regional plan over the course of its development;
- Provide advice on addressing trade-off decisions regarding land uses and on setting thresholds to address cumulative effects.
The Government of Alberta will ensure that the Land-use Secretariat and regional planning processes are sustained through appropriate resourcing.
The Government of Alberta will use cumulative effects management at a regional level as a key component of the Land-use Framework.
Cumulative effects are the combined result of past, present and reasonably foreseeable future human activity on the environment. Our watersheds, airsheds and landscapes have a finite carrying capacity. Our future well-being will depend on how well we manage our activities so that they do not exceed the carrying capacity of our environment.
Alberta’s current regulatory system is based on a project-by-project approval and mitigation of the adverse effects of each project. Until now, the approach has been to control the impact of each project. While this may be acceptable for low levels of development, it does not adequately address the cumulative effects of all activities under the current pace of development.
Cumulative effects cannot be managed as an “add-on” to existing management approaches; nor is it about shutting down development. It is about anticipating future pressures and establishing limits; not limits on new economic development, but limits on the effects of this development on the air, land and water of the affected region. Within these limits, industry would be free to innovate in order to maximize economic opportunity.
The Government of Alberta will develop a process to identify appropriate thresholds, measurable management objectives, indicators and targets for the environment (air, land, water and biodiversity), at the regional levels, and where appropriate at local levels. Land-use planning and decision-making will operate within these defined thresholds.
Clean water and air, healthy habitat and riparian areas, abundant wild species and fisheries are all “public goods” that Albertans enjoy and value. The costs of supplying these goods on private lands are left largely on the shoulders—and pocketbooks—of ranchers and farmers. Most land-use decisions are economic decisions, and the old saying “if it doesn’t pay, it doesn’t stay,” explains why much habitat and wetlands have disappeared in recent decades and why there has been an increase in the fragmentation and conversion of agricultural lands to other uses. Public lands are managed for a variety of uses and are also important in providing public goods. If Albertans value these landscapes on private and public lands and the benefits they provide to all of us, we have to find new ways to share the costs of conserving them.
Stewardship is a shared responsibility. While Alberta landowners have a strong tradition of stewardship, current efforts need to keep pace with Alberta’s rapid growth. Although land users and landowners have a primary role in land stewardship and conservation, the Government of Alberta has a responsibility to partner with Albertans, industry, and other levels of government to facilitate new stewardship opportunities and strategies to protect and enhance the environment.
There are a variety of economic and noneconomic tools and approaches used throughout the world. There has been a shift away from traditional regulatory mechanisms to market-based instruments (MBIs) that harness market forces to incent stewardship.
These include:
- Environmental fees, charges and taxes (green tax reform);
- Specialty markets;
- Deposit-refund systems;
- Tradable permits;
- Incentives for environmental actions (provider gets);
- Liability (polluter pays);
- Information disclosure on environmental performance.
The Government of Alberta will develop a strategy for conservation and stewardship on public and private lands. This strategy will:
- Evaluate the effectiveness of programs and practices, including sustainable funding mechanisms;
- Develop education and awareness programs;
- Identify and develop new best practices, tools, market-based approaches and incentives to provide ecological goods and services;
- Develop action plans for the conservation and sustainable use of Alberta’s biodiversity that can be used to support and inform development of regional plans.
The Government of Alberta will work with the Institute of Agriculture, Forestry and the Environment, and other provincial applied research institutes to advance this strategy.
A. Private Land Stewardship
The Government of Alberta will support the development of incentives and market-based instruments that are applicable to stewardship on private lands. These could include:
**Transfer of Development Credits**
This is a tool used on private land to direct development away from valued landscapes in the community that are at risk for conversion, and instead direct it toward areas better suited to increased development. This approach can produce the same amount of new housing but allows for the conservation of more open spaces and greenbelts.
**Land Conservation Offsets**
Conservation land offsets are compensatory actions that address biodiversity or natural value loss arising from development on both private and public lands. Compensation mechanisms include restitution for any damage to the environment through replacement, restoration, or compensation for impacted landscapes.
Land Trusts and Conservation Easements
A land trust is a non-profit, charitable organization that has as one of its core activities the acquisition of land or interests in land (i.e. conservation easements) for the purpose of conservation. Whether protecting riparian areas, wetlands, or critical habitats for native species, land trusts work with private landowners to conserve public goods (e.g., sensitive habitats, open spaces in settled areas). Consideration should be given to allowing land-trust tax credits to be sold to third-parties.
Other Tools for Maintaining Ecological Goods and Services
Economic and social benefits are derived from the natural processes of a healthy environment and biodiversity. These are a benefit to all of society and essential to sustaining a healthy and prosperous way of life. They include groundwater recharge, flood and erosion control, wildlife habitat, productive soils, carbon sequestration and abundant clean air and water. Market-based incentives and tools can provide a way for private landowners to receive some monetary benefits for the ecological goods and services their lands provide.
B. Public Land Stewardship
The Government of Alberta will continue to manage public lands for a variety of purposes and values. An important aspect of this is to conserve sensitive lands and natural resources (e.g., sensitive habitats, watersheds, historical resources, heritage rangelands). The management of these lands will be supported by a regulatory framework. To further encourage the stewardship of these lands, the Government of Alberta will evaluate market-based incentives that are applicable in Alberta. These could include:
Tradable Disturbance Rights (TDRs)
TDRs are an instrument for cumulative effects management on public land. An example of a TDR program is to establish a system of tradable permits that would be used to trade “land disturbance rights” in a coordinated market. Under this system, tradable permits would provide incentives to offset loss of a resource in one area by the acquisition or protection of a similar resource in another area (e.g., wetlands).
Lease-swapping and Dealing with Existing Tenure Rights in Ecologically Sensitive Areas
Where high conservation values occur on both public and private lands, new incentives could be developed to encourage the expeditious removal of industrial activities or hydrocarbon resources from legislated protected areas or lands with high conservation value.
Accurate, timely and accessible information is essential to good land-use planning and decision-making. There are many provincial government ministries, other levels of government, industries, groups and individuals that know a lot about the land—including farmers and ranchers, academics, researchers, and First Nations and Métis communities. Establishing stronger connections between these groups will help improve our understanding of how activities affect the land and develop new approaches to land use.
Currently, there is a general lack of accessible, integrated information. Greater collaboration and information sharing is needed between governments, industry and non-government organizations. A sound monitoring, evaluation and reporting system is also needed.
Successful land-use planning must respond to changing circumstances and risks—economic, environmental and social. The Land-use Framework will be based on a system for continuous improvement. Plans and actions may be adjusted and incorporate new technology or new information. The diagram in section D, Continuous Improvement shows the components of the systems approach to monitor and improve land-use decision-making.
A. Information Management
To ensure planners, decision makers and Albertans have timely access to relevant information, the Government of Alberta will create an improved Integrated Information Management System that monitors the state of the land and the status of land use in the province. This will be done by:
- Building on existing information sharing initiatives to ensure timely and practical access to information;
- Reviewing and improving protocols for information sharing, taking into consideration proprietary and sensitive information; and
- Incorporating scientific and traditional ecological knowledge to inform land and natural resource planning and decision-making.
B. Monitoring and Evaluation
A system of monitoring, evaluation and reporting is required to determine if our land-use policies are achieving desired outcomes. Monitoring programs need to use standardized data collection processes and standardized metrics so that the same information can be applied and shared across regions. A provincial monitoring and reporting system will be developed to ensure accurate, timely and accessible information. This system will be guided by the following principles:
- Comprehensive—monitor economic, environmental and social outcomes (cumulative effects);
- Practical—results from monitoring must support decision-making
- Understandable—by government and the public;
- Forward looking—reports on outcomes that are relevant now and in the future; and
- Adaptive—framework can adapt to new knowledge and issues
A key component of monitoring, evaluation and reporting under the Land-use Framework will be the Alberta Biodiversity Monitoring Program that will be implemented through the Alberta Biodiversity Monitoring Institute. The monitoring program is a joint undertaking of government, industry and non-government interests for the purpose of developing and implementing a credible, arms-length biodiversity monitoring and reporting system for the province. The Government of Alberta will need to provide sustained funding for the ongoing development and implementation of the biodiversity monitoring and reporting program.
C. Knowledge
The Land-use Framework will foster the creation and sharing of knowledge for the continuous improvement of land management decisions and practices.
The Government of Alberta will facilitate the establishment of a network connecting researchers, practitioners, institutions and programs to address strategic needs and priorities for the Land-use Framework. This will include
- Establishing a virtual centre of excellence or other appropriate mechanism to provide a focal point for land-use knowledge and information;
- Identifying research needs (e.g., economic, environmental, and social);
- Improving technology and knowledge transfer;
- Improving capacity for practitioners to use technology and be aware of best management practices, experience and knowledge; and
- Developing tools for continuous improvement (e.g., full cost accounting, scenario models and other simulators for decision support, etc.).
D. Continuous Improvement
Successful land-use planning must respond to changing circumstances. The Land-use Framework will be based on a system for continuous improvement. Plans and actions may be adjusted and incorporate new technology or new information. If there are unintended negative consequences, Cabinet may correct or repeal provincial policy as needed. The diagram below shows the components of the systems approach to monitor and improve land-use decision-making.
The aboriginal peoples of Alberta have an historic connection to Alberta’s land and environment. Alberta recognizes that those First Nations and Métis communities that hold constitutionally protected rights are uniquely positioned to inform land-use planning.
While the Government of Alberta has the constitutional mandate to manage lands in the province for the benefit of all Albertans, it recognizes a legal duty to consult aboriginal communities where land management and resource development decisions may adversely impact their constitutionally protected Treaty and aboriginal rights.
The provincial government’s goal is to reach a meaningful balance that respects the constitutionally protected rights of aboriginal communities, and the interests of all Albertans. First Nations and Metis communities will be encouraged to participate in the development of land-use plans. This will require increased information sharing and mechanisms to safeguard their rights.
The provincial government will:
- Continue to support traditional use studies to document First Nations and Métis uses of public land, which will allow First Nations and Métis perspectives to inform the decision-making process.
- Strive to protect and preserve identified sacred cultural sites for future generations.
11. Priority Actions for the Land-use Framework
The Land-use Framework constitutes a significant change in how land-use decisions are made in Alberta. Implementing the recommended institutional changes and developing individual plans for the six new land-use regions will take time. This is normal and acceptable for policy change of this magnitude.
A. Immediate Planning Priorities
Developing the provincial and regional level planning structure and regional plans will take time. However, a number of planning initiatives are either underway or will be pursued as an immediate priority for the Government of Alberta. These initiatives cannot wait until the planning structure is established.
Immediate planning priorities include completion and implementation of:
- Metropolitan plans for the Capital and Calgary regions
- Southern Alberta Regional Plan
- Northeast Alberta Regional Plan
While the specifics are different in each case, the scope and pace of development in these areas threatens to preclude future opportunities. In each of these regions, getting things right now will contribute to the future wellbeing of Albertans.
1. Metropolitan plans for the Capital and Calgary regions
While the Land-use Framework establishes regions to conduct its provincial interest planning on a broad landscape basis, the Government of Alberta recognizes that the Calgary and Edmonton metropolitan areas face intense growth pressures. Capital infrastructure requirements, information sharing, and collaboration require a more detailed planning approach.
These plans are already under development through ongoing planning initiatives—the Capital Region Plan for the Edmonton Capital region and the Calgary Regional Partnership for the Calgary region. Each metropolitan plan should consider and address:
- A vision of the region’s pattern of development in the short-, medium- and long-term.
- A transportation and utility plan that identifies the infrastructure and services that are of regional benefit and protect transportation and utility corridors from encroachment and development.
- A long-range regional perspective on the plans developed for key infrastructure, such as water and sewer systems, roads, and transit.
- Complementary policies between municipalities to eliminate conflicts before they occur, and manage them where they already exist.
- Support for higher-density infill development across the region which preserves the natural environment, conserves agricultural land and makes more efficient use of existing infrastructure.
- Future growth areas and areas where growth would be limited. An environmentally and fiscally sound infrastructure plan should be developed to support the type and scale of future development before that development occurs.
The framework supports the development and implementation of the Capital Region Plan that has been slated for completion by January 2009. In addition, The Land-use Framework supports the completion of the metropolitan planning initiative being undertaken by the Calgary Regional Partnership.
Given the urgency, it is recognized that metropolitan plans will be completed before regional plans are in place. Once completed, the regional plans will provide guidance to future updates of the metropolitan plans.
2. Southern Alberta Regional Plan
Southern Alberta has the largest population but the least water. Most of Alberta’s coal-bed methane, roads and rail lines within the province are concentrated in Southern Alberta. The region grows most of Alberta’s wheat, barley and canola, and contains the majority of feedlots.
The region also contains Alberta’s largest city and over one-half of Alberta’s total population. This region includes the most intensively developed and productive irrigation network in Canada and a native prairie landscape that is exceeded in North America only by Texas and North Dakota. Once known as the Palliser triangle, much of this region is semi-arid and water use is a critical issue.
All of Southern Alberta depends on the ecological integrity of the Eastern Slopes for its water supply. But much of the Eastern Slopes are zoned for multiple-use. It is not uncommon to find oil and gas operations, grazing leaseholders, and forestry all active on the same lands. Often these are the same lands on which Southern Albertans depend for their recreation. There is friction between different recreational groups when they all compete for the same area. Relations sometimes become more strained when one or more of the commercial users are also active on the same land. If done in careless or negligent ways, all of these uses have the potential for negative consequences on watersheds, fisheries, habitat and wildlife.
The breathtaking beauty of the landscapes for which Southern Alberta is famous—especially along Highway 22, the “Cowboy Trail”—is also at risk from new oil and gas development, new power lines and pipelines, the demand for more acreages and country residential housing, and the fragmentation of traditional ranch and farm properties.
Historically, watershed and recreation were deemed the priority uses of the Eastern Slopes. These priorities should be confirmed, and sooner rather than later. A new land-use plan for Southern Alberta will not mean an end to new oil, gas, and timber or country residential development. It will mean paying closer attention to where they are done and how they are done.
3. Northeast Alberta Regional Plan
The Radke Report, *Investing in Our Future: Responding to Rapid Growth in the Oil Sands Development* (December 2006) reiterates the importance of Alberta’s oil sands and oil sands related activities to the provincial economy.
However, the report cautions that the pace of growth in the oil sands has created pressures on essential services, transportation and infrastructure and that there are growing concerns with the impact of current and planned oil sands developments on Alberta’s environment. In anticipation of billions of dollars in new capital investments in the Athabasca oil sands region and with recent input through the *Multi-Stakeholder Committee Report* (June 2007), the development of a regional plan for northeast Alberta will be a priority for the Government of Alberta.
This plan will contribute to recognition of Alberta as a world leader in sustainable development by balancing regional resource development with its commitment to environmental protection and stewardship. The plan will build on previous issues-based approaches by developing new outcomes-based approaches for multiple natural resource values.
B. Addressing Provincial Policy Gaps and Areas of Provincial Interest
There are a number of specific areas of provincial interest where clear provincial policy does not exist. The Government of Alberta is committed to addressing the following provincial policy gaps and areas of provincial interest:
- **Managing subsurface and surface activities within our province** is a priority for the provincial government. Conflicts between subsurface and surface activities are increasing as activities intensify on the land. The policies that address surface and subsurface values are not well integrated.
The Government of Alberta will complete the Upstream Oil and Gas Policy Integration Initiative and review the current process for identifying major surface concerns prior to public offering of Crown mineral rights.
- **Reducing the fragmentation and conversion of agricultural land** is a provincial priority, and is an integral component of a successful Land-use Framework. Agriculture is a key contributor to the Alberta economy. Reducing the fragmentation and conversion of agricultural land to other uses is a key consideration, as is the proliferation of other land uses impacting agricultural land. The Government of Alberta will develop more effective mechanisms and approaches, such as market-based incentives, transfer of development credits, agricultural and conservation easements, and smart growth planning tools designed to reduce the fragmentation and conversion of agricultural land to other uses.
- **Developing a transportation and utility corridors strategy** has been identified as a land-use priority that serves the broader provincial public interest. While corridors can affect the land and other land uses, they also create an opportunity for consolidating a number of critical land-use functions within a pre-defined area, thereby reducing land fragmentation and environmental impact.
This is a priority for the following reasons:
- The cost of establishing a corridor in the future will be higher (i.e. land purchase and easements).
- The options for corridor alignment and siting will decrease with time as land is converted to or consumed by other long-term land uses. Corridor alignment would be one of the factors considered in the development of regional plans.
- There is an immediate need to address corridor needs in the Edmonton-Calgary corridor.
- Through a provincial corridor strategy, long-term environmental benefits will be delivered and land fragmentation issues with landowners will be minimized. Land-use efficiencies will also be obtained by consolidating transportation and utilities into provincial corridors.
- The province has just released a 20-Year Strategic Capital Plan that identifies Alberta’s immediate, medium and longer-term infrastructure needs including several major transportation projects across the province. The plan identifies many new highways, as well as expansions and upgrades to existing highways including ring roads around Calgary and Edmonton.
- **Managing recreational use of public lands**. The Government of Alberta is committed to working with members of the recreational communities and other key stakeholders to develop a comprehensive strategy to better manage growing recreational pressures and activities in Alberta. The strategy will:
- Enable a variety of recreational opportunities;
- Reduce impacts to public lands and natural resources;
- Reduce conflicts and increase cooperation between land users;
- Improve public safety.
The Government of Alberta will continue to work with the Alberta Recreation Corridors Coordinating Committee to develop criteria, standards, policies and guidelines for establishing an Alberta Recreation Corridor Designation Program.
- **Conserving and protecting the diversity of Alberta's land base**. The Government of Alberta will address the gaps associated with conserving and protecting the diversity of Alberta's land base (Natural Regions and Sub-regions Framework), accommodate population growth and improve quality of life opportunities through development of a plan for provincial parks.
- **Managing flood risk** to protect human life, manage natural resources, and limit disaster damage faced by communities. The Government of Alberta will develop policy to minimize exposure of developments and settlements to flood risk.
12. Timeframe for Implementing the Land-use Framework
The Land-use Framework constitutes a significant change in how land-use decisions are made in Alberta. Implementing the recommended institutional changes and developing individual plans for the six new regions will take time. A timeframe for the implementation of the Land-use Framework is provided in the table below.
**The Government of Alberta will:**
| Land-use Regions and Plans | By 2010 | By 2012 |
|---------------------------|---------|---------|
| **Establishing Regional Planning** | | |
| • Develop regional plans for the six regions of Alberta. | ✓ | ✓ |
| **Appeal Mechanisms** | | |
| • Work with municipalities to develop a suitable process that allows for the provincial government to take action to ensure municipal plans are aligned with the regional plan. | ✓ | |
| • Review and update existing provincial appeal processes for land-use decisions. | ✓ | |
| Land-use Governance Structure | By 2010 | By 2012 |
|-------------------------------|---------|---------|
| **Cabinet Committee and Land-use Secretariat** | | |
| • Establish a Cabinet Committee that will be responsible for implementation of the Land-use Framework. | ✓ | |
| • Establish a provincial Land-use Secretariat to support the Cabinet Committee. | ✓ | |
| **Regional Advisory Councils** | | |
| • Create Regional Advisory Councils for each region to provide advice to the Land-use Secretariat on the development of the regional plan. | ✓ | ✓ |
| **Cumulative Effects Management** | | |
| • Use cumulative effects management as a key component of the Land-use Framework. | ✓ | ✓ |
| **Conservation and Stewardship** | | |
| • Develop a strategy for conservation and stewardship on public and private lands. | ✓ | |
### Information and Knowledge System
#### Information Management
- Create an improved Integrated Information Management System that monitors the state of the land and the status of land use in the province.
#### Monitoring and Evaluation
- Build a provincial monitoring and reporting system to ensure accurate, timely and accessible information is available to support land-use planning and decision-making.
- Provide sustained funding for the ongoing development and implementation of the biodiversity monitoring program.
#### Knowledge
- Support the establishment of a network connecting researchers, practitioners, institutions and programs to address strategic needs and priorities for the Land-use Framework.
### Aboriginal Peoples
- Continue to support traditional use studies to document First Nations and Métis uses of public land, which will allow First Nations and Métis perspectives to inform the decision-making process.
- Strive to protect and preserve identified sacred cultural sites for future generations.
### Priority Actions for the Land-use Framework
#### Immediate Planning Priorities
**Metropolitan plans for the Calgary and Capital regions**
- Support the development and implementation of the Capital region metropolitan plan.
- Support the completion of the metropolitan planning initiative for the Calgary metropolitan region.
**Southern Alberta Regional Plan**
- Undertake and lead the development of a regional plan for Southern Alberta.
Northeast Alberta Regional Plan
- Undertake and lead the development of a regional plan for Northeast Alberta.
Addressing Provincial Policy Gaps and Areas of Provincial Interest
Managing Subsurface and Surface Activities Within Our Province
- Complete the Upstream Oil and Gas Policy Integration Initiative and review the current process for identifying major surface concerns prior to public offering of Crown mineral rights.
Reducing the Fragmentation and Conversion of Agricultural Land
- Develop more effective mechanisms and approaches to reduce the fragmentation and conversion of agricultural land to other uses.
Transportation and Utility Corridors
- Create a transportation and utility corridor strategy for the province.
Recreational Use of Public Lands
- Develop a strategy to manage recreational use of public lands.
Conserving and Protecting the diversity of Alberta’s Land Base
- Address the gaps associated with conserving and protecting the diversity of Alberta’s land base.
- Develop a plan for provincial parks.
Managing Flood Risk
- Develop policy to minimize exposure of developments and settlements to flood risk.
This framework uses the following definitions:
**Albertans:**
All people who live and reside in Alberta including First Nations and Métis peoples.
**Archaeological Sites:**
Places where objects or landscape features may be found that show evidence of manufacture, alteration or use by humans, the patterning of which is valuable for the information that it may give on historic human activities.
**Biodiversity:**
The assortment of life on earth—the variety of genetic material in all living things, the variety of species on earth and the different kinds of living communities and the environments in which they occur.
**Carrying Capacity:**
The ability of a watershed, airshed and/or landscape to sustain activities and development before it shows unacceptable signs of stress or degradation
**Conservation:**
The responsible preservation, management and care of our land and of our natural resources.
**Crown land:**
Crown land includes all provincial and federal government lands. Provincial parks (administered under the *Provincial Parks Act*) and public land (administered under the *Public Lands Act* and the *Mines and Minerals Act*) are examples of provincial Crown land. The Integrated Land Management Program (ILM) applies to provincial Crown land; however, where existing legislation (e.g., *Municipal Government Act*, *Parks Act*, *Special Areas Act*, and *Public Highway Development Act*) dictates specific management intent, modified approaches to integrated land management will result.
**Cumulative Effects:**
The combined effects of past, present and reasonably foreseeable land-use activities, over time, on the environment, the economy and society.
**Ecological Goods and Services:**
Economic and social benefits resulting from the natural processes of a healthy environment and biodiversity. These are available to all of society and are essential to sustaining a healthy and prosperous way of life. They include groundwater recharge, flood and erosion control, wildlife habitat, productive soils, carbon dioxide sequestration and abundant clean air and water.
**Ecosystems:**
The interaction between organisms, including humans, and their physical environment. Ecosystem health/integrity refers to the adequate structure and functioning of an ecosystem, as described by scientific information and societal priorities.
**Economic:**
Relating to the wealth of a community or nation.
**Environment:**
The components of the earth—including air, land, water, all layers of the atmosphere, all organic and inorganic matter and living organisms, and all of their interacting natural systems.
**Forest Management Agreement (FMA):**
A large, area-based agreement between the Province of Alberta and a company. It gives a company the right to establish, grow, harvest and remove timber from a particular area of land.
**Historical Resources:**
Any works of nature or of humans that are primarily of value for their palaeontological, archaeological, prehistoric, historic, cultural, natural, scientific or aesthetic interest.
**Industrial Development:**
In the context of land use, this term means natural resource development activities like exploration, harvesting and extraction of natural resources. It can also mean, in a municipal planning/zoning context, the use, infrastructure and activities associated with production, e.g., manufacturing, fabricating, warehousing, processing, refining or assembly.
**Land:**
The entire complex of surface attributes including air, water, and the solid portions of the earth.
**Land-use:**
All uses of land, such as crops, forestry, conservation, recreation, tourism, oil and gas, mining, utility corridors, transportation, cities and towns, industrial development, etc.
**Municipalities:**
Cities, towns, villages, summer villages, municipal districts and specialized municipalities.
**Natural Region:**
A way of describing broad ecological variations in the landscape. Natural regions reflect differences in climate, geology, landforms, hydrology, vegetation, soils and wildlife. There are six natural regions in Alberta.
**Natural Resources:**
Resources that occur in nature, including non-renewable resources, such as timber, fish, wildlife, soil, water, oil sands, coal and minerals.
**Non-renewable resources:**
Natural resources that are in fixed supply, such as coal, oil and minerals.
**Palaeontological Deposits:**
Rocks or soils containing evidence of extinct multi-cellular organisms.
**Private Lands:**
Land privately owned by individuals, groups, companies or organizations that make decisions about how it is used or managed within existing legislation.
**Public Lands:**
Land owned by the provincial government, which makes decisions about how it is used and managed, including for agriculture, forestry, resource development, habitat conservation and protection of watersheds and biodiversity.
**Region:**
A geographical area or district having definable boundaries or characteristics. Regions can be based on natural regions, watersheds or administrative boundaries.
**Renewable resources:**
Natural resources that are naturally replenished, such as fish, wildlife, water and trees.
**Rural:**
Areas where there is a lower concentration of people and buildings than in urban areas. Rural areas typically include farms and resource extraction activity as well as low-density residential communities (i.e. parcels of an acre or more).
**Social:**
Relating to society or its organization, including living in organized communities and related factors such as culture, health and well-being and safety.
**Stewardship:**
An ethic whereby citizens, industry, communities and governments work together to responsibly care for and manage Alberta’s natural resources and environment.
**Subsurface:**
Subsurface is used to describe the resources (e.g., oil and gas, coal, metallic and industrial minerals such as limestone) identified under the Mines and Minerals Act. It also refers to the titles, rights and activities to access those resources below the ground. Subsurface resources do not include sand and gravel as these are considered surface materials.
**Surface:**
Resources, activities and development that occur on the land, e.g., sand, gravel, topsoil, roads and buildings. In land ownership, surface title includes the land and the space above and any sand, gravel, peat, clay or other substance that can be excavated through surface activities. Land titles usually carry a mineral reservation, which excludes subsurface resources; mineral titles for these resources are usually granted separately.
**Sustainable development:**
Development that meets the needs of the present without compromising the ability of future generations to meet their needs.
**Sustainability:**
Relates to understanding the interconnections and continuity of economic, environmental and social aspects of human society and the non-human environment.
**Systems Approach:**
An approach to integration that recognizes the interdependence and interaction of parts of a system. It views systems in a holistic manner.
**Transportation Corridor:**
A major highway and/or railway, including the associated land required for the right-of-way and buffer.
**Urban:**
Areas where there is a concentration of people and buildings, such as cities or towns and including unincorporated communities such as hamlets.
**Utility Corridor:**
A linear strip of land that is used for pipelines (for oil, gas, water, etc.), electrical transmission lines and/or telecommunications (fibre optic) cables, including the associated land required for the right-of-way and buffer. In some places utility corridors are combined with transportation corridors.
**Watershed:**
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CITY OF MILTON
NEW BUSINESS GUIDE:
PLEASE REPORT IF YOU SEE ANY OF THE FOLLOWING:
If you witness someone littering and/or dumping illegally.
If you see a storm drain blockage or the potential for blockage.
If you see trash and/or debris in a drainage ditch, creek bed, or other natural drainage feature.
Spills or dumping of hazardous material, such as oil, antifreeze, and other cleaners and solvents.
Sediment tracking on the roadway from construction sites.
WHY SHOULD YOU CARE?
The Blackwater River and the Gulf of Mexico are vital components of our economic vitality and our community's health. We need to protect our waters, our wildlife, and our economies by reducing and preventing illicit discharges.
During and after rainstorms, pollutants on the earth's surface are washed into our stormwater conveyance system. The Stormwater System carries rainwater, along with pollutants and contaminants, into our local streams and rivers. These pollutants are harmful to humans, they degrade our water quality and harm our environment.
VIOLATION OF OR NONCONFORMANCE WITH ARTICLE 13 OF THE UNIFIED DEVELOPMENT CODE
Could result in Enforcement action that may include fines of up to $300.00 per offense, per day.
WHAT ARE SOME EXAMPLES OF ILLICIT DISCHARGES?
Subsection 13-7 of the City of Milton’s Unified Development Code prohibits the discharge “into the municipal storm drain system or watercourses any materials including but not limited to, pollutants or water containing pollutants that cause or contribute to a violation of applicable water quality standards, other than stormwater.” That can include:
- Litter, trash, debris;
- Effluent from a failing septic system;
- Sediment tracking from a construction site (into the street, storm drain, or body of water);
- Spilled chemicals (from improper oil disposal, roadway accidents, automobile maintenance, etc.) that find their way to a storm drain.
DID YOU KNOW?
The Storm drains that collect rainwater from our roads, parking lots, driveways, & yards DO NOT lead to the treatment plant. Our storm drains discharge into our local waterways, including Collins Mill Creek, Lockin Lake, and the Blackwater River. Everything that you put into a storm drain ends up in our water bodies – where we boat, swim, and fish.
WHAT IS AN ILLICIT DISCHARGE?
An Illicit Discharge is any kind of emission or release to a municipal separate storm sewer system (MS4) (Storm Drain) that is not entirely composed of storm water. The MS4 consists of storm drains, ditches, man-made channels, and municipal streets. Eliminating illicit discharges into the storm water system will reduce pollution of our waterways.
HOW CAN I PREVENT ILLICIT DISCHARGES?
Follow Best Management Practices that include pollution prevention, education, maintenance procedures, and other important steps that seek to reduce and prevent illicit discharge. For new development, common BMPs include:
- Increased Landscaping / xeriscaping
- Decreases in impervious surfaces.
- Spill prevention Plans.
ALSO:
Never pour cleaners, solvents, oils, antifreeze, and paints on the ground. Dispose of them properly.
Maintain your property to ensure any drainage ways and inlets are kept free of trash and debris.
Pick up litter in front of your business. Provide additional trash and recycling receptacles.
Store any harmful materials so that they are not exposed to the rain.
Ensure that sewer laterals from rest rooms, kitchens and laundry rooms are properly connected to the sanitary sewer. If not contact a certified plumber.
Never pour Fats, Oils, and Grease (FOG) down your drains. FOG materials, once solidified in our sewer system pipes, can cause blockages and overflows that are not only expensive to repair and clean up but if the waste water flows into the stormwater system it can cause irreparable damage to our local waterways and wetlands. | ae0d723b-70d7-42d5-bfd5-d62cd5a1db1d | CC-MAIN-2022-27 | https://miltonfl.org/DocumentCenter/View/4173/New-Business-Illicit-Discharge | 2022-06-30T10:17:47+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103671290.43/warc/CC-MAIN-20220630092604-20220630122604-00014.warc.gz | 453,623,504 | 819 | eng_Latn | eng_Latn | 0.994966 | eng_Latn | 0.994683 | [
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Today we think of the Chimney Bluffs as a New York State Park, a wonderful place to hike trails on a sunny day. It is a beautiful, mysterious area created by nature, with ever-shifting cliffs battling Lake Ontario for their very survival.
The Wayne County Office of Tourism promotes the Chimney Bluffs with a beautiful rack card featuring lovely descriptions of these formations: “Towering 150 feet above Lake Ontario in the Town of Huron, Wayne County, NY, these bluffs, which are a large clay drumlin formed six to ten thousand years ago by a glacier, then eroded by waves and weather, are now part of 597 acres acquired by New York State in 1963 to create Chimney Bluffs State Park. . . . This park offers several hikes and is a photographer’s paradise. The western half of the park has mowed grass trails through fields and scrubland. The eastern half is wooded with 6 to 8 foot-wide forest trails. The bluffs face Lake Ontario with a narrow dirt trail along their edge. The highest point of land is in the northeast part of the park.”
But how exactly were these cliffs formed; in other words, what is a drumlin? The New York State Museum Bulletin from April 1940 contains an excellent article by Dr. Tracy Gillette titled “Geology of the Clyde and Sodus Bay Quadrangles, New York.” Dr. Gillette points out that drumlins are one of the most prominent features of glaciation in Wayne County. A drumlin is an oval, elongated hill with a steep slope on its north side and a more gradual slope on its south side. “They range in size from very small hillocks to large hills covering more than two square miles and in many instances reaching the height of more than 100 feet. With few exceptions the axes of these drumlins in this region are directly north and south, indicating that the glacier which formed them was moving due south.” Dr. Gillette continues by discussing the bluffs: “In several places east of Sodus Bay, drumlins are cut by the waves of Lake Ontario, exposing excellent cross sections. From these sections a very good idea of their internal structure can be obtained (see figure 33). They are composed of a heterogeneous mixture of boulders, pebbles and clay. The boulders and pebbles are often smoothed and polished. On their polished faces are found scratches or glacial striae. The drumlins show no stratification whatsoever and lack any evidence of water work.”
Although stratification does not exist, Dr. Gillette points out that there is usually “concentric bedding,” often consisting of four beds, like layers of an onion. The lower layers are simple and flat with a slight curve in the center of the drumlin. “The progressively higher layers become more convex and assume the shape of the drumlin.”
Chimney Bluffs and the surrounding area are not only of interest for their geologic characteristics as partially eroded drumlins, they are also “historic spots.” In her essay titled “Chimney Bluffs—Wayne County’s First State Park,” submitted to the Hoffman Essay contest in 1964, Jean Ann Stothard describes activity which occurred at the Chimney Bluffs during Prohibition.
“The smuggling of illegal alcohol became a thriving venture along the shore by Chimney Bluffs. Dewey Gillette was the principal organizer behind this in the vicinity. His boat, the Black Jack, was run by Peg Leg Jones. The beer, whiskey, and other liquor were picked up by the Black Jack in Canada and then brought across Lake Ontario to the Chimneys. Mr. Gillette would let the people know when to expect the boat. In fact, Palmer’s Grill in Wolcott was used as a place for meeting and deciding plans. Local men went down to the shore and waited for the Black Jack to arrive with its precious cargo. When the cargo finally arrived at night and was dropped off the boat, the men carried the liquor to places for storage until it could be sold. Many an innocent-looking hay barn was the ‘trade room’ for bartering concealed spirits. It was usually transported on the shoulders of the strong men of the area, but sometimes a wagon was used to move it. Often the ‘smuggling boats’ would not arrive on the night planned, and when they would finally come, there would be no one to meet them. In cases such as these, Peg Leg or the runThe smugglers would unload and leave their cargoes in dark recesses of the shore. Local farmers would hijack the liquor and keep it themselves.
“The smugglers had to be in constant watch for revenue men. One time, Peg Leg had to leave before he was unloaded because of revenue men. A revenuer discovered a boat off shore on Dutch Street. The two men on board were asleep and did not hear him come. In the fight, both smugglers were killed. Once or twice the Black Jack was confiscated by the government, and Dewey Gillette had to pay to get it back. Revenue officers never ran very hard or very far on such occasions, for escaping smugglers were dangerous when cornered on such missions. The officers had their salary to earn, the farmers ran for their lives. Under such circumstances, no one can doubt which party was usually the winner in those skirmishes and pursuits.
“Immense profits were awaiting those who got the casks and contents safely into a hiding place at home, and bold and desperate chances were taken. Many of the best families were engaged in carrying off smuggled goods, and so for several years, smuggling in the Chimney Bluffs area was a part of the honest yeoman’s duties and all classes either had a hand in it or knew and did nothing about it.
“The Black Jack, Dewey Gillette’s boat, was finally captured by Canada and put up for sale. After three or four years of fast action, the old boat was through smuggling goods.”
The next time you walk along the trails on top of the bluffs or sail past the Chimneys in your boat, look and listen carefully—you just may picture the glaciers forming the layers of these beautiful hills or hear the voices of Peg Leg Jones and his pals. History is truly right under our feet!
Joe O’Toole, SBHS Museum Director
Photo by Edie Farrington
Director’s Letter
What an exciting and busy summer season we’ve been having at the Lighthouse, and what an enjoyable day the Fourth of July was! The weather was gusty, yet perfect. All the visitors, runners, volunteers, vendors, musicians, and staff had a fun time. Months of preparation, loads of organization, tons of help from wonderful volunteers and committee chairs, and it was over so quickly!
This year’s Fourth of July Extravaganza was one of our best ever! Our fabulous garden committee had our grounds in perfect shape for the big day. They worked their magic so everything was weed-free and blooming to perfection. Shortly before the Fourth, a troop of volunteers descended on the lighthouse to decorate with bunting, banners, and flags.
Our Red-White-and-Blue Kiddie Parade on July 3rd was enjoyed by almost 50 children—despite the threat of rain. Many thanks to Martha Lightfoot, Alice Bill, Mike Sullivan, and the Sodus Point Fire Department for making the parade a memorable time for these youngsters and their families.
On Independence Day, we started off by serving 400 pancake breakfasts! Many thanks go to Sharon Maher and Ernie Strong for coordinating this successful breakfast fundraiser. Their team of volunteers—including the Scottsville and Sodus Lions Clubs and the Sodus Lioness Club—worked like a well-oiled machine. Thanks, also, to Tom and Martha Lightfoot, who donated tents for the breakfast. No detail was overlooked, and a delicious breakfast on the bluff was the result.
Our Lighthouse 5-K Run was our largest race to date, with 550 runners participating. Guy Berretta did an excellent job coordinating this event with a veritable army of volunteers to ensure everything ran smoothly.
Our fifteen vendors for our Art & Craft show all had an enjoyable and successful day, and Gap Mangione’s 22nd concert at the lighthouse was enjoyed by almost 1,200 people! Howard and Cory Potter were entertaining (and patriotically clad) as they very successfully “passed the hat” among the concertgoers, and our hard-working Food Line volunteers served so many delicious hot dogs, sausages, popcorn, and ice cream treats all afternoon that we had a record-breaking day.
We offered free admission to the Lighthouse Museum, and hundreds of visitors climbed to the top of our tower. All in all, this day was a huge success. Thank you to all who helped!
After the Fourth of July we were off and running as our Summer Concert Series at the Lighthouse got into full swing. We’ve had an enjoyable time with old favorites and some newcomers to our series, and the weather cooperated on all but one day.
Our “Meet an Author” Lecture Series has been well-received. It started off with Pat Gorthy discussing her book Peppermint Summer, and entertaining listeners with stories of the peppermint industry in Lyons in its heyday. Batavia author Bill Kauffman was next, regaling listeners with stories of small-town America’s need for a strong sense of place and unique identity—illustrated with topics as varied as the New York State Thruway and minor league baseball. Melanie Zimmer’s tales about the curiosities of the Finger Lakes enchanted attendees, especially the story of the boy who caught an eight-pound trout with his nose. Next up (on September 24) is Michael Keene, who will discuss his latest book—Abandoned: The Untold Story of Orphan Asylums. These authors’ books are available for purchase in the Lighthouse Gift Shop and on our website (www.sodusbaylighthouse.org).
We had a wonderful Annual Meeting and Dinner on August 20, with 90 people in attendance. Many thanks to Janine Fogarty and Grace Kelly for a delicious dinner, which was catered by Proietti’s of Webster. Thanks, again, to the Sodus Point Fire Department for serving as our indoor location. A fun time was had by all, and we welcome our newly elected trustee Laurie Hayden to our board.
We’ve had quite a few prearranged group tours throughout the season, including the Sodus Point Community Center Youth Group, the Midstate Miata Club, and a Nazareth College Alumnae Mystery Tour. All had a wonderful visit to our beautiful, historic lighthouse.
I would like to extend a final thank you to our Lighthouse Events Sponsors for showing true community support, and demonstrating how valued the Sodus Bay Historical Society and Lighthouse are to the area. We could not succeed without our sponsors, donors, members, and volunteers. Pat yourselves on the back—you help us keep our light shining brightly for our community! Many thanks!
Joe O’Toole, SBHS Museum Director
Williamson Membership Challenge
The Sodus Bay Historical Society and Lighthouse Museum has a wonderful opportunity, but we need your help to earn it. For those who attended the annual meeting, you heard Dave and Sue Williamson announce a challenge:
For each new member, upgrade of membership, or any other donation, they will match that amount up to $5,000 through December 31, 2014!
So, we are asking all our members to consider upgrading your membership, making an additional donation, becoming a life member, or encouraging your friends and neighbors to join our Society. Let’s not allow this fabulous opportunity pass us by!
After the announcement at the annual meeting, we immediately received a new life membership from Mark & K. C. Costich. Their $1,000 means $2,000 for our treasury! So we are already on our way, but we need your help.
To assist you in explaining the many, many advantages of joining the Society, our new membership brochure is available on our website (www.sodusbaylighthouse.org). If you have friends who would like to join us, or make a donation, they can do so on our website.
The Board of the Historical Society is very grateful to the Williamsons for this tremendous opportunity. Thank you, our members, for your support and response to this challenge. Please help us meet this goal.
Memorial Gifts
2014 Gifts
In Memory of
FAE AND EUGENE KRUSE
FROM
Kathryn Binkley
Edna Reid
In Memory of
JEAN DELAND HARDY
FROM
Charlie & Kay Hallagan
In Memory of
JANET MURNANE
FROM
Friends of Kelly Murnane
Annual Dinner
The Annual Dinner was catered by Proietti's of Webster, N.Y.
Over 90 people enjoyed the August 20th Annual Meeting and Dinner. Many thanks to Janine Fogarty and Grace Kelly for a well-planned, delicious dinner.
SBHS President Deborah Lattime converses with members Susie Earl and Hope Fagan
The 2014 Sodus Bay Historical Society Annual Meeting and Dinner were held on August 20th at the Sodus Point Fire Hall. The complete minutes, including the financial report, are available for member review by calling the Lighthouse at 315-483-4936. Key highlights are noted below:
**Nomination & Elections** – Nomination Committee Chairman Becky McKee presented the 2014-2015 slate of nominees for Officers, Board of Trustees and Nominating Committee Members. No additional nominations were received. The nominations were unanimously approved by the membership.
**Treasurer’s Report** – Treasurer Guy Berretta discussed a very successful Event Sponsors Program undertaken by the Board to increase financial support from the business community. The number of sponsors increased to 30 and over $18,000 was raised compared to $13,000 last year. Revenue in most categories increased year-over-year, with overall revenue up over $15,000 (25%). And, expenses were down from last year. Guy noted the financial and IRS reports prepared by our accounting firm are available to all members for review upon request.
**President’s Remarks** – President Deborah Lattime indicated that good things happened last year and much has been accomplished, but there is a great deal of work yet to be done. She discussed the Society’s receipt of a $3,000 technical assistance grant from the Preservation League of New York. We have engaged Bero and Associates, a Rochester, NY architectural firm that specializes in historic preservation. A report is being prepared and will be shared with membership as soon as it is available.
Communications’ Committee – Betty Ingerson, Chairman, shared the accomplishments of the committee, which oversees the planning, coordination and distribution of the official print and electronic publications of the Society. She discussed the new branding designed to enable everyone to “tell the same story” when talking about the Society. Points of focus include History, Community and Beauty. These points are detailed in the new membership brochure (available on the SBHS Website). She also discussed the new website, our entry into social media, our new ability to send e-mails directly to members, and the newly revamped newsletter.
Membership Committee – Chuck Willette, Chairman, discussed the many membership initiatives taken this year to address the decline in Society membership. The entire Board is now involved in personalized recruiting. There is a new membership brochure, a new website with on-line enrollment capability, and a new membership data base that allows improved tracking processes. We now have annualized renewals, regularly generated renewal notices and a lapsed member follow-up process. Membership communications are now taking place via e-mail as well as “snail mail,” and we have increased recognition of new members and Life Members. These changes have resulted in an overall 12% increase in membership.
Membership Fee Structure Announcement – On July 27, 2014, the Board approved an annual increase in the dues of Friends from $30 to $40 and in the dues of Contributors from $60 to $80. All other categories remain the same. The changes take effect January 1, 2015. The dues have not been increased in nine years and are now consistent with similar museum organizations. The dues will support increased operating expenses due to inflationary pressures and pay for improvements in information systems, our new point-of-sale system and the new website. All memberships include free admission for up to two adult family members and free admission to a member’s minor children and grandchildren. There is also a 10% Gift Shop discount and invitations to members’ only events.
Lighthouse Keeper’s Award – President Deborah Lattime presented this year’s award to Eugene “Bud” Seymour with deep gratitude for his remarkable and faithful contributions to the Society.
Museum Director’s Presentation – Joe O’Toole, Museum Director, presented an entertaining historical discussion about a Viking Spearhead that was found in 1929 by Augustus Hoffman on Charles Point, about 100 feet inside Sodus Bay from Lake Ontario. The spearhead is between 700 and 1200 years old.
Betty Ingerson, SBHS Secretary
And the 5-K Race is on!
Sodus Point Mayor Chris Tertinek and 5-K Chairman Guy Berretta get ready to start the race.
The 5-K Registration Line is all ready.
Ann Ketcham and Shelley Usatynski are prepared to hand out the 5-K T-Shirts.
The Art Show and Gap Mangione Concert is in full swing.
“Eleanor McIntyre – 91 years young and still finishing the 5-K!”
The Red-White-and-Blue Kiddie Parade was enjoyed by almost 50 children.
Getting ready for the food line are Alan & Deb Lattime, Dick Taylor and Dick and Rita Kearney.
A morning breakfast on the bluff started the festivities.
“Bud” Seymour Receives 2014 Lighthouse Keeper’s Award
The Lighthouse Keeper’s Award is presented annually by the SBHS Board of Trustees to a person who has provided extraordinary leadership and support of the mission and goals of the Sodus Bay Historical Society. It was with honor and great pleasure that President Deborah Lattime presented this year’s award to Eugene “Bud” Seymour with deep gratitude for his remarkable and faithful contributions to SBHS. Deborah’s heartfelt presentation of the award is detailed below:
“This year the Lighthouse Keeper’s Award is presented to a gentle man who has been a member of the Sodus Bay community since childhood when he developed friendships and a love of boating, especially sailing, that have lasted a lifetime. In 1992 when he and his bride became permanent residents of Sodus Point, Mike Altieri, then President of the SBHS, encouraged him to become involved in the Society. The rest is history. Over the past 20+ years our honoree has served as Board Member, President and Board Member again, has supported and encouraged several executive directors, and has chaired the Membership and Curatorial Committees. As Membership Chair he enlisted the assistance of his beloved wife who henceforth joined him as an enthusiastic volunteer par excellence for the Society, serving on the Board and as editor of the newsletter for several years, and in many other capacities.”
“As Curatorial Committee Chair our honoree organized a group of volunteers to locate, acquire and prepare the “Tools of the Lighthouse” display that continues to enchant visitors. Using his creative talents he has built several displays including the visitors’ favorite Trolley, and with Henry Martin, the Canal Diorama. He also was instrumental in getting the fire wagon from Charles Point to the Lighthouse (someday I have to ask how he did that!) and he was responsible for conducting the research necessary to ensure that boats being considered for acquisition were historically appropriate. Today, he is the “go to” person when questions arise about boat donations and other acquisitions.”
“Our honoree is a quiet man whose contributions are made without fanfare, but without whom the Society would not have grown and flourished over the past 25 years. It is my honor and great pleasure on behalf of the Board of Trustees to present the Lighthouse Keeper’s award to Bud Seymour with deep gratitude for his remarkable and faithful contributions to the SBHS.”
SBHS President Deborah Lattime presents the Lighthouse Keeper’s Award to Eugene “Bud” Seymour. Also present is Bud’s wife, Jean.
From the Gift Shop
We now have in stock two books written by local (Batavia) author Bill Kaufman, who visited Sodus Point on July 23. He has written eleven books including Dispatches from the Muck Dog Gazette and Ain’t My America. Anyone who has ever lived in a small town will love his tales and descriptions! (And city residents will also appreciate his stories about small town living.)
On our museum tours, our large copy of the NOAA Sodus Bay Chart is a very popular feature; we now have a very nice 14.25” x 18.25” poster of this chart on sale for only $5! This poster is ready to frame. You can place your order today on our website and pick it up in the gift shop later.
We have just a few custom-designed Sodus Bay Lighthouse Tervis Tumblers left on our shelf; they have been a very popular item. If you have not yet visited the gift shop in person or on our website, take a look at this beautiful and functional souvenir and buy one while they last! Drinks stay hot or cold in Tervis Tumblers!
Browse our website www.sodusbaylighthouse.org or visit our gift shop to see all the great merchandise for sale!
Building Condition Survey Conducted
As part of our Building Condition Survey, which has been made possible through a grant from the Preservation League of New York State, Steve Jordan, a representative from Bero Architecture, visited the Sodus Bay Lighthouse on July 18. He climbed to the top of the tower, crawled along the catwalk outside the lens room, looked at the roof, and examined the chimney. He descended into the basement and inspected the foundation and floor joists. He scraped samples from the lighthouse which he will test in acid to determine the composition of the original mortar. He examined the masonry with binoculars from all angles, and he looked in detail at the wooden windows. Steve will compile a report which will provide the Sodus Bay Historical Society with details about the present condition of the building’s materials (stone, wood, metal, etc.) and help us to develop a preservation plan so our beautiful lighthouse will be in excellent shape for years to come. We take our responsibilities as stewards of this historic structure very seriously, and are privileged to be working with specialists in the field of preservation.
Top: Steve Jordan inspects the catwalk around the tower’s lens room
Bottom: Steve Jordan takes samples of mortar from the east wall of the Lighthouse
2014 Membership Drive: Can you help?
Your Board of Trustees has launched a number of initiatives to increase engagement and support for SBHS. You’ve probably noticed new faces volunteering around the Lighthouse, new businesses sponsoring events, and we’ve added new members too. Earlier this year, every Trustee committed to turning friends, neighbors and relatives into new members by making direct personal appeals.
We recognize people prefer to engage and support us in different ways. Many prefer financial support, and membership is a convenient way to do that. Annual reminders and website access for payments make it easy for them. One-time donations can also be made through our website. Increasing our membership helps sustain our organization, providing much of the money needed for museum operations.
So, we’d like your help. Please talk to your friends, neighbors, and family about supporting us. Imagine that instead of 14 Trustees making personal appeals the entire membership joined the effort. The things we could do!
What can you do? Have a conversation with your friends, neighbors and family members about supporting us. If they would like to become members or make a donation, they can do so at our website (http://www.sodusbaylighthouse.org). Or, there is an application included in this newsletter. If he or she would like to discuss volunteer opportunities, have them call Norleen at the Gift Shop at 315-483-0775. We love people who value the preservation of History, the sense of Community, and the inviting Beauty that the Society and Lighthouse Museum provide every day.
And… Now is the perfect time to act! With every new member you bring in between now and December 31st, Dave and Sue Williamson will match their membership fee with a donation to the Society! What a great way to help! (The details of the Williamson Matching Program are elsewhere in this newsletter.) Make sure that the Museum Director knows you have sponsored a member by writing your name on their application.
Chuck Willette, SBHS Membership Chairman
Historical Tidbit - Nineteenth-Century Newspapers in Sodus
In 1873, George W. Tummond and a Mr. Collins started the Sodus Enterprise. In 1875, Galen Oderick bought the establishment and changed the name to the Wayne County Alliance. E. W. Gurnee had ownership from 1878 to 1882, when B. H. Cuddeback and Willis Teall took over. Mr. Teall became the sole proprietor in 1890 until shortly before 1900. Sodus was without a newspaper until the Record was established in 1897 by the Mills Brothers. The Mills Brothers ran the paper for some years.
Tour Groups Visit the Lighthouse
The Lighthouse Museum has been busy with hundreds of visitors on prearranged tour groups all season. Some of the groups that have visited the lighthouse included the Lake Ontario Lighthouse Challenge, the Sodus Point Community Center’s Youth Group, the Midstate Miata Club, the Perinton Retired Men’s Club, and a Nazareth College Alumnae Mystery Tour. All had rave reviews and promised to return to our beautiful location on the lake!
A group of Nazareth College alumnae visited the Lighthouse Museum on August 6th as part of a day-long “Mystery Tour.” Drivers were given directions only—without details about their destinations. After leaving Sodus Point, the group was having lunch then touring the museums of Historic Palmyra.
Volunteer Spotlight - Anne Ketcham
Anne now lives in Sodus Point in the summer months and enjoys life in Florida in the winter. She was born in Interlaken, New York. After college, she interviewed for a teaching job in Sodus, where she taught for four years and met her husband Keith. She also taught in Penfield for many years, only taking breaks when her children came along. She now enjoys visits from her three children and a grandchild.
“My husband and I always believed in the importance of the Lighthouse Museum, the community, and our church.” Indeed they certainly were a special couple; they chaired the Food Line Crew at every Sunday Concert for fifteen years! Anne’s husband Keith served on the Board of Trustees of the Sodus Bay Historical Society for six years, and Anne followed with her own six-year term as a Trustee.
Friends and Flowers
Once in a while our garden group needs to call in what we call “The Special Forces.” This was the case when we needed to trim the hedges and shrubs, do some additional plantings, edge and add some mulch before the 4th of July celebration. Nine hard working volunteers were up to the challenge. We even had the assistance of a wonderful high school student named Alexis, who was looking to fulfill her community service requirement for school. (We LOVE nurturing the next generation of gardeners!) An enjoyable and rewarding time was had by all. I was so proud of everyone’s efforts. Come join us any Friday morning at 8:30. You are guaranteed a good workout, lively conversation and a true sense of satisfaction.
Colorfully yours, Susan Williamson
The Special Forces: Phil Sanguedolce (on ladder), Ron and Karen Bauman (sides of ladder), Carol Taylor, Sharon and Jim Maher (took picture), Jane Ornt, Lexus Gent, and Sue Williamson.
Today, she continues to work on the Food Line as well as the Lighthouse 5-K Run, and she is one of our very best Gift Shop Volunteers! Anne knows how to greet visitors with a wonderful smile and is also a favorite salesperson! In addition, Anne always starts her Friday morning shift by asking if there are any other jobs she can do for the museum.
Altogether she is in her twenty-second year of volunteering; we depend on her reliability, charm, and willingness to fill in wherever needed.
Thanks, Anne! Every spring we are always anxious for you to leave Florida and get back to the Point!
“Meet an Author” Lecture Series is a Success!
Pat Gorthy was entertaining as always—regaling listeners with stories about Lyons and the Peppermint industry in its heyday. She also had her audience laughing as she relayed her struggles writing her book *Peppermint Summer*.
Bill Kauffman gave a fascinating speech about small towns and their struggles to keep their identities in the face of globalization. He stressed the importance of place and unique identities in villages like his hometown of Batavia as well as Sodus and Sodus Point.
Melanie Zimmer has written four books on NY State lore. Her tales about the curiosities of the Finger Lakes enchanted attendees, especially the story of the boy who caught an eight-pound trout with his nose.
Our last author is sure to be a crowd pleaser as well: Michael Keene will be discussing his latest book *Abandoned: The Untold Story of Orphan Asylums*.
Welcome to New Members
We would like to extend a very hearty welcome to the following New Members who have joined the Sodus Bay Historical Society between July 14, 2014 and August 1, 2014. We greatly appreciate your support, your commitment and your contribution! It is through memberships like yours that SBHS is able to maintain the historic Sodus Bay Lighthouse Museum and provide the many summer events that make the Lighthouse and Sodus Point an attractive gathering place for the community and for visitors from all over the world. Thank you and welcome aboard!
William and Lucine Kauffman
Michael Keene
Tristan and Amanda Reynolds
Melanie Zimmer
Special Thanks to our 2014 Event Sponsors
Platinum
* C.H. Stuart Foundation
* Claude G. and Geraldine A. Wright Family Fund
* Finger Lakes Community Arts Grants & New York State Council on the Arts
* Lessord Chrysler Products
* Marina’s of Sodus Point
* Arney’s Marina
* Katlynn Harbor
* Krenzer Marine
* Northwind Harbor
* McDonald’s of Wayne County
* Robert G. Boehmler Community Foundation
* Town of Sodus
* Village of Sodus Point
Gold
* ESL Charitable Foundation
Silver
* Blossom View Nursing Home
* Dynalec Corporation
* Marshall Farms Group
Bronze
* A Gentle Breeze Therapeutic Massage
* Boerman Tax Accounting & Payroll
* Burnap’s Farm Market & Garden Café
* Captain Jack’s Goodtime Tavern
* Concord Ford
* Fowler Farms
* Grandpa’s Nursery & Gardens
* Lyons National Bank
* Maxwell Creek Inn Bed & Breakfast
* Paton’s Market Place
* Q’s Landscape Enterprises
* RCR Yachts
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FIX MY SAXOPHONES! Inventive and Creative Teaching Techniques for Improving Young Saxophonists
2005 Midwest Clinic
59th Annual Conference
Wednesday, December 14, 2005
Gold Room, Congress Plaza, 11:00 a.m.
Dr. Paul Haar, School of Music, University of Nebraska-Lincoln
231 Westbrook Music Building, Lincoln, NE 68588-0100
(Email: email@example.com)
ABSTRACT: The saxophone is one of the easiest instruments to play...incorrectly! This interactive clinic uses visualization, physics (the fun kind!) and a bit of humor to help you teach your saxophonists to improve their tone, technique and musicality.
1. Introduction
a. Expressive quality of saxophone
b. Understanding why our saxophones sound so bad
i. What is their role in band
ii. The saxophone is NOT a clarinet
iii. Easiest instrument to play...poorly
c. Defining a solution to the problem
i. Identifying how our students learn best
ii. Utilizing our students “talent” for learning
iii. Determine if “traditional” pedagogy is always helpful
2. Playing Position
a. The saxophone triangle and the tension tree
b. The highs and lows of “marching band”
c. Growing into your saxophone
d. Easy fixes to improve hand and playing position
i. “Tell me your address”
ii. PLAY BALL!
iii. The purpose of the thumb hook?
3. Tone Production
a. Air
i. Temperature
1. Fogging a mirror
2. Go ahead...blow your horn!
3. The balloon trick
ii. Speed, Volume and Dynamics
1. Planes, trains and automobiles
b. Rethinking the “traditional” embouchure
i. Draw string bag vs. the wedge
1. The purpose of the top lip
c. Embouchure vs. Throat Position
i. Who is in charge?
ii. The “lease breaker”
d. Tension in the face
i. How much is necessary
ii. Puff your cheeks...ARE YOU KIDDING?
4. Technique Development
a. Hand and finger motion
i. The wonders of “tickey tack”
ii. “Snap, crackle and pop”
b. Articulation
i. Wasted motion and anchor tonguing
ii. Using the tip of the tongue
1. Having a “flair” for articulating
2. The three-hole punch
3. Using visualization
4. We already know how to articulate
5. Postlude
a. Equipment questions
i. The perfect mouthpiece
ii. Reed needs
iii. Ligatures
iv. Saxophones
b. Open questions from the audience
Middle of the Pitch
The purpose of this exercise is to improve the overall saxophone tone by finding the ideal tonal placement within a pitch. Since the saxophone is a conical instrument and it has such tremendous flexibility in pitch (on any particular note), it is important that the player identify and reproduce the correct placement of each pitch on the saxophone.
Ideally, this process should become intuitive, through the listening process, where the saxophonist begins to equate a feeling with a tone color.
A pitch has both a sharp side (+) and a flat side (-). In-between is what we refer to as "the middle of the pitch". It is in this area that the great amount of overtones occurs, creating the fullest, most colorful sound possible.
THE PITCH:
The Sharp Side
Play with constriction in throat and embouchure
Relax as you descend
The Middle of the Pitch
The fullest part of the sound
The Flat Side
Play with over relaxation in throat and embouchure
Rules:
1. Perform exercise at forte or fortissimo volume
2. Perform exercise slowly enough to hear timbral/pitch change
3. Once you have found the M.O.P. on a given note try to duplicate that quality immediately by repeating the tone, this time with no M.O.P
Basic Embouchure
The establishment of a good embouchure is the most basic, yet most important aspect in the construction of a quality saxophone tone.
The mouth, when at rest, is not round; it is flat. Notice how the top and bottom lip form a relatively straight line. By recognizing how the human face is constructed and utilizing its inherent qualities, the saxophonist is capable of constructing a relaxed embouchure.
Notice how the muscles around the mouth contract when forming the "traditional" saxophone embouchure. Creating this embouchure uses more muscles than when at rest, thus the player expends more energy and effort to create it. Additionally, notice how the bottom lip is curved creating a "U" shape.
Simply placing the bottom lip over the bottom teeth (where flesh tone meets skin tone) we use the least amount of energy and more closely resemble the mouth at its relaxed state. Additionally, notice how the bottom lip maintains a straight line that will be parallel to the reed.
Here the mouthpiece is placed on the flat bottom lip. The top lip drops to form a seal with the mouthpiece. Not only is the face more relaxed (thus less wasted energy), it allows more of the reed to vibrate, thus allowing more overtones, creating a fuller sound.
Articulation
Articulation is one of the most expressive tools the saxophonist can use to create tone color. It is simply not enough to execute articulations in the abstract, one must be aware of the stylistic application of this technique when applied various musical styles as well as understanding how to reproduce articulations to interact with other instruments.
"LAY" Articulation "DAY" Articulation "TAY" Articulation "TOT" Articulation
Least amount of tongue on reed → Greatest amount of tongue on reed
POINTS TO REMEMBER:
1. Place the tongue in the correct position by saying the word “LAY”.
- Tongue should be relaxed
- Tongue should be wide and flat
- Use only the tip of the tongue to articulate (paper trick)
2. Remember that the tongue interrupts the vibration of the reed not the air column
3. Vocalize the above articulation without the saxophone to judge the duration of the tongue on the reed (hard pallet).
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WESTERN WIND-UP
VOL. 34 REBECCA GRUBAUGH SCHOOL MANSFIELD, OHIO JANUARY 1970 NO. 2
WINTER FUN
MARtha EiNvERSON
WESTERN WIND-UP STAFF
1969-70
CO-EDITORS
Nadine Daugherty
Valerie Weber
SCHOOL NEWS EDITORS
Jane Dalton
Russell Howell
CLASS NEWS EDITORS
Mark Prosser
Susan Purvis
FEATURE EDITORS
Beth Osborne
Roland Vilhelm
POETRY EDITORS
Tammy Hoover
Joy Mills
PRIMARY EDITORS
Todd Blaising
Martha Einerson
Tracy Spencer
ART EDITORS
Tom Altstadt
Christine Linner
Brenda Wilson
HUMOR EDITORS
James Oberlin
Marsha Peppers
Robert Rothrock
EXCHANGE EDITORS
Larry Hart
Janet Kegley
REPORTERS:
Tim Donaldson
Donna Hamilton
Rick Hollon
Lori Hughes
Mike Monastra
Bruce Perry
Debra Perry
FACULTY ADVISOR
Leona Miles
GRUBAUGH TEACHING STAFF
| GRADE | ROOM | NAME |
|-------|------|---------------|
| 4 | 4 | Vilma Strickling |
| 1 | 3 | Helen Brokat |
| 1 | 6 | Ruth Lindbeck |
| 2 | 9 | Loretta Jacobs |
| 2 | 10 | Mamie Duncan |
| 3 | 14 | Mary McCormick |
| 3 | 13 | Helen Laux |
| 3 | 12 | Ruth Stull |
| 4 | 11 | Barbara Huber |
| 4 | 5 | Alma Maynard |
| 5 | 5 | Marc Haring |
| 5 & 6 | 7 | Leona Miles |
| 6 | 8 | Robert Hamilton|
PRINCIPAL: Howard Hofacre
GYM TEACHER: Ron Hetler
CUSTODIAN: Scotty Ingram
COOKS: Joan Ross
SECRETARY: Dorothy Hill
Practice
Winter Safety Rules Every Day!
Brenda Wilson
"THANK YOU"
Thank you, Mothers, for paying for the lumber for the bookshelves that Mr. Hofacre made for our school.
And a big "Thanks" to Mr. Hofacre for making those bookshelves for us. We really appreciate them. He probably spent his whole vacation making those shelves just for us.
Lori Hughes - 5
POLLINATION AND THE HONEY BEE
On January 23, 1970 Mr. C. A. Divelbiss from Lexington will come to our school to show us the different stages of a bee.
He will have 100 colored slides. Among them are: a bee's development in its four stages of life, what kind of work the bees do in the hive, the different kinds of bee wax, stings, etc.
The program will last for 45 minutes. It will cost 10 cents.
Brenda Wilson - 6
GIRLS' BASKETBALL
Girls, come play basketball. We have only about 16 girls. We need more! Mr. Hetler is our coach.
If you are a 4th, 5th, or 6th grader, you may come to girls' recreation nights. We will play basketball against other schools and of course try to win.
Talk to Mr. Hetler if you would like to be on the team.
Beth Osborne - 6
JUNIOR RED CROSS HOSPITAL SCRATCH PADS
Different rooms have been asked to make Junior Red Cross scratch pads. They are fun to make. A design is colored on the front cover. Then it is stapled to small papers to form a pad. A pencil at the top completes the pad. These are sent to our hospitals for the patients to use.
Tammy Hoover - 6
BASKETBALL TEAM
This year the first string players for Grugaugh's basketball team are: Rick Hollon, forward; Rollie Harper, forward; Dave Ludwig and Sam Kinnan, guards; Tim Donaldson, center.
Mr. Jenkins is our coach. He was our gym teacher last year. At practice every Friday night after school we play each other.
There are about twenty players on the team. Our first game will be a scrimmage against Carpenter. Our first real game will be January 10, 1970.
Tim Donaldson - 6
FIRE EXIT SIGNS
We would like to thank Mr. Hofacre for the very nice Fire Exit signs which he made and placed in all of the rooms. We all like them very much.
Thank you, Mr. Hofacre.
ADDITIONAL I. T. A. BOOKS
In our school there is a new supplement of I. T. A. Books for the first grades.
NEW WORLD ATLAS BOOKS
There will be three new World Atlas books for our school. One will be placed in the library. The other two will be placed on the first and second floors.
Marsha Peppers - 6
NEW MAPS
Over Christmas vacation we got new wall maps. Mr Hofacre was very nice for getting these maps.
These are the maps that we got:
One Visual Relief Map of Latin America, One Physical-Political World Map, Two Visual Relief United States Maps, One Visual Relief Map of Africa, Six Beginner's United States Maps, One Beginner's World Map, Two Political World Maps.
We like the maps very much.
Steve Geib - 5
SCHOOL PICTURES
On January 9th the photographer will be at Grubaugh School to take the children's pictures.
Be sure to look your best. When you are in the chair, the photographer tells you to make a big, bright smile.
There will be a class picture taken, too.
Mike Monastra - 6
FAMOUS PEOPLE AND EVENTS
JANUARY
More than 150 years before the Christian Era, January was the first month of the year in the Roman calendar. It was named from Janus, the "two-faced" god who in the Roman mythology presided over the beginning of things, and was the doorkeeper (janitor) of heaven. The so-called temple of Janus was simply a gateway in the Roman Forum. It was open in war and closed in peace.
During the Middle Ages the year began at various dates in different times and places. In England it was not until 1715 that January was resorted to its place as first month.
Penny Miller - 6
LOUISIANA PURCHASE
The Louisiana Purchase was the most important event of Thomas Jefferson's first administration. It gave to the United States a vast territory between the Mississippi River and the Rocky Mountains, extending from the Gulf of Mexico to the Canadian border.
The reason for the Purchase was that the American pioneers were pushing rapidly into Kentucky, Tennessee and Ohio.
Russell Howell - 5
NEIL ARMSTRONG - RECEIVED HONOR
Neil Armstrong, first man on the moon, received an honorary doctor of science degree at Wittenberg University at the inauguration of Wittenberg's new president, Dr. Andeen.
Twenty-six hundred people including Mr. and Mrs. Armstrong, watched a procession of pastors, professors and choir in brightly colored robes. Neil Armstrong followed the procession. He gave a speech and talked very slowly and seemed to be nervous, but the people who were privileged to speak to him personally discovered a warm and personable human being with a keen sense of humor.
Gary Simmons - 6
TWO IMPORTANT BIRTHDAYS
January 27th and 31st are two very important days. On those two days two great music composers were born about 300 years ago. The first one was born on January 27th. His name was Wolfgang Amadeus Mozart. Mozart was born in Salzburg, Austria in 1756. Mozart was the son of a violinist and composer in the employ of the Archbishop at Salzburg.
The second composer's name was Franz Schubert. Schubert was born in Vienna on January 31st in 1797. Schubert was the son of a schoolmaster who was also an amateur cellist. Schubert, before he was sixteen, had studied the violin, piano, organ and theory.
When these two days come, pay some regard to these two great music composers.
Mitzi Williams - 4
WHAT TO DO IN CASE OF FIRE
1. Call the fire department at once.
2. Warn everyone in the home so they can escape.
3. Leave the building at once.
4. Be sure to close every door you pass through. Closed doors slow the speed of fire.
5. Before you leave a closed room in a burning building feel the door with the palm of your hand. Never open a door that feels hot.
6. If you must go through a smoky area crawl on your hands and knees. Smoke is the thinnest near the floor.
7. Do not hastily jump out of the windows above the first floor. The jump might be fatal. Give firemen a chance to arrive and rescue you.
Steve Kopcial - 6
BENJAMIN FRANKLIN
Benjamin Franklin was born in Boston, Massachusetts on January 17, 1706. He was the 15th child and youngest son in a family of 17 children. His parents, Josiah and Abiah Franklin were hard working and God fearing people. His father made soap and candles in the shop which he owned.
Benjamin attended school in Boston for two years. He was excellent in reading and writing but poor in math. His father decided he could not afford education for his youngest son. He kept Benjamin home to help cut wicks and melt tallow in his shop.
Benjamin decided his wisdom must not be wasted so he went to live and work with his brother, James who was a printer.
Later Benjamin discovered electricity when he was flying a kite with a key attached.
Debra Perry - 6
PUZZLE by BRENDA WILSON
DOWN
1. Opening in house
3. Big is the ______ of small
5. Finished.
7. 5 - 4 = ____
9. ___ + 3 = 5
ACROSS
2. Gossip
4. Hop
6. Opposite of outside
8. Make up
10. To go in
COASTING
On a Bob-sled you will go,
Faster, faster in the snow.
Down and up and around,
Trying to touch the ground.
When you go fast down a hill,
Be sure you don't hit a bump,
Or you will have to jump.
If you don't you'll have a spill.
James Oberlin - 5
A NEW TEACHER
We have a new teacher in our room. Her name is Miss Bissman. She is here to help the class. She is in Mr. Haring's room in the morning and in Mr. Hamilton's room in the afternoon. She graduated from Ohio State University. Miss Bissman will be here until the end of the year. She will take six different children each day that need help in different subjects. She will help you for about an hour each day. We all look forward to learning how to get better grades.
Lynn Augustine - 6
NEW GIRL
This Monday we have a new girl in our class. Her name is Brenda Schwaderer. She came from Marion, Ohio. She went to Edison School. She said that she likes Grubaugh School very much.
Brenda Sanders - 6
CHRISTMAS VACATION
I received several nice gifts from my family. But my favorite gift was a Bible which I received from my Grandmother and Grandfather Davis. I was very pleased to get it. I spent a week end down at my uncle's house in Mt. Gilead, Ohio. We went tobogganing. That sure was fun.
Edward Davis - 6
"THANK YOU" MR. HOFACRE
Our room #7 would like to extend their appreciation to Mr. Hofacre for making book shelves for our room. They look nice and help us keep our books in a good and orderly fashion.
Mr. Hofacre spent much of his Christmas vacation in making 14 bookcases for the different rooms. Thank you, Mr. Hofacre.
Valerie Weber - 5
SOUTH AMERICA - ANCIENT ART
In our room we have studied a lot about South America. Lately we have been studying about art of Peru. We made pictures and put them into a mural. We are painting them now.
Sonya Geib - 6
CACTUS FLOWER
Over the Christmas vacation I watered the flowers for Grubaugh School. When I got to my room there was this cactus flower. I watered it first. It is a very strange plant to me. Its stem grew out to the side instead of growing straight. While I was watering it the blossoms on it started to bloom. It was a nice sight to see. It had many pink flowers forming an "opened umbrella".
Todd Blaising - 5
MISS MILES' FIFTH AND SIXTH GRADES (CONTINUED)
PICTURE OF THE MONTH
In our room we have a picture every month. This is put in a wooden frame. We choose the best picture made in our class.
Tom Altstadt was the first one to have his picture in the frame. Sonya Geib was the second one and Tammy Hoover was the third.
Will you be the next one?
THE CHRISTMAS CONSPIRACY
Before the holiday vacation, our class gave a play, "The Christmas Conspiracy". Everyone in the class had a part in it.
We gave it two times. The primary grades were the first audience. Then we gave it as a part of the Mothers' Club program.
Janet Kegley - 5
JUNIOR RED CROSS FRIENDSHIP BOXES
Our room is getting two Friendship boxes from the Red Cross. One is for the girls and the other is for the boys.
We are to bring in things such as a comb, toothbrush or crayons. There are about fifteen things to be brought in. When they are filled the boxes will go to needy boys and girls in other countries.
Our room is having a contest between the boys and girls to see who gets their box filled first.
Tracy Spencer - 6
SNOW PLAY
Snow is falling to the ground,
Sticking to things all around,
But it won't stay there for more than a day.
For the hot sun will be out to melt it away.
When the hot sun goes away,
The little snowflakes begin to play.
They fall and fall 'til all is white.
They giggle and laugh through the long, dark night.
Tammy Hoover - 6
MR. HARING'S FIFTH GRADE
MAKING MOSAICS
First we made paper snowflakes; then we took black paper and laid the snowflake on it. We traced around the snowflake. We cut small squares out of colored paper. Last of all we pasted the squares in the lines we traced. These made very nice designs.
Dauphne Wilson - 5
MISS HELEN BISSMAN
Miss Helen Bissman is our new school teacher. She is pretty and very nice. We all like her. She thinks of art projects. They are fun. She cooperates with us.
Karen Barber - 5
OUR NEW BOY
We have a new boy in our room. His name is Scott Hezlip. He is smart. He is from Wooster, Ohio.
Norma Pollard - 5
MRS' MAYNARD'S ROOM
FOURTH GRADE
DEER HUNTING
My Dad went deer hunting at the opening of the season. He first hunted at a place called Warsaw. For the first four days he said that he saw a deer but it ran off before he could shoot it.
Then he started hunting at Mifflin Lake. There he killed a deer. He said that it weighed 150 pounds and that it was a doe.
He decided to look in the pines. If deer weren't there they would have to be in the woods. So he looked and looked and looked but they weren't in the pines. Then he went into the woods. There was a dead tree on the ground. He stepped over it and broke a twig. Then he froze. He looked out through the woods. There about 50 yards away were two deer. The one standing off seemed to be looking for him.
He shot at the deer. He thought he missed her so he walked down to get his arrow. About one fourth of his arrow was in a puddle of blood.
MRS. MAYNARD'S FOURTH GRADE
(CONTINUED)
DEER HUNTING
with hair all over it. The deer had moved so quickly he did not see where it went. It was raining so he could not track it by following her blood trails.
He looked and looked for it but could not find it. Then his friend came along and they found the deer.
Jeffery Bradshaw - 4
MRS. HUBER'S FOURTH GRADE
RAIN FORESTS
Rain forests are always hot and humid. They still have rainy seasons even though they are rain forests. The storms they have can start and stop so sudden that it seems they are controlled by buttons.
The Living
The houses they live in are open. In most rain forest regions the houses are on stilts. They do not wear many clothes. The clothes they do wear are very light.
The People
Most tribes are friendly. Some tribes are ruthless. The friendly tribes use simple weapons. The other tribes tip their spears with poison.
The Animals
These regions have many dangerous animals such as cobras, tigers, lions and many others. Color protects some of the animals. The claws of the two-toed sloth help him climb in trees. The aligator looks like a log in the water.
Tom Cline - 4
ICE SKATING
One day my friend, Mitzi Williams and I went ice-skating. This was the first time for both of us to be on skates. It was very funny when Mitzi fell down. Mitzi was always in the snow.
Beth Gaubatz - 4
FOOTBALL
In the snow we play football. James and Edward Corley play with me. Edward and I play against James and a boy named Mark. We play in the park. We had a lot of fun. We tackled Mark about the 30 yard line. Edward and I didn't get the ball. We lost. It was a hard game.
Mark Mills - 4
MY VACATION
This Christmas vacation I received a call from a friend of mine to come right to his house to eat lunch with him and to play with him. After lunch the Cable TV man came to hook up their cable.
After he left we went outside. Then we went across the street to Kingwood Center. There is a hill where we did all sorts of funny things. If you had been there you would want to do it again. At least I would!
George Kopcial - 4
ON CHRISTMAS DAY
On Christmas morning my little sisters, brother and I got up before everyone and looked for our gifts. Then when Mom and Dad came down we opened the gifts. The best thing I got was a doll. Her name is Dancerina. She can dance by a touch of her crown. She is fun to play with.
Kathy Jo Erdenberger - 4
WINTER
Winter is here.
Winter is near.
Have some fun,
When winter is here.
Norma Pollard - 5
SLEDDING
Down the hills so fast we go,
Through the bright and gleaming snow,
Around the corner and down the hill,
This ride certainly gives me a thrill.
All of the snow falls gently down,
Falling until it hits the ground.
One thing I love is to see it blow,
And then I hate to see it go.
Robert Rothrock - 6
ICE SKATING
Some boys and girls in my class,
Go down to the park to skate.
Some go fast, and some go slow,
And some at another rate.
When some of them play, Crack the whip,
They go fast around and around.
But when they go so very fast,
They go a tumbling down.
They get back up and then they cry,
Oh, No! Oh, No! I'm going to die.
They skin their knees a little bit,
And mothers always have a fit.
Valerie Weber - 5
WINTER
One day in the snow
On a winter's day,
A snowman wanted
To know what to say.
A bird came along
And said, "Sing a winter song."
Then his problem went away
To stay away.
Robin Sprague - 4
SKIING
Up the ski lift and down the hill,
If you go too fast you'll make a big spill,
You can go on the big side or on the small,
It doesn't matter if you don't fall.
You go up and down and it doesn't get boring,
Because you go faster and faster, soaring and soaring.
The big hill gets steeper and steeper,
But when you go down you go deeper and deeper.
If you sit down on the lift bar,
You may fall down and fall back far.
We feel so tired when we get home,
I hope you've enjoyed this little poem.
Chris Linner - 5
WINTER PICTURES
In winter there are pictures,
Some sparkle, Oh, so bright!
There are so many snowflakes,
They almost glow at night.
And the pretty pictures,
From little Jack Frost's hand.
When he paints the pictures,
It is like Fairyland.
Janet Kegley - 5
WINTER
One cold snowy day,
A snowman wanted to say,
"Is there sun in the sky?
And if there is,
I will plan to die."
Donald Highman - 4
KINDERGARTEN - MRS. STRICKLING
After our long vacation, we are ready for work. Our pictures were made for fun.
Barbara Kopical
Cynthia Shafer
Bradley Birmelin
Tina Jarboe
Sheila Leaf
Britt Gerrell
Miss Lindbeck's 1st grade
I'll go to California in my car. I'll like it.
Galen Deeds
Every day when he comes from school he gets bundled up so he can go outside, then he makes a round and jolly snowman—he will be about nine sizes. He will have coal for his eyes. He will have a black hat—a rope for a belt.
Angela Schlumberger
He likes winter. We play out in the snow. That is fun to play. My brother was out too.
Lori Guill.
He likes to come to school and he likes to play outside, and when it is dark he likes to play outside.
Danny Kidwell
One night it was Christmas people were asleep. A little boy woke up, he saw mother awake.
Michele Plankenhorn
He built an igloo my brother and he slid down a hill.
Lisa Rothrock
He went to the mall Saturday
and he saw lots of old cars. It was really cold but I'm glad that the stars are together. We sat on the balcony.
Norine Daugherty
It is fun coming to school, he likes to work. He likes my teacher she works nice.
Jayne Oberlin
He likes snowflakes at Christmas my mother got me some ties—shirts and some dolls and a purse.
Tommy McDaniel
Mrs. Jacobs
Winter fun
Kids are building a snowman. It's snowing out.
Randy Totman
I like to go sledding. It is fun. My brother went with me.
Timmy McDaniel
Sweetie goes walking with Frostee, the snowman.
Karen Gaston
A girl is ice skating. She is having fun. Snow is falling. There is a snowman on the ice. He has a brown hat.
Leslie Peppers
Great fun
Class news
We have been reading and painting and doing math. We now know 1/2 and 1/4.
We went to the art center. We saw toys from all over the world. Other children got to see them. The toys went to other states and cities.
We visited the library. Miss Amare, the librarian, read us a story. She told us how to take care of books. She told us how to take books out of the library. Troy had a card so he got 3 books.
All about bees
Be careful with bees. Wear gloves, and a hat, and a suet. Bees take nectar from flowers. Bees have two big legs and three little legs.
Wendy Burkhardt
This Christmas I got something good. I got a bike and I got something bad. I got the chicken pox.
Mike White
I went sledding Sunday. It was fun. Did you know this Christmas I got a barby from my grandpa?
Judy Carroll
My brother and I went sledding and my brother fell and hit his cheek.
Diane Dalton
I got a saucer sled and a big clock and a new book for Christmas.
Robert Slick
He has a horse, his name is Bronco Laren. He gave him hay. When I took Bronco Laren out of the barn, he took him out for a ride. He took him back to the barn.
Paula Krebs
At the night or Christmas I opened my presents. Then I went to bed. Soon I was fast asleep, when I woke up I had the chicken pox.
Michelle Martin
Snoopy that silly dog, he didn't go Halloween.
Tom Augustine
Two of the boys in our room have written their numerals to 1,000. They are Paul Wolski and Mike White.
Kelly Perry read a good story about an imaginary something called Cozy. Kelly said her Cozy was a robot, how could make more robots like himself.
Class News
We have had three children go to new schools. They are: John Hecht, Karen Evans, and Todd Zellner. We miss them.
MISS DUNCAN'S SECOND GRADE
THE WEATHER
Wednesday I went sled riding and when I came home my hands were like ice. It was cold as cold! I had to walk backwards. The snow kept going in my face.
Steve Bailey - 2
ROLLER SKATING
I went roller skating and when I first got up I fell right back down. I tried and tried to roller skate. I tried so much that I got going so fast that I just fell down again.
Tami Jarboe - 2
BIG MACHINES
There was a lot of excitement at our house. This week they put a water line through our yard. My dad didn't like it. It was a muddy day. Those machines really did dig into the ground. It was fun to watch the big trucks and big machines.
Steve Purvis - 2
SKIING
On my birthday we went skiing and my dad took me on the J-Bar. My brother can go by himself. I can ski a little bit.
Mary Beth Hollon - 2
WINTER FUN
I went sledding. It was fun. I went on inner tubes and I flew off of it sometimes and flipped into the snow. I made a snowman, too.
Ricky Randolph - 2
MY SKATES
I went skating. It was fun but when some big boys bumped into my skates came off and flew up in the air.
Tom Edenberger - 2
I watched football on T.V. It was fun. The Cleveland Browns threw a thirty yard line. They made six touchdowns. I wished I was there.
Robert Gaston - 2
AT THE AIRPORT
We took our Mom's nephew named Glenn to the airport. It was fun on the way. At the airport we saw great big planes! Glenn went on United!
Vicky Mills - 2
MY VACATION
I went to my grandma's house. She was very, very ill in the hospital so I could not see her. But I could have some fun at her house. We played Monopoly.
Rhonda O'neal - 2
MISS MECORMICK'S SECOND GRADE
We have two new pupils, Cheryl Hezlep. She came from Woodland School. Brian Schwaderer came from Marion, Ohio.
Martin Owens - 2
WINTER
Winter is a fun time. You can go sled riding. Every winter I build a snowman. My brother and some friends got with me sled riding at the Health Department. It is fun.
Troy Kidwell - 2
WINTER SPORTS
This winter I went skating with my mom and my sisters at night. We had fun, I got cold. My mom did not get cold. We went home. I stood on the register. Then I got hot and we ate.
Tina Carroll - 2
WINTER SPORTS
My brother and I like to go inner tube riding at Middle Park on the snow. We like to slide on the snow.
Mike Howell - 2
WINTER FUN
My brother and I went ice-skating yesterday at Middle Park. We had fun. Then I started to laugh because my brother fell down on the ice.
Kimmy Carroll - 2
WINTER SPORTS
I went outside. My brother came outside and we started sled riding. I fell off. My brother kept on going down the hill. He went faster and faster. I ran as fast as I could go. I caught him at last.
Diane Brown - 2
SLED RIDING
I went sled riding at my grandmothers. I hit my sister right in the back. I could not turn the sled because the snow was too deep. Then I got on my grandfather's skis.
Mike Price - 2
WINTER SPORTS
My brother and I went sleigh riding on a sidewalk. It was ice. I fell off on the side of the sleigh. It was cold. Snow was on my face.
Ronald Robinson - 2
WINTER FUN
We went to Middle Park. There were two sheets of ice. We went down on it. We went ice skating. We were just learning. My mother, my sisters, Laura and Elizabeth and I went.
Suzanne Parker - 2
WINTER SPORTS
I like to go sled riding. I like to ride on a toboggan. My sisters went with us. We went to our aunt's house. She has one girl and one boy. The toboggan is fun to ride on. The first time I rode on it I sat on the front and I got all of the snow. It tipped over.
Brian Place - 2
SLED RIDING
We went sled riding one afternoon. It was fun. My brother did not go. I have a big sled and a round sled. The round sled you can tip over on it. We have a big hill and a little hill. My round sled is slick.
Gwendolyn Rand - 2
MRS. LAUX' THIRD GRADE
SAFETY RULES FOR WINTER
1. Do not skate where the ice is not hard.
2. Do not ram sleds face to face.
3. Do not close your eyes when you go down hills.
4. Do not run into each other when you are ice skating.
Lenore Bradley - 3
SLEIGH RIDING
My sister and I went sleigh riding. We took our dog with us. When we got down there we hooked him on our swing set. Then we went sleigh riding. The last time I went down our dog jumped on my back and knocked the breath out of me.
Sheila Bradshaw - 3
A LONG WAY DOWN
My friends and I went sled riding. We saw boys going down Suicide Hill. They always jump in the air. When they are done, I go. When I go down I always land in the creek.
Mike Swinning - 3
INNERTUBE
I was sled riding in a car innertube. I like it very much. When I do it again I wreck. I like to go in the creek.
Jeffrey Franklin - 3
WHEN WE WENT SLED RIDING
When I went sled riding, my friends went, too. We made a train. Bob was first and Rick was second. I was last. The first time we went down, we cracked up. Then Steve came. We made it the second time.
John Rothrock - 3
TIGER
My Mom said that we could go outside. We were getting on our boots. When we went outside we left the door open. Our cat came out and jumped on our boots. I saw him trying to eat the snowflakes.
Becky Fox - 3
VIRGINIA FOOTBALL
Do you like Football? I do. Down in Virginia all my friends and I would play football for an hour. Our team has never lost. Our team is named the Vikings. One day we played football, and we won 63 to 52.
Scott Ross - 3
MEN IN SPACE
Lots of men go up to space. We kids don't know what space looks like, but the men do. Here is a capsule.
Chuck Wyrick - 3
AT LEXINGTON
One day I went to Lexington. Bill went, too. We were sled riding when we heard a gun. We ran down to the fence. A man shot a rabbit. Bill asked, "If we could go hunting?" He said, "No". So we went home.
Todd Dilley - 3
MY RABBIT
I had a rabbit. It got sick. He had red eyes and a white tail, and a white body. Then my sister's rabbit got sick. He was the same color. They were allergic to the dust and the snow. Their hair came off.
Rebecca Sipe - 3
CHRISTMAS
The day before Christmas I had very mush fun. I shoveled walks and played. I'll never forget the fun of snow.
Dave Perry - 3
MRS. STULL'S THIRD GRADE
MOVING
Kim Evans is moving from Gru-
baugh to Hedges School. She
doesn't want to leave now. She
wants to move in May.
Julie Oberlin - 3
TRACY'S BIRTHDAY
Tracy Blaising had a birthday
party at school. We sang "Happy
Birthday" to her. She brought a
treat. It was cookies. Her Mom
made them and they were good.
All the children had lots of fun.
Julie and I helped pass out the
cookies.
Kim McGraw - 3
WINTER SPORTS
My dad, brother and I went to
Cleveland on January 3, 1970.
We saw Cleveland and Baltimore
play. Hockey is hard to play be-
cause you have to hold a club and
skate at the same time. Ane that
is not easy. Cleveland won.
That was a good game.
Danny Blair - 3
SLED RIDING
We went to Columbus for New
Year's. The second day we were
there I went sled riding with my
cousin and my Uncle Jim. We go
sled riding down by the river.
We were going down a big hill. I
was on top of Brian when down the
hill we went. Brian was steering
and then we ran into a big snow-
ball. A whoe bunch of snow came
down on us. Pretty soon we
weren't people any more. We were
snowmen.
Traci Hall - 3
ICE SKATING
I went ice skating Sunday. It
was my first time this year. The
first thing I stood on my skates.
Soon I was skating around on the
ice. This was the best time of
my life. Everybody in our family
has ice skates. Kim and I were
holding hands skating. It was
cold on the way back. When I got
home I went right to the register.
When I got warmer I had some hot
chocolate.
Tracy Blaising - 3
OUR SNOWMAN
On our vacation my sister, my
next door neighbor and I made a
snow man. We took a mod hat and
three buttons and a party horn to
put in his mouth and two sticks
for his arms.
We put him on our front porch,
He looked funny.
Linda Wilson - 3
WINTER SAFETY RULES
1. Don't slide in the street.
2. Don't throw snowballs.
3. Don't run on the ice or you
may fall.
4. Don't push other people down
in the snow.
5. Don't ride your sled in the
streets.
Denise Carroll - 3
MY BOOSTER SHOT
Saturday night we were watch-
ing T.V. The doctor called our
house. He said that we must go
to the Health Department to get
our booster shot.
So Monday morning at ten
o'clock we went.
Shawn Barrett - 3
MY DOG
My dog is a fighter. My dog
ate two cans of dog food every
day. I got her December 3, 1969.
She is playful with me and other
people, too. She likes to play
in the snow with her nose. I like
to play with her.
Tom Carroll - 3
JUST FOR FUN
Little Boy: Did you ever fight Indians?
Cowboy: Why, once I made one hundred Indians run!
Little Boy: How did you do it?
Cowboy: I ran and they ran after me.
Lynn: What is dark but is made by light?
Cindy: What?
Lynn: A shadow.
Jeff: Why is a giraffe a good pet to have?
Joe: I don't know.
Jeff: Because it makes a little food go a long way.
Marsha: Why did Silly Sam put his bed under the fireplace and go to sleep?
Tammy: I don't know.
Marsha: He wanted to sleep like a log.
Dude: I found a snake today.
Jack: What kind?
Dude: A baby.
Jack: How do you know it was a baby?
Dude: Because it had a rattle.
Mark: What's the difference between a running man and a running dog?
Bob: The man wears trousers and the dog pants.
Phil: How do you make a slick dollar?
Eddie: Grease it.
Tim: What time is it when the teacher walks in?
Sam: Time to be quiet.
Pete: When is a baseball player like a spider?
Larry: When he catches a fly.
Jane: Why are golfers not using golf clubs any longer?
Chris: Because the clubs are long enough now.
Willie: What is it that a clown does not keep when chased by a lion?
John: His smile.
COOK'S CORNER
CHEESE SNACK
2 qts. popped corn
3/4 or 1 tsO. seasoned salt
1/4 cup melted butter or margarine
1/2 cup grated Parmesan cheese or Processed American Cheese
Keep popped corn hot and crisp in slow oven (300 to 325 degrees). Mix popped corn, butter and seasoned salt; add cheese, and toss until thoroughly mixed. Serve immediately. makes 2 quarts.
Debra Perry - 6
FRUIT COCKTAIL DELIGHT
2 - Cans of Fruit-Cocktail
1 - Small sized bowl of cool whip
Mix together well and chill.
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PRINCIPAL'S MESSAGE
SWIMMING CARNIVAL AND WATER FUN DAY
Our swimming carnival today was a terrific success. I would like to congratulate and thank our wonderful staff for their amazing coordination and running of the events on the day. A special thank you to Paul Campbell and our swimming committee for all their hard work. I would also like to acknowledge and thank the amazing parent volunteers who came along and supported the running of the events on the day. Well done to all our fantastic students who swam and cheered like champions!
We would like to say a great big thank you to all the parents and grandparents that helped run the water fun day for Preschool - Year 2 students. Your support with the children as they rotated through the various activities was invaluable. Thank you to our wonderful team for all their hard work. Our students certainly had a wonderful morning!
HOUSE CAPTAINS 2019
Congratulations to our School House Captains who were elected for 2019. Well done!
| House Captain | Glenwarri: Kobe Aumont | Bree Dobson |
|---------------|------------------------|------------|
| Winglen | Isabelle Tough | Eva Gonzalez |
| Bencubbin | Madison Sawkins | Cooper Murphy |
WARRAMBUI EXCURSION
Years 3 and 4 students had a fabulous time at Warrambui last week. Students participated in a variety of individual and team challenges designed to develop their skills in decision-making, problem-solving, leadership, self-confidence,
self-awareness and teamwork. Thank you to our wonderful staff for organising a great experience for our students.
CANBERRA SHOW SUCCESS
Farrer Primary School won two prizes in the produce section of the Canberra Show last weekend. We received 1st prize for our Watermelon and 2nd prize for our figs. This is a lovely reward for all of the hard work our students, Mrs Elliott, our Green Team and parent/community helpers put into our Environment Centre. A huge thank you to Carol for coordinating our produce entries into the Canberra Show!
P&C AGM
P&C activities create opportunities for parents and carers, students and staff to interact, building a feeling of respect and a stronger, safer, school community. Schools also benefit from the support of their P&Cs in providing school services and events, communicating with parents and fundraising for resources. Our P&C is a valuable organisation which can contribute to assist student learning outcomes. This year we had all positions available on the P&C committee and all were filled. We continue to encourage parents to join the P&C! We value and appreciate all parent involvement and contributions. Meeting times will be sent through our School APP.
GETTING TO KNOW YOU
It was fantastic to see so many parents coming in to meet their child's class teacher. This early interview is always a great opportunity to share information with your child's teacher about your child's strengths, focus areas for development, interests and any relevant health issues. Thank you for taking the time to share information with our staff.
SCHOOL BOARD ELECTIONS
Farrer School Board voting has now closed. All votes were sorted and counted by Farrer Primary School’s Returning Officer. Results have been sent to the Department Board Governance. Appointments will be made at the end of March. Results will be published in the newsletter and appointments will commence on 1st April 2019. Thank you to all our parents who nominated and to parents who voted this year.
STUDENT SIGNING IN AND OUT REQUIREMENTS
Please remember to sign in your child at the front office if you are arriving to school after 9am. Front office staff will issue students with a late note for their teacher at this time. This is also an important process to follow when signing students out of school, prior to 3pm. This ensures that we have an accurate attendance record and know the whereabouts of all students. Please help us to keep an accurate attendance record by following these mandatory procedures. Thank you.
STUDENT ABSENCES
Thank you very much to those parents who ring or contact the school if their child is absent. Just a reminder that if your child is absent from school you will need to contact us. Parents will be contacted via SMS if your child does not arrive at school and you have not let us know. If your child is running late to school please ensure you come to the office to sign them in and pick up a late note. If your child is absent from school Phone: 6142 0860 from 8.30-9.15am or Email: firstname.lastname@example.org or send absentee forms through Skoolbag app.
TAKE CARE! WE ARE A NUT FRIENDLY SCHOOL
We ask all parents to please remember that we have students in our school who have life-threatening allergies to nuts. Please Do NOT send any products to school that contain nuts including peanut butter, Nutella, mueslis bars, foods containing nuts. We appreciate your cooperation in keeping our students safe.
BEFORE AND AFTER SCHOOL SAFETY
Just a reminder for the safety of all in our school community, students are not to play on equipment before and after school unless an adult is supervising. The oval and equipment will be in use during terms 1 and 4 only as during winter they become too slippery to use in the mornings. Riding bikes or scooters through the school grounds can be dangerous so we ask all students to walk bikes through the school grounds to the bike rack. The bike rack is locked during the day and opened just before 3pm. Please take care and watch out for students when driving around the school and in our carparks. A reminder to slow down at our children's crossings and avoid parking illegally.
QUALITY WORK
One of the many highlights of the fortnight has been having conversations and sharing the learning with students across the school in classrooms, on the playground and in the Principals office. I would like to acknowledge and congratulate the following students on their quality work this fortnight:
Max, Sheherbano 4C - For working with nonsense numbers
Kayla, Julia 5T - Wonderful caring of our environment
Luci, Tilly, 6G - Wonderful Parliament artwork
Layni 6G - Excellent ANZAC essay
Joshua 6G - Great maths work
Jayden 6G - Fantastic research in civics and citizenship
Have a great week
Linda Heath
Principal
## IMPORTANT DATES TO REMEMBER
| Date | Event | Communication |
|------------|----------------------------------------------------------------------|-----------------|
| 11 March | Canberra Day | |
| 13 March | Water Fun Day (Preschool Possums) | Notes Sent Home |
| 14 March | Assembly hosted by Year 3 | Newsletter |
| 14 - 15 March | Junior Home Reading Parent Information Session | Newsletter |
| 18 - 22 March | Book Fair | Newsletter |
| 21 March | Harmony Day Celebration @ Farrer | Newsletter |
| 20 - 22 March | Year 5&6 Camp at Tathra | Notes Sent Home |
| 2 April | Swimming Carnival (Zone) | Newsletter |
| 12 April | Last day of Term 1 | Newsletter |
| 29 April | First day of Term 2 | Newsletter |
| 30 April | School Photos (Preschool Echidnas) | Newsletter |
| 3 May | School Photos (Preschool Possums) | Newsletter |
| 8 May | School Photos (K-6) | Newsletter |
## A NOTE TO OUR KINDERGARTEN FAMILIES
### Kindergarten Health Check
ACT Health have advised that the Kinder Health Check will take place on **Friday 23 August 2019** (Term 3, week 5). The checks will take place at school starting at 9.15am.
The 2019 check includes vision, hearing and growth (height, weight and Body Mass Index). As a follow up to the health check, parents / guardians are encouraged to make an appointment with their General Practitioner to review results and undertake a more comprehensive assessment of their child.
Mariana Fuenzalida
Executive Teacher P-2
Over a couple of weeks the children of year two had the chance to take part in a survey. The topic question; ‘What new sand-pit equipment do you think we need?’ 2S sorted the survey information. They talked about grouping the children’s ideas. They created a class bar graph representing the results. 2D crafted a letter. They worked in groups to draft different sections of the letter. The groups knew they had to write persuasively to convince Mrs Heath that purchasing new equipment would be a good idea. Our letter and surveying ideas were a success and Mrs Heath has kindly allowed Ms Fuenzalida purchase new sand pit equipment for the Ellyard Students.
---
Dear 2D
Thank you for your wonderful letter! You have certainly put a lot of thought and research into the reasons to buy new sandpit toys.
I really like your argument that it will help you all with your learning in school.
I did not realise that the toys were old or broken so I appreciate your letter letting me understand what the issues are with the sandpit at the moment.
Do you think you may work out a way to keep the sand inside the sandpit? I know a lot of the sand is around the playground.
Thank you for promising to take care of the toys and I am happy for Mrs Fuenzalida to order new toys.
Kind regards
Mrs Heath
Principal
Home reading K-3 and reading information sessions
There are some exciting changes taking place as part of our home reading program this year. Some of these changes include the use of authentic texts, the creation of an inviting space that promotes reading and offering children greater choice over their reading materials. We have created a Farrer Primary School reading log through which children and families will be able to record their home reading. Children will have opportunities to share their reading journey with class teachers and members of the executive team.
I’d like to offer my thanks to Penny and her team of volunteers at Lifeline Canberra. Penny has invited me to the warehouse where I have purchased a wide selection of texts for our children. My thanks to Dr Ben Ennis Butler from the Faculty of Arts & Design at the University of Canberra for his help in designing the reading log. We have also had some books donated by Farrer parent, Bernadette B. Parents Lisa S and Rebecca B have labelled our book collection with Farrer logo stickers, making it easier to distinguish between home reading and school library books.
All children K-3 will be receiving their reading logs at the start of week 7. This is when our home reading program will officially commence. The logs include some information about the home reading program and tips to support children reading at home.
Next week (week 6), I will be running an information session to go through the program in greater detail. There will be two sessions (content will be the same), held in the meeting room in the Cameron building. I invite you to come along!
Session times are:
Thursday 14/3 3.15-3.45pm
Friday 15/3 9-9.30am
Please make contact with me should you have any questions.
Kind regards,
Mariana Fuenzalida
Executive teacher P-2
On Friday 1st March, Years 3 and 4 visited Warrambui Camp and Retreat Centre near Murrumbateman.
We left school at 8:30am and made our way to camp. Upon arrival we met our camp leaders for the day and were split into groups. The five activities we did were: archery, web of life, bush art, treasure hunt and an obstacle course.
We were also treated to an amazing lunch of salads, fish and chips and chicken wraps.
All students demonstrated Farrer values throughout the day and are to be commended for their participation and support of one another during the activities.
HAPPENINGS @ WARRAMBUI RETREAT
On Thursday 7th March, students in the senior school attended the annual school swimming carnival at Tuggeranong Pool.
It was a wonderful day with lots of fast swimming, close races and entertaining novelty activities. Students were extremely supportive of each other and cheered respectfully throughout the day.
Many thanks to all the teachers for their hard work on the day and to the crew of parents who attended and with whom carnivals could not run as smoothly as they do.
Notes and information for those students who have successfully made it through to the zone carnival will be out early next week.
We look forward to the second school carnival, Cross Country, which will be held in early Term 2.
Regards
Paul Campbell
HAPPENINGS @ SWIMMING CARNIVAL
Today children in Preschool (Possum group), Kindergarten, Year 1 and 2 enjoyed a ‘Water Fun Day’ at preschool and on the Ellyard outdoor space.
There were a range of water based experiences including opportunities to build sandcastles, draw with wet chalk, participate in relays, blow bubbles, run under the sprinkler and play with water. It was lovely to hear the interactions between children, staff and parents.
Children’s comments about the experience …
Tegan 1NR - "I thought the sprinkler was very cool."
Hayley 1NR - "I got soaked!"
Mia 2S - "I loved the sponge filling but my favourite one was the relay with Mr Darrington."
Hunter 1C - "It was really good. My favourites were the sprinkler, sandpit and the bucket filling 'cause I won." Declan 1C - "I liked the water pistols. We had to spray the water up."
Aara 1C - "I think it was fun. We had so much water!"
My thanks to the parent / grandparent volunteers and to our staff for working together to provide a fun experience for our children.
Next week, in preschool the Echidna group will be able to enjoy water fun on Wednesday 13 March.
Mariana Fuenzalida
Executive Teacher P-2
HAPPENINGS @ WATER FUN DAY
HAPPENINGS @ WATER FUN DAY
Our Annual Scholastic Book Fair will be held in the meeting room in a few weeks’ time on Monday 18th to Friday 22nd of March 2019. Just follow the arrows to find us! An invite to attend along with a bookfair Catalogue will be sent home this week. The children will have the opportunity to preview the Book Fair on Thursday the 14th with their class to complete their wish list. These wish lists are a way for the parents to have the opportunity to view the item their child has had their eye on. If you can’t make the fair, an online order form is on the back of the wish lists.
Opening times are as follows:
| Date | Morning | Lunch | Afternoon |
|------------|------------------|------------------|------------------|
| Monday 18th| 8.30am-9.00am | 11.10am-11.35am | 3.00-3.30pm |
| Tuesday 19th| 8.30am-9.00am | 11.10am-11.35am | 3.00-4.00pm |
| Wednesday 20th| 8.30am-9.00am | 11.10am-11.35am | 3.00-3.30pm |
| Thursday 21st| 8.30am-9.00am | 11.10am-11.35am | 3.00-3.30pm |
| Friday 22nd | 8.30am-9.00am | CLOSED | CLOSED |
We look forward to seeing you at our Book Fair!!
Amy Murphy
Book Fair Coordinator
Welcome back to 2019! Our gardens are growing like a jungle with lots of fantastic surprises to be found under the foliage. Our wonderful holiday families have obviously worked hard to keep everything fed and watered and their work has resulted in some amazing watermelons, nectarines, peaches, pears, cucumbers, eggplants, tomatoes and pumpkins.
Thank you to:
Joanne, Kerry, Antje & Adam, Wan & Than, Sian & Damian, Jan-Maree, Michelle, Jo, Linda, Jessica, Genevieve, Macarena, Katie and Cheryl
and to your families for taking the time to care for our plants and animals during such hot weather.
I am teaching some new aspects of science this year and as part of that I need to teach about how Aboriginal and Torres Strait Islander peoples’ interpret and use science. To help with this I am hoping that some community members with experience or knowledge is this area may have time to come and talk to the students.
Areas that I would love to have visiting speakers for are:
Year 3: Learning how Aboriginal and Torres Strait Islander peoples’ classify living things.
Year 4: Investigating how Aboriginal and Torres Strait Islanders peoples’ understand and use the life cycles of certain species and how they perceive themselves as part of the environment.
Year 5: Learning about how Aboriginal and Torres Strait Islander peoples’ exploit adaptations in certain species.
Year 6: Understanding Aboriginal and Torres Strait Islander peoples’ knowledge and understanding of the physical conditions necessary for the survival of certain plants and animals in the environment.
Thank you to Gregory who will be talking to the year 1 students about how aboriginal people classify seasonal changes and weather patterns.
If you are able to offer your time, please let me know and I will work with you to find times and dates that will suit.
We are very proud to have grown prize winning food in our Environment Centre. We got a first prize for one of our watermelons and a second prize for our tasty figs. Thank you to our scientist in residence, Carol, for working with the students to collect tomatoes, pumpkins, figs, purple potatoes and a watermelon. She then took our produce and Mawson Primary’s produce to the Canberra Show to enter it for us. We are very grateful that Carol does so much for our Canberra schools!
We were going to let the students eat our remaining watermelons (about 12 of them were growing really well) but unfortunately some people come into our Environment Centre last weekend and smashed them. Very sad for all the students who’ve been looking after them. If anyone saw anything unusual that you think might shed some light on the incident, please let me know.
Finally, I would like to ask anyone who has newspaper to donate it to the school. We use newspaper to line our guinea pig cages and we are running very low. If you have a stash that you don’t know what to do with - send it to us? If you simply read one paper on the weekend, send it in with your child to drop off to us. Your help in re-using newspapers helps us keep working towards being a sustainable school.
Thank you.
Kate Elliot
ACTSMART SCHOOLS
Easter egg foil recycling challenge
Win up to $500 for your school to spend on sustainability projects
The challenge
• Get everyone to bring in their aluminium foil Easter egg wrappers
• Scrunch, roll, squish or squeeze the wrappers into one large ball of aluminium
• Have your school’s entry ready for collection by Actsmart Schools staff on Friday 3rd May
email@example.com
Hi Everyone, my name is Katrina Carling and I have joined Farrer as a year 4 teacher this year. I have lived in Canberra all my life and now I am raising my 2 children here as well. I have been teaching for many years, and last year I taught year 2 at Duffy Primary. My family is the most important thing to me. My eldest has just started kinder and I am getting used to being a ‘school mum.’ When I am not running around after my children, I enjoy playing hockey for the University of Canberra, working in my garden, baking and reading (in particular Harry Potter) I have had an amazing start to the year and I am excited to work at such a lovely school. I am looking forward to getting to know you and being part of the Farrer community.
PROGRAM UPDATE
Welcome to week 5, as always the term is going very fast.
We have been enjoying many various activities.
Inside, we have been enjoying cooking, we have brought back our multicultural day, where we explore a country, and participate in some craft activities from that culture and also cook something that comes from the area. We have started a bey blade club, some children have been bringing their own bey blades or we have been making them out of lego, we have had some fantastic battles. We also have a sewing club and we are starting a Harry Potter club.
Outside we have been enjoying the playground, but as the weather is not so hot in the afternoon now, we will participate in some fun group games. We also have some new seedlings, so will be planting up the OSHClub garden again.
A reminder of our sun safety policy, we do require that the children wear hats outside. I understand that the school prefers that they keep their school hats in their desks, we don’t need a school hat, it can be any hat, preferably a broad brim hat.
We already have a large lost property box, with a lot of hats, please feel free to come up and check to see if any belong to your children.
I know this is early, but next school holidays we will be holding them at Farrer. We are hoping to get a great turn out, and if it is successful, we hold the program regularly. We do lots of fun activities, we go on excursions and have great incursions. I am happy to talk to parents if they require more information. You can now start booking for the holidays.
If you have any questions please feel free to see me or any of our other staff.
Sandra and the team
This week’s activities
| | Monday | Tuesday | Wednesday | Thursday | Friday |
|----------------------|----------------------|---------------------|--------------------|--------------------|---------------------|
| Before Care Activities | UNO Competition | Colouring | Card Tricks | Farmer Sam | Free Craft |
| After Care Activities | Postman | Learning About India| Harry Potter Club | Garden Club | OSHClub Market |
Parent Information
OSHClub program phone: 0428 130 826 Coordinator: Sandra
Assistant Coordinator: Grace
Assistants: Suman, Patrice
OSHClub Head Office: 02 8355 5300
All families must be enrolled to attend the program, remember this is Free!! Please create an account online at www.oshclub.com.au all bookings and cancellations can also be managed via your online account. For on the day bookings please contact the Coordinator direct at the program.
Could $500 help you with school costs?
Join Saver Plus and we’ll match your savings, dollar for dollar, up to $500 for school costs.
- laptops & tablets
- lessons & activities
- uniforms & shoes
- books & supplies
- sports fees & gear
- camps & excursions
To join Saver Plus, you must be at least 18 years or over, have a child at school or attend vocational education yourself, have regular income from paid employment (you or your partner), have a current Health Care or Pensioner Concession Card and be in receipt of an eligible Commonwealth social security benefit, allowance or payment*
* many Centrelink payments are eligible, please contact your local Coordinator for more information.
Saver Plus is an initiative of the Brotherhood of St Laurence and ANZ, delivered in partnership with Berry Street, The Benevolent Society and The Smith Family and other local community agencies. The program is funded by ANZ and the Australian Government Department of Social Services. Go to www.dss.gov.au for more information.
COMMUNITY NEWS
DREAM CREATE PLAY DISCOVER
TUESDAYS
Junior Circ 6 - 10yrs 4:30 - 6:00pm
Youth Circ 11 - 14yrs 6:00 - 7:30pm
WEDNESDAYS
Open Session 15yrs and above 4:00 - 5:30pm
Open Session 15yrs and above 5:30 - 7:00pm
SATURDAYS
Open Session 15yrs and above 9:00 - 10:30am
Youth Circ 11 - 14yrs 10:30 - 12:00am
CAROUSELARTS.COM.AU
0406 613 519
GROUND FLOOR, 54 BENJAMIN WAY
BELCONNEN ACT 2615
COMMUNITY NEWS
Canberra Symphony Orchestra
Llewellyn Hall, ANU_7.30pm
Pre-concert talk_6.45pm
TICKETS
CSO Direct 6262 6772
or cso.org.au
JESSICA COTTIS
Conductor
DIANA DOHERTY
Oboe
3/4 APR ‘19
MENDELSSOHN
SCOTTISH SYMPHONY NO.3
ACTEWAGL
Llewellyn Series
/One
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TOUCHSTONE
SECOND EDITION
STUDENT’S BOOK 2
MICHAEL McCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
TOUCHSTONE
STUDENT’S BOOK 2
MICHAEL MCCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
CAMBRIDGE UNIVERSITY PRESS
این مجموعه با لوحی مرتع زبان ایرانیان به صورت نشر بروخ و حامل به ثبت رسیده است.
کهی برداری از آن خلاف قانون، شرع و اخلاق است و شامل پیگرد خواهد شد.
Touchstone Second Edition has benefited from extensive development research. The authors and publishers would like to extend their thanks to the following reviewers and consultants for their valuable insights and suggestions:
Ana Lúcia da Costa Maia de Almeida and Mônica da Costa Monteiro de Souza from IBEU, Rio de Janeiro, Brazil; Andreza Cristiane Melo do Lago from Magic English School, Manaus, Brazil; Magaly Mendes Lemos from ICBEU, São José dos Campos, Brazil; Maria Lucia Zaorob, São Paulo, Brazil; Patricia McKay Aronis from CEL LEP, São Paulo, Brazil; Carlos Gontow, São Paulo, Brazil; Christiane Augusto Gomes da Silva from Colégio Visconde de Porto Seguro, São Paulo, Brazil; Silvana Fontana from Lord’s Idiomas, São Paulo, Brazil; Alexander Fabiano Morishige from Speed Up Idiomas, Jales, Brazil; Elisabeth Blom from Casa Thomas Jefferson, Brasília, Brazil; Michelle Dear from International Academy of English, Toronto, ON, Canada; Walter Duarte Marin, Laura Hurtado Portela, Jorge Quiroga, and Ricardo Suarez, from Centro Colombo Americano, Bogotá, Colombia; Jhon Jairo Castaneda Macías from Praxis English Academy, Bucaramanga, Colombia; Gloria Liliana Moreno Vizcaino from Universidad Santo Tomas, Bogotá, Colombia; Elizabeth Ortiz from Copol English Institute (COPEI), Guayaquil, Ecuador; Henry Foster from Kyoto Tachibana University, Kyoto, Japan; Steven Kirk from Tokyo University, Tokyo, Japan; I. Lake from Fukuoka Women’s University, Fukuoka, Japan; Etsuko Yoshida from Mie University, Mie, Japan; B. Bricklin Zeff from Hokkai Gakuen University, Hokkaido, Japan; Ziad Abu Hammatteh from Al-Balqa’ Applied University, Al-Salt, Jordan; Roxana Pérez Flores from Universidad Autonoma de Coahuila Language Center, Saltillo, Mexico; Kim Alejandro Soriano Jimenez from Universidad Politecnica de Altamira, Altamira, Mexico; Tere Calderon Rosas from Universidad Autonoma Metropolitana Campus Iztapalapa, Mexico City, Mexico; Lilia Bondareva, Polina Ermakova, and Elena Frumina, from National Research Technical University MiSIS, Moscow, Russia; Dianne C. Ellis from Kyung Hee University, Gyeonggi-do, South Korea; Jason M. Ham and Victoria Jo from Institute of Foreign Language Education, Catholic University of Korea, Gyeonggi-do, South Korea; Shaun Manning from Hankuk University of Foreign Studies, Seoul, South Korea; Natalie Renton from Busan National University of Education, Busan, South Korea; Chris Soutter from Busan University of Foreign Studies, Busan, South Korea; Andrew Cook from Dong A University, Busan, South Korea; Raymond Wowk from Daejin University, Gyeonggi-do, South Korea; Ming-Hui Hsieh and Jessie Huang from National Central University, Zhongli, Taiwan; Kim Phillips from Chinese Culture University, Taipei, Taiwan; Alex Shih from China University of Technology, Taipei Ta-Liao Township, Taiwan; Porntip Bodeepongse from Thaksin University, Songkhla, Thailand; Nattaya Puakpong and Pannathon Sangarun from Suranaree University of Technology, Nakhon Ratchasima, Thailand; Barbara Richards, Gloria Stewner-Manzanares, and Caroline Thompson, from Montgomery College, Rockville, MD, USA; Kerry Vrabel from Gateway Community College, Phoenix, AZ, USA.
Touchstone Second Edition authors and publishers would also like to thank the following individuals and institutions who have provided excellent feedback and support on Touchstone Blended:
Gordon Lewis, Vice President, Laureate Languages and Chris Johnson, Director, Laureate English Programs, Latin America from Laureate International Universities; Universidad de las Americas, Santiago, Chile; University of Victoria, Paris, France; Universidad Tecnologica Centroamericana, Honduras; Institut Universitaire de Casablanca, Morocco; Universidad Peruana de Ciencias Aplicadas, Lima, Peru; CIBERTEC, Peru; National Research Technical University (MiSIS), Moscow, Russia; Institut Obert de Catalunya (IOC), Barcelona, Spain; Sedat Çilingir, Burcu Tezcan Unal, and Didem Mutcalioğlu from İstanbul Bilgi Üniversitesi, Istanbul, Turkey.
Touchstone Second Edition authors and publishers would also like to thank the following contributors to Touchstone Second Edition:
Sue Aldcorn, Frances Amrani, Deborah Gordon, Lisa Hutchins, Nancy Jordan, Steven Kirk, Genevieve Kocienda, Geraldine Mark, Julianna Nielsen, Kathryn O’Dell, Ellen Shaw, Kristin Sherman, Luis Silva Susa, Mary Vaughn, Kerry S. Vrabel, and Eric Zuarino.
Authors’ Acknowledgments
The authors would like to thank all the Cambridge University Press staff and freelancers who were involved in the creation of Touchstone Second Edition. In addition, they would like to acknowledge a huge debt of gratitude that they owe to two people: Mary Vaughn, for her role in creating Touchstone First Edition and for being a constant source of wisdom ever since, and Bryan Fletcher, who also had the vision that has led to the success of Touchstone Blended Learning.
Helen Sandiford would like to thank her family for their love and support, especially her husband Bryan.
The author team would also like to thank each other, for the joy of working together, sharing the same professional dedication, and for the mutual support and friendship.
Finally, the authors would like to thank our dear friend Alejandro Martinez, Global Training Manager, who sadly passed away in 2012. He is greatly missed by all who had the pleasure to work with him. Alex was a huge supporter of Touchstone and everyone is deeply grateful to him for his contribution to its success.
## Touchstone Level 2 Contents and learning outcomes
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|----------------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|--------------------------------------------------------------------------------|
| **Unit 1** | | | |
| Making friends pages 1–10 | • Ask questions to get to know your classmates using the simple present | • Review of simple present and present of *be* in questions and statements | • Speaking naturally<br>• Stress and intonation in questions and answers |
| | • Talk about your favorite things | • Responses with *too* and *either* | Sounds right<br>• Hard and soft consonant sounds |
| | • Use responses with *too* and *either* to show what you have in common | | |
| | • Start conversations with people you don’t know | | |
| | • Use *actually* to give new or surprising information | | |
| | • Read an article about small talk | | |
| | • Write a *How-to* article using correct punctuation | | |
| **Unit 2** | | | |
| Interests pages 11–20 | • Talk about your interests with *can, like, hate, prefer, be good at*, etc. | • Verb forms after *can / can’t, love, like, etc.*, and prepositions | • Speaking naturally<br>• Saying lists |
| | • Discuss your taste in music using object pronouns and *everyone, nobody, etc.* | • Object pronouns | Sounds right<br>• Matching vowel sounds |
| | • Say *no* in a friendly way | • *Everybody, everyone, nobody, and no one* | |
| | • Use *really / not really* to make statements stronger / softer | • Extra practice | |
| | • Read an online forum about hobbies | | |
| | • Write online forum posts using linking expressions | | |
| **Unit 3** | | | |
| Health pages 21–30 | • Talk about exercise and how to stay healthy using the simple present and present continuous | • Simple present and present continuous | • Speaking naturally<br>• Contrasts |
| | • Discuss common health problems using *if* and *when* | • Joining clauses with *if* and *when* | Sounds right<br>• Matching vowel sounds |
| | • Encourage people to say more | • Extra practice | |
| | • Use expressions like *Really?* and *Oh!* to show surprise | | |
| | • Read an article about staying healthy | | |
| | • Write questions and answers about health concerns | | |
| **Checkpoint Units 1–3 pages 31–32** | | | |
| **Unit 4** | | | |
| Celebrations pages 33–42 | • Talk about gift giving and birthdays using *be going to* and indirect objects | • Future with *be going to* | • Speaking naturally<br>• Reduction of *going to* |
| | • Talk about how you celebrate special days | • Indirect objects | Sounds right<br>• Which sound in each group is different? |
| | • Talk about plans using the present continuous or *be going to* | • Indirect object pronouns | |
| | • Use “vague” expressions like *and everything* | • Present continuous for the future | |
| | • Give vague responses like *It depends* if you’re not sure | • Extra practice | |
| | • Read an article about traditions around the world | | |
| | • Write an invitation to a special event | | |
| **Unit 5** | | | |
| Growing up pages 43–52 | • Talk about growing up and your family background using the simple past | • *be born* | • Speaking naturally<br>• Reduction of *did you* |
| | • Talk about school subjects people studied using *most (of), a few (of)*, etc. | • Review of simple past in questions and statements | Sounds right<br>• Hard and soft consonant sounds |
| | • Correct things you say with expressions like *Well, Actually, and No, wait* | • General and specific use of determiners | |
| | • Use *I mean* to correct a word or name | • Extra practice | |
| | • Read an interview about a man’s teenage years | | |
| | • Write answers to interview questions | | |
| **Unit 6** | | | |
| Around town pages 53–62 | • Ask about places with *is there . . . ? And are there . . . ?* | • *Is there?* and *Are there?* | • Speaking naturally<br>• Word stress in compound nouns |
| | • Say where places are with *next to, between, etc.* | • Pronouns *one* and *ones* | Sounds right<br>• Matching vowel sounds spelled with *a* and *o* |
| | • Ask for and give directions | • Offers and requests with *Can* and *Could* | |
| | • Offer and ask for help with *Can* and *Could* | • Extra practice | |
| | • Check information by repeating words or using expressions like *Excuse me?* | | |
| | • Ask “echo” questions like *It’s where?* to check | | |
| | • Read an online guide to Istanbul | | |
| | • Write a walking tour guide | | |
**Checkpoint Units 4–6 pages 63–64**
| Interaction | Conversation strategies | Listening | Skills | Self study |
|-------------|------------------------|-----------|--------|------------|
| | | What’s the question? | Improve your skills and “small talk” your way to success | How to improve . . . | Sally’s party! | Webs of words |
| | | • Listen to answers and match them with questions | • A magazine article giving advice | • Write an article giving advice on how to improve something | • Group work: Play a game to make small talk at a party | • Use word webs to organize new vocabulary |
| | | This is a great party! | • Listen to responses and match them to conversation starters, then listen for more information | • Review of punctuation | | |
| | | Interesting hobbies | • Read an online forum | A message board | Common interests | I really like to sing! |
| | | • Match conversations about hobbies with photos; fill in a chart | | • Write a question to post on a message board | • Group work: Ask and answer questions about your own hobbies | • Link new words together in word “chains” |
| | | Favorite websites | | • Link ideas with and, also, especially, or, but, and because | | |
| | | • Listen for details as two people talk about a website | | | | |
| | | Unhealthy habits | Rethink your way to great health | That’s great advice! | True or false? | Under the weather |
| | | • Predict what people will say about their habits; listen to check | • Read an article about improving personal health | • Write a question asking advice about a health problem, and write replies to your classmates’ questions | • Pair work: Ask questions to guess true and untrue information about habits | • Write down words you can use with a new word or expression |
| | | Coping with stress | | • Use commas after if and when clauses | | |
| | | • Match conversations about relaxing with photos; listen for details | | | | |
| | | | | | | |
**Checkpoint Units 1–3 pages 31–32**
| Interaction | Conversation strategies | Listening | Skills | Self study |
|-------------|------------------------|-----------|--------|------------|
| | | Celebrations around the world | Let’s celebrate! | Congratulations! | A new celebration | Calendars |
| | | • Listen to people talk about two festivals, and answer questions | • Read an article about traditions in different countries | • Write an invitation to a special event, and add a personal note | • Group work: Create a new special day or festival, and talk about it with other groups | • Write new vocabulary about special days and celebrations on a calendar |
| | | Congratulations! | | • Formal and informal ways to begin and end a note or letter | | |
| | | • Listen for details in two conversations about invitations, and fill in the blanks | | | | |
| | | | | | | |
| | | I don’t remember exactly . . . | Teenage years | An interview | In the past | I hated math! |
| | | • Listen for corrections as people talk about childhood memories | • Read an interview with a man who talks about his teenage years | • Write interview questions to ask a classmate about when he or she was younger, and reply to a classmate’s questions | • Class activity: Ask your classmates questions about their childhood, and take notes | • Group new vocabulary in different ways |
| | | A long time ago | | • Link ideas with except (for) and apart from | | |
| | | • Listen for details as a man talks about his teenage years | | | | |
| | | | | | | |
| | | Finding your way around | 3 days in Istanbul . . . | A walking-tour guide | Apartment hunting | Which way? |
| | | • Repeat key words to check information | • Read a travel website about Istanbul | • Write a guide for a walking tour of your city or town | • Pair work: Ask and answer questions about two apartments, and choose one to live in | • Draw and label a map to remember directions |
| | | • Use “checking” expressions to check information | | • Expressions for giving directions | | |
| | | • Use “echo” questions to check information | | | | |
| | | Tourist information | | | | |
| | | • Listen to conversations at a visitor center, and predict what each person says next to check the information | | | | |
| Unit 7 | Going away pages 65–74 |
|--------|------------------------|
| • Talk about getting ready for a trip using infinitives to give reasons
• Give opinions using It’s + adjective + to
• Talk about things to take on a trip
• Give advice and suggestions with should, could, etc.
• Respond to suggestions
• Use I guess when you’re not sure
• Read an article about unique hotels
• Write an email about a trip |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Infinitives for reasons
It’s + adjective + to . . .
Ways to give advice and make suggestions
Extra practice | Things to do before a trip
Things to take on different kinds of trips | Speaking naturally
• Reduction of to
Sounds right
• Words with and without a silent /j |
| Unit 8 | At home pages 75–84 |
|--------|---------------------|
| • Talk about where you keep things at home
• Say who owns things with mine, yours, etc. and whose
• Talk about items in the home
• Identify things using adjectives and one / ones
• Use Do you mind . . . ? and Would you mind . . . ? to make polite requests
• Agree to requests with expressions like Go right ahead
• Read comments on a website about unusual habits
• Write about your evening routine with expressions like first and as soon as |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Whose . . . ? and possessive pronouns
Order of adjectives
Pronouns one and ones
Location expressions after pronouns and nouns
Extra practice | Places where you keep things in your home
Home furnishings for different rooms
Things you keep in your room | Speaking naturally
• Reduction of grammatical words
Sounds right
• Matching vowel sounds |
| Unit 9 | Things happen pages 85–94 |
|--------|---------------------------|
| • Tell anecdotes about things that went wrong using the past continuous and simple past
• Talk about accidents (e.g., I broke my arm.) using the past continuous and myself, yourself, etc.
• React to show interest with expressions like Oh, no!
• Use I bet to show you’re sure or that you understand
• Read anecdotes in an article
• Write an anecdote using when and while |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Past continuous statements
Past continuous questions
Reflexive pronouns
Extra practice | Parts of the body
Injuries | Speaking naturally
• Fall-rise intonation
Sounds right
• Simple past verbs with -ed endings |
| Checkpoint Units 7–9 pages 95–96 |
| Unit 10 | Communication pages 97–106 |
|---------|----------------------------|
| • Compare ways of communicating using comparative adjectives and more, less, and fewer
• Manage phone conversations
• Interrupt and restart a phone conversation
• Use just to soften what you say
• Read an article about texting
• Write an article giving pros and cons |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Comparative adjectives
More, less, fewer
Extra practice | Ways of communicating
Adjectives
Phone expressions | Speaking naturally
• Linking
Sounds right
• The sounds /s/ or /z/ |
| Unit 11 | Appearances pages 107–116 |
|---------|---------------------------|
| • Describe people’s appearance using adjectives and have and have got
• Identify people using verb + -ing and prepositions
• Use expressions like What do you call . . . ? if you can’t remember a word
• Use expressions like You mean . . . ? to check or suggest words and names
• Read an article about fashion
• Write an article about fashion trends |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Describing people; have got
Phrases with verb + -ing and prepositions
Extra practice | Adjectives and expressions to describe people’s appearances | Speaking naturally
• Checking information
Sounds right
• Matching vowel sounds |
| Unit 12 | Looking ahead pages 117–126 |
|---------|-----------------------------|
| • Make predictions and discuss future plans with will, may, and might
• Talk about jobs
• Discuss future plans using the simple present in if and time clauses
• Make offers and promises with will
• Agree to something using All right and OK
• Read an article about the future
• Write about an invention using First, Second, etc. |
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|------------------|---------|------------|---------------|
| | Future with will, may, and might
Present tense verbs with future meaning
Extra practice | Work, study, and life plans
Occupations | Speaking naturally
• Reduction of will
Sounds right
• Stressed and unstressed syllables |
| Checkpoint Units 10–12 pages 127–128 |
| Interaction | Skills | Self study |
|-------------|--------|------------|
| Conversation strategies | Listening | Reading | Writing | Free talk | Vocabulary notebook |
| • Respond to suggestions | It’s good to travel. | Unique hotel experiences | Recommendations | Travel smart! | Travel items |
| • Use I guess when you’re not sure | • Predict what people are going to say about traveling, then listen for the exact words | • Read an article about three unusual hotels | • Write an email about staying at one of the hotels in the lesson | • Role play: Choose a role and give your partner travel advice according to the pictures | • When you write down a new noun, write notes about it |
| | Recommendations | • Match advice about staying at hotels with pictures, then listen to a radio show to check your answers | • Format and expressions for writing an email | | |
| | | | | | |
| | Could you do me a favor? | Do you have an unusual home habit? | Evening routines | All about home | The ABCs of home |
| • Ask politely for permission to do things with Do you mind . . . ? | • Listen to conversations between roommates, complete their requests, and then check if each person agrees | • Read online comments about people’s unusual home habits | • Write a short article about the evening routines of your partner | • Pair work: Discuss questions about your homes, and find out ways you are alike and different | • Learn a word for something in your home for each letter of the alphabet |
| • Ask someone politely to do something with Would you mind . . . ? | | | • Order events using sequence words | | |
| • Agree to requests | | | | | |
| | A funny story | Every cloud has a silver lining . . . | Anecdotes | What was happening? | From head to toe |
| • React to and comment on a story | • Listen to an anecdote, and choose the best response | • Read a magazine article featuring anecdotes from readers | • Write an anecdote telling about a time something went wrong | • Pair work: Look at a picture, and see how much detail you can remember about what was happening | • Draw and label pictures to remember new vocabulary |
| • Respond with I bet . . . | Happy endings? | | • Link ideas with when and while | | |
| | | | | | |
| | Sorry about that! | Why all the interest in texting? | The pros and cons | Which is better? | Phone talk |
| • Interrupt and restart phone conversations | • Listen to three phone conversations to infer the reason for each call and for each interruption | • Read an online article about texting | • Write a short article about the advantages and disadvantages of a means of communication | • Pair work: Compare pairs of actions, and discuss which is better and why | • Learn new expressions by making note of the situations when you can use them |
| • Use just to soften things you say | It can be annoying . . . | | • Structure of an article comparing pros and cons | | |
| | | | | | |
| | Celebrities | Fashion statements | Fashion trends | What’s different? | What do they look like? |
| • Show you’re trying to remember a word or name | • Listen to descriptions of celebrities, and match them with their photos | • Read a blog article about fashion trends | • Write a fashion article describing the current “look” | • Pair work: Ask and answer questions to determine what’s different about people in two pictures, and guess where they went | • Use new vocabulary in true sentences about yourself or people you know |
| • Use You mean . . . or Do you mean . . . ? to help someone remember something | What’s in style? | | • Expressions to describe new and old trends | | |
| | | | | | |
| | I’ll do it! | What will life be like in the future? | A good idea? | I might do that. | Writers, actors, and artists |
| • Make offers and promises with I’ll and I won’t | • Listen to two people planning a party, and identify what each of them says they’ll do | • Read an online article with predictions about the future | • Write a short article about how a future invention will make our lives better or worse | • Pair work: Interview a classmate to find out his or her future plans | • Write new vocabulary in groups by endings or topics |
| • Agree to something with All right and OK | A good idea? | • List ideas with First, Second, Next, and Finally | | | |
Useful language for . . .
Getting help
How do you say “__________” in English?
I’m sorry. What did you say?
How do you say this word?
What do we have to do?
I don’t understand. What do you mean?
Do you mean ___________?
Can you spell “__________” for me, please?
Working with a partner
Whose turn is it now?
It’s my / your turn.
Do you want to go first?
OK. I’ll go first. / No, you go first.
This time we change roles.
OK. I’ll start.
Are we done?
Yes, I think so. Let’s try it again.
Let’s compare answers.
OK. What do you have for number 1?
Do you have ___________ for number 3?
No, I have ___________. Let’s check again.
Do you understand this sentence?
Yeah. It means “__________.”
Making friends
In this unit, you learn how to . . .
Lesson A
- Ask questions to get to know your classmates using the simple present
Lesson B
- Talk about your favorite things
- Use responses with *too* and *either* to show what you have in common
Lesson C
- Start conversations with people you don’t know
- Use *actually* to give new or surprising information
Lesson D
- Read an article about small talk
- Write a *How-to* article using correct punctuation
Before you begin . . .
Where do people make friends? What questions can you ask a new friend about these topics?
- school or work
- home and family
- free time
- favorite things
How well do you know your new CLASSMATES?
YOUR NAME
1. What’s your name? ____________________________
2. What does your name mean? ____________________________
_________________________________________________
3. Are you named after someone? _________________
4. Do you like your name? ____________________________
5. Do you have a middle name? _______________________
LIFESTYLE
1. Are you a full-time student? _________________
a. If yes: What’s your major? _________________
b. If no: What do you do for a living? ___________
2. How do you get to work (or class)? ______________
3. How long does it take? _________________________
4. ____________________________________________
______________________________________________
HOME AND FAMILY
1. Where do you live? ____________________________
2. Do you like your neighborhood? ________________
3. Do you live alone or with your family? ___________
4. Where are your parents from? ___________________
5. ____________________________________________
______________________________________________
FRIENDS
1. Do you often make friends online? ______________
2. What’s your best friend like? _____________________
3. What does your best friend do? ___________________
4. What do you and your friends do when you get together? ________________________________
5. ____________________________________________
______________________________________________
Getting started
A Pair work Write one more question in each section of the questionnaire. Then interview a partner and take notes.
B Pair work Tell a new partner five interesting things about your first partner.
Speaking naturally Stress and intonation
Do you have a nickname?
Yes. People call me Jimmy.
Are you from a big family?
Yes. I have four sisters.
What do you do for fun?
I go to the movies.
A 1.02 Listen and repeat the questions and answers above. Notice the stress on the important content word. Notice how the voice rises, or rises and then falls, on the stressed word.
B Pair work Ask and answer the questions. Give your own answers.
3 Grammar Present of *be* and simple present (review)
**Present of *be***
Are you from a big family?
Yes, I am. I’m one of six children.
No, I’m not. There are only two of us.
What’s your name? Is it Leo?
Yes, it is. My name’s Leo Green.
No, it’s not. My name isn’t Leo. It’s Joe.
Where are your parents from? Are they from Peru?
Yes, they are. They’re from Lima.
No, they’re not. My parents aren’t from Peru.
**Simple present**
Do you have any brothers and sisters?
Yes, I do. I have a brother.
No, I don’t. I’m an only child.
What does your brother do? Does he go to college?
Yes, he does. He goes to the same college as me.
No, he doesn’t. He works at a bank.
Where do your parents live? Do they live nearby?
Yes, they do. They live near here.
No, they don’t. They don’t live around here.
A Think of a possible question for each answer. Compare with a partner.
1. A ____________________________?
B No, I’m not. I have a brother and a sister.
2. A ____________________________?
B She works at a software company.
3. A ____________________________?
B No, I don’t. I usually use my dad’s car.
4. A ____________________________?
B Turquoise. And I like blue, too.
5. A ____________________________?
B Yeah, they are. My grandparents are from here, too.
6. A ____________________________?
B We usually go shopping or have lunch.
7. A ____________________________?
B No, she doesn’t. She lives an hour away.
8. A ____________________________?
B My classmates? They’re all smart.
B Pair work Ask your questions. Give your own answers.
4 Listening and speaking What’s the question?
A 1.04 Listen to Miranda’s answers to these questions. Number the questions 1 to 6.
- Do you have any pets?
- Do you ever go out on weeknights?
- What’s your favorite band?
- What’s your favorite season?
- How much time do you spend with your family?
- What do you usually do on the weekends?
B 1.04 Listen again. What do you learn about Miranda? Take notes for each question.
C Pair work Ask and answer the questions above. Ask your partner follow-up questions to keep the conversations going.
1 Building language
A 1.05 Listen. What do these friends have in common? Practice the conversations.
1 A Dogs are so noisy, and they always wreck things. I’m just not an animal lover, I guess.
B Well, I’m not either. I’m allergic to dogs and cats.
2 A I don’t watch much television.
B No, I don’t either.
A I mean, I watch pro football.
B Yeah, I do too. But that’s about it.
3 A I love shopping. I can shop for hours! Too bad I can’t afford anything new.
B I know. I can’t either. I’m broke.
A Yeah, I am too.
B Complete the responses so the speakers agree. Use the conversations above to help you.
1. A I’m a football fan.
B Yes, I am ____________.
2. A I love shopping.
B Oh, I do ____________.
3. A I don’t like animals.
B No, I don’t ____________.
4. A I can’t have a pet.
B I can’t ____________.
2 Grammar Responses with *too* and *either* 1.06
**Present of be**
I’m allergic to cats.
I am too.
I’m not an animal lover.
I’m not either.
**Simple present**
I watch pro football.
I do too.
I don’t watch much television.
I don’t either.
**can**
I can shop for hours!
I can too.
I can’t afford anything new.
I can’t either.
People also respond with *Me too* and *Me neither* (or *Me either*).
A Respond to these statements using *too* or *either*. Then practice with a partner.
1. I watch a lot of sports on TV. *I do too.*
2. I’m allergic to nuts.
3. I can’t afford a new laptop.
4. I’m not a morning person.
5. I don’t have a pet.
6. I can eat chocolate all day.
B Pair work Student A: Make the statements above true for you. Student B: Give your own responses.
A I don’t watch a lot of sports on TV.
B I don’t either. OR Really? I watch all the basketball games.
Building vocabulary
A Brainstorm! How many other words can you think of for each topic? Make a class list.
WEEKEND ACTIVITIES
- play sports
- eat out
- sleep late
- go to a club
TV SHOWS
- the news
- talk shows
- cartoons
- documentaries
FOOD
- fruit
- fish
- vegetables
- ice cream
CLOTHES
- a sweater
- a dress
- a suit
- a jacket
B Pair work Complete the chart with your favorite things. Compare with a partner. Then tell the class what you and your partner have in common.
| weekend activities | TV shows | food | clothes |
|--------------------|----------|------|---------|
| eat out | | | |
A I eat out on the weekends.
B I do too.
“We both eat out on the weekends.”
C Class activity Complete the sentences with your likes and dislikes. Then tell your classmates your sentences. Find someone with the same tastes.
My tastes
1. I love _______________________. (type of food)
2. I don’t _________ very often. (weekend activity)
3. I like to wear _______________. (item of clothing)
4. I’m not a big ___________ fan. (sport)
5. I like _______________________. (color)
6. I can’t stand _______________. (type or name of TV show)
7. I hate _______________________. (type of food)
Classmate with same taste
A I love pineapple.
B I do too. OR Oh really? I don’t like it so much.
1 Conversation strategy Starting a conversation
A What are good topics to talk about when you meet someone for the first time?
Check (✓) the boxes.
- your salary
- your family
- the weather
- someone’s appearance
- your health
- where you live
- your problems
- things you see around you
B Listen. What topics do Eve and Chris talk about?
Eve Ooh, it’s cold tonight.
Chris Yeah, it is. But actually, I kind of like cold weather.
Eve You do? Really? . . . Boy, there are a lot of people out here tonight.
Chris Yeah, it gets pretty crowded on weekends.
Eve Do you come here a lot?
Chris Yeah, I do, actually.
Eve So are you a big hip-hop fan?
Chris Yeah, I am. Are you?
Eve Actually, no, but my brother’s in the band tonight.
Chris Oh, really? Cool. . . . By the way, my name’s Chris.
Eve Nice to meet you. I’m Eve.
C Notice how Eve starts a conversation with a stranger. She talks about the things around them, like the weather and the club, and asks general questions. Find examples in the conversation.
D Pair work Think of a situation where you could use each conversation starter below. Compare with a partner. Then role-play the conversations.
1. “The flowers are beautiful, huh? I love spring.”
on a bench in a park
2. “Gosh, it’s so crowded here. And it’s hot!”
________________________________
3. “Wow. The elevator is really slow today.”
________________________________
4. “Hi there. It’s windy, huh?”
________________________________
5. “Hmm. This food doesn’t look too good.”
________________________________
6. “I’m a bit nervous. Is it your first class, too?”
________________________________
Strategy plus Actually
You can use actually to give new or surprising information.
You can also use actually to “correct” things people say or think.
A So, you’re American?
B Well, actually, I’m from Canada.
But actually, I kind of like cold weather.
In conversation
Actually is one of the top 200 words.
A Match each conversation starter with a response. Then practice with a partner.
1. It’s really chilly in here. b
2. Is this your first class here? ____
3. So, you’re a full-time student? ____
4. Do you like this neighborhood? ____
5. Do you drive to class? ____
6. I like your sweater. ____
7. Do you play guitar or anything? ____
8. So, you’re from around here? ____
a. Actually, I take the subway. It takes an hour.
b. It’s the air conditioning. Actually, I feel OK.
c. Yes, it is, actually. I’m a little nervous.
d. Thanks. It’s actually from a vintage store.
e. No, actually I’m from a small town about three hours away.
f. Yeah, I do, actually. It has some great stores.
g. Um, part-time, actually. I work in a hotel.
h. Actually, I do. And piano.
B Pair work Start conversations using the ideas above. Use actually in your responses if you need to.
“It’s pretty warm in here.” “Yeah it is, but I kind of like it, actually.”
Listening and strategies This is a great party!
A Listen to six people talk at Tom’s party. Which conversation starters are the people responding to? Number the sentences 1 to 6.
☐ Great music, huh?
☐ Are you a friend of Tom’s?
☐ This is a great party.
☐ The desserts look good.
☐ Is it me, or is it really hot in here?
☐ I don’t really know anyone here. Do you?
B Now listen to the complete conversations. Check your answers. What six things do you find out about Tom?
C Imagine you are at a class party. Start conversations with your classmates. Find out something new about six classmates.
A I like your jacket.
B Thanks. Actually, it’s from a vintage store.
A What is small talk? When do people use small talk? Tell the class.
B Read the title of the article and the introduction on the left. Think of a tip. Then read the whole article. Was your tip mentioned?
C Read the sentences below. Which tips from the article are they examples of? Write the number of the tip.
1. “Well, it was great talking with you. By the way, here’s my card.” ____
2. “So, what kind of work do you do?” ____
3. “The desserts look really good.” ____
4. “Hi, Carlos. Pleased to meet you. I’m Frank.” ____
5. “Wow! That sounds amazing!” ____
6. “Well, I often go biking on the weekends. Actually, last weekend I got lost and . . .” ____
D Pair work Discuss the questions below.
1. Read tip 2 again. Can you think of another example comment?
2. Read tip 3 again. What other good questions can you think of?
3. Read tip 5 again. What is going on in the world at the moment? Choose two topics that you can use in a conversation.
4. Read tip 7 again. Do you have a funny story you can tell? What is it?
5. Can you think of one more tip on how to improve your “small talk” skills?
2 Writing How to improve . . .
A Brainstorm ideas for each topic and write notes.
| Improve your friendships | Improve your social life | Improve your English |
|--------------------------|-------------------------|----------------------|
| 1. offer to do a favor for a friend | | |
| 2. give compliments | | |
B Read the Help note and the extract from an article below. Correct the punctuation.
Help note
Punctuation
• Use a CAPITAL letter to start a sentence.
• Use a comma (,) before quotation marks (“ ”) and in lists.
• Use a period (.) at the end of a statement and a question mark (?) at the end of a question.
How to improve your friendships
are your friendships in good shape good friendships are important they can make us happy and healthy here are some tips to improve your friendships
1. Keep in touch. Text or call and ask how are you don’t forget to say thank you when a friend helps you
C Write an article on one of the topics you brainstormed above. Give three tips.
Then read a partner’s article and check the punctuation. Can you think of another tip?
3 Talk about it Friendly conversations
Group work Discuss the questions. Find out about your classmates’ conversation styles.
► When do you make small talk? What do you talk about?
► Do you think it’s odd when a stranger talks to you?
► Are you a talkative person?
► Do you think you talk too much?
► Are you a good listener?
► Are you usually the “talker” or the “listener” in a conversation?
► What topics do you like to talk about?
► What topics do you try to avoid?
Learning tip Word webs
You can use word webs to organize your new vocabulary.
1 Complete the word webs for clothes and food using words from the box.
bread ✓ jacket jeans pineapple rice skirt sweatshirt yogurt
2 Now make word webs about colors and TV shows. Write a sentence about each word.
I never wear purple.
On your own
Choose a letter of the alphabet.
Think of a color, a food, an activity, and an item of clothing that start with that letter.
Then make a sentence using the four words.
Can Do! Now I can . . .
✓ I can . . .
? I need to review how to . . .
ask questions to get to know people.
talk about my friends, family, and lifestyle.
talk about myself and my favorite things.
show I have things in common with people.
start conversations with people I don’t know.
use actually to give new or surprising information.
understand conversations about people’s lifestyle.
understand small talk.
read an article about small talk.
write a How-to article.
In this unit, you learn how to . . .
Lesson A
Talk about your interests with can, like, hate, prefer, be good at, etc.
Lesson B
• Discuss your taste in music, using object pronouns and everyone, nobody, etc.
Lesson C
• Say no in a friendly way
• Use really and not really to make statements stronger or softer
Lesson D
• Read an online forum about hobbies
• Write posts for an online forum using linking expressions
Before you begin . . .
Look at the magazine covers. Which magazines would you like to read? Why?
Meet our new reporter for the *College News*...
The *College News* interviewed Brad Hayes, our new reporter. Brad is a full-time student majoring in journalism. We asked him about his hobbies.
1. **College News:** What are your hobbies?
Brad Hayes: Well, I enjoy writing. I like to do a bit of creative writing every day – in the evenings mostly. Someday I want to write a novel, but for now it’s just a hobby.
2. **CN:** __________________________
Brad: Let’s see, what else? Well, I design cards. I’m good at drawing, and I’m really into computer graphics, so I sit and learn new programs, and I play around with them.
3. **CN:** __________________________
Brad: Yeah, I play the saxophone, and I can play the piano a little, but not very well. I’d like to play in a jazz band or something. And I like to sing, but I really can’t sing at all.
4. **CN:** __________________________
Brad: Not really. I prefer to watch sports on TV. I like to play pool. Is that a sport? I guess I jog occasionally. But I hate going to the gym and working out.
5. **CN:** __________________________
Brad: Yeah. I love to do new stuff all the time – learn new skills, you know. I’m really excited about writing for the *College News*.
---
**Getting started**
A What kinds of things do students do in their leisure time? Make a list.
B 1.10 Listen to student reporter Brad answer these five questions. Number the questions 1 to 5. Then write them in the interview.
- Are you good at sports?
- Can you play a musical instrument?
- Are you interested in learning new things?
- What are your hobbies?
- What else do you enjoy doing in your free time?
C 1.11 Listen to the complete interview. Underline the things Brad likes to do. Circle the things he hates doing.
D Circle the correct forms of the verbs to complete the sentences. Which sentences are true for you? Tell a partner.
1. I can play / to play the piano.
2. I like to watch / watch sports on TV.
3. I enjoy listening / to listen to music.
4. I’m good at learn / learning new skills.
A Complete the conversations. Sometimes more than one answer is possible. Then practice with a partner.
1. A Do you enjoy ____________ (cook)?
B Actually, yeah. I like _______________ (make) my own bread, too.
2. A Are you good at _____________ (read) music?
B No, but I can _______________ (play) music by ear.
3. A What kinds of games do you enjoy ____________ (play)?
Do you like to _______________ (play) games online?
B No. I hate _______________ (sit) at the computer in my free time.
4. A Are you interested in _____________ (join) a gym class?
B Well, I enjoy _______________ (go) to the gym, but I’m not interested
in _______________ (take) a class. I’d like _______________ (start) tennis lessons though.
5. A How do you like _____________ (spend) an evening? Do you prefer _______________ (be)
alone or with friends?
B That’s easy. I love _______________ (eat out) with my friends.
B Pair work Ask and answer the questions above and in Brad’s interview. Give your own answers.
3 Survey What are your interests?
A Class activity Write questions in the chart. Then ask your classmates the questions and take notes.
| Find someone who . . . | Question | Name | Notes |
|------------------------|----------|------|-------|
| 1. can sing really well | Can you sing really well? | Pablo | He can whistle, too! |
| 2. likes to read or write blogs | | | |
| 3. hates dancing | | | |
| 4. can ride a motorcycle | | | |
| 5. is good at playing guitar | | | |
| 6. enjoys horseback riding | | | |
B Tell the class about someone on your list.
“Pablo sings really well. He sings pop songs, and he can whistle, too.”
1 Building vocabulary
A 1.13 Listen. Number the types of music you hear. What other kinds of music do you know?
- rock music
- hip-hop and rap
- pop music
- classical music
- country music
- folk music
- jazz
- Latin music
B Complete the chart with the words above. Add ideas. Then compare with a partner.
| I love . . . | I like . . . | I don’t care for . . . | I can’t stand . . . |
|--------------|--------------|------------------------|---------------------|
| pop music | | electronic music | |
A I love pop music.
B Yeah, I do too. Adele is my favorite singer.
2 Speaking naturally Saying lists
Jim What kinds of music do you like?
Sam I like classical, and hip-hop, and jazz.
Silvia I like pop, and rock, and folk, . . .
A 1.14 Listen and repeat the sentences above. Notice that Sam’s list is complete, but Silvia’s list is not.
B Class activity Ask your classmates, What kinds of music do you like? What are the most popular answers?
A 1.15 Listen. What does Carla think of the band? Practice the conversation.
Alex Listen. What do you think of this song?
Carla It’s good – I like it. Who is it?
Alex A new band . . . some local guys. Do you like them?
Carla They’re local? Really? They’re pretty good. Who’s the lead singer? I like her. She sounds like Mariah Carey.
Alex Yeah, everybody says that. It’s my friend Lori.
Carla Who’s the guy singing with her? I’m not sure about him.
Alex Uh . . . actually, that’s me. I’m in the band, too.
B Complete the questions with your own ideas. Circle the correct words in the answers. Then ask and answer your questions with a partner.
1. A What do you think of ______________ (male singer)? B I like him / it / them.
2. A Do you know ______________ (female singer)? B Yeah, I love him / her / them.
3. A Do you like ______________ (band)? B Yeah. Everybody like / likes their music.
4 Grammar Object pronouns; everybody, nobody 1.16
Object pronouns
I’m a singer. That’s me on the CD. It’s a nice song. I like it.
You’re a musician? I’d like to hear you. We play in a band. Come listen to us.
She’s pretty good. I like her. They’re local guys. Do you like them?
He’s not local. I don’t know him.
A Complete the conversations. Use object pronouns or the correct form of the verbs given. Then practice with a partner.
1. A I love classical music. Everyone in my family _______ (like) _______ .
B Really? Nobody in my house _______ (listen) to classical music.
2. A I like to watch talent shows. Do you like _______ ?
B I do, actually. Do you know Javier Colon? He was a winner.
I like _______ .
A Yeah. It’s amazing. Nobody _______ (know) these people,
and then the next day everybody _______ (love) _______ .
3. A Do you know Taylor Swift? She’s great. I like _______ .
B Oh yeah. My friend and I saw _______ in concert. She smiled at _______ !
4. A My favorite band is Coldplay. They’re great in concert. Do you like _______ ?
B Yeah. No one _______ (write) music like they do. And Chris Martin – he’s got
a great voice. Too bad I can’t sing like _______ !
B Pair work Practice the conversations above with your own ideas.
A I love The Beatles. We listen to them a lot.
B Yeah. I think everyone likes them.
1 Conversation strategy Saying *no* in a friendly way
A How many hobbies and interests can you think of in 30 seconds? Make a list.
B 1.17 Listen. What hobbies do Sarah and Greg have?
Sarah: Hmm, that smells really good. What is it?
Greg: Homemade lasagna.
Sarah: Nice. Do you do a lot of cooking?
Greg: Not really. But I like to make pasta dishes. How about you? Do you enjoy cooking?
Sarah: Um, no, not really. I mean, I cook every day, but I’m not really into it.
Greg: So what do you do in your free time? Do you have any hobbies, or . . . ?
Sarah: Well no, I don’t really have much time. But I do a little photography. I have a blog and post my photos on it.
Greg: Yeah? I’d really like to take a look sometime.
Sarah: Sure. I can email you the link. Or stop by my desk later, and I can show you some photos.
C Notice how Sarah and Greg say more than just *no* when they answer questions. They want to be friendly or polite. Find examples in the conversation.
D Match the questions and answers. Then practice with a partner.
1. Are you into photography? __d__
2. Do you read a lot? ____
3. Are you good at fixing things? ____
4. Are you interested in sports? ____
5. Do you do any martial arts? ____
6. Do you like to play board games? ____
7. Can you swim? I mean, are you a good swimmer? ____
a. No, I’m not really good with my hands. Are you?
b. No, not really. But I like to go to the pool.
c. No, not really. I enjoy doing puzzles, though. Like Sudoku.
d. Not really. I mean, I take pictures. But I never edit them or anything.
e. No. I don’t have a lot of free time. I look at magazines sometimes.
f. Not really. But I like to watch the Olympics.
g. No, but my sister does. She does Tae Kwon Do.
E Pair work Ask and answer the questions. Give your own answers.
A Are you into photography?
B Well, no. I just take photos of me and my friends.
2 Strategy plus Really
You can use really to make statements stronger and to make negative statements softer.
Not really can also be a polite way to answer no.
I’d really like to take a look sometime.
I don’t really have much time.
In conversation
The top verbs used with really are: enjoy, like, know, think.
Pair work Ask and answer the questions. Give your own answers using really or not really.
1. Can you do anything artistic, like paint or draw?
2. Would you like to learn a new skill, like web design or . . . ?
3. Are you good at puzzles and crosswords?
4. Are you into computers?
5. Do you collect anything?
6. Do you like making things?
A Can you do anything artistic, like paint or draw?
B Well, I really like drawing cartoons. OR Not really. I’m not very artistic.
3 Listening and strategies Interesting hobbies
A Pair work Do you know anyone who does things like these? Which look interesting? Discuss with your partner.
A Are you interested in collecting things?
B Not really, but my sister collects teddy bears.
B 1.18 Listen to Bill, Sue, Jeff, and Lori talk about their hobbies. Number the pictures 1 to 4.
C 1.18 Listen again. Who are the statements true for? Check (✓) the names. Sometimes more than one answer is possible.
| | Bill | Sue | Jeff | Lori |
|--------------------------------|------|-----|------|------|
| 1. I don’t really have much time for my hobby. | | | | |
| 2. I spend a lot of money on it. | | | | |
| 3. I’m not really very good at it. | | | | |
| 4. I make money on my hobby. | | | | |
D Pair work Talk about one of your hobbies. Are the statements above true for you?
A Look at the list of hobby groups on the online forum. Which ones are you interested in? Tell the class.
B Read the online forum. What problem does each person have?
Q I’d like to do something outdoors, but I’m not interested in running or jogging. I’m no good at sports like tennis. Actually, I don’t really like sports at all. Help! – rockman
#1 Answer I’m not great at sports either, and prefer to do other things outdoors. Try geocaching. It’s great fun. Just log onto a geocaching website, and choose something interesting that you want to find. Then head outdoors with a smartphone or GPS device, and try and find it!
More answers >>
Q I want to find a hobby and make things! My brother really likes to make jewelry, and his rings and bracelets are really beautiful, but I’m looking for something different. I’m not really artistic, but I am good with my hands. Any ideas? – daisylady
#1 Answer Buy some colorful duct tape. You can make lots of great things with it. I like to make flowers and gift cards, but you can make really cool purses and wallets, too.
More answers >>
Q I enjoy knitting, and I make some really cool hats. My friends say they love wearing them because they are so unique. I’d like to sell them. So how can I turn my hobby into a small business? – moneymaker
#1 Answer You can start your own hat shop online. Use one of the arts and crafts websites. Or, if you’re like me, and you hate to spend lots of time on your computer, go to some local gift stores or coffee shops and ask them to sell some for you!
More answers >>
C Read more answers to the questions above. Who are they for? Write the names.
1. To: _______________ I like making jewelry, especially necklaces and earrings. I usually take them to a flea market and sell them there. It’s easy to find flea markets in your area if you search online.
2. To: _______________ More and more I hear that walking is one of the best exercises around. It’s really good for you. And you don’t have to walk fast. Just walk for 30 minutes or an hour at a normal speed.
3. To: _______________ You could try pottery. You can make cups and bowls. You don’t have to be creative.
4. To: _______________ There are some good classes. They teach you all about making money out of your hobby.
5. To: _______________ How about creating your own greeting cards? People love getting handmade cards.
6. To: _______________ Buy a bicycle. It’s fun, it’s good for you, and getting around is free!
D Pair work What do you think of the answers to the questions on the message board? Can you think of a different answer for each question? Discuss with a partner.
2 Listening and speaking
A 1.19 Listen to Lisa and Joe talk about a website. What kind of website is it? Why does Joe like it?
B 1.19 Listen again. Circle the correct options to complete the sentences.
1. Joe checks the website every day / every week.
2. The website lists 50,000 / 5,000 places to hike.
3. Joe is reading an article about hiking in the U.S. / in different countries.
4. Joe wants to enter the competition to win a tent / bike.
5. Lisa prefers to cycle indoors / outdoors.
C Pair work Ask and answer the questions.
- What kinds of websites do you regularly use? What do you use them for?
- What are your favorite websites?
- Do you ever post comments on websites?
- Do you have your own website? What’s it like?
- Do you ever enter competitions online?
- Do you prefer to read magazines online or in print?
- Do you ever read websites in English? Which ones?
3 Writing A message board
A Read the Help note. Then read the question and answer about hobbies. Circle the linking expressions.
Help note
Linking ideas
• Add an idea:
I enjoy knitting, and I make some really cool hats.
I also like making jewelry, especially bracelets.
I’m not interested in running or jogging.
• Contrast two ideas:
I’m not good at sports, but I want to do something outdoors.
• Give a reason:
My friends love wearing my hats because they are unique.
Q I’m interested in learning a musical instrument. I (also) want to join a band and play with other people, but I don’t have a lot of time. What do you recommend?
#1 Answer I love to play music, especially with other people. I recommend the guitar because you can play it alone or in a band. Join a class and meet other musicians. It’s only an hour a week, but you need to find time to practice, too!
B Write a question about hobbies to post on a message board. Write an answer to three of your classmates’ questions.
C Group work Read your question and classmates’ answers to the group. Decide on the best idea.
Learning tip Word chains
Link new words together in word “chains.”
1 Complete the word chains using the words and expressions below.
bake cakes play the guitar skiing
listen to rock music playing chess writing poetry
I’m good at ▶ ____________________________ and ____________________________ and ____________________________.
I don’t like to ▶ ____________________________ or ____________________________ or ____________________________.
2 Now complete the word chains with your own ideas.
I enjoy ▶ ____________________________ and ____________________________ and ____________________________.
I can’t ▶ ____________________________ or ____________________________ or ____________________________.
I hate to ▶ ____________________________ and ____________________________ and ____________________________.
I’d like to ▶ ____________________________ and ____________________________ and ____________________________.
3 Now make your own word chains using the expressions below.
I’m not interested in I can I like
On your own
Think of different things you are interested in. Can you link them together? Use the last letter of each word or expression to start the next word.
Can Do! Now I can . . .
☐ I can . . .
☐ ask and answer questions about interests.
☐ talk about my taste in music.
☐ answer more than just no to be polite.
☐ use really and not really to strengthen or soften what I say.
☐ I need to review how to . . .
☐ understand people talking about their hobbies.
☐ understand a conversation about a website.
☐ read an online forum.
☐ write questions and answers for an online forum.
Health
In this unit, you learn how to . . .
Lesson A
• Talk about exercise and how to stay healthy using the simple present and present continuous
Lesson B
• Discuss common health problems using *if* and *when*
Lesson C
• Comment and ask follow-up questions to encourage people to say more
• Use expressions like *Really?* and *Oh!* to show surprise
Lesson D
• Read an article about staying healthy
• Write questions and answers about health concerns
Before you begin . . .
Which of these things do you do to stay healthy? What else can you do?
• Eat plenty of fruits and vegetables.
• Go to the gym and work out.
• Play sports.
• Take regular breaks to cope with stress.
• Sleep at least seven hours a night.
• Get a checkup once a year.
Are you doing anything to stay healthy?
"Well, I generally don’t eat a lot of junk food, and I don’t eat red meat at all. And right now I’m doing karate. It’s getting me in shape quick."
—Brian Jones
"Not really. I kind of eat everything I want. I don’t do anything to stay in shape. I’m just lucky, I guess."
—Lisa da Silva
"Um . . . to be honest, I’m not doing anything right now. I’m studying for exams this month, so I’m eating a lot of snacks, and I’m not getting any exercise at all."
—Michael Evans
"Um . . . right now I’m trying to lose weight before my school reunion, so I’m drinking these diet drinks for dinner."
—Carmen Sanchez
"Well, I walk everywhere I go because I don’t have a car, so I think I get enough exercise."
—Mei-ling Yu
"Yeah, we exercise six days a week. We go swimming every other day, and in between we go to the gym. And once in a while, we go hiking."
—The Parks
1 Getting started
A 1.20 Listen to the on-the-street interviews. Who do you think has a healthy lifestyle? Why?
B Complete these sentences with a simple present or present continuous verb. Use the interviews to help you. Are the sentences true for you? Tell a partner.
1. I generally ____________ (not eat) junk food.
2. I usually ____________ (get) enough exercise.
3. We usually ____________ (go) to the gym every other day.
4. I ____________ (eat) a lot of snacks this month.
5. These days I ____________ (not get) any exercise at all.
6. Right now I ____________ (try) to get in shape.
Grammar Simple present and present continuous
Use the simple present to talk about “all the time” (usually or generally) and routines.
How do you stay in shape?
I walk everywhere. I don’t have a car.
Does she get regular exercise?
Yes, she does. She exercises six days a week.
No, she doesn’t. She doesn’t exercise at all.
Use the present continuous to talk about “now” (these days, this month) and temporary events.
What sports are you playing these days?
I’m doing karate. It’s getting me in shape.
Is she trying to lose weight?
Yes, she is. She’s drinking diet drinks.
No, she’s not. She’s not trying to lose weight.
A Complete the conversations with the simple present or present continuous. Then practice with a partner.
1. A How do you cope (cope) with stress?
___________ you ____________ (get) stressed a lot?
B Well, generally I ____________ (not feel) stressed, but we ____________ (work) long hours this month. So my co-workers and I ____________ (take) a meditation class right now. It’s great. Meditation really ____________ (relax) you.
2. A _______________ you ____________ (like) to play sports?
B Not really, but my wife and I ____________ (enjoy) swimming. We usually ____________ (go) to the pool together in the summer. Now that it’s winter, I ____________ (not swim) at all. But my wife ____________ (go) every day, even when it’s cold.
3. A _______________ your family ____________ (do) anything new to stay healthy?
B Actually, yeah. We ____________ (try) to eat a balanced diet. I mean, everybody in the family ____________ (love) fast food, but right now, we ____________ (cook) healthy meals. It’s not easy because my husband ____________ (not like) vegetables and things like that.
B Pair work Ask and answer the questions above. Give your own answers.
Listening and speaking Unhealthy habits
A Try to guess what unhealthy habit each person is talking about. Then listen and complete the sentences.
1. Ian says he eats a lot of ____________, but he wants to cut down on it.
2. Kaylie wants to give up ____________, but she can’t.
3. Martin’s mom says Martin spends too much time ____________.
4. Silvia’s husband says she’s not ____________ enough these days.
B Listen again to the last thing each person says. Do you agree? Why or why not? Tell the class.
C Pair work Do you have any of the same unhealthy habits? What other unhealthy habits do you have? Tell your partner.
1 Building vocabulary
A 1.24 Listen and say the sentences. Do you have any of these problems right now?
I have a fever. I think I’m getting the flu.
I have a bad cough. I’m coughing a lot.
I have a stomachache. I often get stomachaches.
I have a toothache.
I hardly ever get headaches, but I have one now.
I have a cold and a sore throat. I get a lot of colds.
I feel sick. I often get sick when I eat shellfish.
I have allergies. I’m sneezing all the time, and my eyes itch.
B Complete the chart with the words above. Add other ideas. Then compare with a partner.
| never . . . | hardly ever . . . | I sometimes . . . | I often . . . |
|-------------|-------------------|-------------------|--------------|
| get colds | | have a runny nose | sneeze |
“I never get colds. But sometimes I have a runny nose. I think I have allergies.”
2 Speaking naturally Contrasts
What’s the matter? Do you have a cold?
No, I have a headache. I feel terrible.
That’s too bad. I hope you feel better.
Thanks.
A 1.25 Listen and repeat the conversation above. Notice how stress shows the contrast between headache and cold, and between better and terrible.
B Pair work Practice the conversation. Then practice again using different health problems.
A 1.26 Listen. What does Nora want to make for Ken? Practice the conversation.
Ken Hello?
Nora Hi, Ken. How are you feeling?
Ken Awful. I still have this terrible cold.
Nora That’s too bad. Are you taking anything for it?
Ken Just some cold medicine.
Nora Hmm. I never take that stuff when I have a cold. But if I get a really bad cold, I drink hot vinegar with honey. I can make you some.
Ken Oh, no thanks! I don’t feel *that* bad!
B Unscramble the sentences below. Are the sentences true for you?
1. I take / a cold / when / medicine / I have
2. I make / I have / hot tea with lemon / If / the flu,
4 Grammar Joining clauses with *if* and *when*
What do you take **when** you have a cold?
I don’t take anything **when** I have a cold.
**When** I have a cold, I don’t take anything.
What do you do **if** you get a really bad cold?
I drink hot vinegar with honey **if** I get a really bad cold.
**If** I get a really bad cold, I drink hot vinegar with honey.
A Complete the questions with *if you* followed by the correct expressions from the box.
feel run down get a toothache have a bad cough have a runny nose
feel sore get an upset stomach have a headache ✓ have a sore throat
1. Do you gargle salt water **if you have a sore throat**?
2. ___________________________ after a meal, do you drink herbal tea?
3. What do you do ________________________ and you have no energy?
4. Do you stretch _________________________ after exercising?
5. ______________________________ and itchy eyes, do you take allergy medicine?
6. _______________________________, do you go to the dentist right away?
7. What do you do ________________________? Do you suck on a cough drop?
8. What do you do ________________________? Do you take aspirin?
B Pair work Ask and answer the questions above. Use *when* in your answers.
A Do you gargle salt water **if you have a sore throat**?
B Actually, **when I have a sore throat**, I drink hot tea with honey. **Do you take anything**?
C Do you and your partner do any of the same things in the situations above? Tell the class.
1 Conversation strategy Encouraging people to talk
A Why do people get tired? Brainstorm ideas and make a list.
"People often feel tired when they have a cold."
B Listen. Why is Stan tired?
Stan I'm so tired.
Yuki Really? How come?
Stan Well, I'm working two jobs this semester, so I'm getting up at, like, 5:30 to study.
Yuki You're kidding! Two jobs? Wow.
Stan Yeah. Just for a couple of months. I'm working in a supermarket after class, and then I have my regular job at the restaurant till 11:00.
Yuki Oh, that's late. So, what time do you go to bed?
Stan About 1:00 . . . 1:30.
Yuki Gosh. So you're only getting about four hours' sleep? That's not much.
C Notice how Yuki encourages Stan to continue talking. She comments on what Stan says and asks follow-up questions. Find examples in the conversation.
D Match each sentence with an appropriate reply. Then practice with a partner.
1. I often stay up until 2:00 or 3:00 a.m. e
2. I love sleeping late on weekends. ______
3. I often take a nap during my lunch break. ______
4. I only sleep about five hours a night. ______
5. I sometimes fall asleep in lectures. ______
6. I usually go to bed early during the week. ______
a. You do? Does the professor notice?
b. That's good. Do you wake up early, too?
c. That's not much. Do you get tired during the day?
d. At work? How long do you sleep?
e. Really? What do you do all night?
f. Me too. What time do you get up on Sundays?
E Pair work Student A: Tell a partner about your sleep habits. Use the ideas above. Student B: Respond with comments and questions. Then change roles.
A I usually stay up until about 11:00, 11:30 during the week.
B Really? That's not too late. Do you stay up late on weekends?
A Not really. I go to bed about the same time.
Strategy plus Showing surprise
Use expressions like these to show surprise in informal conversations:
Oh! Gosh!
Really? Oh, my gosh!
Wow! You’re kidding!
Oh, wow! Are you serious?
No way! No!
In formal conversations, use *Oh!* or *Really*?
A 1.29 Listen and write the expressions you hear. Then practice with a partner.
1. A I never hear my alarm clock.
B ____________? So how do you wake up?
2. A I often fall asleep on the subway.
B ____________! Do you ever miss your stop?
3. A I have the same dream every night.
B ____________! Every single night?
4. A I can’t sleep if it’s light.
B ____________! Do you wear an eye mask?
5. A I often sleep for 12 or 13 hours.
B ____________? Is that only on weekends?
6. A I can’t fall asleep without music.
B ____________! What do you listen to?
B 1.30 Listen to the comments again. Respond with a different expression to show surprise and add your own question. Then practice with a partner.
Strategies Sweet dreams
Group work Discuss the questions about sleep habits. What do you have in common? Encourage your classmates to talk by commenting and asking follow-up questions.
- What do you do if you can’t sleep?
- Do you ever wake up during the night?
- Are you tired today? If so, why?
- Do you ever take naps during the daytime?
- Do you ever have vivid dreams or nightmares?
- Do you remember your dreams?
- Do you snore or talk in your sleep?
- Do you ever fall asleep in front of the TV?
A What do you do if you can’t sleep?
B Well, if I wake up and can’t get back to sleep, I usually get up and play a video game.
C You’re kidding! So do you go back to bed after that?
A What can you do to stay healthy? How many ideas can you think of in 30 seconds? Make a list.
B Read the article. Which of your ideas are mentioned? What other ideas does it suggest?
Reading tip
Articles sometimes start with a problem (for example, *Let’s face it: many of us are not too healthy.*) and then continue with possible solutions (*exercise*, etc.).
Rethink Your Way to Great Health
Let’s face it: many of us are not too healthy. We often take an “all or nothing” approach to health. If we can’t exercise every day, follow a healthy diet, or manage our stress levels, then we give up and do nothing. However, looking after our health doesn’t have to take a lot of time and effort. It just takes a little thought. Follow these simple ideas and rethink your way to better health!
First, get moving. How much are you exercising these days? Not a lot? Research shows not exercising is really bad for your health. If you can’t afford to go to the gym, go running. Skip the elevator and take the stairs; don’t take the bus or train all the way – walk. Or, try exercising while you watch TV.
Second, don’t forget to take a break from work sometimes. Our bodies can’t go, go, go all day! We need to take regular breaks. If work is stressing you out, take a few deep breaths in between tasks. Try a relaxation technique, like meditation, or take a relaxing ten-minute walk.
Next, be sure to make good food choices. When you get stressed, do you reach for a cookie? Don’t snack on junk food. Plan ahead and keep healthy snacks like fruit or nuts nearby. When you go shopping, buy only healthy foods for your next meal. If you have to order fast food, choose something light, go easy on the dressings, and add a healthy side dish like a salad or fruit.
Finally, remember to sleep well. Don’t fall asleep with the TV on. When you go to bed, make sure your room is quiet, cool, and dark. Research shows it’s the best way to get a good night’s sleep.
With simple changes like these, you can rethink your way to great health, one choice at a time. It’s up to you!
C Read the article again. Answer the questions. Then compare with a partner.
1. Why do some people stop exercising and eating well?
2. What relaxation technique does the article mention?
3. What are some examples of healthy snacks from the article?
4. What healthy options do you have when you eat fast food?
5. What kinds of things can you do to get more exercise?
6. What can help you get a good night’s sleep?
D Pair work Discuss the suggestions in the article. Do you follow any of them? If yes, which ones? If no, say why not.
2 Listening Coping with stress
A What do you do to cope with stress? Do you do any of these things? Tell a partner.
B 1.31 Listen to four people talk about how they cope with stress. Number the pictures 1 to 4.
C 1.32 Listen again. What else do they do when they’re feeling stressed? Write the activity under the picture.
3 Writing That’s great advice!
A Read the Help note and the posts on a social networking site. Add commas to the *if* and *when* clauses in the two suggestions.
**Help note**
**Commas after *if* and *when* clauses**
- Use a comma here:
*If you’re feeling stressed, try these ideas.*
*When you feel stressed, go to the gym.*
- Don’t use a comma here:
*Go to the gym when you feel stressed.*
B Write your own suggestion to Susana. Then compare with a partner.
C Group work Write a question about your health on a piece of paper. Use the ideas below to help you. Then exchange papers. Write a reply to each person.
D Group work Read the replies. Which suggestion(s) would you like to try? Tell the group.
Learning tip Learning words together
When you learn a new word or expression, write down other words you can use with it.
1 Complete these expressions. Use the words in the box.
a break better home in bed medicine sick
feel stay take
2 Which of these verbs can you use with the words and expressions in the chart? Complete the chart. You can use some verbs more than once.
| be, do, feel, get | sick | exercise | a vacation |
|-------------------|------|----------|------------|
| | allergies | a headache | a cough |
| | a checkup | home | healthy |
| | stressed | in shape | a doctor |
On your own
Go to a drugstore and look at different medicines. What health problems are they for? Can you remember the names of the health problems in English?
It’s for a cough.
Can Do! Now I can . . .
- I can talk about exercise and how to stay healthy.
- I need to review how to discuss common health problems.
- I can say what I do when I have a health problem.
- I can keep a conversation going.
- show surprise in formal and informal conversations.
- understand people talking about unhealthy habits.
- understand conversations about coping with stress.
- read an article about how to stay healthy.
- write questions and answers about health concerns.
1 Can you complete this conversation?
Complete the conversation. Use the simple present or present continuous. Then practice with a partner.
Teri Hi. How _______ you _______ (do)?
Ruth Not bad. Actually, I _______ (have) a cold again. But I’m OK.
Teri Oh, that’s too bad. So, what _______ you _______ (do)?
Ruth My classmate Sally’s here. We _______ (plan) an end-of-term party. Everybody _______ (want) some live music this year, but we _______ (not know) any good bands. How about you? _______ you _______ (do) anything special today? And what’s that music? _______ you _______ (listen) to the radio?
Teri No, that _______ (be) my brother. He _______ (play) his guitar. He _______ (practice) every morning.
Ruth Wow. He’s good. Hey, _______ (be) he free on Saturday? _______ he _______ (want) to play at our party? We _______ (need) somebody like him.
Teri _______ you _______ (kid)? He’s only ten!
2 How can you say no?
Add object pronouns to the sentences. Then ask and answer the questions with a partner. If your answer is no, remember to say no in a friendly way.
1. Some friends and I go to a jazz club every week. Do you want to join _______ next Monday?
2. I hate colds, and I get _______ a lot. Do you get a lot of colds?
3. I have to go to the hospital tomorrow. Can you come with _______ ?
4. My brother wants to learn English. Can you teach _______ ?
5. I love Kelly Clarkson. She’s great! Do you like _______ , too?
6. I have a great book about martial arts. Would you like to borrow _______ sometime?
A Some friends and I go to a jazz club every week. Do you want to join us next Monday?
B No, thanks. I’m not really a jazz fan.
3 How many words do you remember?
A Complete the chart. How many things can you think of for each column?
| Types of music | Types of TV shows | Hobbies | Clothes | Health problems |
|----------------|-------------------|---------|---------|-----------------|
| hip-hop | | | | |
B Pair work Talk about the items in your chart. Encourage your partner to talk.
A I like to listen to hip-hop.
B Really? Who do you listen to? I mean, who is your favorite artist?
4 What do you have in common?
Complete the sentences with activities. Then compare with a partner. Continue your conversations.
1. I’m not good at ____________.
2. I don’t enjoy ____________.
3. I like ____________.
4. I can’t ____________.
5. I hate ____________.
6. I’m interested in ____________.
A I’m not good at singing.
B Oh, I’m not either. But actually, I’d really like to take singing lessons.
A Really? Do your friends take lessons?
5 Surprise, surprise!
Complete the conversation. Use the sentences in the box. Then practice with a partner.
What instruments do you play?
Not well, but I’d love to play in a band.
Me too. I have my first piano lesson today!
Are you serious?
Yeah? I am too.
No way! What kind of music?
What do you want to do?
Alice Hi, Carl. How are things?
Carl Great. How’s school?
Alice Um, actually, I’m not at school this year.
Carl _______________ So, what are you doing?
Alice Well, I’m looking for a job right now.
Carl Really? _______________________
Alice Well, I’d like to play music in clubs, but –
Carl ____________________________
Alice Well, I play jazz.
Carl No! ___________________________
Alice Saxophone and trumpet. But I really need to find someone to play with me.
Carl I play the piano. _______________________
Alice You play the piano? That’s great. Maybe we can practice together sometime. I’m free this Friday.
Carl ____________________________
Alice What’s your phone number?
Carl It’s 555-9003. OK, so call me. Oh, look at the time. Sorry, I have to go.
6 What can you say or do . . . ?
A Pair work What can you say or do in these situations? Ask your partner. Do you agree?
• A new student joins the class and seems nervous.
• You meet your new neighbors for the first time.
• The person sitting next to you in class looks sick.
• You see someone standing alone at a party.
• The person next to you drops their cell phone.
• You have an umbrella at a bus stop on a rainy day, and the person next to you is getting very wet.
• You are getting on a train, and the person in front of you is carrying a very heavy bag.
• __________________________ (think of your own idea)
A What can you say when a new student joins the class and seems nervous?
B Let me think. . . . You can say “Hi!” and say your name, or you can ask, “Are you a new student?”
B Pair work Choose a situation. Prepare a short conversation to act out for the class.
In this unit, you learn how to . . .
Lesson A
• Talk about gift giving and birthdays using be going to and indirect objects
Lesson B
• Talk about how you celebrate special days
• Talk about plans using the present continuous or be going to
Lesson C
• Use “vague” expressions like and everything
• Give vague responses like It depends if you’re not sure how to answer
Lesson D
• Read an article about traditions around the world
• Write an invitation to a special event
Before you begin . . .
Which of these special events are the people celebrating?
☐ a graduation
☐ an engagement
☐ a wedding
☐ a retirement
☐ 1 the birth of a baby
☐ a wedding anniversary
What other special days do people celebrate?
A What kinds of events do you mark on your calendar? Make a list.
B 2.01 Listen and say the months and days of the month. When is your birthday? Circle the month and the day above. Then tell the class.
“My birthday’s in May.” OR “My birthday’s on May tenth.” OR “My birthday’s on the tenth of May.”
C 2.02 Listen to Alicia and her brother Dave. What are the three events on their calendar? Practice the conversation.
D Complete the conversation. Use the conversation above to help you. Then practice with a partner.
A What ____________ you ____________ buy your mom for her next birthday?
B I think I ____________ get her some flowers.
A Do you always buy ____________ something on her birthday?
B Yeah, and on Mom and Dad’s anniversary, I always send ____________ some flowers.
Grammar Future with *be going to*; indirect objects
**be going to**
I’m going to buy something special.
You’re going to get a present.
She’s going to be 50.
We’re going to send some flowers.
They’re going to have a party.
What are you going to do for your birthday?
I’m not going to do anything special.
Are you going to have a party?
Yes, we are. We’re going to invite all our friends.
No, we’re not. We’re not going to do much.
**Indirect objects**
buy / give / send someone something
I’m going to buy my mother something special.
Alicia isn’t going to give Dave anything.
Let’s send Mom and Dad some flowers.
**Indirect object pronouns**
me, you, him, her, us, them
I’m going to buy her something special.
Alicia isn’t going to give him anything.
Let’s send them some flowers.
A Write questions with *be going to* using the prompts given. Then write your own answers using indirect object pronouns where necessary.
1. you / do anything special / for your next birthday?
Are you going to do anything special for your next birthday?
Actually, my friends are going to buy me dinner.
2. your parents / buy / you / something nice / on your next birthday?
3. What / you / get / your friends / for their birthdays?
4. you and your classmates / send / your teacher / a birthday card?
5. When are your parents’ birthdays? What gifts / you / buy?
6. What / you / buy / your parents / for their anniversary?
B Pair work Ask and answer the questions.
A Are you going to do anything special for your next birthday?
B Well, actually, I’m going to be 21, so I’m going to have a big party.
3 Speaking naturally *going to*
What are you going to do tonight? Are you going to go to the movies? I’m going to stay home.
A Listen and repeat the sentences above. Notice the ways of saying *going to*.
B Listen and complete the sentences with the missing words. Then ask a partner the questions.
1. Are you ________ anyone flowers this year?
2. Are you __________ any expensive gifts this year?
3. Are you __________ any cards this month?
4. Are you __________ anyone’s birthday this month?
5. Who are you __________ your next birthday with?
A Are you going to send anyone flowers this year?
B Yeah, I’m going to send my mom flowers on Mother’s Day.
A What do people do on these special days? Find two expressions from the box for each event. What else do people do? Add ideas.
blow out candles on a cake go out for a romantic dinner
exchange rings go to see fireworks
give someone chocolates go trick-or-treating
get a degree or diploma have a reception
✓ shout “Happy New Year”
sing “Happy Birthday”
wear a cap and gown
wear a costume
1 New Year’s Eve
___shout “Happy New Year”
2 Valentine’s Day
3 birthday
4 graduation day
5 Halloween
6 wedding day
B Pair work Talk about special days or events you are going to celebrate this year. When are they? How are you going to celebrate them?
A What are you going to do on New Year’s Eve?
B I’m going to go to a New Year’s Eve party with some friends.
A 2.06 Listen to Marcella’s phone message. What are her plans for tomorrow night?
Voice mail Hi. This is Laurie. Please leave a message after the beep. Thanks for calling.
Marcella Hi, Laurie. This is Marcella. Listen, what are you doing tomorrow night? A group of us are going out for dinner and then to a big New Year’s Eve party. Do you want to come? We’re meeting at the restaurant at 8:30, and we’re probably going to go to the party around 11:00. It’s going to be a lot of fun. So call me back, OK? Oh, and by the way, they say it’s going to snow tomorrow, so be careful. Bye.
B Find Marcella’s plans and the weather prediction. What verb forms does she use?
3 Grammar Present continuous for the future; *be going to*
You can use the present continuous or *be going to* to talk about plans. The present continuous is often used for plans with specific times or places.
| What are you doing for New Year’s Eve? | What are you going to do for New Year’s Eve? |
|----------------------------------------|---------------------------------------------|
| We’re going to The Sea Grill for dinner. | We’re going to go somewhere for dinner. |
| We’re meeting friends there at 8:30. | We’re going to meet some friends at a restaurant. |
You can also use *be going to* for predictions.
It’s going to be fun. (NOT It’s being fun.)
It’s going to snow tomorrow. (NOT It’s showing tomorrow.)
A Match each plan with a prediction. Then role-play with a partner. Ask follow-up questions.
1. I think my parents are going to get me something special for graduation. ____
2. My neighbors are going trick-or-treating on Halloween. ____
3. My best friend’s getting married in May. ____
4. My sister’s graduating from law school soon. ____
5. I’m going to get my dad a tie for his birthday. ____
6. My best friend and I are going to Paris next month. ____
7. My sister’s having a baby next month. ____
8. My mom’s going to retire next year. ____
a. I think he’s going to love it.
b. She’s going to be a great lawyer.
c. It’s going to be a fun wedding.
d. We’re going to have a great time.
e. I think it’s going to be a boy.
f. It’s going to rain, but they don’t care.
g. She’s going to love not going to work.
h. Or they’re going to give me some money.
B Pair work Find out about each other’s plans for next weekend.
A What are you doing next weekend?
B Well, I’m meeting a friend, and we’re going to go roller-skating.
1 Conversation strategy “Vague” expressions
A What kinds of things do people do at fiestas and festivals? Make a list.
B Listen. What happens during the fiesta?
Ray Are you going to the fiesta this weekend?
Tina I don’t know. It depends. What is it exactly?
Ray Well, it’s just, um . . . it’s a festival. It’s lots of parades and stuff like that. Everybody gets dressed up, you know . . .
Tina You mean in costumes?
Ray Yeah. There are hundreds of cute little kids in purple and silver outfits with makeup and everything . . .
Tina Uh-huh. Uh, I’m not big on parades.
Ray And there’s good food. You can get all kinds of tacos and things. Do you want to go?
Tina Hmm. Well, maybe.
C Notice how Ray uses “vague” expressions like these. He doesn’t need to give Tina a complete list. Find examples in the conversation.
D Find the vague expressions in these conversations. What do they mean? Choose two ideas from the box for each one.
anniversaries concerts dancing holidays sing “Happy Birthday”
candles cultural events folk songs ✓ see old friends spend time at home
1. A What are you doing for spring break?
B I’m going home. I really want to see my family (and everything), see old friends
2. A Do you usually go to a restaurant to celebrate birthdays and stuff?
B Yeah, we know a nice place. They bring out cakes and everything.
3. A Are you into traditional music and stuff like that?
B Yeah, we have a lot of music festivals and things like that around here.
E Pair work Ask and answer the questions. Give your own answers.
Strategy plus “Vague” responses
You can use responses like these if you’re not sure about your answer:
I don’t know.
I’m not sure.
Maybe.
It depends.
In conversation
I don’t know is the most common of these responses.
A Match each question with two responses. Then practice with a partner.
1. Are you going to go to any festivals this year? a. ____
2. My friend’s having a party this weekend. Do you want to go? _____ _____
3. Are we going to plan an end-of-year party after the last class? _____ _____
4. I have an extra ticket for a concert tonight. Do you want it? _____ _____
a. I’m not sure. There’s a film festival in March.
b. Maybe. Let’s talk to the teacher about it.
c. It depends. When is it? This Saturday?
d. I don’t know. I think I’m working all weekend.
e. I’m not sure. I’m feeling kind of tired.
f. It depends. Who’s playing?
g. I don’t know. It sounds like a lot of work.
h. Maybe. I’d like to go to a folk festival.
B Pair work Ask and answer the questions. Give your own information.
Listening and strategies Celebrations around the world
A Look at the pictures of two festivals. What’s happening? Then listen and answer the questions about each festival.
1. Which country celebrates the festival?
2. When is it?
3. How do people celebrate?
4. Do they eat any special foods?
5. Why do they celebrate?
a. Bonfires of Saint John
b. The Festival of Colors
B Pair work Student A: Choose a festival you know. Student B: Ask your partner the questions above. Can you guess the festival? Are you going to celebrate it?
A So, which country celebrates the festival and when is it?
B Well, it depends. It’s usually in February and a lot of people celebrate it around the world. People see fireworks and stuff.
A What do people in your country do for these events?
They exchange rings.
B Read the article. Which traditions are similar to the ones in your country? Which are different?
Let’s celebrate!
Although people around the world celebrate many of the same events, they sometimes celebrate these special days quite differently. We found some interesting – and unique – traditions for celebrating New Year’s Eve, birthdays, and weddings.
BIRTHDAYS
In China, there’s an interesting birthday tradition for infants. A baby is one year old on the day he or she is born. One year later, friends and relatives get together for the baby’s second birthday. They put several objects in front of the baby, such as some money, a doll, and a book. If the baby picks up the money, it means he or she is going to be wealthy. Reaching for the book means the baby is going to be a teacher, and picking up the doll means the baby is going to have a lot of children one day.
NEW YEAR’S EVE
In Mexico, people celebrate the start of the new year by getting together with friends and family. On New Year’s Eve, they have a special dinner. Then, when the clock strikes midnight, everyone starts eating grapes – one for each month of the next year. A sweet grape means the month is going to be a good one. If a grape is sour then the month is not going to be so good.
WEDDINGS
Weddings around the world have different traditions, and Venezuela is no exception. Of course, during a wedding ceremony, couples promise that they will always love and take care of each other. However, in Venezuela, the bride and groom don’t always say their promises – sometimes they sing them. Later, during the reception, the bride and groom sneak away. If no one sees them leave, it means they are going to have good luck in their marriage. And that seems to be something that all these traditions have in common – they are all meant to bring good luck.
C Read the article again. Are the sentences true or false? Check (✓) True (T) or False (F).
1. In Mexico, people eat grapes at a special dinner.
[ ] T [ ] F
2. If you eat a sweet grape on New Year’s Eve, it means that the year ahead is going to be good.
[ ] T [ ] F
3. In China, the family gets together on the day the baby is born.
[ ] T [ ] F
4. If the baby picks up a doll, it means he or she is going to have a lot of brothers and sisters.
[ ] T [ ] F
5. In Venezuela, the bride and groom can sing their promises to love each other.
[ ] T [ ] F
6. If they don’t go to the reception, it means they will have good luck in their marriage.
[ ] T [ ] F
D Group work Discuss these questions about traditions.
- What traditions do you have for wedding receptions?
- Which birthdays are extra special? How do people celebrate them?
- What traditions do you have for New Year’s Day? What brings good luck for the new year?
2 Listening and writing Congratulations!
A 2.10 Listen to these people talk about their invitations to the events below. Complete the information.
Subject: Elaine’s housewarming party
From: Elaine Collins (firstname.lastname@example.org)
Hi Simon and Julie,
My new apartment is ready and I’m finally having a housewarming party! It’s on Saturday, _______ at _______ p.m. My new address is 1452 E. Mulberry St. By the way, Sally is going to bring some _______. Simon, can you make some of your special ________? Thanks!
See you,
Elaine
In celebration of their _______ wedding anniversary, Iris and Derek invite you to dinner on _______ , _______ , at _______ p.m. at The French Restaurant.
Dear John and Jessie,
Hope you can make it to the dinner. There’s going to be _______ and _______ afterward. We look forward to seeing you both.
Best regards, Iris and Derek
B Read the Help note. Then find the expressions in the invitations above and circle them.
Help note
Writing personal notes and emails
| Less formal | More formal |
|-------------|-------------|
| Start like this: | Dear (name), Dear (name), |
| End like this: | Take care, Best wishes, |
| | See you, Best regards, |
| | Love, All the best, |
C Invite a partner to a special event. Write an invitation and add a personal note. Then exchange invitations with your partner. Write a response.
Learning tip Linking events with dates
You can write down some of your new vocabulary on a calendar. It’s a useful way to learn the names of special events and celebrations.
February blues
The month people talk about least is February. The month people talk about most is July.
1 Complete the calendar with words from the box.
| January | 11th – Mom’s birthday. Buy her ________ and a cake. |
| March | 23rd – Suzanne’s birthday. Go out for ________. |
| April | 1st – April Fool’s Day |
| June | 2nd – End of exams 21st – School ________. Rent a cap and ________. |
| July | 1st – Summer ________ starts. 22nd – Dad’s 65th birthday. |
| August | 16th – Summer party and ________ at night. |
| October | 31st – ________. 28th – Family reunion for Thanksgiving. |
| December| 31st – New Year’s ________ party. |
2 Now make your own calendar. Note important dates and plans in your year.
On your own
Buy a wall calendar. Each month, circle your important dates and write your appointments and events in English.
Can I do! Now I can . . .
- I can . . .
- talk about birthdays, celebrations, and holidays.
- discuss future plans and make predictions.
- talk about gift giving.
- describe how I celebrate special days and holidays.
- use “vague” expressions like and everything.
- I need to review how to . . .
- give vague responses like It depends.
- understand conversations about festivals.
- understand conversations about parties.
- read an article about world traditions.
- write an invitation to a special event.
Growing up
In this unit, you learn how to . . .
Lesson A
- Talk about growing up and your family background using the simple past
Lesson B
- Talk about school subjects people studied using most (of), a few (of), etc.
Lesson C
- Correct things you say with expressions like Well, Actually, and No, wait
- Use I mean to correct a word or name
Lesson D
- Read an interview with someone about his teenage years
- Write answers to interview questions
Before you begin . . .
Do you remember . . .
- your first close friend?
- learning to swim?
- a time you got into trouble?
- your first day of school?
Do you have other memories like these?
Ramon That’s a great baseball shirt, Ling. Are you from Seattle?
Ling Um, kind of. I lived there, but I wasn’t born there.
Ramon Oh, yeah? Where were you born?
Ling In São Paulo, actually.
Ramon São Paulo? Brazil?
Ling Yeah. My parents were born in Hong Kong, but they moved to São Paulo just before I was born.
Ramon Wow. How long did you live there?
Ling Until I was six. Then we moved to the U.S.
Ramon To Seattle?
Ling Yeah. We lived there for ten years, and we came here to San Francisco about three years ago.
Ramon Huh. So did you grow up bilingual?
Ling Well, we always spoke Chinese at home. I couldn’t speak English until I went to school. And actually, I can still speak a little Portuguese.
1 Getting started
A Complete the two sentences below. Then tell the class.
I was born in _________. I grew up in _________.
B Listen. Where was Ling born? Where does she live now? Practice the conversation.
C Circle the correct words to complete the sentences. Use the conversation above to help you.
1. Ling’s parents born / were born in Hong Kong.
2. Ling lived in São Paulo for / until six years.
3. Ling moved to Seattle when / until she was six.
4. Ling’s family moved to San Francisco three years long / ago.
Grammar be born; simple past (review); time expressions
Where were you born?
I was born in São Paulo.
I wasn’t born in Seattle.
How long did you live in São Paulo?
We lived there until I was six. From 1995 to 2001.
We didn’t leave until 2001. Then we came to the U.S.
Did you live there for a long time?
Yes, (I did). I lived there for six years.
No, (I didn’t). I didn’t live there long.
Where were your parents born?
They were born in Hong Kong.
They weren’t born in the U.S.
When did they come here?
They came here about three years ago.
They came when Ling was sixteen.
Did she move here last year?
Yes, (she did). She moved in May.
No, (she didn’t). She moved in 2011.
A 2.13 Complete the conversations with the verbs given. Circle the correct words. Then listen and check.
1. A Where was your mother born? _______ your father _______ (be born) there, too?
B My parents _______ (be born) in Vancouver in to 1945.
2. A Where _______ you _______ (live) when you were young? _______ you _______ (grow up) in a big city?
B Actually, I _______ (grow up) in Seattle. We _______ (stay) there from / until I started high school.
3. A Who _______ (be) your best friend in school? How long _______ (be) you friends?
B Well, my best friend _______ (be) Jane. We _______ (be) friends for / from a long time.
4. A _______ you and your best friend ever _______ (argue)? What _______ you _______ (fight) about?
B We _______ (not / fight) a lot. But one time we _______ (not / talk) for / until three weeks.
5. A Who took care of you ago / when you _______ (be) little? _______ your mother _______ (have) a job?
B My mother _______ (work), so no one _______ (be) home when / then I _______ (get) home from school. I _______ (go) to a neighbor’s house. But I _______ (not / be) there long / until.
6. A _______ you ever _______ (get) in trouble? What _______ you _______ (do)?
B Oh, I _______ (get) in big trouble one time when / then I was seven. My mom _______ (be) mad at me for / from days! Then / When I _______ (make) her a card saying, “Sorry.”
B Pair work Practice the conversations. Then take turns asking the questions again. Give your own answers.
3 Speaking naturally did you
Where did you go on vacation? What did you do? Did you have fun?
A 2.14 Listen and repeat the questions above. Notice the ways of saying did you.
B 2.15 Listen and complete the questions about childhood vacations. Then ask and answer the questions with a partner.
1. Did you ____________________________?
2. Where did you ________________________?
3. How long did you _____________________?
4. Who did you _________________________?
5. Did you _____________________________?
6. What did you _________________________?
1 Building language
A 2.16 Listen. What languages did these people study in school?
"All the students in my high school had to take English — it was required. And I needed English to get into my university. Some people need it for their jobs as well."
—Mi-chung, Seoul
"Well, years ago, most people learned Russian, and only a few people took English. I studied both."
—Karina, Prague
"I took Spanish last year, and most of my friends did, too. But only a few of us speak it well. Um, there are a lot of Spanish speakers around here, so it's kind of useful."
—Brad, Los Angeles
"A lot of my classmates dropped French after ninth grade. Almost all of them — except me. But then, later, some of them had to take evening classes because they needed it for work."
—Femi, Lagos
B Circle the correct expression to complete the sentences. Are they true for your friends?
1. Most / Most of people like English.
2. Most / Most of my friends study English.
3. Some / Some of them are fluent in English.
4. A few / A few of people study two languages.
2 Grammar Determiners 2.17
General (students, Canadians)
All children learn a language.
Most Canadians need French.
Some students take Spanish.
A few people are good at Latin.
No students like exams.
But
A lot of people speak English well.
Specific (the students in my class, my friends)
All (of) the children in my town take English.
Most of the people in my office know French.
Some of the students in my class take Greek.
A few of my classmates got As.
None of my friends failed the exams.
With pronouns
All of them . . .
Most of us . . .
Some of us . . .
A few of them . . .
None of them . . .
A lot of the people in this city speak English.
Make true sentences using determiners. Then compare with a partner.
1. ________ my friends studied English in middle school.
________ middle school students take English.
2. Today, ________ employees need a second language for their jobs.
________ companies require English skills to get a job.
3. ________ my friends speak two languages.
________ them speak three languages.
4. ________ college students major in languages.
________ the colleges here teach several different languages.
5. ________ students take two foreign languages in high school.
In my class, ________ us studied two foreign languages.
In conversation
People usually say everybody and nobody, not all people or no people.
Common errors
Remember to use a in a lot of.
A lot of students study English.
(NOT lots of students study English.)
3 Building vocabulary
A 2.18 Listen and say the subjects. Circle your three favorite subjects. Tell a partner.
algebra economics band orchestra choir geometry drama physics gymnastics art
history geography track chemistry dance calculus biology literature computer studies
B Put the subjects above into the categories below. Can you think of other subjects?
Social studies
- economics
Music
- trumpet, trombone, clarinet
Science
- microscope, beakers
Mathematics
- triangles, angles
Physical education (P.E.)
- people playing sports
Other subjects
- laptop
C Pair work Talk about each subject above. Use the expressions below or use your own ideas. What do you have in common?
I took / didn’t take . . . I was good / bad at . . . I was / wasn’t interested in . . . I liked / didn’t like . . .
4 Survey What was your best subject?
A Class activity Choose a subject and write it in the first question. Then ask your classmates the questions about high school (or last year). Keep a tally (√) of the answers.
| Yes | No |
|-----|----|
| | |
1. Did you take _______________? √
2. Was it your favorite subject? √
3. Did you get good grades in it? √
4. Were your classes hard? √
5. Did you enjoy them? √
6. Did you hate them? √
B Tell the class your results. What interesting information did you learn?
“Most of us took chemistry. But only a few of us were good at it . . .”
1 Conversation strategy Correcting things you say
A How did you get to school when you were little? Did you go alone? Tell the class.
“I always walked to school.”
“My grandmother usually took me.”
B 2.19 Listen. What does Tom remember about his first day of school?
Tom Look at these old photos. My mom sent them to me.
Jessica Oh, is this you?
Tom Yeah, with my best friend. We were in kindergarten together.
Jessica Oh, . . . you were cute! Do you remember much about kindergarten?
Tom Not really. Well, I remember my first day of school. Actually, I don’t remember the day, but I remember on the way home, I missed my bus stop.
Jessica Oh, no!
Tom Yeah. And I kept riding around until I was the last kid on the bus.
Jessica So, how did you get home?
Tom Well, the teacher, I mean, the bus driver, had to call and find out my address and everything, and he took me home.
Jessica So that was when you were five?
Tom Yeah. Uh . . . no, wait . . . I was only four. I started school early.
C Notice how Tom corrects the things he says with expressions like these: Actually; Well; No, wait. Find examples in the conversation.
D Match the sentences with the corrections. Underline the expressions that are used to make corrections. Then compare with a partner.
1. I remember everything from my childhood. ____
2. I started swimming lessons when I was three. ____
3. I hated doing homework. ____
4. We lived near all of my cousins. ____
5. I took guitar lessons until I was 11. ____
6. I still see some of my kindergarten friends. ____
a. Actually, no, I was 12 when I quit.
b. Well, some of it was OK. I liked reading.
c. Well, once or twice a year maybe.
d. No, wait. I was five, maybe.
e. Well, I don’t remember some things.
f. Well, actually, a few of them lived one or two hours away.
E Write three sentences about your childhood. Write a mistake in each sentence. Then tell a partner your sentences. Correct the information with Well, Actually, or No, wait.
2 Strategy plus I mean
You can use *I mean* to correct yourself when you say the wrong word or name. This is just one use of *I mean*.
Well, the teacher, I mean, the bus driver, had to call . . .
A Complete the questions by correcting the underlined words. Use the words in the box.
1. Were you good at playing chess, I mean, checkers?
2. Did you read a lot of cartoons, I mean, ________?
3. Did you have a motorcycle, I mean, a ________?
4. How often did you visit your parents, I mean, your ________?
5. Did you go skiing in the winter, I mean, ________?
6. Did you collect animals, I mean, ________?
7. Did you eat much food, I mean, ________?
8. Were you good at speaking, I mean, ________?
B Pair work Ask and answer the questions above about your childhood. Continue your conversations.
A *Were you good at playing chess, I mean, checkers?*
B *Actually, we never played checkers.*
3 Listening and strategies I don’t remember exactly . . .
A 2.20 Listen to people talk about their childhood memories. Underline the words they correct. Write the corrections on the lines.
1. I played softball until I was in sixth grade.
Actually, _________________________________.
2. We moved to Canada for a few years when I was seven.
No, wait, _________________________________.
3. My hardest class was algebra, I mean, ________________.
4. We were best friends in high school.
Well, actually, _________________________________.
5. All the kids teased me in school because I had an unusual name.
Well, _________________________________.
B Pair work Take turns telling memories of growing up. Ask questions to find out more information.
“I remember I got into big trouble one time when I was seven. No, wait . . . I was eight, and I . . .”
A Brainstorm the word teenager. What do you think of? Make a class list.
teenager: parties, loud music, fights with parents
B Read the interview. What, if anything, do you have in common with Joe?
Teenage Years
AN INTERVIEW WITH JOE HODGSON. JOE GRADUATED FROM THE UNIVERSITY OF MANCHESTER, ENGLAND WITH A DEGREE IN GENETICS.
1. Where were you born? Did you spend your teens there?
I was born in a small town near Manchester. I spent my teens there until I went to university* when I was 18.
2. What’s one thing you remember about school?
I had a lot of fun with all my friends, playing soccer and pool. We used to try and sneak out of school during breaks to go to the sweet shop* around the corner.
3. What were your best subjects in school and your worst?
My best subject was science, especially biology, and that’s what I ended up doing for my degree. My worst subject was algebra. I was never very good at it.
4. How did you spend your free time?
I spent a lot of time playing sports – soccer, cricket, and handball. I also did a lot of music – I played trumpet in the school orchestra. I sang in the choir as well.
5. What fashions and trends do you remember from your teen years?
The fashion I remember most was “emo” fashion because that was something I used to wear. We wore slim-fit jeans, black T-shirts and like most of my friends, I had long hair.
6. What was the most difficult thing about being a teenager?
Being stuck between being a kid and being an adult – so trying to balance the two. I think most teens feel that way. I wanted to be treated like a true adult some of the time, and like a kid at other times. It was frustrating when someone got the “wrong” age.
7. What’s the happiest memory you have from your teen years?
I played handball for my college team, and my happiest memory was when I was picked to play for England when I was 17. It was such a great feeling when I heard the national anthem and knew I was representing my country.
8. Who or what influenced you when you were a teenager? What did you learn?
My parents influenced me a lot, although I only really appreciated it when I was older. Some of my best friends influenced me, too. They all taught me the value of hard work, and of being yourself and enjoying that.
9. What do you miss about your teen years?
I miss the lack of responsibility! Now I have to worry about so much stuff like work and money, so I miss being a teenager because everything was a lot easier then.
10. What’s one piece of advice you would give to today’s teenagers?
Enjoy it! Have lots of fun. It’s a great time – so have a great time.
*go to university = go to college
*sweet shop = candy store
C Are these sentences true or false? Check (✓) True (T) or False (F). Can you correct the false ones?
| | T | F |
|---|----|----|
| 1. Joe was born in Manchester. | | |
| 2. He liked to sneak out of school to go to the movie theater. | | |
| 3. His worst subject in school was biology. | | |
| 4. He wore black T-shirts and had long hair when he was in school. | | |
| 5. Joe’s best memory was playing soccer for England when he was 17. | | |
| 6. Joe enjoyed having no responsibility as a teenager. | | |
D Pair work Ask and answer three questions from the interview.
Listening A long time ago
2.21 Listen to Colin talk about being a teenager in England many years ago. Complete the sentences by circling \(a\), \(b\), or \(c\).
1. Colin was a teenager \(\quad\) a. in the ’40s. \quad b. in the ’50s. \quad c. in the ’60s.
2. He quit school when he was \(\quad\) a. 13. \quad b. 14. \quad c. 15.
3. His first job was \(\quad\) a. in a factory. \quad b. in a store. \quad c. on a farm.
4. His main interest was \(\quad\) a. music. \quad b. buying clothes. \quad c. watching TV.
5. His main regret is that he \(\quad\) a. spent a lot of money. \quad b. didn’t take classes. \quad c. didn’t have fun.
Writing An interview
A Write five interview questions to ask a classmate about when he or she was younger. Leave spaces for the answers.
1. Did you get along with your parents?
2. Were you a good student?
B Pair work Exchange your questions with a classmate. Write answers to your classmate’s questions. Use the example and the Help note below to help you.
1. Did you get along with your parents?
Yes, most of the time. I got good grades, so that was no problem. We agreed on most things except for the car. We had a lot of fights about that.
Help note
Linking ideas: except (for), apart from
We agreed on most things except for the car. We didn’t agree on much apart from my best friend. They liked her.
C Pair work Read your partner’s answers. Ask questions to find out more information.
Learning tip Grouping vocabulary
You can group new vocabulary in different ways to help you remember it. For example, group things you can or can’t do or things you are interested in or not interested in.
Complete the chart with the school subjects in the box. Add more ideas.
| I’m / I was good at . . . | I’m not / wasn’t very good at . . . | I can’t / couldn’t do . . . at all. |
|---------------------------|-------------------------------------|-----------------------------------|
| art | chemistry | geography |
| biology | English | math |
| | history | P.E. |
| | music | physics |
| I like / liked . . . | I hate / hated . . . | I’m not / wasn’t very interested in . . . |
|----------------------------|-------------------------------------|------------------------------------------|
On your own
Walk around a large bookstore and look at the different sections. How many subjects do you know in English?
Can Do! Now I can . . .
- I can . . .
- talk about my family background and memories of growing up.
- discuss school subjects.
- say how many people do things.
- use *Well*, *Actually*, *No*, *wait*, and *I mean* to correct myself.
- I need to review how to . . .
- understand conversations about childhood memories.
- understand someone talk about his teenage years.
- read an interview about being a teenager.
- write answers to interview questions.
In this unit, you learn how to . . .
Lesson A
- Ask about neighborhood places with *Is there . . .?* and *Are there . . .?*
- Say where places are with expressions like *next to*, *between*, etc.
Lesson B
- Ask for and give directions
- Offer and ask for help with *Can* and *Could*
Lesson C
- Check information by repeating words or using expressions like *Excuse me?*
- Ask “echo” questions like *It’s where?* to check information
Lesson D
- Read an online guide to Istanbul
- Write a walking-tour guide
Before you begin . . .
Match each comment with a picture.
- “There’s a lot to see.”
- “It’s easy to get around.”
- “It’s great for shopping.”
- “There’s a lot of nightlife.”
What else can you say about each place?
Sonia: Excuse me, please. Is there a café with free Wi-Fi near here?
Jack: Uh... there’s one on Main Street – across from the big department store. It’s right up this street.
Sonia: Thanks. Oh, and are there any cash machines around here?
Jack: Yeah. There are some ATMs over there, outside the bank, just across the street.
Sonia: Oh, yeah. I see them. Thanks.
1 Getting started
A Look at the map. What can you do at each place you see? Tell the class.
“Well, there’s a furniture store. I guess you can buy tables and . . .”
B 2.22 Listen. Sonia is asking Jack for help. What is she looking for? Practice the conversation.
C Can you complete these questions and answers? Practice with a partner.
1. A ___________ a furniture store near here?
B Yes, there’s ___________ on Beach Street.
2. A ___________ any ATMs around here?
B Yes, there are ___________ cash machines just across the street.
Grammar Is there? Are there?; location expressions
Is there a café with free Wi-Fi near here?
Yes, there is. There’s one on Main Street.
No, there isn’t. There isn’t one in this neighborhood.
Are there any cash machines near here?
Yes, there are. There are some outside the bank.
No, there aren’t. There aren’t any nearby.
A Look at the map on page 54. Complete the questions with Is there a or Are there any. Complete the answers with one, some, any, and location expressions. Then practice.
Driver Is there a bank around here?
Matt Yeah, there’s one right on Main Street. It’s the deli. Do you see Sam’s Deli – just the street?
Driver Oh, yeah. Can I park there? I mean, parking lot?
Matt Well, there’s just the bank, but the entrance is Lincoln.
Driver public restrooms near there?
Matt No, there aren’t there, but there’s a department store Main and Third. I’m sure there are there, the store.
Driver Thanks. Oh, and shoe stores near here?
Matt Well, there’s on Main, Second and Third Avenues. But that’s about it.
Driver Okay. And one more thing – post office around here?
Matt Um . . . actually, there isn’t in this neighborhood. There’s only a mailbox the drugstore – the shoe store.
B Pair work Now ask and answer questions about these places on the map.
- a jewelry store
- a gas station
- restaurants
- electronics stores
- a convenience store
Common errors
Don’t use Is there with plural nouns.
Are there any ATMs?
(NOT Is there any ATMs?)
3 Speaking naturally Word stress in compound nouns
A 2.24 Listen and repeat the compound nouns above. Notice the stress pattern.
B 2.25 Listen and complete the questions. Then ask and answer the questions with a partner.
1. Are there any nice near your home?
2. Is there a around here?
3. Is there a in this area?
4. Are there any good in this neighborhood?
5. Is there a good near your home?
6. Are there any around here?
Excuse me, could you give me directions to the Rock 'n' Roll Museum?
Sure. Go straight ahead for two blocks. You're going to see a ferry terminal. Make a right and go down the street about a block. It's on the left.
Are you lost? Can I help you?
Yes, thanks. Can you tell me how to get to Panther Stadium?
Sure. Go to the end of this block, and turn right. Walk up two blocks. You can't miss it.
1. Building vocabulary and grammar
A 2.26 Listen to the conversations above, and follow the directions on the map. Then underline all the expressions for directions. Practice with a partner.
B Look at the information below. Find your location and destination on the map. Then complete the questions and put the directions in order.
1. You're in the Ocean Hotel. Someone asks:
A Are you lost? ________ I help you?
B Thanks. ________ you give me directions to Symphony Hall?
A ☐ Um, then make a right.
☐ Turn left again at the corner, and walk up two blocks.
☐ It's right there, on the right.
☐ Um, yes. When you go out of the hotel, turn left.
2. You're outside the parking garage. You ask:
A ________ you tell me how to get to the aquarium?
B ☐ The aquarium is going to be on your right.
☐ You're going to see a ferry terminal.
☐ Sure. Go straight ahead for two blocks.
☐ Make a left.
☐ Walk up the street about one block.
2 Grammar Offers and requests with Can and Could
Offers
Can I help you?
What can I do?
How can I help?
Requests
Can you help me?
Can you tell me how to get to the aquarium?
Could you give me directions?
A Look at the map on page 56. Some people are asking for directions at the Visitor Center. Complete the questions and directions.
1. A ________ you give me directions to the Museum of Modern Art? Is it far from here?
B Uh, no, it’s not far. So, go out of the door and turn _____________________________.
2. A ________ you recommend a place to go running?
B Let me think. There’s a running path in Seaside Park. Go ___________________________.
3. A Good morning. ________ I help you?
B Yeah, thanks. ________ you tell me how to get to Panther Stadium?
A Sure, you need to go ________________________________________________________.
4. A I’m staying at the Ocean Hotel. ________ you give me directions from there to the aquarium?
B Oh, no problem. Go ________________________________________________________.
5. A Hello. ________ I help you? Oh, I’m sorry. You’re waiting for a subway map. Here you go.
So, the subway is just a short walk from here. Go ____________________________________.
B Thanks. Have a good day.
B Pair work Take turns asking for and giving directions to different places on the map on page 56.
3 Listening and speaking Finding your way around
A (1) 2.28 Look at the map on page 56 again. Listen to the concierge at the Ocean Hotel give directions to people. Where do they want to go? Write the places.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
B Pair work Take turns asking the questions below and giving directions for the neighborhood you are in.
- Is there a place to go skateboarding near here?
- Could you recommend a cheap restaurant around here?
- Are there any cash machines within walking distance?
- Can you tell me how to get to the subway or to a bus stop?
- Could you give me directions to the nearest drugstore?
- Can you recommend a good place to go shopping?
A Is there a place to go skateboarding near here?
B Well, let me think. There’s a skateboarding park behind the library. You just walk . . .
1 Conversation strategy Checking information
A What kind of information do people ask a concierge when they are staying in a hotel? Make a class list.
They ask for directions to restaurants.
B Listen. What places does the concierge recommend? Where does Maria decide to eat?
Concierge Hello. Can I help you?
Maria Um, are there any nice places to eat around here?
Concierge Excuse me? Did you say places to eat?
Maria Yes, but not fast food.
Concierge OK. Well, there’s a Mexican restaurant within walking distance.
Maria Within walking distance?
Concierge Yes. It’s right down the street. It gets great reviews. Or there’s a Vietnamese place on Park Avenue. That’s really good.
Maria I’m sorry? There’s a Vietnamese place where?
Concierge Park Avenue. But it’s always busy. There’s usually about a 15-minute wait.
Maria Did you say fifteen or fifty?
Concierge Fifteen.
Maria Oh, OK. Well, that sounds good. Could you give me directions?
C Notice how Maria and the concierge check information. They repeat words as a question or use “checking” expressions. Find examples in the conversation.
“There’s about a 15-minute wait.”
“Fifteen or fifty?”
Checking expressions:
I’m sorry?
Excuse me?
Did you say . . . ?
What did you say?
D Complete the conversations with the missing words. Then listen and check. Practice with a partner and continue the conversations.
1. A Could you give me directions to the bus station?
B I’m sorry? Did you say the ____________?
2. A Is there an Indonesian restaurant near here?
B Did you say Indian or ____________?
3. A Do you have a number for a cab company?
B Excuse me? Did you say a ____________?
4. A How do you get to the airport from here?
B Sorry, what did you say? The ____________?
5. A Are there any good movies on this week?
B Any ____________, did you say?
2 Strategy plus “Echo” questions
In an “echo” question, you repeat something you heard, and you add a question word to check information you didn’t hear.
There’s a Vietnamese place on Park Avenue.
I’m sorry? There’s a Vietnamese place where?
Here are some more examples:
A Is there a drugstore around here?
B I’m sorry, a what?
A It opens at 10:00.
B Excuse me? It opens at what time?
2.31 Complete the conversations with “echo” questions. Use the words in the box. Then listen and check. Practice with a partner.
how far how much ✓what what kind of when where
1. A So, are there any theme parks here?
B I’m sorry, any ________?
2. A Is there an outdoor swimming pool around here?
B Actually, there is. It’s opposite the park.
A Excuse me? It’s ___________?
3. A You know, movie tickets cost $12. They’re expensive.
B They cost ___________?
4. A They have great outdoor concerts every night until 10:00.
B I’m sorry, until ___________?
5. A So, are there any museums in the city?
B Yeah. There’s a science museum about 15 minutes away.
A I’m sorry, it’s ___________?
6. A There are some good Thai restaurants here.
B There are some good ___________ restaurants?
3 Listening and strategies Tourist information
A 2.32 Listen to the start of six conversations at a visitor center. What do you think each person says next to check the information? Number the sentences 1 to 6.
☐ Excuse me? Fourteen or forty?
☐ I’m sorry. It’s how far?
☐ Did you say Thai?
☐ I’m sorry, a list of what?
☐ I’m sorry? From where?
☐ Did you say roller skates?
B 2.33 Now listen to the complete conversations. How does the person working at the visitor center answer the questions above?
C Pair work Role-play conversations at a visitor center. Ask for information about places in your town or city, and check the information you hear.
A Are there any good gift shops around here?
B Excuse me? What kind of shops?
A What do you know about Istanbul? Make a class list.
It’s in Turkey.
B Read the website below. Find one thing you didn’t know about Istanbul and one thing you knew already.
Day 1: START WITH A WALKING TOUR Your tour begins at Gülhane Park. Enjoy the shaded lawns and beautiful gardens, and walk toward the famous Topkapi Palace. The museum has incredible jewels, gold, and works of art. Then walk through the palace grounds for fabulous views across the Bosphorus. Walk back into the park and enjoy a cup of chay – Turkish tea – at one of the little outdoor cafés.
Outside the park, walk down one of the little cobblestone streets with traditional wooden houses. Find your way to the seventeenth century Blue Mosque – named for the blue tiles on its inside walls. Then walk north for a couple of blocks and visit the beautiful Hagia Sophia mosque – now a museum.
Day 2: SHOP TILL YOU DROP Start your day at the colorful and bustling Grand Bazaar. There are thousands of shops with everything from gold and silver to beautiful Turkish rugs. You’ll find plenty of souvenirs here to take home with you. Then head north and continue to the fabulous spice market.
For a quick lunch, go to one of Istanbul’s pastry shops and try a borek – a pastry with a cheese or meat filling. Delicious!
Spend the rest of your day exploring the fashionable area of Nisantasi, with its designer shops and exciting nightlife. Ready to drop? End your day at one of Istanbul’s famous Turkish baths.
Day 3: TAKE A TRIP ON THE RIVER Today, take the local ferry from Eminonu to Anadolu Kavagi. Don’t forget your camera so you can take spectacular photos of palaces, old houses, and forts along the way. Then, before the boat returns, be sure to have a leisurely lunch at one of the seafood restaurants. Or, if you’re feeling energetic, hike up the hill for a fantastic view.
C Read the website again and answer the questions. Then compare with a partner.
1. Where can you do these things, according to the website?
a. buy a Turkish rug
b. walk around beautiful gardens
c. see jewels and works of art
d. drink Turkish tea
2. What is a borek?
3. What sights can you see on the boat trip?
4. How did the Blue Mosque get its name?
5. Which three places would you like to see on this tour? Why?
6. Are there any places you would not go to? Why?
2 Talk about it What are some of your favorite places?
Group work Discuss places in your town or city. Can you agree on the best place to do these things?
Is there . . .
▶ a good place to sit and watch people go by?
▶ a fun place to spend a rainy afternoon?
▶ a cheap (but good) place to eat?
▶ a quiet area to go for a walk or a jog?
▶ a good place to shop for electronics?
▶ an interesting museum?
▶ a neighborhood with a lot of cultural events?
▶ a neighborhood with lots of interesting nightlife?
3 Writing A walking-tour guide
A Read the guide to Rockville and the Help note below. Underline the expressions for giving directions.
A Walking Tour of Rockville
The tour begins at Monterey Park. It’s a beautiful park with a big lake. It has beautiful flower gardens all year. Enter the park on Lincoln Avenue. Walk along the road until you get to the lake. Find a nice park bench. It’s a good place to sit and watch people. Walk back to the entrance and turn right on Lincoln Avenue. . . .
Help note
Giving directions
• The tour begins at __________.
• Turn right on __________ Street.
• Return to . . . / Walk back to . . .
• Walk north for two blocks.
• Continue east on __________ Street.
B Now write a guide for a walking tour in your city or town. Write about three different places and explain why they are worth visiting. Give directions to each place.
C Group work Read your classmates’ guides. Then tell the group which tour you would like to take and why.
Learning tip Drawing maps
Draw and label a map to help you remember directions.
1 Use the map to number the directions to the bank below.
- Walk one more block.
- Turn right.
- Walk up one block.
- Make a left.
- It’s on the left, just past the post office.
2 Now draw your own map. Show the way from your home or class to a place you often go. Then write the directions to go with the map.
On your own
Buy or download a map of your town or city. Highlight the route from one place you know to another. Then write directions. Learn the directions.
Can Do! Now I can . . .
- ask questions about places in a neighborhood.
- say where places are in a neighborhood.
- make offers like *Can I help you?*
- make requests like *Can you help me?*
- ask for and give directions.
- use expressions like *Excuse me?* to check information.
- ask “echo” questions to check information.
- understand directions and follow along on a map.
- understand conversations at a visitor center.
- read an online city guide.
- write a walking-tour guide for a neighborhood.
1 Unscramble the questions.
Put the words in the correct order to make questions. Then ask and answer the questions with a partner.
1. doing / are / next weekend / what / you?
What are you doing next weekend?
2. after class / going to / you / go shopping / are?
Are you going to go shopping after class?
3. it / rain / tomorrow / going to / is?
Is it going to rain tomorrow?
4. you / here / did / another city / from / move?
Did you move here from another city?
5. last year / you / did / on vacation / go / where?
Where did you go on vacation last year?
6. what / your / in school / favorite / was / subject?
What was your favorite subject in school?
7. are / a lot of / in / fun places / neighborhood / there / your?
Are there a lot of fun places in your neighborhood?
2 Can you complete this conversation?
Complete the conversation. Use the words and expressions in the box. Use capital letters where necessary. Then practice with a partner.
| actually | ✓are there any | him | I'm not sure | on | some | was born | where |
|----------|----------------|-----|--------------|---|------|---------|-------|
| and everything | did you say | I mean | my grandfather | one | until | what time |
A Are there any nice gift stores around here?
B ________________________ gift stores? Um, there's ______________ just across the street.
Oh, ______________ no, it closed. But there are ______________ in the mall.
A Oh yeah. I need to get ______________ something. It's his birthday next week.
B Oh, really? How old is he going to be?
A Well, he ______________ in 1948, so how old is that?
B Oh, I'm not good at math. So, what are you going to get ______________?
A Um, ______________.
B Does he have any hobbies?
A Well, he's pretty active. He's really into exercise.
B Well, here's an idea. Take him to a bowling alley for his birthday.
A Take him ______________?
B To a bowling alley. There's one ______________ Fifth, ______________ Sixth Avenue. And you can play pool and table tennis ______________. It doesn't close ______________ midnight.
A It closes at ______________? Actually, that's a great idea. Thanks.
3 What can you remember?
A Add four words to each category, and compare with a partner. Ask questions to find out more information.
| Events you are going to celebrate this year | Important dates for you | Places in town you go to often | Subjects you’d like to know more about |
|--------------------------------------------|-------------------------|-------------------------------|--------------------------------------|
| New Year’s Eve | May 1st – my birthday | the bank | biology |
A How are you going to celebrate New Year’s Eve?
B We’re going out for dinner. How about you? Are you going to have a party, or . . . ?
B Choose a category and survey your class or group. Report your findings to the class.
“Most of us are going to celebrate New Year’s Eve.” “Nobody is going to have a birthday party.”
4 Get it right!
A Can you complete these questions? Use the words in the box.
1. What’s your city, I mean, your ____________ like?
2. Are you going to any birthday parties, I mean, ____________ this year?
3. Can you give me directions to a bank around here? I mean, a ____________ ?
4. When did you learn to walk? I mean, when did you learn to ____________ ?
5. What was your worst, I mean, ____________ subject in school?
swim best neighborhood weddings post office
B Pair work Take turns asking the questions above. Use “vague” expressions in your answers. Check your partner’s answers with “echo” questions.
A What’s your city, I mean, your neighborhood like?
B Well, I like it. There’s a lot to do. We have a lot of cafés and restaurants and everything.
A I’m sorry. A lot of what?
5 Do you know your city?
Pair work Write directions from your class to three places nearby. Then trade papers. Can your partner guess the places?
1. Cross the street, turn left, and walk up three blocks. This place is on the right, next to the bank. What is it?
1. A convenience store
Going away
In this unit, you learn how to . . .
Lesson A
• Talk about getting ready for a trip using infinitives to give reasons
• Give opinions using It’s + adjective + to
Lesson B
• Talk about things to take on a trip
• Give advice and suggestions with should, could, need to, etc.
Lesson C
• Respond to suggestions
• Use I guess when you’re not sure
Lesson D
• Read an article about unique hotels
• Write an email about a trip
Before you begin . . .
Brainstorm! Think of three . . .
• fun places to go on a trip.
• things you always take on a trip.
• fun things to do on a trip.
• different ways to travel.
Alicia So, are you all packed for your trip?
Rita No. I’m nowhere near ready – look at my to-do list! I need to go shopping to get a suitcase. And I still have to go online to find a flight.
Alicia Uh-oh. So, is it expensive to fly to Puerto Rico – or is it easy to find cheap flights?
Rita Well, it’s not too hard to find a bargain. You just have to do some research.
Alicia Right. So why are you going exactly?
Rita To see my relatives in San Juan. Then we’re all going someplace to go snorkeling.
Alicia Nice. Sounds like a fun trip. Good luck with your list.
Rita Thanks.
1 Getting started
A Look at Rita’s “to-do” list for her upcoming trip. What other things do you need to do before a trip? Make a class list.
B 3.01 Listen. What’s Rita going to do in Puerto Rico? Is she ready for the trip? Practice the conversation.
C Circle the correct verb forms to complete the sentences. Use the conversation above to help you.
1. I’m going to Puerto Rico see / to see my relatives.
2. I still have to go online to buy / buying a ticket.
3. Is it / Is cheap to fly to Puerto Rico?
4. Is / It’s easy to find a bargain.
2 Grammar Infinitives for reasons; It’s + adjective + to . . .
You can use an infinitive to give a reason.
Why are you going to Puerto Rico?
To see my relatives.
I’m going to Puerto Rico to see my relatives.
I need to go shopping to get a suitcase.
I have to go online to find a flight.
You can use It’s + adjective + to to describe a verb.
Is it expensive to fly? (NOT Is expensive to fly?)
It’s easy to find a cheap flight online. (NOT Is easy . . .)
Is it easy to find bargains online?
It’s easy to do.
It’s not hard to do.
A Complete the conversation extracts. Use infinitives for reasons and it’s / is it + adjective + to. Then practice with a partner.
1. A I’m going to ___________ (go to Tokyo / study Japanese) next month. I’m staying with a family on an exchange program. I just got my visa.
B Wow! So, ________________________ (necessary / learn some Japanese) before you go?
A Well, yeah. ________________________ (nice / say “Thank you”) and things. ________________________ (important / know a few expressions) I think, so I want to ________________________ (get a phrase book / read) on the plane.
2. A I need to ________________________ (buy a guidebook / get some ideas) for sightseeing, too.
B So, ________________________ (easy / get around) Tokyo?
A Well, they say ________________________ (not hard / use the subway). But I heard ________________________ (easy / get lost) when you’re walking around.
3. A I need to ________________________ (go to the bank / change some money), too. I heard ________________________ (good / have some cash). You know, you need to ________________________ (carry some cash / pay for taxis) and things.
B ________________________ (not possible / pay) for everything with a credit card?
A Not really. ________________________ (not easy / do) that.
B Pair work Choose a country to visit. Role-play a conversation about preparing for the trip. Use the conversation above for ideas. Think of more questions to ask.
A I’d love to go to Brazil to see the Carnival in Rio.
B Is it expensive to fly there?
3 Speaking naturally Reduction of to
A Is it expensive to visit your country? B Well, it’s hard to find cheap hotels.
A Listen and repeat. Notice the reduction of to in the sentences above.
B Listen and complete the questions. Then ask and answer the questions with a partner.
1. Do you need a visa _____________ your country?
2. Do you need to speak the language _____________ your city?
3. Is it easy _____________ a cheap place to stay?
4. Is it safe _____________ late at night?
5. Do you have to pay _____________ in museums?
1 Building vocabulary
A 3.05 Listen and say the words. What else do you see in the picture? Make a list. Can you think of any other things you need when you travel? Compare with a partner.
| You need to take . . . | It’s good to have . . . | It’s not necessary to take . . . |
|------------------------|-------------------------|---------------------------------|
| On a beach vacation | a bathing suit | sunscreen | a tent |
| On a camping trip | | | |
| To stay overnight with a friend | | | |
“On a beach vacation, you need to take a bathing suit to go swimming.”
Building language
A 3.06 Listen. Jenny’s going on a camping trip. What’s her mother’s advice? Practice the conversation.
Mom Jenny, maybe you should take some insect repellent. . . . Oh, and take a flashlight, and don’t forget to pack some spare batteries. . . . Why don’t you take my jacket? It’s a good idea to have something warm. . . . Now, you need to take a hat. You could borrow your dad’s. But don’t lose it. . . . Oh, and Jenny, do you want to pack some other shoes?
Jenny I’m sorry, Mom. Did you say something? I can’t hear you with my headphones on.
B How does Jenny’s mother make suggestions? What does she say about packing these things?
insect repellant a flashlight spare batteries her jacket something warm a hat other shoes
“You should take some insect repellant.”
Grammar Advice and suggestions 3.07
What should I take?
Should I take these shoes?
You should take a hat.
You shouldn’t take high heels.
You could borrow your dad’s hat.
You need to have warm clothes.
Do you want to pack some other shoes?
Why don’t you take a hat?
It’s a good idea to pack a jacket.
Take a flashlight.
Don’t forget to pack some batteries.
A Complete the suggestions to someone going on these trips. Then compare with a partner. Add more suggestions.
1. a hiking trip in the Andes
“I think you should ________________.”
“It’s a good idea ____________________.”
“Maybe you shouldn’t __________________.”
2. sightseeing in Paris
“Don’t forget ________________________.”
“Why don’t you _____________________?”
“Maybe you should ___________________.”
3. a language course in Canada
“You need __________________________.”
“It’s not a good idea __________________.”
“You could __________________________.”
4. backpacking around Asia
“Take __________________________________.”
“You should probably ____________________.”
“You want to ____________________________.”
B Pair work Now look at these trip ideas. Make four suggestions to someone going on these trips.
Why don’t you take some souvenirs to your relatives in the U.S.?
- visiting relatives in the U.S.
- a homestay in Japan
- a working vacation in Australia
- a road trip through California
Common errors
Do not use can to give advice.
I think you should take a first-aid kit.
(NOT I think you can take a first-aid kit.)
A Would you like to take a few days off and go away? What would you do? Tell the class.
B Listen. What would Chris and Stan like to do? What are they probably going to do?
Chris You know, we should take a few days off sometime.
Stan Yeah, we should. Definitely.
Chris We could go to Mexico or something.
Stan That’s a great idea.
Chris We could even go for a couple of weeks.
Stan Well, maybe. I guess we could, but . . .
Chris You know, we could just quit our jobs and maybe go backpacking for a few months. . . .
Stan Well, I don’t know. I’d like to, but . . . I guess I need to keep this job, you know, to pay for school and stuff.
Chris Yeah, me too, I guess.
C Notice how Stan responds to Chris’s suggestions with expressions like these. Find examples in the conversation.
For suggestions you like:
That’s a great idea.
That sounds great.
I’d love to.
For suggestions you don’t like:
Maybe.
I guess we could, but . . .
I don’t know.
I’d like to, but . . .
D Complete each response with an appropriate expression. Use six different expressions. Then practice with a partner.
1. A Why don’t we take a beach vacation soon?
B _______________ We can go windsurfing!
2. A You should ski with me this weekend.
B _______________ I have to work.
3. A Why don’t we go to Boston next month?
B _______________ I don’t have any money.
4. A Let’s go camping this weekend.
B _______________ I think it’s going to rain.
5. A We could go to Moscow in February.
B _______________ It’s really cold in February.
6. A Let’s go to New Zealand for a vacation.
B _______________ New Zealand is beautiful!
E Pair work Practice again. Use your own responses and continue each conversation. Can you agree on something you’d both like to do?
2 Strategy plus I guess
You can use *I guess* when you’re not 100% sure about something or if you don’t want to sound 100% sure.
In conversation
*I guess* is one of the top 20 expressions.
Yeah, me too, I guess.
3.09 Check (√) where you think the speakers say *I guess*. Then listen and write *I guess* where you hear it. Practice with a partner.
1. A I really prefer warm weather to cold. How about you ________?
B √ *I guess* I like cold weather more. It’s a lot of fun to do winter sports ________.
A That’s true ________. You can go sledding and stuff. We should ________ do that sometime!
2. A So, what’s your idea of a good vacation?
B Well, I kind of like to go camping. ________ that’s my favorite thing to do.
A Really ________? That sounds like fun. Hey, why don’t we go together sometime ________?
B Yeah. ________ we could go next summer, maybe.
3 Listening and strategies It’s good to travel.
A 3.10 Pair work Guess the missing words. Then listen to conversations between Mark and his friends. Write the missing words.
1. You have to ___________ a country to really understand its culture.
2. It’s important to ___________ when you travel.
3. It’s good to ___________ tourist areas when you go somewhere.
4. It’s not possible to ___________ in a short trip.
5. You should try ___________ when you go to a new place.
B 3.10 Listen again. Circle the correct words to complete Mark’s suggestions (A) below. Complete his friends’ responses (B) with two words.
1. A Let’s go to Mexico / Miami this summer.
B I’d like to, but is it easy to find ___________ ___________?
2. A Why don’t we go to a French / Italian class?
B I guess we could, but I really want to ___________ ___________.
3. A We could drive / hike along the coast sometime.
B That sounds great. Are there any ___________ ___________ to stay?
4. A We should go scuba diving / backpacking in Australia.
B I don’t know. It’s not easy to go. I have ___________ ___________.
5. A Do you want to go to a Chinese exhibition / festival?
B I’d love to! Do they have ___________ and ___________ and everything?
C Class activity Make the suggestions above to six classmates. How many say yes?
A Brainstorm! Do you ever stay in hotels? What’s fun about staying in a hotel? Make a class list.
You don’t have to cook or make your bed.
You can sit by the pool to relax.
B Read the article as quickly as you can. How much can you remember about each hotel? Compare with a partner.
Reading tip
If you don’t understand some words in a description, find other words that will help you get a sense of their meaning. For example, comfortable helps you know that cozy means “nice in some way.”
Unique Hotel Experiences
Here are three exciting hotels that you will never forget!
1. Controversy Tram Hotel, The Netherlands It’s easy to see why this bed and breakfast is on our list of unusual places to stay. Don’t worry – these old city trams are not going to take you anywhere. The owners got old trams from Germany and Holland and converted them into comfortable, cozy rooms with American, Italian, French, and Mexican themes. The owners sleep in an old double-decker bus from England and cook in a French van! It’s definitely a place for people who like trains, planes, cars, and other transportation memorabilia.
2. EcoCamp, Chile It’s not hard to fall asleep at this environmentally friendly hotel in the heart of the Torres del Paine National Park. The scenery is amazing, as is the peace and quiet. Guests stay in comfortable and inviting domes similar to the homes of ancient native peoples. You should definitely take your hiking boots. In the daytime, guests can trek through the mountains and see guanacos (a type of llama) and other wildlife and then go back to the domes to relax and enjoy a delicious dinner in the evening.
3. Giraffe Manor, Nairobi When we asked the owners of this African hotel, “What should we pack?” they said, “Don’t forget to bring a camera.” It’s good to know. From the elegant rooms of this beautiful manor you have superb views of the Ngong Hills. Not only that, but a herd of giraffes lives on the manor, and you don’t have to try hard to get a great photo. The giraffes wander around and poke their heads through the bedroom windows. They even turn up at the breakfast table, too.
C Pair work Read the article again. Discuss the questions about each hotel.
1. What is unusual about each hotel?
2. How does the article describe the rooms?
3. What can you do during the day in each place?
4. Which hotel would you like to stay at? Why?
2 Listening and writing Recommendations
A Look at these hotels. Would you like to visit any of them?
1 The Cave Hotel
2 The Lighthouse Hotel
3 The Spa Hotel
B 3.11 Read the advice about staying at these hotels. Can you match each piece of advice with a hotel? Then listen and check your guesses.
1. You should bring lots of books and board games for rainy days. ____
2. Wear flat shoes so you can climb the ladder to your room. ____
3. Be sure to take everything you need. It’s miles from another town. ____
4. I really recommend the hot-air balloon ride. ____
5. Don’t spend too much time in the water. ____
6. It’s a good idea to have some binoculars to watch the dolphins. ____
C Imagine you are staying at one of the hotels in this lesson. Write an email to a classmate about the hotel and your trip. Use the Help note and the example below to help you.
Help note
Writing a message about a trip
Start like this:
Say if you are enjoying your stay:
Describe the place, food, or weather:
Say something you did:
Attach a photo and describe it:
Say something you are going to do:
End like this:
Dear David,
I’m writing to you from . . .
I’m having a wonderful time here . . .
The weather is terrible, but . . .
I went out on a fishing boat yesterday and . . .
I’m attaching a photo of me on the boat . . .
Tomorrow I’m going to go hiking. . . .
See you soon! Love, Sophia.
D Pair work Exchange messages. Write a response to your partner’s message. Make comments and ask questions for more information.
Learning tip Writing notes about nouns
When you write down a new noun, it’s a good idea to write notes about it.
its pronunciation and stress ▶ phrase book (ph = /f/)
if it’s a countable or an uncountable noun ▶ sunscreen (uncountable)
the spelling of the singular and plural forms ▶ a map (countable)
if it’s always plural ▶ a hairbrush, hairbrushes
how to make a plural noun singular ▶ sunglasses (always plural)
a pair of sunglasses (singular)
1 Match the travel items to the notes. Mark the stress on each word by underlining the stressed syllable.
1. bathing suit d
2. batteries
3. clothes
4. schedule
5. scissors
a. (sc = /s/), plural, a pair of (singular)
b. (sounds almost like close), always plural
c. (sch = /sk/), countable
d. (ui in suit sounds like oo in too), countable
e. ies = y (singular)
2 Write notes about these travel items. Add two more ideas of your own.
pajamas razor shampoo toothbrush
On your own
Visit some travel websites and find two different types of vacations. List ten items you need for each one.
Can Do! Now I can . . .
I can . . .
- give reasons for things I do.
- give opinions with It’s + adjective + to.
- discuss what I need to take on a trip.
- give advice and make suggestions.
- respond to suggestions people make.
I need to review how to . . .
- use I guess to show I’m not sure about something.
- understand conversations about travel.
- understand advice people give about hotels.
- read an article about unique hotels.
- write an email about a trip.
At home
In this unit, you learn how to . . .
Lesson A
- Talk about where you keep things at home
- Say who owns things with *mine*, *yours*, etc., and *whose*
Lesson B
- Talk about items in the home
- Identify things using adjectives and *one* and *ones*
Lesson C
- Use *Do you mind . . . ?* and *Would you mind . . . ?* to make polite requests
- Agree to requests with expressions like *Go right ahead* and *No problem*
Lesson D
- Read comments on a website about unusual habits
- Write about your evening routine with expressions like *first* and *as soon as*
Before you begin
Look at the pictures. What do you keep in these places?
Are you a pack rat – do you hate to throw things away?
There’s so much stuff in here! Are all these things really ours? I mean, whose bathing suit is this? Is it yours or your grandmother’s?
Hey, it’s mine, and I like it. And whose clothes are these? Oh, they’re my sister’s. She’s storing some things here while she’s away. The jewelry’s hers, too. Ugh, look at these awful earrings. She has such weird taste.
But those are yours. I bought them for you!
Oh, you did? Sorry. I guess they’re not so bad.
1 Getting started
A Look at the picture. What are John and Sandra doing? What’s in their closet?
B 3.12 Listen. Who do the clothes belong to? the jewelry? Then practice the conversation.
C Circle the correct words. Use the conversation above to help you. Then compare with a partner.
1. A Whose / Who’s bathing suit is this?
B It’s my / mine.
2. A Who’s / Whose earrings are these? Are they your / yours?
B No, they’re my sister’s. All the jewelry is her / hers.
3. A Does all this stuff belong to us?
B Yes, it’s all our / ours. They’re all our / ours things.
Grammar Whose . . . ?; possessive pronouns
Whose bathing suit is this?
It’s mine. (It’s my bathing suit.)
Whose jewelry is this?
It’s hers. (It’s her jewelry.)
Whose clothes are these?
They’re ours. (They’re our clothes.)
It’s mine. It’s my bathing suit.
They’re yours. They’re your earrings.
It’s hers. It’s her jewelry.
They’re his. They’re his shoes.
They’re ours. They’re our things.
It’s theirs. It’s their stuff.
Complete the conversations with whose and possessive pronouns. Practice with a partner. Then practice again, giving your own answers.
1. A I’m always losing my keys. Do you ever lose ________?
B No. We always keep ________ on a shelf next to the door.
2. A Do you hang your clothes in the closet every night?
B Well, my sister always hangs ________ in the closet,
but I just throw ________ on a chair! My room’s always a mess.
3. A Where do you keep your shoes? Do you have one place?
B No, they’re all over the apartment. I have three brothers, and
mom’s always saying, “________ shoes are these?”
4. A What do you do with your old clothes?
B Sometimes I give things to a friend of ________.
But my parents give ________ to charity.
5. A Where do you put your cell phone at night?
B I always leave ________ in the kitchen. But my husband
puts ________ on the dresser. It’s so annoying when it
rings at night. So, what do you do with ________?
6. A What do you do with all of your photos?
B I put family photos on my computer. But the kids keep ________
on their phones. My husband has ________ on his tablet.
Speaking naturally Grammatical words
A Where do you keep your books?
B On a shelf next to my speakers. Where do you keep yours?
A In a pile on the floor by my bed.
A Listen and repeat the conversation above. Notice how grammatical words like do, you, your, on, a, next to, my, in, and by are reduced. Only the content words are stressed.
B Pair work Make conversations like the one above. Use the ideas below or add your own.
- jewelry
- headphones
- passport
- credit cards
- sports equipment
- music files
1 Building vocabulary
A 3.15 Listen and say the words. What else do you see in each picture? Make a list.
| Living room | Kitchen |
|-------------|---------|
| lamp | microwave |
| end table | cabinets |
| cushions | faucet |
| sofa | stove |
| armchair | oven |
| coffee table| dishwasher |
| Bedroom | Bathroom |
|---------|----------|
| clock | mirror |
| curtains| shower |
| nightstand | sink |
| dresser | toilet |
| carpet | bathtub |
B Complete the chart with things in your home. Then compare with a partner.
| Living room | Kitchen | My room | Other |
|-------------|---------|---------|-------|
| sofa | microwave | | |
A In our living room, there’s a sofa and . . .
B We don’t have a sofa. We have a couple of armchairs and . . .
2 Building language
A 3.16 Listen to these people shopping online. Which items does Meg like? Which items does Jon like? Do they have the same tastes?
Jon I need a new cover for my tablet. Which one do you like?
Meg That nice black leather one there.
Jon Hmm, I prefer the blue one in the middle.
Meg Which one? The blue one with the orange dots? Really?
Jon Yeah. It’s really cool.
Jon Oh, and I need some new speakers, too. Which ones do you like? The rectangular black ones?
Meg Um, those cute little round ones are cool.
Jon How about the orange ones on the right?
Meg Hmm. Well, they go with the tablet cover, I guess.
B Pair work Choose the correct words. Then practice with a partner.
A I like that black nice / nice black tablet cover.
B I like that blue one / ones in the middle.
A And do you like those cute round little / little round speakers?
B Which one / ones? The orange one / ones?
3 Grammar Order of adjectives; pronouns one and ones 3.17
Usual adjective order
opinion, size, shape, color, nationality, material
They have a beautiful black leather cover.
I want those cute little round speakers.
I like the black cover. Which one do you like?
I like the blue one in the middle.
Those speakers are cool. Which ones do you like?
I like the silver ones on the left/right.
Complete the sentences so they are true for you. Then practice with a partner.
I don’t like the _____________. Which ____________ do you prefer?
I like the _____________. Which ____________ do you like?
I’d like to have the ____________. Which ____________ would you like?
A I like the big metal mirror. Which one do you like?
B Well, I like the small pink one in the middle. The one with the plastic frame.
1 Conversation strategy Asking politely
A How can you make visitors to your home feel welcome when they arrive? What do you do or say?
B 3.18 Listen. What does Lucy ask permission to do? What request does Adam make?
Adam Hi Lucy! Come on in.
Lucy Thanks. I brought you some flowers. Are the others here yet?
Adam No, not yet. So just make yourself at home. Thanks for these. Can I take your coat?
Lucy Sure. Thanks. This is a great apartment. Do you mind if I look around?
Adam No, go ahead.
Lucy Oh, I love this antique table. It’s beautiful.
Adam Yeah, it’s great, but it’s not really mine. It’s my mother’s.
Lucy Well, she has great taste.
Adam Yeah. Listen, I hate to ask this, but I’m running a bit late. Would you mind helping me in the kitchen?
Lucy No, not at all. What can I do?
Adam Well, . . . could you chop the onions?
Lucy No problem. I’m happy to help.
C Notice how Lucy uses *Do you mind if . . . ?* to ask for permission, and Adam uses *Would you mind . . . -ing?* to ask Lucy to do something. Also notice that they answer “no” to show they agree. Find the examples in the conversation.
“Do you mind if . . . ?”
“No, go ahead.”
“Would you mind . . . -ing?”
“No, not at all.”
D Pair work Imagine you are visiting your partner’s home. Take turns asking permission to do these things and agreeing to the requests. Can you think of more ideas?
1. make a quick call
2. open a window
3. use your bathroom
4. take a cookie
5. get a glass of water
6. charge my phone
“Do you mind if I make a quick call?” “No, go ahead.”
E Pair work Imagine your partner is visiting your home. Take turns asking him or her to do these things and agreeing to the requests. Can you think of more ideas?
1. answer the door for me
2. put this in the trash
3. set the table for me
4. make some coffee
5. help me with the dishes
6. turn on the oven
“Would you mind answering the door for me?” “No, not at all.”
2 Strategy plus Agreeing to requests
Answer Yes to agree to requests with Can and Could:
Can I look around?
Yes. / Sure. / Go (right) ahead.
Could you chop the onions?
Yes. / Sure. / OK. / No problem.
Answer No to agree to requests with mind:
Do you mind if I look around?
No, go (right) ahead. / No, not at all.
Would you mind helping me in the kitchen?
No, not at all. / Oh, no. No problem.
3.19 Listen and complete the answers. Then practice with a partner.
1. A Do you mind if I sit here?
B _________________________________. Let me move my things.
2. A Could you do me a favor? Could you run to the store and get some milk?
B _________________________________. What kind of milk do you want?
3. A I forgot to charge my phone. Can I borrow yours for a minute?
B _________________________________. It’s on the coffee table there.
4. A I think I left my wallet at home. Uh, would you mind lending me five dollars?
B _________________________________. Here, I have ten dollars.
3 Listening and strategies Could you do me a favor?
A 3.20 Listen to four conversations between roommates. What’s the problem in each case?
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
B 3.21 Can you guess what favors each person is going to ask? Listen and complete the sentences. Do their roommates agree? Check (√) the boxes.
| | Agrees | Doesn’t agree |
|---|--------|--------------|
| 1. | Can you ___________________________? | | |
| 2. | Would you mind ______________________? | | |
| 3. | Could you do me a favor? Could you _____________? | | |
| 4. | Do you mind if I borrow ______________________? | | |
C Class activity Ask your classmates for favors.
You want someone to . . .
- help install software on your laptop.
- find a phone number online for you.
- introduce you to their friend.
You need . . .
- to borrow some headphones.
- some money to buy some gum.
- help with some homework.
A Hey, Jen, would you mind helping me install some software on my computer?
B Oh, I’m sorry. I’m not very good at computer stuff. I can’t even do that on mine!
A Circle the words to make these statements true for you. Tell the class.
- My kitchen is very organized / disorganized.
- I wash dishes by hand / in the dishwasher.
- I iron none / some / all of my clothes.
- I save / throw out used food containers.
B Read the comments on the website. What habits do the people have? Which do you think are unusual?
**Reading tip**
Ask yourself questions as you read, for example, *Is this logical? Is this normal?* etc.
---
**Do you have an unusual HOME HABIT?**
**Martin_442** March 31, 10:55 p.m.
Well, my best friend has a very disorganized kitchen, but you should see mine. As soon as I come back from grocery shopping, I organize everything. First, I arrange the cans so the vegetables are in one section and the canned fruit is in another section. Next, I sort them by size so the big ones are at the back and the small ones are at the front. Then I make sure I can see all the labels.
**Charlotte** April 21, 8:02 p.m.
We have a brand new expensive dishwasher, but I hate it. I don’t think it washes very well. My friend says hers is great, but mine always leaves the glasses dirty. So I always wash the dishes by hand before I load them in the dishwasher. Then, after I take them out, I rinse them again to make sure they are clean! It drives my husband crazy!
**Lucia_P** April 22, 7:55 a.m.
My weird home habit? I iron everything, including my jeans, while I’m watching TV. I even iron my socks. My roommate just stuffs hers in a drawer, but I like to fold everything, too. I even iron the curtains in my bedroom every two weeks. I know it sounds crazy, but you iron yours, too, right?
**Manas_No_more_chores** April 22, 7:58 a.m.
OK, I can’t help it. I save every small plastic take-out container, pizza box, cups from the coffee shop, salad cartons, etc. My friend just throws all his in the trash, but I think that’s a waste. You can use them for a lot of different things. Like the big cardboard pizza boxes – we use ours during the summer for picnic trays.
C Read the comments again. Answer the questions.
1. How does Martin arrange the cans in his cupboards?
2. Why does Charlotte wash the dishes before she puts them in the dishwasher?
3. What does Lucia iron?
4. What does Manas do with the containers he saves?
D Pair work What unusual habits does your family have? Tell your partner.
2 Listening Evening routines
A Do you do any of these things when you get home every day? Tell the class.
B 3.22 Listen. What does Mike do when he gets home? Number the pictures in the correct order.
C 3.22 Listen again and answer the questions. Is your evening like Mike’s?
1. What does Mike take out of his pockets at night? Why?
2. When does he do the dishes? Why?
3. How does he feel after he exercises? After he watches the news?
4. What does he do just before he goes to sleep?
3 Speaking and writing Evening routines
A Write answers to the questions below. Then ask and answer the questions with a partner.
How are your routines the same?
- What do you do as soon as you get home?
- What do you do before you have dinner?
- What do you do while you’re eating?
- What’s your bedtime routine?
B Read the article below. Then write an article about your evening routine. Use the expressions in the Help note that order events.
My Evening Routines
First things first
As soon as I get home at night, I like to relax. First, I change my clothes. I put on something comfortable, like jeans and a T-shirt. Next, I turn on some music, and then I cook dinner. I like listening to music while I’m making dinner.
Dinnertime
I like to watch TV during dinner, so I eat in the living room. Right after dinner, I do the dishes. I hate to leave dirty dishes in the sink! When the kitchen is clean, I can relax.
Time for bed
I often have a snack before bedtime. Then I get my e-reader and go to bed. I read for about half an hour before I go to sleep.
Help note
Ordering events
- To show a sequence: first, next, (and) then
- Before a noun: before / after
during = “at the same time as”
- To link actions:
when
as soon as = “immediately after,” “right after”
while = “at the same time as”
before / after
Learning tip Alphabet game
Make learning new words into a game! Choose a topic and try to think of a word for each letter of the alphabet.
1 Label the pictures. The first letter of each word is given for you.
a b c d
2 Now complete your own alphabet chart. Can you think of something in your home for each letter?
| a | armchair |
|---|----------|
| b | |
| c | |
| d | |
| e | |
| f | |
| g | |
| h | |
| i | |
| j | |
| k | |
| l | |
| m | |
| n | |
| o | |
| p | |
| q | |
| r | |
| s | |
| t | |
| u | |
| v | |
| w | |
| x | |
| y | |
| z | |
On your own
Make labels for different things in your home. Don’t throw the label away until you can remember the new word.
Can Do! Now I can . . .
I can . . .
- talk about where I keep things at home.
- say who owns things.
- talk about furniture and home furnishings.
- identify and describe which things I mean.
- ask politely for permission to do things.
- ask other people to do things.
I need to review how to . . .
- agree to requests.
- understand requests for favors and replies.
- understand details about evening routines.
- read comments about unusual home habits.
- write about my evening routine.
Things happen
In this unit, you learn how to . . .
Lesson A
• Tell anecdotes about things that went wrong using the past continuous and simple past
Lesson B
• Talk about accidents (e.g., I broke my arm.) using the past continuous and myself, yourself, etc.
Lesson C
• React to show interest with expressions like Oh, no!
• Use I bet to show you’re sure or that you understand
Lesson D
• Read anecdotes in an article
• Write an anecdote using when and while
Before you begin . . .
Look at the pictures. Think about a time when one of these things happened to you. Tell the class about a time when you . . .
• broke something.
• forgot something.
• lost something.
• damaged something.
Actually, yes. I was going to work on the train Monday morning, and I was talking to this woman. I guess I wasn’t paying attention, and I missed my stop. I was half an hour late for a meeting with my new boss.
Definitely! My friend accidentally deleted all my music files when she was using my computer. Actually, she was trying to help me – she was downloading stuff from my phone, and something went wrong. I spent hours on the phone with tech support.
Yeah, kind of. A couple of days ago, a friend and I were trying to look cool in front of some girls at the mall. We weren’t looking, and we walked right into a glass door. I was so embarrassed.
1. Sean missed / was missing his stop because he talked / was talking to a woman on the train.
2. Julia’s friend deleted / was deleting all Julia’s music files when she using / was using her computer.
3. Roberto and his friend tried / were trying to look cool when they walked / were walking into a glass door.
Use the past continuous to set the background for a story or tell about events in progress in the past. Use the simple past for completed actions in the past.
I was talking to a woman, and I missed my stop. I wasn’t paying attention.
We were trying to look cool, and we walked into a glass door. We weren’t looking.
A friend of mine deleted all my music files when she was using my computer.
When my friend was using my computer, she deleted all my music files.
Complete the anecdotes with the past continuous or simple past. Then close your book. Take turns retelling the anecdotes to a partner.
1. I was having (have) lunch in a café yesterday when the server accidentally ____________ (spill) tomato sauce on my shirt. I guess he ____________ (not / pay) attention. I was upset, but I ____________ (got) my lunch for free.
2. My friend and I were at a barbecue last week. When we ____________ (walk) around the yard, she ____________ (trip) and ____________ (fall) into the pond.
3. I ____________ (damage) my parents’ car last week.
I ____________ (try) to park, and my friend ____________ (talk) to me, and I ____________ (hit) a wall. Now I have to pay for the repairs.
4. I was in a chemistry class recently, and a classmate and I ____________ (do) an experiment when something ____________ (go) wrong. I ____________ (burn) my hand.
5. Last week I was on the bus, and I ____________ (talk) to my girlfriend on my cell phone. Well, actually, we ____________ (have) a long argument. We ____________ (not / get along) at the time. When I ____________ (end) the call, I realized that everyone on the bus ____________ (listen). How embarrassing!
Speaking naturally Fall-rise intonation
I was running for a bus last week, and I fell.
When I was going home yesterday, I ran into an old friend.
A 3.25 Listen and repeat the sentences above. Notice that the intonation falls and then rises slightly at the end of the first part of each sentence. This sets the background.
B 3.26 Listen and complete the sentences. Then listen again and repeat.
1. I was reading a book ____________, and I missed my stop.
2. Last night when I was washing ____________, I broke a glass.
3. I was texting ____________, and I tripped and fell on the street.
4. Yesterday when I was using ____________, it suddenly crashed.
C Pair work Think of things that happened to you this week. Tell each other your anecdotes.
Building vocabulary
A 3.27 Listen and say the words and sentences. Which words and expressions do you already know?
B Make true sentences about accidents that happened to you or people you know. Use the vocabulary above and add other words you know.
| break | I broke my leg when I was a kid. |
|-------|---------------------------------|
| sprain| |
| cut | |
| hurt | |
| other | My sister got a black eye... |
C Pair work Take turns telling about the accidents in your chart.
A 3.28 Listen. What happened to George? What was he doing when it happened? Practice the conversation.
Nikki So, how was your ski trip? Did you have a good time?
George Yeah, I guess. I sort of had an accident.
Nikki Oh, really? What happened? Did you hurt yourself?
George Yeah, I broke my leg.
Nikki Oh, no! How did it happen? I mean, what were you doing?
George Well, actually, I was talking on my cell phone. . . .
Nikki While you were skiing? That’s kind of dangerous.
George Yeah, I know. But I was by myself, so I was lucky I had my cell to call for help.
B Complete the questions George’s other friends asked. Use the conversation above to help you.
1. What were / did you doing?
2. How did it happen / was it happening?
3. Did you hurt yourself / you?
4. I don’t enjoy skiing by / with myself. Do you?
3 Grammar Past continuous questions; reflexive pronouns
Past continuous
Were you skiing with a friend?
No, I wasn’t. I was by myself.
What were you doing (when you fell)?
I was talking on my cell phone.
Simple past
Did you hurt yourself?
Yes, I did.
What did you do?
I called for help.
Reflexive pronouns
I myself.
You yourself.
He himself.
She herself.
We ourselves.
They themselves.
A Complete the conversations with reflexive pronouns and the simple past or past continuous of the verbs given.
1. A What’s wrong with your finger? Did you cut ________?
B Yeah, I accidentally cut ________ with a knife.
A Oh, ________ you ________ (make) dinner?
2. A My father hurt ________ at the gym.
B That’s too bad. ________ he ________ (lift) weights?
A Yeah. A lot of people hurt ________ on weight machines, I guess.
3. A Hey, where ________ you ________ (get) that black eye?
B Oh, my mom and I had a car accident. But she’s OK.
A Well, that’s good. Uh, so who ________ (drive)?
4. A My sister was hiking by ________ last weekend, and she broke her ankle. She was in the middle of nowhere.
B Oh, no! So, how ________ she ________ (get) help?
I mean, ________ anyone else ________ (hike) on the trail?
B Pair work Practice the conversations above. Continue them with your own ideas.
1 Conversation strategy Reacting to a story
A Look at some words from a funny story. Can you guess what happened?
curry phone burnt pan hide hilarious
B Listen. What happened to Hugo? How did he “solve” his problem?
Hugo I was at my friend’s house one time. We were making Thai curry for a bunch of people . . .
Olivia Oh, I love Thai food.
Hugo And he left me in the kitchen to watch the curry. Well, my phone rang and I got talking . . .
Olivia Uh-oh.
Hugo . . . and it all stuck to the bottom of the pan and burned.
Olivia Oh, no!
Hugo Yeah. It didn’t taste too good. I freaked.
Olivia I bet.
Hugo So I poured the curry into another pan and added some chili peppers. Then I hid the burnt pan under the sink.
Olivia Oh, that’s hilarious. I bet no one even noticed.
Hugo I don’t know. No one said anything, but they drank a lot of water.
C Notice how Olivia reacts to Hugo’s story. She makes brief comments on the things he says to show she is listening and interested. Find examples in the conversation.
“It all stuck to the bottom of the pan and burned.”
“Oh, no!”
D Read the story below and the comments on the right. For each part of the story, choose a comment. Practice telling the story and commenting with a partner.
1. I was working as a server at Pierre’s last year. c
2. Yeah, it’s very fancy with cool art and everything. ____
3. Well, it’s not cheap. Anyway, I was serving coffee to this guy, and I spilled it all over his suit! _____
4. Yeah – but wait. I found out it was Pierre himself! _____
5. Yeah, and he was pretty mad. But he didn’t fire me! _____
a. Oh, no! I bet he was upset.
b. Well, that was lucky.
c. Oh, Pierre’s is nice, I heard.
d. Expensive, huh?
e. You’re kidding, the owner?
2 Strategy plus I bet...
You can start a statement with *I bet*... when you are pretty sure about something.
I hid the burned pan under the sink.
I bet no one even noticed.
You can also use *I bet* as a response to show you understand a situation.
I freaked!
I bet.
3.31 Read the stories and guess the responses. Then listen and write the responses you hear. Practice with a partner.
1. A A friend of mine was staying at a hotel one time, and she was walking back to her room in the dark, and she fell in the pool. Everyone at the pool café saw her!
B Oh, no! I bet ____________________________.
2. A One time I fell asleep on the subway, and when I woke up, the train was at the end of the line. It took an hour to get back to my stop.
B Oh, I bet ____________________________.
3. A I was on vacation in London with my parents a few years ago, and we were flying home. Anyway, we got to the airport, and I realized my passport was still in the hotel safe.
B Oh, no. I bet ____________________________.
3 Listening and strategies A funny story
A 3.32 Listen to the story. Choose the best response each time you hear a pause. Check (√) a or b.
1. a. □ That’s awful.
b. □ Oh, I bet.
2. a. □ I bet.
b. □ Nice.
3. a. □ It’s easy to do.
b. □ That’s good.
4. a. □ I bet.
b. □ Thank goodness.
5. a. □ I bet he was pretty upset.
b. □ Good.
B 3.32 Listen to the story again. Write your own comments or responses when you hear the pauses.
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
C Pair work Take turns retelling the story you just heard, or tell your own story. React with short comments and respond using *I bet*.
A Brainstorm! Make a list of any good things that happened recently. Tell the class.
I passed my final math test.
My friend gave me a ticket to a concert.
B Read the article. What bad thing happened to each person? Did their stories have happy endings?
EVERY CLOUD HAS A SILVER LINING . . .
GEMMA RUSSO, CALIFORNIA
Sometimes when things go wrong, they just go wrong. But occasionally something really positive comes out of a bad situation. Last month, while I was hiking in a state park, I took a photo of an amazing sunset over a lake. It was so beautiful that I decided to text it to my friend Charley right then and there. Anyway, when I was taking more photos of the lake, I slipped and dropped my cell phone in the water. Disaster! I lost all my photos, and I sprained my ankle. They couldn’t fix my phone, either. Well, apparently, Charley secretly sent in my sunset photo to the local TV station. Today, they chose it for “Photo of the Month,” and I won a brand new camera! Maybe every cloud does have a silver lining, after all!
ELENA, TEXAS
Ten years ago, my scooter broke down when I was riding to school. I couldn’t afford to fix it, so that semester I had to get up at 5:00 a.m. every day to take the bus. One cold, wet morning, I was feeling really tired and grumpy. But while I was waiting for the bus, this guy started talking to me, and he actually made me laugh! It turned out that he was studying at the same college. We exchanged phone numbers, and the rest is history. Ten years later, we’re married with two children. Oh, and a new scooter!
CHIN-HO, DAEGU
A couple of weeks ago, I was helping a friend move his things into my apartment. He was out of work and needed a place to stay. While we were carrying some heavy boxes up the stairs, I hurt my back. It was really bad, so I had to go to the emergency room. Anyway, while I was waiting to see the doctor, I saw an advertisement for a computer technician at the hospital. I called my friend, he got the job, and I got a prescription for painkillers! At least his cloud had a silver lining! Though I do have my apartment all to myself again.
C Read the article on page 92 again. Are the sentences true or false?
Check (✓) True (T) or False (F). Correct the false sentences.
1. Gemma believes that something good always comes out of a bad situation. ✓
2. Gemma won a new camera because she sent her photo to a local TV station. □ □
3. Elena had to take the bus to class because she didn’t have the money to fix her scooter. □ □
4. Elena liked the guy at the bus stop because he was funny. □ □
5. Chin-ho hurt himself when he was trying to help a friend. □ □
6. Chin-ho’s friend moved to a new place when he got the job at the hospital. □ □
2 Listening and speaking Happy endings?
A 3.33 Listen to Gary’s and Pam’s stories. Who lost something? Who got lost?
B 3.33 Listen to the stories again. Answer the questions.
Gary’s story
1. Where was Gary? What was he doing?
2. Who did he meet?
3. Why did he forget his briefcase?
4. What did he do when he got to work?
5. Does this story have a happy ending? Why or why not?
Pam’s story
1. Where was Pam going?
2. What was her problem?
3. How did she get help?
4. How did the woman offer to help?
5. Does this story have a happy ending? Why or why not?
C Pair work Student A: Choose one of the stories above, and retell it to a partner.
Student B: Listen. Did your partner leave out any important details?
3 Writing Anecdotes
A Think of a time something went wrong. Write 10 to 12 sentences about it. Make sure your sentences are in order.
I was walking to work last week. The light changed.
It started to rain. I had to wait for a really long time.
I didn’t have an umbrella. A young man came up to me.
I put a newspaper over my head and ran. He offered to share his umbrella.
I got to the corner. He walked with me all the way to work!
B Read the Help note and the anecdote. What events do the words when and while link?
Then use your notes from above to write your own anecdote.
Last week, I was walking to work when it started to rain. I didn’t have an umbrella, so I put a newspaper over my head and ran. When I got to the corner, the light changed, and I had to wait for a really long time. While I was waiting, a young man came up to me and offered to share his umbrella. He walked with me all the way to work! It was so nice of him.
Help note
Linking ideas with when and while.
You can use when or while to link a longer “background” event and another action.
emphasizes the length of time an action or event takes.
When also shows events that happen one after another.
C Group work Read your classmates’ anecdotes. Which ones show “every cloud has a silver lining”?
Learning tip Sketches
Draw and label pictures to help you remember new vocabulary.
1 Label the sketch. Use the words in the box.
eye
nose
head
face
neck
shoulder
2 Now make a sketch of a body from head to toe. How many parts of the body can you label?
On your own
Before you go to sleep each night, think of the name for each part of your body. Start at your head, and work toward your toes. Can you think of each word in English before you fall asleep?
Head,
eyes, nose,...
zzzzzz
Can I Do! Now I can . . .
I can . . .
tell anecdotes about things that went wrong.
talk about accidents and what happened.
react with expressions like *Oh, no!* to show I’m listening to a story.
use *I bet* to show I’m sure or as a response to show I understand.
I need to review how to . . .
understand people telling anecdotes and respond.
understand the details of a story.
read anecdotes in an article.
write an anecdote about something that went wrong.
1 Can you complete this conversation?
A Complete the conversation. Use the simple past or past continuous of the verbs.
Marty Where ________ you ________ (get) that black eye?
________ you ________ (fall) or something?
Kevin Not exactly. I ________ (crash) into a tree with a bike.
Marty You’re kidding! How ________ that ________ (happen)?
Kevin Well, I ________ (ride) my little brother’s bicycle. And his friends ________ (watch) me and ________ (laugh) at me.
Marty So why ________ they ________ (laugh)? I mean, what ________ you ________ (do)?
Kevin I ________ (not do) anything special. But the bike is kind of small.
Marty Yeah, I bet. And I bet you ________ (try) to look cool, too.
Kevin I guess. I ________ (look) at the kids behind me. And I ________ (not see) the tree ahead of me. When my brother ________ (shout), “Watch out,” I ________ (turn) around, but it was too late.
Marty Oh, no! ________ you ________ (hurt) yourself?
Kevin Well, I ________ (not break) anything. I just ________ (feel) embarrassed.
B Pair work Practice the conversation. Then practice again and change Marty’s responses.
2 What’s in the bathroom?
A Look at the picture for ten seconds, and try to remember where things are. Then close your book. How many sentences can you write?
1. There’s a toothbrush on the sink.
B Pair work Choose six items from the picture. Give your partner clues to guess the items. Then change roles.
A You use it to clean your teeth.
B Is it a toothbrush?
A No, it’s not.
B Is it toothpaste? . . .
3 Can you use these expressions?
Use these words and expressions to complete the conversation. Use capital letters where necessary.
whose yours one bright would you mind I guess by myself no, not at all
mine hers red to do ✓ do you mind if I bet yourself
Karen Do you mind if I come in? You look busy.
Trish No, make ____________ at home. ____________ handing me that paintbrush? The red ____________?
Karen ____________.
Trish Thanks. So, what do you think?
Karen Um, nice. I love the ____________ ____________ wall. Did you and your roommate choose the colors together?
Trish No, actually, I did it all ____________. Nadia’s away this week.
Karen Oh, is she? ____________ this was a lot of work.
Trish Actually, no. It was very easy ____________.
Karen ____________ room is this? Is it ____________ or Nadia’s?
Trish This one is ____________, and ____________ is down the hall.
Karen Um, does Nadia like these colors?
Trish I don’t know. But I do! ____________ I have an eye for color.
4 Suggestions, please!
Pair work Think of solutions to these problems. Then take turns making suggestions.
“I get a lot of colds in the winter.”
“My bedroom is always a mess.”
“I’m going camping in June, but I don’t have any equipment.”
“Ouch! I think I just sprained my ankle.”
A I get a lot of colds in the winter.
B Why don’t you . . . ?
5 Do you mind . . . ?
Pair work Imagine you and your partner are in a car on a road trip. One of you is the driver. Take turns asking permission and making requests. Use the ideas below and add your own.
- turn on the air conditioning
- listen to the radio
- check the GPS
- stop for a snack
- drive
- slow down
- open the window
- borrow some sunscreen
- eat one of your cookies
A Would you mind turning on the air conditioning?
B No, not at all.
Communication
In this unit, you learn how to . . .
Lesson A
- Compare ways of communicating using comparative adjectives
Lesson B
- Manage phone conversations
- Compare communication habits using more, less, and fewer
Lesson C
- Interrupt and restart a phone conversation
- Use just to soften what you say
Lesson D
- Read an article about texting
- Write an article giving pros and cons
Before you begin . . .
Match these ways of communicating with the pictures. Which of these do you do?
- texting
- video calling
- video conferencing
- instant messaging (IM)
HOW DO YOU KEEP IN TOUCH WITH PEOPLE?
“Well, at work we use video conferencing for meetings with our international offices. It’s less expensive than a business trip. And more convenient. And you don’t get jet lag, either!”
—Kayla Johnson
“We use email at work, but I use my social network to keep in touch with friends. I was getting a lot of spam in my personal email. There’s nothing worse than spam in your inbox.”
—Alma Jones
“I text my friends all day. Texting’s a lot quicker and easier than calling. It’s more fun, too. I can’t do it in class, though.”
—Mayumi Sato
“Well, I video call my parents. They think it’s better than the phone because they can see me. I guess it’s a good way to keep in touch when I’m away at school.”
—Paco Rodriguez
“Well, for birthdays and things I still like to send a card. I know regular mail is slower and less reliable than email, but cards are more personal. And I never send those e-cards. I just think it’s nicer to get a real card.”
—Tim Henry
1 Getting started
A 4.01 Listen to the responses to the survey question. How do the people keep in touch?
B Can you complete the sentences? Circle the correct words. Use the survey to help you.
1. Mayumi says texting is quicker / quick than calling. It’s more fun than / that calling, too.
2. Tim thinks real cards are more personal / nice than e-cards.
3. Kayla says that video conferencing is less / more expensive than a business trip.
4. Paco’s parents think that video calling is good / better than phone calls.
5. Alma says nothing is worse / bad than spam in your inbox.
Grammar Comparative adjectives
Short adjectives Texting is quicker and easier than calling.
Adjective + -er It’s nicer to get a real card than an e-card.
Long adjectives Real cards are more personal than e-cards.
more + adjective Video conferences are less expensive than trips.
less + adjective
Irregular adjectives Video calls are better than phone calls.
good ▶ better Nothing is worse than spam in your inbox.
bad ▶ worse
Notice
slow ▶ slower
nice ▶ nicer
easy ▶ easier
big ▶ bigger
But
fun ▶ more fun
A Complete the conversations with the comparative form of the adjectives and than if needed. Then practice with a partner.
1. A Do you like e-cards? I think they’re __________ (interesting) real cards.
B True. And they’re __________ (easy) to send, too. Though they’re a bit __________ (personal) real cards.
2. A Do you ever use video calling? Our grandparents think it’s __________ (nice) because they can see us. It’s __________ (good) the phone.
B Yeah, and it’s __________ (expensive) international phone calls.
3. A Do you prefer your tablet or your laptop?
B My laptop. It’s __________ (big), but it’s __________ (useful) a tablet. Tablets are __________ (difficult) to work on.
A Yeah? My sister prefers her tablet. She says it’s __________ (light) her laptop, so it’s __________ (convenient) to carry around.
4. A Do you use email much these days? I don’t. I just use my social network.
B Me too. It’s __________ (efficient) email. And it’s __________ (fun).
It’s __________ (good) texting, too. Texting’s __________ (bad) email.
B Pair work Ask and answer the questions above. Give your own opinions.
Speaking naturally Linking
With social networking, it’s easier to keep in touch with people.
Text messages are less expensive than phone calls.
Real cards are nicer than e-cards.
A Listen and repeat. Notice how the consonants are linked to the vowels.
B Listen and repeat the questions below. Then discuss the questions in groups.
1. How do you keep in touch with friends and family?
2. Do you talk to your grandparents every day?
3. Do you use a social network to communicate with friends?
4. Is it easier to text your friends or to call them?
5. Do you think video calls are more fun than phone calls?
1 Building vocabulary
A 4.05 Listen and read. Why can’t Nathan have a conversation with Angela?
1 Receptionist Good afternoon. Sun Company.
Nathan Hello. Could I speak to Angela Bell, please?
Receptionist One moment, please.
Voice mail Angela Bell is on the phone. Please leave a message.
Nathan Hi, Angela. This is Nathan. Call me back on my cell.
2 Angela Angela Bell.
Nathan Hi, Angela. It’s Nathan. Did you get my message?
Angela Uh, yes, I think so. Oh, hold on. I have another call. Call me later, OK?
3 Woman Hello?
Nathan Uh, Angela?
Woman No, this is Beth.
Nathan Oh, I’m sorry. I think I have the wrong number.
Woman No problem.
4 Angela Hello?
Nathan Hi, Angela. Guess what!
Angela Nathan, I can’t hear you. You’re breaking up. Call me back on my office phone.
Nathan Oh, OK.
5 Angela Angela Bell.
Nathan Angela! Listen. My boss has some concert tickets for us. . . . Uh, Angela? Angela? Oh, no! We got cut off.
B Find these expressions in the phone conversations, and write them in the chart. Then practice the conversations with a partner.
| What can you say when . . . |
|-----------------------------|
| you ask to speak to someone? |
| you leave a voice-mail message? |
| you want someone to return your call? |
| you need to interrupt because you have another call? |
| you call someone by mistake? |
| you can’t hear some of the other person’s words? |
| the phone call suddenly ends? |
Building language
A 4.06 Listen to the conversation Nathan and Angela finally have. Why was Nathan calling?
Nathan Finally! It’s hard to get ahold of you.
Angela You’re not that easy to reach, either.
Nathan You spend a lot more time on the phone than I do.
Angela That’s because I get more calls.
Nathan You just talk more! Anyway, I was calling before ’cause my boss had free tickets to the Sting concert tonight.
Angela Oh, great! What time?
Nathan Well, it’s too late now. He gave them to someone else.
Angela Oh, no! Why didn’t you send me a text message?
B Can you rewrite these sentences and keep the same meaning? Start with the word given. Use the conversation above to help you.
1. Angela You get fewer calls than I do. I ____________________________.
2. Nathan I spend less time on the phone than you do. You ____________________________.
3. Nathan I talk less than you do. You ____________________________.
Grammar More, less, fewer 4.07
With countable nouns
I get more calls than you (do). You get fewer calls than I do.
With uncountable nouns
I spend more time on the phone. You spend less time on the phone.
With verbs
She talks more than he does. He talks less than she does.
A Complete the sentences with more, less, or fewer so they are true for you. Rewrite them in a different way and keep the same meaning.
1. My friends talk _______ than I do. I talk less than my friends do.
2. On the phone, I listen _______ than I talk.
3. I send _______ emails than texts.
4. I spend _______ time on social networking sites than my parents.
5. I get _______ emails than I did two years ago.
6. I get _______ voice-mail messages than text messages.
7. My parents talk on the phone a lot _______ than I do.
8. I like texting _______ than calling.
B Pair work Discuss the sentences above. Compare your styles of communication.
A I think my friends talk more than I do. I’m pretty quiet.
B Really? I talk more than all my friends. They say I never stop talking!
A What kinds of things can interrupt phone conversations? Make a list.
B 4.08 Listen. What does Maria want to tell Sarah?
Sarah Hello?
Maria Hi, Sarah. It’s Maria.
Sarah Hey. How are you doing?
Maria Great. Listen, I have some news. Juan and I went out to a fancy restaurant last night and . . .
Sarah Oh, just a minute. I’ve got another call. Hold on a second. . . . Sorry. So, what were you saying?
Maria Well, guess what? We’re getting married.
Sarah That’s wonderful! Congratulations!
Maria Thanks. So yeah, the wedding’s going to be in . . .
Sarah Oh, sorry. Now there’s someone’s at the door. Hold on. . . . OK. So, you were saying?
Maria Well, I was just calling to ask – will you be my maid of honor?
Sarah Are you kidding? Of course!
C Notice how Sarah interrupts the conversation and then comes back to it with expressions like these. Find examples in the conversation.
Interrupting a conversation:
Just a minute / second.
Excuse me just a second.
I’m sorry. Hold on (a second).
Could / Can you hold on a second?
Restarting the conversation:
What were you saying?
You were saying?
Where were we?
What were we talking about?
D 4.09 Listen. Complete these phone conversations with the expressions you hear. Then practice with a partner. Continue the conversations using your own ideas.
1. A So yeah. I just read on a friend’s social networking page that . . .
B Oh, _______________ . . . I need my charger. OK. Got it. So, ________________ ?
2. A Anyway, my teacher told me . . .
B Oh, _________________. My toast is burning. Let me just – gosh . . . OK. _________________. So, yeah. ________________?
3. A Sorry about that. I dropped my phone. So, ________________?
B You said your social life is more important than your job. Oh, _________________. Um, a coffee, please. Sorry. I’m at a coffee shop. So, ________________?
2 Strategy plus just
You can use the word **just** to make the things you say softer.
Just a minute. I’ve got another call.
I was just calling to ask...
4.10 Listen to four phone conversations. Write **just** each time the speakers use it. Then practice the conversations with a partner.
1. A Hi there. Do you have a minute? I want to tell you some good news.
B Really? Hold on a second. I need to close the door.
3. A Is this a good time to talk?
B Sure. Could you hold on a second? Let me turn down the TV... So, what’s up?
A Well, I was calling to ask your advice about something.
2. A Hello?
B Hi, Dad. It’s me. Is Mom there?
A Yeah. But hold on a second. She’s upstairs. I need to call her.
4. A Hi, I’m calling to say hello.
B Oh, hi. Listen, can I call you back? I have to finish something.
3 Listening and strategies Sorry about that!
A 4.11 Listen to the conversations. Why is each person calling? Write the reasons under the pictures.
1. ![Image of a restaurant]
- She got another call.
- They lost the connection.
- Her battery ran out.
- She ordered a coffee.
2. ![Image of a door with a box]
- The TV wasn’t working.
- There was traffic noise.
- She dropped her phone.
- The pizza arrived.
3. ![Image of a person holding flowers]
- He had to find his wallet.
- He met a friend.
- He went the store.
- She had to turn off the oven.
B 4.11 Listen again. Check (✓) the reasons for the two interruptions in each conversation.
1. □ She got another call.
□ They lost the connection.
□ Her battery ran out.
□ She ordered a coffee.
2. □ The TV wasn’t working.
□ There was traffic noise.
□ She dropped her phone.
□ The pizza arrived.
3. □ He had to find his wallet.
□ He met a friend.
□ He went the store.
□ She had to turn off the oven.
C Pair work Student A: “Call” and tell your partner some interesting news. Student B: “Answer” your partner’s call. Interrupt and restart the conversation twice. Then change roles.
A Hey, Jake. How are you? Do you have a minute? I just want to tell you something.
B Hi. So, what’s going on? Oh, hold on a second. I need to take this call. It’s my mom.
A Is texting a good way to communicate? Why or why not? Make a list of reasons.
B Read the article. What’s one advantage of texting? What’s one disadvantage?
C Read the article again and answer the questions. Then compare with a partner.
1. Why do so many people like texting better than talking on the phone? Find two reasons.
2. How many texting abbreviations does the author of the article use? What does each one mean?
3. What is “textese”? What kinds of problems does it cause?
4. What are some other downsides of texting? Find four problems in the article.
5. Do you have any advice for people who text all the time? Write four “Dos” and “Don’ts” for texters.
D Find the expressions below in the article on page 104. What do they mean? Match each one to a definition. Write \(a\) to \(f\).
1. caught my eye ___
2. wonder ___
3. discreet ___
4. overhear ___
5. downsides ___
6. warn of ___
a. disadvantages
b. not noticeable
c. hear without intending to
d. got my attention
e. say there’s a problem
f. ask myself
2 Speaking and listening It can be annoying...
A Pair work Read the sentences below. Which ones do you agree with? What else can you say about texting?
- Texting takes less time than calling.
- Texting your parents in public is less embarrassing than talking on the phone.
- Texting is useful when you ask a favor.
- It’s annoying to get texts late at night.
- When you’re with a friend, it’s OK to text other friends.
- You shouldn’t text friends during class.
B Listen to Vanessa talk about texting. Check (\(\checkmark\)) the sentences she agrees with.
3 Writing The pros and cons
A Pair work Choose one of these ways of communicating. Make a list of its advantages and disadvantages.
- video calling
- texting
- social networking
- phone calls
- email
Advantages of video calling
- It’s fun to video call with a close friend.
- It’s either very cheap or free.
- It’s almost like you’re in the same room.
Disadvantages of video calling
- People call me when I don’t look very good. It’s embarrassing!
- People talk longer on a video call. It’s harder to say good-bye.
B The article below is divided into four sections. What is the purpose of each section? Read the Help note for an explanation. Then use your list from above to write a similar article.
The Pros and Cons of Video Calling
Video calling is becoming more and more popular, and some of my friends now call me every day.
It’s fun to video call with a close friend if you don’t see him or her very often. It’s almost like you’re in the same room.
On the other hand, video calls can be a problem. Sometimes you don’t want people to see you, and it can be embarrassing! Also, people talk longer on a video call than a phone call. For some reason, it’s harder to say good-bye!
In my opinion, video calling is good for friends you don’t see very often. However, for friends from class, a quick text message or call is much better.
Help note
Writing an article giving pros and cons
- Write an introduction to the topic.
- Write about the advantages.
- Write about the disadvantages.
However, . . .
On the other hand, . . .
- Write a conclusion, giving your views.
I think . . .
In my opinion, . . .
C Group work Read your classmates’ articles. Whose opinions do you agree with?
Learning tip Learning expressions
One way to learn expressions is to make a note of the situations when you can use them.
1 Match the expressions with the situations.
1. “I’m sorry. I have the wrong number.” ____
2. “I have another call.” ____
3. “You’re breaking up.” ____
4. “We got cut off.” ____
5. “Where were we?” ____
a. You can’t hear someone clearly.
b. You call the wrong number by mistake.
c. You come back to a conversation after an interruption.
d. You get a signal that a second person is calling you.
e. You suddenly can’t hear the other person at all.
2 Make a chart of expressions you can use on the phone when . . .
- you have problems getting ahold of someone
- you have problems with the call while you’re talking.
- you ask if it’s a good time to talk.
- you need to interrupt the conversation.
- you ask to speak to someone.
- you explain why you’re calling.
- you restart the conversation.
- you can’t talk now, but you can talk later.
On your own
Make a phrase book for different situations – for example, making calls. Carry it with you, and learn the phrases.
Can I call you back?
In this unit, you learn how to . . .
Lesson A
- Describe people’s appearance using adjectives and have and have got
Lesson B
- Identify people by their appearance, actions, or location using verb + -ing and prepositions
Lesson C
- Use expressions like What do you call . . . ? if you can’t remember a word
- Use expressions like You mean . . . ? to check or suggest words and names
Lesson D
- Read an article about fashion
- Write an article about fashion trends
Before you begin . . .
Look at the picture. Can you find someone who . . .
- is short?
- is tall?
- young?
- old?
- is thin?
- is heavy?
- has long hair?
- has short hair?
- has dark hair?
- has blond hair?
Alice What does your twin sister look like, Heather? Do you look alike? I mean, are you identical twins?
Heather No, we look totally different. Hayley’s a lot taller than me. She takes after my dad.
Alice How tall is she?
Heather Six three.*
Alice Huh? . . . How tall is she?
Heather Six foot three. I’m serious. No kidding! So, does she have curly black hair like you?
Alice No, she’s got straight blond hair and blue eyes. And she’s thinner than me, too. I mean, she’s really skinny.
Heather She sounds like a model. Actually, she is a model!
* six (foot) three = one meter ninety
1 Getting started
A Describe the people in the picture above. Can you find someone with curly hair? With straight hair? Someone who is tall and skinny?
B 4.13 Listen. Alice and Heather are meeting Heather’s twin sister, Hayley, at the airport. Can you find Hayley in the picture? Practice the conversation.
C Use the conversation above to help you complete these questions and answers. Then practice with a partner.
1. A ________ does your sister look like?
B She’s tall, and she’s ________ blond hair.
2. A ________ tall is your sister?
B Six foot three. We’re different. We don’t look ________.
Grammar Describing people; have got
Do Hayley and Heather look alike?
No, they look totally different.
What does Hayley look like?
She’s tall and thin.
Who does she look like?
She looks like her father.
How tall is her father?
He’s six (foot) seven.
He’s over two meters tall.
What color is Hayley’s hair?
It’s blond.
What color are Hayley’s eyes?
They’re blue.
Saying heights
Her father is six (foot) seven. He’s six foot seven inches (tall).
She’s one meter ninety (tall).
A Choose the correct words to complete the questions.
Compare with a partner.
1. (How)/ What tall are you?
2. What color have / are your eyes?
3. Who / What do you look like – your mother or your father?
4. What / How color is your mother’s hair? Is it / Are they long or short?
5. What / How does your father look like?
6. Does anyone in your family have / got blue eyes?
7. Who ’s got / got short hair in your class? Does anyone got / have long hair?
8. Do any of your friends look alike / like someone famous?
9. Do you know any twins? Do they look exactly like / alike?
B Pair work Ask and answer the questions above. Give your own information.
Speaking naturally Checking information
| Asking for information | A What’s his name? |
|------------------------|--------------------|
| | B Joshua Murray. |
| Checking information | A What’s his name? |
|----------------------|--------------------|
| | B Ninety-five. |
| A How old is he? |
|---------------------|
| B White. |
| A What color is his hair? |
|---------------------------|
| B White. |
A 4.15 Listen and repeat the questions and answers above. Notice how the stress and intonation are different in the checking questions.
B Pair work Ask your partner to describe a good friend. Ask information questions and checking questions to make sure your information is correct.
A So, tell me about your friend. What’s her name?
B Her name’s Kat.
A What’s her name?
B Kat. It’s short for Katrina.
Building vocabulary
A 4.16 Listen and say the sentences. Check (✓) the features you like. Tell the class.
“I like mustaches.” “I like muscular people.”
1. He has a beard and a mustache.
2. She has pierced ears.
3. He has a shaved head. He’s bald.
4. She wears braces.
5. She has long fingernails.
6. He wears his hair in a ponytail.
7. She’s got freckles.
8. She wears her hair in cornrows.
9. She wears glasses.
10. He’s very muscular.
11. She wears braids.
12. He’s got spiked hair.
B For each feature, think of someone you know, and write a sentence. Then compare with a partner.
1. My boss has a beard and a mustache.
2. My mother’s got pierced ears.
A 4.17 Listen. Find Rosa’s roommate and Rosa’s brother in the picture.
Practice the conversation.
Jason So, is your new roommate here?
Rosa Ava? Yeah, she’s right over there.
Jason Oh, which one is she?
Rosa She’s the woman standing by the table.
Jason The one with the short hair?
Rosa No, the woman with the ponytail.
Jason Oh, she looks nice. And who’s that guy talking to her? He looks kind of weird.
Rosa You mean the guy in the yellow pants? That’s my brother Jimmy.
B Can you complete these sentences about Ava and Jimmy? Use the conversation above to help you.
1. Ava is the woman ________ by the table.
She’s the one ________ the ponytail.
2. Jimmy is the guy ________ to Ava.
He’s the one ________ the yellow pants.
3 Grammar Phrases with verb + -ing and prepositions 4.18
Which one is your roommate?
She’s the woman —— standing by the table.
She’s the one —— wearing (the) black pants.
Who’s the guy talking to Rosa’s roommate?
The guy wearing (the) yellow pants? My brother.
The guy standing by the table is my brother.
She’s the one —— by the table.
with (the) long hair.
in the black shirt.
Who’s the guy in the blue shirt?
Which one? The one with (the) glasses? That’s Jason.
The guy with / in (the) yellow pants is Rosa’s brother.
A Choose the correct words in the questions. Then look at the picture above, and match the questions and answers. Ask and answer the questions with a partner.
1. Who’s the tall man in / in the striped shirt? c
2. Who’s the woman talks / talking to Jimmy? ____
3. Who’s the guy with / in the shaved head? ____
4. Who’s the woman stand / standing by Alex? ____
5. Who’s the woman in / with the black curly hair? ____
6. Is Jason the one is eating / eating a cookie? ____
a. Yes. He’s the one talking to Rosa.
b. In the white skirt and red top?
That’s Olivia.
c. In the yellow pants? That’s Jimmy.
d. The muscular one? That’s Alex.
e. The short blond one? That’s Ava.
f. The one in the green blouse?
That’s Rosa.
B Pair work Ask and answer questions about people in your class.
A Who’s the guy sitting next to Claudia?
B The one in the blue shirt? That’s Marco.
1 Conversation strategy Trying to remember words
A Do you know what these things are? Match the words and the descriptions.
1. a goatee _____ 3. cargo pants _____
2. a wig _____ 4. platform shoes _____
a. shoes with thick soles c. a little short beard
b. baggy pants with pockets d. false hair
B Listen. What does Gabby tell Jin-ho about their old classmate?
Gabby Do you remember that cool guy in our class last year? Oh, what’s his name?
You know . . . he always wore those baggy pants with all the pockets. What do you call them?
Jin-ho You mean cargo pants.
Gabby Yeah. And he had long hair and a funny little beard . . . what do you call that?
Jin-ho Do you mean a goatee? . . . Oh, I know. You mean Max!
Gabby That’s right, Max. Well, don’t look now, but he’s sitting right behind you. And he’s wearing a suit and tie and everything.
Jin-ho A suit and tie? No way!
Gabby Yeah, and he’s got short hair. He looks different!
C Notice how Gabby uses expressions like these when she can’t remember a name or a word. Find examples in the conversation.
What’s his / her name?
What do you call it / them?
What do you call that . . . / those . . . ?
D Complete the conversations with expressions like the ones above. Then practice with a partner.
1. A Do you remember when everyone wore those shoes – ____________ – the ones with really thick soles?
B Oh, yeah. Platform shoes. Actually, people still wear them!
2. A A friend of mine wears her hair in those tiny braids – ____________?
B Cornrows? They’re really cool.
3. A Who’s that singer with all the amazing clothes? ____________?
You know, her hair always looks different because she wears those, uh – ____________?
B Do you mean wigs? Are you thinking of Lady Gaga?
Strategy plus You mean . . .
You can say *You mean* . . . or ask *Do you mean* . . . ? to check what someone is talking about or to suggest a word or name.
What words are these people trying to think of? Write a response using *You mean* . . . or *Do you mean* . . . ? Then practice with a partner.
1. A I’m going to buy a pair of those baggy pants with lots of pockets. What do you call them?
B *You mean cargo pants.*
2. A My brother has long hair, and he pulls it back, you know, he wears it in a, um . . .
B
3. A My best friends are twins. They look exactly alike. They’re, uh, what do you call them?
B
4. A My friend has these cute little spots on her nose. What do you call them?
B
5. A My grandfather doesn’t have any hair. He’s, uh, what do you call that?
B
6. A When I was a kid, I wore those, what do you call those things on your teeth. Um, . . .
B
Listening and strategies Celebrities
A 4.20 Listen. Two friends are watching an awards ceremony on TV, and they are talking about the celebrities. Who are they talking about? Number the pictures 1 to 6.
B Pair work Take turns talking about celebrities as if you can’t remember their names. Can your partner guess who you are talking about?
A I really like that singer from Colombia. *What’s her name? She sings in English, Spanish, and Arabic.*
B Oh, do you mean Shakira? Yeah, her voice is amazing.
A What clothes and hairstyles are in fashion right now? When did they become fashionable?
B Read the blog. Which styles do you know about? Which do you like?
A few days ago, I pointed out my twelve-year-old niece to a friend. “She’s the one wearing braces – the pink ones.” I realized at that moment that braces are now a fashion statement. Can you imagine? But then, did you ever imagine that plastic shoes with holes in them would become so popular all those years ago? Or that you could buy little charms to wear on them?
But that’s the great thing about fashion. You’re never quite sure what’s going to become the “in” thing.
Take glasses. Big glasses came and went, and then everyone wanted designer glasses with a logo. Men wore glasses with heavy, black frames for a time. Then colored frames were the “in” thing, and soon people didn’t want frames at all. Glasses, too, became a fashion statement, and people wore them even if they didn’t need glasses!
Hairstyles are another great way to make a fashion statement. Men with ponytails, shaved heads, cornrows – they’ve all come and gone and come back into style again. Women’s hairstyles are long and straight one minute, and short and curly the next. Bangs are in. Oh wait, no . . . bangs are out.
Then of course, there are jeans. Straight-legged are the way to go, until everyone wears them flared. Some guys wear them baggy. Really baggy. Women, on the other hand, seem to prefer “skinny jeans.” Black jeans are in, and then everyone starts wearing white jeans, or pink jeans, or . . . every other color.
One thing is for sure. It’s a lot of work keeping up with the latest fashion trends – and expensive! Maybe the best way to make a fashion statement is to do your own thing and not follow fashions at all!
C Read the blog again. Answer the questions.
1. Why does the writer say that braces are now a “fashion statement”?
2. What shoe style became popular years ago?
3. What five styles of glasses does the writer mention? Do you know anyone who wears any of them?
4. How many hairstyles for men does the writer list? Do you have any friends with these styles?
5. What is the opposite of baggy jeans? straight-legged jeans? Which style do you prefer?
6. What advice does the writer give about keeping up with the latest fashion trends? Do you agree?
2 Listening What’s in style?
A 4.21 Listen to a fashion editor interview four people. What items are they talking about? Write the number of the conversations (1 to 4) next to the items. There is one extra item.
shirts ____ shoes ____ skirts ____ dresses ____ pants ____
B 4.21 Listen again. What specific fashion is each person talking about? How does the person feel about that style? Complete the chart. Do you agree with each person?
| Fashion | Does she / he like it? Why or why not? |
|---------|----------------------------------------|
| 1. Leslie | |
| 2. Emery | |
| 3. Kara | |
| 4. Franz | |
3 Speaking and writing Fashion trends
A Group work Ask and answer the questions. Take notes on the different ideas.
1. What clothes are “in” today among your friends?
2. What clothes are going out of style?
3. What styles of shoes are your friends wearing?
4. What do you like about today’s “look”?
5. What don’t you like about it?
B Read the article below and the Help note. Underline the expressions in the article that describe trends.
**Casual Clothes Are Now the Rule!**
This year, all my co-workers are wearing casual clothes to work. Men are wearing casual slacks and sweaters, and suits and ties are out of style. Leather shoes are “out,” and dressy sneakers are “in.”
It’s also fashionable for women to wear slacks, and fewer women are wearing suits. High heels are going out of style. In general, I like this fashion trend. I feel more comfortable.
**Help note**
**Describing new trends**
*Short hair is in style.*
*Long hair is going out of style.*
*High heels are dated / old-fashioned.*
*Glasses are becoming popular.*
*It’s fashionable to wear . . .*
*Less formal expressions*
*Short hair is “in” or “out.”*
*Glasses are the “in” thing.*
*They’re very trendy.*
Learning tip Writing true sentences
Use your new vocabulary in true sentences about yourself or people you know.
1 What do these people look like? Match the sentences and people.
1. He’s tall, and he’s got spiked hair. d
2. She has short hair. _____
3. He’s bald, and he wears glasses. _____
4. She’s wearing earrings. _____
5. She wears her hair in braids. _____
6. He’s short and a little heavy. _____
7. She’s got freckles. _____
8. She has long hair and big brown eyes. _____
9. He’s got blue eyes and blond hair. _____
10. She has dark curly hair. _____
a b c d e
2 Write three sentences about each of these people. What do they look like?
• a family member • a classmate • a close friend • yourself • another person
On your own
Look at three different people this week. Think of how to describe them. Then write sentences.
Can Do! Now I can . . .
I can . . .
describe people’s appearance and features.
identify people by saying what they are doing, how they look, or where they are.
use expressions like *What do you call . . . ?* when I’m trying to remember a word.
I need to review how to . . .
use (*Do you mean . . . ?*) to check or suggest a word.
understand which person someone is describing.
understand people’s opinions about fashion.
read an article about fashion trends.
write an article about fashion trends.
Looking ahead
In this unit, you learn how to . . .
Lesson A
• Make predictions and discuss future plans with will, may, and might
Lesson B
• Talk about jobs
• Discuss future plans using the simple present in if and time clauses
Lesson C
• Make offers and promises with will
• Agree to something using All right and OK
Lesson D
• Read an article about the future
• Write an article about an invention using first, second, etc. to list ideas
Before you begin . . .
Which of these things do you think you are going to do in the next five years? How sure are you? Absolutely sure? Pretty sure? Not at all sure?
• get an interesting job
• find your own place
• move to a new city
• travel to another country
WHAT ARE YOUR PLANS FOR NEXT YEAR?
1. "Well, I’m graduating from college next June, so I guess I’ll look for a job. I know it won’t be easy to find one – so I may go on for a master’s degree. We’ll see."
—Christy Lewis
2. "I’m not sure. I might look for a better job. Before that, though, I’m going to ask my boss for a promotion. But I probably won’t get one, so . . ."
—Laura Chang
3. "Well, some of my friends are going to travel around Europe for two months. I hope I’ll be able to go with them. But it’ll be expensive, and I might not be able to afford it."
—Paul Reade
4. "We’re going to have a baby in March, so both of us will probably take some time off from work. I’m sure the baby will keep us both very busy."
—Jim and Katie Conley
5. "I’m going to retire – I’ll be 65 in June – and my wife’s already retired. So we’ll probably move to Florida in the fall, or maybe Arizona. We’re not going to spend another winter here – that’s for sure!"
—Joe Etta
1 Getting started
A 4.22 Are you going to do any of these things next year? Tell the class. Then listen.
What are the people above going to do? Check (✓) the boxes below.
- [ ] have a baby
- [ ] graduate from college
- [ ] buy a house
- [ ] retire
- [ ] ask for a promotion
- [ ] go on for a master’s degree
- [ ] go on a trip
- [ ] get married
B Complete the sentences using the interviews above to help you.
1. Paul says it ________ be expensive to go to Europe. He’s sure about that.
2. Laura thinks she probably ________ get a promotion. She’s 95% certain her boss will say no.
3. Christy says she ________ study for a master’s degree. She’s not sure, though.
4. Laura says she ________ look for a better job. She says it’s possible.
5. Joe says he ________ retire next June. He’s already decided.
Grammar Future with will, may, and might
You can use **will** to give facts or predictions about the future.
I’ll be 65 in June.
It’ll be expensive to travel around Europe.
The baby **will** keep us busy!
It **won’t** be easy to find a job.
I’ll = I will won’t = will not
To show you are not 100% sure about the future, you can use **may** and **might**.
I **may** go on for a master’s degree.
I **might not** be able to afford it.
You can also use **will** with expressions like *I guess*, *I think*, *maybe*, and *probably*.
We’ll probably take some time off from work.
Maybe we’ll move to Arizona.
Avoid **will** to talk about plans or decisions already made. Use the present continuous or **be going to**.
I’m going to Europe next year. I’m **going to visit** Paris. (NOT I will go to Europe next year. I will visit Paris.)
A Circle the correct options in the conversations below. Compare and practice in groups of three.
1. A What are you going to do at the end of this course?
B I’m not sure. I guess I take / (**I’ll take**) another course.
C I don’t know. I’m **going to** / I may travel abroad with my brother. He thinks his classes **might** / **can** finish early this year, so we **might** / **will be able** to go in May.
2. A Are your friends going away for vacation next summer?
B Well, they’re all **going to do** / **will all do** different things. One friend is **going** / **will go** to Istanbul. I’d love to go, too, but I don’t know. I won’t / I **might not** be able to afford it.
C Four of my friends **will** / **may** be 21, so we’re **having** / **have** a big party. It’s going to be fun.
3. A Are you going to look for a new job next year?
B Actually, I just got a new job. I’ll / I’m **going to** work for the local newspaper. How about you?
C I don’t know. I think I’m **studying** / I’ll **study** for a certificate in nutrition. I mean, I’ll / I **may** probably go back to school because I’m pretty sure I won’t / I **might not** get a job.
B Group work Ask and answer the questions. Give your own answers. Who has interesting plans?
3 Speaking naturally Reduction of **will**
| Question | Pronunciation |
|-------------------------------------------------------------------------|---------------|
| your best friend **will** always be your friend? | (friend’ll) |
| the teacher **will** be a millionaire someday? | (teacher’ll) |
| Do you think . . . your parents **will** ever move to another city? | (parents’ll) |
| all your friends **will** have children? | (friends’ll) |
| anyone in the class **will** be famous someday? | (class’ll) |
A Listen and repeat the questions above. Practice the reduction of **will** to ’ll.
B Pair work Ask and answer the questions. Think of more questions to ask about the future.
A Do you think your best friend **will** always be your friend?
B Well, we **might not** always live near each other, but I think we’ll always be friends.
Building vocabulary
A 4.25 Listen and say the words. Then make a class list of other jobs and professions.
Do you know anyone with these jobs?
“My neighbor is a firefighter. She loves her job.”
“My cousin may become a veterinarian at an animal hospital.”
You can also say:
She works for a (computer) company.
He works at a hospital / grocery store.
B Complete the chart with jobs from above. Add your own ideas. Then compare with a partner.
| Who . . . | has an interesting job? | has a rewarding job? | has a difficult job? | earns a lot of money? |
|-----------|-------------------------|----------------------|----------------------|-----------------------|
| journalists interior designers | nurses | | | |
“I think journalists have an interesting job. They travel a lot, and . . .”
Building language
A 4.26 Listen. What is Becca’s problem? Practice the conversation.
Drew I can’t believe we just have one more year of college!
Becca I know.
Drew What are you going to do when you graduate?
Becca Well, I may go to law school if I get good grades next year.
Drew Oh, I’m sure you will.
Becca Well, you never know. My parents will be disappointed if I don’t go into law. They’re both lawyers.
Drew Wow. That’s a lot of pressure.
Becca Yeah. And after I graduate, I’ll be able to work in their firm.
Drew Uh-huh. Well, that’s good.
Becca Yeah, but I don’t really want to be a lawyer. . . .
I want to be a journalist. I guess I need to decide before I go home for the summer.
Drew Well, good luck!
B Choose the correct words to complete these sentences about Becca.
1. Becca may go to law school when she graduates / will graduate from college.
2. If Becca doesn’t / won’t go into law, her parents will be disappointed.
3. She needs to decide before she will go / goes home for the summer.
Grammar Present tense verbs with future meaning 4.27
In complex sentences about the future, use the simple present after if, when, after, and before.
What are you going to do when you graduate?
If I get good grades, I may go to law school.
My parents will be disappointed if I don’t go into law.
After I graduate, I’ll be able to work in their firm.
I need to decide before I go home for the summer.
A Choose the correct verbs. Then complete the sentences with your own ideas.
1. Before this semester will be / is over, I think I’ll be able to ____________.
2. I’ll probably ____________ after I finish / will finish my studies.
3. If I don’t / won’t get a good job after I will graduate / graduate, I might ____________.
4. If I earn / will earn a lot of money in the next ten years, I may ____________.
5. I’d like to ____________ when I visit / will visit my relatives again.
6. If I become / will become really fluent in English, I hope I’ll be able to ____________.
7. I think I’ll ____________ after I retire / will retire.
B Pair work Compare your sentences. Ask your partner questions for more information.
A Before this semester is over, I think I’ll be able to improve my grades.
B Good for you. Which subject do you need a better grade in?
1 Conversation strategy Making offers and promises
A Imagine you are planning a barbecue with friends. What things do you put on your “to-do” list?
B Listen. What does Olivia offer to do? How about Jake?
Olivia I’m really looking forward to the barbecue this weekend.
Jake Me too. I’ll get some steaks, if you like.
Olivia OK. That sounds good. And I’ll bring some salad and stuff. Will you bring some chairs? Oh, and remind me to bring my beach umbrella.
Jake All right. And I won’t forget the drinks this time, either.
Olivia Good. Uh, do you want me to drive?
Jake No, I’ll drive. You can’t afford any more speeding tickets.
Olivia OK. Then make sure you go to the gas station before you pick me up. We don’t want to run out of gas again.
Jake All right. I will. But hey, we only ran out of gas that one time!
C Notice how Olivia and Jake use *I’ll* and *I won’t* to make offers and promises. Find examples in the conversation.
“I’ll get some steaks.” (an offer)
“I won’t forget the drinks.” (a promise)
D Some friends are planning a hiking trip for Saturday. For each comment, find and complete an offer or a promise with *I’ll* or *I won’t*. Then practice with a partner.
1. How are we going to get there? ____
2. Do we have to leave early? I might oversleep. ____
3. What food should we take? ____
4. How about something to drink, too? ____
5. Will you remember to bring your GPS? ____
6. Should we check the weather before we go? ____
7. Do we have a trail map? ____
a. Don’t worry, ____ call you.
b. I can borrow my parents’ car. ____ drive.
c. No, we don’t. ____ get one.
d. Just some sandwiches. ____ make them.
e. Probably. ____ look at the forecast.
f. Sure. ____ forget. ____ bring a camera, too.
g. Yeah. ____ buy some bottles of water later.
E Pair work Imagine you are going on a day trip. Choose a place to go. Then take turns asking and answering the questions above. Make offers and promises with *I’ll* and *I won’t*.
Strategy plus All right and OK
You can use **All right** or **OK** when you agree to something.
**In conversation**
*OK is about six times more frequent than All right.*
- OK.
- All right.
Remind me to bring my beach umbrella.
Respond to the questions with **All right** or **OK**, and make an offer with *I’ll*. Then practice with a partner.
1. A Could you help me with my computer? I think it has a virus.
B ___________. I’ll ____________________.
2. A I have a favor to ask. Can you give me a ride to class tomorrow?
B ___________. I’ll ____________________.
3. A I might get a new tablet this weekend. Can you help me choose one?
B ___________. I’ll ____________________.
4. A I’m going to paint my apartment next weekend. Could you help me?
B ___________. I’ll ____________________.
A Could you help me with my computer? I think it has a virus.
B All right. I’ll take a look this afternoon. Is that OK?
Listening and strategies I’ll do it!
A 4.29 Listen to Jack and Helen’s conversation. What kind of event are they planning? Where will it take place? When?
B 4.29 Listen again. Complete the sentences. Write a to h. There is one extra item.
1. Their mother promises she’ll ____ and ____.
2. Jack says he’ll _____. He says he won’t ____.
3. Helen says she’ll _____. She won’t _____. Helen will also ____.
a. burn the food
b. buy a gift and a card
c. send a guest list
d. send invitations online
e. get the date wrong
f. choose the music
g. shop and do the cooking
h. pay for everything
C Group work Plan an end-of-the-year event for your class. Make a list of things to do. Offer and agree to do the different tasks.
A We should reserve a room at the school.
B OK, I’ll call and do that.
C And we need to buy some snacks. . . .
TO DO
Reserve a room at the school.
Buy some snacks.
A Look at the pictures in the article. Can you guess what inventions the article will describe? Tell the class.
“I think people will use special glasses to get directions.”
B Read the article. Which inventions did you already know about? Which were new?
WHAT WILL LIFE BE LIKE IN THE FUTURE?
Our analyst says that some weird and wonderful ideas of the future might not be that far away.
1 Smartphones, tablets, and laptops are getting thinner and lighter than ever before. However, in the future, you might not need to carry any gadgets around with you. If designers have their way, you may just need to wear a pair of “virtual goggles” instead. Scientists are testing prototypes at the moment, though it may be some time before they’re actually on store shelves.
These goggles will act like a computer screen and display information and entertainment from the Internet.
So, when you are sightseeing, you’ll be able to see information about a famous building in front of you. Or you’ll be able to get a review of the restaurant menu you’re looking at. The goggles will have GPS, so you’ll be able to stream directions to a party or locate a nearby coffee shop. They will also have a camera to take photos, and you won’t need a cell phone anymore. The goggles will have that built in, too.
2 You might not be able to take a trip into space right now, but in the near future, we may all have access to the outer atmosphere. Private spaceships are taking reservations – at a cost for flights into space. In the meantime, a Japanese company says it is developing a space elevator. The elevator, which will carry 30 passengers, will stretch from a base on the ground up to a space station 36,000 kilometers (22,000 miles) above the earth. It will take eight days to reach the space station. Luckily, the elevator will have beds and entertainment on board. The company says it may be ready by 2050.
3 You can already buy mirrors with TVs in them, so you can watch the morning news while you brush your teeth. However, in the future, mirrors will be able to do much, much more. What would you look like with long blond hair? Or with a beard? In the future, you will be able to simply tap your mirror if you want to see yourself with different features. Your mirror will also monitor your health, and it’ll be able to tell you when you need a visit to the doctor’s office. And before you go to work, you’ll be able to set the time for a nice, relaxing bath. Now how hot do you want the water?
C Read the article again. Check (✓) the predictions the article makes.
1. With “virtual goggles” you’ll be able to go online.
2. These goggles will make it unnecessary for tourists to go sightseeing.
3. Virtual goggles will have built-in cell phones.
4. Only trained astronauts will be able to travel on the space elevator.
5. The space elevator will carry people 22,000 miles above the earth.
6. The space elevator will probably be ready in the next ten years.
7. A “smart mirror” will show us what we look like with different hair or features.
8. With smart mirrors to monitor health, we won’t need to go to the doctor.
D Pair work If the predictions are correct, will our lives be better or worse? Discuss with a partner.
A Our lives will be worse with virtual goggles. We’ll stop looking at things around us.
B I don’t really agree. People won’t wear the goggles all the time. Just when they need them.
Listening and writing A good idea?
A 4.30 Listen to Sophia and Alan discuss the inventions from the article on page 124. For each invention, who says it’s a good idea? Check (✓) Sophia or Alan.
| Invention | Who says it’s a good idea? | Why? |
|--------------------|----------------------------|------|
| 1. virtual goggles | Sophia | |
| 2. a space elevator| Alan | |
| 3. a smart mirror | | |
B 4.30 Listen again. Write one reason why Sophia or Alan thinks the invention is a good idea. Do you agree? Discuss with a partner.
C Read the article below and the Help note. Underline the words that list ideas.
“Smart” Refrigerators
Scientists predict that people will have “smart” refrigerators in the future. Scanners will read bar codes on food and . . .
I think this will make our lives better. First, you won’t need to go grocery shopping anymore, so . . . Second, you’ll never come home and find an empty refrigerator . . . Next, scanners will tell you if the food is bad, so you won’t get sick . . . Finally, you’ll be able to . . .
D Write a short article about a future invention. Will it make life better or worse? Why? Give four reasons.
doctor
journalist
musician
police officer
architect
electrician
letter carrier
nurse
artist
dentist
firefighter
librarian
paramedic
receptionist
writer
-er / -or
actor
-ant / -ent
-ist
-ian
other
2 Make a chart like the one below. How many expressions can you write in the chart?
| Work | Home and family | Education |
|---------------|-----------------|-----------------|
| get a promotion | have a baby | take an exam |
On your own
Make a list of 20 people you know. What jobs do they do? Write their jobs in English. How many new words do you learn?
Can Do! Now I can . . .
I can . . .
- discuss my plans and make predictions.
- talk about jobs.
- make offers and promises.
- agree to offers, requests, and suggestions.
I need to review how to . . .
- understand a conversation about planning events.
- understand a conversation about inventions.
- read an article about the future.
- write an article about a future invention.
1 Who’s who?
Austin and Tyler are brothers, but they look very different. Complete the questions for items 1 to 5. Complete items 6 to 9 with comparatives and prepositions. Compare with a partner. Then ask and answer the questions.
1. A ___________ alike?
B No, they look totally different.
2. A ___________ like?
B He’s short and heavy, and he’s got a mustache.
3. A ___________ like – his mother or his father?
B Austin looks like his mother. She’s short, too.
4. A ___________?
B He’s six feet tall. He’s a lot taller than Austin.
5. A ___________?
B His eyes are blue.
6. A Do they both have brown hair?
B Yes, but Tyler’s hair is ________ and ________ than Austin’s.
7. A Are they both muscular?
B No, Austin is ________ than Tyler. He works out ________ than Tyler.
8. A Do they both have freckles?
B Yes, but Tyler has ________ freckles than Austin. Austin probably spends ________ time in the sun.
9. A Is Tyler the one ________ the spiked hair?
B No, that’s Austin. Tyler’s the one ________ the ponytail – the one ________ the striped shirt.
2 Can you guess what I mean?
A How many words and expressions can you add to the chart? Compare charts with a partner.
| Describing faces | Describing hairstyles | Ways of communicating | Jobs |
|------------------|-----------------------|------------------------|------|
| have freckles | have a ponytail | text someone | electrician |
B Pair work Student A: Explain a word or expression to a partner. Student B: Guess the word.
A You can do this with your phone or computer.
B Do you mean text someone?
3 Can you complete this conversation?
Complete the conversation with the words and expressions in the box. Use capital letters where necessary. Practice with a partner. Then role-play the conversation using your own ideas.
all right I’ll just wearing where were we
breaking up I’ll call you back let’s see what do you call it with
hold on a second I’ve got ✓this is what was I saying you mean
Greg Greg Waters.
Kenji Hello, Greg. This is Kenji from the office in Tokyo. I was ___________ calling to ask . . . What time are you arriving on Monday?
Greg Well, I have my ticket here. ___________ , I arrive at, um, 3:30 p.m.
Kenji OK, ___________ come to the airport to meet you. Oh, ___________ – I’ve got another call.
Greg ___________ . . .
Kenji Hi. Sorry about that. So, ___________ ? Oh, yes, I’ll meet you. So, how will I recognize you?
Greg Well, I’m tall and ___________ blond hair and –
Kenji Sorry, Greg, I can’t hear you. You’re ___________ .
Greg OK. Listen, ___________ . . .
Kenji Hi. That’s better. So, ___________ ?
Greg I was describing myself. So, um, I’ll be the blond guy ___________ the sunglasses, ___________ a USA T-shirt.
Kenji Um, OK. Maybe I should wear a – ___________ ? A thing with my name on it so you can find me?
Greg Oh, ___________ a badge. Good idea!
4 Future plans and dreams
A Circle the correct options, and then complete the sentences with true information.
1. When I’ll get / I get home tonight, I’m going to ___________ , and I might ___________ , but I probably won’t ___________ .
2. If you’ll want / you want help with your homework this weekend, I’ll help / I help you. I’m not ___________ on Saturday, but I may ___________ on Sunday.
3. If I’ll win / I win the lottery this year, I promise I’ll buy / I buy all my classmates dinner. I’ll also ___________ , and I might ___________ , too.
4. If I ever will become / become famous, I won’t / don’t change. I’ll still be / I’m still myself, and I won’t ___________ .
B Pair work Tell each other your sentences. Can you continue the conversations?
1 Find out about me!
1 Think of an interesting question you’d like to ask someone to get to know them better. Write your question on a small piece of paper, fold it, and put it in a pile.
Which do you prefer – hot weather or cold weather?
2 Class activity Take a piece of paper from the pile. Ask your classmates the question on your piece of paper. Find out one more piece of information from each classmate.
A So, which do you prefer – hot weather or cold weather?
B Actually, I like cold weather. I like snow.
A Oh, I do too. So, do you ski?
2 Common interests
1 Complete the sentences below about your interests.
1. I enjoy watching baseball.
2. I’m good at ____________________________
3. I can’t _______________________________
4. I’m interested in _______________________
5. I would like __________________________
6. I like _________________________________
7. I can _________________________________
8. I think everybody _______________________
2 Group work Change the statements you made into questions to ask your group.
Who is the same as you?
| Questions | Names |
|------------------------------------------------|-------|
| 1. Do you enjoy watching baseball? | Ichiro|
A Do you enjoy watching baseball?
B No, not really. I don’t really understand the rules.
C Really? I love it. Baseball is my favorite sport.
True or false?
1 Complete the sentences with your own ideas. Write three true sentences and three false sentences.
1. I’m ________________________ these days.
2. If I ________________, I usually ________________.
3. I never ___________________________.
4. I love to ___________________________.
5. I ___________________________ every day.
6. This week I’m not ___________________________.
2 Pair work Take turns telling your ideas. Ask your partner follow-up questions. Can you guess which ideas are not true?
A I’m getting up at 4:30 every morning these days.
B Are you serious? Why? Are you training for a race?
A new celebration
1 Group work Create a new special day or festival. You can use the ideas given or make up anything you want! Complete these sentences or write new ones about your new event.
1. Our new special day or festival is called _______________. (name)
2. It’s going to be on _______________. (date)
3. There’s going to be _______________ and _______________. (events)
4. Everyone is going to _______________. (activity)
5. Everyone is going to eat _______________. (food)
6. People are going to buy _______________. (items)
7. Nobody is going to _______________. (activity)
8. It’s going to be _______________. (“fun,” “interesting,” . . . )
2 Class activity Ask three classmates from other groups questions about their new festivals and special days. Take notes.
A What’s your new festival called?
B It’s called “Laugh-a-Lot Day,” and it’s going to be on March 8th.
3 Choose one festival that you’d like to celebrate. Tell the class why.
“I’d like to celebrate Laugh-a-Lot Day because people are going to tell jokes all day.”
Class activity Ask your classmates questions about their childhood. Write notes about each person.
| Find someone who . . . | Name | Notes |
|------------------------|------|-------|
| 1. was born at home. | | |
| 2. didn’t like playing outside. | | |
| 3. wasn’t good at music. | | |
| 4. liked to play board games. | | |
| 5. always had bruised knees. | | |
| 6. was on a sports or athletics team. | | |
| 7. changed schools two or three times. | | |
| 8. collected something. | | |
| 9. got into trouble a lot. | | |
| 10. liked to eat vegetables. | | |
“Were you born at home?”
**Apartment hunting**
Pair work Student A: Read about the apartment below. Student B: Read about the apartment on page 133. Take turns asking questions about the two apartments. Which one would you like to rent?
A Is there a washer and dryer in the apartment?
B Is there a what? A washer and dryer? No, there isn’t, but there’s a . . .
---
**Apartment for rent – 3812 Beacon Street**
**Apartment features**
- 2 bedrooms and 2 bathrooms, living room, big kitchen, small balcony
- 3rd floor, no elevator
- Parking lot next to the apartment building
**Amenities**
- Washer and dryer in each apartment
- Free gym in the building
- Rooftop garden
- Valet parking
**Neighborhood**
- In a quiet neighborhood. Supermarket only a 15-minute walk away. 20-minute walk to the nearest subway station.
1 Look at the pictures. What advice do you have for Traveler B in each situation? Make a list.
2 Role play Now imagine you and your partner are in the situations above. Take turns giving and responding to advice.
A You know, maybe you shouldn’t leave your money in your pocket like that.
B Oh, yeah, I guess. But I don’t have a wallet.
A Why don’t you go to that shop to look for a new wallet?
All about home
1. Pair work Discuss the questions. Find three ways you’re alike. Find three ways you’re different.
1. What’s your room like at home?
- What do you have on your walls?
- Do you have a TV in your room?
- Would you like to change your room? What would you change?
2. Are you neat or messy at home?
- Do you make your bed every morning?
- Do you leave things on top of dressers, tables, and chairs? Or do you put everything in drawers or a closet?
- Is there a lot of clutter in your house? Whose clutter is it?
3. Do you prefer a quiet or a noisy home?
- When you listen to music, do you use headphones or speakers?
- Do you sing along with the music?
- Do you leave the TV on when you’re not watching?
4. Do you or your family do a “spring cleaning” every year?
- Who does most of the work?
- What do you do?
5. Do you have any unusual habits at home?
2. Group work Join another pair. Tell them about yourself and your partner.
“Mario and I both have small rooms, but he has posters of his favorite rock band on the wall. I just have some pictures of my friends and family on my desk.”
Apartment hunting
Pair work Student B: Read about the apartment below. Student A: Read about the apartment on page 131. Take turns asking questions about the two apartments. Which one would you like to rent?
B Are there any stores nearby?
A I’m sorry, are there any what? Stores? Let’s see . . . um . . . well, there are . . .
9A What was happening?
Pair work Look at the picture. Bob just crashed into a lamppost. Some other people saw the accident. What were they doing when it happened? What was Bob doing? Study the picture and try to remember as many details as possible. Then turn to Free talk 9B on page 136.
10 Which is better?
Pair work What are the advantages and disadvantages of the choices below? Which is better? Give at least three reasons for each choice. Discuss with your partner.
1 Is it better to own a motorcycle or a car?
2 Is it better to live in a small house or a big apartment?
3 Is it nicer to see a movie on your TV or on a big screen in a movie theater?
4 Is it more fun to take a vacation at the beach or in the city?
5 Which is worse – to have no Internet access or to have no TV?
A Well, I think it’s better to own a motorcycle than a car – and it’s more fun.
B Actually, I agree. It’s also easier to find parking spaces when you have a motorcycle.
A And it’s just cheaper. Cars use more gas.
11A What’s different?
Pair work Student A: These people are at the mall on Saturday morning. Your partner has a picture of the same people on Saturday afternoon. In that picture, each person is different in two ways. Ask questions to find out what’s different. Where did each person go?
A Do you see the woman with the dark hair?
B Yes. Is she wearing a blue dress in your picture?
A Yes, she is. So that’s the same. Does she have a ponytail in your picture?
B No, she doesn’t. Her hair is short. So that’s different.
A I guess she went to the hair salon.
12 I might do that.
Pair work Write your answers to the questions in the chart. Then compare answers with a partner. Ask questions to find out more information and continue the conversations.
| Can you think of... | My answers |
|---------------------|-----------|
| 1. something you may do when you get home tonight? | |
| 2. someone you’ll probably see next week? | |
| 3. something you might do next year? | |
| 4. something new you’d like to try? | |
| 5. a place you might visit in the next five years? | |
| 6. something you think you’ll do if you earn a lot of money? | |
| 7. something you might do when you retire? | |
| 8. something you’ll probably never do in your life? | |
A OK. So, I may cook myself a nice dinner tonight if I’m not too tired.
B Nice. What do you think you’ll cook?
A Oh, maybe some pasta or something.
B I have a great recipe for pasta. I’ll find it for you.
A All right. Thanks.
What was happening?
1 Pair work How much do you remember about the picture in Free talk 9A on page 134? Discuss the questions with a partner. Do you agree on the answers?
1. What was Bob doing when he crashed?
What did he crash into?
2. What else was he doing?
3. What color were his sneakers?
4. What else was he wearing?
5. Was he wearing a helmet?
6. How many people saw the accident?
7. What was the young boy holding in his hand?
8. What happened when the boy saw the accident?
9. What was the man at the flower shop doing?
10. What was the man wearing? What did he shout?
11. What were the girls in the café doing when Bob hit the lamppost?
12. What were the girls wearing?
13. What was the woman in front of the grocery store carrying?
14. What did she do when Bob passed her?
15. How many other details can you remember?
A I think he was riding a scooter.
B Actually, I’m pretty sure he was riding a skateboard. OK. What did he crash into?
2 Pair work Now look at the picture in Free talk 9A again to check your answers. How many did you get right?
What’s different?
Pair work Student B: These people are at the mall on Saturday afternoon. Your partner has a picture of the same people on Saturday morning. In that picture, each person is different in two ways. Ask questions to find out what’s different. Where did each person go?
A Do you see the woman with the dark hair?
B Yes. Is she wearing a blue dress in your picture?
A Yes, she is. So that’s the same. Does she have a ponytail in your picture?
B No, she doesn’t. Her hair is short. So that’s different.
A I guess she went to the hair salon.
4.31 Listen and repeat the pairs of words. Notice the underlined sounds. Are the underlined sounds the same (S) or different (D)? Write S or D.
1. fan / afford S
2. stranger / major
3. of / have
4. delicious / shirt
5. dog / allergic
6. broke / cat
7. health / weather
8. listen / salary
9. question / quotation
4.32 Listen and repeat the words. Notice the underlined sounds. Are the sounds like the sounds in join, sound, know, puzzle, or rock? Write the words from the box in the correct columns below.
1. about
2. coin
3. country
4. enjoy
5. folk
6. novel
7. now
8. pop
9. program
10. something
| join | sound | know | puzzle | rock |
|------|-------|------|--------|------|
| | about | | | |
4.33 Listen and repeat the words. Notice the underlined sounds. Are the sounds like the sounds in often, sneeze, food, or stay? Write the words from the box in the correct columns below.
1. awful
2. cough
3. fever
4. flu
5. headache
6. lose
7. meat
8. weight
| often | sneeze | food | stay |
|-------|--------|------|------|
| awful | | | |
4.34 Listen and repeat the words. Notice the underlined sounds. Which sound in each group is different? Circle the odd one out.
1. cap
2. year
3. birthday
4. stuff
happy
wear
party
January
graduate
careful
fireworks
music
celebration
there
anniversary
reunion
4.35 Listen and repeat the pairs of words. Notice the underlined sounds. Then circle the word with the same sound.
| Which word has the same sound? |
|--------------------------------|
| 1. geography and physics | pen or fan |
| 2. biology and geometry | girl or joke |
| 3. chemistry and orchestra | key or chair |
| 4. actually and literature | chair or tie |
| 5. grade and degree | job or gift |
4.36 Listen and repeat the words. Notice the underlined sounds. Are the sounds like the sounds in across, cash, go, or shopping? Write the words from the box in the correct columns below.
1. aquarium 3. block 5. electronics 7. over
2. bank 4. café 6. machine 8. video
| across | cash | go | shopping |
|--------|-----|----|----------|
| aquarium | | | |
4.37 Listen and repeat the words. Check (✓) the words that have a silent letter /l/.
1. could 3. milk 5. salmon 7. silk 9. walk
2. help 4. old 6. should 8. talk 10. would
4.38 Listen and repeat the words. Notice the underlined sounds. Match the words with the same underlined sounds.
1. jewelry e_
2. nightstand ____
3. oven ____
4. shower ____
5. sofa ____
a. microwave
b. round
c. stove
d. stuff
e. suit
4.39 Listen and repeat the sentences. Notice the underlined sounds. Check (✓) the verbs that have an extra syllable and end in /id/.
1. I called for help.
2. I sprained my wrist.
3. I deleted my photos.
4. I damaged the car.
5. It happened last week.
6. I waited an hour.
4.40 Listen and repeat the words. Notice the underlined sounds. Are the sounds like the sound in see or zero? Write s or z.
1. always __z__
2. busy ____
3. business ____
4. calls ____
5. concert ____
6. easier ____
7. expensive ____
8. less ____
9. message ____
10. nicer ____
11. spam ____
12. worse ____
4.41 Listen and repeat the words. Notice the underlined sounds. Match the words with the same underlined sounds.
1. cornrows ____
2. freckles ____
3. mustache ____
4. shaved ____
5. pierced ____
6. wear ____
7. blouse ____
a. beard
b. braids
c. hair
d. brown
e. head
f. muscular
g. short
4.42 Listen and repeat the words. Notice that some syllables are weak like the /ə/ sound in away or the /ɔr/ sound in dinner. Other syllables are strong, like the syllable sis in assistant. Circle the stressed (strongest) syllable.
1. assistant 3. doctor 5. letter 7. paramedic 9. police
2. carrier 4. journalist 6. officer 8. promotion 10. representative
Lesson A Present of *be* and simple present (review)
A Complete the questions using the verbs given. Then write true answers.
1. Are you a full-time student?
Or do you have a part-time job?
2. How many brothers and sisters do you have?
3. What is your mother’s first name?
4. Where does your best friend live? Does he or she live near you?
5. What does your best friend do? Is he or she a full-time student?
6. What are your neighbors like? Are they friendly?
7. How often do you get English homework?
How long does it take?
8. Do you and your friends go out on Saturday nights?
What do you do?
9. How does your family spend Sundays?
Do you get together for lunch?
10. Does your neighborhood have a nice park?
B Pair work Ask and answer the questions above. Ask follow-up questions to keep your conversation going.
Lesson B Responses with *too* and *either*
A Write responses with *too* or *either* to agree with these statements.
1. I sleep late on the weekends. ____________________________
2. I don’t live near a subway. ____________________________
3. I’m an only child. ____________________________
4. I’m not a baseball fan. ____________________________
5. I have two brothers. ____________________________
6. I can’t stand soap operas. ____________________________
7. I love reality shows. ____________________________
8. I can stand on my head. ____________________________
B Pair work Student A: Make the statements above true for you. Student B: Give your own responses. Then change roles. What do you have in common?
A I don’t sleep late on the weekends.
B I don’t either. I work on Saturdays.
A Me too. So that’s one thing we have in common.
C Group work Find three things that you all have in common.
Lesson A Verb forms
A Complete the sentences with the correct forms of the verbs given. Sometimes there is more than one correct answer.
1. Do you like ________ (perform) on stage?
Yes. I enjoy ________ (act).
No, I don’t. I hate ________ (do) anything like that in public.
2. Are you interested in ________ (learn) to ski?
Oh, yeah. I’d like ________ (take) ski lessons.
No, not really. I prefer ________ (stay) indoors in the winter.
3. Can you ________ (dance)?
Yes, I can. But I hate ________ (go) to discos and dance clubs.
No, I can’t ________ (dance) at all. But I like ________ (watch) dance shows on TV.
4. Do you enjoy ________ (go) to the movies?
Yes, I really like ________ (watch) movies on the big screen.
Yeah? I prefer ________ (watch) movies at home.
B Write your own responses to the questions above. Then ask and answer the questions with a partner.
Lesson B Object pronouns; everybody, nobody
A Write object pronouns where they are necessary in the conversations. Then compare and practice with a partner.
1. A Do you like jazz?
B Yeah, but I don’t listen to very much. Nobody in my family likes.
2. A I really love Miles Davis. He’s my favorite trumpet player. Do you know?
B Yeah. My whole family likes. He has so many albums.
A Yeah, he does. They’re all good, too. I like.
3. A I have two tickets for the Adele concert. She’s my favorite singer. Do you want to go with?
B Sure, I’d love to go. I love, too.
4. A I didn’t know you play the banjo. I’d like to hear sometime.
B Well, I have a band. We play in a coffee shop. Come and see on Friday.
Group work Make guesses about your group’s interests and complete the sentences. Then read your sentences to the group. Are they true?
1. Everybody ____________________________
2. Everyone ____________________________
3. Nobody ____________________________
4. No one ____________________________
A I wrote. “Everybody in my group listens to jazz.”
B I don’t like to listen to it, so that’s not true.
Lesson A Simple present and present continuous
A Complete the things someone says about getting in shape. Use simple present or present continuous form of the verbs.
1. My friend and I ___________ (train) for a marathon. I normally _________ (take) the bus to work, but these days I _________ (walk) all the way. And my friend ___________ (spend) a lot of time at the gym these days.
2. I usually ___________ (drink) a lot of soda, but right now, I ___________ (drink) water instead.
3. This month, we ___________ (get up) early, and I ___________ (go) running. But generally we both ___________ (sleep) late on the weekends.
4. My friend ___________ usually ___________ (not eat) breakfast, but now he ___________ (have) eggs every morning.
5. I ___________ (love) cheesecake, but this month I ___________ (not ___________) because we ___________ (not take) cookies.
B Pair work Are any of the sentences above true for you? What else are you doing differently these days from what you usually do?
“Actually, I normally take the subway to school. But this week I’m walking some of the way.”
Lesson B Joining clauses with if and when
A Join the phrases with when or if to write true sentences about yourself.
1. have a fever / take medicine
When I have a fever, I usually take medicine.
2. lie down for a while / feel sick
3. get a stomachache / stay in bed
4. have a sore throat / drink hot tea with honey
5. go to the doctor / have a cough
6. take aspirin / have a headache
B Pair work What does your partner do in the situations above? Ask and answer questions.
A What do you do if you have a fever?
B If I feel really hot, I put a cold towel on my head.
Lesson A Future with *be going to*; indirect objects
A Write questions (Q) with *be going to*. Then write your own answers (A), using indirect object pronouns where necessary.
1. what / you / give your mother for Mother’s Day Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
2. you / get your parents / something for their anniversary Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
3. you / give your teacher / a thank-you card at the end of the year Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
4. how / you / celebrate your birthday this year Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
5. how old / your best friends / be on their next birthdays Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
6. you / give someone a birthday present this month Q ________________________________________________________________________
A ____________________________________________________________________________________________________________
B Pair work Ask and answer the questions.
A What are you going to give your mother for Mother’s Day?
B I’m probably going to buy her some flowers and get her a card.
Lesson B Present continuous for the future; *be going to*
A Complete the conversations with the correct forms of the verbs. Use the present continuous when possible. Use *be going to* when you can’t use the present continuous.
1. A _______________ you _______________ (go out) tonight?
B Yeah, I _______________ (take) my girlfriend to the Harbor Grill for dinner tonight for her birthday. I _______________ (pick) her up in 30 minutes.
A Wow. That place is fancy. It _______________ (be) expensive.
B Yeah, but she _______________ (love) it.
2. A _______________ you _______________ (do) anything interesting tomorrow tonight?
B Actually, yes. I _______________ (meet) some friends at 8:00 to go to a concert. It _______________ (be) so much fun.
3. A We _______________ (play) softball tomorrow. Do you want to join us?
B Sure. That sounds like fun. What time _______________ you _______________ (get together)?
A We _______________ (meet) at 11:00, but I heard it _______________ (rain).
4. A Some of my classmates _______________ (have) a party tomorrow night. Do you want to come?
B Actually, I probably can’t make it. I _______________ (work) tomorrow from 5:00 to 10:00, and after that I think I _______________ (be) too tired.
B Pair work Ask and answer the questions above. Give your own answers.
Lesson A be born; simple past (review); time expressions
A Complete the conversations. Use the simple past form of the verbs given and complete the time expressions.
1. A Where ________ you ________ (grow up)?
B I ________ (grow up) in the Boston area. I ________ (live) there ________ 1990 ________ 1999. But I ________ (not / be born) there.
A Oh, really? Where ________ you ________ (be born)?
B Actually, I ________ (be born) in Atlanta. I ________ (go) to school there ________ five or six years.
2. A ________ you ________ (take) any music lessons when you were a kid?
B Yeah, I ________ (take) piano lessons ________ seven years, ________ I was fifteen.
A Really? So, do you still play?
B Yeah. Actually, I ________ (play) in a concert a few months ________. And I ________ (give) a concert ________ May, too.
3. A ________ you ________ (enjoy) school when you were young?
B Yeah. Well, I ________ (like) it ________ I was about eleven. ________ the work ________ (get) difficult. So I ________ (have) a tutor ________ I ________ (start) middle school. She ________ (be) nice.
B Pair work Ask and answer the questions above. Give your own answers.
Lesson B Determiners
A Maria is studying English in a college in the United States. She compared the high school experiences of her current classmates with the experiences of students in her home country. Circle the correct determiners.
1. In Maria’s home country, all/ all of / none high school students take English. In her current class, all of/ some / a few the students took English in high school.
2. No / Most / Some of Maria’s current classmates were interested in English in high school. In her home country, a few of / most / none of students are interested in English, and a few of / most of / some students are not.
3. Some / Some of / Most her classmates in the U.S. got good grades in English in high school, but a few / most / some of them didn’t. In her home country, most / some of / a lot students get good grades in English.
4. In her home country, a few / some of / none of students study languages other than English, but no / none of / none her classmates did.
B Write four sentences about language learning in your country. Write about people in general and your own classmates. Then compare with a partner.
All students in high school take English here.
I think most of the students in my class are interested in English because . . .
Lesson A Is there? Are there?; location expressions
A Look at the map. Circle the correct expressions to complete the sentences.
A Excuse me. **Are there any** / **Is there an** ATMs around here?
B Hmm . . . there aren’t any / one / some on this street, but there are any / one / some on 4th Avenue, **across from** / in front of the bank. There’s also any / one / some just inside / on Albinoni’s Supermarket.
A And are **there any** / is there a good restaurants around here?
B Oh, yeah. There are any / one / some on 2nd Avenue. And there’s a good sushi place **between** / on the corner of Bell Street and Market Street. It’s right **across from** / behind Richman’s Jewelry.
A OK, thanks. Oh, and are **there any** / **is there a** parking lot there?
B Actually, no. There isn’t any / one / some there, but there is any / one / some right **behind** / next to the Bell Street Hotel. The entrance is next to / on 2nd Avenue.
B Pair work Now ask and answer questions about these places in your neighborhoods.
a bank good bookstores nice cafés a movie theater a post office
Lesson B Offers and requests with Can and Could
A Look at the map again. Some people are asking the concierge at the Bell Street Hotel for directions. Complete the questions with **Can** or **Could**, and write directions for each person.
1. A **Can / Could** you give me directions to the art museum?
B Sure. Just go out of the hotel, and ________________________________.
2. A __________ I help you?
B Yes. __________ you tell me how to get to the subway station? Is it far from here?
A Uh, it’s not far. Walk ________________________________.
3. A __________ you recommend a good restaurant near here?
B Well, there’s a good Indian restaurant on Garfield Street. Go ________________________________.
Lesson A Infinitives for reasons; It’s + adjective + to . . .
A Correct the conversations. Pay attention to infinitives for reasons and It’s / Is it + adjective + to.
1. A Do you ever go online buy train or bus tickets?
B Well, I buy train tickets online because expensive buy them at the train station.
2. A Do you use a credit card or a debit card pay for things online?
B A debit card. I’m only 17, and is just not possible get a credit card at my age.
3. A Do you have to travel far visit your family?
B Well, my grandparents live about three hours away. So we take the bus go and see them.
It’s a long trip, but that’s OK. I think is important see your family.
4. A Do you think it’s fun travel alone?
B It depends. I guess it nice have a friend with you when you go sightseeing.
5. A Is easy to get around in your town?
B It’s pretty easy. You can take the subway get to most places. It’s fast and cheap.
6. A What do you do on the weekends relax?
B I like to go to the beach go windsurfing.
B Write your own answers to the questions. Then ask and answer the questions with a partner.
Lesson B Advice and suggestions
A Circle the correct words to complete the conversations.
Then compare with a partner. Do you agree with the advice?
1. A I have to fly on Friday, but I have a cold. What I should / should I do?
B Well, you probably shouldn’t go / to go to work. Just stay / staying home and don’t
go / to go out. And don’t forget take / to take some cold medicine on the plane with you.
2. A I’m going camping next weekend. Should I take / to take insect repellent?
B Oh, you definitely need have / to have some this time of year. It’s probably
good idea / a good idea to take some shirts with long sleeves, too. And why
don’t you / you don’t take something for bites in your first-aid kit?
3. A We’re going to the beach next weekend. What need / should I take with me?
B Well, you should take / taking an umbrella. It gets hot. And you probably need pack / to pack a
picnic. The cafés are expensive. And do you want / do you want to take a volleyball? It’s fun to
play volleyball on the beach.
B Pair work Write two of your own suggestions for each question above. Take turns asking the
questions and making suggestions.
Lesson A Whose . . . ?; Possessive pronouns
Complete the questions with whose and a verb. Then complete the conversation with possessive pronouns. Practice with a partner.
1. Teacher I can hear a cell phone! Uh, whose phone is it?
Student Oh, I’m really sorry. It’s mine. Sorry. I just turned it off.
2. Teacher I think someone left a backpack. backpack under that chair?
Student Um, Mario has a backpack like that. I think it’s .
3. Teacher Two people forgot to write their names on the test. tests these?
Student Let’s see. That looks like Angela’s handwriting. It’s probably . Oh, and that’s . Sorry I forgot to put my name on it.
4. Teacher I found these glasses last week after class. glasses they?
Student Well, Manuel usually wears glasses in class. Maybe they’re .
Teacher Excuse me, Manuel. I think these are .
5. Teacher science project this? Does anyone know?
Student Oh, it’s Dana and Pam’s. Well, I think it’s .
Lesson B Order of adjectives; pronouns one and ones
Complete these conversations with the pronouns one or ones. Unscramble the last sentences. Then practice with a partner.
1. A I need to buy a new water bottle. Should I buy a plastic or a metal ?
B You can get some really cool . get / You / metal / nice / should / a / one
2. A I think shoes are expensive. Maybe because I always buy expensive leather .
B I know a great discount store. shoes / leather / buy / inexpensive / You / can / there
3. A You needed a new tablet cover, right? Did you find a nice ?
B Uh-huh. red / one / found / plastic / I / a / pretty
4. A I need new pants for the winter. Which should I buy? Some wool pants or those cotton ?
B Well, wool is nice. get / You / some / pants / should / wool / black
5. A What kind of rug did you buy for your bedroom? A Turkish ?
B Actually, I decided to buy something different. beautiful / I / a / Indian / rug / bought / little
Lesson A Past continuous statements
A Complete the sentences with the past continuous or the simple past. Compare with a partner.
1. I was in class last week, and the teacher ___________ (explain) something, and I just ________ (fall) asleep. When I ___________ (wake up), I realized that everyone ___________ (look) at me.
2. Yesterday I ___________ (walk) down the street, and I ___________ (text) a friend when I ___________ (walk) right into a lamppost. I guess I ___________ (not pay) attention.
3. My sister and her husband ___________ (carry) some dishes into the kitchen when they both ___________ (trip) over a rug. They ___________ (drop) and ___________ (break) all their new dishes!
4. Last week a friend of mine ___________ (invite) me over for dinner. In the afternoon, when she ___________ (cook), she ___________ (pick up) a heavy pot and ___________ (hurt) her back. When I ___________ (arrive), she ___________ (lie) on the sofa, so I ___________ (make) dinner for us!
5. The other day, a friend and I were at my house. We ___________ (not / do) anything special, so I ___________ (say), “Come on. Let’s go out for coffee. It’s on me.” While I ___________ (wait) in line to order, I ___________ (realize) I didn’t have my wallet. So my friend ___________ (pay) for everything. I was really embarrassed.
B Choose two of the situations above and rewrite them with your own information.
I was in class last week, and my friend was sending a text when the teacher asked him a question.
Lesson B Past continuous questions; reflexive pronouns
A Complete the questions in the conversations and add reflexive pronouns. Practice with a partner.
1. A I accidentally burned ___________ myself when I was cooking dinner.
B Oh, no! What ___________ were you making ___________ (make)?
A I was making a vegetable curry.
2. A My sister hurt ___________ at the gym last night. She sprained her ankle.
B That’s too bad. ___________ (do) aerobics?
A No, she was doing yoga. I guess you can hurt ___________ if you’re not careful.
3. A Was there anyone fun at the party last night? I mean, who ___________ (talk) to?
B Oh, this really boring guy. He talked about ___________ the whole time. I didn’t talk about ___________ once!
4. A When I got home last night, my kids were arguing.
B Really? What ___________ (fight) about?
A Who should do the dishes. I just can’t leave them by ___________ .
5. A There was a lot of noise when I called you last night. What ___________ (do)?
B Last night? I was having dinner with some friends at a restaurant. We were really enjoying ___________ .
B Pair work Think of situations like the ones above. Tell a partner what happened.
“I accidentally burned myself when I was camping last summer.”
Lesson A Comparative adjectives
A Complete these questions with the comparative forms of the adjectives (↑ = more; ↓ = less). Compare with a partner. Then write an answer for each question.
In your opinion . . .
1. Which is ___________ (expensive ↓), an e-reader or a tablet?
An e-reader is less expensive than a tablet, but a tablet is more useful.
2. Is it ___________ (easy ↑) to read an e-book or a regular book outside?
3. Which is ___________ (useful ↑), a cell phone or a tablet?
4. Is it ___________ (difficult ↓) to write an email on a laptop or on a smartphone?
5. Which is ___________ (nice ↑) for personal messages, email or a social network?
6. Is it ___________ (bad ↑) to lose your laptop or your phone?
7. Is it ___________ (good ↑) to hold your cell phone or use an earpiece when you call someone?
8. Why are phone calls becoming ___________ (popular ↓) than text messages?
B Pair work Take turns asking and answering the questions. Give reasons for your opinions.
Lesson B More, less, fewer
A Complete the sentences with more, less, or fewer. Then compare with a partner.
1. I’m spending ___________ time on my social network these days because I’m very busy at work.
2. I’m getting ___________ exercise now because I’m walking home from work every day.
3. My friends and I text each other very late at night, so I’m sleeping ___________ than I should.
4. My friends prefer texting to email, so they’re sending me ___________ email messages these days.
5. I don’t have much time to cook, so I’m eating out ___________ than I did before.
6. I don’t like big groups. I enjoy myself ___________ when I have dinner with just one or two close friends.
7. I feel a bit shy in groups. I usually talk ___________ than other people.
8. In my family, we’re watching TV ___________ together because we’re all spending more and more time on our laptops.
9. I’m buying ___________ newspapers now because I’m getting my news online.
B Pair work Are the sentences above true for you? Discuss with your partner.
“I think I’m spending more time on my social network these days. I have more and more friends – around 500 now.”
Lesson A Describing people; have got
Write questions for the answers. Practice with a partner. Then ask and answer the questions, giving your own information.
1. A ________________________________, your mother or your father?
B I think I look more like my mother.
2. A ____________________________________________________________?
B My father’s hair is dark brown.
3. A ____________________________________________________________?
B No, she doesn’t. She’s got very straight hair.
4. A ____________________________________________________________?
B My mother? She’s about one meter seventy-five (five foot seven).
5. A ____________________________________________________________?
B My best friend? He’s tall and thin, and he’s got curly black hair.
6. A ____________________________________________________________?
B No, we don’t look alike. My friend is a lot taller than I am.
Lesson B Phrases with the verb + -ing and prepositions
A Someone is asking questions about the people in the photo. Unscramble the sentences. Label the people. Then practice with a partner.
1. A the / with / the / blond hair / tall / who’s / guy
____________________________________________________________?
B That’s Adrian. He’s about six foot four.
2. A woman / who’s / standing / the / him / next to
____________________________________________________________?
B Angela. She’s in my math class.
3. A wearing / the / woman / yellow / the / top / blond / who’s
____________________________________________________________?
B That’s Abby. She’s a good friend of Daniel’s.
4. A Daniel? Is he in the picture?
B Yeah. the / he’s / shaved head / guy / with / the
____________________________________________________________?
5. A Is your friend Gina in the picture? Which one is she?
B top / the / in / she’s / orange / woman / the
____________________________________________________________?
B Pair work Ask and answer questions about the people in the photo.
“Which one is Adrian?” “Who’s the woman wearing the orange top?”
Lesson A Future with will, may, and might
A Read the questions about future plans and choose the best options in the answers. Then practice with a partner.
1. A Are you going to the beach on Saturday?
B Probably not. It looks like it’ll rain / it rains all weekend.
2. A Do you have plans to move to a new apartment?
B Actually, I’ll move / I’m moving next week – I just found a new place!
3. A Are you going to take another English course next semester?
B I’m not sure. I might not / I won’t have enough time.
4. A How are you going to celebrate your next birthday?
B Well, I’ll be / I may be 30 on my next birthday, but I don’t think I’ll / I may do anything special.
5. A Do you think you’ll travel abroad in the next couple of years?
B I don’t know. Maybe I’ll go / I go to Spain to learn Spanish.
6. A Do you think you’ll be rich someday?
B No. I know I won’t / I may not be rich because I’m not very good with money.
B Pair work Ask and answer the questions. Give your own information.
Lesson B Present tense verbs with future meaning
A Choose the best expressions to complete these questions. Then compare with a partner.
1. Are you going to do anything interesting after class will be / is over today?
2. After you will eat / eat dinner tonight, are you going to do any work?
3. What do you think you’ll do / you do before you go to bed tonight?
4. If you don’t / won’t fall asleep right away, do you think you’ll read for a while?
5. What’s the first thing you’re going to do when you’ll get up / you get up tomorrow morning?
6. Are you going to exercise tomorrow before you’ll have / you have breakfast?
7. If it doesn’t / won’t rain tomorrow, do you think you’ll go running or go for a walk?
8. Are you going to meet your friends tomorrow when you get out / will get out of class?
9. If you don’t / won’t have time to eat breakfast at home tomorrow, will you have an early lunch?
10. If you will go out / go out this weekend, where will you go?
B Pair work Ask and answer the questions. What do you have in common?
## Irregular verbs
| Base form | Simple past |
|-----------|-------------|
| be | was / were |
| become | became |
| begin | began |
| break | broke |
| bring | brought |
| build | built |
| buy | bought |
| catch | caught |
| choose | chose |
| come | came |
| cost | cost |
| cut | cut |
| do | did |
| draw | drew |
| drink | drank |
| drive | drove |
| eat | ate |
| fall | fell |
| feel | felt |
| find | found |
| forget | forgot |
| get | got |
| give | gave |
| go | went |
| grow | grew |
| have | had |
| hear | heard |
| hit | hit |
| hold | held |
| hurt | hurt |
| keep | kept |
| know | knew |
| leave | left |
| lend | lent |
| Base form | Simple past |
|-----------|-------------|
| lie | lay |
| lose | lost |
| make | made |
| mean | meant |
| meet | met |
| pay | paid |
| put | put |
| read | read |
| ride | rode |
| ring | rang |
| run | ran |
| say | said |
| see | saw |
| sell | sold |
| send | sent |
| shut | shut |
| sing | sang |
| sit | sat |
| sleep | slept |
| speak | spoke |
| spend | spent |
| stand | stood |
| steal | stole |
| swim | swam |
| take | took |
| teach | taught |
| tell | told |
| think | thought |
| throw | threw |
| understand | understood |
| wear | wore |
| win | won |
| write | wrote |
Touchstone is an innovative four-level series for adults and young adults, taking students from beginning to intermediate levels (CEFR: A1 – B2). Based on research into the Cambridge English Corpus, Touchstone teaches English as it is really used. It presents natural language in authentic contexts, and explicitly develops conversation strategies so learners speak with fluency and confidence.
New in the Second Edition
• Extra grammar practice focuses on key grammar points in each unit.
• Can-do statements help students understand the learning outcomes of each lesson and rate their own performance.
• Common error information from the Cambridge Learner Corpus helps students avoid making basic errors.
• Sounds right activities provide regular pronunciation practice and enable students to speak with confidence.
Touchstone Components
For Students
Student’s Book
Workbook – print and online
For Teachers
Teacher’s Edition with Assessment Program
Presentation Plus: classroom presentation software
Class Audio CDs
Video DVD
Video Resource Book
Placement Test
Touchstone Blended Learning
• Maximum flexibility for students and teachers – lessons can be done in class or online
• Automated grading and progress tracking
• Includes games, animated grammar presentations, online communication activities and more
Find out more:
www.cambridge.org/touchstoneblended
www.cambridge.org/touchstone2
CAMBRIDGE ENGLISH CORPUS
The Cambridge English Corpus is a multi-million word collection of written and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers.
Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes. This means that our language materials help students to avoid mistakes, and you can be confident the language taught is useful, natural and fully up to date.
www.cambridge.org/corpus
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LIFTING INJECTORS
GENERAL
1. An injector is a steam jet device by means of which water from the tender of the locomotive can be forced into the boiler against the boiler pressure. Injectors may be of the lifting type or of the non-lifting type, or may operate on a combination of both the lifting and non-lifting designs. All lifting injectors, and some non-lifting injectors, operate with high-pressure steam from the boiler. Other non-lifting injectors are designed to operate with the exhaust steam from the cylinders. Feedwater heating devices are used with some types of injectors.
2. A locomotive always is provided with two independent means of supplying water to the boiler. Each must have sufficient capacity so that in case one fails the other will meet all requirements. The usual practice is to have an injector located on each side of the boiler. The operating handles of the injector on the right side should be within easy reach of the engineer, and the handles of the injector on the left side should be convenient for the fireman to operate. Each injector should be used for a part of the trip. The practice of using one injector exclusively may result in an engine failure because, if this injector fails, the other injector may not be in working condition.
THE PRINCIPLE OF THE INJECTOR
3. Everyone is familiar with some engineering principles, such as leverage, friction, the effect of heat, etc. The principle which makes possible the working of the injector is not so commonly understood. This principle is called "kinetic" energy. It is defined as the energy which a body has, due to its motion. The faster a body moves, the more momentum or force it will exert if directed against a resistance.
4. This principle is used in the injector by directing a jet of steam at high velocity into a comparatively slow moving body of water. The water condenses the steam and the energy of the steam is imparted to the moving body of water. The moving body of water is directed through tubes and nozzles, the shape of which further increases the velocity of the stream of water and condensed steam. The design of the injector and its tubes is such that the velocity of the water and condensed steam passing into the delivery pipe has sufficient momentum, or force, to raise the check valve and enter the boiler against the steam pressure.
CAPACITY OF INJECTORS
5. The capacity of an injector is measured in gallons of water per hour that it can deliver to the boiler. The size of an injector for a given locomotive depends upon the steam consumption. It may be determined approximately from the diameter of the cylinders of the locomotive. Tables of sizes and capacities for different cylinder diameters can be obtained from injector manufacturers.
6. The steam supply for the injectors comes from the boiler through the steam turret, or fountain, and is controlled in the injector by a steam valve attached to the operating handle. Exhaust steam injectors use boiler steam for starting, or when the locomotive is standing, but use the exhaust steam from the cylinders at other times.
7. The water supply for the injectors is carried in the tender. It flows past the tank valve to a hose or pipe connection containing a strainer, and then through the water supply pipe to the injector. Atmospheric pressure forces it into the body of the lifting injector when the injector is primed and is operating. It flows by gravity into the body of the non-lifting injector.
8. Lifting injectors usually are located on either side of the boiler and may be a foot or so above the top water line of the tank. Fig. 1 shows one type of lifting injector. The steam pipe is at the top of the body and the water supply pipe at the bottom of the body. The operating handle is at one end of the body and the delivery pipe, which leads to the check valve of the boiler, is at the other end of the body. The second handle below the main operating handle is the water supply regulating valve. The second pipe at the bottom of the body is the overflow pipe.
9. Figure 2 is a cutaway view which shows the valves, tubes, and nozzles of the injector. The main operating parts of a lifting injector consist of a two-position steam valve and a steam nozzle, a combining and condensing tube, and a delivery tube. Also, there is a water regulating valve and an overflow valve. Fig. 3 is a sectional view of the injector shown in Fig. 2.
10. Refer to Figs. 1, 2, and 3. The first movement of the operating handle, 33, opens the steam valve to its priming position. This directs a jet of steam into the combining and condensing tube, 2. This steam flows out of the openings in this tube and into the body of the injector. The steam raises the overflow valve, 30, and discharges through the overflow pipe, 57. This flow of steam creates a partial vacuum in the space around the steam nozzle, 3. The water supply pipe, 23, is open into this space. As a result, atmospheric pressure forces the water from the tank into the space around the steam valve of the injector, where it mingles with the jet of steam in the combining and condensing tube. The water condenses the steam and flows with it through the combining and condensing tube and out of the openings of this tube into the body of the injector and then out through the overflow pipe in a large, slow-moving stream. This action is known as the priming of the injector.
11. As soon as the injector primes, the operating handle is pulled clear out. This completes the opening of the steam valve. As the greatly increased supply of steam is condensed by the water, its added energy is imparted to the water. The greater velocity of the water carries it through the combining and condensing tube and through the delivery tube, 1, without any overflow or spilling. The delivery tube is shaped as a nozzle. This nozzle imparts additional velocity to the jet of water as it leaves the injector. The stream of water which passes into the delivery pipe has sufficient momentum to force the boiler check valve open and to enter the boiler.
12. An injector is designed with the greatest care. There must be sufficient water supplied to the jet of steam to condense all of the steam. The tubes and nozzles must be shaped and lined up so that the condensed steam and water will form a jet that will pass through the delivery pipe with sufficient momentum to overcome the boiler pressure.
13. The lifting injector will not prime if the water in the supply pipe is too hot. The partial vacuum formed above the water in the supply pipe will allow hot water to vaporize at a temperature much below the ordinary boiling point. Speaking generally, an injector will not prime if the temperature of the supply water is much more than 120 degrees Fahrenheit. Again speaking generally, if the water in the supply pipe enters the injector at a velocity of say 40 feet per second, this velocity will be increased to 180 feet per second or more as it passes through the combining and condensing tube and the delivery tube. At a velocity of 180 feet per second, the stream of water will exert a pressure of 220 pounds per square inch against the boiler check valve.
14. Figures 1, 2, and 3 illustrate a Sellers Self-acting Injector. The principle of operation of this injector has been explained. The lever, 34, above the overflow pipe provides for the positive closing of the overflow
valve. The part marked $20E$ in Fig. 3 is an injector, or line, check valve which operates in case the boiler check valve should stick open. The handle marked $41$ is the water regulating valve handle. The movement of this handle increases or cuts down the supply of water to the injector.
15. There is a water inlet valve shown just ahead of the water regulating valve, $40$. When the injector is forcing water into the boiler, the passage of the water through the tubes usually produces a vacuum in the body of the injector. When this is the case, atmospheric pressure on the tank water will force the water inlet valve open, and an additional supply of water will flow directly to the body of the injector. There it will enter through the openings in the combining and condensing tube, and be picked up by the stream of water and condensed steam. This automatically adds to the capacity of the injector. When there is a vacuum in the body of the injector, the overflow valve is held closed by atmospheric pressure.
16. To use the injector to heat the water in the tank in cold weather, the overflow-valve handle, $34$, is turned so as to hold the overflow valve, $30$, to its seat. The main steam valve leading to the injector is closed off and the operating lever, $33$, is opened wide. Then the required amount of steam is admitted by the partial reopening of the main steam valve. To prevent freezing of the overflow pipe, the overflow valve should be adjusted to allow a slight escape of steam past it. The drain in the delivery pipe should be opened also.
17. Figure 4 is a sectional view of the Nathan Manufacturing Company's simplex injector. This type of injector is designed to be self-regulating under variations in steam pressure. Also, it has a restarting feature.
18. Figures 5 and 6 show a phantom view and a sectional view of the Ohio injector. The operation of this type of injector is quite similar to that of the others which have been described. However, the shape and design of the tubes is somewhat different. The Edna Brass Company manufactures a lifting injector quite similar to those already described.
Hancock Inspirator
19. Figure 7 is a sectional representation of a form of injector known as a Hancock Inspirator. The significance of the name inspirator, as distinct from the name injector applied to other makes of similar apparatus, depends on the double-tube feature of the inspirator.
20. An inspirator of the Hancock type consists of one apparatus for lifting the water and another for forcing; each has its own steam passages, steam nozzle, and combining tube, and each is contained in a chamber separate from the other. There are, therefore, two successive operations in the working of the inspirator: First, the lifting of the water by the lifting half of the apparatus, and second, the forcing of the water into the boiler by the forcing half. This construction gives automatic regulation or governing of the water supply by the lifter tubes. Both steam nozzles receive full pressure when the inspirator is working, so that if the steam pressure in the boiler drops, there will be less steam at a lower temperature passing through the forcing steam nozzle. The forcing part, therefore, will require less water to condense the steam properly. At the same time, however, the lifter tubes lift and deliver less water to the forcer. The Hancock Inspirator also has a positively closed overflow which prevents spilling at the overflow while running.
21. Referring to Fig. 7. The inspirator is started by drawing lever 137 back slightly. This admits steam past the lifter steam valve, 130, through the forcer steam valve body, 126, to the steam nozzle, 101. This steam flowing through the lifter tube, 102, creates a vacuum above the water in the supply pipe and causes the water to flow through the lifter tube, and condense the steam. The stream of condensed steam and water then flows through the intermediate overflow valve, 121, and out the final overflow valve, 117. When water shows at the overflow, lever 137 is pulled clear back. This opens the main forcer steam valve, 126, and admits steam to the forcer steam nozzle, 103, and to the forcer combining tube, 104. This creates a pressure in the delivery chamber sufficient to close the intermediate overflow valve, 121, and open the intermediate, or line, check valve, 111, as the steam is condensed and the jet formed. When lever 137 is pulled clear back to the stop, overflow valve 117 is closed. When the pin in the wheel of the regulating valve is at the top, the inspirator will deliver its maximum quantity of water. The regulating wheel is turned to the right to reduce the feed.
22. To use the inspirator as a heater, the connecting rod, 106, is lifted so as to disconnect it from the stud on the lever. The connecting rod then is drawn back, thus closing the overflow valve. Lever 137 now is pulled back to the point used in lifting. This will give all the steam that is required for heating. If the amount going back to the point used in lifting. This will give all the steam regulating wheel to give the amount required. With the lever in the position described, the steam blowing back to the tank passes by the lifter nozzle. Thus, it can be seen that it is unnecessary to handle the main steam valve when using the inspirator as a heater.
LIFTING INJECTOR TROUBLES AND REMEDIES
23. The injector, like any other mechanical device, may get out of order occasionally. The following troubles and remedies are grouped to assist engineers and firemen to locate the cause of trouble quickly, when any occurs, and to remedy such trouble when found. These instructions are general and apply to any type of lifting injector.
24. Injector troubles divide into four classes:
First, the injector will not prime.
Second, the injector primes but will not force the water into the boiler.
Third, the injector primes and forces some of the water into the boiler, but spills a part of the water at the overflow.
Fourth, the injector primes and forces, but breaks frequently.
Each of these conditions will be discussed separately. Some of them apply to non-lifting injectors also, as will be explained later.
25. In a great majority of cases, lifting injector trouble is traced to shortage or restriction of the water supply, or to leaks or loose connections in the water supply line to the injector.
26. If the injector does not prime, the trouble is due to one of the following causes:
(a) No water in the tank.
(b) Tank valve closed or disconnected shut.
(c) Water supply pipe or strainer clogged.
(d) Injector water valve closed.
(e) Air leaks in the water supply pipe.
(f) Water in the water supply pipe or tank too hot.
(g) Overflow valve closed.
(h) Something wrong with the steam valve, or with the nozzles inside the injector.
27. No water in tank. If the injector has been working properly and then fails to prime, the first question should be: Have we run out of water?
28. Tank valve closed or disconnected shut. An inspection will reveal whether or not the tank valve is closed. If it is disconnected, the fact can be told by the "feel" of the valve handle. In case the valve is closed, the remedy, of course, is to open it. If a disk valve is disconnected, usually it can be blown out of place by converting the injector into a heater and using a sufficient head of steam to dislodge the valve. Care should be taken not to burst a hose. Where a siphon pipe is used in place of the old form of tank valve, a pet cock at the top point of the siphon pipe serves the purpose of a tank valve. If the pet cock is opened, the siphon column will be broken. When the pet cock is closed, the vacuum formed in the injector will be sufficient to cause the water to rise to the top of the siphon pipe and re-form the siphon column.
29. Water supply pipe or strainer clogged. If the water supply pipe or the strainer is clogged, the fact can be ascertained by disconnecting the union at the strainer or by taking off the strainer cap. After cleaning the strainer, if it still is thought that the water supply pipe is clogged, the injector may be converted into a heater.
and the pipe blown out. If blowing the steam back through the pipe seems to clear it but the same trouble immediately reappears when trying to prime the injector again, it may be due to loose lining in the hose which has formed a flap and is obstructing the hose or strainer.
30. The trouble that may arise due to the water supply pipe or strainer being stopped up makes it evident that care must be taken to prevent coal or any foreign substance from getting into the manhole of the tank, either when taking water or at any other time; and that the back of the tank should be kept cleaned off and the manhole cover closed except when taking water.
31. Injector water valve closed. The remedy for a closed water valve is obvious. It should be borne in mind that the position of the handle of an old-style injector may give a misleading indication. If such a case is discovered, the handle should be removed and replaced in proper position.
32. Air leaks in the water supply pipe. Air leaks in the water supply pipe prevent the injector from priming. The leaks prevent the formation of sufficient vacuum to cause the water from the tank to rise up to the injector. Air leaks generally occur around the joints of the pipes and usually are easy to stop. If the leakage is in the hose or at joints that cannot be tightened, an ordinary bandage of canvas, or muddy or oily waste can be bound over the leak. The fact that the leak may be at the pipe connection at the bottom of the injector should not be lost sight of. Leaks in the water supply pipe can be located by converting the injector into a heater, closing the tank valve, and opening the steam valve just enough to cause the leaks to show.
33. Supply water too hot. The water in the water supply pipe or in the tank may get too hot, either by improper use of the heater, or by leaks in the steam valve in the injector or the boiler check valve and line check. If due to a leak in the injector steam valve or the boiler check valve and the line check, the trouble should be reported so that the proper valve can be ground in.
34. To ascertain whether the leak is at the injector steam valve or at the boiler check valve, the main injector steam valve at the turret should be closed. This will stop a leak in the steam valve. If the leak is at the boiler check, closing this main steam valve will have no effect. A leaky boiler check and line check also may be indicated by a drip of water and steam at the overflow pipe. If the trouble is due simply to the water in the water supply pipe being too hot, the injector may be used as a heater to blow this hot water back into the tank. The cool water from the tank coming back into the water supply pipe will allow the injector to prime properly.
35. If the trouble is due to the water in the tank being too hot, the proposition is more serious and the only chance to get the injector to work is to reduce the steam pressure by means of the steam valve at the fountain. The injector may prime when the pressure is reduced. The heater must be watched so that the water in the tank will not get too hot. After one half or two thirds of the tank of water has been used, the remainder heats up very quickly.
36. To understand why hot water in the tank or water supply pipe will prevent an injector from priming, it must be remembered that water will boil at a temperature depending on its pressure. Water in a teakettle will boil at 212 degrees Fahrenheit, but water in a boiler carrying 200 pounds of steam will not boil until the temperature is about 387 degrees. On the other hand, water in the injector water supply pipe will boil at a temperature considerably less than 212 degrees when the priming vacuum is formed. Consequently, steam will form in the pipe and supply the vacuum that otherwise would cause the water to lift.
37. Overflow valve fastened shut. The overflow valve has to be open during the priming operation.
38. Other causes. If none of the foregoing causes proves to be at the bottom of the trouble, then it is probable that something is wrong inside the injector. The trip can be finished with the other injector, and the trouble reported so that it can be remedied.
The Injector Primes But Will Not Force the Water Into the Boiler
39. If the injector primes but will not force the water into the boiler, the trouble is due to one of the following causes:
(a) Obstruction at the boiler check valve.
(b) Obstruction at the line check.
(c) Obstruction in the delivery pipe.
(d) Dirt or some obstruction in the delivery, or the combining and condensing tubes.
(e) Steam valve to injector not fully open.
(f) Not sufficient water to condense the steam, due to the water valve or the tank valve not being wide open, or to air leaks in the suction pipe, or as a result of the strainer or suction pipe being partially stopped up.
40. Boiler check valve stuck shut or will not open wide. In this case the injector will prime but will not force the water into the boiler because the volume of water carried to the check valve cannot pass it, owing to the obstruction.* As a result, the stream or jet backs up and breaks. If the amount of steam and water entering the injector is cut down, it may be possible to work the injector at reduced capacity, provided the check valve is not stuck entirely shut. It is possible in some cases to loosen the check valve so it will reseat by dousing it with a pail of cold water or by tapping the check-valve casing.
*Closing the boiler stop valve at this check valve does not remedy the trouble, it simply prevents blowback of water and steam.
Many engine failures are caused by hammering the check valve with a hard metal hammer or coal pick. This not only spoils the check, but may weaken it so that it lets go. The check-valve casing never should be hit except by a wooden mallet or block, or by a soft hammer, and then it should be tapped very lightly.
41. Obstruction at the line check. The same trouble as stated occurs and the same means for trying to remedy the trouble apply when the line check is stuck shut, or is stuck so that it opens only partially.
42. Obstruction in the delivery pipe. The effect of an obstruction in the delivery pipe is the same as that of an obstruction at the boiler check valve or at the line check.
43. Dirt or some obstruction in the delivery, or the combining and condensing tubes. In this case, the dirt or obstruction either breaks up the jet of water, or destroys its true form so that the water does not all pass by the spill openings of the tubes. The velocity of the water through the delivery nozzle is thereby decreased. Lack of velocity means lack of sufficient pressure in the delivery pipe to lift the boiler check. The injector therefore stalls and breaks. The trouble should be reported at the end of the trip, so that it may be repaired at the shop or roundhouse.
44. Steam valve not fully open. This may cut down the velocity of the jet enough so that the water will not force the boiler check open.
45. Not sufficient water to condense the steam. This may be due to air leaks in the water supply pipe; to the strainer or water supply pipe being partially stopped up; or to the tank valve or water valve on the injector not being wide open. The reason for the failure under such conditions is that all of the steam passing by the steam nozzle must be condensed by the water, in order to have the stream or jet form properly. If all of the
steam is not condensed, the uncondensed steam will cause the injector to "break." The proper remedy for this trouble is to stop the leaks, clean out the strainer or water supply pipe, or open up the tank valve or water valve. The injector perhaps can be made to work, even under these improper conditions, if the steam pressure is reduced by a partial closing of the injector steam valve. This may allow the restricted water supply to condense the reduced amount of steam.
**The Injector Primes and Forces But Spills Some of the Water**
46. If the injector primes and forces, but spills some of the water at the overflow, the trouble may be due to one of the following causes:
(a) Slight obstruction at the boiler check or line check, or a partial obstruction of the delivery pipe, preventing the passage of the full capacity of the injector.
(b) Slight obstruction in the injector tubes, which diverts some of the water to the overflow instead of letting it pass as a solid stream to the boiler.
(c) Improper regulation of the steam and water supply.
47. A slight obstruction at the boiler check or line check, or a partial obstruction of the delivery pipe. This may allow the injector to force the greater portion of the water into the boiler, but the remainder will spill at the overflow. This will not happen unless the amount of water passing into the boiler is sufficient to hold the stream rather solid so that only a small amount of the water spills.
48. Slight obstruction in the injector tubes which diverts some of the water to the overflow instead of letting it pass as a solid stream to the boiler. In the case of a slight obstruction in the tubes of the injector—not sufficient to break up the jet or stream of water—the injector will force the greater portion of the water into the boiler. That part of the stream which is deflected by the obstruction will spill at the overflow. If the injector tubes have become pitted due to bad water, the effect may be about the same as that due to a slight obstruction.
49. Improper regulation of the steam and water supply. Injectors are designed to work properly under certain conditions of steam and water supply. If too great a supply of either steam or water is furnished to the injector, it will not work properly. If the supply of steam is much greater than the supply of water, but there is sufficient water to condense practically all of the steam, the injector will force most of the water into the boiler but the stream will not form properly in the tubes and some of the water will spill. The water that spills will be hot and will show steam. This is an indication that there is too much steam or too little water. The opposite condition (where there is too much water and too little steam) produces the same result, except that the water spilling at the overflow is cold and no steam shows.
50. The inside of the injector tubes may become covered with a deposit of lime or other substances, especially in bad-water districts. This deposit reduces the size of the tubes, and may be a source of trouble that will have the same effect as too much steam for the supply of water that can enter the tubes.
**Injector Primes and Forces But Breaks Again**
51. If the injector primes and forces, but after forcing for a short or a long time suddenly breaks, and this action is repeated frequently, the trouble may be due to one of the following causes:
(a) Leaks in the water supply pipe that are caused by the jarring of the engine; loose connections at the hose or feed-pipe couplings that open on curves or rough track; or kinks in the hose.
(b) Water low in the tank so that the motion of the water leaves the tank valve dry at times.
(c) Tank cover airtight.
52. Leaks in the water supply pipe that are caused by sudden jarring of the engine; loose connections at the hose or feed-pipe couplings; or kinks in the hose. These leaks may not affect the working of the injector when the engine is standing, nor when it is running along without much vibration or jarring, but on curves or rough track, or when any unusual jar or spring of the engine occurs, the working of the loose pipe or joint, or the stretching or kinking of the hose may cause the injector to break. An indication of such trouble is given by a rumbling noise from the injector while it is working. This noise is caused by air passing through the injector with the water. A close inspection of the pipes, hose, and couplings should result in locating this trouble. It must be borne in mind that while everything apparently may be all right when the engine is standing still, nevertheless something is wrong.
53. Low water in the tank. When the water in the tank gets quite low, the swaying of the tank, or the running in or out of the slack of the train, may cause the water to uncover the tank valve. This will cause the injector to "break." The remedy for this is to fill the tank as soon as possible. It may be necessary to "run for water." If the water in the boiler gets low also, a light application of the brakes while the train is running at a fair speed will cause the water to bank up against the front of the tank so that both injectors can be started. In this way, some slight gain can be made in the water level in the boiler that perhaps may save having to kill the fire for safety.
54. Tank cover airtight. The tank cover may become airtight in winter on account of the formation of ice around the manhole. Then, as water is withdrawn from the tank, the pressure of the air in the tank will reduce also, until it will no longer continue to force the tank water to the injector. When this occurs, the injector will "break." The remedy for this is obvious.
Steam Injected Calculation
Determine nozzle velocity needed to develop 200 psi of pressure!
Kinetic Energy₁ ≈ Flow Energy₂
\[ \frac{1}{2} m \bar{V}_1^2 = P_2 V_2 \]
\[ \bar{V}_1 = \sqrt{\frac{2P_2 V_2}{m}} = \sqrt{\frac{2P_2}{\rho_2}} \]
\[ \bar{V}_1 = \text{velocity} \]
\[ P_2 = \text{final pressure} \]
\[ V_2 = \text{volume} \]
\[ m = \text{mass} \]
\[ \rho_2 = \text{density} \]
\[ \bar{V}_1 = \sqrt{\frac{2(200 \text{ lbf/in}^2)}{62.4 \text{ lbm/ft}^3}} \left[ \frac{\text{ft}^3}{32.2 \text{ lbf-ft}} \right] \left[ \frac{15 \text{ ft}}{\text{s}^2} \right] \left[ \frac{\text{ft}}{\text{sec}} \right] \]
\[ \bar{V}_1 = 172 \frac{\text{ft}}{\text{sec}} \]
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A Vantage Point to History
CELEBRATING 50 YEARS
Astro Hill
In 2019, Astro Hill, a historical vantage point overlooking the shores of Koojessee Inlet, celebrates its 50th anniversary. Its fascinating history is inextricably linked to the founding of Frobisher Bay (modern-day Iqaluit) as a place of permanent residency in 1942. That year, the landscape was forever changed, and it was all driven by a major conflict taking place on the other side of the world.
Yet, Astro Hill’s incredible story can be traced much further back than this. The Frobisher Bay area near the mouth of the Sylvia Grinnell River was a seasonal fishing camp for Inuit and their ancestors for hundreds, if not thousands of years. It was known to Inuit as *Iqaluit* (“the place of many fish”).
**Changing the course of the Eastern Arctic**
On July 30th, 1942, an unlikely cast of characters sailed into Koojessee Inlet on the famed *Effie M. Morrissey*. They were brought together by the desperate need to find a suitable location to build a US airbase. The airbase was to be a critical link in the American Lend-Lease program, which supplied Allied Forces with materials and equipment required to defeat Nazi Germany.
This cast of characters was comprised of an Inuit guide named Nakasuk (or, “Paluchi” to the others on the ship), who is now regarded by many as the founder of modern-day Iqaluit. There was also a coterie of rugged American military men and Canada’s greatest seafarer, Captain Robert (“Bob”) Bartlett and his crew.
Drop anchor. In 1942, the Effie M. Morrissey (pictured above) sailed into Frobisher Bay, in search of a suitable location for a northern airbase during WWII. Source: Nunavut Archives, S. Wengard fonds, N87-022-0014, 1941.
In 1942, the Royal Canadian Air Force (RCAF) began searching for a suitable location to establish an airbase in the Arctic. The RCAF had been planning to build an airbase in the Arctic since 1939, but due to the outbreak of World War II, the project was delayed until 1942. The RCAF chose Frobisher Bay, located on Baffin Island, as the site for the airbase. The RCAF sent a survey team to Frobisher Bay in 1941 to assess the feasibility of building an airbase there. The survey team found that the area was suitable for an airbase and recommended that the RCAF proceed with the construction of the airbase.
The RCAF began construction of the airbase in 1942. The airbase was completed in 1943 and was named RCAF Station Frobisher Bay. The airbase played a crucial role in the Allied effort to defeat Nazi Germany during World War II. The airbase was used to transport troops, supplies, and equipment to and from the Arctic region. The airbase also served as a base for RCAF pilots who flew missions over the Arctic to support the war effort.
The RCAF Station Frobisher Bay was decommissioned in 1960 and is now a ghost town. However, the airbase remains an important part of Canada's history and is remembered as a symbol of the country's commitment to defending its sovereignty in the Arctic.
The Philosopher Guide: Nakasuk
Oral history suggests that Nakasuk was born in an Inuit sealing camp somewhere near Pangnirtung and grew up close to Kimmirut. He was a resourceful hunter who was at home on the land. He and his family befriended the Americans on Crowell Island in 1941, where they were searching for an airbase location.
The search continued in 1942 after Crowell Island was determined not to be a suitable location. Nakasuk was invited to join the continuing expedition. In the words of LCO Alexander Forbes, he was taken on as he was the “Eskimo patriarch of Frobisher Bay…” and was a “guide, philosopher, and friend, factotum and counselor soon after his arrival.”
On July 30, 1942, a historic day, he helped guide The Effie M. Morrissey into Kojessee Inlet towards the mouth of the Sylvia Grinnell River. It was quickly apparent this was the site the group had been looking for: a relatively flat piece of land with an orientation and geography suited for aircraft landings. Survey engineers were immediately dispatched to confirm the site met their requirements.
Oral history suggests Nakasuk remained at the site for some time assisting the Americans. He effectively became Iqaluit’s first permanent resident and is thought of by many as the founder of Iqaluit. Nakasuk Elementary School is named in his honour.
The Master Navigator: Captain Robert Bartlett
The *Effie M. Morrissey* was owned and captained by Newfoundland’s most famous son, Robert (“Bob”) Bartlett. In selecting Bartlett, the US military had chosen its man wisely. His navigational abilities and familiarity with the northern waters were unparalleled. Bartlett voyaged into arctic seas over 40 times (a record never surpassed) during a seafaring career exceeding 50 years. Bartlett survived 12 wrecks and is credited with major contributions to arctic exploration and scientific understanding of the region.
Among his most famous voyages, he escorted Robert E. Peary on three attempts to reach the North Pole, which Peary claimed to have achieved in 1908. He was also contracted by another famous arctic explorer, Vilhjalmur Stefansson, in his pursuit of the Northwest Passage. Captain Bartlett’s world-class seafaring knowledge, perseverance and leadership qualities are captured in a book “The Ice Master: The Doomed 1913 Voyage of the Karluk” by Jennifer Niven. His contributions to science were primarily made in service to the Smithsonian Institute in Washington DC.
Commissioned in 1941, Bartlett escorted the Americans on their hunt for an arctic airbase. As one of Bartlett’s final few voyages to the Arctic, it was perhaps his most lasting-legacy, resulting in the establishment of modern-day Iqaluit and Astro Hill.
Commissioned in 1941, Bartlett escorted the Americans on their hunt for an arctic airbase.”
Having confirmed the site for their airbase, the American military went to work to get it operational.
The first step was to find a permanent reference point for conducting the detailed survey of the runway. The methodology of the day required a precise astronomical determination of this key geological reference point. It was essential to find high ground nearby with a panoramic view of the entire area and of the sky. *One can only imagine Nakasuk and American army engineers scouting the barren area for such a location.*
Fortunately, there was an elevated promontory rising from the landing area that served their needs perfectly. In the words of LCO Alexander Forbes, “This point we named ‘Astro,’ and it became the key to our whole survey.” The name stuck, and today that special place is known as Astro Hill.
With the survey completed, supply ships, already loaded with materials and equipment, arrived within days. Construction of the runway was underway by mid-August. By the end of September 1942, a bustling airbase (dubbed “Crystal II”) had been established.
**Two cultures come together**
Thus Iqaluit, the “place of many fish” to Inuit, became better known as “Frobisher Bay” beginning its modern incarnation as an eastern arctic hub and airbase. Employment and trading opportunities with the Americans attracted an increasing number of Inuit to Frobisher Bay. Lifestyles adjusted rapidly; this inflow transformed into a permanent population and a growing urban community. Military personnel were required to live on the bustling airbase, which occupied most of what we know today as central Iqaluit. Inuit residents settled in the Apex area.
A hive of activity. American military engineers confirmed the site of present-day Iqaluit was a viable location for an air force base.
Crystal II airbase shown in 1946 with Astro Hill in foreground. Source: Nunavut Archives, Max Sheppard fonds, N91-003-0009, 1947
The site was chosen because of its proximity to the Arctic Circle and its strategic location on the Hudson Bay route. The area was also known for its abundance of wildlife, including caribou, moose, and wolves. The land was owned by the Canadian government and was considered to be a suitable location for an airfield. The site was chosen because of its proximity to the Arctic Circle and its strategic location on the Hudson Bay route. The area was also known for its abundance of wildlife, including caribou, moose, and wolves. The land was owned by the Canadian government and was considered to be a suitable location for an airfield.
25 years later, tiny Frobisher Bay had exploded from a seasonal fishing village into a permanent settlement with a 1967 population of approximately 1,600 people.
The Government of Canada had been struggling for years to provide quality housing, offices and services for their employees, as well as for the burgeoning local population. The eastern arctic region was growing rapidly. There was an urgent need for delivery of basic government services such as health and education. The government needed a large-scale development in Frobisher Bay to serve as the administrative center for these initiatives. The hope was to transform the community from an outpost promising a life of hardship, into an attractive place to visit, work and live.
The location they chose for this new complex was Astro Hill: a popular central spot offering a panoramic view of the entire village.
Construction of the high-rise, Frobisher Bay (now Iqaluit), August 1969. Source: Nunavut Archives, L. Smith fonds, N91-028-0124, 1969.
The 25-foot-tall concrete tower, which was built in 1967, was used to test the accuracy of the rocket’s guidance system. The tower was 1.600 feet tall and was located near the launch site.
The tower was used to test the accuracy of the rocket’s guidance system. The tower was 1.600 feet tall and was located near the launch site.
Astro Hill Takes Shape
Once again, Astro Hill was about to assume a central role in supporting big visions, extraordinary challenges, innovation and collaboration in the Arctic. It would soon transform the fledgling settlement and help bring extraordinary people together from many walks of life.
The Government of Canada needed a private sector partner to design, finance and build a massive new complex in Frobisher Bay. The site was to include a hotel, residential suites, offices, entertainment, and shopping – while also accommodating several institutional uses. No private sector commercial development of this scale and complexity had ever been attempted in Canada’s arctic before (and hasn’t since).
Several companies from across Canada competed for the risky opportunity. An enterprising group of construction industry entrepreneurs from Edmonton came out on top.
Thus, in 1969, a new era for Astro Hill began with the construction of Astro Hill Centre and Astro Hill Landing. The vision was colossal by arctic standards: ultimately expanding to include a hotel, RCMP headquarters, government offices, a bowling alley, a movie theater, a public swimming pool, warehousing, a new Hudson’s Bay Company store, several apartment buildings and row houses. With a total construction cost of over $200 million (in 2019 dollars), obtaining financing turned out to be just one of the many challenges the new builders faced.
CALA’s first director, Dr. George P. Kuiper, was appointed in 1960 and served until his death in 1973. Kuiper was a renowned astronomer who made significant contributions to the field of planetary science. He was instrumental in establishing the observatory and played a crucial role in its development.
During Kuiper’s tenure, the observatory underwent several improvements and expansions. The first major upgrade was the installation of a new telescope in 1962. This telescope, known as the 40-inch telescope, was a significant addition to the observatory’s capabilities. It allowed for more detailed observations of celestial objects, particularly in the infrared region of the electromagnetic spectrum.
In 1965, the observatory received a grant from the National Science Foundation (NSF) to construct a new building. This building, which houses the main offices and research facilities, was completed in 1968. The construction of this building marked a significant milestone in the observatory’s history, providing a modern and well-equipped environment for astronomers to conduct their research.
The observatory continued to grow and evolve under Kuiper’s leadership. In 1969, the observatory received a grant from the NSF to purchase a new telescope. This telescope, known as the 60-inch telescope, was installed in 1970 and became one of the most powerful telescopes in the world at that time. The installation of this telescope further enhanced the observatory’s capabilities and allowed for even more detailed observations of celestial objects.
In conclusion, the establishment of the California Institute of Technology’s Astronomical Laboratory (CALA) in 1960 marked the beginning of a new era in astronomical research. Under the leadership of Dr. George P. Kuiper, the observatory underwent several improvements and expansions, culminating in the installation of the 60-inch telescope in 1970. These developments have had a lasting impact on the field of astronomy and continue to shape the future of astronomical research.
Over the next 30 years, Astro Hill would have a significant impact on the life of almost everyone residing in Frobisher Bay. The permanent population tripled from 1,600 in 1967 to over 5,000 in 1999. In 1987, Frobisher Bay officially became known by its traditional Inuktitut name, Iqaluit. In 1995, Iqaluit was selected by eastern arctic residents, to become the Capital of the soon to be new territory of Nunavut. Nunavut was established on April 1, 1999. Throughout this period, Astro Hill played a key role in keeping Iqaluit at the forefront as the key government administrative hub in the eastern Arctic.
It is hard to overstate the positive economic impact of Astro Hill in the 50 years since 1969. Estimates suggest that over 3,000 people have worked in its residential, commercial or hospitality operations. Approximately 750 of these were first time jobs, launching many careers. Dozens of local businesses were created by former employees who got their start on Astro Hill. The Frobisher Inn is estimated to have welcomed over 200,000 guests and rented over 600,000 room nights. Presidents, Chancellors, Queens, Princes, Prime Ministers and numerous other dignitaries have all been hosted on Astro Hill.
Astro Hill began a new chapter in 1999 when Edmonton-based entrepreneur, Doug Cox, acquired the property to create Nunastar Properties Inc. His goal was to reimagine and reinvent Astro Hill: making it Iqaluit’s best place to live and work, stay and play.
An ambitious redevelopment program was undertaken to expand and modernize the Frobisher Inn. Two floors were added on top of the existing hotel structure, nearly doubling the capacity from 49 to 95 rooms. A new main entrance was constructed.
At the same time, improvements were introduced to enhance the hospitality and entertainment offering. The Gallery Fine Dining and Kitchen were redesigned. The entire mall was gutted and rebuilt. Both the Caribrew Café and the QuickStop convenience store were added as new amenities. All of Astro Hill’s residential units were renovated as part of the modernization.
Four years later, in 2004, approvals were granted to build the Storehouse Bar & Grill and the original Frobisher Inn Conference Centre. In 2007, the Astro Hill Landing buildings were upgraded with new exteriors.
In 2013, Astro Hill Landing continued to expand with the development of three new residential buildings adding 70 units. 2017 saw the new regional headquarters for CBC completed, the acquisition of the old CBC building at Astro Hill Centre and the new Frobisher Inn Conference Center completed in the space formerly occupied by the swimming pool.
Onward and upwards: 30 years after its original construction commenced, two more floors and a new entrance are added to the Frobisher Inn in 1999.
The Astro Hill complex was constructed in 1999 and included a 20,000-square-foot warehouse, a 4,000-square-foot office building, and a 3,000-square-foot retail space. The complex also featured a 10,000-square-foot parking lot.
In 2004, the complex underwent a major renovation, adding a new 5,000-square-foot office building and a 7,000-square-foot retail space. The complex was renamed "Astro Hill" in 2017.
Today, the Astro Hill complex is home to several businesses, including a grocery store, a restaurant, and a car dealership.
The social scene: The Storehouse Bar and Grill vastly improved the entertainment and social scene in Iqaluit. From custom made caribou antler chandeliers to reuse of historical materials, the leading-edge interior design has been hailed by many guests as the nicest interior space in northern Canada. Source: Nunastar archives.
Building 358 and 359. Completed in 2013, these upscale apartments added 46 units in Astro Hill. Source: Nunastar Archives
Building 358 has 259 units and Building 359 has 2013 units. Combined, they have 46 units.
Nunastar Properties is committed to executing a long-term vision for Astro Hill: one that continues to support and grow prospects for the Iqaluit community.
In 2018, a master-plan was developed to guide Astro Hill over the next 25 years. The plan ensures Astro Hill will continue to be a major contributor to the growth of a dynamic, modern community that improves the quality of life for residents and guests. The vision calls for several mixed-use projects that will result in more office space, retail businesses, restaurants and up to 300 additional residential units.
To initiate the master plan, Nunastar acquired the old RCMP building in 2018. Someday this will be home to the 2nd high-rise in the City of Iqaluit. In 2019, construction will commence on a mixed-use building called Astro Hill Gate, located along Queen Elizabeth Way. A second office and retail building, called Astro Hill Place, will be constructed as a redevelopment of the old CBC building.
In 2018, a master-plan was developed to guide Astro Hill over the next 25 years. The plan ensures Astro Hill will continue to be a major contributor to the growth of a dynamic, modern community that improves the quality of life for residents and guests.”
Astro Hill Gate. As the needs of the community have changed, so have the developments at Astro Hill. In 2019, the construction of Astro Hill Gate on Queen Elizabeth Way adjacent to the Creek will add another 32 apartment suites and over 4,000 square feet of retail or office space. The suites will have balconies for the residents and their guests to enjoy views of Koojesse Inlet and the adjacent open spaces. It is expected to be completed in 2020.
After 50 years, we look back with gratitude to all those people who contributed to Astro Hill’s incredible history: from its founders, to guests and customers, to the thousands of employees, tenants and partners who helped along the way. We look forward to the next 50 years of innovation with excitement and dedication. If one thing is certain, it’s that Astro Hill will continue to play a positive, transformative role in the ever-evolving story of Iqaluit and Nunavut!
Astro Hill Place. Over the past fifty-years, Astro Hill has gone through several cycles of renewal. One of the latest projects will see North West Company establish a new store concept on the main floor of Astro Hill Place – a redevelopment of a space initially occupied by the related Hudson’s Bay Company store in 1970 and followed by the Canadian Broadcasting Corporation. The Astro Hill Movie Theatre has been a long-term tenant of the building. Redevelopment of the first floor of Astro Hill Place and the addition of second floor offices is expected to be completed in 2020.
Sunset view from Astro Hill. Astro Hill Landing in the foreground. Source: Nunastar Archives
50 years ago, the first Canadian Arctic research station was established on the shores of the Arctic Ocean. The station, known as Astro Hill, was built to support scientific research and monitoring of the environment. Over the years, the station has played a crucial role in understanding the changing climate and ecosystem of the Arctic.
Today, Astro Hill continues to be an important hub for scientific research and education. The station is home to a variety of research projects, including studies on climate change, marine biology, and geology. The station also serves as a base for field trips and educational programs, providing opportunities for students and researchers to learn about the unique environment of the Arctic.
In addition to its scientific importance, Astro Hill is also a popular tourist destination. Visitors can explore the station's facilities, take guided tours of the research labs, and learn about the history of the station. The station's location on the shore of the Arctic Ocean offers stunning views of the surrounding landscape, making it a must-see destination for anyone visiting the region.
Overall, Astro Hill remains an important landmark in the history of Arctic research and education. Its continued success and relevance demonstrate the importance of scientific research in understanding and protecting our planet's most remote and fragile ecosystems.
CELEBRATING 50 YEARS
For living where life’s comforts are at your doorstep
Astro Hill Rentals
P.O. Box 4208
Iqaluit, Nunavut X0A 0H0
P. 867.979.5558 | F. 867.979.6604
astrohillrentals.ca
For development or commercial leasing opportunities
Nunastar Properties Inc.
200, 1281 – 91 Street SW
Edmonton, Alberta T6X 1H1
P. 780.452.4333 | F. 780.784.4884
For memorable stays, events and conferences
Frobisher Inn
Astro Hill Complex
Iqaluit, Nunavut X0A 0H0
P. 867.979.2222
Toll Free. 877.422.9422
email@example.com
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Diabetes
Take Control, Live Better
Diabetes
Whether you’ve been dealing with diabetes for years or have just found out that you have it, it’s important to understand what happens and how to take care of yourself. Having diabetes means that your body cannot use a hormone called insulin properly. Over time, your body cannot make enough insulin. Insulin helps your body use sugar from your food as energy or store it for later use. When this doesn’t happen, too much sugar stays in your blood.
Over time, high blood sugar can lead to serious problems.
- It can harm your eyes (retinopathy), kidneys (nephropathy), and nerves (neuropathy)—especially in your feet.
- It can damage your blood vessels, leading to heart disease, heart attack, and stroke.
- It can make it harder for wounds to heal.
It can make your immune system weak and less able to fight infections, such as yeast and sinus infections.
How can you prevent these problems? What can you do to keep them from getting worse if you already have one or more of them? Here are the most important things to do:
- **Take your diabetes medicines.**
- **Check your blood sugar** as often as your doctor recommends.
- **Eat healthy, balanced meals** and snacks.
- **Try to exercise throughout the week.**
- **See your doctor for checkups and tests on a regular schedule.**
- **If you have high blood pressure, take the medicines your doctor prescribed** to control the problem.
- **If prescribed by your doctor, take cholesterol medicine** to help lower your risk of having a heart attack or stroke.
- **If you smoke, quit.** This will reduce the risk of damage to your blood vessels.
Living with diabetes day after day can be a struggle. Watching what you eat, checking your blood sugar, taking your medicine on time—there will be times when you just can’t do it all. Don’t be too hard on yourself. Improving your sugar levels a little now can impact your life in the years ahead. So just try to get back on track. And if you’re already doing what you need to, keep it up!
**Managing highs and lows**
Even when you are careful and do all the right things, you can have problems with high or low blood sugar. It is important to know what signs to look for and what to do if this happens.
**High blood sugar**
High blood sugar (hyperglycemia) usually happens over a few days or weeks. Early symptoms may include:
- Feeling very thirsty.
- Urinating more often than usual.
- Feeling very hungry.
- Having blurred vision.
People with diabetes can get high blood sugar for many reasons, including not taking their diabetes medicines, eating more than usual (especially sweets), not exercising, or being sick or under a lot of stress.
If you have high blood sugar, follow your treatment plan for lowering it. This may mean taking missed doses of insulin or other diabetes medicine. Make sure to drink plenty of fluids so that you stay hydrated. Call your doctor if you don’t know what to do. Treating high blood sugar is important. Over time, high blood sugar can lead to serious problems or a medical emergency.
**Low blood sugar**
You can get low blood sugar (hypoglycemia) if you take insulin or other diabetes medicines. Low blood sugar can happen suddenly.
**Quick-Sugar Foods to Raise Low Blood Sugar**
Any of the foods in this list can help raise your blood sugar within minutes. Always keep some of these foods with you in case your blood sugar drops.
- 1 tablespoon table sugar
- ½ to ¾ cup fruit juice or regular soda pop
- 1 cup low-fat or fat-free milk
- 1 tablespoon honey
- 2 tablespoons raisins
- 10 gumdrops
- 3 pieces hard candy
- 3 or 4 glucose tablets
- 1 tube glucose gel
Early symptoms may include:
- Sweating.
- Feeling weak.
- Feeling shaky.
- Feeling very hungry.
You may also have these symptoms if you have a sudden large drop in blood sugar, even though the level does not drop below your target range. If you take insulin or other diabetes medicines and aren’t able to tell when your blood sugar is too low, it’s a good idea to test your blood sugar often.
If your blood sugar is low, eat 1 tablespoon of sugar, \( \frac{1}{2} \) to \( \frac{3}{4} \) cup of fruit juice, or another quick-sugar food. Wait 15 minutes, and then check your blood sugar. It’s important to watch for and treat low blood sugar right away. If your blood sugar gets very low, you could pass out (lose consciousness).
Here are some tips to help you be prepared in case your blood sugar drops:
- **Keep some quick-sugar foods with you at all times.** The quick-sugar foods list on page 3 gives some examples of foods that will help raise your blood sugar.
- **Wear medical identification,** such as a medical alert bracelet. People will know that you have diabetes and will get help for you if needed.
- **Teach others** (at work and at home) how to check your blood sugar in case you can’t check it yourself. Keep the instructions for using your blood sugar meter with the meter. Also teach others what to do in case your blood sugar becomes very low.
**When to call a doctor**
**Call 911 if:**
- You passed out, or you suddenly become very sleepy or confused.
- You have symptoms of very high blood sugar, such as feeling very sleepy or confused, breathing very fast, or having fruity-smelling breath.
**Call a doctor right away if:**
- You have a blood sugar level that stays higher than the level your doctor has set for you.
- You have a blood sugar level that stays lower than the level your doctor has set for you.
**Call a doctor if:**
- You are sick and having trouble controlling your blood sugar.
- You have had vomiting or diarrhea for more than 6 hours.
- You have problems with high or low blood sugar levels.
- You have trouble knowing when your blood sugar is low.
- You have questions or concerns.
Many people are able to do a good job of tracking their blood sugar after they get in the habit. It helps to:
- Know how and when to check your blood sugar.
- Have the right supplies and know how to use them.
- Have an easy way to keep track of your results.
Need help setting up a routine for checking your blood sugar?
Go to [www.healthwise.net/patiented](http://www.healthwise.net/patiented) and enter X985 into the search box.
Checking Your Blood Sugar
You have a better chance of keeping your blood sugar in your target range if you know what it is from day to day. You may not like having to check your blood sugar regularly and keep track of it. But it can really help you keep your diabetes under control.
Here’s how:
▶ Checking how your blood sugar rises or falls in response to certain foods, exercise, and other things can help you reduce symptoms and prevent blood sugar emergencies.
▶ Having a record of your blood sugar over time can help you and your doctor know how well your treatment is working and whether you need to make any changes.
Talk with your doctor about how often you need to test your blood sugar. You can use the form on this page to record the times that you should test and when to call your doctor for blood sugar problems.
When to Test My Blood Sugar
I need to test my blood sugar ______ times a day.
The times to test each day are:
☐ Before breakfast. ☐ After breakfast. ☐ Before lunch. ☐ After lunch.
☐ Before dinner. ☐ After dinner. ☐ At bedtime.
Other times: _______________________________________________________
I need to test my blood sugar at these other times when I am ill:
_______________________________________________________________
I need to call my health professional if my blood sugar is below ________.
I need to call my health professional if my blood sugar is above ________.
Other questions about blood sugar testing:
Healthy Eating
Eating right helps keep your blood sugar in your target range. For some people, healthy eating and regular exercise are enough to keep their diabetes under control without medicines. If you take medicine, eating right can help the medicine work better.
Healthy eating doesn’t have to be complicated. Try to:
- Eat a balanced diet, including whole grains, lean protein, and vegetables.
- Limit how much saturated fat you eat.
- Cut down on foods that are high in calories but low in nutrition.
- Limit sweets.
Plan your meals
Meal planning for diabetes includes eating certain amounts and kinds of foods at regular meals and snacks.
For example, you may have heard about the need to count your carbohydrate grams.
It may seem overwhelming to have to watch what you eat. But there’s an easy way to get started: the plate format.
Using a plate format lets you picture what a meal should look like and how much space each food should take up on your plate. This can help you eat balanced meals. It also can stop you from eating too much carbohydrate at once.
For example, a typical healthy plate for lunch or dinner will have:
- Bread, starchy foods, or grain on one-fourth of the plate.
- Meat or another form of protein (like beans or an egg) on one-fourth of the plate.
- Non-starchy vegetables on half the plate.
Some basic meal planning can help you manage your diabetes and avoid blood sugar problems. To learn how to use the plate format for all your meals and snacks, go to www.healthwise.net/patiented and enter W418 into the search box. And when you are ready to learn more about meal planning, talk with a registered dietitian or diabetes educator about other methods.
1 small piece of fruit outside the plate.
1 cup of low-fat or fat-free milk or yogurt or ½ cup of no-sugar-added pudding or ice cream outside the plate.
When you can picture your plate, you can use the method anywhere, even when you eat out.
**What about carbohydrates?**
Carbohydrate is an important nutrient you get from food. It is a great source of energy for your body and helps your brain and nervous system work at their best.
But when you have diabetes, you have to be careful about how much carbohydrate you eat at one time. If you eat too much at once, your blood sugar will quickly rise.
Carbohydrate is found in:
- Sugar and sweets.
- Bread, rice, and pasta.
- Fruit.
- Starchy vegetables, such as potatoes and corn.
- Milk and yogurt.
The goal is to keep your blood sugar steady and avoid high blood sugar after meals. You can help by spreading your carbohydrate throughout the day, rather than eating a lot at once. This will also keep you from getting too hungry.
**Be smart about snacking**
Smart snacking can help you keep your blood sugar levels stable. Follow your body’s hunger and fullness signals.
Try these tips:
- **Make healthy choices.** Eat a piece of fresh fruit. Or combine fruit with some protein, such as a small apple with a tablespoon of peanut butter or some light yogurt.
- **Be prepared.** Keep cut-up raw vegetables in your refrigerator. If these are ready to eat, you’re more likely to grab them than something else. Try a low-fat dip on the side.
- **Choose foods that can fill you up without a lot of calories.** Try a hard-boiled egg, an ounce of reduced-fat cheese, or a handful of almonds or walnuts.
- **Skip high-fat dips.** Instead, mix plain yogurt, fat-free mayonnaise, or fat-free sour cream with a small amount of dry soup mix. Or try a low-fat bean dip topped with salsa.
- **Get more fiber.** Choose whole-grain breads, cereals, and crackers. Sprinkle wheat germ in yogurt or on salads.
- **Try something new.** Make a pizza with whole wheat pita bread, tomato sauce, and a sprinkling of reduced-fat cheese. Top with sliced veggies. Bake until cheese is melted.
And remember:
- **Don’t eat out of the bag or box.** Take a single serving, and eat from a plate or bowl. It’s easy to eat more than you need or want when the bag is open in front of you.
- **Don’t buy snacks that aren’t healthy choices.** If unhealthy snacks aren’t around, you won’t eat them.
Get Active
Exercise helps control your blood sugar. It also helps you stay at a healthy weight and helps lower high blood pressure. These benefits help prevent heart disease, the main cause of death in people who have diabetes.
Don’t worry. You don’t have to sign up for a gym membership or train for a marathon to get the activity you need to control your blood sugar. Even everyday activities can make a difference.
Try to get 2½ hours of exercise each week. For example, doing 30 minutes of exercise on most days of the week can help you reach this goal. The important thing is to try to get some exercise throughout the week. Even a little bit of exercise can help if you have not been active at all.
Walking is a great, easy way to get exercise. If your doctor says it’s safe, start out with some short walks, and then gradually make the walks a little bit longer. If you don’t enjoy walking, you might try swimming, biking, or water aerobics. If your doctor says it’s okay, do muscle-strengthening exercises at least 2 times a week. Your doctor can help you make a plan. Use the form on the next page to record your goals and other details.
Not sure how to start being more active? For some ideas that might work for you, go to www.healthwise.net/patiented and enter A939 or P985 into the search box.
Be safe when you exercise
- **Check your blood sugar** before and after you exercise, and be careful about what you eat, especially if you take insulin or other medicines for diabetes.
- **Take steps to avoid blood sugar problems.** If you take medicine or insulin that lowers blood sugar, check your blood sugar before you exercise. If your blood sugar is less than 100 mg/dL, eat a carbohydrate snack first.
- **Be careful when you exercise if your blood sugar is too high.** Ask your doctor what blood sugar range is safe for you when you exercise.
- **Try to exercise at about the same time each day** to keep your blood sugar steady. If you want to exercise more, slowly increase how hard or long you exercise.
- **Have someone with you when you exercise,** or exercise at a gym. You may need help if your blood sugar drops too low.
- **Keep some type of quick-sugar food with you.** You may get symptoms of low blood sugar during exercise or up to 24 hours later.
- **Use proper footwear** and the right equipment.
- **Pay attention to your body.** If you are used to exercise and notice that you cannot do as much as usual, talk to your doctor.
---
**Exercise Planning Form**
Special tests I need before I begin an exercise program (if any):
Exercises to help with my chronic health conditions:
Exercises I should not do:
Should I change the time I take my medicines?
Should I take my pulse when I exercise? If so, what range (target heart rate) is best for me?
Warning signs I need to watch for:
In the beginning, my exercise program will be (what, how often, how long):
Long-term goals: In the next 6 months I will:
1. ________________________________________
2. ________________________________________
3. ________________________________________
Short-term goals: In the next few weeks I will:
1. ________________________________________
2. ________________________________________
3. ________________________________________
As you reach your short-term goals, add new ones.
Medicines
Some people with type 2 diabetes need medicine to help their bodies make more insulin or use insulin properly. Medicine can help keep your blood sugar in your target range.
You may need to take one or more medicines more than once a day. Some people need medicine for only a short time. Some have to take it for the rest of their lives. What you need will depend on how well your blood sugar stays in your target range. Staying at a healthy weight, exercising, and eating healthy foods can sometimes reduce your need for medicine by bringing your blood sugar down.
People with type 1 diabetes have to take insulin throughout their lives to control their blood sugar. If you have type 2 diabetes, you may be able to avoid or delay the need for insulin with careful eating, regular exercise, and proper use of other diabetes medicines. Many people with type 2 diabetes do end up needing to take insulin at some point.
You may also need to take medicines to help control cholesterol, high blood pressure, or other problems.
Did You Know?
Taking a low-dose aspirin each day may help you prevent a heart attack or stroke. Talk with your doctor before you start taking aspirin every day.
| Barriers to taking medicines | Solutions |
|-----------------------------|-----------|
| I can’t keep my medicines straight. | Make a list of every medicine you take, including things like aspirin and vitamins. Keep it up to date. Take a copy with you every time you go to the doctor. |
| I get busy and forget to take my medicine on time. | Make a schedule of when you should take each of your medicines. Put it where you can easily see it every day—on the door of your medicine cabinet, for example. Take it along when you travel. Use alarms. Set your computer, wristwatch, or cell phone to beep when it’s time to take your medicine. |
| I can’t keep track of whether I’ve taken my medicine or not. | Use a pillbox. Pillboxes can really help you keep track of your pills. Some hold a week’s worth, with separate compartments for morning, noon, evening, and bedtime. Simplify. Ask your doctor if you can make your medicine schedule simpler. For example, maybe you could take one longer-acting pill every day instead of several shorter-acting ones. |
| The medicine costs too much. | Control costs. Compare prices between several drugstores, and consider mail-order drugstores. Ask your doctor if there is a generic brand you can take to save money. |
Seeing your doctor and having certain tests on a regular schedule can help you watch for and avoid many of the problems caused by diabetes.
Diabetes can damage many different parts of your body, but you may not have symptoms of the damage until it’s too late to do much about it. Tests give you and your doctor a chance to find problems early, when they are easier to treat.
The table below lists some of the tests a typical person with diabetes may need. Talk with your doctor about what test schedule is right for you.
| Test | Why you need it | How often to get it |
|----------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------|
| Hemoglobin A1c blood test | Checks average blood sugar over past 2 or 3 months; best way to see how well | Every 3 to 6 months |
| Goal: below 7 percent (Your doctor may set a different goal for you.) | treatment is working | |
| Blood pressure test | High blood pressure increases risk of heart disease, stroke, and eye and kidney | Every 3 to 6 months |
| Goal: less than 140/90 (Your doctor may set a different goal for you.)| damage | |
| Sensory foot exam | Reduced feeling in feet can be sign of nerve damage | At least every year |
| Dilated eye exam by an ophthalmologist or optometrist | Diabetes can damage vision; does not cause symptoms until severe | Every year (May be less or more often depending on the results) |
| Fasting cholesterol test | Cholesterol problems put you at risk for heart disease. Untreated diabetes also | Talk to your doctor. |
| | can affect cholesterol. | |
| Urine test for protein | Protein in urine may be the only sign of early kidney damage | Every year |
| Dental exam and cleaning | Diabetes increases risk of gum problems and infection | Every 6 months |
| Vaccinations (flu, pneumococcal, hepatitis B) | Avoiding flu and other problems can help you stay healthy and manage your | Get a flu shot every year. Talk to your doctor about |
| | diabetes. | when to get other vaccinations. |
Foot Care
When you have diabetes, your feet need extra care and attention. Diabetes can damage the nerve endings and blood vessels in your feet, making you less likely to notice when they are injured. Diabetes also makes it harder for your body to fight infection. If you get a minor foot injury, it could turn into an ulcer or a serious infection.
With good foot care, you can prevent most of these problems. These steps can help keep your feet healthy:
- **Examine your feet every day.** If you can’t see well, have someone help you.
- Wear shoes and socks that fit well to protect your feet from injury.
- Check your shoes for any loose objects or rough edges before you put them on.
- Ask your doctor to check your feet during each visit. Your doctor may notice a foot problem you have missed.
- Get early treatment for any foot problem, even a minor one. Do not try to treat a foot problem on your own. Home remedies or treatments you can buy without a prescription (such as corn removers) can be harmful.
Small foot problems can become big ones if you don’t notice and take care of them. To learn how to take great care of your feet, go to www.healthwise.net/patiented and enter C720 into the search box.
Coping and Support
Trying to manage your diabetes isn’t easy. Some days you may feel like it’s just too much work to do everything you need to do. There will be times when you just don’t feel like testing and tracking your blood sugar.
It’s normal to feel sad or even angry sometimes when you have a health problem. Even though you may have had a while to get used to the idea of having diabetes, you may still have trouble adjusting. You may find it hard to stay motivated.
When you feel sad, give yourself time to grieve your losses. If you feel overwhelmed, just try to focus on one day at a time. Do the best you can. You don’t have to be perfect.
Get support
If you’re having trouble coping with your feelings, try talking with a counselor. A professional may make it easier to say things you wouldn’t talk about with friends or family.
It might also help to:
▶ Talk to your doctor. This is especially important if you have symptoms of depression, such as a lack of interest in things you used to enjoy, a lack of energy, or trouble sleeping.
▶ Talk with friends and family about how you feel and any help you need.
▶ Join a support group. You can find one through your doctor, your local hospital, or the American Diabetes Association.
Gloria’s Story
About a year ago while doing some work for her husband’s tax business, Gloria had trouble reading the numbers on the checks she was filing.
“My eyes were all blurry. It was really scary,” Gloria says. “It finally went away, but then it came back. My doctor tested me for diabetes. He said that the blurriness means my blood sugar is too high.”
Gloria started taking pills (metformin) to help lower her blood sugar levels. And she took a diabetes education class where she learned how diet and activity can help her manage her blood sugar.
“I got pretty motivated to take care of myself. I don’t want anything to happen to my eyes,” she says.
She expected to see results right away, but it took time. It was hard to get her blood sugar in the range that her dietitian asked her to aim for.
Gloria kept trying. “It took me about 6 months to get into my range. And I was doing everything right. So I guess the biggest message is that you have to be patient.”
When Gloria first found out she had diabetes, she started walking laps at the mall with friends. These days she climbs on a stationary bike in her den and cycles for 10 minutes before each meal and again before she goes to bed.
“Exercise really changed everything for me,” she says. “The way I feel, my blood sugar, everything. It really works. I’m 70 years old, and I’ve never felt better, stronger, healthier, or happier in my whole life.”
This story is based on information gathered from many people living with type 2 diabetes.
Action Plan
Work with your doctor to fill out the information below.
| Name: | Doctor’s Phone Number: |
|-------|------------------------|
| | |
| Doctor’s Name: | Other Emergency Contact Numbers: |
|----------------|----------------------------------|
| | |
| When should I call my doctor? | Next doctor visit date: |
|-------------------------------|-------------------------|
| Call 911 if: | |
| List of my medicines: | When to take my medicines: |
|----------------------|---------------------------|
| | |
| Does my doctor recommend any changes to my medicines? |
|------------------------------------------------------|
| What do I need to check or keep track of? (healthy eating, physical activity, weight) |
|----------------------------------------------------------------------------------------|
| Do I need to change my diet or activities? |
|--------------------------------------------|
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February 9th, 2018
Dear Community Partner:
DuPage County Community Services has received, as part of our 2018 Community Services Block Grant (CSBG), an allocation for SCHOLARSHIP purposes. The Scholarships will be awarded to CSBG-eligible individuals who are residents of DuPage County.
This scholarship program is designed, in cooperation with the Illinois Department of Commerce and Economic Opportunity, to provide financial assistance to low-income and disadvantaged persons of high academic attainment or potential. Education and training made possible through the scholarships include general education to achieve short-term training (two years or less) in growth occupation skills, or general post-secondary education. It is important for applicants to realize this program is designed not to interfere with any other financial assistance. If the award causes a reduction of other assistance, the scholarship will be retracted. Please note all materials must be returned to DuPage County Community Services by Friday, May 4th, 2018.
The enclosed copies of the scholarship information and application form are intended to be made available to those individuals who are interested in such a scholarship. If you have any questions or concerns, feel free to call our office at (630) 407-6500 or (800) 942-9412.
Thank you for helping us publicize our scholarship program.
Sincerely,
Bridget James & Lisa Hamilton
DuPage County Community Services
Enclosure
cc: Gina Strafford-Ahmed, Community Services Administrator
DuPage County Community Services
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation.
3. Database: An organized collection of data stored in a computer system.
4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them.
5. Encryption: The process of converting information into a coded form so that it can be securely transmitted or stored.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A way for two systems to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities and their interactions.
9. Protocol: A set of rules that govern how data is transmitted between two systems.
10. Query: A request for information from a database.
11. Security: The protection of data and systems from unauthorized access, modification, or destruction.
12. Software: A set of instructions that tell a computer what to do.
13. System: A collection of hardware and software components that work together to perform a specific task.
14. User Interface (UI): The part of a computer program that interacts with the user.
15. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
16. Web Application: A software application that runs on a web server and is accessed through a web browser.
17. XML: eXtensible Markup Language, a markup language used to structure and organize data in a web application.
18. API: Application Programming Interface, a set of rules and protocols for building software applications.
19. Cloud Computing: The delivery of computing resources over the internet.
20. Big Data: Large volumes of data that require specialized techniques for analysis and management.
21. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions without being explicitly programmed.
22. Natural Language Processing (NLP): A field of artificial intelligence that focuses on enabling computers to understand and generate human language.
23. Robotics: The design, construction, and operation of robots.
24. Internet of Things (IoT): The interconnection of physical devices, vehicles, appliances, and other items with the internet, allowing them to exchange data and perform actions autonomously.
25. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
27. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems.
28. Deep Learning: A subset of machine learning that uses neural networks to learn from large amounts of data.
29. Computer Vision: The ability of a computer to interpret and understand visual information from the world around it.
30. Natural Language Generation (NLG): The creation of natural language text by a computer system.
COMMUNITY SERVICES BLOCK GRANT (CSBG) SCHOLARSHIP
OBJECTIVE
The CSBG Scholarship is designed, in cooperation with the Illinois Department of Commerce and Economic Opportunity, to provide financial assistance to low-income and disadvantaged persons of high academic attainment or potential, with preference given to applicants of racial or ethnic minorities. Scholarships will go toward providing formal education or occupational training in an accredited Illinois educational institution to CSBG-eligible clients, with particular consideration given to study in high technology areas or other growth occupations. Education and training made possible through the scholarships include either general education to achieve short-term training (2 years or less) in growth occupation skills, or general post-secondary education. This is a competitive scholarship. Not all applicants who are eligible will be chosen as a recipient. The Scholarship Committee of the CSBG Administrative Board will determine the recipients and forward their recommendations to the full board.
Eligibility:
1. CSBG income-eligible, see enclosed guidelines.
2. DuPage County resident.
3. Enrolled or accepted at an Illinois accredited higher educational or occupational training institute.
4. Applicants must have a minimum 2.5 GPA on a 4.0 scale.
Stipulations: This award will be retracted if it causes a reduction in any other financial aid.
This award will be retracted if not utilized entirely for educational related purposes.
If you are pursuing a master’s degree or attending a professional school, do not apply.
Staff will communicate with the applicant only.
To compete for this scholarship, you must include the following documents in your packet. Failure to submit all required documents will cause your application to be denied.
1. Completed application form.
2. Proof of entire family household gross income for the past 90 days must be exhibited by proof of fixed income or check stubs.
3. Original essay of 500 words, typed and double-spaced, on one of the following topics:
- Relating personal achievements to goals
- Personal statement
4. Official transcripts signed by school dean or counselor, in sealed envelope from school.
5. Two signed and dated letters of recommendation (originals, please): one from a member of the faculty at school last attended or employer/agency if not currently a student; and one from a member of the community, who is not a relative and is over the age of 18.
6. A Financial Aid audit form (award letter from the school outlining your financial aid package for the year) from the school attending.
7. Proof of residence in DuPage County (such as a photocopy of letter/bill addressed to the applicant or parent or guardian).
8. Proof of enrollment at an Illinois accredited higher educational or occupational training institute.
All materials must be received by Friday, May 4th, 2018 and addressed to:
DuPage County Community Services
CSBG Scholarship Program
421 North County Farm Road
Wheaton, IL 60187
For additional information call: (630) 407-6500 or 1-800-942-9412; TDD (630) 407-6502 between Monday and Friday; 8:00am to 4:30pm.
Scholarship recipients will be notified in June 2018.
***When mailing, please arrange application materials in the order shown above. Thank you***
Name: ________________________________ SS#: ____________________________
(Last) (First) (M.I.)
Address: ___________________________________________________________
(No.) (Street)
(City) (Zip)
Disabled: Yes ___ or No ____ Veteran: Yes____ No____ Sex: Male _____ Female _____
Email address: ___________________________ Source(s) of Income: ___________________________
Number of household members ____
HOUSEHOLD INFORMATION (please list information on everyone living in the home, including self):
| Name | Relationship to Applicant | Age | Sex | Amount & Source of Gross Income for Past 90 Days | Ethnicity |
|------|---------------------------|-----|-----|-----------------------------------------------|----------|
| | | | | Income | Source | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
*If more than 8 family members, add paper with their information*
Household Total: $ _____________ 90 day total
Other Financial Awards and/or Scholarships Granted:
Name of Last High School Attended:
(School) (Location) (Period Attended)
Date of Graduation or General Education Diploma: ____________________________
(Mo. /Yr.)
Name of College or Vocational Institution attending: ___________________________
Area of study: ___________________________
I hereby certify that the answers to the above questions are true and I agree and understand that any false statements contained in this application may cause rejection of the application or termination of any assistance received. I understand that to perjure to obtain assistance is a fraudulent offense for which I can be prosecuted.
Applicant’s Signature: __________________________ Date: ___________________________
2018 CSBG INCOME GUIDELINES
125% Of Poverty
| Household # | Yearly | 3 months | 1 month |
|-------------|--------------|------------|------------|
| 1 | $15,175.00 | $3,794.00 | $1,265.00 |
| 2 | $20,575.00 | $5,144.00 | $1,715.00 |
| 3 | $25,975.00 | $6,494.00 | $2,165.00 |
| 4 | $31,375.00 | $7,844.00 | $2,615.00 |
| 5 | $36,775.00 | $9,194.00 | $3,065.00 |
| 6 | $42,175.00 | $10,544.00 | $3,515.00 |
| 7 | $47,575.00 | $11,894.00 | $3,965.00 |
| 8 | $52,975.00 | $13,240.00 | $4,415.00 |
For each additional person add: $5400 yearly or $450 monthly
Approved Ways to Utilize This Scholarship:
Tuition
Room and Board (living on campus)
Books
Supplies
Transportation related expenses (if student is a commuter)
Laboratory Fees (nursing boards)
Computer and related accessories
Uniforms
Bus pass or parking fee/pass
*Other intended uses must be cleared by this agency
Acceptable Proofs of School Enrollment:
Acceptance Letter
Student’s Schedule for Fall, Spring or Summer
Letter from the School’s Registrar’s Office
The following is a list of the most common types of software that can be used to create and edit digital images:
1. Adobe Photoshop: A professional-grade image editing software that offers a wide range of tools for creating, editing, and manipulating digital images.
2. GIMP: A free and open-source image editing software that offers many of the same features as Photoshop, making it a popular choice for those on a budget.
3. Paint.NET: A lightweight image editing software that is easy to use and offers a variety of tools for creating and editing digital images.
4. CorelDRAW Graphics Suite: A comprehensive design software that includes image editing capabilities, making it a popular choice for graphic designers.
5. Microsoft Paint: A basic image editing software that comes pre-installed on Windows operating systems and offers a limited set of tools for creating and editing digital images.
6. Canva: A user-friendly online platform that allows users to create and edit digital images using a variety of templates and design elements.
7. Pixlr: A web-based image editing software that offers a range of tools for creating and editing digital images, including filters, effects, and layers.
8. Sketchbook Pro: A professional-grade image editing software that is designed specifically for artists and offers a range of tools for creating and editing digital artwork.
9. Affinity Photo: A powerful image editing software that offers a range of tools for creating and editing digital images, including advanced color correction and retouching capabilities.
10. Lightroom: A professional-grade image editing software that is designed specifically for photographers and offers a range of tools for organizing, editing, and sharing digital images. | <urn:uuid:e600036d-29af-4015-8402-93adc1715a25> | CC-MAIN-2018-22 | http://www.jjc.edu/sites/default/files/Financial%20Aid/Dupage%20County%20Scholarship.pdf | 2018-05-26T06:21:08Z | crawl-data/CC-MAIN-2018-22/segments/1526794867311.83/warc/CC-MAIN-20180526053929-20180526073929-00078.warc.gz | 408,674,758 | 2,766 | eng_Latn | eng_Latn | 0.987929 | eng_Latn | 0.996799 | [
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The Horseperson’s Creed: When I ride out of the mountains I’ll leave only hoof prints, take only photographs…and all the extra garbage I can pack out!
Northern Region
Federal Building
200 East Broadway
Missoula, MT 59807
(406) 329-3511
Rocky Mountain Region
P.O. Box 25127
Lakewood, CO 80225-0127
(303) 275-5550
Intermountain Region
Federal Building
324 25th Street
Ogden, UT 84401
(801) 625-5306
Pacific Southwest Region
630 Sansome Street
San Francisco, CA 94111
(415) 705-2874
Pacific Northwest Region
319 SW Pine Street
P.O. Box 3623
Portland, OR 97208
(503) 326-2971
Southern Region
1720 Peachtree Road NW
Atlanta, GA 30367
(404) 347-2384
Eastern Region
310 West Wisconsin Avenue
Room 500
Milwaukee, WI 53203
(414) 297-3693
Alaska Region
Federal Office Building
709 West Ninth Street
P.O. Box 21628
Juneau, AK 99802
(907) 586-8870
Outdoor Skills and Ethics for America’s Wildlands
The United States Department of Agriculture (USDA) Forest Service is a diverse organization committed to equal opportunity in employment and program delivery. USDA prohibits discrimination on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) To file a complaint of discrimination, write: USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call (202) 720-5964 (voice), or (202) 720-1122 (TDD).
Minimum Impact
PLAN AHEAD AND PREPARE:
Before You Go
HOW'S YOUR HORSE PACKING SENSE?
You've packed the finest horses and mules, explored every ridge in the National Forests around your home, and used your favorite spots every year.
The problem is, most good campsites, even in remote places, are used all season. Careless use often results in polluted creeks, campsites covered with ash and beat to dust, trampled tree roots, and overgrazed meadows.
Minimum Impact Philosophy: Disguise the sight and sound of your passage, leaving no sign that you were ever there.
Since more people visit the backcountry every year, we'd like to remind you of a few simple ways to lower your impacts in the backcountry.
Let's take a look...
Information?
Before you go, contact local land managers for maps and regulations concerning permits, campfires, party size, grazing, weed-free feed, trail conditions, closures, and more.
Consider seasonal weather changes and make alternate plans in case of bad weather.
Physical Fitness?
It's easier to travel outdoors when both you and your animals are in shape for the trip.
Take a few short day rides before attempting long overnight trips.
Stock?
Know your stock. Which animal leads best? Which ones follow better? Which is the slowest traveler? The slowest animal determines the speed of the pack string. Are they familiar with trails, packing, and with the equipment you plan to use? Get your animals used to highlines, pickets, hobbies, and various temporary corrals before you go.
Bear Safety?
If you plan to pack in bear country, especially grizzly country, make sure you obtain and understand special safety and food storage regulations. Be aware of where bears live, eat, and travel. Food odors can attract hungry or curious bears and other animals too, so it is important to store your food properly. In some areas, this means using bear-proof boxes and panniers.
Feed
Supplemental Feed?
Don't get caught unprepared when you find your favorite grassy meadow is dry or over-grazed. Plan to take supplemental feed and get your stock used to it at home. Ask local land managers about available grazing and restrictions, so you know how much supplemental feed to bring and where to camp.
Certified Weed-Seed-Free Feed?
While planning, find out if hay and uncertified feed are allowed where you're going. It may not be required, but you can help prevent the spread of noxious weeds by using certified weed-seed-free feed.
Why Weed-Seed-Free Feed?
Hay and often feed contains seeds of noxious weeds and non-native plants that, once established can spread and destroy grazing for your stock and wildlife.
Begin feeding weed-seed-free feed at least two days before the trip begins.
Food -
Try prepackaged meals, dehydrated or freeze-dried food, or repackage food to save space and to reduce weight. Use light-weight, reusable plastic containers and plastic bags instead of glass and cans.
Utensils can help reduce the number of pack animals, while allowing you to take what you really need.
Nosebags and Mangers-
Use these to feed your stock hay, pellets or grain. They help reduce waste, you don't have to feed stock on the ground, and it's easier on the land.
Safe Drinking Water -
For short trips, carry enough water for the area you're in. For longer trips, giardia filtering devices, iodine tablets and boiling all water are highly recommended.
Around Camp -
A shovel, axe, and water container are useful for fire safety and keeping camp clean. Use these tools to clear brush and trees that fall across trails when you can do so safely.
Minor Mishaps -
Take insect repellent and a first-aid kit for both yourself and your stock. Make sure you know how to use first-aid supplies.
Some offenders:
Leafy Spurge...
Spotted Knap Weed.
TRAIL COURTESY:
Making Friends in the Backcountry
In the backcountry, say hello! A little simple courtesy makes life more pleasant for everyone.
Observe the basics of trail courtesy:
- In steep, rough country, down-hill traffic usually yields to uphill traffic. If you have a better place to pull off, do so, and let the other folks pass through.
- People with llamas, on foot, or on mountain bikes should yield to stock traffic because it is easier for them to move off the trail. If they don’t, smile and yield the way, or ask them to stand below the trail and wait quietly for your stock to pass.
- Remember that hikers unfamiliar with stock may not know how to avoid spooking the animals.
Please stay on trails. Cutting across switchbacks tramples plants and creates parallel paths which erode severely.
Although it’s tricky, keep your stock from skirting shallow puddles, small rocks, and bushes. This helps prevent the creation of wide, deteriorating trails.
At rest stops—even short ones—tie your stock off the trail. This is courteous to other trail users and helps reduce wear and tear on the trail. Before you move on, scatter the manure.
Especially during fire season,
NO SMOKING WHILE TRAVELING!
If you do smoke, remember that cigarette butts are litter. Please pack them out.
IN STEEP COUNTRY,
DOWNHILL TRAFFIC YIELDS TO UPHILL TRAFFIC
TREE-SAVER STRAPS
AND HIGHLINES
Keeping Them With You
Your animals are important—if they wandered off, you’d have a heavy load on your shoulders! Decide how you will keep your animals tied or corralled, then practice before you ride into the backcountry.
Make sure your stock is trained with the methods to be used.
Where to Put Stock: Keep pack animals at least 200 feet from streams, lake shores, trails, and camping areas. This helps keep water clean, protects the soil and plants, and keeps trails and campsites clear of loose stock. Rotate stock throughout the area to reduce trampling and prevent overgrazing.
Methods:
Highlines: A highline is one of the easiest, lightweight ways to keep your stock in camp and prevents them from trampling roots and chewing bark. Further reduce damage by moving the highline each night. Illustration at right shows an easy way to rig your highline.
Tree-Saver Straps: Straps are often used to make it easier to put up a highline and protect trees from damage due to girdling.
Hitching Rails: If you must tie stock to a hitching rail, find a 4” to 6” dead and down pole and tie between two trees.
Place padding or wooden shims under the lash ropes to protect the bark. (Please don’t cut standing trees). Remember to dismantle hitchrails and take all ropes and shims when you leave.
1. Choose a durable spot. Hard and rocky ground is best.
2. Place the tree-savers and rope about 7 feet above the ground.
3. Stretch the line tautly between two trees using adjustable nylon tree-saver straps.
4. Run the rope between the straps, tie with a quick-release knot, and pull tight.
5. Tie stock to highline about 7 feet apart and at least six feet from the trees.
Picket Ropes and Pins:
Bring an easy-to-move picket pin--such as a lightweight aluminum one. Avoid areas with obstacles so the rope doesn't get hung up. If you walk your animal to the end of the rope before turning it loose, it's less likely to injure itself by running past the end of the rope.
Move the picket pin frequently, to prevent trampling and reduce overgrazing. When you break camp, be sure to take that picket pin with you.
Hobbles:
Wandering horse? Hobbles work for some animals, but others can move fast while wearing them. Again, get your stock used to them before going into the backcountry. Hobbles can reduce pawing by tethered stock.
Temporary Fences and Corrals:
When you plan to spend several days in one place, a temporary corral or fence is a good way to keep your stock in camp. Make sure your stock are trained to stay in temporary corrals before leaving home. If you find permanent corrals at trailheads or designated horse camps, use them! Try some of these temporary fences and corrals (don't forget to take them with you)!
Plastic Snow Fences:
This fencing is lightweight, easy to pack, and comes in colors such as green and black. Some people use a strand of electric fence at the top to prevent stock from escaping.
Electric Fences:
Portable, electric fencing is a convenient temporary corral for stock trained to respect it. It is lightweight, portable, and can run on flashlight batteries. Wildlife sometimes go through electric fences, so be sure to place it away from game trails and any other trails.
Rope Corrals:
Rope corrals are pretty easy to rig and move, but they do require extra rope that can be heavy. One method uses two parallel ropes tied with loops or bow-lines and threaded with cross ropes for a more secure enclosure.
Keeping it Clean
At last, you’ve found your spot. Hmm, looks like other people like this place too. Some areas receive lots of visitors, and they don’t all follow the “Pack it in, Pack it Out” philosophy. Should you stay here and clean it up, or let the next person take care of it? You’ve decided to improve your site? Good for you!
Like most people, you enjoy campsite privacy and solitude. Where should you put stock and gear? You can follow the “200-foot guideline”: keep stock and gear at least 200 feet from the nearest lakes and streams, meadows, trails, and other camps.
This helps keep streams and lakes clean, protects the soil and plant life, and keeps trails and campsites clear of loose stock.
-Campfires: Where fires are allowed, we all enjoy the romance of a campfire. However, campfires sterilize the soil, blacken rocks, and leave long-lasting scars on the land. Use existing campfire rings in heavily used areas. Keep your fires small, attend them while burning, and let them burn down to a fine ash; then stir, scatter, or pack out ashes according to local practice for that site.
-Structures: Rock walls, log benches, lean-tos, and other structures detract from and needlessly impact the natural landscape. If you need temporary structures, bring lightweight equipment with you.
TIPS TO REMEMBER IN CAMP:
-Picking a spot: Good campsites are found, not made. Select a durable well-drained, level spot. Follow the 200-foot guideline and make sure there’s room to move stock to reduce trampling and prevent overgrazing.
-Soaps and Detergents: For washing chores, use a basin at least 200 feet from water sources. Water plants and fish are extremely sensitive to soap, even biodegradable soap, and can die from it.
-Fire Pans and Cookstoves are good alternatives to traditional campfires. Fires built in fire pans are similar to campfires on the ground, but cause less damage. You can also use a cookstove instead of a fire: it’s light, convenient, and reduces impacts to the land.
“Pack it in, Pack it Out”.....Leave No Trace
1. Pack out all refuse, burned cans, unburned campfire debris, and garbage – including food scraps, grease, aluminum foil, and paper.
2. Burn what trash you can. Burying garbage or burning aluminum foil is not an acceptable disposal method and is illegal in some locations.
3. Break up and scatter horse manure and fill in pawed holes.
4. Finally, scatter a covering of needles and cones over the site to make it appear natural for the next camper.
HAVE YOU CONSIDERED THESE POINTS FOR PACKING LIGHTLY?
PLAN AHEAD AND PREPARE
☐ Learn about the area you are visiting.
☐ Check with the local land manager for maps, regulations information on permits, campfires, party size, grazing, supplemental feed, and trail conditions and closures.
☐ Take only as much gear as you need.
☐ Repackage foods and use lightweight, compact equipment.
☐ Take the fewest animals possible. One pack animal to two persons is generally enough.
☐ Remember insect repellent and first-aid kits for you and your stock.
TAKE SUPPLEMENTAL AND WEED-SEED-FREE FEED
☐ Get your stock used to all new feed before you go.
☐ Find out if certified weed-seed-free feed is required.
☐ Help prevent spreading noxious weeds; remove weeds and burrs from animals, tack, trailers, and trucks.
IN CAMP
☐ Remember the “200-foot guideline”? Camp 200 feet from lakes, streams, camps, and trails. Also, dispose of human waste and dirty washwater, and wash yourself at least 200 feet from these areas.
☐ Minimize use and impacts of campfires.
TRAIL USE AND ETIQUETTE
☐ Stay on the trails and avoid shortcuts.
☐ Be courteous and yield to others when you can.
☐ Travel in small groups.
STOCK CONTAINMENT
☐ Use highlines and tree-saver straps.
☐ Learn about various temporary corrals and fences.
☐ Keep stock at least 200 feet from shorelines and streams.
BEAR COUNTRY
☐ Learn to store food properly so food odors don’t attract bears.
☐ Store food, drinks, stock feed, and things like toothpaste and chapstick in bear-proof containers. Check on specific regulations for your area.
PACK IT IN - PACK IT OUT
☐ Be aware of where bears live, eat, and travel.
☐ What comes in must go out—no exceptions. Pack out other people’s trash in the sacks or bags in which you brought supplies.
☐ Check for a clean site and leave nothing. Pack out cigarette butts and other “junk”.
☐ When you leave, scatter rocks, logs, unused wood, and horse manure so your spot looks undisturbed.
☐ Pack out other garbage you find on the trail.
BE A GHOST RIDER...Leave No Trace
☐ Learn more about the Leave No Trace National Outdoor Education Program, call 1-800-332-4100 ext. 282
A few days in a remote campsite can refresh and restore a tired spirit. Mount up and head for the backcountry.
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Philosophy: Theatre is concerned with the communication of human issues. Its purpose is to teach students to cope with the complexities of human relationships in modern society, communicate with others in a meaningful way and critically evaluate dramatic performances. Students should examine theatre as a part of daily life, as a way of enhancing knowledge and skills, and as a means of expression. All students will benefit from ongoing educational theatre experiences.
The Productions I/II curriculum will involve each student in the technical aspects of a play. In addition to various other group, individual, and product activities Production I/II students will complete production work in all aspects of the Carnegie Theatre Department. This course provides practical production experience and includes a wide variety of exercises that promote growth in the following areas: design, critical thinking abilities, research techniques, costume construction, hardware and tool use and scenic construction.
Classroom Goals: As a group, our goals are to encourage creativity, praise effort, listen attentively, work diligently and strive for excellence. Our goals are designed to help each class member be aware that our response to a student’s performance determines our success as a class.
Course Objectives:
I. Know stage and theatre terminology, acting areas and actor positions
II. Experience play production first hand
A. Explore rehearsal and role preparation techniques
B. Learn aspects of technical theatre and backstage work
III. Demonstrate and evaluate basic design principles
A. Explore set, light, costume, sound, and prop areas
B. Analyze and interpret scripts
C. Discuss the importance of design
IV. Develop theatrical production concepts and skills
A. Understand the various steps and skills necessary in the production of a play
B. Identify equipment within the theatre
V. Develop an appreciation of theatre
A. View, discuss, analyze and evaluate theatrical events
B. Identify historical features of theatre
C. Exhibit audience etiquette
D. Analyze and critique participation in theatrical experiences
E. Read and discuss a variety of dramas
Supplies:
1. three-ring binder (approximately 1")
2. white, loose-leaf paper
3. Composition book (journal)
4. blue or black pen and pencil
5. 3 Paint brushes 1", 2', 3' or 2 ½"
THEATRE RULES:
1. DON'T MISS YOUR CUE.
---Be on time.
2. KNOW YOUR LINES.
---Complete your work.
3. BRING YOUR PROPS.
---Always have your supplies.
4. NO UPSTAGING ALLOWED.
---Be courteous and work together.
5. KEEP UP THE ENERGY.
---Be prepared to do your best.
Consequences
1. MEETING WITH THE DIRECTOR.
---student/teacher conference
2. CALL TO AGENT.
---parent contact
3. CONTACT PRODUCER.
---disciplinary referral
Grading Policy:
| Component | Percentage |
|----------------------------|------------|
| Journal/Notebook | 20% |
| Participation | |
| Process/Research | 30% |
| Written Evaluations | |
| Performances / Projects | 50% |
100%
Late Policy: Everything in the theatre has a deadline. There are no excuses when the curtain rises. When an assignment is due, it is DUE. The (attendance) late policy is in your student handbook. If you are absent when a performance is scheduled, you will need to write an equivalent to the assignment.
Tardies: The school policy is printed in your student handbook on pages 14 and 15.
Cheating: As per our campus policy, plagiarized papers or projects will receive a grade of "0" (zero) -- no exceptions. Cheating or collusion will also result in a grade of "0" (zero) on a paper or project. This includes all papers & projects assigned, as well as any in-class or discussion activities assigned to students.
Attitude: Theatre is a collaborative art and requires that individuals work together and support each other. Theatre students will be working in groups and in pairs for many assignments so getting along with everyone is vitally important! A positive attitude plays a critical role in how much each student learns and in his/her contribution to the success of the entire class.
This sheet must be signed by you, your parent or guardian and be filed in your notebook. I look forward to working with each of you throughout this school year.
Please feel free to contact me if I can be of any help or if you have any questions. (713) 732.3690
Student signature ___________________________ Date ________________
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ASQUITH BOYS HIGH SCHOOL
ELECTIVE COURSE BOOKLET
An Information Package for Students
Entering Year 10 in 2023
Exceptional Learning Opportunities for Boys
A MESSAGE TO PARENTS
Dear Parents/Carers,
There are many times in your son's school life when he has to make a decision. One of these times is coming up over the next few weeks.
Your Year 9 son will have the chance to think about what he is studying now and in most cases can decide if he wants to continue or change direction.
Choosing subjects is not always easy. It requires a lot of thought on the part of your son. We urge you to talk to your son about the selection process, and seek advice from the school if necessary.
The organisation of electives for 2023 is now underway. This booklet describes all the subjects and courses we have to offer. Students will be able to list in priority order their preferred subjects for 2023. The school then arranges the courses which attract enough students in three "lines". These are drawn up by computer to satisfy the subject combinations of as many students as possible.
This is a time consuming process and requires your son to read the information provided in this booklet and clearly follow the instructions given. We usually do not decide final class compositions until Term Four to enable the largest possible number of students to study the subjects of their choice.
We would recommend that you participate in this process with your son, but ask you to recognise that it is ultimately your son’s choice of subjects, that he enjoys and will do well at.
Regards,
Bryce Grant
Principal
CONTENTS OF THIS BOOKLET
1. NSW Record of School Achievement (RoSA)
2. How our elective system operates
3. Summary of School Subjects and Courses Offered
4. Advice to Students Entering Year 10 in 2023
5. Description of RoSA Courses
6. Interest Electives
7. Saturday School of Community Languages
8. The NSW School of Languages
Subject selection for 2023 will be completed through an on-line platform. Details of how to select electives for Year 10 will be emailed to all parents.
Eligible students who leave school before receiving their Higher School Certificate receive the NSW Record of School Achievement (RoSA).
A cumulative credential – recognising all your academic achievements
Instead of just showing what your results were at the end of Year 10, the RoSA recognises that many students who leave school before completing their HSC continue on to complete some further courses.
- The RoSA will show your Year 10 grades, as well as any grades for Year 11 courses completed after that. If you start a course but leave school before completing it, your RoSA will show evidence of your enrolment.
- Your RoSA will also show results of any VET or Life Skills courses you complete in Year 10 and/or Year 11.
- Your RoSA grades will be determined by your teachers using established guidelines & processes to ensure consistency of judgement. All Year 10 & Year 11 subjects are graded from A to E.
- Grades for all your courses in Year 10 & Year 11 will be based on your results in assessment tasks you do throughout the year. Assessment tasks may include tests & assignments, developed & used in your school.
NOTE: The NSW Record of School Achievement (RoSA) is issued only when a student leaves school before completing the Higher School Certificate.
HOW DOES OUR ELECTIVE SYSTEM OPERATE?
Students in Stage 5 (Years 9 and 10) study a core set of mandatory subjects. These mandatory subjects are: English, Mathematics, Science, Mandatory History, Mandatory Geography and PDHPE.
In addition, students are required to study 3 elective courses in Year 9 and 3 elective courses in Year 10.
Elective subjects are divided into 100 hour courses and run in Year 9 and Year 10 for one year. Elective subjects are usually open to both Year 9 and Year 10 students each year.
The word "subject" refers to a syllabus set down by the NSW Education Standards Authority (NESA), for example, Industrial Technology, Commerce, etc.
The word "course" refers to one year of study (which is equal to 100 hours of study).
All courses will contribute to the required study of a minimum of 100 hours of a Stage 5 subject.
Students can also choose to study interest courses in Stage 5 for their elective. These are not recorded on the RoSA.
STAGE 5 = Years 9 and 10
To satisfy minimum requirements for Stage 5 a student must complete, before the end of Year 10:
- English, Mathematics, Science and PDHPE. At Asquith, we have kept these subjects in our core, and they are studied throughout each of Years 9 and 10.
- 100 hours of Mandatory Geography and 100 hours of Mandatory History
- Minimum requirements in a range of other subjects such as Design and Technology, Languages etc. *At Asquith Boys High School we complete all these in Years 7 and 8.*
- Elective courses, subject to minimum requirements described in this book.
- NESA rules state that a maximum of 2 courses of Industrial Technology (totalling 400 hours) can be studied for Stage 5.
Grades (A,B,C,D, or E) for Stage 5 are awarded by the school in English, Mathematics, Science (400 hours), PDHPE (100 hours), Australian Studies and in all other subjects studied in Years 9 and 10 where:
1. The subject has been studied for 200 hours
- or -
2. The subject has been studied for 100 hours
The school may also award an "N" determination for subjects, which have not been satisfactorily completed.
**NOTE:** Some courses incur a course cost or fee. These are amounts that must be paid at the beginning of the year if students wish to enrol in these courses. Parents should either pay the amount specified for the course or contact the Principal in writing, requesting assistance from the Student Assistance Scheme.
WHAT IS TVET?
The TVET program gives Year 10 school students the opportunity to study modules from TAFE courses as part of their Stage 5 studies. The courses offer further relevant vocational subjects not available in schools and provide insights into future careers thus enabling students to make informed decisions about further training.
Study of a VET course by students in Stage 5 (Year 10) should be considered an option if the course suits a student’s individual needs and provides a viable pathway to employment or their career transition plan.
Note:
1. Students will only be able to access one Stage 5 TAFE Delivered VET Course
2. Students must be a minimum of 15 years of age.
A TVET Course may be studied in addition to the elective subjects studied at school. It may not replace any of the mandatory subjects.
TVET Courses ARE NOT TIMETABLED by the school.
Students undertake lessons at TAFE one day per week. It is required that work missed due to TAFE attendance will be completed by TVET students in their own time. All TVET students will be required to undertake the assessment tasks for each of their school subjects that may or may not include reference to the work missed.
The application for a TVET course is separate to the subject selection process. Acceptance into a course should not be assumed. Application forms will be available from Mr Broome at a later date.
Selection Criteria
The following criteria will be used in selecting students for studying Stage 5 VET Courses at TAFE such as:
- Reliability and punctuality
- Appropriate behaviour at all times (in class & throughout the College/Campus)
- Politeness and respectfulness at all times to teachers & students
- Application to studies, maturity and suitability to an adult Learning Environment and
- Commitment to completing the course
- Good communication skills
- Ability to work well within groups and as part of a team
- Demonstrated ability to travel independently to TAFE
- ATTENDANCE AT ALL LESSONS
NOTE: Courses for 2023 to be advised by TAFE in Term 3 2022.
## SUMMARY OF SCHOOL SUBJECTS, COURSES & COSTS
The key learning area (main category of the subjects) is indicated in **bold** type.
The Stage 5 course is indicated in *italics*.
| Key Learning Area | Stage 5 Subject Courses | Cost |
|--------------------------------------------------------|--------------------------------------------------------------|------|
| **HUMAN SOCIETY AND ITS ENVIRONMENT (HSIE)** | Elective Geography | Nil |
| | Elective History | Nil |
| | Commerce | $30 |
| **COMPUTING** | Information & Software Technology | $20 |
| **PDHPE** | Physical Activity and Sports Studies (PASS) | Nil |
| | Physical Activity and Sports Studies (PASS) - Football (Soccer) | Nil |
| **LANGUAGES** | Japanese | $30 |
| **CREATIVE AND PERFORMING ARTS (CAPA)** | Drama | $60 |
| | Music | $60 |
| | Visual Arts | $100 |
| | Photographic & Digital Media | $100 |
| | Ceramics | $100 |
| **TECHNICAL & APPLIED STUDIES (TAS)** | Industrial Technology - Building & Construction 1 | $150 |
| | # Building & Construction 2 (Year 10 only) | $150 |
| | Industrial Technology - Metal 1 | $120 |
| | # Metal 2 (Year 10 only) | $120 |
| | Industrial Technology - Art Metal 1 | $160 |
| | Industrial Technology - Art Metal 2 (Year 10 only) | $160 |
| | Industrial Technology - Timber 1 | $150 |
| | # Timber 2 (Year 10 only) | $150 |
| | Food Technology (Year 10 only) | $150 |
**NOTES:**
**Individuals may be able to apply to study Languages other than LOTE Taster through the NSW School of Languages or the Saturday School of Community Languages for Stage 5 electives. See Mr Hoareau for eligibility requirements and application forms.**
# Industrial Technology subjects marked # require students to have completed the linked 100 hour Year 9 course as a prerequisite (see table) and will constitute 200 hours in that Industrial Technology focus area.
ADVICE TO STUDENTS ENTERING YEAR 10 IN 2023
Make sure you have read the first part of this booklet. It explains generally how subjects and courses are chosen for study in Stage 5 (Years 9 and 10). You will study 3 electives in Year 10.
Make sure you know the difference between a subject and a course:
A **subject** is a NESA syllabus. The elective subjects offered at Asquith Boys High are: Elective History, Elective Geography, Industrial Technology (Building and Construction, Engineering, Metal and Timber), Commerce, Music, German, French, Visual Arts, Information and Software Technology, Food Technology, Textiles, and Drama.
At Asquith Boys, these subjects are further divided into 100 hour **courses**. Students should note that if you choose to continue and do another 100 hour course in the same subject in Year 10, you will not repeat any topics. See the course descriptions that are provided in this book.
It is now time to choose your elective courses. This will be done through an on-line platform. Courses which don't attract enough students will not run in 2023. Note that you select subjects and courses in order of preference. If your higher preference courses don't run, we look at your next preferences. **Consider all your preferences very carefully.**
During July/August we arrange the most popular courses into lines so that you are doing one course from each line. We then arrange our classes and teachers for 2023.
Think carefully about your preferred subjects and courses. You want to do well in the Stage 5 RoSA, so choose subjects you like and subjects that you feel you can achieve in. If you have certain career interests, choose subjects that might help you. You might choose to concentrate on a few subjects or you might spread your studies over a lot of subjects.
**SOME RULES**
There are some rules to follow, mainly for the award of the RoSA:
1. All students choose 3 electives to study in Year 10.
2. The minimum requirement for a course to appear on the RoSA is that it must be studied for 100 hours (1 year)
3. Courses that are studied for only one year, either in Year 9 or in Year 10, are recorded as 100 hour courses on the RoSA. Courses that are continued from Year 9 and into Year 10 will show as a 200 hour course on the RoSA.
4. Students **may not** study more than 2 courses of Industrial Technology for the Stage 5 RoSA (Timber, Metal, Building and Construction). Additional courses may be studied as interest electives, only if places are available and as such will not be recorded for the RoSA.
5. Students **may not** study both Metal and Art Metal.
COURSE DESCRIPTIONS:
The courses offered for 2023 are described in the next few pages. Keep in mind that:
1. There are subject costs attached to some courses.
2. Some courses have to be completed before others are attempted. These courses are called prerequisites.
3. Some elective courses might not run in 2023. There is no guarantee that the elective you chose in 2021 will run for two years. You may even have a clash of choices when the lines are established.
- All subjects, except interest electives, that you study for at least one year, will be listed on your RoSA
- You will be given a Grade (A to E) for each subject, unless deemed to be unsatisfactory.
- Students in danger of being considered unsatisfactory will be given adequate warning to make the required improvements.
WHAT DO YOU DO NOW?
Read the course descriptions, and talk it over with your parents and teachers. Think especially about your interests and abilities.
Complete your on-line Subject Selection Form by Friday 24 June.
The Elective Geography courses in Year 9 and 10 are aimed at giving students a Geographical focus on the world around us, by studying 4 of the Great Continents of the world - South America, Africa, North America and Europe. Each course looks at varied People and Places, Environments, Landforms, Agriculture, Economies, Cities and Cultures that exist across the globe. Students will gain an understanding of the world around them through Geographic Enquiry and build on their Geographical skills (Eg, Mapping and Fieldwork).
Stage 5 Subject: Elective Geography
Prerequisite: None
Subject Costs: Nil
More Information: See Mr Laing
Semester 1 Course Content: SOUTH AMERICA - AMAZON and ANDES
- The World’s Biggest River Basin and Rainforest
- The volcanoes and earthquakes that have formed the Andes
- The World’s Driest Desert – The Atacama
- Mardi Gras in Rio De Janeiro
- The Incas of Machu Picchu
- The Great Salt Lakes of Bolivia
- Google Transect across South America
Semester 2 Course Content: USA
- A Land of 50 States (with liberty and justice for all?)
- The Grand Canyon of Arizona
- The “Super-Volcano” of Yellowstone National Park
- The Spectacular Rocky Mountains
- “Tornado Alley” and Hurricanes in the South-East
- New York – The world’s original “mega-city”
- Gun Ownership – A Legal Right to Bear Arms
- Google Transect across North America
ELECTIVE HISTORY
Why you should study Elective History!!
• In Elective History we study many historical subjects that you do not cover in other history courses.
• It is a disciplined process of inquiry into the past that helps to explain how people, events and forces from the past have shaped our world.
• It allows students to locate and understand themselves and others on the continuum of human experience up to the present and to see their place in this continuum.
• History provides opportunities for students to explore human actions and achievements in a range of historical contexts.
• Students become aware that history is all around us and that historical information may be drawn from the physical remains of the past as well as written, visual and oral sources of evidence.
• Excursions wherever possible are a part of this course, and we will take advantage of touring Exhibitions and Displays wherever possible.
Students will value and appreciate:
- history as a study of human experience
- the opportunity to develop a lifelong interest in and enthusiasm for history
- the nature of history as reflecting differing perspectives and viewpoints
- the opportunity to contribute to a just society through informed citizenship
- the contribution of past and present peoples to our shared heritage
- our own contribution to our shared heritage
Stage 5 Subject: Elective History
Prerequisite: None
Subject Costs: Nil
For more information: See Ms Cufré or Mr Timmins.
Semester 1 Course Content: An Introduction to Modern History
Topic 1: History, Heritage and Archaeology
• Film as history – The modern world through a dark lens.
• An introduction to the shocking world of modern history
Topic 2: Ancient, Medieval and Modern Societies
• Modern Society – The Americas
• North American Indians
Semester 2 Course Content: Options
Topic 3: Thematic Studies
Specific topics to be chosen according to student interest
• Power and political unrest
• Heroes and villains
Commerce is the study of consumer, financial, business, legal and employment matters. It develops decision making and problem solving skills in relation to commercial and social contemporary issues. In addition students are engaged in research and communication further enhancing their academic outcomes. Individual values and attitudes on topics of study can be expressed in an open classroom environment.
Students undertaking 100 hours of Commerce must complete one core topic and 50 hours of option topics as part of their Stage 5 ROSA. Students undertaking 200 hours of Commerce must complete both of the core topics and 100 hours of the option topics as part of their Stage 5 ROSA.
**Stage 5 Subject: Commerce**
**Prerequisite:** None
**Subject costs:** $30
**For more information:** See Ms Cufré, Mr Kitto, Ms Parker or Mr Laing
| CORE TOPIC offered in 2023 | OPTION TOPICS offered in 2023 |
|---------------------------|-------------------------------|
| (50 hours) | |
| **Consumer and Financial Decisions** | **Promoting and Selling** |
| • Consumer protection and financial management | • Targeting Consumers |
| | • Selling techniques |
| **Employment and Work Futures** | **Running a Business** |
| Work, well-being, rights and responsibilities | • Running a business |
| | • Promoting and selling |
| | **Towards Independence** |
| | • Legal issues when you leave home |
| | • Buying a car |
| | • Finding accommodation |
| | **Travel and Tourism** |
| | • Travel destinations |
| | • Planning a trip |
COMPUTING
Course Content: This course is designed to provide students with a sound knowledge of how computers work, their contribution to society and their future directions. The course provides students with the opportunity to select from a wide range of computing skills.
Stage 5 Subject: Information and Software Technology
Prerequisite: None
Subject costs: $20
For more information: See Mr Kanny
Assessment:
60% Practical work where students learn and demonstrate new computing skills
40% Theory work where students learn the theory behind computing and computer applications.
Core Topics: Throughout the course students will learn about the core topics of:
- Designing, Producing and Evaluating Projects
- Current and emerging technologies
- Data Handling
- Hardware
- Social Issues related to computing devices
- People involved in technology
- Software
Elective Topics: Students will also choose one elective topic for each semester of the course. 100 hour students choose two elective topics and 200 hour students choose 4 elective topics from the options below.
Topic 1. Software Design – Students learn to use programs like Just Basic and Kodu to design and create computer programs.
Topic 2. Website Design – Students learn to use HTLM language and Adobe Dreamweaver to create professional looking websites including text, images, flash animations, templates and menus.
Topic 3. Multimedia – Students learn to use programs like Adobe Premier to create professional multimedia videos while editing and mixing a number of video tracks, audio tracks and managing transitions.
Topic 4. Artificial Intelligence and Modelling – Students learn how Artificial Intelligence programs function and look at modelling programs that can be used to make intelligent decisions based on accurate models.
Topic 5. Digital Media – Students learn to use programs like Adobe Photoshop and Adobe Flash to create images and animations for games, website banners etc.
Topic 6. Database Design – Students learn to create Relational Databases to store data. They learn to develop queries to extract required data and learn to produce reports.
Course Delivery: One of the problems with computing courses is the wide range of abilities students have when entering the course. The following measures have been put in place to assist students who feel they need assistance in this course.
- Students will be guided through the course by their teacher but the online nature of the course means that students who want to work at a faster pace will be able to do so.
- All notes, assignments and tutorials are provided online and students can access the work from school or home. All work is also submitted online.
- Students can work individually or in groups of up to three. This is designed to cater for the individual learning styles of students and to allow them to help each other to progress.
- All practical demonstrations are provided in the form of videos allowing students to view them whenever they want and to work through them at their own pace.
- At the start of each year, each class will choose which two electives will be studied. Students returning in the second year will then choose a further two electives. All students doing the subject in Years 9 and 10 will complete the 4 most popular electives from the 6 on offer.
- All students work on the basic practical tasks but students who finish early are invited to enhance their answer by experimenting with the program they are using to demonstrate additional skills.
- On occasions, students working at their own pace will finish the course early. If this happens, they negotiate a contract with the teacher to complete suitable work in the field of computer technology.
Stage 5 Subject: Physical Activity and Sports Studies (PASS)
Prerequisite: None
Subject costs: Nil
For more information: see PE Staff
About the course: A fun and highly practical course that aims to extend students beyond the mandatory 7-10 PDHPE syllabus. Physical skills, tactics and rules of games are offered in less conventional sports such as European Handball, Gaelic Football, Touch Football, Flag Football, Netball, Lacrosse, Speedminton and Hokka. The scope of the theoretical components also goes beyond the mandatory 7-10 PDHPE syllabus covering energy systems, fitness principles and training, nutrition, sports coaching and issues in sport. In Year 10, students undertake their Bronze Medallion and then take on leadership roles assisting with the Year 7 Swim and Survive program.
Stage 5 Subject: Physical Activity and Sports Studies (PASS) – Football (Soccer)
Prerequisite: None
Subject costs: Nil
For more information: see Mr Jones
About the course: A fun and highly practical course that aims to extend students in the sport of football. The scope of practical activities will largely focus on specialised coaching, along with the physical skills, strategies and tactics required in the game of football. Video analysis will be utilised to improve biomechanics and game play. Students will have the opportunity to partake in inter school matches and competitions. The theoretical components of energy systems, fitness principles and training, nutrition, sports coaching and issues in sport will be linked to football related content.
Course Title: Japanese
Stage 5 Subject: Japanese
Prerequisite: None
Subject costs: $30
For more information: see Ms Lorrae
About the course:
This course caters for both new and continuing students, giving them the opportunity to explore connections between Japanese language and culture. They will be provided with opportunities to understand that people view and experience the world in different ways, and to reflect on and deepen their understanding of their own heritage, values, culture and identity.
Students will learn to converse in Japanese about familiar topics including themselves, where they live, places they like to go and activities they like to do. Plus some everyday situations which they could apply to their real world e.g. buying items from a shop or ordering from a menu. Communicative learning tasks are designed to create authentic real-life contexts for speaking in Japanese to support students in developing their language ability. There will be an emphasis on the four macro skill areas of Speaking, Listening, Reading and Writing. This intrinsically supports deeper understanding of one’s own culture, language, literacy and numeracy skills.
Learning is achieved through games and hands on activities. With opportunities for various crafts, art, drama, role plays, food experiences and Japanese style drumming and flute playing if the students are interested.
There are many benefits to studying a second language. Throughout the year, some of these that the students will discover are that they will develop their understanding of the power of language, discover new ways of learning, new ways of knowing and more about their own capabilities.
Learning Japanese will also provide them with the cognitive tools and strategies to better understand and improve their first language.
NOTE: Individuals may be eligible to apply to study other languages through the Open High School or the Saturday School of Community Languages as part of their Stage 5 studies. Further information is attached at the end of this booklet. See Mr Hoareau for eligibility requirements and application forms.
CREATIVE AND PERFORMING ARTS (CAPA)
DRAMA
Stage 5 Subject: Drama
Prerequisite: Nil
Subject costs: $60
For more information: see Ms Robson or Ms Gowthorp
About the course: This course is an introduction to various aspects of Drama. Students are taught all the basic foundations of drama. They build collaborative skills, learn the importance of rehearsal and practice, and develop self-esteem and confidence. Students will have many opportunities to tap into their imagination and creativity. Students will be involved in making, performing and appreciating theatre. Students will develop acting skills, improvisation and play building techniques, and confidence. This course is for students interested in acting, scriptwriting, set design, costume design, film, plays, live performance, directing and lighting and it provides a solid foundation for students wishing to study this subject in Years 11 and 12.
NOTE: All Drama students are required to perform to audiences in the classroom and school environment as part of their course assessment. Students will be invited to audition for the Music and Drama (MAD) night in June.
MUSIC
Stage 5 Subject: Music
Prerequisite: None
Subject costs: $60
For more information: see Ms Robson Ms Hendry or Mr Cabrera
About the course: This course is aimed at introducing students to the fundamentals of music through experiences in performing, composing and listening. Students will be encouraged to respond to music personally, through a wide involvement in music activities. These will include:
- experiences in performing, creative expression and listening
- opportunities to experiment with sounds and learn music terminology
- experiencing and evaluating music of many different styles/cultures
- assistance and encouragement to express their musical ideas through original compositions and arrangements
- discussions of the meaning and value of music in our society
- encouragement to learn an instrument and form musical groups
- extension study available for advanced students
NOTE: All Music students are required to perform to audiences in the classroom and school environment as part of their course assessment. Students will be invited to audition for the Music and Drama (MAD) night in June.
NOTE: All Visual Arts students are required to be active curators in the Annual Art Exhibition and other Common Room Exhibitions throughout the Year.
Stage 5 Subject: Visual Arts
Prerequisite: Year 7 and 8 Visual Arts
Subject costs: $100
For more information: see Ms Robson, Ms Holder or Mr Cabrera
It is not necessary to be good at drawing to choose Visual Arts, you just need to be dedicated to learning how to improve! The course builds high levels of skills in a variety of artmaking media and students are encouraged to think and operate as an artist with their artworks. It allows students to think and respond to their world in a visual way challenging them to view the world differently. It will build a ‘visual vocabulary’ so that they can produce quality, interesting and creative works. Students are introduced to a variety of media/art forms. Students learn how to DRAW and PAINT using a variety of 2 dimensional media on a variety of surfaces. They will SCULPT and build CERAMIC works to build understandings about working in a 3 dimensional way. They will also DIGITALLY PHOTOGRAPH their world and use ADOBE PHOTOSHOP and ILLUSTRATOR to manipulate these images. They will explore PRINTMAKING. Artmaking will be supported by the study of relevant artists or artworks. Assessment is 70% practical and 30% written.
Stage 5 Subject: Photographic and Digital Media
Prerequisite: Year 7 and 8 Visual Arts, access to a digital camera is required.
Subject costs: $100
For more information: see Ms Robson or Mr Cabrera
This course aims to develop skills and understandings about how cameras and photographic materials function. Students create ‘personal photographic portfolios’ that explore particular subjects. Students will have opportunities to explore traditional wet photographic practices as well as digital processes. They will also explore the way that photography has been changed by smart phones and social media. Students will be encouraged to carefully consider their photographic intentions in the taking and processing of photographs to develop high levels of skill and excellent quality works. Making practices for quality photographic imagery are explicitly taught and students will have opportunities to work individually and collaboratively. Students will be required to participate in photographic shoots in sites of interest around the local and greater Sydney area. Excursions to photographic exhibitions support students in their study of photographic and digital practice. It will benefit students greatly to have access to a digital SLR camera, if possible, to assist their learning.
Assessment is 70% practical and 30% written.
Stage 5 Subject: Ceramics
Prerequisite: Year 7 and 8 Visual Arts
Subject costs: $100. Students will also be required to supply their own clay kit.
For more information: see Ms Robson, Ms Holder or Mr Cabrera
For those who really love to get dirty with 3 dimensional works! This is a course ‘working in clay’, that concentrates on building a wide range of ceramics skills in building ceramic forms and surface decoration. Students will work in ceramics as both a sculpture and design medium, operating as a ceramicist with particular intent in their works, creating ceramic works that are functional and/or simply sculptural. All artmaking will be supported by the study of relevant artists, art works and art movements. Students will work on subjects ranging from figurative sculptures, animals and relief works to vessels and functional forms. This is a very hands-on dynamic course.
Assessment is 70% practical and 30% written.
Stage 5 Subject: FOOD TECHNOLOGY
Prerequisite: none. This is a Year 10 class only.
Subject fees: $150
For more information: See Mr Allen or Mrs Bird
The study of food technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationship, nutritional considerations and consumption patterns and the importance of hygiene and safety in the production of food.
Food specific skills developed by students are applied to a range of contexts enabling students to produce quality food products. Students develop practical skills in preparing and presenting food, selecting and using appropriate ingredients, methods and equipment. Students will explore food related issues, allowing them to make informed and appropriate choices.
In Year 10, students will go into more depth regarding food hygiene and preparation and will work on focus areas that include; Food in Australia, Food Product Development, Food for Special Needs and Food Service and Catering.
Food Technology has a significant knowledge component as well as the practical cooking component. Students electing this course need to be aware of this as they may otherwise elect the course for the wrong reason.
Course requirements:
- Students are responsible for providing an apron and black leather shoes, for hygiene and safety reasons.
- Students will also need a book and display folder.
INDUSTRIAL TECHNOLOGY
This syllabus covers a number of focus areas in the field of technology. At ABHS the focus areas offered are Metal, Art Metal, Timber and Building and Construction.
Each focus area is divided into two compulsory core modules (50 hours each) that lead to a range of optional specialised modules to be studied for not less than 50 hours each in Year 10. Individual modules (core and specialised) provide specific content related to the focus areas which will be developed in the key areas of:
- Work, Health and Safety (WHS)
- Materials, Tools and Techniques
- Design
- Links to Industry
- Workplace Communication
- Societal and Environmental Impact.
Students may study up to 2 focus areas based on the Industrial Technology syllabus. Where a student undertakes two courses in Industrial Technology, they must be from different focus areas. Each course may comprise:
1 focus area studied for 100 hours (core modules only) or
1 focus area studied for 200 hours (core modules plus 2 specialised modules).
Course combinations in Industrial Technology Years 9–10 may include:
- 1 x 100-hour course
- 1 x 200-hour course
- 2 x 100-hour courses
- 2 x 200-hour courses
- 1 x 100-hour course and 1 x 200-hour course.
Each course must be based on the study of one focus area only. We may allow extra courses to be taken as interest electives but only if there are vacancies in the course.
TAS Electives
Electives in TAS are divided up into four different focus areas:
Building and Construction, Engineering, Metal and Timber
N.B.: Only two Industrial Technology focus areas may be studied for the RoSA.
| Industrial Technology | May be studied in either Year 9 or Year 10 | Year 10 only |
|-----------------------|--------------------------------------------|--------------|
| Focus Area | Core Module 100 hours total | Specialised Module(s) 100 hours total (Continuers only) |
| Building and Construction | Building & Construction 1 | Building & Construction 2 |
| Metal | Metal 1 | Metal 2 (Fabrication) |
| | Art Metal 1 | Art Metal 2 |
| Timber | Timber 1 | Timber 2 |
Focus Area: BUILDING & CONSTRUCTION
Course Title: BUILDING & CONSTRUCTION 1
Stage 5 Subject: Industrial Technology (Building and Construction)
Prerequisite: None
Subject costs: $150
For more information: see Mr Philip or Mr Darwin
About the course: This course provides an introduction to the construction industry and to building industry skills. Students develop hand and machine skills by completing a number of practical projects, such as a site toolbox. Students intending to do work experience in the Construction Industry will find this course useful, and will be offered an opportunity to obtain a Site Induction Certificate.
This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
Course Title: BUILDING & CONSTRUCTION 2
Stage 5 Subject: Industrial Technology (Building and Construction)
Prerequisite: None
Subject costs: $150
For more information: see Mr Philip or Mr Darwin
About the course: This course provides a more in-depth look at the construction industry and to building industry skills. Students further develop hand and machine skills they learned in Building and Construction 1 by completing higher level projects with the addition of landscaping materials and processes.
This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
Focus Area: METAL
Note: Students may choose only one of Metal 1 or Art Metal 1
Course Title: METAL 1
Stage 5 Subject: Industrial Technology (Metal)
Prerequisite: None
Subject Cost: $120
For more information: see Mr Philip
About the Course: This exciting and popular subject will enable the students to produce a range of interesting projects using both sheet metal and large sections of ferrous and non-ferrous metals. Students make projects such as a centre punch, tool box, a hammer and more. Skills include hand work, cutting, joining, lathe work and other types of machining, forging (furnace work), brazing, heat treatment and more. This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
Course Title: METAL 2 (FABRICATION)
Stage 5 Subject: Industrial Technology (Metal)
Students: Year 10 only
Subject Cost: $120
Prerequisite: General Metal 1 (2020)
About the Course: Students will build on their knowledge of the safe use of hand, portable and fixed power tools and machinery. They will use these machines to produce a folding shovel and a student design project. They will study how these tools and techniques relate to society and the environment. Oxy/acetylene and MIG welding is introduced as part of this course. This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
Course Title: ART METAL 1
Stage 5 Subject: Industrial Technology (Metal)
Prerequisite: None
Subject Cost: $160 (includes one sterling silver ring)
For more information: see Mr Philip
About the Course: Students learn about different types of metal and their uses in practical and/or decorative applications. They will be working with silver and other ferrous and non-ferrous metals. They will find out how these metals are cut and joined, hardened and softened, shaped and formed, coloured and polished. Skills include heat treatment, soldering, forming, planishing, forging, bending, riveting and more. Projects may include rings, silver jewellery, tableware, ornaments, outdoor accessories, forged work.
Course Title: Art Metal 2
Students: Year 10 only
Prerequisite: Art Metal 1
Subject cost: $160 (includes one sterling silver ring)
About the Course: This design centred course builds on the skills and knowledge that the students have acquired during Art Metal 1 in Year 9. They will be working with silver and other non-ferrous and ferrous metals. The students practice and refine their existing skills and may learn new skills such as turning, welding and stone setting. They will use surface patination, edge treatments, shaping and forming techniques that are more advanced than those used last year. Students will make jewellery, forged items and other decorative objects which have a major student design input.
Focus Area: TIMBER
Course Title: Timber 1
Stage 5 Subject: Industrial Technology (Timber)
Prerequisite: None
Subject costs: $150
For more information: see Mr Philip or Mr Darwin
About the course: Students will be instructed in the methods of designing and manufacturing practical projects. Emphasis is placed on safe working practices with hand tools, power tools, timber finishes and methods of joining timber. Students will have experience of various types of timber products. Projects are designed to teach the skills of drilling, chiselling, planing, joining, finishing timber, fastening and lathe work.
This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
Course Title: Timber 2
Stage 5 Subject: Industrial Technology (Timber)
Students: Year 10 only
Prerequisite: Timber 1
Subject costs: $150
For more information: see a TAS teacher
About the course: This course examines project design in greater depth than Timber 1. Students are asked to evaluate the quality of design for a given project. Students will be asked to interpret workshop and pictorial drawings as well as consider the working characteristics of timber. Projects are designed to reinforce knowledge gained in the previous lobe as well as introducing students to the assembly of boxes, frames and carcases.
This subject has a 70% practical and 30% theory split. Theory is an important part of this course and consists of formal theory lessons, homework, assignments and an exam.
SATURDAY SCHOOL OF COMMUNITY LANGUAGES
The Saturday School of Community Languages gives students the opportunity to study the language they speak at home, if a course in that language is not offered at their own school or college.
The school is a public secondary school which operates only on Saturdays. Approximately 4500 students in Years 7-12, from both government and non-government schools and TAFE colleges, are enrolled.
Saturday School students follow Board of Studies syllabuses in 24 languages. These languages are assessable as part of their Stage 5 RoSA and Higher School Certificate.
What languages can you study?
Arabic, Armenian, Bengali (Bangla), Chinese, Croatian, Dutch, Filipino, Hindi, Hungarian, Italian, Japanese, Khmer, Korean, Macedonian, Modern Greek, Maltese, Persian (Farsi and Dari), Polish, Serbian, Spanish, Tamil, Thai, Turkish, Ukrainian, Vietnamese.
What are the benefits?
Studying the language you speak at home:
• helps students maintain rewarding relationships with their parents/caregivers, grandparents, relatives and other community members
• promotes in students a sense of cultural identity, resulting in heightened self-confidence and self-esteem
• provides an opportunity for students to develop high levels of skill in the language they speak at home
• improves students' performance across the curriculum
• places students in a better position to take advantage of employment opportunities.
See next page for a list of Languages and SSCL Centres.
How do I enrol?
Enrolment forms will be available in Term 4 from Mr Hoareau and from https://saturdayycl-h.schools.nsw.gov.au/
Please advise on your subject preference form if you intend to enrol in a language course.
The SSCL has 16 centres: 14 based in high schools in Sydney, one in Wollongong at Smiths Hill High School and one in Newcastle at Merewether High School.
Years 7–10 classes run for two hours, Years 11 and 12 classes for three hours, and Year 12 Extension classes for four hours.
Unless otherwise advised, classes start at 8.30 am.
| LANGUAGES | CENTRES |
|--------------------|-------------------------------------------------------------------------|
| Arabic | Arthur Phillip HS, Birrong GHS, Liverpool BHS, Smiths Hill HS, St George GHS |
| Armenian | Chatswood HS |
| Bengali (Bangla) | Liverpool GHS |
| Chinese | Ashfield BHS, Birrong BHS, Chatswood HS, Kogarah HS, Merewether HS, Randwick, Smiths Hill HS, Strathfield GHS The Hills Sports HS |
| Croatian | Liverpool BHS |
| Filipino | Bankstown GHS |
| Hindi | The Hills Sports HS |
| Hungarian | Bankstown GHS |
| Italian | Strathfield GHS |
| Japanese | Chatswood HS |
| Khmer | Liverpool GHS |
| Korean | Chatswood HS, Strathfield GHS, The Hills Sports HS |
| Macedonian | Bankstown GHS, Kogarah HS, Smiths Hill HS |
| Maltese | The Hills Sports HS |
| Modern Greek | Ashfield BHS, Chatswood HS, St George GHS, The Hills Sports HS, Smiths Hill HS |
| Persian (Dari/ Farsi) | Arthur Phillip HS |
| Polish | Ashfield BHS, Chatswood HS, Liverpool GHS, |
| Portuguese | Dulwich HS |
| Punjabi | Dulwich HS |
| Serbian | Dulwich, Liverpool GHS, Smiths Hill HS |
| Spanish | Ashfield BHS, Chatswood HS, Kogarah HS, Liverpool GHS, The Hills Sports HS |
| Tamil | The Hills Sports HS |
| Thai | Dulwich HS |
| Turkish | Arthur Phillip HS, Dulwich HS |
| Vietnamese | Birrong BHS, Dulwich HS, Liverpool BHS* |
THE NSW SCHOOL OF LANGUAGES
NSW School of Languages is a New South Wales government school and specialist language centre. The school offers a languages-only curriculum through the flexibility of distance education, providing 42 courses over 13 languages for students in Years 9 – 12 from both government and non-government schools.
NSW School of Languages observes the usual government school holidays and its hours are 9.00am to 3.30pm.
Students can apply through their school to study a single-course language at NSW School of Languages if they are unable to access that language at their home school.
**How do students apply?**
Applications must be lodged by the principal of the home school of enrolling students. Applications for Years 11 should be lodged no later than 30 November for the following year.
A separate school service fee applies to all NSW School of Languages courses. The service fee covers the two-year course. In 2021 the fees were:
- Years 9: $230
- Years 11: $230
(These fees also apply to full fee-paying students from overseas in government schools.)
Application forms will be available from Mr Hoareau or can be downloaded from the NSW School of Languages website in Term 4.
**What are the Benefits?**
**Studying by distance education:**
- Promotes independence and equips students with skills useful for future studies
- Provides personalised learning at a pace decided by the student and teacher
- Enhances organisational and ICT skills
**Studying a language:**
- Increases literacy skills in English
- Helps develop our brains – we become more intelligent and more flexible and creative thinkers when we study a language.
- Promotes cultural awareness and understanding
- Increases your employability and career mobility
- Enhances travel experiences by enabling you to communicate with the locals
**Language Courses Available**
Chinese, French, German, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Portuguese, Portuguese (Brazil), Russian and Spanish.
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A REVIEW ON MANUSCRIPTOLOGY – RETRIEVAL OF ANCIENT KNOWLEDGE
Anoop AK¹*, Neenu Jessy Sabu², K.K.Bindu³
¹Assistant Professor, ²PG Scholar, Dept. of Samhitha, Sanskrit and Sidhantha, VPSV Ayurveda College, Kottakkal, Malappuram, Kerala.
³Professor and HOD, Dept. of Racana Sareera, VPSV Ayurveda College, Kottakkal, Malappuram, Kerala.
ABSTRACT
Manuscriptology/Palaeography/Codicology is the scientific and structural study of hand written document credited with fair antiquity. They are sources of cultural heritage and history. The treasure of wisdom has come down to people in the form of manuscripts. Written in different Indian languages they are spread all over the country in different institutions, libraries, monasteries and temples and in several private collections. Classification of manuscripts are based on the materials used for writing like palm leaf manuscript, paper manuscripts, birch bark manuscript, wood manuscript, Hansipatra manuscript, Talpatra manuscript etc and also the subject matter of the manuscripts like Vedas, Dharmasastra, Itihasa, Purana, Mahatmya, Darsana, Tantra, mantra, Ayurveda etc. Surveys for manuscripts in the past years identified many collections and newer collections must be identified and preserved. Conservation of manuscripts is carried out through 33 Manuscript Conservation Centres (MCCs), besides organizing preventive and curative conservation workshops at different locations of the country as per priorities. The National Database of Manuscripts, Kriti Sampada is available on the internet through the Mission’s website. Manuscriptology is the process of conserving the future for the past. It keeps the pulse of the past. It preserves the literary, linguistic, artistic and cultural heritage. It is very essential to conserve the manuscripts. By conserving these manuscripts and using information contained in it will open a new horizon in fields of knowledge. So manuscript preservation and conservation is essential. Steps for these and types of manuscripts are detailed in this article.
KEYWORDS: Manuscriptology, Palaeography, Codicology, Hansipatra, Talpatra, stylus, Kriti Sampada, Lipikara.
INTRODUCTION
Communication is essential for human existences; it can be conducted by oral and written tradition. Ayurveda being an ancient science has got both oral and written tradition for dissemination of knowledge. Manuscriptology/Palaeography/Codicology is the scientific and structural study of hand written document credited with fair antiquity. Treasures of the wisdom has passed from generation to next generation by oral tradition and then written on different plant leaves and other materials. Paper usage came popular by the end of 13th century AD. Till then various other materials are used for transferring knowledge. Manuscripts are one of the types of written tradition and are valuable treasures of knowledge. They are sources of cultural heritage and history. Their proper preservation is mandatory. Rich collections of manuscript are found in temples, religious institutions, libraries, monasteries, wealthy households, brahmin families and palaces.
Meaning
Manus means hands.[1]
Script means written.
Any hand written document is called manuscript.
That means any book or document or piece of any intellectual work written by hand rather than typed or printed or authors handwritten or typed that has not yet been published.
Synonyms of Manuscript
Codex, Document, Text, Script, Handwriting.
Definition
Manuscriptology is the scientific or structural study of hand written document credited with fair antiquity. The Antiquities and art treasures act 1972 lay down the legal framework for custody of manuscripts in India. This act defines the manuscript as “Any manuscript, record or other document which is of scientific, historical, literary or aesthetic value
and which has been in existence for not less than seventy five years.\[2\]
**Manuscript wealth of India**
As per one of the surveys made by Dr. S.C. Biswas and Mr M.k. Prajapathi on behalf of INTACH during 1988-1990 the following estimates were made.
Total no of Manuscripts in India: 50,00000
Sanskrit manuscripts: 67%
Other Indian language: 25 %
Arabic/Persian/ Tibetan: 8%
Many of these manuscripts are catalogued but still many yet to be published or catalogued.
**Historical review**
In India from ancient times knowledge systems were passed down to the succeeding generations through a rich oral tradition. With the gradual deterioration of oral transmission and development of script and writing material these knowledge were converted to written form such as stone, papyrus, parchment, birch bark, palm leaves and paper. The art of writing was known to Indians for the last four thousand years. The treasure of wisdom has come down to people in the form of manuscripts. Written in different Indian languages they are spread all over the country in different institutions, libraries, monasteries and temples and in several private collections. Manuscripts were copied widely without any restriction in the script that was used to avoid them, being lost over time. Manuscripts were also copied in local scripts and those evolved in time and different geographical areas.
**Writing Material**
Manuscripts may be written on rocks, clay tables, metal plates, papyrus leaves, animal skin, birch bark (used in Kashmir), bark, leather, palm leaves, cotton cloth wooden board, *Agaru* bark (used in Assam), *Sachi* (*Agaru* bark like used in some places of Assam) Palm leaves (*Tala* and *Sritala* were used in South India) and *Kadata* or cotton cloth (used in some places of Karnataka).
Inks, vegetables, dyes of painting, scribbling with metallic stylus, brushes, reeds, pencils and wooden pens were all used for writing information.\[2\]
Paper was invented in China in 105 AD. There is a claim that paper making is referred to India by Niorchus 327 BC. In 8th cent AD Arabs learnt technique from Chinese. Machines for making paper was started in Italy in 1283 AD and in England in 1490 AD
**Scribes**
*Lipikara*: story writing, normal writers
*Lekhaka*: *Pusthakalekhaka*- Manuscript writers
*Kayasthalekhaka*- Account
*Shasnalekhaka*- Royal scribes
*Divirapata*: official scribe copier
**Writing Materials**
*Patra*: written surface
*Dora*: cord
*Granthi*: knot
*Chadana*: Covering cloth
*Mashi*: Ink
*Lekhani*: Pen
*Akshara*: Characters
*Kambi*: ruler to keep the letters straight
*Lipyasana*: writing desk
*Shringhala*: chain on ink pot
**Surface for writing**
From palm leaves to paper: Palm leaves, birch bark, aloe tree bark, paper.
From clay to copper: Clay, stone, bricks, leather, ivory, shells, cotton, and wooden blocks.
**Script**
The oldest scripts found in manuscripts are Brahmi and Kharoshti. Brahmi is the mother of all the latter scripts. Brahmi is again divided into the following,
1. Brahmi – Northern and southern oldest lipi.
2. Nagari
**Northern Brahmi**
Devanagari
Gujarati
**Southern Brahmi**
Kannada
Tamil
Telugu
Malayalam
**Nagari**
*Purvanagari*
*Ardhanagari*
*Nandi nagari*
*Devanagari*
A manuscript has certain anatomy. The chief portion comprises the main body text. *Prasasti* or *Mangalacarana* means the ornamental beginning of the manuscript. In most of the manuscripts margins are on the left side and special markings are written on the left side.
**Writing Instruments:**
Stylus
Pen
Brush
Ink
Writing technique
While text and its commentaries are copied, the text is written first continuously followed by the commentary or one of the verses of text is followed by its commentary or the text is written in the middle of the page and commentaries are written all around it.
Pagination – number of pages
Individual pages are not numbered but the folios are given numbers. They are in the middle, at right or left side of the folios.
Punctuations
Single line (|) - denotes the end of the line.
Double stark mark(||) – denotes the end of the section.
Abbreviations
Bindu(.) – Repetition of a letter.
Colophons
The beginning colophon is followed by salutation to Ishtadaiva, Ganesha and Sharada etc. End of the work contains the end colophon that contain information such as Title of the book, Name of the author/percentage/titles of the author and written period, for whom it is written etc. Sometimes the number of the verses, Granthasankhya is also mentioned at the end.
Illustrations and decorations Corrections
Religious symbols, floral, geometrical figures and other decorative designs are also found in some manuscripts.
Colours used in manuscripts
Yellow: indicates corrections
Red: Chapter ending. The indication of the end of the chapter or work is made by these is known as Puspika. Bhonita or preamble which mentions the name of the book and the writer is a variant of Puspika.[3]
Scribal errors
Deletion, unintentional addition, interpolation (adding text), mische codex (mixing of stanza), substitution (when word is not clear), orthographic confusion (mixing of different scripts) and transposition (unintentional transposition of phonemes and words).
Corrections
Omission
They are marked with dots or small horizontal strokes placed above or below them. They are enclosed with in curved brackets or scored off. Yellow pigment or turmeric may be smeared over them.
Addictions
Place of insertion is indicated symbols like (+ or -). If it is a simple letter insertion it is written above the line.
Substitutions/Replacement
It is written above the portion to be corrected or in the nearest margin against the line. Correction along with the line number may be given at the top or bottom margin.
Marginalia
Writing in margins typically contains page/folio numbers, titles of sections, additions, substitutions, corrections.
Kinds of texts
Autograph, immediate copy, transmitted copy and single manuscript.
Binding of the manuscripts
A manuscript contains a number of rectangular pages, threaded at each end on a string. A palm leaf book is held together with a pin through one end so that the leaves can be fanned for reading. Sometimes holes are bored through each end and the strings are passed through them so that the leaflets can be turned over and read in sequence. Since palm leaves could not be bound by stitching, these are generally placed in between two wooden boards or leather pieces or protective covers. All leaves are arranged according to the serial numbers known as folio numbers. The writing on the palm leaves is very small. Most of the information is in poetic form, simple and in colloquial style. It is difficult to decide whether the writing is in prose or poetic form. There are other difficulties in deciphering the manuscripts. The consonants are written without the dots. In addition, manuscripts face the problems of international inaccuracy, misrepresentation of facts or defaced, replaced and deleted words. The name of the author can appear in the beginning, end or middle. In copied manuscripts, the scribe’s presents the author as very problematic. Some of the manuscripts do not give the names of the authors.
Classification of manuscripts
1. According to the materials are classified as Palm leaf manuscript, paper manuscripts, birch bark manuscript, wood manuscript, Hansipatra manuscript, Talpatra manuscript, Tripadaka manuscript, aloe manuscript and Sanchipat manuscript.
2. The manuscript can be again classified into 2 categories
a) Illustrated manuscripts- if the manuscripts have pictures or illustrations.
b) Non illustration manuscripts- when there is no picture or diagrams.\[5\]
3. According to the subject matter the manuscripts can be grouped as Veda, Vedantha, Dharmasastra, Itihasa, Purana, Mahatmya, Darsana, Tantra, Mantra, Ayurveda, Vyakrana, Ganita, Jyotisa, Kosa, Stotra, Vamsavalkkavya, Alankara, Nataka, Sangita, Kata, Yoga etc.\[5\]
**Types of Manuscript**
*Tal-patra* manuscripts are usually seen in the form of bundles of 50 to 100 neatly shaped leaves of even size strung together with a cord and pressed between two wooden boards. Some collections also have metre-long cut leaves, with midribs intact, rolled like a carpet. *Tal-patra* manuscripts are found mainly in the coastal states of India, where the palmyra palm tree generally grew in almost all parts can be identified though collections of these manuscripts are dispersed all over India. The leaves of the palmyra or talipot palm are dried in a controlled manner and then prepared for writing on by submerging in ponds, boiling in water and rubbing spices like turmeric on them. The midrib is often removed and the leaves are cut to make a bundle of folios of even size.
**Writing and Illustration techniques**
**Surface writing**
The text was written with ink on the leaf using a pen or brush.
**Incised writing**: The text was incised in the leaf using a sharp iron stylus. The incised writing was rendered visible by rubbing green leaves or soot into the incisions.
**Illustrations**
Exquisite images have been painted on palm leaves using paint made of earth and mineral pigments with plant gum as a binder.
*Bhoja-patra* manuscripts are usually seen in the form of a sheaf of paper (thin ‘folios’) cut to an even size. These are sometimes bound together with cord on the sides, though usually they are kept piled up together between two wooden boards and then wrapped in cloth.
*Bhoja-patra* trees and manuscripts are found mainly in the temperate and alpine climatic zone in the Himalayan belt, but their collections are dispersed all over India.
**Brief note on preparation of support**
The inner bark of the birch tree is gently rolled off the tree trunk and dried in a controlled manner. Sometimes it is boiled in water, burnished and cut to size, while other times oil is applied on it before it is burnished. The bark itself is multi-layered, at times several layers of bark are seen to be pasted together.
**Writing techniques**
**Surface writing:** The text was written with ink on the leaf using a pen or brush
**Hansi-pata Manuscripts**
*Hansi-pata* manuscripts, also made from bark of the *Agaru* tree, are usually seen in the form of a sheaf of folios cut to an even size. These are rarely bound together and are usually kept piled up together between wooden boards and covered with cloth.
**Dispersion**
*Hansi-pata* manuscripts are found mainly in the North-Eastern State of Assam. Other than in that region, dispersion of *Hansipata* manuscripts in other parts of India is very limited.
**Preparation of support**
The bark of the *Agaru* tree is gently rolled off the trunk and dried in a controlled manner. It is boiled, burnished, cut to size and coated with orpiment.
**Writing and illustration techniques**
**Surface writing:**
The text was written on the prepared bark with ink prepared with soot, bovine urine and *chebulic myrobalan*, using a pen or brush. Illustrations were painted using earth and mineral pigments with plant gum binders.
**Aloe manuscripts**: Available in northern eastern area, written mantras mainly.
**Paper Manuscript**: After the invasion of Mughal rulers.
**Tripidaka (Buddha)**: written on mainly blocks.
**Sources of Ayurvedic Manuscripts**
The information of the Ayurveda manuscripts can be collected from various sources.
1. Old and local libraries.
2. Government oriental library.
3. Asiatic society Calcutta.
4. University libraries like Pune, BHU etc.
5. Various *Padasala*.
6. Famous traditional physicians.
7. Individuals having personal collections.
8. Temples.
9. Museums.
10. Ayurveda colleges.
**Significance of manuscript study**
Manuscripts are the proof of our well-developed ancient science. There are many copies of same texts available at different places. Ayurveda being an ancient science it has many valuable information on manuscripts. Slight difference in each
copy makes different opinion of each concept of Ayurveda. Thus the critical study of all the available copies will open a new horizon in the Ayurvedic field. There are many topics covered under Ayurveda including its eight branches and other branches like Vruksha Ayurveda and Pashu Ayurveda and so on which are still in the form of manuscripts.
Large number of commentaries of different Ayurvedic books like Charaka and Sushruta have not seen light of the day. Such unpublished literature should be published because they contain practical implication dealing with human life.
Surveys for manuscripts in the past years identified many collections and newer collections must be identified and preserved.\[4\] Surveys require large labour, manpower and time. They should conduct with proper steps and criteria. Survey officers must be properly trained and technical support to withstand the trouble. Trouble may be Social and technical.
**Social trouble**
Owners of the manuscripts are not ready to reveal the collections and they claim for monetary benefits. This problem can be solved by giving proper knowledge to the people. Also some people doubt about the officials, this can be addressed by giving them official tags and documentation. The manuscripts can be digitalized in situ using appropriate cameras or scanners and copy can be issued to the owner instantly.
**Technical Trouble**
Incompetency of survey officers in local languages, script and proper handling of the manuscripts. They must be trained to understand the languages. Digital technology must be used to gather information that will help in locating the repository in the future.
**Survey Data entry Sheet**
The data entry sheet is very useful in gathering the information and condition of the manuscript. A data sheet must contain all possible information about the manuscript that will help in the future for assessing the manuscripts. The most important points of the survey sheet are
1. Name, address, phone number, email id of the owner
2. Manuscript number and title
3. Materials – Palm leaves/Paper/other materials.
4. Author
5. Method of inscription- Incised/Painted/ Written with ink
6. Languages
7. Script
8. Number of folios, length and breadth of folios, number of lines in each folios.
9. Complete/ incomplete
10. Intact/ damage
11. Colophons
12. Date
13. Scribes name
14. Opening verses
15. Closing verses
16. Remarks
**Steps of Manuscriptology**
The science of study of manuscript is known as manuscriptology. Two steps are involved in it.
1. Primary Steps
2. Secondary Steps
**Primary steps**
**Collection**
There are millions of manuscripts dispersed in different parts of India. These manuscript collections are of various types differing in terms of type of collections, nature of ownership, administration etc. It could prove useful to acquaint oneself with the nature of these collections. There are millions of manuscripts dispersed in different parts of India. These manuscript collections are of various types differing in terms of type of collections, nature of ownership, administration etc. It could prove useful to acquaint oneself with the nature of these collections.
**Academic collections**
Manuscripts in many research institutions, university basic minimum standards for conservation of manuscripts, basic minimum standards for conservation of manuscripts libraries, archives and museums can be included in this category.
**Ritual worship collections**
In various homes and religious institutions, there are a number of manuscripts that are hardly ever read at all, instead, they are placed at the alter and are worshipped. Such manuscripts usually relate to sacred texts of that particular sect or religion, and the worshippers are often well-versed with the contents of the manuscript.
**Private collections**
This possibly forms the biggest decentralised repository of manuscripts in India. Almost every house and private institution in certain regions of India has its collection of manuscripts.
**Trusts**
A number of mutts, Granthagaras, institutions and religious places are governed by trusts, and the manuscripts too are under their custodianship.
Religious institutions
A sizeable portion of manuscripts are found in religious institutions in India, of all faiths.
Museums
Museums in India have a wealth of well-selected manuscripts. The manuscripts in these museums are usually under the charge of a curator of the manuscripts section.
Major libraries and manuscript repository
A large number of manuscripts are also housed in University libraries in India.
Research institutions
The various Societies and Oriental Research Institutions have large collections of manuscripts which are sourced by scholars.
Archives
The various archives of India have a large number of manuscripts that relate essentially to Government records. Most of these records are on paper, though some as in the Kerala State Archives are in the form of Curuna too.
Ownership
The term ‘owners’ of manuscripts could be employed for private individuals with collections, however small. With regard to Central and State Government institutions as well as Trusts, one might consider the thought that these institutions are not owners of the manuscripts but render the responsible role of custodians.
Custodianship
This term perhaps implies a much greater sense of responsibility towards the manuscripts than ownership. It becomes our duty as custodians of the collections to ensure that the manuscripts are passed down to future generations in as good or better condition than in which they were received. No custodian can have the freedom to allow manuscripts to degrade away for any reason.
Many manuscript conservation centres are established in and out the country. Some of the examples are given below.
Names of Manuscript conservation centres
North
1. Central institute of Buddhist studies.
2. Indra Gandhi National centre for Arts New Delhi.
3. Department of Language and culture Shimla
4. The Himalayan Society for Heritage and arts conservation, Niantal
5. Rampur library Rampur.
6. Nagarjuna Buddhist foundation Gorakhpur
7. Indian Conservation Institution.
8. Vrindavan research Institute
9. Central library Banaras
10. Viswesharananda Ishwabandhu institute Hoshiarpur
South
1. Oriental Research institute Tirupadi.
2. Salar Jung museum Hyderabad
3. Intacchitrakala Parishad art conservation centre Bangalore.
4. Tamil Nadu government Museum
5. Thanjavore Library Thanjavore
6. Regional conservation centre Trivandrum
7. Centre for heritage studies hill place museum Thripuntra
East
1. Saraswati Bhadrak
2. Tawang Monastery Tawang
3. Manipur state archive Imphal
4. Khudabhakha Oriental public library Patna
5. Sambalur University Orissa
6. Krishna Kantahandiqui Library Guwahati
7. Aithya Bhuvaneswar
8. Intach Orissa
9. Manuscript library kolkata
10. Sredev Kumar Jain Oriental Arrah
West
1. Rajasthan Oriental Research Institute Jodhpur
2. Mahaveer Digamber Jain Pandulipi Saramkshan Kendra, Rajasthan
3. Lalbhai Dalapathi Institute Ahmedabad.
4. Bhandarkar Oriental Research Institute Ujjain
Collection of the maximum number of manuscripts scattered all over the world forms the first requisite in manuscriptology. They are huge oceans of knowledge containing innumerable pearls of principles and information. The damages to manuscript are common in today’s life. Factors causing damage to the manuscripts are classified as human and natural factors.
Human factors- Carelessness, Ignorance, Public apathy.
Natural factors- fire, water, natural calamities, insect attack, microbiological attack, dust, environmental pollution and light, fluctuations in temperature and relative humidity.
Inherent factors- The ink or paint used to write may cause damage to the manuscripts.
Conservation
The methods used to save manuscripts are called as conservations. Conservation of manuscript in original is done through preventive and curative
methods. For that purpose a standard methodology comprising the positive aspects of both traditional Indian practices and modern scientific methods has been formulated and followed. Conservation of manuscripts is carried out through 33 Manuscript Conservation Centres (MCCs), besides organizing preventive and curative conservation workshops at different locations of the country as per priorities. Manpower development in the field of manuscript conservation, another objective of the NMM is also taken care of during workshops. Conservation workshops aim at fulfilling dual objectives of conservation of manuscripts and generate trained manpower in the field of manuscript conservation. Realising the urgency of conservation, NMM has launched the conservation of manuscripts in a massive scale. Any direct or indirect action on a damaged or undamaged manuscript or collection of manuscripts aimed at enhancing the life of the manuscript(s) can be termed as conservation.
**Preventive Conservation**
Any direct or indirect action on a damaged or undamaged manuscript or collection of manuscripts aimed at enhancing the life of the manuscript(s) by reducing future risks of deterioration can be termed as preventive conservation. For example: Regular inspection of the condition of the collection
Deputing staff for training in preventive conservation techniques.
**Curative Conservation**
Any direct action on a damaged manuscript or collection of manuscripts aimed at stopping active deterioration in the manuscript(s) can be termed as curative conservation. For example: Fumigation of a manuscript collection that has live insects in it.
**Restoration**
Any direct action on a damaged manuscript aimed at improving the visual aspect of the manuscript can be termed as restoration. For example: Removing pencil marks from a manuscript folio, any direct or indirect action on a damaged manuscript or collection of manuscripts for increasing their life. This can be direct or indirect.
**Damages to Manuscripts**
These dangers to a manuscript collection can be termed as factors of deterioration. These factors can be categorized as human factors and natural factors\(^6\). The biggest danger to collections is the human factor, as humans can destroy entire collections by their inaction as well as by their wrong actions. Humans if they want can also ignore their power to exercise control over the effects of the natural factors and thus allow the collections to be destroyed forever. (Alternatively, humans can also be the biggest protectors of manuscripts if they take correct action)
**Human Factors**
- Professional apathy and carelessness
- Public apathy and carelessness
**Natural Factors**
- Fire, water, natural calamities, insect attack, microbiological attack dust, environmental pollution and light. Fluctuations in temperature and relative humidity
**Inherent factors**
The nature in which the manuscript material is prepared, and the ink or paint is applied can also be a danger to manuscript.
**Basic Requirements of a Manuscripts Storage Area\(^{[7]}\)**
- No danger of fire or water disaster
- Clean and tidy rooms.
- Electric switchboard should be outside the room if possible
- Good lighting
- Good ventilation
- Manuscripts kept in an ordered manner in clean boxes or cupboards
- Shelves should be able to take the load of the manuscripts
- Space for at least one person to move
- Manuscripts should not be on the floor
- The storage area should be inspected regularly
- At least one table and chair near the storage area to prepare inspection reports etc.
- A quarantine room where recently acquired or donated manuscripts should be examined for insect or fungus attack and kept under observation before being documented and brought into the storage area.
**Minimum Standards for Preventive Conservation\(^{[7]}\)**
The staff of the collection should have been trained to execute the preventive conservation steps on their own.
- The collection storage, display and reference areas should be clean.
- The shelves and other furniture in the collection area should be in order and clean.
- The manuscripts should be arranged neatly on shelves or in cupboards / boxes and not piled up or on the floor anymore.
- The manuscripts should be covered with destarched cotton cloth if possible or placed in boxes.
The manuscripts and furniture should be free from insects.
The loose folios in the manuscript sections should have been placed in labelled boxes.
Direct light should not be falling on the manuscripts.
The room should be well ventilated, and free from dampness.
The storage cupboards should be away from walls and the lowest shelf should be a foot high above the floor.
Storage space in the shelves should have been well utilized.
The risk from fire or water disaster should have been minimized.
Process of updating the accession and location registers should have commenced.
**Conservation techniques**
**Coins**
Ancient coins brought light the names of many kings ruled in Andra namely Gobada, Narana etc. Different types of metals are used to make coins and to preserve it we can use a mixture of HNO3 – 20% + H2SO4 5 % + H2O 75 %. Put for half an hour and then clean it. All coins are stored in air tight container with all proper information as weight, size, value, period, metal using etc.
**Palm leaf manuscript**
Use lemon grass oil, citronella oil for clearing words, we can read it easily. Apply lamp black and it also helps for easy reading. Holes are punched on the leaves and cords are passed through them. Between two stiff flat wooden boards having the same type of holes for passing the cords the palm leaves are kept. The wooden boards press the leaves from both the sides prevent curling at the edges and chipping by abrasion. The manuscripts were wrapped in yellow or red cotton cloth. AC rooms must be used to preserve the manuscripts.
**Paper manuscripts**
The word paper is derived from the Latin word papyrus invented in 109 A.D. by China. In 18th century handmade paper manuscripts are used in India. Herbal Pesticides like turmeric powder, snake slough are used as pesticides. Leaf caster machine and reinforcement of banana culture pins are used to preserve these manuscripts. Digitization of the content also promotes the preservation of the manuscripts.
**Cataloguing of manuscripts**
Process of classifying and arranging objects in a particular order. Cataloguing helps to reader to locate the manuscript easily in less time period.
Anukramanis and Nighantu examples of cataloguing in ancient India.
**3 forms:** Card form [8]
- Book form
- Sheaf form
**2 types:** Normal cataloguing [9]
- Descriptive cataloguing
**Descriptive cataloguing - 2 Parts**
**First Part:** Gives physical details of a manuscript such as title, author, materials size and conditions.
**Second Part:** Contains extracts of manuscripts, few lines from the beginning and end of the manuscript and colophons.
**Catalogus catalogorum** [10]
**New catalogus catalogorum:** Published by University of Madras
**Theodor Aufrecht, a German Orientalist: Catalogus catalogorum**
Alphabetical register of names of authors or title of works published as 3 volumes. The master of catalogue comprised of 1195 pages in all with information on manuscripts in and outside the India. [11]
**Secondary Steps**
- Transcription: Reading manuscript as such is very difficult. After writing it to a paper makes the work easy. Manuscripts are available in different languages and one can copy it as such. For example if it is in Malayalam, copy it into Malayalam, if it is in Sanskrit copy it into Sanskrit.
- Translation: Converting from one language to another. The need of translation is many local languages are not understood by the all for proper transference of knowledge.
- Critical Edition: Reconstruction of the text. Close reading and detail analysis of the content. It includes two steps
- Lower criticism
- Higher criticism
**Lower criticism**
Process of selecting the original reading based on evidences. It contains again another 3 process.
1. **Heuristics:** To discover methodological collection, analysis and study of evidences. This comprise of 3 stages.
- **Siglum:** peculiar identification mark given to the manuscripts. This may be based on script, source of codex, age of the copy. For example K12 denote Kashmir belonging 12th century.
- **Collation:** Process of collecting all information about the one book. It is usually done with the
help of collation sheet. Now days it is done with the help of excel spread sheet.
- **Secondary Sources of evidences**: All works that are directly and closely related to the text are collected and are studies. This may be commentaries, translations.
2. **Recension**: means critical study of the text. It is the processing of choosing the reading copy of the matter from various copies. This is by giving preference to author’s intension.
3. **Emendation**: the process of making revision or correction of texts. Word meaning of emendation is the correction of the text. It is done when the author is not satisfied by the evidences that are available.
**Higher criticism**
After the lower criticism the higher criticism is done. Editing the text by taking into consideration of question of authorship, date of the author, influence of work in the field, style, languages, literary aspects, sources of the work, circumstance that made author to create this work, influence of other writers, popularity of the work are considered.
**Essential features of critical edition**
Collect the extant copies of the text in original or mechanised form.
Decide the mutual relationship and trustworthy of copies.
Collate the copies.
Constitute the critical recension.
Accept any one out of many reading as original.
Present to the world critical recension, description of facts and criticisms.
**Publication**
It is the final step of the manuscriptology. Only a very few manuscripts are published. The fact the publication of manuscript is a herculean task. We must take the pain to do it for the future generation.
NMM: 2003 established
National Mission for Manuscript's biggest and most ambitious project is to create a database of all Indian manuscripts in the country and abroad.\[12\] The National Database of Manuscripts, *Kriti Sampada* is available on the internet through the Mission's website.
**Objectives**: Collecting and preserving.
**Motto**: Conserve the past for future.
The Mission receives data on manuscripts from three different sources
- Excellence as heritage
- Contribution to India's intellectual history
- Vulnerability
- Belonging to ancient or medieval past
**Information on manuscripts is collected in three formats**
Manus Data - Each Manus data sheet is used to document a single manuscript. It includes details like the title, author, scribe and commentator of the manuscript; the material it is written on, its condition and where it can be found.
**Manus Data sheet with instructions**
- Questionnaire – Questionnaire form is used to document a collection of manuscripts in an institution/private collection. It provides an overview of the total number of manuscripts available in a collection.
**Questionnaire form with instructions**
- CAT-CAT – The Mission is also compiling a database of all printed catalogues of Indian manuscripts. So far, more than 2500 catalogues have been documented. At the moment, its format is being updated and the process of documentation will resume shortly.
Total electronic data available till date = 23,40,000.\[12\]
Manuscriptology is the process of conserving the future for the past. It keeps the pulse of the past. It preserves the literary, linguistic, artistic and cultural heritage. It is very essential to conserve the manuscripts.
**REFERENCES**
1. Manuscript–dictionary definition:vocabulary.com, https://www.vocabulary.com/dictionary/manuscript, retrieved on 21/01/2019
2. http://www.unesco.org/culture/natlaws/media/pdf/india/inactantiqtutiesarttreasures1972engorf.pdf as assessed on 28/01/2019
3. Madhu K Parameswaran, Devdatta A Deshmukh, Prajakta P Kulkarni. Manuscriptology with Reference to Ayurvedic Manuscriptology. IJHS; July – September 2016; 2(3):P43-45.
4. Aprana Pankajetal. Manuscriptology: An overview. WJPPS 2018;vol 7(6): 1698-1702.
5. Dr Nikram Pallavi Dattaray. Literary research the intense need of time. Journal of Ayurveda Research AYUSHYA 2014;Vol 3(6): P 17-185.
6. National mission for manuscripts. Available from http://en.wikipedia.org/wiki/National_Mission_for_manuscripts.
7. Basic minimum standards for conservation of manuscripts- National mission for Manuscripts-02, available from; www.Namami.org
8. Sakkari Rekha. Critical Edition of Mukunda Daivajnas Upachara Sara Manuscript (MD thesis); RGUHS 2015.
9. Gaur Ramesh C. Preservation and Access to Indian Manuscripts: A Knowledge Base of Indian Cultural Heritage Resources for Academic Libraries ical; 2009. p.90-98.
10. Rao Rama B. Sanskrit Medical Manuscripts in India; New Delhi: Published for Research for the Central Council for research in Indian Medicine and Homeopathy, 1972:P(64).
11. Hiremath Bharathi.B. A study on Ayurveda medical manuscriptology with Special Reference to Vaidya Chintamani (MD Thesis); RGUHS 2012.
12. Gangadharan G.G, Anand Geetha-editors, handbook of Medical Manuscriptology, foundation for revitalisation of local health traditions, Bengal. http://www.indiaculture.nic.in/manuscripts#
13. Pradeep k. Anusandhana (A handbook of research methodology). First edition. June 2018. AMAl.p.97.
14. Revilekha R.S. Sutrasthana Sanjivini- Critical edition of Manuscript with English translation. (MD thesis); KUHS 2018.
15. Shweta Hedge. Transcription, translation and critical analysis of the manuscript Arsachikitsa. (MD thesis); Amrithaviswa vidyapeedam.2018.
16. Power point Presentation on Manuscriptology and palaeography w.s.r to medical manuscripts in Jamnagar.2016 by P.V.V.Prasad. NIIMS.CCRAS.
*Cite this article as:*
Anoop AK, Neenu Jessy Sabu, K.K.Bindu. A Review on Manuscriptology – Retrieval of Ancient Knowledge. 2019;7(4):39-48.
*Source of support: Nil, Conflict of interest: None Declared*
*Address for correspondence*
Dr Anoop AK
Assistant Professor,
Dept. of Samhitha, Sanskrit and Sidhantha , VPSV Ayurveda College, Kottakkal, Malappuram.
Email: email@example.com
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Dear Families,
We hope everyone is staying warm in this cold wintery weather. Please continue to check lost property for school jumpers and jackets if they have been lost, as we want to make sure students are warm and comfortable at school. Please see office staff if you are in need of a new jumper or jacket.
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Last Thursday we were lucky enough to have a visit from the Adelaide Youth Orchestra. Some of our viola, violin, cello and bass players participated in a workshop with the orchestra and then performed with the orchestra for the rest of our school to watch and enjoy. They did a wonderful job, and all of the other students loved watching the performance. Thank you to Sonia M for organising this for our school. Students are really enjoying all of the music programs we have at The Pines School.
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One of our school’s priorities in 2022 is Problem Solving in Mathematics. Teachers have been engaged in a range of training sessions on Problem Solving strategies and Mathematical vocabulary, and we are excited to see the progress we are making in this area.
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The Importance of Sleep
Did you know that children aged 5-12 need between 10-11 hours of sleep every night?
Getting enough sleep is very important for children’s brains to grow properly. Their brains need sleep for a number of reasons, it helps children:
- remember what they learn, because consolidating new information happens when they are resting at night
- to pay attention and concentrate better in school
- be creative and think of new ideas
- to get along with their friends and family
- be positive and in a good mood
- solve their problems, assisting them in regulating their emotions
Sleep is also important for children’s bodies to develop properly. It allows them to grow, repair from injuries and stay healthy to fight sickness.
Some children have trouble getting to sleep – here are a few suggestions to improve their sleep:
- make sure their bedroom is cool, dark and quiet
- get your child to exercise 3 hours before they sleep
- try to get them to bed at the same time every night – their body will get used to the schedule and be more ready to sleep
- don’t drink or eat foods with caffeine in the afternoon or evening (energy drinks, cola, chocolate)
- avoid big meals before bedtime
- have a bedtime routine – do some relaxing things like having a bath or shower, read a book or listen to quiet music
- use a mindfulness app (smiling minds is a free app that has a range of mindful sleeping meditations)
Playing video games or watching TV within an hour of going to bed actually keeps children from getting a good night sleep. The blue light that is emitted by screens can interfere with a child’s brain production of melatonin at night, making it hard for them to fall asleep. Melatonin is the hormone that helps control our sleep and wake cycles.
Setting your child up for a good day at school, starts with a good night’s sleep.
Sourced from www.sleepforkids.com
Attendance
We understand that many students have been away due to sickness recently. Teachers are spending a large portion of their time following up on student absences – time that could be better spent organising interesting learning activities for their students. If your child is away, please message the teacher on class dojo or call the school on the day that they are absent. You will need to contact the school everyday, but if you know your child will be away for a certain number of days, you can let us know in advance.
If you plan on taking your child on a vacation that is longer than 5 days, you need to fill out an exemption form before you go away. Exemption forms can be collected from the front office and will be signed off by the principal.
This term in HASS, Room 25 has been learning about different types of governments around the world and how they are run. We have also looked in depth at democracy, its origin and its values. The students then had an assignment to demonstrate their understanding by designing and creating a poster about the three different types of government with a deeper focus on democracy.
I really enjoyed making the poster about the three types of governments. I especially liked it because we could do it in a way that we liked it and add patterns and drawings to the poster. I also enjoyed using the computer to do my research.
By: Ehrar
I have gained a lot of knowledge from HASS this term. I know how governments around the world are run. I have a strong understanding of the three levels of the Australian government such as federal, state and local governments and their responsibilities.
By: Eli
I have really enjoyed HASS because I have learnt so much about different types of governments and how countries are run. I now know what makes a country democratic and I particularly enjoyed working on my poster.
By: Ava
I enjoyed learning about the three types of governments we have around the world and I found democracy very interesting and useful.
By: Siftpreet
Room 28 cardboard sculptures
Room 28 were challenged to imagine and draw an invention using a Mr. Squiggle sketch. After we had perfected it we then made them out of cardboard as a 3d sculpture. Here are a few of our designs.
Koby’s Electronic Shoe
My invention is an electronic shoe that is called striker. It can be controlled by an app on your phone named Striker Shoes. To use the shoes, use the thumb stick on the app to move around but if it is bumpy you can retract the wheels so you can get through. You will also have to charge the shoes so you can use them.
Ada’s Invention
My invention is a teddy that collects coins. This invention is for kids that want to save up money and can sleep with it at night if they are scared or want to keep their money safe. To open it you have to smash the teddy when it’s full. To know when it’s full it will make a noise that sounds like a click!
Victoria’s Flying Phone
My invention is a flying phone with lots of fun apps and social media. What my invention does is follow you around by flying with its wings and you never have to worry about losing it. Also, whenever you’re on a phone call you don’t have to hold your phone at all so you don’t drop it and it doesn’t crack and break your phone.
Gurjot’s Fidget Cube
This is a fidget cube but not just any fidget cube this one can talk but not move, you have to carry it around. It listens to all your worries and suggests a fidget for you. It also tries to help you if you feel like the fidgets aren’t working, it will give you other suggestions such as doing yoga, taking deep breaths and more! If you have depression he will talk to you to make you feel better. He can also talk to you even if you’re not sad/worried. It tries its best to help make you happy and never gives up!
The Pines School has enjoyed having students from some of the different music groups in the Adelaide Youth Orchestra for several years. This year we welcome back the String Orchestra for a performance at our school. Some of our music students had the opportunity to play some music with the String Orchestra, as well as enjoying a performance of some very beautiful music.
Two of our reporters, who are also learning to play the violin, share their experience of the performance last week.
Sanvi from Room 34:
On Thursday we had the Adelaide Youth Strings visit our school. First, we had all the string students from our school go to the hall with their instruments and then we started practising with the Youth Orchestra students. We learned some new bow exercises. One of them was called Statue of Liberty. That was very tricky because we had to hold our instrument up for 40 seconds and Martin our instructor made it longer by saying 39.9 and other numbers and it was funny. Then we all started to play our melody and it was very calming. There were different string instruments like violin, cello, double bass and viola. There were 27 students from The Pines and 32 students from the Adelaide Youth Strings playing the music. I was one of the violin players. I thought everyone did a very good job.
The string students from the Youth Orchestra played a Scandinavian Wedding March and it sounded great and it had a nice beat. There were two groups of violin players in the orchestra. The two violin groups had a battle and the first group of violas thought they were better than the second group of violins. Then they played a song that the violin groups had to battle in. Martin the conductor told us funny jokes that only some students understood. We had three classes that got to come to the hall to watch it live and the other classes watched through Zoom. I thought the performance was good.
Patrick, one of our violin players, also enjoyed the performance and has written a poem about the performance and has drawn a picture of his violin:
Strings
Awesome, fun
Exiting, playing, seeing
Violin, viola, cello, double base
Cool, interesting, creative
We practiced
Music
Many of our students at The Pines School now learn a musical instrument as part of their school learning program. There can be many benefits for students’ learning and wellbeing when they learn to play a musical instrument.
Some of our students also learn an instrument outside of school. This includes instruments from some of the different cultures that are represented at our school.
Agustya, a year 5 student in Room 28 has been learning to play traditional Indian drums called the tabla this year. He brought his drums to school to share his experience learning tabla.
**Agustya from Room 28:**
My name is Agustya and I have been playing the tabla for nearly a year and I have been learning to play the tabla at the temple.
The tabla is a type of drum. There are two of them and you only use your hands, not sticks to play them. One is made of wood and the other one is made from metal. The top of the drum is made of leather and dried ink.
It is a traditional instrument from North India. I ordered my drums from India and it was shipped here to Australia.
The biggest challenge when playing the tabla is that you must move both hands and all five fingers at the same time to play it. That’s the trickiest bit! Depending where you hit the drums it makes a different sound.
I enjoy using the hammer to adjust the gatta which are wooden cylinders on one of the drums. When you adjust them, the drums can make a different sound.
On the weekend I had my first tabla performance at St Columba college. I played on the stage with other people who were singing and playing other instruments.
It was a bit scary being on the stage because there were lots of people watching. I liked performing but at the start it was very nerve-racking. Then as the singer started, I started to get into it and started feeling like I was ok and I thought ‘ok I can do this now’. Afterward I felt really happy and my family was also happy because of my achievement. I sent the video of the performance to my relatives in India too. Now I’m looking forward to my next performance!
Lily, our sports reporter, shares some news about some of our school sports achievements.
On Tuesday a group of girls went to Virginia to play football and netball. The captain of the netball team was Lily from Room 28 and the vice-captain was Kalia from Room 27. Our team played well, and we won 37-1 in netball and are going into round 2.
Then we played football and our captain was Rubee from Room 27. The vice-captain was Kalia. We won by a goal and now we are moving on to round two for football as well.
Other sports news
Last Wednesday, we also had some of our year 5 and 6 girls play soccer at Ingle Farm as part of the SAPSASA competition. Our students played two games of soccer and were very competitive and tried their best. Unfortunately, they lost both games 2-1.
It is great to see so many of our students playing sport and also representing our school when playing in competitions. We also thank our teachers who support our sporting students.
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For more info: 0423 619 188 | 5507cb7a-44eb-4171-9abe-75adf1ed9137 | CC-MAIN-2022-33 | https://thepines.sa.edu.au/uploads/newsletters/Term%202%20-%20%20Week%208%20%20Newsletter%202022.pdf | 2022-08-15T19:28:31+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572198.93/warc/CC-MAIN-20220815175725-20220815205725-00029.warc.gz | 510,443,827 | 3,175 | eng_Latn | eng_Latn | 0.996531 | eng_Latn | 0.999277 | [
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Rainforest Leaflet Challenge!
Present a case for why the rainforest must be saved!
Student Introduction
- Rainforests are important. Can you find the key information on why the rainforests are worth keeping?
- You will research how and why the rainforests are being threatened, and convince others to take action.
‘I visited the Amazon basin in South America and saw for myself the effects the destruction of the rainforest was having on native wildlife and the indigenous people. I came home determined to make people aware of the desperate situation and how close to extinction some of the animals and plants really are.’
Derek and Sandra Curtis
Owners of Amazon World Zoo Park
COLLECT SOME INFORMATION
Your Task: collect information for a leaflet to explain:
- why the rainforests are worth keeping
- how and why they are being threatened
- how readers can take action to help
The information collected should be developed into paragraphs for a leaflet when back at school.
1. What is a tropical rainforest and whereabouts are they found?
Factual info
2. What features make it a special habitat for wildlife?
*Factual info and descriptive detail*
3. Give examples of critically endangered species that live in the tropical rainforest.
*Factual info*
4. How do the native (indigenous) population make a living?
*Factual info*
5. What products do we obtain from the rainforests?
*Factual info*
6. How are rainforests under threat? Why is this?
*Explanation*
7. Why would it matter if rainforests ceased to exist? Why are they worth saving?
Opinion supported by facts
8. How are zoos like Amazon World helping? (Breeding programmes)
Explanation
9. What can we do to help, as individuals?
Advice
10. Consider any images you may wish to use and take photographs if appropriate.
Task: Create a leaflet.
Audience: Those interested in environmental issues.
Purpose: To explain the critical situation that rainforests are in and to persuade the reader to support the campaign to save them.
- Research any extra information required
- Write up draft paragraphs
- Decide on layout and headings/subheadings
- Select appropriate images
When writing up your paragraphs, remember to:
- consider appropriate tone and language to suit your audience and make your explanations clear e.g. passive voice
- use conjunctions to show cause and effect, and for cohesion within and between sentences and paragraphs
- make thoughtful vocabulary choices that will influence your reader
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NERC across the UK
NERC research centres
- British Antarctic Survey (BAS)
- British Geological Survey (BGS)
- Centre for Ecology & Hydrology (CEH)
- National Centre for Atmospheric Science (NCAS)
- National Centre for Earth Observation (NCEO)
- National Oceanography Centre (NOC)
Other centres of NERC research
- Scottish Association for Marine Science (SAMS)
- Sea Mammal Research Unit (SMRU)
- University of Edinburgh
- Centre for Ecology & Hydrology (CEH)
- University of Leeds
- The University of Manchester
- University of Leicester
- University of Oxford
- University of Reading
- Plymouth Marine Laboratory (PML)
- Marine Biological Association (MBA)
- Sir Alister Hardy Foundation for Ocean Science (SAHFOS)
www.operationearth.co.uk
www.sciencecentres.org.uk
© The Association for Science and Discovery Centres, October 2017
The Natural Environment Research Council (NERC) was created in 1965 when a number of environmental research organisations and surveys were brought together.
**What is NERC?**
NERC is the UK’s largest funder of independent environmental science delivered through universities and research centres in the UK. They advance the frontiers of knowledge by funding new research, infrastructure, innovation and training that delivers valuable scientific breakthroughs. Their science explores the physical, chemical and biological processes on which our planet, life and economy depends – from safe food and water to energy and minerals, from air quality and flooding to long-term changes in our environment and climate.
They invest public money in world-leading science, designed to help people sustain and benefit from natural resources, predict and respond to natural hazards and understand environmental change. They work closely with policymakers, industry and society to make sure their knowledge can support sustainable economic growth and wellbeing in the UK and around the world and deliver solutions to UK and global challenges.
NERC is supported mainly by the Department for Business, Energy & Industrial Strategy (BEIS), but their activities and funding decisions are independent of government.
**NERC invests in environmental science across the UK, supporting:**
- 3,000 scientists and 1,000 PhD students.
- 1,000 research projects and 60 UK or international programmes.
- 55 universities and 20 research institutes.
- UK research capability including four ships, seven aircraft, six polar stations, six data centres and 32 research community facilities.
**What NERC does?**
**NERC’s vision**
To place environmental science at the heart of responsible management of our planet.
Understanding our changing planet is fundamental to our future wellbeing and economic prosperity. People no longer live in a natural world – there is virtually no part
of the environment that people have left unchanged. Our growing population and the way we live has changed our relationship with the environment and humans are now the dominant source of change. People around the world aspire to escape poverty and improve living standards. Achieving this whilst living within the Earth’s limits is a great challenge of the 21st century.
NERC science has a critical role to play in meeting this challenge – to help the UK deliver innovation and growth with responsible environmental management.
**NERC Research Centres:**
NERC has six research organisations in multiple locations throughout the UK. They access all parts of the environment (from deep Earth and oceans to upper atmosphere and space, and from pole to pole) and support world-leading environmental science and innovation in universities.
**These research centres are:**
**British Antarctic Survey – Cambridge.**
BAS’s skilled science and support staff based in Cambridge, Antarctica and the Arctic, work together to deliver research that uses the polar regions to advance our understanding of Earth as a sustainable planet. Numerous national and international collaborations, combined with excellent BAS facilitates, help sustain a world-leading position for the UK in Antarctic affairs.
BAS employs over 400 staff. Facilities to support scientific and operational activities include laboratories and offices in Cambridge; two year-round Antarctic research stations – Rothera, Halley – and the summer-only Signy; two sub-Antarctic stations on South Georgia; and the NERC Arctic research facility at Ny Alesund. Two research ships – RRS James Clark Ross and RRS Ernest Shackleton – and a fleet of five aircraft enable logistic support and access to the polar regions as well as supporting research missions elsewhere.
www.bas.ac.uk
Contact BAS: email@example.com
**British Geological Survey – Belfast, Cardiff, Devon, Edinburgh, Langholm, London, Nottingham, Oxfordshire, and Shetlands.**
The British Geological Survey (BGS), founded in 1835, is the world’s longest-established national geological survey and the UK’s premier centre for earth science information and expertise.
In addition to geological work in the UK, BGS has an extensive programme of overseas research, surveying and monitoring, including major programmes in the developing world. BGS’s headquarters are based at Keyworth, just outside Nottingham. They have regional offices in Edinburgh, Oxfordshire, London and Cardiff as well as other smaller research offices across the UK.
www.bgs.ac.uk
Contact BGS: firstname.lastname@example.org
Centre for Ecology & Hydrology – Bangor, Edinburgh, Lancaster, and Oxfordshire.
The Centre for Ecology & Hydrology (CEH) is a world-class research organisation focusing on land and freshwater ecosystems and their interaction with the atmosphere.
CEH integrates UK-wide observation and curiosity driven research, from the smallest scale of genetic diversity to large-scale, whole Earth systems. Their long-term monitoring, analysis and modelling deliver UK and global environmental data, providing early warnings of change and management solutions for our land and freshwaters. These range from evaluating the causes of change in biodiversity stock and function, forecasting floods, identifying and addressing the impacts of pollution and climate change, to safeguarding UK soils and carbon stocks. Their work also includes developing decision support tools for the sustainable intensification of agriculture and the management of ecosystem services and water resources.
CEH has four research sites located in England, Scotland and Wales.
www.ceh.ac.uk
Contact CEH: email@example.com
National Centre for Atmospheric Science – Leeds.
The National Centre for Atmospheric Science (NCAS) is a world leader in atmospheric science. NCAS carry out research programmes in the science of climate change, including modelling and predictions; atmospheric composition, including air quality; weather, including hazardous weather; technologies for observing and modelling the atmosphere.
NCAS provides national capability in atmospheric science research. The centre performs directed and multi-disciplinary research, using state-of-the-art technologies for observing and modelling the atmosphere.
Additionally, NCAS provide scientific facilities for scientists and researchers across the UK to enable excellent atmospheric science on a national scale. These include a world-leading research aircraft, ground-based instrumentation, access to computer models and facilities for storing and accessing data.
www.ncas.ac.uk
Contact NCAS: firstname.lastname@example.org
National Centre for Earth Observation – Leicester.
The National Centre for Earth Observation (NCEO) is an established NERC research centre that provides NERC with national capability in earth observation science.
NCEO is building on the considerable expertise of the Centres of Excellence by using data from earth observation satellites to monitor global and regional changes in the environment so that we might predict future environmental conditions.
www.nceo.ac.uk
Contact NCEO: email@example.com
National Oceanography Centre – Southampton and Liverpool.
The National Oceanography Centre (NOC) is a national research organisation, delivering integrated marine science and technology from the coast to the deep ocean, working in partnership with the UK marine research community.
NOC was formed by bringing together the NERC-managed activity at Liverpool’s Proudman Oceanographic Laboratory and the National Oceanography Centre, Southampton, creating the UK’s leading institution for sea-level science, coastal and deep-ocean research and technology development.
The centre works in close partnership with institutions across the UK marine science community addressing key science challenges including sea-level change, the oceans’ role in climate change, predicting and simulating the behaviour of the oceans through computer modelling, development, the future of the Arctic Ocean and long-term monitoring technologies.
The NOC works with many organisations and partners to help deliver national capability through major research facilities, mapping, data management and programmes of sustained observing.
www.noc.ac.uk
Contact NOC: firstname.lastname@example.org
Major discoveries
NERC scientists have contributed to:
- The discovery of the ozone hole in 1985.
- Efforts to help the UK Civil Aviation Authority establish safe flying limits when Eyjafjallajokull erupted in 2010 – one of the research aircraft NERC jointly runs with the Met Office flew through the ash plume.
- A coastal flooding model that feeds directly into the Thames Barrier control centre.
- A project to decode the ash tree’s genetic sequence in 2013 to help identify the genes that mean some trees are resistant to ash dieback.
- Data and risk models that are used to predict local flooding and plan major investments in infrastructure.
- The first ever countryside survey in 1978.
- The UK National Ecosystem Assessment in 2011.
Links to further information
www.NERC.ac.uk
Contact NERC:
email@example.com
Autosub long range
(Boaty McBoatface)
Associated NERC centre:
National Oceanographic Centre (NOC).
Launch date:
Weddell Sea – in the Southern Ocean – on Tuesday 4th April 2017. Boaty was deployed from on board the RRS James Clark Ross.
What is it?
Boaty McBoatface is an Autosub Long Range, an automated sub-sea research vessel designed to explore and collect data from Earth’s deepest oceans in the Arctic and Antarctica. This yellow submarine is capable of travelling under ice, reaching depths of up to 6,000 meters and sends data back to researchers via radio link-ups. Boaty will eventually be deployed from the RRS Sir David Attenborough on completion of the research ship in 2019.
What does the Autosub do?
Autonomous Underwater Vehicles (AUVs) help researchers gather data about what’s going on in the Earth’s ocean environments. Boaty is one of the most advanced sub-sea research vessels available, collecting valuable data which provides new insights into the underwater worlds of planet Earth. On its first mission, Boaty gathered data on temperature, speed of water flow and underwater turbulence rates of the Orkney Passage in the Southern Ocean. This data can help us understand how ocean mixing affects global climate change. In time, Boaty will be kitted out with additional sensors (chemical and acoustic) that will help scientists explore the release of gases beneath the seabed, and could even be used to complete the first ever crossing of the Arctic Ocean under ice.
Key fact:
• The ability to travel under Ice and to depths of up to 6,000m will mean Autosubs like Boaty will be able to explore around 95% of the ocean.
Additional information
The National Oceanographic Centre operates three types of AUVs which include:
• Autosub3
• Autosub6000
• Autosub Long Range
Links to further information
www.noc.ac.uk/facilities/marine-autonomous-robotic-systems/autosubs
www.noc.ac.uk/education/educational-resources/boaty-mcboatface
www.bas.ac.uk/media-post/first-dive-boaty-mcboatface/
RRS Sir David Attenborough
Associated NERC centre:
British Antarctic Survey (BAS).
Launch date:
RRS Sir David Attenborough is still under construction and due to launch in 2019.
What is it?
The RRS Sir David Attenborough is a research vessel set to launch in 2019. The ship is 128 metres long and will be able to support up to 60 scientists and support staff. The ship is named after the famous broadcaster and naturalist, Sir David Attenborough, and replaces a pair of existing vessels, RRS James Clark Ross and RRS Ernest Shackleton. The ship’s construction helps keep Britain at the forefront of world-leading research in Antarctica and the Arctic.
What will it do?
The RRS Sir David Attenborough is specially constructed to travel through extreme polar regions and will provide a state of the art platform for polar science, with laboratories and advanced technology.
With improved efficiency and an ice-strengthened hull, designed to break through ice up to one metre thick, this ship will be able to spend up to 60 days at sea unsupported, and travel further than NERC’s current polar vessels. This will enable it to provide extensive support to BAS researchers working inshore. The ship will be able to operate year-round, spending the summer supporting Arctic research cruises and the winter in Antarctica carrying out research programmes and transporting people and supplies to BAS research stations. With a range of over 35,000km, which is more than twice around the continent of Antarctica, it will push the boundaries of polar science and exploration.
The ship will be a multidisciplinary research platform studying the oceans, seafloor, ice and the atmosphere. In order to achieve this, the ship is equipped with some of the latest research technology. This includes a range of remotely operated devices that can be deployed from the ship including Autonomous Underwater Vehicles such as the Autosub Long Range. These vehicles will be packed full of scientific instruments and collect data from previously inaccessible places, including far under the ice. They will make measurements on such things as Antarctic krill distribution and the abundance and thickness of sea-ice.
RRS Sir David Attenborough will also have a moon pool at her centre, which is a vertical shaft running from her top, straight through into the sea. This means that scientific equipment can be deployed and recovered through the centre of the ship. This is much safer than doing so over the side of the ship, especially in rough seas.
The ship also has space for special laboratories in containers. This means that it can continually be supplied and adapted with the most up to date scientific tools.
**Applications:**
- **Earth observation** – mapping the geology, monitoring sea-ice conditions, changes in surface temperature and concentrations of greenhouse gases.
- **Ecology & biodiversity** – state-of-the-art genetic methods to study the DNA of microscopic life.
**Key facts:**
- RRS Sir David Attenborough will have a range of over 35,000km, which is more than twice the distance around the continent of Antarctica.
**Links to further information**
www.bas.ac.uk/polar-operations/sites-and-facilities/facility/rrs-sir-david-attenborough/
Facility for Airborne Atmospheric Measurements (FAAM)
Associated NERC centre:
The National Centre for Atmospheric Science (NCAS).
Launch date:
FAAM’s first research flight took place in 2004.
What is it?
FAAM is the UK’s most advanced research aircraft and a key tool for environmental scientists in understanding how our planet works and how it’s changing. Owned by NERC, and operated in partnership with the Met Office, FAAM is a modified BAe 146-301 Atmospheric Research Aircraft, equipped with state-of-the-art technology to measure clouds, aerosols and radiation.
What will it do?
Taking to the skies can help us understand atmospheric processes and how these impact upon the different systems and environments on Earth. FAAM has been used to measure the onset of monsoons in Asia, how clouds affect climate in the Polar Regions, to explain dust outbreaks in the Sahara Desert and how Saharan dust is deposited all over the world. FAAM can also be used to help environmental scientists understand how oceans influence cloud and rain formation, as well as explore how global warming and ocean acidification are affecting the chemical composition of the sea, and the plants and animals that live there.
FAAM is equipped with scientific equipment designed to help us understand the state of different environments. Attached to the wings of the plane are probes which help us understand the make-up of clouds, radiometers which help obtain the temperature of the atmosphere, and a variety of other probes that measure air currents. FAAM has technology that maps ground terrain and a series of antennae to send and receive data. The plane is capable of dropping equipment, called ‘dropsondes’ from the aircraft to ground level, which are capable of measuring pressure, humidity, temperature and wind speed.
Applications:
- Radiative transfer studies in clear and cloudy air.
- Tropospheric chemistry measurements.
- Cloud physics and dynamic studies.
- Dynamics of mesoscale weather systems.
- Boundary layer and turbulence studies.
- Remote sensing – verification of ground based instruments.
- Satellite ground truth – radiometric measurements and winds.
- Satellite instrument test-bed.
Key facts:
- FAAM has flown around 1.3 million miles over the past 13 years, embarking on research missions from 30 different countries spending around 5,000 hours in flight.
Links to further information
www.faam.ac.uk
Halley VI Research Station
Associated NERC centre: British Antarctic Survey.
Launch date: Halley station first opened in 1967.
What is it?
The Halley Research Station is an innovative research facility based in Antarctica on the Brunt Ice Shelf on the Caird Coast. Halley provides polar researchers with facilities for studying the atmosphere, space weather and glaciology. Halley VI is the world’s first re-locatable research facility with each of its eight ‘pods’ able to be towed to new locations using specialist vehicles.
What will it do?
The Halley station collects information from instruments designed to measure temperature, humidity, sunshine, pressure, wind speed and direction data. The station is part of a global network which provides reliable data on the chemistry of Earth’s atmosphere and how it’s changing. Around 70 staff are based at the Halley during the Antarctic Summer (late December to early March) and 16 staff in the Antarctic Winter. The staff team is made up of people from different disciplines including doctors, chefs, scientists and specialist technicians and engineers.
The central red module is the main socialising area for the research team, with the seven blue modules consisting of accommodation for the researchers, generators, labs and observation platforms.
Halley is important in the study of rising sea levels, polar atmospheric chemistry and climate change. Halley has provided a continuous record of meteorological and atmospheric data since opening in 1967.
The station is ideally positioned for gaining an in-depth understanding into space weather, with its data being used to produce space weather forecasts which protect satellites that drive our telecommunications infrastructure on Earth. The station is equipped with facilities both on-board the vessel, as well as in surrounding sites.
Facilities available:
- **Clean Air Sector Laboratory (CASLab)** – specialised observatory with a suite of instruments to measure the air and snow chemistry around Halley.
- **Dobson Photospectrometer** – the instrument that led to the discovery of the hole in the Ozone layer over Antarctica.
- **Halley computing facilities** – computer and printing facilities for the scientists.
- **Halley garage and mechanical workshop** – the vehicles at Halley are essential for the successful operation of the station and are required to work around the clock.
- **Halley radars** – studying winds, waves and tides in the upper atmosphere across the polar regions.
- **Halley VLF receiver** – the Halley VLF receiver listens to very-low frequency radio waves as part of a network of receivers located all over the polar regions.
- **Halley weather balloons** – at Halley, balloon launches take place every day at 11am. A device called a radiosonde hangs beneath the helium-filled balloon and measures temperature, pressure and humidity.
- **Magnetometers** – monitoring magnetic wave activity using a search coil magnetometer can tell us about interactions between the solar wind and Earth’s magnetosphere and waves associated with bright aurora displays.
- **Met instruments** – Met Tower Meteorological scientists at Halley have been measuring the weather in great detail since the station first opened in 1967.
- **Microwave radiometer** – the microwave radiometer enables us to gain a better understanding of the chemistry and physics of the polar middle atmosphere 35–90km above the ground and how it affects the climate.
- **Optical caboose** – The Bomem has been operating at Halley periodically since 2002. It is a Spectrometer, an instrument that splits light into its component colours.
- **Riometer** – the riometer at Halley measures radiowave noise at 30MHz coming from the Galaxy.
- **SAOZ – AOZ** measures sunlight scattered from the overhead sky. This allows us to calculate how much of the atmospheric gases ozone and nitrogen dioxide the light has passed through on its journey.
Key facts:
- Each of Halley’s eight modules sits upon hydraulic legs fitted with skis. The height of each leg can be raised or lowered depending on snow cover and each module can be moved individually to a new location.
- The hole in the Earth’s Ozone layer was first discovered at Halley in 1985 as a result of the long-term data record Halley provided. This led to the signing of the Montreal Protocol, an international agreement banning the use of Ozone depleting gases.
Links to further information
www.bas.ac.uk/polar-operations/sites-and-facilities/facility/halley/
https://youtu.be/uSp1XL-5agM
Earth Observation Satellites
Associated NERC centre:
The National Centre for Earth Observation (NCEO).
Launch date:
On-going launches.
What are they?
Earth Observation Satellites are objects that have been intentionally placed into orbit to observe the earth from up high. They are tools used by scientists that can view the entire globe. The satellites carry a range of instruments that collect different types of environmental data. This data along with information collected from aircrafts and instruments on the ground allow scientists to map and monitor local and global changes in our environment.
What do they do?
Earth Observation Satellites collect data that cannot easily be collected from the ground. From orbit the satellites are able to view and gather information about large areas of the planet’s surface within a short amount of time. Compared to other satellites, Earth Observation Satellites usually have a lower orbit. This is required for the various instruments to get close enough to collect the data they need. They orbit the planet several times a day, normally in a polar orbit (passes above, or nearly above both poles) while the earth spins below them. This allows the satellites to have a global coverage of planet Earth.
There are many different Earth Observation Satellites used by different organisations throughout the world. The NCEO uses data from 20 separate satellite instruments collecting photo and radar imagery data as well as measurements of different wavelengths such as infrared, microwave and visible light.
Different materials such as water, soil, vegetation and buildings interact in different ways with different wavelengths. This means, if you know the type of object you are trying to observe, you can choose a particular wavelength to identify it.
The different measurements collected by satellites allow scientists to interpret, analyse and compare results to other data collected. This allows them to create maps of our planet with information on many important topics.
Applications:
- Managing natural resources such as energy, freshwater and agriculture.
- Monitoring the weather.
- Measuring ice thickness and ice cover.
- Monitoring air quality.
- Monitoring atmospheric composition and trace gas content (e.g. ozone).
- Measuring carbon content in forests.
- Monitoring ocean salinity.
- Monitoring changes in vegetation.
- Responding to natural disasters including fires, floods, earthquakes, landslides, land subsidence and tsunamis.
Key Facts
- Satellites can be referred to as either active or passive.
- **Passive satellites** detect radiation reflected off the Earth’s surface such as visible light and infrared. In general, passive satellites are not able to work through clouds.
- **Active satellites** however, transmit energy towards the Earth. In general, active satellites can see through cloud.
Links to further information
www.nceo.ac.uk
RD2 55m Rockdrill
Associated NERC centre:
British Geological Survey (BGS).
Launch date:
2013.
What is it?
RD2 is the latest and most advanced seabed sampling system – developed by the BGS to provide a multi tool package that can work in a range of environments, and extend the sampling capabilities of the BGS into deeper waters and further into the seabed. The RD2 is a remotely operated sampling system which can collect core samples from up to 55m below the surface of the sea floor in water depths of up to 4,000m. The RD2 has its own launch and recovery system (LARS), which allows for the safe operation of the system by one person.
What will it do?
The RD2 system can continuously core in 1.7m sections and can operate continuously for long periods of time. RD2 combines a wireline rotary coring system, water sampling systems and other logging tool capabilities into a single package. The instruments that make up RD2 allow it to act as a multi-data capturing system collecting core samples, drill feed data, video data, taking water samples and in-situ water chemistry samples, to name just a few of its capabilities.
Collecting cores from the ocean can help us understand some of the biggest environmental challenges our planet faces, with cores providing a record of environmental change over time. Sediment cores provide evidence on issues associated with changes in sea temperature, changes in global temperature, the effects of pollution on sea life and changes in ocean circulation.
Since its first deployment, RD2 has been used to sample sediments from the Sea of Japan, as well as numerous sites around Scotland including Loch Linnhe, the Firth of Forth and glacigenic sediments around the Western Isles of Scotland.
Key facts:
- RD2 is a remotely operated sampling system which can collect core samples from up to 55m below the surface of the sea floor in water depths of up to 4,000 metres.
- A core is a vertical cylinder, or block of sediment samples retrieved by forcing a drill bit or tubing into sediment, and then retracting it out to obtain a sample.
Links to further information
www.bgs.ac.uk/scienceFacilities/marine_operations/sampling_equipment.html
Drones
Associated NERC centre:
Used by all NERC research centres.
What are they?
Drones are remotely operated vehicles that can be flown over inaccessible areas to gain a bird’s-eye view of the land below and surrounding environment. They offer high-resolution imagery and videos of specific targeted areas helping researchers collect data that otherwise cannot be collected from the ground. Drones can also have additional centres attached to them to enable them to collect a wide variety of data.
What do they do?
Drones help researchers save time, with the ability to gather data much faster than collecting data first-hand on foot. Drones also offer researchers the ability to attach different instruments onto them to collect different measurements. For example; video cameras, infrared cameras and LiDAR instruments can all be added onto drones depending on the individual research needs of different scientists.
Researchers working in a range of different environments – from the tropics to the Poles – use drones to gain valuable data on issues such as the changing distributions of animals and plants, mapping changing landscapes, or monitoring atmospheric CO₂ levels.
There are many advantages to using drones for environmental science research. The technology allows researchers to gather data that may be too dangerous (e.g. collecting samples from volcanic plumes) or difficult to complete themselves (e.g. population tracking through use of a helicopter).
It is also a lot cheaper to use a drone to take to the skies rather than more traditional forms of flight, such as a helicopter/aeroplane. The images that can be captured from drones can provide more detail than satellite imagery, and provide a valuable new data source for how landscapes or environments are changing. Unlike aircraft, drones can be piloted at short notice, and provide research teams with a new tool to explore environmental change on a regular basis with ease.
However, drones are not without their challenges. It can take a long time to learn how to operate them professionally, and anyone wanting to use them for commercial or research purposes must obtain a piloting license to do so. Many researchers learn how to fly drones using simulation software. Even with the licence in hand, drone pilots have a lot of challenges to face such as how to retrieve crashed drones and establishing the limitations of the drones when working in harsh environments.
Key facts:
- The British Antarctic Survey use drones to help their ships steer clear of ice as they provide a much wider view of what lies ahead of the ships.
- Drones are a great tool for monitoring a species’ population and determining its range, and can stop poachers before they strike by pinpointing their locations.
- Drones equipped with thermal imaging cameras have been used to monitor warm and cool water flows around coral reefs.
Drones help researchers save time, with the ability to gather data much faster than collecting data first-hand on foot.
Links to further information
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Your kitten is your new best friend and you want to give them the best foundation to grow and thrive. How do you know what your kitten really needs as they grow? Here are some common questions and a few important tips to help you put the perfect portion on your kitty’s plate!
What’s the most important thing to know about feeding your kitten?
Unlike people, cats are obligate carnivores. This means their body needs to eat meat in order to thrive; cats can’t eat a vegetarian diet. They shouldn’t exclusively eat muscle meat, though. Wild cats eat their prey whole - bones, organs, and stomach contents all included. So for your kitten, a balanced diet matters! To be sure you’re feeding an appropriate food, check the bag for the AAFCO feeding statement to be sure your food is labeled for “growth” or “all life stages”. Ask your veterinary team for more information.
How much do I feed my kitten? Wet or dry?
Ask your veterinary team to help determine the right amount of food for your kitten. Some cats are casual eaters and some will overeat, so you can’t allow your kitten to decide! It’s good to offer both wet and dry foods. Cats tend not to drink enough water because their kidneys are very efficient. This is useful when they are young, but can lead to kidney injury when they are older. Wet food can help them stay well-hydrated. Dry, crunchy food can help reduce plaque buildup and keep their teeth in good shape.
Which brands should I consider?
Most foods on the market are safe to feed. There are always fads in pet foods; the best choice is a cat food that has been around for a long time with few issues or recalls. Science Diet, Purina products, Royal Canin, and Natural Balance are good options.
More Thoughts:
Should I give vitamins?
High-quality diets should provide all the nutrients needed, making vitamin supplements unnecessary.
Is some diarrhea normal?
Even if your kitten feels great, they should not be throwing up or having loose stools. Call your vet if your kitten is having these issues.
How about homemade?
Homemade diets are risky for young animals. The chance for nutrient imbalance is too high during such a critical phase of growth.
What about treats?
Treats should make up less than 10% of your kitten’s diet. Don’t feed onions, garlic, chocolate, grapes, raisins, or dairy products (most cats are lactose intolerant). Avoid jerky treats and treats made in China. | 723f7987-3f73-441e-84e8-c6a011f9a5b8 | CC-MAIN-2023-23 | https://brushrunvetclinic.com/wp-content/uploads/2023/01/Kitten-Food-Handout.pdf | 2023-06-10T00:16:38+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224656869.87/warc/CC-MAIN-20230609233952-20230610023952-00613.warc.gz | 174,097,124 | 513 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.998927 | [
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TOUCHSTONE
SECOND EDITION
WORKBOOK 1
MICHAEL McCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
TOUCHSTONE
SECOND EDITION
WORKBOOK 1
MICHAEL MCCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
CAMBRIDGE UNIVERSITY PRESS
| Chapter | Title | Page |
|---------|------------------------------|------|
| 1 | All about you | 2 |
| 2 | In class | 10 |
| 3 | Favorite people | 18 |
| 4 | Everyday life | 26 |
| 5 | Free time | 34 |
| 6 | Neighborhoods | 42 |
| 7 | Out and about | 50 |
| 8 | Shopping | 58 |
| 9 | A wide world | 66 |
| 10 | Busy lives | 74 |
| 11 | Looking back | 82 |
| 12 | Fabulous food | 90 |
1 Meetings and greetings
Vocabulary | A Complete the conversations. Choose and write the best response.
1. A Hello.
B Hi.
a. Hi.
b. Good-bye.
2. A Hi. I’m Ted.
B ____________________________
a. Hi, I’m Lucille. Nice to meet you.
b. See you next week.
3. A How are you?
B ____________________________
a. I’m Kyle.
b. I’m fine, thanks.
4. A Good-bye.
B ____________________________
a. See you later.
b. Thanks.
5. A Good night.
B ____________________________
a. Hello.
b. Bye. See you tomorrow.
6. A Hi. How are you?
B ____________________________
a. Good, thanks. How are you?
b. Have a nice day.
B Complete the conversations with the expressions in the box.
Good night.
Have a good evening.
Hello.
Hi.
How are you?
I’m fine
Nice to meet you.
See you
1. Jack Hello, I’m Jack.
Anna ________ I’m Anna.
Jack __________________________
2. Sonia Hi, Julie. How are you?
Julie Good. _________________________
Sonia ________________________________, thanks.
3. Mike ________________________________
Koji Thanks. You too.
4. Joan ________________________________
Mary Bye. _______________ tomorrow.
C Complete the instant message.
Sandra Good morning, Jenny.
Jenny _______________________, Sandra.
Sandra _______________ are you?
Jenny _______________ , thanks. ___________
Sandra Good.
Jenny See you later.
Sandra OK. _______________ a nice day.
Jenny Thanks. _______________ too.
Sandra Bye.
1 My name’s Eva.
Vocabulary | Complete the conversation.
A Good morning.
B Good morning.
A How are you?
B I’m fine.
A What’s your ________?
B Eva Salazar.
A How do you spell your ________ name?
B It’s S-A-L-A-Z-A-R.
A And what’s your ________ name?
B Eva.
A OK. How do you ________ Eva?
B E-V-A.
A And are you Ms., Miss, or ________?
B Ms.
A Thank you. Have a nice day.
B Thanks. You too.
2 Your personal information
Vocabulary | Complete the form. Use your own information.
Touchstone English Club
NAME: ____________________________
First Middle Last
☐ single ☐ married
CLASS: ____________________________
ROOM: ____________________________
TEACHER: ____________________________
3 Are we in the same class?
A Complete the conversation. Write am or are. Use contractions ’m or ’re where possible.
Receptionist Hello. ___________ you here for an English class?
Mi-Young Yes, I ___________. I’m Mi-Young.
Receptionist Mi-Young Lee? You ___________ in Class C.
Mi-Young Thank you.
Sergio Hi. ___________ I in Class C, too? I’m Sergio.
Receptionist Yes, you ___________.
Sergio So we ___________ in the same class.
Receptionist Wait. ___________ you Sergio Rodrigues?
Sergio No, I ___________ not. I’m Sergio Lopes.
Receptionist Oh, you ___________ in Class D.
You ___________ not in the same class.
B Complete the conversation.
David Hi. ___________ ___________ Julia Kim?
Leti No, ___________ ___________ . I’m Leticia Martinez, but everyone calls me Leti.
David Hi, Leti. I’m David. Nice to meet you.
Leti ___________ ___________ here for a dance class?
David Yes, ___________ ___________ . ___________ ___________ in the same class?
Leti Yes, ___________ ___________ . We’re in Class A.
4 About you
Answer the questions. Use your own information.
1. Are you in an English class?
_____________________________________________________________________________________
2. Are you in a French class?
_____________________________________________________________________________________
3. How are you today?
_____________________________________________________________________________________
4. Are you and your friends in the same English class?
_____________________________________________________________________________________
5. Are you married?
_____________________________________________________________________________________
1 What’s the number?
A Write the numbers.
0 1 2 3 4 5
zero
6 7 8 9 10
B Complete the crossword puzzle.
Across
1. two × three = _______
3. two + eight = _______
4. ten ÷ two = _______
5. six – four = _______
6. three + six = _______
7. five × zero = _______
8. six + two = _______
Down
1. ten – three = _______
2. eight – seven = _______
3. eight – five = _______
4. two × two = _______
3 Here’s your membership card.
Grammar Look at Mark’s student ID card. Write his answers in the conversation.
Lee Hello. Are you a member of the club?
Mark No, I’m not.
Lee OK. Well, here’s an application form. So, what’s your last name?
Mark It’s Brokaw. or Brokaw. or My last name’s Brokaw.
Lee Thank you. And your first name?
Mark ____________________________
Lee What’s your middle initial, please?
Mark ____________________________
Lee And what’s your email address?
Mark ____________________________
Lee And your phone number?
Mark ____________________________
Lee Are you an English student?
Mark ____________________________
Lee What’s your teacher’s name?
Mark ____________________________
Lee Thank you. Here’s your membership card. Have a nice day.
4 About you
Write questions with What’s and the words given. Then answer the questions with your own information.
1. A What’s your name? (your name)
B ____________________________
2. A ____________________________ (your cell phone number)
B ____________________________
3. A ____________________________ (your email address)
B ____________________________
4. A ____________________________ (your English teacher’s name)
B ____________________________
1 Good evening.
Complete the conversations with the expressions in the box. Use each expression only one time.
| Good evening. | Hi | How about you? | How are you doing? | Thank you. |
|--------------|----|----------------|-------------------|------------|
| Pretty good. | Hello. | Nice to meet you. | Good-bye. | thanks. | Yeah |
1. Sam Hi, Ali.
Ali ____________, Sam. ________________________
Sam Good, thanks. How about you?
Ali _________________________________
Sam Am I late?
Ali ____________, you are, but it’s OK.
Sam Good. By the way, here’s your book.
Ali Oh, _______________________________
2. Joe Good evening.
Clerk ____________ What’s your name, please?
Joe Joe Johnson.
Clerk Oh, yes. Mr. Johnson. Your room number is 10A. Here’s your key.
Joe ______________________________
3. Sally Hello. My name’s Sally.
Kate ____________ I’m Kate. _______________________
Are you here on business?
Sally ____________, I am. _______________________
Kate No, I’m on vacation.
Sally Nice. Oh, here’s a taxi. _______________________
Kate Bye.
2 How are you doing?
A Rewrite the conversation. Use less formal expressions for the underlined words.
A Hello. How are you?
B I’m fine, thank you. How are you?
A I’m fine. Are you a student here?
B Yes, I am. How about you?
A Yes, me too.
B What’s the email address here?
A It’s firstname.lastname@example.org.
B Thank you. Good-bye.
A Good-bye.
B Number the lines of the conversation in the correct order. Then write the conversation.
___ Hi.
___ Yeah, me too.
___ OK.
___ Are you here for the concert?
___ How are you doing?
___ Hello.
___ Yeah, I am. How about you?
Unit 1 Progress chart
What can you do? Mark the boxes.
☐ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
☐ make statements with I’m (not), you’re (not), and we’re (not).
2, 4, and 5
☐ ask questions with Are you . . . ?
5
☐ ask questions with What’s . . . ?
4, 6, and 7
☐ give answers with It’s . . . .
6 and 7
Vocabulary
☐ say hello and good-bye in at least 4 different ways.
1, 2, and 3
☐ talk about names in English.
2 and 4
☐ use numbers 0–10.
6
Conversation strategies
☐ use How about you?
8
☐ use everyday expressions in more formal and less formal situations.
9
1 Where is everybody today?
Grammar A Look at the pictures. Complete the sentences.
1. Bill’s _______ at the gym. _______ not at home.
He’s _______
2. Jon and Karen _______ at home. _______ not in class.
_______
3. Sun-Yee _______ in the cafeteria. _______ late.
_______
4. David _______ on vacation. _______ asleep.
_______
5. Kate and Tess _______ in class. _______ not at the library.
_______
6. Carmen _______ at work. _______ not sick.
_______
B Complete the questions about the people in part A. Then answer the questions.
1. A _______ Bill at work?
B _______
2. A _______ Jon and Karen at home?
B _______
3. A _______ Sun-Yee at the gym?
B _______
4. A _______ David asleep?
B _______
5. A _______ Kate and Tess on vacation?
B _______
6. A _______ Carmen at work?
B _______
2 Absent classmates
Complete the conversation with the verb *be*. Use contractions where possible. Add *not* where necessary.
Silvia Hi. How ___________ you?
Jason Good, thanks. How about you?
Silvia Pretty good. ___________ Dave here?
Jason No, he ___________ ___________.
I think he ___________ sick.
Silvia Oh. ___________ he at home?
Jason I don’t know.
Silvia How about Jenny and Paula?
___________ they here?
Jason No, they ___________ ___________. They ___________
on vacation. I think they ___________ in Miami.
Silvia Look! Dave ___________ not sick. He ___________ over
there. He ___________ just late again!
3 About you
Complete the questions with the names of your friends and classmates. Then answer the questions.
1. A Is ___________ at home?
B ___________
2. A Are ___________ and ___________ at work?
B ___________
3. A Is ___________ in class today?
B ___________
4. A Are ___________ and ___________ on vacation?
B ___________
5. A Are ___________ and ___________ in your English class?
B ___________
6. A Is ___________ sick today?
B ___________
7. A Is ___________ at the library?
B ___________
8. A Are ___________ and ___________ asleep?
B ___________
1 Everyday things
Vocabulary | Label the things in the pictures. Use *a* or *an* where necessary.
1. a pen
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
2 What are these things?
Grammar and vocabulary | Write sentences about the pictures.
1. This is a bag.
2. These are pens.
3.
4.
5.
6.
7.
8.
Complete the conversations. Use the words in the box.
1. Clerk You’re in Room 102.
Ms. Simms Thanks. ___________ this?
Clerk Oh, ___________ your room key.
Ms. Simms OK. Thank you.
Clerk And ___________ is your membership card for the fitness club.
2. Erica What’s ___________? ___________ it a smartphone?
Jim No, ___________ not. It’s a GPS.
Erica Oh.
Jim ___________ are these?
Erica I think ___________ watches.
3. Bob What are ___________?
Jill Oh, no! I think ___________ my jeans.
Bob Oh, I’m sorry. Are ___________ new?
Jill Yeah. Oh, look. ___________ this your wallet?
Bob Yes, ___________ is.
Jill Oh, no! And ___________ are your credit cards!
1 Classroom things
Vocabulary A Write the words under the pictures. Use *a* or *some*.
1. *a board*
2. *some posters*
3. *
4. *
5. *
6. *
7. *
8. *
9. *
10. *
11. *
12. *
B Circle the words from part A in the puzzle. Look in these directions (→↓). Which word is *not* in the puzzle?
A Look at the picture. Complete the sentences. Use the words in the box.
1. The workbooks are _______ the table.
2. The calendar is _______ the wastebasket.
3. The computer is _______ the teacher’s desk.
4. The map is _______ the window.
5. The students’ papers are _______ the wall.
6. The teacher’s desk is _______ the board.
7. The scissors are _______ the teacher’s desk.
8. The table is _______ the chairs.
B Write the questions about the classroom in part A.
1. A Where’s the teacher’s desk?
B It’s in front of the board.
2. A ____________________________
B It’s next to the window.
3. A ____________________________
B They’re on the table.
4. A ____________________________
B They’re under the teacher’s desk.
5. A ____________________________
B They’re on the wall.
6. A ____________________________
B It’s in the wastebasket.
3 Missing apostrophes
Put apostrophes (’) in the correct places in the questions. Then answer the questions.
1. What’s on the wall in your classroom?
2. What are your friends names?
3. Whats your English teachers name?
4. Wheres your teacher now?
1 Questions, questions
Complete the conversations. Use the expressions in the box.
✓ Excuse me Thanks anyway. Sure. Here you go. Thanks.
Can I borrow You’re welcome. please How do you spell Sorry.
What’s the word for this in English?
1. Callie _Excuse me___, Bob.
Bob Yeah?
Callie ___________ your English book?
Bob Sure. Now, where is it?
Callie Um . . . it’s right in front of you.
Bob Oh, yeah. ___________
Callie Thanks.
Bob ___________
2. Ruby Can I borrow your cell phone,
________________________________?
Millie ________________________________Oh, wait.
It’s not in my bag. I think it’s at home.
________________________________
Ruby That’s OK.
Millie Sure. . . . _________________________
Ruby In English, the word is umbrella.
Millie Umbrella? Thanks.
Ruby Sure.
3. Yuri ________________________________ computers?
Dan C-O-M-P-U-T-E-R-S.
Yuri ________________________________
Dan Sure.
Yuri And how do you spell television?
Dan T-V.
Yuri Very funny!
2 Scrambled conversations
Number the lines of the conversations in the correct order. Then write the conversations.
1. ________ I’m sorry.
1 ________ You’re late.
________ That’s OK.
A You’re late.
B
A
2. ________ Sure.
________ Thank you.
________ Can I borrow your pen, please?
________ You’re welcome.
A
B
A
B
3. ________ I don’t know.
________ That’s OK. Thanks anyway.
________ That’s OK. What about this?
________ I’m sorry. I don’t know.
________ What’s the word for this?
A
B
A
B
A
Unit 2 Progress chart
What can you do? Mark the boxes.
✓ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- make statements with he’s (not), she’s (not), and they’re (not).
12 and 13
- ask questions with Is he . . . ?, Is she . . . ?, and Are they . . . ?
13
- use a or an.
14
- make nouns plural with -s, -es, or -ies.
15
- use this with singular nouns and these with plural nouns.
14 and 15
- ask questions with Where . . . ?
17
- use ‘s and s’ to show possession.
17
Vocabulary
- name at least 8 things students take to class.
14 and 15
- name at least 12 classroom items.
16 and 17
- say where things are in the classroom.
16 and 17
Conversation strategies
- ask for help in class.
18
- use common responses to Thank you and I’m sorry.
19
1 Favorites
Vocabulary
A Unscramble the letters. Write the words.
1. rgiens s__________
5. ralype p__________
9. ivome m__________
2. ctrao a__________
6. dnab b__________
10. rtiats a__________
3. rtweir w__________
7. prsot s__________
4. maet t__________
8. naf f__________
B Complete the crossword puzzle with the words in part A.
Across
3. Adele is an amazing ____________.
5. Our favorite soccer ____________ is Manchester United.
8. Hugh Jackman is a great ____________.
10. Ronaldo is a famous soccer ____________.
Down
1. Soccer is a ____________.
2. J.K. Rowling is a famous ____________.
4. Who's your favorite ____________?
6. This ____________ is exciting.
7. My favorite ____________ is Coldplay.
9. Brian is a ____________ of the Giants.
2 She’s my favorite singer.
Grammar Look at the pictures. Complete the sentences.
1. “She’s my favorite singer. Her new album is great.”
2. “_____ Jama fans. Jama is _______ favorite band.”
3. “______ a great writer. _______ new book is really good.”
4. “______ favorite movie is The Aliens. What’s ______ favorite movie?”
5. “______ my favorite actors. I think ______ movies are very good.”
6. “Cassandra Coe is my teacher. ______ a great artist. ______ pictures are amazing.”
3 They’re great!
Grammar Complete the conversation with the verb be. Use contractions where possible.
Alicia I love this new Bruno Mars album. He’s my favorite singer.
Norah Yeah. I _____ a big fan of his, too. His voice ______ amazing. His songs _______ great.
Alicia Yeah. So, what’s your favorite band?
Norah Maroon 5. They _____ great.
Alicia Yes, they ______ very talented. Adam Levine ______ really good looking. He ____ my favorite.
1 What are they like?
Look at the pictures. Complete the sentences. Use the words in the box.
busy friendly fun interesting lazy quiet smart tired shy strict
1. She’s ________ and ___________.
2. He’s ___________.
3. They’re ___________.
4. She’s ___________.
5. She’s ___________.
6. He’s ___________.
7. He’s not very ___________ or ___________.
8. They’re ___________. She’s ___________.
2 What’s new?
Complete the conversation with the verb be. Use contractions where possible. Add not where necessary.
Carrie Sorry. _______ I late?
Josh No, you _______ _________. You ______ fine.
Carrie Good. So, what’s new? _______ you busy at work?
Josh Yes, I _________. Our boss ________ sick,
so he ______ ________ at work.
Carrie Oh, really?
Josh So, how about you? What ________ your new
neighbors like? ________ they nice?
Carrie Yes, they ________. They ________ OK.
They ________ very quiet.
Josh ________ they students?
Carrie No, they ______ _________. The guy ________ a writer.
Josh A writer? What about the woman? ________ she a writer, too?
Carrie No, she ______ _________. She ______ ________ a writer – she ________ a teacher. At our school!
3 Make it negative.
Rewrite the sentences in the negative form. Use contractions where possible.
1. My neighbors are very nice.
My neighbors aren’t very nice.
2. My best friend is a student.
__________________________________________
3. I’m very shy.
__________________________________________
4. The students in my class are very smart.
__________________________________________
5. My English class is easy.
__________________________________________
6. My teacher is very quiet.
__________________________________________
4 About you
Complete the questions. Then write short answers. Add more information.
1. _______ you outgoing?
Yes, I am. I’m very outgoing.
or No, I’m not. I’m not outgoing.
2. _______ your best friend lazy?
__________________________________________
3. _______ your English class hard?
__________________________________________
4. _______ your friends smart?
__________________________________________
5. _______ your teacher fun?
__________________________________________
6. _______ your classmates nice?
__________________________________________
7. _______ you tired today?
__________________________________________
8. _______ you and your friends busy after class?
__________________________________________
1 Who’s who?
Use the family tree to complete the sentences about this family.
1. David is Paul's ____________.
2. John is Katy's ____________.
3. Katy is Paul's ____________.
4. Josh, David, and Emily are Paul and Katy's ____________.
5. Emily is Josh's ____________.
6. Josh is David's ____________.
7. John and Catherine are Katy's ____________.
8. Katy is Josh's ____________.
9. John is Catherine's ____________.
10. Emily is Katy's ____________.
11. Catherine is David's ____________.
12. John is Emily's ____________.
13. Susan is David's ____________.
14. Bill is Josh's ____________.
15. Robert is Emily's ____________.
2 What’s the number?
Write the numbers.
1. sixty-five
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
7. ____________
8. ____________
3 How about your children?
Complete the conversations. Write the full questions.
1. A How / your parents?
_How are your parents?_
B They’re fine. Thanks. How / your mom?
_She’s good. She’s on vacation right now._
2. A What / your sisters’ names?
_Beth and Kate. My brother’s name is Pete._
A Pete? Oh, how old / he?
_He’s 21._
3. A Who / this?
_Oh, it’s my aunt._
4. A My cousins are really fun.
B Yeah? How old / they?
_They’re my age._
5. A Where / your family today?
B At home. How about your family?
_They’re at home, too._
6. A Where / you from?
B Well, my parents are from Italy originally.
A Really? Where / your parents from in Italy?
_They’re from Rome._
4 A famous family
Read part of a phone interview with an actor. Then write questions for the answers.
Interviewer Hello, Kate. How are you?
Kate Hi. I’m fine, thanks.
Interviewer Kate, I love your movies.
Kate Thank you.
Interviewer Now, about your family . . . who’s your mother?
Kate Gwen Russell – the artist. And Kevin Russell is my father.
Interviewer Yes, they’re famous! What are your parents like at home?
Kate Oh, Dad’s fun and outgoing. And Mom’s very smart!
Interviewer And, Kate, what’s your favorite band?
Kate Imagine Dragons. They’re amazing. . . .
1. _How is Kate?_
She’s fine.
2. ______________________________________
Her mother is Gwen Russell.
3. ______________________________________
Her father is fun and outgoing. Her mother is very smart.
4. ______________________________________
Her favorite band is Imagine Dragons.
1. Ming Who are they?
Jim Oh, they’re my new neighbors.
Ming Your neighbors? What are they like?
Jim Interesting. Very interesting. They’re in a rock band.
Ming A rock band?
Jim They’re from New York.
Ming Wow!
Jim No, they’re not.
Ming Uh-oh.
Jim Oh, very. Their friends are always here!
2. Carlos Who’s she?
Kim Her name’s Angie.
Carlos Angie?
Kim I don’t know exactly. I think she’s from Chile.
Carlos Really?
What’s she like?
Kim She’s outgoing and fun.
Carlos Really?
Kim I’m not sure. Maybe 24 or 25.
Carlos Oh. What’s her job? Is she a server here?
Kim Well, yes. But she’s an actor, too.
Carlos __________________________
Kim Yeah, she’s a good actor but not a great server.
Really? I’m surprised!
Write responses to show you are interested or surprised. Then ask a question.
1. My grandmother’s name is Banu.
Really? What’s she like?
2. My brother is a singer in a band.
3. My grandfather is a tennis player.
4. I’m from Alaska.
5. My mother is a Spanish teacher.
6. My new job is hard work.
7. My sister is an artist.
8. My last name is Oh.
Unit 3 Progress chart
What can you do? Mark the boxes.
✓ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- use *my*, *your*, *his*, *her*, *our*, and *their*.
- make statements with *be*.
- ask yes-no questions with *be*.
- make negative statements with *be*.
- ask information questions with *be*.
Vocabulary
- name at least 8 words to describe people’s personalities.
- name at least 12 family words.
- say numbers 10–101.
Conversation strategies
- show interest by repeating information and asking questions.
- use *Really?* to show interest or surprise.
1 What’s Kathy’s morning like?
A Complete the sentences about Kathy’s morning. Use the correct form of the verbs in the box.
check exercise get up play
eat get up listen read
1. Kathy _______ early. Her son _______ late.
2. She _______ before work. Her son _______ games.
3. She _______ to the radio in the car.
4. She and her co-workers _______ breakfast together.
5. Kathy _______ her email right after breakfast.
6. Her boss _______ the newspaper at work.
B Rewrite the sentences in the negative form. Use contractions where possible.
1. Kathy’s son gets up early. Kathy’s son doesn’t get up early.
2. Kathy checks her email before breakfast.
3. Kathy and her son talk a lot in the morning.
4. Kathy’s son does his homework.
5. Kathy and her boss eat breakfast together.
6. Kathy’s boss plays computer games.
2 Guess what!
Complete Peter’s email with the correct form of the verbs.
To: email@example.com
From: firstname.lastname@example.org
Subject: New Job
Hi!
Guess what! I have (have) a new job – in a coffee shop. It’s hard work. I ________ (get up) early, and I ________ (work) late. But the coffee is good.
My boss is nice. He’s French, and he ________ (study) English at night. He ________ (do) his homework in the coffee shop. I ________ (help) him sometimes. He’s quiet, and he ________ (not / talk) a lot. He ________ (listen) to the radio and ________ (sing), but we ________ (not / like) the same music. He ________ (like) coffee, too. We both ________ (have) four cups of coffee every day!
Write soon!
Peter
3 Typical morning activities
A What are typical morning activities? Match the verbs with the words and expressions.
1. do ___________ a. to the radio
2. study ___________ b. (my) email or messages
3. check ___________ c. a car
4. listen ___________ ✓d. (my) homework
5. drive ___________ e. on the Internet
6. play ___________ f. English
7. read ___________ g. games on the computer
8. go ___________ h. a book
B Write true sentences about your morning routine. Use the verbs in part A.
1. I don’t do my homework in the morning.
2.
3.
4.
5.
6.
7.
8.
1 What’s fun? What’s not?
A Which routine activities are fun for you? Complete the charts. Add your own ideas.
| Fun! | Not fun! |
|---------------|----------------|
| play sports | |
| | |
| | |
| | |
B Write the days of the week in the date book. Then write one thing you do each day.
Sunday: I go shopping on Sundays.
M _______: ____________________________
T _______: ____________________________
W _______: ____________________________
Th _______: ____________________________
F _______: ____________________________
S _______: ____________________________
2 About you 1
Use time expressions to write one thing you do and one thing you don’t do.
1. on the weekends
I clean the house on the weekends.
I don’t go to work on the weekends.
2. after work / class
3. every day
4. on Saturdays
5. in the afternoons
6. at night
3 What’s your week like?
Complete the conversation with the correct form of the verbs.
Cecilia What’s your week like, Eduardo? ___________ (Do / Does)
you ___________ to work every day?
(go / goes)
Eduardo Well, no, I ___________. I work at home on Fridays.
(don’t / doesn’t)
Cecilia Really? What about on the weekends? ___________
you ___________ then, too?
(work / works)
Eduardo Yes, I ___________. But I don’t like it. What
about you? ___________ you and your husband
___________ to work every day?
(go / goes)
Cecilia Yes, we ___________. But just Monday to Friday.
We ___________ the house on the weekends.
(clean / cleans)
Oh, and we ___________ to soccer games.
(go / goes)
Eduardo Oh. ___________ your son ___________ soccer?
(Do / Does) (play / plays)
Cecilia Yes, he ___________. He’s on the school team.
(do / does)
__________ your son ___________ any sports?
(Do / Does) (play / plays)
Eduardo No, he ___________. He plays games on his computer.
(don’t / doesn’t)
4 About you 2
Complete the questions. Then write answers with your own information.
1. A ___________ you ___________ a class at night?
B ___________
2. A ___________ your father ___________ the laundry on weekends?
B ___________
3. A ___________ you and your friends ___________ shopping on Saturdays?
B ___________
4. A ___________ your friends ___________ their email before breakfast?
B ___________
5. A ___________ your mother ___________ the news on the Internet every day?
B ___________
1 Saying more than yes or no
A Complete the conversation. Use the sentences in the box.
I work part-time in the cafeteria. It’s fun, and the people are nice.
Just Mondays and Wednesdays. I’m an English student.
I’m new here, and I’m late. I go there Mondays after work. It’s great!
Mike Hi. Are you OK? You look lost.
Yumi Hello. Where’s Room 106? Do you know?
I’m new here, and I’m late.
Mike Yeah. It’s right over there, next to the cafeteria.
Yumi Thanks. So, do you work here?
Mike Yes, I do.
Yumi Do you like the job?
Mike Yeah, I do.
Yumi That’s good. Do you work here every day?
Mike Well, no.
I go to class on Tuesdays and Thursdays.
Yumi Oh. So you’re a student, too?
Mike Yeah.
Yumi Really? I’m an English student, too. Do you belong to the English Club?
Mike Yes, I do.
Yumi Oh. Well, thanks a lot. And see you at English Club!
Mike Great!
B Read the completed conversation again. Then read the sentences below. Check (✓) T (true) or F (false).
| | T | F |
|---|---|---|
| 1. Mike and Yumi are friends. | | ✓ |
| 2. Mike works in the cafeteria. | | |
| 3. Mike is a new student. | | |
| 4. Mike works Tuesdays and Thursdays. | | |
| 5. Mike likes his part-time job. | | |
| 6. Yumi and Mike are English students. | | |
| 7. Mike belongs to the English Club. | | |
Unscramble the questions. Then answer the questions. Write more than yes or no. Use Well if you need to.
1. live / you / around / Do / here?
Do you live around here?
2. from / originally / you / here / Are?
Are you originally from here?
3. a / full-time / you / Are / student?
Are you a full-time student?
4. have / you / brothers / Do / sisters / or?
Do you have brothers or sisters?
5. you / work / the / on / weekends / Do?
Do you work on the weekends?
6. Do / your / every day / text / friends / you?
Do your friends text you every day?
7. get up / day / you / Do / every / early?
Do you get up early every day?
8. grandparents / Do / with / your / live / you?
Do you live with your grandparents?
1 Watching TV
A What do you think average Americans do after work and school? Check (✓) three boxes.
- [ ] spend time with family
- [ ] read
- [ ] watch TV
- [ ] go out with friends
- [ ] go out to dinner
- [ ] go shopping
B Read the article. Check your answers in part A.
After WORK and SCHOOL
Do Americans go out every night after work and have fun? Maybe the answer is surprising, but no, they don’t. They don’t usually go out with friends in the evening, and they don’t go out to dinner or go shopping. So what do they do? Well, about 90% of Americans stay at home in the evening to relax. In fact, it’s their favorite activity. They read, watch TV, and spend time with their families.
So what about young people? Well, they spend a lot of time at home, too. American high school students study about six hours a week and watch TV for about 15 hours a week.
Most Americans also have a hobby and do fun, interesting things like play sports or music. Americans stay home a lot, but they stay busy, too!
Here are average Americans’ favorite activities:
- reading
- watching TV
- spending time with their families
- exercising
- using the Internet
C Read the article again. Then correct these false sentences.
1. Americans go out with friends every night after work.
Americans don’t usually go out with friends in the evening.
2. After work, Americans usually go shopping.
3. American high school students usually study for three hours a night.
4. American high school students don’t watch TV.
5. The average American doesn’t have a hobby.
1 In your free time
Vocabulary | How often do you do these things? Complete the chart with the free-time activities in the box. Add your own ideas.
- eat out
- go on the Internet
- go out with friends
- go shopping
- go to a club
- go to a movie
- go to the gym
- have dinner with family
- play a sport
- text family
| every day | three or four times a week | once or twice a week | once or twice a month |
|-----------|-----------------------------|----------------------|-----------------------|
| | | | |
2 Craig’s busy schedule
A Read Craig’s weekly planner. Are the sentences below true or false? Write T (true) or F (false). Then correct the false sentences.
| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|------------|--------------|--------------|--------------|--------------|--------------|--------------|
| 5 morning: | 6 morning: | 7 morning: | 8 morning: | 9 morning: | 10 morning: | 11 morning: |
| do the | classes | go to the | classes | go to the | classes | clean the |
| laundry!! | | gym! | | gym! | | house!! |
| evening: | | afternoon: | | evening: | | afternoon: |
| dinner | | library | | dinner with | | tennis with |
| with Mom | | | | Sandra | | Bob |
| and Dad | | | | | | evening: |
| | | | | | | club with |
| | | | | | | Bill |
three evenings a week
1. He goes out with friends every evening. _F_
2. He goes to the library every day. ____
3. He goes shopping once a week. ____
4. He takes guitar lessons on Wednesday mornings. ____
5. He plays tennis twice a week. ____
6. He does the laundry three times a week. ____
7. He sees his parents on the weekends. ____
8. He cleans the house on Saturday mornings. ____
B Now answer these questions about Craig’s schedule.
1. How often does he go to the gym?
He goes to the gym twice a week.
2. When does he have classes?
3. How often does he go to a club?
4. What does he do on Thursday evenings?
5. When does he go to the movies?
6. What does he do on Saturday afternoons?
7. Who does he play tennis with?
8. Where does he go on Saturday evenings?
3 About you
Write questions for a friend. Then answer your friend’s questions.
1. You Where do you go after class?
(go after class)
Friend I meet some friends and go to a restaurant for dinner. How about you?
You
2. You ____________________________
(text your friends)
Friend Every day. But I don’t text before breakfast. How about you?
You
3. You ____________________________
(do in your free time at home)
Friend I rent a movie, or I just relax in front of the TV with a friend. How about you?
You
4. You ____________________________
(go on the weekends)
Friend I go to a restaurant or club. How about you?
You
5. You ____________________________
(go out with)
Friend Oh, friends from school. How about you?
You
1 How often?
A Write the frequency adverbs in order in the chart below.
- always
- hardly ever
- never
- often
- sometimes
- usually
B Answer the questions. Write true sentences using frequency adverbs.
What’s something you . . .
1. hardly ever do before school or work?
I hardly ever check my email before school.
2. always do in the morning?
3. sometimes do after school or work?
4. never do during dinner?
5. often do in the evening?
6. usually do on Saturdays?
2 What kinds of TV shows do you know?
A Look at the pictures. Circle the correct type of TV show.
1. soap opera / the news
2. talk show / cartoon
3. sitcom / the news
4. cartoon / game show
5. documentary / talk show
6. talk show / cartoon
7. sitcom / reality show
8. the news / game show
B Circle the kinds of TV shows from part A in the puzzle. Look in these directions (→↓).
| T | C | S | I | T | C | O | M | E | T | I | S |
|---|---|---|---|---|---|---|---|---|---|---|---|
| E | A | O | E | D | H | P | O | R | H | I | H |
| L | R | E | A | L | I | T | Y | S | H | O | W |
| K | T | A | L | K | S | H | O | W | U | P | O |
| S | O | A | P | O | P | E | R | A | E | E | U |
| D | O | C | U | M | E | N | T | A | R | Y | N |
| A | N | O | O | T | H | E | J | E | I | W | S |
| Y | T | E | A | I | U | W | D | O | C | T | V |
| Y | C | G | A | M | E | S | H | O | W | L | Y |
3 About you
Answer the questions. Give two pieces of your own information in each answer.
1. Do you ever watch soap operas? Yes, I usually watch soap operas in the afternoons. I love the stories.
2. What sitcoms do you hardly ever watch?
3. How often do you watch documentaries?
4. What talk shows do you like?
5. When do you usually watch the news?
6. How often do you watch reality shows?
1 Asking questions in two ways
Complete the conversations with the questions in the box.
Do you like French? I mean, do you belong to any clubs?
✓ Do you do anything special? I mean, do you know a nice place?
Do you play baseball? I mean, do you go every day?
1. Lisa What do you do after work?
Do you do anything special?
Debbie Well, I go to the gym.
Lisa Really? How often do you go?
Debbie No, not every day. I go Mondays, Wednesdays, and Thursdays.
2. Howard Do you know the restaurants around here?
Mary Well, I often go to a little place on Main Street. What kind of food do you like?
Howard Yes, I do. I love French food.
3. Paul What do you do after school?
Tom Well, yeah. I’m in the Sports Club.
Paul Really? What do you play?
Tom Well, no. We watch baseball on TV!
Paul Oh.
2 Questions, questions
Write a second question for each question below. Then write true answers.
1. What’s your teacher like?
I mean, is she nice?
Yes, she’s very nice. She’s friendly.
2. How often do you have English class?
3. How do you get to school / work?
4. What do you do for fun on the weekends?
5. Do you read a lot?
6. Do you ever go to clubs?
3 About you
Add frequency adverbs to make these sentences true for you. Then use I mean, and write more information.
1. I never go to the gym. I mean, I usually exercise at home.
2. I ________ get home early.
3. I ________ see my friends during the week.
4. I ________ go on the Internet in the evening.
5. I ________ eat breakfast at school / work.
6. I ________ get up early.
7. I ________ eat out on Saturdays.
8. I ________ watch reality shows on TV.
9. I ________ go shopping on the weekends.
10. I ________ study English after dinner.
1 Paula’s problem
A Read Paula’s post to an online forum. How many hours does Paula spend online?
☐ 3 or 4 hours ☐ 4 or 5 hours ☐ 8 or 9 hours
B Read Paula’s post again. Then answer the questions.
1. Who does Paula live with? She lives with her parents and her two brothers.
2. Is she a student?
3. When does she log on to her social network?
4. What does Paula use her phone and computer for?
5. What do you think? Does Paula have a problem? Why or why not?
A Read José’s post to an online forum. Complete it with and or but.
José posted 2 hours ago
I think I have a problem. I don’t have a computer at home, ___________ I use a computer at school. I usually go to school early, ___________ I check my email. I send email to my friends in other countries. I often go online for fun, ___________ sometimes I study English on the computer. Then on the weekends, I go to school ___________ write papers for class (on the computer). Do I spend too much time at school?
B Write a post for an online forum about a problem you have. Write about a problem below, or use your own idea.
“I watch too much TV.” “I go shopping too much.” “I work too much.”
“I stay home too much.” “I talk on my cell phone too much.” “I study too much.”
Unit 5 Progress chart
What can you do? Mark the boxes.
✓ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- ask simple present information questions. 44 and 45
- use time expressions like once a week. 44 and 45
- use frequency adverbs like sometimes, never, etc. 46
Vocabulary
- name at least 6 new free-time activities. 44 and 45
- name at least 6 kinds of TV shows. 47
- talk about likes and dislikes. 47
Conversation strategies
- ask questions in 2 ways to be less direct. 48
- use I mean to repeat an idea and say more. 49
Writing
- use and and but to link ideas. 51
1 What’s in the neighborhood?
Vocabulary | Label the places in the picture. Use the words in the box with *a / an* or *some*.
- apartment buildings
- fast-food places
- museum
- park
- restaurants
- supermarket
- club
- movie theater
- outdoor café
- post office
- stores
- swimming pool
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. some apartment buildings
6. ____________________________
7. ____________________________
8. ____________________________
9. ____________________________
10. ____________________________
11. ____________________________
12. ____________________________
2 Can you find the opposites?
Vocabulary | Find six pairs of adjective opposites in the box. Write them in the chart below.
| bad | boring | expensive | interesting | noisy | quiet |
|------|--------|-----------|-------------|-------|-------|
| big | cheap | good | new | old | small |
new – old
3 That’s not quite right!
Grammar | Look at the picture on page 42. Correct the sentences to describe the neighborhood.
1. There’s one cheap fast-food place.
There are a couple of cheap fast-food places.
2. There are a couple of post offices.
3. There’s a big stadium.
4. There are a couple of supermarkets.
5. There are some malls.
6. There’s an apartment building.
7. There are no small stores.
8. There’s an expensive restaurant.
9. There are a lot of beautiful parks.
10. There’s no movie theater.
4 About you
Grammar and vocabulary | What’s your neighborhood like? Complete the sentences with true information.
1. There’s a ____________________________________________________________.
2. There are a lot of ________________________________________________________.
3. There are some _________________________________________________________.
4. There are a couple of _____________________________________________________.
5. There’s no _______________________________________________________________.
6. There are no _____________________________________________________________.
_________________________________________________________
1 What’s the time?
A Write the times in words. Where there are two lines, write the times two ways.
1. It’s twelve p.m.
It’s noon.
2.
3.
4.
5.
6.
B Read about Kayo’s day. Write the times in numbers. Then number the sentences in the correct order.
_____ Her bus comes at 7:55 (five to eight).
_____ She gets home at _______ (nine fifteen) and watches TV.
1 Kayo gets up at _______ (six twenty-five).
_____ She goes for lunch with her co-workers at _______ (noon).
_____ She starts work at _______ (eight forty-five).
_____ She meets her boyfriend at _______ (twenty five to six), and they have dinner.
_____ She eats breakfast at _______ (twenty after seven).
_____ She leaves work at _______ (ten after five).
_____ She goes to bed at _______ (ten thirty).
2 Let’s do it!
Grammar | Complete the conversations. Write questions starting with *What time . . . ?* Use *Let’s* to end each conversation with a suggestion.
1. A I’m starving. Let’s go to Burger Queen.
B But it’s late. *What time does it close?*
A It closes around 11:00, I think. _______________________
B Almost 10:00. _______________________
2. A There’s a new reality show on TV tonight.
B ____________________________________________
A Um, I think it starts at 8:00.
B Well, I’m really tired. _________________________
A I’m not sure. I think it ends at 9:30.
B OK. _________________________________________
3. A Let’s go to the gym on Saturday morning.
B Sure. ________________________________________
A Oh, it opens early. At 6:00. ______________________
B I usually get up around 8:00 on Saturdays.
A OK. _________________________________________
3 About you
Grammar and vocabulary | Unscramble the questions. Then write true answers.
1. do / What time / get up / on weekdays / you ?
A *What time do you get up on weekdays?*
B ____________________________________________
2. your family / have / What time / does / lunch / on Sundays ?
A ____________________________________________
B ____________________________________________
3. your English class / What time / start / does ?
A ____________________________________________
B ____________________________________________
4. What time / leave home / do / you / in the morning ?
A ____________________________________________
B ____________________________________________
5. stores / do / What time / in your neighborhood / open and close ?
A ____________________________________________
B ____________________________________________
1 Responses
Circle the two correct responses to each comment. Cross out the incorrect response.
1. I think every neighborhood needs a park.
a. Me neither.
b. Me too.
c. Right.
2. We don’t have a good fast-food place here.
a. Yeah.
b. Me too.
c. I know.
3. I don’t like the new restaurant.
a. Yeah, I know.
b. Me neither.
c. Me too.
4. There are no good bookstores around here.
a. I know.
b. Me too.
c. Right.
5. I like the new outdoor café downtown.
a. Me neither.
b. Me too.
c. Right. It’s good.
6. I love this neighborhood. It’s so quiet.
a. Right.
b. Yeah, I know.
c. Me neither.
2 What do they have in common?
Read the conversation. Are the sentences below true or false? Write T (true) or F (false).
Glen What’s your new neighborhood like?
Anna Oh, it’s amazing. There are a lot of outdoor cafés and movie theaters and clubs. I go out a lot.
Glen Really? I hardly ever go out in my neighborhood. It’s boring.
Anna Let’s do something in my neighborhood this weekend.
I’m free on Saturday.
Glen Me too.
Anna Well, there’s a great jazz club near my apartment. I love jazz.
Glen Really? Me too!
Anna But let’s have dinner at a café first. The food at the club is expensive, and I don’t have a lot of money.
Glen Me neither. So, let’s meet at 6:30 at your apartment.
1. Glen and Anna both like their neighborhoods. _F_
2. Glen and Anna both go out a lot in their neighborhoods. ____
3. Glen and Anna are both free on Saturday. ____
4. Glen and Anna both love jazz. ____
5. Glen and Anna both have a lot of money. ____
Help note
Glen and Anna both love jazz.
Glen loves jazz, and Anna loves jazz, too.
3 Right. I know.
Circle the expression that is true about your neighborhood. Then show you agree. Respond with *Right* or *I know*.
1. A [There are some] / There are no good restaurants in my neighborhood.
B __________________________
2. A My neighborhood has / doesn’t have a lot of great stores.
B __________________________
3. A I live in a great / terrible neighborhood.
B __________________________
4. A We need / don’t need a shopping mall around here.
B __________________________
4 About you
Imagine you’re talking to people from your neighborhood. Write true responses.
1. I really like this neighborhood.
Me too. I think it’s great.
or
Really? I don’t like it very much.
2. I don’t eat out in this neighborhood.
__________________________
3. I think the restaurants are very expensive here.
__________________________
4. I don’t know a lot of people around here.
__________________________
5. I think our neighborhood is boring.
__________________________
6. I think we need a couple of new stores in our neighborhood.
__________________________
A Read about some local events on a website. Match the pictures with the events. Write the correct numbers next to the pictures.
1. All Day Music Meet local bands, singers, and musicians at City Park this Sunday. Listen to great music, dance to pop songs, or take a music workshop and write your own song! The music starts at 3 p.m. and finishes at 11 p.m. Call Melissa at 555-9075 for more information.
2. Spring Food Festival Do you love food? Do you often eat out? Then come to the Parkview Food Festival. Eat some delicious food from 20 different restaurants around the neighborhood – all for FREE! Saturday from 11:00 a.m. to 4:00 p.m. at Green Street Park.
3. Outdoor Street Fair Saturday and Sunday from 10:00 a.m. to 6:00 p.m. in front of the City Art Museum. There are a lot of beautiful items for sale – books, art, photos, paintings, clothes, and more. Items for sale are just $2–$25. Coffee, sodas, and snacks are for sale, too!
4. Free Classes at the Neighborhood Center Do you want to take a class but don’t have the time? Try a free one-hour class Monday through Friday this week. Learn:
- Art
- Spanish
- Music
- French
- Computers
- Yoga
Classes start at 10:00 a.m. and 2:00 p.m. Go to www.freeclass.cup.org for more information.
B Read the website again. Then answer the questions. Check (✓) the correct events.
| Which events . . . | The concert | The food festival | The street fair | The free classes |
|--------------------|-------------|-------------------|-----------------|------------------|
| 1. have food? | | ✓ | ✓ | |
| 2. are on Saturday?| | | | |
| 3. have a website? | | | | |
| 4. are during the day? | | | | |
| 5. are at night? | | | | |
| 6. are outdoors? | | | | |
2 Make your own event.
Writing | A Complete the sentences with the prepositions in the box.
| at | at | at | between | for | ✓from | on | through | to |
|-----|-----|-----|---------|------|-------|-------|---------|-----|
1. The event is from 6:00 to 10:00.
2. The event is at 8:00 p.m. at the stadium on Main Street.
3. Go to www.eventinfo.cup.org for more information, or call Jim at 555-7777.
4. Call from 12:00 p.m. and 5:00 p.m., Monday through Friday.
B Imagine you are planning an event. Answer the questions. Use the ideas in the boxes and your own ideas.
| Events: | Places: |
|---------|---------|
| a play, an art exhibit, a concert, a sports event | the library, the museum, the park, the theater |
1. What is the event?
2. When and where is it?
3. What time does it start and finish?
4. What’s the cost of the event? Is it free?
5. What things are there to do at the event?
6. Where or how do people get more information?
C Write an ad for an event in your town or city. Give the event a name.
Unit 6 Progress chart
What can you do? Mark the boxes.
✓ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- use There’s and There are with singular and plural nouns. 54 and 55
- use quantifiers a lot of, some, a couple of, and no. 54 and 55
- use adjectives before nouns. 55
- ask and answer questions about time. 56 and 57
- make suggestions with Let’s. 57
Vocabulary
- name at least 6 adjectives to describe places. 54 and 55
- name at least 10 words for neighborhood places. 54 and 55
- give times for events. 56 and 57
Conversation strategies
- answer Me too or Me neither to show I’m like someone. 58 and 59
- answer Right or I know to agree. 59
Writing
- use prepositions at, from, in, on, and to with times, places, and days. 61
1 What’s the weather like?
A Write two sentences about each picture.
1. It’s hot. It’s sunny.
2.
3.
4.
5.
6.
B Answer the questions. Write true answers.
1. How many seasons do you have in your city? What are they?
2. What’s your favorite season? Why?
3. What kind of weather do you like? Cold weather? Hot weather?
4. What’s the weather like today? Is it warm?
5. What’s the weather usually like at this time of year?
6. Does it ever snow in your city? If yes, when?
2 I’m waiting for a friend.
Complete the conversation. Use the present continuous.
Erin Hi, Ken. It’s Erin. Where are you?
Ken Oh, hi, Erin. I’m at the beach. I’m spending (spend) the day with Tom. It’s beautiful here today! It’s, uh . . .
Erin Nice. . . . I’m so happy you ____________ (have) fun.
Ken Yeah. We _______________ (relax).
We _______________ (not do) anything special – I mean, I _______________ (read) a book, and Tom _______________ (swim).
How about you? Are you at work?
Erin No. I _______________ (not work) today.
Ken Oh, right. So, where – oops! Uh, I’m sorry. I _______________ (eat) ice cream. I’m starving.
Erin Yeah, me too. I _______________ (eat) a cookie.
Ken Really? So, where are you? I mean, are you at home?
Erin No, I’m at Pierre’s Café. I _______________ (wait) for a friend. He’s very late.
Ken Oh, really? Who?
Erin You!
3 About you
Are these sentences true or false for you right now? Write T (true) or F (false). Then correct the false sentences.
1. ___ F I’m eating dinner right now.
I’m not eating dinner right now. I’m doing my homework.
2. ___ I’m using a computer.
3. ___ My family is watching TV.
4. ___ My friends are working.
5. ___ It’s snowing.
6. ___ My best friend is skiing.
1 All about sports
Vocabulary | A Write the names of the sports or kinds of exercise under the pictures.
1. volleyball 2. bowling 3. weightlifting
4. running shoes 5. cycling 6. basketball
7. martial arts 8. weight training 9. football helmet
B Complete the chart with the words in part A.
| People play . . . | People do . . . | People go . . . |
|-------------------|-----------------|-----------------|
| volleyball | | |
C Answer the questions. Write true answers.
1. What sports do you play? How often? I play volleyball on Wednesdays and basketball on the weekends.
2. What sports do your friends play?
3. Do you ever go biking?
4. What sports do people in your country like?
2 What are you doing?
Grammar | Complete the conversations with present continuous questions.
1. Joe Hey, Luis! ____________ (What / you / do) ?
Are you at home?
Luis No, I’m at the park. I’m playing tennis.
Joe Really? _________________ (you / play)
with Janet?
Luis No, I’m playing with John today.
Joe Oh. So, ___________________ (you / have / fun)?
Luis No, I’m not. You know, it’s raining here, and it’s cold.
Joe That’s too bad. __________________ (you / play)
right now? In the rain?
Luis Yes, we are. And it’s my turn to serve. Hold on a minute. . . .
Joe So, um, ______________________ (you / win)?
Luis Uh, no. I’m not playing very well today.
Joe Is it because you’re talking on your
cell phone?
2. Janet Hi, Kelly. ___________________ (How / you / do)?
Kelly Hi. Great. How are you? ______________________ (you / work)
this summer?
Janet Yes, I’m working at a gym. I’m teaching there. It’s fun.
Kelly Really? ______________________ (What / you / teach)?
Janet Aerobics.
Kelly Cool. So, ______________________ (you / do) other things?
I mean, ______________________ (you / swim), too?
Janet Yeah. There’s a pool at the gym. So, ______________________
(you / do) anything special this summer?
Kelly Well, no. I’m living in my sister’s apartment. She’s in
San Francisco this summer.
Janet Really? ______________________ (What / she / do)
there?
Kelly She’s working in a restaurant.
Janet ______________________ (she / meet) a lot of
new people?
Kelly Oh, yes. She’s having a good time.
1 Keep the conversation going!
Complete the conversation with the follow-up questions in the box.
Where are you working? ✓ What are you doing?
Are you practicing your languages? So, why are you studying Spanish and Portuguese?
What classes are you taking? Are you enjoying your classes?
Alex Hey, Kate. How’s it going?
Kate Good. How are things with you?
Alex Great. But I’m really busy this summer.
Kate Really? What are you doing?
Alex Well, I’m taking a couple of classes, and I’m working.
Kate Wow! You’re working and studying?
Alex I’m taking Spanish and Portuguese.
Kate That’s interesting.
Alex Yeah, I really am. I’m learning a lot!
Kate That’s great.
Alex Well, I’m thinking about a trip to South America.
Kate That’s exciting!
Alex Yeah, and that’s why I’m working two jobs, you know.
Kate Right.
Alex Well, I’m working at a Peruvian restaurant from 11:00 to 5:00, and I’m working at a Brazilian music club at night.
Kate Really? Wow!
Alex Yes, I am! I’m speaking Spanish all day and Portuguese all night.
Kate That’s really cool! But when do you sleep?
Alex That’s a problem. Sometimes I sleep in class.
Kate Oh, right. That is a problem.
2 Asking follow-up questions
Complete two follow-up questions for each comment.
1. “I don’t play sports, but I often go running with a friend.”
Really? Where ____________________________?
How often _______________________________?
2. “My parents are on vacation this month.”
That’s nice. Where _________________________?
Are they __________________________________?
3. “My grandparents are visiting this week.”
Really? Where ____________________________?
How often _______________________________?
4. “I’m working nights this summer.”
Really? Where ____________________________?
What time _______________________________?
3 Oh, that’s good.
Read these people’s comments about their summer activities. Complete the responses. Then ask follow-up questions.
1. “I’m really enjoying my vacation this summer.”
Oh, that’s ____________.
____________________________?
2. “I’m not doing anything exciting. I’m just reading a lot.”
That’s ____________.
____________________________?
3. “I’m not enjoying this summer at all. I’m working ten hours a day.”
Really? That’s ________.
____________________________?
4. “I’m just relaxing, and I’m watching a lot of TV.”
Hey, that’s ________.
____________________________?
5. “I’m exercising a lot at the gym this summer.”
That’s ________.
____________________________?
6. “What vacation? I’m painting my house right now.”
Really? That’s ________.
____________________________?
1 An advice column
A Which sports and exercises do you do? Check (✓) the boxes.
- [ ] aerobics
- [ ] biking
- [ ] skiing
- [ ] volleyball
- [ ] basketball
- [ ] running
- [ ] soccer
- [ ] weight training
B Read the advice column. Match the problems with the Sports Professional’s advice.
FITNESS TALK
Do you have a question about exercise? Write to Steven, the Sports Professional, for help and good advice.
1. **John:** I never exercise. I drive to work, and I sit all day. I hate sports, and I don’t like the gym. I know it’s a good idea to exercise, but how do I start?
a. **The Sports Professional:** Slowly add exercise to your weekly routine. Walk or ride a bike to work – don’t drive. Use the stairs, not the elevator. Clean the house, or do the laundry. Just do something – and start today!
2. **Amy:** I’m really busy this year. I’m going to school, and I’m working part-time at night. I like exercise, but I don’t have a lot of time. Help!
b. **The Sports Professional:** You’re right. You need a break. Try exergaming for a change. There are a lot of different types of activities, and each one helps your body in a different way. Don’t stop your weight training, and remember, running is always good for you, too.
3. **Bill:** I do weight training at the gym every day. I usually love exercise, but these days, it’s boring. I think I need a break. What do you think?
c. **The Sports Professional:** Yes, I know the problem, but try and make time. Experts say we need 30 minutes of exercise five times a week. So, do aerobics for 15 minutes in the morning. Go to school. Then go running for 15 minutes in the evening after work.
C Read the advice column again. Then answer the questions.
1. Is John getting enough exercise these days?
2. Does John like sports?
3. Amy is busy this year. What is she doing?
4. What is Amy’s problem?
5. How often does Bill go to the gym?
6. What does Bill do at the gym?
2 Write your own advice.
A Look again at the advice column on page 56. Find two imperatives the Sports Professional uses in each piece of advice.
Try exergaming for a change.
B Make imperatives for advice. Match the verbs with the words and expressions.
| (Don’t) | be | aerobics in the morning |
| | buy | at least five times a week |
| | do | shy |
| | drive | some good running shoes |
| | exercise | to work |
| | watch | TV all the time |
Don’t be shy.
Buy some good running shoes.
C Read the problems. Reply to each person. Give two pieces of advice using imperatives. Use the ideas above or your own ideas.
1. Joe: I watch sports on TV all the time. I’m watching the Olympics this month. It’s great, but I don’t do any sports. What sports are fun?
The Sports Professional: Try a lot of different sports. I like volleyball, tennis, and swimming. Also,
2. Anita: This fall, we’re playing soccer at school. I’m not enjoying it very much, especially when it’s cold! Also, I’m not very good. Help!
The Sports Professional:
3. David: I like exercise, but I’m lazy! I usually exercise for two or three weeks, but then I need a break. Do you have any advice?
The Sports Professional:
Unit 7 Progress chart
What can you do? Mark the boxes.
✓ = I can . . .
? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- make present continuous statements.
- ask present continuous questions.
66 and 67
68 and 69
Vocabulary
- name at least 6 words to talk about the weather.
- name at least 10 sports and kinds of exercise.
65, 66, and 67
67 and 68
Conversation strategies
- ask follow-up questions to keep the conversation going.
- react to things people say with That’s . . . expressions.
70 and 71
71
Writing
- use imperatives to give instructions and advice.
73
1 Do a crossword puzzle.
Vocabulary | A Complete the crossword puzzle. Write the names of the clothes.
Across
2. 4. 6. 9. 11. 12.
Down
1. 3. 5. 7. 8. 10. 11.
B Now find the five highlighted letters in the puzzle. What do they spell?
_____ _____ _____ _____ s
2 I want to spend some money!
Grammar Complete the conversations with the correct form of the verbs.
1. Mia Let’s go shopping. I need to buy (need / buy) some new clothes.
Rick OK. Where do you ____________ (want / go)?
Mia To the mall. I ____________ (need / get) some new jeans. And I ____________ (have / get) a couple of new suits for work.
Rick Listen. You go. I think I ____________ (want / stay) home. I ____________ (not need / buy) anything, and I ____________ (want / check) my email.
Mia OK!
2. Will I have a date with Megan tonight. She ____________ (want / go) to an expensive restaurant.
Ana Really? Do you have any good clothes?
Those old jeans are terrible. And you know Megan – she ____________ (like / wear) designer clothes.
Will I know, but I ____________ (like / wear) my jeans! And I ____________ (not want / go) to a restaurant anyway. I ____________ (want / go) to a movie.
Ana Oh, there’s the phone. Hello? . . . Will, it’s Megan. She’s sick.
Will Oh, no! Well, now I ____________ (not have / change) my clothes!
3 About you
Unscramble the questions. Then write true answers.
1. A to the movies / do / like / What / to / wear / you? ____________
B ____________
2. A nice / have / When / do / to / clothes / you / wear? ____________
B ____________
3. A you / Do / a / have / uniform / to / wear? ____________
B ____________
4. A buy / Do / like / you / to / online / things? ____________
B ____________
5. A clothes / do / What / want / you / buy / to? ____________
B ____________
6. A do / go / like / Where / you / to / shopping? ____________
B ____________
1 Accessories
Vocabulary | Write the words under the pictures using *a* or *some*.
1. some jeans
2. a dress
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
2 Colors
Vocabulary | Complete the color words in the box. Then answer the questions, and complete the chart. Write three colors to answer each question, if possible.
| red | yellow | white | black | purple | wine |
|-----|--------|-------|-------|--------|------|
| orange | blue | green | brown | grey |
What colors . . .
| do you like to wear? | blue |
|----------------------|------|
| are you wearing right now? | |
| do you never wear? | |
| are in your home? | |
| are your favorites? | |
| are popular right now? | |
| are in your country’s flag? | |
3 How much is this?
A Complete the conversations. Use *this, that, these*, or *those*.
1. Lena Um, excuse me. How much is __________ dress?
Clerk The red dress? It’s $325.
Lena Oh. And how about __________ shoes?
Clerk They’re $149.
Lena Oh, really. And what about __________ T-shirts?
Are they expensive, too?
Clerk They’re $49.
Lena Oh, well. Thanks anyway.
2. Tito Excuse me.
Seller Yes?
Tito How much are __________ umbrellas?
Seller They’re $19.99.
Tito $19.99? Really?
Seller Oh, wait. Sorry. __________ umbrella is $4.99.
__________ umbrellas over here are $19.99.
Tito OK, so I want __________ umbrella, please.
B Look at the pictures. Write questions and answers.
1.  $99.99
A __________
B __________
2.  $38
A __________
B __________
3.  $40
A __________
B __________
4.  $325.99
A __________
B __________
1 Um, uh, oh!
Complete the chart with the “conversation sounds” and expressions in the box.
| You want to show you agree. | You are surprised. | You need time to think. |
|-----------------------------|-------------------|------------------------|
| I know. | | |
| Let me think. | | |
| Let’s see. | | |
| Oh. | | |
| Really? | | |
| Right. | | |
| Uh, | | |
| Uh-huh. | | |
| Um, | | |
| Well, | | |
| Yeah. | | |
2 About you
Answer the questions with true information. Start each answer with a “time to think” expression.
1. What’s your favorite color?
Let me think...I guess it’s green.
2. What’s your favorite thing to wear?
3. How often do you shop online?
4. How much do jeans cost these days?
5. How many birthday presents do you have to buy this month?
6. Does your family like to shop for clothes together?
Roberto: Mom, I have to get some things for college.
Mother: Uh-huh. What do you need to get?
Roberto: (Um, let’s see. / Really!) . . . I need to get a new computer and . . .
Mother: (Let me think. / Oh, really?) They’re expensive.
Roberto: I know. But I have to go online a lot for my classes.
Mother: Well, OK. And what else do you want?
Roberto: (Uh-huh. / Uh, well . . .) I want to get a new cell phone and . . .
Mother: (Oh, / Um.) I’m surprised. I mean, you usually don’t call, so . . .
Roberto: Well, I text sometimes. Anyway, (let’s see. / uh-huh.) Oh, yes, and I have to get some new sneakers.
Mother: (Let me think. / Uh-huh.) You really need new sneakers. Those sneakers are really old.
Roberto: And what else? (Oh, really? / Uh, let’s see.) What else do I need to get?
Mother: Well, there’s one more thing you need to get . . .
Roberto: What’s that?
Mother: A job! You need to pay for these things!
1 Online shopping
A Read the article. Who likes to shop online? Who doesn’t like to shop online? Check (✓) the correct boxes.
| | Likes to shop online | Doesn’t like to shop online |
|--------|----------------------|-----------------------------|
| Sarah | | |
| Matt | | |
| Kevin | | |
| Susana | | |
Do you like to shop online?
These days everything is for sale online – from movie tickets and food, to cars and houses. More and more people download music, movies, magazines, and books. It’s easy and convenient. But not everyone likes to shop online.
Sarah Cho
“I never shop on the Internet because I like to pay cash. I don’t have a credit card, and I don’t want to get one. Also, I don’t like to spend a lot of time online. I guess I’m not a big fan of shopping.”
Matt Carson
“I work long hours – from 9:00 in the morning to 9:00 or 10:00 at night. A lot of stores close at 9:00. But the Internet never closes. I mean, I often shop at 1:00 in the morning. And the prices online are usually really cheap.”
Kevin Parker
“There isn’t a shopping center near my house. I have to drive an hour to the mall. Online shopping is very convenient. I buy movies, books, clothes, and food online. I never need to go out to a store.”
Susana Rivera
“I like to shop with friends. We get up early and go to the mall together. We have a great time. We have lunch and look at the clothes together. When you shop online, you don’t spend time with friends. You’re alone.”
B Read the article again. Then write Sarah, Matt, Kevin, or Susana next to the statements.
1. “I don’t like to shop online or in stores!” _______ Sarah _______
2. “I like to shop online because I never have to leave my home.” _________________
3. “I like to shop online because the prices aren’t expensive.” _________________
4. “I don’t like to shop online because I like to go to the mall with friends.” _________________
5. “I like to shop online because I don’t have time during the day.” _________________
6. “I don’t like to shop online because I don’t like to go on the Internet.” _________________
2 What do you think?
Writing A Why do people like to shop online? Why do people hate to shop online? Check (✓) the correct box.
| I like to shop online . . . | I hate to shop online . . . | Reasons |
|-----------------------------|----------------------------|---------|
| | | because I always buy things I don’t need. |
| | | because it’s easy to compare prices. |
| | | because it’s convenient. |
| | | because you don’t always have to pay sales tax. |
| | | because I often get “spam” emails from shopping websites. |
B Answer these questions. Try to write more than Yes or No.
1. Do you live near a mall or shopping center?
2. Do you have time to shop during the week?
3. Do you like to go online?
4. Do you use a credit card?
C Write a short paragraph. Use your ideas from part B, and give reasons. Start like this:
I like to shop online because . . . or I don’t like to shop online because . . .
Unit 8 Progress chart
What can you do? Mark the boxes.
✓ = I can . . . ? = I need to review how to . . .
To review, go back to these pages in the Student’s Book.
Grammar
- use like to, want to, need to, and have to with other verbs. 76 and 77
- ask questions with How much . . . ? 78 and 79
- use this, these, that, and those. 79
Vocabulary
- name at least 12 kinds of clothes. 75, 76, and 77
- name at least 12 accessories. 78 and 79
- name at least 8 color words. 78
Conversation strategies
- use “time to think” expressions like Um, . . . and Let’s see . . . 80
- use Uh-huh and Oh, to show that I agree or I’m surprised. 81
Writing
- use because to give reasons. 83
A wide world
Lesson A Sightseeing
1 Take a tour!
Vocabulary
A Complete these suggestions for tourists.
1. In South Korea, visit an island.
2. In New York, take pictures from a _________.
3. In Germany, visit an old ____________.
4. See a ___________ of a famous writer in Paris.
5. In Rio de Janeiro, spend a day at the ____________.
6. In Egypt, walk around the ____________.
7. In London, see a famous ____________.
8. Go up a ____________ and get a good view of Tokyo.
9. Take a ____________ of the city in Sydney.
B Can you do any of the things in part A in your city or town? Write true sentences.
1. In my area, you can visit an island. or In my area, you can’t visit an island.
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. ________________________________________________________________
8. ________________________________________________________________
9. ________________________________________________________________
2 What can you do in Toronto?
A Read the guidebook. What can you do in Toronto? Complete the chart below.
1. The CN Tower
Get a good view of the city from 553 meters (1,814 feet). A restaurant, shops, and a glass floor!
Hours: 10:00 a.m. to 11:00 p.m.
2. Casa Loma
Toronto’s only castle. Call for a tour.
Open 9:30 a.m. to 5:00 p.m.
(Last entry at 4:00 p.m.)
3. Yorkville
Walk around a lively historic neighborhood! Outdoor cafés, shops, and movie theaters.
4. The Art Gallery of Ontario
Hours: 10:00 a.m. to 5:30 p.m.
5. Centre Island
Take the ferry to Centre Island. Enjoy beautiful parks, great restaurants, and a children’s amusement park.
Open all day.
6. Harbourfront Centre
Right on Lake Ontario, this huge center has everything for all the family. Ice skating, art, cafés, a music garden, shops, sailing, and boat tours. In the summer, there are outdoor concerts, a market, and special events.
Open from 10:00 a.m. to 9:00 p.m.
| On a rainy day | On a sunny day | In the evening | With children |
|----------------|----------------|----------------|---------------|
| You can go to the Art Gallery of Ontario. | | | |
B Complete the conversations with can or can’t.
1. Jill What ___________ you do at Harbourfront Centre?
Dan Let’s see . . . you ___________ rent a boat. And at night, you ___________ go to an outdoor concert.
Jill Sounds great! ___________ we go right now?
Dan No, we ___________. It opens at 10:00 a.m., and it’s only 7:30 a.m. now. It’s really early.
Jill Oh, you’re right. Well, ___________ we go to a café for breakfast?
Dan Yes, we ___________ do that. Let’s go!
2. Yoshi I’m tired today. I don’t want to go on another walking tour! Where ___________ we go to relax?
Keiko Let’s go to Yorkville. We ___________ have a nice lunch and see a movie.
Yoshi OK, but we ___________ spend a lot of money. We need to save our money for shopping!
1 What countries do you know?
Vocabulary
A Complete the names of the countries. Then write the countries in the chart below.
1. S _ p _ ai _ n
2. _ _ _ _ str _ _ l _ _ _ _
3. _ _ or _ _ cc _ _
4. C _ _ st _ _ _ ic _ _
5. R _ _ ss _ _ _ _
6. M _ _ x _ _ c _ _
7. P _ _ r _ _
8. Fr _ _ nc _ _
9. S _ _ _ _ th
10. Ch _ _ n _ _
11. Th _ _ _ _ l _ _ nd
12. I _ _ d _ _ _ _
13. J _ _ p _ _ n
14. C _ _ n _ _ d _ _
15. Br _ _ z _ _ l
| I know a lot about . . . | |
|--------------------------|---|
| I don’t know a lot about . . . | |
| They speak English in . . . | |
| I love the food from . . . | |
| I don’t want to go to . . . | |
B Look at the pictures. What kinds of food are these dishes? Write the nationalities.
1. Japanese
2. _______________________
3. _______________________
4. _______________________
C Complete the chart.
| Food I like | Food I don’t like | Food I want to try | Food I can cook |
|-------------|-------------------|-------------------|-----------------|
| Korean | | | French |
| | | | |
| | | | |
2 Where in the world?
Complete the crossword puzzle.
Across
2. There are no cities in this cold, icy region.
6. This country is in both Europe and Asia.
7. This large region includes Japan and South Korea.
9. Beijing, Shanghai, and Hong Kong are in this country.
10. This long, thin country is in South America.
Down
1. They speak both French and English in this North American country.
3. They speak this language in Turkey.
4. Rome, Venice, and Milan are cities in this European country.
5. This large country is in Oceania.
8. They speak this language in Thailand.
3 About you
Unscramble the questions. Then write true answers.
1. can / sports / play / What / your best friend?
A What sports can your best friend play? ____________________________
B _____________________________________________________________
2. food / mother / make / Can / Mexican / your?
A _____________________________________________________________
B _____________________________________________________________
3. speak / you / languages / can / What?
A _____________________________________________________________
B _____________________________________________________________
4. your / speak / English / parents / Can?
A _____________________________________________________________
B _____________________________________________________________
1 What’s this? What are these?
What are the things in the pictures? Write sentences. Use the words in the box.
candy dress drink musical instrument sandwich shoe
1. It’s a kind of musical instrument.
It’s called an erhu.
2. They’re a kind of _________.
They’re called ____________.
3. ________________________________
________________________________
4. ________________________________
________________________________
5. ________________________________
________________________________
6. ________________________________
________________________________
2 What’s an Inukshuk?
Complete the sentences. Then unscramble the letters from the boxes to find the answer to the question.
1. A sneaker is a kind of \[s\] \[h\] \[o\] \[e\].
2. A tortilla is kind of like a \[p\] \[a\].
3. A balalaika is like a \[g\] \[t\].
4. Gazpacho is a kind of tomato \[s\] \[p\].
5. Lassi is kind of like a \[k\] \[s\] \[e\].
6. Volleyball is a kind of \[p\] \[r\].
What’s an Inukshuk?
It’s like a \[s\] \[t\] \[e\]. You can see them in Alaska and Greenland.
3 It’s a kind of pot.
Complete the conversations. Use like, kind of like, or a kind of.
1. A That’s a beautiful dish!
B Thanks. Actually, it’s \[a\] \[kind\] \[of\] pot. It’s Japanese.
A Can you cook with it? It looks so pretty.
B Yeah! You can make Japanese food \[yosenabe\] in it.
A Like what?
B Yosenabe. It’s \[soup\].
2. A What can you buy at the market?
B Well, you can buy food from different countries, things \[fruit\]. You can buy durians . . .
A What’s a durian?
B It’s \[fruit\].
A Really?
B Yeah. It’s \[a\] melon.
A Is it good?
B Yes, I love it.
1 FAQs about Paris
A Read the website. Write the correct question heading for each paragraph.
Where can you eat in Paris? ✔ What are great places to visit in Paris?
What do people wear in Paris? How can I travel around Paris?
THE PARIS PAGE
Find out all you need to know about Paris! You can send your questions here for other travelers to answer. Or share your information about your trip to Paris.
Frequently Asked Questions (FAQs)
What are great places to visit in Paris?
You have to see the Eiffel Tower on your first visit. Then go to the Louvre. It’s a very large and famous art museum. There are also beautiful gardens near it. After that, you can visit the Latin Quarter. It’s a very old neighborhood. It has a lot of historic buildings, museums, and great shopping. More
It’s easy to travel in Paris. There are trains, buses, and subways. Try the subway system, called the Metro. There are 301 Metro stations in the city. Every building in Paris is near a Metro station, so it’s very convenient, too! More
Parisians love food. There are amazing cafés, bistros, and other kinds of restaurants everywhere in the city. You can relax at an outdoor café all day. Cafés open early in the morning and usually close late in the evening. More
Parisians like to “dress up” and wear designer clothes. They don’t usually wear shorts, sneakers, or T-shirts to restaurants or concerts. You can wear casual clothes and shoes in Paris, but try to look nice. More
B Read the website again. Then write T (true) or F (false) for each sentence. Correct the false sentences.
1. The Louvre is a famous garden in Paris. F The Louvre is a famous art museum in Paris.
2. The Latin Quarter is a historic building.
3. The Metro is a museum in Paris.
4. A bistro is a kind of restaurant.
5. Cafés open late in Paris.
6. Parisians like to wear casual clothes when they go out.
2 FAQs about your country
A Complete each sentence with three things about your city or country. Make lists and use commas.
1. El Salvador is famous for its beautiful beaches, outdoor markets, and great food.
2. ____________________________ is famous for _________________________________________.
3. There are great places to see. You can visit _________________________________________.
4. The people usually wear ___________________________________________________________.
B Imagine you are looking at a travel website about your country or city. Write answers to these questions.
1. I often travel there on business, but I don’t usually have a lot of time. Where can I go and what can I see in one day?
2. I want to visit this summer, but I don’t have a lot of money. What can I do for free?
3. Where can I meet local people? What traditional things can I see or do?
Unit 9 Progress chart
| What can you do? Mark the boxes. | To review, go back to these pages in the Student’s Book. |
|----------------------------------|--------------------------------------------------------|
| ✓ = I can . . . | ? = I need to review how to . . . |
| □ use can and can’t to talk about things to do in a city. | 86 and 87 |
| □ use can and can’t to talk about ability. | 88 and 89 |
| □ use at least 10 new sightseeing words. | 86 and 87 |
| □ name at least 15 countries and 5 regions. | 88 |
| □ name at least 10 nationalities and 10 languages. | 88 and 89 |
| □ use a kind of and kind of like to explain new words. | 90 |
| □ use like to give examples. | 91 |
| □ use commas to separate items in a list. | 93 |
What did they do last night?
What did these people do last night? What didn’t they do? Complete two sentences for each picture. Use the simple past.
1. Kate stayed home.
She didn’t visit her parents.
2. Rita ____________________________.
She ____________________________.
3. Mee-Sun ____________________________.
She ____________________________.
4. Ali and Sam ____________________________.
They ____________________________.
5. Emil ____________________________.
He ____________________________.
6. Joe and Ken ____________________________.
They ____________________________.
2 How was your weekend?
Complete Grace’s email. Use the simple past.
To: Paulina Lopez
From: Grace Chen
Subject: How was your weekend?
Hi Paulina!
I really enjoyed (enjoy) the weekend! I ________ (invite) a friend over on Saturday. She’s my co-worker, and she’s very nice. We ________ (play) tennis in the morning and ________ (stay) at the tennis club for lunch. Then we ________ (practice) yoga and ________ (walk) in the park.
In the evening, we ________ (watch) a movie and ________ (cook) a big dinner. We ________ (talk) a lot, but we ________ (not talk) about work. And we ________ (not watch) TV all day – a nice change!
Then on Sunday, I ________ (study) English and ________ (clean) the house. Hey! You ________ (not call) me on Sunday! Call me soon, OK? Tell me about your weekend.
Grace
3 About you
Write true sentences about your weekend. Use the simple past. Add more information.
1. invite a friend over I invited a friend over for dinner. or I didn’t invite a friend over for dinner.
2. stay home
3. study for an exam
4. clean the house
5. call a friend
6. check my email
7. chat online
8. practice my English
9. listen to music
10. rent a car
11. cook a big meal
12. exercise
Read Jenna’s planner. Then complete the sentences below. Use the simple past of the verbs in the box.
1. On Sunday, Jenna ____ saw ____ a movie.
She ____ didn’t see ____ a play.
2. On Monday, Jenna ________ a book in English.
She ________ a magazine.
3. Jenna ________ a book report on Tuesday.
She ________ a history paper.
4. Jenna ________ a doctor’s appointment on Wednesday.
She ________ a piano lesson this week.
5. On Thursday, Jenna ________ a lot of phone calls.
She ________ dinner.
6. On Friday, Jenna ________ to a party.
She ________ out with Mike.
7. Jenna ________ a new jacket on Saturday.
She ________ new shoes.
8. Jenna ________ homework every school day.
She ________ homework on the weekend.
A Complete the questions in the questionnaire. Use the simple past of the verbs in the box. Then write true answers. Write more than yes or no.
| do | eat | go | have | make | see | speak | take | write |
|----|-----|----|------|------|-----|-------|------|-------|
**QUESTIONNAIRE: Did you . . . ?**
1. **Did** you **go** out a lot last week?
- Yes, I did. I went out every night last week. or No, I didn’t. I stayed home.
2. **Did** you and your family **eat** dinner in front of the TV last night?
3. **Did** you **see** anything interesting last weekend?
4. **Did** you **eat** in a restaurant on Friday night?
5. **Did** your class **have** a test or an exam last week?
6. **Did** you **eat** dinner every night last week?
7. **Did** your best friend **write** you an email yesterday?
8. **Did** your parents **see** a movie on Saturday night?
9. **Did** you **go** to a lot of friends in class yesterday?
B Write a sentence about each day last week. Write one thing you did each day.
1. Monday
2. Tuesday
3. Wednesday
4. Thursday
5. Friday
6. Saturday
7. Sunday
1 Responding to news
A Complete the conversations. Circle and write the best response.
1. A I bought a new TV today.
B ____________________________
a. Good for you!
b. I’m sorry to hear that.
c. Good luck!
2. A I’m 25 today!
B ____________________________
a. I’m sorry to hear that.
b. Good luck!
c. Happy birthday!
3. A My wife had a baby girl last night.
B ____________________________
a. Good for you!
b. Happy birthday!
c. Congratulations!
4. A I have a job interview today.
B ____________________________
a. I’m sorry to hear that.
b. Good luck!
c. Happy birthday!
5. A I finally passed my English exam.
B ____________________________
a. Thank goodness!
b. I’m sorry to hear that.
c. Good luck!
6. A I didn’t get the job I wanted.
B ____________________________
a. I’m sorry to hear that.
b. Thank goodness!
c. Good for you!
B Your friend tells you some news, and you respond. Write the conversations.
1. Your friend bought a new car, and he got a bargain.
I bought a new car today. I got a bargain.
Good for you!
2. Your friend got 100% on her English exam.
3. Your friend finally got a job.
4. Your friend wanted to go on vacation, but he has no money.
A Complete the conversations with the expressions in the box.
1. Lilly Did you have a busy day?
Beth Yeah, I’m exhausted. I went shopping downtown.
Lilly ____________ Did you buy anything?
Beth Yes, I bought a new suit. And a blouse and shoes.
Lilly ____________ __________ __________
Beth And then I had lunch with Maria, and we talked all afternoon. How about you?
Lilly I cleaned the house, did the laundry, and made dinner.
Beth ____________ __________ That’s great! I’m starving! Let’s eat!
2. Jun Did you have a good week?
José Actually, no. I had five exams.
Jun __________ __________ That’s awful. Did you pass?
José Well, I passed three and failed two.
Jun Oh. __________ __________ __________ __________
José And I have two exams tomorrow, too.
Jun __________ __________ Study hard!
B Write two responses for each piece of news.
1. I had a terrible vacation in Hawaii.
You did? I’m sorry to hear that.
2. I took my driver’s test yesterday.
3. I wrote an article for a magazine last month.
4. My friend and I worked all weekend.
A busy birthday . . .
A Look at the four pictures. Then read Peter’s blog. Number the pictures in order from 1 to 4.
Friday, May 28 11:45 p.m.
I had a crazy day today. I had an English exam, and it’s my birthday!
I had the exam at 8:30 this morning. I needed to study, so I woke up early – at 6:30 a.m. I took a shower, made some coffee, and studied for about an hour. Well, the coffee didn’t work. I fell asleep!
I woke up at 8:20 with my head on my books. I had ten minutes before the test started!
I ran outside, got on my bike, and went to English class. I got there right at 8:30, but guess what! The teacher never came! My classmates and I waited about half an hour. Then we left. It’s great. Now I can really study for the exam.
I had breakfast, and then I went to my next class – math. 😞 I think math is really hard, but I have to take it. My teacher talked for an hour. I wanted to write some notes, but I fell asleep. I need to borrow my friend’s notes.
After I finished class, I met my friend Louisa, and we went to a movie together. It was my birthday, so she paid! Great! We saw a new romantic drama. You know, I usually like drama movies a lot, but I didn’t like that movie very much.
When I got home from the movie, my mother called and sang “Happy Birthday” to me. Now I have to stay up and finish a paper for a class tomorrow. I hope I don’t fall asleep again!
Posted by Peter Miller
0 comments
B Read the blog again. Then answer the questions. Give reasons for the answers.
1. Did Peter get up late? No, he didn’t. He needed to study.
2. Did Peter take an English exam?
3. Did he listen to his math teacher?
4. Did he go out with a friend?
5. Did Peter’s mother call?
6. Do you think he’s a good student?
1 Yesterday
Complete the sentences. Use the words in the box.
busy ✓ happy nervous nice quiet scared
1. Yesterday was my birthday. My friends had a party for me, and I got a lot of presents. I was very ___________.
2. My family and I live in a very small town. There are no clubs or movie theaters. My town is really ________ – especially at night.
3. I started a new job yesterday. I was really ________ of my new boss.
4. I had a lot of things to do yesterday. I was pretty ________.
5. My best friend’s parents are friendly. They’re very ________.
6. We had a French test last week. I was really ________, but I passed.
2 It was fun!
Choose the best two words to complete each sentence. Cross out the wrong word.
I remember my first driving lesson. Before I met the teacher, I was really __________ / nervous / scared. But then I relaxed because he was very nice / strict / friendly. The lesson was __________ / good / fun because I didn’t make a lot of mistakes. I was pretty good. At the end of the lesson, I was __________ / lazy / tired. It was hard work! After ten lessons, I took my test, but I didn’t pass. I wasn’t __________ / pleased / happy. But I passed three weeks later. Now I can drive my dad’s __________ / new / awful car.
1. Sally Do you remember your first date, Grandpa?
Grandpa Yes. I ___________ 16, and the girl ___________ in my class.
We ___________ classmates. We went to the movies.
___________ you nervous?
Grandpa No, I ___________ . It ___________ a lot of fun.
Sally Do you remember her name?
Grandpa Yes. Grandma!
2. Paula I remember my first day of high school.
It ___________ a hot day, and I went with
two of my friends.
___________ you scared?
Kenton No, we ___________ really scared, but I
guess we ___________ a little nervous.
Paula ___________ the teachers friendly?
Kenton Yes, they ___________ very nice.
Thank goodness.
3. Sun-Hee Do you remember your first college English class?
Carla Yes, it ___________ last year. I ___________ very good at
English, and I made a lot of mistakes. My partner’s
English ___________ very good, so he ___________
very happy with me!
Sun-Hee ___________ he smart? I mean, intelligent?
Carla Yes, he ___________ .
Sun-Hee So, was your first class fun?
Carla No, it ___________ . In fact,
it ___________ awful.
1 About you
A Unscramble the questions. Then write true answers.
1. trip or vacation / was / last / your / When?
A When was your last trip or vacation?
2. go / did / Where / exactly / you?
A
B
3. weather / like / was / the / What?
A
B
4. you / there / do / did / What?
A
B
5. were / there / How / you / long?
A
B
B Read about Emi’s first trip to the park with a friend. Write questions for the answers.
“We weren’t very old – I think I was eight, and my friend was ten. We went to the park, but my mother didn’t know. We had a great time! We went swimming in the pool. I remember it was a beautiful day – warm and sunny. We were there about an hour. Then we got hungry, so we went home. When we got back, my mother wasn’t too happy.”
1. A How old was Emi?
B Eight.
2. A
B To the park.
3. A
B Her friend.
4. A
B They went swimming.
5. A
B Warm and sunny.
6. A
B About an hour.
A Which of these expressions do you use with get? Which do you use with go? Which can you use with get and go? Complete the chart.
| get | go |
|-----|----|
| lost | back |
B Complete the questions with get or go. Then write your own answers.
1. A What time do you __________ to bed on weeknights?
B
2. A How often do you __________ swimming?
B
3. A Did you __________ a bad sunburn last year?
B
4. A What did you __________ for your last birthday?
B
5. A Can you think of someone you don’t __________ along with?
B
6. A Where do you want to __________ on vacation this year?
B
7. A Do you __________ up early in the morning?
B
1 Asking questions
Complete each conversation with two questions.
1. Sadie How was your weekend?
Bill It was awful. We went hang gliding. I hated it!
Sadie That’s too bad.
Bill Yeah. Anyway, how about you?
Sadie Well, we rented a car and went camping.
Bill That sounds nice.
2. Dirk Did you go out last night?
Leo Yeah, I met a friend and went to a club.
Dirk Oh, I went to the laundromat and did my laundry. I didn’t do anything exciting.
3. Shira I went to the concert last Saturday.
Jaz I did, too! The band sounded great.
Shira Oh, it was fantastic. Well, anyway, it’s 11:30.
Jaz Yeah, it’s late. See you tomorrow.
4. Gabor So, did you work last weekend?
Koji Yeah, Saturday and Sunday. We were really busy.
Gabor Let’s see . . . I went shopping, um, and saw a movie. Then on Sunday, I played tennis, made dinner, . . .
Koji I guess you were busy, too!
A Use anyway three times in this conversation. Leave two of the blanks empty.
Mirka Where were you last week? Were you away?
Arlen Yes, I was in Mexico on business.
Mirka Mexico? What was that like?
Arlen Oh, great. The customers there are really nice. _____________. I always enjoy my trips to Mexico. The people are so friendly.
Mirka That’s nice. _____________. So you’re traveling a lot these days.
Arlen Yeah. About six times a year. ____________, what about you? Did you have a good week?
Mirka Not bad. I had a lot of meetings – you know, the usual. ____________, do you want to go out tonight? We can have dinner maybe.
Arlen Sure. We can meet after work.
Mirka OK. Well, ____________, I have to go. See you later.
B Use the instructions to complete the conversations.
1. Friend What do you usually do on the weekends?
You I usually go out with friends. What about you?
(Answer. Then ask a question about your friend.)
Friend Me? I usually go to see a movie. Sometimes a friend and I go camping or hiking.
2. Friend I’m enjoying my new job. My boss is OK, and the people are nice. We get along – it’s a friendly place.
You That’s nice. ____________
(Change the topic. Invite your friend for dinner tomorrow.)
Friend Tomorrow? Sounds great. What time? Seven?
3. Friend What did you do for your last birthday?
You ____________
(Answer. Then end the conversation. It’s late.)
Friend OK. Talk to you later.
4. Friend So how was your weekend?
You ____________
(Answer. Then change the topic. Invite your friend to do something fun next weekend.)
Friend Sure. Sounds like fun.
A funny thing happened . . .
1 My first job
Reading A Read the story. What are these people like? Match the names with the adjectives.
1. Diana a
✓ a. friendly
2. Joe
b. nervous
3. Megan
c. good looking
4. Rick
d. strict
Tell Us About Your First Job
Reader Megan Walker writes in with a story about her first job.
I remember my first job. I worked in an outdoor café one summer. It was called Sunny’s. I got free drinks and food. My boss Diana was very friendly, and I got along well with her. Her husband Joe worked there, too, but he was really strict. On my first day, I was late because I got lost on the subway. After that, Joe was never too happy with me.
So, every day I served sandwiches and coffee. The café was really busy all the time. I wasn’t a very good server, so I was often nervous. Also, I was always exhausted by the end of the day.
One day, I was really tired, so I asked to go home early. Joe looked angry, but he said, “OK. Fine.” I left and went to the subway.
Then I met my friend Rick on the street. He was really good looking, and I liked him a lot. He said, “Do you want to go and eat something?” I said, “Yes. OK. Where?” And he said, “I know a café near here. Let’s go there. They have good sandwiches.”
So we went back to Sunny’s and sat down to eat! We waited for about ten minutes before Joe finally came over to the table. He was very busy, so he didn’t look at me. He said, “I’m sorry. One of the servers left early. Are you ready to order?” We stayed for an hour. I was lucky because my boss never saw me, but I had to pay for my sandwich and soda!
– Megan Walker
New York City
B Read Megan’s story again. Then answer the questions.
1. Where did Megan work? She worked at Sunny’s.
2. How did Megan get to work?
3. What kind of food did she serve?
4. What was the café like?
5. Why did she leave early one day?
6. Why did she go back to Sunny’s?
7. How long did they stay at Sunny’s?
1. meat
2. seafood
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Write the names of the foods. Then find the words in the puzzle. Look in these directions (→↓).
2 An invitation to dinner
A Read the invitation. Then circle the correct words to complete the emails.
Invitation to a housewarming party and dinner
On Saturday night at 7:00 p.m.
At my new apartment!
Bring a friend. Tell me if you have food allergies or anything.
New Message
Hi Jenny,
Thanks for the invitation. A question for you – how much / many friends can I bring? Can I bring three?
Oh, and I don’t eat beef / beefs. I’m not 100% vegetarian because I eat chicken / chickens and I like fish / fishes. I’m allergic to milk / milks, and I don’t eat a lot of / much eggs, either.
See you on Saturday!
Pam
Dear Jenny,
Thanks for the invitation. See you Saturday.
Did I tell you? I’m on a diet this week, so I’m not eating much / many cheese or pasta – I’m just eating many / a lot of fruit and vegetables.
I mean, how many / much fruit can a guy eat?
Bye,
Dave
B Write your own email to Jenny. Tell her about these foods.
- food you like
- food you don’t like
- food you eat a lot of
- food you don’t eat a lot of
3 About you
Complete the questions with How much or How many. Then write your own answers.
1. How many students in your class are vegetarians?
2. ____________ milk does your family buy every week?
3. ____________ times a week do you eat chicken?
4. ____________ shellfish do you eat? Do you eat a lot?
5. ____________ of your friends are picky eaters?
6. ____________ cans of soda do you drink a day?
1 At the supermarket
Vocabulary | Write the words under the pictures. Then write the food in the chart below.
1. apples
2. shrimp
3. peppers
4. fish
5. garlic
6. sugar
7. coffee
8. melon
9. pineapple
10. pomegranate
11. onions
12. salad
13. cabbage
14. beans
15. cheese
16. tea
17. oil
18. potatoes
19. olives
20. meat
| meat and seafood | fruit | vegetables | other |
|-----------------|-------|------------|-------|
| | apples| | |
2 What would you like?
Grammar | Complete the conversations. Use *would you like* or *’d like*.
1. Jim What ____________?
Megan I ______________ ice cream, please.
Jim ______________ chocolate sprinkles?
Megan Yes, please.
2. Server Good evening. ______________ something to drink?
Dan Oh, just water, please.
Server OK. And what ______________ to eat?
Dan Um, I ______________ the salmon, please.
Server ______________ some green beans with it?
Dan Actually, I ______________ some spinach, please.
3. Greg Where ______________ to go for dinner?
Sheila Oh, I don’t know. I ______________ to go somewhere around here.
Greg ______________ to try the new Thai restaurant?
Sheila Oh, yes! I ______________ something spicy.
3 Some or any
Grammar | Complete the conversations with *some* or *any*.
1. Ming Polly, try ___________ lamb.
Polly Gosh, it’s hot! I need ___________ water... now!
Ming Here. Drink ___________ soda.
2. John Do you have ___________ chocolate cookies?
Ken No, but we have ___________ peanut butter cookies.
John OK, I’ll take ___________.
3. Sara Would you like ___________ potato chips?
Craig Yeah, but I don’t have ___________ money.
Sara Oh, and I don’t have ___________ , either.
1 Something for lunch
Complete the conversation with or something or or anything.
Trish Do you go out for lunch every day or . . . ?
Pete Well, I don’t usually eat lunch. I don’t like to eat a big meal __________ at lunchtime.
Trish No? You don’t have a snack ________________?
Pete Well, I sometimes have a hot drink, like hot chocolate ____________.
Trish Well, I’m hungry – I’d like a sandwich _______________. Would you like something to eat?
Pete Well, maybe . . .
Trish How about a salad ________________?
Pete Yes, OK. Actually, I’d like a chicken sandwich. Oh, let’s get some ice cream ________________, too. I guess I am hungry!
2 About you
Answer the questions. Write true answers. Use or something or or anything.
1. Are you a picky eater?
Well, I don’t eat fish or shrimp or anything.
2. What do you usually have for dinner?
3. How about lunch?
4. What do you like to order in restaurants?
5. What do you drink with meals?
6. What kinds of snacks do you like?
3 Would you like to go out or . . . ?
Complete the conversations. Which questions can end with *or* . . . ? Add *or* . . . where possible.
1. Paul What would you like for dinner tonight _______?
Val Yes, please! I’d love to eat out.
Paul That’s great. So can I choose the restaurant _______?
Val Sure.
Paul Let’s see . . . would you like a pizza _______?
Val Um, I don’t want Italian tonight. How about an Asian place? Do you like Korean or Thai _______?
Paul Uh, I don’t really care for spicy food.
Val Let me think . . . do you want to get a hamburger _______?
Paul Yeah! With maybe some French fries and some cookies.
Val OK! Stop! I’m starving! Let’s go!
2. Kate It’s my birthday today.
Sally Happy birthday! Do you have plans _______?
Kate I had plans, but my friend just called. He’s sick.
Sally That’s terrible! I know. Let’s eat at my house. I can cook some steaks or something. What do you think _______?
Kate That’s very nice, thanks, but I’m a vegetarian.
Sally Oh. Do you eat pasta _______?
Kate Well, I can’t eat pasta or anything heavy right now. I’m on a diet.
Sally OK. No pasta. What would you like _______?
Kate Do you have any fruit _______?
Sally Sorry. I ate the last banana this morning before I went to work. I have some carrots. . . .
Kate Let’s stop at the supermarket on our way to your house.
1 Healthy fast food
A Read the blog post. Find the answers to these questions.
1. Where did the writer eat breakfast? ________________
2. What breakfast food does the writer recommend? ________________
3. How many calories were in the writer’s lunch? ________________
TASTES GOOD, AND GOOD FOR YOU!
We often think of fast food as hamburgers, fried chicken, hot dogs, and French fries. However, some fast-food restaurants are starting to offer healthy foods, too. But how healthy is “healthy” fast-food, and how does it taste? I went to some famous fast-food restaurants last week to find the answer and was pleasantly surprised. Here are the two healthy fast-food choices I recommend.
BURGER RESTAURANTS: OATMEAL, PLEASE!
Many burger restaurants open early and serve breakfast, too. One popular restaurant chain has a breakfast with more than 1,000 calories. That’s about half the calories you need for a whole day! For a healthy option, you can now choose apple slices (15 calories), fruit and nuts (210 calories), or oatmeal (290 calories). I tried the oatmeal, and it was delicious!
MEXICAN RESTAURANTS: I’D LIKE IT IN A BOWL
I love Mexican fast food as a special treat, but I’m pleased to see that my favorite taco restaurant now has a lot of healthy choices on the menu. A taco salad with beef and cheese is about 600 calories. However, I went for chicken. You can make your own meal with chicken, rice, tomatoes, and other healthy foods. I tried it for lunch. I got it in a bowl and said no to the tortilla chips. It was very tasty and only 450 calories.
Do you know any great, healthy fast-food places? Tell us in the comments section.
B Read the blog post again. Then choose the correct words to complete these sentences.
1. The writer wanted to try some hamburgers / healthy food last week.
2. He thinks that 1,000 calories is / is not a lot for breakfast.
3. He enjoyed / didn’t enjoy the oatmeal.
4. He had taco salad / chicken for lunch.
5. He ate / didn’t eat tortilla chips with his lunch.
6. His lunch was very / not very healthy.
Illustration credits
Ken Batelman: 42
Harry Briggs: 15, 61 (4 at bottom), 69
Dominic Bugatto: 8, 23, 27, 38, 59, 78
Cambridge University Press: 67
Matt Collins: 22, 54
Chuck Gonzales: 5, 11, 26, 45, 80
Cheryl Hoffman: 3, 24, 47, 61 (2 at top)
Jon Keegan: 19, 51, 94, 95
Frank Montagna: 2, 13, 21, 53, 82, 83
Greg White: 7, 16, 37, 79
Terry Wong: 30, 46, 63, 74, 86
Filip Yip: 70
Photo credits
3 (clockwise from top left) ©Exactostock/SuperStock; ©Elea Dumas/Getty Images; ©MIXA/Getty Images; ©Thinkstock
4 ©Ryan McVay/Getty Images
7 ©wavebreakmedia/Shutterstock
10 (clockwise from top left) ©Andresi/Shutterstock; ©MTPA Stock/Masterfile; ©Spencer Grant/PhotoEdit; ©Jose Luiz Pelaez Inc./Corbis; ©Medioimages/Photodisc/Thinkstock; ©Terry Doyle/Getty Images
11 (top to bottom) ©Image Source/SuperStock; ©Kurhan/Shutterstock
12 (pen) ©Phant/Shutterstock; (potato chips) ©Thinkstock; (wallet) ©AlexTois/Shutterstock; (laptop) ©Alex Staroseltsev/Shutterstock; (umbrella) ©K. Miri Photography/Shutterstock; (bag) ©Hemera Technologies/Thinkstock; (glasses) ©Ingvor Bjork/Shutterstock; (keys) ©SELEZNEV VALERY/Shutterstock; (notebook) ©Zirconicusso/Shutterstock; (smartphone) ©Oleksiy Mark/Shutterstock; (water bottle) ©Luca adp/Shutterstock; (eraser) ©GreenStockCreative/Shutterstock; (watch) ©Venus Angel/Shutterstock; ©Butterfly Hunter/Shutterstock; (pencil) ©Julia Ivantsova/Shutterstock; (hand holding smartphone) ©Thinkstock; (hand holding water bottle) ©DenisNata/Shutterstock; (all others) ©George Kerrigan
14 (top row, left to right) ©Rtimages/Shutterstock; ©Cambridge University Press; ©Thinkstock; ©Cambridge University Press (middle row, left to right) ©Ryan McVay/Thinkstock; ©Ryan McVay/Thinkstock; ©Thinkstock; ©Pixtal/age Fotostock (bottom row, left to right) ©Cambridge University Press; ©Cambridge University Press; ©Photodisc/Thinkstock; ©vovan/Shutterstock
19 ©Design Pics/SuperStock
20 (clockwise from top left) ©Exactostock/SuperStock; ©Exactostock/SuperStock; ©Mark Scott/Getty Images; ©Fancy Collection/SuperStock; ©Andreas Pollok/Getty Images; ©Ron Chapple/Getty Images; ©SnapshotPhotos/Shutterstock; ©Peter Cade/Getty Images
28 ©Don Nichols/Getty Images
29 (top to bottom) ©Larry Dale Gordon/Getty Image; ©Punchstock
32 (television) ©Maxx-Studio/Shutterstock
35 (top to bottom) ©Darren Mower/Getty Images; ©Thinkstock
36 (top row, left to right) ©JOSE LUIS SALMERON Notimex/Newscom; ©The Everett Collection; ©The Everett Collection; ©Getty Images (bottom row, left to right) ©Lions Gate/courtesy Everett Collection; ©Eric Roberts/Corbis; ©Robert Voets/CBS via Getty Images; ©Ann Johansson/Corbis
40 ©violetblue/Shutterstock
43 (left to right) ©Maxx-Studio/Shutterstock; ©MariusdeGraf/Shutterstock
44 (clockwise from top left) ©Cambridge University Press; ©Artur Synenko/Shutterstock; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press
45 ©Punchstock
47 ©Anders Blomqvist/Getty Images
48 (left to right) ©Ambient Images Inc./Alamy; ©Yellow Dog Productions/Getty Images; ©Spencer Grant/PhotoEdit; ©David Grossman/imageworks
50 (clockwise from top left) ©Holly Harris/Getty Images; © Kwame Zikomo/SuperStock; © Jens Lucking/Getty Image; © Kaz Chiba/Getty Images; © Onoky/SuperStock; © I. Hatz/ Masterfile
52 (top row, all photos) ©Cambridge University Press (middle row, left to right) ©Cambridge University Press; ©Rudy Umans/Shutterstock; ©JupiterImages (bottom row, left to right) ©JupiterImages; ©Cambridge University Press; ©Danilo Caillung/Corbis
56 ©Mike Powell/Getty Images
58 (sweater) ©Karina Bakalyan/Shutterstock; (skirt) ©Ruslan Kudrin/Shutterstock; (jeans) ©Karkas/Shutterstock (all others) ©Cambridge University Press
60 ©George Kerrigan
64 (clockwise from top left) ©Belinda Images/SuperStock; ©Ingram Publishing/SuperStock; ©Blend Images/SuperStock; ©Punchstock (mouse) ©urfin/Shutterstock
66 (top row, left to right) ©Catherine Karnow/Corbis; ©Shawn Baldwin/EPA/Newscom; ©Fotosonline/Alamy (middle row, left to right) ©Peter Willi/SuperStock; ©Douglas Pulsipher/Alamy; ©KSTFoto/Alamy (bottom row, left to right) ©Cambridge University Press; ©Prisma Bildagentur AG/Alamy; ©S.T. Yiap Still Life/Alamy
67 (top to bottom) ©Bob Krist/Corbis; ©Ron Erwin/Getty Images; ©Bert Hoferichter/Alamy
68 (clockwise from top left) ©Enzo/agefotostock; ©Olga Lyubkina/Shutterstock; ©Olga Miltsova/Shutterstock; ©Joseph Dilag/Shutterstock
69 ©Steve Hix/Somos Images/Corbis
71 (top to bottom) ©Laura Coles/Getty Images; ©Datacraft Co Ltd/Getty images; ©panda3800/Shutterstock
72 (top to bottom) ©Stephen Johnson/Getty Images; ©Simon DesRochers/Masterfile; ©ImagesEurope/Alamy; ©David Robinson/Snap2000 images/Alamy75 © Best View Stock/Alamy
76 ©Thinkstock
82 ©Thinkstock
84 (top to bottom) ©Exactostock/SuperStock; ©Joe McBride/Getty Images
85 ©David Young-Wolff/PhotoEdit
87 ©Blend Images/SuperStock
90 (clockwise from top left) ©Cambridge University Press; ©Alexander Rathis/Shutterstock; ©Cambridge University Press; ©Africa Studio/Shutterstock; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Lepas/Shutterstock; ©Luis Carlos Jimenez del rio/Shutterstock; ©Janelle Weaver/Getty Images; ©Cambridge University Press; ©Tetra Images/SuperStock; ©Cambridge University Press; ©Nixx Photography/Shutterstock; ©Orange Stock Photo Production Inc./Alamy; ©simpleman/Shutterstock
91 ©Jet/Shutterstock
92 (top row, left to right) ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Thinkstock; ©Cambridge University Press (top middle row, left to right) ©Ryan McVay/Thinkstock; ©Valentyn Volkov/Shutterstock; ©Thinkstock; ©Cambridge University Press; ©Cambridge University Press (bottom middle row, left to right) ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Multiart/Shutterstock (bottom row, left to right) ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©Cambridge University Press; ©svry/Shutterstock
93 (top to bottom) ©Cambridge University Press; ©Thinkstock; ©Thinkstock; ©Fuse/Getty Images/RF
96 ©Lena Pantiukh/Shutterstock
Text credits
While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
Special thanks to Kerry S. Vrabel for his editorial contributions.
The top 500 spoken words
This is a list of the top 500 words in spoken North American English. It is based on a sample of four and a half million words of conversation from the Cambridge International Corpus. The most frequent word, *I*, is at the top of the list.
1. I
2. and
3. the
4. you
5. uh
6. to
7. a
8. that
9. it
10. of
11. yeah
12. know
13. in
14. like
15. they
16. have
17. so
18. was
19. but
20. is
21. it's
22. we
23. huh
24. just
25. oh
26. do
27. don't
28. that's
29. well
30. for
31. what
32. on
33. think
34. right
35. not
36. um
37. or
38. my
39. be
40. really
41. with
42. he
43. one
44. are
45. this
46. there
47. I'm
48. all
49. if
50. no
51. get
52. about
53. at
54. out
55. had
56. then
57. because
58. go
59. up
60. she
61. when
62. them
63. can
64. would
65. as
66. me
67. mean
68. some
69. good
70. got
71. OK
72. people
73. now
74. going
75. were
76. lot
77. your
78. time
79. see
80. how
81. they're
82. kind
83. here
84. from
85. did
86. something
87. too
88. more
89. very
90. want
91. little
92. been
93. things
94. an
95. you're
96. said
97. there's
98. I've
99. much
100. where
101. two
102. thing
103. her
104. didn't
105. other
106. say
107. back
108. could
109. their
110. our
111. guess
112. yes
113. way
114. has
115. down
116. we're
117. any
| | | |
|---|---|---|
| 118. he’s | 161. five | 204. sort |
| 119. work | 162. always | 205. great |
| 120. take | 163. school | 206. bad |
| 121. even | 164. look | 207. we’ve |
| 122. those | 165. still | 208. another |
| 123. over | 166. around | 209. car |
| 124. probably | 167. anything | 210. true |
| 125. him | 168. kids | 211. whole |
| 126. who | 169. first | 212. whatever |
| 127. put | 170. does | 213. twenty |
| 128. years | 171. need | 214. after |
| 129. sure | 172. us | 215. ever |
| 130. can’t | 173. should | 216. find |
| 131. pretty | 174. talking | 217. care |
| 132. gonna | 175. last | 218. better |
| 133. stuff | 176. thought | 219. hard |
| 134. come | 177. doesn’t | 220. haven’t |
| 135. these | 178. different | 221. trying |
| 136. by | 179. money | 222. give |
| 137. into | 180. long | 223. I’d |
| 138. went | 181. used | 224. problem |
| 139. make | 182. getting | 225. else |
| 140. than | 183. same | 226. remember |
| 141. year | 184. four | 227. might |
| 142. three | 185. every | 228. again |
| 143. which | 186. new | 229. pay |
| 144. home | 187. everything | 230. try |
| 145. will | 188. many | 231. place |
| 146. nice | 189. before | 232. part |
| 147. never | 190. though | 233. let |
| 148. only | 191. most | 234. keep |
| 149. his | 192. tell | 235. children |
| 150. doing | 193. being | 236. anyway |
| 151. cause | 194. bit | 237. came |
| 152. off | 195. house | 238. six |
| 153. I’ll | 196. also | 239. family |
| 154. maybe | 197. use | 240. wasn’t |
| 155. real | 198. through | 241. talk |
| 156. why | 199. feel | 242. made |
| 157. big | 200. course | 243. hundred |
| 158. actually | 201. what’s | 244. night |
| 159. she’s | 202. old | 245. call |
| 160. day | 203. done | 246. saying |
| | | |
|---|---|---|
| 247. | dollars | 290. | started | 333. | believe |
| 248. | live | 291. | job | 334. | thinking |
| 249. | away | 292. | says | 335. | funny |
| 250. | either | 293. | play | 336. | state |
| 251. | read | 294. | usually | 337. | until |
| 252. | having | 295. | wow | 338. | husband |
| 253. | far | 296. | exactly | 339. | idea |
| 254. | watch | 297. | took | 340. | name |
| 255. | week | 298. | few | 341. | seven |
| 256. | mhm | 299. | child | 342. | together |
| 257. | quite | 300. | thirty | 343. | each |
| 258. | enough | 301. | buy | 344. | hear |
| 259. | next | 302. | person | 345. | help |
| 260. | couple | 303. | working | 346. | nothing |
| 261. | own | 304. | half | 347. | parents |
| 262. | wouldn’t | 305. | looking | 348. | room |
| 263. | ten | 306. | someone | 349. | today |
| 264. | interesting | 307. | coming | 350. | makes |
| 265. | am | 308. | eight | 351. | stay |
| 266. | sometimes | 309. | love | 352. | mom |
| 267. | bye | 310. | everybody | 353. | sounds |
| 268. | seems | 311. | able | 354. | change |
| 269. | heard | 312. | we’ll | 355. | understand |
| 270. | goes | 313. | life | 356. | such |
| 271. | called | 314. | may | 357. | gone |
| 272. | point | 315. | both | 358. | system |
| 273. | ago | 316. | type | 359. | comes |
| 274. | while | 317. | end | 360. | thank |
| 275. | fact | 318. | least | 361. | show |
| 276. | once | 319. | told | 362. | thousand |
| 277. | seen | 320. | saw | 363. | left |
| 278. | wanted | 321. | college | 364. | friends |
| 279. | isn’t | 322. | ones | 365. | class |
| 280. | start | 323. | almost | 366. | already |
| 281. | high | 324. | since | 367. | eat |
| 282. | somebody | 325. | days | 368. | small |
| 283. | let’s | 326. | couldn’t | 369. | boy |
| 284. | times | 327. | gets | 370. | paper |
| 285. | guy | 328. | guys | 371. | world |
| 286. | area | 329. | god | 372. | best |
| 287. | fun | 330. | country | 373. | water |
| 288. | they’ve | 331. | wait | 374. | myself |
| 289. | you’ve | 332. | yet | 375. | run |
| | | |
|---|---|---|
| 376. | they’ll | 418. | company |
| 377. | won’t | 419. | friend |
| 378. | movie | 420. | set |
| 379. | cool | 421. | minutes |
| 380. | news | 422. | morning |
| 381. | number | 423. | between |
| 382. | man | 424. | music |
| 383. | basically | 425. | close |
| 384. | nine | 426. | leave |
| 385. | enjoy | 427. | wife |
| 386. | bought | 428. | knew |
| 387. | whether | 429. | pick |
| 388. | especially | 430. | important |
| 389. | taking | 431. | ask |
| 390. | sit | 432. | hour |
| 391. | book | 433. | deal |
| 392. | fifty | 434. | mine |
| 393. | months | 435. | reason |
| 394. | women | 436. | credit |
| 395. | month | 437. | dog |
| 396. | found | 438. | group |
| 397. | side | 439. | turn |
| 398. | food | 440. | making |
| 399. | looks | 441. | American |
| 400. | summer | 442. | weeks |
| 401. | hmm | 443. | certain |
| 402. | fine | 444. | less |
| 403. | hey | 445. | must |
| 404. | student | 446. | dad |
| 405. | agree | 447. | during |
| 406. | mother | 448. | lived |
| 407. | problems | 449. | forty |
| 408. | city | 450. | air |
| 409. | second | 451. | government |
| 410. | definitely | 452. | eighty |
| 411. | spend | 453. | wonderful |
| 412. | happened | 454. | seem |
| 413. | hours | 455. | wrong |
| 414. | war | 456. | young |
| 415. | matter | 457. | places |
| 416. | supposed | 458. | girl |
| 417. | worked | 459. | happen |
| 460. | sorry | 461. | living |
| 462. | drive | 463. | outside |
| 464. | bring | 465. | easy |
| 466. | stop | 467. | percent |
| 468. | hand | 469. | gosh |
| 470. | top | 471. | cut |
| 472. | computer | 473. | tried |
| 474. | gotten | 475. | mind |
| 476. | business | 477. | anybody |
| 478. | takes | 479. | aren’t |
| 480. | question | 481. | rather |
| 482. | twelve | 483. | phone |
| 484. | program | 485. | without |
| 486. | moved | 487. | gave |
| 488. | yep | 489. | case |
| 490. | looked | 491. | certainly |
| 492. | talked | 493. | beautiful |
| 494. | card | 495. | walk |
| 496. | married | 497. | anymore |
| 498. | you’ll | 499. | middle |
| 500. | tax |
Touchstone is an innovative four-level series for adults and young adults, taking students from beginning to intermediate levels (CEFR: A1 – B2). Based on research into the Cambridge English Corpus, Touchstone teaches English as it is really used. It presents natural language in authentic contexts, and explicitly develops conversation strategies so learners speak with fluency and confidence.
**New in the Second Edition**
- Extra grammar practice focuses on key grammar points in each unit.
- Can-do statements help students understand the learning outcomes of each lesson and rate their own performance.
- Common error information from the Cambridge Learner Corpus helps students avoid making basic errors.
- Sounds right activities provide regular pronunciation practice and enable students to speak with confidence.
**Touchstone Components**
| For Students | For Teachers |
|--------------|-------------|
| Student’s Book | Teacher’s Edition with Assessment Program |
| Workbook – print and online | Presentation Plus: classroom presentation software |
| | Class Audio CDs |
| | Video DVD |
| | Video Resource Book |
| | Placement Test |
**Touchstone Blended Learning**
- Maximum flexibility for students and teachers – lessons can be done in class or online
- Automated grading and progress tracking
- Includes games, animated grammar presentations, online communication activities and more
Find out more: www.cambridge.org/touchstoneblended
www.cambridge.org/touchstone2
---
**CEFR**
| Level | Course |
|-------|--------|
| A1 | Touchstone 1 |
| A2 | Touchstone 2 |
| B1 | Touchstone 3 |
| B2 | Touchstone 4 |
| C1 | Viewpoint 1 |
| | Viewpoint 2 |
**CAMBRIDGE ENGLISH CORPUS**
The Cambridge English Corpus is a multi-million word collection of written and spoken English. It forms the basis of the Cambridge Learner Corpus, a unique bank of exam candidate papers.
Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes. This means that Cambridge materials help students to avoid mistakes, and they can be confident the language taught is useful, natural and fully up to date.
www.cambridge.org/corpus
**CAMBRIDGE QUALITY GUARANTEE**
---
CAMBRIDGE UNIVERSITY PRESS
www.cambridge.org
ISBN-13: 978-1107639331
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MARCH MEETING FEATURES “HOW TO SELF PUBLISH”
The event will be Tuesday March 29th at 1:00 p.m. in the Mini Sanctuary of Congregation of Reform Judaism, 928 Malone Dr., Orlando, 32810. And is open to the Public. For information call: Dr. Raeburn Wallen at 407 6787531
After researching your family tree HOW DO YOU PUBLISH IT?
Dr. Raeburn Wallen, president of the Jewish Genealogy Society of Greater Orlando, and his daughter Tammy Gory will discuss how they have published their research. Mrs. Gory uses the name of Tammy Michelle as her pen name for her book, *Life Without Nipples*. Her hard cover or paperback books are available from Barnes and Noble. She will be coming to Florida from Ohio, and will speak and have copies of her book at the presentation.
Dr. Wallen has traveled throughout the world and authored and printed books for his students on the various places he has visited, including over 25 visits to Israel. Other books he self published are from his travels to Hawaii and Cancun, Mexico. He also has researched genealogy tracing his father’s lineage back to 1600’s, and has this in a book format.
Tammy Michelle Gory had her book published by Xlibris Corporation, and she will discuss the mechanics of publishing her works. The meeting will allow for questions and answers of the process of publication.
Two months before her forty-sixth birthday, the author, Tammy Michelle, was diagnosed with breast cancer. Her experiences became the catalyst that prompted her to keep a daily journal, from which *Life Without Nipples* was written. She later had plastic surgery and her next book will be “Nipples for My Birthday.” Tammy is currently researching cancer deaths in her family tree going back several generations.
In this autobiographical book, she walks readers through her battle in a candid, at times, light manner. She further narrates her sessions with chemotherapy, hair loss, pain therapies, and her eventual victory against breast cancer.
The meeting is open to the public. JGSGO members are free, and visitors will be charged a donation of $3.00.
ARE YOU A GOOD ANCESTOR?
A good ancestor keeps certificates including birth and death certificates; records including health, military, naturalization, and school; passports; newspaper and church notices; awards; photos; art and craft work; journals; Bibles; diaries; baby, school and wedding books; heirlooms.
He or she dates cor- spondence, cares for tomb- search organized, writes or ries, and supports tions.
A good ancestor dates everything, is sure that full names are in- cluded, records where material may be found and always sees that at least one other copy of important data is somewhere else.
A hundred years from now, will they think you were a good ancestor?
As I look back over the last year I am in gratitude for the work of all of our past board members. Doris has done a remarkable job as our Vice President of Membership. After 13 years of leadership she has decided to step down from that position. Because of her vast amount of knowledge of our society, she consented at my request to stay on the board as a director. Upon the Board’s approval, we welcomed Rikki Hanin as our new Vice President of Membership at our January General Meeting.
Although the nominating committee could not find a replacement for Jerry Kurland, the board approved a motion for board members to plan programs until another V.P. is elected to fill this position. Jerry did an excellent job, and I requested him to give a review of our past year, and I have included this in my report. Jerry provided us with “the most successful, innovative, instructive programs going into our 20th Anniversary as a growing society.
Jerry comments: “Many thanks go to the speakers who took the time to make us aware of new understanding gained to overcome hardships in our research together with the Maven researchers who broke down barriers for our individual-member researchers. We thank the CRJ administration under Debra Gold and her helpful staff using for the first time CRJ’s Internet Server-connections, to provide interactive live “On-Line” use of the Internet, accessing special Web sites that provided us with instant answers on our ancestors. Genealogical research bridges the gap to our ancestry and family tree. This has been my finest hour of service to JGSGO. With a devoted Board of Directors & Chairmen, Twenty-Ten Programs partly resulted in a 20% increase in membership in one year. To be successful we must have new volunteers to carry the baton to greater heights. Don’t depend on others to carry all the weight. Good Luck & successful discoveries.”
To look back over our successful year, read Jerry’s summary of our activities. Volunteer to help with refreshments, programs, and other activities of our society, and we will look forward to another great year.
Dr. Raeburn Wallen, President of JGSGO
The following summary was contributed by Jerry Kurland.
JANUARY 26, 2010, TUESDAY 1:00 PM in the Mini-Sanctuary, CRJ,
Program: Diane L. Hirsch, President, My Video Life Story, A legacy of a life well lived”.
Diane showed how we can interview & record by tape or video, and document historical accounts of vital records from a relative for future research from your Family Tree. As an Emmy-award winning documentary producer she has interviewed Presidents, celebrities, and athletes. Her goal is to create an entertaining and historical account that becomes a priceless family heirloom to be shared by families and friends to be relived over and over again.
FEBRUARY 23, 2010, TUESDAY 1:00 P.M. in the Mini Sanctuary, CRJ.
Program: Joanie Schrim, reported on her genealogical research trip to the Czech Republic. Her book "My Dear Boy", is a true story of the amazing adventuresome life of Dr. Oswald Holtzer and the author's journey to bring it to light. Based on the discovery of one of the largest personal collections from World War II, including 400 letters by 78 authors, the story provides an intimate window into both the tumultuous times and the human spirit. With excellent publicity, this event had the largest attendance of the year.
MARCH 16, 2010 Tuesday 1:00 P.M. in the Mini Sanctuary, CRJ
PROGRAM: STEVEN LUXENBERG, author of "Annie's Ghosts" "A Journey Into a Family Secret" Steven Luxenberg a Washington Post senior editor, provided a detailed look at the genealogical and investigative reporting techniques he used to unearth the story behind a family secret, and answer questions about how to dig into your family history. "Annie's Ghosts" is a great non-fiction read for genealogists, "Jan Alpert, president of the National Genealogical Society, wrote in reviewing the book. "I
(President on page 4)
believe Annie's Ghosts will provide you with different ways to look at some of your research problems." (Steve was available to sign books after his talk. Books were for sale, while others who already own them brought their copies for his signature.)
**APRIL 27, 2010 (MEMBERS ONLY) Goldman Social Hall PROGRAM: "ON-LINE" FORUM I**
Computer research online at CRJ focused on internet research and online sources from the CRJ server to help individual researchers discover records on one ancestor using Ancestor.com, an online Forum Program.
At this meeting we made several computers available at four different tables at the rear of the room. A fifth table was the researcher's lap-top computer connected to a Projector with an overhead screen while being directly connected to CRJ's Server having access to Genealogical Web sites such as JewishGen in the Goldman Social Hall. We especially invited non computer users as well as those that were presently using computers.
Each candidate researcher was assigned to one of the five tables at a designated time. Each table was marked with the computer researcher name & the name of the candidate researcher. Advanced notices called "Brick Wall Busters" tickets, were sent to each candidate with a Master Schedule sent to the computer research volunteers.
With a focus on Internet research and concentrating on "on-line sources" from the CRJ server, we were able to provide the individual researchers to help them discover new information on records of ONE ANCESTOR.
It was our object to go to genealogical websites that show U.S. Vital Records, U.S. Census and U.S. passenger manifests (Ellis Island) and JewishGen's websites and many of its databases with the purpose of finding vital information on an ancestor.
**MAY 25, 2010 Goldman Social Hall CRJ PROGRAM: "ON-LINE" FORUM II**
Successes in Genealogical "ON-LINE" Computer Research
AGENDA was Reporting on Individual Family Discoveries, emphasis on "brick wall" solutions and the great results from the recently held "On-Line" Research Forum on April 27 2010. This Program reviewed successes and hardships and "a-ha" discovery of volunteer member's newly discovered relative, presenting their own discoveries from April 27 initial research forum. Certain members returned to present their research on a relative with the facts that had been uncovered for them last month and to provide a 10 minute presentation of their discoveries. This program demonstrated how our researchers discovered new information using CRJ's Internet connection providing our members access to, "on-line" genealogy programs.
**June 22, 2010 ROUND TABLE GENEALOGY DISCUSSION**
Jerry Kurland moderated the program, with distinguished panel: Irwin Feldman, Jose Valle, Joanie Schirm, Sim Seckbach, Larry Morrell, Joel Nierenberg, and Gladys Paulin (board certified genealogist).
The panel told us that "Every region is going to have its own set of records, but there are some predictable clues to look for: Marriage Records may give names of parents, Land records could give other family member or vital records. These could lead to newspaper articles. They cautioned that some records may not provide accurate information and that these should be checked with facts from other sources.
**SEPTEMBER 28, 2010 CRJ GOLDMAN SOCIAL HALL**
Tom Hirsch, a JGSGO MEMBER, provided the program, INTERESTING TIPS TO FIND YOUR FAMILY, AND HOW TO COLLECT, SAVE, AND ORGANIZE YOUR PRECIOUS MEMORIES.
He demonstrated websites, bookmaking and organizing the websites in your web browser, saving files and backing up those files. He also explained digitally photographing items to include in family history and photo stitching to combine photos into a single folder or record.
(Note: Tom will provide a follow up program in 2011 showing those subjects that he did not have time to cover.)
**OCTOBER 26, 2010**
GUEST SPEAKER: PEGGY MOSINGER FREEDMAN, from Atlanta, GA
(President on page 5)
Ms. Freedman is a founding member and past president of the Jewish Genealogical Society of Georgia. She is Webmaster for the Members Website for LitvakSIG, and leads an annual Jewish Heritage tour to Lithuania. She has taught Jewish Genealogy classes in Atlanta for fifteen years.
TOPIC: Ms. Freedman spoke to the JGS of Greater Orlando about Jewish Genealogy in Lithuania, including a brief history of Lithuania, (the Baltic Region of Eastern Europe) a review of the Archival system in Lithuania, the LitvakSIG and the JewishGen databases, and other Lithuanian genealogical resources.
1. LitvakSIG is an II All Lithuania" database containing more than 790,000 records from many different sources, including complete Revision Lists as well as vital records.
2. "The JewishGen Lithuania Database" contains more than 960,000 records, from Lithuania, from a variety of sources, including vital records, Revision List, businesses, Yizkor Books and other Holocaust sources.
3. Ms Freeman had consented to do some preliminary research before the meeting for those members who had provided the name of an immigrant ancestor with all the places that were known where they lived. The following members provided information that Peggy discovered in her research through the web sites mentioned above.
1. Cheryl Hanin, 2. Doris Frank, 3. Marlis Humphrey, 4. Shirley Michael, 5. Ted Lewis, 6. Riva Sorokurs, 7. Jerry Kurland..
We acknowledge with special gratitude that Doris and Robert Glasser were the Hosts for our out of Town Guest providing accommodation at their home. Peggy was our guest for Lunch at the Olive Garden restaurant with the researchers who had a chance to meet Peggy and discover more information about their ancestors from Lithuania and Latvia.
NOVEMBER 23, 2010 AT ORANGE COUNTY (MAIN) LIBRARY SYSTEM, 4TH FLOOR. TIME: 1:30 P.M. (Downtown Orlando).
PROGRAM: TO ASSIST EACH RE-
SEARCHER WITH PERSONAL RESEARCH, through, a list of some resources which may aid in genealogy research. This event helped to acquaint us with the Library collection and resources and the library staff.
DECEMBER 28, 2010 CRJ MINI SANCTUARY
INSTALLATION OF OFFICERS- MEMBERS SOCIAL EVENT
Edith Schulman was in charge of the food for this very successful event. The theme of our International food tasting event was A TASTE OF NATIONS. Foods from the lands of our ancestors adorned the tables, and was enjoyed by all. A "Round Table Discussion was also held where members were able to relate interesting ancestral tales. Joel Nierenberg moderated these interesting stories of our family heritage.
"As individuals and as a group we have spent considerable time and effort this year building a kind of structural picture of our family heritage." We look forward to another great year, 2011. *
JGSGO-1990 through 2010
By Rae Wallen
Gene Starn’s early history of JGSGO from Etz Chaim, Vol. 10, No 41, Summer 2000, lists the founding members as: Marcia Ainbinder, Casselberry; Linda Amon, Maitland; Moe Aronson, Orlando; Irving Berger, Longwood; Doug First, Maitland; Sylvia First, Maitland; Teresa Finer, Orlando; Hedi Goldfarb, Longwood; Rachel Heimovics, Longwood; Polly Horwitz, Lake Mary; Si Hoewitz, Lake Mary; Harry Katzman, Winter Springs; Shirley Michael, Maitland; Claire Miller, Orlando; Gwen Person, Orlando; Betty Posner, Winter Park; Sheila Reback, Longwood; Howard Soldinger, Longwood; Reuben Soldinger, Longwood; Elaine Starn, Longwood; Gene Starn, Longwood; Mildred Wang, Longwood; and Ruth Zemel, Altamonte Springs. The organizational meeting was held Monday September 10, 1990
(History on page 11)
Triggered by a discussion on the Jewish-Gen email list, “Why is my family not interested?”, Marlis started thinking about her personal experience. Her mother-in-law has been a genealogist for more than 30 years and has published several books on the various lines within her family. The books are filled with the results of excellent research. The ancestors are vividly portrayed: a longstanding governor of Plymouth Colony, a 1920’s movie star, a jewelry store hold-up and murder, and more. Yet the books, printed on a dot-matrix printer and hand-bound, remain untouched on the family’s book shelves. Her teenage daughter, who can typically be found doing homework, texting to her BFF, watching TV, updating Facebook, and listening to her iPod – all simultaneously - has yet to express interest.
As genealogists, we tend to think of ourselves primarily as researchers. But as we move from researching to sharing our family history, Marlis challenged us to think of ourselves as being in the media business. Marlis shared a view of the trends impacting genealogists (family history creators), their audience (family history or (more generally) media consumers), and media platforms. She then asked, “In light of these trends, can an efficient method be defined for formatting, publishing, and distributing family histories in a way that is so compelling that the readers not only choose to read it amongst all other media competing for their attention, but don’t want to put it down?”
Building on the best characteristics of various types of publications, Marlis shared how she put together a 4-page layout in 12”x12” digital format including genealogical artifacts, photos, and text describing the life of her great grandfather. In walking through this example, Marlis presented a generalized 5 step process, checklist, tools and tips using the latest readily available technologies for creating a new style of family history book that can be published in print form or easily adapted to be distributed on the web, e-reader (e.g. Kindle), smartphone, or tablet (e.g. iPad) device.
Taste of Nations - A Winner
By Edith Schulman
Nearly 30 people gathered at CRJ on December 28, 2010 for Taste of Nations and installation of new officers. Our wonderful cooks took the time to dig out recipes of dishes native to the countries from which their ancestors came (or they carefully researched the countries for recipes). There were dishes were from many countries including Poland, Hungary, Russia, Spain, Czech Republic, Germany, Rumania and Canada.
A big “thank you” to Shirley Michael, Elaine Nierenberg, Marcie Wallen, Rita Feldman, Doris Glasser, Doris Frank, Edith Schulman, Betty Kohn, Elaine Adler, Flo Goldman, Joanie Schirm, June Kurland, Lucilla Weinroth and Gail Robertson for furnishing the exciting dishes from many countries.
Special thanks are due to Joel and Elaine Nierenberg for purchasing the plates, cups, tablecloths, napkins and soda used for Taste of Nations.
Following installation of new officers, (their names to be found elsewhere in the Newsletter) Joel Nierenberg presented the program for the afternoon. Several members shared some part of their genealogy research—the unexpected find of an unknown relative, long lost letters or, in one case, the finding of a hidden dresser in a wall in the home where a member grew up.
Feedback tells the board that this was a meeting enjoyed by all who came. Next year, we hope even more of our members will join us.
Yizkor Books for Genealogical Research
By Carl R. Migden
Yizkor books were written and published in the late 1950’s, the 1960’s, and the early 1970’s by committees of survivors of many hundreds of the former Jewish population centers of Eastern Europe, and generally they culminate in lists of community members who did not survive the war.
Yizkor books were published in very small quantities and at a time when permanent paper was little used. As a result, these volumes, which were meant to perpetuate the memory of a “vanished world,” are often hard to find, and, in some cases, are themselves in danger of vanishing. The Yizkor book holdings of the Dorot Jewish Division of the New York City Public Library are the most extensive in the United States, with upwards of 90% of the titles.
Typically, Yiskor books were published in Israel or New York, or, occasionally, in Buenos Aires. Generally, the writings in these volumes may be all in Hebrew or all in Yiddish, but many of the volumes are extensively illustrated with photographs of the towns, streets, market places, synagogues, and sometimes with a map plan or two of the town. And even a number of them have images of the survivors of the Holocaust. Please note that some Yiskor books have quite a bit of information and others may almost have nothing to offer the genealogist; but it’s a resource one should investigate. Remember, nothing ventured, nothing gained. I personally have found quite a lot of information and even found a group photo taken in 1926 of a Migden relative who was a member of “Group of Hashachar”, ca. 1926 / 1927 as well as another group photo with Dr. Jacob Israel Migden of “The Membership (and guests) of Bar-Kochba, New York “ 1952.
I will quote a line from the JewishGen Yiskor Book Project… “Every Jewish person with roots in Central or Eastern Europe has family members who were murdered in the Holocaust. Holocaust research is an important part of Jewish family history research, and one of the more valuable collections is Yizkor books.”
The alphabetical indexes of communities listed on this page are the towns in Eastern Europe for which there are Yizkor books in the Dorot Jewish Division, available online, for FREE, at the convenience at your computer at home to look at… page by page.
The website of The New York City Public Library to access the Yizkor books are at: http://legacy.www.nypl.org/research/chss/iws/yizkorbookonline.cfm
“The New York Public Library's Digital Yizkor Book Viewer” provides page-turner technology to read or consult crystal-clear digital images of complete Holocaust memorial books, exactly as issued. There are 650 of the 700 post-war Yizkor books at The New York Public Library and are accessible online in their entirety. First-time users of the digital viewer are strongly encouraged to read the short and simple tips on blank screens and the enlargement of images. Volumes currently available in hard copy only are indicated by an asterisk on the alphabetical list below of communities whose Yizkor books are in the Library's collection from A to Z….
Abauj-Torna , Akkerman, Aleksandria, Aleksandrow, Alexandrovka *, Amdur, Amshinov, Andrychow, Annopol, Antopal (1967), Antopal (1972), Antopol (1967), Antopol (1972), Apt, Arad, Ashmiany, Augustow….
to
…. Zablotow, Zabludow (1961), Zabludow (1987), Zabolotiv, Zadna, Zadneye, Zagaipol, Zakarpatska Oblast (1959), Zakarpatska Oblast (1968), Zakarpatska Oblast (1991), Zakarpatskaya Oblast (1959), Zakarpatskaya Oblast (1968), Zakarpatskaya Oblast (1991), Zaklikow, Zakopane, Zaloshits, Zaluche…etc.
It should be noted that there are sometimes...
more than one Yiskor Book written about the same town which is indicated by the year of publishing. Also, be aware of the variant spellings of the same town. One example is a town Jezierna (variant spelling: Jezierzany, Yezierna, Ozernaya) where some Migden relatives are from.
The JewishGen Yizkor Book Project Translations Project into English:
An ambitious volunteer effort is under way by the JewishGen Yizkor Book Project Translations Project to expand the proportion of Yiskor book writings is available in English. The resulting data-rich selections in translation are posted on the JewishGen.com website together with much other pertinent information. Key portions of Yiskor books have been translated into English to date—sections such as the Table of Contents, captions to pictures and the necrology (list of victims). Go to the project’s home page at: http://www.jewishgen.org/Yizkor/.
The very first link, “Read Translations,” provides a list of towns for which some translations have been provided. The second item allows searching a list of all persons found in those necrologies extracted to date. “Yizkor Book Master Name Index” identifies persons mentioned in the translated portions of the Yizkor Books on the JewishGen Yizkor Book Project website.
Go look-up the town in Europe where your ancestors’ came from.
Good Luck and Happy Hunting!*
Melungeons to be Discussed at Genealogy Jamboree
DO YOU HAVE AN ANCESTOR THAT WAS JEWISH, INDIAN, or a SLAVE living in the CUMBERLAND GAP area? Many of the Sephardim Jews settled in the land that was out of the U.S. territory before annexation took effect. Janice Fleenor Smith from Ocala, Florida is one of the speakers at the Genealogy Jamboree. Discussions on the Melungeons will clear up why Jews, Blacks and Indians were “outcasts” in the area with no voting rights. If you have Sephardim roots, you might find some ancestors in this area.
GENEALOGY JAMBOREE
JUNE 9, 10, 11, 12 , 2011
DESTINATION:
THE BEAUTIFUL AND HISTORIC TOWN OF CUMBERLAND GAP, TENNESSEE
THE PIONEERS GATEWAY TO THE WEST
FREE TO THE PUBLIC
Locations Participating
Cumberland Gap, TN & Cumberland Gap National Historical Park, KY & Wilderness State Park, VA
CONTACT
MARK TREADWAY
firstname.lastname@example.org
423-869-9580
WEB PAGE www.wil-syl.com/jamboree3
Tom Hirsch’s Website List
Tom Hirsch has furnished an extensive list of websites of genealogical interest. Inasmuch as the list is too long for this publication, we are furnishing you with an access website to download the list.
“Websites to help you find your family history. Originally made to accompany presentation to the Jewish Genealogical Society of Greater Orlando, May 25, 2010. Scores of links added since then, updated Sept 21, 2010. Compiled by Tom Hirsch, Winter Park, FL.”
To obtain the list, copy and paste the following address into your web browser.
http://tinyurl.com/JGSGO-HirschList
NEW BOOK IN OUR LIBRARY
Edward Kritzler’s book entitled *Jewish Pirates of the Caribbean: How a Generation of Swashbuckling Jews Carved Out an Empire in the New World in Their Quest for Treasure, Religious freedom—and Revenge.*
If you have visited Jamaica you observed one of the bases for Jewish pirate adventures. Immediately after their expulsion from Spain and Portugal in 1492 and 1497, these merchants, and ship owners did business wherever there were trading opportunities. When Columbus opened the Caribbean, the tales of rich treasures prompted the more adventurous ones to sail “the ocean blue” in search of a better life. Even though Spanish law forbade them to do so, the conversos joined the hope of discovering gold, silver, pearls, or precious stones. Some remained on the land to supply food to the Spanish conquistadors.
Catholic monarchs brought about the Holy Inquisition in 1487 against so called heresy among the Conversos – former Jews and Muslims. Torquemada, the chief inquisitor burned over 9,000 at the stake. Wherever the Conversos traveled and lived, the Inquisition followed them. A neighbor could turn in a “heretic” Jew and receive half of his property, the Catholic church received the other half.
Jews, acting as pirates, sailed from the Mediterranean and seized Spanish ships. One notable pirate, Palache, was also a rabbi, and attacked Spanish ships going from South America to Spain and gained wealth from the cargo.
The Spanish Inquisition continued in Peru, the Caribbean and Mexico killing secret Jews, even those who had fled England in 1290. When Cromwell took over in England he permitted the Jews to return and permitted them to live in English possessions in the Caribbean.
According to Joseph Fibel’s article in DOROT, the Journal of the Jewish Genealogical Society, Cromwell “mounted invasions on Hispaniola (today’s Haiti and Dominican Republic), and Jamaica. The Jamaican force prevailed, but the Spanish completely defeated the one invading Hispaniola. On the northern tip of Jamaica, today’s Port Royal, rowdy pirate crews prevailed on their return from raids. These rowdies, or buccaneers were taken into the pirate crews.
If you have Sephardim Jews in your genealogy, you will enjoy this book.
There are in the National Archives many records relating to Indians who maintained their tribal affiliations. The original records of the headquarters of the Bureau of Indian Affairs are in the National Archives in Washington, DC. These records often contain information about specific tribal members. Original records created by the various field offices and Indian schools are among the holdings of the regional archives. (Find the regional office nearest to the tribe or area you want to investigate.) Periodic attendance records, 1910-1939, for Indian schools are in the National Archives in Washington, DC. Most of the records, arranged by tribe, are dated 1830-1940. They include the following:
--Lists of Indians (chiefly Cherokee, Chickasaw, Choctaw, and Creek) who moved west during the 1830-46 period. Each entry on these lists usually contain the name of head of the family, the number of persons in the family by age and sex, a description of property owned before removal (including the location of real property) and the dates of departure from the East and arrival in the West.
--Annuity payrolls, 1841-1949. Except for the early ones that give little but the name of head of families, these show name, age and sex of each person who received payment.
--Annual census roll, 1885-1940. These records (available on microfilm) normally show for each person in a family the Indian or English name (or both names), age, sex and relationship to the head of the family and sometimes to another enrolled Indian. The records occasionally include supplementary information such as names of persons who died or were born during the year.
The National Archives staff in Washington, DC will search the records if given the Indian's (preferably both English Indian names), the tribe and the approximate date of association with the tribe.
--Application for enrollment and subsequent allotment of land of individual tribal members of the Five Civilized Tribes. The original applications for enrollment of Cherokees, Choctaws, Chickasaws, Creeks, and Seminoles by the Dawes Commission, 1898-1907, are deposited in the National Archives Southwest Region (Ft. Worth, TX). Microfilm copies are available in the National Archives in Washington, DC.
--Eastern Cherokee claim files, 1902-10. These usually contain for each applicant the name, residence, date and place of birth, name and age of spouse, names of father and mother and children and other genealogical information.
The National Archives staff in Washington, DC, will search these files if you can supply (preferably on NATF Form 83, Order for Copies of Eastern Cherokee Applications) the full name both English and Indian, of the applicant. The identifying information should be sent to the General Reference Branch, National Archives, Washington, DC 20408.
We owe a great debt to those founding members, and those who kept our organization together. There was a discussion as to whether they should affiliate with the Jewish Community Center and be members would be charged $10.00 per year. The Jewish Community Center would provide the mailings. The majority voted to affiliate with the JCC.
Further discussion was about which Jewish Societies they should affiliate with for the coming years. It was voted by the majority that they should affiliate with the Association of Genealogical Societies, as there were 30 societies in the United States; and 40 worldwide.
Other memberships were Dorot published by the New York City Society, and the library received their newsletter until the present time. A lengthy discussion was whether they should join the Douglas C. Goldman Center in Tel Aviv that had films published which discuss Jewish Genealogy. The membership was $90 a year, but this membership did not concern the group present and was rejected.
In Vol. III, No. 1 of Etz Chaim, an article described the efforts of Sheila Reback who undertook a “program” to promote family history. Reback outlined a three-session mini-course on Jewish genealogy basics that would enable students in sixth and seventh grades to begin their family research. The column also stated “JGSGO feels that teaching the basics of genealogy to youngsters is one way of enhancing the values of Jewish genealogy to the public.” Sheila’s success brought her remarks “Even I was surprised at the success of this first try at teaching 11 and 12 year old kids about Jewish genealogy. But according to the evaluation sheets, and the fact that we have been invited back next year, shows that it was a great beginning.”
Shirley, an active member of JGSGO, passed away Saturday, January 15, 2011. Her interment was in New York after a memorial service at the Montpelier Clubhouse in Williamsburg, Orlando, Florida.
A member of many organizations, among which were Congregation Beth Emeth, JCC-South Campus, Chai Steppers, Hadassah and JGSGO. A Doctor of Education, she was a Principal in NYC.
A researcher of her family tree, an educator and teacher, the book “GOOGLE YOUR FAMILY TREE” has been placed in the library in her memory. The book’s author, Daniel Lynch, describes ways to unlock the hidden power of Google. As the internet’s most popular search engine, Google has firmly established itself as an indispensable tool for billions of people worldwide. The book explains how to use the many powerful capabilities contained within Google to jumpstart a family history search—and does so in simple, easy to understand language.
“Easily the most important technology book for genealogists written in more than a decade,” says Dan Taggart, Co-Founder of Ancestry.Com.Inc. This is a must read for anyone using the Internet—for family history or any other reason.”
Dick Eastman, Editor, Eastman’s online genealogy Newsletter remarks: “describing the many features of Google in a way that helps genealogists is a monumental task. Dan Lynch has done an admirable job. It is difficult to think of anything he left out.”
Please read the book, and remember Shirley and her dedication to our society.
JGSGO Officers:
Dr. Raeburn Wallen ........................................ President
Vacant .................................................. Vice President, Programming
Rikki Hanin ................................. Vice President, Membership
Riva Sorokurs ........................................ Treasurer
Joel Nierenberg ....................................... Secretary
Marcie Wallen ........................................ Librarian
Jose Valle.............................................. Webmaster
Edith Schulman ........................ Director-at-Large
Herb Adler ........................................ Director-at-Large
Jerry Kurland ........................ Director-at-Large
Doris Frank ........................................ Director-at-Large
ETZ CHAIM Staff:
Dr. Raeburn Wallen ............................ Editor-in-Chief
Edith Schulman ..................................... Co-Editor
Herb Adler ........................................ Co-Production Editor
Helaine Blum ................................. Co-Production Editor
Riva Sorokurs ................................ Proof Reader
Jerry Kurland ........................ Design & Advertising
Contributors:
Jerry Kurland; Edith Schulman; Marcie Wallen; Raeburn Wallen; Carl Migden;
Calendar:
Mar 15 Board Meeting, 2 pm
Mar 29 How To Publish
Apr 12 Board Meeting, 2 pm
Apr 26 General Mtg. 1 pm
May 10 Board Meeting, 2 pm
May 24 General Mtg. 1 pm
For Your Information
After much effort, JGSGO has received official documentation recognizing us as a 501 (c)3 qualifying organization. This establishes that donations to JGSGO are fully deductible for Income Tax Purposes if other requirements are met.
Subsequently, we have applied and received Florida State sales tax exemption certification.
Therefore, if you make any purchases on behalf of JGSGO which would ordinarily be taxed, please obtain a copy of the Exemption Certificate from President Wallen so that the Florida Sales Tax will not be charged.
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Volcanic Explosivity Index (VEI) is a scale that describes the size of an explosive volcanic eruption.
Key characteristics that define VEI include:
- Volume of ash produced
- Height of eruption cloud above the vent
- Duration of eruption
VEI is analogous to the Richter magnitude scale for earthquakes. In the 0 to 8 scale of VEI, each interval represents an increase of a factor of ten. An eruption of VEI 4 is 10 times larger than a 3 and one hundred times larger than a 2.
Representative eruptions for each VEI and their rate of occurrence:
| VEI | Description | Example | Rate on Earth | Bulk Volume of Erupted Products |
|-----|-------------------|----------------------------------------------|----------------------------|---------------------------------|
| 8 | | Toba, Indonesia, 75,000 yr ago | Two per 100,000 years | >230 cubic miles |
| 7 | | Crater Lake, Oregon, 7600 yr ago | Several per millennium | 20 cubic miles |
| 6 | Very large | Krakatau, Indonesia, 1883 | Several per century | 4 cubic miles |
| 5 | Large | Mount St. Helens, May 18, 1980 | One per decade | 0.25 cubic mile |
| 4 | Moderate to large | Mont Pelée, Martinique, 1902 | Tens per decade | 100 million cubic yards |
| 3 | Moderate | Mount St. Helens, May 25 and June 12, 1980 | Several per year | 10 million cubic yards |
| 2 | Small | Mount St. Helens, December 7, 1989 | Tens per year | 1 million cubic yards |
| 1 | Non-explosive | Mount St. Helens, October 1, 2004 | Frequent | <1 million cubic yards |
| 0 | | | | |
Eruption column heights and typical thicknesses of ashfall at a given distance increase with increasing VEI:
| VEI | Eruption column height above vent | Approximate ash thickness at 10 miles | At 100 miles | At 300 miles |
|-----|----------------------------------|--------------------------------------|--------------|--------------|
| 7 | >80,000 feet | Tens of feet | Several feet | Several inches |
| 6 | >80,000 feet | Ten feet | One foot | One inch |
| 5 | >80,000 feet | Two feet | Several inches | 0.5 inch |
| 4 | 30,000–80,000 feet | One foot | One inch | One-quarter inch |
| 3 | 10,000–50,000 feet | Few inches | Less than 1 inch | Dusting |
| 2 | 3000–15,000 feet | Fraction of inch | Dusting | Nil |
| 1 | 500–3000 feet | Dusting | Nil | Nil |
| 0 | <500 feet | Nil | Nil | Nil |
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Reducing Test Anxiety
• Recognizing Test Anxiety
• How to Cope
• What You Need to Succeed
This special guide provides practical help for people who suffer from test anxiety. Designed specifically for Praxis test takers but useful to anyone who has to take tests, this guide reviews the major causes of test anxiety and offers practical advice for how to counter each one. Recognizing the symptoms of test anxiety is the first critical step, and this book helps you evaluate your own warning signs. From how to organize your study schedule to how to tune out distractions at the test center, these strategies will help you in your efforts to get the score you deserve!
REDUCING TEST Anxiety
A Guide for Praxis Test Takers
Introduction
So you want to become a teacher, a school principal, or a paraprofessional. You have discovered that in order to get a license or be hired in your state, you’ll have to take a Praxis test (or maybe several tests). You start asking people about the test. One person tells you it’s as easy as can be—and anyone who doesn’t pass it must be asleep. But another person says it’s nearly impossible, and that it covers all sorts of things you’ve never learned and never will be able to learn by the date of the test. And then, to make matters worse, you buy a test preparation guide at your local bookstore that says you need to spend your time learning how to “beat the test” and “trick the test” if you hope to pass. You’re left with the sinking feeling that the test is a mysterious puzzle that only expert test takers can pass successfully.
Under circumstances like these, it’s perfectly normal to feel anxious. But there are a few things you should know up front:
Don’t believe the rumors you hear about the test
A lot of people will tell you what they think about the test you’re planning to take. And some of them might have useful information for you, such as suggestions for what resources to use when you are studying. But others will want to tell you that the test is impossible (to save face if they did not do well themselves) or that the test is ridiculously easy (to appear knowledgeable).
Whether or not you’ve heard that the test is easy or hard, one thing is certain: The test is too important for you simply to rely on rumors about it. You must learn for yourself what the test covers; then you can decide how well you know the topics covered on the test and thus how much studying and review you will need to do before taking the test. This booklet is designed to dispel some of the myths about Praxis tests and to help you find the correct information you need about your test.
Don’t waste time on “beat the test” strategies
There are a number of test-prep books and classes out there that advertise “short-cuts” for studying, such as methods for finding the answers to multiple-choice questions or “secrets” for fooling essay-test scorers into giving you a high score. But the truth is, you can’t trick your way to a high score. The best use of your study time is to make sure you know what is covered on the test and to review topics you don’t know very well. Spending valuable time during the test trying to uncover the answer through other means will just waste time—and it won’t get you to the correct answer. Believe it or not, the question writers always aim to be as clear and as direct as possible, and they don’t use tricks to hide the answers from you. So, choose wisely when you look for a study guide for the test. ETS does publish study guides for many of its tests, but whether or not you purchase a study guide from ETS, make sure you choose a guide that gives you reliable information about what the test covers and what the questions look like.
The Three Things You Need To Succeed:
The best way to maximize your performance on your Praxis test is to make sure you do three things: prepare, stay organized, and practice.
Preparation
Your preparation for the test should include learning what the test covers and studying areas you don’t know very well. It should also include using strategies for reducing test anxiety as part of your studying.
Organization
Staying organized includes creating a clear, targeted study plan for the weeks leading up to the test and sticking to that study plan.
Practice
Practice includes, well, practicing for the test: The more you are accustomed to sitting for a period of time, answering test questions, and pacing yourself, the more comfortable you will feel when you actually sit down to take the test.
Most of what you’ll read in this booklet will sound, on some level, like common sense. But if you are like most people, you know what you should do to combat test anxiety—you just can’t seem to actually do those things. So, while you might think, “I’ve heard it all before,” you should still read this booklet carefully. And then you should read it again. (But not all in one sitting—try to return to this book several times over the course of your studying.)
Why? In the first place, you will probably learn things you didn’t know about Praxis tests and about test anxiety. And in the second place, keeping the issue of test anxiety in the forefront of your mind is part of tackling that anxiety. Test anxiety isn’t something you can take care of the night before the test with a good night’s sleep and a nice dinner, or with a nutritious breakfast on the morning of the test day (though that can certainly help). It’s something you need to incorporate into the earliest part of your study plan, so that the techniques for dealing with test anxiety have become second nature to you by the time you actually take the test.
How Do You Know Whether You Have Test Anxiety?
Test anxiety can strike you in two places: in your head, and in your body. Here are some signs that may indicate you have it:
**Signs of test anxiety in your head**
- mental blank-out
- racing thoughts
- difficulty concentrating
- negative thoughts about:
- past performance
- consequences of failure
- how everyone else is doing
- knowing the answers after the test, but not while taking it
A tiny amount of anxiety isn’t bad—it’s actually helpful to be “up” when preparing for and taking a test—but if you are showing some of these symptoms, your level of stress may be too high. It may be at a level that can hurt your preparation and your performance.
**Signs of test anxiety in your body**
Test anxiety can manifest itself physically, just like other forms of stress and anxiety. Some of the symptoms you may experience are:
- nausea
- cramps
- faintness
- sweating
- headache
- dry mouth
- increased breathing rate
- fast heartbeat
- tense muscles
How Can You Cope With Test Anxiety?
Causes and cures
You can tame test anxiety by dealing with the causes. There are things you can do before the test, during the test, and after the test.
Let's start with the two main causes for test anxiety. These are things you may have a good reason to be concerned about:
1. **CAUSE:** You are unfamiliar with the test.
- **CURE:** Learn about the test.
It sounds obvious enough, but a lot of people who have test anxiety deal with it by avoidance. They hope that if they avoid confronting the thing that is worrying them, it will go away. Of course, it doesn't go away, so the first thing you can do to deal with your anxiety is to make sure you know the basic facts about the test.
The Praxis Series™ publishes *Test at a Glance* materials for its tests. The information is available online, free of charge at www.ets.org/praxis or www.ets.org/parapro for the ParaPro Assessment.
The *Test at a Glance* materials contain all of the basic information you need to know about your test, including:
- How many questions are on the test
- What format the questions are in (for example, multiple-choice or constructed-response)
- How much time you have to take the test
- How your answers are scored (for constructed-response tests), including whether you should or should not write in essay format
- What topics are covered on the test
- What some of the questions look like
The first time you read the *Test at a Glance* materials, don't worry about answering the sample questions. Simply browse through them to get a feel for what they look like. Note the length of the questions and the variety of topics they cover. The *Test at a Glance* materials usually contain only a few sample questions. If you are unfamiliar with some of the topics covered in the sample questions, keep in mind that the test will cover a much broader range of topics, including those that are probably more familiar to you. You should also look at any directions from the tests that are reprinted in the *Test at a Glance* materials. Read them carefully to make sure you understand what is being asked.
CAUSE: You feel you haven’t mastered the subject being tested.
CURE: Make an organized study schedule and stick to it.
If you look at the topics covered on your test and start to worry that you haven’t mastered those topics, first take a deep breath and remember that worrying is not going to do any good. Keep in mind that you are not expected to answer every question correctly to pass the test. Every test taker has a unique educational background and a more thorough knowledge of some topics than others.
If you feel you need to review a few of the topics covered on the test, you will need to create an organized study schedule and stick to it. Stay organized by creating a study plan that outlines what you’re going to work on, where you’re going to find helpful resources, and when you’re going to undertake each step. As you review the topics and improve your mastery of them, you should use the various resources that are available to you: textbooks and notes from your courses, and perhaps knowledgeable people you can talk to, such as professors. Make sure your study schedule sets out manageable tasks for you to accomplish within a reasonable period of time.
Remember that studying means more than just highlighting words in a textbook. For the test, you should have a good understanding of the important terms and concepts. You should be able to define them in your own words and be able to explain why they are important. Look for ideas that are similar and ask yourself whether you can explain the differences.
When you have accomplished each study task you have planned, cross it off your schedule so you experience a sense of accomplishment.
If you feel you are unfamiliar with most or all of the topics covered on the test, you should consider whether you are ready to take the test. If possible, delay your testing date until you have had more time for review. Rushing into taking the test will not help you succeed. You may also need to consider whether you have received enough training in your field for you to succeed on the test. Have you taken the necessary courses? Did you retain most of the knowledge you gained in those courses? If you’re not sure whether you are ready to take the test, try to gain advice from an advisor or a professor at your college or university.
Try very hard to stick to your study schedule. If you find you are procrastinating, that can be a sign of negative thoughts, one of the important causes of test anxiety.
One particular kind of negative thinking that affects more people than you might realize is perfectionism. Do you find yourself procrastinating when you should be studying for the test? It may be because you’ve set an unrealistic goal for yourself. It may be that you are waiting until the last minute to study so that you can give yourself an excuse for not doing well. (Have you ever done this with homework assignments?) Here are some examples of perfectionist thoughts and the realistic thoughts that argue against them:
| PERFECTIONIST THOUGHT | REALISTIC THOUGHT |
|-----------------------|-------------------|
| There’s an impossible amount of things to learn for this test! | I don’t need to know the answer to every question; I just need to pass. |
| My knowledge of one of the topics is really shaky. | I don’t need to know everything about every topic. Also, if I start now, I can learn more about the topics in which I know I’m weak. |
**NEGATIVE THOUGHT** | **POSITIVE THOUGHT**
--- | ---
I always do poorly on tests. | I’ve got a better study plan for this test than I ever had before.
If I don’t pass this test, I’m a failure. | I’m going to pass, but if I don’t, I can bounce back.
The test is going to have trick questions. | The test is designed to let me show what I know, and I know all the formats of the questions.
Save this list (and add to it when necessary). Whenever you find those negative thoughts coming back, remind yourself of all the positive things you have going for you.
Studying with friends can be very helpful, but sometimes friends can also be the source of a lot of false information about the tests. Don’t pay attention to wild rumors about the test. There are many myths that circulate about tests, but they are just that—myths. Here are a few myths you may have heard, and the realities (from the experts at ETS):
**MYTH vs. REALITY**
**MYTH:** The first question is always a “trick” question to throw you off.
**REALITY:** No question is ever written to throw you off. The test makers analyze how people have responded to each question, and if there is ample evidence that a question is confusing, the question is not scored and is removed from future tests.
**MYTH:** The same answer choice never appears more than three times in a row.
**REALITY:** There are no rules about answer choices. Simply answer the questions to the best of your ability and don’t worry about answer choice patterns.
**MYTH:** The questions are written to test how well you take standardized tests, not to test what you actually know.
**REALITY:** Every question is written to test a specific skill or piece of knowledge.
**MYTH:** Tests are designed so you have to answer each question really quickly, and you’re not likely to have time to answer them all.
**REALITY:** Tests are designed so that most test takers will have enough time to answer every question.
**MYTH:** Hard questions are worth more points than easy questions.
**REALITY:** In any one section of a multiple-choice Praxis test, all of the questions count for an equal number of points. Therefore, if you find a question very difficult, you should skip it (save it for later), because the easy questions are worth just as much.
**MYTH:** Tests are full of biased questions.
**REALITY:** Test makers do everything they can to ensure that biased questions are kept off tests. Every question is reviewed carefully to ensure that it does not contain biased subject matter, overly specialized language, or something that might be upsetting or distracting. After tests are given, researchers analyze the way different groups of people answered different questions. If they find, for example, that female test takers tend to answer a certain question differently from male test takers, the question is not scored and is removed from future tests.
You have probably heard many other myths about standardized tests, but the important thing to do is find out the reality and ignore the myths. That’s because the only person you hurt when you pay attention to myths is you. You need to answer each question on the test based on your knowledge of the topic being tested. If you pause to worry about each of the myths instead (“What if this is a trick question?” “What if I want to answer C, but I’ve already answered C three times?”), you’re not going to answer to the best of your ability.
Similarly, many test-prep books on the market imply that there are lots of secrets behind test-question writing and that if you know the secrets, you can answer the questions correctly whether or not you know the topics the questions are asking about. But this too is a myth. The question writers create questions to test your knowledge of and skill in important topics—period.
Don’t waste valuable studying time on learning “tricks” that won’t really help you on the test. You should simply make sure you know the kinds of questions covered on the test and practice answering those questions.
**CAUSE:** Your body shows signs of anxiety.
**CURE:** Take care of your body, and your mind will benefit.
If you start to see physical signs of test anxiety, you may need to take better care of your body.
- Eat well and exercise. Be especially careful that you don’t disrupt your regular eating and exercise schedule to study for the test. Continuing your activities as usual will help you maintain your emotional and physical well-being.
- Studies have shown that lack of sleep can contribute to memory loss and lack of concentration, so get plenty of sleep throughout your studying schedule, and especially the night before the test. Lack of sleep could catch up with you at just the wrong time—when you are taking the test—so always be sure to get enough sleep.
- Continue to socialize with friends and family, and take study breaks regularly. Your emotional health is as important as your physical health for minimizing anxiety, so make sure you take time for some social interaction.
- Surround yourself with positive people who support your studying. Try to avoid friends and acquaintances with negative attitudes, especially negative attitudes about the test itself.
When you are feeling anxiety, the tense feelings in your body can build up. You need to learn how to break the cycle of anxiety by teaching your body how to release tension. Like most of the other tips in this booklet, this is not something to work on the night before the test. Practice the following techniques for several weeks or months:
- When you start feeling anxious, take a couple of long, deep breaths and exhale slowly. While you do this, it may help you to close your eyes and imagine a peaceful setting, such as a quiet, tree-lined pond.
- When you feel your body tensing up, focus on a particular group of muscles (e.g., the shoulders or scalp), and first contract them for about 10 seconds and then let them relax. Concentrate on the difference in the feelings and repeat the exercise, trying to get the muscles to relax more each time.
When you've become proficient in these techniques through practice, you'll be able to use them during the test whenever you feel anxiety creeping up on you. They take only a few seconds to do and can make the test session a lot less stressful.
CAUSE: You allow the test environment to get on your nerves.
CURE: Tune out distractions.
The testing supervisor will try to make the environment conducive for taking a test. However, the reality is that not all aspects of the environment can be controlled. Another test taker may have a cough or the sniffles, or the room may be crowded, or the temperature may be warmer or cooler than you like. Dress in comfortable clothing and in layers so you are ready for either warm or cool rooms.
You can't control everything that will happen there, but you can help minimize the distractions you might encounter.
- Try to avoid arriving too early or too late. Make sure you know how to get to the test center and how much time it will take you to get there. (Be sure to consider the likely amount of traffic on the day of the test.)
- After you arrive in the testing room, choose a seat away from doors, aisles, and other high-traffic areas.
- Sit by yourself and don't chat with others. Even if you know other people taking the test, nervousness and anxiety can be contagious. By now you should know everything you need to know about the test, so if you learn anything new from your friends at the test site, it's likely to be a myth—and the worst time for you to hear a myth is right before the test begins.
You should also arrive with a ready-to-use strategy for dealing with any distractions that may come up. One strategy is mentally repeating a word or phrase (such as "Remain calm") as a tool for focusing your mind. You may have some other strategy that works for you. Whatever strategy you choose, try to use it while you're studying for the test. Not only will it help you feel better, but it will also be second nature by the time you arrive to take the test.
8 CAUSE: Your mind goes blank or it wanders.
CURE: Stay focused.
Many people get so nervous when they first open their test book that their minds “go blank” or start to race with unrelated thoughts. To avoid this, arrive at the test with a plan for how you will start the test. When the test supervisor tells you that you can begin, don’t race to answer the first question. Instead, take a minute or so to browse through the test, page by page. Don’t try to read the questions; just look at them one by one. This will help emphasize that there are no surprises awaiting you—just the test you have been preparing for.
After you have browsed through the test, then begin to answer the questions. It often makes sense to start with the first question, but you can start with any question you wish. Remember that you are not expected to answer every question correctly, so go into the test mentally prepared to encounter questions for which you do not know the answer. Also remember that you can skip difficult questions and return to them later if there is time.
If you “go blank” when facing a constructed-response question (one that asks for an essay or a few sentences or diagrams), remember that action fights anxiety. Start jotting down anything on a piece of scrap paper. Once you start writing, you are more likely to find ideas taking shape in your head. Then you can start to organize your actual response.
For multiple-choice tests, your score is based on the number of questions you answer correctly; therefore, skipped and wrong answers will not count against you. Work as rapidly as you can without sacrificing accuracy. Do not spend too much time puzzling over a question that seems too difficult for you. Answer the easier questions first, then return to the harder ones. Try to answer every question even if you have to guess.
Final Words...
Practice, practice, practice
Remember the three things you need to succeed—preparation, organization, and practice? Well, if you have test anxiety, practice is especially important. The more you become accustomed to taking the test, the better control you will have over your anxiety when you take the actual test. Even practicing just sitting and focusing for a long period of time is important.
If there is a Praxis Study Guide and/or practice test available for your test and you choose to purchase it, answer the practice questions in the Study Guide several times. You may want to use the practice questions to identify areas in which you need more studying, but you should also answer the practice questions several times when you don’t worry about “content” issues. Instead, your goal should be simply to answer the questions to get used to taking the test. Time yourself, and get accustomed to the amount of concentration you need to stay focused on the test for the duration of the testing period. Discover the level of pacing that works best for you, and take the test until that pacing starts to feel natural.
Make sure that all of your studying and practicing is finished several days before the test. Try to set aside the day before the test for rest and anxiety-free activities, such as exercise or socializing. Don’t use that last day for more studying or taking a practice test.
Find a coach
If your level of test anxiety is high—that is, your mental or physical symptoms prevent you from preparing for the test—you should consider finding a coach to help you work through your anxiety. Your coach could be a supportive friend or family member, or it could be someone you find through your school or tutoring center. With your coach, make a list of your fears about the particular test you will take and about your fears of test taking in general. Next to each fear, write down the specific steps you will take to help conquer each fear. For example, if your fear is that you will “freeze up” during the test, some specific steps you might take could include (1) taking the practice test, timed, once a week, and (2) using your relaxation techniques to help you fight tension during the test. You should even consider making a separate “study schedule” for working through your anxieties, so that you work on each fear methodically and regularly.
And remember...
Test anxiety feeds on the unknown; the more you know about the test, and the more you know about your own anxieties and how to conquer them, the less test anxiety can control you.
Good luck!
The Praxis Study Companion
ParaPro Assessment
1755
www.ets.org/praxis
Welcome to the Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxis® test.
Using The Praxis Series® Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
- An overview of the Praxis tests
- Specific information on the Praxis test you are taking
- A template study plan
- Study topics
- Practice questions and explanations of correct answers
- Test-taking tips and strategies
- Frequently asked questions
- Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you.
Your teaching career begins with preparation. Good luck!
Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for the teaching area you wish to pursue.
Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/praxis/states.
How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see page 28).
What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identification at the test center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time begins. Watch the What to Expect on Test Day video to see what the experience is like.
Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an international network of test centers, which includes Prometric® Testing Centers, some universities, and other locations throughout the world.
Testing schedules may differ, so see the Praxis Web site for more detailed test registration information at www.ets.org/praxis/register.
Table of Contents
The Praxis® Study Companion guides you through the 10 steps to success
1. Learn About Your Test .................................................................5
Learn about the specific test you will be taking
2. Familiarize Yourself with Test Questions ........................................8
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions .............................................12
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success ...........................................19
Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan...............................................................22
Develop a personalized study plan and schedule
6. Review Smart Tips for Success ....................................................26
Follow test-taking tips developed by experts
7. Check on Testing Accommodations ..............................................28
See if you qualify for accommodations that may make it easier to take the Praxis test
8. Do Your Best on Test Day ............................................................29
Get ready for test day so you will be calm and confident
9. Understand Your Scores .............................................................31
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have ........................................33
1. Learn About Your Test
Learn about the specific test you will be taking
ParaPro Assessment (1755)
| Test at a Glance |
|----------------------------------|
| **Test Name** | ParaPro Assessment |
| **Test Codes** | 1755 |
| **Time** | 2.5 hours |
| **Number of Questions** | 90 |
| **Format** | Selected-response questions; use of a calculator is not permitted |
| **Test Delivery** | Computer delivered |
| Content Categories | Approximate Number of Questions | Approximate Percentage of Examination |
|--------------------|---------------------------------|--------------------------------------|
| I. Reading | 30 | 33⅓% |
| II. Mathematics | 30 | 33⅓% |
| III. Writing | 30 | 33⅓% |
About This Test
The ParaPro Assessment for prospective and practicing paraprofessionals measures skills and knowledge in reading, mathematics, and writing.
The test consists of 90 selected-response questions across the three subject areas of reading, mathematics, and writing. Approximately two-thirds of the questions in each subject area focus on basic skills and knowledge, and approximately one-third of the questions in each subject area focus on the application of those skills and knowledge in a classroom context.
This test may contain some questions that do not count toward your score.
Topics Covered
Representative descriptions of topics covered in each category are provided below.
I. Reading
A. Reading Skills and Knowledge
Reading Skills and Knowledge questions measure the examinee’s ability to understand, interpret, and analyze a wide range of text. Questions are based on reading passages—as well as graphs, charts, and tables—drawn from a variety of subject areas and real-life situations. The questions assess the examinee’s ability to:
1. Identify the main idea or primary purpose
2. Identify supporting ideas
3. Identify how a reading selection is organized
4. Determine the meanings of words or phrases in context
5. Draw inferences or implications from directly stated content
6. Determine whether information is presented as fact or opinion
7. Interpret information from tables, diagrams, charts, and graphs
Other questions are concerned with tools of the reading process: common strategies used in classrooms before, during, and after reading to aid students’ reading skills. These questions assess the examinee’s ability to:
1. Help students use prereading strategies, such as skimming or making predictions
2. Ask questions about a reading selection to help students understand the selection
3. Make accurate observations about students’ ability to understand and interpret text
4. Help students use a dictionary
5. Interpret written directions
II. Mathematics
A. Mathematics Skills and Knowledge
The Math Skills and Knowledge questions assess the examinee’s knowledge of mathematical concepts and ability to apply them to abstract and real-life situations. The test questions do not require knowledge of advanced-level mathematics vocabulary.
Examinees may not use calculators.
Three categories of math skills are tested:
1. Number Sense and Basic Algebra
a. perform basic addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals
b. recognize multiplication as repeated addition and division as repeated subtraction
c. recognize and interpret mathematical symbols such as +, <, >, ≤, ≥
d. understand the definitions of basic terms such as sum, difference, product, quotient, numerator, and denominator
e. recognize the position of numbers in relation to each other (e.g., $\frac{1}{3}$ is between $\frac{1}{4}$ and $\frac{1}{2}$)
f. recognize equivalent forms of a number (e.g., $2^2 = 4$)
g. demonstrate knowledge of place value for whole numbers and decimal numbers
h. compute percentages
i. demonstrate knowledge of basic concepts of exponents (e.g., $2^2 = 4$, $2^4 = 2 \times 2 \times 2 \times 2 = 16$)
j. demonstrate knowledge of “order of operations” (parentheses, exponents, multiplication, division, addition, and subtraction)
k. use mental math to solve problems by estimation
l. solve word problems
m. solve one-step, single-variable linear equations (e.g., find $x$ if $x + 4 = 2$)
n. identify what comes next in a sequence of numbers
2. Geometry and Measurement
a. represent time and money in more than one way (e.g., 30 minutes = $\frac{1}{2}$ hour; 10:15 = quarter after 10; $0.50 = 50$ cents = half dollar)
b. convert between units or measures in the same system (e.g., inches to feet; centimeters to meters)
c. identify basic geometrical shapes (e.g., isosceles triangle, right triangle, polygon)
d. perform computations related to area, volume, and perimeter for basic shapes
e. graph data on an xy-coordinate plane
3. Data Analysis
a. interpret information from tables, charts, and graphs
b. given a table, chart, or graph with time-related data, interpret trends over time
c. create basic tables, charts, and graphs
d. compute the mean, median, and mode
B. Application of Mathematics Skills and Knowledge to Classroom Instruction
The Math Application questions assess the examinee’s ability to apply the three categories of math skills listed in Section II (Mathematics) in a classroom setting or in support of classroom instruction. The questions focus on testing the mathematical competencies needed to assist the teacher with instruction.
The test questions do not require knowledge of advanced-level mathematics vocabulary. Examinees may not use calculators.
III. Writing
A. Writing Skills and Knowledge
Writing Skills and Knowledge questions assess the examinee’s ability to identify:
1. Basic grammatical errors in standard written English
2. Errors in word usage (e.g., their/they’re/there, then/than)
3. Errors in punctuation
4. Parts of a sentence (e.g., subject and verb/predicate)
5. Parts of speech (nouns, verbs, pronouns, adjectives, adverbs, and prepositions)
6. Errors in spelling
B. Application of Writing Skills and Knowledge to Classroom Instruction
Writing Application questions are typically based on classroom scenarios in which students are planning, composing, revising, or editing documents written for a variety of purposes. Some questions are concerned with aspects of the writing process—the full range of activities used when composing written documents. These questions assess the examinee’s ability to help students:
1. Use prewriting to generate and organize ideas (including freewriting and using outlines)
2. Identify and use appropriate reference materials
3. Draft and revise (including composing or refining a thesis statement, writing focused and organized paragraphs, and writing a conclusion)
4. Edit written documents for clarity, grammar, sentence integrity (run-ons and sentence fragments), word usage, punctuation, spelling
Some questions are concerned with writing applications; i.e., the application of writing for different purposes. These questions assess the examinee’s ability to help students:
5. Write for different purposes and audiences (including using appropriate language and taking a position for or against something)
6. Recognize and write in different modes and forms (e.g., descriptive essays, persuasive essays, narratives, letters)
2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis tests.
The Praxis Series assessments include a variety of question types: constructed response, for which you write a response of your own; selected response, for which you select one or more answers from a list of choices or make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don’t spend time during the test figuring out how to answer them.
Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond.
For most questions, you respond by clicking an oval to select a single answer from a list of options.
However, interactive question types may also ask you to respond by:
- **Clicking more than one oval** to select answers from a list of options.
- **Typing in an entry box.** When the answer is a number, you may be asked to enter a numerical answer. Some questions may have more than one place to enter a response.
- **Clicking check boxes.** You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected.
- **Clicking parts of a graphic.** In some questions, you will select your answers by clicking on a location (or locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
- **Clicking on sentences.** In questions with reading passages, you may be asked to choose your answers by clicking on a sentence (or sentences) within the reading passage.
- **Dragging and dropping answer choices into targets on the screen.** You may be asked to select answers from a list of options and drag your answers to the appropriate location in a table, paragraph of text or graphic.
- **Selecting options from a drop-down menu.** You may be asked to choose answers by selecting options from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the [Computer-delivered Testing Demonstration](#) on the Praxis Web site to learn how a computer-delivered test works and see examples of some types of questions you may encounter.
Understanding Selected-Response Questions
Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a flavor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint
How would you answer this question?
All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans.
Try following these steps to select the correct answer.
1) **Limit your answer to the choices given.** You may know that chocolate and coffee are also flavors made from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices given (“which of the following”).
2) **Eliminate incorrect answers.** You may know that strawberry and cherry flavors are made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) **Verify your answer.** You can substitute “vanilla” for the phrase “which of the following” and turn the question into this statement: “Vanilla is a flavor made from beans.” This will help you be sure that your answer is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want to use this technique as you answer selected-response questions on the practice tests.
Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging questions have a similar structure. For example:
Entries in outlines are generally arranged according to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract
(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to find the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way: “How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate ideas, the answer is (D).
QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that fits. An outline is something you are probably familiar with and expect to teach to your students. So slow down, and use what you know.
Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not fit. You must be very careful because it is easy to forget that you are selecting the negative. This question type is used in situations in which there are several good solutions or ways to approach something, but also a clearly wrong way.
How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first, noting places you think are important, and then answer the questions. Again, the important thing is to be sure you answer the questions as they refer to the material presented. So read the questions carefully.
How to approach unfamiliar formats
New question formats are developed from time to time to find new ways of assessing knowledge. Tests may include audio and video components, such as a movie clip or animation, instead of a map or reading passage. Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are not familiar with, **read the directions carefully**. The directions always give clear instructions on how you are expected to respond.
QUICK TIP: Don’t make the questions more difficult than they are. Don’t read for hidden meanings or tricks. There are no trick questions on *Praxis* tests. They are intended to be serious, straightforward tests of your knowledge.
Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating your own response to particular topics. Essays and short-answer questions are types of constructed-response questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you agree or disagree with the opinion stated. You must support your position with specific reasons and examples from your own experience, observations, or reading.
Take a look at a few sample essay topics:
- “Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models.”
- “We are constantly bombarded by advertisements—on television and radio, in newspapers and magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put limits on advertising.”
- “Advances in computer technology have made the classroom unnecessary, since students and teachers are able to communicate with one another from computer terminals at home or at work.”
Keep these things in mind when you respond to a constructed-response question
1) **Answer the question accurately.** Analyze what each part of the question is asking you to do. If the question asks you to describe or discuss, you should provide more than just a list.
2) **Answer the question completely.** If a question asks you to do three distinct things in your response, you should cover all three things for the best score. Otherwise, no matter how well you write, you will not be awarded full credit.
3) **Answer the question that is asked.** Do not change the question or challenge the basis of the question. You will receive no credit or a low score if you answer another question or if you state, for example, that there is no possible answer.
4) **Give a thorough and detailed response.** You must demonstrate that you have a thorough understanding of the subject matter. However, your response should be straightforward and not filled with unnecessary information.
5) **Reread your response.** Check that you have written what you thought you wrote. Be sure not to leave sentences unfinished or omit clarifying information.
**QUICK TIP:** You may find that it helps to take notes on scratch paper so that you don't miss any details. Then you'll be sure to have all the information you need to answer the question.
For tests that have constructed-response questions, more detailed information can be found in "Understanding Constructed-Response Questions" on page 10.
3. Practice with Sample Test Questions
Answer practice questions and find explanations for correct answers
Sample Test Questions
Directions: Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the one that is best in each case.
Reading
Questions 1–2 are based on the following passage.
Early scientists believed that all dinosaurs, like most reptiles, laid and then immediately abandoned their eggs. The newly hatched young were left to take care of themselves. However, the recent discovery of a group of nests has challenged this belief. The nests, which contained fossilized baby dinosaurs that were not newborn, provided evidence that dinosaur parents actually cared for their young. For some time after birth, the babies would stay at the nest while the parents brought back plant matter for food. The young stayed at home until they were large enough to roam safely on their own.
1. The passage is primarily concerned with
(A) contrasting dinosaurs with modern reptiles
(B) explaining why dinosaurs became extinct
(C) discussing recent findings about dinosaurs' behavior
(D) providing new information about what dinosaurs ate
2. The discovery of a group of dinosaur nests challenged the idea that dinosaurs
(A) fed their young with plant matter
(B) hatched few eggs
(C) migrated in search of food
(D) deserted their young
3. What conclusion can be drawn from the data presented in the graph above?
(A) Japanese American businesses were more successful in California than in other states in 1909.
(B) The number of Japanese American businesses in Los Angeles and San Francisco increased greatly from 1900 to 1909.
(C) In 1909 there were more Japanese American businesses in Los Angeles than there were in San Francisco.
(D) In 1909 most Japanese American businesses in Los Angeles and San Francisco were large companies.
4. American science-fiction writers produce a large number of novels for young people these days, yet few take advantage of the latitude allowed by the genre. Since the 1970s, young-adult science fiction has had little to do with the wonders of science, intergalactic travel, or new worlds in space. Most of the novels are cautionary tales about regimented, conformist societies or about the social order collapsed into barbarism. This change has resulted in science fiction that is, to me as a reader, much less interesting than science fiction used to be.
Which sentence from the passage is most clearly an expression of opinion rather than a statement of fact?
(A) "American science-fiction . . . the genre."
(B) "Since the . . . in space."
(C) "Most of . . . into barbarism."
(D) "This change . . . to be."
Questions 5–6 are based on the following passage, which students are reading in small groups.
The environment in which people live often determines the kind of technology they use. For instance, ancient Mesopotamia had few plants suitable for making paper. But the area had lots of high-quality clay. People used the clay to store information.
Modern people store information on paper, computer disks, and CDs. Mesopotamians stored their data on clay tablets—pieces of smooth clay small enough to fit into the palm of an adult's hand. When a clay tablet was damp, people could scratch pictures and letters into its surface using a sharpened reed. When dried in the hot sun, the clay hardened, preserving the writing and the information.
5. The teacher wants students to understand why the Mesopotamians wrote on clay. What question could a paraprofessional ask a group of students about the passage that would best help the students understand why the Mesopotamians wrote on clay?
(A) Why did the Mesopotamians make clay tablets small enough to fit in the hand?
(B) What kinds of pictures and letters did the Mesopotamians scratch on clay?
(C) Why didn't the Mesopotamians write on paper the way we do today?
(D) How did the Mesopotamians learn to read and write?
6. The paraprofessional asks a group of students to describe the main purpose of the second paragraph. Which of the following four responses from the students is most accurate?
(A) To explain how the Mesopotamians used clay to store information
(B) To describe the different ways we store information today
(C) To explain why the environment affects the kind of technology people use
(D) To show that Mesopotamians made small clay tablets so they could carry them easily
Mathematics
RESULTS OF SURVEY FOR A CLASS TRIP
| Activity | Number of Votes |
|----------|-----------------|
| Park | 8 |
| Party | 3 |
| Pool | 6 |
| Movie | 7 |
| Mall | 6 |
7. In the graph above, how many more votes were received for the park than the mall as an activity for a class trip?
(A) 1
(B) 2
(C) 6
(D) 14
10. Which of the following is NOT a point on line \( \ell \) shown on the graph above?
(A) \((0, 3)\)
(B) \((1, 3)\)
(C) \((3, 0)\)
(D) \((3, 3)\)
8. What digit is in the hundredths place of the number 5,123.6487?
(A) 1
(B) 4
(C) 6
(D) 8
9. \( 445.76 \times 9.634 \) is approximately equal to
(A) 46
(B) 446
(C) 4,460
(D) 44,600
11. A student wrote the incorrect number sentence above to solve the following problem:
“Multiply the sum of 5 and 3 and the sum of 8 and 9.”
To correct the error, the student’s number sentence should be changed to
(A) \((5+3) \times 8+9 = ?\)
(B) \(5+3 \times (8+9) = ?\)
(C) \((5+3 \times 8)+9 = ?\)
(D) \((5+3) \times (8+9) = ?\)
12. A paraprofessional is helping a student find the equation for the area of parallelogram $ABCD$ shown above by pointing out to the student that the parallelogram can be divided into two congruent triangles. The area of the parallelogram is then the sum of the areas of the two triangles. Which of the following is the correct expression to use to find the area of parallelogram $ABCD$?
(A) $\frac{1}{2}(7 \times 4) + \frac{1}{2}(7 \times 4)$
(B) $\frac{1}{2}(7 \times 5) + \frac{1}{2}(7 \times 5)$
(C) $(7 \times 5) + (7 \times 4)$
(D) $(7 \times 4) \times 5$
Writing
Directions for Questions 13–14: In each of the sentences below, four portions are underlined and lettered. Select the underlined portion that contains a grammatical construction, a word use, or an instance of punctuation that would be inappropriate in carefully written English. Note the letter printed beneath the underlined portion you select and select the best answer. No sentence has more than one error.
13. The role of technology in the nation’s public schools have been increasing steadily for more than 20 years.
14. Jupiter, the largest planet in the solar system, spins very rapidly on its axis, with the result that a day on Jupiter lasts only 9 hours and 55 minutes.
15. Because there were no refrigerators on the United States space shuttles, all of the food eaten by the astronauts had to be in a nonperishable form.
In the sentence above, the underlined word is being used as
(A) a noun
(B) a verb
(C) an adjective
(D) an adverb
16. Which word is NOT spelled correctly?
(A) compair
(B) hardware
(C) repair
(D) scare
Questions 17–18 are based on the following rough draft written by a student.
How to Teach Your Dog to Sit
by Kiara
(1) First hold a dog biscuit so the dog pays attention. (2) Say “Sit!” (3) When you say it, use a loud and firm voice. (4) Move the hand holding the biscuit over the dog’s nose, don’t let him grab it. (5) You may have to give a light backwards tug on the dog’s leash. (6) When the dog sits down, give him the treat and lots of praise. (7) Repeat this a few times, and he’ll probably understand the command.
17. Kiara is writing an introductory sentence that summarizes the main points of the paragraph. What sentence would be the strongest introductory sentence for the paragraph?
(A) Dogs are naturally very intelligent and obedient.
(B) Your dog probably likes some dog biscuits better than others.
(C) It is easy to teach your dog the command “Sit!”
(D) Nobody likes a dog that can’t play catch.
18. Kiara is learning how to use transition words (words that clarify the relationships between ideas). What transition word or words should Kiara use before the word “don’t” in sentence 4 in order to clarify the meaning of the sentence?
(A) but
(B) because
(C) for example
(D) so
Answers to Sample Questions
1. The correct answer is (C). The passage notes the "recent discovery of a group of nests" and then elaborates on what the discovery reveals about the behavior of dinosaurs toward their young.
2. The correct answer is (D). The belief challenged by the discovery of the group of nests is that dinosaurs "abandoned their eggs" and left their young to provide for themselves.
3. The correct answer is (B). (A) and (D) are incorrect because the graph does not offer information about Japanese American businesses in cities outside of California, nor does it offer information about the size of Japanese American businesses in Los Angeles and San Francisco. (C) is incorrect because the graph indicates that in 1909 there were fewer Japanese American businesses in Los Angeles than in San Francisco.
4. The correct answer is (D). The sentences referred to in (A), (B), and (C) present facts about the number and subject matter of science fiction novels published today. In the last sentence, however, the author shifts to offering a personal opinion about science fiction today: it's not as interesting as it used to be.
5. The correct answer is (C). The question would encourage students to think about why the Mesopotamians did not have paper (they did not have many of the proper plants) and help the students better understand how the resources available to the Mesopotamians helped determine the materials they used for writing.
6. The correct answer is (A). The second paragraph is primarily concerned with describing the processes used by the Mesopotamians to write on clay tablets.
7. According to the graph, 8 votes were received for the park as an activity for a class trip and 6 votes were received for the mall. To determine how many more votes were received for the park than the mall, subtract the number of votes for the mall from the number of votes for the park.
\[ 8 - 6 = 2 \]
Thus, 2 more votes were received for the park than the mall. The correct answer is (B).
8. The hundredths place of 5,123.6487 is 2 digits to the right of the decimal point as shown:
\[
\begin{align*}
&\text{decimal point} \\
&\downarrow \\
&5,123.6487 \\
&\uparrow \\
&\text{hundredths place}
\end{align*}
\]
The digit in the hundredths place of the number is 4. The correct answer is (B).
9. To determine the approximate value of \( 445.76 \times 9.634 \), round 445.76 to 446 and round 9.634 to 10. Then, multiply 446 and 10.
\[ 446 \times 10 = 4,460 \]
The approximate value is 4,460. The correct answer is (C).
10. To determine which point is not on the line \( \ell \), plot the points in (A) through (D) on the graph.
As can be seen on the graph, the point C (3, 0) is not on line \( \ell \). The correct answer is (C).
11. The student’s number sentence
\[ 5+3 \times 8+9=? \]
is incorrect because, according to the order of operations, multiplication precedes addition; thus, 3 and 8 would be multiplied first, then 5 and then 9 would be added to the product. In order for the sum of 5 and 3 and the sum of 8 and 9 to be calculated before multiplying, parentheses must be placed around \( 5+3 \) and \( 8+9 \). Thus, the correct number sentence is:
\[ (5+3) \times (8+9)=? \]
The correct answer is (D).
12. The figure shown is a parallelogram. Parallelogram $ABCD$ can be divided into two congruent triangles, $ABD$ and $BCD$, as shown by the dotted line. Each triangle has an area of $\frac{1}{2}bh$, where $b$ is the length of the base and $h$ is the height of the triangle. The height of a triangle is the line segment that is perpendicular to the base.
In the figure, the base $b$ of each triangle has length 7 and the height $h$ of each triangle is 4; thus, the area of each triangle is $A = \frac{1}{2}(7 \times 4)$.
The area of parallelogram is the sum of the areas of the two triangles; thus, the area of parallelogram $ABCD$ is $\frac{1}{2}(7 \times 4) + \frac{1}{2}(7 \times 4)$. The correct answer is (A).
13. The error in the sentence occurs at (B). The subject of the verb “have been increasing” is the “role of technology”; because “role” is a singular noun, the verb should also be singular: “has been increasing.”
14. The error in the sentence occurs at (C). As presented in (C), the word “its” is an error in usage. When used in the possessive form (the axis belongs to Jupiter), there is no apostrophe in the word “its.” There is an apostrophe in “it’s” only when the word is being used as a contraction of “it is.”
15. The correct answer is (C). An adjective is a word that modifies a noun or pronoun, usually by describing, identifying, or quantifying. Here, “nonperishable” modifies “form” by describing the form of food eaten by the astronauts.
16. The correct answer is (A). The correct spelling is “compare.”
17. The correct answer is (C). Kiara’s paragraph is concerned with discussing what steps to take when teaching a dog to sit. (A) is too general; (B) concerns a minor element of the paragraph, not its primary focus; and (D) concerns playing catch, which is not discussed in the paragraph at all.
18. The correct answer is (A). The word “but” is used to emphasize the contrast expressed in the sentence: “Move the hand holding the biscuit over the dog’s nose, but don’t let him grab it.”
4. Determine Your Strategy for Success
Set clear goals and deadlines so your test preparation is focused and efficient
Effective *Praxis* test preparation doesn’t just happen. You’ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day. A helpful resource is the Strategies for Success video, which includes tips for preparing and studying, along with tips for reducing test anxiety.
1) Learn what the test covers.
You may have heard that there are several different versions of the same test. It’s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge.
You’ll find specific information on the test you’re taking in “1. Learn About Your Test” on page 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit www.ets.org/praxis/testprep for information on other *Praxis* tests.
2) Assess how well you know the content.
Research shows that test takers tend to overestimate their preparedness—this is why some test takers assume they did well and then find out they did not pass.
The *Praxis* tests are demanding enough to require serious review of likely content, and the longer you’ve been away from the content, the more preparation you will most likely need. If it has been longer than a few months since you’ve studied your content area, make a concerted effort to prepare.
3) Collect study materials.
Gathering and organizing your materials for review are critical steps in preparing for the *Praxis* tests. Consider the following reference sources as you plan your study:
- Did you take a course in which the content area was covered? If yes, do you still have your books or your notes?
- Does your local library have a high school-level textbook in this area? Does your college library have a good introductory college-level textbook in this area?
Practice materials are available for purchase for many *Praxis* tests at www.ets.org/praxis/testprep. Test preparation materials include sample questions and answers with explanations.
4) Plan and organize your time.
You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips:
- Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be found at www.ets.org/praxis/register/centers_dates.
- Work backward from that date to figure out how much time you will need for review.
- Set a realistic schedule—and stick to it.
5) Practice explaining the key concepts.
*Praxis* tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you’ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know.
6) Understand how questions will be scored.
Scoring information can be found in “9. Understand Your Scores” on page 31.
7) Develop a study plan.
A study plan provides a road map to prepare for the *Praxis* tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 24 to organize your efforts.
And most important—get started!
Would a Study Group Work for You?
Using this guide as part of a study group
People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to one another, everyone builds self-confidence.
If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size.
Here are some ways to use this guide as part of a study group:
- **Plan the group’s study program.** Parts of the study plan template, beginning on page 24, can help to structure your group’s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group’s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column (“Dates I will study the content”), you can create an overall schedule for your group’s study program.
- **Plan individual group sessions.** At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions, beginning on page 12.
- **Prepare your presentation for the group.** When it’s your turn to present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions.
• **Take a practice test together.** The idea of a practice test is to simulate an actual administration of the test, so scheduling a test session with the group will add to the realism and may also help boost everyone’s confidence. Remember, complete the practice test using only the time that will be allotted for that test on your administration day.
• **Learn from the results of the practice test.** Review the results of the practice test, including the number of questions answered correctly in each content category. For tests that contain constructed-response questions, look at the Sample Test Questions section, which also contain sample responses to those questions and shows how they were scored. Then try to follow the same guidelines that the test scorers use.
• **Be as critical as you can.** You’re not doing your study partner(s) any favors by letting them get away with an answer that does not cover all parts of the question adequately.
• **Be specific.** Write comments that are as detailed as the comments about the sample responses. Indicate where and how your study partner(s) are doing an inadequate job of answering the question. Writing notes in the margins of the answer sheet may also help.
• **Be supportive.** Include comments that point out what your study partner(s) got right.
Then plan one or more study sessions based on aspects of the questions on which group members performed poorly. For example, each group member might be responsible for rewriting one paragraph of a response in which someone else did an inadequate job.
Whether you decide to study alone or with a group, remember that the best way to prepare is to have an organized plan. The plan should set goals based on specific topics and skills that you need to learn, and it should commit you to a realistic set of deadlines for meeting those goals. Then you need to discipline yourself to stick with your plan and accomplish your goals on schedule.
5. Develop Your Study Plan
Develop a personalized study plan and schedule
Planning your study time is important because it will help ensure that you review all content areas covered on the test. Use the sample study plan below as a guide. It shows a plan for the Core Academic Skills for Educators: Reading test. Following that is a study plan template that you can fill out to create your own plan. Use the “Learn about Your Test” and “Topics Covered” information beginning on page 5 to help complete it.
Use this worksheet to:
1. Define Content Areas: List the most important content areas for your test as defined in the Topics Covered section.
2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area.
3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area.
4. Study: Create and commit to a schedule that provides for regular study periods.
| Content covered | Description of content | How well do I know the content? (scale 1–5) | What resources do I have/need for the content? | Where can I find the resources I need? | Dates I will study the content | Date completed |
|-----------------|------------------------|------------------------------------------|---------------------------------------------|--------------------------------------|-------------------------------|----------------|
| **Core Academic Skills for Educators:** | | | | | | |
| Main Ideas | Identify summaries or paraphrases of main idea or primary purpose of reading selection | 3 | Middle school English text book | College library, middle school teacher | 7/15/14 | 7/15/14 |
| Supporting Ideas | Identify summaries or paraphrases of supporting ideas and specific details in reading selection | 3 | Middle school English text book | College library, middle school teacher | 7/17/14 | 7/17/14 |
| Organization | Identify how reading selection is organized in terms of cause/effect and compare/contrast | 3 | Middle and high school English text book | College library, middle and high school teachers | 7/20/14 | 7/21/14 |
| Organization | Identify key transition words/phrases in reading selection and how used | 4 | Middle and high school English text book | College library, middle and high school teachers | 7/25/14 | 7/26/14 |
| Vocabulary in Context | Identify meanings of words as used in context of reading selection | 3 | Middle and high school English text book, dictionary | College library, middle and high school teachers | 7/25/14 | 7/27/14 |
(continued on next page)
| Content covered | Description of content | How well do I know the content? (scale 1–5) | What resources do I have/need for the content? | Where can I find the resources I need? | Dates I will study the content | Date completed |
|-----------------|----------------------------------------------------------------------------------------|---------------------------------------------|------------------------------------------------|---------------------------------------|--------------------------|----------------|
| Craft, Structure, and Language Skills | | | | | | |
| Evaluation | Determine whether evidence strengthens, weakens, or is relevant to arguments in reading selection | 5 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/1/14 | 8/1/14 |
| Evaluation | Determine role that an idea, reference, or piece of information plays in author’s discussion/argument | 5 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/1/14 | 8/1/14 |
| Evaluation | Determine if information presented is fact or opinion | 4 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/1/14 | 8/1/14 |
| Evaluation | Identify relationship among ideas presented in reading selection | 2 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/1/14 | 8/1/14 |
| Integration of Knowledge and Ideas | | | | | | |
| Inferential Reasoning | Determine logical assumptions on which argument or conclusion is based | 2 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/8/14 | 8/8/14 |
| Inferential Reasoning | Determine author’s attitude toward materials discussed in reading selection | 2 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/15/14 | 8/17/14 |
| Generalization | Recognize or predict ideas/situations that are extensions of, or similar to, what has been presented in reading selection | 2 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/22/14 | 8/24/14 |
| Generalization | Draw conclusions from materials presented in reading selection | 4 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/24/14 | 8/24/14 |
| Generalization | Apply ideas presented in a reading selection to other situations | 3 | High school text book, college course notes | College library, course notes, high school teacher, college professor | 8/27/14 | 8/27/14 |
My Study Plan
Use this worksheet to:
1. **Define Content Areas**: List the most important content areas for your test as defined in the Learn about Your Test and Topics Covered sections.
2. **Determine Strengths and Weaknesses**: Identify your strengths and weaknesses in each content area.
3. **Identify Resources**: Identify the books, courses, and other resources you plan to use for each content area.
4. **Study**: Create and commit to a schedule that provides for regular study periods.
---
**Praxis Test Name:**
**Praxis Test Code:**
**Test Date:**
| Content covered | Description of content | How well do I know the content? (scale 1–5) | What resources do I have/need for this content? | Where can I find the resources I need? | Dates I will study this content | Date completed |
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| Content covered | Description of content | How well do I know the content? (scale 1–5) | What resources do I have/need for the content? | Where can I find the resources I need? | Dates I will study the content | Date completed |
|-----------------|------------------------|---------------------------------------------|---------------------------------------------|--------------------------------------|-------------------------------|----------------|
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6. Review Smart Tips for Success
Follow test-taking tips developed by experts
Learn from the experts. Take advantage of the following answers to questions you may have and practical tips to help you navigate the *Praxis* test and make the best use of your time.
**Should I Guess?**
Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an incorrect answer. When you don’t know the answer to a question, try to eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider every question.
**Can I answer the questions in any order?**
You can answer the questions in order or skip questions and come back to them later. If you skip a question, you can also mark it so that you can remember to return and answer it later. Remember that questions left unanswered are treated the same as questions answered incorrectly, so it is to your advantage to answer every question.
**Are there trick questions on the test?**
No. There are no hidden meanings or trick questions. All of the questions on the test ask about subject matter knowledge in a straightforward manner.
**Are there answer patterns on the test?**
No. You might have heard this myth: the answers on tests follow patterns. Another myth is that there will never be more than two questions in a row with the correct answer in the same position among the choices. Neither myth is true. Select the answer you think is correct based on your knowledge of the subject.
**Can I write on the scratch paper I am given?**
Yes. You can work out problems on the scratch paper, make notes to yourself, or write anything at all. Your scratch paper will be destroyed after you are finished with it, so use it in any way that is helpful to you. But make sure to select or enter your answers on the computer.
**Smart Tips for Taking the Test**
1. **Skip the questions you find extremely difficult.** Rather than trying to answer these on your first pass through the test, you may want to leave them blank and mark them so that you can return to them later. Pay attention to the time as you answer the rest of the questions on the test, and try to finish with 10 or 15 minutes remaining so that you can go back over the questions you left blank. Even if you don’t know the answer the second time you read the questions, see if you can narrow down the possible answers, and then guess. Your score is based on the number of right answers, so it is to your advantage to answer every question.
2. **Keep track of the time.** The on-screen clock will tell you how much time you have left. You will probably have plenty of time to answer all of the questions, but if you find yourself becoming bogged down, you might decide to move on and come back to any unanswered questions later.
3. **Read all of the possible answers before selecting one.** For questions that require you to select more than one answer, or to make another kind of selection, consider the most likely answers given what the question is asking. Then reread the question to be sure the answer(s) you have given really answer the question. Remember, a question that contains a phrase such as “Which of the following does NOT ...” is asking for the one answer that is NOT a correct statement or conclusion.
4. **Check your answers.** If you have extra time left over at the end of the test, look over each question and make sure that you have answered it as you intended. Many test takers make careless mistakes that they could have corrected if they had checked their answers.
5. **Don’t worry about your score when you are taking the test.** No one is expected to answer all of the questions correctly. Your score on this test is not analogous to your score on the GRE® or other tests. It doesn’t matter on the *Praxis* tests whether you score very high or barely pass. If you meet the minimum passing scores for your state and you meet the state’s other requirements for obtaining a teaching license, you will receive a license. In other words, what matters is meeting the minimum passing score. You can find passing scores for all states that use *The Praxis Series* tests at [http://www.ets.org/s/praxis/pdf/passing_scores.pdf](http://www.ets.org/s/praxis/pdf/passing_scores.pdf) or on the Web site of the state for which you are seeking certification/licensure.
6. **Use your energy to take the test, not to get frustrated by it.** Getting frustrated only increases stress and decreases the likelihood that you will do your best. Highly qualified educators and test development professionals, all with backgrounds in teaching, worked diligently to make the test a fair and valid measure of your knowledge and skills. Your state painstakingly reviewed the test before adopting it as a licensure requirement. The best thing to do is concentrate on answering the questions.
7. Check on Testing Accommodations
See if you qualify for accommodations that may make it easier to take the Praxis test
What if English is not my primary language?
Praxis tests are given only in English. If your primary language is not English (PLNE), you may be eligible for extended testing time. For more details, visit www.ets.org/praxis/register/accommodations/plne.
What if I have a disability or other health-related need?
The following accommodations are available for Praxis test takers who meet the Americans with Disabilities Act (ADA) Amendments Act disability requirements:
- Extended testing time
- Additional rest breaks
- Separate testing room
- Writer/recorder of answers
- Test reader
- Sign language interpreter for spoken directions only
- Perkins Brailler
- Braille slate and stylus
- Printed copy of spoken directions
- Oral interpreter
- Audio test
- Braille test
- Large print test book
- Large print answer sheet
- Listening section omitted
For more information on these accommodations, visit www.ets.org/praxis/register/disabilities.
Note: Test takers who have health-related needs requiring them to bring equipment, beverages, or snacks into the testing room or to take extra or extended breaks must request these accommodations by following the procedures described in the Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs (PDF), which can be found at http://www.ets.org/s/disabilities/pdf/bulletin_supplement_test_takers_with_disabilities_health_needs.pdf.
You can find additional information on available resources for test takers with disabilities or health-related needs at www.ets.org/disabilities.
8. Do Your Best on Test Day
Get ready for test day so you will be calm and confident
You followed your study plan. You prepared for the test. Now it’s time to prepare for test day.
Plan to end your review a day or two before the actual test date so you avoid cramming. Take a dry run to the test center so you’re sure of the route, traffic conditions, and parking. Most of all, you want to eliminate any unexpected factors that could distract you from your ultimate goal—passing the *Praxis* test!
On the day of the test, you should:
- be well rested
- wear comfortable clothes and dress in layers
- eat before you take the test
- bring an acceptable and valid photo identification with you
- bring a pen or pencil to use on the scratch paper you are given
- bring an approved calculator only if one is specifically permitted for the test you are taking (see Calculator Use, at [http://www.ets.org/praxis/test_day/policies/calculators](http://www.ets.org/praxis/test_day/policies/calculators))
- be prepared to stand in line to check in or to wait while other test takers check in
You can’t control the testing situation, but you can control yourself. Stay calm. The supervisors are well trained and make every effort to provide uniform testing conditions, but don’t let it bother you if the test doesn’t start exactly on time. You will have the allotted amount of time once it does start.
You can think of preparing for this test as training for an athletic event. Once you’ve trained, prepared, and rested, give it everything you’ve got.
What items am I restricted from bringing into the test center?
You cannot bring into the test center personal items such as:
- handbags, knapsacks, or briefcases
- water bottles or canned or bottled beverages
- study materials, books, or notes
- pens, pencils, scrap paper, or calculators, unless specifically permitted for the test you are taking (see Calculator Use, at [http://www.ets.org/praxis/test_day/policies/calculators](http://www.ets.org/praxis/test_day/policies/calculators))
- any electronic, photographic, recording, or listening devices
Personal items are not allowed in the testing room and will not be available to you during the test or during breaks. You may also be asked to empty your pockets. At some centers, you will be assigned a space to store your belongings, such as handbags and study materials. Some centers do not have secure storage space available, so please plan accordingly.
Test centers assume no responsibility for your personal items.
If you have health-related needs requiring you to bring equipment, beverages or snacks into the testing room or to take extra or extended breaks, you need to request accommodations in advance. Procedures for requesting accommodations are described in the Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF).
**Note:** All cell phones, smart phones (e.g., Android® devices, iPhones®, etc.), and other electronic, photographic, recording, or listening devices are strictly prohibited from the test center. If you are seen with such a device, you will be dismissed from the test, your test scores will be canceled, and you will forfeit your test fees. If you are seen *using* such a device, the device will be confiscated and inspected. For more information on what you can bring to the test center, visit www.ets.org/praxis/test_day/bring.
**Are You Ready?**
Complete this checklist to determine whether you are ready to take your test.
- [ ] Do you know the testing requirements for the license or certification you are seeking in the state(s) where you plan to teach?
- [ ] Have you followed all of the test registration procedures?
- [ ] Do you know the topics that will be covered in each test you plan to take?
- [ ] Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered?
- [ ] Do you know how long the test will take and the number of questions it contains?
- [ ] Have you considered how you will pace your work?
- [ ] Are you familiar with the types of questions for your test?
- [ ] Are you familiar with the recommended test-taking strategies?
- [ ] Have you practiced by working through the practice questions in this study companion or in a study guide or practice test?
- [ ] If constructed-response questions are part of your test, do you understand the scoring criteria for these questions?
- [ ] If you are repeating a *Praxis* test, have you analyzed your previous score report to determine areas where additional study and test preparation could be useful?
If you answered “yes” to the questions above, your preparation has paid off. Now take the *Praxis* test, do your best, pass it—and begin your teaching career!
9. Understand Your Scores
Understand how tests are scored and how to interpret your test scores
Of course, passing the *Praxis* test is important to you so you need to understand what your scores mean and what your state requirements are.
**What are the score requirements for my state?**
States, institutions, and associations that require the tests set their own passing scores. Visit [www.ets.org/praxis/states](http://www.ets.org/praxis/states) for the most up-to-date information.
**If I move to another state, will my new state accept my scores?**
The *Praxis Series* tests are part of a national testing program, meaning that they are required in many states for licensure. The advantage of a national program is that if you move to another state that also requires *Praxis* tests, you can transfer your scores. Each state has specific test requirements and passing scores, which you can find at [www.ets.org/praxis/states](http://www.ets.org/praxis/states).
**How do I know whether I passed the test?**
Your score report will include information on passing scores for the states you identified as recipients of your test results. If you test in a state with automatic score reporting, you will also receive passing score information for that state.
A list of states and their passing scores for each test are available online at [www.ets.org/praxis/states](http://www.ets.org/praxis/states).
**What your *Praxis* scores mean**
You received your score report. Now what does it mean? It’s important to interpret your score report correctly and to know what to do if you have questions about your scores.
Visit [http://www.ets.org/s/praxis/pdf/sample_score_report.pdf](http://www.ets.org/s/praxis/pdf/sample_score_report.pdf) to see a sample score report. To access *Understanding Your Praxis Scores*, a document that provides additional information on how to read your score report, visit [www.ets.org/praxis/scores/understand](http://www.ets.org/praxis/scores/understand).
**Put your scores in perspective**
Your score report indicates:
- Your score and whether you passed
- The range of possible scores
- The raw points available in each content category
- The range of the middle 50 percent of scores on the test
If you have taken the same test or other tests in *The Praxis Series* over the last 10 years, your score report also lists the highest score you earned on each test taken.
Content category scores and score interpretation
Questions on the *Praxis* tests are categorized by content. To help you in future study or in preparing to retake the test, your score report shows how many raw points you earned in each content category. Compare your “raw points earned” with the maximum points you could have earned (“raw points available”). The greater the difference, the greater the opportunity to improve your score by further study.
Score scale changes
ETS updates *Praxis* tests on a regular basis to ensure they accurately measure the knowledge and skills that are required for licensure. When tests are updated, the meaning of the score scale may change, so requirements may vary between the new and previous versions. All scores for previous, discontinued tests are valid and reportable for 10 years, provided that your state or licensing agency still accepts them.
These resources may also help you interpret your scores:
- *Understanding Your Praxis Scores* (PDF), found at [www.ets.org/praxis/scores/understand](http://www.ets.org/praxis/scores/understand)
- *The Praxis Series Passing Scores* (PDF), found at [www.ets.org/praxis/scores/understand](http://www.ets.org/praxis/scores/understand)
- State requirements, found at [www.ets.org/praxis/states](http://www.ets.org/praxis/states)
Appendix: Other Questions You May Have
Here is some supplemental information that can give you a better understanding of the *Praxis* tests.
**What do the *Praxis* tests measure?**
The *Praxis* tests measure the specific knowledge and skills that beginning teachers need. The tests do not measure an individual’s disposition toward teaching or potential for success, nor do they measure your actual teaching ability. The assessments are designed to be comprehensive and inclusive but are limited to what can be covered in a finite number of questions and question types. Teaching requires many complex skills that are typically measured in other ways, including classroom observation, video recordings, and portfolios.
Ranging from Agriculture to World Languages, there are more than 80 *Praxis* tests, which contain selected-response questions or constructed-response questions, or a combination of both.
**Who takes the tests and why?**
Some colleges and universities use the *Praxis* Core Academic Skills for Educators tests (Reading, Writing, and Mathematics) to evaluate individuals for entry into teacher education programs. The assessments are generally taken early in your college career. Many states also require Core Academic Skills test scores as part of their teacher licensing process.
Individuals entering the teaching profession take the *Praxis* content and pedagogy tests as part of the teacher licensing and certification process required by many states. In addition, some professional associations and organizations require *Praxis II* tests for professional licensing.
**Do all states require these tests?**
*The Praxis Series* tests are currently required for teacher licensure in approximately 40 states and United States territories. These tests are also used by several professional licensing agencies and by several hundred colleges and universities. Teacher candidates can test in one state and submit their scores in any other state that requires *Praxis* testing for licensure. You can find details at [www.ets.org/praxis/states](http://www.ets.org/praxis/states).
**What is licensure/certification?**
Licensure in any area—medicine, law, architecture, accounting, cosmetology—is an assurance to the public that the person holding the license possesses sufficient knowledge and skills to perform important occupational activities safely and effectively. In the case of teacher licensing, a license tells the public that the individual has met predefined competency standards for beginning teaching practice.
Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding. In some fields, licensure tests have more than one part and last for more than one day. Candidates for licensure in all fields plan intensive study as part of their professional preparation. Some join study groups, others study alone. But preparing to take a licensure test is, in all cases, a professional activity. Because a licensure exam surveys a broad body of knowledge, preparing for a licensure exam takes planning, discipline, and sustained effort.
**Why does my state require *The Praxis Series* tests?**
Your state chose *The Praxis Series* tests because they assess the breadth and depth of content—called the “domain”—that your state wants its teachers to possess before they begin to teach. The level of content knowledge, reflected in the passing score, is based on recommendations of panels of teachers and teacher
educators in each subject area. The state licensing agency and, in some states, the state legislature ratify the passing scores that have been recommended by panels of teachers.
**How were the tests developed?**
ETS consulted with practicing teachers and teacher educators around the country during every step of *The Praxis Series* test development process. First, ETS asked them which knowledge and skills a beginning teacher needs to be effective. Their responses were then ranked in order of importance and reviewed by hundreds of teachers.
After the results were analyzed and consensus was reached, guidelines, or specifications, for the selected-response and constructed-response tests were developed by teachers and teacher educators. Following these guidelines, teachers and professional test developers created test questions that met content requirements and ETS Standards for Quality and Fairness.*
When your state adopted the research-based *Praxis* tests, local panels of teachers and teacher educators evaluated each question for its relevance to beginning teachers in your state. During this “validity study,” the panel also provided a passing-score recommendation based on how many of the test questions a beginning teacher in your state would be able to answer correctly. Your state’s licensing agency determined the final passing-score requirement.
ETS follows well-established industry procedures and standards designed to ensure that the tests measure what they are intended to measure. When you pass the *Praxis* tests your state requires, you are proving that you have the knowledge and skills you need to begin your teaching career.
**How are the tests updated to ensure the content remains current?**
*Praxis* tests are reviewed regularly. During the first phase of review, ETS conducts an analysis of relevant state and association standards and of the current test content. State licensure titles and the results of relevant job analyses are also considered. Revised test questions are then produced following the standard test development methodology. National advisory committees may also be convened to review and revise existing test specifications and to evaluate test forms for alignment with the specifications.
**How long will it take to receive my scores?**
Scores for tests that do not include constructed response questions are available on screen immediately after the test. Scores for tests that contain constructed-response questions or essays aren’t available immediately after the test because of the scoring process involved. Official score reports are available to you and your designated score recipients approximately two to three weeks after the test date for tests delivered continuously, or two to three weeks after the testing window closes for other tests. See the test dates and deadlines calendar at [www.ets.org/praxis/register/centers_dates](http://www.ets.org/praxis/register/centers_dates) for exact score reporting dates.
**Can I access my scores on the Web?**
All test takers can access their test scores via *My Praxis* Account free of charge for one year from the posting date. This online access replaces the mailing of a paper score report.
The process is easy—simply log into *My Praxis* Account at [www.ets.org/praxis](http://www.ets.org/praxis) and click on your score report. If you do not already have a *Praxis* account, you must create one to view your scores.
**Note:** You must create a *Praxis* account to access your scores, even if you registered by mail or phone.
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VIEWPOINT
STUDENT’S BOOK 2
MICHAEL MCCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
www.irLanguage.com
این مجموعه با لوحگویی مرجع زبان ایرانیان به صورت نشر برخی و حامل به ثبت رسیده است. کپی برداری از آن خلاف قانون، شرع و اخلاق است و شامل پیگرد خواهد شد.
VIEWPOINT
STUDENT’S BOOK 2
MICHAEL McCARTHY
JEANNE MCCARTEN
HELEN SANDIFORD
مرجع زبان ایرانیان
CAMBRIDGE UNIVERSITY PRESS
www.irLanguage.com
The authors would like to thank the entire team of professionals who have contributed their expertise to creating *Viewpoint 2*. We appreciate you all, including those we have not met. Here we would like to thank the people with whom we have had the most personal, day-to-day contact through the project. In particular, Michael Poor, who skillfully and sensitively edited the material and dedicated so much time and professional expertise to help us improve it; Mary Vaughn for her usual sage advice on our syllabus and her excellent contributions to the pronunciation materials; Dawn Elwell for her superb production skills; copy editor Karen Davy for checking through the manuscripts; Sue Aldcorn and Arley Gray for their work on creating the Teacher’s Edition; Helen Tiliouine, Therese Naber and Janet Gokay, for creating and editing the testing program; Cristina Zurawski and Graham Skerritt for their comments on some of the early drafts, Mary McKeon, for her series oversight and project management; Melissa Struck for her help on the workbook and project management; Rossita Fernando and Jennifer Pardilla for their roles on the Workbook, Class Audio, and Video Program; Catherine Black for her support on the answer keys and audio scripts and deft handling of the Online Workbook; Tyler Heacock and Kathleen Corley, and their friends and family for the recordings they made, which fed into the materials; Ann Fiddes for corpus support and access to the English Profile wordlists; Dr. Cynan Ellis Evans for the interview on page 45, and Kristen Ulmer for the interview which is reported on page 55.
We would also like to express our deep appreciation to Bryan Fletcher and Sarah Cole, who started the *Viewpoint* project with incredible vision and drive; and Janet Aitchison for her continued support.
Finally, we would like to thank each other for getting through another project together! In addition, Helen Sandiford would like to thank her husband, Bryan, and her daughters for their unwavering support.
In addition, a great number of people contributed to the research and development of *Viewpoint*. The authors and publishers would like to extend their particular thanks to the following for their valuable insights and suggestions.
**Reviewers and consultants:**
Elisa Borges and Samara Camilo Tomé Costa from Instituto Brasil-Estados Unidos, Rio de Janeiro, Brazil; Deborah Iddon from Harmon Hall Cuajimalpa, México; and Chris Sol Cruz from Suncross Media LLC. Special thanks to Sedat Cilingir, Didem Mutçalioğlu, and Burcu Tezvan from İstanbul Bilgi Üniversitesi, Istanbul, Turkey for their invaluable input in reviewing both the Student’s Book and Workbook.
The authors and publishers would also like to thank our design and production teams at Nesbitt Graphics, Inc., Page 2, LLC, and New York Audio Productions.
**Cambridge University Press staff and advisors:**
Mary Louise Baez, Jeff Chen, Seil Choi, Vincent Di Blasi, Julian Eynon, Maiza Fatureo, Keiko Hirano, Chris Hughes, Peter Holly, Tomomi Katsuki, Jeff Krum, Christine Lee, John Letcher, Vicky Lin, Hugo Loyola, Joao Madureira, Alejandro Martinez, Daniela A. Meyer, Devrim Ozdemir, Jinhee Park, Gabriela Perez, Panthipa Rojanasuworapong, Luiz Rose, Howard Siegelman, Satoko Shimoyama, Ian Sutherland, Alicione Soares Tavares, Frank Vargas, Julie Watson, Irene Yang, Jess Zhou, Frank Zhu.
| Unit 1 | Functions / Topics | Grammar | Vocabulary | Conversation strategies | Speaking naturally |
|--------|-----------------------------------------------------------------------------------|-------------------------------------------------------------------------|----------------------------------------------------------------------------|----------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|
| | • Talk about types of literature, reading habits, and favorite authors. | • Use auxiliary verbs, to, one, and ones to avoid repeating words and phrases. | • Idiomatic expressions for understanding (I can’t make heads or tails of it) and remembering (It’s on the tip of my tongue) | • Use stressed auxiliary verbs (do, does) before main verbs to add emphasis. | • Stressing auxiliaries for emphasis page 138 |
| | • Discuss the pros and cons of reading and writing blogs. | | • Synonyms (enduring - lasting) | • Use if so to mean “if this is true” and if not to mean “if this is not true.” | |
| | • Analyze and interpret a poem. | | | | |
| Unit 2 | Technology pages 20–29 | • Add information to nouns with different types of expressions. | • Compound adjectives to describe technology (high-speed, energy-efficient) | • Use adverbs like predictably and apparently to express what you predict, expect, etc. | • Stress in noun phrases page 138 |
| | • Talk about technology and its impact on your life. | • Use two-part conjunctions like either . . . or to combine ideas. | • Suffixes (innovation, radical) | • Emphasize that something is impossible with can’t / couldn’t possibly. | |
| | • Discuss the issue of privacy vs. security. | | | | |
| | • Evaluate the pros and cons of modern conveniences. | | | | |
| | • Discuss how you respond to new technologies. | | | | |
| Unit 3 | Society pages 30–39 | • Use participle clauses to link events and add information about time or reason. | • Expressions with take (take advantage of, take credit for) | • Express a contrasting view with expressions like having said that and then again. | • Stress in expressions of contrast page 139 |
| | • Talk about different social pressures that you and others face. | • Add emphasis with so . . . that, such . . . that, even, and only. | • Synonyms (often – frequently; show – reveal) | • Use even so and even then to introduce a contrasting idea. | |
| | • Discuss the challenges of starting college and other new experiences. | | | | |
| | • Discuss how children put pressure on parents. | | | | |
| | • Evaluate gender differences in language. | | | | |
**Checkpoint 1 Units 1–3 pages 40–41**
| Unit 4 | Amazing world pages 42–51 | • Use future perfect forms to talk about the past in the future. | • Expressions to describe the behavior of wildlife (hibernate, predator) | • Use expressions like What’s more to add and focus on new ideas. | • Stress in adding expressions page 139 |
| | • Talk about the natural world. | • Use prepositions and prepositional phrases to combine ideas. | • Suffixes with -able (remarkable, valuable) | • Use in any case and in any event to strengthen arguments and reach conclusions. | |
| | • Present information about a member of the animal kingdom. | | | | |
| | • Consider the impact that humans have on nature. | | | | |
| Listening | Reading | Writing | Vocabulary notebook | Grammar extra |
|-----------|---------|---------|---------------------|---------------|
| **The blogosphere**
- A presenter shares statistics about blogging.
*My interpretation is …*
- Someone gives an interpretation of a poem. | **A brief history of poetry**
- An article about different types of poetry through history | • Write a review of a book you have enjoyed.
• Describe, evaluate, and recommend a book.
• Coordinate adjectives.
• Avoid errors with *yet*. | **Heads or tails**
• Think of situations when you can use certain idioms. | • More on auxiliary verbs to avoid repetition
• *too, either, so, neither,* and *(to) do so*
• More on using *to* to avoid repeating verb phrases
• More on *one lones* to avoid repeating countable nouns
*pages 144–145* |
| **Privacy or convenience?**
- Two friends discuss privacy and fingerprinting.
*How do you multitask?*
- Three conversations about multitasking | **As technology changes, so do adoption life cycles.**
- An article about the willingness of consumers to invest in new technology | • Write a report about Internet use.
• Describe graphs, charts, and tables.
• Describe and compare statistics.
• Avoid errors with *as can be seen*, etc. | **High-tech gadgets**
• Use compound adjectives with nouns to say something true about your life. | • Adjectives after nouns
• Negative phrases after nouns
• More on two-part conjunctions
• Two-part conjunctions with phrases and clauses
*pages 146–147* |
| **It’s an issue …**
- Two people discuss the challenges when kids become more independent.
**Language and gender**
- A professor introduces a course on language and gender. | **Spring semester courses in Language and Society**
- Course outlines of classes about language and society | • Write an evaluation of a course.
• Plan and write an evaluative report.
• Express results in writing.
• Avoid errors with *therefore*. | **Take credit!**
• Write sentences that paraphrase the meaning of new expressions. | • Clauses with prepositions and conjunctions + -ing
• Passive forms of participle and time clauses
• More on *so and such*
• More on *even and only*
*pages 148–149* |
| **The Antarctic**
- An expert answers questions about Antarctica.
**The genius of the natural world**
- A presenter shares ideas about how biomimicry could solve problems. | **How nature inspires science – a look at some notable inventions**
- An article about how nature inspires innovation | • Write a persuasive essay about an environmental concern.
• Use academic prepositions and impersonal *one*.
• Avoid errors with *upon*. | **Golden eggs**
• Notice the use of specialized vocabulary in general English or in idioms. | • More on the future perfect
• The future perfect for predictions and assumptions
• Formal prepositional expressions
• More on *the fact that; prepositions + perfect forms*
*pages 150–151* |
*Checkpoint 1 Units 1–3 pages 40–41*
| Unit 5 | Progress pages 52–61 |
|--------|----------------------|
| **Functions / Topics** | • Talk about inventions, progress, and human achievements.
• Evaluate the motivation of people who are driven to perform dangerous feats.
• Discuss the pros and cons of research.
• Discuss inventions and innovations. |
| **Grammar** | • Use adverbs with continuous and perfect forms of the passive.
• Use past modals with the passive. |
| **Vocabulary** | • More formal adjectives (obsolete, portable)
• Adjectives into nouns (convenient – convenience; easy – ease) |
| **Conversation strategies** | • Use expressions like *Let’s put it this way* to make a point.
• Use expressions like *Maybe (not)*, *Absolutely (not)*, and *Not necessarily* in responses. |
| **Speaking naturally** | • Stress in expressions page 140 |
| Unit 6 | Business studies pages 62–71 |
|--------|-------------------------------|
| **Functions / Topics** | • Talk about business and retail.
• Consider the motivations behind shopping habits.
• Evaluate the benefits of online and instore shopping.
• Present the advantages of big business and small business. |
| **Grammar** | • Use relative clauses that begin with pronouns or prepositions.
• Use *some*, *any*, *other*, *others*, and *another* to refer to people and things. |
| **Vocabulary** | • Verbs that mean *attract* and *deter* (entice, discourage)
• Adjectives (malicious, vulnerable) |
| **Conversation strategies** | • Use negative and tag questions to persuade others of your point of view.
• Use *granted* to concede points. |
| **Speaking naturally** | • Prepositions in relative clauses page 140 |
**Checkpoint 2 Units 4–6 pages 72–73**
| Unit 7 | Relationships pages 74–83 |
|--------|---------------------------|
| **Functions / Topics** | • Talk about relationships, marriage, and family life.
• Discuss the most important issues to consider before getting married.
• Talk about the best ways to meet people.
• Evaluate the pros and cons of monitoring family members. |
| **Grammar** | • Use conditional sentences without *if* to hypothesize.
• Use *wh*-clauses as subjects and objects. |
| **Vocabulary** | • Binomial expressions with *and*, *or*, but (give and take, sooner or later, slowly but surely)
• Building synonyms (see – perceive; improve – enhance) |
| **Conversation strategies** | • Use expressions like *in the end* and *in a word* to summarize or finish your points.
• Use *then* and *in that case* to draw a conclusion from something someone said. |
| **Speaking naturally** | • Binomial pairs page 141 |
| Unit 8 | History pages 84–93 |
|--------|---------------------|
| **Functions / Topics** | • Talk about people and events in history.
• Determine what makes a historical event “world-changing.”
• Talk about the importance of one’s family history. |
| **Grammar** | • Use the perfect infinitive to refer to past time.
• Use cleft sentences beginning with *It* to focus on certain nouns, phrases, and clauses. |
| **Vocabulary** | • Adjective antonyms (lasting – temporary; superficial – profound)
• Metaphors (sift, bring to life) |
| **Conversation strategies** | • Use expressions like *Let’s not go there* to avoid talking about a topic.
• Respond with *That’s what I’m saying* to focus on your viewpoint. |
| **Speaking naturally** | • Saying perfect infinitives page 141 |
| Listening | Reading | Writing | Vocabulary notebook | Grammar extra |
|-----------|---------|---------|---------------------|---------------|
| Kristen Ulmer – a world-class extreme skier
• A reporter relates her conversation with Kristen Ulmer.
What’s the point of research?
• Two people discuss the benefits and drawbacks of research. | Invention: inspired thinking or accidental discovery?
• An article about how inventions come about | • Write an opinion essay about technological progress.
• Compare and contrast arguments.
• Use *it* clauses + passive to say what people think.
• Avoid errors with *affect* and *effect*. | Old or ancient?
• Learn synonyms to express basic concepts in formal writing. | • Adverbs in present and past passive verb phrases
• Adverbs in perfect verb phrases
• Adverbs and past modal verb phrases
• Questions with passive past modals
pages 152–153 |
| Too good to be true?
• Four consumer experts talk about special promotions.
The top threats
• A business expert discusses the risks of running a business. | Data leakage – Are you protected?
• An article about keeping a business’s information secure | • Write a report on data security.
• Use modals to avoid being too assertive and to make recommendations.
• Use expressions to describe cause (*This may be the result of . . .*).
• Avoid errors with *can* and *could*. | It’s tempting.
• Write word family charts. | • Pronouns and numbers in relative clauses
• Nouns in relative clauses
• *other, every other, other than*
• More on *another*
pages 154–155 |
| Bringing up baby?
• A student talks about his experience with a “baby simulator.”
Keeping tabs on the family
• A family counselor discusses using technology to keep track of family members. | Technology – is it driving families apart?
• An article about how technology impacts family dynamics | • Write a magazine article about how to enhance friendships.
• Express number and amount with expressions like *a number of, a great deal of*.
• Avoid errors with *a number of*, etc.
• Use expressions like *affect, have an effect on* to describe effects. | Now or never
• Use expressions in sentences that are personally meaningful. | • More on inversions
• More on *what* clauses
• *what* clauses with passive verbs and modals in writing
pages 156–157 |
| Tracing family histories
• Two friends talk about their family backgrounds.
Citizen participation projects
• A lecturer describes projects that help uncover the past. | The Ancient Lives Project
• An article about the collaboration between experts and volunteers in piecing together the past | • Write a narrative essay about your family or someone you know.
• Order events in the past.
• Avoid errors with *in the end* and *at the end*. | Deep, low, high
• Look up the synonyms and antonyms of new words. | • More on perfect infinitives
• The perfect infinitive after adjectives and nouns
• More on cleft sentences with *it + be*
• *it + be + noun phrase* in writing
pages 158–159 |
Checkpoint 2 Units 4–6 pages 72–73
| Unit 9 | Engineering wonders pages 94–103 |
|--------|---------------------------------|
| Functions / Topics | • Talk about feats, challenges, and developments in engineering.
• Evaluate the priorities in research and development.
• Discuss the usefulness of robots. |
| Grammar | • Use -ever words in talking about unknown people or things.
• Use negative adverbs (never, not only) + inversion to start a sentence for emphasis. |
| Vocabulary | • Vocabulary of engineering projects (erect, install)
• Verbs (interact, determine) |
| Conversation strategies | • Use expressions like given or considering to introduce facts that support your opinions.
• Emphasize negative phrases with at all and whatsoever. |
| Speaking naturally | • Intonation of background information page 142 |
| Unit 10 | Current events pages 106–115 |
|--------|-------------------------------|
| Functions / Topics | • Talk about the news, who reports it, and how.
• Discuss if speed or accuracy is more important in news reporting.
• Evaluate how much you trust what you hear or read in the news. |
| Grammar | • Use continuous infinitive forms to report events in progress.
• Use the subjunctive to describe what should happen, what is important, and to refer to demands and recommendations. |
| Vocabulary | • Noun and verb collocations (undergo surgery, contain an oil spill)
• Vocabulary to express truth or fiction (verify, fabricate) |
| Conversation strategies | • Highlight topics by putting them at the start or end of what you say.
• Use this and these to highlight information and that and those to refer to known information. |
| Speaking naturally | • Stress and intonation page 142 |
| Unit 11 | Is it real? pages 116–125 |
|--------|--------------------------|
| Functions / Topics | • Talk about whether information is true or not.
• Consider how you would handle an emergency.
• Talk about white lies and if they’re ever acceptable.
• Discuss if art forgers are still true artists. |
| Grammar | • Use be to to refer to fixed or hypothetical future events.
• Use passive verb complements. |
| Vocabulary | • Idioms and phrasal verbs with turn (turn over a new leaf, turn around)
• Words in context (lucrative, laborious) |
| Conversation strategies | • Use expressions like That doesn’t seem right to express concerns.
• Use to me, to her, etc. to introduce an opinion. |
| Speaking naturally | • Stress in longer idioms page 143 |
| Unit 12 | Psychology pages 126–135 |
|--------|-------------------------|
| Functions / Topics | • Talk about being independent, the psychology of attraction, and the brain.
• Discuss the differences between online and in-person relationships.
• Discuss stereotypes. |
| Grammar | • Use objects + -ing forms after prepositions and verbs.
• Use reflexive pronouns — including to add emphasis — and each other / one another. |
| Vocabulary | • Phrasal verbs (go by, pick up on)
• Expressions with be, do, go, have, take (be close to, have to do with) |
| Conversation strategies | • Use expressions like I can see it from both sides and by the same token.
• Use to put it + adverb to indicate your meaning behind an opinion. |
| Speaking naturally | • Stress with reflexive pronouns page 143 |
| Listening | Reading | Writing | Vocabulary notebook | Grammar extra |
|--------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| **Other amazing feats** | **Robots** | **Write an essay about whether robots can replace humans.** | **How do you do it?** | • whatever, whichever, and whoever as subjects and objects |
| • Three documentaries describe marvels of engineering. | • An article about the widespread use of robots in society | • Express alternatives. | • Ask yourself questions using new vocabulary. | • Patterns with however and whatever |
| *Is she for real?* | | • Avoid errors with would rather / rather than. | | • More on inversion |
| • A radio interview about a robot. | | | | • Inversion with modals and in passive sentences pages 160–161 |
| **Journalism** | **Establishing the truth: How accurate are news reports?** | **Summarize an article.** | **Trust your instincts** | • Simple vs. continuous infinitives |
| • A guest on a radio program discusses trends in journalism. | • An article about issues in news reporting | • Use subject-verb agreement. | • Find multiple verbs that collocate with the same noun. | • More on perfect continuous infinitives |
| **Online lies** | **Authenticating art** | **Write an essay about fake designer goods.** | **Use it or lose it.** | • More on the subjunctive |
| • Two friends talk about the lies that people tell about themselves online. | • An article about the techniques used to identify art forgeries | • Share your views and those of others. | • Use new vocabulary in imaginary conversations with a friend. | • The subjunctive and conditional sentences pages 162–163 |
| **Fakes of art!** | | • Use academic conjunctions and adverbs. | | • More on be to; be due to, be meant to |
| • A radio program profiles artist John Myatt. | | • Avoid errors with provided that. | | • be to for orders and instructions |
| **“Helicopter” parents** | **The developing brain** | **Write a report using statistics.** | **Pick and choose** | • More on passive perfect infinitives |
| • A mother and son talk about overprotective parents. | • An article about how brain development relates to behavior | • Compare statistics. | • Create a thesaurus. | • would rather pages 164–165 |
| **Understanding the brain – outcomes** | | • Use expressions like twice as likely, four times more often. | | • Common verbs, adjectives, and nouns + object + -ing |
| • Four professionals lecture about the impact of brain research on their fields. | | • Avoid errors with twice. | | • More on reflexive pronouns |
| | | | | • Referring to unknown people pages 166–167 |
Lesson A Memoirs
1 Grammar in context
A Read the six-word memoirs below. Can you guess the story behind each memoir?
Who are you – in six words? Our readers wrote their autobiographies in just six words.
| (a) Lindsay | Former accountant now wears chef’s apron. |
| (c) Yoshio | Traveled everywhere. Saw everything. Sadly, broke. |
| (e) Tim | Every 10 years, I reinvent myself. |
| (b) Dave | Happily raising three beautiful kids. Exhausted! |
| (d) Sasha | Studied hard. Good degree. No job. |
| (f) Stella | The good child – until I wasn’t! |
B Listen. Which memoir is each person talking about? Write the letters a–f.
1. _____ “Like me he seems family oriented. He’s obviously enjoying family life – as I am. But he finds it hard. Most people do. I know my sister does. She has three children – all under six!”
2. _____ “Well, she obviously changed careers – a lot of people do these days. But it sounds like she took a risk by choosing a career that’s not as lucrative, which is what I did, too. I hope it works out for her. It did for me, but for some people it doesn’t.”
3. _____ “I’d say this person worked hard in college, which most students do. But it’s too bad he or she hasn’t gotten any work. I know a lot of graduates who haven’t. It’s so discouraging.”
4. _____ “Sounds like me. I was the perfect kid – made my bed, ate my vegetables, and my brothers never did. At college I went wild, as a lot of kids do. Dyed my hair pink . . .”
5. _____ “This person clearly likes change. Actually, I’m thinking of making a big change in my life. I’m contemplating volunteering. I think it’s a great idea, but my family doesn’t for some reason.”
6. _____ “He must have traveled all over. I’d love to do that. I haven’t been abroad once. Most of my friends haven’t either. I’m saving up for a trip, and so is one of my friends. So maybe soon.”
C Pair work Discuss the questions below. Do you agree?
Which memoir writer in your view . . .
- seems happiest?
- might be least satisfied?
- has had the best experiences?
- has taken the most risks?
- has had the best education?
- is the most successful?
- seems the most interesting person?
- is most like someone you know?
A How do the speakers in Exercise 1B avoid repeating the same or similar words? Rewrite the underlined parts of the sentences. Then read the grammar chart.
1. Well, she obviously changed careers – a lot of people change careers these days.
2. I hope it works out for her. It worked out for me, but for some people it doesn’t work out.
3. She still hasn’t gotten any work. I know a lot of graduates who haven’t gotten any work.
Auxiliary verbs
You can avoid repeating words by using auxiliary verbs (e.g., be, have, do).
The auxiliary can be in the same tense as the first verb.
He’s obviously enjoying it – as I am. (= am enjoying it)
I think it’s a great idea, but my family doesn’t. (= doesn’t think it’s a great idea)
She took a risk, which is what I did, too. (= took a risk)
I haven’t been abroad. My friends haven’t either. (= haven’t been abroad)
The auxiliary can also be in a different tense
She obviously changed careers – a lot of people do these days. (= change careers)
I hope it works out. It did for me. (= worked out)
B Complete the conversations. Use auxiliary verbs. Then practice with a partner.
1. A Have you ever taken any risks in life?
B No, I suppose I haven’t really. I went to college, as my brother _________. It was expected, I guess. And I went into dentistry, which is what my dad ________, too. I guess I don’t like taking risks. My brother_________, though. He gave up a good career to go into music.
2. A So, what’s one of the best experiences you’ve had in life?
B Well, I guess I’ve been lucky. I met the perfect guy. And you know, a lot of people ________. And we don’t have any financial worries. That’s nice. Many couples ________ these days.
3. A Have you ever made a decision you regret?
B Well, let’s see. I had the opportunity to go to China on a school trip, but I didn’t go. Some of my friends ________, either. But I wish I had. I think they’re planning a trip for next year – I hope they ________, anyway. I won’t say no next time.
4. A Have you traveled much? I mean, where have you been?
B Well, I haven’t traveled much, though all my friends ________. I think it’s good to travel, but my parents ________. They worry about me being safe.
C Pair work Ask and answer the questions in Exercise B. Give your own answers.
3 Viewpoint My life
Group work Write your own six-word “memoir” on a piece of paper. Then mix up the papers and take turns reading each one aloud. What can you guess about the writer? Make comparisons with other people. Can you guess who wrote it?
Loving life. School. Family. Friends. Basketball.
In conversation . . .
You can use -ly adverbs to show your attitude to what you say.
“This person is obviously enjoying life – as I am.”
Lesson B Favorite books
1 Vocabulary in context
A What are some classic works of literature? Who wrote them? Make a list.
B CD 1.03 Listen to people talk about their reading habits. What does each person like to read?
They say young people don’t read literature anymore, so we interviewed people to find out.
Who’s your favorite author?
“Well, let’s see. . . . I love Isabel Allende’s novels. Her best one was . . . oh, wait. It’s on the tip of my tongue, um, . . . The Stories of Eva Luna. I would love to write like her, but I’ll never be able to. She’s so talented, and she tells these amazing, magical stories. I’ve read every book she’s ever written. I hope she writes a new one soon.” — Michael
What classic literature have you read?
“I enjoy reading Shakespeare. We had to read his plays in college – well, we were supposed to – but they were too difficult, and I couldn’t make heads or tails of them. It can be hard to get your head around the language. But actually, once you come to grips with it, you can see how the plots and characters are still relevant today.” — Maiko
What’s your favorite piece of literature?
“Interestingly enough, it’s actually a poem. It’s one I learned by heart when I was a kid. It’s about cats, and I can still recite the whole thing. I can’t remember who wrote it, though. As kids we used to love reading poems out loud. I still like to, actually.” — Anita
What did you read most recently?
“Off the top of my head, I can’t think of anything. Um, let’s think. No, nothing comes to mind. I don’t read a lot of books, but the ones I like tend to be things like biographies, um, nonfiction, where you learn something and get something out of it. I don’t see the point of reading stories that are just made up.” — Carlos
Is it important to read classic literature?
“Not really. It’s beyond me why people think you should read the classics. You don’t have to. I know I probably shouldn’t read trashy novels, and I try not to, but some of my favorite books are just cheap romance novels by unknown authors. They’re the ones that stick in my mind.” — Sierra
What are you reading right now?
“Actually, to tell the truth, I don’t read much nowadays. I used to. In fact, I was an avid reader; I used to read a lot, but these days I prefer not to. I listen to the radio more, or podcasts, because with, um, sorry . . . I lost my train of thought. Um, yeah.” — Jackson
C Complete the idioms in the chart. Use the interviews above to help you. Then ask and answer the questions in Exercise B. Use at least six idioms in your answers.
| Understanding | Remembering |
|----------------------------------------------------|--------------------------------------------------|
| I can’t make ___________________________ it! | It’s ____________________ my tongue. |
| It’s hard to get your _________________________ around it. | We have to learn it by _______________________. |
| You have to come to _________________________ it. | I don’t know off ____________________ my head. |
| You want to get something ______________________ it. | Nothing comes ________________________________. |
| It’s _________________________ me. | Sometimes I lose my __________________________. |
| I don’t see _________________________ it. | Her stories _________________________ in my mind. |
“I have lots of favorite authors, but one that comes to mind is Paulo Coelho.”
See page 19.
A How might the people in the interviews continue this first sentence without repeating words? Choose words to delete or change. Then read the grammar chart.
I used to read a lot of trashy novels, but . . .
these days I’m not able to read a lot of trashy novels. I haven’t read a trashy novel in ages.
I wasn’t supposed to read a lot of trashy novels. the trashy novels I like have gotten too trashy.
I prefer not to read a lot of trashy novels nowadays.
Infinitive verb phrases; one, ones
You can avoid repeating infinitive verb phrases by using *to* when it is clear what you mean.
*I would love to write like her, but I’ll never be able to.* I mean, *I’d like to*, but . . .
*We had to read Shakespeare’s plays in college.* Well, *we were supposed to*.
Notice the negatives with *try* and *prefer*.
*I shouldn’t read trashy novels,* and *I try not to,* but . . .
*I used to read a lot,* but *these days I prefer not to.*
You can use *one* or *ones* to avoid repeating countable nouns. Don’t use them after *my, your, his, etc.*, *some, any, or both* unless there is an adjective.
*I’ve read all her books.* Her best *one* is . . .
*Of the books I read,* the *ones* I like best are *nonfiction.*
B How can you avoid repetition in some of these sentences? Delete words or use *one / ones*. Write *one* or *ones* in parentheses where they are optional.
1. These days I hardly ever pick a book up. Well, I tend not to pick up a book. I’d rather read a magazine.
2. There’s a lot of literature I haven’t read. I’ve never read *Moby Dick*, but I’d like to read *Moby Dick* one day.
3. I read plays, especially modern plays. My favorite playwright is Arthur Miller. I’ve read all his plays. His best play is *The Crucible*. Though you have to *see* it performed to really get something out of it.
4. In elementary school, we had to learn poems by heart. At least we were supposed to learn poems by heart.
5. I read for half an hour in bed every night before I go to sleep. Well, I try to read for half an hour in bed every night.
6. I can’t see the point of going into bookstores to buy print books. I tend not to go into bookstores to buy print books. My books are all downloaded onto a tablet. It’s cheaper.
7. It’s beyond me why people don’t listen to audio books more. I love autobiographies, and it’s a great way to “read,” especially long autobiographies. I always get new audio books if I’m able to get them.
8. I still go to the library to borrow books. The books I get are usually historical novels. They’re the best books.
9. I haven’t read much classic literature, but I like the work of Jane Austen. Some of her books are also movies, like *Emma* and *Pride and Prejudice*. Both movies are good, but the best movie is *Emma*. That sticks in my mind.
C Pair work Discuss the sentences in Exercise B. Are any of them true for you?
Lesson C I do like it.
1 Conversation strategy Emphasizing ideas
A In the last day, how many different things have you read and written? Make two lists.
“I read a friend’s blog. I wrote a comment on my friend’s social network page.”
B (CD 1.04) Listen. What views are mentioned about reading and writing today?
Professor Not long ago, they were predicting that because of the increase in phone and computer use, people would stop reading and writing. But we haven’t. In fact, we’re reading and writing more than we did. So, are there implications of this for literature? And if so, what?
Yolanda Yes, well, it does seem that with social media everybody’s writing something these days, like blogs and check-ins and status updates. I know I am.
Elena Which is a good thing. I mean, I do like the fact that anyone can write a blog. It makes writing, well, . . . more democratic somehow.
Professor I do think, though, that it gives the impression that anybody can be a writer. But doesn’t it take talent to be a good writer? And if not, then does that mean anything goes?
Tariq Yes, nowadays anyone can publish a novel online, but how do you know if it’s any good? How do we evaluate it?
Yolanda Do you need to, though? I think the real problem is with nonfiction. I mean, how do you determine what information you read on the Internet is accurate and reliable?
Professor Yes, indeed. That’s just as important, if not more important.
C Notice how the speakers add a stressed auxiliary verb (do, does) before a main verb to add emphasis to what they say. Find more examples in the conversation.
It does seem that everyone’s writing something these days.
In conversation . . .
The most common phrases with I do are: I do think, I do like, I do know, I do want, I do enjoy, I do believe, I do feel, I do agree.
D (CD 1.05) Read the conversations. Add the auxiliary verbs do or does to add emphasis where possible, and make any other necessary changes. Then listen and check.
1. A The problem with many of the blogs you read is that they’re very poorly written.
B Yeah. I think it’s hard to find ones that are well written. Some have good content, though.
2. A You know what I hate? Microblogs. I feel they’re a waste of time and not worth reading.
B Well, I follow some celebrities. I enjoy reading their thoughts on life.
3. A I believe that people are much less afraid of writing now. I know I am. It used to be so hard to get your work published, but not anymore. The Internet really makes a difference.
B But it seems like that’s the problem. Anyone can get their work out there.
4. A It’s interesting how new kinds of writing have come about in recent years. Like those cell phone novels that started in Japan. It makes you wonder why they became so popular.
B Yeah. It seems unlikely that people would want to read books on a cell phone.
E Pair work Discuss the conversations in Exercise D. Do you agree with the views presented? What other views do you have about each topic?
Strategy plus If so, if not
You can use *if so*, especially in formal speaking. It means “if the answer is ‘yes’” or “if this is true.”
*If not* means “if the answer is ‘no’” or “if this is not true.”
And *if not*, then does that mean anything goes?
You can also use *if not* to restate something with more emphasis.
That’s just as important, *if not* more important.
**In conversation . . .**
*If not* is more frequent.
*If not* □□□□□□□□
*If so* □
A Listen to five students’ concerns about researching information online. Number the professor’s responses 1–5.
a. Well, you’ll need to develop the skill of deciding what’s relevant. If not, you’ll waste a lot of time.
b. Well, if so, don’t use it. You should only use trusted sources for your essays.
c. That could be dangerous. You need to consult a professional. If not, you could damage your health.
d. If so, you need to write that in your paper and describe the different outcomes of each study.
e. It is, and they could fail if they’re found out; plagiarism is wrong, if not dishonest.
B Pair work Discuss the problems. Do you have similar ones? How do you solve them?
3 Listening and strategies The blogosphere
A Guess the missing words and numbers on the slide. Then listen to part of a presentation. Write a word or number in each space.
B Listen to the next part of the presentation. Complete the notes on the reasons for blogging.
1. “Bloggers’ main motivation for writing blogs does appear to be more about ____________.”
2. “…the motivation to blog in a professional environment does seem to be ____________.”
3. “Bloggers do say that blogging makes them more committed to, if not passionate about, ____________.”
4. “There is a sense that bloggers are blogging because they really do ____________.”
5. “…those people who do derive supplementary income from their blog sites tend to ____________.”
C Pair work Discuss the questions.
- Do you read or write blogs?
- Are you more likely to now?
- Did the presentation change your views about blogging?
- Did it give you any new information?
A Well, to be honest, I don’t read many blogs, but it does seem that they could be interesting.
B Yes. I do think that they might be a useful way of promoting yourself at work, for example.
A Prepare Do you or your friends enjoy reading poetry? Who are some of the famous poets you know of? Make a list.
“Octavio Paz is a well-known poet here.”
B Read for main ideas Read the article and the extracts from some poems. What kinds of poetry does it refer to? What are the features of each type?
A brief history of poetry
1 In the Museum of the Ancient Orient in Istanbul, Turkey, there is a small tablet with ancient Sumerian script on it. Few people have been able to read it, but Turkish historian and archaeologist Muazzez İlmiye Çiğ believed that the words on the tablet are those of a lover from 4,000 years ago and that it is the oldest love poem ever found.
2 Of course, love has been one of the enduring themes of poetry for centuries. Additionally, in pre-literate society, poetry was often used as a means of keeping oral history alive, for storytelling, or simply as a way of recording family history or law, for example. Indeed, these societies had no other means of registering important events or cultural information, and reciting poetry was a way to pass what they held dear from generation to generation.
3 Poetry was also valued in religion as a way of remembering teachings and prophecies. Many of the world’s sacred scriptures are written in poetic verse. Early agrarian societies used poetry in rituals to encourage a good harvest, while early Chinese poetry evolved from folk songs.
4 One of the earliest known Western poems is Homer’s *The Iliad*, written in the eighth century BCE. It is typical of an epic poem and consists of 15,000 lines in a strict rhythmic structure. It tells of the war between the Acheans and Trojans and talks of gods and heroes like Achilles and Patroclus. With themes of war and fate, it is believed that *The Iliad* was learned by heart and repeated as part of passing on cultural values and educational messages.
An extract from *The Iliad*
Patroclus asks his friend Achilles for permission to join the battle, which Achilles has left.
“Give me your armor to put on your shoulders; The Trojans might suppose I was you, Hold back, and give the Acheans’ sons a breather, For breathing spells in war are very few. Then, with a shout, fresh men might easily Turn tired men from the ships toward the city.”
5 During the European Renaissance, (late 15th to early 17th century), a poetic form that became popular was the sonnet. This has only 14 lines of verse. William Shakespeare, who was one of the many Renaissance poets, composed 154 of them.
An extract from Shakespeare’s Sonnet 18
Shakespeare is praising the lasting beauty of a woman.
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date:
6 In other cultures, there are different forms of traditional poetry. Japanese *haiku* is structured with 17 syllables in a 5-7-5-syllable pattern. Haiku often describes nature and communicates an abstract idea or a feeling in a moment in time. One eighteenth-century master *haiku* poet – Kobayashi Issa – wrote about his sadness on the death of his third child and then his wife.
Haiku
by Kobayashi Issa
Ikinokori
ikinokoritaru
samusa kana.
7 While the forms of poetry have changed over time, it has generally retained a style and rhythm that make it different from other forms of writing such as novels, essays, letters, or articles. Nevertheless, one of the continuing debates centers around the issue of “What is poetry?” – a debate that still goes on with the rise of rap culture in the United States. Some see rap as the return of poetry as a performance art – poetry that should be heard rather than read – while critics say that rap should not be considered as poetry at all because it does not use “correct” English. Regardless of the ongoing debate, many rappers do consider themselves as poets. Certainly, the topics of rap songs are those of love, war, life, and death – something that hasn’t changed since poetry first established itself as an art form.
Reading tip
In the last sentence or paragraph, writers often return to the theme raised at the start of the piece.
C Read for main ideas Find the ideas below in the article. Write the paragraph number.
Which paragraph mentions the following?
1. the belief that poetry could improve crop yields
2. how poetry was used to register births and family relationships
3. the controversy surrounding a definition of what poetry actually is
4. how certain poetic forms express ideas that are difficult to define
5. the notion of poets as teachers
6. an example of how romantic poetry has existed for thousands of years
7. the spiritual applications of poetry
Paragraph
2 Focus on vocabulary Synonyms
A In each question, circle the two words in bold that are similar in meaning. Use the article to help you. Paragraph numbers are given in parentheses.
1. What are some of the abstract (6) / enduring (2) / lasting (5) themes of poetry?
2. Why was poetry retained (7) / held dear (2) / valued (3) in early societies?
3. In early societies, poetry was used for recording (2) / consisting of (4) / registering (2) what?
4. What famous poem describes a war (4) / values (4) / battle (4)?
5. Who wrote (6) / evolved (3) / composed (5) sonnets?
6. Which cultures used poetry as a way (3) / fate (4) / means (2) of educating audiences?
7. What is the nature of the ongoing (7) / continuing (7) / communicating (6) debate about rap?
8. Do you have a favorite verse (3) / poem (1) / prophecy (3)?
B Pair work Discuss the questions in Exercise A. Use the article to help you. Also add your own ideas and views.
3 Listening My interpretation is . . .
A CD 1.10 Read and listen to the poem. Who is the poet talking about?
B CD 1.11 Listen to one person’s interpretation of the poem. How does the person answer these questions?
1. What do you think of the poem? She thinks . . .
2. What image does it bring to mind?
3. How do you think the poet feels?
4. How does it make you feel?
C Pair work Discuss the questions in Exercise B. Do you agree?
PRIME by Amy Lowell
Your voice is like bells over roofs at dawn
When a bird flies
And the sky changes to a fresher color.
Speak, speak, Beloved.
Say little things
For my ears to catch
And run with them to my heart.
A Look at a model Look at the review of a novel. What does the writer think of the novel? Underline adjectives that are linked together.
A short yet powerful novel, John Steinbeck’s *Of Mice and Men* is set in California during the Depression of the 1930s. It tells the story of the friendship of two ranch workers and their hopes and dreams. Lennie, a physically large but gentle man of limited intelligence, and George, his tough yet compassionate and caring friend, share a dream that will be difficult, if not impossible, to fulfill: owning a piece of land.
Throughout the novel, Steinbeck creates an atmosphere that is dark and menacing. It is clear from the start that this is a story that is not going to have a happy ending. Its dramatic, though not entirely unexpected, ending leaves the reader feeling sad but perhaps hopeful that the values of friendship and trust remain stronger than the desperate reality that George and Lennie inhabit.
Brilliantly written, *Of Mice and Men* is compelling, if at times depressing, with themes that are as relevant today as they were then. It is a magnificent work of fiction.
B Focus on language Read the chart. Then choose the best options to complete the sentences below. Sometimes all are correct.
**Linking adjectives in writing**
You can link two related or compatible adjectives with *and* or use a comma before a noun.
*George is a compassionate and caring friend.* OR *George is a compassionate, caring friend.*
Use *but*, *yet*, or *though* to link adjectives with a contrasting meaning. *If* can introduce a negative idea.
*Lennie is a physically large but gentle man.* . . . *A short yet powerful novel,* . . .
*Its dramatic, though not unexpected,* ending . . . *It is compelling, if at times depressing.*
You can use *if not* or *(or)* even to add a stronger adjective.
*Their dream will be difficult, if not / (or) even impossible,* to fulfill.
1. It is an engaging *and / , / but* thought-provoking story about two men.
2. The novel has several scenes that are unbearably tense *and / , / ,* if *not* disturbing.
3. The lives of the characters are hard, *if not / even / though* desperate.
4. Their dreams are understandable *yet / but / though / if* ultimately unrealistic.
5. The writing is simple *yet / but / ,* deeply symbolic.
6. The ending is moving, *if not / even / but* poignant, with an act that is compassionate, *even / though / if* brutal.
C Write and check Write a short review of a book. Exchange reviews with your classmates.
**Writing a book review**
Describe the setting, plot, characters, and themes. Evaluate the book. Write a recommendation.
Vocabulary notebook Heads or tails
Learning tip Situations
When you learn an idiom, it’s useful to think of a situation when you can use it. Write down the situation and then a sentence using the idiom.
You’re trying to follow some instructions to put together a bookshelf.
“I can’t make heads or tails of these instructions.”
A Match the situations with the expressions. Write the letters a–f.
1. You’re taking a class, but you’re not sure you’re learning anything. ____
2. Someone has just unfriended you on your social networking site – you have no idea why. ____
3. You’re trying to remember the name of the author of a book you’ve just read. ____
4. You have to give a short presentation in class without using any notes. ____
5. You’re telling someone a story, but you get distracted. ____
6. You’re telling someone about something memorable that happened to you when you were little. ____
a. It’s beyond me why he did that.
b. I have to learn it by heart.
c. Sorry. I lost my train of thought.
d. I hope I get something out of this.
e. That really sticks in my mind.
f. It’s on the tip of my tongue.
B Look at these idioms. Think of a situation when you might use each idiom. Write the situations.
1. __________________________________________________________ “It’s hard to get your head around.”
2. __________________________________________________________ “I can’t come to grips with it.”
3. __________________________________________________________ “I really don’t see the point of it.”
4. __________________________________________________________ “Gosh, I don’t know off the top of my head.”
5. __________________________________________________________ “Well, nothing really comes to mind.”
C Word builder Find the meanings of these idioms. Then write a situation for each one.
1. jog your memory
2. go in one ear and out the other
3. ring a bell
4. get the message
5. miss the point
6. it’s a no-brainer
D Focus on vocabulary Write one word from the box that has a similar meaning to the words in bold. Then write answers to the questions.
Refer to Exercise 2A on page 17 to help you.
| battle | continuing | composed | lasting |
|--------|------------|----------|---------|
| means of | register | value | verse |
1. What is something that you hold dear?
2. What’s one of your enduring memories from childhood?
3. What information do you have to record on a birth certificate?
4. What famous war have you learned about in history?
5. When was the last time you wrote a poem?
6. What’s the best way of recording your family history?
7. Do you have any ongoing ambitions?
8. Have you ever learned a poem by heart?
Lesson A How private is “private”?
1 Grammar in context
A How private do you consider these things to be? What else do you consider as private?
- your cell phone number
- your date of birth
- your marital status
- your mailing address
- favorite websites
- your photographs
B Listen to a seminar. What invasions of privacy do the students mention?
Professor: In the college debate next week, the subject to be discussed is changing attitudes toward privacy. Do you think privacy has a different meaning nowadays?
Gert: Yes, definitely. I mean, people put pictures online and share intimate details with hundreds of so-called friends on social networks. You can watch videos of absolutely anything, you know, people brushing their teeth – all kinds of things that were once considered private.
Ricard: Right. And every few minutes, they post updates saying what they’re doing. “The cat just bit me,” or “Gonna wash my hair.” We don’t need to know things like that.
Lorraine: True. You can get to know more about people on the other side of the world than about someone next door or the guy upstairs. But I guess it’s pretty harmless.
Gert: Maybe, but what about real invasions of privacy? Like online stores bombard you with ads offering personal recommendations because they know what you’ve searched for. And applications programmed to monitor your email, then on your screen you get those pop-up ads based on what you’ve just written? They’re the ones I find creepy.
Lorraine: Well, you can just ignore ads. What worries me is the information demanded from you if you just want a username for a website – sometimes they want your mailing address, cell phone number, date of birth... everything. There must be a lot of people happy to give away all this information, but they have no idea of how it’ll be used. They get taken in by websites eager to make money by selling their databases to other companies.
Professor: Privacy is not an easy concept to define. So, let’s see if we can come up with a definition of privacy.
C Pair work Discuss the questions.
1. What do you think Gert means by “so-called friends”?
2. What is Lorraine referring to when she says “But I guess it’s pretty harmless”?
3. Why do you think Gert uses the word bombard?
4. Why are some websites a cause for concern, in Lorraine’s opinion?
5. Which of the students’ views do you agree with?
A Write how the students say these things without relative clauses. Then read the chart.
1. the guy who lives upstairs
2. websites that are eager to make money
3. ads that offer personal recommendations
4. pop-up ads that are based on what you’ve just written
Noun phrases
You can add information to nouns with different types of expressions instead of using a relative clause.
An adverb or adverbial phrase
the guy upstairs (= who lives upstairs)
someone next door
A prepositional phrase
people on the other side of the world
An adjective phrase
people happy to give away this information
An active infinitive
an easy concept to define
A passive infinitive has a future meaning
the subject to be discussed
A present participle (-ing form)
ads offering personal recommendations
A past participle has a passive meaning
applications programmed to monitor your messages
B CD 1.13 Rewrite the comments. Replace the underlined words with the type of phrase given. Do you agree with the comments? Discuss with a partner.
1. The invasion of privacy is an important matter that we should discuss. (active infinitive) I mean, how to protect our privacy is an issue that should be taken seriously. (passive infinitive) And anyone who is willing to part with personal information is just taking a risk. (adjective phrase)
2. I hate it when online stores monitor the items that you have put in your basket and then bombard you with emails that offer you discounts on those same things. (prepositional phrase, present participle) I delete all emails that are sent by shopping websites on principle. (past participle)
3. It’s useful that they send advertisements that they target at you personally. (past participle) Sometimes you get discount coupons that are for things you really need. (prepositional phrase)
4. Giving your phone number in stores to get a refund is nothing that we should worry about. (active infinitive) The thing we should watch is when they want your fingerprints. (active infinitive)
5. Friends who share your personal details with strangers – that’s one of the potential dangers that exist in social networking. (present participle, prepositional phrase) For example, I know far too much about the person in the apartment that is downstairs. (adverb)
C Pair work What do you think of Mark’s story? What would you have done in his position?
Lesson B A smarter home
1 Vocabulary in context
A What items of technology do most people have in their homes? Make a list.
B (CD 1.15) Read the article. Are any of the items of technology from your list mentioned?
Who’s smarter, YOU or the BUILDING?
In many parts of the world, labor-saving appliances such as dishwashers and vacuum cleaners are regarded neither as remarkable objects nor as luxuries. In others, both solar-powered and wind-powered energy supplement the regular electricity supply, so people can enjoy energy-efficient or even carbon-neutral, air-conditioned comfort. Many homes boast not only high-speed Internet connections but also high-tech streaming entertainment systems. It might seem as if there is nothing left to invent nor any domestic task that cannot be automated. Homes are getting smarter, and in the not-too-distant future, the so-called ultra-modern home will be available to all. Here’s how your day might look very soon.
7:00 a.m. Your bedside alarm decides when to wake you by checking the schedule downloaded from your computer. It plays either easy-listening music or bird song (or any sound of your choice), getting louder as the lights fade up to just the right level. The blinds open to reveal sparkling self-cleaning windows. Meanwhile, in your state-of-the-art kitchen, a custom-built robot is preparing your breakfast as you head for the climate-controlled shower room. A touch-screen panel in the mirror either reads your messages to you or gives you the traffic and weather reports you’ll need for the day.
6:30 p.m. You say, “I’m home” as you get back from work. The hallway lights go on, and the aroma of a home-cooked meal wafts out of the kitchen. You enter the kitchen; the lights go on, and off in the hallway. The lifelike robot greets you with a human-like “Hello” and serves dinner.
10:30 p.m. The computer-controlled system takes over. It not only powers down the lights and the heating, but it also locks down the house and activates the security system. Everything is going well until you make a last-minute decision to go out to a late movie. Now . . . what was that top-secret, voice-activated code for overriding the whole smart operating system to unlock the front door?
C Pair work Discuss the questions.
1. Which items of technology in the article would you like to have? Why?
2. Which items do you think will become common in the next 10 to 15 years?
3. Are there any items that you think are frivolous or not particularly useful?
D Find compound adjectives in the article to complete the chart. Add seven more from the article. Then use the adjectives to describe technology that you use or know about.
| climate-controlled | custom- |
|--------------------|---------|
| -efficient | home- |
| -like | high- |
| -powered | labor- |
| air- | last- |
| carbon- | self- |
“We have a climate-controlled section in the refrigerator for fresh produce.”
See page 29.
A Use the article to help you rewrite these sentences. Then read the grammar chart.
1. Solar-powered and wind-powered energy supplement the regular electricity supply.
2. Dishwashers are not regarded as remarkable objects or luxuries.
3. It gradually powers down the lights, and it activates the security system.
either . . . or, both . . . and, neither . . . nor, not only . . . but also
You can use these conjunctions to combine two phrases or clauses in one clause or one sentence.
Use either . . . or . . . to list two alternatives.
It plays either easy-listening music or birdsong.
It either reads your messages or gives you a traffic report.
Use both . . . and . . . to combine two phrases or clauses in an affirmative context.
Both solar-powered and wind-powered energy supplement the regular electricity supply.
Use neither . . . nor . . . to combine two phrases or clauses in a negative context.
Dishwashers and vacuum cleaners are regarded neither as remarkable objects nor as luxuries.
Use not only . . . but also . . . to combine two phrases or clauses in a more emphatic way.
Many homes boast not only high-speed Internet connections but also high-tech entertainment systems.
B Rewrite the comments using the conjunctions given. You may have to change the form or order of the words, or leave some words out. Then practice with a partner.
1. A You know what I don’t like? High-tech gadgets with all those functions that you don’t want or use. (neither . . . nor) Like my alarm clock tells the time and gives the temperature outside. (not only . . . but also)
B It’s like my cell phone. I don’t open the calendar, and I don’t use the voice-activated calling. (neither . . . nor)
2. A You know, chores were much harder for our grandparents’ generation. I mean, my grandmother washed everything by hand, and she hung it out to dry. (not only . . . but also)
B Well, they didn’t have the luxury or the convenience of all our labor-saving devices. (neither . . . nor)
3. A Imagine running your home from your laptop. You could control the heating system, the lights. (both . . . and) Well, everything, really. Then if you forgot to turn off the stove or the coffee pot, you could just do it when you got to work. (either . . . or)
B It’d be handy, too, on vacation. I mean, you could check on your house and you could water your plants. (not only . . . but also)
4. A I’d love a robot that can cook or clean. (either . . . or) I think chores are boring and a waste of time. (both . . . and)
B Me too. My friend bought one of those robot vacuum cleaners. It saved her time and did a better job than she did. (not only . . . but also)
C Pair work What do you think about the views above? Discuss your ideas. Do you agree?
Lesson C Invariably, it’s more efficient.
1 Conversation strategy Signaling expectations
A Do you think you’re good at multitasking? What two things can you do at the same time?
B Listen. What does the research that Lucia read say about multitasking?
Rashad All these people with headphones on – working, emailing, messaging . . . I couldn’t possibly do that.
Lucia Me neither.
Rashad I mean, multitasking is supposedly an essential skill these days, and theoretically, you can pack 12 hours into an 8-hour day, but I’m skeptical. You can’t possibly concentrate on more than one thing.
Lucia Well, I was reading about this recently, and evidently, if you’re multitasking, you’re either doing things badly or not at all.
Rashad So there’s been research on this, presumably?
Lucia Yeah. Apparently, they gave people these tasks to do and found that “high multitaskers” weren’t just slower; they had poor memories and couldn’t switch tasks easily, either. So being able to multitask is really a myth and might even be harmful.
Rashad Sounds like there’s a lot to be said for doing one thing at a time.
Lucia Well, it’s almost invariably more efficient. And ironically, the people who said they were bad at multitasking performed better than those who said they were good at it, and vice versa.
Rashad Maybe I’d be better at it than I thought, then.
C Notice how Rashad and Lucia use adverbs to signal what they predict, expect, or assume to be true. Find the examples they use in the conversation.
Adverbs can express what you . . .
predict: predictably, inevitably, invariably
expect: presumably, supposedly; don’t expect: ironically
assume to be true: evidently, apparently, supposedly
think is possible (in theory): potentially, theoretically
think is ideal: ideally
D Rewrite the sentences, replacing the underlined words with the adverb form of the word in bold. Then discuss the information with a partner. Do you agree?
Mothers supposedly spend a lot more time . . .
1. Mothers are supposed to spend a lot more time multitasking than fathers, or so people say. The invariable belief is that they’re making dinner and helping the kids with homework.
2. There is the potential that multitasking for a period of time can overload the brain and cause stress. It appears that it’s harmful to the brain.
3. There is evidence that workers distracted by phone calls and email suffer a drop in IQ. The ideal thing is you should avoid distractions. The potential is it’s like losing a night’s sleep.
4. Some people think multitasking makes them more productive, which is ironic. You have to presume that they haven’t read the research about its effect on your brain.
5. In theory, it’s possible for multitasking to be addictive. The invariable habit of high multitaskers is to place a high value on new information. They switch from emails to texts to calls because it’s exciting to them, which is inevitable.
2 Strategy plus can’t possibly . . .
CD 1.17 You can use can’t possibly or couldn’t possibly to emphasize that something is impossible.
A CD 1.18 Listen. Five people talk about multitasking. Number the summaries of their views 1–5.
- All young people do it.
- You get less work done.
- It’s dangerous while driving.
- It affects your concentration.
- It’s actually pretty easy.
B CD 1.19 Read the responses below. Then listen again and number the responses 1–5.
- Right. You couldn’t possibly say that multitasking is a good skill to have, then.
- Yeah, it can’t possibly be that hard to do two simple everyday tasks at the same time.
- Right. You can’t possibly concentrate on driving if you’re on the phone.
- I know. I mean, you can’t possibly expect them to do anything different.
- Exactly. But you can’t possibly avoid phone calls and things, even if you work at home.
C CD 1.20 Listen again. Write your own responses. Then compare with a partner.
3 Listening and strategies How do you multitask?
A CD 1.21 Listen to three conversations. Write answers for each item below.
1. Write the job each multitasker has.
2. Write three tasks each multitasker does at the same time.
3. Write the mistake each multitasker admits to.
B CD 1.22 Listen again to some of the things the speakers say. Complete the comments below with expressions from the box. There are two extra expressions.
can’t possibly couldn’t possibly inevitably invariably ironically potentially presumably
1. You ________________ expect people to do three or four things at the same time and do each thing properly.
2. ________________, I end up making mistakes when I try to do more than one thing at once. It’s usually better to take your time.
3. That’s what drives me crazy – trying to have a conversation with someone and they’re checking messages on their phone. ________________, I just make an excuse and leave.
4. I don’t know about you, but I ________________ just sit and watch a TV show. I have to do other stuff at the same time.
5. I can see you can listen to music and study – it helps you concentrate, ________________. I mean, that kind of multitasking seems fine.
C Pair work Do you agree with the comments above? Discuss with a partner.
A Actually, I agree. You can’t possibly expect people to do three or four things at the same time and do each thing properly.
B Oh, I totally agree. I mean, invariably you end up making a mistake with something.
Lesson D Technology adoptions
1 Reading
A Prepare When new gadgets come onto the market, how many people in the class:
a. buy them immediately? b. wait and see what other people say about them?
c. never buy them? Take a class vote.
B Read for main ideas Read the article to see if your class fits the model in the diagram. Complete the labels in the diagram with terms and percentages in the article to help you find out.
As technology changes, so do adoption lifecycles
1 For decades now, conventional marketing wisdom about product adoption cycles has been based on a model first described in the 1950s. The Adoption Process model (also known as the Diffusion of Innovation) illustrates how consumers purchase new products and services (see Rogers, 2003*). It categorizes consumers according to their behavior as early adopters at one end of the cycle and laggards at the other.
2 Until recently, cutting-edge technologies were mainly used by a minority group of “innovators,” who accounted for approximately 2 percent of consumers. These were the enthusiasts that tried out every new gadget on the market. They were also the ones who found any bugs or problems in the products, gave honest feedback, and became loyal users. The next group of customers were the more cautious “early adopters,” who represented 13.5 percent of consumers. Then came the majority of mainstream consumers, who are described as “early majority” and “late majority” consumers, each group representing 34 percent of the total market. They viewed new technology with more caution. Typically, they waited until a new piece of technology was truly tried and tested and until the price had been considerably reduced. It invariably took several years for this to happen, and at this point, when the majority of consumers had purchased a product, it was said that it had truly penetrated the market and become a mainstream “must-have” item. The remaining 16 percent of consumers are labeled “laggards” – that is, those who are either very late adopters or who never buy high-tech products.
3 However, some researchers are beginning to find that these typical adoption patterns are becoming less relevant in today’s marketplace and that mainstream consumers are all becoming early adopters. The length of time it takes for a new technology to enter the mainstream market is also shortening. When tablets hit the market in 2010, it was the fastest uptake of any device ever. It was faster than the spread of laptops and faster than the penetration of smart phones. Over 15 million tablets were sold in the first nine months after the initial release – a phenomenal rate by any standards.
4 Furthermore, in the past, advanced technologies often first appeared in the workplace and then migrated into the domestic setting as recreational products. That is no longer the case, and it is increasingly the general domestic consumer who is driving what is used in the workplace, as employees show up at work with their new “toys” and expect to be able to use them. Authors of one study point out that the average family is now instrumental in driving recent technology adoptions. Having the latest technology is one way to catalog your children growing up and share it with other family members. Over 85 percent of families with children have cell phones, and they are more likely to have both music and video playback features on their phones.
5 Perhaps part of the reason for the change in how technologies are adopted is that the millennial generation is now a much larger segment of the consumer population. Millennials, that is, children born in the 1980s, grew up with media and digital technologies. Generation Z kids born in the 1990s are even more connected and net-savvy and are often known as “digital-natives.” In the near future, they will become the majority of the consumer population, and the only logical assumption is that the technology lifecycle as described in traditional models may well be obsolete and in need of radical revision.
*Rogers, E.M. 2003. *Diffusion of Innovations* (5th Edition). New York: Free Press.
Reading tip
Writers sometimes explain a term using *that is*, *or*, parentheses (*), or a dash –. *Millennials, that is, children born in the 1980s,* . . .
C Check your understanding Find words in the article with a similar meaning to the words in bold below. Use those words to answer the questions.
1. What does the product adoption cycle show? (para. 1) It illustrates . . .
2. The model groups or classifies consumers into five types. What are they? (para. 1)
3. When did the majority of consumers typically buy a product? (para. 1)
4. What percentage of consumers does the “early adopter” group represent? (para. 2)
5. What product got into the market more quickly than any other? (para. 2)
6. What trends are marketers now noticing after the first launch of a product? (para. 3)
7. What is driving technology adoptions: the workplace or home use? (para. 4)
8. What influence are younger people having as a section of the consumer population? (para. 5)
D React Pair work Ask and answer the questions in Exercise C. Do you recognize the trends described in the article?
2 Focus on vocabulary Suffixes
A In this summary of the article, complete the second sentences with a form of the bold words in the first sentences. The words can all be found in the article
1. Technology companies love to innovate and hope that consumers will adopt their products quickly. However, consumers vary in their approach to innovation and their acceptance of new technology.
2. Consumers used to be more cautious. Their hesitation was due to the high price of gadgets.
3. Tablets immediately penetrated the market and became a phenomenon. Such a rapid penetration of the market was truly surprising.
4. New gadgets used to be for work, not recreation. Once they became entertainment, the market grew.
5. The children who reached adulthood at the millennium are now consumers. This generation is less conservative and more net-savvy than older generations.
6. We can no longer assume that Bourne’s model is still relevant. Our assumptions have to change.
7. The market has changed radically, and experts are revising their theories. Bourne’s model therefore needs a revision.
B Pair work Take turns using the words in Exercise A to discuss your observations about how people buy and use technology.
3 Viewpoint What type of consumer are you?
Group work Discuss the questions.
• How would you describe yourself as a technology consumer? Are you an early adopter? A laggard?
• How about other types of purchases? Do you have the same approach?
• What new technologies have recently been released into the market? Which ones interest you?
• Describe someone you know – anyone who’s a different consumer type from you with regard to technology. What do you think of that approach?
• What differences, if any, do you see between the generations and their approach to buying technology?
“In conversation . . .
If you need time to think, you can say Let’s see or Let me think.”
A Look at a model Look at the graph and complete the paragraph.
The bar graph illustrates the percentage of the population who were Internet users in each geographic region in _________. As can be seen in the graph, North America accounted for the highest percentage of Internet users in comparison with other regions, at __________ %, followed by __________ at 67.8%. In comparison, the region with the lowest percentage was __________, which represents __________ % of Internet users.
B Focus on language Read the chart. Then underline the expressions for describing and comparing in the paragraph in Exercise A.
Describing and comparing information in graphs
The graph shows / illustrates . . . As can be seen in the graph . . . . . . as shown in the table. In 2012, Internet users accounted for / represented 32.7 percent of the world population. North America had a high percentage of users in comparison to / compared to Africa. In comparison / contrast, Africa had the lowest percentage of Internet users.
Common errors
Do not add *it* to the expressions *as can be seen*, *as is shown*.
*As can be seen* in the pie chart, most Internet users live in Asia. (NOT *As it can be seen in the pie chart*, . . .)
C Write and check Write a report on Internet use, using the information from the graph in Exercise A and the pie chart below. Then check for errors.
The pie chart shows the percentage of Internet users by world region. As can be seen in the chart, the highest percentage of users are in Asia. They account for 44.8% of the world's users. . . .
*Source: Adapted from InternetWorld Stats - www.internetworldstats.com/stats.htm. Penetration Rates are based on a world population of 7,012,519,841 and 2,405,510,175 estimated Internet users on June 30, 2012. Copyright © 2012, Miniwatts Marketing Group*
Vocabulary notebook High-tech gadgets
Learning tip Adjective + noun collocations
When you learn a new compound adjective, find out what nouns you can use after it. Then use the expression to say something true about your life.
not-too-distant future; self-cleaning windows, oven
I hope to graduate in the not-too-distant future.
I’d love a self-cleaning oven and self-cleaning windows.
Dictionary tip
When you look up a compound word in an online dictionary, look at the other items in the drop-down menu as you type. You can often find other useful compounds.
high-p
high-pitched
high-powered
A Complete each comment with one adjective from the box. Then make the sentences true for you.
air-conditioned custom-built high-speed labor-saving last-minute
1. We’ve had ___________ Internet connections in this country for years. ___________ trains, too.
2. I don’t live in ________________ comfort. It gets hot in the summer, so I’d love an ________________ bedroom.
3. I’m always making ________________ decisions. I’m always making ________________ changes to plans, too.
4. We don’t have too many ________________ appliances or gadgets, apart from a washing machine.
5. I’d rather have a ________________ kitchen than a ________________ robot in the house.
B Find each adjective in Box A in the article on page 22 and write the noun it describes. Then find at least two other nouns in Box B that you can use it with.
| A | B |
|--------------------|--------------------|
| energy-efficient | airline |
| carbon-neutral | appliances |
| climate-controlled | car |
| home-cooked | dinner |
| human-like | environment |
| solar-powered | equipment |
C Word builder Complete the compound adjectives in each group with the same word.
1. wind-______; battery-______; high-______
2. energy-______; cost-______; fuel-______
3. _____-tech; _____-level; _____-class
4. ____-sufficient; ____-explanatory; ____-conscious
D Focus on vocabulary Complete the chart of these words from Exercise 2A on page 27.
| Verb | Noun | Adjective |
|---------|------------|-------------|
| adoption| cautious | |
| assumption| | |
| innovate| | |
| phenomenon| | |
| revision| | |
Self, self, self!
The top adjectives with self include:
self-sufficient, self-serving, self-conscious,
self-explanatory, self-employed, self-taught,
self-centered, self-reliant, self-evident
Lesson A Social pressures
1 Grammar in context
A What kinds of pressure do people have in their lives? Make a list.
B (CD 1.23) Listen. What pressures does each person talk about? Are any on your list?
WE ASKED PEOPLE,
“What are some of the social pressures you’ve resisted?”
1. CHELSEA, 30 Toronto, Canada, designer
Growing up, I was always branded a rebel, which is a little unfair. I guess, though, that I’ve never really conformed to social norms, being single and not having had any children at the ripe old age of 30! I just never met anyone, working as hard as I do. But having built up a successful career, I’m happy with my life choices. People say, “Oh, you’ll regret it when you’re old and lonely.” But looking around, I see plenty of elderly people with families who are still lonely.
2. VICTOR, 36 Cancun, Mexico, ex-PR consultant and restaurant owner
I recently decided to get out of the rat race, having been in it most of my adult life. I’d been thinking about doing something different, but then I got laid off and was offered a generous severance package. So, presented with a golden opportunity to change my life, I bought a small restaurant here. Working in the PR industry, people are under enormous pressure, you know, to look good, have the right clothes, and be “perfect,” which is really stressful. Not to mention the work hours. I got out. I’m earning less now, running this place, but I just know I’ll be a lot happier going forward.
3. CHIN-SUN, 23 Seoul, South Korea, businesswoman
Thinking about it, this is probably going to sound silly, but I feel tremendous pressure to have an active social life. I don’t have that many friends compared to my co-workers, or so it seems. I dread Fridays, when they ask if I’m going out with friends on the weekend. And speaking of friends, with social networking, you’re supposed to have hundreds of them, and I don’t. I mean, not wanting to be rude or anything, I can’t see how you can have that many friends, really.
C Pair work Which of the pressures above are common in your society?
“I don’t think there’s a lot of pressure to have kids, but I do think people feel pressure to . . .”
A How do the people in the article on page 30 express the ideas below? Rewrite the clauses in bold. Then read the grammar chart.
1. When I look around, I see plenty of elderly people with families who are still lonely.
2. I’ve never really conformed to social norms because I’m single and haven’t had any children.
Participle clauses
You can use participle clauses to link events and add information about time or reason. The subject of the participle clause and the main clause is usually the same.
Present participle
Growing up, I was always branded a rebel. (= When I was growing up)
I never met anyone, working as hard as I do. (= because I work hard)
Perfect participle
Having built up a successful career, I’m happy with my life choices.
I’ve never conformed to social norms, not having had any children.
B Complete the things the people say about pressures in life. Write participle clauses, using the verbs given. Sometimes there is more than one answer.
1. _______ (be) a woman, I feel a certain pressure to dress well. I mean, _______ (not want) to sound sexist, but unlike my male colleagues, I feel I have to wear something different every day to the office. I think most women do, generally _______ (speak).
2. _______ (grow up) in a family where money was tight, I felt a lot of pressure – especially as a teenager. I used to feel really bad, _______ (not be) able to afford brand-name sneakers or the latest cell phone. So now, _______ (experience) that, and you know, _______ (bear) in mind that kids just want to fit in, I always try to buy my boys the things their friends have.
3. Well, _______ (come) from an academic family, I was supposed to go to a top school. But when I was 18, _______ (work) hard to get the grades I needed, I decided I really wanted to pursue a career as an artist. So, _______ (make up) my mind to do that, I kind of dropped out of formal education altogether. _______ (look back), it was the best decision I ever made.
4. _______ (stay) home and _______ (raise) a family, I’ve sometimes felt pressure from my friends who work outside the home. They probably think that, _______ (not have) a proper career, I haven’t really “done” anything, which is really unfair. I mean, _______ (think) about it, I’d say raising kids is the most important job there is.
C Pair work Write your view about each comment in Exercise 2B. Then discuss your comments with a partner. What other social pressures are there? Where do these pressures come from?
“Being a student, I don’t really feel any pressure about how to dress. Not having had any fashion sense my entire life, I tend not to worry about these things.”
Lesson B New experiences
1 Vocabulary in context
A (CD 1.24) What challenges might students face before starting college? Make a list. Then read the web page. How many of your ideas are mentioned?
So you’ve graduated from high school and you’re ready to take the next step in your academic career. You’ll probably be so excited that you can only think of the fun ahead. However, going to college can be such an overwhelming experience that some 35 percent of freshmen drop out in the first year and many leave before the end of the first semester. But don’t worry! There are steps you can take to help you face the challenges and make your first semester both successful and enjoyable.
If, in the first few weeks, you feel so anxious that you only want to take refuge in your room, don’t. That will only make things even worse. It’s only natural to feel like this, and you won’t be the only one, so talk to someone about it.
“It takes time to adjust to college life. It may even take most of the first year.” —RORY
On the social side, take advantage of what college life has to offer. For example, take part in extra-curricular activities; take up a new sport or hobby – it’s such a great way to meet people that it’s worth the effort. However, don’t let your social life take precedence over your studies. You are there to get a degree, after all.
“Remember to take care of yourself by getting enough sleep. The consequences of sleeping only four hours a night are so huge that you don’t even realize till it’s too late.” —CAITLIN
Academically, it’s up to you to take responsibility for your studies, and you should take into account the fact that you may struggle with new academic challenges. Take the initiative and talk to a professor about any problems you have.
“If you don’t understand something, ask. Take charge.” —ERKAN
In class, learn how to take criticism without taking offense or taking it personally. If you’re shy, take note of how successful students interact, and use their strategies for participating. If you get a bad grade, take heart: it’s only one bad grade and is unlikely to throw your studies off course. Even the best students don’t always get straight A’s.
After the first few weeks, time will go by so fast that your first semester will be over before you know it. Look back and take stock of all you’ve achieved. Then take credit for surviving your first semester of college. Good job!
B Find expressions in bold with these meanings, and write them below. Then find other expressions with take on the web page. What do they mean? Compare with a partner.
| hide (in) | take refuge (in) |
|----------|------------------|
| have courage or confidence | ________________ |
| participate, be involved (in) | ________________ |
| take control (of) (2 expressions) | ________________ |
| do something positive | ________________ |
| think about, consider | ________________ |
take priority (over) ____________________________
reflect and assess ____________________________
notice ____________________________
accept praise for ____________________________
make use of ____________________________
do something before others do it __________________
C Pair work Do you agree with the advice given on the web page? What other advice could you give to someone starting college?
A Add one word to each sentence and cross out the underlined words to keep the same meaning. Use the web page to help you. Then read the grammar chart.
1. You may get anxious, and the result will be that you’ll take refuge in your room.
2. Taking up a new sport is a good way to make friends, and the result will be that you won’t regret it.
3. Adjusting to college may take a year, which is surprising.
4. Before you go to college, you may think about the fun ahead and nothing else.
so . . . that, such (a / an) . . . (that), even, and only
You can use so . . . or such . . . (that) to emphasize the results or effects of something. Use so . . . + adjective / adverb (that) . . . or such . . . (a / an) + (adjective) noun (that) . . .
You’ll be so excited that you can only think of the fun ahead. Time goes so fast you won’t notice. It’s such an overwhelming experience that many students drop out.
Even can add emphasis or signal that something is surprising. Only means “no one else” or “nothing else.” Use them before the phrase or part of the sentence you want to emphasize.
You don’t even realize. (NOT . . . even don’t . . .)
It may even take a year to adjust to college life.
That will make things even worse.
Even the best students don’t always get A’s.
You only want to take refuge in your room.
It will only make things worse.
It’s only natural to feel anxious.
Only you can take charge of your situation.
B Complete the conversations with so . . . that, such (a / an) . . . that, only, or even. If none fit, write a dash (—). Then practice with a partner. Do you agree with the answers? Share your ideas.
1. What problems do people face when they move to a new city?
A My friend said he — didn’t — anticipate how difficult it would be until he moved last year. He said finding an apartment was — hard work — he ended up taking refuge on a friend’s couch. He — got a place a month ago. I’d have been — depressed — I would’ve given up! It took him — long to settle — he almost moved back. But he has — positive outlook — things always work out for him.
B There are probably things you — don’t — take into account – like changing your address on your driver’s license. You’re usually — busy when you move — you — don’t — have time to stop and think.
2. What’s it like starting a new job?
A You know, my first day at this job was — big deal — I couldn’t eat. I — felt nervous the week before I started. But you can — do your best to fit in. I worked — hard my first week — it was over before I knew it.
B Well, I’m pretty outgoing, but — I get nervous in new job situations. But it — lasts a few days. I’d say you should take the initiative to get to know people. Then you’ll get — involved — you’ll forget you were — nervous. In the end, — you can take responsibility for how things turn out.
3 Viewpoint Take the initiative
Pair work Discuss four challenges that people may face in new situations. What advice would you give? Prepare one idea to put on a self-help website.
“Starting a new job is so stressful for people that they quickly burn out.”
Lesson C Having said that . . .
1 Conversation strategy Changing views
A What kinds of peer pressure do young people experience? Make a list.
B Listen. What do Carol and Ashley say are the main pressures on young people today?
Carol I do think life was a lot easier when I was your age – for young people, I mean.
Ashley You do? In what way?
Carol Well, there wasn’t all this peer pressure to have the latest fashions and cell phones and that sort of thing. But having said that, there were other pressures.
Ashley Like what?
Carol Oh, back in the day, women were expected to stay home and raise a family. I mean, some women worked, but even so, their options were limited.
Ashley Well, I guess that’s changed, which is good. But then again, they say women still do more of the household chores.
Carol True.
Ashley I think the worst thing now is like pressure to get good grades. You can study and study, but even then, you’re not guaranteed a good job at the end of it.
Carol Yes, there’s so much competition for jobs nowadays. But then, I suppose there always was.
C Notice how Carol and Ashley change their view and express a contrasting view with expressions like these. Find examples in the conversation.
Having said that, (though), . . .
But then, . . .
(But) then again, . . .
D Link each comment (1–6) with a contrasting view (a–f). Use an expression from Exercise C.
1. There are so many social problems today.
2. You’re not cool if you don’t have a car.
3. Getting a good job is a real problem.
4. Looks are important, as is keeping up with the latest trends.
5. And you have to have the latest gadgets.
6. There’s so much pressure to do well in school.
a. ____________________________, it’s hard to live without a cell phone.
b. ____________________________, fashion’s always been a big thing for a lot of people.
c. ____________________________, education was the only way for my parents’ generation to get ahead, too.
d. ____________________________, you had to have a motorbike to be cool at one time.
e. Having said that, though, there have always been issues to fix in society.
f. ____________________________, I don’t know anyone who’s unemployed.
E Pair work Take turns starting conversations using the full comments above. Continue each conversation with your own views.
Strategy plus even so, even then
You can use **even so** to introduce a contrasting idea. It means, “despite what was just said.”
... some women worked, but **even so**, their options were limited.
A similar expression is **even then**, which means “despite the situation that was just described.”
You can study and study, but **even then**, you’re not guaranteed a job.
A **CD 1.27** Read the comments below. Then listen to people talking about various issues. Predict which comment each person makes next. Number the comments 1–4. There is one extra.
_____ But even so, they all still want to fit in with their friends.
_____ Even then, I’m sure he got lower grades than he could have – deliberately.
_____ And even then, they’re not guaranteed to get a place in college.
_____ Even so, the major problem is that too many kids skip school.
_____ But even so, we still see some cases of this kind of behavior.
B **CD 1.28** Pair work Listen and check your answers. Then discuss the issues with a partner. Do you see these types of problems and peer pressures in your society?
3 Listening and strategies It’s an issue . . .
A **CD 1.29** Discuss the sentences below. Do you agree? Then listen to a conversation. Which sentence best summarizes the main topic of the discussion? Check (√) the box.
☐ 1. Parents are just not aware of the issues young people face.
☐ 2. Parents face challenges as their children grow up and become more independent.
☐ 3. Parents and children never used to have conflicts about how children should behave.
B **CD 1.30** Listen again. Complete the contrasting views the speakers give next.
1. Troy: You shouldn’t let kids drive till they’re 21.
**Even then, you can’t be sure they’ll be safe.**
2. Troy: Yeah. They’re legally old enough at 16 or 17.
3. Lucy: You even hear of kids texting at the wheel.
4. Troy: A lot of my friends have stories about their kids growing up too fast.
5. Lucy: I think I was an easy kid to raise.
C Pair work Discuss the opinions in Exercise B. Do you agree? How else do kids pressure parents? What would you do to resist pressure if you were a parent?
“Actually, I agree that young people should wait before learning to drive. Though having said that, I guess some kids need to drive at 16, like if they’ve started working. **Even so, it might be better . . .”**
Lesson D Language and society
1 Reading
A Prepare When you study a language, what kinds of things do you learn? Make a list.
B Read for main ideas Read the course outlines. Write the title of each course in the space provided. There are two extra titles.
Language and Social Roles Accent and Dialect Right or wrong? Can technology help?
Language and Education Language Change What is bilingualism?
Spring semester courses in LANGUAGE and SOCIETY
Participants should gain an understanding of how language reflects social structure and social change.
Course 101: ____________________________________________________________
1 Language is constantly in development, and this course looks at one aspect of this: neologisms, i.e., new words. New words enter the language, sometimes pushing old words out of use. New words are very seldom completely new and are typically made up of existing words or segments of them. Scientific terms such as nanotechnology and psychotherapy combine classical Latin and Greek roots in new ways. Computer and Internet terminology reuses familiar everyday words, giving them novel meanings (mouse, friend, memory stick, paste), and new words are formed from the initial letters of existing words (RAM, USB). Sometimes names such as trade names form new words (to Google), or words change word class (a big ask, a must-have). On other occasions, English simply borrows from other languages (pizza, sushi). Such developments reveal a great deal about changes in society.
Course 102: ____________________________________________________________
2 The purpose of this course is to examine styles of speaking and their social and professional consequences. Everyone speaks with an accent. When we say someone “has no accent,” we usually mean the person is using the one associated with people of high social status or education. The term non-standard accent refers to geographical / regional varieties of speech, none of which is either inherently superior or inferior to any other. Even so, research shows that people do evaluate regional accents as being more, or less, friendly and pleasant, even judging whether people are suitable for certain types of jobs on the basis of their accent. Additionally, geographical regions and social groups frequently possess their own distinct grammar and vocabulary. However, accents and dialects are increasingly coming under pressure from mass media and centralization, threatening their very existence.
Course 103: ____________________________________________________________
3 Correct grammar is usually seen as the grammar employed by educated people of higher social status, such as great writers, or those in power. In this course, we use a corpus (a large computer database of recorded conversations and written texts) and dedicated software to investigate thousands of examples of people from every social and educational background speaking and writing. We find there is consensus in that people generally follow the same rules of grammar. Nevertheless, we can also observe numerous cases where everyone seems to “break the rules” without comment. When everyone ignores a grammatical convention, is the rule still valid – or should we rethink it?
Course 104: ____________________________________________________________
4 Many languages utilize different forms, titles, and names to address people who are friends and intimates, as compared to strangers, superiors, or people with whom a more formal relationship is appropriate. In this course, we examine how English creates, reflects, and maintains social relations. We ask: What is politeness? What is the status of titles and forms of address such as Professor, Sir, Ma’am? How do changes in English mirror shifts in social perceptions and relationships? For instance, using gender-marked vocabulary such as fireman, waitress, chairman is now regarded as outdated and even offensive by many, and neutral alternatives such as firefighter, server, and chair(person) are considered more acceptable. What kinds of social structures, therefore, does contemporary English reflect?
C Read for detail Which course covers these questions? Write the course number. Then discuss the questions with a partner.
1. Does television affect the way people adapt or change the language they use?
2. How can examples of actual language be studied?
3. Is it possible to avoid sexist language?
4. Does the way you speak affect your career prospects?
5. What words from foreign languages have been introduced?
6. Do native speakers make mistakes? Is this acceptable?
2 Focus on vocabulary Synonyms
Find synonyms in the course outlines to replace the words in bold. Then discuss the questions with a partner about your language. Give examples, if possible.
frequently
1. Are new words often invented in your language? What are some examples? (101)
2. Which words are rarely used anymore? (102)
3. What do you think your way of speaking can show about you? (102 / 101)
4. Are some accents seen as essentially good, even better than others? (104 / 102 / 102)
5. Are some accents seen as less good? (102)
6. Which accents, if any, do people assess as being more “friendly”? (102)
Is there general agreement on that? (103)
7. Are there rules for addressing people of different social status, gender, or age? (103)
8. Do people of higher social status use language that is different? (102)
3 Listening and speaking Language and gender
A CD 1.31 Read the outline below. Can you predict the missing words? Then listen and complete each sentence with one, two, or three words.
Course 105 Language and Gender
A controversial and ________________ area, this course analyzes language and gender on the basis of facts or ________________. Questions include: Do men ________________ more than women? Are women less assertive or less ________________? Researching such questions, we find ________________ difference between the sexes, so should we instead consider who is dominant? Put simply, people of a ________________ talk more. We also look at “sexist” language and whether communication between the sexes is ________________. Finally, we ask: Do comparisons imply that one type of talk is ________________ another?
B CD 1.32 Listen again and answer the questions. Write notes.
1. Why does the professor advise the students to read only the books on the reading list?
2. In Lecture 1, what question will be considered in addition to the ones in the outline?
3. Lecture 2 will cover studies that found that men talk more. Why is that?
4. In Lecture 3, what is one of the examples given of possibly “sexist” language?
5. Lecture 4 is about Tannen’s work. Why does she say men and women’s language is different?
6. In Lecture 5, what does the professor say should be studied instead of male–female differences?
C Pair work Discuss which lecture you think sounds most interesting. What views do you have on men and women’s language? Are there issues of sexist language in your language?
“Actually the Language and Gender course sounds really interesting. Not having studied it before, I think I’d learn a lot about how men and women communicate.”
A Look at a model Look at some students’ comments on a course. Check (✓) the comments that are included in the report. Would you put the other points in paragraph 2 or 3? Write the number.
STUDENTS’ COMMENTS
- Good food, accommodations
- We enjoyed the group work
- Some lectures were too long
- One professor talked too fast
- Too much reading
- Campus too far from city
- Good social program and good to meet other students
- Difficult assignments
The purpose of this report is to evaluate the residential Business Management Program, which I attended in July. As requested, I will report on both the positive and negative aspects.
On the positive side, the course was extremely well designed, giving all students an opportunity to take part. Group work was an integral part of the program. As a result, the classes were lively and varied. In terms of the social program, everyone enjoyed meeting people from other countries, making many new friends in the process.
On the negative side, some students complained that there was too much reading, leaving little time for evening activities. A further complaint was that one professor spoke so quickly that some students could not understand her.
In conclusion, the course was both useful and enjoyable. Having said that, there are some aspects which should be changed, such as the amount of reading. Even so, it was an excellent course, and I would therefore recommend it to other students.
B Focus on language Read the chart. Then underline the examples of results in Exercise A.
Expressing results in writing
You can express a result in writing with present participle clauses, so / such . . . that . . . , or so.
There was too much reading, leaving little time for evening activities.
She spoke so quickly that students could not understand her. OR She spoke quickly, so students . . .
You can also use as a result, consequently, or therefore.
Group work was part of the course. As a result, / Consequently, the classes were lively.
It was an excellent course, and I would therefore recommend it.
C Rewrite the sentences, using the structures given.
1. The teacher spoke too fast. This made it difficult for students to follow. (participle)
2. The campus was too far from the city. We were only able to go there once. (so . . . that or so)
3. Some lectures were too long. This left no time for questions. (participle)
4. There was a good mix of nationalities. English was widely used. (Consequently or As a result)
5. The accommodations were excellent. We recommend staying on campus. (therefore)
D Write and check Write an evaluation of a course that you have taken. Use Exercises A and C to help you. Then check for errors.
Common errors
Do not use therefore by itself to join two clauses.
It was excellent. Therefore, I would recommend it. OR It was excellent, and therefore, I would recommend it. (NOT It was excellent therefore I would recommend it.)
Vocabulary notebook Take credit!
Learning tip Paraphrase
When you learn an expression, write it in a sentence that paraphrases the meaning. It will help you remember the meaning of the expression.
take the initiative
I need to take the initiative on a project at work, and start it without waiting for my co-workers.
A Complete the sentences with the correct expressions from the box. Use the underlined paraphrases to help you.
take advantage of take credit for take into account take part in take responsibility for
1. It’s good to _______________ events that your friends organize and join in what they are doing.
2. I should _______________ being single and make the most of the fact that I have few responsibilities.
3. When you see some teens behaving badly, you should _______________ how easily they can be influenced and consider the peer pressure they are under.
4. If I do something wrong, I have to _______________ it and take the blame for it.
5. You should _______________ the good things you do in your community because it’s important to know how to accept praise and be recognized.
B Use each expression in a sentence and paraphrase its meaning.
1. take heart
2. take precedence
3. take refuge in
4. take steps
5. take stock of
6. take note of
C Word builder Find the meanings of these expressions. Write each one in a sentence, and write a paraphrase of its meaning.
take action take place take for granted
take exception to take effect take issue (with)
take into consideration
What we take!
The top collocations of take include: take care, advantage, place, seriously, step(s), precedence, for granted, account, action.
D Focus on vocabulary Look at the course outlines on page 36. Find words for the paraphrases in bold. Then write sentences using the words and giving examples. Refer to Exercise 2 on page 37 to help you.
Give an example of . . .
1. something you don’t often do and something you often do.
2. an issue on which there is agreement in your group of friends.
3. something you think of as very important in life.
4. something you do that shows or makes evident your personality.
5. a way that something is usually done in society that you don’t agree with.
6. how people judge you by your way of speaking or how you dress.
7. an area in your country that has very different pronunciation.
8. something that you feel is essentially dangerous.
9. a thing you own that is better than a friend’s and something that is not as good.
1 Peer pressure
A Circle the correct auxiliary verb. Then complete the sentences with an appropriate adverb from the box. Sometimes there is more than one answer.
| evidently | inevitably | ironically | presumably |
|-----------|------------|------------|------------|
| ideally | invariably | potentially | supposedly |
1. A My friend says she feels a lot of pressure from her parents, as I am / do, really. You know, to take all these extra classes, play an instrument, do a sport. I mean, do you?
B Oh, yeah. ___________, our parents never did all this stuff ___________, they just want us to have more opportunities than they did / are. Well, I know my mom is / does.
2. A There’s ________ all this bullying in schools. But you know, I’ve never experienced it. And I know my friends haven’t / have, either. Have you?
B Well, ___________, a lot of it happens online. So ___________, you don’t see a lot of it. And our school has a strict policy on bullying, which a lot of schools does / do, I suppose.
3. A I don’t really feel any strong peer pressure, though my best friend does / is. Do you?
B Well, there’s ________ some. My friends are all pretty confident, but I do / am, too.
A That’s good. I mean, ___________, you want supportive friends. Well, I have / do. Some people are always worrying about what others think – as my friend is / are. And ___________, that’s bad for you.
B Pair work Ask and answer the questions in Exercise A. Use even so and even then.
“Actually, my parents don’t pressure me at all. But even so, I still want to do well so I don’t disappoint them. So yeah, I try to get good grades and everything.”
2 Using technology
A Complete the comments using to, not to, one, or ones. Complete the underlined idioms.
1. There’s software on my computer that I don’t know how to use. And I’ll probably never be able ___________. I mean, I’d like ___________, but . . . it’s ___________ me.
2. You know, my phone has all these useless functions. Like the most useless ___________ for most people is the stock market report. I don’t see ___________ it.
3. I can’t use the remote to record anything. Well, I could, but I prefer ___________. I can’t make heads ___________ it. And I always mess up the satellite channels when I try ___________.
4. We want to get one of those things that cleans your floors. Well, we were going ___________. Oh, what are they called? It’s on the tip ___________ – those, um, robot things.
5. We never had calculators in my day. Not like the ___________ they have now. You had to learn all your math tables by ___________. You just had to come ___________ with it all.
6. A gadget I can’t live without? I don’t know off the top ___________. Nothing comes ___________. I’d like to get a scooter, but I’ll never be able ___________. The ___________ I want is so expensive.
B Pair work Discuss the comments above. Are any true for you? Express a contrasting view with expressions like Having said that, But then, and (But) then again.
“I have no idea how to use spreadsheets, but I’d like to. Having said that, I’m not sure I need to.”
A Complete the take expressions in both interviews. Then in 1, write participle clauses using the verbs given. In 2, write both . . . and, either . . . or, neither . . . nor, or not only . . . but also.
1. ________ (grow up), I was always a bookworm. Reading always took ________ over everything else. If I take ________ of all my successes in life, it’s probably due to reading. My mom has to take ________ for teaching us to read. ________ (not have) a career, she stayed home and took ________ for our education. She used to take ________ of how much we read every day. And ________ (live) near a library, we always took ________ of it. By the age of 10, I had a wide vocabulary, ________ (read) as much as I did. I often won the local spelling bees when I took ________ in them. Also, ________ (read) all the classics, I was good at general-knowledge quizzes, too. These days, ________ (work) as much as I do, I still like to take ________ in a book. It’s a great way to escape from life!
2. I haven’t read ________ a book ________ a magazine in months. Well, unless you take into ________ the books I read to my kids. They want me ________ to read every night ________ to tell them stories about when I was a kid. So I read and tell stories every single night. Sometimes I have ________ the time ________ the energy after a day’s work. But even if you are busy, you can take ________ to help your kids read. Like now they have electronic readers for kids, which are great. They’re ________ fun ________ educational. Kids can ________ read ________ listen at the same time. If they don’t know how to say a word, they can ________ ask me ________ point to it and hear it. It’s a great way to get kids to take the ________ and read.
B Pair work Discuss the ideas above. Use expressions like I do think to add emphasis.
“I do think it’s good for parents to read to their kids.”
4 Solar power
A How many compound adjectives do you remember? Make a list. Then use them to discuss different technologies with a partner. Use can’t possibly and couldn’t possibly.
“I bet a lot of people couldn’t possibly live without their labor-saving devices.”
B Circle the correct options to complete the information from a website selling solar-power panels.
Worried about heating costs? If so, / If not, why not install solar panels in your home to reduce your energy bills? They are now such / so affordable that everyone can benefit from them. And what’s just as important, if not / if so more important, is that it’s such / so a clean source of power that you’ll be helping to reduce pollution, too. With some systems, you can even / so get paid for the energy you produce. The panels such / only take a day to install. Your heating bills will fall so / such rapidly that you’ll be pleased that you’ve made so / such a great investment.
C Rewrite the comments using the phrases in parentheses.
1. I know there are a lot of people for solar energy. (happy to pay)
2. Solar power is not a cheap technology, or so I heard. (to install)
3. The people have it, and they said it cost a fortune.. (next door)
4. Solar panels change the look of your home. (on the roof)
5. It’s definitely something because it saves money. (to be considered)
6. People will be disappointed. (hoping to get their money back quickly)
7. I also heard that some homes can’t have it. (built before a certain date)
In Unit 4, you . . .
- talk about the natural world.
- use the future perfect and future perfect continuous.
- use prepositional expressions like due to and far from.
- add ideas with expressions like what’s more and not to mention.
- use in any case to state conclusions or add information.
Lesson A Animal behavior
1 Vocabulary in context
A Which creatures (animals, birds, insects) do you find interesting? Lovable? Scary?
B Listen and read the excerpts from a nature documentary. Complete the photo captions with these words: a. breeding, b. hibernation, c. migration.
Animal Behavior
Every September, the arctic tern leaves its breeding grounds in the Arctic and heads south to the Antarctic. When it arrives back in the Northern Hemisphere the next summer, it will have flown on average 70,000 kilometers (almost 44,000 miles), which means by the end of its thirty-year lifespan, the arctic tern will have flown the equivalent of three round trips to the moon.
In order to survive the winter months, many small mammals store food before they go into hibernation. Groundhogs, however, build up their fat reserves and then dig a burrow, where they hibernate until spring. By the time the groundhog is in its deep sleep, its heartbeat will have dropped from 80 to 4 beats per minute and its body temperature will have fallen to only a few degrees above the outside temperature. By the time spring arrives, if it has not been attacked by predators, the groundhog will have been hibernating for almost six months.
After mating, a female emperor penguin lays a single egg before returning to the ocean, where she feeds and spends the winter. Penguins don’t build nests. Instead, the male emperor balances the egg on his feet, huddling together with other males in the colony to keep warm. By the time the females return, these male penguins will have been protecting the eggs for 65 days. They won’t have eaten for 115 days and will have lost nearly half of their body weight. Once the eggs hatch, the females feed and raise the young, while the males head to the ocean to feed.
The __________ habits of emperor penguins
C Copy the chart and write the bold words and collocations in the documentary. Add others you want to learn. Which facts did you know? Which didn’t you know? Tell a partner.
| survival (food and sleep) | having young | homes and groups |
|---------------------------|--------------|------------------|
| feed | lay an egg | |
“I knew that penguins lay eggs, but I didn’t know that they only lay single eggs.”
A Circle the correct verb form in the sentences. Use the documentary to help you. Then read the grammar chart.
1. By the time a penguin egg hatches, the emperor male will have lost / will lose half his body weight.
2. By the time spring arrives, the groundhog will be hibernating / will have been hibernating for six months.
Future perfect and future perfect continuous
You can use future perfect forms for events that are in the past when you view them from the future.
Use the simple form to suggest that an event will be complete before a certain time.
How far will the tern have flown?
It will have flown 70,000 kilometers by the time it arrives back in the Arctic.
Use the continuous form to suggest that an event will be in progress at a particular time in the future.
How long will it have been hibernating?
By then, it will have been hibernating for six months.
B Complete these excerpts from the documentary. Use a future perfect form of the verbs given. Sometimes there is more than one correct answer.
1. It’s winter in Canada and too cold for the monarch butterfly to feed and survive. So it starts its journey south, and by the time it arrives in Mexico, it ___________ (fly) more than 4,000 kilometers (2,485 miles).
2. Giant pandas almost exclusively eat bamboo. At the end of the day, when it finishes feeding, it ___________ (eat) 40 pounds of bamboo and it ___________ (forage) for 16 hours.
3. These gray whales are leaving their feeding grounds in the cooler north to breed in the warmer south. When they reach Mexican waters, they ___________ (swim) 160 kilometers (about 100 miles) a day for 8 to 10 weeks.
4. After mating at sea, female leatherback turtles come ashore. It’s here that they dig a hole, and by the end of the night, they ___________ (lay) 80 or more eggs.
5. Some bald eagle nests weigh more than a ton. But by the time they reach this weight, the bald eagles ___________ (add) sticks to the nest for several years.
6. This female elephant is heavily pregnant. By the time she is ready to give birth, she ___________ (carry) the baby for over 22 months.
C Pair work Take turns asking and answering questions about the facts in Exercise B. How much can you remember?
3 Viewpoint A wildlife presentation
Pair work Choose a creature that interests you, and prepare a presentation. Take turns giving your presentations to the class. What new facts do you learn?
“By the time this penguin reaches the open sea, it will have traveled more than 50 miles across the frozen ice.”
Lesson B Desert landscapes
1 Grammar in context
A What do you know about deserts? Make a class list.
B CD 2.03 Listen to extracts from a geography lecture about deserts. Which three slides does the professor refer to? Number the slides 1–3. There is one extra slide.
1 “Deserts are, for lack of a better description, among some of the most fascinating and diverse landscapes on earth. They cover approximately one-third of the earth’s land surface and stretch across all continents. But what is a desert? Most people think of them as hot, sandy places thanks to photographs of sand dunes in the Sahara desert. But in fact, only about 10 percent of the world’s deserts are covered with sand dunes, including the Sahara. In line with USGS* definitions, a desert is an area that has less than 250 millimeters (10 inches) of rain per year. So Antarctica is a desert, apart from being one of the coldest places on earth. And in addition to cold deserts, there are also mountainous deserts.”...
2 “Deserts are also commonly believed to be wastelands, on account of their harsh living conditions for wildlife and plants. But far from being barren, deserts are often very rich in plant life. Death Valley in the United States has over 1,000 plant species in spite of the fact that it has some of the most extreme conditions. And many species of animals can also survive in a desert climate by virtue of having adapted to the environment. Some, like the camel, can go up to eight days without drinking. As for smaller mammals, many have adapted by means of living underground or by hunting only at night.”...
3 “One problem with deserts is that they expand and encroach on arable land. In fact, there is great concern in many parts of the world about this process, known as ‘desertification.’ Take for example the Gobi desert, which has spread, in part due to the fact that agricultural practices have changed from those in use prior to the 1950s. China was faced with increasing areas of arid land in place of its valuable grasslands. And, as a result of experiencing increasingly severe dust storms, China has started planting trees with the aim of halting desertification. By the end of the planned 70-year project, they will have planted more than 4,500 kilometers (approximately 2,800 miles) of trees.”
*United States Geological Survey
C Complete the sentences with information from the lecture. Then replace the underlined words with an expression from the lecture. In some, more than one expression can be used.
1. Most people think of deserts as ________ places because of photographs of the Sahara.
2. According to USGS definitions, a desert is an area that ________.
3. As well as cold deserts, there are also ________ deserts.
4. Deserts are not at all barren and can be ________.
5. Many animals can ________ in a desert climate through their adaptation to the environment.
6. As well as larger animals like ________, there are many small mammals that live in the desert.
7. The Gobi desert has spread because of farming practices that didn’t exist before ________.
A How does the professor express the ideas below in her lecture? Rewrite the sentences.
1. Deserts are believed to be wastelands because they have harsh living conditions.
2. Antarctica is a desert although it is one of the coldest places on earth.
3. Death Valley has over 1,000 plant species even though it has some of the most extreme conditions.
Prepositions
Prepositions can be a word or a phrase. They can be followed by a noun phrase or an -ing form.
In line with USGS definitions, a desert has less than 250 millimeters of rain per year.
A camel can go up to eight days without drinking.
If a preposition starts an -ing clause, the verb has the same subject as the verb in the main clause.
As a result of experiencing severe dust storms, China started planting trees.
Some prepositions can be followed by the fact that + a clause. Use the fact that if the subject changes.
Antarctica is a desert, apart from the fact that it is one of the coldest places on earth.
The Gobi desert has spread due to the fact that agricultural practices have changed.
B Rewrite the sentences. Replace the underlined ideas with the expressions given, and make any other necessary changes. Some have more than one correct answer.
1. It is not true that deserts are unpopulated – they are home to almost one-sixth of the world’s population. (Far from) Far from being unpopulated, deserts are home to...
2. Many animals burrow underground to avoid the harsh sun, and they are nocturnal. (In addition to)
3. Plants such as cacti not only have long roots, but they can store their own water. (Apart from)
4. Some desert plants survive for hundreds of years because of these kinds of adaptations. (thanks to)
5. Many desert areas are expanding because humans graze animals in semi-arid areas. (on account of)
6. Environmentalists are concerned that these farming practices have caused desertification. (about)
Listening The Antarctic
A CD 2.04 Listen to Part 1 of an exclusive interview with an expert on the Antarctic. Complete the interviewer’s notes. What else do you learn about the climate there?
| Temperatures in degrees centigrade | Lowest ever | Summer | Winter |
|-----------------------------------|-------------|--------|--------|
| | Minus | | |
B CD 2.05 Guess which sentences are true. Then listen to Part 2 and circle T (True) or F (False).
1. Antarctica is different from everywhere else on the planet – even the Arctic. T / F
2. Antarctica has been cold for over 30 million years. T / F
3. Scientists study Antarctica to see if there could be life on other planets. T / F
4. Some fish and animals survive in Antarctica thanks to antifreezes in their bloodstream. T / F
5. On one of the expert’s visits to Antarctica, 18 people shared one tomato. T / F
Lesson C What’s more . . .
1 Conversation strategy Adding ideas
A Match words from a conversation with definitions. Guess the topic of the conversation.
1. overfishing _______
2. species _______
3. apathetic _______
4. subsidies _______
a. not interested and unconcerned
b. exploiting fish to the extent that they can’t replace themselves
c. government money used to help projects that are beneficial to the public
d. a class or group of individuals that are related to one another
B CD 2.06 Listen to a seminar discussion. What factors contributed to the problem of overfishing?
Julio Well, the biggest issue seems to have been overfishing. Something like three-quarters of the world’s fish species have been completely exploited. It’s only a matter of time before the fishing industry collapses completely.
Maria Not to mention all the other industries that depend on it. So who or what’s responsible for it all?
Julio Well, the international community has been increasing fishing capacity, for one thing . . .
Ulma And additionally, governments give subsidies, so large-scale fishing operations took over. And big commercial fleets are much more efficient at finding fish as well.
Maria And on top of that, I guess consumers got used to having a wide variety of fish available, so the demand was there. Also, fish became much more affordable.
Ulma What’s more, the public has, to a large extent, been pretty apathetic. And then industry has been slow to respond to concerns. In any case, apathy has contributed to the problem.
C Notice how the students use expressions like these to add and focus on a new idea. Find the ones they use.
Also, . . .
And then . . .
. . . as well
. . . not to mention . . .
Additionally, . . .
In addition, . . .
What’s more, . . .
On top of that, . . .
D CD 2.07 Listen to more of the discussion. Write the missing expressions. Then practice.
Julio True. And of course another problem is all the pollution that runs into the oceans.
Maria Yeah, ____________ the amount of trash that’s dumped in them. Apparently, there’s a huge trash pile in the middle of the Pacific that you can see from space. ________________, whales and dolphins can eat that stuff.
Ulma And ________________, it’s irresponsible, dumping waste where we get our food.
Maria ________________, all that pollution is changing the chemistry of the ocean, which affects the lifecycle of fish. ________________, it has an impact on shellfish. Coral ________________.
Ulma ________________ there’s the issue of meltwater from the ice caps caused by rising temperatures.
Julio There’s a lot of debate about that, but in any event, it’s impacting the ocean.
Strategy plus In any case, in any event
You can use *in any case* to add more information to make an argument stronger or clearer.
You can also use *in any case* or *in any event* when you reach a conclusion that you think is the only possible one.
**In conversation . . .**
*In any case* is more frequent.
| In any case | In any event |
|-------------|--------------|
| | |
**CD 2.08** Find two appropriate conclusions for each conversation. Write the letters a-f. Then listen and check your answers. Practice with a partner.
1. A It seems like global warming is still a controversial issue. But don’t scientists all agree that temperatures are rising? And what’s more, that it affects the oceans with sea levels rising?
B I suppose the controversy is about what’s *causing* the increase in temperatures.
2. A You know what’s interesting to me? We really don’t know that much about the oceans.
B Yeah, though they’re making new discoveries all the time.
A Yeah, no. They definitely know more now than, say, 20 years ago.
3. A There are some amazing creatures in the ocean, like jellyfish that glow in the dark.
B I know. Not to mention the ones that can kill you, like the box jellyfish.
A Actually, there are a lot of poisonous creatures in the ocean. Like, well, I can’t think.
a. In any event, there’s definitely evidence that the atmosphere is getting warmer.
b. But in any event, there are lots of species we haven’t discovered yet.
c. But in any event, there are a lot of deadly things in there.
d. In any case, you have to be careful in some places when you go swimming.
e. In any case, there’s no doubt that the climate is changing.
f. Though we haven’t made it to the bottom. In any event, we’re a long way from fully exploring it.
**Strategies The human impact on nature**
A Add an idea to each comment below. Include an expression from Exercise 1C.
1. I think humans do a lot to protect nature and wildlife. For example, if we didn’t have zoos, we probably wouldn’t be able to preserve some species. *What’s more* . . .
2. Well, one of the ways we impact nature is by building homes on sensitive areas, like wetlands. That forces the wildlife out of their natural habitats.
3. I think in many ways we’ve forgotten how to live with nature. You know, by the time they graduate from high school, one in three kids won’t have been on a hike or seen a forest.
B Pair work Discuss the ideas in Exercise A. Add more ideas to each conversation, and draw conclusions using *in any case* or *in any event*.
A *I’m not so sure it’s good to keep animals in zoos.*
B *Yeah, but zoos have programs to help endangered species. And on top of that,* . . .
*Speaking naturally*
See page 139.
By the end of this century, as one looks back on the multitude of achievements, one may be surprised to find that a number of technological and scientific advances will be based upon observations in nature, as opposed to accidental discovery or a result of trial and error in a laboratory.
A relatively new field of research, called biomimicry, is providing significant insights and solutions for scientists and inventors in areas from medicine and technology to transportation and construction.
Using nature to solve design problems is not new. The Wright brothers observed the flight of birds while building their plane. However, in recent years, biomimicry has become an established discipline among scientists, and one that is generating some remarkable inventions. Here are some that in the not-too-distant future will have had a considerable impact on our lives.
1. **SHARKSKIN** A University of Florida engineering professor noticed that sharkskin remains amazingly clean and that plants and sea animals have difficulty adhering to it. He created a pattern that mimics the shark’s tiny scales. Apart from the fact that it was up to 85 percent cleaner than smooth surfaces, it also prevented harmful bacteria from sticking to it.
The result was a material that can be used for hospital tray tables and bed rails, as well as other areas where there is a high risk of passing on infections. In several years, it is likely that Professor Brennan’s invention will have had demonstrable benefits in terms of reducing hospital-acquired infections, and it will undoubtedly have saved thousands of lives.
2. **TERMIT MOUNDS** A Zimbabwean architect was faced with the difficult task of finding a workable solution to the problem of designing a new building that would stay cool even without air conditioning. Looking for an affordable alternative, he found his inspiration in African termite mounds. He noticed that the mounds termites build catch air at the base and circulate it up through their mud home. As a result of replicating the system in his building, he reduced energy costs by a measurable amount. His building uses one-tenth of the energy of similar buildings and shows that there is a viable alternative to using air-conditioning systems.
3. **GECKO FEET** For human beings, walking up walls is the stuff of movies – unimaginable in real life. Or is it? Inspired by the millions of tiny hairs on gecko feet, scientists are working hard to produce a “gecko tape” to use on the soles of footwear. The tape mimics the hairs on the gecko’s feet and is a powerful and dependable adhesive. Scientists hope to have a product for space stations and underwater applications in the near future. And who knows? By the end of the century, they may have created a boot that enables us all to climb buildings like Spiderman. Imagine how profitable that would be!
C React Pair work Look back at the article. Discuss the questions with a partner.
- What do you think about biomimicry as a science?
- Which of the inventions in the article do you think is most exciting? Most valuable? Why?
- What other applications can you think of for the sharkskin material? How about for the gecko tape?
2 Focus on vocabulary Suffixes with -able
A Read the article again. Circle the words that end in -able. Then replace the words in bold with a word from the article ending in -able that has a similar meaning.
1. Studying nature has led human beings to some amazing scientific inventions. ____
2. A large number of inventions initially failed. ____
3. People using biomimicry in the past is hard to imagine. ____
4. When it comes to preventing harmful bacteria from sticking to it, the sharkskin material is very reliable. ____
5. The sharkskin material has had a clear effect on hospital infection rates. (2 words) ____
6. One of the most noteworthy inventions is a fabric that mimics a butterfly’s shiny wings. ____
7. The architect came up with a practical plan for keeping buildings cool. (2 words) ____
8. The gecko tape is not likely to be a feasible or money-making invention. (2 words) ____
9. Many of the inventions are not expensive to produce. ____
B Do the statements above agree with the information in the article? Write Y (Yes), N (No), or NG (Information not given).
C Pair work Share what you learned about biomimicry using the -able words in Exercise A.
3 Listening and speaking The genius of the natural world
A (cd 2.10 Listen to a presentation about the applications of biomimicry. Match the examples from nature that the presenter talks about to the real-world problems below. Number the pictures 1–4.
B (cd 2.11 Listen again. Have the problems already been solved? Write Y (Yes) or N (No) on each picture above.
C Group work Look back at the examples in the lesson. How else could the ideas be applied to real-world problems? What other amazing things are in nature? What problems could they solve?
“Maybe in the future scientists will have developed a material that cleans itself, like that flower. If they used it on cars, you would never have to clean your car.”
In this lesson, you . . .
- write a persuasive essay.
- use academic prepositions and *one*.
- avoid errors with *upon*.
**Task** Write an essay.
The World Animal Foundation estimates that by 2025 as many as one-fifth of all animal species may well have become extinct. Does this matter?
A Look at a model Read the introductions to two essays that answer the question above. What view does each one take? What arguments does each one make?
1. The estimate that 20 percent of animal species may disappear within a short time is alarming. The loss of any species matters because it can upset the balance of nature. Each organism depends upon another to survive, and the disappearance of one species may have unknown consequences for another. The earth maintains a delicate balance, which relies upon the complex interaction of plant and animal species. We do not always see what is happening beneath the surface. The loss of species may be a warning that we are destroying our planet and therefore our very existence.
2. The claim that a large proportion of animal species is at risk of dying out is a subject of great debate within the academic community and amongst scientists in particular. One might think that this is a major problem and that one’s worst fears for the earth will materialize. However, one can equally argue that species have become extinct throughout the history of this planet. In terms of our survival, however, this has not proved critical. Therefore, the extinction of species, far from being a disaster, can simply be considered part of the normal evolutionary process.
B Focus on language Read the chart. Then underline the examples of formal prepositions and circle examples of *one* for general statements in Exercise A.
**Question-based essays**
Show you understand the question by restating it in your own words. Give your opinion in your introduction and conclusion.
**Prepositions in academic writing; *one* for general statements**
Some prepositions and prepositional expressions can make your writing sound more formal, e.g., *amongst*, *beneath*, *throughout*, *upon*, *within*, *in terms of*.
*Each organism depends upon another.*
*It is a subject of debate within the academic community and amongst scientists.*
*In terms of our survival, this has not proved critical.*
*One / one’s* can refer to “people in general” or “you / your.” You can use it to give opinions.
*One might think this is a major problem and that one’s worst fears will materialize.*
C Complete the sentences with prepositions. Then rewrite them using *one / one’s*.
1. A healthy environment is dependent ________ how well people manage their resources.
2. We should do everything ________ our power to protect these species.
3. There are complex systems ________ the earth’s surface that people do not fully understand.
4. I wonder how the leopard and rhino, which are ________ the most threatened species, can survive.
5. The effects ________ tourism will be so huge ________ the world that we cannot imagine them.
D Write and check Write an essay to answer the question in the task above. Then check for errors.
**Common errors**
Do not overuse *upon*. Use it after *depend*, *rely*, *agree*. Look *upon* means “to think about in a certain way,” not “look at.”
*Let us look at this subject in more detail.* (NOT... *look upon*...)
A Complete each sentence with a word in the box. Sometimes you’ll use a word twice.
1. When eggs ________, baby birds, fish, or insects come out.
If you plan something in secret, you ________ a plan.
2. Animals that ________ for life stay together forever.
A presidential candidate chooses a running ________, who becomes vice president if elected.
3. In academic writing, the offspring, or babies, of animals are called their ________.
You can also use the expression the ________ to mean all young people.
4. A ________ is a group of birds or animals.
It can also be a country that is governed by a more powerful country.
5. A ________ is a place where most birds have their young.
A ________ egg is a sum of money you save for a special purpose.
6. When animals ________, they have young. A specific type of animal is also called a ________.
If you say someone or something is part of a dying ________, it means there aren’t many left.
7. Breeding, feeding, fishing, or hunting ________ are places where these activities take place.
To have ________ for something means to have reasons for it, such as ________ for divorce.
8. To ________ means to dig into something and a ________ can be the hole where an animal lives.
A person can also ________ into something. It means he or she investigates it.
9. The movement of birds, animals, or people is called ________.
From that word, we get other words like immigrant, emigrate, etc.
10. A bird, a fish, or an insect ________ an egg.
Someone that makes a lot of money for others is called the goose that ________ the golden egg.
11. In biology, a ________ is an animal that attacks and eats other animals.
In business, it’s a company that tries to buy or take over other companies.
12. Both animals and humans have to ________ their families.
B Word builder Here are some more idioms with animals. Find out their meaning.
be a guinea pig beat a dead horse clam up have ants in your pants
be in the doghouse be a fish out of water get off your high horse have butterflies in your stomach
C Focus on vocabulary Can you think of a thing or person for each expression? See Exercise 2A, page 49.
1. a remarkable animal that has considerable intelligence
2. a dependable source of information or a notable authority on the natural world
3. something you’ve learned about nature that previously was unimaginable to you
4. a viable or workable alternative to fossil fuels
5. an affordable way to experience nature
6. a profitable product with measurable results that resulted from replicating nature
In Unit 5, you . . .
- talk about inventions, progress, and human achievements.
- use adverbs with continuous and perfect passives.
- use modal verbs with passive forms.
- make a point with expressions like I look at it this way.
- use expressions like absolutely not to make responses stronger.
Lesson A Out with the old
1 Vocabulary in context
A What are some common gadgets people use these days? Why are they useful? Make a list.
B CD 2.12 Read the article from a hiker’s blog. Which items in the photos are mentioned?
The most rudimentary instrument that has been widely used for centuries to find direction is the magnetic compass. It was probably invented by the Chinese and was based on the metal lodestone, which had long been admired for its ability to point toward north. Countless lives have undoubtedly been saved over the centuries on land and at sea thanks to the compass, which functions equally well in daylight, darkness, or thick fog. Even in our electronic age, magnetic compasses are still being made, and their basic design has not changed for centuries. They are compact, functional, and portable.
Toward the end of the twentieth century, alternatives to the compass were being intensively developed, and significant advances were made – thanks to satellite technology. GPS* is now an integral part of our daily lives, making moving maps, communicating with smartphones, and offering handheld location devices. It had originally been developed for military purposes, but it soon became part of everyday technology, and innovative ways to use GPS – from tracking migrating birds to helping golfers judge their shots – are continually being found through ongoing research. The system has already been incorporated into aircraft and ship design as standard, and many other technologies also derive considerable benefit from it.
But what about the humble compass? Is it obsolete now? Has it been completely forgotten? We’d like to hear your views.
C Find more formal adjectives in the blog with similar meanings to the words in the chart.
| easy-to-carry | portable | creative | useful |
|---------------|----------|----------|--------|
| important | out-of-date | usual |
| modest | basic | “a lot of” |
| necessary | small | |
D Pair work Take turns using the adjectives you found to talk about everyday objects you own.
“My cell phone is becoming a bit obsolete. It’s one of those older flip-phones, but it’s functional.”
A Write these sentences in the passive. Find similar sentences in the blog to help you, and underline them. Then read the grammar chart.
1. They are continually finding new applications for GPS.
2. All serious hikers were still using the compass until very recently.
3. Has GPS completely replaced the compass?
4. The Chinese had originally developed the compass.
Adverbs within continuous and perfect passive verbs
The most common position for adverbs is after the first auxiliary verb (am / is / are / was / were; has / have / had). Time and attitude adverbs, e.g., already, always, continually, currently, finally, just, long, since, still; fortunately, sadly, etc., and the adverbs also, probably, apparently, reportedly are usually in this position.
Compasses are still being made. They were continually being improved in the last century.
GPS has already been incorporated into aircraft. It had originally been developed for military use.
Adverbs that say “how” and “how much” or that describe the participle often go before the participle, e.g., badly, intensively, seriously, largely, greatly, widely, completely.
Alternatives to the compass were being intensively developed. It has been widely used.
Some adverbs can go in both positions, e.g., increasingly, previously, largely, originally, initially, continually, generally.
GPS is increasingly being used . . . OR GPS is being increasingly used . . .
It has previously been used . . . OR It has been previously used . . .
B Look at these examples of progress. Rewrite the underlined parts of the sentences in the passive. Add the adverbs given — sometimes there are two — and use by if necessary.
1. Do you know how memory foam was developed? Well, NASA had developed the material (originally) to improve the safety of aircraft cushions. And now, of course, they are incorporating memory foam (generally) into a whole range of everyday products, like memory-foam beds, which they are using (increasingly) in hospitals. They have saved countless lives (apparently) because foam beds reduce pressure sores when patients are bedridden for long periods of time. And they have improved the lives of these patients (fortunately, greatly).
2. It’s interesting when you think about a lot of the things we use in everyday life. Inventors had devised many of them (initially) for other purposes. While they were developing these products (still), no one really thought about spin-offs. Take, for example, smoke detectors. They had produced them (apparently) in the 1970s to help detect toxic gases in the space station. Now they are installing them (increasingly) as standard in newly built homes all over the world.
3. The abacus is a tool that we have used (long) for counting and in fact even today, they are using abacuses (currently) in many parts of the world. People think that the Chinese had invented them (originally). And I guess the ones that we are familiar with today were. But they had constructed similar counting boards (already) in Roman times, and they had used them (reportedly, widely) across Europe. Although calculators have overtaken the abacus (largely), it’s interesting that they have not made it obsolete (completely).
C Pair work Read the information again. Then take turns retelling the information. What other examples of progress can you think of?
Lesson B What drives us?
1 Grammar in context
A One kind of progress is when people push the limits of what the human body can do. Why do you think people take on challenges like running marathons or walking across deserts?
“I guess people like to test their limits.” “Well, people also do these things to raise funds for charity.”
B (CD 2.13) Listen. What dangers did Beaumont face on his expedition?
AN AMAZING ACHIEVEMENT
In 2008, a 25-year-old Scottish man, Mark Beaumont, set a new record by cycling around the world in 195 days. Although it was an incredible feat, things did not always go smoothly. Pedaling across difficult terrain was often extremely painful. On top of that, his wallet and camera were stolen, and at one point he could easily have been killed in the United States when a motorist drove through a red light. In fact, the whole trip might well have been cut short at several points, owing to sickness, flooded roads, and mechanical problems. Sometimes, when traveling through particularly dangerous regions, he was made to sleep in grim police cells for his own protection.
Beaumont was lucky. He put his life in danger and survived. Others who pursued incredible feats, like climbing Mt. Everest, have died in their attempts. Indeed, the majority of people who have died on Everest were young people with families and partners, so what drove them? They must have known the dangers, so why did they consciously choose to put themselves in harm’s way? Some would argue that adventurers like these should not have been permitted to attempt such dangerous expeditions. After all, there are easier – and safer – ways to challenge yourself, raise money for charity, or break world records. Did Mark Beaumont feel that he might not have been given another opportunity to make his mark on the world and pursue his ambition if he hadn’t taken this chance?
C Pair work Answer the questions.
1. What drives people like Mark Beaumont?
2. What do you think of people who attempt feats like this? Are they adventurous, or reckless and irresponsible?
3. What does make your mark on the world mean? How do other people make their marks on the world?
4. If you had an opportunity to follow a dream, what would you do?
5. Would you ever follow a dream that put you in harm’s way?
A Rewrite the sentences in the passive, starting with the words given. Use similar sentences in the article to help you. Then read the grammar chart.
1. Something might well have injured Beaumont. Beaumont . . .
2. Something could easily have cut the trip short. The trip . . .
3. They shouldn’t have allowed him to do it. He . . .
Past modals and the passive; the verb make in the passive
Active sentences
A motorist could easily have killed him.
Sickness might well have cut short the trip.
They shouldn’t have permitted him to do it.
They ought (not) to have allowed it.
Passive sentences
He could easily have been killed (by a motorist).
The trip might well have been cut short (by sickness).
He shouldn’t have been permitted to do it.
It ought (not) to have been allowed.
The verb make has a different pattern in the active and passive when it is followed by a verb.
Active: They made him sleep in police cells. Passive: He was made to sleep in police cells.
B Look at more feats and things people might have said beforehand. Rewrite the sentences as what people might have thought afterward. Add the adverbs, where given.
1. Kristen Ulmer, an extreme skier, skied down the face of Grand Teton, U.S., in 1997.
a. An avalanche could bury her alive. She _____________________________. (easily)
b. They might postpone her attempt due to bad weather. Her attempt _______________________. (well)
c. They shouldn’t encourage her to do it. She _________________________________.
2. Philippe Petit walked a tightrope between the twin towers in New York City in 1974.
a. The wind could blow him off. He ________________________________. (easily)
b. They should make him wear a safety harness. He _______________________________. (also)
c. They should never allow him to do it. He _________________________________.
3. Alain Robert got arrested in 2010 after climbing the Lumiere skyscraper in Sydney.
a. They shouldn’t arrest him, and they shouldn’t throw him in jail, either. He ______________________.
b. He could kill someone if he falls. Someone _______________________________. (well)
c. A company might sponsor him for advertising. They shouldn’t give his stunt so much press.
He _______________________________. His stunt _______________________________.
C Pair work Discuss the feats in this lesson. What else might have happened to the people?
Listening Kristen Ulmer on extreme skiing
A Listen to a reporter talk about her recent meeting with Kristen Ulmer. Number the topics in the order the speaker mentions them (1–5). There is one topic the interviewer doesn’t mention.
☐ childhood ☐ college ☐ giving up extreme skiing ☐ marriage ☐ travel ☐ film career
B Listen again. Circle a, b, or c to complete the sentences.
1. Kristen started doing dangerous skiing a) as a child. b) in college. c) for movies.
2. As a child, she a) was made to ski. b) was an expert skier. c) enjoyed skiing.
3. Her rule in Asia was a) never discuss skiing. b) tell everyone about skiing. c) look good.
4. In Asia, she might have a) gotten sick. b) lost her life. c) killed someone by accident.
5. While she was filming, she was a) not well known. b) almost killed. c) badly paid.
6. Now she wants to a) transform her performance. b) keep filming. c) coach other athletes.
C Pair work Would you ever do the kinds of things Kristen has done?
Lesson C Just think . . .
1 Conversation strategy Making a point
A How has humanity progressed in the last 100 years? Share ideas with the class.
B (CD 2.16) Listen. What does Alba think about space exploration? How about Jack?
Alba I see another rocket’s just been launched. All this money that’s being wasted on going into space. Just think what could have been done with those billions of dollars!
Jack Yes, . . . but one way to look at it is that all kinds of things have been discovered through space exploration.
Alba Like what?
Jack Well, satellite technology, more accurate weather forecasting – they’ve both come from space programs. And you can’t say that we don’t need those things.
Alba Absolutely not. But I look at it this way: there are other things we could spend the money on. Don’t you think it would have been better spent on things like schools?
Jack Not necessarily. But anyway, things like the space program encourage kids to go into science and engineering. It makes it exciting. I mean, life would be very limited if we never looked beyond our immediate environment.
Alba Well, let me put it another way: maybe we should explore space but not till we’ve made our own world a better place.
Jack Maybe. Maybe not.
C Notice how Alba and Jack use expressions like these to make their points. Find the expressions they use in the conversation.
(Let’s) put it this way: . . .
To put it another way: . . .
Let me put it another way: . . .
(I) look at it this way: . . .
One way to look at it is (that): . . .
Just think.
(Just) think about it.
D (CD 2.17) Listen to the rest of Alba and Jack’s conversation. Write the expressions you hear.
Alba Well, ___________________ what could have been done to research alternative fuels, for example, if we’d had all those billions of dollars. _________________: there are better things to spend money on.
Jack Yeah, possibly. But ___________________: Plenty of countries don’t have space programs, but they don’t necessarily spend their money on better things.
Alba I’m not sure that’s entirely true. I mean, some countries are way ahead in terms of using alternative energies. I mean, ___________________: that in itself does more for the planet.
Jack Well, ___________________ not only have better technologies been developed, but also new medicines are being discovered. _________________ – all that research that’s done in space.
E Pair work Practice the whole conversation. Whose opinions do you agree with?
Strategy plus Absolutely (not), not necessarily
CD 2.18 You can use **Absolutely (not)** or **Definitely (not)** to make a yes (or no) response stronger.
Use **Probably (not)** and **Maybe (not)** if you do not want to commit strongly to a response.
If you want to say something is not completely or always true, you can say **Not necessarily**.
You can’t say we don’t need those things.
Absolutely not.
Match the statements with the responses. Write the letters a–e. Then practice with a partner. Practice again, giving your own responses.
1. Space exploration is certainly not a waste of money or a waste of time, as some people say. _______
2. Do you think we’ll ever discover life on other planets? _______
3. Don’t you think we should send humans to Mars, no matter how much it costs? _______
4. Another thing about space programs is they promote international cooperation, which is good. _______
5. Life wouldn’t be as exciting if we didn’t explore space. _______
a. Probably not. Though there are still plenty of things to explore on earth.
b. Absolutely not. For every dollar spent on space, $8 of economic benefit has reportedly been generated.
c. Definitely. I mean, they’ve successfully landed a spacecraft there, so why not a human.
d. Not necessarily. I mean, if you want to keep your technology a secret, then it’s not good.
e. Maybe. Maybe not. But imagine if we did find other life forms. There’d be a lot of issues to consider.
Listening and strategies What’s the point of research?
A CD 2.19 Listen to a conversation. What applications of research do they mention? Check (√) the topics. There are two extra topics.
- [ ] education
- [ ] social studies
- [ ] agriculture
- [ ] climate
- [ ] medicine
B CD 2.20 Listen again. What specific research do the speakers mention? Complete the chart.
| Research questions: |
|---------------------|
| How far can crickets ________________________? |
| How much ___________________________ do they do? |
| Possible application of research: |
| To ensure ____________________________ |
| Research question: |
|---------------------|
| How do snails ___________________________? |
| Possible applications of research: |
| To improve ____________________________ |
| To help people after __________________ |
C Pair work Discuss these questions. Give examples or reasons to support your ideas.
- What research has contributed most to society in the last 10 years?
- Which areas deserve more research? What outcomes would you like to see?
- What subjects do you feel should not be researched? Why?
- Who should pay for research?
Lesson D Smart ideas
1 Reading
A Prepare Scan the article. What is the focus of the article? Check (√) one topic.
- How to become an inventor
- How different inventions come about
- How to market a new invention
- Why some inventions fail
B Read for main ideas Read the article. Where do these sentences fit in the article? Write the correct letters in the spaces.
a. There is seemingly no end to the number of inventions we can look forward to in the future.
b. Necessity is the mother of invention – or so the saying goes.
c. The smartphone app is another good example.
d. It is generally believed that inventions are the result of focused effort by inventors seeking specific solutions to specific problems.
e. Clearly, many inventions have come about from a mix of astute observation and inspired thinking.
f. In reality, most people probably will never invent something as world-changing as the steam engine.
INVENTION: INSPIRED THINKING OR ACCIDENTAL DISCOVERY?
1 “To invent, you need a good imagination and a pile of junk,” or so Thomas Edison, one of the world’s most famous inventors, is quoted as saying. Yet how do successful inventions come about? How have inventions been achieved in the past? What makes something a brilliant invention?
2 _______ Brilliance, however, is not enough, and obviously, hard work and persistence need to follow. James Dyson noticed his vacuum cleaner would frequently clog up and stop picking up dirt. On a visit to a local factory, he observed how dust was removed from the air by large industrial cyclones, and it inspired him to try the same principles on a smaller scale in a vacuum cleaner. He developed over 5,000 prototype designs before finally succeeding with his invention: the first cyclonic bagless vacuum cleaner.
3 _______ Surprisingly, many innovations that have enhanced the efficiency, comfort, and convenience of everyday life have often been discovered by accident. The steam engine, superglue, artificial sweeteners, and synthetic dyes, to name but a few, all came about when their inventors’ minds were being applied to quite different problems. If Dr. Percy Spencer had not noticed that a candy bar had melted in his pocket as he was testing microwave radiation for use in radar, the microwave oven may never have been invented.
4 _______ No invention is more true of this proverb than the ice-cream cone. When an ice-cream seller ran out of plates on which to serve his ice cream, he used a rolled-up waffle instead. The ice-cream cone had inadvertently been created, and with great success.
5 _______ Few will have the skills to engineer something like a vacuum cleaner or microwave oven. Even so, when you consider some of the everyday things that have been developed, it’s clear that inventions do not have to be complex or life-changing to be hugely successful and incredibly marketable. Tags that label your electrical cords, silly bands for kids, or suitcases with wheels are all examples of inventions that gained huge popularity and left people wondering, “Why didn’t I think of that?”
6 _______ By 2011, there were already more than half a million of them, many of which were incredibly simple and straightforward, and many of which had actually been invented by ordinary people and even children. One, nine-year-old Ding Wen from Singapore, invented a drawing app that allows users to draw with their fingers across a touch screen and then shake the device to clear the screen. Another was 14-year-old Robert Nay, an eighth grader from Utah, whose Bubble Ball physics game had reportedly been downloaded more than two million times within two weeks of its launch. What these apps had in common was originality, simplicity, ease of use, and wide demographic appeal.
7 Nevertheless, no matter how inventions come about, whether by sheer brilliance or by a stroke of luck, one thing is clear. _______ What’s more, our willingness to adopt them, whether for their effectiveness or simply for our own amusement, means that there will be always be a ready market.
Reading tip
Writers sometimes use a quotation from a famous person or a saying to start and set the theme of an article.
A Complete the sentences below with the noun form of the words given. Use the article to help you. Then match the pictures with the sentences. Write the letters a–d.
a. a bladeless fan
b. a doodling app
c. mop slippers
d. sticky notes
☐ 1. With the ______________ (willing) of millions to download these, their ____________ (popular) is clear. What apps have you downloaded? How useful are they?
☐ 2. The ______________ (convenient) of this invention is evident, and it certainly wins a prize for ______________ (original). It also provides plenty of ______________ (amuse). But would you really buy something like this?
☐ 3. The sheer ______________ (brilliant) of this invention is clear, and the ______________ (simple) of its design is appealing. It also improves the ______________ (comfortable) of our everyday lives. What other inventions have made life better?
☐ 4. This simple invention certainly improved the ______________ (efficient) of many people’s working lives. It’s ______________ of use (easy) and ______________ (effective) are part of its winning formula. What other inventions have contributed to a better workplace?
B Pair work Discuss the questions above. Think of as many ideas as you can.
3 Viewpoint The best ideas . . .
Pair work Think of ideas for each description below and see if you agree on any of them. Discuss why you made your choices and how the inventions have impacted people’s lives.
Think of . . .
• an invention that improves efficiency in travel.
• an invention that has changed the world.
• an app that is really convenient to have.
• a device that you couldn’t live without.
• a simple invention that you wish you had thought of.
• an invention that you’d like to see.
• an app that you would like to develop.
“I guess high-speed rail has really improved the efficiency in travel. The convenience of jumping on a train rather than going to the airport is one reason high-speed trains are so widely used.”
In conversation . . .
You can use I guess, I think, or I suppose to sound less direct or assertive.
Writing It is often said . . .
In this lesson, you . . .
- compare and contrast arguments.
- use *it* clauses + passive.
- avoid errors with *affect* and *effect*.
Task Write an opinion essay.
Some people argue that technological progress is always positive. Others dispute this. What is your view and why?
A Look at a model Look at the introduction to an essay responding to the question above. Underline the thesis statement. Circle the topics that the student will discuss in the essay.
It is often said that technological progress is important and can only have positive or beneficial effects on our lives. Progress, it is argued, especially in the fields of medicine, communications, and infrastructure, has improved the quality of life for human beings. In contrast, others disagree, saying that progress mostly has a negative impact, in particular on the environment. While progress can have both positive and negative effects, I would argue that the positive effects of progress outweigh the negative.
To compare opinions, include:
- **Introduction** – outline the issues and give your view
- **Opinion 1** with reasons and examples
- **Opinion 2** with reasons and examples
- **Conclusion** – summarize the arguments and restate your view
B Focus on language Read the chart. Then rewrite the underlined parts of the sentences below using *it* clauses and the adverbs given.
*it* clauses with the passive in academic writing
You can use *it* clauses with the passive to introduce what people say or think. Adverbs like *often*, *generally*, *well*, *widely* emphasize what is commonly said.
*It is often said* that technological progress is important.
*It is generally accepted* . . . / *widely recognized* . . . / *well known* . . .
*It has also been reported* / *shown* / *suggested* that . . .
Useful expressions
while / whereas
although
However, . . .
In contrast, . . .
Nevertheless, . . .
On the one / other hand, . . .
1. People *accept* that progress is inevitable, but we should examine this carefully. (generally)
2. People *recognize* that progress in industry can cause pollution. (widely) On the other hand, people *understand* that some industries are making efforts to become “greener.” (also)
3. Scientists have *shown* that life expectancy is increasing as a result of medical advances, although *some people suggest* that this is only the case in wealthier societies. (also)
4. People know that progress in communications leads to a better-functioning society. (well) Nevertheless, they *recognize* that privacy and security issues are a growing problem. (widely)
5. People have *suggested* that technological progress often comes out of military programs. However, people believe that developments like the Internet benefit everyone. (generally)
6. People have *reported* that so-called industrial progress adversely affects the poor. In contrast, people *say* that the wealthy become wealthier. (often)
C Write and check Now write your own opinion essay for the question. Then check for errors. Read a classmate’s essay. Do you share the same views?
Common errors
Do not confuse *affect* and *effect*. *Affect* is a verb; *effect* is a noun.
Progress *affects* everyone. (NOT Progress *effects* everyone.)
Progress has several positive *effects*. (NOT . . . several positive *affects.*)
Learning tip Building synonyms
It’s useful to learn more than one way to express basic concepts like big, small, many, important, good, bad, etc., especially for formal writing.
bad = inferior, poor
With recent advances in GPS, older versions now seem inferior. You can be fired for poor performance at work.
A Choose a synonym from the box for these words. Then complete the example sentences.
| compact | countless | functional | integral | obsolete | ✓ portable |
|---------|-----------|------------|----------|----------|------------|
| | | | | | |
1. easy to carry = **portable**
We have a **portable** grill that we barbecue on.
2. useful =
Kitchen appliances should be both ____________ and attractive.
3. small =
With gas prices so high, people are now buying ____________ cars.
4. essential =
Having ideas is an ____________ part of making progress.
5. many, a lot of =
There have been ____________ inventions that didn’t work.
6. out of date =
The typewriter has more or less become ____________.
B Write synonyms for these adjectives. Then write a sentence that uses the synonym you came up with.
1. modest, ordinary =
_______________________________________________________________________
2. creative, new =
_______________________________________________________________________
3. simple, basic =
_______________________________________________________________________
4. important, big =
_______________________________________________________________________
5. usual, not special =
_______________________________________________________________________
C Word builder These words are all synonyms of one or more words in Exercises A and B. Find their meanings. Then write them next to their synonyms above.
| archaic | elementary | everyday | groundbreaking | major | practical |
|---------|------------|----------|-----------------|-------|-----------|
D Focus on vocabulary Look back at the article on page 58. Look for the words there and in Exercise 2A on page 59 to help you complete the chart below.
| Adjective | Noun |
|-----------|------------|
| willing | willingness |
| popular | |
| | convenience |
| original | |
| amusing | |
| | brilliance |
| simple | |
| | comfort |
| efficient | |
| easy | |
| | effectiveness |
In Unit 6, you . . .
- talk about business, retail, and threats to companies.
- use relative clauses that begin with pronouns and prepositions.
- use determiners and pronouns like some, any, other(s), another.
- persuade people of your views using negative and tag questions.
- say granted when someone makes a good point.
Lesson A A case study
1 Grammar in context
A How do people get discounts when they shop? Make a list.
B CD 2.21 Read the case study for an online coupon company. How does the business work?
A CASE STUDY – Online coupons
For decades savvy shoppers have been clipping coupons from newspapers and magazines, with which they can save money on everything from groceries to spa treatments. The emergence of the Internet provided a new opportunity to coupon businesses, many of which have been very successful. Then came Groupon.
BACKGROUND
Like many start-up companies, Groupon was founded by a forward-thinking entrepreneur, in this case, Andrew Mason. As with many such entrepreneurs, some of whom have become overnight multimillionaires, Mason had a deceptively simple idea: attract subscribers to whom you email special deals. These daily promotions give subscribers steep discounts, some of which may exceed 50 percent, on a range of goods and services. The success of any deal depends on the extent to which people sign up. If the number of people who sign up falls short of the target, the deal doesn’t go through.
GOALS AND GROWTH
Some of the main goals for the company were to grow their subscriber base in key cities around the world; sell daily deals, which was revolutionary in the coupon business; and create awareness of the brand in national and international markets.
In just three years, it had more than 85 million global customers, all of whom “opt in” to the site. The company also had more than 55,000 merchants from whom deals were sought.
A SUCCESS STORY
Over 90 percent of participating companies, most of which are small businesses, said the Groupon promotion attracted new customers, and 87 percent reported increased awareness of their product or service in the community. Groupon may not be suitable for every enterprise, but for plenty of small business owners, many of whom struggle to grow, it can be a lifesaver, especially in an uncertain economy. One such small business, a bakery in New York, offered half-price cupcakes. More than 9,000 coupons were purchased, new customers came in, and business spread by word of mouth, all of which has to be good for the bottom line!
C Pair work Discuss these questions about the article.
1. What does the writer mean by “savvy” shoppers?
2. Why does the writer refer to the idea behind Groupon as “deceptively simple”?
3. Why was Groupon “revolutionary” in the coupon business? What did it do?
4. What kinds of successes do small businesses report after using Groupon?
5. Why is Groupon a “life saver” for some businesses? Why is it good for the “bottom line”?
2 Grammar Adding and modifying information
A How does the writer of the case study express the ideas below? Rewrite each pair of sentences as one sentence. Then read the grammar chart.
1. The emergence of the Internet provided a new opportunity to coupon businesses. Many of these coupon businesses have been very successful.
2. The company also had more than 55,000 merchants. Deals were sought from these merchants.
Pronouns and prepositions in relative clauses
You can add pronouns + of, e.g., all of, some of, most of, many of, etc., or prepositions to relative clauses. Use whom for people and which for things.
In three years, the company had more than 85 million customers, all of whom “opt in” to the site. The Internet provided a new opportunity to coupon businesses, many of which have been successful. Over 90 percent of companies, most of which are small businesses, said the promotion attracted customers. Mason had an idea: Attract subscribers to whom you email special deals. Shoppers clip coupons from newspapers, with which they can save money.
B Complete the relative clauses from another case study.
1. An entrepreneur needed capital with which he was hoping to start his own business.
2. He’d had several ideas, some of which had potential, but they needed a lot of capital up front.
3. He applied for loans to several banks, all of which turned down his applications.
4. The friends to whom he turned for financial help were unable to lend him any money.
5. He talked to several advisors, most of whom advised him not to borrow without a business plan.
6. He finally decided to start a business for which he needed very little money – auto detailing. There were several places in his area, most of which charged very high prices.
7. He sent out flyers for an introductory special offer, to which over 100 people replied.
8. Within three weeks, he had serviced cars for 40 customers, many of whom became regular clients.
C Pair work Take turns retelling details from Exercise B. How much can you remember?
3 Listening and speaking Too good to be true?
A (CD 2.22 Listen to four consumer experts talk about special promotions. Draw lines to match the goods with the promotions they talk about. There is one extra promotion.
| Goods or services | Promotions |
|-------------------|------------|
| 1. electronics | a. “buy one, get one free” |
| 2. restaurants | b. a mail-in rebate promotion |
| 3. clothes | c. “buy one, get one for 50% off” |
| 4. neck massage | d. kids eat free |
| | e. try it for free |
B (CD 2.23 Listen again. What problems does each expert mention? Take notes.
C Pair work Which of the promotions in Exercise A do you think work best? Why? Which promotions have you used? What did you buy?
Lesson B Bringing in the customers
1 Vocabulary in context
A How many ways do you shop? What’s your favorite way to shop? Take a class vote.
online from a major retailer
in store from a superstore
online from smaller companies
in store from locally owned stores
online at auction sites
other ways?
B CD 2.24 Listen to the podcast. What changes in retail does the speaker predict?
How do you lure people into a retail store? Lower prices will tempt some people, and some will be attracted by special offers, but others know they can probably get what they want cheaper online. In most developed economies, online shopping has grown steadily by about 20 percent a year, while in-store shopping has more or less remained stagnant. To compete, retail stores need to find other ways to persuade customers to leave their computers, and convince them that there’s a better shopping experience in store.
But coaxing people to come in and buy is not so easy. Some retailers have found that an effective way of wooing customers is to create a store that combines conventional décor and layout with high-tech facilities. Such an environment may look very traditional but also offers facilities like self-service checkouts. Another store might have terminals with self-service ordering for home delivery. Yet another might entice customers by creating a social space – a so-called “third place” between work and home – where people can enjoy coffee or read in a relaxed setting without feeling pressured into buying things they don’t need. Any store that makes people feel at ease will probably generate more business. No store wants to scare people off or discourage them from buying products by creating a cold, unfriendly atmosphere. Some evidence points to the fact that in-store music relaxes customers. Other evidence suggests it can actually irritate people. Equally, no store wants to be so overwhelming that it puts people off or even alienates them. There’s a fine balance between deterring customers and drawing them in.
The atmosphere needs to appeal to you, be like your home – not some other unfamiliar place. And since most people don’t live in homes the size of aircraft hangars, a store with a small footprint will be less likely to intimidate. The superstores of the late twentieth century may well have had their day. Such places were good for browsing a vast range of goods, but we can now browse the whole shopping world online. So in retail, small may prove to be beautiful after all.
C Make a chart of verbs in the podcast for attracting people and deterring them. Then use at least six new verbs to tell a partner what attracts you to stores and what deters you.
| Attract | Deter |
|---------|-------|
| lure | |
See page 71.
A Find words in the podcast to replace the ideas in bold. There may be more than one correct answer. Then read the grammar chart.
1. Cheaper prices will attract certain people, and certain people will find special offers appealing.
2. Every (and it doesn’t matter which) store that creates a good atmosphere will do well.
3. Lowering prices is one way to attract customers, but stores need to find additional ways, too.
4. One store might have nice music. A different store might have a restaurant.
**some, any, other, others, another**
Some and any have “strong” forms. You can use the strong form of some to talk about “certain but not all” people or things. The strong form of any means “it doesn’t matter which.”
Lower prices will tempt some people, and some will be attracted by special offers.
Any store that makes people feel at ease will probably generate more business.
Use other before a plural or uncountable noun, after the, your, this, some, etc.
Stores need to find other ways to attract customers.
Other evidence suggests music can actually irritate people.
It needs to be like your home, not some other unfamiliar place.
Others is a pronoun. Don’t use it before a noun.
... but others know they can probably get what they want cheaper online. (OR other people)
Use another before a singular count noun or as a pronoun to replace a singular count noun.
Another store might offer self-service ordering. Yet another might create a “third place.”
B Complete the sentences with some, any, other, others, some other, and another. There may be more than one answer. Then discuss the ideas in pairs. Would they entice you to shop in store?
1. _______ retailers are staying open 24/7 to draw customers in to compete with online stores.
2. _______ retail experts say stores need to attract customers by becoming “idea centers.” For example, there are _______ customers who want to see kitchen appliances in a kitchen layout. _______ want to touch products before buying. _______ store that doesn’t create an experience may not last.
3. One way stores can compete is to give excellent customer service. _______ way is for stores to provide services you can’t get online. _______ stores entice people with home-baked cookies that _______ customer can take. _______ stores offer special deals only to in-store customers.
4. There are so many choices for consumers online. Stores could offer a limited selection, but there needs to be _______ choice. _______ suggestion is for retailers to offer shopping advice. Once a retailer has _______ customer in the store, it needs to keep them so they don’t go to _______ store.
3 Viewpoint Online or in store?
Pair work Discuss the questions.
- What are the advantages of shopping online? Are there any disadvantages?
- In what other ways can regular stores compete with online stores?
- What kinds of services do you think shoppers will demand in the future?
- What other changes do you think there will be in the retail business?
In conversation...
You can ask You know what I mean? to check that others agree with or understand you.
Lesson C Don’t you think . . . ?
1 Conversation strategy Persuading
A Do people you know ever boycott, or refuse to patronize a company on principle? Is corporate social responsibility, the idea that companies should be charitable, popular?
B Listen. What is “buycotting”? Do Erkan and Dion agree that it works?
Erkan Have you heard that expression “to buycott”?
Dion Not sure. What is it?
Erkan It’s when you buy a company’s products because you support its corporate policies. Like if they support a cause you believe in or if they do business ethically. It’s like the opposite of boycott.
Dion Oh, right. Does it work? I mean, consumers don’t have that much influence, do they?
Erkan But don’t you think companies should listen to their customers?
Dion Well, to some extent, maybe.
Erkan I think people want businesses to give something back to the community and to have ethical practices. It makes sense for any corporation to do that, doesn’t it?
Dion Well, granted the notion of corporate social responsibility is very popular. It’s fine in theory. In practice it’s more complex than that, isn’t it? And in any event, don’t companies only do what’s good for their bottom line?
C Notice how Erkan and Dion use negative questions and tag questions to persuade each other that their opinions are right. Find examples in the conversation.
Don’t you think companies should listen to their customers?
It makes sense for any corporation, doesn’t it?
D Read more excerpts from the conversation. Rewrite each first question as a negative question, and add a tag question to each response. Then practice with a partner.
1. Erkan But do you believe corporate social responsibility is a good thing?
Dion Yes. But it’s not what drives a company, ________________?
2. Dion And is a company’s responsibility to its shareholders, rather than doing good?
Erkan Well, it’s not just a case of either-or. Any business can do both, ________________?
3. Erkan Do workers feel better when their company stands for something they believe in?
Dion Perhaps. But many companies are just struggling to survive, ________________?
4. Dion Are companies having a hard time as it is, without moral pressure from interest groups?
Erkan Well, it depends. They should still do business ethically, ________________?
E Pair work Do you agree with any of the opinions in the conversation and Exercise D? Discuss the ideas. Use negative and tag questions to persuade your partner.
A Don’t you believe corporate social responsibility is a good thing? I mean, I do.
B Actually, I do, too. More companies should do business ethically, shouldn’t they?
Strategy plus Granted
You can use *granted* when someone makes a point that is good, but it doesn’t change your opinion.
Well, *granted* the notion is very popular...
In conversation...
*Granted* often comes near the beginning of what people say, but it can also come in other places.
A CD 2.27 Match the statements with the responses. Write the letters a–e. Then listen and check.
1. Don’t you think companies often forget that it’s their employees that make them successful?
2. Manufacturers need to make sure that they’re environmentally friendly, don’t you think?
3. Doesn’t the research show that people prefer to buy from socially responsible businesses?
4. Don’t you believe companies should give a percentage of their profits to charity?
5. It’s interesting to see the gender and racial balance of people on a company’s website.
a. They can tell you a lot, *granted*, but it doesn’t mean that they reflect who the company actually employs.
b. Well, *granted* it’s nice to give something back to the community. But you can’t make it law, can you?
c. Well, they should, *granted*. But there’s the cost, isn’t there? The cost of going green can be prohibitive.
d. People should come first. *Granted*. But it’s often the staff that gets laid off when times are tough.
e. Um, they might *say* that, *granted*, but when it comes down to it, they probably buy what’s cheap.
B Pair work Discuss the statements above. Do you think any are particularly controversial?
Strategies Big business vs. small business
A Rewrite the conversations below. Write A’s comments using a negative question or a tag question. Add *granted* to B’s responses and then complete the idea.
1. A It’s better to support small, local businesses. We should all support our neighborhood stores.
B Well, yeah, it’s nice to buy things at small stores and everything. But...
2. A Big companies typically employ a lot of people. That’s a good thing.
B Yeah, I guess. I mean, they *do* provide a lot of jobs, but...
3. A The trouble with those big-box stores, you know, the huge superstores, is that they’ve driven out small-business owners.
B Well, that can happen. But...
4. A Small clothing stores tend to give you better personal service. I mean, they have more time for you.
B Well, it’s true. But...
5. A The biggest advantage of small stores, like small shoe stores, is you can find things that are different. You can also usually find better-quality things.
B Well, the quality of the products is usually good at small stores. But...
B Pair work What are the advantages of big businesses versus small businesses? Prepare a debate to present to the class.
A Don’t you think that generally it’s better to support small, local businesses?
B Not necessarily. I mean, *granted*, small business is good for a community, but...
1 Like any company, your business is no doubt one in which technology is widely used. Online banking, sales, networked collaboration, and communication are central to your operation, and your IT professionals carefully safeguard your electronic data. But how secure is that data? You might well have software that protects you from the external threats of hacking and industrial espionage, but are you overlooking another threat that’s closer to home?
2 You probably encourage your staff to take work home. With laptops, portable storage devices, and smartphones, it’s easy for employees to finish off that report at night or reply to email on the train to work. Thanks to technology, you have a productive workforce that works for you during off hours. However, this means your confidential company data is out “in the open,” outside of your premises. It’s less secure and is vulnerable to misuse and theft. And you don’t need reminding that the loss or leaking of sensitive financial data, strategic plans, and intellectual property could not only cost your company its competitive edge but could ruin it completely.
3 Research* commissioned by Cisco® and carried out by InsightExpress in 10 countries estimated that within a two-year period, over 250 million confidential records were either lost or stolen. The research also revealed the extent to which employee behavior, both innocent and malicious, can put company data at risk. While insiders were responsible for 21 percent of electronic crimes – as opposed to 58 percent for outsiders – the companies surveyed estimated that 33 percent of insider crimes were costly or damaging.
4 Yet, even without crime, there are many more mundane reasons for data leakage. The report paints a worrisome picture of employee behaviors, among which is using company computers to access personal email. Even though many employers do not allow this, almost 80 percent of employees do it, over 60 percent of whom do it at least once a day. Unauthorized applications for email, online banking, or shopping can put your computers at risk from theft or viruses from malicious sites.
5 Other common behaviors are when employees knowingly bypass or change security settings to access sites for personal use and also when they fail to use passwords or log off correctly. According to the report, one-third of employees leave their computers on without logging off when they leave their desks, including overnight, and a fifth leave logon information in insecure places, often next to their computers.
6 Remote working also causes problems if employees transfer or copy data from company computers to home computers, to which others may have access and many of which may not have the same level of security. Computers and storage devices can be lost or stolen when used in public, and the practice of discussing sensitive company information in public, where others can overhear, is widespread. Incredibly, 25 percent of employees admit to sharing such information with friends, family, and strangers.
7 The practices described above may not even be considered problematic by employees, many of whom would see their actions as entirely legitimate. Training and insistence upon the observance of security protocol is one way to handle it.
Continued on the next page …
*http://www.cisco.com/en/US/solutions/collateral/ns170/ns896/ns895/white_paper_c11-499060.html
C Understanding inference Answer the questions about the article. Then compare with a partner.
1. Who is the article written for? What is it trying to do? Why does the title ask that question?
2. What does the writer mean by “... another threat that’s closer to home”?
3. What do 60 percent of employees do every day?
4. What point is the writer trying to make by quoting the percentages of insider crime?
5. What does the writer think about employees sharing information outside the company?
6. Why might employees think their use of a company computer is “legitimate”?
D React What did you read in the article that surprised you about data leakage? Will the information make you change any of your behaviors in the future?
2 Focus on vocabulary Adjectives
A Find the words below in the article. Can you figure out their meanings? Then match them to the words in the second column with a similar meaning. Write the letters a–g.
1. secure (para. 1) and insecure (para. 5) _______
2. confidential and sensitive (para. 2) _______
3. vulnerable (para. 2) _______
4. malicious (para. 3) _______
5. mundane (para. 4) _______
6. widespread (para. 6) _______
7. legitimate (para. 7) _______
a. open to attack
b. harmful
c. everyday, unexciting
d. acceptable
e. common, affecting many people or places
f. private and not to be discussed openly
g. safe and unsafe
B Pair work Use the adjectives above to rephrase the questions. Then discuss with a partner.
- What are acceptable uses of an employer’s computer? What’s not acceptable?
- How common do you think hacking is these days?
- Are you personally open to attack by harmful software?
- How do you keep your private information safe, especially online?
- Do you ever feel that really private information about you is unsafe online?
3 Listening and speaking The top threats
A Look at these threats to organizations. Guess the top five threats companies fear. Then listen to an interview and check your guesses. Number the threats 1–5.
☐ unplanned IT and telecom outages ☐ adverse weather
☐ industrial disputes ☐ loss of personnel talent
☐ malicious software and other cyber attacks ☐ loss or theft of confidential information
☐ interruption to utility supplies ☐ new laws or regulations
B Listen again. In what specific way can each threat impact a business? Write notes on a separate piece of paper.
C Pair work How could the other threats described in Exercise A disrupt business? What other threats might organizations face?
A Look at a model Brainstorm some ideas about the causes of and solutions to data leakage for a report. Then look at the extracts from a report below. Does it include any of your ideas?
Leakage of sensitive data is a serious problem, which can occur in any company for a number of reasons. One reason may be the fact that employees take work outside of the office on portable devices. Some of these devices might be shared with other people or may not be as secure as company computers. Second, employees can access their personal email and other websites from work computers and they may fail to observe security procedures when doing so. This could allow malicious software to attack company servers. Another cause of data leakage is thought to be . . .
All of the above factors can cause data leakage, which could potentially damage the company’s profits and image. To prevent data leakage, a number of security measures should be employed, many of which are simple to implement.
1. As a company, we need to control what data leaves the building. It would be advisable not to allow employees to take work home.
2. We could also enforce the rules on using private computers.
B Focus on language Read the chart and underline the modal verbs in Exercise A.
Using modal verbs in writing
You can use modals to avoid being too assertive in describing situations.
These factors can cause data leakage. (= they can and do)
Some devices might / may / could be shared with others. (it is possible)
You can also use modals to make polite recommendations.
It would be advisable not to allow employees to take work home.
We could also enforce the rules on using private computers.
C Rewrite the underlined parts of each sentence below using the modal verbs given.
1. Security is improved if procedures are in place. Data leakage is a result of poor security. (can, may)
2. A possible cause of data leakage is that employees don’t realize that they should not discuss work with friends and family. One reason for this is a lack of training. (could, may, might)
3. Data leakage is also caused by employees’ use of instant-messaging programs. (might)
4. Certain Internet sites are infected by viruses, so it is advisable to limit access to them. (may, would)
5. Employees’ laptops infect company computers, which causes data loss. (might, may)
6. One possible solution is to check employees’ devices on a regular basis for malware. (could)
D Write and check Write the report on data leakage in the task above. Then check for errors.
Common errors
Do not use could for things which in fact do happen.
Employees can access their personal email. = They do this, we know.
(NOT Employees could access . . ., except in sentences like this:
Employees could access their email if we allowed it. = It would be possible.)
Vocabulary notebook It’s tempting.
Learning tip Word families
When you learn a new verb, use a dictionary to help you find other words in the same family. Write them in a chart. Note: Some words are only or mostly used as verbs and don’t have other forms.
| Verb | Noun | Adjective | Mostly used as verb |
|------|------------|-------------|---------------------|
| tempt| temptation | tempting | coax |
A Complete the charts with verbs from the podcast on page 64. Then add nouns and adjectives from the same word family to the chart on the left.
| Verb | Noun | Adjective(s) |
|----------|--------------------|-----------------------|
| deter | | discouraging / discouraged |
| persuade | | |
| | pressure | |
B Make a chart with these verbs.
alienate appeal attract coax draw in entice intimidate lure
C Word builder Find the meaning of these verbs. Are they verbs that mean “attract” or verbs that mean “deter”?
dissuade induce prompt unnerve urge
D Focus on vocabulary Which of the adjectives below have other forms in the same family with the same meaning? What are they? Write them in the chart. Use Exercise 2A on page 69 to help you.
| Adjectives | Nouns | Adverbs |
|--------------------|------------|---------|
| 1. secure / insecure | | |
| 2. confidential | | |
| 3. sensitive | | |
| 4. vulnerable | | |
| 5. malicious | | |
| 6. mundane | | |
| 7. widespread | | |
| 8. legitimate | | |
1 Breaking records – an ongoing achievement
A Complete the passive verbs, adding the adverbs given. There may be more than one word order. Then replace the words in bold with synonyms, changing *a* to *an* if necessary.
significant
In 1954, Roger Bannister achieved a big milestone: he ran a mile in under four minutes. This was something that had ______________ (see, previously) as almost impossible, though a lot of people had tried. The four-minute barrier has ______________ (break, since) numerous times and is now the normal time for most medium-distance runners. In fact, records in track are ______________ (achieve, still) today, largely thanks to creative, new technology. Technology has ______________ (use, widely) to enhance performance in the sport. Running shoes are ______________ (improve, continually) and are far different from the basic rubber-soled shoes of the 1950s, which are now out of date. Clothing is much more useful, too. Even the ordinary T-shirt has ______________ (redesign, completely) so that it removes sweat from an athlete’s body. In addition, easy-to-carry and small devices, such as GPS watches, can monitor heart rate, etc., and are now a necessary part of tracking a runner’s performance. Further advances in sports technology are ______________ (make, currently). It’s a continuing process, and it may only be a matter of time before we see the headline, “The three-minute-mile barrier has ______________ (shatter, finally).”
B Pair work Discuss each of the topics below about sports and athletics today. Use *in any case* to make your argument stronger and *in any event* to reach your final conclusion.
- use of performance-enhancing drugs
- high salaries that some athletes receive
- training children from an early age to compete
- use of technology to improve performance
2 They could easily have become extinct.
A Unscramble the underlined verb phrases. Then complete the relative clauses.
1. In the last few years, the tiger been have could wiped off easily the planet by poachers. But the extinction of tigers prevented may been have well by innovative programs, some ____________ focus on preserving tiger habitats. How else can we protect endangered species?
2. When some endangered species were first brought into captivity, there were critics, many ____________ believed that breeding endangered animals in captivity have not been should permitted. Although some programs failed well might have, many didn’t. What is your view on keeping animals in captivity?
3. News reports have detailed specific cases of wild animals attacking their trainers, all ____________ suffered severe injuries, which killed have could easily them. Other reports highlight how wild animals, many ____________ are losing their habitats, encroach into neighborhoods and are shot. In other cases, animals have been to perform made in jobs and entertainment. What is your response to this treatment of animals? How can people protest, and to ____________ should they send their complaints?
B Pair work Discuss the questions above. Use expressions like *Apart from anything else*, *What’s more*, etc., to add and focus on new ideas. Use *granted* if your partner makes a good point that doesn’t change your opinion.
“Well, it’s important to educate people about tigers in addition to preserving their habitats.”
That’s the business!
A Read the headline. Then write as many words as you can to replace *woo* and *deterred*.
B Complete the sentences. Use a form of the future perfect of the verbs given, if possible, or the simple present if not. More than one form may be correct. Then add the words from the box.
“Black Friday” is the start of the holiday shopping season. By the time Black Friday __________ (arrive), retailers need to be ready. Most stores _______________ (prepare) for the sales for weeks. They _______________ (stock) their shelves with goods at low prices. When the doors _______________ (open), _______________ store that is not ready may end up not making a profit for the whole year. Stores _______________ (advertise) their deals for days. _______________ reduce prices by 50 percent. _______________ take up to 75 percent off. By the time the doors open, _______________ customers _______________ (wait) in line for several hours. _______________ shoppers _______________ (camp out) for more than 24 hours to get the best deals. However, not all are genuine. _______________ stores advertise deals, but there’s only one item at this price. _______________ tactic is to sell old goods. _______________ is to sell products made just for the sale. By the time stores close, they _______________ (serve) millions of customers. They _______________ (take in) millions of dollars in revenue, and no doubt some customers _______________ (spend) more than they intended to.
C Rewrite each comment in two ways: (1) as a negative question; (2) by adding a tag question. Then discuss the ideas with a partner. Use strong responses and expressions like *Just think* and *Let’s put it this way* to make your point.
1. It’s crazy to camp out all night until a store opens.
2. It makes sense for stores to offer big discounts.
3. People buy things just because they’re on sale.
4. Sales are just a clever marketing tool.
A *Don’t you think it’s crazy to camp out all night until a store opens?*
B *Oh, absolutely not! Just think: you can get some really great deals.*
Surviving it all
Complete the prepositional phrases. Then choose the correct words to complete the article.
Bald eagles are not actually bald, which may not be in _______________ with most people’s expectations. _______________ from being the national symbol of the United States, it is a protected species. Northern eagles migrate but return to the same breeding ground / young year after year and mate / hibernate for life. They often build their nests / burrows near water on _______________ of the fact that they feed mostly on fish. They dig / lay between one and three eggs, which mate / hatch after 35 days. The eagles sit on the nest to keep / store the eggs warm and also to prevent them being attacked by predators / reserves such as squirrels. The parents initially hatch / raise the young in the nest, but once the chicks have feathers, the parents stop feeding / breeding them and they may go up _______________ several days without eating. Far _______________ being neglectful, the parents are simply encouraging the chicks to leave the nest and learn to fly. Once out of their nests, the chicks are fed by the parents to build up their fat reserves / habits and are taught to hunt so they can survive / migrate the winter months. Bald eagles don’t store / build up food or hibernate / breed, and they often hunt other birds. Their presence in an area can be unwelcome _______________ to the fact that they can destroy other birds’ colonies / grounds.
Lesson A Parenting
1 Grammar in context
A What’s the best age to become a parent? Tell the class your views.
B (3) CD 3.02 Listen to the podcast. What’s the speaker’s main proposal about parenting?
PODCAST LISTEN LIVE
Our Family Season continues with Rachel Birken’s take on the topic of parenting.
Some school districts have recognized this and introduced programs where students take care of a computerized baby doll that behaves like a real baby. It cries in the night and needs to be changed and comforted. It helps young people understand what is involved in starting a family.
One college senior I know who did this told me it was a cool experience and that had he not taken that class, he wouldn’t have realized what hard work a baby is.
Were I in charge of education, I would make all students from the age of 12 do this for a whole weekend every year.
Should you need further evidence that parenting classes are a good idea, school and city districts all over the country are expanding programs that offer workshops in parenting skills – not to students – but to parents of their students. Clearly, there is a need out there.
So let’s make parenting classes mandatory. Otherwise, we run the risk of creating a generation of parents who are unprepared to tackle the most important job of their lives.
C Pair work Discuss the questions.
- What reasons does the speaker give or imply for her proposal? What are they?
- What gave her the idea in the first place?
- How does the baby doll program work? What is its goal?
- Why do you think parenting classes are offered by city and school districts?
A Rewrite these phrases without *If*. Use the podcast to help you. Then read the grammar chart.
1. If you ask any new parent this question, . . .
2. If I had known having a baby would be this hard, . . .
3. If you need further evidence that parenting classes are needed, . . .
4. If we don’t do this, we run the risk . . .
**Conditional sentences without *if***
You can use these structures to introduce a hypothetical idea without using the word *if*.
| Structure | Example |
|----------------------------|-------------------------------------------------------------------------|
| Imperative . . . and . . . | *Ask any new parent the question,* and you’ll get the answer, “Absolutely!” |
| Inversions | *Were I* in charge of education, I would make this class mandatory. |
| | *Were she* to have another baby, she would be better prepared. |
| | *Had I known* it would be this hard, I would have waited. |
| | *Should you think* your experience will be any different, think again. |
| Otherwise | *Let’s make them mandatory.* Otherwise, parents will be unprepared. |
B Change the *if* clauses, using the words or structure given.
*Had I had*
1. *If I had* the chance to take care of a doll in school, I would have said, “No way.” (*Had*)
2. If I were to become a school principal, I would make parenting classes mandatory. (*Were*)
3. If you make parenting classes mandatory, students will hate them. (imperative)
4. If I were to become a parent in the next year, I’d be very happy. (*Were*)
5. If you ask most kids what it’s like to have children, they’ll say, “It’s easy.” (imperative)
6. Teaching kids about relationships is a good idea. If we don’t, how do they learn? (*Otherwise*)
7. I’d want my kids to take other “life” classes like personal finance, if that were possible. (*should*)
8. If I had known more about life when I left school, things would have been easier. (*Had*)
C Pair work Do you agree with the sentences above? Change them to express your own views.
“*Had I had the chance to take care of a doll in high school, I would have done it.*”
3 Listening and speaking Bringing up baby?
A CD 3.03 Listen. What was Brandon’s class? Was it a positive experience?
B CD 3.04 Listen again. Are the sentences true or false? Write T or F. Then correct the false sentences.
1. It was a mandatory class. ____
2. He knew before he did it how hard it would be. ____
3. He found changing diapers the worst part. ____
4. It taught him how much time a baby needs. ____
5. His friends said how annoying it was to do. ____
6. He’s not sure if it’s a good idea for his age group. ____
C Pair work Agree on four classes you would make mandatory to help students prepare for life.
Lesson B Questions to ask
1 Vocabulary in context
A (cd 3.05) What issues do you think couples should discuss and agree on before they get married? Make a list. Then read the article. Which of your ideas are mentioned?
Getting married? Don’t just wait and see what happens.
So you’ve met the man or woman of your dreams and decided to become husband and wife. You’re probably sick and tired of reading the divorce statistics, but they’re not encouraging. In many Western countries, around 40 percent of marriages end in divorce. Why divorce rates are so high is not clear. But what many couples fail to do is to discuss the important issues before the wedding. So, stop and think now – you’ll save yourself time and energy and maybe avoid a lot of pain and suffering.
MONEY
Is how you spend money a problem right now? When you’re married, it will likely become a problem sooner or later. Agree now on how much you will spend – for example, on rent, vacations, entertainment, etc. – and what your financial goals are. Do you know if you’ll keep separate bank accounts?
WORK
How many hours a week you work can be an issue. Tell each other now if you intend to work above and beyond a normal workweek; otherwise, slowly but surely those long hours will cause resentment. Discuss whether or not you would both move to another city because of work. How would you feel were your partner to work away from home and commute back and forth on weekends?
CONFLICTS
Every relationship has its ups and downs, but in this day and age, marriage is all about give-and-take. How you resolve differences can be critical and may predict the success or failure of a marriage. Can you agree without arguing how often your in-laws can visit? You can’t always pick and choose where you live and work, but can you compromise should you have different views?
B Complete the expressions with words from the article. Then discuss the comments with a partner. Do you agree with the views given?
1. I know that divorce causes a lot of pain ____________, but it takes a lot of time ____________ to discuss these questions, too. I think you should just get married if you want to and then wait ____________ what happens.
2. I don’t think people stop ____________ before getting married. There are a lot more things to agree on above ____________ the ideas in the article.
3. Sooner ____________ everyone argues. You can’t avoid it as husband ____________.
4. All couples have their ups ____________. You can’t agree on everything, so pick ____________ what you argue about.
5. I agree marriage is about give ____________, but I like to get my own way, and slowly ____________ I usually do.
6. In this day ____________, we don’t need advice about marriage. I’m sick ____________ of reading articles like this.
7. It’s not a problem to live ____________ in two places. It’d be fun to travel back ____________.
C Make a chart of the expressions in bold in the article. Add more ideas.
| and | but | or |
|-----|-----|----|
| wait and see | | |
See page 83.
A Underline the sentences in the article with these meanings.
1. How do you spend money? Is it a problem right now?
2. Why are divorce rates high? It’s not clear.
3. Will you keep separate bank accounts? Do you know?
4. Where do you live and work? You can’t always pick and choose.
Wh– clauses as subjects and objects
A wh– clause can be the subject or object of a verb. Using a wh– clause as the subject gives extra emphasis to it. Notice the statement word order in the wh– clause.
Subjects
Is how you spend money a problem right now?
What many couples fail to do is (to) discuss the important issues.
How you resolve differences can be critical.
Objects
Can you agree how often your partner’s family can visit without arguing?
Tell each other now whether / if you intend to work long hours.
Agree now on what your financial goals are.
B Rewrite the two sentences as one sentence. Keep the clauses in the same order.
1. Should you tell your husband or wife this? Which of his or her friends don’t you like?
Should you tell your husband or wife which of his or her friends you don’t like?
2. Why do couples divorce? It’s usually obvious, don’t you think?
3. How many hours a week do you work? It can easily become a problem, can’t it?
4. It’s important to discuss this. Do you both want children?
5. You should also decide this. How many children do you both want to have?
6. You need to find this out. Does your partner have different religious or political views?
7. Who does the chores? This will become an issue sooner or later.
8. Is it important to decide this? How often will you go out separately with your own friends?
C Pair work Discuss the questions and statements above. Do you have the same views?
3 Viewpoint A manifesto for marriage
Pair work Discuss the 10 most important issues you need to agree on before you get married. Use these ideas and add your own.
| chores | money | visiting in-laws |
|--------|-------|------------------|
| leisure time | raising children | work |
A How you spend money is the first thing to discuss, I would say.
B Yes. It seems to me you should agree on what you spend money on.
In conversation
You can soften opinions with I would say, I would think, I would imagine, and It seems to me.
Lesson C In the end
1 Conversation strategy Finishing a point
A (4) CD 3.06 What are the advantages and disadvantages of Internet dating sites? Make a list. Then listen. What do Tara and Carmen think about them?
| Tara | Did I tell you I’m going out on a date tonight? |
|------|-----------------------------------------------|
| Carmen | No. Who with? |
| Tara | This guy I met on an Internet dating site. |
| Carmen | Is that . . . all right? |
| Tara | Oh, yeah. Talk to anybody these days, and you’ll probably find they’re using dating sites. |
| Carmen | So you think it’s OK, then? |
| Tara | I do. Really and truly. It’s just like being at a party. You see somebody you like, you arrange to meet and— |
| Carmen | But you don’t really know who they are. I mean, when all’s said and done, surely it’s better to get to know them a little first. |
| Tara | Well, you do. You email or call. It’s so convenient. And in the end, you don’t waste time on people you’re not interested in. |
| Carmen | I guess. |
| Tara | You know, all the time I spend working, I’ll never meet anybody otherwise. |
| Carmen | Well, in that case, do you have time to date? I mean, at the end of the day, if you’re always working, you probably don’t have time for a boyfriend. |
B Notice how Carmen and Tara summarize and finish their points with expressions like these. Find examples in the conversation.
at the end of the day in a word
in the end in a nutshell
when all’s said and done
C (4) CD 3.07 Listen. Complete Tara’s comments with the expressions you hear. Then discuss the views with a partner. Do you agree with her?
1. People don’t go out to meet people – it takes time. ________________, we’re all too busy.
2. I read an academic article about Internet dating that said, “Online daters are just like face-to-face daters. ________________, there is no difference between them.”
3. You can email and call or video chat before you first meet. So really, ________________, you’re already friends.
4. You don’t need to go out and spend money on movies or restaurants. ________________, it’s a lot cheaper.
5. And because you do it from home, you don’t get into difficult situations. ________________, it’s safer, too.
6. There are lots of people that you can get to know online. ________________, you don’t have to choose just one.
In conversation . . .
The most common expressions are in the end and at the end of the day. In writing, you can use in a word and in a nutshell or the more formal in the final analysis.
Strategy plus . . . , then
You can end a response with *then* to draw a conclusion from what someone just said.
You can also say *in that case*, which means “because of what was just said.”
**In conversation . . .**
*In that case* usually comes near the beginning of what people say.
A Match the comments with the responses. Write the letters a–f. Then practice in pairs.
1. Some research shows that 94 percent of online daters go out more than once. ____
2. Apparently, only 5 percent of people who use online dating actually establish a relationship. ____
3. Online daters prefer instant messaging to email because it’s more like a real conversation. ____
4. They tend not to use their webcams, though. ____
5. What a lot of people do is to email or chat for weeks before they actually meet. ____
6. Look at the people using Internet dating sites, and you’ll find mostly middle-aged people. ____
a. That’s interesting. Email isn’t considered a good way to get to know somebody, then.
b. Well, in that case, you’ve got a good chance of getting at least a couple of dates.
c. OK, so in that case, what do they have to talk about when they get together?
d. So it’s not just young people, then?
e. Well, in that case, it doesn’t have a very high success rate, then, does it?
f. So in that case, you don’t need to look your best when you’re dating online.
B Pair work Take turns reading the comments. Use your own responses with *then* or *in that case*.
Strategies
A Circle the best options to complete the rest of Carmen and Tara’s conversation. Sometimes both are correct. Then practice in pairs.
*Carmen:* So if there are hundreds of people on the site, how do you choose one, *then / in a word*?
*Tara:* Well, you fill out a long questionnaire about yourself and the site gives you a short list. *In that case / At the end of the day*, they do all the hard work and match potential dates.
*Carmen:* So *in that case / in a word*, the computer chooses someone?
*Tara:* No. Well, kind of. I mean, it gives you a selection to choose from based on your questionnaire. I mean, *in that case / when all’s said and done*, it’s pretty efficient.
*Carmen:* That’s one way of putting it. But I suppose it’s just like regular dating. I guess *in the end / in that case*, it’s really no different from meeting a stranger at a party.
B Pair work What are the best ways to meet people? Discuss the ideas below and add your own.
online dating through friends at work / school through parents at clubs
TECHNOLOGY – is it driving families apart?
1 Look inside any family home in the evening, and you might see a typical enough scene: Mom and Dad, each on their own laptop or tablet, streaming movies, catching up on work, or maybe answering email on their smartphones. Meanwhile, one child is chatting online with one school friend while texting another. The other is playing a video game with a friend on the other side of the city at the same time as playing chess against an uncle in another state. Each member of the family is totally absorbed in his or her own piece of technology. How you interpret such a scene might depend on your attitude toward technology. Do you see a close family that is enjoying “quality time” together? Or do you perceive this family unit as “together” only in a physical sense, as a dysfunctional family whose members are isolated from one another, inhabiting parallel virtual worlds?
2 For some, the effect of technology on human relationships is worrisome. It appears to be the case that many people would much rather spend time with their gadgets than with one another. Technology, they claim, becomes a substitute for face-to-face human relationships, which is a cause for concern.
3 According to some experts, technology is changing how people interact with each another, and for the worse. Some teachers say it is difficult to get students’ attention and they have to compete with texting and surfing the Web to such an extent that many schools now require students to leave mobile devices in their lockers. In the same way, young people try to get their parents’ attention but have to contend with smartphones, tablets, and other technology.
4 However, a report from the Pew Internet and American Life Project offers a more hopeful and encouraging view, suggesting that far from replacing human contact, new technology can actually enhance family relationships.
Just over half of the 2,253 people surveyed agreed that technology had enabled them to increase their contact with distant family members and 47 percent said it had improved the interactions with the people they live with.
5 Thanks to more sophisticated, lighter, and more portable tablet, smartphone, and computer technology, family members who might otherwise have sat in separate rooms can now be in the same one while still occupying a different mental space. Look back at our typical family scene above. Is it any different from four people reading their own books? Does the fact that each person is immersed in a screen rather than a paper page make their activity any less sociable?
6 Moreover, even the closest of families and couples need time away from each other at some point to pursue their own interests. Technology allows people to be both present and absent simultaneously.
7 Where technology will lead us remains to be seen. How it affects the quality of our family relationships is up to all of us.
Reading tip
Writers sometimes give their own views in a question. *Is it any different from four people reading their own books?*
C Read for inference Do you think the writer would answer “yes” or “no” to these questions? Give reasons for your answers.
- Is technology driving families apart?
- Is reading books better for family relationships?
- Should families spend as much of their free time together as possible?
- Do we know where technology will lead us?
- Is it the responsibility of families to decide what impact technology has on their relationships?
D Read for detail Are the sentences true (T), false (F), or is the information not given (NG)? Find evidence in the article for your answers. Then compare with a partner.
1. The writer believes the family in the example is dysfunctional. ____
2. Some people believe that we prefer the company of our computers to being with other people. ____
3. Teachers who can’t get their students’ attention resort to using technology. ____
4. The Pew study says that technology makes family relationships more distant. ____
5. Technology allows people to do their own thing in the same part of the house. ____
6. Reading is better for family life than using computers. ____
2 Focus on vocabulary Building synonyms
A Replace the words in bold with expressions from the article. You may have to change the form.
1. When you read the first paragraph, how did you understand the family scene? (para. 1)
Did you see a family that doesn’t get along? (2 expressions, para. 1)
2. Do you think technology is replacing face-to-face relationships? (para. 2)
Is this something that you worry about? (2 expressions, para. 2)
3. When have you had to compete with technology to get someone’s attention? (para. 3)
4. Can technology improve family relationships, in your opinion? (para. 4)
5. Is it rude to be absorbed in a screen when you are with other people? (para. 5)
6. How often do you use more than one piece of technology at the same time? (para. 6)
7. Do you think it’s important for families to do different activities? Why? Why not? (para. 6)
B Pair work Ask and answer the questions above. Use all the new expressions in your answers.
3 Listening and speaking Keeping tabs on the family
A (cd 3.09) Look at the ways of monitoring people. Which family members might use them and why? Then listen to a radio show and check (√) the devices the expert describes.
| Who might use it? | What does it do? |
|-------------------|------------------|
| parental controls on a computer | |
| a screen-time control device | |
| a GPS tracking device for the car | |
| a camera in the living room | |
| a device that detects body movement | |
B (cd 3.10) Listen again and answer the questions in the chart. Write one example for each item.
C Pair work Do you agree with the expert’s views? What do you think about each monitoring device in the chart? Would you ever use one? How would you feel if someone monitored you?
A Look at a model Look at the extract from an article. Which topics does it cover? Write them in the article. Brainstorm other ideas that the article could include.
being considerate communication remembering birthdays, etc. spending time together
Relationships with friends are very important to our well-being. However, many of us often take the people closest to us for granted, which can result in losing friends. There are a number of factors that lead to improved relationships, including ____________, ____________, and support. With just a little thought, you can enhance any friendship...
There are a variety of ways to keep in touch with people. Social networks, texts, and phone calls enable us to find out what is happening in our friends’ lives and update them about events in our own. They don’t take a great deal of effort but do contribute to a feeling of closeness.
Not seeing friends can have a negative impact on your relationship. Therefore, it’s important to spend a certain amount of time with them.
B Focus on language Read the chart. Underline examples of the expressions in the article above.
Expressing number and amount in writing
With plural countable nouns, you can use: a (large / huge / small) number of, a (wide) variety of, a (wide) range of, several, many, various; a few (= some), few (= not many).
There are a number of / several factors that lead to improved relationships.
With uncountable nouns, you can use: a great deal of, ain (large / small) amount of; a little (= some), little (= not much).
They don’t take a great deal of time / effort. It takes little time / a little thought.
Common errors
Use a plural verb with a number of, several, etc. + plural noun.
There are a number of factors that lead to . . . (NOT There is . . . that leads to . . .)
C Circle the best expressions to complete the article. Sometimes there are two.
Spending quality time together doesn’t need to cost a huge amount of / a number of / various money. It just takes little / a little / a small amount of imagination. Few / A few/ A variety of friendships can survive without regular contact, and there are various / a great deal of / a variety of ways you can spend meaningful time together. Here are just a little / a few / few ideas: Take a walk. Go to a museum. Exercise.
Sending a message to say “Hi” doesn’t take a great deal of / several / little time, either, but it can create a number of / an enormous amount of goodwill. Don’t just send messages on birthdays or other special occasions. A birthday card may have little / several / a few effect if you are not in regular contact. You can find a range of / various / few websites that have fun greeting cards to send at any time of year.
D Write and check Look at the Task at the top of the page. Write your article. Then check for errors.
A Use the expressions in the box to complete the sentences.
above and beyond live and work success or failure back and forth sick and tired wait and see
1. I’m not sure how I did on my last exam. I’ll just have to ________________.
2. People are always throwing trash around in my neighborhood. I’m ________________ of it.
3. My dad is so great. If I ever ask a favor, he always goes ________________ what I ask for.
4. What determines the ________________ of a relationship is your ability to communicate.
5. When I’m working on a project with classmates, we send each other files ________________ all day.
6. I’m lucky that I get to ________________ in the same city.
B Write personalized sentences for these expressions.
1. time and energy ____________________________________________________________
2. stop and think _____________________________________________________________
3. ups and downs _____________________________________________________________
4. give-and-take _____________________________________________________________
5. sooner or later _____________________________________________________________
6. slowly but surely ___________________________________________________________
C Word builder Find the meanings of these expressions. Then use each one in a personalized sentence.
far and away now and then out and about to and from
last but not least now or never over and above
I think communication is far and away the most important thing in any relationship.
D Focus on vocabulary Complete the questions with the words in the box. Then write true answers.
Refer to Exercise 2A on page 81 to help you.
contend dysfunctional enhance immersed perceive pursue simultaneously substitute worrisome
1. Why do you think some families are ________________? What can ________________ their relationships?
2. Is a long email from a friend a good ________________ for having a conversation with that person?
3. Do you ________________ any differences in the way that older and younger people use technology?
4. Do you find it ________________ that people spend so much time on their computers?
5. Do you ever have to ________________ with television to get the attention of your family?
6. Do you ever get so ________________ in your work that you forget to have dinner?
7. What two things can you do ________________?
8. Are there any interests you’d like to ________________ when you’re older?
In Unit 8, you . . .
- talk about events in history and famous historical figures.
- use the perfect infinitive after verbs like *seem* and *would like*.
- use *it*-cleft sentences to focus on information.
- avoid topics of conversation with expressions like *Let’s not go there*.
- say *That’s what I’m saying* to focus on your viewpoint.
Lesson A People in history
1 Grammar in context
A Who are the most famous figures in your country’s history? Why are they famous?
“Atatürk is probably one of the most famous, being the founder of the Republic of Turkey.”
B (cd 3.11 Listen to four people talk about historical figures they wish they could have met. What reasons do they give?
WHICH HISTORICAL FIGURE WOULD YOU LIKE TO HAVE MET AND WHY?
For me it would definitely be Leonardo da Vinci. I’d love to have met him; he was such a creative genius and not just an artist. He seems to have foreseen a number of inventions that only came about hundreds of years later, like flying machines and types of weapons. I’d like to tell him he really did see the future.
Naomi, Chicago
I choose Cleopatra – the last pharaoh of ancient Egypt. She is thought to have been very beautiful and is generally considered to have formed some extremely effective political alliances. Not many women were that influential in ancient times. I’d like to have seen how she did it.
Lucinda, Nairobi
I’m Latin American, so I would nominate Simón Bolívar as the person I would like to have known. He’s supposed to have been a very charismatic, courageous leader and is acknowledged to have helped achieve independence for several countries in Latin America in the nineteenth century.
Patricio, Caracas
I studied philosophy, so I would like to have spoken face-to-face with the Chinese philosopher Confucius. I’d like to have discussed with him his political philosophy and his ideas about family values. He seems to have had a lot of respect for older people, and even though he lived more than a thousand years ago, his beliefs are still relevant.
Li-yun, Shanghai
C Pair work Discuss the questions about the people above. Give reasons for your views.
Which figure do you think . . .
1. attracted admiration and gained the most respect?
2. was the most intelligent and the most talented?
3. had ideas that could be applied nowadays?
4. was particularly clever at political relations?
5. accomplished the most?
6. would make the best role model?
A Use the interviews to help you complete the answers. Then read the grammar chart.
1. What type of leader was Simón Bolívar? He seems ____________________________.
2. Was Cleopatra good at politics? Yes, she is acknowledged _________________________.
3. Who does Naomi wish she could have met? She’d like ___________________________.
The perfect infinitive
Use the perfect infinitive for events in a period of time that lead up to the present or to a point in the past. You can use the perfect infinitive after verbs like seem, appear, and happen.
He seems **to have had** a lot of respect for older people.
You can use the perfect infinitive after verbs such as acknowledge, believe, consider, know, say, and think when they are in the passive, and after be supposed to.
She is considered **to have formed** some extremely effective political alliances.
You can use the perfect infinitive after would like / love / hate, etc., for events that did not happen.
I’d love **to have met** Leonardo da Vinci.
Li-yun would like **to have spoken** face-to-face with Confucius.
B Complete the sentences using the verbs given and a perfect infinitive. Some verbs are passive.
What famous person or people would you like to have met?
1. ______________ (would love / meet) Mozart. He ______________ (seem / be) a brilliant musician, and he ______________ (say / start) composing music at the age of five, which is amazing. He ______________ (think / die) from some kind of fever.
2. I ______________ (’d like / travel) with Neil Armstrong, one of the astronauts that landed on the moon. The moon landing ______________ (acknowledge / be) a major event in our history. My father ______________ (happen / meet) one of the astronauts.
3. I ______________ (’d like / interview) the captain of the *Mary Celeste*. The disappearance of everyone on board ______________ (consider / be) one of the strangest mysteries of all time. The entire crew ______________ (seem / disappear) from the ship for no reason at all.
4. I ______________ (’d love / spend) a day with Catherine the Great of Russia. She became empress after the death of her husband, Peter III, and ______________ (acknowledge / help) Russia become a great power. She ______________ (seem / be) very intelligent.
C Pair work Do you agree with the comments above? What would you have asked each person?
3 Viewpoint I’d like to have met . . .
Group work Discuss the questions. Agree on three people that you would all like to have met.
- What famous person from history would you like to have met?
- What contribution is he or she said to have made to history?
- What kind of person is he or she believed to have been?
- What interesting things is he or she supposed to have done?
- What one question would you like to have asked that person?
- How would you like to have spent the day with him or her?
“I’d love to have met John Lennon. He’s generally acknowledged to have been a great songwriter.”
Lesson B Events that changed the world
1 Vocabulary in context
A What twentieth-century events do you think most changed the world? Make a list.
“I think the invention of the Internet changed the world most. We just can’t live without it now.”
B CD 3.12 Listen to the podcast. What two broad kinds of historical change are mentioned?
Many events are said to have been “world-changing,” and it’s not only headline writers who use this phrase. But what does it mean? In most cases, planet Earth as a whole remains the same, even after a major event such as a natural disaster. That said, a catastrophic asteroid impact millions of years ago is believed to have destroyed almost all life – an event that can genuinely be said to have been universal and world-changing. However, as a rule, even significant events have mostly local effects and only a superficial or temporary impact on the vast majority of people outside the affected region. Perhaps it is only when we are personally affected that we describe such events as “world-changing.”
Occasionally, events do have a profound impact, such as the revolution in travel and communications in the twentieth century. For example, it was the invention of the airplane that made it possible to cross continents in a matter of hours, and it was when Internet use became widespread that the world turned into a global village. These innovations brought about massive changes, and many would now consider it impossible to live without them.
Equally, change can also be gradual or imperceptible. It was more than 30 years ago that scientists started alerting us to the fact that the world climate was changing, but the change was neither immediately apparent nor sudden. Events that may seem minor or insignificant – for example, slight or minute changes in average global temperatures over a number of years – can make it difficult to predict lasting or long-term effects. Generally, it is not the small things that we worry about. We react to visible or rapid change, and it is the events with immediate effects that get the headlines.
C Pair work Answer the questions about the podcast.
1. Why does the speaker mention an asteroid strike?
2. What do the airplane and the Internet have in common, from the writer’s viewpoint?
3. Why is climate change a different kind of event from the invention of the Internet?
D Find adjectives in the podcast that are the opposite of the adjectives below. Can you think of an example of each type of change, effect, or impact?
| lasting effects | temporary | massive changes | or |
|-----------------|-----------|-----------------|----|
| significant events | | gradual change | or |
| local effects | | imperceptible change | or |
| superficial impact | | | |
| major event | | long-term effects | |
“The oil spills in the Gulf of Mexico had lasting effects on the tourist industries.”
A How are these ideas expressed in the podcast? Write sentences. Then read the grammar chart.
1. The invention of the airplane made it possible to cross continents.
2. Headline writers aren’t the only ones who use this phrase.
3. The world turned into a global village when Internet use became widespread.
Cleft sentences
You can give extra focus to a single noun, phrase, or clause by putting it at the beginning of the sentence, after *it + be*. After nouns, use a relative pronoun – usually *who* or *that*. After other items, use a *that* clause.
| Noun | Scientists started alerting us to the fact that the world climate was changing. |
|------|--------------------------------------------------------------------------------|
| | → *It was scientists who / that* started alerting us to the fact that the world climate was changing. |
| Phrase | Generally, we don’t worry about the small things. |
|--------|---------------------------------------------------|
| | → Generally, *it is not the small things that* we worry about. |
| Clause | We describe events as “world-changing” only when we are personally affected. |
|--------|-----------------------------------------------------------------------------|
| | → *It is only when we are personally affected that* we describe events as “world-changing.” |
B Rewrite the numbered sentences as cleft sentences with *it + be* to give extra focus to the underlined words. Then practice telling the information to a partner.
A. (1) The Internet is a global phenomenon, but *a British scientist* working in a physics lab in Geneva, Switzerland, invented it.
(2) *Perhaps the Internet* has changed the way people communicate today more than anything else. Tim Berners-Lee devised a new way for scientists to share data by linking documents over the Internet.
(3) He took it to the masses *only after his bosses rejected his proposal*. (4) He posted his idea to an online bulletin board as the “WWW project” at 2:56:20 p.m. on *August 6, 1991*. (5) He succeeded in creating the World Wide Web *because he persisted with his idea*. (6) *This universal revolution* brought us search engines and websites.
B. (1) Two scientists, Francis Crick and James Watson, published an article *on April 25, 1953*, which answered an age-old question. They had discovered the nature of DNA. (2) *This discovery* enabled us to understand how parents pass on characteristics, like eye and hair color, to their children. (3) Significant advances in medicine have been possible *thanks to their work*. In addition, the discovery allowed for the development of criminal forensics. (4) However, DNA wasn’t used to convict someone in a criminal case *until 1987* in Florida, USA.
C Pair work Think of six people or events that have had the most profound effect on our lives. Make a list. Then compare ideas with another pair. Justify your choices.
“We chose the discovery of penicillin because it was penicillin that changed medicine and led to the discovery of other antibiotics.”
Lesson C Don’t get me started.
1 Conversation strategy Avoiding a topic
A Are you interested in history? Why? Why not? Share your ideas with the class.
B (CD 3.13) Listen. What does Tom think about history? How about Celia?
Tom You know, I never did like history in school. It just wasn’t a subject I enjoyed, remembering all those dates. I didn’t see the point.
Celia Well, I guess it’s not just about learning dates. It’s about trying to understand why people did things or what society was like through the ages.
Tom But I mean, so often the facts get distorted, like what happened in the last war. But don’t get me started on that.
Celia Well, yeah. But that doesn’t mean we shouldn’t try to find out the truth and then learn from it so we don’t repeat the same mistakes.
Tom But that’s what I’m saying. We don’t learn, do we? I mean, look at what’s happening around the world today. We seem to have learned absolutely nothing. It’s like history repeating itself. But that’s another story.
Celia Yeah, but even if we still have disputes, maybe we’ll deal with them in a different way. I mean, engage in dialog . . . negotiate.
Tom But most of the time, talks just break down and don’t go anywhere. But anyway, let’s not get into politics.
C Notice how Tom uses expressions like these to avoid talking about certain topics. Find examples in the conversation.
Don’t get me started (on . . .).
(But) that’s another / a whole other story.
Let’s not go there.
Let’s not get into / talk about politics / that.
I’d rather not talk about it / that.
In conversation . . .
People say Don’t get me started about a topic they find annoying, and often before they say more about it. I’d rather not talk about it is a more serious way to show you want to avoid a topic.
D (CD 3.14) Listen to more of the conversation. Complete the expressions that you hear. Then practice the whole conversation with a partner.
Celia I know. There’ve been some terrible events in recent history, as you know.
Tom I know, _______________________. We probably won’t agree on anything, so ________________________.
Celia OK, but it’s amazing how little people know of their own country’s history ________________________.
Tom Yeah, but there’ll always be different versions of events, like the latest peace talks. ________________________.
Celia Yeah. They seem to have collapsed. ________________________. You know, I wonder how future generations will see us.
Tom Greedy and aggressive, I’d say. You know what I think. ________________________.
Strategy plus That’s what I’m saying.
CD 3.15 You can use *That’s what I’m saying* in responses to focus on your viewpoint.
But that’s what I’m saying. We don’t learn, do we?
CD 3.16 Complete each conversation with two responses from the box. Write a–f. Then listen and practice. Practice again, this time giving your own answers to the questions.
a. That’s what I meant. There’s something in it for everyone.
b. Yeah. That’s what I’m saying. You need to know the context.
c. That’s what I’m saying. And literacy is an important part of that. And now, of course, there’s the Internet.
d. That’s what I’m saying. It’s such a broad area that it includes anything and everything.
e. Exactly. That’s what I mean. You need to know how it’s developed to interpret it.
f. Right. That’s what I’m saying. Beliefs, opinions, philosophy – they all shape our actions.
1. A History is an interesting area because you can study the history of anything, can’t you?
B I suppose it involves everything from everyday life to great political events and wars and so on.
A ☐ ☐
2. A Do you think you need to know the history of art to appreciate it?
B Well, all art builds on the past, either by developing or rejecting it.
A ☐ ☐
3. A I guess I’m interested in the history of ideas, like how ideas spread. Isn’t that what’s important?
B Yeah. I guess new ideas help us develop and keep history moving.
A ☐ ☐
Listening and strategies Tracing family histories
A CD 3.17 Listen to two friends talk about family histories. Complete the sentences. Circle a or b.
1. Jennifer’s great-grandmother was a) reluctant to emigrate. b) 80 when she emigrated.
2. Jennifer’s great-grandfather a) was a baker by profession. b) enjoyed baking as a hobby.
3. She found out her family history a) from the Internet. b) from papers in the attic.
4. Patrick would like to have known a) who his biological mother was. b) what his original last name was.
5. He says states should help a) parents raise adopted children. b) children find their birth family.
B CD 3.18 Listen again. Answer the questions.
1. What fact does Patrick mention when he says, “But that’s another story”?
2. When Patrick says, “That’s what I mean,” what is he talking about?
3. Patrick says, “Let’s not get into that.” What doesn’t he want to talk about?
C Pair work Discuss the questions.
1. Is it important for people to know about their family history? Why? Why not?
2. Have you or any of your friends tried to trace your family history? Was it successful?
3. What do you know of your family history? Are there any interesting stories?
4. Do you think adopted children should be able to contact their biological family? Why? Why not?
Lesson D Unearthing the past
1 Reading
A Prepare You are going to read an article about ancient texts. Match the terms on the left with their definitions on the right. Then compare answers with a partner.
1. archaeology _______
a. the study and interpretation of ancient writing
2. papyrus _______
b. a document written by hand rather than printed
3. anthropology _______
c. a kind of paper made from a plant that was common in Ancient Egypt
4. manuscript _______
d. the study of human societies based on material evidence left behind
5. paleography _______
e. the study of human societies and cultures and how they develop
B Read for main ideas Read the article. What is the Ancient Lives Project? How does it work?
THE ANCIENT LIVES PROJECT
1 They may not have had computers, databases, social networking sites, or spreadsheets, but the ancient Egyptians are known to have kept careful written records, not only of important people and events but also of the minute details of everyday life. In 1896–1897, hundreds of thousands of fragments of papyrus with writing on them were found on the edge of a ruined Egyptian city, in a place which is believed to have been the city’s landfill. The fragments, which filled 700 boxes, were taken back to Oxford, England. The manuscripts, written in ancient Greek, now belong to the Egypt Exploration Society – an organization that was established over 125 years ago to carry out archaeological fieldwork and research in Egypt.
2 As a rule, it is archaeologists, anthropologists, and paleographers who sift the evidence of our distant past, feed our hunger for knowledge about our ancestors, bring to life dead languages, and paint a detailed picture of ancient life for us. However, in this case, there were simply not enough experts to read all those tantalizing fragments of ancient Greek, so they mostly remained undisturbed in their boxes. Those pieces that the experts did decipher revealed a fascinating picture of ancient Egyptian life: Literary, religious, and philosophical texts sat alongside bits of gossip, receipts, marriage certificates, personal letters, love potions, wills, sports reports, and other everyday texts.
3 It is not uncommon for archaeologists to involve non-specialists in their work. The two men who discovered the papyrus fragments hired local labor in Egypt. Every year, volunteers take part in archaeological digs, spending hours on their hands and knees, delicately scraping in the sand and soil of lost cities or the remains of our ancestors’ homes. It is this slow, painstaking work that helps archaeologists piece together the jigsaw puzzle of the past. It can also be fun: Working with a team at an archaeological site is how many young people choose to spend their vacations.
4 In 2011, a groundbreaking project was rolled out that allowed volunteers all over the world to help reveal the past while sitting at home in front of a computer screen. The Ancient Lives Project grew from a simple idea – log in at its website, look at a papyrus fragment on your screen, check each symbol you see against an on-screen keyboard of ancient Greek letters, click when you think you have a match, and after a few minutes’ work, upload the results to the project’s paleographers. It is this imaginative use of the collective labor of thousands of volunteers and “armchair archaeologists” that now enables the experts to read and share with us the hundreds of thousands of manuscripts so that we can look into a window on the past. And who knows? We may even see our own reflection.
Reading tip
Writers sometimes use a pronoun in a way that means you have to read on to find out what it means, as with the first word of the article (They . . .).
C Check your understanding Are the statements true (T) or false (F) based on the article?
1. The papyrus fragments had been carefully stored away by the Egyptians. ____
2. For a long time, nobody read most of the manuscripts that were found. ____
3. The manuscript fragments were largely official documents. ____
4. Archaeologists often get non-professionals to help with physical work. ____
5. You can earn money by taking part in the Ancient Lives Project. ____
6. You need to be able to understand ancient Greek to participate. ____
D React Pair work What would the documents you throw away or delete each week reveal to future generations about life today? Discuss.
2 Focus on vocabulary Metaphors
A Find metaphors in the article to replace the words in bold.
1. Archaeologists work carefully through the evidence of our distant past. (para. 2)
2. Paleographers translate languages that no one speaks anymore. (para. 2)
3. Archaeologists satisfy our desire for knowledge about our ancestors. (para. 2)
4. They describe in detail ancient life. (para. 2)
5. Religious and philosophical texts were found alongside bits of gossip, receipts, etc. (para. 2)
6. Volunteers help archaeologists to build a detailed picture of the past. (para. 3)
7. In 2011, a project began that allowed volunteers to help decipher the manuscripts. (para. 4)
8. The translations of the manuscripts will allow people to observe the past. (para. 4)
B Pair work How important is it to “unearth the past”? Discuss, using the metaphors above.
3 Listening Citizen participation projects
A CD 3.19 Listen to a talk about citizen participation projects. Check (√) the ones described.
1. Ships’ records
2. Whales communicating
3. Visible stars
4. The language of apes
5. The surface of the moon
B CD 3.20 Listen again. Complete each sentence with three words.
1. The work of volunteers has made ________________________ to the Ancient Lives Project.
2. The volunteers who sit at their computers doing this kind of work are ________________________.
3. A project that would have taken 28 years can be done in ________________________ months with the help of citizen volunteers.
4. In the Old Weather Project, people are looking at ________________________ from World War I.
5. The data from the Old Weather Project will be used to predict ________________________.
6. Discovering stories from these ships is also ________________________.
C Pair work Which projects seem most interesting? Would you like to take part in one?
A Look at a model Look at the extracts from a narrative essay. Order the events 1–4.
☐ Annie left her hometown. ☐ Annie got married. ☐ The war started. ☐ Annie’s parents died.
My mother, Annie Mason, left the city where she lived shortly after the war started and went to work on a farm in the country. Prior to leaving home, she had lost both her parents in the war. Shocked and saddened by this tragedy, she decided to leave the city. As the train took her away from her old life, she felt sad and lonely. . . .
On arriving at the country station, she met a young man who offered to carry her bags. This was the man who eventually became my father. It was love at first sight. Finally, she had a chance of happiness.
They moved back to the city once the war had ended. As soon as they found jobs, they married and subsequently had four children, all of whom were successful. In the end, they retired to a small house near the railroad station where they’d first met. . . .
B Focus on language Read the chart. Then underline examples of ordering events in Exercise A.
Ordering events in writing
You can use these structures to vary the way you present the order of events.
Time clauses
After / Once / As soon as the war ended, they married.
On arriving at the station, she met my father.
Participle clauses
Arriving at the station, she met my father.
Saddened by this tragedy, she decided to leave the city.
Adverbs and adverbial phrases
She had previously lived in the city.
They subsequently / eventually had four children.
In the end, / After a while, they married.
C Rewrite these sentences, using the word(s) given and making any other changes.
1. My father met my mother, and then he applied for a job in California. (after)
2. He had lived in the U.S., but he moved back to Mexico when his contract came to an end. (previously)
3. He arrived back in his hometown and met the woman who became my mother. (as soon as / eventually)
4. After they were married, they moved to San Diego. (once)
5. My mother found out that she was pregnant before their fifth wedding anniversary. (prior to)
6. They had three more children and were happy living in the U.S. (after a while)
7. They moved back to Mexico and left their “American life” behind them. (in the end / participle clause)
8. When he walked into his new home, my father vowed he would never leave again. (on)
D Write and check Now write a short essay as described in the Task above. Then check for errors.
Common errors
Use at the end of + a noun. At the end of the war, they got married.
In the end refers to the conclusion of all the events. In the end, they retired.
Use finally at the end of a series of other events. She finally found happiness.
Learning tip Synonyms and antonyms
When you learn a new word, look up its synonyms (words with similar meanings) and antonyms (words with opposite meanings). Be careful: Different meanings of a word can have different synonyms and antonyms.
A Underline three antonyms to the words in bold below. Circle the synonym.
1. significant meaningless insignificant considerable unimportant
2. local universal global foreign nearby
3. superficial detailed meaningless profound thorough
4. imperceptible unseen conspicuous striking apparent
5. lasting permanent temporary brief fleeting
B Write a synonym and an antonym for each of these words.
| Synonym | Antonym |
|---------|---------|
| 1. major | |
| 2. gradual | |
| 3. long-term | |
| 4. massive | |
C Word builder These words are all antonyms of words in Exercises A and B. Find their meanings and add them to the examples above.
| abrupt | deep | miniature | obvious | transient |
|--------|------|-----------|---------|-----------|
D Focus on vocabulary Match the metaphors from the article on page 91 with their meanings.
| Metaphor | Meaning |
|----------|---------|
| 1. bring something to life | a. satisfy the desire to learn |
| 2. sift (through), e.g., evidence, facts | b. make something interesting or current |
| 3. feed a hunger for knowledge | c. observe |
| 4. paint a detailed picture | d. work carefully through |
| 5. sit alongside | e. explain or describe in detail |
| 6. piece together a jigsaw puzzle of something | f. begin or put into practice |
| 7. roll out (a project) | g. figure out a mystery or problem |
| 8. look into a window on | h. be (together) with |
E Now look at these metaphors. Write the metaphor from Exercise D that means the opposite of each.
1. wind something down roll out
2. starve someone of something
3. kill an idea
4. look into a crystal ball
5. brush over something
In Unit 9, you . . .
- talk about engineering feats, challenges, and developments.
- use whoever, whatever, etc., to talk about unknown people or things.
- start sentences with negative adverbs for extra emphasis.
- give facts using expressions like considering and given (that).
- use at all and whatsoever to emphasize negative ideas.
Lesson A Engineers change the world.
1 Grammar in context
A CD 3.21 Do you know what engineers do? Make a list. Then read the college web page and see how many of your ideas are mentioned.
Wherever you look, you’ll see the work of a talented engineer who has designed, tested, and improved the objects around you. Whatever goes wrong or whenever there is a problem to be solved, however complex, one can rely on engineers to apply their knowledge of math and science – along with some creativity – to come up with a solution. So, what do engineers do? Here’s just a sample of their work.
CHEMICAL ENGINEERS Whenever you wash your jeans, remember it was a chemical engineer that developed the fade-resistant dye. Pick up any game console – that scratchproof plastic was made by these engineers. Chemical engineers also help produce medicines and cosmetics, and find solutions to damage caused by harmful chemicals.
CIVIL ENGINEERS These engineers are at the heart of urban planning and transportation design. Wherever you go and whatever you do today, you’ll encounter their work. The system of pipes that brings water to your shower, the roads you drive on, the bridges you cross, the buildings you occupy – these are all examples of civil engineering work.
MATERIALS SCIENCE ENGINEERS Engineers in this field work with materials such as ceramics, plastics, and metals. Their work is central to engineering as a whole. Materials science engineers process, design, and test whatever materials are used in all other branches of engineering.
BIOMEDICAL ENGINEERS Bringing together the fields of engineering and medicine, biomedical engineers work on whatever needs to be done to improve health care. They design anything from artificial body parts and lifesaving equipment to drug and gene therapies.
However you look at it, a career in engineering is exciting and rewarding. Whoever you are and whichever field of engineering you choose, you have the potential to design and develop products that will have an enormous impact on society.
B Pair work Discuss the questions.
1. What skills do engineers need, according to the web page?
2. What types of activities do the different fields have in common?
3. Which field of engineering sounds most interesting? Which is most valuable to society?
4. Does the web page succeed in getting people to consider engineering as a career, in your view?
A How does the web page express these ideas? Write the phrases. Then read the grammar chart.
1. It doesn’t matter what goes wrong...
2. At any time at all when there is a problem to be solved...
3. It doesn’t matter how you look at it...
**whatever, whichever, whoever, whenever, wherever, however**
The -ever words have the meaning “any at all” or “it doesn’t matter what, who, where, etc.”
**Whatever, whichever can be determiners or pronouns.**
*Whatever* goes wrong, one can turn to an engineer.
*These engineers work on whatever (task) needs to be done.*
*Whichever (field) you choose, you will make an impact.*
**Whoever is a pronoun.**
*Whoever* you are, you have the potential to impact society.
**Whenever, wherever, however are adverbs.**
*Whenever* there is a problem, an engineer will fix it.
*Wherever* you look, you’ll see the work of an engineer.
*However* you look at it, a career in engineering is exciting.
**In conversation...**
*Whatever* is the most frequent. It is often used in the vague expressions *or / and whatever.*
*We’re not all cut out to be engineers or whatever.*
B **CD 3.22** Complete the sentences with -ever words. Then listen and check.
1. A Do you really understand what engineers do?
B Well, I didn’t until now. I mean, ___________ someone said they were studying engineering, I never really understood what they were doing.
C I do – well, kind of. My friend’s an electrical engineer, and he told me that ___________ I use like a cell phone or satellite TV or ___________, that’s the kind of thing he’s worked on.
2. A Do you have what it takes to be an engineer?
B Sure. ___________ there’s a problem at home, I can usually fix it.
C Me? Absolutely not. ___________ way I look at it, I’m not cut out to be an engineer.
3. A Do you think engineering could be an exciting career?
B Oh, definitely. ___________ says it’s boring doesn’t know what they’re talking about. I mean, ___________ field of engineering you look at, there’s something interesting.
C It depends. I mean, designing things for space stations or ___________ sounds fun.
4. A Do you ever think about how roads and bridges and ___________ actually get built?
B Yes. ___________ I see a new bridge or skyscraper or ___________ being built, I think ___________ designed all that must be a genius. It’s amazing how it’s all planned and managed.
C Yeah. ___________ you think of high-rise buildings, you have to admire ___________ built them.
C Group work Take turns answering the questions. Who knows the most about engineering? Who would be most suited to a career in engineering?
The Millau Viaduct in southern France has been called “the freeway in the sky.” On stormy days, it looks as though it is floating above the clouds. No wonder. When constructed, it was the world’s tallest road bridge at 343 meters (1,125 feet) at its highest point above the River Tarn. Never before had engineers attempted to build a bridge of this size and scale. At the outset, little did they realize how much the project would push the boundaries of engineering to its limits. Nor did they know how many problems they would face. However, not once did the engineers fail to find a solution.
The viaduct is a four-lane highway across one of the deepest valleys in France. Not only does it ease the congestion of the north–south routed traffic between Paris and Spain, but it has become one of the country’s most celebrated projects – a landmark in itself.
Engineers faced three challenges in building the viaduct. They had to:
- **construct** the tallest **concrete** bridge piers (supporting towers) in the world;
- **assemble** and **maneuver** a 36,000-tonne (40,000-ton), 2.5-kilometer (1.5-mile) freeway, rolling it out to **position** it onto the top of the towers;
- **erect** seven massive **steel** pylons, each weighing 700 tonnes (770 tons), and **install** 11 pairs of steel cables.
In addition, not only did this dangerous work have to be done way above the ground at a height taller than the Eiffel Tower, but it had to be completed in four years! Nowhere else on Earth had engineers accomplished a project of this magnitude **in** such a **short time frame**. By comparison, one of the longest bridges in the world – the Akashi-Kaikyo in Japan – took 10 years to complete. However, under no circumstances could the project **fall behind schedule**. Any **delays** would have cost the construction company $30,000 a day in penalties. Not only did they **complete** it **on time**, but the viaduct opened a month **ahead of schedule**.
The biggest challenge of all, apart from **engineering** the bridge to be strong enough to withstand the elements, was to make it blend into the beautiful landscape. Only by **elevating** the highway so far above ground and slimming down the towers and road deck were the architects able to achieve such a delicate and stunning visual impact. [more]
B Complete the chart with vocabulary in the article. Add other items you want to learn. Then tell a partner about engineering feats you know of.
| materials | build | move | schedules | other |
|-----------|-------|------|-----------|-------|
| | construct | | | |
“Well, one that comes to mind is the airport they constructed in Hong Kong. They built an island to put it on.”
See page 103.
A Underline the sentences in the article that express the same ideas as the sentences below. Then read the grammar chart.
1. They not only completed it on time, but the viaduct opened a month ahead of schedule.
2. Engineers had never before attempted to build a bridge of this size and scale.
3. They didn’t realize how much the project would push the boundaries of engineering.
Negative adverbs and word order
If you use a negative adverb (e.g., *never*, *not*) to start a sentence for emphasis, put the verb before the subject. Use *do* or *does* for simple present and *did* for simple past verbs.
*Not only does it ease traffic congestion, but it has become a landmark.*
*Not once did the engineers fail to find a solution.*
*Never before had engineers attempted to build a bridge like this.*
Use the same inversion after *little*, *rarely*, and *only* + prepositional phrase.
*Only by elevating the highway were the architects able to achieve the stunning visual impact.*
B (CD 3.24) Rewrite the sentences starting with the words given. Make any other necessary changes. Listen and check. Then close your book. How much information can you remember?
1. They not only had to erect seven towers taller than the Eiffel Tower, but they also had to make sure the towers were at exactly the right point. *Not only* . . .
2. They supplied the concrete by building a concrete factory on-site. *Only* . . .
3. Engineers have rarely constructed freeways out of steel. *Rarely* . . .
4. Engineers had never before built such a tall bridge. *Never before* . . .
5. No one had positioned a road onto towers in this way. *Nor* . . .
6. They didn’t realize how difficult it would be. *Little* . . .
7. You never hear of projects like this going according to schedule. *Never* . . .
3 Listening Other amazing feats
A (CD 3.25) Listen to three extracts from a documentary. What project is being described? Number the pictures 1–3. There is one extra.
- [ ] the Queen Mary 2
- [ ] Palm Islands, Dubai
- [ ] Churaumi Aquarium, Japan
- [ ] Channel Tunnel, Britain / France
B (CD 3.26) Listen again. Answer the questions about each project.
1. What was the main challenge of the project?
2. What specific aims were engineers trying to accomplish?
3. What world record did it break at the time?
4. How many people use the facility annually?
C Pair work Choose an engineering feat from the lesson or another you know about. Prepare a presentation to give to the class.
Lesson C It makes no sense whatsoever.
1 Conversation strategy Supporting ideas
A What are the biggest challenges engineers will face in the next century? Make a list.
Not only will there be more people, but there’ll be more cars. So building roads will be a challenge.
B CD 3.27 Listen. What challenges do Sonia and Scott talk about?
Sonia I was just listening to a report on the radio about engineering challenges for the next century.
Scott Yeah? Let me guess. Is one of them building a colony on Mars? I mean, it makes no sense whatsoever, but . . .
Sonia No, and in view of the fact that it takes about seven months to get there, that’s a long way off.
Scott Right. OK. Well, let’s see, um, considering the price of gas, maybe finding cheaper sources of fuel?
Sonia Yeah, there were a couple about energy – like making solar energy economical. But there’s one that’s kind of surprising, given the weather.
Scott Uh-huh. Yeah?
Sonia Providing access to clean water.
Scott Oh, right. That’s pretty basic considering we’re in the twenty-first century. But I guess it makes sense in light of the fact that some places got no rain at all last year. I mean, none whatsoever.
Sonia Yeah, they were saying one in six people don’t have access to clean water for whatever reason.
C Notice how Sonia and Scott use facts to support their opinions and thoughts, using expressions like these. Find the examples in the conversation.
considering
given (that / the fact that)
in view of / in light of (the fact that)
D CD 3.28 Listen. Complete the sentences with the expressions you hear.
1. ___________ the world’s population is growing, I predict there’ll be a crisis over water one day.
2. For some regions, access to water should be relatively easy, ___________ the technology to extract water from underground already exists.
3. Having clean water is a really pressing problem, especially ___________ something like 80 percent of illnesses in developing countries are linked to poor water conditions.
4. ___________ over 90 percent of the world’s water is in the ocean, we should find a way to use more sea water for drinking water.
5. ___________ everyone needs water, you’d think more people would be concerned about it.
6. ___________ how precious clean water is, we should pay more for it and people should be fined if they waste it.
E Pair work Discuss the statements in Exercise D. What are your views?
A I think there will definitely be a crisis over water supplies in the future.
B Especially considering it’s such a basic need. Some people say it will even lead to conflicts.
Strategy plus at all, whatsoever
CD 3.28 You can use at all or whatsoever to emphasize a negative phrase.
Whatsoever is more emphatic. It is mostly used after no . . . , not any . . . , or none.
Some places got no rain at all. I mean, none whatsoever.
In conversation...
Whatsoever is typically used after none, nothing, or these nouns: (no / any) problem(s), reason, sense, evidence, doubt(s), impact, effect.
Find two responses for each comment. Write the letters a–f. Then practice in pairs. Continue the conversations.
1. Engineering is so important, yet it’s not a subject you can take in high school. _____ _____
2. It seems that either money or politics gets in the way of finding solutions to most problems. _____ _____
3. It takes years before engineering breakthroughs affect most people’s lives. _____ _____
a. Right. But there’s no doubt whatsoever that we can solve these issues.
b. Yes, a lot of them have no impact on us whatsoever.
c. Right. It makes no sense whatsoever. I mean, we should just get on with it and sort these things out.
d. I know. There are no classes in it at all. There was nothing whatsoever like that when I was a kid.
e. Well, I don’t see much evidence at all for that. It depends what advances you mean.
f. Yeah, and there shouldn’t be any problem at all including it in the curriculum.
Strategies More priorities
A Circle the correct options to complete the conversations. Circle both options if they are both correct. Then practice with a partner. Practice again, using different expressions.
1. A I wonder what some of the other engineering challenges are. Do you have any ideas?
B Well, mapping the brain would be a huge breakthrough. I mean, given / considering that we know so little about diseases like Alzheimer’s.
A Oh, there’s no doubt whatsoever / in view of the fact that. If they could treat brain disorders, that would be huge. I mean, they have no cure whatsoever / at all for migraines, even.
2. A What’s the most immediate challenge, do you think?
B Well, they need to update a lot of the infrastructure in many cities. Considering / In light of the fact that so many of the subways and sewers are so old, that should be a priority.
A True. And there’s no reason considering / at all not to do that now. They know how to.
3. A Do you think developing space technology and exploring Mars is a priority?
B I don’t know. I don’t think it has any impact whatsoever / given on our daily lives. Though I guess studying asteroids might be good, in view of / given that we’ve been hit by asteroids in the past.
B Pair work Ask and answer the questions in Exercise A. Give your own answers.
See page 142
Lesson D Robotics
1 Reading
A Prepare What do you know about robots? How are robots used? Make a list. Then scan the article to see if your ideas are mentioned.
Robots are used in the medical field for things like keyhole surgery.
B Read for main ideas Read the article. Then check (√) the best title for the article.
1. Robots cause unimaginable problems
2. The future is here and it’s robotic
3. Home is where your robot is
1 Robots are probably not high on the list of priorities for the average consumer. The nearest they might come to a robot is a robotic vacuum cleaner, which maneuvers its way around the home picking up dust. For most people, not only is the thought of interacting with a humanoid robot in their kitchen highly unlikely, but it also seems a little absurd. Some even consider it positively creepy, which may in part be because people are unsure how to relate to a robot. Such reluctance might also be explained by the ethical dilemmas posed by using robots instead of real people for certain tasks. Is it acceptable, for example, to have robots babysitting our children or looking after our elderly?
2 Robots have of course played a critical part in society for decades. In the 1960s, robots transformed the automotive industry by performing hazardous and repetitive tasks and working more efficiently and more accurately than humans. They could also work longer hours, which undoubtedly had an enormous impact on the profitability of the industry. Since then, industrial robots have been deployed in various manufacturing and electronics industries. Many of the products we purchase have been assembled or handled in some way by robots. Little do consumers realize how much their lives are actually already influenced by robotics.
3 If you consider the robotics industry today, there doesn’t seem to be a field that is *not* influenced by robotics in significant ways. Indeed, robotics now plays a role in everything from agriculture and forestry to mining and construction – even to warfare.
**Medical robotics**
4 For years now, surgeons have been using robots in performing different types of operations. Not only is robotic surgery less invasive, but recovery for the patient is much quicker. More recent groundbreaking developments may have a profound impact on identifying and treating serious diseases. For example, ETH Zürich researchers have developed micro-robots that are the size of bacteria. While more research needs to be conducted, possible applications include carrying medicine to specific areas of the body and treating heart disease.
**Search and rescue**
5 Whatever challenges responders face when they arrive at a large-scale disaster site – for example, after an earthquake – one of the greatest is determining where victims may still be trapped. Germany’s Fraunhofer Institute has been developing a robotic “spider” that can easily move through the debris of collapsed buildings and send rescuers live images or even sense hazards such as leaking gas. The advantages of using robots as opposed to humans in these situations are obvious.
**Ocean exploration**
6 U.S. Navy-backed research has produced a robotic “jellyfish” that can power itself using hydrogen from seawater. Possible applications include monitoring oceans for signs of pollution or for security purposes, and for exploration of otherwise inaccessible ocean waters.
7 However you look at it, robots will increasingly be part of our lives in the future. The field of robotics is rapidly expanding, and scientists are forging ahead with developing robots that can see, speak, think, and even make decisions based on the environment around them. The applications of robotics seem unlimited, and certainly the general public might perceive the advantages of using robots in specialized areas. The question remains: How accepting will we be of having robots rather than humans, as caregivers for our families?
C Understanding inference Do the statements below agree with the information in the article? Write Y (Yes), N (No), or NG (Information not given).
1. The average consumer really wants to get a robot for their home. _____
2. It’s generally more efficient to use robots in industry. _____
3. Patients who have robotic surgery live longer._____
4. The robotic spider decides where it should go to find victims of earthquakes. _____
5. The robotic jellyfish can go to places where humans can’t normally go. _____
6. Robots will always play a limited part in our lives in the future. _____
2 Focus on vocabulary Verbs
A Find verbs with similar meanings to the verbs in bold. Rewrite the questions, using the correct forms of the verbs and making any other changes needed.
1. Given that robots have no emotions, can we really communicate or connect with them? (para. 1)
2. If you were to do a survey of friends, do you think they would want a robot in their home? (para. 4)
3. Can you recognize the ways in which humanoid robots are lacking? (para. 4)
4. What industries do you know of where robots are used? What jobs do they do? (para. 2)
5. How do you think robots will change the workplace in the future? (para. 2)
6. How would you decide if robots could make good caregivers or teachers? (para. 5)
7. Will we need to watch robots to make sure that they don’t become more powerful than humans? (para. 6)
B Pair work Discuss the questions above. Think of as many ideas as you can.
3 Listening Is she for real?
A Read the questions about a humanoid robot. Can you guess the answers?
1. □ How did they build “her”?
2. □ What can “she” do?
3. □ How much did she cost to build?
4. □ How do people react to her?
5. □ What applications does she have?
6. □ What are the ethical issues of “human” robots?
7. □ Do people want robots as friends?
B Listen to a radio interview. Which questions does the guest answer? Check (√) the boxes.
C Listen again. Write one detail to answer the questions you checked in Exercise B.
Geminoid F
4 Viewpoint Applications for the future
Group work Imagine there are no technological barriers whatsoever. How could robots be useful? Discuss your ideas about specific applications. What are your top 10 ideas?
“You could have a robot that mows lawns – kind of like a robot vacuum cleaner. The thing is you’d have to make sure it didn’t cut down all your flowers.”
In conversation . . .
You can use The thing is . . .
to introduce ideas or problems.
A Look at a model Look at these extracts from an essay. Think of a topic to add to each paragraph.
... There are a number of fields in which robots can and should be used as opposed to human beings. These can be classified into the following types: dangerous activities; tasks requiring extreme precision; tedious, repetitive work; and activities that require huge computing power. One area is in heavy industry, where robots are already used instead of human beings. Not only can they do dangerous or unpleasant jobs, they are also more efficient. Another example of where robots are a good alternative to humans is in space exploration. ... Yet another is ...
... On the other hand, there are some fields where a robot, however smart, would be no substitute for a human being. One example of this is caring for people in hospitals. Although robots can now perform surgery, human caregivers rather than robots are best at satisfying the psychological needs of patients. In fact, most patients would rather be cared for by a human caregiver than a robot. An additional area is ...
B Focus on language Read the chart. Then underline the expressions for stating alternatives and preference in the paragraphs in Exercise A.
Stating alternatives and preference in writing
You can use these expressions to write about alternatives.
Robots are used in industry in place of / instead of / rather than humans.
Human caregivers as opposed to robots are best at caring for patients.
Robots are a good alternative to / substitute for humans in space.
Would rather, be preferable to, and be no substitute for express preference.
Most people would rather have a human caregiver than a robot.
Robots are no substitute for humans in some areas.
In writing...
Rather than joins nouns, verbs, prepositional phrases, adjectives, or adverbs. Notice the verb forms after rather than.
Rather than use / using humans for these tasks, we should use robots.
C Complete the sentences with expressions from the chart. How many correct answers are there?
1. In jobs where conditions are dangerous, robots are the obvious ____________ human workers.
2. The construction industry could easily use robotic devices ____________ human beings.
3. There are many industrial jobs where robots would be a better ____________ humans.
4. Manufacturers ____________ use robotic technology because it ____________ employing people.
5. ____________ using human mechanics, some companies now use robots that repair themselves.
6. In teaching, however, ____________ use robots as teachers, we should always employ humans.
7. Robots are ____________ people when it comes to jobs such as hotel receptionists.
D Write and check Now write your essay as described in the Task above. Then check for errors.
Common errors
Do not use prefer after would rather.
I would rather be cared for by a robot. (NOT I would rather prefer to be ...)
Avoid using rather before than in basic comparisons.
Robots are more suited to heavy work than humans. (NOT ... work rather than ...)
Learning tip Ask a question
When you learn new vocabulary, put it into a question to ask yourself. Thinking of the question and answer can help you remember it.
Q What’s made of steel in the kitchen?
A The silverware / knives and forks.
A Answer the questions. Use the words in bold in your answers.
1. Is there any concrete in the building where you live? ________________________________
2. Are you good at maneuvering a car into a small space? _____________________________
3. Are you usually able to complete your assignments on time? _______________________
4. Is there an elevated highway near your home? _____________________________________
5. Have you ever tried to assemble flat packed furniture? _______________________________
B Write questions and answers for these words.
1. construct _________________________________________________________________
2. erect _________________________________________________________________
3. engineer _______________________________________________________________
4. install _________________________________________________________________
5. position _______________________________________________________________
6. fall behind schedule _______________________________________________________
7. delay _________________________________________________________________
8. in a short time frame ______________________________________________________
9. ahead of schedule _________________________________________________________
C Word builder Find the meanings of these words from the article on page 96. Write questions and answers for them.
to blend into to float a landmark a landscape a lane a penalty a pylon a viaduct
A How can new buildings blend into the natural environment?
B Well, using materials in the same colors as those naturally found in an area can help.
D Focus on vocabulary Read the questions below. Replace the verbs in bold with words from the box. Then write your own answers to the questions. Refer to Exercise 2A on page 101 to help you.
conduct deployed determine identify interacting monitor perform relate to transform
1. What’s the best way to decide which courses you should take in college?
2. What single thing would change your life completely?
3. How do you get along with people generally? Are you good at communicating with others?
4. What jobs in your home would you let a robot do?
5. Are you able to recognize your own strengths and weaknesses?
6. Have you ever had to do a survey for a school project?
7. Which industries are robots best used in?
8. How does your boss or professor watch and check on your performance?
1 Is life easier now?
A Rewrite the underlined parts of the sentences, starting with the words in bold. Then complete the missing parts of the expressions.
In this ________ age, many young people may think that life is hard. They not only find it difficult to get work, but that it takes time ________ even to get an interview. Young people have never before found it so difficult to buy their first home. But maybe we need to ________ think for a moment, because it’s only by looking back in history that we are able to gain a different perspective.
In the 1930s, people were accustomed to the ________ downs of the stock market, but when it crashed on October 29, 1929, it initiated the Great Depression. The U.S. had never before experienced such a catastrophic economic loss, which was coupled with a drought and failure of crops. The Depression not only affected the economy, but it also had a huge social impact. People had rarely had so little money. It was a time of great pain ________.
Unemployment rates rose above and ________ anything seen previously. Many young men not only had to wait to find work before marrying, but many, sick ________ of not being able to find work, migrated in the thousands to other states. Divorce rates had rarely been as low as in the 1930s. However, ________ wives often ran away from their marriages. Homelessness became a huge problem. Some people were able to find a roof over their heads only by moving in with their relatives.
History shows us that ________ later things can change, and for the 1930s generation, they did – slowly ________. We’ll have to ________ see what the next decades will bring us. But one thing is for sure: we move back ________ between good times and hard times.
B Pair work Do you think life is difficult for young people? In what ways is life today easier than a hundred years ago? Summarize your points with expressions like At the end of the day.
“... When all is said and done, life is a lot easier today than a hundred years ago.”
2 Learning lessons from history
Cross out one word to correct the underlined phrases. Rewrite sentences beginning with a bold phrase as a cleft. Rewrite the italic sentences without using if.
View: How do we approach problems in the world needs to change. We should analyze precisely what are the problems are. Then we should consider whether have there have been similar problems in history. What we do we fail to do is learn lessons from history.
Comment 1: Sir Winston Churchill said, “Those who fail to learn from history are doomed to repeat it.” When we are faced with a world crisis, we look back and consider how did it happened. Only several decades ago, our country suffered a crisis that threatened our security. Yet most people have no idea why do things like that happen. When people’s lives are directly affected, they pay attention to what’s going on in the world.
Comment 2: If we had learned anything from the twentieth century, this century might be more peaceful. We should look back before any crisis looms. If we don’t, we are doomed. And if you should think our problems are new, think again. If you ask any historian, they’ll tell you the same problems occur throughout history. If I were in a position of influence, I’d make history a required subject every year of school.
3 Improve your relationships
A Complete the article with whatever, whenever, whoever, whichever, however, and wherever. Then replace the words in bold with one word with a similar meaning.
Problems with a relationship? ____________ you look, you’ll find advice. But have you tried these tips?
1. ____________ you do, don’t ignore a problem – no matter how unimportant it may seem. If it’s a small issue, talk it through right away. ____________ is at fault, ask what you can do to help solve the problem. You’ll notice an instant change in attitude from your partner.
2. ____________ you have an argument, figure out what it is really about. Many times they seem to be about something “on the surface,” but often there’s a deeper problem. So focus on ____________ that problem might be, and ____________ you are having an argument about the same old topic, don’t just fire off a quick answer. Try a different response. You might see a quick change in the direction of the argument and a clear difference in the outcome. Bad moods are common. If your partner is in a bad mood, just remember it’s probably for a short time. Remember that while there’s a small chance it’s about you, most likely it’s not. So ____________ it’s obvious that he or she needs some space, give it to them.
3. ____________ the problem, ____________ you solve it, use it as a life lesson. Solving even tiny problems can create deep and lasting changes in your relationships in the future.
B Pair work Discuss the advice in Exercise A. What other advice do you have? Use expressions like considering and in light of (the fact that) to support your opinions.
A However you look at it, you can’t really ignore any problem in a relationship.
B Right. I mean, given the fact that you live with someone day after day, it’s important to solve problems.
4 Construction projects
A Complete the paragraph with words and expressions. Use the cues given to help you.
Many modern buildings are made of steel! _______ and ____________ (materials). Sometimes they are ____________ (built) or ____________ (put together) in one place and then brought to the construction site to be ____________ (moved) into position or ____________ (put up). After that, all the services need to be ____________ (put in). Construction scheduling is a huge challenge. Even though companies agree to complete projects ____________ (quickly), their schedules often ____________ (are late). This can be because of a ____________ (lateness) in getting materials or because the project is complex. For example, roads that are ____________ (lifted up) above cities are particularly complex. However, companies often have to pay penalties if the project is not ____________ (finish punctually).
B Use the verbs given with perfect infinitives. Then add the expressions in the box. There may be more than one correct answer. Do you have similar views about your city?
don’t get me started in that case let’s not go there then what I’m saying whatsoever
Everything’s different now. If you look at old photos, the city ____________ (seem / change) completely. The old stores ____________ (appear / go – I mean, there are none left ____________. The old neighborhoods ____________ (be supposed to / be) really beautiful, so ____________. why did they demolish all the old wooden houses? It’s terrible. But ____________. I ____________ (would love / meet) the planners and asked, “Why did you destroy the character of the city, ____________?” They also took out all the trolley cars, which ____________ (be said to / be) more environmentally friendly than cars. We need to think about the environment. But ____________. We’ve just lost so much. That’s ____________.
In Unit 10, you . . .
- talk about news and how it is reported.
- use continuous infinitives to report ongoing events.
- use the subjunctive to write what should happen.
- use *this* and *these* or *that* and *those* in conversation.
Lesson A Breaking news
1 Vocabulary in context
A Look at the four headlines. What do you think they are about?
a. Region still struggling to recover
b. Conflict over the economy
c. Bomb squad too late
d. New contender to enter race?
B CD 4.02 Read the home page of an online news site. Write the headlines in Exercise A in the news articles. Are there any similar events in the news at the moment?
1. Efforts to **contain the oil spill** on the south coast appear to be working. But the oil giant responsible for the disaster could be facing more difficulties. Local businesses were rumored yesterday to be **considering legal action**, claiming for loss of income and livelihood. “People are going to be suing people over this,” said one fisherman. A spokesperson for the oil company said they are committed to **compensating victims** affected by the spill. [Full story]
2. A blast in the downtown area has caused extensive damage. Investigators are not sure what **caused the explosion** but have not **ruled out the possibility** that it was a terrorist attack. Three people were reported to have been acting suspiciously in the financial district, and police were said to be searching for a red pickup truck that was seen in the area. A **bomb went off** in the same area two years ago. [Full story]
3. Three years after becoming the first female senator from her state, a young politician may be preparing to run for office in the upcoming presidential election. While the senator seems not to be **announcing** her campaign just yet, an appearance on a Sunday morning talk show has **fueled speculation**. [Full story]
RELATED The president’s press secretary announced that the president will be **undergoing routine surgery** later this week and might not be able to greet a trade delegation of Chinese officials. [Full story]
4. Investors might have been worrying unnecessarily after the **stock market plunged** to an all-time low last month. **Stocks** are now **making** a modest **recovery** as **markets** are said to have been gaining in confidence over the last two weeks. However, there are still concerns over the state of the economy and the huge deficits. Protesters are said to be planning more demonstrations in the capital. The marches seem to have been going peacefully so far. However, police say that they will be **mobilizing riot squads** if **tensions escalate**. [Full story]
C Make a chart like this of the collocations in bold in the article. Then take turns telling the news stories in Exercise B to a partner.
| verb + noun | noun + verb |
|-------------|-------------|
| contain the oil spill | a bomb goes off |
See page 115.
A How are the ideas below expressed in the article? Underline the sentences in the article, and compare them with the sentences below. Then read the grammar chart.
1. They say protesters are planning more demonstrations in the capital.
2. There were rumors yesterday that local businesses are considering legal action.
3. It seems the marches have been going peacefully.
4. It’s possible investors have been worrying unnecessarily.
Continuous infinitive forms
Continuous infinitives describe events as ongoing, temporary, or possibly incomplete.
Efforts to contain the oil spill appear to be working.
The senator seems not to be announcing her campaign just yet.
Police were said to be searching for a red pickup truck.
Markets are said to have been gaining confidence.
Modals can be followed by be + -ing or have been + -ing.
The president will be undergoing routine surgery.
Investors might have been worrying unnecessarily.
B Complete the news reports using continuous infinitives of the verbs given with or without *to*. Sometimes there is more than one correct answer.
1. The president of an international microchip corporation may ____________ (prepare) to step down. Over the last year, his health appears ____________ (deteriorate), and the company is now rumored ____________ (search) for a successor. A company spokesperson said, “We are going to ____________ (make) an announcement soon.”
2. After a month of protests, which seem ____________ (have) little effect, steel workers agreed yesterday to go back to work. The workers might ____________ (try) to get a bigger pay increase, but the company refused to negotiate and appeared ____________ (not listen) to their demands.
3. An actor from a popular sitcom might ____________ (not appear) on the show again. TV executives are believed ____________ (consider) legal action after the actor failed to show up for filming on several occasions. When told the show may ____________ (cancel) his contract, the actor said, “You’ve got to ____________ (joke)!”
4. A senator who was filmed last week at a nightclub when she should ____________ (attend) government meetings would make no comment today. An opposition spokesperson said that she was supposed to ____________ (represent) voters in her state that evening.
HMM. IT SAYS HERE THAT NEW COFFEE YOU’RE DRINKING MAY BE KEEPING YOU UP AT NIGHT.
3 Viewpoint
Pair work Choose a story that’s in the news at the moment. Prepare a news report to present to the class. Give as much detail as you can.
“Fans of the biggest sitcom on television may have been protesting unnecessarily. The show’s producers announced that they are going to be bringing the show back for at least one more season.”
Lesson B “Old” news
1 Grammar in context
A Where do you get your news from? Conventional, mainstream sources or via social networking? Do a class survey.
“I tend to read the headlines on my phone every morning.”
B CD 4.03 Read the editorial column. What is “old” news? How does the writer regard it?
Why it is essential that “old” news survive
In the United States, in the trial of a celebrity on a murder charge, a judge demands that the jury reach its verdict. On the other side of the world, a devastating earthquake strikes. In Europe, the winning goal is scored in a crucial soccer game. All three events are instantly broadcast around the world – not via conventional news media, but through text messages, microblogs, social network postings, emails, and blogs that are passed on, person to person, within seconds. The major news organizations receive the same news from their reporters, but because of their insistence that everything be written and edited to broadcast standards, by the time it is broadcast or posted on the Web, it has become “old” news, if only by a few minutes.
In a world where readers and viewers get news via their smartphones and social media, it is important that the story be instantly available. Meanwhile, the requirement that a journalist check the facts more conscientiously can mean precious time is lost. In the case of major breaking news, the mainstream news organizations may insist that a controversial story be investigated, even if this means a delay in broadcasting some of the details. In dangerous situations, it may be advisable that a foreign correspondent not go to the scene immediately. It is essential that the reputation of the organization not be damaged and that the safety of the reporter be guaranteed.
In light of this situation, there is a danger that the major news organizations are perceived as a source of old news, which only a few might turn to for the fuller details of events they already know about. However, it is essential that there be a place for news that, while slower, is ultimately more measured, in-depth, and trustworthy. Ultimately, this comes down to money and whether the public is prepared to pay for such meticulously researched content. It is crucial that this issue be taken seriously by all consumers of news before we lose something precious.
C Pair work Discuss the questions.
1. Why are conventional news sources sometimes slower?
2. What qualities does “old” news have?
3. Do you recognize the picture the editorial paints of news? Do you think it’s accurate?
4. What do you think is the real purpose of the editorial? What does it want you, the reader, to do?
5. What do you think about the recommendation?
A Write the form of the verb given that the editorial writer uses to express these ideas. Then read the grammar chart.
1. The judge demands that the jury _______________ its verdict. (reach)
2. The requirement that a journalist _______________ the facts can mean time is lost. (check)
3. It is important that the story _______________ instantly available. (be)
The subjunctive
The subjunctive uses the base form of the verb. Use it for all persons – including third person singular – after certain verbs, nouns, and adjectives. You can use it to refer to demands, suggestions, and recommendations; to say what is important; or to say what should happen in an ideal world.
Verbs: demand, insist, require, request, ask, suggest, recommend
The judge demands that the jury reach its verdict.
They insist that everything be edited.
Nouns: demand, requirement, insistence, suggestion, recommendation
The requirement that a journalist check the facts can mean time is lost.
Adjectives: important, crucial, necessary, advisable, essential
It is important that the story be instantly available.
The negative form is not + verb.
It is essential that its reputation not be damaged.
B Read the comments below. Then complete the editorial extracts that reflect these views. Use the subjunctive form of the underlined verbs in the comments.
1. Parents say: “Our kids aren’t aware of world events.” “They’re not exposed to ‘proper news’ early enough.” “We want schools to teach current events.” “They should make it a priority.”
Parents are demanding that their children ______ well-informed about world events. Many feel it is important that children from sixth grade on ______ to reputable news sources. Their insistence that the school curriculum ______ students current events is right. It is our recommendation that every school ______ this a priority.
2. Students say: “Local news needs to change.” “They should include more news about us.” “The local TV station should have reports on our activities.” “Don’t ignore us.”
Students feel it is essential that the news media’s attitude toward young people ______. Their recommendation that the news ______ more items that are relevant to their concerns seems justified. Student leaders have suggested that our local TV station ______ more coverage of student politics as one example. We would recommend that their suggestions ______.
3. Media experts say: “Newspapers shouldn’t die.” “They should change their business model.” “The consumer should pay more for access to online news.”
It is crucial to the well-being of society that newspapers ______, but they do need to change. The suggestion that the traditional business model ______ should be taken seriously. It is time to insist that the consumer ______ more for access to high-quality news reports.
C Write an editorial about an issue that you feel strongly about. Share it with the class.
Lesson C Those news tickers
1 Conversation strategy Highlighting topics
A How often do you listen to or watch the news? Are you a “news junkie”?
B Listen. How do Jill and Kyung get their news?
Jill Have you noticed how some people seem almost addicted to news? Like, this guy at work, he has all these news apps on his phone, but he never knows what’s going on, really.
Kyung Yeah. My girlfriend, she watches news channels all the time. But I don’t think she really listens, you know what I mean? It’s just background noise.
Jill I know. Those TV channels, they just repeat the same news over and over. It drives me crazy, hearing the same thing all the time.
Kyung Me too. And those news tickers, they’re another thing I hate. It’s so distracting, trying to listen with those things going across the screen at the same time.
Jill Yeah. Public radio, that’s what I like. They have some really interesting in-depth reports, too.
Kyung Speaking of which, did you hear that report about that huge investment company? It seems to be going under.
C Notice how Jill and Kyung highlight the topics they talk about. Sometimes they put the topic at the start of a sentence and then use a pronoun. Sometimes they put the topic at the end. Find more examples in the conversation.
My girlfriend, she watches news channels all the time. It drives me crazy, hearing the same thing all the time.
In conversation...
When speakers put a topic at the end, it’s usually after an evaluative comment such as It drives me crazy.
Note: These structures are for use in conversation only. Do not use them in writing.
D Guess the missing topics in these sentences. Then listen and write the topics.
1. ____________, that’s another thing people listen to but can never remember afterwards.
2. ____________ these days, it always seems to be reporting what’s going to happen. It’s annoying.
3. ____________, that’s beyond me. I don’t understand anything about the markets and trade.
4. ____________, it’s more informative than TV news. The reports are just more in-depth.
5. ____________, they’re all I read these days. I never have time to read the full articles or news stories.
6. It’s fantastic, having ____________ on your phone. You can keep up with the news wherever you are.
7. It takes up so much airtime, ____________. Especially if you’re not interested in football or whatever.
8. They’re so dirty and difficult to handle, ____________. I don’t miss them at all.
E Pair work Discuss the statements in Exercise D. Do you agree?
2 Strategy plus this, that, these, those
CD 4.06 You can use *this* and *these* to introduce and highlight important information.
This guy at work, he has all *these* news apps.
Did you hear *that* report?
Those news tickers, they’re another thing I hate.
You can use *that* and *those* to refer to something specific, which you have mentioned or expect your listener to know about.
You can use *that* and *those* to sound negative about a topic.
A CD 4.07 Complete these comments with *this*, *that*, *these*, or *those*. Use the cues in parentheses. Then listen and check.
1. There’s ____________ show on the radio called *Radio Lab*. It has ____________ really interesting, creative reports on things like time, or ants, or numbers. It’s so cool. Do you listen to the radio much? (*highlight*)
2. There were all ____________ students in my high school who had no idea what was going on in the world. (*highlight*) To them, international news was boring. Do you follow international news?
3. You know ____________ talk show host on late night TV? I don’t like her interview style. (*sound negative*) I don’t think talk show hosts should be aggressive. What do you think?
4. I hate ____________ magazines that make up news like celebrity gossip or stuff that you *know* isn’t true. (*be specific*) Don’t you?
B Pair work Ask and answer the questions at the end of each comment above.
3 Strategies and listening Journalism
A Look at some of the issues in journalism. What do you think they refer to?
“The first issue is probably about the fact that news is often reported instantaneously.”
1. □ The speed at which news is reported
2. □ The cost of publishing news stories
3. □ The increase in the number of news sources
4. □ 24-hour rolling news reports are superficial.
5. □ The use of graphic photos
6. □ The influence of reporters on events
B CD 4.08 Listen to a radio show. Which trends do the speakers refer to? Check (√) the topics in Exercise A.
C CD 4.09 Listen again. Circle the correct option to complete each sentence. Then discuss the expert’s views with a partner. Do you agree?
1. The radio presenter suggests that journalists’ work is often ____________.
a. mundane b. risky c. boring d. fun
2. The expert says that journalists often publish their reports ____________.
a. as events take place b. through agencies c. 24 hours later d. before something happens
3. The expert suggests that the reason news organizations use some pictures is ____________.
a. they want to shock b. it’s ethically right c. to show the truth d. to compete
4. The expert believes that journalists can ____________.
a. change situations b. have a huge impact c. have limited influence d. give no personal views
Speaking naturally
See page 142
Establishing the truth: How accurate are news reports?
1 Following one of the worst natural disasters in recent U.S. history – Hurricane Katrina – journalists and newscasters swarmed the area to report on the extraordinarily terrible events. There were stories of chaos: widespread looting, gunshots, murders, and other violent crimes. While there was indeed disorder, it turned out that much of the initial reporting was either exaggerated, misleading, or plain wrong. The murder victims didn’t materialize, and it became apparent there was no widespread increase in violent crime, either.
2 This episode raises some important questions. How does such “news” get reported? Can we believe what we hear on breaking news, or is news reporting so overstated that we are being at best misinformed and at worst deceived? How do we ultimately know whether any of the so-called facts in a news report are true or misrepresented? And perhaps more importantly, how can we verify what we read or hear in news reports?
3 In the case of Hurricane Katrina, a complex mix of circumstances may have created a degree of misinformation. Immediately after the storm, power outages and breakdowns in communications systems caused news “blackouts,” making reliable information extremely difficult, if not almost impossible, to establish. News was spread by word of mouth, and it seems that facts became distorted as they were passed along. However, some of the blame may also lie with how news organizations operate. On the air 24/7, they are under pressure to fill airtime and win viewer ratings by being the one with the “hottest” or latest story. It is easy to see how, under such pressure, events are reported without the facts being painstakingly checked.
4 Such distortions are not limited to headline news events. During an election year, one takes for granted that candidates try to boost their ratings in the opinion polls in an effort to swing the race. The public is used to hearing claims from candidates, such as how their policies have led to an increase in manufacturing jobs or how the opposition has created massive national debt. What the public is never quite certain of is what is truth, half-truth, or untruth. Not surprising, then, that an entire industry exists to answer these very questions. Enter the fact-checkers, who check the claims that are made and the accuracy of the statistics that are presented.
5 Indeed, websites have sprung up whose business is purely and simply to check information in the public sphere – whether it be in a news report, a magazine article, or an urban myth. Other consumer sites aim to reduce the level of deception in politics, and some claim to be able to show the extent to which you can believe certain speechmakers. Cable networks also realize that the public is increasingly concerned about being able to trust what they hear, and use slogans to impress on their viewers the fact that they present honest news that is balanced and without bias. While many have jumped on the bandwagon of truth, one enterprising website has done the complete opposite. Rather than publish verifiable facts, it prides itself on featuring satirical news stories which are completely fabricated. Unfortunately, not all media outlets have realized this, and on occasion they have cited reports from the website as though they were true. Sorting fact from fiction just became even more of a challenge.
Reading tip
Writers sometimes start an article with a short story to illustrate what they are going to write about.
C Understanding idioms What does the writer mean by saying . . .
1. breakdowns in communications systems caused news “blackouts”? (para. 3)
2. news was passed by “word of mouth”? (para. 3)
3. in an effort to “swing the race”? (para. 4)
4. websites have “sprung up”? (para. 5)
5. many have “jumped on the bandwagon” of truth? (para. 5)
D Read for inference Check (√) the statements that the writer would agree with.
1. Hurricane Katrina caused an increase in crime.
2. There are several reasons why the facts are sometimes misrepresented.
3. It is difficult to tell truth from fiction in modern news reporting.
4. It is only major events that are not reported truthfully.
5. The general public needs consumer websites to know if politicians are telling the truth.
6. These websites really make politicians more truthful.
7. It is much easier these days to determine if information is accurate.
8. The news on one satirical news website is more truthful than from other media outlets.
2 Focus on vocabulary Truth or fiction?
A Find alternative ways in the article to express the ideas below. Compare with a partner.
Talking about truth . . .
make sure something is true (para. 2)
find out (facts) (para. 3)
truth or correctness (para. 4)
believe in (para. 5)
. . . and lies
giving a wrong impression (para. 1)
exaggerated (para. 2)
lied to (para. 2)
presented in a false way (para. 2)
wrong information (para. 3)
changed to be untrue (para. 3)
an untrue story (para. 5)
made up (para. 5)
B Make a chart like the one below of the words you found in Exercise A. Add other forms. Write (–) if you cannot make the word into a noun, an adjective, or a verb.
| Noun | Adjective | Verb |
|------------|-----------|------|
| verification | | |
C Pair work Discuss the questions. Try to use at least six of the new words.
- Does the situation the article describes apply to news organizations you follow?
- Do you always trust everything you hear or read?
- Have you ever found something in the news to be exaggerated or misleading?
- Do you think news stories about celebrities are fabricated? What else is?
- Which news channels do people trust most?
- Do you enjoy satirical news websites or TV shows? If so, which ones?
A Look at a model Read the summary below of the article on page 112 and the notes. Cross out two sentences in the summary that are not suitable. Then circle the correct verbs.
It is crucial that news reporting be accurate. The dramatic news reports after Hurricane Katrina, some of which was / were later shown to be inaccurate, is / are an example of the difficulties of news reporting. The reasons for inaccurate news coverage varies / vary. In complex situations, news is / are easily misreported, owing to a variety of factors. Social networks seem to be taking over news reporting. People often pass / passes on inaccuracies in word-of-mouth reporting, while in places of conflict, there can be failures in power and communications. News organizations bear / bears some responsibility for inaccurate reporting because they do not always verify facts. Political reporting and campaigning is / are also in danger of misleading the public and has / have led to the need for professional fact-checkers. The number of websites which checks / check facts in the news has / have grown as a result of increasing public concern.
B Focus on language Read the chart. Then complete the sentences below with simple present verbs.
Subject-verb agreement in writing
Use singular verbs after uncountable nouns and most singular nouns that refer to a group.
News is easily misreported. Information needs to be checked. The public is concerned.
Use a singular verb if the main noun in a phrase is singular, but not in expressions that mean “a lot of.”
The number of websites . . . has grown. BUT A number of websites have appeared.
Use a plural verb after noun and noun, when the main noun is plural, and after an irregular plural noun.
Political reporting and campaigning are in danger of misleading the public.
The reasons for inaccurate news coverage are varied. People pass on inaccuracies.
1. People ________ to be able to trust the organizations that ________ news. (need / broadcast)
2. The main reason for inaccuracies ________ that news reports and broadcasts ________ live. (be)
3. The number of reporters who ________ accurate accounts of stories ________ every year. (give / grow)
4. Accurate news and information ________ hard to find. The pressure on reporters ________ huge. (be)
5. A number of journalists ________ always ________ news accurately. (not report)
6. The population generally ________ to know the truth, even if the truth ________ not easy to hear. (want / be)
7. The use of social networks ________ news reporting. (affect)
C Write and check Write a summary of the article on page 112. Then check for errors.
Common errors
Be careful with the verbs in relative clauses.
The number of websites which check news has grown. (NOT . . . checks . . . . have)
Vocabulary notebook Trust your instincts.
Learning tip Verb + noun collocations
When you learn a new verb + noun expression, find other verbs that collocate with the noun.
perform / undergo / have / routine surgery
Dictionary tip
Read all the examples in a dictionary entry for a word. They often give clues to collocations.
surgery /ˈsɑːr.dʒə.ri/ n [C/U]
the treatment of injuries or diseases by cutting open the body and removing or repairing the damaged part, or an operation of this type:
[U] He had undergone open-heart surgery two years ago.
[U] I’m recovering from back surgery, so it’s going to be awhile before I can ride a horse again.
[C] She has undergone several surgeries and will require more.
A Which two verbs go with each noun in bold below? Circle a, b, or c.
1. a. contain b. hold c. prevent an oil spill
2. a. rule b. contemplate c. consider legal action
3. a. compensate b. create c. protect victims
4. a. mobilize b. trigger c. cause an explosion
5. a. explore b. edit c. rule out the possibility
6. a. run b. announce c. determine a campaign
7. a. fuel b. make c. cause speculation
8. a. do b. make c. see a recovery
B Find two verbs in the box that can be used to complete each sentence below.
arise called in escalate explode go go off mobilized plummet plunge start
1. Bombs can _______________ or _______________.
2. The stock market can _______________ or _______________.
3. Protest marches can _______________ or _______________ peacefully.
4. Riot squads can be _______________ or _______________.
5. Tensions can _______________ or _______________.
C Focus on vocabulary Complete the vocabulary notes with words from Lesson D on page 113.
Look for words with similar meanings to the words in bold.
1. confirm or prove or _______________ the accuracy of a story, someone’s identity
2. find out or _______________ the facts, the truth, someone’s identity
3. believe (in) or _______________ your instincts, your judgment
4. exaggerate or _______________ the impact or benefits of something
5. lie to or _______________ the public, consumers, voters
6. not tell the truth about or _______________ information, facts, someone’s position or view
7. paint an unclear or _______________ picture or give a false or _______________ impression
8. create or perpetuate an untrue story or an urban _______________
9. make up or _______________ evidence, stories, an account, a report
Lesson A Imagined threats?
1 Grammar in context
A What kinds of threats to society are there? What could disrupt life as we know it? Make a list.
B (p) CD 4.10 Read the blog. What threats does it mention? Are any of the threats on your list?
WHAT ARE WE TO BELIEVE?
Recently I saw a trailer for a TV documentary that is to air later this week. It’s about families known as “preppers.” These are people who are so convinced that life as we know it is to end or that civilization is about to collapse that they are preparing for the day it happens. So they’re stockpiling food, water, and survival equipment, which no one is to touch until the day when some unknown disaster occurs – like the failure of the national grid, a natural disaster, even an asteroid strike – which they say is bound to happen eventually. I have to admit: If society were to collapse tomorrow, or if food and energy supplies were to be threatened, they are certainly better prepared than my family. We have barely three cans of baked beans and a pack of birthday candles between us. If we are to survive a catastrophe, we’d better shape up.
If the doomsayers are correct, the world as we know it is to end sooner than we think – which kind of got me thinking about what threats to our lives are real and which are imagined.
For example, remember Y2K? At the turn of this century, there was a great panic that computer systems around the world were about to crash because of the way computers recognized dates. The Year 2000, or Y2K, as it became commonly known, was set to be the biggest systems failure the world had ever experienced. It never happened.
Another perceived threat is an asteroid strike. Is one imminent? If so, shouldn’t we all be panicking? Didn’t the last one wipe out the dinosaurs? Well, according to experts at NASA*, earth is not about to be hit by an asteroid. They do say that there’s bound to be debris from space falling on us at some point, although given the fact that around 70 percent of the earth’s surface is water, there’s little chance it’s going to fall on me as I head for the supermarket.
There’s always some disaster that’s about to happen. And it truly is hard to know what’s real and what’s not. So what’s the average family like us to do? Maybe the next time I go to the supermarket, I’ll buy a few more cans of baked beans and some large white regular candles. Just in case.
*National Aeronautics and Space Administration
C Pair work Discuss the questions.
1. What kind of blog is this? Instructive? Lighthearted? Informative?
2. What kinds of things are “preppers” stockpiling? What other things might they need?
3. Why does the writer suggest we ought to be panicking? Do situations like that cause you to panic?
4. Have you prepared in any way for problems that may arise in the future? How?
A Find the underlined ideas in the blog and rewrite the sentences. Then read the chart.
1. Life as we know it will end.
2. Civilization is going to collapse very soon.
3. It’s certain there will be debris from space.
Expressions with be to
You can use be to to refer to the immediate future, especially events that are fixed or decided.
A TV documentary is to air later this week.
You can also use be to in conditional sentences and for hypothetical events in the future.
If we are to survive a catastrophe, we’d better shape up.
If society were to collapse, these people are well prepared.
Be about to means something will happen very soon; be bound to or be set to suggest certainty.
Civilization is not about to collapse. There’s bound to be debris falling on us.
These expressions can also be used to talk about the future as it was seen in the past.
They said the world was to end in 2012. It was bound to happen, they said.
B Complete the sentences from a survey using the words given. Then ask and answer the questions. Do situations like these concern you?
1. If scientists are right, a global flu pandemic ________ (bound) occur sooner or later. Some years ago, a flu virus that ________ (set) affect millions of people turned out to be less disastrous than predicted. If another pandemic ________ (be) occur, would you panic?
2. A super volcano in North America ________ (set) explode sometime in the future. It’s not known when, but an eruption is 40,000 years overdue if past patterns ________ (be) be repeated. If you ________ (about) travel to that area soon, would you cancel your trip?
3. Doomsayers predict that cyber-warfare ________ (bound) happen soon. They’re not the only ones who think that computer systems ________ (set) fail as a result of infiltration. Security experts say that if cyber-terrorists ________ (be) attack, we would not be prepared.
3 Viewpoint Are you prepared?
Group work Discuss the questions below.
• Have you ever had to evacuate a building for any reason? Do you know what you’re supposed to do in a fire drill?
• If communications systems were to shut down around the country, what would you do? How would it affect you?
• Do you know what people are to do if utility supplies shut off for any reason? What problems would the loss of utilities be bound to cause?
• If you were to hear of an impending crisis (such as a hurricane), how would you prepare?
• What supplies should people have ready in these situations?
“Interestingly enough, we had to evacuate our office building one time. Luckily, it was OK in the end.”
Lesson B Hard to believe
1 Vocabulary in context
A (CD 4.11) Read the article. What is Frank Abagnale known for — now and in the past?
Why Frank W. Abagnale deserves to be admired
Frank Abagnale is a well-respected businessman, but turn back the clock several decades and you will find a notorious past – a past that he probably never expected to be turned into a Hollywood movie. But it’s his work over the last four decades with the FBI* and other agencies – after he turned his back on a life of crime – that he’d rather be remembered for.
As one of the world’s most respected authorities on security and fraud prevention, Abagnale is the person to turn to when you need to understand the crimes of check forgery and embezzlement. That’s because he was an expert at these activities. In his youth, Abagnale was an extraordinary con artist, successfully conning people into thinking he was an airline pilot, a pediatrician, and a college professor – without ever being qualified in any of these fields. He lived a jet-setting lifestyle, but it turned out that he had funded all his activities by forging checks across the globe. He successfully avoided being apprehended for several years but was finally caught at the age of 21 by French authorities. He served prison time in three different countries. It was a turning point in his life.
Abagnale recalls being devastated by his parents’ divorce, shortly after which he started his life of deception. His crimes, committed between the ages of 16 and 21, earned him a 12-year U.S. prison term, which seems to have been considered harsh even back then. He ended up being released early after agreeing to assist U.S. federal law enforcement agencies. It was an offer Abagnale was smart enough not to turn down, and it allowed him to turn over a new leaf in his life.
Even if you can’t turn a blind eye to his past, Abagnale deserves to be admired for the way he turned his life around. On his website, he states that he regrets being drawn into illegal and unethical activities. He comments, too, on the movie Catch Me If You Can, which is loosely based on his life. Abagnale wants it to be known that it’s not a true biography. Indeed, many of the events appear to have been exaggerated, which can only be expected. After all, it is a movie.
*the Federal Bureau of Investigation – a U.S. government agency
B Find idioms and phrasal verbs with turn in the article that have the meanings below.
1. stop being involved in _________________
2. become _________________
3. stop a bad habit _________________
4. ignore _________________
5. a moment of change _________________
6. refuse _________________
7. go back in time _________________
8. become apparent _________________
9. make something better _________________
10. go to, approach _________________
C Pair work Discuss the questions. How many turn expressions can you use?
1. Why does Frank Abagnale have a “notorious” past? Why is he now a respected authority on security?
2. When did he begin his life of deception? How did he turn his life around?
3. What do you think about the way Abagnale turned over a new leaf?
4. Have you seen Catch Me If You Can? If not, would you like to?
A Which of the two options in each sentence is the idea that is expressed in the article? What’s the difference in meaning between the two options? Then read the grammar chart.
1. It’s his work for the FBI that Abagnale would rather remember / be remembered for.
2. He has a notorious past, which he never expected to be turned / to turn into a movie.
3. Many of the events appear to be exaggerated / to have been exaggerated.
4. He regrets drawing others / being drawn into illegal activities.
Passive verb complements
Base forms, infinitives, and -ing forms can have passive forms after some verbs and expressions.
| Base form | He’d rather **be remembered** for his work with the FBI. (= i.e., that others remember him.) |
|-----------|------------------------------------------------------------------------------------------|
| | He’d rather **remember** his work with the FBI. (= He prefers to remember it himself.) |
| Infinitives | Abagnale deserves to be admired. (= Other people should admire him.) |
|-------------|------------------------------------------------------------------------------------------|
| | A 12-year prison term appears to have been considered harsh even then. |
| -ing form | He avoided being apprehended for several years. |
Use base forms after had better, would rather, and modal verbs.
Use infinitives after appear, claim, deserve, expect, love, etc., seem, want, ’d like.
Use -ing forms after avoid, be worth, enjoy, love, etc., mind, recall, remember, regret.
B Complete what these people say about a movie of their lives. Use passive verb complements of the verbs given. Sometimes there is more than one correct answer.
If they made a movie of my life, . . .
1. I’d rather ______________ (play) by Chris Rock than anyone else. I want ______________ (remember) for my humor, and he’s a funny guy. I wouldn’t mind ______________ (play) by Eddie Murphy, either.
2. One thing I’d really like ______________ (know) for is being kind to people. I’d rather ______________ (remember) for that than for the hours I spend at work.
3. I took my math exams three times to improve my grade. That deserves ______________ (include) in a movie about me!
4. Don’t show my first job – I never expected ______________ (fire). I hate ______________ (tell) what to do and I argued with my boss. I was right, but it wasn’t worth ______________ (fire) for.
5. One story about me that should never ______________ (tell) is the time I stole money from my mother’s purse. Fortunately, it seems ______________ (forget). I’m sure she’d rather not ______________ (remind) of it in the movie.
6. I’ve always avoided ______________ (make) to do things that I don’t want to do. That’s one thing I’d like ______________ (say) about me.
7. I’d like ______________ (give) the chance to direct the movie. I might ______________ (nominate) for “best director.” I’d enjoy ______________ (present) with an award!
C Imagine a movie being made of your life. Make the sentences above true for you. Then share your ideas with a partner.
“I think one thing I’d really like to be known for is being a good friend.”
Lesson C That’s my concern.
1 Conversation strategy Expressing concerns
A A “white lie” is often told to be tactful or polite. In what kinds of situations might someone tell a “white lie”? Would you ever call someone on telling a white lie? (= point it out)
“For example, if an older person asked me to guess their age, I might say they’re younger.”
B Listen. What does Tania think about telling lies? How about Tom?
Tania You know, it’s interesting. A friend of mine was telling her 12-year-old son about how it’s not good to tell lies, and then he caught her telling a lie.
Tom He did not.
Tania Oh, yeah. They were going into an amusement park, and she told them he was 11 to get the reduced rate. And her son called her on it.
Tom Well, yeah. I mean, that doesn’t seem right.
Tania Yeah. And she’s like, “It’s just a white lie.” I guess, to her, it was no big deal. But you know, I’m not comfortable with that. To me, it was a lie.
Tom Yeah, very much so, but . . . did you tell her that?
Tania No. I just laughed it off.
Tom See, that doesn’t sit quite right with me.
Tania But what are you supposed to do? Say, “That’s wrong”?
Tom Yeah, but I mean, if you don’t say anything, that’s kind of a lie, too. That would be my concern, anyhow.
C Notice how Tania and Tom use expressions like these to express their concerns. Find the examples they use in the conversation.
That’s not good. I’m not too happy about (that).
That’s my concern. I’m not comfortable with (that).
That doesn’t seem right. That doesn’t sit right with me.
D Listen. Complete the conversations with the expressions you hear.
1. A You know what I don’t like? When people realize they’ve done something wrong, and then they don’t tell the whole story – you know, to try and hide it. ________________.
B Yeah. ________________. That’s kind of like lying, too, when you don’t tell the whole story.
2. A What do you do if you find out your friend’s boyfriend is cheating on her? Do you tell her?
B No. ________________. I mean, it’s not your business. It’s better not to get involved.
A Yeah, but ________________ – not saying something.
3. A So if someone asks you, “Does this look good?” and it looks awful, what would you say? I mean, you can’t say it looks terrible. You’d hurt their feelings. ________________.
B Yeah, but you can still say it looks awful but in a tactful way. Like, “Your other one looks way better.”
E Pair work Discuss the conversations above. What are your views?
Strategy plus To me, . . .
You can use to me to mean “that’s how it seems to me,” “that’s my view.”
To me, it was a lie.
You can also use to + other pronouns or nouns.
To her, / To my friend, it was no big deal.
A Listen to five people talk about white lies. Number the responses 1–5.
☐ Right. And you don’t want to risk your friendship over something so minor. To me, it’s not worth it.
☐ Maybe to them, it’s a way of trying to make friends, like saying, “Look, I’m worth knowing.”
☐ Yeah. To him, that’s not a lie. He’s just telling a story, and he’s getting a bit carried away.
☐ Very much so. In any case, is that really a lie? To me, it’s just a case of believing in yourself.
☐ I agree. Saying something’s nice is a relatively minor thing to me. Like, it doesn’t hurt anyone
B Pair work Listen again and discuss each response. Do you agree with the speakers?
3 Listening and strategies Online lies
A Read the start of a conversation. Can you guess the missing words? Then listen and write the missing information.
A Do you think most people post things on social network sites that are untrue?
B Not sure. I know I have. I’ve listed a ________________, and I actually use a ________________. And to me, that’s OK. I’m just protecting ________________. I mean, some people change things like their marital status. But that doesn’t sit right with me – saying you’re single when you’re actually married.
A So have you ever changed other information, like, you know, your ________________ or . . . ?
B Listen to the rest of the conversation. How do the speakers answer the questions below?
1. Why is it easier to lie online than in person?
2. What’s the biggest lie people tell face-to-face?
3. What kinds of white lies do people tell on online dating sites?
4. Are men or women more likely to tell white lies?
5. How can you tell if someone is lying in person? What do they do?
C Pair work Discuss the questions in Exercises A and B. What are your views? Give examples of people you know or stories you’ve heard.
A I know people who have posted stuff on their profiles that’s not true. But it seems silly to me.
B Well, the problem is everyone has access to that information and . . .
Authenticating ART
1 When a work of art sells at auction for millions of dollars, the buyer needs to be certain of its authenticity. Establishing this is not always straightforward, and therefore it is not uncommon for forged works of art to change hands for large sums of money, earning the forger or corrupt dealer huge profits. Forgery can be a lucrative business. Museums, galleries, and private collectors all over the world have repeatedly been taken in by art forgeries despite their best efforts to authenticate the artwork, as this almost unbelievable story illustrates.
2 Several decades ago, a New York art dealer bought three watercolors, which he believed to have been painted by the famous Russian artist Marc Chagall. The fact that they were fakes may never have come to light had the dealer not met with the artist that very same day, entirely by chance. Chagall reportedly declared the paintings to be fake immediately on seeing them. The man who sold the art, and who also happened to be the forger, served several years in prison as a result of his dishonesty.
3 However, most dealers are not this fortunate, and in most cases experts are unable to rely on the word of the actual artist to determine whether a piece of artwork is authentic. In the past, it was art experts and academics who were the main sources for authentication, rather than scientific proof. Other methods of authenticating art include tracing its ownership, a laborious and often unreliable process, especially if the work is several centuries old.
4 While these methods of verifying a work of art remain important, experts also rely on a variety of other techniques, such as analyzing the handwriting of the artist’s signature. More technological approaches include carbon dating the pigments in the paint or the age of a canvas. In one case of a painting whose origin was uncertain but thought to be that of Leonardo da Vinci, a high-resolution multi-spectral camera was used to identify a faint fingerprint on the canvas. The fingerprint was then matched to another on a known work of da Vinci’s. Carbon dating of the canvas also matched with material of the same period – around 1500. With such techniques, the painting’s authenticity seemed to have been confirmed, although there are still those who fiercely contest it.
5 More recently, experts have turned to digital-imaging techniques to examine works of art in fine detail, such as the brushstroke patterns in a painting. In one study, analysts scanned 23 genuine van Gogh works into a computer and studied the number of brushstrokes they had, their length and how steadily they had been made. Statistical models were then developed to create a unique “signature” of the work. Works of art that were known to have been forged were found to have more brushstrokes when compared to genuine works.
6 The difference in value between a forgery and a genuine piece can run into millions of dollars, so there’s a lot at stake. Not only that, but anyone who appreciates art wants to see the handiwork of the original artist and not be fooled by the copycat efforts of a forger. However, experts now have a growing arsenal of forensic techniques, which may well make it harder to pass off forged works of art in the future.
Reading tip
Writers often use the first paragraph of a text to set out a problem to which the rest of the text will offer solutions.
C Read for detail Answer the questions about the article.
1. What is not uncommon in the art world?
2. How was the Chagall forgery uncovered?
3. Why has authenticating art been unreliable in the past?
4. How can experts tell if a van Gogh painting is genuine?
5. Why is it important to be certain about a work of art’s authenticity?
D Read for inference Are the sentences below true (T) or false (F) or is the information not given (NG)? Write T, F, or NG.
1. It’s easy to make money from forging art. ____
2. The New York art dealer was a longtime friend of Marc Chagall. ____
3. The New York art dealer had arranged to meet Marc Chagall after he bought the paintings. ____
4. Few experts are as lucky as the New York art dealer. ____
5. Experts all agree that the da Vinci painting is authentic. ____
6. Van Gogh’s signature was analyzed on 23 of his paintings. ____
2 Focus on vocabulary Words in context
A What do the words in bold mean? Which parts of the article help you guess their meaning? Explain your guesses to a partner.
1. Forgery can be a lucrative business. (para. 1)
2. Collectors all over the world have repeatedly been taken in by art forgeries. (para. 1)
3. The fact that they were fakes may never have come to light. (para. 2)
4. . . . tracing the ownership of a piece of art can help to determine if it is an original work. (para. 3)
5. . . . the process can be very laborious. (para. 3)
6. However, experts now have a growing arsenal of forensic techniques . . . (para. 6)
7. . . . (it) may well make it harder to pass off forged works of art. (para. 6)
B Pair work Take turns using the words and expressions in Exercise A to say something you have learned about the topic of art forgery.
3 Listening Fakes of art!
A Listen to a radio profile of artist John Myatt. Why is he no ordinary artist?
B Listen again. Complete the sentences in no more than four words.
1. A collection of John Myatt’s watercolors sold out in ________________________ months.
2. The story of John Myatt’s life is a case of truth being ________________________.
3. Myatt co-wrote a song ________________________ called “Silly Games,” which was a hit.
4. When his wife left, he had ________________________ to support.
5. Soon after, he put an ad in a magazine offering to paint ________________________.
6. An auction house sold one of his paintings for ________________________ dollars.
7. He went to prison for ________________________.
8. A police investigator persuaded Myatt to ________________________ again.
C What do you think of Myatt’s story? Should he have been given a longer sentence?
A Look at a model Read the extracts from six essays. Which say that selling fake goods can be stopped (Y)? Which say it can’t (N)? Write Y or N. Do you agree with the arguments they make?
1. I would argue that sellers of counterfeit products are unlikely to be stopped irrespective of any efforts to do so given the demand for cheap goods.
2. Clearly, people are attracted to fake goods regardless of the economic consequences. Yet if the law were enforced, this industry could be shut down.
3. It is inevitable that this activity will continue given that there is a market for fake goods.
4. The law can be changed, assuming that there is enough political will to do so.
5. I consider buying fake goods to be a form of stealing in view of the fact that it deprives the designers of income. However, it would be naïve to think that it can be stopped.
6. This activity can be stopped provided that the authorities take decisive action.
B Focus on language Read the chart. Then circle the expressions used in the extracts above.
Conjunctions and adverbs in academic writing
"If": as long as, assuming (that), provided / providing (that); "But + despite this": Yet
This activity can be stopped as long as the authorities take decisive action.
Counterfeiting is a serious problem. Yet people are attracted to cheap, fake goods.
"Because": considering (that), in view / light of [the fact (that)], given (that)
It will continue in view of the fact / given that there is a market for fake goods. / given the demand.
"Despite": regardless of, irrespective of, no matter (who / what / how / etc.)
People buy fake goods regardless of / irrespective of / no matter how much it hurts the economy. regardless of / irrespective of / no matter what the consequences.
C Complete the sentences with appropriate expressions. There may be more than one answer.
1. People buy fake goods to save money ________________ how much harm they are doing to the industry.
2. ________________ the time that designers put into creating their work, we should pay the full price.
3. It is illegal to buy counterfeit goods. ________________ some people continue to do this.
4. People think it is acceptable to buy fake goods ________________ they are for their own personal use.
5. ________________ legitimate businesses lose massive profits from the sale of counterfeit products, it is imperative that the law be enforced.
D Write and check Write the essay in the Task above. Then check for errors.
Common errors
Don’t use provided that to give reasons.
Counterfeit items should not be sold given that this is illegal. (NOT provided that . . .)
A Complete the conversations with the expressions from the box. You may need to change the form of the verbs.
1. A How was your summer?
B Actually, it ________________ great. It was a little busy, but it was fun.
2. A How are things going?
B Really well. Actually, I’ve ________________: and started going to the gym every day.
3. A Did you grow up around your cousins?
B Yeah. I remember being devastated when we moved away. I wish I could ________________. They were good times.
4. A So, are you close to your parents?
B Oh, yeah. They’re the first people I ________________ when I need help.
5. A You know, I didn’t get into college. They ________________ my application.
B Oh, that’s too bad. Well, something else is bound to come along.
B Use the expressions below to write your own conversations.
a turning point turn down turn your back on
turn a blind eye to turn something around
C Word builder Find the meanings of these expressions. Then write a conversation using each one.
turn inside out turn into turn upside down turn up somewhere
D Focus on vocabulary Complete the paragraph with the words in the box. Refer to Exercise 2A on page 123 to help you.
arsenal forensic lucrative taken in
come to light laborious passing off tracing
_______________ fake goods as original designer products is a ________________ business. While some consumers may be ________________ by these products, many buy the goods knowing they are fake. ________________ the criminals who make the goods is not always easy. The work is ________________ and requires ________________ investigations. However, as more of these products ________________, law enforcement is adding to its ________________ of tactics to deal with the problem.
Lesson A Being independent
1 Grammar in context
A In what ways should young adults be independent? Tell the class.
B (CD 4.21) Listen. What experience did each person have of becoming independent?
BECOMING INDEPENDENT
In psychology, young people between the ages of 17 and 22 are often characterized as experiencing “early adult transition.” At this age, they might leave home to attend college, get their first job, or think about starting their own family. It’s a time when young people start to separate from their family attachments and become truly independent. We asked readers to tell us about their experiences of becoming independent.
“Actually, I’ve always been independent. My parents raised me and my brother that way. They always insisted on us making our own decisions. I guess they were big believers in children being responsible for themselves and their own choices. Like I remember us setting off on a trip one time, and it was snowing, and I wouldn’t wear a coat. And I was frozen and sobbing. And I remember my mom saying, ‘It’s your own fault.’ She’s always hated people complaining about things that are their own fault.”
CHRIS, 24
“Interestingly enough, I didn’t find it hard leaving home. I think actually my parents had a much harder time dealing with me becoming independent. But at the time, they encouraged me to leave without me realizing how difficult it was for them. My mom said later that she and my dad dreaded me leaving and hated the thought of them becoming ‘empty nesters.’ But for me, it was all just a big adventure.”
LARRY, 22
“I left home with little experience of being independent. I’d always depended on my parents being there and doing everything for me. Leaving home was a big shock to me. I couldn’t cook, didn’t know how to do laundry. I mean, there’s nothing wrong with children relying on their parents. But it’s a balance. I wish mine had been more supportive of me doing things by myself.”
PAULA, 46
C Pair work Discuss the questions.
1. What do you think about Chris’s mother’s philosophy?
2. Do you know any parents that have suffered from becoming “empty nesters”?
3. Why do you think some parents find it hard when their children leave home?
4. Do you think Paula’s experience is common?
5. Whose experience is most similar to your own or is most likely to be?
A Circle the correct options to complete the sentences. Then read the grammar chart.
1. My parents always insisted on we make / us to make / us making our own decisions.
2. She hated the thought of become / them becoming / them to become empty nesters.
3. I remember my mom say / saying / to say, “It’s your choice.”
Objects + -ing forms after prepositions and verbs
You can put a noun or pronoun between a preposition and an -ing form, or between some verbs and an -ing form. The noun or pronoun is the object of the preposition or verb and the subject of the -ing form.
| verb + preposition | They always insisted on us making our own decisions. |
|--------------------|-----------------------------------------------------|
| adjective + preposition | There’s nothing wrong with children relying on their parents. |
| noun + preposition | They were big believers in children being responsible for themselves. |
| verb (e.g., love, hate, not mind, recall, remember) | I remember us setting off on a trip. My mom and dad dreaded me leaving. |
B Rewrite the underlined parts of the sentences. Use an object and an -ing form. Then ask and answer the questions with a partner.
1. A How independent were you when you were a kid?
B Very. I remember that my brother took me off to explore the neighborhood. My parents weren’t really concerned about the fact that we might get lost or fall or anything.
C Not at all. My parents were really protective. They couldn’t even deal with the fact that we went away for summer camp. I hated the fact that they fretted so much.
2. A Do you think it’s good for young children to be independent?
B Well, I’m a supporter of the idea that kids should learn to be independent at a young age. I didn’t mind that my dad told me to get a job when I wanted a new bike. I was only 12, but I did. There’s nothing wrong with the idea that kids should have to do things for themselves.
C Well, I’m not so sure. I’m a big believer in the idea that kids need to be kids. I don’t like the thought that they grow up too early. I don’t recall that my parents gave us much responsibility. It resulted in the fact that they raised two happy, carefree kids.
3 Listening “Helicopter” parents
A CD 4.22 Listen to the conversation between a mother and her college-age son, Mark. What do they both think of “helicopter” (i.e., overprotective) parents? Do they agree?
B CD 4.23 Listen again and complete the sentences.
1. Mark remembers parents storming into class and . . .
2. Mark’s mom recalls moms rushing in if kids . . .
3. Mark says his roommate’s mom insists on . . .
C Pair work What are your views on helicopter parents? Do you know any?
Lesson B Love is blind.
1 Vocabulary in context
A (CD 4.24) Listen to the podcast. What happened to Dr. Epstein? Why is it ironic?
Who are YOU talking to?
Robert Epstein could rightly describe himself as an expert in human relationships. One might even say a leading expert, if being a former editor of *Psychology Today* is anything to go by. However, he proved himself to be as vulnerable as the rest of us when it comes to matters of the heart. A cousin talked him into trying online dating, and he picked out a photo of an attractive young woman on a dating website. She hadn’t written much about herself on her profile, but he liked the photo and wrote to introduce himself. She replied, revealed herself to be Russian, and though her English wasn’t good, they started getting to know each other through regular email correspondence. Her letters were warm and affectionate, and he felt that they were attracted to each other. Epstein found it odd that she didn’t respond to specific questions, in particular to his suggestion that they might meet. Then, after they had been writing to one another for two months, the realization dawned on him. So he wrote a nonsense message of random characters, to which she replied as usual. The reason for her evasive replies suddenly presented itself. It turned out that he had been conversing with a so-called “chatterbot” – software that interacts with humans on the Internet. As he himself put it, he’d been “had.” The clues that should have given “her” away were all there, but he had failed to pick up on them.
One might think oneself immune to such tricks – that one’s judgment would be better – but Epstein’s story shows that even the smartest people can fool themselves into thinking they are communicating with a real person. Any one of us might go about finding our life partner in this way, and Epstein estimates there are thousands of chatterbots on the Web. So in case you think you could never be taken in by a chatterbot yourself, think again. History does repeat itself. At least it did in Dr. Epstein’s case. Some time later, he was again fooled by a dating site chatterbot. Interestingly enough, instead of keeping it quiet and putting it behind him, Epstein used his experiences in his work, playing down in interviews and articles the fact that he corresponded with a chatterbot twice. (He is, after all, also an expert in human-computer interaction.)
In the end, it comes down to this: No matter how smart we are, we all want to be loved – and love, as they say, is blind.
B Rewrite the underlined phrases with phrasal verbs from the article. You may need to change the verb forms or word order. Which sentences do you agree with? Compare with a partner.
1. If his profession is anything to be considered, this shouldn’t have happened to him.
2. He shouldn’t have let his cousin persuade him to try online dating.
3. He couldn’t have known when he chose the photo that it was a fake.
4. The poor English in the emails should have revealed “her” secret immediately.
5. It’s odd that he didn’t notice the fact that it wasn’t a real person sooner.
6. It’s a matter of someone looking for love, and anyone can be fooled by a chatterbot.
7. It could happen to anyone if they know how to do online dating.
8. If it had happened to me, I’d try to stop being upset by it. Or I’d try to make it seem less serious.
C Make charts of phrasal verbs like this. Add other verbs you know. Compare with a partner.
| Verb = GO | Meaning | Example sentence |
|-----------|---------|------------------|
| go by | consider, judge, take into account | If you go by his experience, . . .
If his experience is anything to go by, . . . |
| go on | happen | He didn’t understand at first what was going on. |
Vocabulary notebook
See page 135.
A Which of the two options is the meaning given in the article? What would the other option mean? Then read the grammar chart.
1. Epstein wrote to the woman in the photo to introduce himself / him.
2. If you think you could never be taken in yourself / yourselves, think again.
3. People fool one another / themselves that they’re communicating with a real person.
Pronouns
Use reflexive pronouns when the subject and object of a sentence refer to the same person or thing.
He could rightly describe himself as an expert in human relationships.
She hadn’t written much about herself on her profile.
One might think oneself immune to such tricks, but history often repeats itself.
Reflexive pronouns can also be used for emphasis.
As he himself put it, he’d been “had.”
Use each other or one another when the subject does something to an object and the object does the same thing to the subject.
They wrote to each other / one another for months.
B Complete the conversation with appropriate pronouns.
A Have you ever been taken in by someone?
B Not that I can think of. But did you ever see that movie Catfish? It’s about this guy and someone he met online. They wrote to ____________ for months. And she’d described ____________ as this young woman and sent him these songs that she said she’d written. And he kind of convinced ____________ that he was really attracted to her.
A Oh, I’ve heard those stories, where people fall in love online and then when they meet, they find ____________ in this awkward situation where they don’t really like ____________ at all.
B I know. See, I don’t think I’d ever let ____________ get into a situation like that. But anyway, he started picking up on these weird things, like that she hadn’t written the songs ____________. And even though they’d seen photos of ____________ and spoken to ____________, he realized something wasn’t right. So he talked ____________ into driving across the country to meet her. Anyway, I don’t want to spoil the ending! You’ll have to see the movie ____________. I guess the story ____________ isn’t that unusual, but it was interesting that they were able to document it.
3 Viewpoint It’s easy to be taken in . . .
Group work Discuss the questions.
- What are some ways that people get taken in by others online?
- Can you get to know someone online? Is it the same as meeting face-to-face?
- How can people protect themselves from situations like the ones in the lesson?
- Do you consider yourself an expert on relationships?
- Do you know anyone who falls in love easily?
“People get taken in by those lottery emails. I got one myself last week, as a matter of fact.”
Lesson C I can see it from both sides.
1 Conversation strategy Exploring arguments
A Do you ever judge people by their appearance? How do you form an impression of someone?
B CD 4.25 Listen. What does Sydney think about judging people by their appearance? How about Nate?
Sydney We were talking in class today about how much appearance matters in society.
Nate Yeah?
Sydney Yeah. Apparently, they say that more attractive people do better in job interviews, and they earn more. I mean, it seems unfair – to put it mildly – that the good-looking ones are more likely to get hired and promoted.
Nate Well, I suppose if you look at it from an employer’s perspective, the people who make an effort to look good are probably the ones who make more of an effort at work.
Sydney Possibly. But at the same time, surely your skills and education are more important than how you look.
Nate True. They always say, “Never judge a book by its cover.” But equally, shouldn’t we try to make ourselves look as good as we can?
Sydney I suppose. But to put it bluntly, there’s something not right about employers only hiring people that are attractive.
C Notice how Sydney and Nate use expressions like these to consider different aspects of an argument. Find examples in the conversation.
Considering different points of view:
I can see it from both sides.
If you look at it from someone’s point of view / perspective, ...
Giving different information with the same significance:
at the same time, by the same token, equally
D CD 4.26 Read Speaker A’s views below. Then listen and complete the various responses. Which views, if any, do you agree with? Discuss the ideas with a partner.
1. A They say you’re more likely to stop and help attractive people on the street. That’s awful, really.
B Yeah, but ___________ people probably don’t do it deliberately. It’s probably just instinct.
C Actually, ___________ , you might not feel safe stopping and helping a stranger.
D I guess ___________ . I think we’re all probably influenced by looks in some way.
2. A You should always trust your first instinct about someone, don’t you think?
B Well, it depends. I mean, instincts can be right. But ___________ , sometimes you need time to get to know someone new. Like, I don’t like it when people think I’m unfriendly because I’m shy. ___________ , I guess I prefer people who are more friendly than I am.
C Well, ___________ . Trust your instincts and give people the benefit of the doubt.
D Yeah. I mean, what if you just met them on a bad day? You should either trust your instincts and hope you’re right, or ___________ , you can be cautious and let them prove you wrong.
Strategy plus To put it mildly
You can use to put it mildly to show that you could say something in a stronger or more extreme way.
I mean, it seems unfair – to put it mildly – that . . .
When you want to be very direct about what you say, you can use to put it bluntly.
But to put it bluntly, there’s something not right about it.
Match the two parts of each comment. Write the letters a–e. Then discuss the views with a partner. Do you agree?
1. They often say people choose a life partner who looks like them. ____
2. People are often suspicious of people who look and dress differently. ____
3. TV is responsible for our obsession with looks. ____
4. People should make an effort to look good. ____
5. Some people care too much about their appearance. ____
a. Though that seems like the last reason to marry someone, to put it mildly.
b. To put it simply, the media just creates unrealistic expectations.
c. To put it bluntly, they should be more concerned with their personality.
d. I mean, to put it bluntly, there’s nothing worse than people looking like a mess.
e. Which is pretty shallow, to put it politely. I personally think it makes people interesting.
Strategies Stereotypes
A CD 4.28 Read the information. Circle the best expressions in the people’s reactions. Then listen and check.
1. Researchers say certain names on résumés receive more callbacks than other names.
Mindy That seems ridiculous, to put it mildly / equally. Why should a name matter?
Leo Actually, people probably react to names all the time. I mean, at the same time / to put it bluntly, they might draw conclusions, for example, about a guy with a feminine name like Lee.
Harriet Well, I can see it from both sides / by the same token. Either those interviewers are stereotyping people, or maybe it’s that they really don’t think the person is suitable for the job.
2. Employers often consider elderly people as less productive and are therefore less likely to employ them.
Yvette That’s not fair. I mean, older people have a wealth of experience to contribute. At the same time / To put it mildly, it’s true they might not be able to do physically demanding work.
Grant Well, I can see it from both sides / if you look at it from an employer’s perspective, I think it’s justified because, um, older people are more likely to have health issues. To put it simply / Equally, they’re more likely to get sick.
Susan Well, I can see it from both sides / to put it bluntly: Older people may cost a company more, but they’re probably reliable.
B Pair work Discuss the information and views in Exercise A. Do you agree? What other stereotypes do people have? Are stereotypes ever justified?
“I have to say it seems unfair, to put it mildly, to judge someone by a name.
After all, you don’t choose your name.”
Lesson D Brain matters
1 Reading
A Prepare Which statements do you think are true? What do we know about the brain?
1. Scientists have a clear understanding of the brain.
2. The brains of men and women are different.
3. Brains don’t fully develop until the age of 12.
4. Girls are better at language than boys.
B Read for main ideas Read the article. Were your guesses in Exercise A correct? How is the brain different across gender and age?
THE DEVELOPING BRAIN
At the heart of psychology is understanding behavior, and understanding behavior has much to do with understanding the brain, an endeavor that has proved somewhat elusive. However, as neuroscientists become more efficient at mapping the brain, and as they gain more insight into how the brain develops and functions, scientists believe they may be closer than ever to an understanding of why we behave in the way we do. Differences in behavior as we age and between genders may well be accounted for by the physical state of and changes in our brains.
At the age of six, the brain is about 95 percent of its adult size. Over the coming years, it continues to thicken and develop extra connections. Around the age of 12, it is believed that the areas of the brain that are used most will strengthen in terms of neural connectivity. Cells in the brain that are not used tend to wither and die. The implications are enormous. What you do with your brain in your teen years may well determine how your brain functions for the remainder of your life. If a teen spends endless hours watching TV, the neural connections that help the brain process TV are what will strengthen. It is clear, therefore, that how young people spend their time really is of great importance.
Surprisingly, and contrary to earlier beliefs, the brain is still developing even in the early twenties. Areas of the brain that are related to emotion, decision making, reasoning, and problem solving are still not fully matured. This may go some way toward explaining impulsive behavior in teens and why vehicular accident rates in young people are significantly higher than those among older people. Young people just don’t have the capacity, that is, the set of skills necessary, to make complex judgments while driving.
There are also differences in the way brains develop across gender. It appears that girls are ready to process more challenging information earlier than boys, with the area of the brain responsible for this activity peaking at the age of 14 to 16 in boys, a full two years later than girls. In addition, studies have demonstrated that girls and boys process language input in different parts of their brains. Girls typically tend to display stronger language skills than boys. Girls have more brain matter dedicated to language skills. “If there’s more area dedicated to a set of skills, it follows that the skills will be more refined,” says David Geary, PhD, professor of psychological sciences at the University of Missouri.
This kind of research raises important questions about how boys and girls should be taught in schools to maximize their learning. For example, the idea of single-sex education should perhaps be taken into consideration. Experts say that we would do well to revisit the timing of the subjects taught in school, given that some parts of the brain develop before others. Additionally, what we understand about the adolescent brain should perhaps inform public policy and the laws we make with regard to the minimum driving age.
C Read for detail Complete the sentences. Then compare with a partner.
1. Mapping the brain is important because ____________________________________________.
2. How your adult brain works may largely be a result of ____________________________________.
3. In their early twenties, young people probably still don’t have the skills to _________________.
4. The brains of young girls and boys differ in that ________________________________________.
5. Understanding the brain may have a social impact – for example, in areas of ________________.
D Paraphrase Read the sentences below. Underline the sentences in the article that they paraphrase.
1. After the age of six, the brain continues to mature.
2. How you use your brain as a youngster may well impact the efficiency of your brain as an adult.
3. The brain is still not fully grown in early adulthood, which is the opposite of what was previously believed.
4. Male and female brains mature differently.
5. It is worth thinking about educating male and female students in different schools.
2 Focus on vocabulary be, do, go, have, take
A Find the expressions in the box below in the article on page 132. What do they mean? Rewrite the questions using the expressions. Change the forms of the verbs if necessary.
be at the heart of be of great importance have to do with would do well to
be close to go some way toward take into consideration
1. Do you think how we behave relates to how our brains are hardwired at birth?
2. What do you think is the key to understanding how people behave? Do you think we are near an understanding?
3. Do you think lawmakers should reconsider the legal age for driving as a result of this research?
4. What aspects of the teenage brain and behavior should schools think about?
5. Do you believe that understanding the teenage brain is essential? Why?
6. Do you feel the article gives part of an explanation of why teens behave differently from adults?
B Pair work Ask and answer the questions in Exercise A.
3 Listening Understanding the brain—outcomes
A (CD 4.29 Listen to four experts lecture about brain research and how it impacts their areas of expertise. Choose the most likely profession of each speaker. Circle a, b, or c.
1. a. education consultant b. management consultant c. IT consultant
2. a. marketing consultant b. chef c. psychologist
3. a. education consultant b. mathematician c. management consultant
4. a. psychiatrist b. education consultant c. specialist in aging
B (CD 4.30 Listen again. How will research impact these areas in the future according to the experts? Complete the notes using as many words as you need.
| Lecture 1: What is the research certain to affect? |
| Lecture 2: What are we coming closer to understanding? |
| Lecture 3: What may we be able to design in the future? |
| Lecture 4: What will be easier to treat in the future? |
C Pair work Discuss the impact of the research in the different fields mentioned. Which field do you think would benefit most from research? In what ways?
A Look at a model Which of the sentences do you think are true? Then read the report and check.
a. Girls use phones more than boys while driving.
b. Girls are less likely to eat while driving than boys.
c. Boys talk to people outside the vehicle more.
d. Boys are less likely to turn around while driving.
Per mile driven, teen drivers have four times as many crashes as adult drivers.* According to research by the AAA Foundation for Traffic Safety, teen girls are . . .
- twice as likely as teen boys to use a cell phone while driving.
- nearly 50 percent more likely than males to reach for an object in the vehicle.
- nearly 25 percent more likely to eat or drink while driving.
The same report shows that teen boys . . .
- are roughly twice as likely as girls to turn around in their seats while driving.
- communicate with people outside of the vehicle twice as often.
*Centers for Disease Control
B Focus on language Read the chart. Then underline the statistical comparisons in Exercise A.
Statistical comparisons in writing
You can make comparisons with adjectives, adverbs, nouns, or pronouns.
Girls are twice as likely as boys to use a cell phone.
Teens are four times more likely to have a crash than adults.
OR as likely to have a crash as adults.
Boys communicate with people outside of the car twice as often / much.
Teen drivers have four times as many crashes as adults. OR four times more crashes than adults.
OR four times the number of crashes that adults do.
The cost of insurance for teens can be five times as much as for adults.
C Complete the sentences with the information given. Then write the report in the task above.
1. Sixteen-year-old drivers are ____________ to be in a fatal crash when there are three or more young passengers in the car ____________ when they are driving alone. (four times / likely)
2. A 16-year-old is only ____________ to be involved in a fatal crash with one young passenger in the car. (3% / likely) However, a 17-year-old driver is ____________ be involved in a fatal crash. (66% / likely)
3. With an adult passenger over 35, teen drivers are ____________ when they are alone. (twice / safe)
4. Boys turn around in their seats while driving ____________ girls. (twice / times)
5. Girls use a cell phone while driving ____________ boys. (twice / often)
6. If there is loud talk, teen drivers are ____________ to have a serious incident. (six times / likely)
7. Insurance costs for a 16-year-old driver can be ____________ for an 18-year-old. (twice / much)
D Write and check Write the report in the Task above. Then check for errors.
Common errors
Don’t use twice + a comparative adjective.
They are twice as safe with an adult. (NOT They are twice safer . . .)
A Replace the bold expression in each essay extract to avoid the repetition. Use a word or an expression in the box, and make any other necessary changes.
| be a matter of | minimize | persuade | proceed | show their true feelings |
|----------------|----------|----------|---------|--------------------------|
1. Charismatic individuals can often **talk** other people **into doing** things they don’t want to do. It can be difficult to resist someone who is good at talking people into things.
2. Some people are good at hiding how they feel and not giving anything away. Their expressions do not **give them away**.
3. Many people would like to find the right partner but do not know how to **go about it**. For example, they don’t know how to go about finding places to meet people.
4. When it comes down to finding a partner, it is not always easy to make the best choice. Also when it **comes down to** deciding whether or not to get married, you need to be sure.
5. It is important to play down your shortcomings and **play down** your failures in job interviews.
B Match the expressions in bold with the words and expressions on the right. Write the letters a–d. Then rewrite the sentences using the alternatives.
1. It’s not always easy to **pick up on** other people’s moods. ____
2. If you only **go by** looks, you may choose the wrong partner. ____
3. It’s easy to **be taken in** by people who seem sincere. ____
4. You have to **put** difficult or unpleasant experiences **behind you**. ____
C Word builder Find the meaning of the expressions in bold, and write a word or expression with a similar meaning. Which are too informal for writing?
1. It may be necessary to **brush off** criticism. _____________
2. Life can **get to** people sometimes. _______________
3. Some people never **hit it off**. _________________
4. Often it is better to **give in**. ___________________
D Focus on vocabulary Match the expressions on the left with the ones on the right. Write the letters a–f. (See Exercise 2A on page 133 to help you.)
1. be at the heart of ____
2. have to do with ____
3. be close to ____
4. be of (great) importance ____
5. go some way toward ____
6. would do well to ____
a. be near
b. be essential
c. should, be advised to
d. relate to
e. be the key to
f. help, make progress with
1 Change in the workplace
A Change the underlined verbs to continuous forms. Then complete the sentences with reflexive pronouns. One blank needs each other or one another.
Economists say that society will undergo some critical changes in the near future, especially in the workplace. Women seem to graduate in larger numbers than men, although they appear not to take as many graduate courses in science, business, and engineering. Women also appear to have gained momentum in the workplace _________. They are said to gain in confidence, according to a study by N. Scott Taylor of the University of New Mexico, and now rate ________ as equal to men in terms of leadership qualities. Ask any young professional woman today if she can see ________ in a top job in 15 years from now, and she’ll likely say yes. Given that employers will need a more highly educated workforce, it’s likely that we are going to see more women in top jobs. What’s more, an increasing number of women might well earn more than their spouses. A man who sees ________ as a “traditional” male partner and thinks he ought to earn more than his partner is more likely to feel the relationship ________ is not satisfactory. However, men with “progressive” attitudes are more likely to have high-quality relationships, where respect for ________ is more important than income.
B Pair work Discuss the information in Exercise A. Highlight the topics you talk about.
“It’s interesting, more women are graduating from college. I wonder why that is?”
2 Pick out the real problem.
A Add a word to each bold expression. Then complete the sentences using the verbs given. Some need passive verbs.
1. Q: Would you turn your back on an old friend if she were to do (be to / do) something really bad? A friend of mine was recently arrested for stealing from her employer. She ________ (be to / go) to court next month. She’s trying to ________ it down, but when it comes ________ to it, I don’t want to be ________ in by someone who’s dishonest.
A: If your friendship ________, (be to / continue), then your friend should face up to what she’s done. You can’t turn back the ________, but anyone can turn over a new ________ and turn their ________ around. Tell your friend how you feel. She may appreciate having someone to turn ________. Then try to put it ________ you.
2. Q: A friend is trying to talk me ________ setting up a business with her. I don’t want to turn the offer ________, but I’m not sure. She spends a lot of money and I don’t. I know I won’t be able to turn a ________ eye to that. I don’t know how to ________ about telling her. She’s beginning to pick ________ on my reluctance, though.
A: This is a common problem, if my inbox is anything to ________ by. It could turn ________ to be a success, or it could turn ________ a nightmare. If we ________ (be to / believe) the statistics, many new businesses fail in their first year. Therefore, you are right to be cautious. Maybe you’ve reached a turning ________ in your lives and friendship. Your email gives ________ one thing – you have different attitudes toward money. You need to talk. Otherwise, it ________ (be bound to / end) in failure.
B Pair work Discuss the problems and solutions above. Use expressions like to me, I can see it from both sides, and at the same time to express different points of view.
A true story
A Complete the story using the verbs given. Many have passive verb complements.
Maybe every young person wants to be known (want / know) as a hero, but very few people get the opportunity. As he left for work one morning, pilot Chesley Sullenberger probably ________________ (not expect / call) a national hero later that day. Passengers on Flight 1549 ________________ (recall / terrify) as their plane headed into the Hudson River. A flock of geese ________________ (appear / suck) into the plane’s engine. Sullenberger landed the plane safely on the water. He also made sure that every passenger and crew member was safely out of the plane before leaving the aircraft himself. For this above all, perhaps, he ________________ (deserve / admire). It was an incident that many passengers no doubt ________________ (would rather / forget). However, it is a feat that the industry ________________ (need / remember) for many years to come.
B Pair work Retell this comment on the story. Use that and those to refer to ideas your partner knows and this and these to introduce or highlight ideas. Add to put it mildly in two more places.
those to put it mildly
“I’m sure the passengers were pleased when the plane landed safely. The geese caused a few problems. Just think what could have happened if the pilot hadn’t been so skilled. The guy must have nerves of steel. He must have analyzed the problem instantly to bring the aircraft down safely. Then he made sure all the people were safe. I read a story recently about a pilot who fell asleep, which is scary, and some passengers woke him up.”
In the news?
A Replace the underlined words in the reports with expressions from Unit 10, Lesson A. Then complete the verb phrases to express the ideas given in brackets [ ].
greet a delegation
1. The failure of the president to meet a group of foreign heads of state this week has encouraged rumors about the state of her health. She had surgery earlier this year. However, it is thought that doctors are insisting on her having [= insisting that she should have] more surgery before they can agree to _______ [= agree that she can carry out] her normal duties. This comes in a week when her main political rival stated he was running for office. Analysts say with the political uncertainty, there is a danger of _______ [= that the stock market be affected]. They say they cannot exclude the idea of _______ [= idea that the economy may collapse]. Stocks fell sharply.
2. A bomb exploded near a central market in the capital early this morning. There were no injuries. A protest group has said it was responsible. If these protests continue, it could result in _______ [= have the result that the government will take action]. Riot squads may be put on the streets. A government spokesperson said that victims will be paid damages and that the protest movements need to be controlled. It is thought the government is already preparing a legal case against one group.
B Complete the sentences from an editorial column with an appropriate verb in the subjunctive.
1. The requirement that every student _______ an advanced English exam to graduate is a good one.
2. It is essential that everyone _______ English well.
3. Our recommendation is that English exams _______ harder.
4. Colleges should demand that any student who fails _______ in college for another year.
5. It is crucial that our country _______ better at English than neighboring countries.
C Pair work Do you agree with the editorial in Exercise B? What subjects do you think should be mandatory? Signal your concerns with expressions like That doesn’t sit right with me.
Unit 1, Lesson C Stressing auxiliaries for emphasis
People often add the stressed auxiliary verbs do, does, did, or stress the full form of the auxiliary verbs with be or have (e.g., am, was, have, and had) to emphasize an idea.
I’m not surprised John didn’t come to the party, but I am surprised he didn’t call! I mean, I had asked him to let me know if he couldn’t come, so I really did think he would call me.
A Read and listen to the information above. Repeat the example sentences.
B Read the conversation. Rewrite the phrases in bold to emphasize the speakers’ ideas. Then listen, check, and repeat.
I do know
A I know computers help people learn, but I think they often make it difficult to concentrate.
B Well, at one point I worried that using computers in class was a mistake, but now I don’t.
A Yeah, no. I mean, it’s been shown that math students learn algebra faster on a computer.
B And it’s true that students often pay more attention to a good computer program. . .
A But I’ve noticed that students spend a lot of time doing other things instead of studying.
B Yeah, I’d hoped that wouldn’t happen, but there are lots of distractions on the Internet.
C Pair work Practice the conversation. Then discuss the ideas. Which do you agree with?
Unit 2, Lesson A Stress in noun phrases
Notice the stress in these noun phrases. The primary stress is on a word after the noun or pronoun. The main noun or pronoun gets the secondary stress.
information online attitudes toward privacy information considered private
people on social networks ads requesting private information something to worry about
A Read and listen to the information above. Repeat the phrases.
B Listen. In the bold phrases, underline the syllable with the secondary stress and circle the syllable with the primary stress. Then listen, check, and repeat.
1. I often feel that attitudes toward privacy are changing for the worse. It seems like information once considered private is now shared freely on social networks.
2. I ran into a problem after checking out some products on the Internet. On every website I went to, I got all these ads for similar products.
3. Someone hacked into my email, probably because I used a password based on my birthdate. Now when I choose passwords, I never choose anything obvious.
4. I have maximum privacy settings on my social networks so my boss won’t see the photos posted by my friends. That really is something to think about.
C Pair work Have you or has anyone you know had these problems? Tell your partner.
Unit 3, Lesson C Stress in expressions of contrast
Notice which words are stressed in these expressions introducing a contrasting view.
It’s important to get a college degree, but even then, you won’t necessarily find a job.
Having said that, though, your chances are better if you finish college.
There’s a lot of competition for jobs these days. But then again, there always has been.
Even so, the competition is probably more intense now than ever.
A Read and listen to the information above. Repeat the example sentences.
B Listen. Circle the stressed word in each bold expression. Then listen, check, and repeat.
1. I think you should attend the best college that accepts you. Having said that, though, you need to make sure you can afford the housing and tuition costs.
2. I think it’s great that people have a shorter workweek than they used to. But then again, many people now work two jobs in order to earn enough money to live on.
3. More people are working overtime, but even then, many have a hard time paying their bills.
4. I think it’s good that people are getting married later, when they’re more mature. But even so, the divorce rate doesn’t seem to be going down.
5. There is competition for jobs. Having said that, there aren’t enough candidates for some jobs.
C Pair work Discuss the comments. Which views do you agree with?
Unit 4, Lesson C Stress in adding expressions
Notice which words are stressed in these expressions that add information.
Overfishing decreases the fish population, not to mention that many fish are killed by pollution.
On top of that, fish consumption continues to increase every year.
What’s more, no one seems interested in finding a solution to the problem.
In any case, someday people will have to consume less fish, or there won’t be any left to eat.
A Read and listen to the information above. Repeat the example sentences.
B Listen to these conversations. Circle the stressed word in each bold expression. Then listen, check, and repeat.
1. A No one seems to agree on the causes of global warming. What’s more, they don’t agree on any solutions, either.
B I suppose it’s hard to identify the causes, but in any event, we need to do something.
A I agree. I mean, we need to prepare for higher temperatures, not to mention extreme weather events like hurricanes. And on top of that, there’s rising sea levels.
2. A The world uses way too much oil, and what’s more, demand is increasing every year.
B Yeah. Not to mention the fact that the supply of oil is decreasing pretty quickly.
A And on top of that, people aren’t trying very hard to develop different energy sources.
B You’re right. In any case, we’ll need to do something soon. We’re running out of oil.
C Pair work Practice the conversations. Then discuss the issues. What’s your view?
Unit 5, Lesson C Stress in expressions
Notice that in these expressions, which introduce different perspectives on an issue, the primary stress is on the determiners, and the secondary stress is on the verbs.
One way to look at it is that space exploration is a good investment.
I don’t really agree. Let me put it this way: If money’s limited, you need to set priorities.
To put it another way: As long as people are hungry, we can’t waste money on space.
A Read and listen to the information above. Repeat the example sentences.
B Listen to these conversations. In the bold expressions, circle the primary stress and underline the secondary stress. Then listen, check, and repeat.
1. A I think we need to cut back on government spending, including education.
B Well, yes, but look at it this way: Education is the key to our children’s future.
2. A I think we spend too much on infrastructure – you know, highways, bridges, and things.
B Well, one way to look at it is investing in infrastructure creates jobs, which we need.
To put it another way, it makes the economy grow.
3. A They should eliminate taxes on gasoline. Gas costs too much these days.
B Well, I’m not too sure. Let me put it this way: Taxes help lower consumption. Or to look at it another way, if we don’t tax gas, consumption rises and it’ll cost more.
C Pair work Practice the conversations. Then discuss the ideas. Who do you agree with, Speaker A or Speaker B?
Unit 6, Lesson A Prepositions in relative clauses
Notice how the prepositions before the relative pronouns are reduced. Notice also which word has the primary stress in each phrase.
Online coupons bring in new customers, some of whom become regular customers later on.
These coupons generate income for gyms, many of which have equipment that isn’t used for long periods during the day.
A Read and listen to the information above. Repeat the example sentences.
B Listen and repeat these sentences. Pay particular attention to the weak forms of the prepositions and the stressed words in the bold expressions.
1. Online coupons don’t always work for small restaurants, most of which have low profits.
2. The steep discounts, some of which attract lots of customers, often don’t continue long term.
3. Restaurants get paid a low fee for their meals, half of which goes to the coupon website.
4. Coupons attract particular types of people, many of whom never return for a full-price meal.
5. Often a restaurant’s regular customers, all of whom pay full price, get annoyed that others are getting better deals.
C Pair work Discuss the ideas in the sentences. Which do you agree with?
Unit 7, Lesson B Binomial pairs
Notice how and and but are reduced in these binomial expressions. Notice also that the primary stress is on the second word of the pair and the secondary stress on the first.
I’m sick and tired of getting work calls at night. When I’m home, I need peace and quiet.
I suspect that, slowly but surely, phone calls will become an issue between me and my wife.
A Read and listen to the information above. Repeat the example sentences.
B Read the conversation. Circle the bold words that have the primary stress. Underline the bold words with secondary stress. Then listen, check, and repeat.
A Guess what! I just quit my job. I gave notice on Friday.
B Really? I thought you were going to wait and see if things got better.
A Yeah, but you know, slowly but surely, things were getting worse, so . . .
B Well, you and your boss certainly had your ups and downs.
A That’s for sure. I mean, I went above and beyond most of the other staff, and he’d still criticize me. I just got sick and tired of it.
B Yeah. But did you stop and think what you might do? I mean, now you have no job to go to.
A Well, actually, I might do a PhD now that I have the time and energy!
C Pair work Practice the conversation. Then discuss the situation. Did Speaker A do the right thing? Why, or why not?
Unit 8, Lesson A Saying perfect infinitives
Notice that in perfect infinitives, to is not reduced, but have is reduced.
My grandfather seems to have had an extremely interesting career as a journalist.
I’d like to have known him, but he died before I was born.
I’d like to have spoken to him about his experiences in war zones.
A Read and listen to the information above. Repeat the example sentences.
B Listen and repeat these sentences. Pay attention to the pronunciation of the perfect infinitives.
1. I’d like to have studied math with Einstein. He’s said to have been a great teacher.
2. I would love to have gone to the moon with Neil Armstrong.
3. People seem to have lived much simpler lives 100 years ago – certainly less stressful.
4. My grandparents’ generation seems to have had more time to spend with family.
5. We’re supposed to have made great progress in how we handle conflict, but I’m not so sure.
6. People are said to have lived healthier lives until about 20 years ago.
C Pair work Discuss the sentences. Do you agree?
Unit 9, Lesson C Intonation of background information
Expressions that give background information, or information you expect your listener to know, have a fall-rise intonation: considering . . . , given (that / the fact that) . . . , in view of (the fact that) . . . , in light of (the fact that) . . .
Space exploration is expensive. Considering the cost, it makes no sense at all to go to Mars.
It makes no sense at all to go to Mars, considering the cost.
A Read and listen to the information above. Repeat the example sentences.
B Listen to this conversation. Circle the stressed words where the fall-rise intonation starts in the underlined parts of the sentences.
A I’m getting worried about the storms we’ve had recently, given all the damage.
B Well, in light of rising sea levels, I think this is just the beginning. Frankly, I think it’s time for people to start moving away from the coasts.
A Maybe. But what are we going to do about places like New York, Bangkok, and Rio? We can’t just move entire cities, given the huge populations.
B No, but we could build sea walls for protection, given how serious this is.
A I don’t think that’s going to happen anytime soon, considering the incredible cost.
B But in view of the fact that 15 of the world’s 20 largest cities are in flood zones, we can’t ignore the problem. We have to find ways to protect the people in these cities.
C Pair work Practice the conversation. Which ideas do you agree with?
Unit 10, Lesson C Stress and intonation
Notice how longer sentences can be broken up into parts. Each part has a primary stress, where the intonation changes, and often a secondary stress as well. Notice also the fall-rise intonation for background information and falling intonation for new information.
My girlfriend, / she’s always watching / those cooking shows.
[Background] [New] [New]
A Read and listen to the information above. Repeat the example sentences.
B Each phrase has two stressed syllables shown in bold. Listen and circle the syllable with the primary stress.
1. Those shopping channels, / I never watch them. / They can be addictive.
2. This friend of mine, / he’s always on his smartphone, / checking the financial news.
3. The weather channels, / now they’re useful. / The weather reports / are constantly updated.
4. The cooking channels, / they’re a lot of fun. / You can learn to cook / simply by watching them.
5. My mother and father, / they leave the TV on / pretty much all day. / I guess they like it / when there’s background noise.
C Pair work Rewrite each comment with your own information. Discuss with your partner.
Unit 11, Lesson B Stress in longer idioms
Phrasal verbs are usually stressed on the particle. However, in idioms that are phrasal verbs with a noun object, the object has the primary stress.
I turned around and looked in the mirror.
I realized that I needed to turn my life around. BUT I turned it around.
A Read and listen to the information above. Repeat the example sentences.
B Listen. Circle the word that has the primary stress in the bold expressions. Then listen, check, and repeat.
1. Have you ever known anyone who was in a bad situation but was able to turn his life around?
2. Have you ever needed to turn your back on friends who were doing things you didn’t approve of?
3. If you knew some friends were cheating on exams, would you turn a blind eye to what they were doing? Or would you turn them in to the teacher?
4. Have you ever wanted to turn over a new leaf for any reason?
5. Do you ever feel you want to turn back the clock to a time when life was more fun?
6. Have you ever regretted turning down an opportunity of some kind?
C Pair work Take turns asking and answering the questions.
Unit 12, Lesson B Stress with reflexive pronouns
Notice how reflexive pronouns are stressed when they are used for emphasis. They are generally unstressed in other cases.
Once my parents found themselves in trouble because some harassing emails had been sent from their computer. They themselves hadn’t sent the messages, of course.
I myself have never had a problem with my email. But once I let myself be tricked into giving money to a con artist on the street.
A Read and listen to the information above. Repeat the example sentences.
B Listen. Circle the stressed reflexive pronouns. Then listen, check, and repeat.
1. People allow themselves to taken in by the same scams again and again. If you think you’ll never get taken in yourself think again. History repeats itself.
2. I wouldn’t describe myself as terribly cautious, but I never open emails if I don’t recognize the sender. I’ve never had a virus myself, but I just want to protect myself.
3. You have to be careful not to let yourself be fooled when you meet people online. They often say things about themselves that are simply untrue.
4. My brother got so upset with himself because he was spending too much time on social media, so he deleted all his accounts. It was a decision he made himself.
C Pair work Read the comments aloud. What do you think of the ideas they express?
More on auxiliary verbs to avoid repetition
- You can use auxiliary verbs to avoid repetition of these verb tenses and forms.
| Simple present or past | I don’t often take risks, but my best friend does all the time. |
|------------------------|---------------------------------------------------------------|
| Present or past continuous | I was hoping to graduate last year. One of my friends was, too. |
| Present perfect (or continuous) | I’ve been thinking about settling down, but my friends haven’t. |
| Past perfect (or continuous) | I’d never had straight A’s till this year, though my friends all had. |
| Modal verbs | My dad can’t understand why I want to travel, but my mom can. |
Use auxiliary and modal verbs to complete what these people say about the different topics. Use the same tense and form as the first verb.
1. Work: Well, I was trying to get a job in TV. Actually, I know a couple of other people who ________, too. But I’m finding it difficult to get any job, as many people ________ these days.
2. Family: I’ve never really thought about starting a family, and I know my husband ________ either. I’m getting so involved in my career at the moment, as we all ________, I guess.
3. Relationships: I hadn’t really met anyone serious until now, though a couple of my friends ________. I mean, I can really imagine getting married now – I just hope my girlfriend ________!
4. Social life: It’s funny. Some of my friends are going to parties still, but I ________. I’m not interested. I want to do other things with my life now. I think my closest friend ________, too.
5. Hobbies: I haven’t had much time to do anything, but my wife ________. She’s been learning how to edit videos. I don’t often use my computer now; well, I ________ a bit but not a lot.
6. Travel: My sister and I went to Italy last fall. I hadn’t gone overseas before that, and she ________, either. We had a fabulous time. Now I want to go away again – and my sister ________, too.
too, either, so, neither, and (to) do so
- You can use auxiliaries with too, either, so, and neither to show similarity. After so and neither, change the order of the auxiliary and subject.
I am saving for a trip, and my best friend is, too. OR . . . and so is my best friend. She doesn’t enjoy her work, and I don’t, either. OR . . . and neither do I. She can’t afford to go away next year, and I can’t, either. OR . . . and neither can I.
- Use (to) do so to avoid repeating a verb + object or complement.
Learning to play sports has given me confidence and will continue to do so for many years. Many people want to buy their own home but are not in a position to do so. A lot of people want to publish novels but are unable to do so. Anyone who wishes to take a career break can do so if they plan it carefully.
Complete the bold phrases with an auxiliary and the sentences with (to) do so. Then write another way to state the bold phrases using so or neither.
1. To get ahead in your career, you often have to move to another city. I don’t really want to uproot my family, and my wife ________, either, but if necessary, we’ll ________.
2. A friend asked me to go to a debate club last year with him, and you know, I was happy ________. And actually, I’m glad I did. I can speak much more confidently now, and my friend ________, too.
3. It’s easier than ever now to take a year off before college if you can ________.
4. My friend’s thinking of studying in Paris. I ________, too, if I can get the money ________.
5. I’ve always wanted to go on a cycling tour, but I’ve never had the time ________. But finally my sisters and I are planning to go next spring. I’m looking forward to it, and my sisters ________, too.
More on using to to avoid repeating verb phrases
• You can use *to* to avoid repeating an infinitive verb phrase when it is clear what you mean.
Use *to* after choose, deserve, expect, hate, hope, like, mean, intend, need, prefer, want, ‘d like.
*I’ve never written a journal. I keep meaning **to**. But I hope **to**. I’d prefer **not to**.*
• You don’t need *to* after agree, ask, promise, forget, try, or after want, like, wish in *if* clauses.
“I want to get my novel published. I’ve tried *(to)* but can’t.” “I’ll look at it if you want / like / wish.”
• When you use *be* in the first clause, including in the passive, use *to be* in the second clause.
*My parents aren’t interested in poetry, and they’ve never pretended **to be**.*
*In college, I was asked* to enter a short-story contest, though I didn’t expect **to be**.
Complete the comments with *to* or *to be*. Write parentheses where *to* is not needed.
1. A classmate asked me to comment on her poems. Well, I promised *(to)*, and I really tried _________. But they were really bad. After a month, she asked, “Did you read them?” I said, “Sorry, I forgot ________.”
2. My friend has entered a few writing contests. She’s never won, though she always expects ________.
3. I’d love to see a Shakespeare play in English. I’ve always wanted ________, and I intend ________ one day.
4. I was voted the best fiction writer in high school, though I didn’t deserve ________.
5. You can borrow my e-reader if you want ________. I lost some books off it. I didn’t mean ________, but . . .
6. I’m just not very good at writing, and I’ll never hope ________, really. I’ll stick to math!
7. My sister wants to work in publishing. Well, she hopes ________.
8. I think I’m going to have to play the lead role in the school play, but I’d prefer not ________.
More on *one / ones* to avoid repeating countable nouns
• You need to use *one / ones* after *the, the only, the main, every*, and after adjectives.
*I read six plays last week – a long one and five short ones. The one I liked best was the long one.*
• You don’t need *one / ones* after *which, superlatives, this, that, either, neither, another, the other.*
“Can I borrow a book?” “Sure. Which *(one)* do you want? You can take this *(one)* or that *(one).*”
• Don’t use *one / ones* after *these, those, my, your, Dan’s, etc., some, any, both, or numbers.*
“Both *(books)* are good. They’re both mine.” (NOT . . . my ones.)
• In formal English, especially writing, use *that / those* or a possessive instead of the *one / ones.*
*Keats’s poems are better than those of Byron / Byron’s.*
Replace the underlined words with *one / ones* if possible or make other changes to avoid repeating.
1. *A* Can I take a look at one of your magazines? I mean, these magazines on your desk.
*B* Sure. Which magazine do you want to read?
*A* Either magazine. Oh, actually, I’ll take a look at that magazine. It’s an expensive magazine.
*B* Actually, that’s the only magazine worth reading. It’s the magazine I prefer, anyway. The other magazine doesn’t have very many interesting articles.
2. *A* My literature classes are fun. Are your literature classes? I have three literature classes a week.
*B* Well, Mrs. Brown’s classes are the hardest classes. She said in her lecture last week, “My class is more demanding than Mr. Smith’s class.” And honestly, the homework is hard. I mean, listen to this: “The works of J.K. Rowling are as important as the works of Shakespeare. Discuss.”
Adjectives after nouns
- Adjectives usually come before nouns, but these adjectives often come after nouns: available, possible, concerned, responsible, involved, necessary, extra.
Cybercrime is a problem, and the people responsible / involved should be punished.
There are various antivirus programs available.
Look for the easiest solution possible.
- Adjectives come after nouns in measurements and after indefinite pronouns.
Social media sites are only about a decade old.
There’s nothing unusual about getting spam mail.
Anyone interested in protecting themselves from cybercrime should talk to an expert.
- Adjectives with complements come after nouns.
One action worth taking is changing your password regularly.
Websites full of personal data can be targets for identity thieves.
Unscramble the sentences. Put the adjectives after the nouns.
1. a great deal of / personal information / Some people / have / available online
Some people have a great deal of personal information available online.
2. with doing this / wrong / don’t think / They / there’s anything
3. your personal data / any means / eager to get / However, hackers / will try / possible
4. responsible for hacking / It can be / the people / to find / difficult
5. may “lose” / People / confidential information / what hackers / are doing / unaware of
6. The victims / problems with / concerned / their credit / may end up having
7. the steps / You need to / take / necessary / to protect yourself
Negative phrases after nouns
- Phrases that come after nouns can be negative. You can add not after the noun.
Some information can be hidden from people not in your group of “friends.”
Individuals not willing to give personal information shouldn’t have to do so.
Emails not to trust often have the subject “Hi.”
Credit card numbers are one example of the kind of data not to be shared.
Social networking sites can be a mystery to anyone not belonging to one.
Any computer not protected by antivirus software is vulnerable.
A Complete the sentences using the words given. Sometimes there is more than one answer.
1. These days anyone ________ (not / wish) to have their information online may find it impossible.
2. Computers ________ (not / protect) by antivirus software are unsafe.
3. If you think you’ve been hacked, there are some warning signs ________ (not / ignore).
4. There are some basic rules for first-time users ________ (not / familiar) with social networks.
5. Your phone number is one example of information ________ (not / post).
6. Don’t allow people ________ (not / in your contacts list) to read your profile.
7. Another thing ________ (not / do) is to post photos of yourself doing silly things.
8. Remember that your problems at work are a subject ________ (not / discuss) on social media sites.
9. Online ads ________ (not / click) on are the ones that say you won a prize.
B Choose a sentence from Exercise A that you agree with. Explain why.
I agree. It’s almost impossible for people not wishing to have their information online to stop it from happening. Every time you sign up to a website you have to give personal information.
More on two-part conjunctions
- You can use two-part conjunctions to combine nouns, adjectives, and verbs.
**Nouns**
- My TV can play **either DVDs or Internet movies**.
- Both the mouse and the keyboard are wireless.
- My friend has **neither a TV nor a computer** in her home.
- The kitchen has **not only a self-cleaning oven but also a robot that cleans the floors**.
**Adjectives**
- Some high-tech products are **either very expensive or very complicated**.
- Housework is **both boring and tiring**.
- Housecleaning with modern appliances is **neither difficult nor time-consuming**.
- Using a microwave to cook is **not only simple but also fast**.
**Verbs**
- You can **either raise or lower** all the blinds with a remote control.
- My alarm clock **both flashes lights and sounds** an alarm to wake me up.
- Older cell phones **neither play music nor take** pictures.
- I’d like a robot that **not only cleans the house but also cooks** the meals.
**Common errors**
Don’t use neither . . . nor when you have already used a negative verb. Use either . . . or.
We do not have **either a dishwasher or a washing machine**. (NOT We do not have **neither a . . .**)
If you use a modal verb, put it before the first conjunction.
My TV **can either stream movies or play DVDs**. (NOT My TV **either can stream . . .**)
Rewrite the sentences using the two-part conjunctions in parentheses.
1. Many features in high-tech homes are convenient. They are innovative. (both . . . and)
- Many features in high-tech homes are **both convenient and innovative**.
2. In high-tech homes, one control manages temperature. It manages lighting. (both . . . and)
3. Remote computers can control the central systems. Smartphones can control them. (either . . . or)
4. In new, high-tech homes, cooking is simpler. It is more efficient. (not only . . . but also)
5. Refrigerators list their contents. They suggest recipes for the foods available. (not only . . . but also)
6. Cookbooks won’t be needed anymore. Recipe cards won’t be needed anymore. (neither . . . nor)
7. A computer displays the recipes on your kitchen counter. It reads the recipes aloud. (both . . . and)
Two-part conjunctions with phrases and clauses
You can turn on the oven **either from work or in the car on the way home**. (phrases)
- either before you leave work or as you drive home. (clauses)
High-tech homes are good **not only in summer but also in winter**. (phrases)
- not only because they are innovative but they also make life easier. (clauses)
A Rewrite the sentences using two-part conjunctions to combine phrases and clauses.
1. You can control the systems when you’re at home. You can control them when you’re somewhere else. (either . . . or)
2. With a sophisticated security system, you can monitor your house at work. You can monitor your house on vacation. (both . . . and)
3. A high-tech home can adjust the temperature when it gets cold outside. It can adjust the temperature after it warms up. (not only . . . but also)
B Write three sentences about a home you’d like to live in. Use two-part conjunctions.
I would like to live in a home that has **both a modern kitchen and a nice entertainment system**. . . .
1 Clauses with prepositions and conjunctions + -ing
- Clauses with prepositions (e.g., after, by) + -ing or conjunctions (e.g., while, when) + -ing are common in writing. The subject of the -ing clause and the main clause should be the same.
After completing my masters, I felt pressured to study for a PhD. (Formal: On / Upon completing . . .)
By taking extra classes, and without telling anyone, my sister was able to graduate early.
Many students take on part-time work while studying for their masters.
I changed careers and became a writer after having worked in accounting all my life.
Complete the blog. Use -ing clauses with the words given.
(After / spend) ________ my college years at home, I was ready to set off into the world.
So, (after / graduate) ________, I flew to New York on a one-way ticket. (In / look back) ________, I feel I became truly independent (upon / board) ________ the plane. However, (while / stay) ________ with a friend for a week, I felt the initial excitement begin to wear off. Luckily, I had gotten in touch with her (before / leave) ________ home. But I didn’t want to overstay my welcome. I also realized, (when / go) ________ for my first job interview, how much pressure I felt. I had to find a job and a place to live quickly. I soon found a paid internship at a design company (by / make) ________ dozens of phone calls, and shortly (after / start) ________ work, I was invited to rent a room in a colleague’s apartment. (Since / come) ________ to New York, I have felt the pressure of city living, but I enjoy it. Of course, I’ve often felt homesick, but (by / make) ________ use of social media, I keep in touch with people. I also make sense of my experience of post-college life (through / write) ________ this blog.
2 Passive forms of participle and time clauses
- Passive participle clauses can start with a past participle or having been + past participle. Clauses that start with being + past participle are not common.
Presented with a chance to change careers, my father bought a café. (= when he was presented)
My boss doesn’t have many friends, compared to his co-workers. (= if he is compared)
Having been born in the country, she found it hard to live in the city. (= because she had been born)
- You can use prepositions or conjunctions before being + past participle or having been + past participle. Use only the conjunctions when, while, as, if, and though before a past participle.
After being laid off, most workers moved to other cities to find employment. (more common)
After having been laid off, . . . (less common)
When told that the company was closing, most people felt relieved. (NOT After told . . . )
Rewrite the underlined clauses with a participle or time clause, as in the chart above. In two cases, you need to delete and from the sentence.
Before he was elected, a politician said that if more women managed corporations and more men stayed at home with their families, the world would be a better place. I heard the speech while I was employed at a bank, and I took it to heart. At the time, my wife, who held a higher position than me, and I were expecting our first child. She was faced with the prospect of interrupting her career, and she suggested that I should be the primary caregiver. So, I was given the chance to take care of our child, and I immediately agreed to do so. As I had been raised in a traditional family, I knew my parents would pressure me to pursue my career. Indeed, when they were informed of our decision, they were clearly disappointed. Twelve years later, I still believe I made the right choice. In fact, I feel fortunate, if I am compared to many of my friends. When I’m asked if I made the right choice, I say it’s the best decision I ever made. My wife agrees. She is now the president of a large company.
More on so and such
- You can use *such* before some nouns to add emphasis. It means “big.”
*It makes such a difference* to keep your desk neat. *Mine was such a mess.* *I was such an idiot.*
- With some nouns, *such* can refer forward to what will be mentioned.
*Organize your time in such a way* that you have time for a social life.
- You can use *so* and *such* with determiners and pronouns: *so much / many / few / little; such a lot.*
*In my first semester,* there were *so many* parties that served pizza and soda. *I ate so much (pizza)* and drank *such a lot* (of soda) that I gained weight.
- You can use *so much* as an adverb and before comparative adjectives and adverbs.
*I enjoyed college so much.* *It was so much better / more fun* than I expected.
*The time went by so much more quickly* than I thought it would.
Use *so* or *such* to complete the posts on a website about the challenges of marriage. Then write a post of your own on the topic of marriage using *so* or *such.*
1. There’s no ________ thing as an easy marriage. It was ________ much harder at first than I imagined. I worked ________ a lot, and my husband and I spent ________ little time together that we almost broke up.
2. Getting married had ________ an impact on some of my friends. They had a lot of arguments at first, but my husband and I didn’t have ________ many. You just have to take responsibility for making things work.
3. I’ve always loved my single life ________ much that I can’t imagine getting married. Married life has been ________ a disaster for some of my friends, and I’ve seen ________ many of them get divorced.
4. I’ve enjoyed being married ________ much more than I thought. It’s been ________ a great experience. My advice is to live your life in ________ a way that nothing takes precedence over your marriage.
More on even and only
- *Even* and *only* usually go after *be*, after an auxiliary verb, or before a main verb.
*Semesters are only* 14 weeks. *I’ve even* made friends. *I only called* home a few times.
- *Even* and *only* can also go before other words or phrases to add emphasis.
| Nouns / pronouns | The test was easy – *even weak students* passed. *Even I* got an A. |
|------------------|---------------------------------------------------------------------|
| Numbers | *Only one student* got a B. |
| Adverbs | *I worked even harder* in my last year. *I missed class only once.* |
| Prepositions | *It was hard, even in* the first week. *It got easier only after* spring break. |
| Conjunctions | *I was tired even before* classes started. *I was tired only because* I was sick. |
Note: *She only missed* two classes because she was sick can have two meanings.
You can make the meaning clear by moving the position of *only.*
*She missed only* two classes because . . . *She missed two classes only* because . . .
Cross out the incorrect uses of *even* and *only*. Then answer the two questions about yourself.
A Do you remember your first job? I remember mine. I was nervous, *even* after the first month. But that’s *only* because my boss *only* was so scary. She used to yell at everyone.
B Oh, that makes you feel *even* worse, if you have a boss like that.
A Yeah. I think *only* there was *only* one person that my boss liked. And *even he even* didn’t like her. *I only* stayed in that job three weeks. Then I moved to another city. Have you ever had to move?
B Um, just once. We moved when *I only* was eight, and that was *only* because Dad got a new job. My parents *even* hadn’t considered it before – they hadn’t *even* been on a vacation.
More on the future perfect
- The future perfect describes events that at a future point will be in the past, or in a time leading up to that future point in time. It can emphasize the completion of the events.
*In two months, it will be winter and many birds will have migrated south.* (The migration is complete.)
- Time expressions, especially with by, are often used with the future perfect to show the time by which an event will be complete, e.g., by then, by that time, by the time (that) . . . , by 2030, by the end of the century, by the age of six, within 30 days, within a decade, within the next 20 years.
*Within the next 10 years, many species will have become extinct.*
- The future perfect has a passive form – will have been + past participle – but it is not very common.
*In the time it takes you to do this lesson, hundreds of sharks will have been killed.*
Complete the time expressions with by or within. Then rewrite the verbs in bold using either the active or passive form of the future perfect.
__________ the time our children reach adulthood, hundreds of species disappear off the face of the planet. One study estimated that __________ 2050, 37 percent of terrestrial species die out or will be in danger of extinction. That is well over a third __________ the next 30 years.
Sea life is also in danger.__________ the time that sea levels rise 50 centimeters (about 20 inches), one-third of nesting beaches in the Caribbean lose, leading to the decline in turtle populations.
__________ the end of this century, it is believed that seawater temperatures rise enough to affect the food supply of some ocean species. This impacts various species in different ways. For example, it is believed that __________ only a few decades, the reproductive cycle of the sperm whale affect, which threatens the very survival of the whale itself.
The future perfect for predictions and assumptions
- You can use the future perfect to state predictions or assumptions about the present or to say what you think has happened in the past. It suggests you are certain.
*No doubt you will have read about the melting ice caps.*
*Many people will not have seen the recent documentary about this.*
- The negative with won’t with this meaning is mostly used in speaking and informal writing.
*“A lot of people won’t even have heard about it.”*
Rewrite the underlined parts of the blog using the future perfect.
*will not / won’t have heard*
It is unlikely that there is anyone who has not heard about the threat to certain species on the planet. No doubt you have reacted to the news that species such as polar bears are under threat. But what can we as individuals do? In recent years, perhaps you have noticed the appeals for help that come in the mail or that are on TV. They are certainly having an impact on my children. I’m sure that in addition to sending donations to various charities, you have heard about the “adopt an endangered animal” programs. I suspect what you haven’t realized is how expensive these “adoptions” are. Not that I mind donating $50 for my child to adopt an orangutan or a Sumatran rhino. It’s all for a good cause. And no doubt donations have saved some obscure species from the brink of extinction, and certainly the programs have motivated many children to become involved. What I hadn’t expected was for a cuddly stuffed toy version to arrive in the mail. Now my daughter wants the entire collection, which is all very well – except there are more than 100 endangered species that she can sign up to help!
Formal prepositional expressions
- Some prepositional expressions are very frequent in academic writing. You can use them instead of more common prepositions to make your writing sound more formal.
| after | One desert spread subsequent to / following the introduction of new farming practices. |
|-------|----------------------------------------------------------------------------------------|
| before | Delegates will meet ahead of / in advance of / prior to the conference. |
| with | Talks will take place in conjunction with / alongside an exhibition on deserts. Small mammals, together with / along with larger ones, survive in harsh climates. |
| about | There is concern with respect to / with regard to / regarding / in relation to agriculture. |
| because of | It is classified as a desert owing to / in view of / on account of / given its lack of rainfall. |
Circle the correct expressions to complete the paragraph. Then rewrite each sentence using an alternative expression from the chart above. More than one expression is possible.
Environmental concerns, especially with regard to / in advance of desertification, are growing. Desertification is a huge problem prior to / with respect to loss of habitats and agricultural land. Given / Alongside the problems that desertification causes, the United Nations adopted a convention in 1994. This convention proposed returning land to its original state (land rehabilitation) in conjunction with / owing to programs of sustainable land management. Many countries signed up to the convention on account of / together with the economic problems that desertification was causing. Projects that have emerged prior to / following the adoption of the convention include the mapping of desertification using satellite imagery together with / on account of a variety of educational programs. In view of / Subsequent to the severity of the issue, it appears that much more still needs to be done.
More on the fact that; prepositions + perfect forms
- The prepositional expressions apart from, because of, besides, by virtue of, despite, due to, except for, including, in spite of, in view of, owing to, thanks to, and given are often followed by the fact that. The Antarctic is classified as a desert in view of the fact that it has low rainfall. Despite the fact that it is extremely cold, Antarctica is a desert.
- Prepositions can be followed by having + past participle to refer to events in a period of time up to the present or up to a point in the past. The government takes credit for having initiated a tree-planting program to halt desertification. Agricultural practices were criticized as having been partly responsible for the growth of deserts.
Complete the sentences. In some, you need to add the fact that; in others, add having.
1. The Atacama desert is considered the driest region by virtue of ________ some parts have no rain.
2. Apart from ________ it is so dry, much of the land is also at high elevation.
3. It is surprising that over a million people are recorded as ________ settled there given ________ it is so arid.
4. Population centers developed in several areas despite ________ it is so inhospitable.
5. Teams of astronomers operate observatories in the desert due to ________ its skies are so clear.
6. Crops can now be grown owing to ________ farmers have developed irrigation systems.
7. Communities in northern Chile no longer import water into the region thanks to ________ they can now collect water from fog. Lives have improved.
8. A Canadian development team can be credited for ________ helped to develop this system.
Adverbs in present and past passive verb phrases
• In present and past passive verb phrases, adverbs usually go after the verb *be*. In negative statements, adverbs usually go after *not*. This is the most frequent position for most adverbs.
**Simple present passive**
*New discoveries are apparently made every day.*
**Present continuous passive**
*GPS software is continually being upgraded.*
**Simple past passive**
*Asbestos was widely used until the 1960s.*
**Past continuous passive**
*Alternatives were not yet being developed.*
• Some adverbs usually go before *not*, e.g.: also, still, just, probably, certainly, reportedly, attitude adverbs.
*Alternatives were simply not developed until later.* *Alternatives were still not being developed.*
• Adverbs that describe the participle (e.g., to say “how” or “how much”) often go before it.
*Some inventions are not being widely reported or are being completely ignored by the media.*
Write the adverbs given into the underlined verb phrases.
*often*
Vaccinations are required for entry to kindergarten. (often) For many parents, it’s a nuisance. Yet where would we be without them? One of the first vaccines was invented in 1776 by Edward Jenner, a British country doctor. (originally) A milkmaid was heard to say that she would never develop smallpox because she was infected with the cowpox virus. (reportedly / already) Jenner understood the significance, and thanks to him, a vaccine for smallpox was discovered. (fortunately)
Jenner’s smallpox vaccine is being used today, but his work was not recognized. (still / initially) However, smallpox vaccines were used around the world and were even made compulsory by law, until 200 years later, when the disease was eradicated. (increasingly / eventually) The last case of smallpox was recorded in 1977. (finally)
While vaccines are not being developed for every disease, they have been approved for many life-threatening ailments. (currently / already) As a result, children are being protected from disease, which has to be anything but a nuisance. (effectively)
Adverbs in perfect verb phrases
• Adverbs usually go after *has / have / had*. Some can also go before for emphasis. In negative statements, adverbs usually go after *not*.
*Some progress has clearly been made.* OR . . . *clearly has been made.* (more emphatic)
*The difficulties of research had not always been understood.*
• Adverbs that describe the participle to say “how” or “how much” often go before it.
*Scientists have not always been widely praised.* *Some have even been sharply criticized.*
• Still goes after *has / have / had*. In negative statements, *yet* goes after *not* or at the end of a clause.
*Liquid water has still not been found on Mars.* *Liquid water has not yet been found on Mars.*
OR *Liquid water has not been found on Mars yet.* (less formal)
Read the clues. Write the underlined words in the correct order. Can you guess the product?
1. A variation of this product widely been used has for millennia – since 4000 B.C.E., in fact.
2. A number of my friends said they thought that it had invented originally been by the Egyptians.
3. However, the first “recipe” for the product as we know it today been had created apparently by the Chinese. Historians say it used had been obviously to protect bronze mirrors in the second century.
4. In addition, records show that medicines had wrapped been carefully in it for safekeeping.
5. A replacement product yet been discovered not has, unless you consider computer technology.
6. The idea we can live without it not has materialized completely still, but will it ever be obsolete?
Adverbs and past modal verb phrases
- In past modal verb phrases, adverbs like *probably*, *certainly*, and *definitely* often go before the modal.
**Active**
He *never* should have tried to jump.
He *probably* should not have jumped.
**Passive**
The jump *certainly* could have been stopped.
It *probably* should not have been allowed.
- Within the verb phrase, adverbs can go after the modal or after *have*. After the modal is more frequent.
He should *never* have gone there.
Something bad could *easily* have happened.
It should *never* have been allowed.
Someone could *easily* have been killed.
Read the post from a video website and the various comments. Put the words in a correct order. There is more than one correct answer.
In 2012, a young Russian base-jumper jumped off a tall electrical tower not knowing that his parachute wouldn’t open. He crashed into the ground below and miraculously survived. He was able to walk again three months later after fracturing his legs and hip.
**Comments**
1. Not a good idea. He *easily* / *have* / *could* / *died* by jumping off that tower.
2. He *also* / *have* / *been* / *might* electrocuted!
3. His friends *probably* / *should* / *have* / *allowed* / *not* him to jump.
4. He *checked* / *should* / *have* / *definitely* his parachute before jumping!
5. He *been* / *have* / *crippled* / *actually* / *could* for life.
6. He looked nervous. He *have* / *should* / *probably* / *followed* his gut instinct and not jumped.
7. I *never* / *watched* / *have* / *should* this video. It was scary!
Questions with passive past modals
- Questions with passive past modals are not very common. In writing, they are often rhetorical.
*Would these problems have been avoided* if there had been more support?
*Should this trip have been prevented?*
*Could more money have been raised* in another way?
Read the excerpt from an editorial news column. Then read the comments. Complete the questions in the passive form, using the verbs given.
The youngest British woman ever to climb Mount Everest was welcomed home by her family and friends this week. Such is the danger of climbing Everest that the return of any climber must be met with relief. However, the young Briton reported treacherous conditions. She had to climb past several badly-injured people and even some who had died. She had also experienced a dangerous 100-person “snarl up,” as people rushed to the summit during a period of calm weather. It raises important questions about such dangerous expeditions. For example:
1. Should people *have been allowed* (allow) to climb in such treacherous conditions?
2. Could the injured climbers ____________ (help)?
3. Could more ____________ (do) to make the climb safer?
4. Would deaths ____________ (prevent) if people had shown better judgment?
5. In the past, should people rescued off the mountain ____________ (make) to pay for their rescue?
6. Should climbers ____________ (charge) for failing to help other injured climbers?
Pronouns and numbers in relative clauses
- Relative clauses can start with a pronoun (both, each, much, neither, none, several, etc.) + of or with numbers and quantity words (half, 30 percent, the majority, etc.) + of.
In 2013, we launched two new products, neither of which was successful. / both of which failed. The company had four directors, each of whom made a fortune. / none of whom stayed after the sale. There are over 2 million businesses in Canada, the majority of which have fewer than 100 employees. One company has 500 employees, half of whom are part-time.
Common errors
Don’t start these types of relative clauses with which or whom.
There are 100 companies, most of which have one employee. (NOT . . . which most of them have . . .)
Rewrite each pair of sentences from a report using a relative clause. You may delete words.
Consumers, most of whom are on tight budgets, are looking to save money when they shop.
1. Consumers are looking to save money when they shop. Most consumers are on tight budgets.
2. There are thousands of online coupon sites. The majority of these offer more or less the same thing.
3. So how do you know which sites to use or which information to trust? Much of it is misleading.
4. Our staff researched 10 options. Two of them are avid coupon users.
5. Two sites we researched had out-of-date coupons. Both are major players in the coupon business.
6. Our staff identified four more sites. None was easy to navigate.
7. On two sites, staff found much better deals than on other sites. Neither site is particularly well-known.
8. These two sites had coupons with discounts up to 30 percent. Each one specializes in grocery coupons.
9. Of the 10 sites we surveyed, three had too many distracting banner ads. Eighty percent offered email alerts.
Nouns in relative clauses
- Relative clauses can begin with a preposition, or a noun + preposition, + which or whom.
Imagine a world in which there is no profit motive and a staff for whom nothing is a problem. The end-of-year report, a copy of which was sent to the press, painted a gloomy picture. The CEO of this company, a person for whom I have great respect, just retired.
Common errors
Don’t start these types of relative clauses with which + noun.
We read the research, the results of which were unclear. (NOT which results were unclear.)
Rewrite the underlined parts of the report as relative clauses that begin with the bold words.
Imagine a perfect economic environment in which no business fails. Unfortunately, the truth is that the rate that start-up companies fail at is high. The high failure rate, and the main reasons for this are given below, is concerning. Many owners, and start-up costs are high for them, are deterred by the risk of failure.
Reasons for failures of start-up companies
1. The frequency that new businesses fail at is high when they’re started for the wrong reasons.
2. Many new business owners lack basic skills, and the importance of this cannot be underestimated. Above all, they need to be able to manage finances, and an understanding of this is critical.
3. The employees that the owner entrusts the business to often have the wrong skills.
4. A new business must have a website, and the functions can vary and without it the business will fail.
5. Many new business owners underestimate the prices that their products must sell at to make a profit.
other, every other, other than
• Before *other*, you can use *the, any, some, all, many, much, most, no, (a) few, every, this / that, etc.*.
*One retailer outsells all other stores. No other store can compete. Few other stores do as well.*
*There is no other business news. If any other information comes to light, it will be reported.*
• You can also use these words: *several, various, numerous, whole, certain, countless*.
*Online shopping is a whole other problem for small retailers. There are several other threats too.*
• *Every other* can mean “alternate” and is often used with time words (day, week, year, etc.).
*We go to the grocery store every other weekend.*
• *Other than* means “except” or “apart from.”
*Salesclerks need to speak a language other than English.*
**Common errors**
Don’t use *others* before a plural noun.
*Retailers face other threats.*
(NOT *others threats*)
Use *other, others,* or *every other* to complete the sentences in this business report.
1. While many retailers are struggling, one electronics retailer outperforms all _______ stores. No _______ company attracts such a loyal consumer base. In fact, many consumers will *not* be seen with products _______ than these smartphones or tablets, which must be the envy of most_______ retailers.
2. Selling print magazines has been difficult in recent years. One magazine recently announced that it will now publish only online, and numerous _______ magazines are considering doing the same. Many _______ have simply gone out of business.
3. Maintaining sales is a problem for any small business, but supporting online sales is a whole _______ issue. Some simply don’t create user-friendly sites, while some _______ often don’t know how to make their sites visible on the Web.
4. While some stores are concerned about the loss of sales to online retailers, certain _______ stores are tackling the issue head-on. One retailer lets customers pick up goods that they ordered online at the store the same day. It’s a huge advantage over all _______ competing stores, which deliver their goods only _______ week.
2 More on *another*
• *Another* can mean “an additional” or “an alternative.” You can use it before a singular countable noun, the pronoun *one*, numbers, and *few*, or as a pronoun instead of a singular count noun.
*I bought another sweater. I liked it so much I bought another (one) in another color.*
*I actually bought another three sweaters. In another few weeks, I’ll buy some more.*
Read the blog. Find seven more places where you can replace words with *another*.
I recently bought a sweater online, but when it arrived, it didn’t fit. I decided to order a different one in a different size, and return the first sweater. It was a long process. I called customer service, and they promised to send me a return label. Only they didn’t. I emailed them, made a second call, and then sent an additional email. Finally, I got the return label and went to the post office. I had to make a further trip, however, as I had forgotten to wrap the sweater in the original packaging. Now I have to wait an additional five days before it ships. I’ll have to wait an extra couple of weeks before the refund appears on my credit card statement. Meanwhile, I ordered a new sweater, which was out of stock. Next time I’ll just go to the store.
More on inversions
- Inversions are generally used in formal English. Use *were* + subject (+ infinitive) to describe an imaginary situation in the present or future. Use *had* + subject + past participle for the past.
*Were he to have* a child, my son would take classes.
Negative: *Were he not to have* ...
*Had they known* about the classes, my friends would have taken them.
Negative: *Had they not known* ...
- You can also use *If it weren’t for* . . . , *If it hadn’t been for* . . . , *Were it not for* . . . , and *Had it not been for* + noun phrase. They mean “If someone or something didn’t exist or something hadn’t happened.”
*If it weren’t for* my parents, I wouldn’t be able to continue with my education.
OR *Were it not for* my parents, I . . . (hypothetical statement about the present)
*If it hadn’t been for* my parents, I wouldn’t have been able to continue with my education.
OR *Had it not been for* my parents, I . . . (hypothetical statement about the past)
A Rewrite the underlined parts of the blog about parenting teenagers, using a structure in the chart. Start with the word in bold.
There are many challenges associated with parenting, especially parenting teens. Some parents claim that *if the advice in parenting magazines didn’t exist*, they would not know how to deal with their teenage children. *If these magazines had existed* when we were younger, we could certainly have learned from them. We relied instead on our friends for advice. Indeed, *if my wife and I had not had* the support of other parents with the same challenges, we may not have survived the journey. *If our neighbor in particular hadn’t existed*, life would have been much harder. We had it tough, or so we thought. However, as you get older, you realize your “mistakes.” *If we had been able to see* things from our teenager’s perspective, we may have realized that it was our daughter who needed the advice – on how to handle us, her parents. Now a parent herself, she discussed this with us recently. *If she had not done* so, we may not have formed the close bond that we have today. She said:
1. If *I were* suddenly to find myself a parent of teenagers, I’d trust them to make good decisions.
2. If *I had thought you would listen* without judging me, I would have talked to you more openly.
3. If *it weren’t for* the fact that you were always so busy, I would have spent more time with you.
*If it hadn’t been* for that conversation, we would probably have interfered too much as grandparents, too. Now we trust her decisions as a new parent. *If she were* a teenager today, our daughter would be proud of us!
B Complete the company article extracts about its family-friendly policies. Use the words given and a structure from the chart.
All parents complained of high childcare costs before our childcare center opened 10 years ago. Many say that _________ (it / not be) for their own parents’ help, they could not have continued to work when their children were small. The center is highly valued by employees. “_________ (it / not be) for the care center, I simply couldn’t do this job,” is a typical comment. The costs of running this facility are high, but ____________ (be) the center ____________ (close), the company would lose experienced employees. Flexible working is also important. Most parents said that ____________ (they / have) the opportunity to work part-time when their children were small, they would have done so. Others said they needed two incomes. One told us, “___________ (we / not keep) working, we couldn’t have managed financially.” Trying to juggle family life and career is still an issue. Many non-parents report that ____________ (it / not be) for their careers, they might start families earlier.
More on what clauses
- Speakers often use a *what* clause as the subject of a verb to do the things below.
| Describe and analyze situations | What we’re seeing is . . . What we do know is . . . What we’ve seen is . . . What we’ve found is . . . What’s happening now is . . . What it comes / boils down to is . . . |
|---------------------------------|----------------------------------------------------------------------------------|
| Say what is being done | What we’re doing is . . . What we’ve done is . . . What we’re (really) trying to do is . . . What we don’t want to do is . . . |
| Say what is needed or wanted | What we need to / have to do is . . . What we want to do is . . . What we’re looking for is . . . What we would like to do is . . . |
Rewrite the underlined sentences in the article. Use *what* clauses and add the verb *is*.
An organization recently released a report on the state of families today. The report said, “We’re seeing today the unprecedented breakdown of relationships.” While the cause of the breakdowns is complex, the report emphasized, “We do know that divorce is tearing families apart.” Their survey asked people, “How do you keep your relationship strong?” Here are some excerpts from the responses.
1. “We’re creating more family time.”
2. “My husband and I have gone to counseling.”
3. “We want to stay together. We’ve found that it gets easier with time.”
4. “It boils down to being more tolerant of other people.”
5. “It comes down to small things, like doing something special for each other every day.”
What clauses with passive verbs and modals in writing
- In some *what* clauses, *what* is the subject of a passive verb.
*What was intended* to be a small, quiet wedding became a huge affair.
There may be a problem if your income falls short of *what is needed* to run your home.
- You can use these phrases in writing to define words and expressions: *what is / are called*, *what is / are known as*, *what is / are termed*.
When planning a wedding, many couples choose *what is known as* a “full wedding package.”
My grandparents had *what is called* an “arranged introduction.”
- This is a common pattern with modal verbs in object *what* clauses:
We are always being told *what we can and cannot* do, *what we should and should not* think.
Complete the article extracts about the “worst marriage trends.” Use the words given.
1. In Japan, some couples get ____________ (what / know) the “Narita divorce.” It’s named after the airport near Tokyo and refers to the fact that the couple starts divorce proceedings on returning from their honeymoon.
2. ____________ (what / consider) by most people to be a private experience after the wedding – the honeymoon – is becoming a family and friends affair. A group honeymoon, or ____________ (what / call) by some a “buddymoon,” is the latest “worst trend.”
3. An email to four bridesmaids from a bossy bride – or ____________ (what / call) a “bridezilla” – has gone viral. The bride told them what they ____________ (could / wear) and what they ____________ (must / do).
4. In case you’re not sure ____________ (what / require) to create a cost-effective wedding, it is ____________ now ____________ (what / term) a “drive through” ceremony. Couples are getting married at fast-food restaurants!
More on perfect infinitives
• You can use perfect infinitives after verbs in the present or past.
He seems to have fooled everyone. (= It seems now that he fooled everyone.)
He was said to have had special powers. (= It was said in the past that he had special powers.)
• There are three negative forms. The first is the most frequent and the third the least frequent.
His wealth does not appear to have changed him.
His wealth appears not to have changed him.
His wealth appears to have not changed him.
Rewrite the underlined parts in this biography. Change the it clauses, using perfect infinitives, and change the punctuation. Sometimes there is more than one correct answer.
Harry Houdini was known to have suffered from appendicitis, for which, it was said, he refused treatment. However, as part of a challenge, a Canadian student unexpectedly punched him in the stomach, which, it was believed, caused Houdini a fatal injury. It was a sad ending for a man who people still think is the greatest magician of all time. As in death, his life was shrouded in mystery and, it seems, caused great speculation. It was Harry Houdini himself who claimed to be a native of Appleton, Wisconsin. However, he was actually born in Budapest, Hungary, and moved to the U.S. when his family emigrated in 1878. His family, it appears, wasn’t wealthy. But the poverty in which he lived, it appeared, did not deter him from seeking success. Houdini, it is known, tried all kinds of magic tricks early in his career. However, his early tricks, it seems, weren’t successful. He, it appears, got his biggest break with an act where he freed himself from a pair of handcuffs. It was the start of an extraordinary career as an escape artist.
The perfect infinitive after adjectives and nouns
• You can use perfect infinitives after some adjectives and nouns.
He was fortunate to have escaped. It was an honor to have been there.
I’m very lucky to have met her. It was a terrible thing to have done.
I was too young to have understood. She was the only person to have achieved that.
Read the information about Nelson Mandela. Rewrite the underlined parts of the sentences by using the perfect infinitive.
1. Many students today are too young and didn’t see Nelson Mandela released from jail in 1990.
2. He is one of many activists who strived for racial equality in South Africa in the 1960s.
3. While he was dismayed when he received a life sentence in prison for his activist work, he remained true to his beliefs for a free and equal society. He spent 27 years in prison.
4. It was a remarkable accomplishment when he came out of jail without any anger or resentment.
5. It was also an achievement that he became president of South Africa in 1994.
6. It must have been an honor hearing his first speech after his release.
7. He is one of only two people that became an honorary citizen of Canada.
8. Many of the celebrities who have visited South Africa say they feel privileged because they met him.
9. I’m sure he was proud that he contributed so much to his country’s history.
More on cleft sentences with *it + be*
In cleft sentences with *it + be*, the item that you focus on can be the subject or object of the next clause. When it is the object, you can leave out *who, that,* or *which*.
**Subject**
*The Internet* changed everything in the twentieth century.
→ *It was the Internet that* changed everything in the twentieth century.
**Object**
*Martin Cooper* invented the *cell phone*.
→ *It was the cell phone (that / which)* Martin Cooper invented.
*I remember studying* *Edison* for a history project.
→ *It’s Edison (who / that)* I remember studying.
Read the story. Rewrite the sentences, using *it + be* clefts to focus on the words in bold.
There were many influential figures in my past, but *my grandpa* influenced me most. When I was still an impressionable child, he took me to the Kennedy Space Center in Florida. I will never forget it as an *adventure*. I remember staring in awe at the space shuttle and riding in the simulators. However, the *exhibit* that explained how NASA needed children like me to become scientists had the biggest impact on me. I realized we have *NASA scientists* to thank for many of the things we see in daily life: baby formula, freeze-dried food, and ear thermometers. Not only that, but *NASA technology* put people into space. That *day* changed everything for me all those years ago. Looking back on my childhood, I recall *those NASA scientists* as being my heroes. Today *I’m* a scientist, and I told *my grandpa* first about my ambition to become one. *His response* convinced me. “Of course you can be a scientist. You can be anything you want to be,” he said.
**It + be + noun phrase in writing**
- In writing, some cleft sentences with *it + be + noun* are used to introduce issues, e.g.:
*It is no coincidence that . . . , It is a fact that . . . , It is no accident that . . . , It is no wonder that . . . , It is no surprise that . . . , It is a shame / pity that . . .*
*It is no coincidence that* countries with strong economies became politically dominant.
- Other expressions refer back to something that has just been mentioned, e.g.:
*It is an issue that . . . , It was a decision that . . . , It is a story that . . . , It is a system/process that . . . , It was a reminder that . . . , It was a moment that . . .*
*In 1919, the atom was first split.* *It was a moment that* changed history forever.
Complete the sentences in the article. Use *it + be + the noun phrase given + that*.
On July 20, 1969, the Apollo 11 spacecraft landed on the moon. *It was an event that* (an event) will forever be remembered in history, and _______________ (no surprise) more than half a billion people watched it on television. During the previous decade, _______________ (no coincidence) other countries had been developing rockets of their own. _______________ (a period) became known as the “Space Race,” as countries competed to develop superior space technologies.
In 1961, a Russian cosmonaut named Yuri Gagarin became the first human to go into space. _______________ (a move) spurred President John F. Kennedy to announce a program to land people on the moon by the end of the decade. _______________ (a decision) energized the entire nation. However, in 1967, during a launch test, three U.S. astronauts were killed. _______________ (a tragedy) almost derailed the whole program. After an overhaul of the entire operation, the Apollo 11 mission was ready. As Neil Armstrong stepped onto the surface of the moon in 1969, he declared, “That’s one small step for man, one giant leap for mankind.” For those watching, _______________ (a day) they will never forget, and for everyone else, _______________ (a moment) defined an era.
whatever, whichever, and whoever as subjects and objects
• Whatever, whichever, and whoever can be the subject or object of a verb.
| Subject | Whatever happened to the idea of building things to last? |
|---------|----------------------------------------------------------|
| Object | Whichever (program) you choose, make sure it’s one that you’re interested in. |
• Sometimes a clause with whatever, whichever, or whoever is the subject or object of a verb.
| Subject | Whatever happens in your career is your responsibility. |
|---------|----------------------------------------------------------|
| Object | We don’t just take whoever applies to this program. |
Common errors
Don’t confuse whatever and whether. Whether introduces alternatives.
Whether you are an employer or an employee, come to our job fair. (NOT Whatever you . . .)
Read the report about women in STEM professions. Complete the sentences with whatever, whichever, whoever, or whether. Sometimes there is more than one correct answer.
1. Researchers found gender bias against women in ____________ jobs they chose in the fields of science, technology, engineering, and math – also known as STEM fields.
2. Women are often considered as less capable than men ____________ their qualifications are.
3. ____________ STEM field they pursued, women were often also seen as less likable than men.
4. High school test scores now show that ____________ wants to excel in STEM subjects can do so.
5. If the school environment is right, girls can excel in ____________ STEM subject they choose.
6. ____________ else high school teachers may do, however, they must focus on teaching spatial skills to girls.
7. Colleges should not just accept ____________ applies for STEM majors. They should actively recruit girls into these courses.
8. All students, ____________ male or female, should be mentored in college.
Patterns with however and whatever
• However can be used before much / many and before adjectives and adverbs.
Engineering is well worth studying, however many years it takes, however much it costs. We will solve the problem, however complex (it may be), and however long it takes.
• The pattern whatever the + noun means “it doesn’t matter what the (noun) is.”
We should make efforts to train a new generation of engineers, whatever the cost. Whatever the reason, engineering isn’t attracting as many students as we need.
Rewrite the underlined parts of the comments using however or whatever + an adjective or adverb, or whatever the + noun.
1. It doesn’t matter how much you aim to earn in life – and it doesn’t matter how hard you try – you won’t find a better career than engineering, in my view.
2. Engineering is a good choice, no matter what the cost is and no matter how demanding the course.
3. It doesn’t matter what the cause is, there are simply not enough engineers.
4. It doesn’t matter how many engineers we train, there will never be enough.
5. It doesn’t matter what the financial merits are of a career in engineering, nothing beats the feeling of creating solutions to problems, no matter how challenging they are.
More on inversion
- Use inversion when these adverbs begin a sentence. Notice the words that begin a second clause.
Negative adverbs: *Not only . . . (but)*, Never, Nowhere, No sooner . . . than, No longer
Adverbs with negative meaning: *Hardly / Scarcely . . . when*, Little, Rarely, Seldom
*Only* + adverb, prepositional phrase, or clause: Only then, Only after, Only when . . .
Expressions with no: At no time, At no point, By no means, Under no circumstances
*Not only does it wobble* as people walk across it, *(but)* it also causes nausea.
*No sooner had* the paint dried at one end *than* it needed repainting.
*Hardly had* construction begun *when* there were problems.
It opened. *Only then / Only after the ceremony / Only when it opened did they see* the problem.
*At no time did* anyone *raise* any objections to the construction of this bridge.
- Do not use inversion after *only, hardly,* and *scarcely* when they modify a noun, or after *In no time.*
*Hardly a week went by* that there wasn’t a problem. *In no time, they built* the main structure.
Rewrite the information, starting with the bold negative adverb or a negative equivalent (e.g., *As soon as* → *No sooner*). Use inversions where necessary.
There isn’t a more famous sight *anywhere in the world* than the Leaning Tower of Pisa. However, its designers did not intend the tower to lean *by any means.* *As soon as* construction started, problems began. Work had *hardly* begun on the tower in 1173 *when* engineers noticed it was leaning. In the following centuries, *it not only* leaned farther, but it also seemed like it would collapse. It was *only after* it became unsafe in the early 1990s that authorities finally closed the tower. And it was *only then* that there was an effort to stabilize it. *As soon as* it closed, work started. A day *hardly* went by that there wasn’t a danger of collapse. Nevertheless, the tower was restored. Today, the tower has *not only* reopened to the public, it has been declared safe for 200 years.
Inversion with modals and in passive sentences
- After negative adverbs, the inversion with modal verbs is modal + subject + verb.
*Never again would anyone achieve* anything of this size.
- In simple present and past passive sentences, the inversion is *be* + subject + past participle.
*Under no circumstances is / was this project allowed* to be delayed.
- In present or past perfect passive sentences, the inversion is *have* + subject + *been* + past participle.
*Never has / had such a large project been completed* on time.
Unscramble the sentences, starting with the negative adverb.
Hong Kong International Airport at Chek Lap Kok is a remarkable feat of engineering.
1. attempted / nowhere before / been / a more complex airport project / had
2. nowhere in the world / an island / had / constructed / on which to build an airport / been
3. completed / been / had / a project this size / under budget / rarely
4. could / bringing in thousands of workers / only by / the project / be accomplished
5. however, under no circumstances / permitted / the project / to fail / was
6. no sooner / were / finished / than work began / the designs
7. was / not only / completed on time, / but it was finished under budget / the project
Simple vs. continuous infinitives
• Infinitives can be simple or continuous. The simple form describes single or repeated events in a factual way. It can also suggest that an event is complete.
A scientist claims to have found a cure for malaria. She hopes to publish her research soon.
• The continuous form describes events as activities that are ongoing or temporary. It can suggest that the event is not complete.
The team appears to have been working on their research for several decades. They seem to be making great progress.
Complete the infinitives in the editorial with the verbs given. Sometimes both simple and continuous forms are correct.
Weather-forecasting techniques appear to have ________ (improve). Certainly, the predictions of the scale and timing of major weather events, such as hurricanes, seem to have ________ (become) more accurate – fortunately so, because the frequency of strong storms appears to ________ (increase). However, what we, as a society, appear not to ________ (do) is to recognize how serious forecasters’ warnings are and take appropriate action. As another huge storm hits the coast, some residents of low-lying areas appear not to have ________ (listen) to the reports on TV and radio that urged them to evacuate. They seem to have ________ (hope) that the forecasts were exaggerated. Others were too poor ________ (move) and seem to have ________ (have) no help from officials. Now, looking at the devastation, many are lucky to have ________ (survive). The whole city appears to have ________ (stop) working even though officials are likely to have ________ (prepare) for a state of emergency for several days and despite the efforts of utility companies, which we believe to ________ (work) around the clock to restore power. They hope to ________ (get) the city back to normal in the next few days. We are fortunate to have ________ (have) the warnings, but many of us are unwise to have ________ (ignore) them.
More on perfect continuous infinitives
• Verbs that are followed by perfect continuous infinitives can be present or past, active or passive.
The hacker seems to have been working alone.
The economy appeared to have been growing steadily until 2008.
The government appears to have been negotiating secretly with unions on a new pay deal.
A terrorist group is believed / is alleged to have been planning attacks for several months.
Rewrite these news excerpts without using *it* clauses.
Unemployment rates appear to have been declining
1. It appears that unemployment rates have been declining in recent months. However, it is not believed that the economy has been making a sufficient recovery.
2. Twenty soccer fans, who, it was alleged, had been traveling to an international match with the intention of causing a riot, have been arrested and banned from all future European matches.
3. It is said that workers’ unions have been talking with employers in the auto industry this week.
4. A man was arrested after disrupting a flight en route to Miami. It is thought the man had been suffering from an anxiety attack.
5. While it appeared that the coal mining industry had been declining in the last part of the twentieth century, it is reported that clean coal technology has been revitalizing the industry.
6. A man who, it was believed, was diving for sunken treasure has been reported missing.
More on the subjunctive
- The subjunctive form is used for both the present and the past. It does not change.
An editor may require that a journalist **reveal** his or her sources.
The military insisted that all reporters **leave** the war zone.
- The negative subjunctive is *not* + verb. Do not use do / does / did.
It is often advisable that a local journalist **not report** the truth about corrupt officials.
- Passive forms of the subjunctive are *be* + past participle and *not be* + past participle.
It is essential that interviewees **be treated** with respect.
We requested that the exact location of the journalists **not be broadcast**.
Read the editorial. Find 10 verbs you can change to the subjunctive form, either by deleting a verb or changing the form of a verb.
Journalists who cover combat zones often pay the ultimate price for their determination to report the news. While media outlets may not require a reporter to leave a war zone, they often encourage him or her to do so. Even so, journalists often insist that they should be allowed to stay. Typically, they request that their exact locations are not revealed to ensure their safety. While viewers demand that journalists should provide detailed reporting on conflicts worldwide, it is essential that the dangers they face in doing their work are recognized. One such courageous reporter died this week. Her family asked the media to respect their privacy. However, she herself requested that her work should not be abandoned. Indeed, in a video made shortly before her death, she said that it was critical that the plight of civilians in the cross fire is publicized. This editor asks that this reporter should not be forgotten. It is important that she is remembered for her courage in reporting the truth.
The subjunctive and conditional sentences
- The subjunctive can also be used in conditional sentences after *on condition that*.
A witness agreed to testify on condition that he **remain** anonymous / he **not be named**.
- You can use *whether it / they be . . . or . . . OR be it / they . . . or . . .* to introduce alternative ideas. They mean “whether we are talking about one thing or another, the issue is the same.”
One way to read the news, *whether it be* print or broadcast media, is to question what you read. The problem with news reporting, *be it live or recorded*, is that it is always selective.
Rewrite the underlined parts of this editorial with *on condition that, whether it be, or be it* (both may be possible) with the same meaning. Make any other changes necessary.
It makes no difference if it’s a television report or a printed news article, bias exists. Research shows 1 in 6 adults perceive bias in the news, *both liberal and conservative*. Reporting should be balanced, *either* in terms of reporting a range of perspectives or reflecting the diversity of public opinion. There are other problems with the way in which stories are reported, *both* in the use of biased language and in the fact that certain stories are given more coverage. One reporter stated, and he insisted that he did not want to be identified, that the media represent the views of the sources of their funding. Media outlets, and the issue is the same if they are transparent or not, show bias, so read as many sources as possible.
More on be to; be due to, be meant to
• You can use *be to* to describe fixed events in the future, especially official or scheduled events.
*The president is to host a summit of world leaders in May. World leaders are to meet in May.*
• You can use passive verbs after *be to* expressions.
*Meetings are to be held* in July, and a report *is to be published* in the fall.
*The government is looking at new technology, which is about to be tested* in national trials.
• *Be to* can be used in conditional sentences to state what is expected or assumed.
*If we are to believe scientists, weather patterns are changing.* (= If we are expected to believe)
• *Be due to* suggests that the time is or was known. *Be meant to* means “what is or was intended.”
*The report is not due to be published until next week. Results were due to be announced last week.*
*The law is meant to protect citizens from cyberattacks. It was not meant to restrict freedoms.*
Read the article and complete it with the prompts given. Use the passive where necessary.
State officials ____________ (due / attend) a national disaster conference next month as part of a series of events. The upcoming conference ____________ (be / consider) how to cope with major disasters. “It ____________ (mean / teach) us how to survive,” the governor stated, “in the event of a major catastrophe.” With so many in the media declaring, “The world ____________ (about / end),” it would serve us well to know how to survive. But how likely is such an event? The world ____________ (due / end) in 2012, but it didn’t. In fact, if the media hype ____________ (be / believe), disasters would have struck the world several times over in the last decade. Disaster theories have suggested that nuclear weapons ____________ (about / launch) accidentally, that millions of people ____________ (about / kill) by a deadly virus, or that the northern United States ____________ (about / destroy) by a super volcano. While much of the hype ____________ (be / ignore), there are other real dangers if experts’ warnings ____________ (be / believe). Perhaps, then, we really *should* prepare for disaster. If water supplies ____________ (be / interrupt), what would you do?
If your family ____________ (be / force out) of the area, where would you go? If your community ____________ (be / hold) a disaster awareness event next month, attend – it could save your life.
*be to* for orders and instructions
• *Be to* is used to give or describe orders and instructions, mostly in official notices or written instructions.
*No one is to use the fire exits except in an emergency. Staff members are not to open windows.*
*These doors are to be kept closed at all times. They are not to be left open.*
Read this emergency fire plan from a company website. Rewrite the plan, using *be to*.
1. Keep all fire doors shut at all times. *All fire doors are to be kept shut at all times.*
2. Do not tamper with fire alarms and sprinkler systems.
3. If the fire alarms sound, staff members should leave all personal belongings and exit the building.
4. Staff members should not stay in the building under any circumstances.
5. No one should use the elevators in the event of a fire.
6. All staff members should meet in the parking lot.
7. Each department head should take a roll call once staff is assembled in the parking lot.
8. No one should leave the lot until notified that it is permissible to do so.
9. Under no circumstances should anyone return to the building without notification from the fire department.
More on passive perfect infinitives
- Passive perfect infinitives can follow active or passive verbs. The most frequent active verbs are *seem, appear, claim*. The most frequent passive verbs are *be believed, be known, be reported, be found, be rumored, be alleged, be said*, and the expression *be supposed to*.
Shakespeare’s plays *appear to have been enjoyed* by Queen Elizabeth I.
Shakespeare is believed to have been born in 1564.
Complete the sentences in the article using the verbs given. Sometimes the first verb in each pair can be present or past. Each verb phrase has a passive perfect infinitive.
The movie *Anonymous* reignited interest in the English poet and playwright Shakespeare. The plot of the movie focuses on the debate, which ______________ (seem / not / resolve), about whether Shakespeare wrote his own plays. Few records of his personal life ______________ (appear / keep), which makes verifying his work difficult. Here are some of the issues on which scholars ______________ (seem / divide) for many years.
1. Shakespeare’s plays ______________ (believe / compose) in collaboration with other authors.
2. Secret codes about the political climate of the time ______________ (report / hide) in his plays.
3. The plays ______________ (rumor / write) by his rival, Christopher Marlowe. In one study, identical word patterns ______________ (find / use) by both writers.
4. In the movie *Anonymous*, the plays ______________ (allege / write) by Edward de Vere, Earl of Oxford. A well-traveled lawyer, de Vere ______________ (report / kidnap) by pirates and left on the shores of Denmark, which was supposedly the inspiration for *Hamlet*. However, this event ______________ (seem / not / find) in written sources used for the play, which raises the question: How did Shakespeare know some of the details? Many of the other places that de Vere visited ______________ (say / include) in Shakespeare’s plays.
5. Supporters of Shakespeare as the author of the plays dismiss these theories, saying that they ______________ (appear / give) too much credibility.
**would rather**
- After *would rather*, you can use a passive base form.
He would rather *be remembered* for his philanthropy. He’d rather *not be remembered* for his crimes.
- Notice the patterns in comparisons.
Passive + active: He would rather *be killed* than *give up* his beliefs.
Passive + passive: He’d rather *be loved* than *(be)* respected.
Read the article and complete it with passive base forms of the verbs given.
In law enforcement, many crimes go unsolved and sometimes remain a mystery. Not so in the case of a Florida grandmother. While she would probably rather ______________ (know) for her good deeds than ______________ (remember) for her crimes, this “pillar of the community” shocked neighbors when she was arrested 34 years *after* her crimes were committed. She was sent to jail, and while it’s understandable that anyone would rather ______________ (give) probation than ______________ (sentence) to five years in prison, the woman shocked the community again. Two months later, she escaped from prison, obviously feeling that she would really much rather ______________ (leave) alone to live her life out of jail than ______________ (serve) a prison sentence.
Here are some common verbs, adjectives, and nouns that introduce object + -ing patterns.
| Verbs + prepositions | keep, appreciate, remember, leave, mind, get, hear, see, feel, watch |
|----------------------|---------------------------------------------------------------------|
| Adjectives + prepositions | hear about, listen to, worry about, result in, count on, depend on, think of, insist on |
| | interested in, tired of, sick of, supportive of, worried about, wrong with, responsible for, excited about, (un)comfortable with, aware of, serious about, good about, happy with / about, fine with, grateful for, crucial / critical to, crazy about |
| Nouns + prepositions | picture / photo / video of, thought of, report of, questions of / about, probability of, possibility of, chance(s) of, danger of, worries about, way of |
|----------------------|----------------------------------------------------------------------------------------------------------------------------------|
I remember my father giving me a lot of advice.
But he also said, “I’m not responsible for you repeating my mistakes!”
I said, “There’s no chance of me doing that!”
A Read the advice to parents of young adults. Rewrite the underlined parts of the sentences, using a pattern in the chart. You may need to delete or add words and change the verb forms.
After college – what then?
Many parents are happy if their adult children move back into their home after college, and in many families, it’s expected that they will do so. For others, though, the thought that their offspring will return home raises worries that their privacy will be invaded. What’s more, while parents mostly want to be supportive so their children will find their way in life, there is a limit to the financial support they can offer.
1. If you’re uncomfortable that your adult children might live at home, then say so. Say you don’t mind if they live with you for a fixed period of time. Then insist that they move out.
2. Set ground rules from the outset. If children count on the fact that their parents will do everything for them, they may never do anything for themselves. Parents often see that their children are taking advantage of them. You don’t want this to leave you in a situation where you feel resentful toward your children, so speak up. There’s nothing wrong if they want to do things their own way, but they are in your home.
3. If the chances that your adult children will be financially dependent on you for a long time are high, then you should probably do something about it. You need to be serious so your kids will figure out how to manage their own money. Don’t pay for everything.
4. The probability that unemployed children will remain unemployed is higher if you don’t insist that they pay their own way. Don’t worry if your children go without luxuries or even basics. There’s a good possibility that they will be more motivated to find work if they can’t buy the things they want.
5. If your adult children are adamant that you should support them, be firm. Say you are not responsible for the fact that they need to find work. On the other hand, say you would appreciate the fact that they do chores and work around the home in return for rent.
B Look at the sentences you rewrote. Choose six and make them more formal by using a possessive determiner (their, your, ‘s) before the -ing form.
Many parents are happy about their adult children’s moving back home after college.
More on reflexive pronouns
- Reflexive pronouns are often used after find, protect, defend, consider / see, call, ask, kill, describe, identify, pride . . . on (= be proud), distance, express, reinvent, introduce, see for.
He prides himself on being an expert, but even he found himself “dating” a piece of software.
- Itself is often used after in, lend, and speak for.
Identifying who you are writing to is a problem in itself (= without considering other issues)
This tale of Internet deception lends itself to a movie adaptation, (= is suitable for)
His willingness to talk openly about the event speaks for itself. (= is clear)
Common errors
You don’t need a reflexive pronoun after apologize, complain, develop, feel, relax, remember.
I felt unhappy at first, but then I began to relax. (NOT . . . felt myself . . . relax myself)
Read the article and complete it with reflexive pronouns. If one is not needed, write an X.
Even if you pride ________ on being a good judge of character, when it comes to online relationships, ask ________ if you are sure about who you are in touch with. Meeting people online is a challenge in ________. Many of us who have found ________ in a problematic online relationship say we didn’t see it coming – even those of us who call ________ experts. People often reinvent ________ online, and email doesn’t lend ________ to getting to know someone well. You may have to protect ________ from dangerous people. Take my friend Ana, who considers ________ a cautious person. This guy introduced ________ via a dating site and described ________ as caring and single. The relationship developed ________, but on their first real date, he apologized ________ for being evasive, which in ________ was a warning sign. How the story ends speaks for ________. He turned out to be married. She distanced ________ from him, but he started turning up at her home. She couldn’t relax ________ and complained ________ to the police.
Referring to unknown people
- If you refer back to an unknown person, you can use he or she, him or her, and himself or herself. People often say they, their, and themselves, especially after everyone, etc., but do not write this.
It is up to the person himself or herself whether to see a doctor when he or she needs to.
Everybody needs sympathy when their problems affect their health.
Common errors
Don’t use itself for people or to refer back to plural nouns.
The patient was in fact a doctor herself. (NOT The patient was a doctor itself.)
My friends do online dating themselves. (NOT My friends do online dating itself.)
Complete the sentences. Then rewrite sentences 1–4 as you might tell a friend in a conversation.
1. Everyone should make sure that his or her ________ personal details are not online.
Everyone should make sure their personal details are not online.
2. An online dater can always ask for a background check if _______________ wishes to.
3. Nobody should let _______________ guard down when they meet _______________ date.
Meet several times, ask to meet _______________ friends, and find out where _______________ works.
4. Everybody should ask _______________ if _______________ is a good judge of character.
If not, ask a friend to come along and meet your new date.
5. People can protect _______________ by meeting in a public place.
Illustration credits
19: (cartoon) Liza Donnelly/Cambridge University Press; 25: (cartoon) Liza Donnelly/Cambridge University Press; 31: (cartoon) Liza Donnelly/Cambridge University Press; 45: (cartoon) Liza Donnelly/Cambridge University Press; 57: (cartoon) Liza Donnelly/Cambridge University Press; 67: (cartoon) Liza Donnelly/Cambridge University Press; 77: (cartoon) Liza Donnelly/Cambridge University Press; 93: (cartoon) Liza Donnelly/Cambridge University Press; 97: (cartoon) Liza Donnelly/Cambridge University Press; 107: (cartoon) Liza Donnelly/Cambridge University Press; 117: (cartoon) Liza Donnelly/Cambridge University Press; 127: (cartoon) Liza Donnelly/Cambridge University Press
Photography credits
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Text credits
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
15 Statistics listed at: http://thefuturebuzz.com/.
26 Rogers, E.M. 2003. Diffusion of Innovations (5th Edition). New York: Free Press.
28 "World Internet Penetration Rates by Geographic Regions – 2012" and "Internet Users in the World, Distribution by World Regions – 2012," Copyright © 2000 – 2012, Miniwatts Marketing Group. All rights reserved.
48 "Sharkskin," from research by Anthony Brennan, PhD, professor of biomedical engineering, University of Florida.
Corpus
Development of this publication has made use of the Cambridge English Corpus (CEC). The CEC is a computer database of contemporary spoken and written English, which currently stands at over one billion words. It includes British English, American English, and other varieties of English. It also includes the Cambridge Learner Corpus, developed in collaboration with the University of Cambridge ESOL Examinations. Cambridge University Press has built up the CEC to provide evidence about language use that helps produce better language teaching materials.
68 Information used with the permission of http://thenetwork.cisco.com/.
80 Data used by permission of Pew Research Center's Internet & American Life Project.
136 Information on women in the workplace used from the U.S. Census Bureau (www.census.gov/hhes/socdemo/education/data/cps/2010/tables.html) and from a 2009 study conducted by N. Scott Taylor of the University of New Mexico.
## Irregular verbs
| Base form | Simple past | Past participle |
|-----------------|----------------------|-----------------|
| be | was/were | been |
| beat | beat | beaten |
| become | became | become |
| begin | began | begun |
| bend | bent | bent |
| bet | bet | bet |
| bind | bound | bound |
| bite | bit | bitten |
| bleed | bled | bled |
| blow | blew | blown |
| break | broke | broken |
| breed | bred | bred |
| bring | brought | brought |
| broadcast | broadcast | broadcast |
| build | built | built |
| burst | burst | burst |
| burn | burned/burnt | burned/burnt |
| buy | bought | bought |
| cast | cast | cast |
| catch | caught | caught |
| choose | chose | chosen |
| cling | clung | clung |
| come | came | come |
| cost | cost | cost |
| creep | crept | crept |
| cut | cut | cut |
| deal | dealt | dealt |
| dig | dug | dug |
| do | did | done |
| draw | drew | drawn |
| dream | dreamed/dreamt | dreamed/dreamt |
| drink | drank | drunk |
| drive | drove | driven |
| eat | ate | eaten |
| fall | fell | fallen |
| feed | fed | fed |
| feel | felt | felt |
| fight | fought | fought |
| find | found | found |
| fit | fitted/fit | fitted/fit |
| flee | fled | fled |
| fling | flung | flung |
| fly | flew | flown |
| forbid | forbade | forbidden |
| forget | forgot | forgotten |
| forgive | forgave | forgiven |
| freeze | froze | frozen |
| get | got | gotten |
| give | gave | given |
| go | went | gone |
| grow | grew | grown |
| hang (an object)| hung | hung |
| have | had | had |
| hear | heard | heard |
| hide | hid | hidden |
| hit | hit | hit |
| hold | held | held |
| hurt | hurt | hurt |
| keep | kept | kept |
| know | knew | known |
| lay | laid | laid |
| lead | led | led |
| leave | left | left |
| lend | lent | lent |
| let | let | let |
| lie (down) | lay | lain |
| light | lit | lit |
| lose | lost | lost |
| Base form | Simple past | Past participle |
|-----------------|----------------------|-----------------|
| make | made | made |
| mean | meant | meant |
| meet | met | met |
| mislead | misled | misled |
| overcome | overcame | overcome |
| pay | paid | paid |
| prove | proved | proven/proved |
| put | put | put |
| quit | quit | quit |
| read | read | read |
| ride | rode | ridden |
| ring | rang | rung |
| rise | rose | risen |
| run | ran | run |
| say | said | said |
| see | saw | seen |
| seek | sought | sought |
| sell | sold | sold |
| send | sent | sent |
| set | set | set |
| sew | sewed | sewn/sewed |
| shake | shook | shaken |
| shine | shone | shone |
| shoot | shot | shot |
| show | showed | shown/showed |
| shrink | shrank | shrunk |
| shut | shut | shut |
| sing | sang | sung |
| sink | sank | sunk |
| sit | sat | sat |
| sleep | slept | slept |
| slide | slid | slid |
| sling | slung | slung |
| slink | slunk | slunk |
| sow | sowed | sown |
| speak | spoke | spoken |
| spend | spent | spent |
| spill | spilled/spilt | spilled/spilt |
| spin | spun | spun |
| spread | spread | spread |
| sped | sped | sped |
| spring | sprang | sprung |
| stand | stood | stood |
| steal | stole | stolen |
| stick | stuck | stuck |
| sting | stung | stung |
| stink | stank | stunk |
| strike | struck | struck |
| string | strung | strung |
| swear | swore | sworn |
| sweep | swept | swept |
| swim | swam | swum |
| swing | swung | swung |
| take | took | taken |
| teach | taught | taught |
| tear | tore | torn |
| tell | told | told |
| think | thought | thought |
| throw | threw | thrown |
| understand | understood | understood |
| wake | woke | woken |
| wear | wore | worn |
| weep | wept | wept |
| win | won | won |
| wind | wound | wound |
| withhold | withheld | withheld |
| write | wrote | written |
Viewpoint is a two-level series for adults and young adults, taking learners from a high intermediate to advanced level of proficiency (CEFR: B2 – C1). The course is based on research into the Cambridge English Corpus, so it teaches English as it is really used.
- Extensive corpus research ensures natural language is presented and practiced in authentic contexts.
- Engaging writing tasks with explicit goals prepare learners to succeed in professional and academic writing.
- Vocabulary-learning strategies encourage learner independence.
- Tips to avoid common errors teach learners to use English accurately.
The course is written by the same author team that produced the ground-breaking Touchstone series, a four-level series that takes students from beginner to intermediate levels (CEFR: A1 – B2).
**Viewpoint Components**
| For Students | For Teachers |
|--------------|-------------|
| Student’s Book | Teacher’s Edition with Assessment Program |
| Workbook – print and online | Presentation Plus: classroom presentation software |
| Video DVD | Downloadable Video Activities |
| Class Audio CDs |
**Viewpoint – Online Workbook**
- Flexibility for students and teachers – the online workbook can be used in class or at home
- Automated grading and progress tracking
- Collaborative online activities encourage class engagement and communication
www.cambridge.org/viewpoint
---
**CEFR**
| Level | Course |
|-------|--------|
| A1 | TOUCHSTONE 1 |
| A2 | TOUCHSTONE 2 |
| B1 | TOUCHSTONE 3 |
| B2 | TOUCHSTONE 4 |
| C1 | VIEWPOINT 1 |
| | VIEWPOINT 2 |
**CAMBRIDGE ENGLISH CORPUS**
The Cambridge English Corpus is a multi-billion word collection of written and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers.
Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes. This means that Cambridge materials help students to avoid mistakes, and you can be confident the language taught is useful, natural and fully up to date.
www.cambridge.org/corpus
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THE ARTISTIC VISION of M
Missoula Camera Club
The photographs on the following pages are part of a remarkable collection of two hundred glass plate negatives in the photographic archives of the Montana Historical Society. They are remarkable not only for their high level of technical excellence, but for their aesthetic composition and subject matter. They are even more remarkable because the photographer, Myrta May Wright Stevens, was both an amateur and a woman.
In 1888 he determined to move to the West Coast in search of new opportunities, but when he stopped in the Bitterroot Valley, he was so impressed by the beauty of western Montana that he determined to settle in Missoula. For two years he worked as a machinist for the Northern Pacific Railroad, then became interested in the fruit commission and grocery business. In 1905 he turned his attention to real estate and mine brokerage. A civic-minded man, Stevens was active in fraternal organizations and, as a staunch Republican, was city alderman, public administrator and mayor of Missoula in 1901 and 1902.
But what of Mrs. Stevens? Sanders writes only that Myrta Stevens was born in Rochester, Minnesota; married in 1882; had three children, Marguerite, Lucille, and Lyman; was an active member of the Rebekah Lodge, and “one of the most popular women in Missoula.” Clearly, for this historian, women made their mark in the world solely as wives and mothers, and their character and accomplishments were deemed of little consequence.
Fortunately, Mrs. Stevens’ daughter, Marguerite Maloney (now 92) and her husband still reside in Helena,
and they have supplied us with information suggesting the exceptional qualities of Myrta Stevens. The Maloney home, which is still marked by the presence of Mrs. Stevens although she died in 1944, suggests that she was an artistic and cultured woman. It was she who made the delicate woven baskets on the Maloney's piano and the serene watercolor landscapes on the wall and the hand-painted china vases.
But Myrta Stevens was no helpless dilettante, for she matched her husband in independence of mind and resourcefulness, willingly tackling whatever task was at hand. She built the chimney on their Missoula home, and was proficient with a hammer and saw. As president of the Rebekahs, she was not adverse to driving alone over much of the state in a buggy to visit the local lodges. Yet when Montana women won the vote in 1914, Mrs. Stevens, then well into her fifties, told her daughter that the suffragists had gone too far!
Her opinions apparently carried weight in her husband's decisions, but she was not, however, able to overcome his determination to go west. When she and her two daughters came to Missoula to join him in 1889, she did not like what she saw. The West, she thought, was "wild and wooly and full of fleas." Yet with characteristic good humor she faced her new situation and in time came to sincerely like her new home.
Perhaps a part of her adjustment was eased by the fact that in Missoula she discovered the Missoula Camera Club, a group of amateur and professional photographers who shared her enthusiasm for photography. Myrta had taken up photography, an unusual avocation for a woman, while still in Minnesota, and she had a Kodak view box specially made. With this camera she taught herself the techniques of photography. In later years she acquired a more elaborate New Century camera that made the standard five-by-seven glass negatives.
During the summer months of the 1890's, the Missoula Camera Club travelled together over much of western Montana in search of new subjects for their photography, and from amateurs such as E. W. Phillips and professionals such as Frank M. Ingalls she learned new ideas on technique and composition. In a room over the family's buggy shed, Myrta set up a dark room and mastered developing and printing her own negatives.
It is clear that photography was much more than a hobby to her; her pictures were not meant so much to document her travels and the growth of her children but as an expression of her artist's view of the world. This aesthetic quality is especially apparent in a series of titled views such as a "A Study in Cats and Rabbits" and "Scenic Study in Reflections," and "On Yonder Shore."
The photographs reproduced here indicate that Mrs. Stevens' eye was attracted to the delicate and graceful and to the humorous or ironic detail. A part of her special vision, however, is only apparent as a result of seventy years of hindsight. Constrained by uncomfortable, cumbersome clothing, the people in Myrta Stevens' outdoor photography seem to assume stylized, formal poses for the camera. Closer examination, however, reveals that the photographer had only momentarily interrupted their fun. A humorous detail or a shy smile from out of the past reveals that the people of the 1890's were real people and that they enjoyed themselves in real ways. Thanks to the talents of one almost forgotten artist-photographer we are pleased to share with you a few moments with the Montanans of the 1890's as they enjoyed themselves outdoors in the summer.
A favorite spot for pleasure-seeking Missoulians of the 1890's was the resort of LoLo Hot Springs, a group of non-mineralized springs about thirty miles south of Missoula in the picturesque Bitterroot Valley. The special properties of the water had been noted as early as 1806 when Lewis and Clark camped in the area, which they called Travelers' Rest. Referring to the area in his diary, Clark wrote, "I tasted this water and found it hot and not bad tasted... in further examonation [sic] I found this water nearly boiling hot at the places it spouted from the rocks... I put my finger in the water. At first I could not bare it a second." Camps of the late Nineteenth Century found the accommodations more luxurious than did Lewis and Clark. Along LoLo Creek Mrs. Stevens came upon the above camping site and photographed the vacationers' cook cleaning up.
At LoLo Hot Springs, Mrs. Stevens took this study of a group of women fishing while the men in their party awaited, in stylized pose, some grouse hunting. Here the photographer's artistic eye was struck by the delicacy of the fishing rods, the spring flowers, and even the lodge pole pine in the background.
40
Mrs. Stevens and her companion encountered the unknown huntress, seen in the picture on the opposite page, along LoLo Creek. Although the composition indicates some degree of arrangement, the total effect is natural and unaffected. The youthful huntress wears a placid expression; that and her simple straw hat and cotton dress contrast sharply with the violence symbolized by her rifle, her holster, and the dead game.
Another view (above) taken at LoLo Hot Springs, which bears Mrs. Stevens highly stylized approach to photography, shows a group of health-seekers partaking of the spring water. Note the details: the woman at the top of the group with the raised cup; the two women immediately below her, one with genteely folded hands and the other wrapped in a shawl; and in the lower left, the two cribbage players.
A few hundred feet from LoLo Hot Springs, Granite Creek flows into the LoLo. Directly above the mouth of the creek arises another hot springs and a number of large granite boulders from which the creek took its name. Long an established resort area, it included a number of camping sites for tents as well as log cabins for Victorians less intent on roughing it.
At Granite Hot Springs, Mrs. Stevens took this study of an unidentified family. The man in the party still wears a woman’s hat, suggesting that what had been a moment of fun-loving antics had suddenly settled down for a sober moment for her camera.
During one of their excursions, Mrs. Stevens and her companions came upon this unidentified group of campers. Mrs Stevens’ daughter suggested that the men were part of a group searching for a lost camping party. If so, the antics interrupted for the photograph contrast sharply with their mission.
The Flathead Indian Reservation, about thirty miles north of Missoula, was another favorite spot for photographers. Located in the scenic, narrow Jocko Valley and named after fur trader Jacques Finley, the reservation agency provided countless opportunities for outstanding photographic studies. It was an early Spring day when Mrs. Stevens took this study of Charles W. Lombard, a Missoula dentist and a fellow member of the Missoula Camera Club, taking a picture of a domestic scene.
Even an afternoon at home could present an opportunity for an interesting photographic study. It seems likely that the picture at the right of the entire Stevens family — Albert, Lyman, Marguerite, Myrta and Lucille — was taken by E. W. Phillips in front of the Stevens home on North Second Avenue. Below is a study of a June, 1899, picnic of the Stevens and Charles Lemley families along the banks of Rattlesnake Creek, near Missoula.
Lyman, dressed in a straw hat and Lord Fauntleroy collar for the picnic on Rattlesnake Creek and the only male in the group, was in the same circumstances above when he joined his two sisters for an afternoon hike. Mrs. Stevens entitled this study "Wait a Minute." | aece18ac-7acd-42f7-8ab7-bd94a587570d | CC-MAIN-2022-27 | https://montanawomenshistory.org/wp-content/uploads/2013/11/Artistic-Vision-of-Myrta-Wright-Stevens-The.pdf | 2022-06-26T10:50:44+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103205617.12/warc/CC-MAIN-20220626101442-20220626131442-00798.warc.gz | 457,029,358 | 1,963 | eng_Latn | eng_Latn | 0.997819 | eng_Latn | 0.998673 | [
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TOUCHSTONE 2
with DVD
Michael McCarthy
Jeanne McCarten
Helen Sandiford
www.irLanguage.com
VIDEO ACTIVITY BOOK
Touchstone
Janet Gokay
Marcia Fisk Ong
Series Authors
Michael McCarthy
Jeanne McCarten
Helen Sandiford
مراجع آموزش زبان ایرانیان
irLanguage.com
این مجموعه با لوگوی مرجع زبان ایرانیان به صورت نشر بر خط و حامل به ثبت رسیده است. به ثبت رسیده است. کپی بر داری از آن خلاف شرع، قانون و اخلاق است و شامل پیگیری خواهد شد.
2
Video Activity Book
CAMBRIDGE UNIVERSITY PRESS
## Contents
**Introduction: To the Student** ................................................................. iv
**Worksheets**
- Episode 1, Act 1 .................................................................................. 1
- Episode 1, Act 2 .................................................................................. 5
- Episode 1, Act 3 .................................................................................. 9
- Episode 2, Act 1 .................................................................................. 13
- Episode 2, Act 2 .................................................................................. 17
- Episode 2, Act 3 .................................................................................. 21
- Episode 3, Act 1 .................................................................................. 25
- Episode 3, Act 2 .................................................................................. 29
- Episode 3, Act 3 .................................................................................. 33
- Episode 4, Act 1 .................................................................................. 37
- Episode 4, Act 2 .................................................................................. 41
- Episode 4, Act 3 .................................................................................. 45
Character descriptions
Touchstone Video is a fun-filled, compelling situational comedy featuring a group of young people who are friends. David Parker is a reporter. His roommate is Alex Santos, a personal trainer. David’s friend Gio Ferrari is a student visiting from Italy. Liz Martin is a singer and Web designer. She lives with Yoko Suzuki, a chef. Kim Davis is David’s co-worker. She works in an office.
Through the daily encounters and activities of these characters, you have the opportunity to see and hear the language of the Student’s Book vividly come to life in circumstances both familiar and entertaining.
This is David Parker. He’s a reporter.
This is Yoko Suzuki. She’s a chef.
This is Alex Santos. He’s a personal trainer.
This is Gio Ferrari. He’s a student. He’s from Italy.
This is Liz Martin. She’s a Web designer and singer.
This is Kim Davis. She’s David’s co-worker.
The Video
Welcome to the *Touchstone* Video. In this video you will get to know six people who are friends: David, Liz, Yoko, Alex, Kim, and Gio. You can read about them on page iv.
You will also hear them use the English that you are studying in the *Touchstone* Student’s Books. Each of the four levels of the Video breaks down as follows:
| Episode 1 | Act 1 | Student’s Book units 1–3 |
|-----------|-------|--------------------------|
| | Act 2 | |
| | Act 3 | |
| Episode 2 | Act 1 | Student’s Book units 4–6 |
|-----------|-------|--------------------------|
| | Act 2 | |
| | Act 3 | |
| Episode 3 | Act 1 | Student’s Book units 7–9 |
|-----------|-------|--------------------------|
| | Act 2 | |
| | Act 3 | |
| Episode 4 | Act 1 | Student’s Book units 10–12 |
|-----------|-------|----------------------------|
| | Act 2 | |
| | Act 3 | |
Explanation of the DVD Menu
To play one Episode of the Video:
- On the Main Menu, select *Episode Menu*.
- On the Episode Menu, select the appropriate *Play Episode*.
To play one Act of the Video:
- On the Main Menu, select *Episode Menu*.
- On the Episode Menu, select *Act Menu*.
- On the Act Menu, select the appropriate *Play Act*.
To play the Video with subtitles:
- On the Main Menu, Episode Menu, or Act Menu, select *Subtitles*.
- On the Subtitles Menu, select *Subtitles on*. The DVD will then automatically take you back to the menu you were on before.
To cancel the subtitles:
- On the Main Menu, Episode Menu, or Act Menu, select *Subtitles*.
- On the Subtitles Menu, select *Subtitles off*. The DVD will then automatically take you back to the menu you were on before.
The Worksheets
For each Act there are *Before you watch*, *While you watch*, and *After you watch* worksheets.
For *While you watch* worksheets:
- Find DVD 0 on your worksheet.
- Input this number on the Video menu using your remote control. The DVD will then play only the segment of the Video you need to watch to complete the task.
We hope you enjoy the *Touchstone* Video!
A Write the words in the box under the correct hobby.
| a board game | a cookbook | golf clubs | in-line skates |
|--------------|------------|-----------|---------------|
| a painting | pots and pans | weights |
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
B Match the questions with the answers. Then practice with a partner.
1. What's your favorite kind of music? ______
2. Can you paint? ______
3. Do you like cooking? ______
4. Do you play any sports? ______
5. Are you getting rid of these skates? ______
a. No, I can't. But I'd like to learn. I love art.
b. No, sports aren't really my thing.
c. I love jazz and country music!
d. Yes, I am. I don't use them anymore.
e. Yes, I do, but I'm not cooking a lot these days. I'm too busy.
A Circle the correct answers.
1. The friends are having a stoop sale ______ weekend.
a. this b. next
2. A stoop is the stairs _____ a building.
a. in front of b. behind
3. At a stoop sale, you sell _____ stuff.
a. old b. new
4. David says it’s a great way to make _____ .
a. friends b. money
5. David is a _____ .
a. salesman b. reporter
B What does everyone bring to the sale? Match the items to the people.
(Some people bring two or three items.)
| a. board games | d. in-line skates | g. a painting |
| b. Web design books | e. weights | h. cookbooks |
| c. golf clubs | f. pots and pans | i. CDs |
David Yoko Liz Alex
Now look at the items that the friends are selling. Complete the sentences with the correct names.
1. ________ is a singer and Web page designer.
2. ________ is a chef.
3. ________ is a personal trainer and likes to paint.
C Circle the correct answers.
1. Liz and Yoko live **across** / **down** the hall from David.
2. David is excited about the sale because **he wants to meet the neighbors** / **he’s writing an article**.
3. David is selling his board games because he **has a lot** / **doesn’t like them**.
4. Yoko is selling pots and pans because **they’re old** / **she has enough**.
5. Liz is selling the books about Web page design because **they’re old** / **she has enough**.
6. Liz is selling a lot of **jazz** / **country** CDs.
7. Alex is selling weights because he’s **buying new ones** / **not using them**.
8. Alex **is** / **isn’t** painting a lot these days.
9. Gio wants to **keep** / **get rid** of a lot of things.
10. Gio is studying **math** / **business**, so he can help with advertising and prices.
D Circle the correct answers.
1. Gio loves board games. How does David feel about board games?
a. He loves them, too.
b. He doesn’t like them.
2. David can’t skate. What about Gio?
a. He can skate well.
b. He can’t skate, either.
3. What does Yoko think of golf?
a. She likes it.
b. She doesn’t like it.
4. How does David feel about golf?
a. He likes it, too.
b. He doesn’t like it, either.
5. How does Alex feel about golf?
a. He loves it.
b. He doesn’t like it very much.
6. What do Yoko and Liz think of Alex’s painting?
a. They like it.
b. They don’t like it.
7. What does Gio think of the painting?
a. He likes it, too.
b. He doesn’t like it very much.
After you watch
A What can you remember? Who wants to sell each item? Who says they like each item?
1. the in-line skates David wants to sell the skates.
2. the golf clubs
3. Alex’s painting
4. the board games
B Complete questions 6 and 7 with your own ideas. Answer the questions in the You column. Then ask a partner the questions.
| | You | Your partner |
|---|-----|--------------|
| 1. Can you paint? | Yes / No | Yes / No |
| 2. Can you play golf? | Yes / No | Yes / No |
| 3. Do you like to play board games? | Yes / No | Yes / No |
| 4. Do you like in-line skating? | Yes / No | Yes / No |
| 5. Do you like to listen to music? | Yes / No | Yes / No |
| 6. Can you ___________________________? | Yes / No | Yes / No |
| 7. Do you like (to) ________________________? | Yes / No | Yes / No |
Compare your answers. What do you have in common?
“I can’t paint, and Bernard can’t, either. We both like board games.”
C Complete the sentences with your own information. Then compare answers with a partner.
1. I can’t ________________, but I want to learn.
2. I’m not really into ________________. It’s not really my thing.
3. I love to ________________!
4. I’m not very good at ________________, but I am good at ________________.
5. I don’t really enjoy ________________ these days. I prefer to ________________.
A I can’t dance, but I want to learn.
B Me too!
A Match the words in the two columns. Write the words.
| country | sale |
|---------|------|
| diet | clubs|
| golf | music|
| junk | racket|
| stoop | drink|
| tennis | food |
1. country music
2.
3.
4.
5.
6.
B Circle the correct verb form.
1. I like / I’m liking country music. What about you?
2. I don’t feel very well. I think I get / I’m getting the flu.
3. Hi. Do you live / Are you living around here, or do you visit / are you visiting?
4. I don’t want any French fries. I try / I’m trying to lose weight.
5. I usually go / am going to the gym every day. What about you? Do you go / Are you going to a gym?
6. Right now, I study / I’m studying for my final exams next month.
C Complete the chart with the expressions in the box.
| Starting a conversation | Expressing surprise | Ending a conversation |
|-------------------------|---------------------|-----------------------|
| Are you into music? | Are you kidding? | |
| This is a great party. | | |
| Nice meeting you. | | |
| Are you kidding? | | |
| Have a great day. | | |
| No way! | | |
| Do you live around here?| | |
| I’m sorry, I think I need to go. | | |
| Wow! Are you serious? | | |
A Check (✓) true or false. Then try to correct the false sentences.
1. David has a cold.
✓ False
2. Matt likes Liz’s CD.
✓ True
3. Matt lives far away.
✓ True
4. Fred exercises twice a week.
✓ True
5. Matt is a good singer.
✓ True
6. Fred drinks a lot of coffee.
✓ True
7. Liz thinks Fred is an interesting guy.
✓ True
B Who does these things? Check (✓) Liz or Fred. Then watch the video and check your answers.
| Who . . . ? | مرجع زبان ایرانیان | Liz | Fred |
|-------------|-------------------|-----|------|
| 1. is a good listener | ✓ | | |
| 2. keeps looking at the other person | | | |
| 3. talks about himself or herself a lot | | | |
| 4. asks about a salary | | | |
| 5. smiles a lot | | | |
| 6. is negative | | | |
C What do they talk about? Check (✓) the correct topics.
**Conversation 1: Matt and Liz**
- personal appearance
- where they live
- exercise
- personal problems
- the weather
- staying healthy
- music
- salaries
**Conversation 2: Alex and Fred**
- personal appearance
- where they live
- exercise
- personal problems
- the weather
- staying healthy
- music
- salaries
D Listen for these sentences. Circle the ones you hear.
1. a. I drink these diet drinks.
b. I’m drinking these diet drinks.
2. a. I don’t do anything right now.
b. I’m not doing anything right now.
3. a. Do you make a lot of money doing that?
b. Are you making a lot of money doing that?
4. a. I play the piano.
b. I’m playing the piano.
5. a. I go to the gym every other day.
b. I’m going to the gym every other day.
6. a. I eat a lot of junk food.
b. I’m eating a lot of junk food.
E Watch the video. Complete the conversations with expressions from the box.
| actually | cool | no way | really | wow |
Alex Well, (1) ____________, I’m a personal trainer.
Fred (2) ____________? Do you make a lot of money doing that?
Alex Uh . . .
Matt (3) ____________, I’m a musician, too.
Liz (4) ____________! What do you play? Or . . . are you a singer?
Matt No. I can’t sing at all. I play the piano.
Liz (5) ____________. What kind of music do you play?
Matt Well, I play jazz.
Liz (6) ____________! And you live nearby. Maybe we can practice together sometime.
Matt Sure. That sounds great.
A What did you learn about Matt and Fred? Make notes. Then compare your answers with a partner. Did you remember the same things?
Matt
lives nearby
Fred
wants to lose weight
B Choose one of the conversation ideas in the box or use your own ideas. Have a short conversation with a partner.
your home or workplace a hobby or interest the weather
A Do you work near here?
B Yes, I do. I work in an office on Second Street.
A Really? I work near Second Street! . . .
C Imagine you are at a party. Write a conversation with a partner. Follow the steps below.
A (Say something about the party.)
B (Respond and ask a question.)
A (Respond and introduce yourself.)
B (Introduce yourself and ask another question.)
A (Respond and give more information.)
A This is a great party.
B Yeah. David’s parties are always fun. . . .
A Complete the sentences about the pictures. Use the words in the box.
1. I can’t eat or drink! I have a really bad ________________.
2. Oh, no! I think I’m getting a ________________ again.
3. I have a bad ________________.
4. We need some aspirin. Could you go to the ________________ and get some?
5. We need some ________________.
6. I’m taking some ________________ for my cough.
7. I have a ________________.
8. Sam has exams, and he’s working very hard. He feels very ________________.
B Find two responses for each sentence. Write the letters.
1. A How are you?
B ___________
a. I’m feeling better.
b. No problem.
2. A I think I have a cold.
B ___________
c. No, I don’t think so, thanks.
d. Oh, no!
3. A Do you need anything?
B ___________
e. Oh, yes. Could you get some milk, please?
f. I’m OK, I guess.
4. A Could you go to the drugstore?
B ___________
g. OK. Thanks!
h. Sounds good.
5. A I can make you some tea, if you want.
B ___________
i. Sure.
j. That’s too bad.
A Check (✓) all the correct answers.
1. At the beginning of the act, David and Alex talk about _______.
- [✓] David’s health
- [ ] David’s daily schedule
- [ ] the stoop sale
- [ ] Alex’s health
- [ ] Alex’s daily schedule
- [ ] David’s newspaper article
2. On the telephone, Alex and Yoko talk about _______.
- [ ] David’s health
- [ ] Yoko’s health
- [ ] medicine
- [✓] Alex’s health
- [ ] Liz’s health
- [ ] exercise
3. After the telephone call, David and Alex talk about _______.
- [ ] in-line skates
- [ ] a tennis racket
- [ ] skating lessons
- [ ] tennis lessons
B Match the two parts to make true sentences. (One item matches to two people.)
1. David ___ e ___ ___ ___ a. is coughing a lot.
2. Alex ___ ___ ___ b. has allergies.
3. Yoko ___ ___ ___ c. missed the stoop sale.
4. Liz ___ ___ ___ d. has a cold.
e. feels better.
f. has a terrible headache.
g. is stressed.
C Listen for these parts of the conversation. Circle the correct answers.
1. Alex Hey, David, how are you?
David I feel better. / I’m feeling better.
2. David Oh, no. That’s too bad.
Alex Yeah. You know, I get up / I’m getting up at 5:30 every day to go to work these days.
3. Alex What about your article for the newspaper, “A Stoop Sale: Step-by-Step”?
David I want to write / I’m still writing it, but I’m stressed about my deadline.
4. Yoko Hi, Alex. It’s Yoko. How are you?
Alex OK, I guess. Actually, I think I have a cold. How do you feel / are you feeling?
5. Alex Really? You’re kidding.
Yoko No, I’m not. I have cold. And Liz coughs all the time / is coughing a lot.
D Who says these things? Check (√) Alex, David, or Yoko. Then watch the video and check your answers.
| | Alex | David | Yoko |
|----------------------------------------------------------------|------|-------|------|
| 1. I guess it was a 24-hour bug. | | | |
| 2. We got really wet! | | | |
| 3. I can go to the drugstore. | | | |
| 4. You sound sick. | | | |
| 5. Do you guys have any? | | | |
| 6. He can buy some. | | | |
| 7. Now I just have to find my tennis racket. | | | |
| 8. Sorry! You never used it! | | | |
E Watch the video. Complete the conversation with verbs from the box. (Some of the verbs are used twice.)
| drink | get | have | rest | take |
Alex No problem. Do you need anything?
Yoko No, I never take medicine when I (1) ________ have a cold.
Alex That’s funny. I don’t either. If I (2) ________ allergies, I usually (3) ________ something. But when I have a cold, I don’t (4) ________ medicine. I just stay home and (5) ________.
Yoko Yeah, me too. But if I (6) ________ a really bad cold, I (7) ________ hot water and vinegar with honey.
Alex Really? Does it help?
Yoko Yeah, it helps a lot.
A What can you remember? What does Yoko do when she has a cold? What do you do when you have a cold?
B Answer the questions. Then compare your answers with a partner.
How are you the same? How are you different?
| 1. How often do you get the flu? | You |
|---------------------------------|-----|
| 2. How often do you get headaches? | |
| 3. What do you do when you feel sick? | |
| 4. Do you feel stressed a lot? | |
| 5. Do you feel tired very often? | |
A How often do you get the flu?
B I hardly ever get the flu.
A Really? You’re lucky. I get the flu once a year.
C Work with a partner. Complete the conversations using your own ideas. Then practice with your partner.
1. A How are you feeling? Do you still have ________________?
B Oh, I’m feeling much better, thanks.
I ___________________________ and now I’m feeling ________________.
A That’s good. I always ___________________________ when I have a cold.
2. A I’m so ________________ these days.
B Really? ___________________________?
A Well, I’m ___________________________ these days. And I’m ___________________________.
B That’s too bad.
A Match the pictures with the sentences.
1. c 2. 3. 4.
5. 6. 7. 8.
a. He’s baking a cake. e. She’s leaving work.
b. They’re playing soccer. f. She’s mailing some letters.
c. They’re making pasta. g. He’s talking on the phone.
d. It’s arriving at 5:45. h. They’re planning a party.
B Are the actions in the conversations happening now, or will they happen in the future? Check (✓) the correct column.
| Now | In the future |
|-----|---------------|
| | |
| | |
| | |
| | |
1. A What are you doing?
B I’m writing a letter.
2. A What are you doing tomorrow?
B I’m playing basketball with a friend.
3. A What are you making for dinner tonight?
B I’m probably making pasta with chicken.
4. A Who are you talking to?
B I’m talking to my father.
While you watch
A What topics do David, Liz, Yoko, and Alex talk about? Check (✓) one answer for each item.
1. □ American stuff
✓ Italian stuff
2. □ flowers
□ pictures
3. □ a special present
□ a special guest
4. □ the menu for the party
□ the decorations for the party
5. □ a traditional cake
□ a popular dessert
6. □ the guest list for the night of the party
□ the plan for the night of the party
7. □ a mistake about the date of the party
□ a change in the date of the party
B When are these things going to happen? Write the number for each event under the correct day.
1. pictures arrive 3. Yoko prepares food 5. Alex picks up cake
2. special guest arrives 4. Alex talked to Gio 6. party happens
C Circle the correct answers.
1. Gio isn’t home / homesick.
2. Gio’s mother / sister is sending the pictures.
3. Liz is picking up the special guest at the airport / train station.
4. Yoko is / isn’t busy and can / can’t talk long.
5. Yoko is making pasta, grilled vegetables, and pizza / hamburgers for the party.
6. Gio knows / doesn’t know about the party.
7. Alex can / can’t bake cakes.
8. Alex can / can’t keep Gio busy on the night of the party.
9. The party is on the 25th / 26th.
10. Liz / David is going to call everyone back.
D Listen for these sentences. Complete the sentences with the correct form of the verbs in the box. (You will use one of the verbs twice.)
1. David He’s not ___________ back for another hour.
2. David Gio is pretty homesick, so I think he’s ________________ all the Italian stuff.
3. Liz And our special guest arrives on Friday morning. I’m ________________ her at the airport.
4. Yoko I’m ________________ pasta, grilled vegetables, pizza, and stuff like that. I’m excited because I’m ________________ some new recipes!
5. David Yoko is ________________ pasta and stuff like that.
E Listen for the sentences and complete them with can or could. Then watch again and match the sentences with the ones that follow them.
1. It’s about the food for the party. ___________ you tell me what you’re going to make? _____
a. Sure. OK. What else?
b. Um, I’m not sure.
c. You know, I make great cakes.
d. Uh, I have to go, OK? Bye, David.
e. Sure. I’m making pasta, grilled vegetables, pizza, and stuff like that.
f. You know what? Gio wants me to train him at the gym.
2. I’m preparing a lot of the food on Saturday morning. I ___________ talk to Liz about it later. _____
3. So . . . how _________ I help? _____
4. Are you going to bake a cake for him? I ___________ help with that. _____
5. It’s going to be ready on Friday. ___________ you pick it up? _____
6. On the night of the party, we need someone to keep Gio busy. ___________ you help? _____
A Think about the plans that were made in the video. What do you think is going to happen on the night of the party? Write your ideas. Then discuss the question.
Alex is going to take Gio to the gym. The others are going to prepare the party.
Who do you think the mystery guest is going to be?
B Match the statements with the responses. Then practice the conversations with a partner. Use your own ideas to keep the conversation going.
1. I’m going to a wedding in August. _a_
2. We’re going out for dinner this evening. ____
3. We’re having a birthday party for my father in July. ____
4. Some friends are coming to visit this weekend. ____
5. I’m going to a concert on Saturday night. ____
6. My sister is graduating this summer. ____
a. Really? Does she have any plans?
b. Oh, yeah? How old is he?
c. I am too! Who are you going to see?
d. Really? Who’s getting married?
e. What are you going to do with them?
f. That sounds nice. Are you celebrating something?
C Look at the activities in the box and add two of your own. Then circle three to five activities that you are planning to do sometime in the future.
go to a concert have a birthday party go to a wedding
go out for dinner buy a present
see old friends go away for the weekend
Work with a partner. Take turns describing your plans. Give details.
A I’m going away for the weekend.
B Really? Where are you going?
A Well, . . .
A Put the words in the box into the correct categories.
| School | Sports | Festivals and celebrations |
|--------|--------|----------------------------|
| algebra | | |
B Complete the sentences with the verbs in the box.
came got grew had met
moved took was ✓ were wore
1. We ________ on the same volleyball team.
2. I ________ up in France, but my family ________ to California when I ________ sixteen.
3. My brother and I ________ along well.
4. He ________ to visit me last year. We ________ a great time.
5. I ________ history and geography in high school.
6. Everybody ________ a uniform at my school.
7. My parents ________ in high school.
C Match the questions with the answers. Then practice the conversations.
1. Where were you born? ________
a. Probably math. I was good at math.
2. Did you play sports when you were a kid? ________
b. Yes, we got along well.
3. Did you get along with your brothers and sisters? ________
c. In California, but I grew up in New York.
4. What was your favorite subject at school? ________
d. Yes, I did. I studied German and Italian.
5. Did you study any languages? ________
e. Yes. Volleyball and basketball.
A Match the sentences with the correct pictures.
a. We did everything together.
b. Is that really you?
c. What are you doing here?
d. Who’s that with you?
e. Happy Birthday!
f. I was a good student.
1. ____
2. ____
3. ____
4. ____
5. ____
6. ____
B Listen for these topics. Cross out the word in each list that isn’t mentioned.
| 1. Carnevale | 2. Sports | 3. School subjects |
|--------------|-----------|-------------------|
| costumes | baseball | algebra |
| dancing | basketball| business |
| fireworks | soccer | English |
| float | volleyball| German |
| parades | | |
C Circle all the correct answers. (One, two, or three answers are possible for each question.)
1. Gio and Monica _______.
a. had fights when they were kids
b. went to college together
c. get along well now
3. Gio and his cousin _______.
a. were in the same classes
b. played on the same soccer team
c. grew up in the same house
2. Monica came to the party because _______.
a. she wanted to surprise Gio
b. Liz and David invited her
c. she had vacation time
4. Most students in Gio’s school _______.
a. spoke English fluently
b. didn’t study hard
c. studied two languages
D Complete the conversation.
Gio Oh my gosh! Where did you get these pictures?
Liz Your mother (1) _______ them to us.
Alex Is that really you? You (2) _______ so little!
Gio Yeah. I guess I’m three or four months old in that picture. Uh, that (3) _______ probably right before my family moved to Italy.
Kim Really? You weren’t born in Italy?
Gio No, I (4) _______ here. My mother’s a New Yorker. She (5) _______ my father when he (6) _______ to the U.S. to work.
Kim So (7) _______ you (8) _______ bilingual?
Gio Not really. We usually (9) _______ Italian at home. My mother speaks it very well.
A What can you remember? Read the summary of Gio’s life. Find and correct the mistakes.
Gio was born in Italy. His mother is American and his father is Italian, so the family spoke English at home. He moved to Italy when he was about four years old.
Gio’s sister’s name is Maria. They didn’t get along when they were kids, and they’re not really close now. They loved Carnevale when they were children. Carnevale is a popular festival with parades and fireworks.
Gio and his brother were in the same class at school and on the same baseball team. Gio played a lot of sports as a child.
Gio loved school but he wasn’t a very good student. He hated algebra!
B Use the prompts to write questions about your childhood.
1. Where / born
Where were you born?
2. Where / grow up
3. get along / family
4. Where / go / school
5. What / favorite subject
6. play / any sports
7. What kind / music / listen to
8. What / best memory
C Work with a partner. Choose some of the questions in Exercise B. Take turns asking and answering the questions.
A Where did you grow up?
B Well, I grew up in . . . , but we moved to . . . when I was a teenager.
A Really? Did you like . . . ?
B . . .
Episode 2 The Birthday Party
Act 3
Before you watch
A Match the picture with the correct location expressions.
a. at the end b. between c. on the corner
1. ____
2. ____
3. ____
B Look at the map. Write the name of the place for each location.
1. It’s at the end of Elm Street. ___________________________
2. It’s on Oak Street, between First and Second Avenues. ___________________________
3. It’s on Elm Street, between Second and Third Avenues. ___________________________
4. It’s on the corner of Elm Street and First Avenue. ___________________________
C Number the lines of the conversations in the correct order.
1. ____ It sounds terrific!
____ Like what?
____ Well, there are a lot of nice shops and great restaurants.
____ Yes, it’s great. There’s so much to do.
____ Do you like living in your neighborhood?
2. ____ OK. Thanks!
____ I’m sorry? What?
____ Excuse me. I’m looking for Luca’s.
____ Oh. That’s on Elm Street. It’s not far. Go straight ahead for a block. Make a right, and it’s at the end of the street.
____ Luca’s Restaurant.
A Number the scenes in the correct order.
a. ____
b. ____
c. ____
d. ____
e. ____
B What does Gio say is in the neighborhood? Check (✓) yes or no to answer the questions.
| Is there . . . ? | Are there any . . . ? |
|------------------|-----------------------|
| 1. an aquarium | □ Yes □ No |
| 2. a garden | □ Yes □ No |
| 3. a museum | □ Yes □ No |
| 4. a running path| □ Yes □ No |
| 5. dance clubs | □ Yes □ No |
| 6. department stores | □ Yes □ No |
| 7. gift shops | □ Yes □ No |
| 8. music festivals | □ Yes □ No |
C Check (✓) Gio or Monica.
| Who . . . ? | Gio | Monica |
|-------------|-----|--------|
| 1. likes art | | |
| 2. has a map | | |
| 3. doesn’t want to go to the garden | | |
| 4. has the idea to go shopping | | |
| 5. has to move soon | | |
| 6. finds some great stuff | | |
| 7. forgets the map | | |
| 8. sees a sign for an apartment | | |
D Write the names of the places in the correct locations. (You will not label two of the squares.)
E Circle the correct words to complete the directions.
It’s **not far** / **pretty far**. The best way to go is: Go straight ahead for **one block** / **two blocks**. You’re going to see a **garden** / **movie theater**. Make a **left** / **right** and go down the street for about a block. Take a **left** / **right** and it’s at the end of the street. You can’t miss it.
Look at the map above. Gio and Monica are at the ⭐. Draw the directions.
A What can you remember? What’s in Gio’s neighborhood? What does he like about the neighborhood?
There’s a museum and a garden.
B Look at the map. Answer the questions. Then compare with a partner.
1. Where’s the Rose Garden?
It’s on Oak Street, between First and Second Avenues.
2. Where’s the movie theater?
3. Where’s the dance club?
4. Where’s Lisa’s apartment?
5. Where’s Oak Park?
6. Where’s the New Café?
C Work with a partner. Look at the map above and at the map on page 21. These show different parts of the same neighborhood. Choose a place on one of the maps. Tell your partner where you are. Then ask your partner for directions to a different place.
A Excuse me. I’m looking for the Rose Garden.
B Oh, that’s on . . .
A Look at the picture. Check (✓) the items you see.
- an armchair
- a bed
- a clock
- a coffee table
- a coffeemaker
- a desk
- some dishes
- a dresser
- a lamp
- a microwave
- an oven
- a refrigerator
- a stove
- some towels
- a TV
B Match the expressions to the pictures.
a. gets dressed b. gets up c. has coffee d. makes dinner e. makes the bed f. watches TV
1. ____
2. ____
3. ____
4. ____
5. ____
6. ____
A Circle the correct answers.
1. Gio and David are packing / unpacking Gio’s things.
2. Gio has / doesn’t have a lot of stuff for his new apartment.
3. David asks Gio to describe his typical day / new apartment.
4. There is / isn’t a lot of closet space in Gio’s new apartment.
5. Gio spends a lot of his day at home / school.
6. The kitchen has / doesn’t have a refrigerator.
7. Gio has / doesn’t have a lot of time to cook.
8. Gio likes to watch TV / read while he’s eating dinner.
9. Gio can / can’t afford to buy everything.
10. David doesn’t like to watch TV / clean.
B Check (√) the items Gio needs to buy. Put an X next to the items he doesn’t need to buy. Then answer the question.
What three things does Gio decide not to buy right away?
C What do Gio and David say about these things? Match the adjectives to the things. (One adjective is used twice.)
1. a(n) armchair
a. big
2. a(n) routine
b. convenient
3. a(n) cup of coffee
c. daily
4. a(n) coffeemaker
d. terrible
5. the kitchen is and
e. modern
6. a microwave is really
f. old
7. a(n) habit
g. extra
h. quick
D Number Gio’s daily routine in the correct order.
___ drinks coffee
___ gets dressed
___ gets home from school
___ leaves for school
___ makes dinner
___ makes his bed
___ takes a shower
___ watches TV
E Listen for these ways of making and responding to suggestions. Complete the sentences.
1. *David* Is there a microwave?
*Gio* No, there isn’t.
*David* Oh, you get one. A microwave is really convenient. I mean, you’re pretty busy. You don’t have a lot of time to cook.
*Gio* Well, I don’t know.
2. *David* Anyway, you have an armchair for the living room, but you buy a TV, right?
*Gio* Yeah, I do. Wow.
3. *David* Just start with the basics – you know, the things you really need.
*Gio* Well, that’s just the bed, the pillows and sheets, and the towels...
*David* ...and the dishes. Yeah, you don’t buy a dresser right away. You leave your clothes in your suitcase for now.
A What can you remember? What is Gio’s daily routine? Make notes. Then compare your answers with a partner. Did you remember the same things?
First, he gets up and makes his bed.
B Write down four or five things you do in the morning and the time you do them. Then compare your lists in small groups. Are your routines similar?
| Time | Activity |
|------|----------|
| | |
| | |
| | |
| | |
“I get up at 7:00. First, I have a cup of coffee and read the newspaper. Then I take a shower at about 7:30...”
C Write three rooms in your house in the chart. Write two things you have in each of these rooms and one or two adjectives to describe each thing.
| Room | Item | Adjectives |
|------|------|------------|
| | 1. | |
| | 2. | |
| | 1. | |
| | 2. | |
| | 1. | |
| | 2. | |
Work with a partner. Describe your items using the adjectives. (Don’t say what it is!) Your partner guesses what it is.
A It’s big and comfortable. It’s in my living room.
B Is it your sofa?
A Complete the crossword puzzle with words in the box.
| Across | Down |
|--------|------|
| 1. I don’t usually wear ____ in my house. | 1. You carry clothes in a ____ . |
| 2. I gave my friend a ____ for her birthday. | 2. Your father’s parents are your ____ . |
| 3. Kim has a business ____ to Chicago soon. | 6. I like to eat ____ as a snack. |
| 4. I got a ____ for my trip to Spain. | 10. My ____ Arthur is my father’s brother. |
| 5. I wear ____ with my shoes. | |
| 7. I once traveled by ____ across Canada. | |
| 8. The ____ to Japan is very long. | |
| 9. My ____ Luisa is my mother’s sister. | |
B Match the questions with the answers. Then practice with a partner.
1. Are you excited about your trip? ____
a. No, not really. I found my flight online.
2. Do you still have a lot to get ready? ____
b. Yes, definitely! I can’t wait.
3. Why don’t you bring a phrase book? ____
c. I’m going to rent a car.
4. Is it expensive to fly to Europe? ____
d. That’s a good idea.
5. How are you going to get around? ____
e. Yeah, I still need to go shopping.
A What topics does Yoko talk about? Check (✓) the correct topics.
- vacation
- Japanese friends
- speaking Japanese
- a plane ticket
- a funny story
- shopping
- Japanese relatives
- a passport
- gifts
- an injury
B What does Yoko say? Circle the correct answers.
1. Yoko is going on vacation for a couple weeks / months.
2. She needs to go shopping to get a couple / a few things.
3. It’s easy / difficult to travel in Japan with a large suitcase.
4. On her trip, Yoko is going to Tokyo / Nikko first.
5. It’s easy to get to / around Japan.
6. It’s not easy / expensive to travel to Japan.
7. It’s important to bring gifts for everyone / greet everyone properly.
8. Yoko has to go online to find a bus / train schedule.
C Match Yoko’s needs on the left with her reasons for buying them. Then watch the video and complete the reasons.
She needs . . .
1. to get a new suitcase
2. to buy new socks
3. a good phrase book
4. to buy a vase
5. to get coffee or fancy cookies
because . . .
a. she only knows how to ask ___________ questions.
b. the one she has is too ________.
c. she wants to get her grandparents something for their __________.
d. hers all have __________ in them.
e. she needs a present for her __________ and __________.
D Listen for these parts of Yoko’s story. Use the sentences in the box to give Liz’s responses.
a. I bet your mom was really embarrassed.
d. That was lucky.
b. Oh no! You’re kidding!
e. Uh-huh.
c. Oh, that’s terrible.
f. What happened?
1. **Liz** What’s so funny?
**Yoko** I’m thinking about our last trip to Japan.
My mother and I went together.
**Liz**
**Yoko** Well, we were going to visit my grandparents in Nikko,
and we were late for the train.
**Liz**
2. **Yoko** Well, guess what? It was the wrong train.
**Liz**
**Yoko** We went in completely the wrong direction.
So we had to turn around and go back.
**Liz**
3. **Yoko** . . . we were exhausted, and we fell asleep right away. When I woke up,
I realized we were already at our stop.
**Liz**
**Yoko** No. We had to run off the train really fast! We got off just in time.
**Liz**
E Watch the video. Then complete the summary of Yoko’s story with the verbs given. Use the past continuous whenever possible.
Yoko (1. travel) _______ in Japan with her mother.
They (2. get) ________________ on a train when Yoko
(3. realize) ________________ it was the wrong one.
They (4. go) ________________ in the wrong direction,
so they (5. have to) ________________ turn around and
go back. They (6. ride) ________________ back on the right
train when they (7. fall) ________________ asleep.
They almost (8. miss) ________________ their stop!
After you watch
A What can you remember? Work with a partner. Make some notes about Yoko’s train trip with her mother. (You do not need to write complete sentences.) Then practice retelling the story.
Yoko’s trip with her mother
going to visit her grandparents
late for the train
“Yoko and her mother were going to visit Yoko’s grandparents, and they were late for the train. . . .”
B Work with a partner. Look at the picture and say what Daniel is going to do. Then look at his “to do” list. Say what he needs to do.
“He’s going to Italy on vacation. He’s flying to Rome.”
C Think of something interesting or unusual that happened to you. Answer the questions.
1. Who were you with?
2. Where were you going, or what were you doing?
3. What happened?
4. How did it end?
Now work with a partner. Take turns telling your stories. Respond to your partner’s story with expressions like the ones in the box.
| Oh, no. | That’s terrible! | That was lucky! | You’re kidding! | How amazing! |
A What happened?
B I was with my friend, Jun. We were going to meet another friend. . . .
A What were these people doing right before they had these problems? Match the sentences with the pictures.
1. ____
2. ____
3. ____
a. He was trying to go online.
b. He was cooking dinner.
c. She wasn’t paying attention.
d. She was doing aerobics.
e. He was lifting a heavy box.
B Match each request to a response. Then practice with a partner.
1. Could I use your phone? ____
a. No problem. What are you making?
2. Do you mind if I open a window? ____
b. Go right ahead. It’s on the desk.
3. Would you mind helping me with dinner? ____
c. No, go ahead. Actually, my favorite show is on!
4. Could I borrow a dollar? ____
d. No, not at all. It is a little warm.
5. Do you mind if I turn on the TV? ____
e. Sure. Here you go.
A Number the scenes in the correct order.
a. ____
b. ____
c. ____
d. ____
e. ____
f. ____
B Check (✓) true or false.
1. Yoko’s new flight leaves at midnight.
2. Liz put a new program on her computer.
3. Alex had an accident at the café.
4. Liz and Gio planned to go to the movies, but Liz forgot.
5. Gio lost his backpack.
6. David needs a shirt.
7. Liz needs to go to the computer store.
8. David has an accident in the kitchen.
C Who says these things? Check (✓) the correct names.
| | Alex | Liz | Yoko |
|-----------------------------------------------------------------|------|-----|------|
| 1. My flight to Japan was canceled. | | | |
| 2. I’m having a problem with the computer. | | | |
| 3. I wasn’t looking and I ran into a wall. | | | |
| 4. Our TV is broken. | | | |
| 5. This place is a mess. | | | |
| 6. I’m having a crazy day! | | | |
D Listen for these requests. Match the requests and the responses.
1. Do you mind if I use your computer? I want to check on the new flight information. ______
a. Not at all.
b. Come on!
c. No, go right ahead.
d. You can try.
e. Sure.
f. Oh, Liz. I’m sorry.
g. Oh, no. No problem.
2. Our TV is broken. Do you mind if I watch the game here? ______
3. Oh, um, can I use your phone? I have to call one of my classmates. ______
4. Do you mind if I borrow a shirt? I’m going out later. ______
5. Listen, could you watch the stove for me while I run to the store? ______
6. Um, Alex? Can you watch the stove for me? ______
7. Would you mind watching the stove for a minute? ______
E Use the sentences in the box to give Liz and Yoko’s responses.
a. Make yourself at home.
b. Not at all.
c. Really?
d. What happened?
Alex I sort of had an accident. I mean, I hurt my knee at the gym.
Yoko (1) ______
Alex It’s embarrassing. I was teaching aerobics. I wasn’t looking, and I ran into a wall.
Yoko (2) ______
Alex I felt pretty stupid. It hurt a lot. Anyway, can I ask you guys a favor? Our TV is broken. Do you mind if I watch the game here?
Yoko (3) ______
Liz (4) ______
After you watch
A What can you remember? Why is each person having a bad day?
1. Liz Her computer isn’t working.
2. Yoko
3. Alex
4. Gio
5. David
B Write a few sentences about a problem you had. Then compare your problems in small groups.
C Work in pairs. Take turns making requests and responding. Use these items and the expressions from the box.
| Requests | Responses |
|----------|-----------|
| Can I . . . ? | Go right ahead. |
| Could I . . . ? | No, not at all. |
| Do you mind if I . . . ? | No problem. |
| Would you mind . . . ? | Sure. |
| I’m sorry. I’m using it right now. |
A Would you mind turning on the TV?
B No, not at all.
A Label the pictures with the words in the box.
| answering machine | cell phone | instant message |
|-------------------|------------|-----------------|
| e-mail | regular mail | text message |
1.
2.
3.
4.
5.
6.
B Complete the conversation with the sentences in the box. Then practice with a partner.
Don (1) Could I speak to Jane, please?
Jane This is Jane.
Don Oh, hi, Jane. (2)
Jane Don! How are you?
Don I’m fine. (3)
Jane What message? No, I guess I didn’t.
Don Well, I wanted to invite you . . .
Jane Oh, sorry, Don. I have another call. (4)
Don Sure.
Jane I’m sorry. (5)
Don Well, I was just calling to invite you to lunch!
Can you hold on a second?
✓ Could I speak to Jane, please?
Did you get my message?
This is Don.
What were you saying?
A Listen to the phone message. What do you think the person wants? Make some notes.
B Who does these things? Check (✓) the correct people.
| Who . . . ? | Gio | Liz | Matt | Yoko |
|--------------------------------------------------|-----|-----|------|------|
| 1. can’t understand a message | | | | |
| 2. sends an IM (instant message) to Liz | | | | |
| 3. calls Liz on her cell phone | | | | |
| 4. promises to call someone back | | | | |
| 5. calls Liz on her home phone | | | | |
| 6. left a message on the answering machine | | | | |
| 7. calls Liz back | | | | |
C Circle the correct answers.
1. Yoko is in _______.
a. Japan b. California
2. Yoko has _______.
a. a cold b. jet lag
3. Gio tells Liz to say _______ to Yoko.
a. good luck b. hi
4. Liz met Matt _______ weeks ago.
a. a few b. two
5. Matt has a ______ for Liz.
a. job b. gift
6. They need to meet _______.
a. tonight b. in two days
7. Gio wants to have ______ with Liz.
a. lunch b. dinner
8. Liz is going to send ______ soon.
a. an invitation b. a letter
D Complete Liz and Yoko’s instant message exchange with the text messages in the box. (You will not use some of the items.)
Yoko: Hello from Japan! How (1) _______?
Yoko: Hello? Liz?
Liz: Yes, I’m here. How (2) _______?
Yoko: (3) _______ but I have terrible jet lag.
Liz: What time is it there?
Yoko: 4 A.M.!
Liz: Where (4) _______?
Yoko: (5) _______ my aunt and uncle’s house. Everyone’s asleep. I’m trying to be (6) _______ quiet.
E Put the different parts of Liz’s conversation with Gio in the correct order. Then underline expressions that interrupt a conversation.
a. ____ Gio I bet. Say hi for me.
Liz I will . . . Anyway, what’s up?
b. ____ Liz Oh, um . . . my cell is ringing. Hold on a sec. . . . Hello?
Gio Hi, Liz. It’s Gio!
Liz Gio! Hi. Guess what? I’m chatting with Yoko online.
c. ____ Liz Um, actually, can I call you back?
Gio Sure.
Liz Just a second, Yoko!
d. ____ Gio Really? How is she?
Liz Good. She’s a little tired, though.
e. ____ Gio Well, I was calling to ask . . .
Liz Oh! Hey, Gio. I’m sorry. Can you hold on a second? I have a call on my other phone.
F Listen for these sentences. What do Liz and Matt say exactly? Circle the correct answers.
1. Matt Uh, can / could I speak to Liz, please?
2. Liz Oh, yeah. Hi, Matt. How are you / How’s it going?
Matt Good. Uh, did you listen to / get my message?
3. Liz Wait. Did you leave a message on my answering machine / voice mail?
4. Liz I think there was / we had a bad connection.
5. Matt I’m sorry. Well, is this an OK / a good time to talk?
Liz Um, well, actually . . . / not really.
After you watch
A What can you remember? Why did the person say each of the following?
Match the sentences to the reason.
1. “Oh my gosh! Yoko!”
Liz says this because ______
a. Liz tells him about the concert.
2. “Oh, poor thing!”
Liz says this because ______
b. she will be performing with Matt.
3. “Is this a good time to talk?”
Matt says this when ______
c. Yoko has jet lag.
4. “I’m so excited! This is really great!”
Liz says this because ______
d. he wants to talk to Liz about the concert.
5. “Congratulations, Liz!”
Gio says this when ______
e. she is surprised to hear from Yoko.
B Work with a partner. Imagine you are calling a friend to invite him or her
to a party, concert, or movie. Use the prompts to write a conversation. Then
practice the conversation.
A (Answer the phone.)
B (Identify yourself.)
A (Greet your partner.)
B (Invite your partner to an event – a party, a concert, a movie.)
A (Ask a question about the event.)
B (Interrupt because there is a bad connection. Then restart the conversation.)
A (Ask the question again.)
B (Answer the question.)
A (Promise to check your calendar and call back. End the call.)
A Hello?
B Hi, Kate. It’s Carlos.
A Hey, Carlos. How are you?
B I’m good. Listen, I’m calling to invite you . . .
A Unscramble the words. Complete each sentence.
1. The concert costs fifty dollars? That’s very expensive! (XEESVIPNE)
2. The test was very e_________. I’m sure I got an “A.” (SAYE)
3. That train is really f_________. It only took twenty minutes to get here. (TSAF)
4. I want to be e_________ for the concert. It starts at 7:00, so let’s arrive at 6:15. (YELAR)
5. The bus is really c__________________ for me; there’s a bus stop near my apartment. (NNTVOCEIEN)
B Underline the adjective and circle the comparative adjective form in each sentence.
1. Kate is a good singer, but Liz is better.
2. Let’s drive to the concert. My car is fast. It’s faster than the bus.
3. My history class is easy. It’s easier than my Italian class.
4. I can come early – around 6:00. Or should I come earlier than that?
5. The concert on Thursday is expensive, but the concert on Saturday is more expensive.
6. The bus is convenient, but the train is more convenient.
C Match the sentences with the responses to make a conversation. Then practice with a partner.
1. I’m looking forward to Sara’s party. ____
a. Definitely. It’s her birthday!
2. What time are you going? ____
b. Um, how about some chocolates?
3. I’ll drive if you want. ____
c. Oh, around 8:00.
4. Should we bring something? ____
d. No, that’s OK. I’ll pick you up.
5. I’ll pick up a present. What should we get? ____
e. Me too. It’s going to be fun.
A Circle the correct answers. Circle c. don’t know if the answer isn’t mentioned. Then check (✓) the people who made the promises and offers.
1. The concert is on _______.
a. Friday b. Saturday c. don’t know
2. Alex is _______.
a. driving b. taking the bus c. don’t know
3. Gio thinks thirty dollars is _______.
a. a good deal b. expensive c. don’t know
4. Gio has to go because he’s _______.
a. meeting Yoko b. seeing a movie c. don’t know
5. They are getting Liz _______.
a. a card b. flowers c. don’t know
6. Liz forgot her _______.
a. shoes b. music c. don’t know
7. Alex finds the _______.
a. tickets b. keys c. don’t know
8. Gio arrives at Alex’s apartment _______.
a. early b. late c. don’t know
| Who . . . ? | Alex | Gio |
|--------------------------------------------------|------|-----|
| 1. offers to drive to the club | | |
| 2. promises to be on time | | |
| 3. offers to get the flowers | | |
| 4. promises to bring Liz her shoes | | |
B Circle the correct answers.
1. Gio and Alex will pay more / less than fifteen dollars to get in to the concert.
2. If Gio meets Alex around 7:00 / 7:30, they will be on time for the concert.
3. If they don’t arrive fifteen / thirty minutes before the show, they could lose their seats.
4. Gio / Alex has a better idea for a present for Liz.
5. If Liz leaves the club to get her shoes, she will / won’t get back in time.
6. Liz is dressing up more / less than she usually does.
7. In the end, Alex tells Gio to come in / wait.
C Listen for these sentences. Circle the ones you hear.
1. a. I think it’ll be really fun.
b. It’s going to be really fun.
2. a. I was thinking . . . I may take the bus.
b. I was thinking . . . I might take the bus.
3. a. Well, I’m driving. Do you want a ride?
b. Well, I’m going to drive. Do you want a ride?
4. a. Actually, we’re getting in for free.
b. Actually, we’re going to get in for free.
5. a. Liz put our names on a special guest list.
b. Liz is putting our names on a special guest list.
6. a. They may give away our seats.
b. They might give away our seats.
7. a. I can pick some up tomorrow – if you want.
b. I’ll pick some up tomorrow – if you want.
8. a. You’ll pick up the flowers, and I’ll drive us to the club.
b. You pick up the flowers, and I’ll drive us to the club.
D Complete the conversations with the correct form of the adjectives in the box.
| convenient | easy | expensive | fast | good | nice |
1. Alex Well, I’m driving. Do you want a ride?
Gio Thanks. It’s ___________________________ to drive there.
And it’s ________________ .
2. Alex . . . What should we get? A card or something?
Gio Well, maybe. But, you know, I think flowers are ________________ .
Alex Yeah, definitely. Flowers are __________ than a card. . . . I’ll pick some up tomorrow – if you want.
Gio Actually, it’s probably ______________ for me to get them. There’s a florist near my school. It’s _________________ there.
After you watch
A What can you remember? Work in groups and write three or four sentences about what happens in the video.
Liz has a concert on Saturday.
B Write four or five sentences comparing things. Use words in the boxes (or your own ideas). Then compare your opinions in pairs.
| convenient | easy | expensive | fast | good | nice |
|------------|------|-----------|------|------|------|
| a backpack | a birthday card | a bus | a café | a concert |
| flowers | a movie | a plane | a restaurant | a suitcase |
A backpack is more convenient than a suitcase.
C Work in small groups and plan a party. Discuss the plans and answer the questions. Use expressions from the box.
1. Who’s the party for?
2. Why are you having a party?
3. What day and time is the party?
4. How many people are you going to invite?
5. What food and drink are you going to have?
6. What kind of music are you going to have?
7. Who’s going to bring each thing – the food, soda, a present, flowers, CDs, etc.?
Let’s . . .
I’ll bring . . .
OK.
All right.
Great!
That’s excellent!
A Look at the picture. Write the name of the person next to each description.
1. The short woman with dark curly hair ___________
2. The tall guy talking to Alice, with his hair in a ponytail ___________
3. The woman in the black jacket, sitting down ___________
4. The bald guy with glasses ___________
5. The woman with blond hair wearing a suit ___________
6. The muscular guy by the table, with spiked hair ___________
B Match the questions with the answers. Then practice with a partner.
1. What are you going to do when you graduate? _______ a. Actually, he may stop working this year.
2. Do you have plans for this evening? _______ b. I think it might.
3. Is your friend going to come to the party? _______ c. I’m not sure. I’ll stay if I get a promotion.
4. Do you think it’ll rain tomorrow? _______ d. No, I don’t. I’m tired. I’ll probably just go home.
5. Are you planning to stay in your job long? _______ e. Oh, I’m staying in school! I’m going to graduate school.
6. When is your father planning to retire? _______ f. Yeah, she probably will. What about you?
A Match the sentences with the correct pictures.
a. These are for you – from us.
b. This song is for all my friends.
c. I’m just a little bored.
d. More flowers! Thank you!
e. I’m working all the time, but it’s good.
f. We’re going to take a break, and we’ll be right back.
1. c
2. f
3. e
4. b
5. d
6. a
B Match the people to the correct actions or possible plans. (Some people match to two items.)
1. Kim and David _________
a. is making a lot of extra money.
2. Matt ___________
b. might look for a new job.
3. Liz ___________
c. got lost.
4. Kim ___________
d. may not do anything this summer.
5. Alex ___________
e. applied for an internship.
6. Gio ___________
f. helped Liz get the job at the club.
g. might take an art class.
h. needs a change.
i. leaves to talk to other people.
C Listen for these sentences. Circle the ones you hear.
1. a. I’ll talk to you after the show, OK?
b. I want to talk to you after the show, OK?
2. a. But after I do that, I’ll probably talk to my boss about a promotion.
b. But before I do that, I’ll probably talk to my boss about a promotion.
3. a. If I stay this busy, I think I’ll be able to take some time off.
b. If I stay this busy, I think I’m going to take some time off soon.
4. a. Are you going to stay here?
b. Are you planning to stay here?
5. a. What will you do when you go home?
b. What will you do if you go home?
D Circle the correct answers.
1. Tom is the big / muscular guy with glasses / the goatee wearing the suit / tie.
He owns / works in the club.
2. Matt is the one wearing the blue / black shirt. He has straight / long blond hair.
3. The woman standing by / sitting at the table looks a lot like Yoko, but
Yoko’s shorter/ taller and she wears / doesn’t wear glasses.
E Complete the conversation.
Gio I-I applied for a-a . . . What do you (1) ____________ it?
It’s a summer (2) ____________ for a student. You know,
to get (3) ____________ experience.
David You (4) ____________ an internship.
Gio An internship. That’s it. If I get it, I’ll stay here. Otherwise,
I’ll (5) ____________ go home to Italy for the summer.
After you watch
A What can you remember? Answer the questions.
1. Who will probably ask for a promotion?
2. Who might be able to take some time off?
3. Who might get an internship?
4. Who might change jobs?
B What are your plans for the next three to six months? Write three sentences. Then compare in small groups.
C Work with a partner. Describe the people in the club where Liz and Matt are performing. Use the words and expressions in the box or your own ideas.
| tall / short | long / short hair | glasses | wearing |
|-------------|------------------|---------|---------|
| thin / heavy | curly / straight hair | a beard | with |
| muscular | spiked hair | a mustache | standing next to |
| | bald | pierced ears | |
He’s short and muscular, with spiked hair and glasses.
Touchstone is an innovative four-level series for adults and young adults, taking students from beginning to intermediate levels (CEFR: A1 – B2). Based on research into the Cambridge English Corpus, Touchstone teaches English as it is really used. It presents natural language in authentic contexts, and explicitly develops conversation strategies so learners speak with fluency and confidence.
**New in the Second Edition**
- **Extra grammar practice** focuses on key grammar points in each unit.
- **Can-do statements** help students understand the learning outcomes of each lesson and rate their own performance.
- **Common error information** from the Cambridge Learner Corpus helps students avoid making basic errors.
- **Sounds right** activities provide regular pronunciation practice and enable students to speak with confidence.
**Touchstone Components**
| For Students | For Teachers |
|--------------|-------------|
| Student’s Book | Teacher’s Edition with Assessment Program |
| Workbook – print and online | Presentation Plus: classroom presentation software |
| | Class Audio CDs |
| | Video DVD |
| | Video Resource Book |
| | Placement Test |
**Touchstone Blended Learning**
- Maximum flexibility for students and teachers – lessons can be done in class or online
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- Includes games, animated grammar presentations, online communication activities and more
Find out more:
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---
**CEFR**
| Level | Course |
|-------|--------|
| A1 | Touchstone 1 |
| A2 | Touchstone 2 |
| B1 | Touchstone 3 |
| B2 | Viewpoint 1 |
| C1 | Viewpoint 2 |
**CAMBRIDGE ENGLISH CORPUS**
The Cambridge English Corpus is a multi-billion word collection of written and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers.
Our authors study the Corpus to see how English is really used by real people and real language learners. This means that Cambridge materials help students to avoid mistakes, and you can be confident the language taught is useful, natural and fully up to date.
www.cambridge.org/corpus
CAMBRIDGE QUALITY GUARANTEE
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Positive Health Outcomes in Monroe County
Site Plan Review Reference Guide
Will there be waste disposal activities?
What is the source of water? Is there potential for contamination of wells?
Are there wetlands or other natural features on the site that should be protected?
Does the site fall within the known 100 year flood plain?
Is there a space for gathering?
Can the tree canopy be increased to add shade and cooling?
Does the site provide access for pedestrians and bicycles?
Is bicycle parking provided?
Are there features, like lighting, that make the site safe and inviting?
Is there an accessible bus stop within walking distance?
Is there a shelter or a bench provided for transit users?
Are existing trees being preserved?
Is there a backup power source?
Is there an on-site wastewater system?
Is there the potential for standing water on the site?
Does the site meet Americans with Disabilities Act standards?
Is stormwater runoff controlled on site? Are Low Impact Development practices such as bios-wales and bioretention areas used?
Positive Health Outcomes in Monroe County
Development Review Reference Checklist
In addition to the concerns illustrated in the Site Plan Review Reference Guide, there are considerations that Planning Commissioners should keep in mind when reviewing proposals for such things as Redevelopment Sites, Neighborhood Plans, Corridor Plans, and Sub-area plans.
Redevelopment Proposals:
- What were the prior uses of this site?
- Are there abandoned septic fields or above and/or below ground storage tanks located on the site?
- Will the site require substantial remediation? If so, what type of remediation is necessary?
- Is there historic evidence of solid or hazardous waste disposal or releases on or adjacent to the site? If so, where is the contamination located in relation to natural assets or waterways?
- How will this development impact the adjacent area?
- Will the redevelopment cause significant noise pollution? Are there plans in place for buffering noise?
Transportation or Corridor Plans
- Is the transportation network designed to accommodate bicyclists, pedestrians, public transit users, and motorists?
- Does the project comply with ADA requirements for design? For example; new sidewalk construction must include curb ramps.
- Will the tree canopy be preserved and/or will additional street trees be planted to attain a 30% canopy cover?
- Are there plans for on-site stormwater collection and retention such as bioswales or rain gardens?
Neighborhood Level Plans
- Are open spaces and trails included to provide regular opportunity for physical activities such as walking and biking?
- Does the proposed project include safe routes to school with safe street crossings and high visibility for children walking to school?
- Will parks and recreation areas include a place to seek refuge in the event of a severe storm?
- Are public spaces and right-of-ways designed for ‘eyes on the street’ to prevent crime and increase the perception of safety? | 7ddfe942-618d-4742-8be3-1e1f97b2476d | CC-MAIN-2021-43 | http://www.liaa.org/downloads/site_plan_review_reference_guide_102015.pdf | 2021-10-25T01:28:25+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587608.86/warc/CC-MAIN-20211024235512-20211025025512-00061.warc.gz | 113,244,192 | 574 | eng_Latn | eng_Latn | 0.998595 | eng_Latn | 0.998744 | [
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Let’s Plant Daffodils
Daffodil Culture
By
Howard J. Merrill
Narcissus
The Narcissus is the national flower of Spain and Portugal, and is also the symbol of the city of Valencia. It is a symbol of love and beauty.
The Daffodils
I wandered lonely as a cloud,
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils,
Beside the lake, beneath the trees
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee;
A poet could not but be gay
In such a jocund company!
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills
And dances with the daffodils.
William Wordsworth
calligraphy - holly bonner 1994
DAFFODIL CULTURE
By
Howard J. Merrill
Agriculture Graduate
Alfred State College
Pennsylvania State University
Penn State Graduate School
State University of New York
Alumni Honor Roll 1995
Planting Site
Merrill Farm Gardens
1053 Talmadge Hill South
Waverly, New York 14892
Mailing Address
1053 West Fifth Street
Ontario, CA 91762
909-984-1248
Merrill Farm, owned by brothers Robert and Donald, is not a commercial grower. Daffodils are grown solely for the enjoyment of friends and family. No Sales.
Copyright © 1996 Howard J. Merrill
Daffodil Culture
Introduction
Daffodil nomenclature can be confusing. While "Narcissus" is the botanical, Latin, name of the genus and "Daffodil" is the English name, either name is technically correct. Daffodil is preferred, except for scientific writings. Jonquils comprise one of the twelve official daffodil divisions recognized by the English Royal Horticultural Society and the American Daffodil Society, so jonquils are daffodils but most daffodils are not jonquils. Usually, jonquil species and hybrids are characterized by several yellow flowers, strong scent and rounded foliage. The hybrids are confined to Division 7 and the term "Jonquil" should be applied only to daffodils in Division 7 or species in Division 10 known to belong to the jonquil group. Hybrids created and named by man are called cultivars, distinguishing them from those species and hybrids originating in the wild. Species daffodils are plants originating in the wild having common attributes.
Table of Contents
Introduction 1
Compost 4
Culture of Daffodils 9
Soil Preparation 9
Bulb Selection 11
Planting 14
Fertilizing 16
Classification System 21
General Management 25
Weed Control 25
Transplanting 26
Forcing 27
Summary 28
Recommendations 32
They will come "true" from seed. They are lumped together in Division 10 of the official classification system. Some have been given common names, while others are identified only by botanical nomenclature. All are considered to be wild forms, even though commercially propagated as cultivars.
Botanists differ in their opinions, but there are at least 25 species, some with a great many different forms, plus natural hybrids. There are thousands of named and registered daffodils included in the International Daffodil Checklist, published by the Royal Horticultural Society in England. The golden yellow King Alfred cultivar and its derivatives are most numerous and recognized by the general public. Daffodil breeders are constantly creating new hybrids.
Standing among daffodils in bloom on a beautiful Spring day provides both adrenalin and balm for the spirit. Sight and smell are exhilarating sensations announcing the rebirth of Mother Earth.
Worldwide, daffodil lovers look forward with great anticipation to the arrival of the first early blooms.
Daffodil culture is not difficult. They are relatively pest and disease-free. They contain alkaloids which are poisonous to rodents and deer. They are forgiving of many management errors, except planting in wet, soggy, heavy soils. If grown in good soil, they do not require heavy fertilization. Intelligent application of the insights offered herein can make the difference between mediocre and outstanding results.
Daffodil Actaea will tolerate poor drainage.
Plant life, growth and reproduction are governed by essential factors of soil, temperature and light. Also important are physical structure of the soil, its nutrient content, moisture and its retention and drainage, porosity and aeration, ability to physically support the plant, and its content of clay and other components.
Temperature must be within tolerable limits for plant life.
Temperature variations are involved in control of dormancy, vegetative and floral initiation. Light intensity and duration are controlling factors in photosynthesis, food storage and floral initiation. Quantitatively, the macronutrients calcium (Ca), nitrogen (N), phosphorus (P) and potassium (K) are of greatest concern relative to soil fertility. Very small amounts of numerous other micronutrients (trace elements) are also essential to support plant life.
Compost
Good compost is a brown gold treasure to the caring gardener. It looks good! It smells good! It feels good! It becomes nature’s magician when allowed to nurture the plant world.
Rich humus-bearing compost should be used generously. When mixed with soil, compost improves water retention and oxygenation. Pore space and nutrient reserves are increased.
Compost is created from a great variety of biodegradable mulching materials which have been decomposed by synergistic actions of aerobic, anaerobic and thermophilic microorganisms, beneficial insects and earthworms, plus optional additives. Aerobic organisms can live, work and reproduce only in the presence of oxygen. Anaerobic organisms do not require oxygen. Thermophilic microbes function at high temperatures, such as may be found near the center of an active compost pile. All types may be simultaneously present, complementing one another in different parts of the same pile. Microbes are transported throughout the piles as hitchhikers aboard insects and earthworms. They also move freely in trickling water. Any insect capable of breaking down dead fibrous plant material is considered to be beneficial for that time and place. Heat, up to 150° F. or higher, is generated by activity of thermophilic microorganisms during the decomposition process. Temperatures maintained at these levels result in thermal destruction of most plant pathogens, one of the important benefits of composting.
Compost should not be used until the temperature drops below 100° F.
At Merrill Farm large compost piles are partially mixed as layers of composting materials are added during buildup. Completed piles of 20-30 tons are then left undisturbed for two years or longer before being opened, when the finished compost is blended with peat moss and natural fertilizers before surface application or mixing into the beds. The addition of fertilizer to compost reinforces its nutritional power. Ingredients in the compost piles include mushroom compost, manure, sawdust, peat moss, green hay, dried whey, urea (high N), 10-20-20 agricultural fertilizer [10% nitrogen (N), 20% phosphorus (P), 20% potassium (K)], triple superphosphate (45% P), gypsum, ground limestone, micronutrients (trace elements), coarse sand, rich topsoil as inoculum, plus earthworms.
Sand aids granulation, improves texture and adds body to the mixture.
Commercial compost "starters" are not utilized because the necessary organisms are already widely dispersed naturally and are present in the topsoil used as inoculum. Discarded permeable carpeting covers the piles to shed excessive rainfall, conserve moisture and prevent weed growth. Old bedsheets, blankets or commercially available permeable mulching paper could also be used for this purpose. Compost should be kept moist, but not saturated. Runoff should be avoided. By design, the piles contain substantial amounts of absorbent peat moss which retains moisture and reduces runoff.
The described system is relatively large and complex with a two year minimum elapsed time before use. This extended period of time is necessary because the piles are not aerated by turning. As this is written there is on hand a five year supply of compost (35-40 tons) and home mixed fertilizer (3000 lbs.).
Other systems designed for small home gardens, utilizing yard and garden waste and kitchen scraps, with frequent turning and aeration, can produce limited amounts of excellent quality compost within 30 days. Meat scraps attract animals and should not be used unless composting is done in enclosed bins or containers. Feces of pets should not be used in home garden composting.
In successfully making compost, it must be remembered that a ratio of approximately one part nitrogen to thirty parts carbon in the compost ingredients must be achieved. Grass clippings have the correct proportions and will make excellent compost without additives. Peat moss, sawdust and leaves are low in nitrogen, therefore they must be mixed with other higher nitrogenous materials and/or be supplemented by such additives as chicken manure, fishmeal, processed sewage sludge, cottonseed meal, soybean meal or chemical forms of nitrogen in commercial fertilizers. Sawdust has a ratio of nitrogen to carbon of 1:500, leaves 1:50.
Culture of Daffodils
Soil Preparation
In locations where heavy soils and poor drainage prevail, raised beds are essential to achieve maximum performance from daffodils. Raised beds are not necessary when planting in light, well-drained soils. Soil should be well-drained and possess high organic matter (humus) content which may be provided by inclusion of well-rotted manure, compost and peat moss. Neither fresh sawdust nor "hot" compost should be used. Leaves should be used only after decomposition. Excellent commercial products derived from city sewage (example, Milorganite) are available to supplement or substitute for compost. Clay soils may be improved by the addition of coarse sand and gypsum, a soil conditioner which improves porosity by causing clumping of clay molecules, thus opening channels for movement of air and water. Gypsum provides calcium but does not alter pH.
Hydrogen-ion concentration, expressed as pH, is a numerical measurement of soil acidity or alkalinity, 7.0 being neutral. Lower numbers are acid, higher numbers are alkaline. Soil tests may be made with do-it-yourself kits, by commercial laboratories or college extension services. Tests can be made for pH, nitrogen (N), phosphorous (P), potassium (K) and minor elements. Specific fertilizer recommendations may be calculated from these results. Soil acidity is correctable by application of ground limestone. If planting in sandy soil or sandy clay loam that drains well, the addition of organic matter improves nutrient and moisture retention.
The presence of a large earthworm population is an indication of fertile soil with good organic matter content.
A tiller is a great piece of labor-saving equipment and does soil blending much more thoroughly than can be accomplished by hand mixing. However, a word of caution is in order relative to tilling heavy soils.
Prolonged excessive use of a tiller may beat the soil into such fine particles that porosity and oxygenation are impaired. New planting beds should be prepared two to three months before planting and tilled weekly to kill weeds. Weeds and sod should be dug out and removed from the planned bed location. New raised beds should be built eighteen to twenty-four inches above ground level to provide a settled height of nine to twelve inches. It is especially desirable to mulch unsettled first year beds.
Bed edging should be done in a manner which does not promote erosion. Plant identification markers add interest and are essential for enthusiasts. Reasonable work space should be planned among the rows and planting sites.
**Bulb Selection**
Most commercially grown daffodils are propagated in England, Holland and our Pacific Northwest. Bulbs are classified according to size.
Several different systems are in use, making the whole matter very confusing. Bulbs may be described by measurement in inches or centimeters, by weight, by various descriptive adjectives, or by the Dutch DN (double-nose) system. DN I means the largest bulbs, which may produce three blooms. DN II are smaller and may produce one or two flowers. DN III are not double-nosed but round and will produce one stem. "Topsize" is supposed to mean the largest bulbs produced by that particular variety. It may not necessarily be DN I. Some varieties produce only ovoid (round) bulbs which must be described by circumference measurement or by weight. "Giant" or "Jumbo" refers to flower size not bulb size. "Bedding" or "Naturalizing" sizes mean small bulbs, usually single-nosed DN III. American growers tend to avoid size descriptions. Species and miniature daffodils seldom produce bulbs with multiple noses. They are usually round and relatively small. Starting from seed, it takes a minimum of six years to grow a DN I bulb.
Unless budget constraints prohibit, largest bulbs available should be planted. Doubled-nose bulbs will provide two or three flowers instead of just one. Large bulbs produce large blooms. To reduce possibility of spreading disease, soft or damaged bulbs should be incinerated, never planted. "Bargain" bulbs should be avoided. Beds should be located in full sun or light shade. Pink and red cupped varieties show more intense and longer-lasting color when grown in semi-shade. Cool, wet weather in the Spring will extend the period of bloom. Bulbs originating in distant places require time for acclimatization, therefore the probability of first year late blooming should be anticipated. Some daffodils change color. Whites may open pale yellow, pinks may open yellow-orange, etc.
Folklore holds that most daffodils require a period of cold weather with three to four months of 35°-40° temperature. However, some varieties survive in the deep South without special cooling treatment.
There are extensive plantings in Northern Florida where representatives of Divisions II, VI, VII, VIII and X are being grown very successfully. Paperwhite does very well in warm climates such as Southern California and coastal areas of the Carolinas as well as being an excellent selection for indoor potting in the North. Sellers of bulbs provide information relative to cold hardiness and heat tolerance.
Planting
Planting is an enjoyable experience. Feel and smell the Good Earth! Visualize the latent beauty hidden in each bulb waiting to be coaxed forth when the warmth of Spring beckons. As a nurturer of Daffodils you become Nature’s Artist. The trowel is your brush. Mother Earth is your canvas.
In the past, conventional wisdom decreed that daffodils should not be planted around the base of pine, spruce or other acid loving trees or shrubs.
ROYAL HORTICULTURAL SOCIETY SYSTEM OF CLASSIFICATION
For garden purposes, daffodils are classified in twelve divisions. Division number indicates form, while letters indicate color. For example, 2 Y-YYO is a large-cupped daffodil, all yellow except for an orange rim; 1 W-Y is a trumpet daffodil with white perianth (petals) and yellow corona (trumpet).
**Division 1**
*Trumpet daffodils of garden origin*
One flower to a stem; corona (trumpet) as long as, or longer than, the perianth segments (petals)
**Division 2**
*Large-cupped daffodils of garden origin*
One flower to a stem; corona (cup) more than one-third but less than equal to the length of the perianth segments (petals)
**Division 3**
*Small-cupped daffodils of garden origin*
One flower to a stem; corona (cup) not more than one-third the length of the perianth segments (petals)
**Division 4**
*Double daffodils of garden origin*
One or more flowers to a stem, with doubling of the perianth segments or the corona or both
**Division 5**
*Triandrus daffodils of garden origin*
Characteristics of *N. triandrus* predominant: usually two or more pendent flowers to a stem; perianth segments reflexed
**Division 6**
*Cyclamineus daffodils of garden origin*
Characteristics of *N. cyclamineus* clearly evident: one flower to a stem; perianth segments significantly reflexed; flower at an acute angle to the stem, with a very short pedicel (neck)
**Division 7**
*Jonquilla daffodils of garden origin*
Characteristics of the *N. jonquilla* group predominant: usually one to three flowers to a rounded stem; leaves narrow, dark green; perianth segments spreading, not reflexed; flowers fragrant
**Division 8**
*Tazetta daffodils of garden origin*
Characteristics of the *N. tazetta* group predominant: usually three to twenty flowers to a stout stem; leaves broad; perianth segments spreading, not reflexed; flowers fragrant
**Division 9**
*Poeticus daffodils of garden origin*
Characteristics of the *N. poeticus* group predominant: usually one flower to a stem; perianth segments pure white; corona usually disc-shaped, with a green or yellow center and a red rim; flowers fragrant
**Division 10**
*Species, wild variants and wild hybrids*
All species and wild or reputedly wild variants and hybrids, including those with double flowers
**Division 11**
*Split-corona daffodils of garden origin*
Corona split—usually for more than half its length
a) Collar Daffodils
Split-corona daffodils with the corona segments opposite the perianth segments; the corona segments usually in two whorls of three
b) Papillon Daffodils
Split-corona daffodils with the corona segments alternate to the perianth segments; the corona segments usually in a single whorl of six
**Division 12**
*Miscellaneous daffodils*
All daffodils not falling into any one of the foregoing divisions
1994 American Daffodil Society, Inc.
Many evergreen trees require an acid soil, which is not compatible with the supposed near neutral pH needs of bulbs. Actually, while pH levels of 6.5 to 7.0 are preferred, daffodils are tolerant of more acid conditions and are known to grow in open pine forests and in company with rhododendrons and azaleas where they receive at least a half day of sunlight.
Planting should be done in early Fall, mid-September through October, at the latitudes of Northern Pennsylvania, New York and New England. Later Fall plantings are appropriate for more southern locations and the Pacific Coast. Bulbs should be planted at a depth of six to nine inches for large bulbs, with more shallow planting for smaller bulbs. Noses should point upward when planting. Horizontal spacing should be six inches or more apart. Soil should be maintained in a moist but not waterlogged condition.
While daffodils may survive transplanting at times other than during the dormant stage, such procedure is highly undesirable and should be done only as an unavoidable last resort. When unseasonable transplanting takes place tiny feeding rootlets extending twelve inches or more outward from the bulb base are broken off, creating great stress and throwing the plant into a survival mode.
**Fertilizing**
As conscientious gardeners, we need to be concerned with the environment, health and welfare of the living organisms in soil. Their incredibly complex interdependent activities make plant and animal life on earth possible. When we fertilize we are really feeding microbes, insects and earthworms. They in turn convert the raw fertilizing materials into forms utilizable by plant life. All must be soluble in water to be available to plants.
If we possessed all the knowledge in the universe, we probably could not describe in scientific detail, in one lifetime, everything which takes place in a cubic foot of humus-rich soil during the course of one calendar year.
The popular term “Organic” is frequently used incorrectly. For a fertilizer or other material to be truly organic it must contain hydrocarbons. The term is widely misused in situations where “Natural” would be the correct word. For instance, the minerals raw rock phosphate and glauconite (greensand) are frequently improperly referred to as “Organic” because they are “Natural” products. They are not of plant or animal origin and do not contain hydrocarbons. Bloodmeal, fishmeal, kelpmeal, bonemeal, alfalfa meal, grass clippings, leaves, grains, food wastes, manures and sawdust are examples of plant and animal products all of which contain hydrocarbons and are correctly referred to as being “Organic.” Fertilizer mixtures mentioned in this manuscript include both organic and inorganic natural components.
The home-mixed fertilizers used at Merrill Farm consist of kelpmeal (seaweed), bloodmeal, dried whey, fishmeal, crabmeal, wheat bran, soybean meal, bonemeal, raw rock phosphate, greensand, sulfate of potash, gypsum, chelated iron, chelated zinc, chelated manganese, boron, copper and other micronutrients (trace elements). Chelation is a process which makes minerals more readily available for absorption by the plant. A low nitrogen mix is used for planting with bulbs, a higher nitrogen mix for blending with compost. Home-mixing of relatively expensive natural fertilizer ingredients represents a personal preference over less costly inorganic commercial products available.
Unless the basic soil is fertile, every bulb planted or transplanted should have a heaping tablespoon of a complete bulb food thoroughly mixed into the root zone below, but not in direct contact with the bulb. Excessive fertilization should be avoided. One or two inches of soil should be placed between the base of the bulb and the fertilized deeper soil level. Bonemeal is not a complete plant food.
Long-term composting can provide time for microbial degradation of chemical (inorganic) fertilizers prior to incorporation into the beds. Newly planted bulbs should be watered.
Plant nutrition should be a never-ending concern. Bulbs not fertilized or improperly fertilized will not reach their full genetic potential for bulb and bloom size and will multiply more slowly than those more intelligently managed. Daffodils require low levels of nitrogen (N), medium levels of phosphorus (P), and relatively large amounts of potassium (K) plus micronutrients (trace elements), dispersed in soil with a high humus content.
Phosphorus is a key ingredient in plant food. Multiple sources are desirable, such as colloidal phosphate, bonemeal, raw rock phosphate (slow release). Multiplicity of carriers provides more prolonged and staggered release of food nutrients than is possible from a single source. In locations where the soil is known to be low in magnesium, dolomitic limestone may be applied to correct the deficiency.
Greensand (slow release and low solubility), sulfate of potash, sul-po-mag and wood ashes are sources of potash (K). Greensand (glauconite) is mined from marine deposits located in the Delaware Valley of Southern New Jersey. It contains trace amounts of minor elements and is also valued as a soil conditioner. Sulfate of potash comes from the Great Salt Lake area in Utah. Sul-po-mag is a combination of sulfur, potash and magnesium.
A home-mixed natural fertilizer might consist of 15 lbs. bloodmeal, 25 lbs. fishmeal, 50 lbs. kelpmeal, 50 lbs. bonemeal, 50 lbs. raw rock phosphate, 100 lbs. greensand, 50 lbs. sulfate of potash. Micronutrients are naturally present in kelp and greensand. Smaller quantities of complete commercial bulb fertilizers are available from nurseries and garden supply centers. The Espoma Company, 800-634-0603, processes and distributes natural fertilizer supplies.
In addition to surface application, old established clumps may be fed deeply by fertilizer placed in holes made by using a long screw driver or small crowbar to create openings 12-15 inches deep and 12 inches away from the outermost bulbs on the perimeter of the planting.
Magnesium sulfate (Epsom salts) broadcast on bed surfaces at a rate of one pound per forty square feet may enhance color in some daffodils.
General Management
Mulching daffodil beds is optional, but recommended. Mulch is organic matter which may consist of peat moss, ground corn cobs, shredded bark, pine needles, straw, sawdust, shredded corn stover or compost. Spread two or three inches deep on top of the beds in late Fall, after the ground freezes, to form a porous layer of insulating ground cover. Leaves tend to mat down and are not desirable if used alone.
They make excellent compost when shredded and mixed with other suitable materials. Like snow, mulch provides insulation keeping the soil uniformly frozen and preventing bulb damage caused by heaving and thawing due to temperature fluctuation. Mulch in excess of one inch thick should be removed in early Spring, before plants emerge.
Bulbs actively feed in the Fall in preparation for Spring blooming.
Spring bed management should concentrate on removal of any excess mulch and debris accumulated during the Winter, done well before the plants burst forth in all their exuberant glory. Supplementary Spring feeding is acceptable practice if done very early, before plant emergence, but should not be in lieu of the more crucial Fall fertilization. If fertilization in the Spring is desired, an additional option might be application of a liquid fertilizer immediately following deadheading. Those who seek adventure through experimentation might enjoy trying a biocatalyst or foliar feeding at this stage of the plant cycle. Water requirements of the rapidly growing plant are high in the spring, so natural rainfall should be augmented as needed.
Bed maintenance should be done in the Fall, when no foliage is above ground. Fall feeding of bulb food mixed with a one inch layer of compost, well-rotted manure or peat moss top dressing on established beds is more effective than Spring top dressing.
Mother Nature provides each bulb with its own timetable.
Impatient and inexperienced gardeners who insist on "helping" the plants to break ground in the Spring do a disservice and inflict abrasions which, while not visible to the naked eye, nevertheless exist and have a negative impact on emerging plants.
For aesthetic reasons, at the first indication of fading, flowers should be plucked (deadheaded). This means snapping the flower off at the neck while leaving the stem undisturbed. Deadheading also results in energy savings with increased bulb size in some plants. Food and energy which would have been used for hull and seed production is redirected to the bulb for storage and future growth.
Leaves should not be cut, tied or braided but allowed to fully mature and die naturally. They should be removed only when completely dead, two or three months following bloom. As a disease control measure, space occupied by a dead bulb should not be opened or replanted immediately.
The small hole left when dead leaves are removed should be raked over and filled with soil, compost or mulch to preclude insect entrance. During the hot Summer months, beds may be overplanted or mulched to conserve moisture, aid in weed control and maintain uniform soil temperature. Only very shallow-rooted surface-covering plants, such as alyssum or miniature marigolds should be planted directly above the bulbs for Summer ground covering blooms on the beds. Deep-rooted plants may disturb the bulbs and compete for water and nutrients as the bulbs commence early Fall growth. This does not rule out adjacent plantings. Daffodils do not demand constant watering during the dormant period when leaves are dead.
**Weed Control**
Maize (corn) gluten meal (60% protein), a by-product of corn syrup production, is a non-toxic (still experimental and not fully proven) pre-emergent herbicide.
It may be applied to the surface of bulb beds in very early Spring to assist in weed control. Application must precede weed seed germination. It is claimed to disrupt the germination of seeds without causing harmful effects on the bulbs, beneficial insects, earthworms, animals or humans. Eventual decomposition results in residual nitrogenous fertilizing material remaining in the soil. It may be purchased from Gardens Alive, (812) 537-8650, or feed mills. Caution should be exercised if commercial weed killers are used. Some well-advertised selective herbicides are not toxic to monocots. Daffodils are monocots. Read the labels!
If possible, replanting should be done immediately, otherwise the bulbs should be cleaned and placed in mesh bags or wire containers and stored in dry cool shade with free circulation of air. A fan may be used to thoroughly dry exterior bulb surfaces. Bulbs may be dusted with a fungicide as a precautionary disease control measure.
Bulbs may be left in their beds to multiply naturally for many years, without need for disturbance. Dividing is optional. When blooms diminish in size, it becomes time to consider lifting and division and/or fertilization.
Transplanting
Daffodils may be dug and divided as desired during the dormant period in late Summer, after the foliage dies. When transplanting, care should be taken to avoid cutting or bruising bulbs. Damaged bulbs should be discarded. Bulbs should be allowed to separate naturally, never broken apart.
Forcing
Daffodils can be persuaded to bloom out of season by a process known as “forcing.” Potted bulbous plants which are sold by florists at Christmas, Easter and other times have been forced. The procedure involves potting in the Fall, then holding in a dark cool environment.
At a time calculated for blooming on the target date, the pots are brought into lighted warmer surroundings to initiate the necessary growth for blooming at the desired time. Bulbs which have been forced can be replanted outdoors and may recover in two years, if they are varieties suited to the location.
Largest bulbs available should be obtained from reputable dealers. Soft bulbs should be incinerated, never planted. Raised beds are essential, unless the planting sites are naturally well drained. In advance of the planting date, the planting area should be tilled several times. Unless planting in fertile soil, a balanced bulb fertilizer should be placed beneath, but not in direct contact with the bulbs. Bonemeal is very useful, but used alone it is not a balanced or complete fertilizer. Newly planted bulbs should be in direct contact with good soil or a mixture of aged compost and sand - not touching fertilizer, manure or peat moss. Planting depth should be six to nine inches for large bulbs, proportionately less for smaller bulbs. Horizontal spacing should be six inches or more.
Summary
Composting should be an integral part of every daffodil growing program. It provides easy and inexpensive means for effective soil improvement. Coarse sand and gypsum are useful in conditioning heavy soils. With the notable exception of Actaea, daffodils deeply resent “wet feet.” Be cognizant and appreciative of the roles played by microbes, insects and earthworms. Daffodils require a minimum of one-half day of sunlight. Filtered light is desirable for pink and red cupped varieties.
On established beds, Fall top dressing is preferred. A one inch mixture of ripe compost and bulb food provides nutrients for Fall and early Spring growth. If nature fails, plants should be watered during the pre-bloom stage when moisture requirements are high.
Remove accumulations of Winter debris and excess mulch early in the Spring. Refrain from "helping" the plants break ground. Minimize disease spread by not digging up dead bulbs. Leave them lie! If flowers are to be cut, take only the blooms and stems. The leaves are needed for continued growth of the bulb. Fading blooms should be deadheaded. Allow the leaves to die naturally, without cutting or braiding. Overplant only with very shallow rooted plants. Transplant carefully. Discard damaged bulbs. Allow bulbs to separate naturally. Never break them apart. Transplanting is an optional exercise, necessary only when bloom size diminishes. Many naturalized plantings have not been lifted for years.
Most bulb suppliers provide instructions pertaining to planting and care. Review before planting. Beautiful daffodils are among the easiest to grow of all cultivated plants. If you are a casual gardener, don't fret the minor details, just provide the basic needs, and watch them grow.
If, on the other hand, you are a gardener dedicated to the release of the maximum genetic potential within your bulbs - then adopt and implement the fine points explained herein. You may even wish to consider becoming an exhibitor in flower shows. Whatever your choice, relax, love and appreciate every minute of it!
The world is God's Garden. When we nurture a profusion of daffodils we pay tribute and glorify the Architect of the Universe by beautification of His Temple.
ENJOY !!!!!!
Reader comments welcomed
Recommended Bulb Sources
Grant E. Mitsch Novelty Daffodils
P O Box 218, Hubbard, OR 97032
Dutch Gardens
P O Box 200, Adelphia, NJ 07710
Wayside Gardens
1 Garden Lane, Hodges, SC 29695
Breck's
6523 North Galena Rd., Peoria, IL 61632
Bonnie Brae Gardens
1105 SE Christensen Road, Corbett, OR 97019
Recommended Reading
Daffodils for American Gardens
by Brent and Becky Heath
Elliot and Clark Publishing
Washington D. C.
Recommended Membership
American Daffodil Society
1686 Grey Fox Trails
Milford, OH 45150
Mary Lou Gripshover, Executive Director
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DESCRIPTIONS OF SOME PLEISTOCENE VERTEBRATES FOUND IN THE UNITED STATES.
By Oliver P. Hay.
Associate of the Carnegie Institution of Washington.
In the following paper the writer describes the materials found in six collections of fossil vertebrates. Most of these collections were made many years ago and have lain in various museums unstudied. Two collections came from eastern Tennessee, one of them from Rogersville, Hawkins County, the other from Whitesburg, Hamblen County. A third collection was made at Cavetown, Washington County, Maryland, by Dr. Charles Peabody and Mr. Warren K. Moorehead, of the department of archaeology in Phillips Academy, Andover, Massachusetts. The fourth collection is one that was gathered from the loess at Alton, Illinois, some time before 1883, by Hon. William McAdams, of the city named. The fifth collection is that obtained in a sulphur spring near Afton, Oklahoma, by Prof. W. H. Holmes, head curator of anthropology in the United States National Museum. A few of the larger species of this collection have been described by Dr. F. A. Lucas, in papers of several years ago. The sixth collection was made in 1915 for the writer, from a cave situated near the village of Bulverde, Bexar County, Texas, and is now the property of the United States National Museum. It will be seen that the localities are scattered over a wide range of country, and, as a consequence, the collections furnish a considerable variety of species. So far as the writer can determine they consist mostly of animals that lived at about the middle of the Pleistocene period. Most of the remains found in the spring at Afton, Oklahoma, are regarded as belonging to animals that lived during the Aftonian interglacial stage, but it is not unlikely that others got buried there at later times, some possibly near or in the Recent.
1. COLLECTION FROM NEAR ROGERSVILLE, HAWKINS COUNTY, TENNESSEE.
This collection consists of a few bones and teeth which were sent to the Smithsonian Institution in 1887, by Mr. James W. Rogan, of Rogersville. They were reported as having been found in the marble
quarry of Messrs. Hounshell, Pierce & Co., situated a little more than 1 mile north of Rogersville. The fossils are all of Pleistocene age and they were doubtless buried in crevices in the marble. The matrix that is attached to some of the bones is the red earth characteristic of cave deposits. Only two species are recognized, *Equus leidyi* and *Platygonus setiger*, a species regarded as new.
**Family EQUIDAE.**
**EQUUS LEIDYI Hay.**
A single tooth of a horse accompanies the collection—an upper right first or second true molar. Its antero-posterior diameter is 26 mm. its width 24 mm. It has the catalogue number 520 of the United States National Museum.
**Family TAYASSUIDAE.**
**PLATYGONUS SETIGER, new species.**
Plate 3, figs. 21–23.
*Type specimen.*—A lower right canine, with most of the crown missing. Cat. No. 519, U.S.N.M.
*Type locality.*—Hawkins County, Tennessee.
*Type formation.*—Pleistocene.
*Diagnosis.*—A large species. Section of crown at base a nearly equilateral triangle. The outer face convex, with broad low ridges on the outer face of the crown. Inner face with a groove along the middle of the width and with a ridge in front and behind the groove. Root with longitudinal grooves and ridges on each lateral face; the hinder face occupied by one broad deep groove.
There is in the collection from Rogersville a part of a large lower left canine (Cat. No. 519) of a peccary, which is here named *Platygonus setiger* (pl. 3, figs. 21–23). Nearly the whole of the crown is missing, but the freshness of the break indicates that the collector did not preserve the missing part. Also a little of the extremity of the root is broken away. The length of the portion of the tooth preserved, measured along the anterior border, is 114 mm. Evidently the tooth belonged to a fully grown, but not aged, individual. The curvature is about the same as in *Platygonus compressus*. The section of the crown at the break is triangular. The inner face is flat and 14 mm. wide; the hinder face, slightly concave (due partly to wear against the upper tooth) and 15 mm. wide; the outer face, convex and 18.5 mm. wide. The front of the tooth presented a subacute edge. The hinder face of the root has a broad channel throughout its length. The inner face is flat, rounding off behind into the hinder face. All of the faces are grooved and ridged. The writer has
described a crown of a lower canine of a large peccary\(^1\) as *Mylohyus? temerarius*. This crown, however, was broadly rounded in front, and therefore quite different from the tooth from Rogersville.
The limb bones of a peccary from Rogersville are referred provisionally to this species. They consist of a left humerus, lacking the upper end; a shaft of a right humerus; a left radius, lacking the distal end; a right astragalus; and the distal end of a metapodial, lacking the epiphysis. These have the catalogue number 518. The humerus lacks the upper end down to where the ridge ascending to the ulnar tuberosity leaves the deltoid ridge. The distance from the extreme end of the inner condyle to the surface of the head must have been not far from 190 mm. The deltoid ridge is sharp. The humerus, at its upper end, as preserved, has an antero-posterior diameter of 42 mm.; the shorter 20 mm. At the middle of the presumed original length the longer diameter is 28 mm.; the shorter 22 mm. The width of the articular surface for the forearm is 37 mm.; the fore-and-aft width of the inner condyle, 48 mm. These dimensions are not greatly different from those obtained from humeri of skeletons of *Platygonus compressus* found at Columbus, Ohio, and now in Yale University.
The radius fits accurately to the humerus just described. The length down to the epiphyssial surface is 134 mm. The original length must have been close to 148 mm. The width at the upper articulation is 31 mm.; the greatest diameter at the middle of the length, 19 mm. The bone is nearly straight, not bent as in the existing peccary.
2. COLLECTION MADE NEAR WHITESBURG, TENN.
The collection below described appears, from correspondence in the office of correspondence and documents in the United States National Museum, to have been made in 1885 by Ira Sayles, who was then a collector for the United States Geological Survey. The only record regarding the locality is found written in pencil on the bottom of a paper tray which was with the collection. It runs thus: "One mile north of Whitesburg, Hamblen Co., Tenn., in a kind of koechenmiddens. Probably an old fortification. Sayles." From the correspondence referred to above it is shown that in 1885 Sayles sent a collection of shells from Strawberry Plains, in the next county west of Hamblen.
With the collection are some chunks of the matrix which contained the fossils. This proves to be the red earth which forms in the bottom of caves. These pieces of matrix are crowded with fragments of bones. The earthy material is reddish brown in color.
\(^1\) Iowa Geol. Surv., vol. 23, p. 227, pl. 21, figs. 1, 2.
Evidently the cave is no longer in existence, having probably been eroded away, while its floor was in some way protected from erosion. The following species have been determined in the collection. Those marked with a dagger are extinct.
†Testudo munda, new species. S. carolinensis.
†Equus leidyi. Tamias striatus.
†Equus littoralis. Marmota monax.
†Tapirus tennesseae, new species. Castor canadensis.
†Mylohyus nasutus. Neotoma pennsylvanica.
Odocoileus virginianus. Microtus pennsylvanicus.
†Sangamona fugitiva, new genus and species. Lepus americanus.
Cervus canadensis. Ursus floridanus.
†Elephas primigenius. Procyon lotor.
Sciurus hudsonicus. †Aenocyon ayersi?
Twenty species are determined, of which eight are extinct. Possibly materials that are referred to existing species would, if better represented, prove to belong to extinct forms; but they would, at least, be closely related to those recognized.
Family TESTUDINIDAE.
TESTUDO MUNDA, new species.
Plate 3, figs. 1-3.
Type specimen.—Fragments of carapace and plastron. Cat. No. 8944, U.S.N.M.
Type locality.—Whitesburg, Hamblen County, Tennessee.
Type formation.—Pleistocene.
Diagnosis.—A species rather small for the genus. Seventh peripheral with border thickened and recurved; the ninth with border slightly recurved; the marginal scutes not extending to its upper border; plastron thick at center of hinder lobe.
Among the materials from Whitesburg are fragments of both the carapace and the plastron of a tortoise which appears to have belonged to the genus Testudo. The principal pieces are illustrated on plate 3. The elements present are part of the left second peripheral; the right first rib plate; the right seventh peripheral; the right ninth peripheral; a fragment of a rib, probably the seventh; a piece of the left hyoplastral bone; a part of both hypoplastrals, coming to the midline; and a piece of each of the xiphiplastrals, meeting at the midline. In the United States National Museum these bones have the catalogue number 8944. These bones show that the animal had a rather thick and heavy shell. The length of the carapace is estimated to have been not far from 135 mm.
The left second peripheral (pl. 3, fig. 1) lacks its inner half. The length along the free border is 17 mm.; the greatest thickness of the bone is 7 mm. The bone is only slightly recurved upward. The right seventh peripheral (pl. 3, fig. 2) is 18 mm. long and 15 mm. high. Its upper and anterior corner is broken off. Seen from within, the anterior part is occupied by a part of the sternal chamber. The anterior part presents the buttress which rose to meet the sixth rib. A part of the buttress is split off, but there is left a pit for the distal end of the rib. The edge which articulated with the hypoplastron is thin and sharp, so that the union of the two bones appears to have been weak, at this point at any rate. The right ninth peripheral is intact. It is 14.5 mm. long, 16 mm. high, 5.5 mm. thick in front and a little thinner behind.
The right first costal plate lacks about the distal half. It is 21 mm. wide. The proximal end is occupied by parts of the first and second vertebral scutes. The other rib fragment by its narrowness appears to indicate the usual alternation of wide and narrow costals. The elements of the hypoplastron appear to have come forward nearly to the hyohypoplastral suture. It is believed that the bone on the right side (left of the figure) reached the suture mentioned. As shown by the figure (pl. 3, fig. 3) there is a fragment of the xiphiplastron which belonged to the free border, but just how near it approached the remainder of the xiphiplastral is uncertain. The plastron is about 9 mm. thick at the crossing of the hypoxiphiplastral suture and the median one; but it thins rapidly in all directions. The lower surface of the hypoplastron presents ridges and grooves due to the growth of the horny plates. The greater part of the surface of the carapace is smooth, but a fragment of one peripheral displays ornamentation.
Family EQUIDAE.
EQUUS LEIDYI Hay.
In the Whitesburg collection there is an upper right second premolar of a horse which is referred to this species (U. S. Nat. Mus. No. 8945). It is worn down to about one-half of its original length, and the anterior style is broken off. The height of the crown is 42 mm.; the width across the worn face at the posterior outer style, 25 mm. The length of the grinding surface was probably close to 35 mm. When compared with a corresponding tooth of *Equus complicatus*, from the region about Charleston, South Carolina, the Whitesburg tooth is seen to be considerably smaller. There is present also a part of an uncut milk molar of a horse, probably *E. leidyi* (Cat. No. 8946).
In the collection there is a lower tooth of the right side of the jaw of a small horse (Cat. No. 8947). The crown is worn down nearly to the base, the height being only 17 mm. and the roots are absorbed. The length of the crown is 22 mm.; the width in front, 13 mm.; at the rear, 11.5 mm. The outer median valley is pushed inward between the contiguous ends of the two inner valleys. The small size of this tooth makes it probable that it belonged to *Equus littoralis*, being too small for either *E. complicatus* or *E. leidyi*.
There are two incisors of a colt, which, on account of the small size as compared with those of the young of the domestic horse, are referred to *E. littoralis* (Cat. No. 8948). They are very little worn. The larger has the crown 17 mm. high on the front face, 20 mm. wide at the cutting edge, and 11 mm. wide at the base. The smaller is somewhat more worn, is 13 mm. high, 16 mm. wide on the cutting edge, and 10 mm. at the base. The roots of both teeth have been gnawed off by rodents.
**Family TAPIRIDAE.**
**TAPIRUS TENNESSEAE**, new species.
Plate 3, figs. 4-11.
*Type specimen.*—Ten teeth, Cat. No. 8949, U.S.N.M.
*Type locality.*—Whitesburg, Hamblen County, Tennessee.
*Type formation.*—Pleistocene.
*Diagnosis.*—Size probably smaller than in *T. terrestris*. Para-style feeble, no tubercles at ends of valleys of lower teeth.
In the collection are 10 teeth, which belonged to a young tapir. These consist (as the writer identifies them) of an incisor; a right third upper premolar, showing extremely little wear, having a large pulp cavity and no roots; the front lobe of the right fourth premolar, slightly worn; the hinder lobe of the upper left first molar, with a band of attrition on the front of the transverse ridge; a nearly complete crown of the upper right second molar, with the anterior border gone, having a large pulp cavity and slight wear; the lower left second premolar, slightly worn and injured; the lower right third premolar, touched slightly by attrition; the right fourth premolar which had not yet been cut; the lower right second molar, without roots, with a large pulp cavity, and some wear on hinder faces of the ridges; the front lobe of the corresponding tooth of the left side; and the as yet uncut lower left hindermost molar. They have the catalogue number 8949. These have been compared closely with the corresponding teeth of a specimen of *Tapirus terrestris*, from Guatemala (No. 61221 of the United States National Museum)
and with the teeth of *Tapirus veroensis*, as described by Sellards.\(^1\) The following measurements are presented. The figures in parentheses represent the widths of the hinder lobe of the first upper molar of the three species.
**MEASUREMENTS OF TEETH OF TAPIRS IN MILLIMETERS.**
| | Upper teeth. | Lower teeth. |
|----------------------|--------------|--------------|
| | *T. terrestris.* | *T. veroensis.* | *T. tennesseae.* | *T. terrestris.* | *T. veroensis.* | *T. tennesseae.* |
| Second premolar: | | | | | | |
| Length | 18 | 18.5 | —— | 22.5 | —— | 21 |
| Width | 18.5 | 23 | —— | 11.5 | —— | —— |
| Third premolar: | | | | | | |
| Length | 21 | 19 | 19 | 21 | —— | 22.5 |
| Width | 23 | 24 | 20 | 14.5 | —— | 17 |
| Fourth premolar: | | | | | | |
| Length | 19.5 | 20 | —— | 21 | —— | 20 |
| Width | 24.5 | 26 | 22.5 | 16.5 | —— | 17 |
| First molar: | | | | | | |
| Length | 21 | 21.9 | —— | 21.5 | 23 | —— |
| Width | 22 (20) | 26(16.7) | (22.5) | 16 | 18 | —— |
| Second molar: | | | | | | |
| Length | 23 | 24 | —— | 23.5 | —— | 25 |
| Width | 25.5 | 28 | 26 | 17.5 | —— | 19.2 |
| Third molar: | | | | | | |
| Length | 22 | 25 | —— | 24 | —— | 22.5 |
| Width | 24 | 29.3 | —— | 17 | —— | 20 |
It will be observed that all of the upper teeth of the Tennessee specimen are smaller than the corresponding ones of *T. veroensis*; we may hence conclude that they probably belonged to a smaller species. One of the striking characters of the upper teeth of Sellards’ species is the size of the parastyle, this being nearly as large as the paracone. In the case of the teeth here described the parastyle is relatively weak. There appears to have been no exterior cingulum in the upper teeth; nor is there any tubercle between the paracone and the metacone. Likewise the inner tubercle is weak in the Tennessee teeth, but large in *T. veroensis*. The ridge which descends from the summit of the paracone to the bottom of the median valley appears to be considerably weaker than it is in *T. veroensis*. It seems to be safe to regard the tapir under consideration as distinct from *T. veroensis*.
Excepting the second molar, of which only the front border is missing (pl. 3, fig. 5), the upper teeth are all smaller than the corresponding ones of *T. terrestris*. On the other hand, the most of the lower teeth are somewhat larger. The second lower premolar (pl. 3, fig. 6), is shorter than in *T. terrestris*, but its hinder lobe is damaged. At the middle of this tooth the thickness is 12 mm.; in
\(^1\) Tenth and Eleventh Ann. Rep. Fla. Geol. Surv., 1918, p. 57, pls. 1-4.
In the lower teeth of the last-named species there is a tubercle at both ends of the transverse valley; in *T. tennesseae* the tubercles are wholly missing. On the plate quoted (figure 4) is the upper right third premolar. Its greatest length is 20 mm.; its width, 19.5 mm. Figure 7 represents the lower right third premolar. Its length is 22.5 mm.; its width, 17 mm. The tooth of figure 8, the lower right fourth premolar, is 20 mm. long and 17 mm. wide. A fragment is missing from the inner border in front. Figure 9 is taken to be the lower right second molar; length, 25 mm.; width, 19.2 mm.
The parastyle of the upper teeth of *T. terrestris* is more strongly developed than in the Tennessee tapir, as well as the ridge descending from the summit of the paracone. Evidently, also, the hinder transverse ridge is set farther forward in *T. tennesseae* than in *T. terrestris*, so that the postfossette is larger. The position of the incisor (pl. 3, fig. 11) has not been determined. Its crown is 12 mm. wide and 11.5 mm. from front to rear at the base, 8 mm. from front to rear of the hinder cusp, and 11 mm. high in front. *Tapirus hayssii*, as represented by its teeth, was a much larger species.
**Family TAYASSUIDAE.**
**MYLOHYUS NASUTUS Leidy.**
Plate 3, figs. 12–13.
This species appears to be represented by three upper canines (Cat. Nos 8950–2, U.S.N.M.). Two of the canines are here figured (pl. 3, figs. 12, 13). These are quite different in size, but the smaller one may have belonged to a female. All of the teeth are worn, not only in front, but also near the tip, on the outer or more convex face. The large tooth has a diameter of 15 mm. at the base of the crown and a thickness of 10 mm. The inner face is nearly flat; the outer convex. Evidently the front border was broadly rounded, but the hinder border forms a sharp edge. Both lateral faces are furnished with grooves and ridges, the inner with about 8, the outer with about 10 ridges. The ridges are sharper and more distinct than in *Platygonus compressus*. This sculpture of the teeth is well shown in Leidy’s figure of the type of the species.\(^1\) From that figure it will be seen that the upper canine is strongly curved. That of *P. compressus* is not so much curved.
**Family CERVIDAE.**
**ODOCOILEUS VIRGINIANUS (Zimmermann).**
This species appears to be represented by 5 upper molars, 15 lower molars, and 1 right first incisor. No premolars are present.
\(^1\) Journ. Acad. Nat. Sci., Phila., vol. 8, 1869, p. 385, pl. 28, figs. 1, 2.
To these teeth are given the catalogue number 8953. The most striking character of some of the teeth is the small size as compared with those of most specimens of *O. virginianus*. A lower last molar is hardly 18 mm. long; a lower first molar, 13 mm. long. The upper molars are furnished with a well-developed tubercle at the mouth of the inner valley; the lower ones each with a tubercle at the mouth of the outer valley.
**SANGAMONA**, new genus.
*Type species.*—*Sangamona fugitiva*, new species.
*Type locality.*—Eastern Tennessee.
*Type formation.*—Pleistocene.
*Diagnosis.*—Upper molars of medium height, broad. Outer face of anterior lobe with a feebly developed style; the outer face of the hinder lobe deeply concave and devoid of style. Lower molars relatively broad; inner faces of front and hinder lobes flat and with feebly developed styles.
This genus differs much from our other deer in the nearly complete absence of the strong ribs which occupy the outer faces of the lobes of the upper molars. If, as is supposed, the lower molars found in the loess at Alton, Illinois, belong to the same genus, the lower molars also differ from those of our other deer in having the styles on the inner faces of the lobes feebly developed. The teeth resembling most those here described are found in *Dama dama*; but here too, the style of the upper front lobe is stronger, and the outer face of the hinder lobe is not so deeply excavated; while the lower styles are well expressed.
The generic name is given in allusion to the Sangamon stage of the Pleistocene, during which this large deer is supposed to have lived.
**SANGAMONA FUGITIVA**, new species.
Plate 3, figs. 14–15.
*Type specimen.*—An upper left second molar (Cat. No. 8954, U.S.N.M.)
*Type locality.*—Whitesburg, Hamblen county, Tennessee.
*Type formation.*—Pleistocene.
*Diagnosis.*—Styles, or ribs, on paracone and metacone absent or obsolete. Size intermediate between the Virginian deer and the wapiti.
This supposed new species is based primarily on a single upper cheek tooth, taken to be a second true molar of the left side (pl. 3, figs. 14, 15). It is worn down moderately. The greatest length at the outer border of the crown is 20 mm., at the base 16 mm.; width at the base of the front lobe, 22 mm.; at the base of the hinder lobe,
20.5 mm. In the case of the first molar of *Cervus canadensis* the length at the base of the crown is 21 mm.; the width, 26 mm. The fossil tooth differs from the cheek teeth of *Cervus canadensis* and *Odocoileus virginianus* in the almost complete absence of the median ribs on the outer faces of the anterior and posterior lobes. In both of the species named these ribs, especially the anterior one, are very prominent.
**CERVUS CANADENSIS** Erxleben.
In the collection from Whitesburg there is a fragment of an upper left molar which appears to belong to this species (Cat. No. 8555). This fragment consists of the outer wall of the paracone. The ridge which descends on the middle of the outer face of this part of the tooth in this species is well developed. Another fragment of a lower molar (Cat. No. 8556), belonging possibly to the same species, is not so satisfactorily determined.
**Family ELEPHANTIDAE.**
**ELEPHAS PRIMIGENIUS** Blumenbach.
Plate 3, fig. 16.
In the collection from Whitesburg there is found the rear of a second milk molar, probably a lower one (pl. 3, fig. 16). There are present only one ridge plate and the talon. On geographical grounds one would conclude that the tooth belonged to *Elephas columbi*. However, the plate is remarkably small. From side to side the width is only 26 mm.; the height also, close to 26 mm. Its small size indicates a tooth of the southern form of *E. primigenius*. Inasmuch as the latter species has been recognized as far south as Beaufort, North Carolina, and in Texas, it might, perhaps during a Pleistocene glacial stage, have peopled the mountain regions of eastern Tennessee. The specimen has the catalogue number 8957.
**Family SCIURIDAE.**
**SCIURUS HUDSONICUS** (Erxleben).
The writer has found a single upper right incisor which he refers to this squirrel. It is very slightly smaller than in recent specimens that have been examined, but further search would probably bring to light recent teeth as small. The catalogue number is 8958.
**SCIURUS CAROLINENSIS** Gmelin.
This species appears to be represented by an upper left (Cat. No. 8959) and a lower right (Cat. No. 8960) incisor. While resembling closely the teeth of recent specimens these fossil teeth are thinner. However, a specimen of *S. carolinensis extimus*, from Osceola County, Florida, No. 111394 of the United States National Museum, appears
to have incisors not perceptibly different from those from Whitesburg.
**TAMIAS STRIATUS** (Linnaeus).
Of this species there is present only a single tooth, a lower right incisor (Cat. No. 8961). On comparison with the corresponding tooth of a recent specimen it appears to be slightly larger.
**MARMOTA MONAX** (Linnaeus).
Of this species there have been preserved an upper left incisor (Cat. No. 8962) complete; the distal half of the lower left incisor (Cat. No. 8963); the left humerus (Cat. No. 8964), lacking the head; and the left femur (Cat. No. 8965), lacking the distal end. No important differences are observed on comparison with the corresponding parts of a recent skeleton.
**Family CASTORIDAE.**
**CASTOR CANADENSIS** Kuhl.
This species is represented by 10 grinding teeth (Cat. No. 8966) and a fragment of the right ramus of a lower jaw (Cat. No. 8967). These parts are not distinguishable from the corresponding ones of the existing beaver.
**Family CRICETIDAE.**
**NEOTOMA PENNSYLVANICA** Stone.
Of the Pennsylvania wood rat there are present six lower incisors, one upper incisor, and a lower first molar. To these have been given the catalogue number 8968. Some of the incisors are slender, but Dr. E. A. Goldman, who has given especial attention to the species of this genus¹, gives the assurance that all of the teeth belong to *N. pennsylvanica*. The writer is of the opinion that this species may prove to be identical with Baird’s *N. magister*.
**MICROTUS PENNSYLVANICUS** (Ord).
A lower left incisor and a lower left first molar (Cat. No. 8969) belonging to this collection are referred to this species. The incisor is rather slender, but it may have belonged to a young individual.
**Family LEPORIDAE.**
**LEPUS AMERICANUS** Erxleben.
In the Whitesburg collection are six lower jaws or parts thereof (Cat. Nos. 8970–8975), five of them with teeth; two fragments of left maxillae with teeth, and one of the left side without (Cat. Nos. 8976–8978); a premaxilla with an incisor (Cat. No. 8979); 12 vertebrae,
¹ North American Fauna, No. 31.
mostly lumbars (Cat. No. 8981); two sacra; five damaged ossa innominata; and many limb bones, mostly broken. Some of these bones belong possibly to another species, as yet undetermined.
In studying the teeth and the parts of the skull at hand comparisons have been made with many skulls in the collection of the United States National Museum. No differences are found in either the size or the structure of the teeth. The front end of the zygoma of the fossil appears to be rather broader and smoother than in *L. americanus virginianus*. The lower jaw seems to be more massive than in the species just named. Also, the distance between the tooth row and the hinder face of the incisor in the fossil appears to be greater relatively to the tooth row, and the jaw deeper, than in most large specimens of the recent skulls; but specimens of the latter are met with which appear to bridge over the differences.
According to G. S. Miller\(^1\) the subspecies *virginianus* extends its range southward into the mountains of West Virginia and Virginia. It is possible that the Whitesburg remains belong to a distinct subspecies of *L. americanus*, or even to a distinct species.
**URSUS FLORIDANUS C. H. Merriam.**
Plate 3, figs. 17–20.
In the Whitesburg collection are several teeth and a much-gnawed fragment of a right ramus of the lower jaw (Cat. No. 8992) of a bear which on comparison with specimens in the United States National Museum are referred to *Ursus floridanus*. One tooth is a lower right third incisor (Cat. No. 8993), the breadth of which is 7.5 mm. An upper right canine (Cat. No. 8994) had been worn down nearly to the base of the crown. The root is flat and measures 22 mm. from front to rear and 12 mm. transversely at the hinder border. Crowns of two other upper, little worn, canines are present (Cat. Nos. 8993, 8995). Of two lower right first molars (Cat. Nos. 8993, 8995), one (pl. 3, fig. 17) is little worn, and presents both roots. The other offers only the front end of the enamel cap of an uncut tooth. The first of these molars is 22 mm. long and 14 mm. wide. A first molar of the left side (pl. 3, fig. 18) is 22.5 mm. long and 14 mm. wide. Two upper left hindermost molars (Cat. Nos. 8993, 8995) had not yet come into use and the hinder edge of each is missing, apparently gnawed off by rodents. The length of No. 8993 (pl. 3, fig. 19) was close to 27 mm.; the width in front 16.4 mm. In a recent tooth of this species the length is 27 mm.; the width 15 mm. In the other upper hindermost tooth (Cat. No. 8995; pl. 3, fig. 20) the preserved length is 24 mm.; the width is 15 mm. Besides the lower incisor tooth mentioned there are present, of lower teeth, the hinder end of the right first molar (Cat. No. 8993); the right and the left
\(^1\) Bull. 79, U. S. Nat. Mus., 1912, p. 348.
second molars (Cat. No. 8993), with roots; and two hindermost molars, a right and a left, of individuals of somewhat different ages. The length of each is close to 17 mm., the width 13.3 mm.
Family PROCYONIDAE.
PROCYON LOTOR (Linnaeus).
This species is represented in the collection by a lower left second molar (Cat. No. 8996).
Family CANIDAE.
AENOCYON AYERSI? Sellards.
Plate 4, figs. 24–26.
There are present in the collection some teeth (Cat. No. 8997) of a large wolf which is referred with some doubt to this species. The teeth are the upper third premolars, right and left; the upper right second premolar; the upper left first premolar; the lower right second premolar, with the front root and part of the crown missing; the upper first and the lower left third incisors. The teeth are practically unworn. The upper third premolars (pl. 4, figs. 24, 26) are 17 mm. long, 7.6 mm. thick. In these measurements they agree exactly with those of the type of *A. ayersi*. In a specimen of *A. dirus* at hand a tooth having the same length has a thickness of slightly less than 8 mm. The cingulum of the Whitesburg tooth is more strongly developed than in the specimen of *A. dirus*.
The upper second premolar (pl. 4, fig. 25) is 16.2 mm. long and 7.5 mm. thick, being thus as long as in *A. dirus*, as reported by Sellards, and longer than in the type of *A. ayersi*. In the *A. dirus* skull at hand the length is 14 mm.; the thickness, 7.8 mm. This tooth differs from the corresponding one of *A. dirus* and that of *Canis nubilus* in having the sharp anterior edge of the cusp continue nearly straight forward to the cingulum, instead of curving strongly inward to meet the latter. The first upper premolar resembles that of *Canis nubilus*, but is larger. The length of the crown is 8.4 mm.: the thickness, 6 mm. The lower second premolar has a thickness of 6.6 mm. The rear portion is furnished externally and internally with a pretty strong cingulum. Behind the cusp there is a tubercle about as large as in the third premolar. From the latter it differs in being lower and thinner.
The upper third incisor resembles that of *Canis nubilus*, but it is larger. The greatest width of the crown is 8 mm.; the thickness of the base, fore and aft, is 7.5 mm.; the upper second incisor measures 7 mm. across the accessory cusps.
3. COLLECTION FROM CAVETOWN, MARYLAND.
In 1908 Dr. Charles Peabody published a paper on the Exploration of Bushey Cavern, near Cavetown, Maryland. This village is situated in Washington County, about 8 miles east of Hagerstown. In the account Dr. Peabody mentioned the fact that immediately south of the cavern was a large limestone quarry. On page 12 he stated that in the red earth of this quarry were observed many fossilized or semifossilized animal bones, and that among these was one which had been identified as probably *Equus complicatus*.
The bones which were collected have been sent to the writer for study. They are much fractured and scattered, but are well fossilized. The following species have been identified. Those preceded by the dagger are extinct.
**LIST OF SPECIES.**
| Species | Species |
|----------------------------------------------|----------------------------------------------|
| *Crotalus horridus.* | *S. hudsonicus.* |
| †*Equus complicatus.* | *S. carolinensis.* |
| †*Equus giganteus?* | *Marmota monax.* |
| †*Mylohyus nasutus.* | *Castor canadensis.* |
| †*M. exorticus.* | *Ondatra zibethica.* |
| †*M. obtusidens*, new species. | *Neotoma magister.* |
| †*Platygonus tetragonus?* | *Microtus pennsylvanicus.* |
| †*P. vetus?* | *Erethizon dorsatum.* |
| †*P. cumberlandensis.* | *Sylvilagus floridanus.* |
| †*Sangamona fugitiva.* | *Ursus americanus.* |
| *Odocoileus virginianus.* | †*Smilodontopsis mooreheadi*, new species. |
| †*Elephas columbi?* | *Felis couguar.* |
| †*Sciurus tenuidens*, new species. | |
Of the 25 species of this list it will be observed that 12 are extinct. This large percentage of species no longer in existence and the geological history of some of them, as the horses, the peccaries, and the saber-tooth tigers, indicate that the time of their existence was somewhere about the middle of the Pleistocene.
Through the liberality of the Board of Trustees of Phillips Academy this collection has become the property of the United States National Museum.
**Family CROTALIDAE.**
**CROTALUS HORRIDUS** Linnaeus.
In the collection from Cavetown there are two crotalid vertebrae which appear to be identical with vertebrae of *Crotalus horridus*. The catalogue number is 9157.
---
1 Bull. 4, Archaeol. Phillips Acad., pp. 1-2.
Family EQUIDAE.
EQUUS COMPLICATUS Leidy.
One tooth and several fragments of bones are referred to this species. A milk molar of the upper jaw, with the inner half split off, is in the lot (Cat. No. 9158). It had just begun to be used. The width at the summit is 34 mm.; but at the base, 30 mm. A piece of the upper end of a tibia, 5 inches long is eroded and somewhat crushed. A fragment of the lower end of a tibia about 100 mm. long, has been much gnawed by rodents. The two fragments probably belong together. There are also one first phalanx, lacking a part of the distal end; a nearly complete second phalanx and fragments of two others; also a pisiform bone. These have belonged to a very large horse. The tibia measures 47 mm. across the hinder face; that of a recent horse of medium size measures 40 mm. at the same place. The first phalanx measures across the proximal end 55 mm. These bones have the catalogue numbers 9159—9163.
Some years ago \(^1\) a tooth of a horse that had been found in the red earth of a stone quarry near Cavetown and sent to the United States National Museum for identification was regarded as belonging probably to *Equus complicatus*.
EQUUS GIGANTEUS? Gidley.
Plate 4, fig. 1.
With the Cavetown collection are found two fragments of the upper left second premolar (pl. 4, fig. 1) of a large horse which is referred to this species. The two pieces (Cat. No. 9164) were certainly parts of the same tooth, and they seem to fit together accurately as placed in the figure. This tooth had been worn down to a height of about 20 mm. The hinder part is missing, especially on the outer side; also most of the inner face in front of the protocone.
The type of this species, found in southwestern Texas, is an upper second molar, and it is especially distinguished by its large size, having a length of 40 mm. or more on the grinding surface. As shown by Gidley’s figures,\(^2\) the enamel of the fosettes is rather strongly folded. The length of the premolar from Cavetown can only be estimated. This premolar in a large horse (No. 843, U.S.N.M.) is 40 mm. long, and the distance from the rear of the protocone to the front of the anterior fosette is 23 mm. In the Cavetown specimen the latter measurement is at least 29 mm. and may be as much as 33 mm. We may conclude that the whole length was close to 50 mm. The width can not be exactly determined. The dis-
\(^1\) Bull. 4, Dept. Archaeol. Phillips Acad., 1908, p. 12.
\(^2\) Bull. Amer. Mus. Nat. Hist., vol. 14, p. 137, fig. 27.
tance from the outer anterior style to the inner face of the anterior fossette is 15 mm.; in the domestic horse mentioned it is 12 mm. The greatest width may have been, therefore, 30 mm. or more. The protocone is 11 mm. wide. The valley behind it has no reentrant loop. The anterior fossette is 23 mm. long and differs much from the usual form. There is no reentrant fold opposite the head of the postprotoconal valley. The enamel at the front of the fossette is much folded. Judging from the tooth at hand, one may conclude that the horse here described may have had linear dimensions about one-fourth greater than our large domestic horses, but it may have been actually not so much larger. *Equus complicatus* had the second premolar but little larger than that given above for *E. caballus*.
**Family TAYASSUIDAE.**
**Mylohyus nasutus** Leidy.
Plate 4, figs. 2–3.
From Cavetown there come two nearly complete, little worn, lower left canine teeth, which are referred provisionally to this species (pl. 4, figs. 2, 3). The total length of the smaller of these two teeth (Cat. No. 9165), taken along the front border, is 80 mm.; but a little of the tip of the root is missing. The crown (pl. 4, fig. 2), similarly measured, is 26 mm. high. At the base the crown measures fore and aft 10.3 mm.; from side to side, 8 mm. The inner and outer faces are convex, the outer more strongly so. The anterior border is rather obtuse, except near the summit of the crown. The hinder border has a rather acute ridge descending from the summit, but just outside of this there is a shallow groove. As a whole the hinder face is quite different from that of the other peccaries observed. Each lateral face is furnished with about four grooves. The one nearest the front border, on the inner face, is broader than the others. The hinder face is slightly worn in its distal half. A view of the outer face of the tooth is presented.
The larger of the teeth (Cat. No. 9166) measures along the front border 93 mm., of which 45 mm. belongs to the crown (pl. 4, fig. 3). The greater diameter at the base of the crown is 11.5 mm.; the smaller, 9 mm. This tooth does not differ from the other in any important respects.
**Mylohyus exortivus** Gidley.
Plate 4, figs. 4–13.
This species has been described by Gidley.¹ It is based on a series of upper molars and premolars (lacking pm²) of the right side, and a lower jaw bearing all of the teeth, including incisors and canines (Cat. No. 8876). These were found in the cave near Corrigan-
¹ Proc. U. S. Nat. Mus., vol. 57, p. 676, text figs. 11–13.
ville, a few miles north of Cumberland, Maryland. In the collection from Cavetown there is a fragment of the left ramus of a mandible which contains the three molars (Cat. No. 9167). Inasmuch as these are less worn than the teeth of the type, it is thought well to figure them (pl. 4, fig. 4). Measurements are here presented of these teeth and the corresponding ones of the type of the species.
**MEASUREMENTS OF LOWER MOLARS IN MILLIMETERS.**
| | *M. exortivus*, type. | *M. exortivus*, Cavetown. |
|----------------------|-----------------------|--------------------------|
| Length of molar series | 50 | 53 |
| Length of first molar | 14 | 15 |
| Width of first molar | 13 | 13 |
| Length of second molar | 15 | 16 |
| Width of second molar | 14 | 14 |
| Length of third molar | 19.5 | 21 |
| Width of third molar | 13 | 13 |
As will be observed there is close correspondence in the measurements. There appears to be equally close agreement in the structure of the teeth.
Figure 5 of the plate 4 represents a lower left third premolar (Cat No. 9168), wholly unworn, whose length is 128 mm. and whose width is 11 mm. Figure 6 gives a view of a lower left first molar (Cat. No. 9169), unworn. It is 15.5 mm. long and 13 mm. wide. A lower left second unworn molar (Cat. No. 9170) is shown by figure 7. Its length is 18 mm.; its width 14.2 mm.
Of upper teeth there are those identified as second, third, and fourth premolars (pl. 4, fig. 8) of one individual (Cat. No. 9171). The following comparative measurements are given of the premolars of the figure just cited:
**MEASUREMENTS OF UPPER TEETH IN MILLIMETERS.**
| | *M. exortivus*, type. | *M. exortivus*, Cavetown. |
|----------------------|-----------------------|--------------------------|
| Premolar 2: | | |
| Length | | 9 |
| Width | | 8.2 |
| Premolar 3: | | |
| Length | 10.4 | 11 |
| Width | 11.5 | 10 |
| Premolar 4: | | |
| Length | 12.5 | 13 |
| Width | 13.8 | 12.8 |
| Molar 1: | | |
| Length | 14 | 14 |
| Width | 14 | 13.2 |
| Molar 2: | | |
| Length | 15 | 13 |
| Width | 13.2 | 14.5 |
There are also several loose upper teeth which are believed to belong to the same species. Figure 13 (Cat. No. 9172) is from an upper premolar, thought to be the second of the right side. Its length is 10 mm.; its width 9 mm. Figure 9 (Cat. No. 9173) presents a view of an upper right premolar, apparently the fourth; but it is somewhat smaller than that of figure 8. It is but little worn and is 12.5 mm. long and 11.6 mm. wide. Figure 10 (Cat. No. 9174) represents an upper left fourth premolar hardly touched by wear. It is 13.5 mm. long and 13 mm. wide. An upper left first molar (Cat. No. 9175) considerably worn is shown by figure 11. It is 14 mm. long and 14 mm. wide. An upper right second molar (Cat. No. 9176) furnishes figure 12. It is wholly untouched by wear and presents the roots. It is 16 mm. long and 14 mm. wide. Inasmuch as it presents a distinct central tubercle and a slight external cingulum it is possible that it belongs to another species.
**Mylohyus obtusidens**, new species.
Plate 4, figs. 14–15.
*Types or species.*—A complete upper canine, and the crown of a lower one (Cat. No. 9186).
*Type locality.*—Western Maryland.
*Type formation.*—Pleistocene.
*Diagnosis.*—Canines, upper and lower, with front and rear borders obtuse. Enamel smooth.
The two canines of the left side (Cat. No. 9186) which are made the type of this supposed new species are considerably worn. It seems probable that they belonged to the same individual, inasmuch as the worn surfaces fit accurately together. The upper canine (pl. 4, fig. 14) presents the tooth in the condition it had when the animal died. The crown has a height of 35 mm. The height of the whole tooth, measured along the anterior border, is 95 mm. At the base of the crown the fore-and-aft diameter is 15 mm.; the side-to-side diameter 11 mm. As far as preserved, the anterior border is broadly rounded, the posterior border somewhat less so. Even toward the tip of the tooth there is no indication of a hinder sharp edge.
The lower canine (pl. 4, fig. 15), broken off at the base of the crown, has there a fore-and-aft diameter of 12 mm., a transverse diameter of 9.6 mm. The front is broadly rounded. On the hinder face there is an indication of a shallow groove; on the outer face a mere trace of a narrow one. The enamel of both canines is smooth and polished.
There is present a fragment, 40 mm. long, of another and smaller lower canine (Cat. No. 9187), which belonged probably to a female. At the base of the crown the fore-and-aft diameter is 10 mm.; the
transverse, 8 mm. There is merely a suggestion of a groove on the hinder face.
**PLATYGONUS TETRAGONUS? (Cope).**
Plate 4, figs. 16-17.
In the Cavetown collection is part of an inferior right canine (Cat. No. 9188) which differs from any found at either Cavetown or Corriganville, near Cumberland. It appears to conform most closely to Cope’s description of his *Mylohyus tetragonus*;¹ but the tooth, as did Cope’s species, belongs evidently to *Platygonus*. The fragment here described and illustrated (pl. 4, figs. 16, 17) lacks both the base and the summit. It is 37 mm. long. Near the lower fracture the width is 12 mm.; the thickness, 7.2 mm.; that is, at this level the thickness is 0.6 of the breadth. In the canine described by Cope² the dimensions were 10 mm. and 6 mm.
Cope found that the lower canine of his species had the angle between the hinder face and the inner one truncated by a narrow plane which followed the length of the tooth. Such a plane appears to be represented in the tooth at hand. The hinder face is flat at the lower end of the fragment, slightly concave at the upper. It is bounded on each side by a narrow ridge. Mesiad of the inner bounding ridge is a surface flat at the upper end, slightly concave at the lower. Mesially this surface is bounded by a ridge on the inner face. The surface referred to appears to meet the requirements of Cope’s description.
The inner face (pl. 4, fig. 16) of the specimen at hand is finely wrinkled in front of the ridge referred to. The outer face is more coarsely sculptured. Figure 17 of the plate cited shows a section of the tooth at the lower fracture. So far as represented, the tooth shows no wear, and it is traversed by the yet open pulp cavity.
**PLATYGONUS VETUS? Leidy.**
Plate 4, figs. 18-19.
This species appears to be represented by a fragment of the left ramus of the lower jaw (Cat. No. 9189) bearing the first and second true molars (pl. 4, fig. 18). The first molar is pretty well worn down, but the second only moderately so. These are referred to *Platygonus vetus* rather than to Gidley’s *P. cumberlandensis*, because of the greater size of the lower teeth of the Cavetown specimen. The following measurements are taken from the specimen from Cavetown, from Leidy’s measurements of the type of *P. vetus*,³ and from the type of *P. cumberlandensis*.
---
¹ Journ. Acad. Nat. Sci., Phila., vol. 11, 1899, p. 260, pl. 21, fig. 3.
² Idem., p. 260.
³ Ann. Rep. Geol. Surv. Penn. for 1887, p. 14.
MEASUREMENTS OF LOWER MOLARS IN MILLIMETERS.
| | Cavetown molars. | *P. vetus*, type. | *P. cumberlandensis*, type. |
|----------------------|------------------|-------------------|-----------------------------|
| Length of first molar| 15.5 | | 14.4 |
| Width of first molar | 14.0 | | 11.5 |
| Length of second molar| 20.0 | 20.0 | 17.4 |
| Width of second molar| 17.0 | 15.0 | 14.0 |
| Length of third molar| | 26.5 | 24.0 |
| Width of third molar | | 17.0 | 15.0 |
So far as shown by the first and second molars, the Cavetown specimen is quite distinct from *P. cumberlandensis*. While allowing something for individual variation, which is met with constantly in these peccaries, it appears better to refer the teeth from Cavetown to *P. vetus*. A fragment of the crown (Cat. No. 9190) of a lower tusk also is referred provisionally to this species. This fragment is only 20 mm. long. The section (pl. 4, fig. 19) forms a nearly isosceles triangle whose height is 14.5 mm. and whose base (the rear face of the tooth) is 11.5 mm. It resembles considerably the lower canine of the species named by Gidley *M. intermedius*, and possibly it belongs there. It seems to be too sharp on its front border and too thin to belong to *M. cumberlandensis*.
**PLATYGONUS CUMBERLANDENSIS** Gidley.
The presence of this species in the fissure at Cavetown appears to be indicated by a part of the root of a lower left canine (Cat. No. 9191). The fragment is 30 mm. long. At the lower end the pulp cavity is large; but above it is much reduced. It formed a part of a very large tooth. The fore-and-aft diameter is 17 mm.; the side-to-side diameter, 9 mm. The front border is rounded; the hinder, occupied by a conspicuous and deep groove. There is also on each lateral face a well-defined groove. A section of the tooth forms, therefore, a trefoil. The root is furnished with rather fine ridges and grooves. It appears best to refer this tooth to *P. cumberlandensis*.
**Family CERVIDAE.**
**SANGAMONA FUGITIVA** Hay.
In the collection from Cavetown there are some remains of a deer which are referred to the species described above from Whitesburg, Hamblen County, Tennessee, as *Sangamona fugitiva*. These remains consist of a lower right first incisor; a lower left first, or possibly second, true molar; the distal end of the left radius; a right scaphoid, a part of the right innominate bone surrounding the acetabulum; a left external malleolar bone, the proximal half of an
astragulus; a right calcaneum; two probably metatarsal sesamoids; and first, second, and third, probably hinder phalanges. To these remains, excepting the incisor, has been given the catalogue number 9193. This tooth and the bones are entirely too large to have belonged to any known species of *Odocoileus* and too small for any known species of *Cervus*. The incisor (Cat. No. 9192) is considerably larger than the corresponding one of the Virginia deer. It is little worn. The crown is 8 mm. high and 7.5 mm. wide. The molar is worn down nearly to the base of the crown. The length is 20 mm.; the width 14.8 mm. There is a rather strong tubercle at the mouth of the principal valley. The first molar of a wapiti at hand is 24 mm. long and 15 mm. thick; in *Odocoileus virginianus*, 12.5 mm. long, 9 mm. thick. The radius is represented by only a fragment, 50 mm. long; but the articular end is unfortunately a little injured. The distal end of the ulna has been split off. The following measurements of this part in the fossil in *Odocoileus virginianus* and in *Cervus canadensis* are presented:
**MEASUREMENTS OF THE DISTAL END OF RADIi IN MILLIMETERS.**
| | Sangamona fugitiva | C. canadensis | O. virginianus |
|--------------------------|--------------------|---------------|----------------|
| Width of bone just above articular surface | 48 | 65 | 40 |
| Thickness of bone at same level | 31 | 45 | 27 |
It will be observed that in size the distal end of the radius of *S. fugitiva* is somewhat nearer the Virginia deer than to the wapiti. The scaphoid bone is 26 mm. long and 32 mm. broad, these dimensions in the Virginia deer being, respectively, 19 mm. and 26 mm. The acetabulum of *S. fugitiva* has a length of 45 mm.; that of *O. virginianus* 37 mm.; that of the wapiti 57 mm. The external malleolar bone has a horizontal diameter of 26 mm. The calcaneum has lost the epiphysis. The following measurements afford means for comparisons:
**MEASUREMENTS OF CALCANEa IN MILLIMETERS.**
| | S.fugitiva | C. canadensis | O. virginianus |
|--------------------------|------------|---------------|----------------|
| Total length | 105± | 138 | 103 |
| Height at articulation for fibula | 42 | 56 | 32 |
| Thickness at lateral process | 33 | 40 | 30 |
It will be seen that the bone in the fossil is a little longer than that of the Virginia deer. It is possible that more is missing than the epiphysis. The astragulus applies itself quite accurately to the calcaneum and may have belonged there originally. The width across the surface for the tibia is 30 mm. The two sesamoids are those
situated at the ends of the row of four and are about one-third larger than the corresponding bones in the Virginia deer.
The first phalanx, probably a hinder one, is a larger and heavier bone than the corresponding one in the Virginia deer and smaller than in the wapiti. The following measurements are presented:
**MEASUREMENTS OF HINDER FIRST AND SECOND PHALANGES IN MILLIMETERS.**
| | S. fugitiva. | C. canadensis. | O. virginianus. |
|----------------------|--------------|----------------|-----------------|
| | First. | Second. | First. | Second. | First. | Second. |
| Total length | 66 | 42 | 68 | 48 | 53 | 41 |
| Height of proximal end | 28 | 26 | 35 | 35 | 21 | 22 |
| Width of proximal end | 23 | 19 | 27 | 25 | 17 | 17 |
| Height of distal end | 18 | 24 | 21 | 29 | 14 | 18 |
| Width of distal end | 19 | 16 | 26 | 26 | 15 | 12 |
The ungual phalanx mentioned fits accurately to the second phalanx just described. The extreme end is broken off; but the original length was not far from 45 mm. The height, taken perpendicularly to the plantar surface, is 30 mm; the greatest thickness 18 mm.
**ODOCOILEUS VIRGINIANUS (Zimmermann).**
Apparently belonging to this deer are the distal ends of two radii, right and left (Cat. No. 9194). The largest piece is about 65 mm. long. Both pieces show well the articular end. The width just above the articular surface is 35 mm. While there is a possibility that these bones belong to another species there is nothing in them to prove this.
**Family ELEPHANTIDAE.**
**ELEPHAS COLUMBI? Falconer.**
From Cavetown there are present two fragments (Cat. No. 9195), taken together measuring about 300 mm., of a bone which appears to be the radius of an elephant; and, if this identification is correct, the species is very probably that named above. The bone is somewhat crushed, but its conformation agrees better with that of the elephant than that of the mastodon. There is in the collection the neural arch of a dorsal vertebra of a proboscidean (Cat. No. 9196); but it is impossible to say whether this belonged to an elephant or to a mastodon.
**Family SCIURIDAE.**
**SCIURUS TENUIDENS, new species.**
*Plate 4, fig. 20.*
*Type specimen.*—An upper left incisor, with part of the skull.
*Type locality.*—Cavetown, Washington County, Maryland.
*Type formation.*—Pleistocene.
Diagnosis.—Upper incisors broad and unusually thin; front border rounded.
The type and only known specimen of this species is a left incisor and a part of the premaxilla (Cat. No. 9197) exposed on a lump of cave earth. It is illustrated on plate 4, figure 20. The width of the tooth is 3.9 mm.; its thickness only 1.3 mm. On the same lump of clay is an upper incisor, referred to *S. carolinensis*, whose width is 3.2 mm. and whose thickness is 1.5 mm. The detached tooth referred below to *S. hudsonicus* is only 2.9 mm. wide, and is 1.5 mm. thick. Teeth of *S. carolinensis* nearly as wide as the fossil may be found, but they are thicker. *S. niger* has broad thick incisors. In both of the species just mentioned the front border of the tooth is rather flat and usually traversed by a shallow groove. In the fossil tooth the front border is rounded. An examination of a series has failed to find any squirrel with teeth so broad and thin as the fossil here described.
**SCIURUS HUDSONICUS** (Erxleben).
A detached upper left incisor (Cat. 9199) is referred to this species. The width is 2.9 mm.; the thickness, 1.5 mm. The incisors of this species are difficult to distinguish from those of *S. carolinensis*, but the former are on an average distinctly smaller.
**SCIURUS CAROLINENSIS** Gmelin.
On the lump of red clay which bears the type of *S. tenuidens* there are a part of a right premaxilla and the greater part of the corresponding incisor of *S. carolinensis* (Cat. No. 9198). The greater diameter of the incisor is 3.2 mm.; the thickness, 1.5 mm.
**MARMOTA MONAX** (Linnaeus).
Of this species there is a fragment of the left ramus of the lower jaw which contains the premolar and the first molar (Cat. No. 9200). It belonged to a large, heavy-jawed individual. There are present also a well-preserved lower left incisor (Cat. No. 9201), somewhat larger than any found in the collection of recent skulls, and the distal end of a left humerus (Cat. No. 9202).
**Family CASTORIDAE.**
**CASTOR CANADENSIS** Kuhl.
Of the Canadian beaver there are a fragment of a lower incisor whose width is 9 mm., and an upright third molar (Cat. No. 9203).
**Family CRICETIDAE.**
**ONDATRA ZIBETHICA** (Linnaeus).
A single lower left incisor is all that, so far as found, represents this species. The tooth belonged to a small individual.
NEOTOMA MAGISTER Baird.
In the Cavetown collection are found a part of the left premaxilla (Cat. No. 9205) inclosing a part of the corresponding incisor; also a left lower incisor (Cat. No. 9206). The latter has been identified by Dr. E. A. Goldman as belonging to *N. pennsylvanica*. The upper incisor appears to differ in no way from the corresponding tooth of Baird’s types of *N. magister*, being fully as broad; but some specimens of *N. pennsylvanica* are hardly, if at all, distinguishable. On the whole, the writer prefers to refer these fossil teeth to Baird’s species.
MICROTUS PENNSYLVANICUS (Ord).
Of this species there is a part of a skull in a fragment of red earth (Cat. No. 9207). It has been possible to expose an upper incisor and a part of the lower jaw showing its incisor. The remains appear to belong here.
Family ERETHIZONTIDAE.
ERETHIZON DORSATUM (Linnaeus).
Of this species there is the left ramus of the mandible (Cat. No. 9208), only the condylar and most of the coronoid processes being gone. The teeth are in fine condition. The specimen is of interest because the premolar is just making its appearance through the bone. The length of the row of molars is 19 mm. The incisor measures 5 mm. in diameter, somewhat more than in any of the skulls at hand of recent individuals. However, there appears to be no sufficient reason for thinking that it belongs to another species.
Family LEPORIDAE.
SYLVILAGUS FLORIDANUS (Allen).
This rabbit appears to be represented by a part of a left maxilla (Cat. No. 9209), in which are found the first molar, the two premolars, and the socket for the first premolar. After a close comparison with skulls of a number of species in the United States National Museum there appears to be no good reason for not identifying the jaw as that of the existing species *Sylvilagus floridanus*.
Family URSIDAE.
URSUS AMERICANUS Pallas.
In the Cavetown collection there are a nearly complete right ramus of the lower jaw, with the four chewing teeth; a fragment of a canine; a part of the right maxilla, with the bases of the crowns of the fourth premolar and the two molars; another fragment of right maxilla with sockets for the canine, for two premolars and first
molar; an injured proximal end of a left femur; a complete left calcaneum and a lumbar vertebra and two metacarpals. These have the catalogue number 9210. There are in addition 18 detached teeth which represent the canines, the upper fourth premolars, and the two molars; also the lower third premolar and the first and second molars. The corresponding teeth differ considerably in size; but so they do in recent skulls. An upper right fourth premolar is larger than any corresponding tooth found in recent skulls; but probably further search would remove the difference. Its length is 13.4 mm.; its width 10 mm. The total length of the calcaneum is 74 mm. To all these loose teeth have been given the catalogue number 9211.
Family FELIDAE.
SMILODONTOPSIS MOOREHEADI, new species.
Plate 4, figs. 21-22.
Type specimen.—An upper sectorial tooth.
Type locality.—Cavetown, Washington County, Maryland.
Type formation.—Pleistocene.
Diagnosis.—Of moderate size. No protocone. Preanterior lobe very small.
In the Cavetown collection there is an upper right sectorial tooth (Cat. No. 9212) which appears to belong to an undescribed species of saber-tooth cat. It is that of the right side. It had not yet come into use and the roots had not yet developed. Views are presented showing the inner face of the tooth, and the crown from above (pl. 4, figs. 21, 22). The length of the crown is 26.5 mm.; the height of the paracone, 14 mm.; of the metacone, 9.5 mm. The width in front is 11.5 mm.; at the metacone, 8 mm. The protocone is absent. There would probably in time have been an inner anterior root. The metacone has the same length as the principal cone. Its edge is thick and is divided by a broad and very shallow transverse groove. The anterior basal lobe is larger than that of the corresponding lobe in a large specimen of the Oregon mountain lion (*Felis oregonensis*). At its base in front is what may be regarded as an extremely small, sharp preanterior lobe, which grows up from the cingulum. The latter presents one or two distinct tubercles on the outer face of the anterior lobe. From the apex of the anterior lobe there is a sharp edge which runs down on the inner face to the base of the internal root. This lobe constitutes hardly one-fourth of the whole length of the crown. The buttress descending from the summit of the principal cone to where one would look for the protocone is feebly expressed. On the inner side the edge of the crown has been splintered off. This tooth resembles that figured by Barnum Brown\(^1\) as *S. conardi*, but it is
\(^1\) Mem. Amer. Mus. Nat. Hist., vol. 9, 1908, p. 190, pl. 19.
considerably smaller than in Brown’s species, and the protocone of the latter forms a distinct tubercle. The sectorial of the Cavetown species is likewise smaller than that of Cope’s *Machairodus gracilis*,¹ in which this tooth has a length of 34 mm. As to Cope’s *Smilodon mercerii* it is difficult to determine its size. The impression is given that it is somewhat smaller than *Machairodus gracilis*, but the measurements of some teeth indicate equality of size. What appears to be the measurements of the upper sectorial, but spoken of as pm₁ (bottom of Cope’s p. 246), gives the length as only 21 mm. Cope’s figure 2 of his plate 20 probably represents this upper sectorial of reduced size. In this figure the paracone towers above the rest of the tooth more than in the Cavetown tooth. On page 247 of Cope’s paper cited is a description of *Felis inexpectata*. The tooth figured on his plate 21 resembles considerably the Cavetown tooth; but it was regarded as having had a protocone; also there is an angle on the internal side of the paracone descending to the protocone. This is extremely feeble in the tooth here described. The length is given by Cope as 24 mm.; the height of the paracone, 10 mm.; the width at the roots, 9.5 mm. Barnum Brown’s species *Felis longierus* may be mentioned (his paper above cited, p. 187, pl. 18). It, too, possessed a protocone. Also the base of the tooth is constricted at the paracone.
In the collection there is a crown (Cat. No. 9213), or rather a part of a crown, of a canine tooth (pl. 4, fig. 23), taken to be a left upper, which the writer has not been able to identify satisfactorily, either generically or specifically. It is quite different from the canines of the mountain lion. It is relatively thin, has sharp edges in front and behind, and the two sides are equally convex. The tooth had probably not been cut, as the great pulp cavity remained and is now full of red clay. On what is probably the outer face some of the material of the tooth is gone. On the other face there appear eight or nine longitudinal ridges, with intervening grooves. They continue to about 10 mm. from the tip of the tooth, and are more distinct toward the base. There are seen traces of similar ridges and grooves on the injured face of the tooth. The tooth as preserved is 25 mm. high. The long diameter at the base was close to 10 mm.; the transverse diameter, close to 6 mm. The writer suggests that this was a milk canine of a saber-tooth cat, possibly of the species here described; possibly of the same individual. Besides these teeth, there is present from Cavetown the proximal end of a femur (Cat. No. 9214) of some large cat-like animal. It resembles closely the same part of a tiger from the Malay Peninsula (No. 49728, U.S.N.M.), and it is but little smaller. In the tiger the distance from the inner surface of the head of the femur to the outside of the
¹ Journ. Acad. Nat. Sci. Phila., vol. 11, 1899, pp. 240–244, pl. 20.
great trochanter is 78 mm.; in the fossil this measurement is 76 mm. The lesser trochanter is not so strongly developed as in the tiger femur at hand.
**FELIS COUGUAR? Kerr.**
In the collection there is a fragment (Cat. No. 9215) of the left ramus of a lower jaw of a felid which may have been that of the species here described. It contains the roots of the sectorial, but the crown is gone. The height of the jaw is 21 mm. at the sectorial; its thickness is 9 mm. These are almost exactly the height and thickness of the jaw of a mountain lion (No. 21078, U.S.N.M.).
4. **COLLECTION FROM ALTON, ILLINOIS.**
In the United States National Museum there is a very considerable collection of Pleistocene mammals that was made many years ago by Hon. William McAdams, of Alton, Illinois. He reported briefly on this collection at the Minneapolis meeting of the American Association for the Advancement of Science, in 1883.\(^1\) He stated that the "bluff clays," now called loess, were nearly 100 feet thick at Alton, and were remarkably rich in animal remains, such as teeth and bones, attached to calcareous nodules or clay stones. Remains of 13 different species had been found, all probably extinct.
It appears that McAdams's collection was secured for the United States Geological Survey by Prof. O. C. Marsh. It remained at Yale University many years without being studied. On Professor Marsh's death the collection was brought to the National Museum, and the writer has the privilege of examining it. As stated by McAdams, the specimens of bones and teeth are attached to, or rather are partly or wholly inclosed in, hard nodules. These nodules are composed of very fine grains of sand cemented together by calcium carbonate. The material is very compact, and there is extreme difficulty in removing from it the fossils without injuring the latter. In the collection the writer has found the following species. The extinct forms are indicated by the dagger.
\[
\begin{align*}
\textrm{†Megalonyx jeffersonii.} & \quad \textrm{†Bison, sp. indet.} \\
\textrm{†Equus, sp. indet.} & \quad \textrm{†Mammut americanum.} \\
\textrm{†Platygonus compressus?} & \quad \textrm{Marmota monax.} \\
\textrm{†Sangamona fugitiva.} & \quad \textrm{Castor canadensis.} \\
\textrm{†Cervalces roosevelti?} & \quad \textrm{†Castoroideus ohioensis.} \\
\textrm{†Rangifer muscatinensis?} & \quad \textrm{Geomys bursarius.} \\
\textrm{†Taurotragus americanus.} & \quad \textrm{Ursus americanus.} \\
\textrm{†Symbols promptus?, new species.}
\end{align*}
\]
Of the 15 species here identified there are 11 which are now extinct—75 per cent. This high percentage of extinct forms is prob-
---
\(^1\) Proc. Amer. Assoc. Adv. Sci., vol. 22, p. 268.
ably due to the accidental exclusion of a number of still existing species that might be expected to occur there.
It would be interesting to know exactly the geological age of the deposits in which these species were found. The writer is informed by Dr. E. W. Shaw, of the United States Geological Survey, who is familiar with the Pleistocene deposits about Alton, that there are at that place deposits of loess of three or four Pleistocene stages; but these have not yet been well differentiated, nor is it known exactly where McAdams secured his specimens. Although he said that the loess there was rich in teeth and bones, he also added that a majority of his specimens were found in one quarry. This would appear to mean that they had come from the loess overlying some stone quarry or possibly from that filling a crevice of the limestone. Doctor Shaw assures the writer that the nodules are those of the loess.\(^1\)
McAdams very probably had a catalogue of his collection, for on many of the specimens there is pasted a printed number. This catalogue, if there was one, has apparently been lost.
**MEGALONYX JEFFERSONII (Desmarest).**
The genus *Megalonyx* is represented in the collection from Alton by a fragment, about 1 inch long, of a molar tooth (Cat. No. 8999). After a comparison with Leidy's figures\(^2\) it is evident that the tooth was a lower right molar, probably the hindermost one. It does not agree wholly with Leidy's three figures of this tooth,\(^3\) nor do these figures resemble one another too closely. It is taken that the figure last mentioned, made especially by Leidy, in order to be accurate, is most to be relied on. From this figure it appears that the front and rear faces were convex, while in the Alton specimen they are slightly concave. The inner face of the latter tooth is more rounded than shown in Leidy's figures. The tooth, too, is thinner from front to rear (16 mm.) than in the one described by Leidy (8.5 lines=17.7 mm.). The pulp cavity is shown at one end of the fragment and is filled apparently by fine sand and loess.
**EQUUS, sp. indet.**
In the Alton collection, with the number 25, is a portion of an incisor of a horse (Cat. No. 9000). It has no loess attached to it, but
---
\(^1\) Since this paper was put into type Mr. Morris M. Leighton, of the State Geological Survey of Illinois has informed the writer of investigations made by him recently under the direction of the head of the survey, Dr. F. W. DeWolf. Mr. Leighton had the good fortune to find Mr. John D. McAdams, a son of the collector of the fossils, who pointed out to him the quarry in which his father had collected most of the specimens. These occurred at the base of the loess, but apparently in the upper part of the drift. While the exact age of the deposit is somewhat in doubt, Mr. Leighton regards it as belonging probably to the Sangamon.
\(^2\) Smiths. Contr. Knowl., vol. 7, 1855, art. 5.
\(^3\) Idem, pl. 5; pl. 6, fig. 11; and pl. 16, fig. 17.
some brown iron oxide. It is pretty certainly a fossil, but was probably not found in the loess.
**PLATYGONUS COMPRESSUS? Leidy.**
There is in the collection a fragment of a lower right canine tooth of a peccary (Cat. No. 9001), which is identified provisionally as that named. The fragment is 35 mm. long, 14 mm. from the acute front edge to the slightly concave hinder face, and 11 mm. across this hinder face, the measurements being taken at what was about the middle of the height of the crown. On the outer face there is a median ridge bounded in front and behind by shallow grooves.
**SANGAMONA FUGITIVA Hay.**
*Plate 5, figs. 5–6.*
In the collection made at Alton are two nodules of loess with each a part of the right ramus of the lower jaw and three molars of a large deer. In the better specimen (Cat. No. 9002. Pl. 5, figs. 5, 6) the first molar is much damaged and the third has lost most of the hinder lobe. The inner faces of the teeth are mostly hidden in the hard nodule. The first molar was close to 15 mm. in length. The second is 18 mm. long and about 13 mm. wide. The third molar, not including the third lobe, is 18 mm. long; including the third lobe, it was about 22 mm. long; the width, about 13 mm. The crowns are only moderately worn. The other nodule (Cat. No. 9003) presents the same sides of the teeth, the inner faces being more concealed than in the first nodule. The crowns are less worn and have a height of about 15 mm. The teeth are apparently larger than in the other specimen, the first and second lobes of the third molar, taken together, measuring 20 mm.; with the hinder lobe, about 27 mm. At the outer mouth of the median valley of these teeth there is a conspicuous accessory pillar. The crowns of the lower molars are higher than in *Odocoileus*. The inner faces of the lobes are flatter than in *Odocoileus*, and the styles are less conspicuous.
These teeth are entirely too large to have belonged to any of the existing species of *Odocoileus*; and they are, relatively to the length, much broader. They agree in size so well with the upper tooth which forms the type of *S. fugitiva*, found at Whitesburg, Tennessee, and with the lower tooth found at Cavetown, Maryland, that they are referred to that species. In size they agree well with the lower molar found at Cavetown, Maryland, and referred to *S. fugitiva*.
**CERVALCES ROOSEVELTI? Hay.**
*Plate 6, figs. 1–2; 5–8.*
To this species are referred, with some reservations, an upper left second premolar, three upper molars, and a fragment of the right
ramus of the lower jaw with four teeth. The upper teeth (Cat. No. 9004) consist of a right third molar and left second and third molars. These are practically free from any loess, while the lower teeth (Cat. No. 9005) are pretty well buried in it. The left upper second and third molars are here figured (pl. 6, figs. 7, 8) and the lower left second and third molars (same plate, figs. 3, 4). The latter came from Afton, Oklahoma, and are described below.
The upper teeth evidently belonged to a young but mature animal, and they are very little worn. The premolar resembles rather closely that of *Alces americanus*. Its length is 24 mm.; its width, 25 mm.
**MEASUREMENTS OF UPPER MOLARS IN MILLIMETERS.**
| | Second molar. | Third molar. |
|------------------------|---------------|--------------|
| Height | 25 | 27 |
| Length on midline | 29 | 32 |
| Length on outer face near summit | 31 | 34 |
| Width at base of front lobe | 31 | 33 |
| Width at base of hinder lobe | 27 | 30.5 |
The writer has described \(^1\) the teeth of the type of *Cervalces scotti*. It will be seen that the teeth of the Alton collection are somewhat larger; especially they are relatively broader, but this may not be decisive. The teeth in hand differ from those of the existing moose as there indicated. The mesostyle of *Cervalces* is more prominent and has an excavation in front of it, especially deep in \(m^4\). Also the style on the face of the anterior lobe is much more strongly developed, increasing in thickness to the cingulum; whereas in *Alces* it subsides before reaching the base of the crown. The lower jaw has a depth of 58 mm. at the second molar. The length of the fourth premolar and the three molars taken together is 122 mm.; that of the three molars, 95 mm. These dimensions are somewhat greater than in the type of *C. scotti*. These teeth are considerably worn and are badly hidden by the hard mass of loess, so that the individual dimensions, especially the thickness, can not be accurately determined. The outer faces are mostly hidden. The fourth premolar is 27 mm. long and apparently 17 mm. thick. The first molar is 25 mm. long; the second close to 30 mm.; the third between 37 and 40 mm. All these lower teeth resemble closely those of *Alces americanus*, but the style on the inner face of the front lobe appears to be somewhat more sharply defined than in *Alces*, and at the base of the tooth comes out even with the plane of its inner face.
---
\(^1\) Thirty-sixth Ann. Report Geol. Surv. Ind., p. 626.
RANGIFER MUSCATINENSIS? Leidy.
In the collection, with McAdams' number 11, is a tooth of a *Rangifer*, apparently an upper right fourth milk molar (Cat. No. 9006). This is referred provisionally to the species named above. The length of the crown near the outer face is 17 mm.; the width is 13 mm.
TAUROTRAGUS AMERICANUS Gidley.
Plate 5, figs. 7-11.
In the collection made by Mr. McAdams there are found 11 molar teeth, upper and lower, which are to be referred to the species described by Gidley, from a cave at Corriganville, Maryland. Of these 11 teeth, 3 belong to the upper jaw; the remainder to the lower. The upper teeth consist of second molars, right and left, and a left third molar, probably all of the same individual. Of the lower teeth there are first molars, right and left; a right second molar; a left third molar, practically complete, and part of that of the right; all of which, except probably the last, may have belonged to the same individual to which the upper teeth belonged. All these have the catalogue number 9007. Then, there is another last molar which is much more worn than those above recorded (Cat. No. 9008). One of the other somewhat damaged teeth is determined as a lower right first molar (Cat. No. 9008). The height of these teeth is given in the following table of measurements. It varies, of course, in the same tooth with the degree of wear, and perhaps with the degree of development of the base. The width is taken on the flat face of the tooth and about 25 mm. above the base. The thickness is the greatest, taken at the base.
**MEASUREMENTS OF MOLAR TEETH IN MILLIMETERS.**
| Teeth | T. americanus, Alton. | T. americanus type |
|-------|----------------------|--------------------|
| | Upper. | Lower. | Upper. |
| Molar 1: | | | |
| Height | 40 | 28 |
| Length | 29 | 29 |
| Width | 20 | 26 |
| Molar 2: | | | |
| Height | 44 | 48 | 40 |
| Length | 33 | 33 | 34 |
| Width | 30 | 24 | 29 |
| Molar 3: | | | |
| Height | 50 | 42 | 50 |
| Length | 37 | 50± | 35 |
| Width | 33 | 22 | 32 |
No differences that are certainly of specific importance are observed on comparison of the upper second and third molars of the
Alton specimens with those of the type. The mesostyles and parastyles of the latter appear, however, to be slightly more strongly developed, while the ribs, or styles, on the faces of the lobes are narrower and more sharply defined on the Alton teeth. In the valley between the two lobes of the last molar, on the inner face, there is seen an accessory pillar, small on one tooth, well developed on the other. A very small pillar occurs rarely in the same position in the molars of *T. oryx*.
Figure 8 of plate 5 presents a view of the inner face of the lower left first molar. It is considerably larger than the corresponding tooth of the African eland. It appears to be slightly worn, but the apex is hidden in the hard nodule. At the rear of the anterior lobe, in the upper half of the crown, a style develops which becomes quite prominent. At the hinder border of the tooth is another sharp style. The writer has found no specimen of the African eland with unworn teeth with which to compare the upper halves of the crowns. The lower right second molar (pl. 5, fig. 9) is shown here. On the inner face, at the rear of the anterior lobe, is a style similar to that of the first molar. Evidently there is nothing of the kind in the African eland. Figure 10 of plate 5 represents the inner face of the lower left hindermost molar. It had not yet come into use and the base had hardly been completed. It differs from the corresponding tooth of *T. oryx* in having a style on the rear of the anterior lobe. On the plate cited (fig. 11) is shown the upper right second molar. The measurements of it are given in the table.
In the United States National Museum there is a lower left hindermost molar (Cat. No. 4987) of this species which was collected several years ago at Kimmswick, Missouri, about 20 miles south of St. Louis and 40 miles south of Alton. The height of this tooth is 50 mm.; the length 53 mm.; the thickness at the base of the first lobe, 23 mm.; that at the base of the second lobe, 24 mm.; that at the base of the third lobe, 15 mm. At their summits the thickness of the lobes in their order is 19 mm., 18 mm., and 11 mm. It is difficult to distinguish these lower hindermost molars from the corresponding ones of camels.
In 1913¹ Dr. Paul Matchie noted Gidley’s description of the American eland. He was unable to find a series of teeth in the African eland which corresponded to Gidley’s figure of the fossil eland or was in any way similar to it (“oder ihr wenigstens ähnlich ist”). It is difficult to understand in what sense this statement is to be taken. The teeth of both animals are not greatly different in size and proportions. They are strongly hypsodont and are similarly lobed. In both series of molars the parastyles, the mesostyles, and the metastyles are prominent; the faces of the lobes between these
¹ Sitz.-Ber. Ges. Naturf. Freunde, Berlin, 1913, p. 258.
styles are traversed each by a corresponding and very similar rib. In many details they are closely alike. In case Matchie meant that the two sets of teeth are not absolutely alike, that is another matter. The premolars of the two animals do differ, and possibly a distinct genus might be erected on the differences; but that need not exclude the idea that they would be closely related.
The fourth premolar of the existing eland has its anterior and rear styles thinner and more prominently outstanding than has the fossil. The fossil tooth has its inner face more flattened than that of the existing eland. The same remark is true with regard to the third molar. Also, in the existing eland there is a deep channel just behind the anterior style, which is only slightly indicated in the fossil. In the fossil eland the lower molars possess a distinct style on the inner face at the hinder border of the anterior lobe, or metaconid.
A tooth (Cat. No. 9009) which appears to be the lower right fourth milk molar is represented on plate 5, figure 7. Most of the inner face of the hinder lobe is broken away. The tooth had not yet come into use. Its height is 22 mm., its greatest length 37 mm., its thickness 15 mm. There is, besides, a damaged tooth (Cat. No. 9009), which may be an upper milk molar. Its height is 25 mm., its length about 28 mm., its width at the hinder end 16 mm. On the hinder border is a prominent cingulum, which has in front of it a deep pit, somewhat as in the same tooth in *Odocoileus*.
**SYMBOS PROMPTUS? new species.**
To this species are referred a single tooth, taken to be a lower left second molar, whose base is buried in a loess nodule (Cat. No. 9011). The molar is worn down until it is only about 15 mm. high. The crown is 34 mm. long, and 25 mm. wide near the base. The tooth must be referred only provisionally to this species, the type of which is described below, from Afton, Oklahoma. The inner face of the tooth from Afton lacks the styles and ribs which characterize the corresponding tooth of *Taurotragus*.
**BISON, sp. indet.**
In the McAdams collection there are found three upper molars (Cat. No. 9012); namely, second molars, right and left, and a hindermost right molar. These are in separate nodules, but they are little or not at all worn, and may all have belonged to the same individual. The following measurements are furnished:
| | Height. | Length at base. | Length at summit. | Width at base. |
|----------------------|---------|-----------------|-------------------|---------------|
| Second molar | 70 | 35 | 39 | 31 |
| Third molar | 56 | 35 | 41 | 29 |
There is also an upper third right molar of another individual (Cat. No. 9014).
These teeth are larger than any known to the writer which belong to *Bison bison*, even larger than those of a large male from Alberta.\(^1\) There is present also a lower hindermost left molar (Cat. No. 9013), considerably worn, and also damaged in front. Its length at the base was 50 mm. It is impossible to say to what species of *Bison* these teeth belonged; but quite certainly not to *B. bison*. They are larger also than the teeth of *B. occidentalis*.\(^2\) Possibly they are the teeth of *B. latifrons* or those of *B. regius*.
**MAMMUT AMERICANUM** (Kerr).
This species is meagerly represented in McAdams’ collection. There are only a fragment of what appears to have been a root of a molar (Cat. No. 9015) and a fragment of a cusp (Cat. No. 9016) of a very immature molar.
**MARMOTA MONAX** (Linnaeus).
Of this species there are in the collection four incisor teeth. Two are upper incisors, side by side in a nodule. Another upper incisor is partly inclosed in a nodule, and a lower incisor is similarly placed. There appears to be no reason for regarding these teeth as belonging to any other species.
**CASTOR CANADENSIS** Kuhl.
This species is represented by 13 nodules, which contain the lower teeth or some of them, with sometimes a part of the bone badly preserved; and by several loose lower teeth and a single upper molar. These specimens have the United States Museum numbers 9020–9034. One nodule (U.S.N.M. Cat. No. 9026), marked by McAdams’ number 205, presents four molars and a part of one lower incisor. This still retains its orange color. The length of the tooth row on the grinding surfaces is 30 mm. The incisor is 7 mm. wide. Another nodule (Cat. No. 9027), mostly dissolved away or never formed, presents the molars and most of that part of the incisor which was yet in the bone. The incisor is still yellow. The length of the tooth row is 31.5 mm. The part of the incisor present is 58 mm. long and 8 mm. wide. In one nodule (Cat. No. 9021) the incisor has a width of 9 mm.; the anterior grinding tooth, a width of 8 mm. These must have belonged to an unusually large individual.
**CASTOROIDES OHIOENSIS** Foster.
In the collection there is a lower left incisor with some of the base missing and a little of the tip. The length of the fragment is 240
\(^1\) Thirty-sixth Ann. Rep. Geol. Surv. Ind., p. 648.
\(^2\) Twenty-third Ann. Rep. Geol. Surv. Iowa, p. 320.
mm. The vertical diameter is 29 mm.; the transverse, 23 mm. There are, besides, a fragment of another incisor and a single enamel plate of a molar.
**Geomys bursarius** (Shaw).
In the collection there are over 50 nodules which contain remains of this species of *Geomys*; besides which there are various detached incisors. In most cases little more than teeth are to be seen. In a few of the nodules, however, there are exposed considerable parts of the skull, so that most of the characters can be determined. Most of the specimens have incisors which are broader than those of the average individuals represented in the United States National Museum; but in the collection mentioned there are a few which have equally large teeth. In two of the skulls from about Alton the upper incisors show a faint groove near the outer border. This has been observed by the writer in several recent skulls.
**Ursus americanus** Pallas.
A right ramus of the lower jaw, with well-preserved third and fourth premolars and the two molars, together with the canine lacking the tip, is not distinguishable from these parts of the existing bear, *U. americanus*. The United States National Museum catalogue number is 9097.
5. **Collection from Near Afton, Oklahoma.**
In 1903¹ Prof. W. H. Holmes reported on The flint implements and fossil remains from a Sulphur Spring at Afton, Indian Territory. The importance of this spring, which is situated between Afton and Miami, was first noted by Dr. R. H. Harper, of Afton, who, about the year 1900, discovered in it remains of mastodons and elephants in close association with flint implements. Excavations were undertaken there by Professor Holmes, and his efforts were rewarded by the finding of some hundreds of weapons and implements of flint and bone, and the teeth and bones of many mammalian animals. These bones and teeth are now preserved, partly in the department of paleontology, partly in that of anthropology, in the United States National Museum. In the report referred to the animals mentioned are two species of elephants, buffalo, deer, elk, and horses, domestic and extinct.
By far the greater part of the bones and teeth, as well as the artifacts, were found within a few feet of the funnel of the spring and between depths of 2 and 7 feet. At the surface was muck to a depth of 2 or 3 feet, but thinning out away from the spring. Below was a bed of fine sand, not local but extending out on all sides as if deposited by water. Downward, this bed becomes more gravelly
¹ Rep. U. S. Nat. Mus. for 1901, pp. 237–252, pls. 1–26.
In this muck nothing was found except fragments of buffalo bones. The remains of extinct animals were all found in the sandy and gravelly layers. In Professor Holmes's report (pl. v) is shown a section of the excavation and the distribution of the teeth and bones. On account of the incoming water the work of excavating was troublesome. As a result of this perhaps the depths at which the various specimens were secured was not recorded, except in a few cases.
The writer has had the opportunity of studying this collection and has identified the following species:
†Equus complicatus. Alces americanus.
†E. laurentius. †Symbos promptus, new species.
†E. excelsus. †Bison, sp. indet.
†E. hatcheri. Bison bison.
†E. holmesi, new species. †Mammut americanum.
†Camelops kansanus? †Elephas columbi.
†C. nitidus, new species. †E. imperator.
Odocoileus virginianus. †Castoroides ohioensis.
Cervus canadensis. Canis nubilus.
†Cervalces roosevelti? C. latrans.
The writer does not believe in Professor Holmes's theory (his report, p. 243) that these bones and teeth had been gathered up in the surrounding country by Indians and thrown into the spring as offerings to the spirits. His section just referred to confutes this view. The species mentioned and most of the others must originally have been left in the deposit not far from the spring. The horses and camels and the imperial elephant belong to the fauna of the first interglacial stage, the Aftonian. Some of the other species are known to have existed at the same time and all of them may have existed then. Some of these species certainly may have been buried there at a later time. Certainly too, that bed of muck, 2 feet or more in thickness, had not accumulated there within a short time, and it was almost barren of fossils. It will be observed that 14 out of the 20 species represented are now extinct. The writer has elsewhere discussed the discovery at Afton.¹
Family EQUIDAE.
EQUUS COMPLICATUS Leidy.
Plate 7, fig. 1.
Of this species there are identified three large second upper premolars (Cat. No. 9098), an upper left milk molar (Cat. No. 9099), and
¹ Amer. Anthropologist, vol. 20, 1918, pp. 21–23.
13 lower teeth, premolars and molars (Cat. No. 9100). Three teeth (Cat. No. 9101) are the premolars of the right side of the lower jaw and are here illustrated (pl. 7, fig. 1).
**EQUUS LAURENTIUS Hay.**
To this species are referred six upper premolars and molars (Cat. No. 9102). They are all well-preserved teeth, mostly not much worn. Similarly preserved lower teeth, 12 in number (Cat. No. 9103), are referred provisionally to the species; but they, or some of them, may belong with the upper molar here identified as *E. excelsus*.
**EQUUS EXCELSUS Leidy.**
An upper tooth (Cat. No. 9106), probably a fourth premolar, is identified provisionally as that of *Equus excelsus*. The enamel surrounding the fossettes is little plicated. The crown is 70 mm. high, 27 mm. long, and 26 mm. wide, and it is considerably curved. An upper tooth (Cat. No. 9105), apparently the first molar, is 60 mm. high, 24.5 mm. long, and 26.6 mm. wide. Another tooth, now in the department of anthropology, is referred to the same species. It is considerably curved, so that the outer and the front faces are convex. It is not unlikely that some lower teeth belong here.
**EQUUS HATCHERI Hay.**
Plate 7, fig. 2.
A single tooth (Cat. No. 9107) is recognized as belonging to this species. A view of a cross section is given (pl. 7, fig. 2). This is taken at the middle of the height of the crown. The length is 28 mm.; the width, 28 mm. It will be observed that the enamel is considerably plicated. The tooth appears to be a first or a second upper molar.
**EQUUS HOLMESI, new species.**
Plate 7, figs. 9–12.
*Type specimen.*—Four upper teeth of the right side—namely, premolars 3 and 4, molars 1 and 2. Cat. No. 8642, U. S. National Museum.
*Type locality.*—Northeastern Oklahoma.
*Type formation.*—Pleistocene.
*Diagnosis.*—Teeth large. Enamel of fossettes, with only medium complication; styles unusually broad.
In the department of paleontology are four upper teeth which have the catalogue number 8642. Four similar teeth have been retained in the department of anthropology. These all appear to have belonged to the same individual. Those in the department of paleontology consist of the third and fourth premolars and the first and second molars, all of the right side. Two of those in the department of paleontology $pm^4$ and $m^2$ are figured (pl. 7, figs. 9-12). They have suffered only a moderate degree of wear. The measurements obtained from these teeth are as follows:
**MEASUREMENTS OF UPPER PREMOLARS AND MOLARS.**
| | Height | Length | Width | Width of protocones |
|----------------------|--------|--------|-------|---------------------|
| Third premolar | 62 | 33 | 32 | 15 |
| Fourth premolar | 63 | 31.5 | 32 | 15.5 |
| First molar | 55 | 30 | 30.5 | 15.5 |
| Second molar | 68 | 29 | 29.5 | 16.5 |
The parastyles and mesostyles of these teeth are unusually broad. The width of the parastyle of the third premolar is nearly 8 mm.; that of the mesostyle, 8.5 mm. The widths of the styles of the fourth premolar are only slightly less. The parastyles are traversed by a well-defined narrow channel. The styles of the molars are about 5 mm. wide at the grinding surface, but they broaden somewhat toward the base. The second molar has the styles obscurely channeled. These styles are broader and more distinctly grooved lengthwise than are those of a very large domestic horse at hand.
The measurements show that the protocones do not vary much in width in the different teeth; also they diminish little or not at all in width toward the base of the tooth. The post-protoconal valley is directed so that its axis continued would meet the front of the tooth at the middle of the width. The direction is the same in premolars and molars. In *E. caballus* the axis of the valley of the molars is inclined toward the inner face of the tooth. At the head of the valley of the premolars of *E. holmesi* there is an inflection of the enamel; in the molars this is minute or wanting. The enamel of the fossettes is relatively simple, more so than in *Equus caballus*. In the premolars there is a pretty deep notch or loop in both the front and the rear walls of both fossettes. In the front wall of the post-fossette, outside of the large loop, there are one or two small inflections of the enamel. Facing the head of the post-protoconal valley is a deep somewhat M-like inlet into the fossette. In the molars the notch in the front of the prefossette is small or wanting. The cornua of the fossettes are broad. According to Professor Holmes's account already referred to (his page 241) these teeth were regarded as those of the domestic horse. They were found, however, at a depth of 7 feet or more and closely associated with teeth of apparently *Elephas imperator*. These teeth are too large to have belonged to the domestic horse; the enamel is of too simple a pattern, the styles are too broad, and there are other differences. The size of the teeth is not different from the teeth of *E. scotti* (probably the
same species as *E. complicatus*); but there are many characters in the way of regarding the Afton teeth as belonging to this species. The teeth of specimens of *E. scotti* in the American Museum of Natural History, from which the writer has a squeeze of the left cheek teeth of No. 10628, have the enamel strongly plicated; the postprotoconal valleys of the premolars have deep inlets at the head, and they are directed nearly toward the outer anterior corner of the tooth. The axis of the protocones is also oblique. In the molars the valley mentioned is turned more toward the inner side of the tooth and the protocones are nearly parallel with the axis of the tooth row.
In general the teeth from Afton are not greatly different in size from those of *E. occidentalis*;¹ but, according to Merriam's measurements, the width of each tooth is less than the length of the grinding surface; while in *E. holmesi* the width at least equals the length. The plication of the enamel of the fossettes in *E. occidentalis* is still simpler than in *E. holmesi*. In many respects the teeth from Afton resemble those teeth from Silver (or rather Christmas) Lake, Oregon, which were described and figured by Gidley.² In those teeth, however, the enamel of the fossettes is far more complicated than in the teeth from Afton. For the present, therefore, it is thought best to apply a new name to the latter. This is given in honor of Prof. W. H. Holmes, in recognition of his contributions to geology and anthropology.
**Family CAMELIDAE.**
**CAMELOPS KANSANUS? Leidy.**
To this species are provisionally referred five teeth. All appear to be thoroughly fossilized and are stained blue or black. An upper left first molar belongs in the department of anthropology. It is only slightly worn. The type of *C. kansasus* had no teeth and the teeth that have been referred to this species may belong to other species. The Afton teeth are here compared with teeth of *C. huerfanensis* (Cragin). They belong possibly to this species. Measurements in millimeters of this tooth and the corresponding one of the type of *C. huerfanensis* are presented.
**MEASUREMENTS OF UPPER FIRST MOLARS.**
| Measurement | Type tooth. | Afton tooth. |
|--------------------------------------------------|-------------|--------------|
| Length of crown at base | 33 | 28 |
| Length of crown 35 mm. above base | 38.5 | 43 |
| Width of posterior lobe at base | 30 | 25 |
¹ Merriam, J. C., Bull. Dept. Geol. Univ. Calif., vol. 7, p. 410.
² Bull. Amer. Mus. Nat. Hist., vol. 14, 1901, p. 116, fig. 11.
It will be observed that the Afton tooth is both shorter and narrower at the base, but that it expands more rapidly upward. At the summit its length is 53 mm. Its whole height is 60 mm.
Another tooth is a lower left hindermost molar, now in the department of anthropology. Its dimensions in millimeters are here compared with those of the corresponding molar of the type specimen of *C. huerfanensis* and those of a specimen from Minidoka, Idaho.
**MEASUREMENT OF LOWER HINDERMOST MOLARS.**
| | Type. | Minidoka tooth. | Afton tooth. |
|--------------------------|-------|-----------------|--------------|
| Height of crown | 65 | 63 | 50 |
| Length of crown at middle of height | 62 | 56 | 51 |
| Width at base of second lobe | 21 | 20 | 21 |
The Afton tooth is seen to be somewhat smaller than the others. It differs from the others in having on the inner face a pronounced groove opposite each of those on the outer face, and in having in front of each groove a pretty strongly developed style. There is a part of another lower third molar, the second and third lobes, in the department of paleontology. Two upper fourth premolars are preserved, one in each of the departments mentioned. The one in the department of anthropology is little worn; the other (Cat. No. 9109) is well worn. The following measurements allow these to be compared with the corresponding tooth of *C. huerfanensis*:
**MEASUREMENTS OF UPPER FOURTH PREMOLARS.**
| | Afton tooth. | Afton tooth. | *C. huerfanensis*. |
|--------------------------|--------------|--------------|-------------------|
| Height of crown as preserved | 45 | 24 | 35 |
| Length of crown at base | 16 | 18 | 22 |
| Length at height of 25 mm | 19 | 21.5 | 26 |
| Width of crown at base | 24 | 25 | 25 |
While one must expect differences in the size of teeth of these camels, they are so great between the form found at Afton and the corresponding teeth of the type of *C. huerfanensis* that it appears to be better to refer those from Afton to *C. kansanus*, with some doubt.
**CAMELOPS NITIDUS, new species.**
Plate 7, figs. 3–8.
*Type specimen.*—A lower first molar, No. 9111, United States National Museum.
*Type locality.*—Region about Afton, Oklahoma.
*Type formation.*—Pleistocene.
Diagnosis.—An animal of medium size. First lower molar as in Auchenia, except that the anterior outer style is missing.
In the collection from Afton there are found three teeth which are regarded as having belonged to a species of camel. It has further been found impossible to refer these teeth to any of the hitherto described species; hence a new name is proposed.
The teeth belong to the left side and are identified as the fourth premolar and the first and second molars. They belonged certainly to as many individuals. The premolar (Cat. No. 9110) is much worn (pl. 7, figs. 7, 8). It retains both roots. The length is 18 mm.; the width, 9.1 mm. On the inner face is shown a deep sulcus, in front of which the tooth is bent somewhat inward. It was at first concluded that this premolar might be referred to Camelops macrocephalus (Cope); but the length is too great, and in that species the anterior part is straight, not incurved.\(^1\) The hinder end is deeply notched by wear against the first molar. The tooth taken to be the first molar (Cat. No. 9111) is only moderately worn and is in good condition of preservation (pl. 7, figs. 3, 4). The roots are broken off and there is a considerable pulp cavity, now filled with clay. The height of the crown is 26 mm.; the length at about half the height of the crown, 26 mm.; the width at the base, 23 mm. On the inner face there is a rather deep groove between the two lobes and opposite the outer groove. The inner and outer grooves are only slightly separated. In front of the inner groove there is a well-developed rib, as there is in the llama. According to Cope, as cited, this rib is not present in the first molar of Camelops macrocephalus, but is present in the second molar. On the inner face there is a narrow style along the front of the tooth and a broader one along the rear of the hinder lobe. The tooth resembles closely that of the llama, but does not have the prominent fold found on the anterior border of the outer face of the tooth. The tooth identified as the second molar (Cat. 9112) is only slightly worn (pl. 7, figs. 5, 6). The height of the crown is 45 mm.; the length, taken at the base, is 24 mm.; at half the height, 25 mm. The tooth differs in some ways from the first molar and possibly belongs to another species. There is hardly that difference in size that might be expected. The anterior inner style is more prominent than in the first molar, while the rib in front of the internal groove is hardly perceptible in the lower half of the crown. As will be observed from the figure of the inner face, the hinder lobe is shorter fore and aft than the anterior lobe; but it is possible that this is abnormal and due to pressure on the pulp before calcification.
\(^1\) Cope, Rep. Vert. Paleont., Llano Estacado, 1893, p. 86, pl. 23, fig. 5.
Family CERVIDAE.
ODOCOILEUS VIRGINIANUS (Zimmerman).
In the paleontological collection are a part of an antler, six cubonavicular bones, an upper right very slightly worn molar, apparently the hindermost, and a lower left second molar. These have the museum's catalogue number 9113. They probably belong to the species named above, but the upper molar by its size and development of the styles seems to approach *O. hemionus*. This molar is 15.5 mm. long on the outer face and at the base; 18 mm. at the summit. The width is 16 mm.; the height of the crown, 14.5 mm. Several metapodials and fragments of antlers are preserved in the department of anthropology of the United States National Museum.
CERVUS CANADENSIS (Erxleben).
This species is represented by one tooth, a lower right fourth premolar (Cat. No. 9114), and a fragment of an antler.
CERVALCES ROOSEVELTI? Hay.
Plate 6. figs. 1-2, 5-8.
In the Afton collection there are three upper premolars, a part of an upper molar, a lower incisor, and a part of the left ramus of the lower jaw, with the second and third molars. To the incisor has been given the catalogue number 9115; to the premolars and fragment of molar, the number 9116; to the lower molars, the number 9117. More especially on geographical grounds these teeth are referred to *C. roosevelti*. The writer has not had the opportunity to compare them with those of the fine specimen of *C. scotti*, at Princeton, New Jersey. The upper premolars differ from those of *Alces americanus* in the much wider anterior style, this having a width of about 8 mm. at a level 10 mm. above the base of the tooth. What is taken to be an upper third premolar measures 23 mm. in length at the base, 29 mm. in width. A fourth premolar is 25 mm. long at the base and 30 mm. wide. The incisor, a first or second, differs from that of the existing moose in having a much longer lingual surface (pl. 6, figs. 5, 6). The width is 14 mm. The lower molars (pl. 6, figs. 1, 2) resemble closely those of *Alces*. On comparison with a number of teeth of the latter it appears that on the inner face of the hindermost molar the ribs on the first and second lobes of *Cervalces* are more strongly developed, so that the face is hardly concave, and may be even convex. The median rib increases in width as it approaches the cingulum and coalesces with the style behind it, which is also broader than in *Alces*. In the case of the second molar these differences do not seem always to hold good. The length of the second molar is 27 mm.; its width, 21.5 mm. The length of the third molar is 41.5 mm.; its anterior width, 21.5 mm.
ALCES AMERICANUS Jardine.
Plate 6, figs. 3–4.
Of the existing moose there is found in the collection a single incisor (Cat. No. 9118). It presents no differences when compared with the same tooth of a recent specimen. It is shown here in comparison with the incisor of *Cervales roosevelti* (pl. 6, figs. 3, 4).
Family BOVIDAE.
SYMBOS PROMPTUS, new species.
Plate 6, figs. 9–10; plate 8, figs. 1–6.
Type specimen.—An upper left third molar (Cat. No. 9120, U.S.N.M.)
Type locality.—Northeastern Oklahoma.
Type formation.—Pleistocene.
Diagnosis.—Upper molars with the external styles less strongly developed than in *S. cavifrons*; the fossettes less angular.
In the collection made near Afton are various remains of a musk ox which appear to be referable to the genus *Symbos*, but which do not belong to any of the species described. There are present a molar taken to be the upper hindermost (Cat. No. 9120), a part of an atlas, a cervical vertebra, two dorsals, and one lumbar. All of the vertebrae are more or less damaged by loss of parts.
The upper molar (pl. 6, figs. 9, 10) is worn down to about one-half of the original height of the crown. The present height is about 25 mm. The length is 39 mm. at the grinding surface, on the outer face of the tooth; 38 mm. near the base; and 36 mm. along the middle of the width. The width at the base of the front lobe is 36 mm. On comparing this tooth with a photograph of the teeth of a fine skull of *Symbos cavifrons* found near Ann Arbor, Michigan, and described by Dr. E. C. Case,¹ it appeared that the parastyle and the mesostyle were less strongly developed than in *S. cavifrons*. The tooth was, therefore, sent to Doctor Case for direct comparison. He has kindly reported that the styles of *S. cavifrons* stand out 5 mm. from the excavation forming the outer face of the front lobe; while in the Afton tooth this distance is only 3 mm. Also, the inner wall of the fossettes of the molars of *S. cavifrons* is angular, while in *S. promptus* they are broadly rounded.
The writer has not seen the materials forming the type of Mr. Barnum Brown’s *Symbos australis.*² However, the second molar, the type of this species, is considerably smaller, the length at the base being given as only 32 mm.; the width, 30 mm. The third molar
¹ Occ. Papers Mus. Zool. Univ. Mich., No. 13, 1915.
² Mem. Amer. Mus. Nat. Hist., vol. 9, 1908, p. 203, pl. 22.
would probably not have been wider. The inner face of the hinder lobe of *S. promptus* is considerably more flattened than in *S. australis*. The parastyle of the latter appears to be less prominent than in *S. promptus*. Also, the outer face of the anterior lobe of *S. australis* is not so deeply excavated as in the tooth from Afton; so that in the former the rib on the middle of the face stands out beyond the parastyle; in the Afton species, not so far as the parastyle. It may be noted that the two teeth compared are worn down almost exactly the same amount.
Besides the upper tooth, there is preserved a part of an atlas (Cat. No. 9121) which is referred provisionally to this species. It is quite unlike the same bone in *Bison* and resembles that of *Ovibos*. The atlas of *Ovibos* differs from that of *Bison* in being of heavier construction, almost all parts of the bone being thicker than the corresponding parts in *Bison*. Below the spinal canal the atlas from Afton is 44 mm. thick; in *Bison*, 35 mm. On each side there is a broad and deep notch at the outer end of the cavity for the corresponding occipital condyle; in *Bison* this is absent or of trifling depth. The spinal canal is smaller than in *Bison*. In *Ovibos* there is, in front of and just below the spinal canal, a median tuberosity that is not present in *Bison*. The cavities for the occipital condyles are not so deep as in *Bison*.
In the fossil atlas the arches are missing and the bone has been eroded. In general the vertebra agrees with that of *Ovibos*; but the hinder end of the spinal canal measures transversely about 50 mm., instead of 40 mm., as in *Ovibos*. The anteroposterior extent of the bone in the midline below is 67 mm.; in *Ovibos*, only 46 mm. The lateral extent of the bone was originally 200 mm. or more.
The cervical vertebra (pl. 8, figs. 4–6) is regarded as being the fifth. The neural spine is eroded off, as well as the transverse processes. The bone has so many points of agreement with the corresponding one of *Ovibos moschatus* that the relationship is undoubted. The anterior articular end of the centrum is similarly convex; the hinder one similarly concave. As in *Ovibos*, the foramina for the vertebrarterial arteries are reduced in diameter. In the vertebra at hand the foramina have a diameter of only 4 mm. They are on a level with the floor of the spinal canal; in *Ovibos* much below this position. The height of the centrum, from the floor of the spinal canal to the lower surface in front, is 61 mm.; the width, taken at the level of the spinal canal is 92 mm.; the length, taken between the centers of the two ends, 54 mm. The spinal canal is oval, 30 mm. high and 24 mm. wide.
The dorsal vertebrae appear to have belonged near the front of the series, but they are so extensively damaged that exactitude can not be attained. There is so much difference in size that they may have
belonged to different individuals, but their color and manner of fossilization appear to associate them. One of these (pl. 8, figs. 1, 2) has the rear of the centrum 70 mm. deep, 95 mm. wide, and 53 mm. long. Apparently the neural arches stood on pedicels, which remain and show a deep pit. The other dorsal has part of the arch remaining, but the spine and most of the lateral processes are gone. The depth of the centrum is 56 mm.; the width, at the level of the spinal canal, 73 mm.; the length, 55 mm.
The lumbar vertebra (pl. 8, fig. 3) appears to belong about the middle of the series. It has lost the neural arch and the lateral processes, but the centrum is well preserved. The articular ends are nearly flat. The length is 59 mm.; the height behind is 54 mm.; the width 56 mm. between the ends the bone is somewhat constricted. The spinal canal is 25 mm. wide. This lumbar differs from those of *Ovibos* in being higher than wide; the fourth of *O. moschatus* being 37 mm. high and 55 mm. wide.
**BISON, sp. indet.**
Remains of one or more species of *Bison* were found in the excavation at Afton. Among these remains are upper and lower teeth, incisors, premolars, and molars. Probably some of them belonged to the existing bison, but others pretty certainly to one or more extinct species. Inasmuch as no horn cores were found, the species can not be determined. Eight teeth (Cat. No. 9122), belonging to at least two individuals, are regarded especially as being those of an extinct species. They appear to be well mineralized and they have the enamel blackened. They are fully as large as the largest teeth of the existing buffalo. In the department of anthropology there are other similar teeth. Other teeth present little evidence of any considerable geological age, but this may be deceptive.
There are present also an anterior left cannon bone (Cat. No. 9124), a tibia (Cat. No. 9119), and an astragulus (Cat. No. 9127), all of which are apparently fossilized and are heavy and contain little animal matter.
**BISON BISON (Linnaeus).**
In the spring at Afton there was found a nearly complete skull, which evidently was that of a cow bison of the existing species. The bone is not greatly changed from its original condition. Among the loose teeth are some which are white and fresh in appearance and which are probably those of *Bison bison*. Others more or less stained with iron and more mineralized must for the present remain unidentified. The skull belongs in the department of anthropology.
Family ELEPHANTIDAE.
MAMMUT AMERICANUM (Kerr).
In Professor Holmes's paper of 1903 it was said that he took from the spring at Afton at least 100 mastodon teeth. Many of these are in the collections at the United States National Museum. Some were illustrated in Holmes's report on plates 6 and 7. Figures of some have been published by the present writer.\(^1\) All of these teeth are stained brown or black and appear to have lost practically all of their animal matter. The pores, however, are not filled with mineral matter, and broken surfaces adhere strongly to the tongue.
ELEPHAS COLUMBI Falconer.
In the department of paleontology in the United States National Museum are about a dozen teeth of this species which were secured in the spring near Afton. These teeth include upper and lower teeth of both the milk and the molar series. Some of them are finely preserved. They are usually stained black and show the presence of but little animal matter. Some are so thoroughly mineralized that they ring on being struck. One of these teeth was figured by Prof. W. H. Holmes in 1903\(^2\) and by Dr. F. A. Lucas.\(^3\) Others have been illustrated by the present writer.\(^4\) Other teeth from this locality are in the department of anthropology in the United States National Museum.
ELEPHAS IMPERATOR Leidy.
In the United States National Museum there are three fine molars of this species which were found in the spring near Afton. One of these teeth, an upper last molar, was figured by Holmes in 1903;\(^5\) and a lower molar was illustrated by two figures on his plate 8. The same teeth were described by the present writer in 1914.\(^6\) Apparently there was only one other tooth of this species found by Holmes; these teeth therefore being presumably rarer than those of *E. columbi*.
In the Dyar Museum, Public Library, Kansas City, Missouri, is a lower jaw which appears to belong to this species. In each ramus there is a well-worn molar, apparently the second. The specimen was presented by Mr. R. H. Harper, and was probably found in the spring explored later by Professor Holmes.
---
\(^1\) Geol. Surv. Ind., vol. 36; Iowa Geol. Surv., vol. 23.
\(^2\) Rep. U. S. Nat. Museum for 1901, pl. 9, lower fig.
\(^3\) Md. Geol. Surv., Pleistocene, vol. 38.
\(^4\) Geol. Surv. Ind., vol. 36; Iowa Geol. Surv., vol. 23.
\(^5\) Rep. U. S. Nat. Mus. for 1901, pl. 9, upper fig.
\(^6\) Iowa Geol. Surv., vol. 23, p. 422, pls. 66, 67.
Family CASTOROIDIDAE.
CASTOROIDES OHIOENSIS Foster.
Nothing of this species has been secured from Afton except a fragment of an incisor (Cat. No. 9126).
Family CANIDAE.
CANIS NUBILUS (Say).
In the department of anthropology in the United States National Museum is a skull of a wolf that may be referred to the large species now inhabiting that region. It is white and presents no evidences of great geological age, but no certain conclusions can be drawn as to the length of time it had been buried there. Besides the skull there are many teeth and some bones. These wolf remains are in the department of anthropology.
CANIS LATRANS Say.
In the collection from Afton there is an axis (Cat. No. 9131) which certainly belonged to this species or to a close relative of it.
6. COLLECTION MADE IN A CAVE NEAR BULVERDE, BEXAR COUNTY, TEXAS.
Within a few miles of the village of Bulverde, Bexar County, Texas, there is a cave which has furnished a considerable number of species of fossil vertebrates. In the month of December, 1915, the writer employed Mr. D. V. Schuchardt, of San Antonio, then a student in the Agricultural and Mechanical College at College Station, to spend some days in making a trial collection. This collection has been presented to the United States National Museum and is described below.
Mr. Schuchardt kindly furnished the writer with plans of the cave, drawn to scale. Although these were not produced with the expectation that they would be published, they are here presented (figs. 1–3), inasmuch as they give a good idea of the size, the form, and the position of the cave. As engraved, 1 inch represents a length of 20 feet. In figure 3 the floor is divided into squares 10 feet on each side.
As Dr. T. W. Vaughan has informed the writer, this cave has been excavated in the Edwards limestone, a member of the Lower Cre-
taceous. The surface conditions in the neighborhood are not known to the writer. The entrance to the cave is a perpendicular shaft, having a diameter of somewhere about 8 feet and a depth of approximately 35 feet. When the horizontal part of the cave is reached it is found to be nearly 70 feet long and 33 feet wide. The height may be as much as 7 feet, but this varies, being sometimes much less. As represented by Mr. Schuchardt, the floor is covered with a layer of fossil-bearing materials as much as 3 feet in thickness. To what extent the thickness has been determined in different parts of the cave the writer does not know. As shown by the materials sent, this is made up to a great extent of unconsolidated sand and clay; but in places it is cemented together by calcium carbonates and iron oxide; and there appear to be layers of travertine of unknown horizontal
extent. In these deposits are to be found numbers of bones and teeth, some admirably preserved, but often broken up, as is shown by the fragments of limb bones of large proboscideans.
Usually the bones are entirely free from the matrix, but sometimes they are encrusted by the deposit of travertine. On the walls of the cave and of the shaft leading to it there are, as shown by the drawings, stalactitic deposits. On the floor are blocks of fallen rock. No lower opening from the cave is known, but Mr. Schuchardt suspected that there had been one formerly at the north end; and the heaping up of materials at that end appears to add probability to this view. This or any other opening would, however, probably be, not into the free air, but into other caves. While some bones may have been washed into the cave through such openings, it seems probable that most of the remains are those of animals that fell into the cave through the open shaft.
It is to be hoped that the coming season will be a favorable one, so that Dr. E. H. Sellards, of the Texas Geological Survey, may be able to carry out his plan for working this important deposit. From Mr. Schuchardt's collection there have been determined the following list of fossil vertebrates:
†Alisodon mirus, new genus and species.
†Terrapene whitneyi.
†T. bulverda, new species.
†Gopherus atascosae?
Crotalus atrox?
Didelphis virginiana.
†Bison, sp. indet.
†Mammut americanum.
†Elephas primigenius.
Peromyscus, sp. indet.
Geomys texensis?
Perodipus, sp. indet.
Sylvilagus, sp. indet.
Ursus americanus.
Canis latrans.
†Aenocyon dirus?
†Dinobastis serus.
†Felis, sp. indet.
Of these 18 species those marked by the † may be fairly regarded as extinct. These would constitute 55 per cent of the whole number.
We might conclude therefrom that as a whole the fauna belongs to about the middle of the Pleistocene. Inasmuch as in the list are found no remains of *Elephas imperator*, or of any camels, or of any horses, there seems to be no special reason for holding that it is older. Possibly the shaft had not been opened to the surface during the early Pleistocene.
**PISCES.**
**Family CYPRINIDAE.**
**ALISODON**, new genus.
*Type species.*—*Alisodon mirus*, new species.
*Type formation.*—Pleistocene.
*Diagnosis.*—Pharyngeal teeth in one row, probably 3–3; stalked; the grinding surface expanded and deeply concave.
The name is derived from "αλεισον" a cup, and δον a tooth.
**ALISODON MIRUS**, new species.
Plate 9, figs. 8–9.
*Type specimen.*—A pharyngeal bone bearing two teeth (Cat. No. 9219, U.S.N.M.).
*Type locality.*—Bexar County, Texas.
*Type formation.*—Pleistocene.
*Diagnosis.*—Same as for the genus.
In the collection made by Mr. Schuchardt there is a single tooth-bearing pharyngeal bone (Cat. No. 9219) of a cyprinid fish, on which there are retained two teeth (pl. 9, figs. 8, 9.×2). Between these teeth there is a considerable space, which was, in life, probably occupied by another tooth; and on the bone there appears a scar which may mark the place where this tooth was attached. There seems to be no reason for supposing that there was a second row of teeth; hence the tooth formula is probably 3–3. From one extremity of the bone to the other, in a straight line, is 14 mm. The teeth are of unusual form. The larger one consists of a basal pedicel about 3.5 mm. wide and 1.5 mm. thick, and an expanded portion about 4.5 mm. wide. The masticatory surface is deeply concave, with the rim somewhat irregular. The smaller tooth has practically the same form.
The writer has found no reference to similar teeth, except in Day’s Fishes of India (vol. 2, p. 555), where the teeth of *Amblypharyngodon melettinus*, a species of southern India, are said to have rather concave summits. In that genus, however, there are three rows of teeth on each pharyngeal.
*Alisodon* seems to fall into the subfamily Mylopharodontinae¹ and next to the genus *Stypodon*. This genus is described as having
¹ Jordan and Evermann, Bull. 47, U. S. Nat. Mus., p. 202.
teeth of the *Mylocheilus* type, more or less cylindrical, with rounded grinding surfaces. What special use a minnow had for such teeth as those of *Alisodon* it is hard to determine.
**REPTILIA.**
**Family EMYDIDAE.**
**TERRAPENE WHITNEYI Hay.**
This species appears to be represented by a fragment of the upper shell, presenting the region occupied by a part of the first costal scute, and the first, second, third, and a part of the fourth, marginal scute areas; also by an anterior lobe of the plastron, lacking a left hinder corner; and a small part of another anterior lobe. These parts have the catalogue number 9220. When these remains are compared with the fine type of the species, now in the United States National Museum, only apparently unimportant differences are observed.
**TERRAPENE BULVERDA, new species.**
Plate 10, fig. 1.
In the collection are several fragments of one or more species of box tortoise that are not referable with satisfaction to any of the described species. That these fragments belong to one species is doubtful; they certainly belong to more than one individual. It is thought better to give a specific name to the most characteristic piece and to refer the others to it provisionally.
The fragment that is made the type of *T. bulverda* is a part of the hinder half of the carapace, including parts or wholes of the fourth and fifth vertebral scutes, the fourth right and left costal scutes, the left third costal scute, and the eighth, ninth, tenth, and eleventh left marginal scutes.
This box tortoise was a large one. The width at the rear of the lateral hinge lines was not far from 140 mm. The bones are all solidly grown together. To illustrate the form of the various scutes a line drawing (text fig. 4) is provided, which represents them as spread out flat. It will be seen that the fourth vertebral scute is urn-shaped and narrow behind. The width at the widest part preserved is 42 mm. Its length was about 35 mm. The fifth vertebral scute was unusually wide, about 48 mm. The ninth marginal is 23 mm. long and 20 mm. high.
The free border of the carapace is sharp on the tenth and eleventh scute areas, but farther forward it rounds off and thickens. Evidently there was no keel connecting the hinder free border with that in front. At the tenth marginal area the shell is 13 mm. thick. In the region described the free border of the shell is not rolled up, but nearly flat; as is also the underside of the same region. In another fragment the edge along the ninth marginal is slightly turned upward. In *T. whitneyi* the ninth marginal scute on both sides is prolonged upward considerably between the third and the fourth costal scutes; in *H. bulverda* this marginal rises but little between the costal scutes mentioned.
There is present a left xiphialstral bone which appears to belong to this genus (pl. 10, fig. 1). Indeed, it fits against the part of the carapace just described as if it belonged there originally. While, however, the bones of the carapace are solidly coossified, the xiphialstral was connected with its fellow and the hypoplastral in front by suture. This bone resembles in many ways the same bone of *Terrapene antipex*.¹ It is however, rather more pointed behind. In *T. antipex* the flattened upper surface of the xiphialstral, that which in life was covered by horn, terminates mesially abruptly; but in the xiphialstral here described this surface slopes off gradually into the rest of the bone. In *T. antipex* there was found to be a sharp ridge, a keel, connecting above the bridge the rear free border with that in front. As shown by the type fragment of carapace and another supposed to belong to the same species, there is no trace of such a keel. There is present also a right humerus somewhat larger than that of a good-sized *T. carolina*. It may or may not have belonged to *T. bulverda*. In 1908² the writer referred to *T. marnochii* a fine carapace which had been found on San Diego Creek, probably near San Diego, Duval County, Texas. This identification was provisional and somewhat arbitrary. It may yet be shown that the carapace belongs to a distinct species and that the carapace here described as *T. bulverda* is that of *T. marnochii*; or *T. marnochii* may have no claim to either carapace. Future discoveries alone can remove these doubts.
**Family TESTUDINIDAE.**
**GOPHERUS ATASCOSAE? (Hay).**
*Testudo atascosae* Hay, Foss. Turtles, N. A., p. 467, figs. 627, 628.
In the collection from the cave at Bulverde there is a single femur (Cat. No. 9222), which is referred with doubt to this species.
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¹ Eighth Ann. Rep. Geol. Surv. Fla., 1916, p. 58, pl. 5, fig. 1.
² Fossil Turtles North America, p. 360, pl. 58, figs. 1, 2.
Family CROTALIDAE.
CROTALUS ATROX? Baird and Girard.
Plate 10, fig. 2.
In the collection are about 50 vertebrae, most if not all of them belonging to one crotalid snake; also a few ribs and one poison fang. The vertebrae indicate a very large serpent. They have been compared with a skeleton of *Crotalus adamanteus* in the United States National Museum, which was about 6 feet long in life. One of the fossil vertebrae (pl. 10, fig. 2), presenting dorsal and hypapophysial spines, is slightly larger than any in the skeleton referred to. From the extremity of one spine to the other is 29 mm.; measured between lines parallel with the body, 27 mm. The poison fang attached to the maxilla belonged to a much smaller snake, but probably of the same species. There is also a left ramus of the mandible, minus the dentary.
MAMMALIA.
Family DIDELPHIDAE.
DIDELPHIS VIRGINIANA Kerr.
Of the Virginia opossum there have been secured a supraoccipital bone; two lower canines, a right and left, probably of one individual; an atlas and a fifth cervical; a right humerus, lacking both extremities; and the upper half of the left tibia. These have the catalogue number 9224.
Family BOVIDAE.
BISON, sp. indet.
An indeterminable species of the genus *Bison* is included in the collection made by Mr. Schuchardt. It is represented by a single lumbar vertebra (Cat. No. 9225). It is heavy and thoroughly fossilized.
Family ELEPHANTIDAE.
MAMMUT AMERICANUM (Kerr).
Plate 10, fig. 8.
In the collection sent by Mr. Schuchardt is the anterior end of what appears to be a hindermost milk molar of this species. It presents two transverse crests, which are wholly unworn (Cat. No. 9226). The owner of the tooth was a quite young mastodon.
In the collection is a left tibia (pl. 10, fig. 8. Cat. No. 9227) which is regarded as belonging to a young animal of this species. Both epiphyses are wanting, and the inner condyle is broken off.
The total length of the bone, measured in front, is 220 mm. The side-to-side diameter at the middle of the shaft is 53 mm.; the fore-and-aft, 43 mm. This is to be compared with the measurements of a similar bone of *Elephas primigenius*, as given below.
**ELEPHAS PRIMIGENIUS** Blumenbach.
Plate 9, figs. 1-7; plate 10, figs. 3-7; plate 11, figs. 1-6.
The most important part of the collection sent from Bulverde cave by Mr. Schuchardt consists of elephant remains which the writer has been compelled to refer to that widespread and variable species *Elephas primigenius*. These remains consist of a part of a right maxilla, which bears the third (penultimate) and part of the fourth (ultimate) milk molars of one individual (Cat. No. 9229); the right second and third milk molars in a fragment of the maxilla; the detached upper left third milk molar; a detached lower second milk molar and a detached lower third, apparently right, milk molar, all of a second individual (Cat. No. 9230). There are also fragments of milk molars of other young elephants.
The maxilla and its contained teeth (pl. 9, fig. 1; pl. 11, fig. 5) are to be described first. The underside of the fragment is buried in the mingled clay and gravel of the bottom of the cave. The upper surface is covered by an incrustation of clay, calcium carbonate, and iron oxide. The front of the penultimate milk molar has been slightly damaged in front, but it still presents five plates and the hinder talon. It had been worn back to the talon, and it shows well the thin and plicated enamel. Five plates occupy a line 44 mm. long. The width of the tooth is 37 mm.
The hindermost milk molar is represented by five plates and the anterior talon. It had not been touched by wear, and the grinding surface was almost hidden in cement. The writer has ground down somewhat the front of the tooth in order to show the enamel. The figures give a view of the inner face of the teeth and maxilla and a view of the grinding surfaces. The five enamel plates and the intervening plates of cement of the hindermost milk tooth are spanned by a line 52 mm. long. There would thus be 9.6 of these plates in a line 100 mm. long. In case the tooth originally had 12 plates, as is probable, its length must have been close to 130 mm. The width is 49 mm.; the height of the fourth plate, 78 mm. Of the upper hindermost milk molar of *E. primigenius* the writer has at hand no good examples, but its size may be judged pretty well from specimens of the corresponding lower teeth of Alaskan specimen. One of these has been described and figured.\(^1\) It is estimated to have had a length of about 110 mm., but it may have been longer. The same milk molar in a lower jaw from Siberia (No. 8858, U.S.N.M.), with apparently
\(^1\) Iowa Geol. Rep., vol. 23, p. 403, pl. 54, fig. 9.
one plate and the talon missing in front, was close to 105 mm. in length, 40 mm. in width, and 60 mm. in height. Twelve plates are counted. The upper fourth milk molar referred to *E. primigenius* is represented by No. 4836 of the United States National Museum, sent from Waverly, Ohio.\(^1\) It is estimated to have been about 120 mm. long. Its width is 62 mm.; its height at the fifth plate is 110 mm. It is possible, however, that this tooth is the first true molar; but, in any case, it has thinner ridge plates (10 in a 100 mm. line) and the enamel is thinner. It resembles specimens of elephant teeth from Alaska. An upper hindermost milk molar having coarser plates than that of our Bulverde specimen is illustrated in A. Leith Adams’ work.\(^2\) At the same time, it is a narrower tooth.
The Bulverde teeth which belonged to the other and younger individuals may now be described. The second upper milk molar (pl. 9, figs. 5, 6) is small. It has been slightly damaged in front; but there appear to have been only two ridge plates and an anterior and a posterior talon. The length was only about 17 mm.; the width is 13 mm. The fine upper third milk molars have been only slightly affected by wear (pl. 9, figs. 3, 4, 5, 6; pl. 11, fig. 1). They measure 72 mm. in length, 43 mm. in width, and 48 mm. in height. There are eight plates and front and rear talons. The lower third milk molar, worn back only to the fourth plate, is 70 mm. long, 37 mm. wide, and 46 mm. high (pl. 9, fig. 2; pl. 11, figs. 3, 4). It narrows toward the front end. Here, again, are eight plates and front and rear talons. Only the bases of the two roots had been formed, as is the case also with the upper teeth. In both the upper and the lower third milk teeth there are the bases of two roots—a smaller one in front supporting two plates of the upper teeth and three of the lower one, and a larger hinder root for the other plates. In the lower tooth (pl. 11, fig. 4) the interval between the two roots is situated below nearly the middle of the length of the crown; in the upper tooth (pl. 11, fig. 2) it is nearer the front of the tooth.
Good specimens of the penultimate milk molars, upper and lower, of *Elephas primigenius* are rare objects. The writer is now much in doubt about the identity of a supposed lower tooth of this order described\(^3\) from Alaska. It is almost certainly a much worn fourth milk tooth. For information we must at present depend on teeth described by A. Leith Adams in his work above cited. Those varied from 39 mm. in length and 21 mm. in width of crown, to 83 mm. and 35 mm., respectively. The average was 56 mm. in length and 31 mm. in width. The teeth from Texas fall within these limits. Adams gives illustrations of a number of these milk molars, upper and
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\(^1\) Iowa Geol. Rept., vol. 23, p. 402, pl. 54, fig. 6.
\(^2\) Mon. Brit. Foss. Eleph., p. 17, pl. 1, fig. 4.
\(^3\) Iowa Geol. Rept., vol. 23, p. 401, pl. 54, figs. 3, 4.
lower. A lower second (antepenultimate) milk molar accompanied the teeth of the young individual. A section was made and polished in order to show the structure (pl. 9, fig. 7). There appear to be present three plates and front and rear talons. The crown is 19 mm. long and 15 mm. wide. The penultimate milk molars above described have lost much of their cement. There are present the hinder halves of the upper third milk teeth of two other individuals, both having the same white color as the teeth just described. One of these (pl. 11, fig. 6. Cat. No. 9232) preserves the cement between its plates. There are in the collection several fragments of other third milk molars, and the writer has seen a similar tooth in the collection of the San Antonio Scientific Society. Indeed, it may be the fellow of the lower milk tooth of the specimen which furnished the two penultimate milk molars and the one lower milk molar.
If the remains just described belong to *Elephas primigenius* and not to an unrecognized species, of whose validity the writer has been unable to persuade himself, the known distribution of this wide-ranging species becomes greatly extended in our country. The writer has referred to *E. primigenius* a large tooth now in the collection at Raleigh, North Carolina, and found a few miles north of Beaufort. In the present paper he figures a fragment of a milk molar which is in the collection from Whitesburg, Tennessee. It is a smaller tooth than those from Bulverde. The writer has had sent to him by Prof. Mark Francis, of College Station, Texas, a lower left penultimate milk molar which was found near Temple, Bell County, Texas. It is 62 mm. long and 32 mm. wide (pl. 10, figs. 3, 4).
The teeth from Bulverde have the ridge plates so much thicker than most specimens from Alaska and Siberia that one is naturally led to inquire whether the former may not belong either to *E. columbi* or to *E. imperator*. Of *E. columbi* Leidy described a second (antepenultimate) milk molar\(^1\) and his figure has been copied by the present writer;\(^2\) but one can hardly rely on teeth of this order in distinguishing species. From Florida Leidy\(^3\) described what he regarded as an upper penultimate milk molar; but his figure, reproduced by the present writer,\(^4\) seems to show the concave surface of wear of a lower tooth. The length of the tooth is 110 mm.; the greatest thickness, 46 mm. This is nearly the size of the hindermost milk molar of the Texas specimen and of others belonging to *E. primigenius*. The present writer has described and figured,\(^5\) as an upper penultimate milk molar of *E. columbi*, a specimen from the phosphate beds of South Carolina. It is a little used tooth and
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\(^1\) Trans. Wagner Inst. Sci., vol. 2, p. 17, pl. 3, figs. 6, 7.
\(^2\) Geol. Surv. Iowa, vol. 23, p. 413, pl. 61, figs. 2, 3.
\(^3\) Trans. Wagner Inst. Sci., vol. 2, p. 17.
\(^4\) Geol. Surv. Iowa, vol. 23, pl. 61, figs. 5, 6.
\(^5\) Idem, p. 413, pl. 61, fig. 4
nearly complete. The length was originally a little more than 105 mm, and its thickness is 57 mm. If these teeth really belong to *E. columbi* there is a great disparity in the sizes of the penultimate milk molars of this species and *E. primigenius*, that of *E. columbi* being about as large as the fourth milk molar of *E. primigenius*.
In the Iowa report referred to above¹ the writer described and figured a lower penultimate milk tooth as belonging to *E. columbi*. It had been found at Afton, Oklahoma, where both *E. columbi* and *E. imperator* have been collected. The writer is now inclined to regard the tooth as that of *E. imperator*, partly on account of the size of the tooth and partly because of the thickness of the plates and of the enamel. It is a considerably larger tooth than the corresponding known teeth of *E. columbi* and far larger than that of the teeth from Bulverde.
As more than one other student of elephants, the writer has sometimes been tempted to set off from *Elephas primigenius*, as a distinct species, the form that is found in the United States and southern Canada; but each time that he has approached the subject he has been arrested in the effort to find distinguishing characters.
Two skull bones from Bulverde are referred to the young of this species, but it is possible that they belonged to the mastodon. Figure 1 of plate 10 (Cat. No. 9233) represents, of about one-half the natural size, the left side of the basisphenoid bone. On each side is a large air cavity, which opened below into the hinder end of the nasal passage. Above this are seen openings into other air cells, wholly within the body of the bone. Figure 2 of the same plate gives a view of the inner surface of the right exoccipital (Cat. No. 9234). Four openings to air cells in the bone are seen.
There are present various limb bones of two or more young proboscideans, some of which are referred to the species here described. Others are described above as those of a young mastodon. Among these bones is the base of a left scapula showing the articular cavity. There are also parts of three humeri, all with the epiphyses missing. There appear to be differences among them, but the writer is not able to determine their generic identity.
A left tibia (Cat. No. 9235) of a young animal (pl. 10, fig. 7) is referred to this species. It lacks both the epiphyses. The length, taken in front, is 228 mm. The side-to-side diameter at the middle of the length is 44 mm.; the fore-and-aft diameter, 41 mm. It is thus shown to be a slenderer bone than that of *Mammut americanum* (pl. 10, fig. 8), as recorded under that species. A right tibia (Cat. No. 9236) of a somewhat larger young elephant has lost the upper epiphysis and a part of the lower end of the shaft. Still another
¹ P. 413, pl. 61, figs. 7, 8.
tibia (Cat. No. 9237) is represented by the upper two-thirds of the shaft. Its side-to-side diameter is only 40 mm.
A right femur (Cat. No. 9238) of a young elephant has lost the head of the bone (not yet united to the shaft), the great trochanter, and somewhat of the lower end of the shaft. The total length of the fragment is now 280 mm. It was originally somewhat more than 300 mm. long. Measured across the upper end at the plane of union of the epiphysis with the shaft the width is 103 mm. The greatest diameter at the middle of the shaft is 43 mm.; the least diameter, 33 mm. A left femur (Cat. No. 9239), presenting only the upper half of the shaft, is slightly larger and must have belonged to another individual. These bones are heavy and well mineralized.
A right ulna of a proboscidean, probably an elephant, is represented by the shaft lacking the olecranon and about the lower third of the bone. A left ulna presents about the upper fourth of the bone lacking the olecranon. They probably belonged to one individual and have the catalogue number 9240. The width across the surface for the humerus is 115 mm. The greatest diameter at about the middle of the shaft is 55 mm.; the least, 47 mm.
Three bones of a large elephant (Cat. No. 9246), a dorsal vertebra without its arches and processes, the lower end of a left humerus, and the lower end of the right tibia are in the collection. The vertebral centrum is heart-shaped, the depth from the floor of the spinal canal to the lower border being 125 mm. or more; the width, taken at the bottom of the articular cavities for the ribs, 100 mm. The width across the lower articular surface of the humerus was more than 170 mm. The width of the articular surface for the astragulus was 130 mm.
Family CRICETIDAE.
PEROMYSCUS, sp. indet.
A single lower incisor tooth (Cat. No. 9247) is all in the collection that represents this genus.
Family GEOMYIDAE.
GEOMYS TEXENSIS? C. H. Merriam.
This species is believed to be represented by an upper incisor and the right side of a lower jaw, containing the incisor and part of one molar (Cat. No. 9248).
Family HETEROMYIDAE.
PERODIPUS, sp. indet.
The genus Perodipus is represented in the collection by two upper incisors.
Family LEPORIDAE.
SYLVILAGUS?, sp. indet.
Of what is probably a species of *Sylvilagus* there are in the collection a left ramus of a lower jaw, with molars and part of the incisor, another incisor, and a front molar (Cat. No. 9248).
Family URSIDAE.
URSUS AMERICANUS? Pallas.
Of the genus *Ursus* there are recognized two damaged humeri, the shaft of one femur, a fibula, and the third and fourth metatarsals, all of which probably belonged to the same individual. The length of the most nearly complete humerus is 300 mm. When compared with the corresponding bones of a recent individual of *U. americanus* no important differences are observed. However, the metatarsals are relatively more slender than in recent specimens observed and are not so straight. The bones are not well fossilized, and little can be said regarding their geological age. They were found in the cave at the end most distant from the entrance. They have the catalogue number 9249.
Family CANIDAE.
CANIS LATRANS Say.
Of apparently this species there are present the proximal half of the right femur and the distal half of the right humerus. These parts are well preserved and appear to have lost all their animal matter, but are not thoroughly mineralized. The two pieces may or may not belong to the same individual. To these have been given the catalogue number 9249.
Between the humerus and that of a specimen (No. 1326) in the United States National Museum there is observed no important difference. In the case of the femur the distance from the inner surface of the head to the outer face of the great trochanter is 33 mm. in both the fossil and a femur (No. 1326) in the existing coyote; but the diameter of the shafts differ, the greatest of the shaft at the middle of the length being, in the existing coyote, 12 mm.; in the fossil 13.6. This difference is probably due to individual variation.
AENOCYON DIRUS? Leidy.
Plate 5, figs. 3-4.
In the collection there is a radius (Cat. No. 9251) of the right side, nearly complete, which belonged to a large species of wolf. It is compared with that of a skeleton of *Canis lupus* from the north of
Sweden, which had a length of about 5 feet 4 inches from tip of nose to tip of tail. In this skeleton the radius is 224 mm. long; the fossil radius is 234 mm. long. It is, moreover, a broader bone relatively to the length. The distal end is 40 mm. wide. The bone is well fossilized.
In the collection there is an upper right canine tooth (Cat. No. 9252) which was found in the cave not far from the radius above described. This tooth (pl. 5, figs. 3, 4) has the same fore-and-aft diameter at the base (13 mm.) as has the corresponding tooth of a specimen of *Aenocyon dirus* from Rancho LaBrea, near Los Angeles, California. It is, however, not so thick (9 mm.) as that last-mentioned tooth (10 mm.). The cingulum is strongly developed, especially on the inner side. The root is broad.
It is possible that this tooth and the radius belong to Sellards' *Aenocyon ayersi*, found in Florida.
**Family FELIDAE.**
**DINOBASTIS SERUS**, Cope.
Plate 5, figs. 1-2.
The writer has recently recognized the presence of this species in the cave near Bulverde¹ from one of the canine teeth, the property of the San Antonio, Texas, Scientific Society. In the collection made by Mr. Schuchardt there are some remains of a large catlike animal which are referred provisionally to *Dinobastis serus*. These parts consist of a lumbar vertebra, probably the fourth, a nearly complete left femur, a considerable part of the right femur, the upper end of a third femur, a right tibia, a left cuboid, a left second metacarpal, two second phalangeals, and one ungual phalangeal. To these parts have been given the catalogue number 9251 except to the fragment of the upper end and of a femur. This is differently fossilized and doubtless belonged to another individual. It has the number 9252. The body of the lumbar vertebra is 40 mm. long, 46 mm. wide, and 30 mm. high at the hinder end. The fourth lumbar of a lion is 44 mm. long, 42 mm. wide, and 30 mm. high.
The femur is compared with that of a lion. This in the lion has a length of 315 mm., measured from the upper surface of the head to the lower border of the internal condyle; in the fossil, a length of 303 mm. The shaft, at the middle of the length, is of somewhat greater diameter than in the lion, being from inside to outside, 30 mm. The widths of the two bones from the internal to the external tuberosities is nearly the same; but the anteroposterior diameters of the condyles are very different. In the lion that of the external con-
¹ Proc. U. S. Nat. Mus., vol. 56, p. 107, pl. 28, fig. 4.
dyle is 70 mm.; that of the fossil femur, 57 mm. In this respect the femur resembles that of a bear, but it is otherwise quite different.
The tibia has lost the external part of the articular surface for the astragulus. The total length is 283 mm. The lower half of the shaft is nearly terete, not triangular in section as in the lion. The front border is considerably concave from one end to the other, as in the lion. In the bear this border is straight. The second metacarpal is 102 mm. long, 23 mm. wide, and 25 mm. deep, proximally. The bone is straight, as in the bear, not curved as in the lion and tiger. It is, however, too large to be the metacarpal of any bear of ordinary size. There are present two second phalangeals that are referred to as the same sabertooth. There is preserved also an ungual phalangeal (pl. 5, figs. 1, 2) which resembles much that of a lion. It is, however, thicker from side to side. There seem likewise to have been no lamellae of bone to cover the base of the horny claw.
FELIS?, sp. indet.
In the collection there is a single lumbar vertebra, probably the fourth, which belonged to some felid much smaller than the one here described as *Dinobastis scrus*. The length of the centrum is only 34 mm. The width and height of its hinder end are, respectively, 32 mm. and 19 mm. The outer faces of the neural arches are more nearly perpendicular than in the lumbar of the supposed *Dinobastis*. This vertebra can not belong to *Felis couguar*, for the lumbars of this are at once longer and narrower and have the zygapophyses more widely separated.
EXPLANATION OF PLATES.
PLATE 3.
Figs. 1–3.—*Testudo munda.* × 1. Type.
1. Left second peripheral.
2. Right seventh peripheral.
3. Fragments of the plastron showing hypoplastrals and xiphiplastrals.
Figs. 4–11.—*Tapirus tennesseae.* Upper and lower teeth. × 1. Type.
4. Upper right third premolar.
5. Upper right second molar.
6. Lower left second premolar.
7. Lower right third premolar.
8. Lower right fourth premolar.
9. Lower right second molar.
10. Lower left third molar.
11. Lower incisor.
Figs. 12–13.—*Mylohyus nasutus.* × 1.
12. Upper left canine; inner face.
13. Upper right canine; inner face.
Figs. 14–15.—*Sangamona fugitiva.* Second molar. × 1. Type.
14. View of grinding surface.
15. View of outer face.
Fig. 16.—*Elephas primigenius*. Rear of penultimate milk molar. × 1.
Figs. 17–20.—*Ursus floridanus*. Teeth. × 1.
17. Lower right first molar.
18. Lower left first molar.
19. Upper left third molar.
20. Upper left third molar.
Figs. 21–23.—*Platygonus setiger*, new species. Lower canine. × 1. Type.
21. Side view.
22. Section at base of crown.
23. View of hinder face.
Plate 4.
Fig. 1.—*Equus giganteus?* Upper left second premolar. View of grinding surface. × 1.
Figs. 2, 3.—*Mylohyus nasutus*. Two lower left canines. × 1.
2. Presenting outer face.
3. Presenting inner face.
Figs. 4–13.—*Mylohyus exortivus*. Teeth. × 1.
4. Lower left molars.
5. Lower left third premolar.
6. Lower left first molar, unworn.
7. Lower left second molar, unworn.
8. Upper right second, third, and fourth premolars.
9. Upper right premolars, fourth.
10. Upper left fourth premolar.
11. Upper left first molar, worn.
12. Upper right second molar, unworn.
13. Upper right second premolar.
Figs. 14, 15.—*Mylohyus obtusidens*. Upper and lower canines. × 1.
14. Upper canine, showing inner face.
15. Lower left canine, showing inner face.
Figs. 16, 17.—*Platygonus tetragnus?* Right canine.
16. View of inner face. × 1.
17. Cross section at lower fracture. × 2.
Figs. 18, 19.—*Platygonus vetus?* Teeth. × 1.
18. Lower left first and second molars.
19. Section of lower canine.
Fig. 20.—*Sciurus tenuidens*. Upper incisor. × 1. Type.
Figs. 21, 22.—*Smilodontopsis moorcheadi*. Upper right sectorial tooth. × 1. Type.
21. View of lingual (inner) surface.
22. View of cutting surface.
Fig. 23.—Same species? as figures 21, 22. × 1. Left upper canine.
Figs. 24–26.—*Aenocyon ayersi?* Teeth. × 1.
24. Upper right third premolar, inner face.
25. Upper right second premolar, outer face.
26. Upper left third premolar, outer face.
Plate 5.
Figs. 1, 2.—?*Dinobastis scrus*. Ungual phalange. × 1.
1. Side view.
2. View of rear.
Figs. 3, 4.—*Aenocyon dirus?* Canine tooth. × 1.
3. View of lingual face.
4. View of median face.
Figs. 5, 6.—Sangamona fugitiva. Part of lower jaw and teeth. × 1.
5. View of inner face.
6. View of grinding surface.
Figs. 7–11.—Taurotragus americanus. Teeth. × 1.
7. Lower right fourth milk molar, inner face.
8. Lower left first molar, inner face.
9. Lower right second molar, inner face.
10. Lower left hindermost molar, inner face.
11. Upper right second molar, outer face.
Plate 6.
Figs. 1, 2, 5–8.—Cervales roosevelti? Teeth × 1.
1. Lower left second and third molars. Inner faces.
2. Same teeth, showing grinding surfaces.
5. Incisor, showing lingual face.
6. Same tooth, showing lateral face.
7. Upper left second and third molars, showing the grinding surfaces.
8. Same teeth, outer faces.
Figs. 3, 4.—Alces americanus. Incisor. × 1.
3. View of lateral face.
4. View of lingual face.
Figs. 9, 10.—Symbos promptus. Type. Third molar. × 1.
9. View of grinding surface.
10. View of outer face.
Plate 7.
Fig. 1.—Equus complicatus Leidy. × 1. Lower right second to fourth premolars.
Fig. 2.—Equus hatcheri Hay. × 1. An upper left first or second molar, showing a polished transverse section.
Figs. 3–8.—Camelops nitidus, new species. Lower left teeth. × 1.
3. Inner face of first molar. Type.
4. Grinding face of same tooth.
5. Inner face of second molar.
6. Grinding face of same tooth.
7. Grinding face of fourth premolar.
8. Same tooth, showing inner face.
Figs. 9–12.—Equus holmesi, new species. Teeth. × 1.
9. Upper right fourth premolar; outer face.
10. Upper right second molar; outer face.
11. Upper right fourth premolar; grinding surface.
12. Upper right second molar; grinding surface.
Plate 8.
Figs. 1–6.—Symbos promptus? Vertebrae × ½.
1. Dorsal vertebra, seen from above.
2. Same vertebra, seen from in front.
3. Lumbar vertebra, seen from in front.
4. Cervical, the fifth?, seen from the left side.
5. Same vertebra, seen from in front.
6. Same vertebra seen from behind. r. h., position of pit for head of rib; t. v., position of transverse process; v. a., vertebrarterial foramen.
PLATE 9.
Figs. 1-7.—Elephas primigenius × 1.
1. View of grinding surfaces of third and fourth milk molars.
2. Lower right second milk molar, presenting the grinding surface.
3. Upper left third milk molar, seen from behind.
4. Same tooth, showing grinding surface.
5. Right maxilla, showing the grinding surfaces.
6. Same object, with second and third milk molars, seen from without.
7. Lower second milk molar, showing a polished section.
Figs. 8-9.—Alisodon mirus. Pharyngeal bone. × 2. Type.
8. View showing grinding surfaces of the teeth.
9. View of outer aspect of bone and teeth.
PLATE 10.
Fig. 1.—Terrapene bulverda? Left xiphialastral bone, showing upper surface. × 1.
Fig. 2.—Crotalus atrox? Side view of one vertebra. × 1.
Figs. 3-7.—Elephas primigenius? Young animals.
3. Lower left third milk molar from Temple, Texas. View of inner face. × 1.
4. Same tooth. View of outer face.
5. Basisphenoid seen from the left side. × ½.
6. Left exoccipital, showing inner surface. × ½.
7. Left tibia, lacking the epiphyses. × .35.
Fig. 8.—Mammut americanum. Tibia of young animal, lacking the epiphyses. × .35.
PLATE 11.
Figs. 1-6.—Elephas primigenius. Teeth.
1. Left upper third milk molar, showing outer face and part of anterior root. × 1.
2. Same tooth, seen from below, to show bases of roots. × ¾.
3. Left lower third milk molar, seen from without. × 1.
4. Same tooth from below, to show bases of the roots. × ¾.
5. Maxilla with third milk molar and part of the fourth. View from within. × ½.
6. Part of an upper third milk molar, with its coat of cement. × 1.
Vertebrate Fossils from the Pleistocene of Maryland and Tennessee.
For explanation of plate see pages 143 and 144.
Vertebrate Fossils from the Pleistocene of Maryland and Tennessee.
For explanation of plate see page 144.
VERTEBRATE FOSSILS FROM THE PLEISTOCENE OF ILLINOIS AND TEXAS.
FOR EXPLANATION OF PLATE SEE PAGES 144 AND 145
Vertebrate Fossils from the Pleistocene of Illinois and Oklahoma.
For explanation of plate see page 145.
Vertebrate Fossils from the Pleistocene of Oklahoma.
For explanation of plate see page 145.
VERTEBRAE OF *SYMBOS PROMPTUS*?
FOR EXPLANATION OF PLATE SEE PAGE 145.
Vertebrate Fossils from the Pleistocene of Texas.
For explanation of plate see page 146.
Vertebrate Fossils from the Pleistocene of Texas.
For explanation of plate see page 146.
Teeth of *Elephas primigenius* from Pleistocene of Texas.
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Before seeing/reading the play
1. Research the history of theatrical productions of *Hamlet*. Who have been the great Hamlets, and what has distinguished their performances? These and other websites provide information:
http://www.newworldencyclopedia.org/entry/Hamlet
http://www.guardian.co.uk/culture/2010/aug/22/10-best-hamlets-david-tennant
http://www.rsc.org.uk/explore/hamlet/stage-history.aspx
2. Define hero. What makes a person heroic? Define tragic hero. What is a fatal flaw? What is the difference between a hero and a tragic hero? These and other websites provide information:
http://en.wikipedia.org/wiki/Tragic_hero
http://shakespeare.learnhub.com/lesson/4435-elements-of-a-tragic-hero-in-literature
3. *Hamlet* is a classic revenge play. Research the revenge play. What are the elements of a revenge play? These and other websites provide information:
http://www.en.wikipedia.org/wiki/Revenge_play
http://www.shakespeare-online.com/playanalysis/revengetragedy.html
4. One of the elements in a revenge play is the appearance of a ghost. Research the attitude in Shakespeare’s time toward ghosts and the supernatural. These and other websites provide information:
http://cruisegurlo.tripod.com/id4.html
http://www.elizabethan-era.org.uk/elizabethan-ghosts.htm
http://www.elizabethan-era.org.uk/elizabethan-witchcraft-and-witches.htm
5. What is revenge? When, if ever, is revenge justified? What needs are satisfied by revenge? Whom does revenge hurt? Why?
6. The first scene in a Shakespeare play provides clues to the rest of the play; major themes are introduced, imagery is established and a tone is set. Read Act I, scene i. What does the first scene reveal about the rest of the play? What do we learn about the story in this first scene? Where does the scene take place? When does it take place? What is the situation? What seems to be the mood? What do you expect the rest of the play to be about?
7. When a King dies, how is the next king chosen? Research kingly succession and the various ways that kings are chosen, paying particular attention to election. If a monarch is elected – how does the election work? Who elects the king? What role in that scenario does the late king’s son play? These and other websites provide information:
http://en.wikipedia.org/wiki/Order_of_succession
http://en.wikipedia.org/wiki/Monarch
http://dictionary.die.net/primogeniture
8. In *Hamlet*, Claudius marries his late brother’s wife. Hamlet refers to the union as “incestuous.” What was the attitude in Shakespeare’s day toward this kind of marriage? What resonances to Henry VIII’s reign – paying special attention to King Henry’s first and fourth wives – might this have had for the Elizabethan audience? These and other websites provide information:
http://tudorhistory.org/aragon/
http://en.wikipedia.org/wiki/Anne_of_Cleves
9. In the play, the Lord Chamberlain, Polonius, gives this advice to his son, Laertes: “To thine own self be true.” What does it mean to be true to one’s self? What might be some of the challenges to being true to one’s self? What are some of the consequences of not being true to one’s self?
10. What is metatheatre? What is a dumb show? These and other websites provide information:
http://www.artandpopularculture.com/Metatheatre
http://www.answers.com/topic/dumb-show
http://en.wikipedia.org/wiki/Dumbshow
11. Research the story of the final confrontation between Priam and Pyrrhus during the Trojan War. This and other websites provide information:
http://www.philipresheph.com/demodokos/troy/troy4.htm
12. Research rapier fencing in Elizabethan England. These and other websites provide information:
http://www.elizabethan-era.org.uk/elizabethan-fencing.htm
http://www.elizabethan-era.org.uk/elizabethan-weapons.htm
13. Research the traditional meaning of the following flowers: daisies, rosemary, pansies, fennel, columbine, rue, and violets. This and other websites provide information:
http://www.iflorist.com/en/gifts/meaning/
14. What is melancholy? What is madness? What is the difference between melancholy and madness? These and other websites provide information:
http://www.wordreference.com/definition/melancholy
http://www.thefreedictionary.com/madness
Resources
Books/Plays/Poems Inspired by *Hamlet*:
*Gertrude and Claudius* by John Updike
*The Dead Fathers Club* by Matt Haig
*The Story of Edgar Sawtelle* by David Wroblewski
*Fortinbras* by Lee Blessing
*Rosencrantz and Guildenstern are Dead* by Tom Stoppard
*I Hate Hamlet* by Paul Rudnick
“They All Want to Play Hamlet” by Carl Sandburg
Films:
*Hamlet* (1948) with Laurence Olivier
*Hamlet* (1980) BBC version with Derek Jacobi
*Hamlet* (1990) with Mel Gibson
*Hamlet* (1996) with Kenneth Branagh
*Hamlet* (2000) an adaptation of the play with Ethan Hawke
Learn more about Shakespeare’s life and times at the following websites:
http://internetshakespeare.uvic.ca/Library/SLT/index.html
http://www.folger.edu/template.cfm?cid=865&CFID=6230886&CFTOKEN=25420173
http://www.shakespeare.org.uk/explore-shakespeare.html
http://shakespeare.palomar.edu/life.htm
http://www.bardweb.net/man.html
After seeing/reading the play
1. What is the political situation at the beginning of the play? Read Horatio’s explanation in Act I, scene i, lines 80-107 and Claudius’ in Act I, scene ii, lines 17-39. What is Denmark’s past relationship with Norway? What happened between the former King of Norway and the former King of Denmark? What is the current situation between these two kingdoms? Who is Old Norway? Who is Fortinbras?
2. Refer to your research on kingly succession. How does kingly succession work in Denmark? How is it that Claudius becomes king upon the death of his brother rather than Hamlet? How does Hamlet feel about being passed over? About being Claudius’s heir? Find evidence in the text.
3. Review Claudius’ first speech in the play in Act I, scene ii, lines 1-16. Identify the pairs of opposites in the text. What exactly does Claudius mean by a “defeated joy?” By “mirth in funeral” and “dirge in marriage?” By “delight and dole?” What clues does this text provide about Claudius? What is he trying to accomplish with the speech? What picture is he trying to paint to the court? In what ways is he attempting to
justify his actions? How is he effective? How is he ineffective? What does the language tell us about Claudius’s abilities as a politician and ruler? What does it tell us about the situation in Denmark?
4. Based on evidence from the text, what do we know about the late King Hamlet? What kind of man was he? What kind of king was he? What kind of husband? What kind of father? Hamlet compares him to Hyperion, Jove, Mars, and Mercury; what do these references tell us about the late king, about his son and about their relationship?
5. Refer to your research on Elizabethan beliefs about ghosts and the supernatural. In what way is Hamlet justified in questioning what he hears from the ghost? How is he justified in his attempt to verify or prove the ghost’s story? What potential risks, both physical and spiritual, does he run if he credits and acts on the ghost’s tale? In what way, if any, is Hamlet justified in seeking revenge? In killing Claudius?
6. What symbolic elements or potent images are contained in the Ghost’s story? What do the symbols and images refer to? Some of the images in the Ghost’s story recur in the play. Find additional references in the text, for example, to ears and listening, to poison.
7. The ghost asks Hamlet to “Revenge his foul and most unnatural murder.” He also warns him to “Taint not thy mind, nor let thy soul contrive/Against thy mother aught.” How successful is Hamlet in fulfilling his father’s wishes? Why does he find his task difficult? What is he able to accomplish?
8. Refer to your research on the elements of the revenge play. What elements are present in *Hamlet*? How closely does *Hamlet* follow the structure of the revenge play? Shakespeare examines revenge by including four revenge plots in *Hamlet*. What are they? What are the echoes or similarities among the revenge plots? What are the differences?
9. Describe the relationship between Hamlet and his parents. Describe Hamlet’s past relationship with his father. Describe Hamlet’s past relationship with his mother. What does it mean to be a good son according to Queen Gertrude? What does it mean to be a good son according to the Ghost? What does it mean according to Claudius? How does Hamlet measure up as a good son according to each of these?
10. Examine the relationship between fathers and sons in this play. How does the relationship between Hamlet and his father compare with the relationship between Laertes and Polonius? Fortinbras and his father? What action does each son take on behalf of his father? Describe and compare the characters of Hamlet, Laertes and Fortinbras. How are these characters similar to each other? How are they different from each other?
11. Images of disease and corruption thread throughout the play. Find examples in the text of disease and corruption imagery. What might these images tell us about the world of the play? What might these images tell us about the characters who use this imagery?
12. List all the instances in the play in which one character gives advice to another. Who gives advice to whom and why? What advice is given? What advice is followed? What advice is ignored? What is the result of following advice? Of ignoring it?
13. Refer to question #10 in the before “seeing/reading the play” section about Polonius’ advice to Laertes: “To thine own self be true.” Which characters remain true to themselves? Which do not? What are the consequences for those characters of *not* being true to themselves?
14. What is political intrigue? Based on your definition(s), make a list of all of the instances of political intrigue in the play. Which characters seem to be involved in secretive activities or scheming? Why? What conclusions can you draw about those characters based on these activities?
15. How does eavesdropping or spying function in this play? Who eavesdrops on whom and why? What are the consequences of each instance of eavesdropping?
16. Make a list of the “staged” or set up scenes. Who is involved in each? Compare this list with the list of characters involved in the play’s political intrigues.
17. “Acting” can mean both taking action and acting (as in pretending.) When does Hamlet take action and when does he act? In Act V, scene i, lines 11-12, the First Clown
says “an act hath three branches – it is to act, to do, to perform.” What are the differences between acting, doing and performing? Define each word. How does “to act, to do, to perform” reflect Hamlet’s journey through the play?
18. Refer to your research on melancholy. What exactly is Hamlet’s antic disposition – is it madness, is it melancholy, is it an act? What theories do various characters have about the reasons behind Hamlet’s behavior? What does Polonius think is the cause? What does Gertrude think? Rosencrantz and Guildenstern? Ophelia?
19. Examine the role of acting in the play. What are some different forms of acting in the play? Who is acting and for what purpose? What are some of the results of acting?
20. Refer to your research on metatheatre and dumb shows. Make a list of all the dumb shows in *Hamlet*; include the instances of described action such as the Ghost’s story. What is the significance of the use of metatheatrical elements in the play? What do you think Shakespeare intends by drawing our attention to the fact that we are in a theatre watching actors in a play?
21. Considering only the passages dealing with the players, what do we learn about theatrical troupes of Elizabethan England? What do we learn about traveling companies, the composition of the troupes, the welcome they receive, what they put up with, what's expected of them, what kind of plays they do, theatrical politics in London (i.e.: why are they traveling), acting styles, the power of the patron? Review Hamlet’s "O, what a rogue and peasant slave am I" speech. What is Shakespeare telling us in the speech about the power of actors and the power of theatre?
22. What is the nature of Hamlet and Ophelia’s relationship? Examine the scenes they have together. What evidence in the text can you find about their feelings for one another? What does Laertes say? Polonius? Gertrude?
23. Make the case that Queen Gertrude was in on the plot to murder the late King. Make the case that Queen Gertrude was not in on the plot. Find evidence in the text to support your case.
24. How are the following pairs similar and different: Hamlet and Laertes, Hamlet and Fortinbras, Polonius and Claudius, Claudius and Old Norway, Rosencrantz & Guildenstern and Horatio, the Ghost and Yorick, Gertrude and Ophelia, Ophelia's madness and Hamlet's madness?
25. Refer to your research on the meaning of flowers. In Act IV, scene v, Ophelia says, "There’s fennel for you, and columbines. There’s rue for you, and here’s some for me; we may call it herb of grace o’ Sundays. You (must) wear your rue with a difference. There’s a daisy. I would give you some violets, but they withered all when my father died." Knowing what you do about the meaning of the flowers she refers to in this scene, how would you translate Ophelia’s seemingly mad words? Whom does she refer to when? What specifically is she saying to Gertrude and to Claudius?
26. Consider Hamlet’s relationships with his friends: Horatio, Ophelia, Rosencrantz and Guildenstern. What kind of friend is each? Who supports him? Who helps him? Who betrays him? What qualities does Horatio possess that make him an ideal friend for Hamlet? In Act III, scene ii, lines 54-75, Hamlet describes Horatio’s qualities. What in Hamlet’s experience causes him to value each quality?
27. There are a number of references in the play to “the Dane.” The first reference appears in Act I, scene i, line 15, when Marcellus explains to the night watch that he and Horatio are “liegemen to the Dane,” in other words, loyal followers of the King of Denmark. In the Act I, scene ii, line 44, Claudius refers to himself as the Dane. When Hamlet sees the ghost in Act I, scene iv, line 45, he calls him “royal Dane.” In Act V, scene i, line 225, Hamlet declares himself to Claudius, Gertrude and Laertes at Ophelia’s grave as “I, Hamlet the Dane.” Why does Hamlet refer to himself as the Dane? What statement is he making? How do each of the other characters react to his statement? Find evidence in the text.
28. How many deaths in the play is Hamlet responsible for? Which of the deaths caused by Hamlet are justified? Which are unjustified? Explain your answers.
29. Refer to your definitions of hero and tragic hero. Make the case that Hamlet is a hero. Make the case that Hamlet is a tragic hero. If Hamlet is a tragic hero, what is his fatal flaw?
30. Hamlet says, “There’s a divinity that shapes our ends,/ Rough-hew them how we will.” What do you make of this statement? In what way is Hamlet a victim of fate? In what way does he have free will throughout the course of the play? Make the case that Hamlet is a victim of fate. Make the case that Hamlet is not a victim of fate.
31. The Laurence Olivier film of *Hamlet* (which includes the famous but unsupported statement “This is the tragedy of a man who couldn’t make up his mind”) has influenced the way many people view the play. Chart Hamlet’s deeds through the play: What is his dilemma as the play begins? What is he told and by whom? How does he go about obtaining evidence to confirm or refute the hearsay? What actions are required of him? What obstacles stand in his way? When and why does he fail to take action? When does he act decisively? To what extent is this play “the tragedy of a man who couldn’t make up his mind”? | <urn:uuid:f3ee144f-15fc-487a-bdec-2242880f7371> | CC-MAIN-2018-17 | https://www.osfashland.org/~/media/Experience%20OSF/Education/Shakespeare%20Study%20Guides%20Archive/2010%20Study%20Guide%20for%20Hamlet.ashx | 2018-04-27T01:02:40Z | crawl-data/CC-MAIN-2018-17/segments/1524125948738.65/warc/CC-MAIN-20180427002118-20180427022118-00024.warc.gz | 832,253,712 | 3,806 | eng_Latn | eng_Latn | 0.992483 | eng_Latn | 0.997542 | [
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Program Name: All Branches of Diploma in Engineering and Technology.
Program Code: CE/CR/CS/CH/PS/CM/CO/IF/CW/DE/EJ/EN/EQ/ET/EX/IE/MU/EE/EP/EU/IS/IC/AE/PG/ME/PG/PT/DC/TX/TC/BC
Semester: First
Course Title: Fundamentals of ICT
Course Code: 22001
1. RATIONALE
In any typical business setup in order to carry out routine tasks related to create business documents, perform data analysis and its graphical representations and making electronic slide show presentations, the student need to learn various software as office automation tools like word processing applications, spreadsheets and presentation tools. They also need to use these tools for making their project reports and presentations. The objective of this course is to develop the basic competency in students for using these office automation tools to accomplish the job.
2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:
- Use computers for internet services, electronic documentation, data analysis and slide presentation.
3. COURSE OUTCOMES (COs)
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
a. Use computer system and its peripherals.
b. Prepare business document using word processing tool.
c. Interpret data and represent it graphically using spreadsheet.
d. Prepare professional presentations.
e. Use different types of web browsers.
4. TEACHING AND EXAMINATION SCHEME
| Teaching Scheme | Credit (L+T+P) | Examination Scheme |
|-----------------|---------------|--------------------|
| | | Theory | Practical |
| | | ESE | PA | Total | ESE | PA | Total |
| Paper Hrs. | Max | Min | Max | Min | Max | Min | Max | Min | Max | Min | Max | Min |
| 1. T P | -- | -- | -- | -- | -- | -- | -- | -- | 25@S | 10 | 25- | 10 | 50 | 20 |
(-): For the courses having ONLY practical examination, the PA has two components under practical marks i.e. the assessment of practicals (seen in section 6) has a weightage of 60% (i.e. 15 marks) and micro-project assessment (seen in section 12) has a weightage of 40% (i.e. 10 marks). This is designed to facilitate attainment of COs holistically, as there is no theory ESE.
Legends: L - Lecture; T - Tutorial/Teacher Guided Theory Practice; P - Practical; C - Credit; ESE - End Semester Examination; PA - Progressive Assessment; # No theory exam.
5. COURSE MAP (with sample COs, PrOs, UOs, ADs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map.
6. SUGGESTED PRACTICALS/EXERCISES
The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency.
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. required |
|--------|---------------------------|----------|-----------------------|
| | Computer system and Operating system: | | |
| 1 | Identify various input/output devices, connections and peripherals of computer system | 1 | 1* |
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. required |
|-------|------------------------------------------------------------------------------------------|----------|-----------------------|
| 2 | Manage files and folders: Create, copy, rename, delete, move files and folder | I | 1 |
| | **Word Processing** | | |
| 3 | Create, edit and save document: apply formatting features on the text - line, paragraph | II | 2* |
| 4 | Use bullets, numbering, page formatting | II | 2 |
| 5 | Insert and edit images and shapes, sizing, cropping, colour, background, group ungroup | II | 2 |
| 6 | Insert and apply various table formatting features on it. | II | 2 |
| 7 | Apply page layout features | II | 2* |
| | i. Themes, page background, paragraph, page setup | | |
| | ii. Create multicolumn page | | |
| | iii. Use different options to print the documents | | |
| 8 | Use mail merge with options | II | 1 |
| | **Spreadsheets** | | |
| 9 | Create, open and edit worksheet | III | 2* |
| | i. Enter data and format it, adjust row height and column width | | |
| | ii. Insert and delete cells, rows and columns | | |
| | iii. Apply wrap text, orientation feature on cell. | | |
| 10 | Insert formulas, “IF” conditions, functions and named ranges in worksheet | III | 2 |
| 11 | Apply data Sort, Filter and Data Validation features | III | 2* |
| 12 | Create charts to apply various chart options | III | 2 |
| 13 | Apply Page setup and print options for worksheet to print the worksheet | III | 1 |
| | **Presentation Tool** | | |
| 14 | Create slide presentation | IV | 2* |
| | i. Apply design themes to the given presentation | | |
| | ii. Add new slides and insert pictures/images, shapes | | |
| 15 | i. Add tables and charts in the slides | IV | 2 |
| | ii. Run slide presentation in different modes | | |
| | iii. Print slide presentation as handouts | | |
| 16 | Apply animation effects to the text and slides | IV | 1 |
| 17 | Add audio and video files in the given presentation | IV | 1 |
| | **Internet Basics** | | |
| 18 | Configure internet connection | V | 1 |
| 19 | Use internet for different web services | V | 2* |
| 20 | Configure browser settings and use browsers | V | 1* |
Total: 32
*: compulsory practicals to be performed.
Note
i. A suggestive list of practical UOs is given in the above table, more such PrOs can be added to attain the COs and competency.
ii. Hence, the ‘Process’ and ‘Product’ related skills associated with each PrOs of the laboratory/workshop/field work are to be assessed according to a suggested sample given below:
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
a. Follow safety practices.
b. Practice good housekeeping.
c. Demonstrate working as a leader/a team member.
d. Maintain tools and equipment.
e. Follow ethical practices.
The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:
- ‘Valuing Level’ in 1st year
- ‘Organising Level’ in 2nd year
- ‘Characterising Level’ in 3rd year.
7. MAJOR EQUIPMENT/INSTRUMENTS REQUIRED
The major equipment with broad specification mentioned here will usher in uniformity in conduct of PrOs, as well as aid to procure equipment by authorities concerned.
| S. No. | Equipment Name with Broad Specifications | Exp. S.No. |
|--------|---------------------------------------------------------------------------------------------------------|-------------|
| 1 | Computer system with all necessary components like; motherboard, random access memory (RAM), read-only memory (ROM), Graphics cards, sound cards, internal hard disk drives, DVD drive, network interface card. | 1 |
| 2 | Double side printing laser printer. | 1, 6, 12, 13 |
| 3 | Hubs, Switches, Modems. | 1, 16, 17 |
| 4 | Any operating system. | 2 to 18 |
| 5 | Any Office Software. | 2 to 15 |
| 6 | Any browser. | 16, 17, 18 |
Note: There are no specifications fixed for the above listed systems, devices and instruments. Depending on the availability in the institute they can be utilized for the purpose.
8. UNDERPINNING THEORY COMPONENTS
The following topics/subtopics are to be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency.
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| **Unit – I** | **Introduction to Computer System** | 1a. Explain the given block diagram of computer system.
1b. Classify the given type of software.
1c. Explain characteristics of the specified type of network.
1d. Describe procedure to manage a file/folder in the given way.
1e. Describe application of the specified type of network connecting device |
| | 1.1 **Basics of Computer System**: Overview of Hardware and Software: block diagram of Computer System, Input/Output unit CPU, Control Unit, Arithmetic logic Unit (ALU), Memory Unit
1.2 **Internal components**: processor, motherboards, random access memory (RAM), read-only memory (ROM), video cards, sound cards and internal hard disk drives
1.3 **External Devices**: Types of input/output devices, types of monitors, keyboards, mouse, printers: Dot matrix, Inkjet and LaserJet, plotter and scanner, external storage devices CD/DVD, Hard disk and pen drive
1.4 **Application Software**: word processing, spreadsheet, database management systems, control software, measuring software, photo-editing software, video-editing software, graphics manipulation software
System Software compilers, linkers, device drivers, operating systems and utilities
1.5 **Network environments**: network interface cards, hubs, switches, routers and modems, concept of LAN, MAN, WAN, WLAN, Wi-Fi and Bluetooth
1.6 **Working with Operating Systems**: Create and manage file and folders, Copy a file, renaming and deleting of files and folders, Searching files and folders, application installation, creating shortcut of application on the desktop. |
| **Unit – II** | **Word Processing** | 2a. Write steps to create the given text document.
2b. Explain the specified feature for document editing.
2c. Explain the given page setup features of a document.
2d. Write the specified table formatting feature. |
| | 2.1 **Word Processing**: Overview of Word processor Basics of Font type, size, colour, Effects like Bold, italic, underline, Subscript and superscript, Case changing options, Previewing a document, Saving a document, Closing a document and exiting application
2.2 **Editing a Document**: Navigate through a document, Scroll through text, Insert and delete text, Select text, Undo and redo commands, Use drag and drop to move text, Copy, cut and paste, Use the clipboard, Clear formatting, Format and align text, Formatting Paragraphs, Line and paragraph spacing, using FIND and REPLACE, Setting line |
| **Unit – III** | **Spreadsheets** | 3a. Write steps to create the given spreadsheet.
3b. Explain the specified formatting feature of a worksheet.
3c. Write steps to insert formula and functions in the given worksheet.
3d. Write steps to create charts for the specified data set.
3e. Explain steps to perform advance operation on the given data set. |
| | 3.1 **Working with Spreadsheets**: Overview of workbook and worksheet, Create Worksheet Entering sample data, Save, Copy Worksheet, Delete Worksheet, Close and open Workbook
3.2 **Editing Worksheet**: Insert and select data, adjust row height and column width, delete, move data, insert rows and columns, Copy and Paste, Find and Replace, Spell Check, Zoom In-Out, Special Symbols, Insert Comments, Add Text Box, Undo Changes, Freeze Panes, hiding/unhiding rows and columns
3.3 **Formatting Cells and sheet**: Setting Cell Type, Setting Fonts, Text options, Rotate Cells, Setting Colors, Text Alignments, Merge and Wrap, apply Borders and Shades, Sheet Options, Adjust Margins, Page |
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| | Orientation, Header and Footer, Insert Page Breaks, Set Background | 3.4 Working with Formula: Creating Formulas, Copying Formulas, Common spreadsheet Functions such as sum, average, min, max, date, in, And, or, mathematical functions such as sqrt, power, applying conditions using IF. |
| | 3.5 Working with Charts: Introduction to charts, overview of different types of charts, Bar, Pie, Line charts, creating and editing charts. Using chart options: chart title, axis title, legend, data labels, Axes, grid lines, moving chart in a separate sheet | 3.6 Advanced Operations: Conditional Formatting, Data Filtering, Data Sorting, Using Ranges, Data Validation, Adding Graphics, Printing Worksheets, print area, margins, header, footer and other page setup options. |
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| | 4a Write the steps to create the specified slide presentation. | 4.1 Creating a Presentation: Outline of an effective presentation, Identify the elements of the User Interface, Starting a New Presentation Files, Creating a Basic Presentation, Working with textboxs, Apply Character Formats, Format Paragraphs, View a Presentation, Saving work, creating new Slides, Changing a slide Layout, Applying a theme, Changing Colours, fonts and effects, apply custom Colour and font theme, changing the background, Arrange Slide sequence, |
| | 4b Write the steps to insert multiple media in the given presentation. | 4.2 Inserting Media elements: Adding and Modifying Graphical Objects to a Presentation - Insert Images into a Presentation, insert audio clips, video/animation, Add Shapes, Add Visual Styles to Text in a Presentation, Edit Graphical Objects on a Slide, Format Graphical Objects on a Slide, Group Graphical Objects on a Slide, Apply an Animation Effect to a Graphical Object, Add Transitions, Add Speaker Notes, Print a Presentation. |
| | 4c Write steps to apply table features in the given presentation | 4.3 Working with Tables: Insert a Table in a Slide, Format Tables, and Import Tables from Other Office Applications. |
| | 4d Write steps to manage charts in the given presentation | 4.4 Working with Charts: Insert Charts in a Slide, Modify a Chart, Import Charts from Other Office Applications. |
**Note:** To attain the COs and competency, above listed UOs need to be undertaken to achieve the 'Application Level' and above of Bloom's 'Cognitive Domain Taxonomy'.
9. **SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN**
- Not Applicable -
10. **SUGGESTED STUDENT ACTIVITIES**
Other than the classroom and laboratory learning, following are the suggested student-related *co-curricular* activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
a. Prepare journal of practicals.
b. Prepare a sample document with all word processing features (Course teacher shall allot appropriate document type to each students)
c. Undertake micro projects
11. **SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)**
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
a. Massive open online courses (*MOOCs*) may be used to teach various topics/sub topics
b. *L’ in item No. 4* does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for *self-directed learning* and assess the development of the COs through classroom presentations (see implementation guideline for details).
d. With respect to item No 10, teachers need to ensure to create opportunities and provisions for *co-curricular activities*
e. Guide student(s) in undertaking micro-projects.
f. Guide student(s) in undertaking various activities in the lab/workshop.
g. Demonstrate students thoroughly before they start doing the practice.
h. Show video/animation films for handling/functioning of instruments.
i. Observe continuously and monitor the performance of students in Lab.
12. **SUGGESTED MICRO-PROJECTS**
*Only one micro-project* is planned to be undertaken by a student assigned to him/her in the beginning of the semester. She ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) *student engagement hours* during the course.
In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty:
a. **Word documents**: Prepare Time Table, Application, Notes, Reports. *(Subject teacher shall assign a document to be prepared by the each students)*
b. **Slide Presentations**: Prepare slides with all Presentation features such as: classroom presentation, presentation about department, presentation of report. *(Subject teacher shall assign a presentation to be prepared by the each student)*
c. **Spreadsheets**: Prepare Pay bills, tax statement, student’s assessment record using spreadsheet. *(Teacher shall assign a spreadsheet to be prepared by each student)*
13. **SUGGESTED LEARNING RESOURCES**
| S. No. | Title of Book | Author | Publication |
|--------|---------------------------------------------------|-------------------------|-----------------------------------------------------------------------------|
| 1 | Computer Fundamentals | Goel, Anita | Pearson Education, New Delhi, 2014. ISBN: 978-8131733097 |
| 2 | Computer Basics Absolute Beginner's Guide, Windows 10 | Miller, Michael | QUE Publishing, 8th edition August 2015, ISBN: 978-0789754516 |
| 3 | Linux: Easy Linux for Beginners | Alvaro, Felix | CreateSpace Independent Publishing Platform- 2016. ISBN: 978-1533683731 |
| 4 | Microsoft Office 2010: On Demand | Johnson, Steve | Pearson Education, New Delhi India, 2010; ISBN: 9788131770641 |
| 5 | Microsoft Office 2010 for Windows: Visual Quick Start | Schwartz, Steve | Pearson Education, New Delhi India, 2012, ISBN:9788131766613 |
| 6 | OpenOffice.org for Dummies | Leete, Gurdy, Finkelstein Ellen, Mary Leete | Wiley Publishing, New Delhi, 2003 ISBN: 978-0764542220 |
| 7 | Computer Fundamentals | Dr. Rajendra Kawale | Devraj Publications, Dist Solapur. Maharashtra |
14. **SOFTWARE/LEARNING WEBSITES**
a. [https://www.microsoft.com/en-in/learning/office-training.aspx](https://www.microsoft.com/en-in/learning/office-training.aspx)
b. [http://www.tutorialsforopenoffice.org/](http://www.tutorialsforopenoffice.org/)
c. [https://s3-ap-southeast-1.amazonaws.com/4ltue295xy0d/Special_Edition_Using_StarOffice_6_0.pdf](https://s3-ap-southeast-1.amazonaws.com/4ltue295xy0d/Special_Edition_Using_StarOffice_6_0.pdf)
Course Name: Mechanical, Electrical, Chemical, Civil & Textile Program Group
Course Code: AE/CE/CR/CS/CH/EE/EP/EU/ME/PG/PT/PS/FG/DC/TC/CTX
Semester: First
Subject Title: Engineering Graphics
Subject Code: 22002
1. RATIONALE
Engineering graphics is the language of engineers. The concepts of graphical language are used in expressing the ideas, conveying the instructions, which are used in carrying out the jobs on the sites, shop floor. It covers the knowledge and application of drawing instruments and also familiarizes the learner about Bureau of Indian standards related to engineering drawing. The curriculum aims at developing the ability to draw and read various engineering curves, projections and dimensioning styles. The course mainly focuses on use of drawing instruments, developing imagination and translating ideas into sketches. The course also helps to develop the idea of visualizing the actual object or part on the basis of drawings and blue prints. This preliminary course aims at building a foundation for the further courses related to engineering drawing and other allied courses in coming semesters.
2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:
- Prepare engineering drawing manually using prevailing drawing instruments.
3. COURSE OUTCOMES (COs)
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
a. Draw geometrical figures and engineering curves.
b. Draw the views of given object using principles of orthographic projection.
c. Draw isometric views of given component or from orthographic projections.
d. Use drawing codes, conventions and symbols as per IS SP-46 in engineering drawing.
e. Draw free hand sketches of given engineering elements.
4. TEACHING AND EXAMINATION SCHEME
| Teaching Scheme | Credit (L+T+P) | Examination Scheme |
|-----------------|---------------|--------------------|
| | | Theory | Practical |
| | | ESE | PA | Total | ESE | PA | Total |
| Paper Hrs. | Max | Min | Max | Min | Max | Min | Max | Min | Max | Min | Max | Min |
| 2 | -- | 4 | 6 | -- | -- | -- | -- | -- | 50@ | 20 | 50- | 20 | 100 | 40 |
(**) marks should be awarded on the basis of internal end semester theory exam of 50 marks based on the specification table given in S. No. 9.
(-2): For the courses having ONLY practical examination, the PA has two components under practical marks i.e. the assessment of practicals (seen in section 6) has a weightage of 60% (i.e 30 marks) and micro-project assessment (seen in section 12) has a weightage of 40% (i.e 20 marks). This is designed to facilitate attainment of COs holistically, as there is no theory ESE.
Legends: L=Lecture; T = Tutorial/Teacher Guided Theory Practice; P = Practical; C = Credit, ESE = End Semester Examination; PA = Progressive Assessment; # = No theory paper.
5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map.
Figure 1 - Course Map
6. SUGGESTED PRACTICALS/EXERCISES
The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency. Following practicals (except 1, 2, 3, 4, 31 and 32) are to be attempted on A2 drawing sheets.
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|--------|---------------------------------------------------------------------|----------|-----------------------|
| | Sketch Book | | |
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 1 | Draw horizontal, vertical, 30 degree, 45 degree, 60 and 75 degrees lines, different types of lines, dimensioning styles using Set squares/ drafter. | I | 02 |
| 2 | Write alphabets and numerical (Vertical only) | I | 02 |
| 3 | Draw regular geometric constructions | I | 02 |
| 4 | Redraw the given figure | I | 02 |
**Sheet No. 1 (Three problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 5 | Draw one figure showing dimensioning techniques (Problem 1) | I | 02 |
| 6 | Draw one problem on redraw the figure. (Problem 2) | I | 02 |
| 7 | Draw one problem on loci of points - slider crank mechanism. (Problem 3) | I | 02 |
**Sheet No. 2 (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 8 | Draw Engineering Curves. (Problem 1) | II | 02 |
| 9 | Draw Engineering Curves. (Problem 1 continued) | II | 02 |
| 10 | Draw Engineering Curves. (Problem 2) | II | 02 |
| 11 | Draw Engineering Curves. (Problem 2 continued) | II | 02 |
**Sheet No. 3 (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 12 | Draw a problem on orthographic projections using first angle method of projection having plain and slanting surfaces. (Problem 1) | III | 02 |
| 13 | Draw problem on orthographic projections using first angle method of projection having plain and slanting surfaces. (Problem 1 continued) | III | 02 |
| 14 | Draw another problem on orthographic projections using first angle method of projection having plain and slanting surfaces. (Problem 2) | III | 02 |
| 15 | Draw another problem on orthographic projections using first angle method of projection having plain and slanting surfaces. (Problem 2 continued) | III | 02 |
**Sheet No. 4 (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 16 | Draw two problems on orthographic projections using first angle method of projection having cylindrical surfaces, ribs. (Problem 1) | III | 02 |
| 17 | Draw two problems on orthographic projections using first angle method of projection having cylindrical surfaces, ribs. (Problem 1 continued) | III | 02 |
| 18 | Draw two problems on orthographic projections using first angle method of projection having cylindrical surfaces, ribs. (Problem 2) | III | 02 |
| 19 | Draw two problems on orthographic projections using first angle method of projection having cylindrical surfaces, ribs. (Problem 2 continued) | III | 02 |
**Sheet No. 5 (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 20 | Draw two problems on Isometric view of simple objects having plain and slanting surface by using natural scale. (Problem 1) | IV | 02 |
| 21 | Draw two problems on Isometric view of simple objects having plain and slanting surface by using natural scale. (Problem 1 continued) | IV | 02 |
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 22 | Draw two problems on Isometric view of simple objects having plain and slanting surface by using natural scale. (Problem 2) | IV | 02 |
| 23 | Draw two problems on Isometric view of simple objects having plain and slanting surface by using natural scale. (Problem 2 continued) | IV | 02 |
**Sheet No. 6 (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 24 | Draw a problem on Isometric Projection of objects having cylindrical surface by using isometric scale. (Problem 1) | IV | 02 |
| 25 | Draw a problem on Isometric Projection of objects having cylindrical surface by using isometric scale. (Problem 1 continued) | IV | 02 |
| 26 | Draw a problem on Isometric Projection of objects having slot on slanting surface by using isometric scale. (Problem 2) | IV | 02 |
| 27 | Draw a problem on Isometric Projection of objects having slot on slanting surface by using isometric scale. (Problem 2 continued) | IV | 02 |
**Sheet No. 7 (Six problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 28 | Draw free hand sketches/conventional representation of machine elements in sketch book such as thread profiles, nuts, bolts, studs, set screws, washers, Locking arrangements. (Problem 1,2) | V | 02 |
| 29 | Draw free hand sketches/conventional representation of machine elements in sketch book such as thread profiles, nuts, bolts, studs, set screws, washers, Locking arrangements. (Problem 3,4) | V | 02 |
| 30 | Draw free hand sketches/conventional representation of machine elements in sketch book such as thread profiles, nuts, bolts, studs, set screws, washers, Locking arrangements. (Problem 5,6) | V | 02 |
**Sketch Book (Two problems)**
| S. No. | Practical Outcomes (PrOs) (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. Required |
|-------|---------------------------------------------------------------------|---------|----------------------|
| 31 | Problem Based Learning: Given the 3D model of an object, student will try to imagine the three views and draw them in the sketch book. (Problem 1) | III, II, V | 02 |
| 32 | Problem Based Learning: Given the 3D model of an object, student will try to imagine the three views and draw them in the sketch book. (Problem 2) | III, II, V | 02 |
**Total**
All practicals are to be performed.
**Note**
i. A suggestive list of PrOs is given in the above table. more such PrOs can be added to attain the COS and competency.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below:
| S. No. | Performance Indicators | Weightage in % |
|-------|------------------------|----------------|
| 1 | Neatness, Cleanliness on drawing sheet | 10 |
| 2 | Uniformity in drawing and line work | 10 |
| S. No. | Performance Indicators | Weightage in % |
|-------|------------------------------------------------------------|----------------|
| 3 | Creating given drawing | 40 |
| 4 | Dimensioning the given drawing and writing text | 20 |
| 5 | Answer to sample questions | 10 |
| 6 | Submission of drawing in time | 10 |
| | **Total** | **100** |
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
a. Follow cleanliness and neatness.
b. Follow ethics and standards.
The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:
- ‘Valuing Level’ in 1st year
- ‘Organising Level’ in 2nd year
- ‘Characterising Level’ in 3rd year.
7. MAJOR EQUIPMENT/INSTRUMENTS REQUIRED
The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.
| S. No. | Equipment Name with Broad Specifications | Exp. S.No. |
|--------|--------------------------------------------------------------------------------------------------------|------------|
| 1 | Drawing Table with Drawing Board of Full Imperial/ A1 size. | All |
| 2 | Models of objects for orthographic / isometric projections | 4,5,6,7 |
| 3 | Models/ Charts of objects mentioned in unit no. 5 | - |
| 4 | Set of various industrial drawings being used by industries. | All |
| 5 | Set of drawings sheets mentioned in section 6.0 could be developed by experienced teachers and made use available on the MSBTE portal to be used as reference/standards. | All |
| 6 | Drawing equipment’s and instruments for class room teaching-large size: | All |
| | a. T-square or drafter (Drafting Machine) | |
| | b. Set squares (45° and 30°- 60°) | |
| | c. Protractor | |
| | d. Drawing instrument box (containing set of compasses and dividers) | |
| 7 | Interactive board with LCD overhead projector | All |
8. UNDERPINNING THEORY COMPONENTS
The following topics/subtopics is to be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency:
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|-------------------------------------------|----------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------|
| **Unit – I Basic elements of Drawing** | 1a. Prepare drawing using drawing instruments. | 1.1 Drawing Instruments and supporting material method to use them with applications. |
| | 1b. Use IS SP-46 for dimensioning. | 1.2 Standard sizes of drawing sheets (ISO-A series) |
| | 1c. Use different types of lines. | 1.3 I.S. codes for planning and layout. |
| | 1d. Draw regular geometrical figures. | 1.4 Letters and numbers (single stroke vertical) |
| | 1e. Draw figures having tangency constructions. | 1.5 Convention of lines and their applications. |
| | | 1.6 Scale - reduced, enlarged and full size |
| | | 1.7 Dimensioning techniques as per SP-46 (Latest edition) – types and applications of chain, parallel and coordinate dimensioning |
| | | 1.8 Geometrical constructions. |
| **Unit– II Engineering curves and Loci of Points** | 2a. Explain different engineering curves with areas of application. | 2.1 Concept of focus, directrix, vertex and eccentricity. Conic sections. |
| | 2b. Draw different conic sections based on given situation. | 2.2 Methods to draw an ellipse by Arcs of circle method and Concentric circles method. |
| | 2c. Draw involute and cycloidal curves based on given data. | 2.3 Methods to draw a parabola by Directrix-Focus method and Rectangle method |
| | 2d. Draw helix and spiral curves from given data. | 2.4 Methods to draw a hyperbola by Directrix-Focus method. |
| | 2e. Plot Loci of points from given data. | 2.5 Methods to draw involutes: circle and pentagon. |
| | | 2.6 Methods to draw Cycloidal curve: cycloid, epicycloid and hypocycloid |
| | | 2.7 Methods to draw Helix and Archimedean spiral. |
| | | 2.8 Loci of points on Single slider crank mechanism with given specifications. |
| **Unit– III Orthographic projections** | 3a. Explain methods of Orthographic Projections. | 3.1 Projections-orthographic, perspective, isometric and oblique: concept and applications.(No question to be asked in examination) |
| | 3b. Draw orthographic views of given simple 2D entities containing lines, circles and arcs only. | 3.2 Orthographic projection, First angle and Third angle method, their symbols. |
| | 3c. Draw the orthographic views from given pictorial views. | 3.3 Conversion of pictorial view into Orthographic Views – object containing plain surfaces, slanting surfaces, slots, ribs, cylindrical surfaces. (use First Angle Projection Method Only) |
| **Unit– IV Isometric projections** | 4a. Prepare isometric scale. | 4.1 Isometric projection. |
| | 4b. Draw isometric views of given simple 2D entities containing lines. | 4.2 Isometric scale and Natural Scale. |
| | | 4.3 Isometric view and isometric projection. |
| | | 4.4 Illustrative problems related to simple |
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| 4c. | Interpret the given orthographic views. | objects having plain, slanting, cylindrical surfaces and slots on slanting surfaces. |
| 4d. | Draw Isometric views from given orthographic views. | 4.5 Conversion of orthographic views into isometric View/projection. |
| Unit V Free Hand Sketches of engineering elements | 5a. Sketch proportionate freehand sketches of given machine elements. | 5.1 Free hand sketches of machine elements: Thread profiles, nuts, bolts, studs, set screws, washers, Locking arrangements. (For branches other than mechanical Engineering, the teacher should select branch specific elements for free hand sketching) |
| 5b. | Select proper fasteners and locking arrangement for given situation. |
**Note:** To attain the COs and competency, above listed UOs need to be undertaken to achieve the 'Application Level' of Bloom's 'Cognitive Domain Taxonomy'
9. **SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER (INTERNAL) DESIGN**
| Unit No. | Unit Title | Teaching Hours | Distribution of Theory Marks |
|----------|-----------------------------------|----------------|------------------------------|
| | | | R Level | U Level | A Level | Total Marks |
| I | Principles of Drawing | 04 | - | 02 | 04 | 06 |
| II | Engineering curves and Loci of Points. | 06 | - | 02 | 04 | 06 |
| III | Orthographic projections | 06 | - | 02 | 08 | 10 |
| IV | Isometric projections | 08 | 02 | 07 | 07 | 16 |
| V | Free Hand Sketches of m/c elements | 08 | 02 | 02 | 08 | 12 |
| | **Total** | **32** | **4** | **15** | **31** | **50** |
**Legends:** R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
**Note:** This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of LOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.
This specification table also provides a general guideline for teachers to frame internal end semester practical theory exam paper which students have to undertake on the drawing sheet.
10. **SUGGESTED STUDENT ACTIVITIES**
Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
a. Student should maintain a separate A3 size sketch book which will be the part of term work and submit it along with drawing sheets. Following assignment should be drawn in the sketch book
i. Single stoke vertical Letters and Numbers.
ii. Type of lines.
iii. Redraw the figures (any one).
iv. Engineering Curves. One problem for each type of curve.
v. Orthographic projections. Minimum 5 problems.
vi. Isometric Projections/Views. Minimum 5 problems.
vii. Free hand sketches. All types of machine elements mentioned in Unit no-5.
viii. Note- Problems on sheet and in the sketch book should be different.
b. Students should collect Maps, Production drawings, Building Drawings, Layouts from nearby workshops/industries/builders/contractors and try to list
i. Types of lines used
ii. Lettering styles used
iii. Dimension styles used
iv. IS code referred
c. List the shapes and curves you are observing around you in real life with name or place and item. (For Ex. ellipse, parabola, hyperbola, cycloid, epicycloids, hypocycloid, involute, spiral helix).
d. Take one circular shape. Assume one point on circumference and mark it. Roll that shape on flat and circular surface. Observe the path of the point and try to correlate with the theory taught in the class
e. Take circular and pentagonal shape and wrap a thread over the periphery, now unwrap this thread and observe the locus of the end of the thread and try to correlate with the theory taught in the class
f. Each student should explain at least one problem for construction and method of drawing in sheet to all batch colleagues. Teacher will assign the problem of particular sheet to be explained to each student batch.
g. Each student will assess at least one sheet of other students (May be a group of 5-6 students identified by teacher can be taken) and will note down the mistakes committed by them. Student will also guide the students for correcting the mistakes, if any.
11. **SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)**
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
a. Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
b. ‘L’ in section No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
e. Guide student(s) in undertaking micro-projects.
f. Guide student(s) in fixing the sheet and mini drafter on drawing board.
g. Show video/animation films to explain orthographic and Isometric projection.
h. Demonstrate first and third angle method using model
i. Use charts and industrial drawing/drawing sheets developed by experienced faculty to teach standard symbols and current industrial/teaching practices
12. **SUGGESTED MICRO PROJECTS**
*Only one micro-project* is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs, and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (*sixteen*) *student engagement hours* during the course.
In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty.
a. **Helical springs**: Each batch will collect 5 open coil and closed coil helical springs of various sizes. Each student will measure the significant parameters of one spring and draw corresponding helix curve in his sketch book.
b. **Flat coil or spiral springs**: Each batch will collect 10 spiral springs of various sizes. Each student will measure the significant parameters of one spring and draw corresponding helix curve in his sketch book.
c. **Isometric views**: Each student of the batch will try to collect at least one production drawings/construction drawings/plumbing drawings from local workshops/builders/electrical and mechanical contractors and try to generate isometric views from the orthographic views given in the drawings.
d. **Isometric views**: Each student of a batch will select a household/industrial real item and will draw its isometric view in the sketch book.
e. **Isometric and orthographic views**: Each batch will collect a single point cutting tool from workshop and draw its Isometric and orthographic views with a ten times enlarged scale. In carpentry shop each batch will try to make wooden model from these views.
f. **Isometric views**: The teacher will assign one set of orthographic projections and ask the student to develop 3D thermocol models of the same.
g. **Involute curves**: Each batch will try to develop cardboard/thermocol working models which can generate involute curve of any regular geometrical shape.
h. **Cycloidal curves**: Each batch will collect 3 different sizes bicycle tyres and compare the locus of tube air valve by rolling them on flat road.
i. **Conic curves**: Each batch will go to institute’s play ground and one student standing on the boundary throws a ball to the wicket keeper who is 30 meters away from the thrower and the ball has reached a maximum height of 20 meters from the ground, draw the path of the ball and identify the type of conic curve it has traced in air.
j. **Involute and Cycloidal curves**: Each batch will collect one Involute and one cycloidal tooth profile spur gear and find out the Involute function.
13. **SUGGESTED LEARNING RESOURCES**
| S. No. | Title of Book | Author | Publication |
|--------|---------------------------------------------------|---------------------------------|-----------------------------------------------------------------------------|
| 1. | Engineering Drawing Practice for Schools and Colleges IS: SP-46 | Bureau of Indian Standards. | BIS, Government of India, Third Reprint, October 1998; ISBN: 81-7061-091-2 |
| S. No. | Title of Book | Author | Publication |
|--------|---------------|---------------------------------|-----------------------------------------------------------------------------|
| 2. | Engineering Drawing | Bhatt, N.D. | Charotar Publishing House, Anand, Gujarat 2010; ISBN: 978-93-80358-17-8 |
| 3. | Machine Drawing | Bhatt, N.D.; Panchal, V. M | Charotar Publishing House, Anand, Gujarat 2010; ISBN: 978-93-80358-11-6 |
| 4. | Engineering Drawing | Jolhe, D.A. | Tata McGraw Hill Edu. New Delhi, 2010, ISBN: 978-0-07-064837-1 |
| 5. | Engineering Drawing | Dhawan, R. K. | S. Chand and Company New Delhi, ISBN:81-219-1431-0 |
| 6. | Engineering Drawing | Shaha, P. J. | S. Chand and Company, New Delhi, 2008, ISBN: 81-219-2964-4 |
14. **SOFTWARE/LEARNING WEBSITES**
a. https://www.youtube.com/watch?v=TJ4jGyD-WCw
b. https://www.youtube.com/watch?v=dmI6_n7S8cg
c. https://www.youtube.com/watch?v=MQScnLXL0M
d. https://www.youtube.com/watch?v=3WXPanCq9LI
e. https://www.youtube.com/watch?v=fvjk7PlxAuo
f. http://www.me.umn.edu/courses/me2011/handouts/engg%20graphics.pdf
g. https://www.machinedesignonline.com
Program Name: Mechanical, Civil Chemical & Plastic Program Group.
Program Code: CE/CR/CS/CH/PS/CM/EE/EP/AE/FG/ME/PG/PT
Semester: First
Course Title: Workshop Practice
Course Code: 22004
1. RATIONALE
Workshop Practice is a basic practical engineering course. The knowledge of basic workshops such as wood working, fitting, welding, plumbing and sheet metal shop is essential for technician to perform his/her duties in industries. Students are able to perform various operations using hand tool equipment and machineries in various shops. Working in workshop develops the attitude of group working and safety awareness. This course provides miniature industrial environment in the educational institute.
2. COMPETENCY
The course should be taught and implemented with the aim to develop the course outcomes (COs) so that student demonstrates the following competency needed by the industry:
- Prepare simple jobs on the shop floor of the engineering workshop.
3. COURSE OUTCOMES (COs)
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
a. Select tools and machinery according to job.
b. Use hand tools in different shops for performing different operation.
c. Operate equipment and machinery in different shops.
d. Prepare job according to drawing.
e. Maintain workshop related tools, equipment and machinery.
4. TEACHING AND EXAMINATION SCHEME
| Teaching Scheme | Credit (L+T+P) | Examination Scheme |
|-----------------|---------------|--------------------|
| | | Theory | Practical |
| | | Paper Hrs. | ESE Max | Min | PA Max | Min | Total | ESE Max | Min | PA Max | Min | Total |
| L T P | | | | | | | | | | | | |
| -- 4 4 | -- | -- | -- | -- | -- | -- | -- | 50@ | 20 | 50-- | 20 | 100 |
(2): For the courses having ONLY practical examination, the PA has two components under practical marks i.e. the assessment of practicals (seen in section 6) has a weightage of 60% (i.e. 30 marks) and micro-project assessment (seen in section 12) has a weightage of 40% (i.e. 20 marks). This is designed to facilitate attainment of COs holistically, as there is no theory ESE.
Legends: L-Lecture; T-Tutorial Teacher Guided Theory Practice; P-Practical; C-Credit; ESE-End Semester Examination; PA-Progressive Assessment
5. COURSE MAP with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map.
Figure 1 - Course Map
6. SUGGESTED PRACTICALS/EXERCISES
The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency.
| S. No. | Practical Exercises (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. required |
|--------|-------------------------------------------------------------|----------|----------------------|
| 1 | Perform mock drill session in group of minimum 10 students for extinguishing fire – Part I | 1 | 2* |
| 1 | Perform mock drill session in group of minimum 10 students for extinguishing fire – Part II | 1 | 2 |
| S. No. | Practical Exercises (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. required |
|-------|-------------------------------------------------------------|----------|----------------------|
| 3 | Prepare job with following operations: – Part I | II | 2* |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 4 | Prepare job with following operations: – Part II | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 5 | Prepare job with following operations: – Part III | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 6 | Prepare job with following operations: – Part IV | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 7 | Prepare job with following operations: – Part V | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 8 | Prepare job with following operations: – Part VI | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| S. No. | Practical Exercises (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. required |
|-------|-------------------------------------------------------------|----------|----------------------|
| 9 | Prepare job with following operations: – Part VII | II | 2 |
| | a. Marking operation as per drawing | | |
| | b. punching operation as per drawing | | |
| | c. filing operation as per drawing | | |
| | d. chamfering operation as per drawing | | |
| | e. sawing operation as per drawing | | |
| | f. drilling operation as per drawing | | |
| | g. tapping operation as per drawing | | |
| 10 | Prepare T joint pipe fitting job as per given drawing (individually) | III | 2* |
| 11 | Prepare elbow joint pipe fitting job as per given drawing | III | 2* |
| 12 | Prepare bill of material for given pipeline layout – Part I | III | 2* |
| 13 | Prepare bill of material for given pipeline layout – Part II| III | 2 |
| 14 | Prepare lap joint using gas welding as per given drawing – Part I | IV | 2* |
| 15 | Prepare lap joint using gas welding as per given drawing – Part II | IV | 2 |
| 16 | Prepare butt joint using gas welding as per given drawing – Part I | IV | 2 |
| 17 | Prepare butt joint using gas welding as per given drawing – Part II | IV | 2* |
| 18 | Prepare utility job( like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part I | IV, V | 2 * |
| | a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding | | |
| | b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part | | |
| 19 | Prepare utility job( like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part II | IV, V | 2 |
| | a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding | | |
| | b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part | | |
| 20 | Prepare utility job( like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part III | IV, V | 2* |
| | a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding | | |
| | b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part | | |
| 21 | Prepare utility job( like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part IV | IV, V | 2 |
| | a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding | | |
| | b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part | | |
| | Prepare utility job( like stool, benches, tables or similar jobs) | IV, V | 2 |
| S. No. | Practical Exercises (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. required |
|-------|-------------------------------------------------------------|----------|----------------------|
| 23 | Prepare utility job like stool, benches, tables or similar jobs involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part VI
a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding
b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part. | IV, V | 2* |
| 24 | Prepare utility job like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part VII
a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding
b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part. | IV, V | 2 |
| 25 | Prepare utility job like stool, benches, tables or similar jobs) involving arc welding and artificial wood as per given drawing (in group of 4 to 5 students) – Part VIII
a. Fabrication operation involve measuring, marking, cutting, edge preparation, welding
b. Carpentry operation involve measuring, marking cutting and assembly with fabrication part. | IV, V | 2 |
| 26 | Prepare sheet metal utility job using following operations – Part I:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2* |
| 27 | Prepare sheet metal utility job using following operations – Part II:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2 |
| 28 | Prepare sheet metal utility job using following operations – Part III:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering | VI | 2 |
| S. No. | Practical Exercises (Learning Outcomes in Psychomotor Domain) | Unit No. | Approx. Hrs. required |
|-------|-------------------------------------------------------------|----------|----------------------|
| 29 | Prepare sheet metal utility job using following operations – Part IV:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2 |
| 30 | Prepare sheet metal utility job using following operations – Part V:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2 |
| 31 | Prepare sheet metal utility job using following operations – Part VI:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2 |
| 32 | Prepare sheet metal utility job using following operations – Part VI:
a. Cutting and Bending
b. Edging
c. End Curling
d. Lancing
e. Soldering
f. Riveting | VI | 2 |
**Total** | 64
**Note**
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 24 or more practical need to be performed, out of which, the practicals marked as ‘*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave’s ‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below:
| S. No. | Performance Indicators | Weightage in % |
|-------|------------------------|----------------|
| 1 | Setting of experimental set up | 20 |
| 2 | Operate equipment skillfully | 30 |
| 3 | Follow Safety measures | 10 |
| 4 | Work in team | 10 |
| 5 | Record Observations | 10 |
| 6 | Interpret Results to conclude | 10 |
| S. No. | Performance Indicators | Weightage in % |
|-------|------------------------------------------------------------|----------------|
| 7 | Answer to sample questions | 5 |
| 8 | Submit report in time | 5 |
| | **Total** | **100** |
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
a. Follow safety practices.
b. Practice good housekeeping.
c. Demonstrate working as a leader/a team member.
d. Maintain tools and equipment.
e. Follow ethical practices.
The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:
- ‘Valuing Level’ in 1st year
- ‘Organising Level’ in 2nd year
- ‘Characterising Level’ in 3rd year.
7. MAJOR EQUIPMENT/INSTRUMENTS REQUIRED
The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.
| S. No. | Equipment Name with Broad Specifications | Exp. S.No. |
|--------|---------------------------------------------------------------------------------------------------------|-------------|
| 1 | Fire buckets of standard size. | I, II, III, IV, V, VI |
| 2 | Fire extinguisher A,B and C types | I, II, III, IV, V, VI |
| 3 | Wood Turning Lathe Machine, Height of Centre: 200mm, Distance between Centers: 1200mm, Spindle Bore: 20mm with Taper, Range of Speeds: 425 to 2800 with suitable Motor Drive, with all accessories | II |
| 4 | Circular Saw Machine, Diameter of saw blade 200 mm, Maximum Depth of Cut 50 mm, Table Size >350 x 450 mm, Table Tilting - 45° | II |
| 5 | Wood working tools- marking and measuring tools, saws, claw hammer, mallet, chisels, plans, squares, | II |
| 6 | Carpentry Vice 200 mm | II |
| 7 | Work Benches- size: 1800 x 900 x 750 mm | II |
| 8 | Bench Drilling machine (upto 13 mm drill cap.) with ½ H.P. Motor 1000 mm, Height. | II |
| 9 | Power Saw machine 350 mm mechanical with 1 HP Motor & all Accessories. | III |
| 10 | Bench Grinder 200 mm Grinding Disc diameter 200 mm. with 25 mm. bore 32 mm., with ½ HP/1HP Motor. | III |
| 11 | Vernier height Gauge 450 mm | III |
| 12 | Surface Plate 600 x 900 mm Grade I | III |
| 13 | Angle Plate 450 x 450 mm | III |
| 14 | Welding machine 20 KVA 400A welding current 300A at 50, 100, 200, 250, 300 with stl. Accessories and Welding Cable 400 amp. ISI with holder | IV |
| 15 | Oxygen and acetylene gas welding and cutting kit with cylinders and regulators | IV |
| 16 | Pipe Bending Machine | IV |
| 17 | Pipe Vice – 100 mm | IV |
| 18 | Pipe Cutter- 50 mm | IV |
| 19 | Bench Vice 100 mm | I, III, IV, V, VI |
| 20 | Portable Hammer Drill Machine 0-13 mm A.C. 230 V, 2.5Amp, Pistol type, having different types of bits | II, III, IV, V, VI |
| 21 | Sheet Bending Machine | VI |
| 22 | Sheet Cutting Machine | VI |
| 23 | Brazing Equipment | VI |
| 24 | Fitting tools - hammers, chisels, files, hacksaw, surface plate, punch, v block, angle plate, try square, marking block, steel rule, twist drills, reamers, tap set, die set. | III |
| 25 | Plumbing tools- pipe vice, pipe bending equipment, pipe wrenches, dies | IV |
| 26 | Gas welding hand tools- welding torch, welding tip, pressure regulator, oxygen and acetylene cylinders, spark lighter | V |
| 27 | Arc welding hand tools- electrode holder, cable connector, cable lugs, chipping hammer, earthing clamp, wire brush. | V |
| 28 | Sheet metal hand tools- snip, shears sheet gauge, straight edge, L square, scriber, divider, trammel, punches, pliers, stakes, groovers, limit set | VI |
8. UNDERPINNING THEORY COMPONENTS
The following topics/subtopics are to be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency.
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|-----------------------|----------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------|
| Unit – I General Workshop Practice | la. Describe the procedure for extinguishing the given type of fire
lb. Describe the procedure to use the given firefighting equipment
lc. Locate the specified equipment in workshop
ld. Describe the ways to maintain good housekeeping in the given situation. | 1.1 Safety Practices, Causes of accidents, General safety rules, Safety signs and symbols
1.2 First Aid
1.3 Fire, Causes of Fire, Basic ways of extinguishing the fire Classification of fire, Class A, B,C, D, Firefighting equipment, fire extinguishers, and their types
1.4 Workshop Layout
1.5 Issue and return system of tools, equipment and consumables |
| Unit– II | 2a. Explain operation of the given tool. | 2.1 Fitting hand tools bench vice, |
| | 2b. Explain operation of the given tool. | 2.2 Fitting hand tools pipe vice, |
| | 2c. Explain operation of the given tool. | 2.3 Fitting hand tools pipe bending machine, |
| | 2d. Explain operation of the given tool. | 2.4 Fitting hand tools pipe cutting machine, |
| | 2e. Explain operation of the given tool. | 2.5 Fitting hand tools pipe cutting machine, |
| Unit– III Plumbing | 3a. Explain operation of fitting shop machines
3b. Describe the procedure to use the given plumbing tools
3c. Describe the procedure to operate the given type of plumbing machinery.
3d. Describe the procedure to maintain the given type of plumbing tools, equipment and machinery. |
| --- | --- |
| 3.1 Plumbing hand tools pipe vice, pipe bending equipment, pipe wrenches, dies and their Specifications
3.2 Pipe fittings- bends, elbows, tees, cross, coupler, socket, reducer, cap, plug, nipple and their Specifications
3.3 Operation of Machineries in plumbing shops- pipe bending machine their specifications and maintenance.
3.4 Basic process cutting, threading. |
| Unit– IV Metal Joining | 4a. Describe the procedure to identify the given metal joining tools.
4b. Explain the given type of welding procedure
4c. Describe the procedure to use the given metal joining tools.
4d. Describe the procedure to perform the given type of joining metals |
| --- | --- |
| 4.1 Gas welding hand tools- welding torch, welding tip, pressure regulator, oxygen and acetylene cylinders, spark lighter and their Specifications
4.2 Arc welding hand tools- electrode holder, cable connector, cable lugs, chipping hammer, earthing clamp, wire brush and their Specifications
4.3 Operation of machineries in welding shops- arc welding transformer their specifications and maintenance.
4.4 Welding Electrode, filler rod, fluxes, and solders.
4.5 Basic process welding, brazing and soldering. |
| Unit– V Furniture Making | 5a. Select wood working tools as per job requirement with justification
5b. Explain operation of wood working machines
5c. Describe the procedure to use the given furniture making tools
5d. Describe the procedure to operate the given wood working machinery.
5e. Describe the procedure to maintain given wood working tools, equipment and machinery. |
| --- | --- |
| 5.1 Types of artificial woods such as plywood, block board, hardboard, laminated boards, Veneer, fiber Boards and their applications.
5.2 Wood working hand tools carpentry vice, marking and measuring tools, saws, claw hammer, mallet, chisels, plans, squares, and their specifications
5.3 Operation of wood working machineries - Wood turning lathe, circular saw, their specifications and maintenance.
5.4 Basic process- marking, sawing, planning, chiseling, turning, grooving, boring. |
| Unit–VI Sheet Metal | 6a. Identify sheet metal tools.
6b. Explain operation of sheet metal machineries
6c. Use sheet metal tools
6d. Describe the procedure to operate the sheet metal machinery
6e. Describe the procedure to perform the given bending operations
6f. Describe the procedure to maintain the given sheet metal tools, equipment and machinery. |
| --- | --- |
| 6.1 Sheet metal hand tools snip, shears sheet gauge, straight edge, L square, scriber, divider, trammel, punches, pliers, stakes, groovers, limit set and their Specifications
6.2 Operation of machineries in sheet metal shops- sheet cutting and bending machine their specifications and maintenance.
6.3 Basic process- marking, bending, folding, euging, seaming, staking, riveting. |
Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the ‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’
9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN
- Not applicable.
10. SUGGESTED STUDENT ACTIVITIES
Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
a. Prepare work diary based on practical performed in workshop. Work diary consist of job drawing, operations to be perform, required raw materials, tools, equipments, date of performance with teacher signature.
b. Prepare journals consist of free hand sketches of tools and equipments in each shop, detail specification and precautions to be observed while using tools and equipment.
c. Prepare/Download a specifications of followings:
a) Various tools and equipment in various shops.
b) Precision equipment in workshop
c) Various machineries in workshop
d. Undertake a market survey of local dealers for procurement of workshop tools, equipment machineries and raw material.
e. Visit any fabrication/wood working/sheet metal workshop and prepare a report.
11. SPECIAL INSTRUCTIONAL STRATEGIES (if any)
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
‘L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
c. About **15-20% of the topics/sub-topics** which is relatively simpler or descriptive in nature is to be given to the students for *self-directed learning* and assess the development of the LOs/COs through classroom presentations (see implementation guideline for details).
d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for *co-curricular activities*.
e. Guide student(s) in undertaking micro-projects.
f. Arrange visit to nearby industries and workshops for understanding various manufacturing process.
g. Show video/animation films to explain functioning of various processes like shaping, tapping, honing, turning, milling, knurling etc.
h. Prepare maintenance charts various workshop machineries.
### 12. SUGGESTED TITLES OF MICRO-PROJECTS
*Only one micro-project* is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than **16 (sixteen) student engagement hours** during the course.
In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty:
a. Prepare a utility job using various wood working shop operations as per given drawing.
b. Prepare a utility job using various plumbing operations as per given drawing.
c. Prepare a utility job using various sheet metal operations as per given drawing.
**Note:**
i. Utility Job will be assigned by the teacher.
ii. Utility Job will be completed in a group of 4 to 5 students and students have to maintain work diary consist of job drawing, operations details, required raw materials, tools, equipments, date wise performance record.
### 13. SUGGESTED LEARNING RESOURCES
| S. No. | Title of Book | Author | Publication |
|--------|---------------------------------------------------|-------------------------|--------------------------------------------------|
| 1. | Workshop Practice | Bawa, H.S. | McGraw Hill Education, Noida; ISBN: 978-0070671195 |
| 2. | A Textbook of Manufacturing Process (Workshop Tech.) | Gupta, J.K.; Khurmi, R.S. | S.Chand and Co. New Delhi ISBN:81-219-3092-8 |
| 4. | Introduction to Basic Manufacturing Process & Workshop Technology | Singh, Rajender | New Age International, New Delhi; 2014, ISBN: 978-81-224-3070-7 |
### 14. SOFTWARE/LEARNING WEBSITES
a. http://www.asnu.com.au
b. http://www.abmtools.com/downloads/Woodworking%20Carpentry%20Tools.pdf
c. http://www.weldingtechnology.org
d. http://www.newagepublishers.com/samplechapter/001469.pdf
e. http://www.youtube.com/watch?v=TeBX6cKKHWY
f. http://www.youtube.com/watch?v=QHF0sNHntw&feature=related
g. http://www.youtube.com/watch?v=Kvlzo9CAXt4&feature=relmfu
h. http://www.piehtoolco.com
i. http://sourcing.indiamart.com/engineering/articles/materials-used-hand-tools/
j. https://www.youtube.com/watch?v=9_enkaAbtCM
Program Name: All Branches of Diploma in Engineering and Technology.
Program Code: CE/CR/CS/CH/PS/CM/CO/IF/CW/DE/EJ/EN/EQ/ET/EX/IE/MU/EE/EP/EU/IS/IC/AE/FG/ME/PG/PT/DC/TX/TC
Semester: First
Course Title: English
Course Code: 22101
1. RATIONALE
English language skills have become inevitable in the era of globalization. The skills of language contribute substantially to the career of engineering profession, where almost all the service manuals, installation and commissioning manuals of the various equipment are in English and technologist has to interpret them correctly. Competency in English is need of the hour, not only for Indian industry, but also worldwide, where diploma engineers have the employable opportunity. Therefore, the basic English skills- listening, speaking, reading and writing have become almost mandatory for employability. This course is therefore designed to help the students to communicate in English effectively.
2. COMPETENCY
The aim of this course is to help the students to attain the following industry identified competency through various teaching learning experiences:
- Communicate in English in spoken and written form effectively.
3. COURSE OUTCOMES (COs)
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
a. Formulate grammatically correct sentences.
b. Summarise comprehension passages.
c. Compose dialogues and paragraphs for different situations.
d. Use relevant words as per context.
e. Deliver prepared speeches to express ideas, thoughts and emotions.
4. TEACHING AND EXAMINATION SCHEME
| Teaching Scheme | Credit (L+T+P) | Examination Scheme |
|-----------------|---------------|--------------------|
| | | Theory | Practical |
| | | Paper Hrs. | ESE Min | ESE Max | PA Min | PA Max | Total | ESE Min | ESE Max | PA Min | PA Max | Total |
| L T P | 3 -- 2 5 | 3 70 28 30* 00 100 40 25@ 10 25 10 50 20 |
(*) Under the theory PA, out of 30 marks. 10 marks are for micro-project assessment to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the cognitive domain UOs required for the attainment of the COs.
Legends: L - Lecture; T - Tutorial; Teacher Guided Theory Practice; P - Practical; C - Credit. ESE - End Semester Examination; PA - Progressive Assessment.
5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map.
6. SUGGESTED PRACTICALS/ EXERCISES
The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency.
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. required |
|--------|---------------------------|----------|-----------------------|
| 1 | Make sentences using correct articles. | 1 | 2 |
| 2 | Construct sentences using correct prepositions. | 1 | 2* |
| 3 | Formulate sentences using correct conjunctions/connectors. | 1 | 2 |
| 4 | Rewrite sentences using relevant forms of verbs. | 1 | 2* |
| 5 | Change the voice from active to passive and vice-versa. | 1 | 2* |
| 6 | Change the narration direct to indirect and vice-versa. | 1 | 2* |
| 7 | Repeat words on Language Lab software after listening to them. | 1 | 2* |
| 8 | Deliver oral presentations using correct grammar. | 1 | 2* |
7. **MAJOR EQUIPMENT/INSTRUMENTS REQUIRED**
The following topics/subtopics is to be taught and assessed in order to develop UOs for achieving the COs to attain the identified competency.
| S. No. | Equipment Name with Broad Specifications | Exp. S.No. |
|--------|------------------------------------------|------------|
| 1 | Language Lab with relevant software and Computer system with all necessary components like: Motherboard, Random Access Memory (RAM), Read-Only Memory (ROM), Graphic cards, Sound Cards, Internal Hard Disk Drives, DVD drive, Network Interface Card | All |
| 2 | LCD Projector with document reader | All |
| 3 | Smart Board with networking | All |
8. **UNDERPINNING THEORY COMPONENTS**
The following topics/subtopics should be taught and assessed in order to develop LOs in cognitive domain for achieving the COs to attain the identified competency:
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|-------------------------------------------|-----------------------|
| | Writing Skills | Speaking Skills | |
| Unit – I Applied Grammar | 1a. Use relevant articles in constructing sentences.
1b. Apply prepositions to construct meaningful sentences.
1c. Identify conjunctions to connect phrases and clauses in the specified sentences.
1d. Use correct form of tenses in given situation.
1e. Change the active and passive voice from the specified passage/list.
1f. Change the narration for the given situation.
1g. Formulate grammatically correct sentences for the specified situation.
1h. Use relevant Prepositions for the situation mentioned.
1i. Apply relevant conjunctions to use idiomatic language for the given situation.
1j. Apply the relevant voice in formal communication for the given passage.
1k. Use relevant narrations for the given situation. | 1.1. Articles: Definite and Indefinite
1.2. Prepositions: Usage
1.3. Conjunctions: Coordinating and Subordinating
1.4. Types of sentences: Assertive, Imperative, Exclamatory, Interrogative
1.5 Tenses - Present Tense (Simple, Continuous, Perfect) - Past Tense (Simple, Continuous, Perfect) - Future Tense (Simple)
1.6 Active and Passive Voice
1.7. Direct and Indirect Speech |
| Unit– II Comprehension | 2a. Answer the given questions of the specified passage
2b. Formulate sentences using the given new words | 2e. Pronounce the words correctly in the given passage
2f. Give oral instructions with correct pronunciation and | 2.1 Seen Passages From Msbte Work Book
2.2 Importance Of Comprehension
2.3 Unseen Passages
2.4 Interpretation Of |
**Note**
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as ‘*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave’s ‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below:
| S.No. | Performance Indicators | Weightage in % |
|-------|-------------------------|----------------|
| a. | Setting up of language laboratory | 10 |
| b. | Using the language laboratory skillfully | 30 |
| c. | Follow Safety measures | 10 |
| d. | Work in teams | 20 |
| e. | Respond to given questions | 10 |
| f. | Self-learning | 20 |
| | Total | 100 |
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
a. Follow safety practices.
b. Maintain Cleanliness.
c. Demonstrate working as a leader/a team member.
d. Follow ethics.
Acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:
- ‘Valuing Level’ in 1st year
- ‘Organising Level’ in 2nd year
- ‘Characterising Level’ in 3rd year.
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| | Writing Skills | Speaking Skills | |
| 2c. | Use correct syntax to construct meaningful sentences for the given situation. | intonation for the given situation. | Passages In Written And Spoken Form |
| 2d. | Answer the questions on the given unseen passage. | 2g. Answer the questions orally on the given unseen passage with correct pronunciation. | situation. |
**Unit – III Paragraph and Dialogue Writing**
3a. Differentiate the given types of paragraphs with justification.
3b. Formulate a paragraph in words with synchronized sentence structure on the given situation / topic.
3c. Explain the theme on given paragraph precisely.
3d. Summarise the given paragraph with correct pronunciation and intonation.
3e. Take part in debates with correct pronunciation, intonation and using verbal and non-verbal gestures on the given themes.
3.1 Types of Paragraph
i. Technical
ii. Descriptive
iii. Narrative
iv. Compare and Contrast
3.2 Dialogue Writing
i. Greetings
ii. Development of Dialogue
iii. Closing Sentence
**Unit – IV Vocabulary Building**
4a. Remove the spelling errors in the given sentences/paragraph
4b. Use relevant words to correctly express for the given themes/situation.
4c. Use the collocations correctly.
4d. Construct sentences using given idioms.
4e. Speak in specified formal situations with correct pronunciation.
4f. Speak in specified informal situations with correct pronunciation.
4g. Speak sentences using relevant collocations
4.1. Rules of Spelling
4.2. Words Often Confused
4.3. Collocations
4.4. Idioms
**Unit-V Speeches**
5a. Develop a welcome speech on the given theme/situation.
5b. Develop a farewell speech for the given theme/situation.
5c. Formulate a speech for introducing a guest in the given situation.
5d. Develop a vote of thanks for the given
5e. Introduce oneself with correct pronunciation, intonation and using verbal and non-verbal gestures.
5f. Give extempore talks with correct pronunciation, intonation and using verbal and non-verbal gestures for the given theme/ situation.
5.1. Importance of Public Speaking
5.2. Characteristics of Good Speech
5.3. Welcome Speech
5.4. Farewell Speech
5.5. Introducing a Guest
5.6. Vote of Thanks
---
9. **SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN**
| Unit No. | Unit Title | Teaching Hours | Distribution of Theory Marks |
|----------|-----------------------------|----------------|------------------------------|
| | | | R Level | U Level | A Level | Total Marks |
| I | Applied Grammar | 12 | 02 | 04 | 08 | 14 |
| II | Comprehension | 20 | 05 | 06 | 13 | 24 |
| III | Paragraph and Dialogue Writing | 06 | 02 | 04 | 06 | 12 |
| IV | Vocabulary Building | 06 | 02 | 04 | 06 | 12 |
| V | Speeches | 04 | 02 | 02 | 04 | 08 |
| | **Total** | **48** | **13** | **20** | **37** | **70** |
*Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)*
*Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.*
10. **SUGGESTED STUDENT ACTIVITIES**
Other than the classroom and laboratory learning, following are the suggested student-related *co-curricular* activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
a. Collect good articles from newspapers and find and write the meanings of words.
b. Listen to TV news.
c. Read articles from magazines/newspapers.
d. Undertake micro-projects.
11. **SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)**
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
a. Massive open online courses (*MOOCs*) may be used to teach various topics/sub topics.
b. ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
a. Arrange various communication activities using functional grammar.
b. Show video/animation films to develop listening skills and enhance vocabulary.
c. Use real life situations for explanation.
d. Prepare and give oral presentations.
e. Guide micro-projects in groups as well as individually.
12. **SUGGESTED TITLES OF MICRO-PROJECTS**
*Only one micro-project* is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of practicals POs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (*sixteen*) *student engagement* hours during the course.
In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty:
a. Develop language games, activities, crossword puzzles enhancing word power to be used in English language.
b. Prepare advertisement for five technical projects using contextual vocabulary.
c. After studying standard English newspapers, prepare a booklet identifying various grammatical aspects of sentences.
d. Prepare a booklet of the interviewing any successful person in your locality in context with his life journey, inspiration, social contribution, role model and keys to success.
e. Prepare a booklet of the contribution of eminent Indian scientists and develop well organized paragraphs.
f. Summarise the contents of a famous book/books [fiction/non fiction]
g. Prepare a collage using different idioms with their origins and their contextual usage.
13. **SUGGESTED LEARNING RESOURCES**
| S. No. | Title of Book | Author | Publication |
|--------|-------------------------------------|---------------------------------------------|-----------------------------------------------------------------------------|
| 1 | English Workbook | MSBTE | MSBTE, Mumbai, 2017 |
| 2 | Effective English with CD | Kumar, E. Suresh; Sreehari, P.; Savithri, J.| Pearson Education, Noida, New Delhi, 2009 ISBN: 978-81-317-3100-0 |
| 3 | English Grammar at Glance | Gnanamurali, M. | S. Chand and Co. New Delhi, 2011 ISBN:9788121929042 |
| 4 | Essential English Grammar | Murphy, Raymond | Cambridge University Press, New Delhi, Third edition, 2011, ISBN: 9780-0-521-67580-9 |
| 5 | Living English Structure | Allen, W.S. | Pearson Education, New Delhi, Fifth edition, 2009, ISBN:108131728498.99 |
14. **SOFTWARE/LEARNING WEBSITES**
a. https://www.britishcouncil.in/english/learn-online
b. http://learnenglish.britishcouncil.org/en/content
c. http://www.talkenglish.com/
d. languagelabsystem.com
e. www.wordsworthelt.com
Course Name: All Branches of Diploma in Engineering and Technology.
Course Code: CE/CR/CS/CH/PS/CM/CO/IF/CW/DE/EJ/EN/EQ/ET/EX/IE/MU/EE/EP/EU/IS/IC/AE/FG/ME/PG/PT/DC/TX/TC
Semester: First
Subject Title: Basic Science (Physics & Chemistry)
Subject Code: 22102
1. RATIONALE
Diploma engineers (also called technologists) have to deal with various materials and machines. This course is designed with some fundamental information to help the technologists apply the basic concepts and principles of physics and chemistry to solve broad-based engineering problems. The study of basic principles of sciences and the concepts related to various materials such as metals, alloys, inorganic salts, polymers, lubricants, paints, varnishes, adhesives, heat, electricity, magnetism, optics, semiconductors and others will help in understanding the technology courses where emphasis is on the applications of these in different technology applications.
2. COMPETENCY
The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:
- Solve broad-based engineering problems applying principles of physics and chemistry.
3. COURSE OUTCOMES (COs)
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
a. Estimate errors in the measurement of physical quantities.
b. Apply the principles of electricity and magnetism to solve engineering problems.
c. Use the basic principles of heat and optics in related engineering applications.
d. Apply the catalysis process in industries.
e. Use corrosion preventive measures in industry.
f. Use relevant engineering materials in industry.
4. TEACHING AND EXAMINATION SCHEME
| Teaching Scheme | Credit (L-T-P) | Examination Scheme |
|-----------------|---------------|--------------------|
| | | Theory | Practical |
| | | Paper Hrs. | ESE Max | Min | PA Max | Min | Total | ESE Max | Min | PA Max | Min | Total |
| 2 - - - 2 4 | 2 70@ 28 | 15* 15* 100 | 25@ 10 25 10 50 20 |
| 2 - - - 2 4 | 2 70@ 28 | 15* 15* 100 | 25@ 10 25 10 50 20 |
(*): Under the theory P.A. out of 30 marks, 10 marks are for micro-project assessment (5 marks each for Physics and Chemistry) to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessment of the UOs required for the attainment of the COs.
Legends: L=Lecture; T= Tutorial Teacher Guided Theory Practice; P=Practical; C=Credit. ESE=End Semester Examination; PA=Progressive Assessment
5. COURSE MAP (with sample COs, PrOs, UOs, ADOs and topics)
This course map illustrates an overview of the flow and linkages of the topics at various levels of outcomes (details in subsequent sections) to be attained by the student by the end of the course, in all domains of learning in terms of the industry/employer identified competency depicted at the centre of this map.
6. SUGGESTED PRACTICALS/EXERCISES
The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency.
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. Required |
|--------|---------------------------|----------|-----------------------|
| | Physics | | |
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. Required |
|-------|------------------------------------------------------------------------------------------|----------|-----------------------|
| 1 | Use Vernier caliper to:
(i) Measure dimensions of given objects.
(ii) Measure the dimensions of objects of known dimensions.
(iii) Estimate the errors in measurement. | I | 02* |
| 2 | Use Screw gauge to:
(i) Measure dimensions of given objects.
(ii) Measure the dimensions of objects of known dimensions.
(iii) Estimate the errors in measurement. | I | 02* |
| 3 | Use Spherometer to measure radius of curvature of any curved surface. | I | 02 |
| 4 | Use Ohm’s law to solve circuit problems. | II | 02* |
| 5 | Determine the specific resistance of given wire. | II | 02* |
| 6 | Use the principle of series resistance in solving electrical engineering problems. | II | 02 |
| 7 | Use the principle of parallel resistance in solving electrical engineering problems. | II | 02 |
| 8 | Use magnetic compass to draw the magnetic lines of forces of magnet of different shapes. | II | 02* |
| 9 | Use magnetic compass to determine the neutral points when
(i) North pole of bar magnets points towards the north pole of earth.
(ii) South pole of bar magnets points towards the north pole of earth. | II | 02 |
| 10 | Use p-n junction diode to draw forward bias and reverse bias I-V characteristics. | II | 02* |
| 11 | Determine forbidden energy band gap in semiconductors. | II | 02 |
| 12 | Determine the pressure-volume relation using Boyle’s law. | III | 02 |
| 13 | Use Joule’s calorimeter to determine Joule’s mechanical/electrical equivalent of heat. | III | 02* |
| 14 | Use Searle’s thermal conductivity apparatus to find co-efficient of thermal conductivity of a given material. | III | 02* |
| 15 | Use pin method to determine refractive index of prism. | III | 02* |
| 16 | Determine the refractive index of glass slab using TIR phenomenon. | III | 02 |
**Chemistry**
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. Required |
|-------|------------------------------------------------------------------------------------------|----------|-----------------------|
| 17 | Identify cation in given ionic solutions. | IV | 02* |
| 18 | Identify anion in given ionic solutions. | IV | 02 |
| 19 | Determine the percentage of iron in the given sample using redox titration. | IV, V | 02* |
| 20 | Prepare the corrosive medium for Aluminium at different temperature. | V | 02 |
| 21 | Determine the rate of corrosion on different temperatures for Aluminium. | V | 02* |
| 22 | Determine the electrode potential of Copper metal. | V | 02 |
| 23 | Determine the electrode potential of Iron metal. | V | 02* |
| 24 | Determine the voltage generated from chemical reaction using | V | 02 |
| S. No. | Practical Outcomes (PrOs) | Unit No. | Approx. Hrs. Required |
|-------|------------------------------------------------------------------------------------------|----------|-----------------------|
| 25 | Daniel Cell. | V | 02* |
| 26 | Determine the pH value of given solution using pH meter and universal indicator. | V | 02 |
| 27 | Determine electrochemical equivalent of Cu metal using Faraday’s first law. | V | 02 |
| 28 | Determine equivalent weight of metal using Faraday’s second law. | V | 02* |
| 29 | Determine the effect of temperature on viscosity for given lubricating oil using Redwood viscometer-I. | VI | 02* |
| 30 | Determine the steam emulsification number of given lubricating oil. | VI | 02 |
| 31 | Determine the flash and fire point of given lubricating oil using Cleveland open cup apparatus. | VI | 02* |
| 32 | Determine the flash point of given lubricating oil using Abel’s closed cup apparatus. | VI | 02* |
| 33 | Determine thinner content in oil paint. | VI | 02* |
**Total** 54
**Note**
i. A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the CoS and competency. A judicial mix of minimum 12 (each in Physics and Chemistry) or more practical need to be performed, out of which, the practicals marked as ‘*’ are compulsory, so that the student reaches the ‘Precision Level’ of Dave’s ‘Psychomotor Domain Taxonomy’ as generally required by the industry.
ii. The ‘Process’ and ‘Product’ related skills associated with each PrO is to be assessed according to a suggested sample given below:
| S. No. | Performance Indicators | Weightage in % |
|-------|-------------------------------------------------------------|----------------|
| 1 | Preparation of experimental set up | 20 |
| 2 | Setting and operation | 20 |
| 3 | Safety measures | 10 |
| 4 | Observations and Recording | 10 |
| 5 | Interpretation of result and Conclusion | 20 |
| 6 | Answer to sample questions | 10 |
| 7 | Submission of report in time | 10 |
**Total** 100
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
a. Follow safety practices.
b. Practice good housekeeping.
c. Demonstrate working as a leader/a team member.
d. Follow ethical practices.
The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| | 3f. the given mediums. Describe light propagation in the given type of optical fiber. | 3.6 Optical fiber: Principle, construction and path of light through optical fiber, applications of optical fibers. |
| | **Chemistry** | |
| Unit-IV Chemical bonding and Catalysis | 4a. Explain the properties of given material based on the bond formation. 4b. Describe the molecular structure of given solid, liquid and gases. 4c. Describe the crystal structure of the given solids. 4d. Select the relevant catalyst for given application. | 4.1 Electronic theory of valency, chemical bonds: types and characteristics, electrovalent bond, covalent bond, coordinate bond, hydrogen bond, metallic bond, metallic properties, intermolecular force of attraction. 4.2 Molecular arrangement in solid, liquid and gases. 4.3 Structure of solids: crystalline and amorphous solid, properties of metallic solids, unit cell - of simple cubic, body centre cubic, face centre cubic, hexagonal close pack crystals. 4.4 Catalysis: Types of catalysis, Catalyst, Types of Catalyst, Positive Catalyst, Negative Catalyst, Auto-catalyst, Catalytic Promoter and Catalytic inhibitor, Industrial Application of Catalyst |
| Unit –V Metal Corrosion, its prevention and Electrochemistry | 5a. Describe the phenomenon of the given type of corrosion and its prevention. 5b. Identify the different factors affecting rate of corrosion for the given type of material. 5c. Select the protective measures to prevent the corrosion in the given corrosive medium. | 5.1 Corrosion: Types of corrosion - Dry corrosion, Wet corrosion. Oxidation corrosion (Atmospheric corrosion due to oxygen gas), mechanism. Types of oxide film, Wet corrosion mechanism (Hydrogen evolution in acidic medium) 5.2 Concentration cell corrosion - oxygen absorption mechanism in neutral or alkaline medium, Pitting corrosion, Waterline corrosion, Crevice corrosion. 5.3 Factors affecting the rate of corrosion control: Modification of environment, Use of protective coatings - coating of less active metal like Tin (Tinning), coating of more active metal like Zinc (Galvanizing), Anodic and cathodic protection, Choice of material using pure metal and using metal alloys. 5d. Differentiate the salient features of the given electrolytic cell and electrochemical cell. 5e. Distinguish the given | |
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| | primary and secondary electrolytic cells. 5f. Describe the process of electrolysis for the given electrolyte. 5g. Describe the process of electroplating of the given material. | 5.5 Faraday's first and second law 5.6 Primary cell and secondary cell Electrolysis - Mechanism, Electroplating and electro-refining of copper. |
| Unit-VI Paints, Varnishes, Insulators, Polymer, Adhesives and Lubricants | 6a. Identify the ingredients of the given paints. 6b. Differentiate salient properties of the given paint and varnish. 6c. Describe the properties of insulating materials for the given application. | 6.1 Paints: Purpose of applying paint, Characteristics of paints, Ingredients of paints, Function and Examples of each ingredients 6.2 Varnish: Types, Difference between paints and varnishes 6.3 Insulators: Characteristics, Classification, Properties and Application of Glass wool, Thermocol |
| | 6d. Differentiate the given types of structural polymers. 6e. Describe the polymerization process of the given polymer. 6f. Explain the properties and uses of the given polymer, elastomer and adhesive. 6g. Describe the application of relevant adhesives required for the given material. 6h. Explain the properties of given type of lubricants. | 6.4 Polymer and Monomer, Classification: on the basis of Molecular structure, on the basis of monomers (homo polymer and copolymer), on the basis of Thermal behaviour (Thermoplastics and Thermosetting) 6.5 Types Polymerization Reaction, Addition Polymerization, Condensation Polymerization, Synthesis, properties and application of Polyethylene, Polyvinyl chloride, Teflon, Polystyrene, Phenol formaldehyde, Epoxy Resin 6.6 Adhesives: Characteristics, Classification and their uses 6.7 Lubricants: Classification, properties and applications |
**Note:** To attain the COs and competency, above listed UOs need to be undertaken to achieve the 'Application Level' and above of Bloom's 'Cognitive Domain Taxonomy'.
9. **SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN**
| Unit No. | Unit Title | Teaching Hours | Distribution of Theory Marks |
|----------|------------|----------------|------------------------------|
| | | | R Level | U Level | A Level | Total Marks |
| I | Units and Measurements | 06 | 02 | 03 | - | 05 |
| II | Electricity, Magnetism and Semiconductors | 14 | 03 | 05 | 08 | 16 |
| S. No. | Tutorials | Unit No. | Appro. Hrs. Required |
|-------|---------------------------------------------------------------------------|----------|----------------------|
| 4 | Solve solution of Simultaneous Equation using inversion method. | I | 2 |
| 5 | Resolve into partial fraction using linear non repeated, repeated, and | I | 2 |
| | irreducible factors. | | |
| 6 | Solve problems on Compound, Allied, multiple and sub multiple angles. | II | 2 |
| 7 | Practice problems on factorization and de factorization. | II | 2 |
| 8 | Solve problems on inverse circular trigonometric ratios. | II | 2 |
| 9 | Practice problems on equation of straight lines using different forms. | III | 2 |
| 10 | Solve problems on perpendicular distance, distance between two parallel | III | 2 |
| | lines, and angle between two lines. | | |
| 11 | Solve problems on Area, such as rectangle, triangle, and circle. | IV | 2 |
| 12 | Solve problems on surface and volume, sphere, cylinder and cone. | IV | 2 |
| 13 | Solve practice problems on the surface area, volumes and its applications.| IV | 2 |
| 14 | Solve problems on finding range, coefficient of range and mean deviation. | V | 2 |
| 15 | Solve problems on standard deviation. | V | 2 |
| 16 | Solve problems on coefficient of variation and comparison of two sets. | V | 2 |
**Total** 32
*Note: The above tutorial sessions are for guideline only. The remaining tutorial hours are for revision and practice.*
### 7. MAJOR EQUIPMENT/INSTRUMENTS REQUIRED
- Not applicable -
### 8. UNDERPINNING THEORY COMPONENTS
The following topics/subtopics should be taught and assessed in order to develop UOs in cognitive domain for achieving the COs to attain the identified competency.
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|--------------------|-------------------------------------------|--------------------------------------------------------------------------------------|
| **Unit – I Algebra** | | |
| 1a. Solve the given simple problem based on laws of logarithm. | 1.1 Logarithm: Concept and laws of logarithm | |
| 1b. Calculate the area of the given triangle by determinant method. | 1.2 Determinant and matrices | |
| 1c. Solve given system of linear equations using matrix inversion method and by Cramer’s rule. | a. Value of determinant of order 3x3
b. Solutions of simultaneous equations in three unknowns by Cramer’s rule.
c. Matrices, algebra of matrices, transpose adjoint and inverse of matrices. Solution of simultaneous equations by matrix inversion method.
d. Types of partial fraction based on nature of factors and related | |
| 1d. Obtain the proper and improper partial fraction for the given simple rational function. | |
| **Unit – II Trigonometry** | | 2.1 Trigonometric ratios of Compound, allied, multiple and sub-multiple angles (without proofs) |
| 2a. Apply the concept of Compound angle, allied angle, and multiple angles to solve the given simple engineering problem(s). | 2.2 Factorization and de-factorization formulae (without proofs) |
| 2b. Apply the concept of Sub- multiple angle to solve the given simple engineering related problem(s). | 2.3 Inverse trigonometric ratios and related problem. |
| 2c. Employ concept of factorization and de-factorization formulae to solve the given simple engineering problem(s). | 2.4 Principle values and relation between trigonometric and inverse trigonometric ratio. |
| 2d. Investigate given simple problems utilizing inverse trigonometric ratios. | |
| **Unit – III Coordinate Geometry** | | 3.1 Straight line and slope of straight line
a. Angle between two lines
b. Condition of parallel and perpendicular lines. |
| 3a. Calculate angle between given two straight lines. | 3.2 Various forms of straight lines
a. Slope point form, two point form.
b. Two points intercept form.
c. General form.
d. Perpendicular distance from a point on the line.
e. Perpendicular distance between two parallel lines. |
| 3b. Formulate equation of straight lines related to given engineering problems. | |
| 3c. Identify perpendicular distance from the given point to the line. | |
| 3d. Calculate perpendicular distance between the given two parallel lines. | |
| **Unit – IV Mensuration** | | 4.1 Area of regular closed figures, Area of triangle, square, parallelogram, rhombus, trapezium and circle. |
| 4a. Calculate the area of given triangle and circle. | 4.2 Volume of cuboids, cone, cylinders and sphere. |
| 4b. Determine the area of the given square, parallelogram, rhombus and trapezium. | |
| 4c. Compute surface area of given cuboids, sphere, cone and cylinder. | |
| 4d. Determine volume of given cuboids, sphere, cone and cylinder. | |
| **Unit – V Statistics** | | 5.1 Range, coefficient of range of discrete and grouped data. |
| 5a. Obtain the range and coefficient of range of the given grouped and ungrouped data. | 5.2 Mean deviation and standard deviation from mean of grouped and ungrouped data, weighted means |
| 5b. Calculate mean and standard deviation of discrete and grouped data related to the given simple engineering problem. | 5.3 Variance and coefficient of variance. |
| 5c. Determine the variance and coefficient of variance of given grouped and ungrouped data. | 5.4 Comparison of two sets of observation. |
| Unit | Unit Outcomes (UOs) (in cognitive domain) | Topics and Sub-topics |
|------|------------------------------------------|-----------------------|
| 5d | Justify the consistency of given simple sets of data. |
**Note:** To attain the COs and competency, above listed Unit Outcomes (UOs) need to be undertaken to achieve the ‘Application Level’ and above of Bloom’s ‘Cognitive Domain Taxonomy’.
9. **SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN**
| Unit No. | Unit Title | Teaching Hours | Distribution of Theory Marks |
|----------|---------------------|----------------|------------------------------|
| | | | R Level | U Level | A Level | Total Marks |
| I | Algebra | 20 | 02 | 08 | 10 | 20 |
| II | Trigonometry | 18 | 02 | 08 | 10 | 20 |
| III | Coordinate Geometry | 08 | 02 | 02 | 04 | 08 |
| IV | Mensuration | 08 | 02 | 02 | 04 | 08 |
| V | Statistics | 10 | 02 | 05 | 07 | 14 |
| | **Total** | **64** | **10** | **25** | **35** | **70** |
**Legends:** R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)
**Note:** This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.
10. **SUGGESTED STUDENT ACTIVITIES**
Other than the classroom learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course:
a. Identify engineering problems based on real world problems and solve with the use of free tutorials available on the internet.
b. Use graphical softwares: EXCEL, D.PLOT and GRAPH for related topics.
c. Use MathCAD as Mathematical Tools and solve the problems of Calculus.
d. Identify problems based on applications of matrix and use MATLAB to solve these problems.
e. Prepare models to explain different concepts.
f. Prepare a seminar on any relevant topic.
11. **SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)**
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
a. Massive open online courses (MOOCs) may be used to teach various topics/subtopics.
b. ‘L’ in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
c. About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the UOs/COs through classroom presentations (see implementation guideline for details).
d. With respect to item No.10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
e. Guide student(s) in undertaking micro-projects.
f. Apply the mathematical concepts learnt in this course to branch specific problems.
12. **SUGGESTED MICRO-PROJECTS**
Only one micro-project is planned to be undertaken by a student assigned to him/her in the beginning of the semester. S/he ought to submit it by the end of the semester to develop the industry oriented COs. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course.
In the first four semesters, the micro-project could be group-based. However, in higher semesters, it should be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. A suggestive list is given here. Similar micro-projects could be added by the concerned faculty.
a. Prepare charts using determinants to find area of regular shapes.
b. Prepare models using matrices to solve simple problems based on cryptography.
c. Prepare models using matrices to solve simple mixture problems.
d. Prepare charts displaying regular solids.
e. Prepare charts displaying regular closed figures.
f. Prepare charts for grouped and ungrouped data.
13. **SUGGESTED LEARNING RESOURCES**
| S. No. | Title of Book | Author | Publication |
|--------|-------------------------------------|----------------------|--------------------------------------------------|
| 1 | Higher Engineering Mathematics | Grewal, B.S. | Khanna publications, New Delhi, 2015 ISBN: 8174091955 |
| 2 | Advanced Engineering Mathematics | Krezig, Ervin | Wiley Publications, New Delhi, 2014 ISBN: 978-0-470-45836-5 |
| 3 | Engineering Mathematics (third edition). | Croft, Anthony | Pearson Education, New Delhi, 2014 ISBN 978-81-317-2605-1 |
| 4 | Getting Started with MATLAB-7 | Pratap, Rudra | Oxford University Press, New Delhi, 2014, ISBN: 0199731241 |
| 5 | Advanced Engineering Mathematics | Das, H.K. | S. Chand & Co.; New Delhi; 2008, ISBN:9788121903455 |
14. **SOFTWARE/LEARNING WEBSITES**
a. www.scilab.org/ - SCI Lab
b. www.mathworks.com/products/matlab/ - MATLAB
c. www.dplot.com/ - DPlot
d. www.allmathcad.com/ - MathCAD
e. www.wolfram.com/mathematica/ - Mathematica
f. https://www.khanacademy.org/math?gclid=CNqHuabCys4CFdOJaAoddHoPig
g. www.easycalculation.com
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TOUCHSTONE
SECOND EDITION
Teacher’s Edition 3
Michael McCarthy
Jeanne McCarten
Helen Sandiford
Audio CD/CD-ROM with customizable tests and quizzes
TOUCHSTONE
Teacher's Edition 3
MICHAEL MCCARTHY
JEANNE McCARTEN
HELEN SANDIFORD
CAMBRIDGE UNIVERSITY PRESS
این مجموعه با لوحگوی مرجع زبان ایرانیان به صورت نشریه و حامل به تبیت رسیده است.
کیپ پردازی از آن خلاف قانون، شرع و اخلاق است و شامل پیگرد خواهد شد.
## Contents
### Introduction
- Introduction iv
- Course components vii
- Structure of the units in the Student’s Book x
- Features of the units in the Student’s Book xi
- Introduction to the CEFR xviii
- Corpus frequency: The top 500 spoken words xix
- Acknowledgments xxiii
- Contents and learning outcomes xxiv
- Student’s Book useful language xxviii
- Ideas for getting students to speak in large classes xxix
### Teaching notes
- Unit 1 The way we are T-1
- Unit 2 Experiences T-11
- Unit 3 Wonders of the world T-21
- Checkpoint Units 1–3 T-31
- Unit 4 Family life T-33
- Unit 5 Food choices T-43
- Unit 6 Managing life T-53
- Checkpoint Units 4–6 T-63
- Unit 7 Relationships T-65
- Unit 8 What if? T-75
- Unit 9 Tech savvy? T-85
- Checkpoint Units 7–9 T-95
- Unit 10 What’s up? T-97
- Unit 11 Impressions T-107
- Unit 12 In the news T-117
- Checkpoint Units 10–12 T-127
- Free talk T-129
- Sounds right T-137
- Extra practice T-140
### Language summaries T-152
### Student’s Book audio scripts T-164
### Workbook answer key T-176
### Credits T-191
What’s new in the Second Edition?
*Touchstone* is an innovative series for adult and young adult learners of American English that is used by millions of learners worldwide. The Second Edition has been thoroughly updated based on suggestions from teachers and students all over the world. In addition to having a fresh look and new photos, *Touchstone Second Edition* includes:
- more practice throughout, including a new *Extra practice* activities section which provides additional opportunities to practice key grammar points; these activities are for use in class or as homework
- *Can do*-style objectives to highlight the learning outcomes of each unit lesson, plus *Now I can…* self-evaluation sections at the end of each unit
- *Common errors* panels, which provide information from the Cambridge Learner Corpus to help students avoid making basic errors and to improve their test scores
- *Reading tips*, which introduce a skill or strategy to help students develop reading proficiency
- *Sounds right* activities, which provide additional pronunciation practice
- refreshed and updated content, including new activities, audio, and reading texts in every unit
*Touchstone* is a corpus-informed course, drawing on extensive research into the corpus of North American English in the Cambridge English Corpus (“the Corpus”) – a large database of everyday conversations and a variety of written texts that show how people actually use English. The database also includes the multimillion-word Cambridge Learner Corpus, which shows us how learners at different levels use English, what problems they have, and what the most common errors are at each level.
Corpus research ensures that learners using *Touchstone* will encounter the most useful and widely used words, phrases, and grammar in a range of everyday situations. Corpus research also led to the development of a unique conversation skills syllabus that includes strategies such as how to start and end conversations, how to show interest, and how to ask questions that are not too direct. The result is a groundbreaking course of language and skills development that helps learners communicate naturally and effectively, even at the very beginning levels.
Easy and enjoyable to teach, *Touchstone* is full of new and exciting ideas, offering a fresh approach to the teaching and learning of English. Here are some answers to the questions that people have asked us about the *Touchstone* series.
---
**Touchstone is a corpus-informed course. What is a corpus, exactly?**
A corpus is a database of spoken and / or written English. The words in a corpus can be collected from a variety of sources. For example, texts in a written corpus may come from newspapers, magazines, books, or websites, while “texts” in a spoken corpus may come from everyday conversations between friends and family, strangers, co-workers, etc. *Touchstone* was written using the corpus of North American English in the Cambridge English Corpus – a database that currently holds more than a billion words from spoken and written texts.
---
**Do I need to know a lot about the Corpus to be able to teach with *Touchstone*?**
Not at all. You don’t need any special knowledge of the Corpus to use the course successfully. You can feel assured that we, as the authors, have checked the Corpus carefully to ensure that the language we teach is frequent, natural, and useful, and that the statements we make about language are accurate.
As you teach from *Touchstone*, you and your students will learn many interesting facts about language coming from our corpus research. Throughout the Student’s Books you will see *In conversation* panels, which give useful information about spoken grammar and vocabulary or about differences between informal and formal spoken English. On many of the *Vocabulary notebook* pages, these *In conversation* panels present fun facts about vocabulary, such as how people refer to family members and what color and food words are used most frequently in conversation. The *Common errors* panels give useful advice on common errors to avoid with a particular language item. In the Teacher’s Editions we provide additional information about grammar and vocabulary that we feel will be of particular interest to you as a teacher. See pages xlix–xxii in this Teacher’s Edition for a list of the 500 words used most frequently in conversation.
---
**What kinds of information can you learn from a corpus?**
Using computer software to analyze a corpus, we can find out the most commonly used English words and expressions. The use of a corpus is a major innovation that makes it possible to develop an exciting new approach to learning English.
We used the Corpus to answer questions like these:
**What are the most frequent words and phrases in English?** By analyzing the Corpus, we can identify the most frequent words in everyday conversation. For example, we can find the top 50, 500, 1,000, or 5,000 words in the spoken Corpus and see how these are different from the most frequent words in the written Corpus. This ensures that students learn the most useful conversational words right from the beginning.
**Which English words are most likely to occur together?** We can find typical collocations, or words frequently used together, by looking at all the examples of an individual word and seeing what words most often precede or follow it. For example, we can identify the adjective that most frequently follows the adverb *pretty* (as used in *It was pretty good.*). We learn that the top four adjective collocations with *pretty* are *pretty good, pretty nice, pretty bad,* and *pretty cool.* This kind of information helps us present the adverb *pretty,* as well as other words and phrases, in natural and useful collocations.
**What are the most common meanings and uses of a particular grammar structure?** By using the Corpus, we can find out, for example, how people typically use the verb *can.* Most teachers are familiar with the meaning of *can* for “ability,” as in the sentence *I can swim.* Conversations in the spoken Corpus show that a more frequent meaning of *can* is that of “possibility,” or what it is possible to do in different places and situations, as in the sentence *In New York, you can go to the top of the Empire State Building.* So Touchstone gives priority to this use of *can.*
**Which verb forms do people use most frequently?** The spoken Corpus shows which verb forms people use most frequently in conversation. The simple present, for example, is more common than the present continuous. For that reason, we made a decision to introduce the simple present before the present continuous in *Touchstone.*
**How do people manage conversations effectively?** By reading the multitude of conversations in the Corpus, we can see how people interact in real-life situations. For example, how do people show that they are interested in a conversation and that they are listening? Conversations in the Corpus show that people do this by repeating information, asking questions, and saying things like “Really?,” “Right,” “I know,” and “Uh-huh.” What do people say when they want to end a conversation? There are many examples in the Corpus of people saying “Anyway, . . .” to end a conversation politely. How do people make sure their questions do not seem too direct? The Corpus shows people rephrasing questions with “I mean,” and adding the word *or* at the end of yes-no questions. For example: *Where do you go after work? I mean, do you go somewhere nice? Would you like to go out or . . . ?* The answers to these and other questions make it possible for *Touchstone* to teach students useful strategies for managing conversations successfully in English.
**What are the most typical contexts for specific vocabulary and grammar structures?** Searching the Corpus helps us find typical situations for using specific grammar structures and vocabulary so that we can present new language in natural contexts. The articles, conversations, interviews, and listening material that students encounter in the series are constructed in ways that reflect the character and content of the material in the Corpus.
**What errors do students make most frequently with grammar or vocabulary?** Searching the Learner Corpus helps us find the most frequent and persistent errors that learners typically make with different structures and at different levels. Examples include the verb forms that students have most problems with, using uncountable nouns correctly, and spelling problems. This information from the Learner Corpus enables us to target such problem areas and alert students to them as points to watch out for.
**How does this corpus-informed approach help me and my students?**
By identifying what language is essential to basic communication and what language allows us to speak clearly and precisely, corpus-informed materials can take learners to their goals more quickly and efficiently.
In addition, a study of a spoken corpus teaches us important things about social communication. As a result, activities based on corpus-informed materials can focus on the most important features of listening and speaking skills, making students more effective listeners and communicators. Successful spoken interaction is often called “the fifth skill.”
Finally, successful learning is all about motivation. Corpus-informed materials motivate learners because they can feel confident that the language they are learning is up-to-date, useful in everyday conversations, and targeted to situations in which they are likely to find themselves. Students can also be sure that the language corresponds to what they will encounter in real conversations, on radio and TV shows, in movies, on websites, and in books, newspapers, and magazines.
What methodology will I be using in Touchstone?
Touchstone merges the best features of proven and familiar communicative methodologies, offering stimulating activities that are carefully crafted to focus on the learning process. The Touchstone philosophy maintains that a successful course meets all of the following goals:
1. **It is interaction-based.** An important learning aim in every lesson is to get students talking to each other. This strong emphasis on spoken interaction enables students to put new language to use immediately to communicate with their classmates. In addition, Touchstone devotes a full lesson in every unit to the teaching of conversation strategies so that students can learn the skills needed for effective spoken communication.
2. **It personalizes the learning experience.** Touchstone offers engaging activities that encourage students to talk about their own lives and ideas as they discuss topics relevant to their interests and experiences. Students will enjoy talking about topics such as TV, music, the Internet, sports, and celebrities. The About you icon points out some of these opportunities.
3. **It promotes noticing and inductive learning.** Throughout the series, students complete tasks that actively involve them in the learning process. Students are also challenged to notice and figure out (inductive learning) grammar structures or English usage. Solving a problem or figuring something out for oneself is a powerful aid to understanding, and research shows that activities that have students notice and figure things out result in successful learning. Figure it out tasks challenge students to think about how target grammar structures are formed and used before they are formally introduced. Notice tasks in the Conversation strategy lessons encourage students to think about how people manage conversations effectively. Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary.
4. **It encourages students to be independent learners.** Clear learning aims at the start of each unit, a Now I can... checklist on each Vocabulary notebook page, and Progress checks at the end of each Workbook unit enable students to monitor their own learning. Vocabulary notebook pages encourage independent learning habits by allowing students to add their own words, expressions, and example sentences. Reading tips help students improve their reading skills as they tackle any new text. Each Teacher’s Edition provides a testing package that gives you and your students another valuable tool for assessing progress.
5. **It recognizes the importance of review and recycling.** Language students need constant review, and Touchstone systematically recycles and reviews target language in several sections of the Student’s Book – in Before you begin, Conversation strategy, Reading, Listening, Vocabulary notebook, and Checkpoint, as well as in the Workbook (or Online Workbook). Grammar, vocabulary, and conversation strategies taught in earlier units are recycled in later units. Items learned in lower levels are recycled in subsequent levels. Recycle icons throughout the Teacher’s Editions point out these and other opportunities for review and recycling.
6. **It offers flexibility to meet the needs of specific classes.** Touchstone can be used with large and small classes. Activities can be done in pairs, groups, or as a whole class, depending on your particular needs. Touchstone can also be adapted to varying course lengths. For shorter courses, the Vocabulary notebook pages and Reading and Writing tasks, as well as the Extra practice activities, can be assigned for homework. For longer courses, the Workbook provides additional learning tasks. The Teacher’s Edition offers a variety of extra classroom activities to reinforce learning that can be used when time allows.
Can I teach the lessons in a unit out of order?
It is highly recommended that Lessons A, B, C, and D are taught in order. This is because the new structures and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons. Each lesson in a unit assumes that students have learned the language of the previous lesson(s).
A special thank-you from the authors...
We have been greatly appreciative over the years for the feedback and support of teachers and students. We would like to extend a very personal thank-you to all those who have helped with the development of Touchstone Second Edition, and we hope that it will continue contributing to the success of your English classes. We always welcome any feedback and wish you well.
With our very best wishes,
Mike McCarthy
Jeanne McCarten
Helen Sandiford
Each level of *Touchstone Second Edition* consists of a full suite of print and digital components. Print materials include a Student’s Book, a Workbook, and a Teacher’s Edition with an Assessment Audio CD / CD-ROM.
In addition, each level of *Touchstone* contains a wide range of materials for use in the classroom and as homework – including online materials for *Touchstone Blended Learning*. Here is a list of the core components:
**Student’s Book**
There are 12 units in each Student’s Book. Each unit consists of:
- a unit opener page that presents the unit theme, the learning outcomes for every lesson, and a *Before you begin* warm-up activity
- four two-page lessons (Lessons A, B, C, and D) that present grammar; vocabulary; conversation strategies; and listening, reading, and writing practice
- a *Vocabulary notebook* page with fun tasks where students catalog new vocabulary, reinforce collocations, and further develop their vocabulary-building skills
- a *Now I can . . .* chart on the *Vocabulary notebook* page that helps students monitor their own learning (NEW!)
- a *Free talk* task at the back of the book that encourages students to converse freely in a natural setting
- a *Sounds right* activity at the back of the book that practices sounds, linked to the language of the unit (NEW!)
- an *Extra practice* page at the back of the book that provides additional practice of key grammar points (NEW!)
- *Reading tips* that introduce reading strategies and information about written texts; these tips help students develop reading proficiency and provide focused during-reading tasks that allow students to immediately apply the strategy (NEW!)
- *In conversation* panels that present interesting facts from the Corpus about the frequency of grammatical forms and vocabulary in spoken English
Four *Checkpoint* lessons review the language taught in the previous three units.
**Workbook**
The Workbook is a natural extension of the Student’s Book, providing reinforcement and consolidation of the material in the Student’s Book. There are two pages of follow-up activities for each Student’s Book lesson. The Workbook provides:
- thorough consolidation and practice of the vocabulary, grammar, and conversation strategies taught in the Student’s Book
- extra reading and writing activities to reinforce these important skills
- a wide variety of activity types, with photos and illustrations to provide context and keep students motivated
- a *Progress check* at the end of each unit to help students plan further independent study
**Online Workbook**
The Online Workbook provides the Workbook content as interactive activities. The Online Workbook contains:
- automatically marked activities with instant feedback
- progress checking for teachers
- forums and blogs that enable teachers to communicate with students online
- personalized writing tasks with guided self-assessment
Teacher’s Edition with Assessment Audio CD / CD-ROM
The interleaved Teacher’s Edition contains practical, step-by-step teaching notes for each page of the Student’s Book. It also offers:
- **Language notes** that not only provide an overview of the language presented in each unit but also give useful information, drawn from the Corpus, on the frequency of grammatical forms, words, and expressions
- a wide variety of extra activities geared to both small and large classes
- unit-by-unit Language summaries that include the unit vocabulary and expressions
- audio scripts for recorded material from the Student’s Book
- the Workbook answer key
An Assessment Audio CD / CD-ROM bound into the Teacher’s Edition contains:
- written and oral tests – one test of each type for Units 1–6, one for Units 7–12, and one for Units 1–12
- written and oral quizzes – one quiz of each type for every unit
- audio recordings, audio scripts, and answer keys to support the testing program
All tests and quizzes have been revised and checked by a testing expert and are available as PDF and Word documents – allowing teachers to customize them.
Class Audio Program
The Class Audio Program provides students with natural models for speaking and pronunciation as well as the opportunity to listen to a variety of voices and accents. The recordings are in natural, conversational American English. The class audio is available as downloadable recordings from www.cambridge.org/touchstone2/audio. The recordings are also available on CDs.
Presentation Plus Software
Presentation Plus allows teachers to present the Student’s Book, Workbook, and Video Activity Worksheets in a lively, interactive way by bringing together text, images, audio, and video in one place at the front of the classroom. The software also allows teachers to annotate pages, zoom in on specific content, and attach their own images, files, and links.
Presentation Plus can be used with all types of interactive whiteboards or with just a computer and projector.
Video and Video Resource Book
The *Touchstone* Video, available on DVD, provides video conversations that accompany the Student’s Book. The Video Resource Book offers worksheets for each unit. These can be used in class as extension activities.
Teacher’s Support Site
The teacher’s support area on the *Touchstone* website offers teaching tips, classroom activities, downloadable materials, and more.
Placement Testing Program
The *Touchstone / Viewpoint* Placement Testing Program helps teachers place students in the correct level of *Touchstone* or *Viewpoint*. The Testing Program provides three versions of the Objective Placement Test (multiple-choice questions that cover Listening, Reading, and Language Use), a Placement Essay, and a Placement Speaking Assessment to determine oral competency. An audio program, audio scripts, answer keys, and complete guidelines for administering the test are also included.
Also available: *Touchstone Blended Learning*
*Touchstone Blended Learning* is a completely customizable suite of print and digital components. The online component consists of the *Touchstone* Student’s Book content along with additional activities, video material, tests, online communication tools, and animated presentations of grammar, pronunciation, and conversation strategies. With learning outcomes tightly integrated between the online material and the Student’s Book, teachers can move seamlessly between the two, choosing which activities students do in class and which they complete online.
**Key features of blended learning**
- automatic feedback and progress tracking
- automatically marked tests and quizzes
- online communication tools that allow teachers and students to collaborate and interact online (forums, chat, blogs, etc.)
- animated presentations teaching target language, useful for learning prior to class or as a follow-up to material taught in class
- pronunciation and role-play activities to further practice speaking
- fun language learning games that recycle grammar and vocabulary
- additional video material
For a complete list of components, visit www.cambridge.org/touchstone2 or contact your local Cambridge University Press representative.
All units contain the following basic structure. It is important to note that lessons should be taught in A, B, C, D order. There may be some variety in the exact position of pronunciation, listening, and speaking activities from unit to unit.
**Unit opener** – Unit overview and warm-up activity
**Lesson A** – Grammar, pronunciation, and speaking
**Lesson B** – Vocabulary, grammar, and speaking
**Lesson C** – Conversation strategies, listening, and speaking
**Lesson D** – Reading, writing, listening, and speaking
**Vocabulary notebook** – Strategies for learning vocabulary and *Now I can* . . . self-check evaluation section
**At the back of the Student’s Book**
- **Free talk** – Additional speaking activities for use in class
- **Sounds right** – Pronunciation practice
- **Extra practice** – Additional practice of the unit grammar
- **Checkpoint** – Review
---
x • Introduction
Features of the units in the Student’s Book
Unit opener
The unit opener page sets the scene for the unit topic and introduces new vocabulary.
Tech savvy?
In this unit, you learn how to...
Lesson A
- Ask questions about problems with technology
- Make requests using questions within sentences
Lesson B
- Describe things working using separable phrasal verbs
- Talk about what is going on
Lesson C
- Talk about experiences like using technology
- Give opinions
- Use two-slice adjectives
- Express agreement/disagreement
Lesson D
- Ask questions about photos
- Ask questions about articles about technology
- Express personal information
Unit aims
- show key grammar, vocabulary, topics, functions, and strategies
Before you begin...
- provides photos of contemporary life, allowing easy introduction of the unit theme
- recycles structures from previous units in a short warm-up activity
- teaches new vocabulary related to the unit theme
Lesson A presents the main grammar point of the unit with some relevant new vocabulary. It may include a *Speaking naturally* pronunciation task, a *Talk about it* group discussion, or a *Listening* task.
### Getting started
- presents new grammar in natural contexts such as conversations, interviews, surveys, and phone messages
- focuses on the most frequent and useful language for everyday communication
### Figure it out
- helps students notice the forms and uses of the new structure
- challenges students to use their inductive skills before a grammar chart is presented
### Grammar charts
- provide a clear presentation of new structures
### Common errors
- provides information from the Cambridge English Corpus about key errors to avoid
### Grammar exercises
- give students both controlled and freer practice with the new structures
- offer opportunities to exchange personal information
### About you
- signals a personalized practice task
### Speaking and listening
- offers extended listening practice using grammar and vocabulary from the unit
- provides personalized speaking opportunities that build on the listening passage
Lesson C teaches Conversation strategies, including common expressions useful in conversation, followed by a listening and speaking activity that reinforces this conversational language.
**Conversation strategy**
- teaches students techniques for managing conversations more effectively in English
- offers an exciting syllabus of strategies drawn from conversations in the Cambridge English Corpus, covering techniques such as starting and ending conversations, reacting to news and information, taking time to think, repeating ideas, keeping conversations going, being polite and not “too direct,” and much more
This section provides a four-step presentation and practice where students:
- first, discuss the general topic
- then, listen and understand a conversation
- next, notice the strategy and find more examples
- finally, use the strategy first in controlled, then in more personalized, interactive practice
**Strategy plus**
- teaches conversation management expressions such as *I mean*, *Well*, and *Anyway*, all chosen for their relevance and frequency
- extends and reinforces the Conversation strategy
**In conversation**
- presents interesting facts from the Cambridge English Corpus about the frequency of grammatical forms and vocabulary in spoken English
**Listening and strategies**
- integrates the complementary skills from Conversation strategy and Strategy plus
- gives opportunities to listen to conversations and anecdotes based on real life
- includes “listenership activities” – tasks that mirror real communication by teaching students to react or respond to what they hear; tasks include “listen and choose the best response,” “listen and predict,” and “listen and decide if you agree”
---
**Lesson C**
**On the other hand, . . .**
1. **Conversation strategy** Giving different opinions
A What kinds of online games do people play? Do you or your friends play them?
B [3a] Listen. What does Hugo think about playing games online? What about Greg?
**Hugo**
I’d get tired of playing that game by myself.
Actually, I’m playing with two other guys. See?
So we’re always playing together all the time. They’re kind of like friends.
**Greg**
I don’t know. You don’t even know their real names!
That’s true. It’s still fun, though. We’re like a team. We’re like a group.
**Hugo**
Maybe. On the other hand, they’re not real friends. I mean, you don’t actually know what I’m saying!
**Greg**
Yeah. I know what you mean, but you don’t have to know people to enjoy doing stuff with them.
**Hugo**
Hmm. I’m not so sure. Don’t you think it’s good to spend time with real friends. Not just online friends?
**Greg**
Sure. So why don’t you come and play?
C Notice how Hugo and Greg give different opinions. They use expressions like these. Find examples in the conversation.
I know what you mean, but . . .
That’s true. (I don’t know, though.)
Maybe. On the other hand, . . .
I don’t know. I’m not (so) sure. Don’t you think . . . ?
D Pair work Respond to each comment by giving a different opinion. Then practice with a partner.
1. A Playing all those online games is a waste of time.
B Maybe. On the other hand . . .
2. A I really like using a social networking site. It’s a great way to keep in touch with people.
B I don’t know. Don’t you think . . . ?
3. A I never call anyone anymore; I just text. Then you don’t have to make all that small talk!
B That’s true . . .
4. A I hardly ever turn my cell phone off — even at night. I hate missing calls.
B I know what you mean, but . . .
2. **Strategy plus** You know what I mean?
When you want someone to agree with you, you can use expressions like these.
You know what? I mean?
Well, anyway.
You know what I’m saying?
It’s still fun, though. We’re like a team. You know what I mean?
Pair work Circle the best sentences to complete the comments. Then take turns saying each comment. Respond to your partner with a different opinion.
1. It seems to me that every student should have a laptop in school. Kids need to know how to use them. They can be distracting. You know what I mean?
2. I don’t think you can listen to music and study at the same time. It’s too distracting. You can’t focus on your work. You know what I mean?
3. They should ban cell phones from classrooms. People take business calls and everything. It’s important to be able to take business calls. It’s really annoying. You know what I mean?
4. I guess we won’t need books much in the future. Everything is online now. We’ll just download the information. Because we can’t remember people. You know what I mean?
A It seems to me that every student should have a laptop in school. Kids need to know how to use them. You know what I’m saying?
B But on the other hand, they can be distracting. You know what I mean?
3. **Listening and strategies** Technology matters
A [3b] Listen. Listen to Kevin and Sam. How would Kevin answer these questions?
1. Do you know what to do when a computer freezes up?
2. What do you think about using technology?
3. How can technology help you be flexible?
4. Does it bother you if a friend you’re with is always texting someone else?
5. What’s one thing that annoys you about technology?
B [3c] Listen again to three of Sam’s opinions. Do you agree or disagree? Write responses.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
C Pair work Discuss the questions in Exercise A above. Do you and your partner agree?
A Well, if my computer freezes up, I just turn it off and on again. It’s easy, you know?
B That’s true. Most people don’t know how to fix computer problems, though.
Lesson D focuses on reading and writing skills while also providing additional listening and speaking activities.
**Reading**
- provides comprehensive reading-skills development, including pre-reading, “as you read,” and post-reading tasks in every lesson; tasks include guessing words from context, understanding main ideas, and text organization
- offers high-interest texts, adapted from magazines, newspapers, and websites, that recycle and consolidate language and provide interesting content for discussion
**Reading tip**
- introduces reading strategies and information about written texts that help students develop reading proficiency
- provides focused during-reading tasks that allow students to immediately apply the strategy
**Speaking and writing**
- includes real-world writing tasks such as drafting email messages, letters, short articles, and blog entries
- moves from simple sentences to paragraphs, supporting the presentation with models both in the reading text and sample student writing
- provides a systematic syllabus, including *Help note* panels that give practical advice on areas such as punctuation, linking ideas, and organizing information
---
**SAVVY AND SAFE**
Most people know how to stay safe in the city. Don’t walk alone after dark, hold onto your bag, avoid crowded subway cars, and only ride in registered cabs. However, many people don’t know how to protect themselves online. They surf the Internet, and don’t know what to look for. Identity theft — when thieves steal your personal information to use it for their own purposes — is a growing crime. The most common way thieves get your name — is on the Internet. In some cases, thieves charge thousands of dollars to credit cards, empty bank accounts, or even take out loans in your name. They can even make you pay you out of your money! What’s worse is that they sometimes do it with your help. To avoid becoming a victim of an Internet scam, learn what to look for.
**DON’T BE THE VICTIM OF A SCAM**
The Internet is full of scams. Emma received an email from a friend who is overseas and urgently needs her to send money. Emma felt sad, and sent her $2,000. Emma, 22, from Chicago, was the victim of a scam. Somebody hacked into her friend’s email account and sent urgent messages to everyone in the contacts list. Emma didn’t even think of calling her friend to check if the email really was from him. She sent the money, and by then it was too late. Her friend told her: “I wasn’t hacked. I never sent you money back.”
DON’T send money to anyone if you get an email like this.
1) Do contact your friend to ask if there is a problem.
**Informational email scam:** Your bank sends an official email saying it has lost customer data. It asks you to send your bank account details, including your PIN number, to a special email address. At least the email looks as if it’s from your bank. It has their logo and looks official.
Even if the emails and credit card companies never ask for your full password or PIN in this way, DO check the spelling and grammar! If there are mistakes, the email is probably a scam.
**The “make money fast” chain email scam:** Someone sends you an email saying that you have been chosen to send a small amount of money to several people. You will get paid for doing so, and then you need to add your name to the bottom of the email. The next person gets the same email, and adds his or her name. The small explains that when your name gets to the top of the list, you’ll receive a lot of money. You might even become a millionaire! Usually, however, the sender’s name starts at the top of the list, so he or she gets all the money. Most of those emails are fake. Sending this type of chain email is against the law, but it’s also illegal. Do block the sender and block any emails that come from someone you don’t recognize.
Being savvy about scams is the best way to stay safe. If something seems a little strange, it probably is. Don’t fall for it.
1. PIN: Personal Identification Number
**C Are these sentences true or false according to the article? Write T or F.**
1. Most people know how to recognize scams on the Internet. _____
2. Usually, that is the first thing you see in a chain email. _____
3. Emma lost $2,000 of her own money. _____
4. Emma sent money to a friend who was traveling overseas. _____
5. Emma’s friend told her that she had lost her password. If they lose it. _____
6. Your name will never get to the top of the list in the chain email. _____
**D Pair work. Discuss the questions.**
1. Have you, or people you know, received emails like the ones in the article?
2. How often do you get emails from people you don’t know? What do you do with them?
3. How can you keep your personal information safe online?
4. What other scams have you heard about?
**Speaking and writing Keeping it safe**
**A** Read the classroom rules about how to keep your personal information safe. Discuss the questions and take notes.
1. Which documents should you shred? Do you shred them?
2. Do you memorize your PINs? Would you ever tell anyone your PIN?
3. Where do you keep important documents? Do you have copies of them?
4. Do you change your passwords? How often? How do you choose a good password?
5. How can you shop safely online or on the phone?
6. What can you do to protect your credit or debit card information?
7. What precautions do you take when you use an ATM?
8. How else can you keep your personal information safe?
“Me, you should shred your bank statements! I don’t usually do it, though. I forget. You know?”
**B** Read the help note. Then write a short article like the one below.
**Keeping your personal information safe!**
Credit cards
It’s important to keep your credit card number safe. Thieves may use it to buy goods without your knowledge. You might also find that it’s not the card when you really need it.
Do shred credit card bills. If you don’t, a thief may find your credit card number in the trash.
Don’t give your credit card number to someone who calls you. Don’t give it to anyone who hasn’t made the call, and you trust the person you are talking to.
**C** Read your classmates’ articles. What tips did you learn?
**Pre-writing**
- Write all your ideas down in any order. Don’t worry about grammar or spelling.
- Choose the best ideas you have.
- Number your ideas to help you organize your article.
- Write the article.
- Check your spelling and grammar.
Vocabulary notebook and Free talk
Vocabulary notebook provides enjoyable tasks at the end of every unit to help students organize and write down new vocabulary. It allows students to customize their own vocabulary learning, working in class or at home. The *Now I can . . .* chart, which appears on the page, provides a list of the main learning outcomes of the unit. This helps students focus on the things they can do with the language they have learned.
**Learning tip**
- introduces a useful technique in every unit for writing down, learning, and remembering new vocabulary
- covers writing whole expressions or collocations; grouping vocabulary in different ways; using charts, mind maps, and pictures; and other techniques
Task 1 practices the technique in the *Learning tip* with a set of vocabulary taken from the unit.
Task 2 allows students to use the same technique to log vocabulary they want to learn.
On your own offers fun, creative ways to practice vocabulary outside of class.
Now I can . . . encourages learner autonomy by providing a checklist of key learning outcomes with which students can assess their own learning.
Free talk provides optional activities for future practice and expansion of new language and conversation strategies.
Free talk
- encourages students to use the new language in meaningful interaction with their classmates
- presents a creative and varied range of task types, including information-gap activities, discussions, and games
---
**Free talk**
B. What would you do?
Group work. Discuss the questions. How are you alike? How are you different?
1. If you had an hour to spare right now, what would you do?
- A: If you had an hour to spare right now, what would you do?
- B: I’d play computer games!
- C: Really? I wouldn’t. I’d go and hang out with my friends.
2. If you had one month of free time, what would it be?
3. If you had to choose one thing to keep throughout your life, what would it be?
4. If you had to choose one electronic gadget to live without, what would it be?
5. If you could invite a famous person to a party, who would you invite?
6. If you could be like one person, who would you want to be like?
7. If you could have any job, what kind of work would you do?
8. If you could have one special talent, what would it be?
9. If you had to give up one habit, what would it be?
10. If you could do one thing over, what would you do?
Extra practice provides additional practice of the grammar points in each lesson.
**Extra practice**
**Lesson A Questions within sentences**
A Unscramble the questions, and complete the answers with your own information.
1. you know / has / you / computer / do / how much memory
Q: Do you know how much memory your computer has?
A: No, actually, I can’t remember ____________________________.
2. how many hours / do / you / on / week / spend / you have any idea
Q: _________________________________________________________?
A: Well, I don’t know _______________________________.
3. you know / do / is / good wireless Internet connection in your classroom / there / if
Q: _________________________________________________________?
A: Not really, I don’t really know _______________________________.
4. every week / you know / do / how many text messages / you / send
Q: _________________________________________________________?
A: Not really, I don’t really know _______________________________.
5. you remember / sent / can / who / you / email to yesterday
Q: _________________________________________________________?
A: Yes, I can remember exactly _______________________________.
**Lesson B Separable phrasal verbs, how to, where to, what to**
A Complete the first questions using the words given. There are two correct answers. Then complete the second questions using pronouns.
1. How often do you ______ turn off your cell phone? OR
turn your cell phone off? (your cell phone / turn off)
Where do you have to ______ turn it off?
(your cell phone / set up)
2. Did you know how to ______ set up? (your computer / set up)
Did you ______ yourself? (your music / turn down)
3. Has anyone ever asked you ______ turn it off? (your headphones / put on)
Did you ______ yesterday? (your headphones / put on)
4. Do you ______ to listen to music? (your headphones / put on)
Did you ______ yesterday? (your headphones / put on)
5. Do you know how to ______ on your computer? (the spell check / turn on)
Do you regularly ______? (the spell check / use)
6. Do you know how to ______ in your home? (wireless internet / set up)
Did you ______? (wireless internet / use)
B Pair work Ask and answer the questions with a partner. Give your own answers.
---
**Sounds right**
**Lesson 9**
4 Listen and repeat the words. Notice that one or more syllables in each word are unstressed. They have a weak vowel sound like the /ʌ/ sound in ground or the /æ/ sound in empty. Circle the unstressed syllables.
1. around 3. computer 5. remember 7. problem 9. support
2. bank 4. idea 6. computer 8. tablet 10. virus
---
**Lesson 10**
4 Listen and repeat the words. Are the sounds like the sounds in again, bought, get, might, thing, or frog? Write the words from the list in the correct columns below.
1. glen 5. hilarious 9. scene
2. cabbage 6. place 10. egg
3. costume 7. age 11. sergio
4. ago 8. school 12. response
| again | bought | cost | glen | place | scene |
|-------|--------|------|------|-------|-------|
| | | | | | |
---
**Lesson 11**
4 Listen and repeat the adjectives. Do the -ed endings sound like /t/, /d/, /tʃ/, or /dʒ/?
Write t, d, or dʒ.
1. annoyed ___ 5. excited ___ 9. scared ___
2. bored ___ 6. fascinating ___ 10. shocked ___
3. disappointed ___ 7. interested ___ 11. surprised ___
4. embarrassed ___ 8. pleased ___ 12. worried ___
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**Lesson 12**
4 Listen and repeat the words. Match the words with the same underlined sounds.
1. but ___ a. amazingly
2. closed ___ b. catatonic
3. flash ___ c. gly
4. fortunately ___ d. damage
5. injure ___ e. must
6. shock ___ f. partially
Introduction to the CEFR
The overall aim of the Council of Europe’s Common European Framework of Reference (CEFR) is to provide objective criteria for describing and assessing language proficiency in an internationally comparable manner. The Council of Europe’s work on the definition of appropriate learning objectives for adult language learners dates back to the 1970s. The influential Threshold series (J. A. van Ek and J. L. M. Trim, Cambridge University Press, 1991) provides a detailed description in functional, notional, grammatical, and sociocultural terms of what a language user needs to be able to do in order to communicate effectively in the sort of situations commonly encountered in everyday life. Three levels of proficiency are identified, called Waystage, Threshold, and Vantage (roughly corresponding to Elementary, Intermediate, and Upper Intermediate).
The Threshold series was followed in 2001 by the publication of the Common European Framework of Reference, which describes six levels of communicative ability in terms of competences or “can do” statements: A1 (Breakthrough), A2 (Waystage), B1 (Threshold), B2 (Vantage), C1 (Effective Operational Proficiency), and C2 (Mastery). Based on the CEFR descriptors, the Council of Europe also developed the European Language Portfolio, a document that enables learners to assess their language ability and to keep an internationally recognized record of their language learning experience.
Touchstone Second Edition and the Common European Framework of Reference
The table below shows how *Touchstone Second Edition* correlates with the Council of Europe’s levels and with some major international examinations.
| Level | CEFR | Council of Europe | Cambridge English Language Assessment | IELTS | TOEFL iBT | TOEIC |
|-------------|--------|----------------------------|---------------------------------------|-------|-----------|-----------|
| Touchstone 1| A1 | Breakthrough | | | | 120+ |
| Touchstone 2| A2 | Waystage | | | | 225+ |
| Touchstone 3| B1 | Threshold | KET (Key English Test) | 4.0–5.0 | 57–86 | 550+ |
| | | | PET (Preliminary English Test) | | | |
| Touchstone 4| B2 | Vantage | FCE (First Certificate In English) | 5.5–6.5 | 87–109 | 785+ |
| Viewpoint 1 | | | | | | |
| Viewpoint 2 | C1 | Effective Operational Efficiency | CAE (Certificate in Advanced English) | 7.0–8.0 | 110–120 | 490+ (Listening) 445+ (Reading) |
Sources: http://www.cambridgeenglish.org/about-us/what-we-do/international-language-standards/
http://www.ets.org/Media/Research/pdf/CEF_Mapping_Study_Interim_Report.pdf
http://www.sprachenmarkt.de/fileadmin/sprachenmarkt/ets_images/TOEIC_Can-do-table_CEFR_2008.pdf
The top 500 spoken words
This is a list of the top 500 words in spoken North American English. It is based on a sample of four and a half million words of conversation from the Cambridge English Corpus. The most frequent word, *I*, is at the top of the list.
| | |
|---|---|
| 1 | I |
| 2 | and |
| 3 | the |
| 4 | you |
| 5 | uh |
| 6 | to |
| 7 | a |
| 8 | that |
| 9 | it |
| 10 | of |
| 11 | yeah |
| 12 | know |
| 13 | in |
| 14 | like |
| 15 | they |
| 16 | have |
| 17 | so |
| 18 | was |
| 19 | but |
| 20 | is |
| 21 | it’s |
| 22 | we |
| 23 | huh |
| 24 | just |
| 25 | oh |
| 26 | do |
| 27 | don’t |
| 28 | that’s |
| 29 | well |
| 30 | for |
| 31 | what |
| 32 | on |
| 33 | think |
| 34 | right |
| 35 | not |
| 36 | um |
| 37 | or |
| 38 | my |
| 39 | be |
| 40 | really |
| 41 | with |
| 42 | he |
| 43 | one |
| 44 | are |
| 45 | this |
| 46 | there |
| 47 | I’m |
| 48 | all |
| 49 | if |
| 50 | no |
| 51 | get |
| 52 | about |
| 53 | at |
| 54 | out |
| 55 | had |
| 56 | then |
| 57 | because |
| 58 | go |
| 59 | up |
| 60 | she |
| 61 | when |
| 62 | them |
| 63 | can |
| 64 | would |
| 65 | as |
| 66 | me |
| 67 | mean |
| 68 | some |
| 69 | good |
| 70 | got |
| 71 | OK |
| 72 | people |
| 73 | now |
| 74 | going |
| 75 | were |
| 76 | lot |
| 77 | your |
| 78 | time |
| 79 | see |
| 80 | how |
| 81 | they’re |
| 82 | kind |
| 83 | here |
| 84 | from |
| 85 | did |
| 86 | something |
| 87 | too |
| 88 | more |
| 89 | very |
| 90 | want |
| 91 | little |
| 92 | been |
| 93 | things |
| 94 | an |
| 95 | you’re |
| 96 | said |
| 97 | there’s |
| 98 | I’ve |
| 99 | much |
| 100 | where |
| 101 | two |
| 102 | thing |
| 103 | her |
| 104 | didn’t |
| 105 | other |
| 106 | say |
| 107 | back |
| 108 | could |
| 109 | their |
| 110 | our |
| 111 | guess |
| 112 | yes |
| 113 | way |
| 114 | has |
| 115 | down |
| 116 | we’re |
| 117 | any |
| 118 | he’s |
| 119 | work |
| 120 | take |
| | |
|---|---|
| 121 | even |
| 122 | those |
| 123 | over |
| 124 | probably |
| 125 | him |
| 126 | who |
| 127 | put |
| 128 | years |
| 129 | sure |
| 130 | can't |
| 131 | pretty |
| 132 | gonna |
| 133 | stuff |
| 134 | come |
| 135 | these |
| 136 | by |
| 137 | into |
| 138 | went |
| 139 | make |
| 140 | than |
| 141 | year |
| 142 | three |
| 143 | which |
| 144 | home |
| 145 | will |
| 146 | nice |
| 147 | never |
| 148 | only |
| 149 | his |
| 150 | doing |
| 151 | cause |
| 152 | off |
| 153 | I'll |
| 154 | maybe |
| 155 | real |
| 156 | why |
| 157 | big |
| 158 | actually |
| 159 | she's |
| 160 | day |
| 161 | five |
| 162 | always |
| 163 | school |
| 164 | look |
| 165 | still |
| 166 | around |
| 167 | anything |
| 168 | kids |
| 169 | first |
| 170 | does |
| 171 | need |
| 172 | us |
| 173 | should |
| 174 | talking |
| 175 | last |
| 176 | thought |
| 177 | doesn't |
| 178 | different |
| 179 | money |
| 180 | long |
| 181 | used |
| 182 | getting |
| 183 | same |
| 184 | four |
| 185 | every |
| 186 | new |
| 187 | everything |
| 188 | many |
| 189 | before |
| 190 | though |
| 191 | most |
| 192 | tell |
| 193 | being |
| 194 | bit |
| 195 | house |
| 196 | also |
| 197 | use |
| 198 | through |
| 199 | feel |
| 200 | course |
| 201 | what's |
| 202 | old |
| 203 | done |
| 204 | sort |
| 205 | great |
| 206 | bad |
| 207 | we've |
| 208 | another |
| 209 | car |
| 210 | true |
| 211 | whole |
| 212 | whatever |
| 213 | twenty |
| 214 | after |
| 215 | ever |
| 216 | find |
| 217 | care |
| 218 | better |
| 219 | hard |
| 220 | haven't |
| 221 | trying |
| 222 | give |
| 223 | I'd |
| 224 | problem |
| 225 | else |
| 226 | remember |
| 227 | might |
| 228 | again |
| 229 | pay |
| 230 | try |
| 231 | place |
| 232 | part |
| 233 | let |
| 234 | keep |
| 235 | children |
| 236 | anyway |
| 237 | came |
| 238 | six |
| 239 | family |
| 240 | wasn't |
| 241 | talk |
| 242 | made |
| 243 | hundred |
| 244 | night |
| 245 | call |
| 246 | saying |
| 247 | dollars |
| 248 | live |
| 249 | away |
| 250 | either |
| 251 | read |
| 252 | having |
| 253 | far |
| 254 | watch |
| 255 | week |
| 256 | mhm |
| 257 | quite |
| 258 | enough |
| Page | Word |
|------|--------|
| 259 | next |
| 260 | couple |
| 261 | own |
| 262 | wouldn't |
| 263 | ten |
| 264 | interesting |
| 265 | am |
| 266 | sometimes |
| 267 | bye |
| 268 | seems |
| 269 | heard |
| 270 | goes |
| 271 | called |
| 272 | point |
| 273 | ago |
| 274 | while |
| 275 | fact |
| 276 | once |
| 277 | seen |
| 278 | wanted |
| 279 | isn't |
| 280 | start |
| 281 | high |
| 282 | somebody |
| 283 | let's |
| 284 | times |
| 285 | guy |
| 286 | area |
| 287 | fun |
| 288 | they've |
| 289 | you've |
| 290 | started |
| 291 | job |
| 292 | says |
| 293 | play |
| 294 | usually |
| 295 | wow |
| 296 | exactly |
| 297 | took |
| 298 | few |
| 299 | child |
| 300 | thirty |
| 301 | buy |
| 302 | person |
| 303 | working |
| 304 | half |
| 305 | looking |
| 306 | someone |
| 307 | coming |
| 308 | eight |
| 309 | love |
| 310 | everybody |
| 311 | able |
| 312 | we'll |
| 313 | life |
| 314 | may |
| 315 | both |
| 316 | type |
| 317 | end |
| 318 | least |
| 319 | told |
| 320 | saw |
| 321 | college |
| 322 | ones |
| 323 | almost |
| 324 | since |
| 325 | days |
| 326 | couldn't |
| 327 | gets |
| 328 | guys |
| 329 | god |
| 330 | country |
| 331 | wait |
| 332 | yet |
| 333 | believe |
| 334 | thinking |
| 335 | funny |
| 336 | state |
| 337 | until |
| 338 | husband |
| 339 | idea |
| 340 | name |
| 341 | seven |
| 342 | together |
| 343 | each |
| 344 | hear |
| 345 | help |
| 346 | nothing |
| 347 | parents |
| 348 | room |
| 349 | today |
| 350 | makes |
| 351 | stay |
| 352 | mom |
| 353 | sounds |
| 354 | change |
| 355 | understand |
| 356 | such |
| 357 | gone |
| 358 | system |
| 359 | comes |
| 360 | thank |
| 361 | show |
| 362 | thousand |
| 363 | left |
| 364 | friends |
| 365 | class |
| 366 | already |
| 367 | eat |
| 368 | small |
| 369 | boy |
| 370 | paper |
| 371 | world |
| 372 | best |
| 373 | water |
| 374 | myself |
| 375 | run |
| 376 | they'll |
| 377 | won't |
| 378 | movie |
| 379 | cool |
| 380 | news |
| 381 | number |
| 382 | man |
| 383 | basically |
| 384 | nine |
| 385 | enjoy |
| 386 | bought |
| 387 | whether |
| 388 | especially |
| 389 | taking |
| 390 | sit |
| 391 | book |
| 392 | fifty |
| 393 | months |
| 394 | women |
| 395 | month |
| 396 | found |
| Page | Word |
|------|--------|
| 397 | side |
| 398 | food |
| 399 | looks |
| 400 | summer |
| 401 | hmm |
| 402 | fine |
| 403 | hey |
| 404 | student|
| 405 | agree |
| 406 | mother |
| 407 | problems|
| 408 | city |
| 409 | second |
| 410 | definitely|
| 411 | spend |
| 412 | happened|
| 413 | hours |
| 414 | war |
| 415 | matter |
| 416 | supposed|
| 417 | worked |
| 418 | company|
| 419 | friend |
| 420 | set |
| 421 | minutes|
| 422 | morning|
| 423 | between|
| 424 | music |
| 425 | close |
| 426 | leave |
| 427 | wife |
| 428 | knew |
| 429 | pick |
| 430 | important|
| 431 | ask |
| 432 | hour |
| 433 | deal |
| 434 | mine |
| 435 | reason |
| 436 | credit |
| 437 | dog |
| 438 | group |
| 439 | turn |
| 440 | making |
| 441 | American|
| 442 | weeks |
| 443 | certain|
| 444 | less |
| 445 | must |
| 446 | dad |
| 447 | during |
| 448 | lived |
| 449 | forty |
| 450 | air |
| 451 | government|
| 452 | eighty |
| 453 | wonderful|
| 454 | seem |
| 455 | wrong |
| 456 | young |
| 457 | places |
| 458 | girl |
| 459 | happen |
| 460 | sorry |
| 461 | living |
| 462 | drive |
| 463 | outside|
| 464 | bring |
| 465 | easy |
| 466 | stop |
| 467 | percent|
| 468 | hand |
| 469 | gosh |
| 470 | top |
| 471 | cut |
| 472 | computer|
| 473 | tried |
| 474 | gotten |
| 475 | mind |
| 476 | business|
| 477 | anybody|
| 478 | takes |
| 479 | aren't |
| 480 | question|
| 481 | rather |
| 482 | twelve |
| 483 | phone |
| 484 | program|
| 485 | without|
| 486 | moved |
| 487 | gave |
| 488 | yep |
| 489 | case |
| 490 | looked |
| 491 | certainly|
| 492 | talked |
| 493 | beautiful|
| 494 | card |
| 495 | walk |
| 496 | married|
| 497 | anymore|
| 498 | you'll |
| 499 | middle |
| 500 | tax |
Touchstone Second Edition has benefited from extensive development research. The authors and publishers would like to extend their thanks to the following reviewers and consultants for their valuable insights and suggestions:
Ana Lúcia da Costa Maia de Almeida and Mônica da Costa Monteiro de Souza from IBEU, Rio de Janeiro, Brazil; Andreza Cristiane Melo do Lago from Magic English School, Manaus, Brazil; Magaly Mendes Lemos from ICBEU, São José dos Campos, Brazil; Maria Lucia Zaorob, São Paulo, Brazil; Patricia McKay Aronis from CEL LEP, São Paulo, Brazil; Carlos Gontow, São Paulo, Brazil; Christiane Augusto Gomes da Silva from Colégio Visconde de Porto Seguro, São Paulo, Brazil; Silvana Fontana from Lord’s Idiomas, São Paulo, Brazil; Alexander Fabiano Morishigue from Speed Up Idiomas, Jales, Brazil; Elisabeth Blom from Casa Thomas Jefferson, Brasília, Brazil; Michelle Dear from International Academy of English, Toronto, ON, Canada; Walter Duarte Marin, Laura Hurtado Portela, Jorge Quiroga, and Ricardo Suarez, from Centro Colombo Americano, Bogotá, Colombia; Jhon Jairo Castaneda Macias from Praxis English Academy, Bucaramanga, Colombia; Gloria Liliana Moreno Vizcaino from Universidad Santo Tomas, Bogotá, Colombia; Elizabeth Ortiz from Copol English Institute (COPEI), Guayaquil, Ecuador; Henry Foster from Kyoto Tachibana University, Kyoto, Japan; Steven Kirk from Tokyo University, Tokyo, Japan; J. Lake from Fukuoka Woman’s University, Fukuoka, Japan; Etsuko Yoshida from Mie University, Mie, Japan; B. Bricklin Zeff from Hokkai Gakuen University, Hokkaido, Japan; Ziad Abu-Hammatteh from Al-Balqa’ Applied University, Al-Salt, Jordan; Roxana Pérez Flores from Universidad Autonoma de Coahuila Language Center, Saltillo, Mexico; Kim Alejandro Soriano Jimenez from Universidad Politecnica de Altamira, Altamira, Mexico; Tere Calderon Rosas from Universidad Autonoma Metropolitana Campus Iztapalapa, Mexico City, Mexico; Lilia Bondareva, Polina Ermakova, and Elena Frumina, from National Research Technical University MISIS, Moscow, Russia; Dianne C. Ellis from Kyung Hee University, Gyeonggi-do, South Korea; Jason M. Ham and Victoria Jo from Institute of Foreign Language Education, Catholic University of Korea, Gyeonggi-do, South Korea; Shaun Manning from Hankuk University of Foreign Studies, Seoul, South Korea; Natalie Renton from Busan National University of Education, Busan, South Korea; Chris Soutter from Busan University of Foreign Studies, Busan, South Korea; Andrew Cook from Dong A University, Busan, South Korea; Raymond Wowk from Daejin University, Gyeonggi-do, South Korea; Ming-Hui Hsieh and Jessie Huang from National Central University, Zhongli, Taiwan; Kim Phillips from Chinese Culture University, Taipei, Taiwan; Alex Shih from China University of Technology, Taipei Ta-Liao Township, Taiwan; Porntip Bodeepongse from Thaksin University, Songkhla, Thailand; Nattaya Puakpong and Pannathon Sangarun from Suranaree University of Technology, Nakhon Ratchasima, Thailand; Barbara Richards, Gloria Stewner-Manzanares, and Caroline Thompson, from Montgomery College, Rockville, MD, USA; Kerry Vrabel from Gateway Community College, Phoenix, AZ, USA.
Touchstone Second Edition authors and publishers would also like to thank the following individuals and institutions who have provided excellent feedback and support on Touchstone Blended:
Gordon Lewis, Vice President, Laureate Languages and Chris Johnson, Director, Laureate English Programs, Latin America from Laureate International Universities; Universidad de las Americas, Santiago, Chile; University of Victoria, Paris, France; Universidad Tecnológica Centroamericana, Honduras; Institut Universitaire de Casablanca, Morocco; Universidad Peruana de Ciencias Aplicadas, Lima, Peru; CIBERTEC, Peru; National Research Technical University (MISIS), Moscow, Russia; Institut Obert de Catalunya (IOC), Barcelona, Spain; Sedat Cilingir, Burcu Tezcan Ünal, and Didem Mutçalıoğlu from İstanbul Bilgi Üniversitesi, Istanbul, Turkey.
Touchstone Second Edition authors and publishers would also like to thank the following contributors to Touchstone Second Edition:
Sue Aldcorn, Frances Amrani, Deborah Gordon, Lisa Hutchins, Nancy Jordan, Steven Kirk, Genevieve Kocienda, Geraldine Mark, Julianna Nielsen, Kathryn O’Dell, Ellen Shaw, Kristin Sherman, Luis Silva Susa, Mary Vaughn, Kerry S. Vrabel, and Eric Zuarino.
Authors' Acknowledgments
The authors would like to thank all the Cambridge University Press staff and freelancers who were involved in the creation of Touchstone Second Edition. In addition, they would like to acknowledge a huge debt of gratitude that they owe to two people: Mary Vaughn, for her role in creating Touchstone First Edition and for being a constant source of wisdom ever since, and Bryan Fletcher, who also had the vision that has led to the success of Touchstone Blended Learning.
Helen Sandiford would like to thank her family for their love and support, especially her husband Bryan.
The author team would also like to thank each other, for the joy of working together, sharing the same professional dedication, and for the mutual support and friendship.
Finally, the authors would like to thank our dear friend Alejandro Martinez, Global Training Manager, who sadly passed away in 2012. He is greatly missed by all who had the pleasure to work with him. Alex was a huge supporter of Touchstone and everyone is deeply grateful to him for his contribution to its success.
## Contents and learning outcomes
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|-----------------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|------------------------------------------------------------------------------|
| **Unit 1** | Adjectives vs. manner adverbs | Behavior and personality | Speaking naturally |
| The way we are pages 1–10 | Adverbs before adjectives and adverbs | Personal qualities | Rising and falling intonation in questions giving alternatives |
| • Talk about people’s behavior using adverbs | Adjective prefixes | | Sounds right |
| • Describe people’s personalities using adverbs before adjectives | Extra practice | | • Word stress |
| • Use *always* with a continuous verb to describe habits | | | |
| • Use *at least* to point out the positive side of a situation | | | |
| • Read online student profiles | | | |
| • Write a personal profile | | | |
| **Unit 2** | Present perfect statements | Past participles of irregular verbs | Speaking naturally |
| Experiences pages 11–20 | Present perfect and simple past questions and answers | | Reduced and uneducated forms of have |
| • Talk about experiences and secret dreams using the present perfect | Extra practice | | Sounds right |
| • Ask about unusual experiences using present perfect questions | | | • Different ways to pronounce the letter o |
| • Keep a conversation going | | | |
| • Show interest with *Do you?*, *Have you?*, etc. | | | |
| • Read a travel blog | | | |
| • Write a post for a travel blog | | | |
| **Unit 3** | Superlatives | Buildings and structures | Speaking naturally |
| Wonders of the world pages 21–30 | Questions with *How + adjective, . . . ?* | Natural features | Linking and deletion with superlatives |
| • Talk about the best, worst, and most beautiful things in your city and country | Extra practice | | Sounds right |
| • Describe natural features | | | • Which sound in each group is different? |
| • Use short responses to be a supportive listener | | | |
| • Use superlatives for emphasis | | | |
| • Read an article about world records | | | |
| • Write a factual article about your country | | | |
### Checkpoint Units 1–3 pages 31–32
| **Unit 4** | Verbs *let, make, help, have, get, want, ask,* and *tell* | Types of families | Speaking naturally |
| Family life pages 33–42 | *Used to* and *would* | Relatives and extended family members | Reduction of *used to* |
| • Talk about family life using *let, make, help, have, get, want, ask,* and *tell* | Extra practice | | Sounds right |
| • Talk about your immediate and extended family | | | • Matching vowel sounds |
| • Describe memories using *used to* and *would* | | | |
| • Give opinions with expressions like *If you ask me* | | | |
| • Agree with opinions using expressions like *Absolutely* | | | |
| • Read a blog about family meals | | | |
| • Write a blog entry about a family memory | | | |
| **Unit 5** | Review of countable and uncountable nouns | Containers and quantities | Speaking naturally |
| Food choices pages 43–52 | Quantifiers *a little, a few, very little,* and *very few* | Different ways of cooking food | Stressing new information |
| • Talk about eating habits using containers and quantities | Extra practice | | Sounds right |
| • Talk about different ways to cook food | | | • Are the sounds the same or different? |
| • Talk about food using *too, too much, many,* and *enough* | | | |
| • Respond to suggestions by letting the other person decide | | | |
| • Use expressions like *I’m fine* to politely refuse offers | | | |
| • Read about snacks around the world | | | |
| • Write about a dish from your country | | | |
| **Unit 6** | The future with *will, be going to,* the present continuous, and the simple present | Expressions with *make* and *do* | Speaking naturally |
| Managing life pages 53–62 | *Use had better, ought to,* and *might want to* to say what’s advisable | | Reduction of verbs *want to, you’d better, going to have to, ought to,* and *have got to* |
| • Talk about future plans and schedules using *will, be going to,* present continuous, and simple present | *Use have to and going to have to* to say what’s necessary | | Sounds right |
| • Ask for and give advice about personal situations using modal verbs and expressions | *Use would rather* to say what’s preferable | | • Matching vowel sounds |
| • Use expressions with *make* and *do* | Extra practice | | |
| • End phone calls with expressions like *I’d better go* | | | |
| • Say good-bye in a friendly, informal way | | | |
| • Read a blog about multitasking | | | |
| • Write some advice about time management | | | |
### Checkpoint Units 4–6 pages 63–64
| Interaction | Skills | Self study |
|-------------|--------|------------|
| **Conversation strategies** | **Listening** | **Reading** | **Writing** | **Free talk** | **Vocabulary notebook** |
| • Use *always* and a continuous verb to talk about things people do more than is usual | **People I admire most** | **Student profiles** | **Your personal profile** | **What are we like?** | **Happy or sad?** |
| • Use *at least* to point out the positive side of a situation | • Listen to people talk about people they admire and fill in a chart | • Online student profiles | • Write a personal profile | • Class activity: Ask questions to find out new things about your classmates | • When you learn a new word, find out if it has an opposite |
| | **Things you don’t know about me** | | • Useful expressions for biographical writing | | |
| | • Predict what people will say next | | | | |
| | | | | | |
| | **What have they done?** | **Travel blogs** | **Blog about it** | **I’ve never done that!** | **Have you ever . . . ?** |
| | • Listen to conversations about things people have done and choose the best responses | • Read travel blogs | • Write a blog entry about an exciting experience | • Group game: Play a game to find out things that your classmates have never done | • When you learn a new verb, write the three main forms in a chart |
| | **A traveler’s adventures** | | • Use adverbs like *fortunately*, *unfortunately*, and *amazingly* to show your attitude or feeling | | |
| | • Listen to a conversation about travel and identify information; then answer questions about details | | | | |
| | | | | | |
| | **What do you know?** | **World records** | **Interesting facts** | **Where’s the best place to . . . ?** | **Fram the mountains to the sea** |
| | • Listen to a quiz and answer questions | • Read an article about world records | • Write a paragraph about an interesting place in your country | • Pair work: Think of advice to give to someone visiting your country for the first time | • Draw a map of your country and label it |
| | **Travel talk** | | • Adding information | | |
| | • Listen to an interview about travel experiences and answer questions | | | | |
| | | | | | |
| | **Reasonable demands?** | **Barbara’s Blog** | **Family memories** | **Family histories** | **Remember that?** |
| | • Listen to people talk about demands their parents make on them | • Read a blog about family meals | • Write a blog about a family memory | • Group work: Prepare a short history of your family and share it with your group | • Use word webs to log new vocabulary about your family members |
| | **Family memories** | | • Time markers to show the past and present | | |
| | • Listen to people talk about things they used to do | | | | |
| | | | | | |
| | **That sounds good.** | **Snacks around the world** | **You should definitely try it!** | **Whichever is easier** | **Fried bananas** |
| | • Listen to conversations and number pictures in order; then match each picture with the best response | • Read an article about popular snacks from around the world | • Write an article about a popular snack from your country | • Group work: Plan a “pot luck” dinner with your group | • Learn new words in combination with other words |
| | **Snack habits** | | • Give examples with *like*, *for example*, and *such as* | | |
| | • Listen to people talk about snacks and fill in a chart | | | | |
| | | | | | |
| | **Fun Invitations** | **The art (and science) of doing less and achieving more** | **When should I do that?** | **Who’s going to do what?** | **Do your best!** |
| | • Listen to three people respond to different invitations and fill in a chart | • Read an article about multitasking | • Write advice about time management | • Group work: Plan a community event and tell the class about your event | • When you learn a new expression, use it in a sentence to help you remember it |
| | **When should I do that?** | | • Link ideas using *as long as*, *provided that*, and *unless* | | |
| | • Listen to four people talk about their time management problems and identify how they solved them | | | | |
| | | | | | |
**Checkpoint Units 1–3 pages 31–32**
**Checkpoint Units 4–6 pages 63–64**
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|----------------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| **Unit 7** | | | |
| Relationships | | | |
| pages 65–74 | | | |
| • Talk about your circle of friends using relative clauses | Subject relative clauses | Phrasal verbs, including expressions to talk about relationships | Speaking naturally |
| • Talk about dating using phrasal verbs | Object relative clauses | | Stress in phrasal verbs |
| • Soften comments with expressions like *sort of* | Phrasal verbs | | Sounds right |
| • Use *though* to give a contrasting idea | *Extra practice* | | Which sound in each group is different? |
| • Read an article about online dating | | | |
| • Write an article about your circle of friends | | | |
| **Unit 8** | | | |
| What if? | | | |
| pages 75–84 | | | |
| • Talk about wishes and imaginary situations using *I wish* and *If* clauses | Use *wish* + past form of verb to talk about wishes for the present or future | Expressions with verbs and prepositions | Speaking naturally |
| • Discuss how to deal with everyday dilemmas | Conditional sentences with *if* clauses about imaginary situations | | Intonation in long questions |
| • Give advice using expressions like *If I were you, …* | Asking about imaginary situations or events | | Sounds right |
| • Use *That would be . . .* to comment on a suggestion or a possibility | *Extra practice* | | Are these sounds the same or different? |
| • Read a blog about regrets | | | |
| • Write an article about how you would change your life | | | |
| **Unit 9** | | | |
| Tech savvy? | | | |
| pages 85–94 | | | |
| • Talk about problems with technology using questions within sentences | Questions within sentences | Phrasal verbs, including expressions to talk about operating electronic machines and gadgets | Speaking naturally |
| • Ask for help and describe how things work using *how to*, *where to*, *what to*, and separable phrasal verbs | Separable phrasal verbs with objects | | Linking consonants and vowels |
| • Give different opinions with expressions like *On the other hand, …* | *how to* + verb, *where to* + verb, and *what to* + verb | | Sounds right |
| • Ask someone to agree with you using expressions like *You know what I mean?* | *Extra practice* | | Identifying unstressed syllables |
| • Read an article about email scams | | | |
| • Write an article about protecting personal information | | | |
**Checkpoint Units 7–9** pages 95–96
| Learning outcomes | Grammar | Vocabulary | Pronunciation |
|----------------------------------------------------------------------------------|------------------------------------------------------------------------|----------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| **Unit 10** | | | |
| What’s up? | | | |
| pages 97–106 | | | |
| • Talk about news with the present perfect continuous, present perfect, *since*, *for*, and *in* | Present perfect continuous vs. present perfect | Kinds of movies | Speaking naturally |
| • Use the present perfect with *already*, *still*, and *yet* | *Since*, *for*, and *in* for duration | Expressions to describe types of movies | Reduction of *have* |
| • Describe different kinds of movies | *Already*, *still*, and *yet* with present perfect | | Sounds right |
| • Ask someone for a favor politely | *Extra practice* | | Matching vowel sounds |
| • Use *All right*, *OK*, and *Sure* to agree to requests | | | |
| • Use *All right*, *OK*, and *So* to change topic | | | |
| • Read a movie review | | | |
| • Write a review | | | |
| **Unit 11** | | | |
| Impressions | | | |
| pages 107–116 | | | |
| • Speculate about people and things using *must*, *might*, *can’t*, and *could* | Modal verbs *must*, *may*, *might*, *can’t*, or *could* for speculating | Feelings and reactions | Speaking naturally |
| • Describe situations and people’s feelings using adjectives that end in *-ed* and *-ing* | Adjectives ending in *-ed* vs. adjectives ending in *-ing* | | Linking and deletion with *must* |
| • Show you understand situations or feelings | *Extra practice* | | Sounds right |
| • Use *you see* to explain a situation and *I see* to show you understand | | | *-ed* adjective endings |
| • Read an article about a music education program | | | |
| • Write an email to the founder of a charity | | | |
| **Unit 12** | | | |
| In the news | | | |
| pages 117–126 | | | |
| • Talk about news events using the simple past passive | The simple past passive | Extreme weather conditions | Speaking naturally |
| • Talk about natural disasters using the simple past passive *+ by* | The simple past passive with *by* + agent | Natural disasters | Breaking sentences into parts |
| • Use expressions like *Guess what?* to tell news | Adverbs with the passive | | Sounds right |
| • Introduce ideas with expressions like *The thing is . . .* | *Extra practice* | | Matching words that have the same sounds |
| • Read an interview with a foreign correspondent | | | |
| • Write a report using statistics | | | |
| Interaction | Conversation strategies |
|-------------|------------------------|
| | Soften comments with expressions like *I think, probably, kind of,* and *in a way*
| | Use *though* to give a contrasting idea
| | Give advice using expressions like *If I were you, . . . and You might want to . . .*
| | Use *That would be . . .* to comment on a suggestion or possibility
| | Give different opinions using expressions like *On the other hand . . .* and *I know what you mean, but . . .*
| | Use expressions like *You know what I mean?* when you want someone to agree with you
| | Ask for a favor politely using expressions like *I was wondering . . .* and *Would it be OK with you . . .*
| | Use *All right, OK,* and *Sure* to agree to requests and *All right, OK,* and *So* to move a conversation to a new topic
| | Show you understand another person’s feelings or situation
| | Use *I see* to explain a situation
| | Use *I see* to show you understand
| | Introduce news with expressions like *Did you hear (about) . . . ?* and *Guess what?*
| | Use *The thing is / was . . .* to introduce issues
| Skills | Listening |
|--------|-----------|
| | *People I look forward to seeing*
| | • Listen to someone describe three people; listen for the reasons he likes to see them
| | *Getting back in touch*
| | • Listen to a conversation about losing touch and fill in a chart
| | *Just one wish*
| | • Identify four people’s wishes; then write the reasons they can’t have their wishes
| | *Here’s my advice*
| | • Listen to a conversation about problems and advice
| | *What do you know about the Internet?*
| | • Answer questions about the Internet; then listen to a conversation and check your answers
| | *Technology matters*
| | • Listen to a conversation about the pros and cons of technology; then agree or disagree with three opinions
| Skills | Reading |
|--------|---------|
| | *Looking for love? Online is the way to go!*
| | • Read an article about online dating
| | *If I could live my life over . . .*
| | • Read a blog about regrets
| | *Savvy and safe*
| | • Read an article about email scams
| Skills | Writing |
|--------|---------|
| | *Your circle of friends*
| | • Write an article describing your circle of friends
| | • Use *both and neither* to show what you have in common
| | *What would you change?*
| | • Write an article about how you would change your life
| | • Use adverbs like *probably* and *definitely* in affirmative and negative statements
| | *Keeping it safe*
| | • Write an article about protecting personal information
| | • Planning your article
| | *My impression is . . .*
| | • Write an email to the founder of a charity
| | • Expressions to show impressions, reactions, and opinions
| Skills | Free talk |
|--------|-----------|
| | *Your ideal partner*
| | • Group work: Discuss your ideal partner and questions you should ask before you decide to get married
| | *What would you do?*
| | • Group work: Discuss what you would do in imaginary situations
| | *Technology etiquette*
| | • Pair work: Debate different opinions about technology etiquette
| Self study | Vocabulary notebook |
|------------|---------------------|
| | *Matching up*
| | • When you learn a phrasal verb, it’s a good idea to write down some other verbs you can use with the particle and some other particles you can use with the verb
| | *Imagine that!*
| | • When you learn a new verb, find out what prepositions (if any) can come after it
| | *On and off*
| | • When you learn expressions with a new or complex structure, think of everyday situations where you might use them
| | *Great movies*
| | • When you learn a new word or expression, link it to something you have recently seen or done
| | *How would you feel?*
| | • When you learn new words for feelings, link them to different situations where you might experience each one
| | *Forces of nature*
| | • When you learn a new word, use a dictionary to find out what other words are typically used with it
**Checkpoint Units 7–9 pages 95–96**
| Skills | Listening |
|--------|-----------|
| | *Favors at work*
| | • Match people with the favors they ask; then listen again for more information
| | *People and situations*
| | • Match four people and their situations; then write a response with *must* to each
| | *People making a difference*
| | • Listen for details of conversations about people and organizations; discuss which organization you would choose to get involved with
| | *News update*
| | • Listen to news stories and answer questions *What do they say next?*
| | • Listen to people telling personal news and make predictions
| Skills | Reading |
|--------|---------|
| | *Avatar is stunning, memorable, and mesmerizing!*
| | • Read a movie review
| | *El Sistema*
| | • Read an article about a music education program
| | *Life’s work: Christiane Amanpour*
| | • Read an interview with a foreign correspondent
| Skills | Writing |
|--------|---------|
| | *A Review*
| | • Write a review of a concert, show, movie, or book
| | • Contrast ideas with *although, even though,* and *even if*
| | *My impression is . . .*
| | • Write an email to the founder of a charity
| | • Expressions to show impressions, reactions, and opinions
| | *Are you up on the news?*
| | • Write a report using statistics
| | • Writing about statistics
| Skills | Free talk |
|--------|-----------|
| | *Who’s been doing what?*
| | • Class activity: Ask questions to find out interesting things your classmates have been doing lately
| | *That must be fun!*
| | • Pair work: Make sentences to share with a partner. Then continue the conversation and speculate about what they say.
| | *Here’s the news!*
| | • Pair work: Make up short TV news reports about pictures and take turns telling news stories to another pair.
**Checkpoint Units 10–12 pages 127–128**
Useful language for . . .
Working in groups
Does anyone else have anything to add?
What do you think, ________?
Let’s take turns asking the questions. OK, who wants to go first?
Do you want me to make the list?
Should I write down the information this time?
Do you have any ideas?
Do you know what the answer is?
We’re going to do a role play about . . .
In our survey, we found out that . . .
We agreed on these things. First, . . .
We’re finished. What should we do next?
Checking your partner’s work
Can you help me with this question? I’m stuck.
I can’t figure out this answer. Can you help me?
Would you mind checking my work?
Let’s compare answers.
Let’s exchange papers.
I can’t read your writing. What does this say?
I’m not sure what you mean.
Do you mean _______________?
I don’t understand what this means.
Are you trying to say _______________?
Your blog was really interesting. I just wanted to ask you a question about _______________.
I was wondering about _______________.
A challenge faced by many teachers is getting students speaking in the classroom. Speaking activities succeed when each student is involved, has many opportunities to speak, and is motivated to contribute.
The following two classroom structures can be used with many classroom speaking tasks found in *Touchstone Second Edition* Student’s Books and many of the tasks suggested in *Touchstone Second Edition* Teacher’s Editions. These two structures ensure that students are not wasting valuable speaking time waiting for their turn. Each pair or group is actively working towards a shared goal.
**Think–pair–share**
**Use** This structure can be used with any critical thinking or personalization task where students have a question or problem to respond to.
**How it works** Have students form pairs. Pose a question such as ones in *Touchstone Second Edition* Student’s Book 3 (e.g., *Who would you like to meet? Why?* on p. 8), critical thinking questions related to a unit topic (*Which qualities do you admire most in a person?* for Unit 1), or questions related to a topic that students suggest. Give students a designated amount of time, such as thirty seconds, to think through their response individually and rehearse the language they will use to answer. When time is up, have students turn to their partner and take turns sharing their responses. Pairs then share their answers in one of these ways:
*Variation 1:* Have students report their partner’s answers to another pair.
*Variation 2:* Have pairs share their answers with a larger group, or with the entire class.
**RoundTable**
**Use** This structure can be used for brainstorming, practicing, or reviewing.
**How it works** Have students form groups, and assign a different role to each student:
- **Task leader.** This person reviews the task to be done. The leader makes sure that group members stay on task and can indicate when the next person in the group should respond (such as when one student is talking too much and others too little).
- **Secretary or recorder.** This person writes down the information that relates to doing the task (e.g., ideas on which Ss agree). Secretaries can ask group members to repeat what they said or read out what they wrote for group members to confirm.
- **Encourager.** This person tries to get all Ss to respond fully, encouraging the reluctant member to say more.
- **Coach.** This person can check for a specific language point and remind other students of the point: “Remember the rule for what comes after the verb want.”
Initially, model the task and language to use for each role. Have students repeat one role several times until they feel comfortable with it. Also, have students evaluate their performance of the role and discuss any problems they had doing it.
Assign a group task, such as *Touchstone Second Edition* Student’s Book 3, Exercise 3 on p. 13, or an Extra Activity for groups in this Teacher’s Edition. Students in the group take turns responding. The leader can start the responding, and it can continue clockwise.
Material adapted with permission from Kagan Publishing & Professional Development.
Kagan, Dr. Spencer – *Cooperative Learning*, ©2004 Kagan Publishing, San Clemente, CA 1 (800) 933-2667, www.KaganOnline.com
Classroom Management SmartCard Series, ©1994 Kagan Publishing, San Clemente, CA 1 (800) 933-2667, www.KaganOnline.com
Lesson A People in a hurry
Grammar Adjectives
(See Student’s Book p. 3.)
Use
- Adjectives
Adjectives are used to describe or give more information about nouns or pronouns. They often come before nouns. They also come after the verb *be* and similar verbs (see below for more information on this type of verb).
*He’s a careful driver.* *He’s careful.*
- Verb + adjective
Adjectives are used after verbs that describe states, feelings, and senses such as *be, get, feel, seem,* and *sound* (sometimes called copular verbs).
*I get impatient.* *(not impatiently)*
*I feel safe with her.*
However, when *feel* means “to have an opinion about,” it is followed by an adverb.
*I don’t feel strongly about it.*
Grammar Manner adverbs
(See Student’s Book p. 3.)
The lesson contrasts adverbs with adjectives.
Form
- Adverbs with -ly
To make most adverbs, add -ly to the adjective form.
*quick* → *quickly* *careful* → *carefully*
- Irregular adverbs
Some manner adverbs are irregular (do not end in -ly).
*good* → *well*
Some have the same form as the adjective.
*fast* → *fast*
- Note: Not all adverbs ending in -ly are adverbs of manner (e.g., *recently* is a time adverb; *absolutely* is an intensifying adverb). Not all words ending in -ly are adverbs (e.g., *friendly* and *silly* are adjectives).
Spelling rules
Here are rules for adding -ly to adjectives to form adverbs:
- For most adjectives, add -ly.
*patient* → *patiently*
- For adjectives ending in *y*, change the *y* to *i* and add -ly.
*easy* → *easily*
- For adjectives ending in *c*, add ally.
*automatic* → *automatically*
Use
- Verb + adverb
Adverbs are used to describe or give more information about verbs. They describe how things are done or how things happen.
*He drives carefully.* *She sings well.*
Corpus information Irregular adverbs
The irregular adverbs *well, hard, late,* and *fast* are all in the top 1,000 words in conversation. The most frequent -ly adverbs of manner in conversation — *quickly, easily, differently, automatically, slowly, properly, badly, strongly,* and *carefully* — are all in the top 4,000 words.
Common errors with adjectives
Students often use adjectives instead of adverbs to describe how someone does an action. (*Children learn languages easily.* NOT *Children learn languages easy.*)
Use
- Adverbs can describe adjectives and other adverbs. Adverbs such as *extremely*, *totally*, *very*, and *really* are all intensifying adverbs. *She’s extremely generous.*
- The adjectives *pretty* and *fairly* mean more than a little. *Pretty* is “stronger” than *fairly*.
- The adverbs *extremely* and *very* are not generally used before adjectives such as *wonderful* or *fantastic*, whose meaning cannot be made stronger because they are already very strong. These stronger adjectives use adverbs such as *absolutely* or *really*. *She’s absolutely wonderful.*
- The expression *at all* after a negative + adjective means “completely not.” *She’s not selfish at all.* This sentence means “She is totally unselfish.”
- Note: *Very, really,* and *so* are also used after negatives. *She’s not very selfish.* This sentence means “She’s just a little selfish.”
- *Completely* and *totally* before an adjective mean “100 percent” in a positive sense. *He’s completely honest.*
Grammar Adjective prefixes
(See Student’s Book p. 5.)
Form
- The prefixes *dis-, im-, in-,* and *un-* can be added to adjectives to give them the opposite meaning.
*He’s unfriendly.* (= not friendly) *She’s dishonest.* (= not honest)
- Other common prefixes with opposite meanings include:
| a / an | amoral | anti | antisocial |
|--------|--------|------|------------|
| il | illogical | ir- | irrational |
Corpus information Really; pretty
*Really* is about nine times more common in conversation than in written texts, and *pretty* is about seven times more common. *Very* or *extremely,* rather than *pretty* and *really,* are used in more formal writing. The pattern *not + adjective at all* is about seven times more frequent in conversation than in writing. The pattern *not at all + adjective* is more common in formal writing and speaking.
Lesson C He’s always wasting time.
Conversation strategy Describing individual habits
(See Student’s Book p. 6.)
- The structure *always* and a verb in the present or past continuous is used to describe what people often do or did. The use suggests that the activity takes place often and that it is worth commenting on. For example, it might be used to describe someone’s annoying habit or an activity that is funny or special in some way.
*We’re always running late in this house.*
(= We do this a lot. We never stop!)
*When I was in college, I was always studying.*
(= I did this all the time.)
- Using *always* and a continuous verb is a way of highlighting the activity. It can be used to make an account of a situation or event livelier.
Corpus information Always with continuous
Always with a continuous verb is often used to describe actions that are annoying, but it can also be used to describe positive behavior. About half of the examples in the corpus describe annoying or negative behavior. The rest are either positive or neither positive nor negative.
Strategy plus At least
(See Student’s Book p. 7.)
- In this lesson, *at least* is used to introduce a positive idea when a bad situation is being discussed.
*My girlfriend is always late, but at least she apologizes.*
- *At least* has a number of other meanings, including the literal meaning of “a minimum of” or “not less than” when used with numbers, amounts, or degrees.
*There were at least 50 people there.*
- It can also be used to correct or qualify information.
*That’s what we all used to do, or at least, most of us.*
*He’s always working. At least, that’s what I heard.*
Corpus information At least
The expression *at least* is in the top 500 words and expressions in conversation, and it accounts for over 90 percent of the uses of the word *least.* About 25 percent of uses of *at least* in conversation are in the meaning taught in the lesson. The expression usually comes at the beginning of a sentence rather than at the end.
Lesson D Is that a fact?
Reading tip
(See Student’s Book p. 8.)
The Reading Tip tells Ss to think about their own answers to the questions on the class website as they read them. The tip also asks them to look for expressions they can use.
Help note Useful expressions
(See Student’s Book p. 9.)
The Help Note presents expressions that students can use in writing about themselves. It includes two passive structures, which should be taught as fixed expressions at this point:
*I was born and raised in…* and *(a company) called…*
The way we are
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Say, “Think about your best friend. What’s he or she like? Tell me one thing.” Ask a few Ss, and write their responses in a column on the board (e.g., smart, funny, kind). Label the column Personality. Say, “Now tell me about one of your best friend’s favorite free-time activities.” Ask a few Ss, and write their responses in a separate column on the board (e.g., play soccer, cook, listen to music). Label the column Habits. Say, “Personality and habits are two things we talk about when we describe the way people are.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity CLASS
Ss look at the aim in Lesson A and Lesson B and find examples in the unit of phrases with adverbs that describe behavior and adverbs that describe adjectives (e.g., walk very fast, eat quickly on p. 2 and incredibly talented, extremely competitive on p. 4).
Before you begin . . .
- **Introduce the ideas for describing people** Have Ss look at Before You Begin. Read it aloud. Help with new vocabulary as needed.
Recycle grammar Recycle the use of phrases with verb + -ing and prepositions to describe people. Write on the board:
verb + -ing:
The man / woman _____ looks _____.
in / with:
The man / woman _____ looks _____.
- Ask, “Who looks outgoing?” Ask a few Ss to respond using one of the patterns on the board (e.g., The woman in the gray suit looks outgoing.). Ask Ss who disagree to raise their hands and give their opinions.
- Have Ss work in pairs to discuss the other three adjectives in the first question in Before You Begin. Check answers with the class: Ask individual Ss, “Who do you think looks shy? / conservative? / stylish?” Ask Ss who disagree to raise their hands and give their opinions.
- Call on individual Ss to talk about each person in the pictures (e.g., S1: I think he / she looks shy). Ask other Ss to say whether they agree or not (e.g., S2: I agree. I think he / she looks shy. S3: Really? I think he / she looks friendly.).
- Ask, “Which people would you like to meet? Why?” Tell Ss to work in small groups to discuss the questions. Groups report which people they would most like to meet and give their reasons.
Extra activity PAIRS
Call out the number of a page in the Student’s Book with a picture of a person. Ss look at the page and describe the person to a partner, talking about personality, habits, possible job, etc. Partners say if they agree or not (e.g., She looks very smart / stylish.).
Lesson A People in a hurry
1 Getting started
- **Set the scene** Read the title of the quiz aloud. Say, “Think about your answer to this question. Is it yes or no? Write your answer.”
A
- **Preview and do the task** Read the instructions aloud. Tell Ss to think about when they are in a hurry and make a list of a few of the times they can think of. Then have Ss share their lists with the class.
B 1.02
- **Preview the task** Have Ss cover the two paragraphs below the quiz. Have Ss read the items. Help with new vocabulary as needed. Say, “Now listen and take the quiz. Circle the letter of the answer that’s true for you. If you’re not sure, circle the letter of the answer that is probably true for you.”
- **Play the recording** Ss listen, read along, and circle \(a\) or \(b\) for each item.
- **Play the recording again** Ss listen and review their answers. Have Ss count their \(a\) answers and their \(b\) answers and then uncover the two paragraphs below the quiz. Ask, “How many have mostly \(a\) answers? Raise your hand.” Read aloud the information for *Mostly \(a\) answers*. Ask, “How many have mostly \(b\) answers? Raise your hand.” Read aloud the information for *Mostly \(b\) answers*.
- **Follow-up** Ss look at the answer they wrote before they took the quiz, raising their hands if they had the same answer when they took the quiz. Ss agree or disagree with the results of the quiz.
C
- **Preview the task** Read the instructions aloud. Have Ss take turns reading their quiz answers in pairs and asking, “How / what about you?” Have Ss discuss how they are alike and how they are different.
D
- **Preview and do the task** Write on the board: *How a person eats*. Say, “Look at number 2 in the quiz. What words describe how a person might eat?” [quickly; slowly] Write them on the board. Ask, “What do these two words have in common?” [They both end in -ly.] Underline the -ly in both words.
- Write on the board: *How a person gets / feels*. Say, “Look at number 5. What word describes how a person might get if his or her flight is delayed?” [impatient] Write it on the board. Ask, “What kind of word is impatient?” [adjective]
Answers
1. I have a lot of tight deadlines.
2. I plan my time well.
3. I often eat lunch quickly.
4. I feel strongly about my opinions.
5. I get impatient in long lines.
6. I work hard to get good grades.
- Say, “Which sentences are true for you? Tell a partner.”
- **Focus on the form and the use** Say, “When you describe how an action is done, you use an adverb. To make most adverbs, add -ly to an adjective.”
- Say, “When you use a verb that describes how you feel or describes how something is — for example, be, get, look, seem, appear, smell, or taste — you use an adjective, not an adverb, after the verb.”
- **Try it out** Write on the board:
He’s a reckless driver.
He’s a bad driver.
Ask, “What are the adjectives in these sentences?” [reckless; bad] Ask Ss to name the adverb for each [recklessly; badly]. Write on the board: *He drives ____*. Ask Ss to complete the sentence using the adverb forms [He drives recklessly; He drives badly.]. Write the answers on the board.
- Write on the board:
When I have to wait for a long time, I get . . .
Ask a few Ss to complete the sentence with an adjective (e.g., impatient, mad, stressed). Write their ideas on the board.
Extra activity GROUPS
Groups race to write as many sentences as they can in three minutes about how busy people do and don’t do things (e.g., They work quickly. They don’t eat properly. They don’t work carefully.). Have groups read their sentences aloud. Groups get a point for every sentence they have that no other group has. The group with the most points is the winner.
2 Grammar
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Tell Ss to look at the section about adjectives and nouns. Say, “These sentences are about people. What adjective in each sentence describes the person in the sentence?” [patient; good; fast; careful] Point out that each adjective comes before a noun.
- Have Ss look at the section about verbs and manner adverbs. Say, “These sentences are about how people do an action. What adverb in each sentence describes how the person does the action?” [patiently; well; fast; carefully] Say, “These adverbs are called manner adverbs because they describe the manner, or *how*, an action is done.”
- **Present the spelling rules** Have Ss look at the section *Regular -ly adverbs*. Point out the words *patient* and *careful*. Ask, “What’s the rule for changing adjectives to adverbs?” [add -ly] Point out the adjective *easy*. Ask, “What’s the spelling rule when an adjective ends in y?” [Change y to i and add -ly.] Point out the adjective *automatic*. Ask, “What’s the spelling rule when an adjective ends in e?” [Add -ally.]
- **Present the irregular adverbs** Say, “Some adverbs are irregular. They don’t end in -ly.” Tell Ss to look at the irregular adverbs in the chart and then close their books. Write on the board: *She’s a good cook. He’s a fast walker.* *They’re hard workers.* Say, “Change the adjectives to adverbs and write three new sentences.” [She cooks well.; He walks fast.; They work hard.]
- Have Ss look at the section about *be, feel, get*, etc., and adjectives. Say, “The verbs in these sentences are not action verbs. They are used to talk about how a person feels or to describe an opinion about how something is; for example, *His voice sounds terrible*.”
- Point out the information with *but*. Tell Ss to look at answer 7b in the quiz on p. 2 again. Say, “In this sentence, *feel* means ‘have an opinion about.’ When *feel* is used with this meaning, it needs an -ly adverb.”
- **Present In Conversation** Books closed. Have Ss guess the 9 most commonly used -ly manner adverbs, and make a list on the board. Then read the information aloud. Ss see how many of their guesses are correct.
- **Present Common Errors** Books closed. Write on the board: *I + get stressed + easy* Have Ss make a true sentence with an adverb (e.g., *I get /don’t get stressed easily*). Have a S read the information aloud. Check Ss answers.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Ask individual Ss to each read a sentence aloud.
**Answers**
1. fast / clearly / terrible / well
2. patient / politely
3. differently
4. automatically / rude
5. safe / recklessly / dangerous
6. hard / carefully / thoroughly
B
- **Preview and do the task** Read the instructions aloud. Ask a S to read the example aloud. Have pairs complete the task. Have pairs report on the sentences they agree with to another pair or to the class.
**Extra practice**
Tell Ss to turn to Extra Practice 1A on p. 140 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-140.)
3 Speaking naturally
A 1.04
- **Preview the task** Say, “Sometimes when people want information, they ask two questions. The second question suggests an alternative answer.” Write on the board: *alternative = another choice*. Say, “The intonation pattern for these questions is the same as for lists. Look at the first question. The stressed word is in bold red. What happens to the intonation on *class*?” [It rises.] “Look at the second question. What happens to the intonation on the stressed word *late*?” [It falls.] (For more information, see Language Notes at the beginning of this unit.)
- Read the instructions aloud. Please note the use of color in the Speaking naturally sections throughout this book. Red indicates stress and maroon indicates any other feature that is being taught.
- **Play the recording** Have Ss listen and repeat.
B 1.05
- **Preview the task** Say, “Listen and repeat these questions.”
**Extra activity** PAIRS
Partners take turns asking each other the quiz questions on p. 2 again. This time, the *a* and *b* choices are asked as *Do you . . . ?* questions (e.g., *S1: When you walk down the street, do you walk very fast and use the time to make phone calls? Or do you enjoy the walk and look at the things and people around you?*). Ss need to use correct intonation.
**Workbook**
Assign Workbook pp. 2 and 3. (The answer key begins on p. T-176.)
Lesson B Personality and character
1 Building vocabulary and grammar
- **Set the scene** Books closed. Say, “Think of a person you have a good opinion of. What’s one reason you admire the person?” Ask Ss for their ideas, and write them on the board (e.g., *He / She is kind / funny / smart. He / She likes to do things for people / doesn’t get mad easily.*).
A 1.06
- **Preview the task** Books open. Say, “Listen and read. Who do these people admire? Why? Listen and underline the answers.”
- **Play the recording** Ss listen, read along, and underline the answers. Check answers with the class [Jessica Davis admires her English teacher because she is talented, creative, and has a great sense of humor.; Mike Kowalski admires a guy / someone in his karate class because he isn’t arrogant.; Bryan Yuen admires his dad because he’s cool, easygoing, and laid-back.; Emilia Perez admires her friend Luisa because she is helpful, generous, not selfish, and reliable.]
- **Play the recording again** Ss listen for people’s qualities (the words in bold) and decide whether each quality is a good quality or a bad quality to have. Call out each quality, and ask a few Ss whether it is positive or negative.
- Ask Ss to call out any unfamiliar vocabulary. Help with the remaining vocabulary words as needed.
- Have Ss look at the list of qualities on the board that they suggested in Set the Scene. Ask a S to call out any items that are also in the article. Tell Ss to check for any ideas that are the same even if the wording is different (e.g., *likes to do things for people* = *helpful*).
**Extra vocabulary** PEOPLE’S QUALITIES
Present or have Ss suggest extra vocabulary for describing people’s qualities, such as *aggressive, ambitious, bossy, cheap, confident, emotional, fair, gentle, impulsive, independent, mean, optimistic, pessimistic, proud, sensitive, supportive, truthful.*
B
- **Preview the task** Erase the board. Ask Ss to read the definitions in the chart. Help with new vocabulary as needed. Tell Ss to look at the article to find the personality words or expressions for each definition. Explain that more than one answer is correct for some definitions.
- **Do the task** Have Ss complete the chart and then compare their answers in pairs, also saying if they know anyone with each particular quality. Check answers with the class: Read each definition aloud, and ask a S to read his or her answer.
Answers
| competitive | easygoing / laid-back |
|-------------|-----------------------|
| practical / down-to-earth | honest |
| reliable / helpful | disorganized |
| unfriendly | talented (creative) |
outgoing
arrogant/selfish
shy
generous
C
- **Preview the task** Say, “You can use adverbs to make adjectives stronger. Look at the example answer, *incredibly*. Find it in the article. What adjective does it make stronger?” [talented] “Does it come before or after the adjective?” [before]
- Say, “Look at the article again. Find the adverbs that make the adjectives listed below stronger and write them on the lines.”
- **Do the task** Have Ss complete the task and then compare their answers with a partner. Check answers with the class.
Answers
1. incredibly talented
2. very practical
3. pretty disorganized
4. completely honest
5. extremely competitive
6. totally reliable
D
- **Preview the task** Say, “Sometimes you can change the meaning of an adjective to its opposite meaning by adding something to the adjective itself. Sometimes you need to use a different word altogether.” Write on the board *fast* and ask Ss for its opposite [slow]. Then write *honest* on the board and have Ss say its opposite [dishonest].
- Say, “Look at the article again. Find words in the article that have the opposite meaning and write them on the lines.”
- **Do the task** Have Ss complete the task and then compare their answers with a partner. Check answers with the class.
Answers
1. unfriendly
2. disorganized
3. reliable
Present the grammar chart Play the recording. Ss listen and repeat.
Understand the grammar Have Ss look at the left side of the chart. Say, “You can use adverbs to make adjectives stronger. Some of the adverbs end in -ly, and some don’t.” Have a S read the first three sentences with incredibly, extremely, and really.
Say, “You can also use an adverb to make another adverb stronger.” Tell Ss to look at the sentence We get along very well. Ask, “Which adverb describes get along?” [well] “Which adverb makes well stronger?” [very]
Tell Ss to look at the part of the chart with pretty and fairly. Have a S read the sentences with pretty and fairly. Ask Ss which makes the adjective or adverb stronger, pretty and fairly or incredibly, extremely, really, and very [incredibly, extremely, really, and very].
Tell Ss to look at the part of the chart with absolutely and really. Say, “Some adjectives such as wonderful and fantastic are already strong. They use adverbs such as absolutely or really.”
Write on the board: She’s not selfish at all. Say, “The expression at all makes negatives stronger.”
Tell Ss to look at the section with completely and totally. Explain that these adverbs mean 100 percent and they can give a lot of emphasis to the word they make stronger.
Ask Ss to look at the right side of the chart. Say, “A prefix is a set of letters at the beginning of a word. Some adjectives have opposites that are formed with a negative prefix. These prefixes mean ‘not.’” Ask Ss to identify the prefixes [im-, in-, un-, dis-]. (For more information, see Language Notes at the beginning of this unit.)
Present In Conversation Books closed. Write on the board: really, pretty. Say, “Look at these two adverbs used to make adjectives stronger. Do you think people use them more in writing or speaking? Write your guess.” Books open. Check answers with the class: Have a S read the information.
About you
A
Preview and do the task Read the instructions aloud. Then have individual Ss read the expressions aloud. Have Ss complete the task.
B
Preview the task Read the instructions aloud. Have two Ss read the example aloud.
Do the task Have Ss complete the task. Ss compare their sentences in pairs, taking turns reading their sentences and examples. Check answers with the class: Have a few Ss each read their sentences and examples.
Recycle a conversation strategy Ask, “What could you say to react to the example answer?” Write Ss’ ideas on the board (e.g., I bet he has a lot of friends.).
Review the use of I bet to react to statements. (See Touchstone Student’s Book 2, Unit 9, Lesson C.) Tell Ss to work with a new partner, repeating the task and reacting to the statements.
Extra practice
Tell Ss to turn to Extra Practice 1B on p. 140 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-140.)
Listening and speaking
A 1.08
Preview the task Read the instructions aloud. Have Ss read the four questions in the chart.
Play the recording Audio script p. T-164 Ss listen and complete the chart. Pause after the first conversation. Continue playing the recording, pausing after each conversation to give Ss time to write.
Play the recording again Ss listen and review their answers. Check answers with the class.
Answers
John: My best friend, Max.
Marina: My sister.
Hiroyuki: My art teacher.
B 1.08
Preview and do the task Read the instructions and play the recording. Check answers with the class.
Answers
John: He’s always smiling. He has a great sense of humor. We’re both pretty outgoing. He doesn’t get stressed easily.
Marina: She’s really generous. She’s always helping people. We’re both into sports and we’re extremely competitive. She’s pretty disorganized.
Hiroyuki: He’s an extremely talented artist. He’s very generous with his time. We both take art pretty seriously. We work incredibly hard. He gets really impatient.
C
Preview and do the task Read the instructions aloud. Ask two Ss to read the example conversation aloud. Have Ss take turns asking and answering the questions in pairs. Go around the class, and help as needed. Then have pairs join another pair to tell each other about the people their partners admire.
Follow-up Have several Ss report to the class about the people their partners admire.
Sounds right
Tell Ss to turn to Sounds Right on p. 137 of their Student’s Books. Have Ss do the task for Unit 1 in class, or assign it for homework. (See the teaching notes on p. T-137.)
Workbook
Assign Workbook pp. 4 and 5. (The answer key begins on p. T-176.)
Lesson C He’s always wasting time.
Lesson C recycles vocabulary for describing people’s qualities and verbs in the continuous.
1 Conversation strategy
- **Set the scene** Ask, “Does someone you know have a habit that you admire?” Ask several Ss to name the habit, but not to name the person (e.g., *Someone I know always writes a “Thank you” note when she receives a gift*). Say, “Does someone you know have a habit that you don’t like?” Ask several Ss to tell the class (e.g., *Someone I know complains a lot*).
A
- **Preview the task** Read the instructions aloud. Have Ss read the characteristics aloud. Check Ss’ comprehension of *disturbs people*, *criticizes others*, and *talks about people behind their backs*.
- **Do the task** Have Ss complete the task. Have Ss share their answers with the class. Tally the answers on the board to see if the Ss agree with one another or are annoyed by different things.
B 1.09
- **Preview the task** Read the instructions aloud. Say, “Listen to the conversation. What’s Ellie’s new co-worker like? How is he different from her last co-worker?”
- **Play the recording** Books closed. Ss listen and then discuss their answers in pairs.
- **Play the recording again** Books open. Say, “This time listen and read along. Listen for the differences between the two co-workers.” Ss listen, read along, and then compare their answers in pairs. Check the answer with the class [Ellie’s new co-worker is extremely friendly and pleasant, but he doesn’t do any work and wastes time. Her last co-worker was not very friendly; he criticized people and talked about them behind their backs.]. Help with new vocabulary as needed.
C
- **Present Notice** Read the information aloud. Tell Ss that people often describe another person’s habits by using *always* and verb in the present or past continuous (e.g., *He’s always studying. / He was always studying*). The use of *always* shows that the activity takes place often and that the speaker thinks it is worth commenting on and emphasizing. (For more information, see Language Notes at the beginning of this unit.)
- Say, “Find the examples in the conversation.” [He’s always smiling; He’s always disturbing people.; He’s always standing around and talking.; And he’s not always criticizing people . . . ; He was always talking about people behind their backs.; . . .he’s always wasting time.]
D
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role.
E
- **Preview and do the task** Read the instructions aloud. To model the activity, ask, “Do you know anyone who is always losing things?” Elicit responses from Ss. Ask a S to read the example aloud. Have pairs complete the task. Go around the class, and help as needed.
Answers
1. I’m always losing things.
2. We’re always singing together.
3. He’s always fixing my computer.
4. He’s always coming home late. And he’s always bringing work home with him, too.
5. She was always making us laugh. You know, she was always telling jokes.
6. A friend of mine is always complaining she’s broke, but she’s always buying herself expensive clothes.
7. He’s always canceling plans at the last minute.
Extra activity PAIRS
Write on the board: *A Great Roommate, A Terrible Roommate*. Partners choose one of the two topics on the board and write a conversation using some of the ideas from the conversation in Exercise 1A. Several pairs role-play their conversation. The class votes on who sounds like the best and the worst roommates.
2 Strategy plus
1.10
- **Present Strategy Plus** Read aloud the information in Strategy Plus and the example. Say, “Speakers describing a bad situation or another person’s annoying habit may not want to leave the impression that everything is bad. They use the expression *at least* to say something good in a bad situation. Or the listener might respond to a negative statement with an *at least* statement for the same reason.”
- Tell Ss to look back at the conversation on p. 6 and find the example of *at least*. Ask, “What does Max say to point out ‘the good side’ of having a friendly co-worker?” [Well, at least he’s pleasant.]
- **Present In Conversation** Books closed. Write on the board: *At least* is in the top ____ words and expressions. Write the numbers 100, 300, 500 under the sentence. Have Ss guess the correct number [500]. Then ask a S to read the information aloud.
- **Preview the task** Read the instructions aloud. Have Ss read the comments. Check Ss’ comprehension of *running behind*, *good condition*, and *snore*. Say, “Read the first comment. Where should you add *at least*.” Ask a S to read the sentence aloud [. . . but at least she calls to say she’ll be late.].
- **Do the task** Have Ss complete the task.
- **Play the recording** Audio script p. T-164 Tell Ss to listen and check their answers. Play the recording again and have Ss repeat the sentences.
**Answers**
1. My girlfriend’s always running behind, but *at least* she calls to say she’ll be late.
2. My best friend is always borrowing my clothes. *At least* she returns them in good condition.
3. One of my classmates talks about himself a lot. *At least* his stories are always interesting.
4. My roommate sleeps all the time, but *at least* she doesn’t snore. Thank goodness!
5. My parents and I see things differently. *At least* we don’t have big fights or anything.
- Have a pair of Ss read the example conversation aloud. Have Ss call out ideas to complete B’s sentence in the example. Tell Ss to work in pairs and to start conversations using the ideas in the exercise. Tell Ss to continue the conversations as long as possible.
3 Strategies
A 1.11
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task.
- **Play the recording** Audio script p. T-164 Check answers with the class.
**Answers**
1. A My boyfriend is always checking his messages, even at the movies!
B Oh, that’s annoying. But *at least* he doesn’t answer his phone during a movie, right?
2. A My girlfriend is always telling jokes. She never takes anything seriously.
B Well, *at least* she has a good sense of humor.
3. A Sometimes I’m so disorganized. I’m always losing things, like pens and stuff.
B Yeah, but *at least* you don’t lose anything really valuable, right?
4. A My sister is always asking me for money. She asks nicely so it’s hard to say no.
B Well, *at least* she asks politely.
B
- **Preview and do the task** Tell Ss to practice the conversations in pairs, taking turns playing each role.
- Have Ss practice again. This time tell Ss to think of their own response to A’s comments.
C
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentence aloud. Put Ss in pairs to complete the task. Go around the class, and help as needed.
- **Follow-up** Several Ss report on someone from their pair work. (e.g. T: Who’s always chewing gum? S: My friend Koji’s always chewing gum, but *at least* he doesn’t do it loudly.)
**Extra activity GROUPS**
Ss think of three people they know with an annoying habit. Ss write sentences about each person using *at least* (e.g., *My friend is always buying new clothes, but at least she lends them to me sometimes!* *My math teacher is always giving us homework, but at least he gives us good grades.*). Ss then tell the group about the people they know. Group members ask questions to get more information. Ss respond if they can, using *at least* again (e.g., S1: *Does your friend spend all her money on clothes?* S2: *No, she doesn’t. At least she saves some of her money.*).
**Workbook**
Assign Workbook pp. 6 and 7. (The answer key begins on p. T-176.)
Lesson D Is that a fact?
1 Reading
- **Set the scene** Read the lesson title. Write on the board: *Most people don’t know that I . . .* Ask, “What is something most people don’t know about you?” Have Ss each write down one or two ideas. Then ask a few Ss to share the little-known facts about themselves (e.g., *Most people don’t know that I sing in a band*). After a S answers, encourage other Ss to ask follow-up questions (e.g., *Really? What kind of music do you play? Where does your band play?*).
A Prereading
- **Preview and do the task** Read the instructions aloud. Say, “What would you like to know about a new classmate? Think of two questions you would like to ask.” Have Ss write two questions, and then tell the class their questions. Write some of the questions on the board.
B During reading
- **Preview the reading** Have Ss read the title of the webpage and skim through the article looking at the questions. Ask, “Are any of the questions the same as the ones you would ask a new classmate?” Tell Ss to look at the questions on the board and call out any that are the same.
- **Present Reading Tip** Read the tip aloud. Point out the questions in green below each person’s name. Tell Ss to try to answer the questions for themselves and then think about their own answers as they read the students’ answers. Tell them to look for expressions they can use when talking and writing about themselves.
- **Do the reading** Say, “Now read the profiles. Which student would you most like to meet?”
- Have Ss work in pairs, telling their partner which person they would most like to meet and why. Have a few Ss report to the class about their partner’s choices.
- **Follow-up** Have Ss work in pairs and play the roles of an interviewer and the students in the profiles. Ss practice asking and answering the questions using each student’s information.
C Postreading
- **Preview the task** Say, “Which facts do you remember about the students?” Have Ss call out interesting facts. Read the instructions aloud.
- **Do the task** Have Ss complete the task. Then check answers with the class: Have Ss call out the names of the students.
Answers
*Enjoys playing music:* Katya Akilova, Ahmed Abd El-Salam
*Is very hard-working:* Katya Akilova
*Already has a job:* Mateo Reyes, Ahmed Abd El-Salam
*Is an outdoor type:* Mariana Barelli Matos
*Is very serious:* Katya Akilova, Ahmed Abd El-Salam
*Wants a creative career:* Mariana Barelli Matos, Mateo Reyes
*Seems like fun:* Answers will vary.
- **Follow-up** Ss look at the webpage. Call out questions not included in the activity (e.g., *Who speaks Mandarin?* [Mariana] *Who plays the accordion?* [Katya Akilova]). Ss scan and find the information to answer each question as quickly as they can, raising their hands when they have an answer.
Extra activity CLASS
Ss call out a fact about one of their classmates without saying the name. Other Ss try to guess the identity of the classmate.
Extra activity CLASS
Ask Ss questions about their opinions about the people in the article, such as *Who do you think is the most talented person? Who do you think is the easiest to get to know / most hardworking / most interesting?* Ss answer and explain why.
Postreading
- **Preview the task** Read the instructions aloud. Tell Ss to find the word *experience* in the reading on p. 8. Have a S say the number of the profile and the sentence the word is in [Profile 1: She felt very strongly that I should experience her culture . . .]. Say, “Now choose the meaning of *experience.*” [have contact with]
- **Do the task** Say, “Now find the other words in the article and circle the best option to explain them.” When Ss finish, check answers with the class: Call on individual Ss to say where the word is found and give the answer.
Answers
1. Profile 1: I should **have contact with** my mother’s culture.
2. Profile 1: The children are **poor.**
3. Profile 2: I **don’t think** I am really good at things.
4. Profile 3: This is something I **am** thinking about.
5. Profile 4: The students are all **different.**
6. Profile 4: I’m **not outgoing at all.**
About you
E
- **Preview and do the task** Read the instructions aloud. Ask a S to read the first question in one of the profiles aloud. Have pairs complete the task. Have pairs report on their partner’s answers to another pair or to the class.
Listening
A 1.12
- **Preview the task** Read the instructions aloud. Have Ss read the information on the right.
- **Play the recording** Audio script p. T-164 Ss listen to the five conversations and match the names on the left to the things they might say next. Check answers with the class.
Answers
1. Ana: I’m a fairly good singer.
2. Kevin: I speak two languages fluently.
3. Jen: I’m extremely allergic to nuts.
4. Patrick: I can play two instruments really well.
5. Tom: I’m a pretty good cook.
B 1.12
- **Preview and do the task** Read the instructions aloud. Have a S read the example aloud. Have Ss complete the task.
Possible answers
1. Ana is in a local choir.
2. Kevin’s mom is from Japan.
3. Jen’s allergy started when she was a little kid.
4. Patrick plays Irish music.
5. Tom can cook all kinds of food.
- **Follow-up** Play the recording again, pausing after each conversation to give Ss time to review their answers and add more information if needed. Check answers with the class: Call on individual Ss to read their sentences.
Writing and speaking
A
- **Preview the task** Read the instructions aloud. Tell Ss to read the example and to review the student profiles on page 8. Tell them to choose five questions that fit the information they want to share.
- **Present Help Note** Read the useful expressions aloud. Call on Ss to complete them. (For more information, see Language Notes at the beginning of this unit.)
- **Do the task** Have Ss write their profiles. Remind Ss not to write their names.
Extra activity PAIRS
Ss read a partner’s profile and then write two or three questions about the facts in the profile. Ss give their questions to their partner, who adds information to answer the questions to his or her profile.
B
- **Preview the task** Read the instructions aloud. Collect the profiles and then redistribute them.
- **Do the task** Have Ss read the profiles. Ss write down a few facts from the profiles and then see if they can guess who the profiles belong to.
- **Follow-up** Put Ss in groups and redistribute profiles so each group has profiles that belong to other Ss. Tell Ss to discuss the profiles and choose the most interesting fact on each. Then groups decide on the most surprising profile and report to the class.
Free talk
Tell Ss to turn to Free Talk 1 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-129.)
Workbook
Assign Workbook pp. 8 and 9. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “It is useful to find opposites for new vocabulary words. Some adjectives have two opposites, one with a negative prefix: *Happy* has both *sad* and *unhappy* as opposites. Adjectives with several meanings may have several opposites: the opposite of *hard* can be *soft*, or it can be *easy* for phrases such as *hard work*.”
- **Present In Conversation** Ask, “Do you think people use adjectives with negative prefixes such as *unhappy* more than adjectives without these prefixes? If yes, raise your hand.” Read the information aloud.
These tasks recycle adjectives, adverbs, and negative prefixes.
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1
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
Answers
1. My father drives really well.
2. My best friend can be very mean.
3. My boss is an extremely polite person.
4. I was pretty happy in school.
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2
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
Answers
1. quiet / soft
2. shy
3. early
4. quickly
5. easy
6. similar
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3
- **Word Builder** is a new activity in *Touchstone Student’s Book 3*. The Word Builder tasks include new vocabulary related to the unit. Ss can look up the words.
- **Preview and do the Word Builder task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
Answers
1. impatient
2. dishonest
3. unfriendly
4. incompetent
5. disorganized
6. unhealthy
7. unreliable
8. inconsiderate
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Follow-up At the start of the next class, Ss put their photos on a desk and tell their partner about each person (e.g., *This is my little brother. He’s really annoying. He’s always using my things*).
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first five items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Grammar Present perfect statements
The lesson presents present perfect statements and a number of common regular and irregular past participles.
Form
- Affirmative
I / you / we / they + ‘ve / have + past participle
He / she / it + s / has + past participle
I’ve been to Europe.
She’s been to Europe, too.
- Negative
I / you / we / they + haven’t / have not + past participle
He / she / it + hasn’t / has not + past participle
I haven’t tried sailing.
She hasn’t tried sailing.
- Regular past participles
The forms and spelling rules for regular past participles ending in -ed are the same as for simple past verbs.
- Irregular past participles
Some irregular past participles are the same as the base form of the verb (come / came / come), some are the same as the simple past (have / had / had), and others are different from both the base form and the simple past (see / saw / seen).
Note: The Vocabulary Notebook on p. 20 helps students organize verbs according to their past and past participle forms.
Use
The present perfect is used to talk about situations and events that took place at an indefinite time in the past, in a period of time that leads up to the present. The time at which the events took place or when the situations existed may not be known or may not be important.
I’ve always wanted to be an actor.
They’ve never traveled outside of Japan.
Here are some common uses:
- For actions or events that happened at an indefinite time in the past that still have importance in the present
I haven’t saved enough money. (I still don’t have enough.)
- For repeated actions at an indefinite time in the past
We’ve gone sailing three times this year.
- With certain time expressions
The present perfect may be used with time expressions that refer to “time up to now,” such as before, never, in my life, over the past three years, this week, up to now, just, and lately. Just and lately are used to emphasize that something happened in the very recent past.
I’ve never tried it before.
She’s been really tired lately.
I’ve just finished my homework.
Note that in American English just is not only used with the present perfect. Americans often use just + simple past to talk about recently completed actions (e.g., I just finished my homework.)
Present perfect vs. simple past
The present perfect is not normally used with time expressions that indicate a definite point in time in the past that is now finished (e.g., last week, two years ago). With these expressions, the simple past is generally used.
I’ve always wanted to be an actor.
When I was little, I wanted to be an actor.
(For more information, see Language Notes for Lesson B.)
Been vs. gone
The past participles gone and been can both be used to talk about places one has visited. People more frequently use been to mean “visited” or “visited a place and returned.”
I’ve (never) been to Paris. OR I’ve (never) gone to Paris.
I’ve never gone sailing before. OR I’ve never been sailing before.
Note that I’ve been to Paris is often used in preference to I’ve gone to Paris to mean visited and returned.
Corpus information Contractions and adverbs
- When using the present perfect in affirmative statements in conversation, people generally use the contracted forms of have (I’ve been, he’s gone, they’ve started, etc.).
- In negative statements, people tend to use the forms haven’t and hasn’t; the contractions ‘ve not and ’s not are possible, but not very frequent.
- In conversation, the most commonly used adverbs in present perfect statements are never, just, and always.
Common errors with past participles
Students often use the base form of a verb instead of using the past participle when using the present perfect. (I’ve traveled a lot. NOT I’ve travel a lot.)
Lesson B Unusual experiences
Grammar Present perfect vs. simple past
(See Student’s Book p. 14.)
Form
- Present perfect questions
Have + I / you / we / they + (ever +) past participle?
Has + he / she / it + (ever +) past participle?
Have you ever done anything scary?
Has she ever tried rafting?
- Present perfect affirmative short answers
Yes, + I / you / we / they + have.
Yes, + he / she / it + has.
- Present perfect negative short answers
No, + I / you / we / they + haven’t.
No, + he / she / it + hasn’t.
Use
- Present perfect questions are used to ask about events that took place at an indefinite time in a period of time that leads up to the present. They often include the adverb ever.
Have you ever done anything scary?
- When people answer present perfect questions and include references to a specific, finished time in the past, they use the simple past.
A Have you ever done anything scary? (= at any time before now)
B Yes, I have. I went rafting last year. (= at a specific past time)
OR
B No, I haven’t. I’ve never done anything scary. (= not in my life up to now)
Corpus information Present perfect questions
In conversation, the most common questions with the present perfect are Have you (ever) seen, been, heard, and had . . . ? These account for over 50 percent of all present perfect questions starting with Have you . . . ?
Vocabulary Past participles
(See Student’s Book p. 15.)
The vocabulary in the lesson consists of past participles of irregular verbs. From now on, Ss should learn three forms of any verb: base form, simple past, and past participle.
Speaking naturally Reduced and unreduced forms of have
(See Student’s Book p. 15.)
- This exercise contrasts reduced and unreduced forms of have. The reduced form is often said as /həv/ or /əv/.
- Have is often reduced in present perfect questions and statements.
- Have is generally not reduced in short answers.
Lesson C I’ve heard good things . . .
Conversation strategy Keeping the conversation going
(See Student’s Book p. 16.)
In friendly conversations, people often keep the conversation going by showing interest in the other speaker’s experiences, even if they have not had the same experience themselves. They often find something to comment on, saying, for example, I’ve heard (or read) about that and then ask questions.
A We went to a new club called Fizz. Have you been there?
B No, but. I’ve heard good things about it. How was it?
Strategy plus Response questions
(See Student’s Book p. 17.)
In Touchstone Student’s Book 1, Unit 10, Lesson C, Ss learned to respond with You did? to show interest, surprise, or attentiveness when people tell news or events using the simple past. In this lesson, they learn to use short questions using auxiliary verbs in the simple present (Do you?) and present perfect (Have you?) to show interest.
Use
- People use these short questions to show interest.
A I love Liam Neeson.
B Do you?
A I’ve seen most of his movies.
B Have you?
- The word order of response questions can be Do you? or You do? and Have you? or You have? The forms You do? and You have? are used in more informal conversations, and they are more likely to be used to show surprise.
Lesson D Travel blogs
Reading tip
(See Student’s Book p. 18.)
The Reading Tip tells Ss to think of a comment they could post after reading a blog to show they understood what they read. Doing this will help them engage with the content of the blog.
Help note Adverbs of attitude
(See Student’s Book p. 19.)
This Help Note presents adverbs such as fortunately and amazingly. These adverbs, which often, but not always, appear at the beginning of a sentence, show the writer’s (or speaker’s) feeling or attitude toward the information in the statement.
Fortunately, there were some great guides. (= I feel fortunate we had good guides.)
Amazingly, it wasn’t really scary. (= I think it’s amazing that it wasn’t scary.)
Experiences
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Say, “In conversations, we often talk about the different experiences we’ve had.” Explain that an experience is something that you did (such as take a trip) or something that happened to you (“Someone stole my bag yesterday.”). People talk about having good or bad experiences. Write on the board: *An experience I’ll never forget was when* . . . Ask a few Ss to complete the sentence with true information. Write on the board: *An experience that changed me was when* . . . Ask a few Ss to complete the sentence with true information. Say, “In this lesson, we’ll talk about experiences we’ve had.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity CLASS
Write on the board:
*Which part looks interesting?*
*Which part looks useful?*
*Which part looks like fun?*
Ss look through the unit and choose parts to answer the questions. Several Ss report their opinions to the class and give their reasons.
Before you begin . . .
- **Introduce the types of experiences** Have Ss look at the pictures. Call on Ss to describe the place or activity in each picture [Picture 1: The people are on a gondola in Venice. Picture 2: He’s surfing. Picture 3: They’re visiting famous waterfalls. Picture 4: The spectators are getting an autograph from a famous athlete.].
- Say, “Raise your hand when your answer is yes. Who’d like to visit Venice? Who’d like to go surfing? Who’d like to see famous waterfalls like Niagara Falls?” Who’d like to meet a celebrity, such as a famous cyclist?
- Ask Ss to look at Before You Begin. Read the instructions aloud. Ask, “Is there a place you’d like to go someday?” Elicit answers from Ss. Ask questions for the other items, eliciting Ss responses each time. Alternatively, have Ss discuss the ideas in pairs.
Recycle grammar This task recycles *would like*. Have Ss tell a partner about each of the special experiences they would like to have. For each experience on the list, ask a few Ss to share their answers with the class (e.g., *I’d like to go to Venice for Carnival someday*).
Extra activity GROUPS
Group members compare and discuss their choices for special experiences (e.g., S1: *I’d really like to go to Rome someday*, S2: *Me too. I love Italian food*, S3: *Italy’s amazing. I was there last year* . . . ). Ss try to agree on experiences they would all like to have. Groups report the experiences they would all like to have and give some of their reasons.
Lesson A Hopes and dreams
1 Getting started
- **Set the scene** Say, “Hopes and dreams are about what you would really like to do or have in the future.”
A
- **Preview and do the task** Read the instructions and the example aloud. Tell Ss to work in pairs and think of three kinds of hopes and dreams people have. Ask Ss to tell the class, and write different ideas on the board in note form (e.g., go traveling, have a family, etc.).
B 1.13
- **Preview the task** Read the title of the article aloud. Books closed. Write the names on the board: Jill, Sonia and Carlos, Raquel, Hiro. Say, “What is each person’s secret dream? Listen and write the answers.”
- **Play the recording** Ss listen and write.
- **Play the recording again** Books open. Ss listen and review their answers. Check answers with the class [Jill would like to study acting.; Sonia and Carlos would like to buy their own sailboat.; Raquel would like to go surfing.; Hiro would like to take his parents to Europe.].
C
- **Preview the task** Read the instructions aloud. Say, “Read the sentence or both sentences and then find a sentence in the interviews that has this meaning.” Have a S read the sentences in item 1. Then have Ss raise their hands when they find the similar sentence in the interviews. [I’ve always wanted to be an actor.] Write it on the board. Ask, “What verb comes after the subject?” [ve; have] Underline ‘ve. Ask, “What’s the main verb in the sentence?” [wanted]. Underline wanted.
- Read the instructions aloud. Tell Ss to look at the interviews for help as they do the task.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read a sentence aloud.
Answers
1. I’ve always wanted to be an actor.
2. We haven’t saved enough money!
3. He’s even surfed in Hawai’i.
4. I’ve been there many times.
- **Focus on the form and the use** Say, “When you talk about experiences and events that happened at some time before now, but you don’t say when they happened, you can sometimes use a verb form called the present perfect.”
- Ask Ss to look at the article. Ask, “Do we know when Raquel’s brother went surfing in Hawai’i?” [no]
- Say, “You can also use present perfect to talk about things that are still true or relevant now. Did Jill want to be an actor when she was small?” [yes] “Does she want to be an actor now?” [yes] Say, “So it’s still true and relevant. Do Sonia and Carlos have savings?” [no] Elicit why. [They haven’t saved enough money]
- Say, “You can also use present perfect to talk about an action or event that’s never happened. Find something Hiro’s parents have never done.” Ask a S to answer, and write the answer on the board, underlined as shown:
- Hiro’s parents have never traveled outside of Japan.
- Say, “The present perfect is formed using the verb have and a past form of the verb called a past participle.” Write on the board: past participle. Ask Ss to look through the article and find the past participles. Ask individual Ss to call them out, and write them on the board [wanted, had, been, gone, saved, tried, surfed, traveled].
- **Try it out** Write on the board:
I’ve always wanted to (go to) ______.
I’ve never been to ______.
Have Ss complete the sentences individually. Then have them walk around the class and tell their completed sentences to a few classmates.
Extra activity GROUPS
Review some ways to give advice (e.g., You could, Why don’t you . . . ?), and write them on the board. Group members give one another advice on how to make their dreams come true (e.g., S1: My dream is to study acting. S2: You could join the Drama Club at school. S3: Why don’t you look for some acting classes in the newspaper?).
A
- **Preview the task** Tell Ss to complete the conversations with present perfect verbs. Read the first example given to model the activity.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Ask pairs of Ss to each read a conversation.
**Answers**
1. A I’ve always wanted to try rock climbing.
B Really? Not me. I’ve never wanted to do it. I’ve always been afraid of heights.
2. A I haven’t seen the Grand Canyon. I really want to go there someday.
B Me too. My friend has been there. She had an amazing time.
3. A I’ve gone surfing three or four times. It’s exciting.
B Yeah? I haven’t tried it before. I’ve never done any water sports.
4. A My dream is to be a tennis player. I’ve had a lot of training and I’ve played with some professional tennis players.
B No way! I love tennis. I’ve always wanted to meet Andy Murray.
5. A We haven’t traveled much, but we want to go to Bogota.
B Me too. My cousin lives there. He’s invited me to visit several times, but I haven’t saved enough money to go.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
B
- **Preview the task** Read the instructions aloud. Ask two Ss to read the example conversation aloud.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed. Have a few pairs each present one of their conversations.
**Extra practice**
Tell Ss to turn to Extra Practice 2A on p. 141 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-141.)
3 Talk about it
- **Preview the task** Read the instructions aloud. Ask individual Ss to each read a discussion question aloud. Have a few Ss tell the class something they have always wanted to buy and what has stopped them from buying it.
- **Do the task** Have Ss complete the task. Have groups report on the dreams expressed.
**Workbook**
Assign Workbook pp. 10 and 11. (The answer key begins on p. T-176.)
Lesson B Unusual experiences
1 Building language
- **Set the scene** Say, “Look at the pictures. Mei-ling and Martin are talking about scary experiences.” Ask the class to brainstorm some scary experiences (e.g., roller-coaster rides, exams, horror movies). Then have them say what the people in the pictures are doing.
A 1.15
- **Preview the task** Read the instructions aloud.
- **Play the recording** Ss listen and read along. Ask Ss to vote on the experience that was scarier by raising their hands.
B
- **Preview the task** Say, “Look at the article. Find a question in the present perfect.” [Have you ever done anything scary?] “Where in the question is *have*?” [before *you* / the subject] Say, “Look for a short answer. What verb is used?” [have] “Find time expressions that talk about a definite time in the past.” [last year, a couple of years ago] “What verb form is used with those time expressions?” [simple past]
2 Grammar
1.16
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Write on the board: *Have you ever gone white-water rafting?* Ask, “What word in the question means ‘at any time in your life until now?’” [ever] Explain that *ever* is often used with questions in the present perfect.
- Point out the negative short answer and the extra information after it. Say, “A negative short answer to a present perfect question uses *haven’t* or *hasn’t*. What verb form is used for the extra information?” [present perfect] Ask, “Why?” [It talks about an indefinite time – the speaker’s life until now.]
- Point out the affirmative short answer. Ask, “What verb is used in the short answer?” [have] Say, “Look at the extra information that follows the short answer. What verb form is it?” [simple past] Ask, “Why?” [It mentions a specific time in the past – last May.]
- Read aloud the next question in the chart: *Did you have a good time?* Explain that the follow-up questions are in simple past when they refer to a specific event or time in the past. Ask, “What specific event and time does the question ask about?” [rafting last May]
- **Present In Conversation** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a conversation aloud.
B
- **Read the instructions aloud.**
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a conversation.
Answers
1. A *Have you ever been to Ecuador?*
B Yes, I *have*. I *went* / *was* / *traveled* there last year.
2. A *Have you ever entered a talent contest?*
B No, I *haven’t*. But I *sang* / *was* / *played* / *performed* in a concert in May.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
- **Focus on the use** Tell Ss to look at the two conversations in Exercise 1B. Say, “When you ask and answer questions about an indefinite time in the past, use the present perfect. When you ask and answer questions about a specific time in the past, use the simple past.”
Answers
1. A *Have you ever heard of kitesurfing?*
B Yes, I *have*. But I’ve never done anything like that.
2. A *Have you and your friends ever *gone* on a big roller coaster?*
B No, we *haven’t*. I’ve always *hated* roller coasters.
3. A *Have you ever *stayed* up all night?*
B Yes, I *have*. My family *went* camping two years ago, and none of us *slept* all night.
4. A *Did you *do* anything different last summer?*
B Yes, I *did*. I learned to play African drums. I’ve always *wanted* to play them. I’ve never *been* to Africa, though.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
About you
B
- **Preview and do the task** Read the instructions aloud. Have pairs complete the task. Have a few pairs present one of their conversations to the class.
Extra activity GROUPS
Group members tell each other about a scary experience they have had. The S with the scariest story in each group tells the class about it.
Extra practice
Tell Ss to turn to Extra Practice 2B on p. 141 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-141.)
Building vocabulary
A
- **Preview the task** Ask Ss to read the chart and guess the base form for each past participle, which is in bold type. Tell Ss to read the entire question to help them guess. Call out each past participle, and have individual Ss say the base form. Read the instructions aloud. Ask two Ss to read the example conversation aloud.
- **Do the task** Have Ss go around the class and complete the task. Check answers with the class: For example, ask, “Who has won a prize?” Ask a few Ss who received a yes answer to report to the class (e.g., *Emily has. She won a prize last summer*).
- **Recycle a conversation strategy** Recycle the conversation strategy of reacting to a story. (See *Touchstone Student’s Book 2*, Unit 9, Lesson C.) Write the example answer from below the chart on the board. Ask a few Ss for responses to it (e.g., *That’s great. That sounds hard. I bet you were proud*). Then have Ss choose one of the experiences from the chart that they have had and tell their story to a partner, who uses expressions for reacting to a story.
B
- **Preview the task** Read aloud the instructions and the example for *win*. Tell Ss to write the three main forms of other irregular verbs they know on a separate piece of paper.
- **Do the task** Have Ss complete the task. Write as columns on the board: *Base Form, Simple Past, Past Participle*. Check answers with the class: Ask individual Ss to each call out the three main parts of a verb.
Answers
| Base form | Simple past | Past participle |
|-----------|-------------|-----------------|
| win | won | won |
| get | got | gotten |
| speak | spoke | spoken |
| take | took | taken |
| find | found | found |
| lose | lost | lost |
| have | had | had |
| forget | forgot | forgotten |
| fall | fell | fallen |
| hurt | hurt | hurt |
- Ask individual Ss to call out the base form of any irregular verbs they included in their new chart. Have other Ss call out the simple past and past participles of the verbs. Add the verb forms to the columns on the board, providing help as needed.
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 20 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-20.)
Workbook
Assign Workbook pp. 12 and 13. (The answer key begins on p. T-176.)
Speaking naturally
A 1.17
- **Preview the task** Point out *have* in A’s question. Say, “When people ask questions using the present perfect, they often say *have* in a reduced form.”
- Point out the use of color in the Speaking naturally section. Say, “Here maroon shows the reduced form. Red shows the unreduced or stressed form.”
- Look at B’s long answer. The *have* after *parents* may be reduced to sound like the preposition *of*. Note, however, that *have* is not reduced in short answers.” Read the instructions aloud.
- **Play the recording** Ss listen and repeat.
B 1.18
- **Preview the task** Read the instructions aloud. Have Ss read the questions.
- **Play the recording** Audio script p. T-164 Ss listen and complete the question stems. Go over the questions as a class.
Answers
1. bungee jumping
2. rock festival
3. famous person
4. German
5. North American
6. contest
7. appointment
8. your arm
C
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation aloud. Point out that Ss are to add their own endings to the questions for the pair work. They should also add some specific information about their answer as in the example conversation.
- **Do the task** Have Ss in pairs take turns asking and answering their questions and offering additional information after each answer. As Ss do the task, go around the class, and listen for the reduced and unreduced forms of *have*. If necessary, replay Exercise 4A, and have Ss repeat.
- **Follow-up** Pairs report interesting information they learned to the class.
Sounds right
Tell Ss to turn to Sounds Right on p. 137 of their Student’s Books. Have Ss do the task for Unit 2 in class, or assign it for homework. (See the teaching notes on p. T-137.)
Lesson C I’ve heard good things . . .
Lesson C recycles the present perfect.
Conversation strategy
- **Set the scene** Ask, “How do you decide what movie to go to?” Ask Ss for ideas (e.g., *a trailer (preview) at the theater or online; a good review; a friend recommends it*).
A
- **Preview and do the task** Read the instructions aloud. Have Ss write five fun things people do on the weekends. Call on Ss to share some of their ideas with the class. (e.g., *go bowling, go shopping with their friends, go to a movie.*)
- Have Ss say their favorite thing to do on a weekend. Have other Ss raise their hands if it’s also their favorite thing to do.
B 1.19
- **Preview the task** Read the instructions aloud. Say, “Write the answer.”
- **Play the recording** Books closed. Ss listen and write their answers. Have Ss compare their answers in pairs.
- **Play the recording again** Books open. Tell Ss to listen, read along, and review their answers. Check answers with the class [Jason has been to a club called Fizz and has seen a movie about hip-hop artists twice.].
C
- **Present Notice** Read the information aloud. Explain that one way to keep a conversation going is to show interest in the other speaker’s experiences, and to encourage the speaker to say more. Here the speakers make a comment and then ask a question. (For more information, see Language Notes at the beginning of this unit.)
- Ask two Ss to read the example. Say, “Find another example in the conversation.” [Jason: . . . Have you seen that new movie about hip-hop artists? Lea: No. Is it good?]
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 16 and find an example of *Do you?* and *Have you?*. Tell Ss to underline what Jason and Lea said before each response. [I prefer hip-hop. Do you?, I've seen it a couple of times. Have you?]
- Read the information in Strategy Plus. Read the example question aloud. Ask, “What tense is this question?” [present perfect]. Point out that the response uses an auxiliary for the present perfect, *have*: *Have you?*
- **Present In Conversation** Ask a S to read the information aloud.
- **Preview the task** Tell Ss to complete the conversations with response questions such as *Do you?*, *Are you?*, *Did you?*, *Have you. You do?*, or *You have?*.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a conversation aloud.
Answers
1. A I’ve never been up in a hot air balloon. I’m afraid of heights.
B *Are you?* Me too. I hate flying.
A *Do you?* I’m the same way. I get sick on airplanes, too.
2. A Have you ever performed in front of an audience?
B Yes, I have. Actually, I do it all the time.
A *Do you?* Wow.
B Yeah. I’m a drummer in a rock band.
A *Are you?* I’m impressed.
3. A Have you seen any good movies lately?
B Actually, I went to see that new action movie that’s out right now.
A *Did you?* The one with Liam Neeson? I’ve seen all his movies.
B *Have you?* So, is he your favorite actor?
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
3 Listening and strategies
A 1.20
- **Preview the task** Read the instructions aloud. Check that Ss understand all the topics.
- **Play the recording** Audio script p. T-165 Ss listen and write the letter of the correct topic beside each person.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
Answers
1. Albert: d. a hobby
2. Reny: a. a job
3. Melissa: f. an accident
B 1.20
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and write what each person did.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
Answers
1. Albert just entered a film in a national film festival.
2. Reny just performed for the president.
3. Melissa just watched the entire series of her favorite TV show.
C 1.20
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and check (√) the correct response.
- **Play the recording again** Ss listen and review their answers. Then have Ss write a follow-up question to keep the conversation going. Have Ss compare their answers in pairs. Check answers with the class. Then have a few Ss share their follow-up questions with the class.
Answers
Albert: Did you?
Reny: You were?
Melissa: You did?
Extra activity PAIRS
Write on the board: *an unusual or extreme sport, an unusual food, a new restaurant, an unusual vacation destination.* Pairs discuss the topics, using short responses to show interest (e.g., S1: I’ve always wanted to try skydiving. S2: Have you? Not me. I like safer sports. S1: You do?).
Free talk
Tell Ss to turn to Free Talk 2 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-129.)
Workbook
Assign Workbook pp. 14 and 15. (The answer key begins on p. T-176.)
Lesson D Travel blogs
1 Reading
- **Set the scene** Books closed. Write the lesson title on the board, and read it aloud. Say, “Does anyone know what a blog is?” Ask a few Ss for their ideas (e.g., *a diary* or *a journal on the Web*). Point out that a *log* is another word for *diary* or *journal*. Then tell Ss *blog* is short for a web log. Ask Ss to raise their hands if they have ever read blogs on the Internet. Then ask them to raise their hands if they or anyone they know write blogs. Call on a few Ss who raised their hands to share information with the class.
- **Do the reading** Read the instructions aloud. Have Ss read the blogs and the comments, and decide which blogger had the worst problems. Then have Ss work in pairs and tell a partner which blogger they chose and why. Call on a few Ss to report to the class about their choices and the reasons for their choices.
- **Do the reading again** Have Ss read the blogs again and underline any new words. Have Ss call out the words, and write them on the board. Ask Ss to explain the meanings of the words, and provide help as needed.
A
Prereading
- **Preview the task** Have Ss look at the photographs in the blogs. Ask, “What are they photos of?” Elicit answers. [A colorful bird. A bay or inlet. Someone parasailing.] Tell Ss to scan for the countries the pictures are from. Ask, “Which trip would you like to take?” Have Ss choose one of the trips (Guatemala or Brazil) and tell the class why they chose it.
- **Present Reading Tip** Read the tip aloud. Tell Ss to look at the comments underneath the blog. Ask how many there are. Say, “The comments ask questions and make personal connections to the blog posts. As you read, make your own personal connections and think of questions for your comment.”
During reading
- **Preview the reading** Write the two places and the four topics on the board:
- Guatemala: the landscape
- Brazil: wildlife
- food
- traveling from place to place
- Ask, “What do the bloggers say about the two places on the board? Which of the topics is the main one in each blog? Look through the blogs quickly. Match the topics and places.” Ss skim the two blogs and write down the topic for each place. Check answers with the class [Guatemala: the landscape, the wildlife, and traveling from place to place; Brazil: the landscape, the food].
B
Postreading
- **Preview the task** Read the instructions aloud. Ask Ss to read through the statements in the task.
- **Do the task** Have Ss complete the task. Then have them compare their answers in pairs. Check answers with the class.
Answers
1. F 2. F 3. F 4. F 5. F 6. T
Extra activity PAIRS / GROUPS
Write these questions on the board: *Do you like to travel? Why or why not? What kinds of places do you like to visit? What city or place is the most fascinating you’ve ever visited? What problems have you had while traveling?* Pairs or groups discuss the questions (e.g., I like to travel. I like to visit new places and meet different people. I like to go to big cities. I think New York was the most fascinating place I’ve ever visited. I did lots of different things. I went to plays and museums and parks. I lost my wallet. We arrived too late to find a hotel room.). When Ss finish their conversations, they report back to the class about some of their preferences and experiences.
Culture note
**Guatemala** is a Central American country to the south of Mexico. It is bordered by both the Pacific Ocean and the Caribbean Sea, as well as Honduras, Belize, and El Salvador.
**Brazil** is the largest country in South America. **Rio de Janeiro**, or **Rio** as it is known, is Brazil’s second largest city and the capital of the world-famous five-day street fair that is called Carnival.
2 Listening
- **Set the scene** Have Ss look at the pictures. Ask, “What’s happening in each picture?” Ask Ss for ideas, and help them describe the activity in each picture [Picture 1: Someone is hang-gliding. Picture 2: Someone is windsurfing. Picture 3: Someone is taking pictures. Picture 4: Someone is sitting near a waterfall. Picture 5: Someone is hiking.].
A 1.21
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and check (✓) their answers. Check answers with the class: Ask about each picture (e.g., *Has Suzanne gone hang-gliding?*). Have Ss raise their hands if they checked the box.
Answers
1. ✓ 3. ✓ 5. ✓
B 1.21
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and write notes.
- **Play the recording again** Ss listen and review their answers. Then have Ss write the answers as complete sentences. Check answers with the class: Write the correct answers on the board.
Answers
1. He read her blog.
2. No. She’s always been scared of trying anything new.
3. She has an aunt and uncle in New Zealand. Yes.
4. Her photos are pretty good. Her friends are surprised because they’re usually terrible.
5. No, they haven’t been out of the country.
3 Writing and speaking
A
- **Preview the task and present Help Note** Read the instructions aloud. Have Ss read the *Help Note*. Call on Ss to read aloud the example sentences. Say, “These are adverbs of attitude. They often come at the beginning of a sentence but can also come at the end. They give the writer’s opinion or feeling about the information in the sentence.” (For more information, see Language Notes at the beginning of this unit.)
- **Do the task** Have Ss read the blog excerpt and underline the adverbs of attitude.
Answers
Last summer, I went on the Sky Trek in the rain forest in Monteverde, Costa Rica. I’m afraid of heights, so I almost didn’t go. *Fortunately*, there were some great guides, and they really helped me. *Amazingly*, it wasn’t really scary. It was the most exciting experience I’ve ever had! I didn’t see a quetzal bird, *unfortunately*, so I’ll just have to go back.
About you
B
- **Preview the task** Read the instructions aloud. Say, “What are some exciting experiences you’ve had?” Ask Ss for their ideas (e.g., *I spent a month backpacking and camping outdoors*).
- Have Ss reread the example paragraph. Ask some comprehension questions (e.g., *Where was the writer?* [In the rain forest in Costa Rica.] *What did the writer do?* [He went on a trip to the rain forest and went on the Sky Trek.] How did the writer feel? [He was nervous and almost didn’t go. He was also surprised because he was fine, and he wasn’t scared.] After Ss answer, say, “When you write, answer these kinds of questions in your blog.”
C
- **Preview and do the task** Read the instructions and statements aloud. Have Ss put their paragraphs on their desks or chairs. Tell Ss to move around the class and read at least five other Ss’ blogs. Have them write notes with their ideas about the statements in Exercise 3C: Tell them to include the name of the person who wrote the blog and details about the experience.
- **Follow-up** Ss work in groups and share their choices.
Workbook
Assign Workbook pp. 16 and 17. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “Irregular verbs in English will be easier to learn if you set up charts to help you study them.”
This task recycles the forms of irregular verbs.
---
1. **Preview and do the Word Builder task** Read the instructions aloud. Tell Ss to complete as much of the chart as they can on their own and then compare their answers in pairs. Then have Ss check their dictionaries to complete the charts. Check answers with the class.
**Answers**
These verbs have three different forms.
| Base Form | Past Form | Past Participle |
|-----------|-----------|-----------------|
| be | was / were | been |
| do | did | done |
| go | went | gone |
| drink | drank | drunk |
| sing | sang | sung |
| drive | drove | driven |
2. **Preview and do the task** Read the instructions aloud. Tell Ss to complete as much of the chart as they can on their own and then compare their answers in pairs.
**Answers**
The simple past form is the same as the past participle.
| Base Form | Past Form | Past Participle |
|-----------|-----------|-----------------|
| bring | brought | brought |
| buy | bought | bought |
| catch | caught | caught |
| have | had | had |
| hear | heard | heard |
| keep | kept | kept |
3. **Preview and do the task** Read the instructions aloud. Tell Ss to complete as much of the chart as they can on their own and then compare their answers in pairs.
**Answers**
The base forms and the past participles are the same.
| Base Form | Past Form | Past Participle |
|-----------|-----------|-----------------|
| become | became | become |
| come | came | come |
| run | ran | run |
All forms are the same.
| Base Form | Past Form | Past Participle |
|-----------|-----------|-----------------|
| cut | cut | cut |
| hurt | hurt | hurt |
| put | put | put |
- **Present In Conversation** Books closed. Write on the board: *I’ve never . . .* Say, “What do you think are the top 10 past participles after I’ve never . . . ? Write 10 past participles.” Books open. Ss check their guesses and report results.
---
On your own
- **Present On Your Own** Read the instructions aloud.
- **Follow-up** At the start of the next class, Ss form small groups and read their sentence strings aloud.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Lesson A Human wonders
Grammar Superlatives
(See Student’s Book p. 23.)
The lesson presents the superlative form of adjectives and the superlative with nouns. Superlative adjectives are used to compare three or more people, places, or things to say one has more (or less) of a quality that the others. Superlative adjectives before nouns are mostly used with *the*. (Comparative forms were presented in *Touchstone* Student’s Book 2, Unit 10, Lesson A.)
Form
- For short adjectives (one-syllable adjectives and some two-syllable ones), add *-est*. (See the spelling rules below.)
*the + adjective + -est*
tall → the tallest busy → the busiest
*What’s the tallest building in the world?*
*What’s the busiest restaurant?*
- For longer adjectives (some two-syllable adjectives and adjectives with three or more syllables), use *most* + adjective.
*the + most + adjective*
*What’s the most interesting city in your country?*
- *Least* is the opposite of *most*.
*the + least + adjective*
*What’s the least expensive store?*
- Some adjectives have irregular forms for the superlative.
good → the best bad → the worst
*What’s the best country to visit?*
*What’s the worst problem in your country?*
- For superlatives followed by a noun, use *the most*.
*the most* + (uncountable / countable) noun
*Which country has the most tourism / tourists?*
(Superlatives with *the least* + uncountable noun and *the fewest* + countable noun are not included in this lesson.)
- After superlatives, use *in* to refer to the place or group.
*It’s the tallest building in the world.*
Spelling rules
Here are the spelling rules for adding *-est*:
- For two-syllable adjectives ending in *y*, change the *y* to *i* and add *-est*.
happy → happiest
For adjectives ending in *e*, add *-st*.
nice → nicest
- For most one-syllable adjectives ending in a vowel + consonant, double the final consonant before adding *-est*.
big → biggest thin → thinnest
Corpus information The most / the least
In conversation, the structure *the + most* + adjective is about 20 times more frequent than *the + least* + adjective. The word *least* occurs mostly in the expression *at least*, which accounts for over 90 percent of its uses. (See Unit 1, Lesson C, p. 7) The next most popular expression with *least* is *to say the least*. About three percent of uses of *least* are before adjectives.
Common errors with short adjectives
Students often use *most* with short adjectives instead of adding *-est* when using superlatives (*What’s the tallest building in your city?* NOT *What’s the most tall building in your city?*)
Speaking naturally Linking and deletion with superlatives
(See Student’s Book p. 23.)
- Students have learned how to link a consonant sound at the end of one word with a vowel sound at the beginning of the next word. (See *Touchstone* Student’s Book 2, Unit 10, Lesson A.) This section reviews this type of linking and adds the idea of deleting a consonant sound before another consonant.
- In the consonant cluster *st* at the end of superlatives such as *most*, *best*, and *nicest*, the final *t* is usually pronounced and linked to a following vowel sound. For example, the /t/ sound can be heard at the end of *most* in *most interesting*. It is also often pronounced when the next word begins with one of these sounds: /h/, /l/, /r/, /w/, and /y/. For example, the /t/ sound can be heard in *best hotel, largest library, nicest restaurant, last one, and oldest university*, though speakers do vary.
- The final *t* in the cluster *st*, however, is usually deleted before most consonant sounds (e.g., *the largest mall*).
Lesson B Natural wonders
Vocabulary Landscape and natural features
(See Student’s Book p. 24.)
The lesson reviews and extends the vocabulary for natural landscape features (*mountain, volcano*, etc.) and teaches ways of describing their dimensions with adjectives such as *high, deep*, and *wide*.
Grammar Questions with *How + adjective …*?
(See Student’s Book p. 25.)
The lesson presents *How + adjective …*? for questions about measurements. It presents the answers for height, length, width, and depth as full sentences with adjectives after the measurement (e.g., *It’s 29 kilometers wide*). However, in conversation, people often answer questions like these with just the measurement (e.g., *It’s 29 kilometers*).
Lesson C I had the best time.
Conversation strategy Being a supportive listener
(See Student’s Book p. 26.)
A friendly and supportive atmosphere can be created in conversations by agreeing with other speakers. One way of doing this is to use short answers or responses with really or sure. These words usually come between the pronoun and the verb.
A It feels good to be out of the city.
B It sure does!
Corpus information Sure
When sure is used in short answers in this manner, it is mainly used in affirmative short answers (e.g., It sure does.). It is possible to use sure with negative short answers, but this use is not very common.
Strategy plus Using superlatives for emphasis
(See Student’s Book p. 27.)
When people feel enthusiastic about something or want to sound more convincing, they use superlative adjectives to give extra emphasis to their opinions or feelings.
This is the most incredible place!
Corpus information Superlatives
A number of superlative adjectives can also be used by themselves, without a noun. Best and worst are the adjectives that are most commonly used in this way (e.g., He’s the best. That’s the worst.). Approximately 11 percent of the occurrences of best and 16 percent of the occurrences of worst are used without a following noun.
Lesson D Is that a fact?
Reading tip
(See Student’s Book p. 28.)
The Reading Tip tells Ss to try to answer the questions before reading the text itself. This helps Ss activate background knowledge and anticipate content, which helps them understand more of what they read.
Help note Adding information
(See Student’s Book p. 29.)
The Help Note presents a strategy commonly used in written English to add or combine information within a sentence. It is often used to add more information about a noun or name. For example, look at these two sentences:
Many people come to Argentina to see the Andes.
The Andes are the longest mountain range in the world.
They can be combined into one sentence as follows:
Many people come to Argentina to see the Andes, the longest mountain range in the world.
The phrase the longest mountain range in the world gives information about the proper noun, Andes. Phrases that add extra information about a noun and that are not necessary to the meaning of a sentence are called nonrestrictive phrases, and they are set off from the rest of the sentence with commas.
Wonders of the world
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Say, “Think of an incredible place in the world, some place that is really amazing.” Write as column headings on the board: *Human*, *Natural*. Ask a few Ss the places they thought of, and write their ideas under the correct heading (e.g., Taj Mahal, Great Wall of China, Mount Everest). Say, “We think of things like these as ‘Wonders of the World.’”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity INDIVIDUALS / GROUPS
Write on the board: *two interesting places made by humans, two interesting natural places*. Ss look through the unit and choose two human-made and two natural places they’d like to visit [human-made: found on pp. 21, 22, 27, 28; natural: found on pp. 21, 24, 25, 26, 27, 29] Ss form groups and tell one another the places they have chosen.
Before you begin . . .
- **Introduce the things to do** Ask individual Ss to each read one of the captions under the pictures. Help with new vocabulary as needed.
Recycle grammar These tasks recycle *would like* and the present perfect.
- Ask Ss to look at Before You Begin, and read it aloud. Ask Ss if they know where there are active volcanoes, ancient cities or monuments, roller coasters, etc., in addition to the ones in the pictures.
- Have Ss ask and answer the question for the first item in Before You Begin with a partner (e.g., *S1: Have you ever seen an active volcano? S2: Yes, I have. / No, I haven’t*). Have pairs continue with the remaining items. Have a few Ss tell the class the things their partner has done.
Recycle a conversation strategy Have Ss work with a different partner and repeat the task. Have Ss who answered *yes* to any of the *Have you ever . . . ?* questions in Before You Begin tell their partner about the experience. As S1 tells the story, S2 asks response questions such as *Have you?* or *Did you?* (See Unit 2, Lesson C, p. 17) to show interest.
- Have Ss ask and answer the second question with a partner (e.g., *S1: Which would you really like to do? S2: I’d really like to . . .*).
Culture note
People have made lists called “Wonders of the World,” often in groups of seven. These lists vary, and there is no definitive list.
- Ancient and medieval writers in the West put together a list now called the “Seven Wonders of the Ancient World.” This list included the Great Pyramid at Giza in Egypt, the Hanging Gardens of Babylon, the golden statue of Zeus at Olympia, the Temple of Artemis at Ephesus, the Mausoleum at Halicarnassus, the Colossus of Rhodes (a huge statue at the entrance to a harbor), and the Lighthouse of Alexandria.
- The American Society of Civil Engineers (ASCE), with help from experts around the world, selected these as the Seven Wonders of the Twentieth Century: the Empire State Building, the Itaipu Dam (between Brazil and Paraguay), the CN Tower in Toronto, the Panama Canal, the Channel Tunnel, the North Sea Protection Works in the Netherlands, and the Golden Gate Bridge in San Francisco.
- Some lists of the Seven Natural Wonders of the World include Mount Everest, Victoria Falls, the Grand Canyon, Great Barrier Reef, the Northern Lights, Paricutin Volcano in Mexico, and the harbor of Rio de Janeiro. Other lists include the Matterhorn, Uluru (Ayers Rock) in Australia, and Meteor Crater in Arizona.
Extra activity GROUPS
Group members discuss the experiences in the Before You Begin again, this time they discuss the experiences they would really not like to do and give reasons.
Lesson A Human wonders
1 Getting started
- **Set the scene** Say, “Look at the pictures. They are part of a quiz. Where would you find a quiz like this?” Call on one or two Ss to reply (e.g., *game shows*, *magazines*, *online geography sites*).
A
- **Preview and do the task** Have Ss look at the individual pictures. Say, “What do you see in each? Why do you think it might be special and be part of a quiz?” Call on one or two Ss to talk about each picture (e.g., *Picture 1 shows a very tall building*). Read the instructions. Ask Ss to say what the quiz is about (e.g., *record-breaking things and places*). Have Ss raise their hands if they are good at doing quizzes like this.
B [1.22]
- **Preview the task** Read the instructions aloud. Say, “Listen to the quiz, and guess the answers. Circle a, b, or c.”
- **Play the recording** Ss listen and circle their guesses.
- **Play the recording again** Ss listen again and review their answers. Have Ss compare their answers in pairs and then check their answers on the last page of their Student’s Books. Find out how many Ss got a perfect score.
Answers
1. b
2. a
3. b
4. b
5. c
6. c
C
- **Preview the task** Tell Ss to find the adjective in question 1 in the quiz [biggest]. Ask, “What’s the usual form of this adjective?” [big] “What was added to big?” [gest] Tell Ss to find the adjective in question 4 in the quiz [expensive]. Say, “This is a longer adjective. What was added to the end of it?” [nothing] “What word comes before it?” [most]
- Say, “Complete each question with the correct form of the adjective in parentheses.” Remind Ss to look at the adjectives in the quiz for help.
- **Do the task** Have Ss complete the task. Check answers with the class: Write the answers on the board.
Answers
1. What’s the **biggest** train station in the world?
2. What’s the **busiest** airport in the world?
3. Where is the **largest** building in the world?
4. What’s the **most expensive** city in the world?
- **Focus on the form and the use** Ask, “Do we know how many things are being compared in each question in Exercise 1C?” [no] “Do you think it’s more than two?” [yes] “What phrase in each question tells us that many things are being compared?” [in the world]
- Ask, “What’s added to short adjectives when three or more things are being compared?” [-est] “What word comes before longer adjectives when three or more things are being compared?” [most] Write on the board: *Superlative* Say, “When you compare three or more things, use the superlative form of the adjective.”
- **Try it out** Tell Ss to guess the answers and take turns asking and answering the questions in pairs. Tell Ss to check their answers on the last page of their Student’s Books. [1. The biggest train station is Grand Central in New York, USA. It has the most platforms. 2. The busiest airport in the world is Hartsfield Jackson Atlanta International Airport, USA. It has the most passengers. 3. The largest building in the world is the Boeing Everett factory in Washington, USA. It’s the largest building in the world by volume. 4. The most expensive city is Oslo. It is the most expensive place to live.] Have Ss report back to the class, using the superlative forms.
Extra activity PAIRS
Write on the board: *car, food, animal*. Pairs race against other pairs to think of as many superlative adjectives as they can to describe each noun (e.g., car: *fastest, most powerful, cheapest, most expensive, safest; food: most expensive, saltiest, sweetest, most delicious, spiciest; animal: cutest, biggest, most dangerous, most popular, ugliest*). Pairs read their lists aloud. Each pair gets a point for every adjective. The pair with the most points wins.
Extra activity PAIRS
If Ss have done the Extra Activity above, pairs write sentences with three of their superlative adjectives (e.g., *The ugliest animals are bats.*).
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. What’s the largest city?
2. Which airport has the most / the least flights every day?
3. What’s the fastest way to travel?
4. What’s the most beautiful region?
5. Which city has the most / the least tourism?
6. What’s the most famous monument?
7. What’s the best university?
8. What’s the worst problem for people?
9. Which city has the biggest population?
B
- **Preview the task** Read the instructions aloud. Note: If the class includes Ss from different countries, pair Ss from the same countries. If this is not possible, have Ss talk about the country where the class is being held.
- **Do the task** Have Ss complete the task. Have several pairs each tell the class one thing they agreed on.
**Extra practice**
Tell Ss to turn to Extra Practice 3A on p. 142 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-142.)
---
3 Speaking naturally
A
- **1.24**
- Say, “Remember that in spoken English, people often link words. When one word ends in a consonant and the next word begins with a vowel, the two words are often pronounced together. This linking often occurs with the final /t/ in *most* and in the superlative ending *-est*. Look at the first example in the column on the left. What’s the last letter in *most?*” [t] “What’s the first letter in *interesting?*” [i] “The /t/ in *most* and the vowel /i/ in *interesting* link together so that *most interesting* sounds like one word.”
- Say, “Look at the next example. Why are the two words *tallest* and *office* linked?” [One ends with /t/, and the other begins with the vowel /o/.]
- Say, “Now look at the rest of the examples. The sound /t/ is also pronounced before words that begin with the sounds that begin *hotel*, *library*, *restaurant*, *way*, and *university*.”
- Say, “Look at the second example in the column at the right. What’s the last letter in *busiest?*” [t] “What’s the first letter in *mall?*” [m] “The letters /t/ and /m/ are consonants. People often drop the /t/ because it is easier and quicker to say *busiest mall* with just one consonant between the words. This is true for other phrases with *most* or the superlative ending *-est* when the next word begins with a consonant.”
- **Play the recording** Ss listen and repeat.
B
- **Preview the task** Read the instructions aloud.
- **Recycle a conversation strategy** Remind Ss to use “vague” responses (e.g., *I’m not sure. It depends.*) if they’re not sure of an answer. (See *Touchstone* Student’s Book 2, Unit 4, Lesson C.)
- **Do the task** Tell pairs to take turns asking and answering the questions. As Ss complete the task, go around the class listening for the linking and deletions. If necessary, replay Exercise 3A.
- Have several pairs tell the class the answer they agreed on for each question.
**Workbook**
- Assign Workbook pp. 18 and 19. (The answer key begins on p. T-176.)
Lesson B Natural wonders
1 Building vocabulary and grammar
A
- **Preview the task** Books closed. Write on the board:
What’s . . .
- the highest mountain in the world?
- the longest river?
- the largest ocean?
- the largest rain forest?
- the largest desert?
- the most active volcano?
Tell Ss that they have two minutes to write the answers to the questions. After two minutes, ask Ss to compare their answers in pairs. Then read each question aloud, and ask a S to say his or her answer. Write it on the board. Ask any Ss who disagree to raise their hands and give their answer.
- **Books open.** Read the instructions aloud. Check Ss’ comprehension of the new natural features in the box.
- **Do the task** Have Ss read and complete the facts on the website. Help with new vocabulary as needed. Ask a few Ss to share with the class the facts they knew and the facts they did not know.
**Answers**
The Nile is the longest river in Africa. . . .
The highest mountain in the world is Mount Everest in Asia. . . .
The largest ocean is the Pacific. . . .
How big is the largest rain forest? . . .
The largest hot desert is the Sahara in Africa. . . .
The most active volcano is probably Kilauea on the island of Hawai‘i. . . .
**Extra vocabulary** NATURAL FEATURES
Present or have Ss suggest extra vocabulary for natural features such as bay, beach, canyon, cliff, fjord, forest, glacier, ice field, island, jungle, lake, prairie, sea, waterfall, valley.
B
- **Preview the task** Read the instructions aloud. Have Ss look at the chart. Have a S read the example sentences aloud.
- **Do the task** Have Ss complete the chart and then compare their charts in pairs.
- **Follow-up** Have Ss compare their charts as a class and see if they agree on which features go in each column.
**Extra activity** PAIRS
Partners look at each other’s completed charts and talk about the features they listed for their country. Ss start with *Have you ever been to . . . ?* questions, and then continue the conversation (e.g., S1: Where’s the nicest beach you have ever been to? S2: The nicest beach I’ve ever been to is Waikiki. S1: When were you there?).
C
- **Preview the task** Say, “Find and circle the word *how* on the website in Exercise 1A. It appears several times.” When Ss finish, ask, “What kind of word comes after *how*?” [adjective] Say, “Look at the *how* questions. What kind of information are they about?” [information about size or a measurement] Say, “Look at the information about how long or deep, wide or high things are. Where does the adjective go?”
- **Read the instructions aloud.**
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have a pair of Ss read aloud each question and answer.
**Answers**
1. How long is the Nile River? 3. It’s 6,695 kilometers long.
2. How high is Mount Everest? 4. It’s 8,850 meters high.
- **Focus on the form and the use** Say, “Use *how* and an adjective such as *long*, *wide*, or *deep* to ask a question to get information about the size of things. In general, *how* is used to ask about the size, quantity, or degree of something. Use adjectives such as *long*, *wide*, *high*, or *deep* after the measurement. For example, *11,000 meters deep*.”
- **Try it out** Tell Ss to look at the website again. Tell Ss to write a *How . . . ?* question about each place mentioned. Call on individual Ss to each read a question aloud, and write them on the board [How large is the Pacific Ocean?, How deep is the Pacific Ocean?, How big is the Amazon Rain Forest?, How large is the Sahara Desert?, How long has Kilauea been active?].
Grammar
1.25
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Say, “For questions with *how* and one of the adjectives in the chart, the answer will usually include a measurement such as *kilometers*, *meters*, or *degrees*. Notice that the answers here repeat the adjective from the *how* question. For example, ‘It’s 8,850 meters high.’ You can also just say, ‘It’s 8,850 meters.’”
A
- **Preview and do the task** Read the instructions and the example aloud. Have Ss complete the task and then compare their questions in pairs. Check questions with the class. (The answers for Exercise 2B are included in parentheses.)
Answers
1. What’s the longest river in Canada? (the Mackenzie River)
How long is it? (It’s 4,241 kilometers long.)
2. What’s the highest mountain in South America? (Mount Aconcagua)
How high is it? (It’s 6,962 meters high.)
3. What’s the smallest continent? (Australia)
How big is it? (It’s almost 7.7 million square kilometers.)
4. What’s the widest canyon in the world? (the Grand Canyon)
How wide is it? (It’s 29 kilometers wide.)
5. What’s the deepest lake in the world? (Lake Baikal)
How deep is it? (It’s 1,741 meters deep.)
6. Where’s the coldest place in the world? (Antarctica)
How cold is it? (It’s 89.6 degrees Celsius.)
B
- **Preview and do the task** Read the instructions aloud. Have two Ss read the examples aloud. Have Ss complete the task. (See the answers in Exercise 2A.)
Extra activity INDIVIDUALS / CLASS
Ss write a list of ten questions about their country (e.g., *How high is Mount Fuji? How cold does it get in Moscow? How wide is the Amazon?*). Then Ss answer as many of the questions as they can. If they do not know some of the answers, they can leave them blank. When Ss finish, they go around the class asking classmates the questions, both to check the answers they wrote and to find out the answers to any questions they did not know. As a follow-up, Ss can check answers at home and report answers in the next class.
Extra activity CLASS
Ss choose one piece of information from Lessons A or B and write a question and answer for it (e.g., *How long is the longest suspension bridge in the world? It’s 1,990 meters long.*). Ss memorize the information. Ss then have five minutes to study Lessons A and B and try to remember as many facts as they can. Ss then go around the class and ask their classmates their question. Tell them to keep a tally of how many Ss answer correctly. At the end of the activity, Ss read their questions aloud and say how many Ss answered correctly.
Extra practice
Tell Ss to turn to Extra Practice 3B on p. 142 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See teaching notes on p. T-142.)
Listening
A
- **Preview and do the task** Tell Ss to read the quiz questions. Put Ss in pairs to take the quiz. Don’t go over the answers yet.
B 1.26
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and review their answers from Exercise 3A. Check answers with the class.
Answers
1. c They’re 113 meters / 370 feet tall.
2. b It’s 3,812 meters high.
3. a It’s 7,600 kilometers long.
4. c It has about 13,000 islands.
5. b It’s about 5,000 meters / 16,400 feet deep.
6. c It’s about 13 meters / 43 feet high.
Extra activity PAIRS
Books closed. Write the following questions on the board:
1. What are the world’s tallest trees?
2. Where is Lake Titicaca?
3. What is a mountain range?
4. What is an archipelago?
Have Ss ask and answer the questions in pairs before listening to the recording again and writing the answers.
[1. California redwoods; 2. Peru; 3. a group of mountains; 4. a group of islands]
Sounds right
Tell Ss to turn to Sounds Right on p. 137 of their Student’s Books. Have Ss do the task for Unit 3 in class, or assign it for homework. (See the teaching notes on p. T-137.)
Workbook
Assign Workbook pp. 20 and 21. (The answer key begins on p. T-176.)
Lesson C I had the best time.
Lesson C recycles the present perfect, present perfect versus simple past, and superlative adjectives.
1 Conversation strategy
- **Set the scene** Read the title of the lesson aloud. Say, “Look at the picture. Kim and Diego are on a day trip. What are they doing?” [hiking in a forest] Say, “Where are some good places to go for day trips from here?” Have a few Ss tell the class.
A
- **Preview and do the task** Read the instructions and have Ss call out their answers.
B 1.27
- **Preview the task** Read the instructions aloud. Say, “Listen to Kim and Diego’s conversation. What do they say about Sequoia National Park? Write the answer.”
- **Play the recording** Books closed. Ss listen and write the answers. Have Ss compare their answers in pairs.
- **Play the recording again** Ss listen, read along, and review their answers. Check answers with the class [The trees there are the tallest in the world.; It’s just the greatest place to hike.].
C
- **Present Notice** Read the information aloud. Ask two Ss to read the example aloud. Say, “Find other examples like this in the conversation.” [Kim: This is the most incredible place! Diego: Yeah, it really is.; Diego: It feels good to be out of the city. Kim: It sure does. Kim: You know, these trees are just awesome. Diego: They really are.; Kim: We should go hiking there sometime. Diego: You’re right. We really should.]
- Write the examples on the board, including the one in Notice. Ask Ss to name the verbs in the short responses and underline them [Yeah, it really is.; It sure does.; They really are.; We really should.]. Point out the short answers for *be* verbs and modals repeat the verbs in the speaker’s statement. The short responses for the simple present use the auxiliaries *do / does*. Explain that short responses for the present perfect use *have / has*. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role.
D
- **Preview the task** Tell Ss to match each comment with a response. Remind Ss that the short response repeats the verbs in the statement or uses an appropriate auxiliary form. Read the first comment aloud. Ask, “What verb will be in the short response?” [was] Point out that the underlined words will be used in Exercise 1E.
- **Do the task** Have Ss compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a conversation aloud.
Answers
1. d 2. e 3. a 4. c 5. b
- **Practice** Tell Ss to practice the comments and responses in pairs, taking turns saying each.
About you
E
- **Preview and do the task** Read the instructions aloud. Call on a few pairs to present a new comment and its response to the class. Have Ss complete the task. Ss should try to continue the conversations as long as possible.
Extra activity PAIRS
Ss write true statements about places in their countries, either human or natural features. They then say their comments, and their partner gives the appropriate responses (e.g., S1: Hong Kong Harbor is so beautiful at night. S2: It sure is. S1: The trees on the college campus looked so pretty last fall. S2: Yeah, they really did.).
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look at the conversation on p. 26 and find examples of superlative adjectives that emphasize an opinion [This is the most incredible place; I had the best time. I mean, it’s just the greatest place to hike.]. Say, “Using superlative adjectives in descriptions or comments helps the speaker show enthusiasm.”
- Read aloud the information and the example in Strategy Plus.
- **About you**
- **Preview the task** Tell Ss to complete the answers with the superlative of the adjectives.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a conversation aloud.
**Answers**
1. B Well, I really like going to cafés. You see the most interesting people.
2. B I like going into the mountains. It’s so quiet, and you can see the most amazing wildlife.
3. B You sure can. You get the best views of the city. You really should do it.
4. B Yeah. We went sailing around some islands. I had the best time.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
- Tell Ss to work with another partner, this time asking the questions and giving answers using their own information.
**Extra activity PAIRS**
Partners choose one of the questions from Exercise 2 and write a conversation. Ss should try to include follow-up questions, superlatives for emphasis, and sure and really in short responses. Pairs present their conversation to another pair.
3 Listening and strategies
A 1.28
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and number the photos.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
**Answers**
4 a Caribbean cruise
1 a visit to Petra, Jordan
2 a trip to Antarctica
3 a train ride through the Copper Canyon in Mexico
B 1.28
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-165 Ss listen and write.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
**Answers**
1. the most amazing city
2. the most beautiful natural features I’ve ever seen
3. were just wonderful
4. the train through Copper Canyon
5. got very seasick
C
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Tell groups to discuss the questions in Exercise 3B. As groups discuss the questions, go around the class, and help as needed.
- **Follow-up** Ss report back to the class about an experience from one of their group members.
**Extra activity INDIVIDUALS**
Ss choose one of the questions in Exercise 3B and prepare a detailed response about an experience they have had. As Ss prepare their “speech,” help with new vocabulary as needed. Ss take turns telling their stories to the class. Tell Ss to listen carefully. When each S finishes, another S asks two questions about the speech for classmates to answer.
Free talk
Tell Ss to turn to Free Talk 3 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-130.)
**Workbook**
- Assign Workbook pp. 22 and 23. (The answer key begins on p. T-176.)
Lesson D Is that a fact?
1 Reading
Prereading
- **Set the scene** Write *World Records* on the board. Ask Ss to give some examples of categories of world records (e.g., *the tallest or oldest person, the most poisonous animal, the most expensive city*).
- Say, “You’re going to read some facts about world records on a website.”
- **Present Reading Tip** Read the tip aloud. Point out the questions above each of the four items. Say, “The questions give you an idea of the topics in the article. Trying to answer them before reading the article will help you understand what you read.”
A
During reading
- **Preview the task** Read the instructions aloud. Have Ss look at the questions and try to guess the answers. When Ss finish, have them work in pairs and tell their partners their guesses.
- **Do the reading** Have Ss read the article. When Ss finish, ask, “Which of the questions did you answer correctly?” Call on a few Ss to answer.
- Ask Ss if they had seen or heard about any of the things they read about.
- **Do the reading again** Have Ss read the article again and underline any new words. Have Ss work in pairs to compare new words and help each other with the meanings. Help with new vocabulary as needed.
Extra activity PAIRS
Ss take turns looking at the website and ‘testing’ each other on the facts. Ss A asks five questions about the information. Ss B tries to remember the facts. Then Ss change roles. (E.g., Ss A: *What was the name of the most liked video? Where is Mike Powell from? Etc.*)
Extra activity PAIRS
Ss think of some facts about their city or town (e.g., *coolest place to hang out, best movie theater, cheapest place to buy jeans*). Write a few ideas on the board. Groups choose one fact about their city (either from the board, or another idea of their own). Ss prepare a short speech to give the class about their chosen fact. All Ss in the group should prepare to say something (e.g., S1: *Did you know the best place to buy ice cream in this city is The Dairy?* S2: *Yes, it sells the best ice cream, in about 15 different flavors.* S3: *It may not be the cheapest ice cream, but at $5 a cone, it’s worth it!*). Groups present their facts and opinions to the class. Encourage Ss to listen carefully and ask questions to find out more information.
Postreading
- **Preview the task** Have Ss look only at p. 29. Ask, “Can you remember this information from the paragraphs?” Have individual Ss read the sentences aloud. Have Ss work in pairs to circle the correct words to make the sentences true.
- **Do the task** Have Ss find the information in the paragraphs in the reading on p. 28 and check it against their answers. Check answers with the class: Have Ss call out the information they found in the text to support their answers.
Answers
1. The most popular video war game sold 6.5 million copies in one day.
2. The longest snake is shorter than the world’s longest long jump.
3. The people at 1 Ebenezer Place have no next-door neighbors.
4. The worst time for accidents on the road is during the wet season.
5. Hong Kong has the most skyscrapers.
6. The oldest living tree is not in one of the oldest forests.
C
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. a. sell
2. b. lives in
3. a. has
4. b. year
5. a. people
6. b. tall
Speaking and writing
A
- **Preview the task** Read the instructions aloud. To model the task, ask different Ss a few of the questions about their country or the country you are in. After each answer, ask “Does anyone have a different idea?” Encourage Ss to discuss the answers and come to an agreement (e.g., T: What’s the highest mountain in this country? S1: I think it’s . . . T: Does anyone have a different idea? S2: Yes, I think the highest mountain is . . .).
- **Do the task** Have Ss work in groups, discuss their ideas, and make notes of the answers they agree on. (Note: In classes made up of Ss from different places, put Ss from the same country or area together. This will better prepare Ss for the writing task.)
- **Follow-up** Groups report on the information they agreed on. If Ss are from different places: Ss in other groups ask follow-up questions to get more details. If Ss are from the same place: Groups compare their opinions and ideas.
- If there is an atlas and / or encyclopedia available, groups confirm their answers and write down some more details. Alternatively, Ss can confirm their answers and look up more details on the Internet or at the library. (Note: It will help to have Ss do this before doing the writing task.)
B
- **Preview the task** Read the instructions aloud. Tell Ss to read the example article.
- **Present Help Note** Read the information aloud. Say, “Notice that the information you are adding comes right after the name of the thing the information is about. Also notice the use of commas.”
- Write these sentences on the board:
Bangkok, Thailand has about 16 million visitors a year.
Extra information about Bangkok: It’s one of the world’s most visited cities.
The Kingda Ka is in New Jersey.
Extra information about the Kingda Ka: It is the fastest roller coaster in the world.
Have Ss rewrite the two sentences, adding the extra information. [Bangkok, Thailand, one of the world’s most visited cities, has about 16 million tourists each year.; The Kingda Ka, one of the fastest roller coasters in the world, is in New Jersey.]
- Ask a few comprehension questions about the article (e.g., How high is Mount Aconcagua? What mountain range is it in? What’s special about the Andes?). After Ss answer, say, “When you write, answer these kinds of questions in your paragraph.”
- **Do the task** Have Ss write their articles. Say, “Look back at your notes and ideas from Exercise 2A. Choose one thing to write about.” Tell Ss that it is not necessary to use number facts like those in the example article, but if they have time to find some, they can include them.
C
- **Preview and do the task** Read the instructions aloud. Have group members take turns reading their articles aloud. Have other group members say what new information they learned.
Extra activity PAIRS / GROUPS
Put Ss in pairs or groups to give each other feedback on their articles. Tell Ss to ask follow-up questions and to give their partners suggestions for additions or changes. Give Ss time to revise their articles and then to reread them to their classmates.
Extra activity PAIRS / GROUPS
Pairs choose a country and write down six sentences about it. Some of the sentences should be true, and some should be false. Then they exchange papers with another pair. They read the other pair’s paper, try to identify the false sentences, and correct them.
Workbook
Assign Workbook pp. 24 and 25. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “Visual information such as maps and pictures helps many people remember things better. This is especially true when the visual information has personal meaning as well, for example, if a map shows someplace you’ve been. Using or creating a map of your country will help you remember vocabulary about geographic features.”
- **Present In Conversation** Books closed. Say, “What do you think are the natural features that people talk about most? Write six features.” Books open. Tell Ss to compare their guesses to the information in the box. Call on several Ss to say how many items they guessed correctly.
These tasks recycle the vocabulary for natural and human “wonders.”
---
1
- **Preview and do the task** Read the instructions aloud. Tell Ss to complete as many of the labels as they can using the pictures as clues. Have Ss complete the task and then compare their answers in pairs. Then, if possible, encourage Ss to look in a reference book such as an atlas or on the Internet to find any missing answers.
Answers
Melville Island
Great Barrier Reef
Pacific Ocean
Daintree Rain Forest
Darling River
Gold Coast
Blue Mountains
Sydney Harbour Bridge
Mount Gambier Volcano
Lake Eyre
Dampier Archipelago
Great Sandy Desert
2
- **Preview the Word Builder task** Say, “This Word Builder task will help you learn more vocabulary for talking about natural features.” Read the instructions aloud.
- **Do the task** Have Ss complete the task in pairs. Tell Ss they can use their dictionaries if necessary. Have pairs compare their maps. Ss check to see if they included the same features.
- **Follow-up** If the class has Ss from different countries, form new, mixed groups, and have Ss use their maps to talk about their country.
On your own
- **Present On Your Own** Read the instructions aloud.
- **Follow-up** At the start of the next class, Ss form small groups and talk about the information they researched.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Before you begin the Checkpoint, write on the board: *Grammar, Vocabulary, Conversation Strategies*. Tell Ss to think about Units 1–3 and write down which area they are most sure about. Say each area, and ask Ss to raise their hands for the one they wrote.
### 1 How much do you know about your partner?
- **This task** recycles manner adverbs versus adjectives. It also recycles the conversation strategies of keeping a conversation going by showing interest and using response questions.
#### A
- **Preview and do the task** Read the instructions and the example aloud. Have Ss complete the sentences with the correct adverbs or adjectives. Then tell them to make guesses about their partners by circling the affirmative or negative forms of the verbs.
- Check that Ss chose the correct adverb or adjective: Call on individual Ss to share their answers with the class.
**Answers**
1. slowly
2. carefully
3. well
4. easily
5. bad; properly
6. hard
#### B
- **Preview the task** Read the instructions aloud. Have two Ss read the example conversation aloud. Model the task further by making a few of your own guesses about Ss, using the chart in Exercise 1A. Have Ss respond to your guesses. Encourage them to say more than just yes or no. Show interest in their responses or ask response questions (e.g., *T: I guessed that you don’t listen carefully to the weather forecast. Do you?* & *No, you’re right. I don’t. I only listen to the weather when I go on a trip.* *T: You do? That’s a good time.*).
- **Do the task** Have Ss in each pair take turns asking and answering questions to see if their guesses from Exercise 1A are correct. Tell Ss to make checks (√) in the chart to show if their guesses are right or wrong.
- **Follow-up** Ss count up the number of items they guessed correctly, report to the class, and find out who made the most correct guesses.
**Extra activity** INDIVIDUALS / CLASS
Ss write guesses about you, using the ideas in the chart. Then they take turns reading their guesses (e.g., *I guessed that you eat slowly.*). Other Ss raise their hands if they agree. Tell Ss if they are right or wrong and give more information. Remind Ss to show interest and ask follow-up questions.
### 2 Have you ever?
- **This task** recycles the present perfect and the simple past. It also recycles the vocabulary for past participles of irregular verbs.
#### A
- **Preview the task** Write these headings on the board: *Base Form, Simple Past, Past Participle*.
- Tell Ss to look at the expressions in the chart. Ask, “Can you remember the simple past and the past participle forms for the verbs in these expressions?” Have Ss call out the verb forms, and write them under the correct headings [see, saw, seen; get, got, gotten; eat, ate, eaten; have, had, had; win, won, won; lose, lost, lost; be, was / were, been; buy, bought, bought; break, broke, broken; throw, threw, thrown].
#### B
- Read the instructions aloud. Have two Ss read the example conversation aloud.
- **Do the task** Have Ss work in pairs to take turns asking and answering the questions about the things in the chart. Say, “Answer each question, and then continue the conversation as long as you can.”
- **Follow-up** A few Ss share one interesting or new thing they learned about their partners.
### 3 What natural and human wonders would you like to see?
- **This task** recycles the vocabulary of natural features and buildings and structures.
#### A
- **Preview and do the task** Read aloud the instructions and the example in the chart. Ask, “What’s another volcano you can think of?” Get ideas from Ss. Ask a few Ss to name some kinds of structures and examples of them (e.g., bridge — Golden Gate Bridge).
- Have Ss complete the chart with their own ideas. Tell Ss to compare their answers in pairs and see who has the most correct answers. Then find out who in the class has the most correct answers. Check answers with the class: Draw a chart like the one in the book on the board. Call on the two Ss with the most correct answers to write their answers on the board. Ask other Ss to add any different answers.
- Ask a S to read the example sentences aloud. Tell Ss to take turns discussing the items in their charts.
**Extra activity** PAIRS
Pairs choose six of the natural places or structures on the board and write down one fact about each. Some of the sentences should be true, and some should be false. Encourage Ss to look back through Unit 3 for information. Then pairs exchange papers with another pair. They read the other pair’s paper, try to identify the false sentences, and correct them. Pairs then compare their answers.
4 Can you complete this conversation?
This task recycles the present perfect, the simple past, superlatives, and adverbs before adjectives. It also recycles the conversation strategies of describing habits with *always*, response questions to show interest, and responses with *really, sure,* and *at least.*
- **Preview and do the task** Read the instructions aloud. Tell Ss to use each expression only once. Have Ss complete the conversation. Check answers with the class.
**Answers**
Milton: Have you been to the new sports complex?
Peter: No, but I’ve heard it’s fabulous. How about you?
Milton: Actually, I’ve been there every weekend this summer.
Peter: Have you? What’s it like?
Milton: Great. You see the coolest people there. I saw Jillian and Maggie there Saturday. They’re always hanging out at the skating rink.
Peter: Maybe we should go skating there sometime.
Milton: Yeah. We really should.
Peter: So, what’s the pool there like?
Milton: Gigantic. I think it’s the biggest pool I’ve ever seen.
Peter: Do you remember that little pool in Lincoln Park?
Milton: Yeah. We always had a lot of fun there.
Peter: We sure did. But it was incredibly small.
Milton: Yeah, but at least it was free. It costs $20 to swim in this new pool!
- **Practice** Have Ss practice the conversation in pairs, taking turns playing each role.
5 What do you think?
This task recycles superlatives.
- **Preview and do the task** Read the instructions aloud. Have Ss complete the questions and then compare their answers in pairs. Check answers with the class.
**Answers**
1. What’s the tallest building in this city?
2. What’s the nicest park around here?
3. Where’s the best place to sit and enjoy the view?
4. Where’s the most expensive restaurant in this city?
5. What’s the most delicious thing you’ve ever eaten?
6. What’s the worst movie you’ve ever seen?
7. Who’s the busiest person you know?
- Have Ss take turns asking and answering the questions in pairs. Encourage Ss to give as much information as they can and to ask follow-up questions.
- **Follow-up** Read each question aloud, and call on pairs to tell the class their ideas.
Extra activity PAIRS
Pairs look back at Units 1–3 and write one question using superlatives for a topic from each unit (e.g., Unit 1: Who’s the most talented person you know?). Each pair then joins another pair. Pairs take turns asking and answering the questions.
6 What are they like?
This task recycles adverbs before adjectives. It also recycles the conversation strategy of describing individual habits with *always* and a continuous verb.
A
- **Preview the task** Read the instructions aloud. Write the first word on the board: *generous.* Ask, “What adverbs can go before this word to make it stronger?” Have Ss call out adverbs (e.g., *extremely, incredibly, pretty*). Write them on the board.
- **Do the task** Have Ss add adverbs before the other adjectives. When Ss finish, have a few Ss read their adverb + adjective expressions.
B
- **Preview and do the task** Read the instructions and the example sentences aloud. Have Ss write sentences for each expression about people they know. Call on a few Ss to read one of their sentences. Ask Ss follow-up questions (e.g., *Is she? What kind of things does she do to help people?*). Have Ss take turns sharing their sentences in pairs. Tell them to ask follow-up questions to continue the conversation.
Lesson A Family gripes
Grammar let, make, help, have, get, want, ask, tell
(See Student’s Book p. 35.)
The lesson teaches patterns of the above verbs when they are followed by objects and verbs.
Form
- **Verb + object + base form (verb)**
Let, make, and have are followed by object + the base form of the verb.
*My parents won’t let me stay out late.*
*They make me come home before 10:00.*
*I have them do their homework before dinner.*
- **Verb + object + to-infinitive (to + verb)**
Get, want, ask, and tell are followed by object + to-infinitive
*I can’t get them to clean up their rooms.*
*My parents want me to study law.*
*I have to ask them to drive me everywhere.*
*My wife is always telling me to slow down.*
**Help**
Help can be followed by either pattern but is usually followed by object + the base form of the verb.
*My kids never help me clean the house.*
*I help them to get ready for school.*
**Use**
The verbs let, make, help, have, get, want, ask, and tell are part of a larger group of verbs known as causatives. These verbs name an action taken to cause someone else to do something. Other verbs in this category include allow, convince, permit, require, and encourage.
**Corpus information Help**
In conversation, the verb help is normally followed by the base form of the verb. This pattern is about eight times more frequent than help followed by the to-infinitive.
**Common error with let, make, or have**
Ss often use to with let, make, or have where it shouldn’t be used. *(They make me come home before 10:00, NOT They make me to come home before 10:00.)*
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Lesson B Family memories
Vocabulary Family terms
(See Student’s Book p. 36.)
The vocabulary in the lesson includes terms for immediate, extended, and blended families.
- **Immediate family** includes parents, children, and spouses (e.g., mother, son, wife).
- The term **blended family** includes stepparents, stepchildren, half brothers, and half sisters.
- **Extended family** includes grandparents, great-grandparents, aunts, uncles, cousins (first and second), nieces / nephews, and in-laws.
- Other expressions such as only child and fiancé are also included.
Grammar Used to and would
(See Student’s Book p. 37.)
**Form**
- **Used to**
In affirmative statements, used to is followed by the base form of the verb.
*I used to go over to my sister’s house a lot.*
*She used to keep candy in her pockets.*
**Used to always refers to the past. There is no present tense form.**
Negatives and questions with used to follow the rules for regular verbs in the simple past.
*I didn’t use to like jazz, but I do now.*
*What did you use to do on Sundays?*
- **Would**
In affirmative statements, would is followed by the base form of the verb. The contracted form is ‘d.
*I’d play with my niece and nephew.*
*We would always win.*
**Use**
- **Used to**
Used to is used to talk about activities, events, or situations that were done regularly in the past or that were the case in the past, but that no longer exist in the present.
*We used to play on a team.* (= but we don’t now)
*My sister used to live next door.* (= but then she moved away)
Used to is not generally used to talk about times in the recent past. You cannot say, for example, *I used to play on a team last week.*
Would
*Would* (and its contracted form *'d*) is used to talk about regular activities and events in the past, but not situations.
*We would always win.*
BUT NOT: *My sister would live next door.*
**Corpus information** Used to and would
In conversation, when people begin a story or talk about a memory, they often start with *used to* (or simple past tense verbs) and then continue with *would*. Most of the uses of *used to* are in affirmative statements. Negative statements and questions with *used to* are much less frequent.
**Common errors with used to**
Ss often use *used to* to talk about the present instead of usually. (*I used to skip lunch, but now I usually have a sandwich.* NOT *I used to skip lunch, but now I used-to have a sandwich.*)
**Lesson C If you ask me, . . .**
**Conversation strategy** Giving opinions
(See Student’s Book p. 38.)
- *I think . . ., It seems like . . ., If you ask me . . .,* etc., are common expressions that people use at the beginning of a sentence to signal to the listener that they are going to express an opinion.
- Notice the affirmative verb in the main clause after *I don’t think . . .*
*I don’t think families spend enough time together.* (= In my opinion, families don’t spend enough time together.)
**Strategy plus** Agreeing
(See Student’s Book p. 39.)
There are many expressions that people use to agree with another person’s opinions in conversation. The lesson presents some of the more common ones (e.g., *Absolutely, Definitely, Exactly*). There are many more variations (e.g., *You’re absolutely right; I couldn’t agree more; I tend to agree*), which Ss will learn as they encounter more English.
**Corpus information** Expressions for agreeing
*Exactly, definitely,* and *absolutely* are in the top 600 words in conversation. *I agree* is approximately 30 times more frequent than *I don’t agree*, which can sound too direct or even rude in English. When people do use *I don’t agree*, it is often in expressions such as *I don’t agree with that* rather than *I don’t agree with you*.
**Lesson D Family activities**
**Reading tip**
(See Student’s Book p. 40.)
The Reading Tip tells Ss to notice that the ideas in the first and last paragraphs are similar. These are the main ideas of the article. By reading the first and last paragraphs first, readers can often get a general idea of the content of an article, which can help them understand the details as they read.
**Help note** Using time markers
(See Student’s Book p. 41.)
The Help Note presents some useful expressions to show past and present time.
- **Past**
*When we were kids . . .*
*When I was . . .*
Family life
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Say, “Do these things sound familiar? A little sister who wants to borrow your favorite clothes? A big sister who doesn’t want you to borrow her clothes? A big brother who taught you how to play basketball? Family picnics at the beach? Learning to cook with your mother or father? All these things are part of family life.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity CLASS
Ss look at the aims in Lesson A and Lesson B and find examples in the unit of phrases with *let*, *make*, *help*, *have*, *get*, *want*, *ask*, and *tell*, and examples of *used to* and *would* to talk about memories and past routines (e.g., *My parents won’t let me use the car* on p. 34 and *She always used to keep candy in her pockets* on p. 36).
Before you begin . . .
- **Introduce the family activities** Say, “Look at picture 1. What activity is this family doing together?” [They’re eating together.] Say, “Work with a partner. Decide what’s happening in the other pictures.” Then call on individual Ss to respond [Picture 2: A family is going biking together. Picture 3: A family is playing a game together. Picture 4: Some family members are watching their child’s soccer game.].
- Tell Ss to look at Before You Begin, and read it aloud. Have Ss make a list of at least five activities they do as a family or with a family member. Ask several Ss to tell the class three things from their lists. Write the Ss’ ideas on the board (e.g., *watch movies, talk about their day, go biking, work in the garden*).
Extra activity GROUPS
Groups talk about their personal experiences related to the four pictures (e.g., *When I was young, Saturday night was game night in my family. We all gathered in the living room after dinner. We often played board games, but sometimes we played card games or did puzzles together. We still like to play games when we all get together.*).
Getting started
- **Set the scene** Write on the board: *gripes*. Say, “My sister always calls me really early on Sunday mornings. That really annoys me. I want to sleep late. Tell me something a family member does that annoys you.” Ask a few Ss to tell the class, and write their responses on the board (e.g., *My sister uses my laptop all the time. My mom talks on the phone for hours. My daughter borrows my clothes and doesn’t ask. My kids never make their beds.*). Say, “Small complaints such as these are called *gripes*.”
Answers
1. Marina’s parents won’t let her use the car.
2. Pedro’s parents make him *come* home before 10:00.
3. Mae tries to have her kids *do* their homework before dinner.
4. Eduardo can’t get his kids to clean their rooms.
5. Mehmet’s wife always tells him *to slow down* even when he’s not driving fast.
- **Focus on the form and the use** Ask, “In the sentences in Exercise 1B, after which verbs do you use *to + verb*?” [get, tell] “After which verbs do you use just the verb without *to*?” [let, make, have]
- Ask Ss to look at the website again. Ask, “What form do you use after the verbs *let* and *have* when they are followed by an object?” [verb without *to*] “After *tell*?” [ *to + verb*]
- Say, “These are some of the verbs you use when you want somebody to do something. Some are followed by *to + verb*, and some are followed by just the verb.”
- Write on the board:
- *I let him / her = I give him / her permission*
- *I make him / her = He / She has to*
- *I have him / her = I ask him / her, and he / she does the action*
- *I get him / her to = I persuade him / her to*
Ask a few Ss, “What’s something you let someone do? What’s something someone makes you do? What’s something you have someone do? What’s something someone gets you to do on the weekend?”
About you
D
- **Preview the task** Read the instructions aloud. Tell Ss to think of one complaint about each member of their family.
- **Do the task** Have Ss complete the task. Then say, “Do you have the same gripes as the ones on the website? Tell a partner.” Have several pairs share one of their gripes about their family members to the class.
Extra activity CLASS
Write on the board: *Our English teacher always makes us* . . . Ss call out as many ideas as they can to complete the sentence (e.g., *do homework every night / turn off our cell phones in class / speak in English / use dictionaries*).
Extra activity GROUPS
Write on the board: *Kids gripe about their siblings*. Each group member writes a short gripe about a brother or sister. A group secretary writes all the gripes on one piece of paper. Groups leave their gripes on a desk for other groups to read. Then Ss say which gripe is the most unusual.
2 Grammar
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the chart and read the sentences.
- **Write on the board:**
1. You ___ someone do something.
2. You ___ someone to do something.
Have Ss fill in the blanks with the correct verbs [1. let, make, help, have 2. get, want, ask, tell, help].
- **Point out the objects (e.g., me) in the chart. Explain that the object can be a noun or any object pronoun. (For more information, see Language Notes at the beginning of this unit.)**
- **Present In Conversation** Ask a S to read the information aloud.
- **Present Common Errors** Read the information aloud. Write on the board: *They make me come / to come home before 10:00.*
- **Tell Ss only one of the two options is correct. Have Ss work in pairs to figure out which sentence is incorrect and what the error is.* [They make me to come home before 10:00.]*
- **Follow-up** Put Ss in pairs to say true things about their lives using *let, make, have,* or *get.*
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Ask individual Ss to each read a sentence.
Answers
1. When I was a kid, my parents never __ let me walk to school by myself.
2. My parents made me __ go to bed at 8:00.
3. My mother couldn’t __ get me to eat fish. I was a picky eater!
4. My brother never lets me __ use his computer.
5. My parents __ want me to spend more time with them. I should, but I’m too busy.
6. My dad’s always telling me __ to get more exercise.
7. I always __ have my husband make breakfast on weekends so I can sleep late.
8. I think kids should help their parents clean the house.
9. My parents always say they want me __ to be happy, not rich.
10. I usually __ let my parents know when I’m going to be home late.
B
- **Preview and do the task** Say, “Make five of the sentences true for you. Write your new sentences, and then read them to a partner.” Have two Ss read the example conversation aloud.
Extra practice
Tell Ss to turn to Extra Practice 4A on p. 143 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-143.)
3 Listening and speaking
A
- **Preview and do the task** Read the instructions aloud. Call on individual Ss to each read one of the demands aloud. Ask, “What other demands do parents make?” Write Ss ideas on the board.
B 2.03
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-166 Ss listen and write.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
Answers
1. 3 get married and start a family
2. 1 work in the family business
3. 2 call them every week
4. 5 change my appearance
5. 4 move nearer to them
C
- **Preview the task** Read the instructions aloud. Say, “Check (√) the demands in Exercise 3A that your parents or your friends’ parents make.” Read each demand aloud, and ask Ss to raise their hands if they checked it. Ask, “What other demands do parents make? Why? Make a list.”
- **Do the task** Have a S read the example sentences. Ask, “Is this demand reasonable, or unreasonable?” Have Ss work in pairs to discuss the demands parents make. Go around the class, and help as needed. Have each pair report one reasonable and one unreasonable demand. Write them on the board.
Extra activity GROUPS
Put Ss in groups. Using the demands written on the board and their own lists, groups decide on three demands that are reasonable and three demands that are not. Groups report to the class giving reasons for their choices.
Workbook
Assign Workbook pp. 26 and 27. (The answer key begins on p. T-176.)
Lesson B Family memories
1 Building vocabulary and grammar
- **Set the scene** Books closed. Ask, “What kinds of things do you think are family memories?” Have Ss call out ideas, and write them on the board (e.g., *memories about vacations, birthdays, weekends, trips, family get-togethers, a fight with a brother or sister*).
A 2.04
- **Preview the task** Books open. Read the instructions aloud. Read the title of the article. Say, “Listen and read along.”
- **Play the recording** Ss listen and read along.
- Ask, “What memories do these people have?” Have Ss work in pairs to discuss the memories of the people in the article.
- Tell Ss to read the article again and underline new vocabulary. Have Ss work in pairs to compare the words they underlined and to help each other with the meanings. Help with new vocabulary as needed.
- **Follow-up** Ss form small groups. Ask, “Do you have any similar memories?” Groups tell one another about their memories. A few Ss share a memory with the class.
B
- **Preview the task** Tell Ss to look at the four parts of the chart, and read the column headings aloud. Point out the examples.
- Explain the terms *immediate*, *blended*, and *extended*:
- *Immediate family* includes parents, children, and spouses (e.g., *mother, son, wife*).
- *Blended family* includes stepparents and stepchildren. Stepchildren are the children of one’s spouse and his or her previous husband or wife. *Blended family* also includes half brothers and half sisters. A half brother or half sister is someone with whom a person has one biological parent in common.
- *Extended family* includes grandparents, great-grandparents, aunts, uncles, cousins, nieces / nephews, and in-laws. Go over the Other Expressions in the chart.
- **Do the task** Have Ss complete the chart and then compare their charts in pairs. Check answers with the class.
Answers
**Immediate family**
| father | mother |
|--------|--------|
| brother | sister |
| husband | wife |
| son | daughter |
**Blended family**
| stepfather | stepmother |
|------------|------------|
| stepbrother | stepsister |
| stepson | stepdaughter |
| half brother | half sister |
**Extended family**
great-grandfather
grandfather
uncle
(first / second) cousin
nephew
brother-in-law
great-grandmother
grandmother
aunt
niece
sister-in-law
**Other expressions**
only child
sibling
fiancé
fiancée
- Ask, “What’s the only word that doesn’t change form for males or females?” [cousin]
- Write on the board: *one brother-in-law, two brothers-in-law*. Say, “To talk about more than one brother-in-law, add the plural *s* to *brother*. You say ‘brothers-in-law.’” Ask a S for the plural form of *sister-in-law* [sisters-in-law].
- Say, “Now tell a partner about your family.” Have a S read the example aloud.
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 42 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-42.)
C
- **Preview the task** Tell Ss to look back at the memories in Exercise 1A. Ask, “When are these memories from?” [the past; when they were younger] Read the instructions aloud.
- **Do the task** Have Ss underline all the examples of *used to* and *would* (or *’d*) and then compare their answers in pairs to make sure they found them all. Have Ss decide whether the situations are finished or still continuing. Check answers with the class.
Answers
The activities and situations are finished.
Rosa: used to keep, she’d always give, used to tease
Haruka: used to live, used to go over, we’d play
Vasily: used to come over, would crawl
Justin: used to love, used to play, we would always win
- **Focus on the use** Say, “When you talk about something that was a regular activity in the past, but that is not true now, use *used to* or *would* and a verb.”
- **Try it out** Say, “Think of three family members, and tell your partner something you used to do with them.”
Extra activity PAIRS
Each partner prepares a set of notes about his or her happiest memory of growing up. S1 then tells S2 about his or her happiest memory. S2 asks questions to get more information.
2 Grammar
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the grammar chart. Ask, “Are these activities and situations still true?” [no] Explain that *used to* describes regular activities and situations from the past and that it is a fixed expression: It has the same form for all subjects, and it is followed by a verb without *to*. Point out that it is different from the verb *use*, which means “do something with an object” (e.g., *I use the Web for research.*) and whose past form is *used* (e.g., *I used the Web for research.*). Explain that *used in used to* and *used as* the past tense of *use* have different pronunciations, which are studied in Speaking Naturally.
- Have Ss look at the section on negatives and questions. Point out that *used to* follows the pattern for regular verbs in the simple past: It loses the *d* in a negative statement with *didn’t* or a question with *did*. Read the example sentences aloud.
- Point out the section on *would*, which is used to talk about regular activities in the past. Ask a few Ss to call out some of their regular activities in the past using *would* (e.g., *I’d sleep late on Saturday.*, *I’d go to the movies with my brother*). Write their ideas on the board.
- Say, “Don’t use *would* if you’re describing a situation in the past. Use *used to* and not *would* with verbs such as *live*, *work*, *like*, and *have*.”
- Have Ss read the first three examples in the chart going across, beginning with the sentence with *used to*, then the sentence with *would*. Point out that *would* is often used for the second idea in a story. Write on the board: *When I was little, I used to love Saturdays. I’d go to the store and buy a comic book with my allowance.*
- **Present In Conversation** Read the information aloud.
- **Preview the task** Say, “What family memories do you have? Complete each sentence, and add a sentence with *would*.” Read the example sentences aloud.
- **Present Common Errors** Read the information aloud. Write on the board: *I used to skip lunch, but now I have a sandwich / used to have a sandwich.* Say, “Which option is correct?” Have Ss call out the correct option. (*...but now I have a sandwich.*)
- **Do the task** Have Ss complete the sentences and then write their additional sentences.
- **Recycle a conversation strategy** Ask two Ss to read the example conversation. Say, “Remember that you can use superlatives to give more emphasis; for example, ‘My family used to visit my grandmother. She was the most incredible person!’ Now compare your memories with a partner. Try to use one or two superlatives.” (See Unit 3, Lesson C.)
- When pairs have finished comparing memories, ask a few Ss to share a memory for each statement.
**Extra practice**
Tell Ss to turn to Extra Practice 4B on p. 143 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-143.)
3 Speaking naturally
A 2.06
- **Preview the task** Write on the board:
| Verb | Simple past form |
|--------|------------------|
| use | used |
*My grandmother used a big pot to cook rice.*
Read the sentence aloud. Ask, “What does the *s* in *used* sound like?” [/z/] “Did you hear the *d* at the end of the word?” [yes] Say, “When *used* is the simple past tense of the regular verb *use*, it sounds like /yuwzd/.”
- Write on the board:
*My grandmother used to cook rice in a big pot.*
Read the sentence aloud. Ask, “What did the *s* in *used to* sound like?” [/s/]
- Say, “Look at the example sentences with *used to*. When people say *used to* in natural spoken English, the *s* sounds like /s/, and the *d* is reduced with *to*.”
- Read the instructions aloud.
- **Play the recording** Ss listen and repeat.
B 2.07
- **Preview the task** Read the instructions aloud.
- **Play the recording** Ss listen and repeat the sentences.
C
- **Preview and do the task** Read the instructions aloud. Ask two Ss to read the example conversation. Have Ss complete the task in pairs, taking turns sharing memories and responding. As Ss do the task, go around the class listening for the reduction of *used to*. If necessary, replay Exercise 3B and have Ss repeat.
**Extra activity GROUPS**
Write on the board: *appearance, taste in music, taste in clothes, complaints about my family.* Group members discuss how these things have changed for them in the past 10 years (e.g., *I used to have a lot of freckles. I used to wear braces. I used to love boy bands.*).
**Sounds right**
Tell Ss to turn to Sounds Right on p. 137 of their Student’s Books. Have Ss do the task for Unit 4 in class, or assign it for homework. (See the teaching notes on p. T-137.)
**Workbook**
- Assign Workbook pp. 28 and 29. (The answer key begins on p. T-176.)
Lesson C If you ask me, . . .
Lesson C recycles used to.
Conversation strategy
- **Set the scene** Say, “We’ve talked about family memories. Think of something your family used to do together that you don’t do together anymore. Explain why.” Ss call out ideas. Write them on the board (e.g., *We used to go to the movies together, but we don’t go anymore. My parents don’t have time, and we don’t like the same kind of movies anymore anyway.*).
A
- **Preview the task** Read the instructions aloud. Say, “Put a check (√) next to the statements you agree with.” Help with new vocabulary as needed.
- **Do the task** Have Ss complete the task. Write the statements on the board. Have individual Ss each read a statement aloud. Ss raise their hand if they checked the statement in their book. Write the totals on the board.
- **Follow-up** Have Ss work in groups to discuss their opinions.
B 2.08
- **Preview the task** Books closed. Read the instructions aloud. Say, “Listen to Rob and Corey’s conversation. Which of the statements on the board do they agree with?”
- **Play the recording** Ss listen and do the task. Have Ss compare their answers in pairs.
- **Play the recording again** Books open. Ss listen, read along, and review their answers. Check answers with the class.
Answers
People spend too much time at work.
Everybody’s getting burned out.
People don’t have enough time to relax.
- Ask, “What does Corey think: *We get enough time together* or *We don’t get enough time together?*” [We don’t get enough time together.] Say, “Notice that the negative *don’t* comes before *think.* Corey says, ‘I don’t think we get enough time together.’ It means the same as ‘I think we don’t get enough time together.’”
Extra activity PAIRS
Have pairs think of their own topic (one not listed in Exercise 3B). Have Ss prepare and practice a short conversation. Ss present their conversation to another pair.
C
- **Present Notice** Read the information and the expressions aloud. Have Ss find the examples in the conversation. Ask individual Ss to each read aloud an example from the conversation. [I don’t think] we get enough time together. *If you ask me,* we all work too much these days. *It seems like* we don’t get enough time to relax. And *it seems to me* that’s why people often get burned out. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role.
Extra activity CLASS
Write on the board:
Families don’t get enough time together.
We all work too much these days.
Some people get burned out because they never get time to relax.
Read each statement aloud, and ask Ss to raise their hands if they agree. Write the numbers of Ss who raised their hands next to each statement. Call on a few Ss to give their opinions about the statements.
D
- **Preview the task** Say, “Complete these sentences with the expressions from *Notice* to give your opinions. Which expression will you use if you disagree with an opinion sentence in the exercise?” [I don’t think . . .] Tell Ss that there are no wrong answers because these are their opinions.
- **Do the task** Have Ss complete the task. Ask individual Ss to each read a completed sentence aloud.
- Have two Ss read the example conversation. Then say, “Now discuss your opinions in pairs.” As Ss discuss their opinions, go around the class, and help as needed.
- **Follow-up** Pairs each choose one of the statements in Exercise 1D and present their ideas to the class or to a larger group.
Extra activity GROUPS
Groups have a short debate. Assign or have groups choose one of the statements from Exercise 1D. Each group divides itself into two teams: *Agree* and *Disagree*. Teams make short notes on the opinions and arguments they will use to either agree or disagree with the statement they chose. When teams are ready, each team presents its side of the debate to the other.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 38 and find examples of expressions that show agreement with an opinion [Definitely.; Absolutely.; Oh, I know.; Yeah.; That’s for sure.; Exactly.]. Explain that these expressions are useful because they keep the conversation going. They also provide the listener with an opportunity to add a similar or supporting opinion.
- Read aloud the information and the examples in Strategy Plus.
- **Present In Conversation** Books closed. Write on the board: *exactly, definitely, absolutely.* Ask, “Are these in the top 600, 800, or 1,000 words? Write your guess.” Books open. Ask a S to read the information aloud.
A (2) 2.09
- **Preview the task** Say, “Listen. Number the appropriate responses.”
B (2) 2.10
- **Play the recording** Audio script p. T-166 Ss listen and number the responses. Don’t check the answers until after B.
Answers
a. 4 b. 2 c. 3 d. 5 e. 1
- Say, “Now discuss the opinions with a partner. Do you agree with them?” When Ss finish, ask several pairs to tell the class which opinions they disagree with and why.
3 Strategies
A
- **Preview the task** Read the instructions. Have individual Ss each read one of the responses.
- **Do the task** Have Ss complete the task. Check answers with the class.
Answers
1. d 2. b 3. c 4. a
- **Practice** Say, “Practice the conversations with a partner. Take turns playing each role.”
About you
B
- **Preview the task** Say, “Give your opinions about the topics. Which ones do you agree on?” Have individual Ss each read one of the topics aloud. Remind Ss to use the expressions from Exercise C Notice to give opinions.
- **Do the task** Have groups complete the task. As groups discuss the topics, go around the class, and help as needed. Have several groups report to the class about which topics they agreed on.
- **Follow-up** Groups each choose one of the topics and present their ideas to the class.
Workbook
Assign Workbook pp. 30 and 31. (The answer key begins on p. T-176.)
Lesson D Family activities
1 Reading
- **Set the scene** Read the lesson title aloud. Say, “Think about your childhood memories. How are family activities today different from when you were growing up?” Tell about a change you have observed (e.g., *When I was a child, I used to play a lot of games outdoors with my brothers and sisters. Now, children have a lot more after-school activities and less free time to just play with their brothers and sisters.*).
- Have Ss work in groups, discuss how family life has changed, and make notes of their ideas. Write these topics on the board to help the discussion: *family, friends, school, games and hobbies, transportation, vacations*. When Ss finish, have groups report some of their ideas.
A
Prereading
- **Preview and do the task** Ask, “When you were a child, did you and your family use to eat together every day? What were family meals like? Were they relaxed? Were they fun?” Get ideas from Ss (e.g., *We always used to eat in the dining room together. We didn’t used to eat together because everyone was on a different schedule.*).
- **Present Reading Tip** Read the tip aloud. Ask Ss what the first and last paragraph of an article are usually called [introduction, conclusion]. Explain that these paragraphs usually include the main ideas of the article. Say, “Ask yourself what the main ideas of the reading are when you finish the introduction. Then confirm that you were correct when you read the conclusion.” Explain that this will help their reading comprehension.
B
During reading
- **Preview and do the reading** Read the instructions aloud. Say, “Before you read carefully, skim the blog. Write an answer to the question.” Have a few Ss read their answers [It’s good for children / kids.].
- Have Ss read the blog. Then have them answer the question again, giving more detail [Children learn to share and take turns. She also read that kids are less stressed, healthier, better at school, and get in less trouble when they eat with their families regularly.].
- **Do the reading again** Have Ss read the blog again. When Ss finish, ask the following questions to help them focus on the main points of the story:
1. Do you think that Barbara’s memories of her family dinner are happy or unhappy? [Happy – she says that kids today are missing something if they don’t have family meals, so she probably thought her childhood experiences were good ones.]
2. How do you think she got along with her brothers and sisters? [It sounds like they argued sometimes but that they got along pretty well.]
3. What were some of the rules or policies? [Everyone ate together; no phone calls; no eating in front of the TV; no fighting]
C
Postreading
- **Preview the task** Read the instructions and the first expression aloud. Tell Ss to find the expression *no matter what* in the blog. Have a S say where the expression is and read the sentence it is in. [Second paragraph: My family always used to eat dinner together, no matter what.] Point out the example answer. Say, “The expression *in any situation* has a similar meaning to *no matter what*. Try it in the sentence instead of *no matter what*. It means the same thing.” Say, “Read through the article slowly. When you come to an expression that you think has a similar meaning, try it in the sentence.”
- **Do the task** Have Ss find the words and expressions with similar meanings. Check answers with the class.
Answers
1. f (Paragraph 2: My family always used to eat dinner together, no matter what.)
2. a (Paragraph 3: We’d always have fresh food, or at least leftovers from the night before . . . )
3. d (Paragraph 4: Now, I won’t pretend our mealtimes were perfect.)
4. b (Paragraph 4: There was plenty of sibling rivalry, . . . )
5. c (Paragraph 4: Then our parents would intervene, . . . )
6. e (Paragraph 4: telling us to “get along or else!”)
- **Follow-up** Ss read the article again and underline any remaining new words. Ss call out the words and write them on the board. Ss explain the meanings of the words. Help with new vocabulary as needed.
Extra activity CLASS
Ask, “Have any older members of your family – such as one of your grandparents – ever told you stories about their childhood? How were things different when they were growing up?” Ss share some stories.
Postreading
- **Preview the task** Read the instructions aloud. Ask a S to read the first statement aloud. Ask, “Is this true or false?” Have Ss look in the blog for the information. Call on a S to say the answer. [False] Call on another S to give a correct sentence. [Barbara’s mother never used to let her watch TV while she ate dinner.]
- **Do the task** Have Ss check (✓) True or False for the remaining statements and correct the false statements. Check answers with the class: Call on individual Ss to answer and give corrected sentences.
Answers
1. False, Barbara’s mother never used to let her watch TV while she ate dinner.
2. True
3. True
4. False, there was plenty of sibling rivalry at dinnertime.
5. True
Listening and writing
A 2.11
- **Preview the task** Read the instructions aloud. Have Ss look at the pictures and say what the people are doing in each one. Ask Ss if they used to do things like these with their families.
- **Play the recording** Audio script p. T-167 Ss listen and write their answers. Check answers with the class.
Answers
3 (play games) 1 (go to the movies)
2 (play the saxophone)
B 2.11
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-167 Play the first conversation, and then pause the recording. Ask, “Why don’t they go to the movies now?” Call on Ss to answer [Movie tickets are so expensive.]. Have Ss write the answer under the picture they numbered 1.
- Play the remaining conversations. Ss write their answers.
- **Play the recording again** Ss listen and review their answers. Have Ss compare answers in pairs. Check answers with the class: Call on three Ss to write the correct answers on the board.
Answers
1. Movie tickets have gotten so expensive.
2. His brother and sister got married and moved away. He got busy with other things.
3. The kids are older. They’re always busy texting and following their friends on their social networks.
C
- **Preview the task** Read the instructions aloud. Have Ss work individually and write at least three sentences about things they or their family members used to do. Write these topics on the board to help Ss: sports and exercise, hobbies, entertainment, travel, chores, free time.
- **Do the task** Have Ss in pairs take turns reading their sentences. Tell Ss to make comments and ask follow-up questions. To model the task, have two Ss read the example conversation aloud.
D
- **Follow-up** Have Ss in groups share their sentences. Groups choose the two with the most interesting activities to share their stories with the class.
D
- **Preview the task** Read the instructions aloud. Have Ss read the example blog.
- **Present Help Note** Read the information aloud.
- Say, “Descriptions about the past with used to often begin with time expressions such as When we were kids, . . . and When I was [younger], . . . Expressions such as in those days and back then can appear later in the paragraph to talk about the same time.” Have Ss underline examples of these time expressions in the blog in Exercise 2D. [When we were kids, . . . ; In those days, . . . ; Back then, . . .]
- Say, “Remember, used to talks about something in the past that is no longer true. We can use it and then give information that is true now using the present. Expressions such as today, now, nowadays, and these days introduce this information.” Have Ss underline examples of these time expressions in the blog in Exercise 2D. [today; These days, . . .]
- **Do the task** Have Ss write their blog entries. Say, “Look back at the exercises on p. 37 for ideas. In your blog, describe your memory using used to, would, and the simple past. Then give some information that is true now using the present.” Point out to Ss that the term “kids” is informal but is appropriate for a blog. However, in formal writing, children should be used instead.
E
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Tell Ss to work in groups, taking turns reading one another’s blogs and asking follow-up questions.
- **Follow-up** Groups choose the most interesting family memory. That S reads his or her blog to the class.
Free talk
Tell Ss to turn to Free Talk 4 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-131.)
Workbook
Assign Workbook pp. 32 and 33. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “Word webs help you organize vocabulary around key areas or in a meaningful context. In the lesson, the context is your memories of family members. Because these memories have real meaning for you, the new vocabulary will be easier to remember. Think about your family members. What memories do you associate with each person?”
- Ask a few Ss to each call out a family member and a short memory.
These tasks recycle *used to* and a variety of nouns associated with describing people and their habits.
---
1. **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Sketch the word web on the board, and for each item, ask several Ss to say their memory. Write the Ss’ answers on the web.
**Answers**
was interested in (old) cars.
used to drink milk.
had a beard and a mustache.
used to wear overalls and a cap / hat.
always listened to the radio.
2. **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then tell a partner about their word webs.
3. **Preview the Word Builder task** Say, “This Word Builder task will help you learn more vocabulary for talking about family members.” Read the instructions aloud.
- **Do the task** Have Ss complete the task. Tell Ss they can use dictionaries or ask classmates to find the meaning of any words they do not know. Tell Ss to add any of the new words to their word webs if possible.
**On your own**
- **Present On Your Own** Read the instructions aloud.
- **Follow-up** At the start of the next class, Ss show their photos to a partner and talk about the memories they wrote about.
**Now I can . . .**
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first five items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Lesson A Healthy food
Grammar Talking about quantities of food
(See Student’s Book p. 45.)
The lesson includes a review of quantifiers and covers some new points about them.
Form
- **A little, very little, less, not much** + uncountable noun
We have a little butter in the fridge.
There’s very little food. We need to go shopping.
I’m trying to eat less fat (than I ate before).
There’s not much food in the house.
- **A few, very few, fewer, not many** + countable noun
We have a few slices of cheese.
We eat very few frozen meals. I think that’s healthier.
One percent milk has fewer calories (than whole milk).
There aren’t many vegetables.
Use
- **A little**
A little means “a small amount.”
We have a little butter in the fridge.
- **Very little**
Very little means “almost none” or “hardly any.”
There’s very little food. We need to go shopping soon.
She ate very little chocolate last week. Good for her!
- **Less**
Less compares quantities with uncountable nouns.
I’m trying to eat less fat (than I ate before).
- **Not much**
Not much means “a small amount.”
There’s not much food in the house.
- **A few**
A few means “a small number.”
We have a few slices of cheese.
- **Very few**
Very few means “almost none” or “hardly any.” When very few is used to talk about necessities or important things, it has a negative meaning.
I bought a lot of eggs, but there are very few left.
I made a lot of food, but very few people came.
- **Fewer**
Fewer compares quantities with countable nouns.
One percent milk has fewer calories (than whole milk).
- **Not many**
Not many means “a small number.”
There aren’t many vegetables.
Some nouns can be both countable and uncountable. For example, “I’d like some coffee, please.” Or “I’d like two coffees, please.”
Grammar Food containers / items
The names of food containers and items (sometimes called partitives) are introduced. With uncountable nouns, the container or partitive word can be plural, not the uncountable food word.
| Container | Item |
|-----------|------|
| a carton of juice | two cartons of juice |
| a loaf of bread | some loaves of bread |
Corpus information Less versus fewer
In conversation, people often use less with plural countable nouns rather than fewer (e.g., She eats less cookies than I do.). Many people think this is incorrect. In formal writing, fewer should be used.
Common errors with quantifiers and of
Students often use of after the quantifiers a little, much, and many immediately before a noun. (There isn’t much cheese. NOT There isn’t much of cheese.) Of can be used before another determiner to refer to specific things. (E.g., There isn’t much of that cheese you bought.)
Lesson B A question of taste
Vocabulary Cooked foods
(See Student’s Book p. 46.)
The lesson presents vocabulary for the different ways food is cooked or prepared. These words are presented mostly as adjectives before nouns. Most of the adjectives are derived from verbs.
fry → fried grill → grilled steam → steamed
fried fish grilled meat steamed vegetables
Speaking naturally Stressing new information
(See Student’s Book p. 46.)
This section shows how new information carries the main or primary stress.
A Do you like fried rice?
Rice, as the key content word, carries the main stress where the intonation changes.
B1 Yes, I love fried rice. / B2 I prefer steamed rice.
Love and steamed have the main stress because this is the new information. Rice is now old information.
Grammar Too, too much, too many, and enough
(See Student’s Book p. 47.)
The lesson introduces ways to describe excessive amounts and acceptable amounts.
Form
- With nouns
- too much + uncountable noun
I ate too much food. / I ate too many fries.
- too many + countable noun
I ate enough food. / I didn’t eat enough fries.
- enough + uncountable or countable noun
I put too much salt on my fries. (Now I’m thirsty.)
I had enough to eat. (I don’t need anything else to eat.)
- As pronouns
- verb + too much / many; verb + enough
I ate too much. (= e.g., too much food)
I ate too many. (= e.g., too many fries)
I didn’t eat enough. (= e.g., food)
- With adjectives
- too + adjective; adjective + enough
He’s too full. / Her salad wasn’t filling enough.
- With adverbs
- too + adverb; adverb + enough
She eats too slowly. / She doesn’t eat fast enough.
- With verbs
- verb + too much; verb + enough
She talks too much. / Maybe she doesn’t listen enough.
Use
- Too, enough
Too generally expresses the idea of an excessive amount or more than someone wants or expects. Enough expresses the idea of an acceptable amount or the amount someone wants or expects.
Corpus information Enough, too
- In conversation, almost half the uses of enough are after adjectives and adverbs. About a quarter of its uses are before nouns.
- Almost half the uses of too, meaning “excessive,” are with adjectives. Twelve percent of the occurrences are before adverbs, and 35 percent come before much and many.
Lesson C Whatever you’re having.
Conversation strategy Letting another person decide
(See Student’s Book p. 48.)
- The lesson teaches expressions to use when the listener is unsure how to respond to an offer that gives a choice. These expressions are especially useful in responding to offers of food or drink (e.g., Would you like tea or coffee?).
- Whatever and whichever can be used in different expressions (e.g., Whatever you want / you like / you think. Whichever one(s) you want.).
- Either one usually refers back to a choice of specific things (e.g., A: Tea or coffee? B: Either one is fine.).
Corpus information Whatever and whichever
Whatever is much more common than whichever — almost 90 times more frequent. Whatever is frequently used in the vague expression or whatever, which means “or something like that.”
Strategy plus Polite refusals
(See Student’s Book p. 49.)
Simply saying “no” to an offer of food is regarded as impolite. This section teaches some expressions to refuse such offers politely, such as I’m OK for now. But thanks.
Lesson D The world’s favorite snacks
Reading tip
(See Student’s Book p. 50.)
The Reading Tip draws Ss’ attention to a common written convention of describing an item before naming it. Always encourage Ss to read on rather than stop when they don’t understand something, as the subject of the sentence may come later.
Help note Giving examples
(See Student’s Book p. 51.)
The Help Note presents three expressions for introducing examples:
- Like
Try some of the delicious desserts like sweet sticky rice.
Note: Like is not used to introduce examples in formal writing.
- For example
You can eat sticky rice with different toppings, for example, coconut cream and mango.
- Such as
They can have a delicious meat filling such as lamb.
Food choices
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Ask, “When you go grocery shopping, how do you choose what food to buy?” Have Ss call out ideas (e.g., *I choose healthy food / the cheapest food / food that looks good / things that are easy to cook / items that are on sale / snack foods so I don’t have to cook*). Ask Ss what food choices they make if they go out to eat (e.g., *things on the menu I never make at home, something new, my favorite dish*).
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity **GROUPS**
Write on the board:
- a food you have at home right now
- a food you ate today
- a food you’ve never eaten
- a food you’d like to try one day
- a food you never want to try
- a food your parents used to make you eat
Ss look through the unit and find the name of one food for each item on the board. Ss form groups and tell each other the foods they chose. For each item, ask a few Ss to tell the class their choice.
Before you begin . . .
- **Introduce the foods** Have Ss look at Before You Begin. Read the list of things aloud, and have Ss repeat. Ask, “Can you find any of these things in the picture?” Tell Ss to locate each thing and then compare their answers in pairs.
- Say, “Look at these things again. You buy potato chips in a bag. How do you buy ketchup?” [in a bottle] Ask about the other things listed in Before You Begin. Have individual Ss identify the containers [cookies: package; juice: carton; cereal: box; mustard / tomato sauce / peanut butter: jar; soup: can; bread: loaf; margarine: tub].
**Recycle grammar** This task recycles short answers with the present perfect and follow-up information with the simple past. Ask, “Have you bought any of these things recently?” Tell Ss to respond with a short answer and to give more information if they give a *yes* answer (e.g., *T: Have you bought any of these things recently? S1: Yes, I have. I bought a carton of juice this morning. I drank it at lunch. S2: Yes, I have. I bought a bag of potato chips after school yesterday. I had them for a snack.*).
Extra activity **INDIVIDUALS / GROUPS**
Write on the board:
- a healthy food
- a convenient food
- a foreign food
- a junk food
- a food that’s always in your fridge
- a food you eat or drink every day
- a food you don’t like
Ss have three minutes to look through the unit again and find the name of one food for each item listed. Ss form groups and compare their answers. If several group members chose the same food for any of the items listed, groups report the food to the class.
Extra activity **PAIRS**
Write as column headings on the board: *Bag, Bottle, Package, Carton, Box, Jar, Can*. Pairs see how many different foods they can think of that they can buy in these types of packages. At the end of five minutes, call “Time.” Pairs get a point for each correct item they thought of that no other pair has. The pair with the most points wins.
Getting started
- **Set the scene** Books closed. Write *Healthy food* on the board. Ask Ss to brainstorm a list of healthy foods. Write them on the board. If someone calls out a food other Ss do not think is healthy, tell Ss to raise their hands and challenge the suggestion, saying why they think it is not healthy.
- **Focus on the use** Say, “Look at the three sentences. Which are the quantifiers you can use before uncountable nouns?” [a little, not much] “How about before countable nouns?” [a few not many] Ask, “What are the correct expressions to talk about containers for food?” [a bottle of, a carton of] “What word can you use to talk about an amount or part of an uncountable noun?” [a loaf] Say, “You can also use quantity words like a kilo of.”
- **Try it out** Have Ss each list six items in their refrigerators, using each of the expressions from Exercise 1B (e.g., *a bottle of, a jar of*). Then have Ss compare their answers in pairs (e.g., *There’s a jar of hot chilies in my refrigerator. Do you have a jar of hot chilies in yours? / What do you have a jar of?*).
Extra activity CLASS
Ss go around the class telling other Ss some unusual items in their refrigerators and trying to find someone with the same items (e.g., *I have a jar of jellied eels in my refrigerator. Do you?*). Ss keep asking until they find someone who has the same item(s). At the end of the activity, if Ss have not found anyone who has one of their items, they report to the class (e.g., *No one has a jar of jellied eels in their refrigerator, except me*). Ss vote on the strangest item in the refrigerators.
Extra activity PAIRS
Ss have one minute to study the pictures of the three refrigerators. Then, with books closed, Ss in each pair race against each other to write what each of the people (David, Marta, and Chris) have in their refrigerators. Ss get one point for each item correctly remembered. The S in each pair with the most points wins.
Answers
1. Chris also has **a little** butter and a **carton of** orange juice.
2. Marta also has **a few** apples and a **loaf of** bread.
3. David also has **a bottle of** ketchup and some soda. He doesn’t have **much** food.
2 Grammar
2.13
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the section of the chart on uncountable nouns. Write on the board, underlined as shown: *a little, very little*. Tell Ss to look at the first two sentences. Explain that in both sentences, *little* means “a small amount.”
- Say, “If you use *a little*, you are saying ‘some,’ but it’s a small amount. For example, *We have a little butter* means ‘We have some butter, but not a lot.’”
- Say, “*Very little* also means ‘not a lot,’ but it gives the idea of ‘almost none.’ If you use *very little* to talk about something that is important or necessary, such as money or food, it can have a negative meaning. For example, *There’s very little food* means ‘We don’t have a lot of food. We really need to get some food.’ If you use *very little* about things that are not necessary, it may have a positive meaning. For example, *I drink very little coffee during the day* can have a positive meaning if the speaker doesn’t want to drink a lot of coffee.”
- Have Ss look at the sentence with *less*. Say, “Remember that *less* is used before an adjective to compare a quality of two things. *Less* is also used to compare quantity with uncountable nouns.” Write on the board: *I’m trying to eat less fat* . . . Ask a S to add a phrase to make the full comparison [ . . . than I ate before.].
- Have Ss look at the sentence with *not much*. Say, “*Not much* means ‘a small amount.’” Point out that it is used before an uncountable noun and that it is used with a singular verb (e.g., *There’s not . . .*).
- Have Ss look at the section of the chart on countable nouns. Say, “*A few* means ‘a small amount, but some,’ and *very few* means ‘not a lot — almost none.’”
- Have Ss look at the sentence with *fewer*. Say, “*Fewer* is used to compare quantity with countable nouns.” Write on the board: *One percent milk has fewer calories* . . . Ask a S to add a phrase to make the full comparison [ . . . than whole milk / than some other kinds of milk].
- Have Ss look at the sentence with *not many*. Say, “*Not many* also means ‘a small amount.’” Point out that it is used with a plural verb (*There aren’t . . .*). (For more information, see Language Notes at the beginning of this unit.)
- Have Ss look at the section about food containers. Point out that the containers can be plural (e.g., *cartons*), but uncountable contents have no plural form (e.g., *juice*). Point out the irregular plural of *loaf* → *loaves*. Point out the weights and measures.
**Culture note**
A system of measurement called *standard* is still commonly used in the United States and has measurements such as inches, quarts, and gallons. The metric system is used in many places around the world, including Canada.
- **Present Common Errors** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. a jar of spaghetti sauce; a quart of milk
2. a package of rice; a bag of chips.
3. a few vegetables; a little fruit
4. very little meat; very few cookies.
5. less junk food; many vitamins
6. less fast food; a few fries
7. a little chocolate
8. a couple of loaves of bread; some cartons of milk; a few slices of cheese; a few eggs
B
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Have Ss complete the task and compare their ideas in pairs.
**Extra practice**
Tell Ss to turn to Extra Practice 5A on p. 144 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-144.)
3 Talk about it
- **Preview the task** Read the instructions aloud. Have two Ss read the example conversation.
- **Recycle a conversation strategy** Ask, “What can A say next to continue the conversation with an opinion about why nuts are good?” Ask for an idea (e.g., *I think some nuts have healthy fat in them*.). Ask Ss for other ways to give opinions (e.g., *It seems to me . . ., If you ask me, . . .*). “What can A say to agree with B?” Ask for ideas (e.g., *That’s true*). Tell Ss to use the strategies of giving opinions and agreeing as they do the task. (See Unit 4, Lesson C.)
- **Do the task** Have Ss discuss each belief in groups. Go around the class, and help as needed. Read each belief, and have groups report whether they agreed or disagreed.
**Extra activity** PAIRS
Write on the board: *You should eat / drink less . . ., You should eat / drink fewer . . ., You should eat / drink more . . .* Partners tell each other the foods they eat in an average week and how often they eat them. Then partners tell each other what they should do to improve their food choices and eating habits.
**Workbook**
- Assign Workbook pp. 34 and 35. (The answer key begins on p. T-176.)
Lesson B A question of taste
1 Building vocabulary
- **Set the scene** Books closed. Write on the board: *cooking methods*. Ask, “What different ways to cook food do you know?” Write Ss’ answers on the board (e.g., *fry, steam, boil, barbecue, bake*).
A
- **Preview the task** Books open. Read each type of food aloud, and have Ss repeat.
- Ask, “Which of these things have you eaten recently?” Tell Ss to put a check (√) beside each one.
- **Do the task** Have Ss check (√) the foods. Call out the foods one by one. Ss raise their hands if they have eaten a food recently. Call on a few Ss to tell the class what they ate: where they ate it, who made it, etc. (e.g., *Actually, I had stir-fried noodles for dinner last night. I often make noodles — it’s my favorite food.*).
- Ask, “Which of the foods do you like best? Work in pairs and tell your partner.”
- **Follow-up** Partners look at the pictures again and tell about foods they have never tried, but would like to.
**Culture note**
Many people use the terms *barbecue* and *outdoor grill* interchangeably for cooking done outdoors. *Grill* refers to the rack that the food is placed on for cooking.
**Extra activity** CLASS / GROUPS
Ss go around the class asking classmates to name their two least favorite foods in the pictures. Ss then form groups to share their results. Each group names the two foods that got the most votes. Write the results on the board. The class then votes on the “least favorite” from the foods on the board.
B
- **Preview the task** Say, “How do you like different kinds of foods to be cooked? Complete the word webs with foods from Exercise 1A.”
- **Do the task** Have Ss complete the word webs. Tell Ss they can also use any other foods they know. Then call on a few Ss to give their answers for each category.
**Possible answers**
- **fried**: eggs, potatoes, chicken
- **grilled**: fish, vegetables, steak
- **steamed**: vegetables, rice, fish
- **Present Note** Read the information aloud. Have Ss take turns telling the class what their favorite food is using an adjective and then the verb (e.g., *My favorite food is steamed dumplings. My mom makes shrimp dumplings, and she steams them for two hours or more.*).
**Extra vocabulary** MORE WAYS OF PREPARING FOOD
Present or have Ss suggest extra vocabulary for preparing food such as *broiled, hard-boiled (eggs), mashed (potatoes), poached (eggs, fish), stewed (meat).*
3 Building language
- **Set the scene** Ask, “If you go out to a restaurant, what dessert do you usually order?” Ask a few Ss, and write their answers on the board (e.g., *ice cream*, *fresh fruit*).
A 2.15
- **Preview the task** Say, “Listen. What do Carla and Leo want to order? Underline the answers.”
- **Play the recording** Ss listen, read along, and underline. Check answers with the class [Carla wants to order dessert — some apple pie. Leo wants to order another iced tea. He says maybe he’ll have some apple pie, too.]
- **Practice** Have Ss practice the conversation in pairs, taking turns playing each role. Have Ss practice the conversation again, talking about different foods.
B
- **Preview the task** Tell Ss to look at the conversation. Ask, “Why is Leo thirsty?” Write the answer on the board as shown: *He put too much salt on his fries.* Ask, “Did he put the right amount of salt on his fries or more than needed?” [more than needed] “What kind of noun comes after *too much?*” [uncountable noun]
- Say, “Carla is worried about the time. What does she ask?” Write the answer on the board as shown: *I mean, is there enough time?* Explain that the question asks if they have the amount of time they need. Ask, “What kind of word comes after *enough?*” [noun]
- Ask, “Why doesn’t Leo want dessert?” Write the answer on the board as shown: *He’s too full.* Ask, “Did he eat the right amount of food or more than he needed?” [more than he needed] “What kind of word comes after *too?*” [adjective]
- Read the instructions aloud. Say, “Look at the type of word that comes after each blank.”
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. Leo ate *too many* fries, and he put *too much* salt on them.
2. Carla’s still hungry because she didn’t eat *enough* food.
3. Leo is *too* full, but Carla isn’t. Her salad wasn’t *filling enough*.
4. Carla eats *too* slowly. She doesn’t eat *fast enough*. She talks *too much*.
- **Focus on the use** Tell Ss to find *too much* + uncountable noun in the conversation. Ask, “What does *too much* mean?” [more than needed] Tell Ss to find *enough* + noun. Ask, “What does *enough* mean?” [the amount that you need] Tell Ss to find *too* + adjective. Ask, “What does *too* mean?” [more than needed]
4 Grammar
2.16
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the *too, too much,* and *too many* section of the chart. Ask, “What kind of noun do you use with *too much?*” [uncountable] “What kind of noun do you use with *too many?*” [countable] Explain that *too much* and *too many* can also be used as pronouns when the thing talked about is clear (e.g., *A: Did you enjoy the apple pie / fries? B: Yes, but I ate too much / too many*).
- Explain that *too* is used in front of an adjective or an adverb to mean “more than is acceptable or right.” Tell Ss that when *too much* is used after a verb, it has the same meaning as when it is used as a pronoun.
- Have Ss look at the *enough* section of the chart. Point out that *enough* comes before countable and uncountable nouns. Explain that *enough* can be used as a pronoun when the thing talked about is clear (e.g., *The food was good, but I didn’t have enough*). Point out that *enough* comes after adjectives, adverbs, and verbs.
A
- **Preview and do the task** Read the instructions aloud. Say, “More than one answer may be possible.” Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Ask individual Ss to each read a sentence aloud.
Possible answers
1. too much, enough
2. enough
3. too much, enough
4. too much
5. enough / too much, enough, too
6. too, too much
7. too
8. too, too many
B
- **Preview and do the task** Read the instructions aloud. Ask two Ss to read the example conversation. Have Ss complete the task.
Extra practice
Tell Ss to turn to Extra Practice 5B on p. 144 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-144.)
Sounds right
Tell Ss to turn to Sounds Right on p. 138 of their Student’s Books. Have Ss do the task for Unit 5 in class, or assign it for homework. (See the teaching notes on p. T-138.)
Workbook
Assign Workbook pp. 36 and 37. (The answer key begins on p. T-176.)
Lesson C Whatever you’re having.
Lesson C recycles vocabulary for containers and amounts of food, and *too much* + noun.
1 Conversation strategy
- **Set the scene** Say, “Can you think of a time when you let a friend or family member decide something for you? What did you let the person decide? Why did you let the person make the decision?” To provide help, give one of the following examples or a similar one based on your own experiences (e.g., *Last time we rented a video, my friend chose it. She really wanted to see it and I didn’t mind.*; *My husband made dinner last night, and he asked me, ‘Do you want spaghetti or rice?’ I like both and I didn’t want to trouble him, so he made the decision and prepared some . . .*). Have several Ss respond.
- Say, “Laura wants to know how Kayla would like her tea. She offers milk or lemon. What responses can Kayla use?” Add the Ss’ responses to the chart under *How* [Either one (is fine).; Either way (is fine).; Whatever you’re having.; Whichever is easier (for you).]. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Have Ss practice the conversation again, this time offering different food and drinks.
D
- **Preview the task** Have a S read the first item aloud. Ask, “Where is the speaker? What is your guess?” [probably at home]
- **Do the task** Tell Ss to write a response to each question, letting the other person decide. Tell Ss to vary the responses.
- Have two Ss read the example conversation. Tell Ss to take turns asking and answering the questions. Have pairs each present a question and a possible response.
Possible answers
1. Either one (is fine). / Either way (is fine). / Whatever you prefer.
2. Either one (is fine). / Whatever/Whichever you prefer.
3. Either one (is fine). / Either way (is fine). / Whatever/Whichever you prefer.
4. Either way (is fine). / Whichever is easier. / Whatever/Whichever you prefer.
5. Either way (is fine). / Whichever is easier. / Whatever/Whichever you prefer.
6. Either one (is fine). / Whatever you’re having. / Whichever is easier (for you). / Whatever you prefer.
Extra activity PAIRS
Pairs write a conversation. Ss imagine that it is a beautiful Saturday, and S1 wants to make plans with S2. S2 wants S1 to make all the decisions (e.g., S1: *This is the most incredible day! Do you want to go to the park or play tennis?* S2: *I don’t know. Whatever you prefer.* S1: *Well, OK. Let’s go to the park. Do you want to walk or ride our bikes?* S2: *Either way is fine.*). Pairs present their conversations to another pair.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 48 and find examples of expressions that Kayla uses to refuse politely [Oh, I’m OK for now. But thanks.; No, thanks. I’m fine. Really. Maybe later.]. Say, “To refuse an offer of food or drink with a simple *no* can sound impolite. Adding these expressions shows that you appreciate the offer, but are not interested at the moment.”
- Read the information and the examples in Strategy Plus.
**Culture note**
In North America, offers and invitations often follow “the rule of three.” In the conversation on p. 48, Laura offers Kayla food a second time even though Kayla has indicated she is not hungry at the moment. Some people will make a third offer, but it will be the last offer.
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
**Possible answers**
No, thanks. Maybe later.
I’m OK for now. But thanks.
No, thanks. I’m fine. Really.
- **Practice** Have Ss practice the conversation in pairs, taking turns playing each role.
**Extra activity** PAIRS
Partners take turns offering each other food or drink, making the offer sound as tempting as possible. Each offer is refused politely (e.g., S1: Wow. It’s really hot today. How about some nice iced tea? S2: No, thanks. Maybe later. S1: Are you sure? It’s nice and cold, and incredibly good. S2: No, I’m fine. Thanks anyway. S1: Really? It’s so refreshing, and not too sweet. I made it myself.). A few pairs present one of their conversations to the class.
3 Listening and strategies
- **Set the scene** Tell Ss to look at the pictures. Ask, “Where are the people? What are they doing?” Get ideas from Ss.
A 2.18
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-167 Ss listen and number the pictures.
- **Play the recording again** Ss listen again and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
**Answers**
4 2 3 1
B 2.18
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-167 Ss listen and number the appropriate response. Pause after the first conversation to check the answer [Picture 1]. Ask, “Why did you choose picture 1?” [There are several desserts on the cart. *They all look good* sounds like there is a lot of choice.] Play the rest of the recording without pausing.
C
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Have Ss complete the task in pairs, taking turns playing each role. As Ss complete the task, go around the class, and help as needed. Have several pairs present their conversations to the class.
**Free talk**
Tell Ss to turn to Free Talk 5 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-131.)
**Workbook**
- Assign Workbook pp. 38 and 39. (The answer key begins on p. T-176.)
Lesson D The world’s favorite snacks
Reading
- **Set the scene** Books closed. Write the lesson title on the board. Say, “I’m thinking of my favorite snack. Can you guess what it is?” Tell Ss they can only ask *yes* or *no* questions to guess your favorite snack (e.g., *Is it sweet / salty? Is it good for you? Do you buy / make it? Does it come in a bag / box? Is / Are there . . . in it? Do you eat it with something?*). Give Ss 20 guesses before you tell them the answer. If a S guesses correctly, have that S come to the front of the room, and play the game again.
- **Present Reading Tip** Read the tip aloud. Say, “The phrase *Originally from Spain* tells you something about what you are about to read. What does it tell you?” Elicit answers (e.g., *It tells you the food is from Spain. It gives you more information about the food.*). Point out that writers often give a short description of the subject of the sentence before they mention it. If you don’t understand the first part of a sentence, it’s a good idea to carry on reading as it might become clear later. Have Ss look for other examples of descriptions before the subject in the article. (Bao: *A favorite in many Asian countries, they . . .* Dolma: *Popular throughout Mediterranean countries, dolma . . .*)
- **Do the reading** Say, “Read the article. Underline snacks you have heard of. Circle snacks you have tried.” When Ss finish reading, have them work in pairs and tell their partners which snacks they have heard of and which snacks they have tried.
- **Recycle a conversation strategy** Tell Ss to show interest and to keep the conversation going as they do the task (e.g., *S1: Have you ever tried . . . ? S2: No, I haven’t, but I’d like to. What’s it like? S1: It’s very sweet . . .*). (See Unit 2, Lesson C.)
- Call on a few pairs to report to the class about the snacks they have both tried.
- **Extra activity** CLASS
Ss read the article again and underline any vocabulary they do not know. Ss call out the words they underlined. Write the words on the board. Ss have a dictionary race. Call out one of the new words or phrases on the board. Ss look for the word in their dictionaries and raise their hands when they find it. The first S to raise his or her hand reads the definition aloud to the rest of the class.
During reading
- **Preview the reading** Books open. Have Ss read the title of the article and look at the photos and headings.
- Ask Ss to say if any of the snacks in the article are on the list on the board. Then ask Ss to raise their hands if they eat any of the snacks in the article. Ask Ss who raise their hands to tell the class if they know anything about the snack. Ask questions such as *Where does it come from? What’s in it? How do you make it?*
- Write on the board:
*Where does the snack come from?*
*How do you make it?*
Have Ss scan the article for the answers to the questions. Call out the name of each snack, and have Ss raise their hands when they find the answers. Call on a S to give the answers for each snack.
- **Extra activity** PAIRS / GROUPS
Write this question on the board: *Do you think . . . is good for you?* Pairs or groups discuss whether or not each snack in the article is good for you (e.g., *S1: Do you think dolma are good for you? S2: I don’t know. It depends. The vegetarian ones seem OK. And they’re not fried so they probably don’t have a lot of fat . . .*). When Ss finish their conversations, have a few pairs or groups report some of their opinions.
Postreading
- **Preview the task** Read aloud the instructions, the chart heads, and the examples.
- **Do the task** Have Ss complete the chart. Check answers with the class:
| Name of snack | Popular where? | Cooked? How? | Ingredients / flavors |
|---------------|----------------|--------------|-----------------------|
| baos | Asia | steamed / baked | spicy meat, sweet bean pickles, custard, scrambled eggs, coconut |
| mochi ice cream | Japan / many countries | no | ice cream, sticky rice green tea, chocolate, mango |
| dolma | Turkey | steamed | vegetables, grape leaves, ground meat, rice, herbs and spices, nuts |
|---------------|---------------|---------|---------------------------------------------------------------------|
| flavored popcorn | around the world | cooked in oil (popped) / microwaved | cheese, chocolate, caramel, baked potato, curry, taco |
| empanadas | Latin America / Spain / Southern Europe | baked / deep-fried | meat, potatoes, meat with spices, chopped onion, egg, olives, raisins, fish |
Listening and speaking
A
- **Preview and do the task** Read the instructions. Have Ss look at the pictures and captions. Read the name of each snack aloud, and have Ss raise their hands if they’ve tried it. Ask, “Which country do you think it comes from originally?” Have Ss call out their ideas.
B 2.19
- **Preview the task** Read the instructions aloud. Have Ss read the questions in the chart.
- **Play the recording** Audio script p. T-167 Ss listen for the answers. Pause after each conversation to give Ss time to complete their charts. Check answers with the class.
Answers
| Zoe | Josh | Kate |
|-----------|-----------------------|--------------------|
| 1. nachos | chocolate chip cookies | hummus |
| 2. while watching baseball | before bed / while watching TV | after work / before dinner |
| 3. no | no | yes |
| 4. yes | no | no |
Writing
A
- **Preview the task** Read the instructions aloud.
- **Present Help Note and do the task** Read the information aloud. Have pairs find the sentences in the example article that use *like*, *for example*, and *such as*. Ask, “What does *like* give an example of?” [Thai desserts] “What about *for example*?” [types of sweet sticky rice] “What does *such as* give examples of?” [different toppings]
B
- **Preview the task** Read the instructions aloud. Have Ss each choose a snack. Tell them to make notes about their snack using the headings in Exercise 1C.
C
- **Preview the task** Read the instructions aloud. Say, “Make a chart like the one in Exercise 2B with your group members’ names.”
- **Do the task** Have Ss take turns asking and answering the questions in groups and complete their charts. Then tell groups to agree on which of the snacks are healthy. Groups report to the class about their snacks.
- **Do the task** Tell Ss to write a short article about their snack using the notes they have just made. Tell Ss to use *like*, *for example*, and *such as* to introduce examples.
C
- **Preview and do the task** Read the instructions aloud. Have Ss put their articles on their desks or chairs. Say, “Go around the class, and read five other articles.” Have Ss choose three to post with their own.
Workbook
- Assign Workbook pp. 40 and 41. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “It’s always a good idea to learn vocabulary in expressions and not just as individual words. Learning the names of the foods with an adjective is useful, for example, *steamed vegetables*. It can help you learn the verbs for preparing foods because many adjectives are formed from the verb — such as the adjective *steamed* from the verb *steam*.”
- **Present In Conversation** Books closed. Write the six food words on the board with a blank in front of each (e.g., ____ chicken), and ask Ss to write the word related to cooking that most frequently comes in front of it. Books open. Tell Ss to read the information and review their answers. Have a few Ss report on the foods they guessed correctly.
These tasks recycle food names and methods of preparing food.
1
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
Answers
a. smoked
b. barbecued
c. pickled
d. smoked
2
- **Preview and do the task** Read the instructions aloud. Point out the example. Have Ss complete the task and then tell a partner their preferences. Ask Ss to call out any new words that they used. Write them on the board.
3
- **Preview the Word Builder task** Say, “This Word Builder task will help you learn more vocabulary for describing foods.” Read the instructions aloud. Point out the example.
- **Do the task** Have Ss complete the task. Check answers with the class.
Answers
scrambled eggs
whole milk
sweet and sour shrimp
creamed spinach
dark chocolate
mashed potatoes
whole wheat bread
grated cheese
On your own
- **Present On Your Own** Read the instructions aloud. If classes are being held in an English-speaking country, have Ss describe five dishes from their country.
- **Follow-up** At the start of the next class, Ss form small groups and tell one another about the dishes.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Lesson A Making plans
Grammar Talking about the future
(See Student’s Book p. 55.)
The lesson reviews the different ways of talking about the future in English and presents new information on the topic. This is a difficult and complex area for learners. To decide on the form to use, it is best for speakers to think of how they see the future situation or activity, not the situation or activity itself.
Form
The following forms are often used to express the future.
- Modal will / won’t
I’ll just stop by my apartment. I won’t be long.
- Be going to
I’m going to be out of town.
- Present continuous
I’m meeting Ana after class. I’m not going home.
- Simple present
I have my kickboxing class tonight. It starts at 7:00.
Use
- Will / won’t
Will / Won’t are used when the speaker decides to do something as he or she is speaking.
I’ll just stop by my house and get changed.
For factual information
I’ll be back Friday.
To make a prediction based on what the speaker knows
We’ll get into trouble if we do that.
- Be going to
Be going to is used for factual information.
I’m going to be back Friday.
To make a prediction based on what the speaker knows
The boss is going to be angry when she finds out.
For decisions the speaker has made and fixed plans
(Note: Will / won’t are not usually used for this.)
We’re going to have dinner together after class.
- Present continuous
This form is used for decisions that the speaker has made and plans that are fixed.
(Note: Will / won’t are not usually used for this.)
We’re having dinner together after class.
- Simple present
This form is often used for schedules.
I have my kickboxing class tomorrow. It starts at 7:00.
Lesson B Problems and solutions
Vocabulary Collocations with do and make
(See Student’s Book p. 56.)
The lesson teaches some of the most frequent collocations with do and make. Encourage Ss to learn these as set expressions.
Corpus information Do and make
- The most frequent words and phrases that are used after make are sure, a / no difference, sense, a decision, a mistake, money, judgments, reservations, an effort.
- Do is used with general pronouns such as something, anything, everything, adverbs such as well, much, OK, and sports, interests, and general activities such as aerobics, gardening, business, research, (some) reading.
Grammar What’s advisable, necessary, preferable
(See Student’s Book p. 57.)
Form
Note: The verbs following the expressions do not change and remain the same with all subjects.
- Had better (not)
Had better always takes the past form, even though it is used to talk about the present or future. Had is usually contracted to ’d. In informal spoken English, the ’d is often dropped (e.g., I better go).
You’d better do something quickly.
I’d better not add anything to my schedule.
- Ought to
You ought to let them do the talking.
- Might want to
You might want to take a colleague with you.
- Be going to have to
I’m going to have to do something about it.
- Have got to
With he, she, and it, has is usually contracted to ’s. Have is used with other pronouns and is usually contracted to ’ve.
She’s got to get a job.
- Not have to
You don’t have to spend time on this.
- Would rather (not)
Would is usually contracted to ’d in statements.
I’d rather (not) stay in my current job.
Use
What’s advisable
Three expressions that are similar to *should* for recommendations and advice are taught.
- **Had better**
*Had better* is used to give strong advice or to say what the speaker or others should do. It is generally used to talk about a specific situation, rather than about things in general. It also suggests that something should be done to avoid a bad consequence.
- **Ought to**
*Ought to* has a similar meaning to *should*, but many of its uses have a sense of moral obligation (e.g., *I ought to do some volunteer work.*). Like *should*, it can also have the meaning of “It’s a good idea to . . .” (e.g., *You ought to let them do the talking*), as well as “This is probable or expected” (e.g., *That ought to work.*).
- **Want to / Might want to**
The verb *want* is often used in giving advice (e.g., *You want to be careful.*), and it is commonly used with *might* to make a suggestion (e.g., *You might want to take a colleague with you* = It’s a good idea for you to take a colleague with you.).
What’s necessary
Two variations of *have to* are taught.
- **Be going to + have to**
*Be going to* can soften the strong sense of obligation that *have to* has, especially when the subject is *you* (e.g., *You’re going to have to do something about this problem.*).
- **Have got to**
*Have got to* has a similar meaning to *have to*.
What’s preferable
- **Would rather**
*Would rather* means “prefer to.”
Corpus information *Had better, ought to, would rather*
- Over 80 percent of the uses of *had better* are in affirmative statements. Questions are not very common.
- Negative statements with *ought to* (e.g., *That ought not to be allowed.*) are not very common in ordinary conversation, where they account for less than one percent of the uses of *ought to*. They are more common in formal language.
- Over 80 percent of the uses of ‘d rather have the subject *I*. Over 90 percent are in affirmative statements.
Common errors with *had better*
Students often use *had better* instead of *should* to give general advice. *Had better* can be used in place of *shouldn’t* for specific advice, but not for general advice. (*You shouldn’t ignore problems.* NOT *You had better not ignore problems.*)
Speaking naturally Reduction of verbs
(See Student’s Book p. 57.)
The section gives Ss practice in hearing and saying the key modal structures of the lesson in natural speech.
Lesson C I’ve got to get going.
Conversation strategy Ending phone conversations
(See Student’s Book p. 58.)
The section teaches useful expressions for ending phone conversations. Many can also be used in face-to-face conversations, especially after words such as *Well, . . .* and *Anyway, . . .* (See *Touchstone* Student’s Book 1, Unit 11, Lesson C.)
Strategy plus Friendly good-byes
(See Student’s Book p. 59.)
The section teaches some informal expressions for saying good-bye. In informal conversations, it is common to drop subject pronouns, the modal ‘*ll, and auxiliary verbs.
Lesson D Less is more
Reading tip
(See Student’s Book p. 60.)
The Reading Tip tells Ss that writers often use questions as a way of raising and organizing topics and ideas. Questions often function like headings, previewing the topics or arguments to follow. Understanding this can help Ss follow a text more easily.
Help note *as long as, provided that,* and *unless*
(See Student’s Book p. 61.)
The Help Note teaches three expressions that introduce conditions and have a similar meaning to *if*.
- **As long as / provided that**
*As long as* and *provided that* mean “if” or “only if.”
*So make time to review them as long as / provided that* they are worth watching.
- **Unless**
*Unless* means “if not.”
*Unless you find time to watch the recordings, there is really no point in having them.*
*I’ll see you later.* → *See you later.*
*I’ve done it.* → *Done it.*
Corpus information Long vs. short forms
In conversation, the shorter forms of some expressions for *good-bye* are more common than the full forms. As the In Conversation graphic on p. 59 shows, they can be two to three times more frequent.
Managing life
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Write on the board: *Have to do . . . Want to do . . .* Ask, “What are things people have to do in everyday life?” Give pairs two minutes to brainstorm ideas, and then have Ss call out their ideas. Write their ideas on the board (e.g., *go to school / work, clean the house, shop for food, prepare food, take care of children, do laundry, pay bills*). Ask, “What are things people want to do in everyday life?” Give pairs two minutes to brainstorm ideas, and then write their ideas on the board (e.g., *relax, go out with friends, play sports, go to a movie, eat out, travel*). Say, “For many people, there’s just too much to do. They need to find ways to manage their lives.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity CLASS
Ss look at the aims in Lesson A and Lesson B and find examples in the unit of sentences that talk about the future and which discuss problems and solutions. Ss look at the aim of Lesson C and find sentences with the phrases *I’d better go* and *Catch you later.*
Before you begin . . .
- **Introduce the life situations** Have Ss look at the pictures. Ask, “Do you think any of these people need help managing their lives? Which ones? Why do you think so? Tell a partner.” After a minute, ask several Ss for their opinions (e.g., *I think that the woman in picture 1 needs help. There are many things in her closet, and it looks pretty messy. She can’t find the clothes she wants because the closet is too full and messy. I think that the woman in picture 3 needs help. She looks stressed. Maybe she has too much work to do.*).
- Tell Ss to look at Before You Begin. Read the questions aloud. Have Ss underline new vocabulary. Tell Ss to read the questions with underlined words again and look at the pictures to help them guess the meaning. Check the new vocabulary with the class, and help as needed.
Recycle grammar This task recycles preposition + verb + -ing. (See Touchstone Student’s Book 2, Unit 2, Lesson A.) It also recycles adjectives and adverbs before adjectives. (See Touchstone Student’s Book 3, Unit 1, Lessons A and B.) Ask, “Are you good at keeping your house neat and organized? How good? Are you pretty good? very good? great? Or are you not very good?” Write on the board:
A *Are you good at keeping your house neat and organized?*
B *I’m great at keeping my house neat and organized.*
C *I’m not very good at keeping my house neat and organized. Actually, I’m really terrible at it.*
D *I used to be bad, but I’m getting better at keeping my house neat and organized.*
- Have four Ss each read one of the items.
- Have Ss work in groups to discuss the three questions in Before You Begin (e.g., *House: S1: I’m pretty good at keeping the kitchen clean, but my bedroom is incredibly messy. S2: I’m really good at getting my little sister to do the housework; Social life: S1: I’m really good at making plans. I always know what I want to do. S2: I’m pretty bad at making plans. I always let other people decide.; Work or school: S1: I’m shy about asking questions, so sometimes I don’t understand my boss. S2: I’m OK. I always finish my homework before dinner*). Have several Ss share their responses with the class.
Extra activity CLASS / GROUPS
Write on the board: *strengths, weaknesses*. With the class, brainstorm other topics related to managing one’s life, and write them on the board (e.g., *handling money or saving money, eating healthy, scheduling time to relax, spending time with family*). Group members continue their discussions of how good they are at managing their lives, using topics on the board. Each member should discuss one thing that he or she is good at doing (strength) and one thing that he or she is not good at doing (weakness).
Lesson A Making plans
1 Getting started
- **Set the scene** Ask, “Who’s good at making plans with friends? Raise your hand.” Ask Ss whose hands are raised, “What kinds of details do you need when you’re making plans to do something with a friend?” Write Ss’ suggestions on the board (e.g., *what to do*, *where to go*, *when to meet*, *where to meet*). Say, “Sometimes the other person is busy when you want to go out. What can you do then?” Call on a few Ss to answer (e.g., *suggest a different time or day*).
A
- **Preview and do the task** Read the instructions aloud. Have Ss call out their answers.
B 2.20
- **Preview the task** Books closed. Say, “Listen. Stacy is talking to her friend Brandon. When do they decide to meet? Write your answer.”
- **Play the recording** Ss listen and write.
- **Play the recording again** Books open. Ss listen, read along, and review their answers. Check the answer with the class [They decide to meet tonight at 7:30].
- Ask, “Can you guess what they’re going to do? Write your guess, and compare it with a partner.” Check the answer with the class [They’re probably going to have dinner at a restaurant.]. Ask, “What was the reason for your guess?” [Stacy says she’ll call for a reservation.]
Extra activity PAIRS
Partners work together to add Brandon’s side of the conversation. Pairs present their completed conversation to another pair. A few pairs present their conversations to the class.
C
- **Preview the task** Write on the board: *a plan*, *a prediction*. Say, “Look at Stacy’s side of the conversation again. Find sentences that talk about plans and underline the verbs.” [What am I doing tomorrow night? Actually, I don’t think I’m doing anything…; and then I’m meeting Anna afterwards. We’re going to have dinner together.; So you’re going to be out of town for a couple of days…?; My boss is going to have us all work late Friday.] Ask, “What verb forms do you see?” [present continuous, *going to* + verb]
- Say, “Find sentences that talk about guesses or predictions, and draw two lines under the verbs.” […] but you’ll be back Friday?: We won’t be finished on time.] Ask, “What verb form do you see?” [future with *will*]
- Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. “We’re going to have dinner together.”
2. “We won’t be finished on time.”
3. “I’m not doing anything.”
4. “I have my kickboxing class.”
- **Focus on the use** Say, “Look at sentence 1. Stacy is telling Brandon about her plans, so she uses *be going to* + verb. In sentence 2, she’s making a prediction, so she uses *will*. Look at sentence 3. Stacy is also talking about a plan here, and she uses the present continuous. When you use present continuous to talk about future plans, it suggests that the plan is already fixed.” Say, “Look at sentence 4. What future form is she using? [simple present] This is because the kickboxing class is part of Stacy’s schedule.”
- **Try it out** Tell Ss to think about some things they are going to do in the future. Have Ss write two sentences for each of the following: talking about possible plans, talking about definite plans, talking about events that happen every week or are scheduled, and making predictions. Then have Ss read their sentences in pairs.
Extra activity PAIRS
Say, “Imagine it’s Sunday night. Work individually to make a list of your plans for each evening this week. Don’t show your partner your plans.” When Ss are finished, they work in pairs to have a conversation similar to Stacy and Brandon’s, using their own information. The conversation continues until partners have found an evening when they’re both free. Pairs present their conversation to another pair. A few pairs present their conversations to the class.
2 Grammar
2.21
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the first section of the chart with *will*. Remind Ss that *will* is also used to volunteer or make offers. (See *Touchstone Student’s Book 2*, Unit 12, Lesson C.)
- Have Ss look at the example sentences in the second section of the chart with *will* and *going to*. Ask, “Which example with *will* talks about factual information?” [You’re going to be out of town, but you’ll be back Friday?] “Which sentence with *will* has a prediction?” [Our project won’t be finished on time.]
- Have Ss look at the third section of the chart with the present continuous and *be going to*. Say, “When you talk about future plans, you can use *be going to* or the present continuous. The present continuous makes your plans sound more definite. Don’t use *will* to talk about plans you’ve decided on and made.”
- Have Ss look at the fourth section of the chart with the simple present. Say, “The simple present is used for schedules. Other examples are *My plane leaves at three o’clock next Sunday* or *The stores close early tomorrow because it’s a holiday.*” (For more information, see Language Notes at the beginning of this unit.)
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the written part of the task and then compare their answers in pairs. Check answers with the class: Have three different pairs each read a conversation aloud.
**Answers**
1. A So, what *are you doing / are you going to do* after class tomorrow?
B Well, actually, I’m taking / going to take the afternoon off tomorrow. I’m having / going to have lunch with my sister. So yeah, I’m not working / ’m not going to work in the afternoon.
A That sounds nice. Where *are you having / are you going to have* lunch?
B I’m not sure. Do you want to meet us? I’m sure my sister *won’t mind*.
A OK. Sure. I’ll *text* you tomorrow when I get out of class.
2. A I’m having / ’m going to have a party at my place Friday night. Can you come?
B Actually, I have basketball practice at 7:00 on Friday. It *doesn’t finish / won’t finish* until 9:00. Is that too late?
A No, not at all. My guess is that most people *aren’t going to arrive / won’t arrive* until after 9:00 anyway.
B OK, great. So I’ll *come* over right after practice. It’ll *be* around 9:30.
3. A So *are you going away / are you going to go away* this weekend?
B Actually, we’re going / we’re going to *go* on a boat trip on the lake on Saturday. The weather report says it won’t be / ’s not going to be / isn’t going to be too windy. So yeah, it’ll be / ’s going to *be* fun, I think.
A That sounds great. I’ve never done that.
B You’re kidding? Why don’t you come with us? The boat *leaves / is going to leave / is leaving* at 9:00. I’ll *call* my brother and ask him to get you a ticket.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role.
B
- **Preview and do the task** Read the instructions. Have Ss take turns asking and answering the questions with their own plans.
**Extra practice**
Tell Ss to turn to Extra Practice 6A on p. 145 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-145.)
3 Listening and speaking
A 2.22
- **Preview the task** Say, “Listen. Complete the chart.” Point out the example answers.
- **Play the recording** Audio script p. T-168 Play the first conversation. Ask individual Ss for their answers to the last two questions about Anton [His plans: He has a meeting. His decision: He decides to meet them at the concert.]. Play the rest of the recording, pausing after each conversation to give Ss time to write. Ss listen and complete the chart.
- **Play the recording again** Ss listen again and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
**Answers**
Anton: a concert; Friday at 7:00 p.m.; He has a meeting.; meet them at the concert
Claretta: ice skating; tonight at 9:00 p.m.; do laundry; stay home and do laundry
Callie: a food festival; Saturday at 2:00 p.m.; get her cousin from the airport; get her cousin from the airport
B
- **Preview and do the task** Read the instructions aloud. Have pairs complete the task.
**Workbook**
Assign Workbook pp. 42 and 43. (The answer key begins on p. T-176.)
Lesson B Problems and solutions
1 Building vocabulary and grammar
- **Set the scene** Books closed. Say, “When you want advice, who do you ask?” Ask a few Ss (e.g., *family member, friend, teacher, counselor*). Say, “Some people write a letter to an advice column. Where can you find advice columns?” Ask a few Ss (e.g., *newspaper, magazines, Internet*). Ask, “What kind of problems do people write about to advice columns?” Ask several Ss (e.g., *relationship problems, problems with friends / neighbors / boss*).
A 2.23
- **Preview the task** Books open. Read aloud the article title and the information under it. Say, “Read the posts and replies on a website.” When Ss finish, ask, “What problems do these people have? What topics are they asking about? Which problem is the most serious?”
- Say, “Underline any new vocabulary.” Ask Ss to call out any vocabulary they don’t understand. Have other Ss try to provide definitions. Help with definitions for the remaining vocabulary words as needed.
- Say, “Now complete the expressions with the correct form of *do* or *make*.” Ask a S to read the example in the Q1 letter.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Say, “Now listen and review your answers.”
- **Play the recording** Audio script p. T-168 Ss listen and review their answers. Check answers with the class.
**Answers**
Q1: *do some volunteer work; make a living*
A1: *make excuses; Do some research; make a difference; do some good*
Q2: *make a mistake; makes fun of; do any good; do something*
A2: *make any sense; Make an appointment*
Q3: *do my best; make a good impression*
A3: *Make an effort; make sure; Make some nice comments; do the talking*
Q4: *done a lot of thinking; make up my mind*
A4: *Make a list; do the math; make a decision*
B
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare word webs in pairs.
- Draw two word webs on the board: one for *do* and one for *make*. Have Ss call out other expressions they know for *do* and *make*, and write them on the board.
- For each problem on the website, have one S read aloud the question and another S read aloud the answer. Ask, “Do you agree? What advice can you add?”
- Have Ss discuss the life coach’s advice with a partner. Go around the class, and help as needed. Put two pairs together to share their extra advice. Call on several groups to tell the class the advice they added. The class decides on the best advice.
**Extra vocabulary** DO AND MAKE
Present or have Ss suggest extra vocabulary for expressions using *do* and *make*, such as:
*Do:* an assignment, (someone) a favor, all right, something over again, the right thing, without
*Make:* a change, a point of, a scene, all the difference, an attempt, believe, ends meet, friends, the best of, the most of, (something) up, oneself useful
**Vocabulary notebook**
Tell Ss to turn to Vocabulary Notebook on p. 62 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-62.)
**Extra activity** PAIRS
Ss write down the expressions that are in boldface on the website, including the blanks. Books closed. Ss take turns completing an expression with *do* or *make* and using it in a sentence with true information.
C
- **Preview the task** Ask a S to read sentence 1. Say, “Read the problem from Q1. Find a sentence with an expression that has the same meaning as *should*, and underline the expression.” [Sometimes I think I ought to do some volunteer work. . . .] Read the instructions aloud. Tell Ss to look for sentences with the same meaning as the ones in the exercise.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Individual Ss each read an answer and say where they found the answer.
**Answers**
1. ought to (Q1: Sometimes I think I ought to do some volunteer work. . . . )
2. you’d better (A2: . . . and you’d better do something quickly before it gets worse.)
3. I’ve got to (Q4: I’ve got to decide by next week.)
4. I’d rather (Q4: Sometimes I think I’d rather stay in my current job.)
- **Focus on the use** Write on the board: *ought to, have got to, had better.* Say, “You can use these expressions to give advice or say what’s necessary.” Write on the board *would rather.* Say, (You can use this expression to say what you prefer. “Ask, “What verb form comes after each expression?” [base form / verb]
- **Try it out** Write on the board: *This week I’ve got to ______, but I’d rather ______.* Have Ss complete the sentence with true information and compare with a partner. Have several Ss report their partners’ sentences.
2 Grammar
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the *What's advisable* section of the chart. Point out that *'d* in *You'd better* and *I'd better not* is a contraction of *had*. Say, “Think of *had better* as a two-word expression. Even when the subject is *he* or *she*, the expression is *had better*. Tell Ss to use *had better* in very specific situations. When you give advice with *had better*, you’re telling people to take your advice or something bad might happen.” (e.g., *You’d better leave now or you’ll be late.*)
- Point out *ought to* and *might want to* in the chart. Tell Ss that these are softer than *had better*. They are closer in meaning to *should* and mean “It’s a good idea.” Tell Ss that *ought to* can also mean “This is the right thing to do.” (e.g., *I ought to do some volunteer work.*).
- Have Ss look at the *What's necessary* section of the chart. Say, “*I'm going to have to* is used to talk about what’s necessary in the future, but it’s softer than *have to*. *Have to* by itself sounds more urgent.”
- Point out *I've got to*. Say, “*Have got to* is considered strong, especially when there’s extra stress on *got*.” Tell Ss that *'ve* in *I've got to* is a contraction of *have*. Say, “When the subject is *he* or *she*, use the contraction for *has* — *'s*; for example, *he's got to* or *she's got to*.”
- Say, “*You don't have to* means ‘it’s not necessary.’ It doesn’t mean, ‘you shouldn’t.’”
- Have Ss look at the *What's preferable* section of the chart. Say, “*I'd rather* means ‘I prefer.’” Point out that *'d* in *I'd rather* is a contraction of *would*, not *had*.
- For more information, see Language Notes at the beginning of this unit.
- **Present In Conversation** Have a S read the information aloud.
- **Present Common Errors** Read the information aloud.
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task.
**Extra activity PAIRS**
Pairs give each other solutions for their problems in Exercise 2. Ss find a different partner. S1 reads his or her problems. S2 suggests a solution. Pairs switch roles, and S2 reads his or her problems. S1 offers solutions. Ss find out how often they are told the same solution they initially wrote.
**Extra practice**
Tell Ss to turn to Extra Practice 6B on p. 145 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-145.)
3 Speaking naturally
A 2.25
- **Preview the task** Have Ss look at the example sentences. Say, “Here are some examples of how verbs such as these are reduced in natural, spoken English.” Explain that the words in parentheses show how the words in dark red are pronounced. Say, “Listen and repeat the sentences. Notice the reduction of the verbs.”
- Read each reduction, and have Ss repeat. Say, “Listen and repeat the sentences. Notice the reduction of the verbs.”
- **Play the recording** Ss listen and repeat. Ask, “In what situation might you give this advice?” [to someone who is learning to drive] Ask, “Can you think of any other advice?” Ask a few Ss (e.g., *You ought to practice in a quiet neighborhood first.*).
About you
B
- **Preview and do the task** Read the instructions aloud. Have Ss work in groups to complete the task.
4 Talk about it
- **Preview the task** Read the instructions aloud. Ask individual Ss to each read one of the situations. Then have a S read the example advice.
- **Recycle a conversation strategy** Ask Ss what expressions for responding to suggestions they can also use for responding to advice (e.g., *That's a great idea.*, *That sounds good.*, *I guess I could*, *but . . . , I don't know. I guess*). (See Touchstone Student’s Book 2, Unit 7, Lesson C.) Say, “Use these expressions to respond to the advice from the group.”
- **Do the task** Have Ss complete the task. Remind Ss to use reduced speech for the verbs to give advice. Go around the class, and help as needed. As Ss offer their advice, listen for the verb reductions. If necessary, replay Exercise 3A, and have Ss repeat.
**Sounds right**
Tell Ss to turn to Sounds Right on p. 138 of their Student’s Books. Have Ss do the task for Unit 6 in class, or assign it for homework. (See the teaching notes on p. T-138.)
**Workbook**
- Assign Workbook pp. 44 and 45. (The answer key begins on p. T-176.)
Lesson C I’ve got to get going.
Lesson C recycles ways to talk about the future and expressions for talking about what is necessary.
1 Conversation strategy
- **Set the scene** Ask, “Which situations is it important to be on time for? Which situations don’t matter as much? Make a list with a partner.” Call on Ss to tell the class their list.
A
- **Preview and do the task** Ask, “When was the last time you were running late? Why?” Call on a few Ss to tell the class.
B 2.26
- **Preview the task** Read the instructions aloud. Ask, “What do you do when the phone rings but you don’t have time to talk? How many of you ignore the call? Raise your hands.” Then ask the Ss who do not raise their hands, how they handle the situation.
- Say, “Look at the picture. Ling and Ramon are on the phone. Does Ling have time to talk?” [no] “Where do you think she’s going?” [to an assertiveness seminar] Explain that *being assertive* means “telling people what you want or need to do in a firm but polite way.”
- Books closed. Say, “Listen to Ling and Ramon’s conversation. Why can’t Ling talk longer on the phone? Write the answer.”
- **Play the recording** Ss listen and write the answer. Have Ss compare their answer in pairs.
- **Play the recording again** Books open. Ss listen, read along, and review their answer. Check the answer with the class [Ling is late for an assertiveness seminar.].
C
- **Present Notice** Read the information and the examples aloud. Have Ss find the examples in the conversation. Ask individual Ss to each read aloud an example from the conversation [I’m going to have to run.; Well, can I call you back tonight? I’ve got to get going.; I’ll call you later. I’d better go now.; Listen, Ramon, I’ve really got to go.]. Explain that simply saying *good-bye* can sound too abrupt. Say, “It is considered polite to give a reason why you have to get off the phone.”
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Have pairs perform one of their conversations for the class.
D
- **Preview and do the task** Read the instructions. Have two Ss read the example conversation. Put Ss in pairs to practice the phone conversation six times with their own excuses, taking turns playing each role. Have pairs perform one of their conversations for the class.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 58. Ask, “Which expression does Ramon use to say *good-bye*?” [Talk to you later.] Explain that in friendly conversations, expressions like these often follow a good-bye.
- Read aloud the information and the examples in Strategy Plus. Tell Ss that in very friendly or informal conversations, the words in parentheses are usually dropped.
- **Present In Conversation** Books closed. Write on the board:
1. I’ll see you later
See you later
Talk to you later
Say, “Look at these two pairs of expressions. Which is more common, the longer form or the shorter form? Write your guess.” Books open. Ask a S to read the information.
**Culture note**
“Catch you later” is the most informal of the expressions taught in Strategy Plus. It is used more often by young people.
- **Preview and do the task** Say, “Write the shorter forms of the underlined expressions to make these conversations more informal.”
- Have Ss complete the written part of the task. Check answers with the class: Have pairs of Ss each read a conversation aloud.
**Answers**
1. A Hi, it’s me. Are you on your way?
B Yeah. I’ll be there in about half an hour.
A All right. See you soon.
2. A Well, my appointment is at 2:00, so (I) better go.
B OK. Talk to you later.
A Yeah. Got to go. See you later.
3. A OK, well, (I) better let you go.
B Yeah. (It was) Nice talking to you.
A Yeah. Take care. Bye.
4. A Listen, my train’s coming. Catch you later.
B Yeah. See you tomorrow. Bye.
- Tell Ss to practice the conversations in pairs, taking turns playing each role. Remind Ss to use the reduced form of *got to*.
3 Strategies
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Have pairs choose a topic. Tell Student A to think of three or four things to say. Tell Student B to think of three or four ways to end the conversation and to think of a reason why. Have Ss complete the task. Then have Ss switch roles and do the task again.
- For each topic, call on one or two pairs to present their conversations.
**Free talk**
Tell Ss to turn to Free Talk 6 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-132.)
**Extra activity** CLASS
Ss choose eight items from their lists about bad phone manners in the previous Extra Activity and go around the class asking their classmates questions and finding out what bad phone habits the class has (e.g., *Do you answer your phone during dinner? Do you talk on the phone when you are with a friend at lunch? Do you turn your cell phone off in class?*). Ss survey their classmates and then report to the class (e.g., *Generally, I think we are pretty well mannered with our phone habits. Most people don’t answer their phones during dinner.*).
**Workbook**
- Assign Workbook pp. 46 and 47. (The answer key begins on p. T-176.)
Reading
- **Set the scene** Read the lesson title aloud. Say, “The title refers to doing less at one time can be better than doing more than one thing at a time.” Explain that when you do more than one thing at a time, you are multitasking. Ask, “What is multitasking? What does that mean? What are some examples?” Get ideas from Ss (e.g., *You do more than one thing at a time. You make phone calls while you’re checking your email*).
A
Prereading
- **Preview and do the task** Read the instructions aloud. Ask, “Who multitasks? What kinds of things do you do when you are multitasking?” Elicit Ss’ ideas. Ask, “How can multitasking be a good thing? How can it be a bad thing?” (e.g., *Good thing: People get more done. Bad thing: People make mistakes with the things they are doing.*)
- **Present Reading Tip** Read the tip aloud. Say, “Questions are sometimes like headings — they help you to know or predict what comes next.” Point out the question in the first heading. Have a S read the question. Ask, “What does this tell you about the topic of the article?” [The article is about the effectiveness of multitasking] Have a S read aloud the question in the first paragraph. [But does it really?] Ask, “What does the question mean?” [Does multitasking mean that we get more done?] “What is the next part of the article about, then?” [Whether or not we get more done if we multitask.] Have a S read aloud the second section; *An alternative approach* [So how can we change our multitasking ways?] Ask, “What do you expect the next part of the article to say?” [changing multitasking habits] Say, “Sometimes if you understand how an article is organized it can help you read more efficiently.”
B
During reading
- **Preview the reading** Read the instructions aloud.
- **Do the reading** Have Ss read the article. Then have Ss work in groups to discuss the writer’s ideas about whether or not multitasking is a good thing. Ask, “What is the writer’s opinion of multitasking? Is it a good thing?” [The writer doesn’t think multitasking is a good thing.]
- **Do the reading again** Say, “As you read this time, make notes about the author’s main points.” Have Ss reread the article and take notes. When Ss finish, say, “Look at your notes. What are the main reasons the author gives for not multitasking?” [It can take longer to do each thing. Research shows it leads to a 40 percent drop in productivity. We’re not really multitasking, we’re switching from one task to another. It’s distracting, and it’s stressful.]
C
Postreading
- **Preview and do the task** Read the instructions and the expressions in the box. Say, “Now find the other expressions in the article. Rewrite the questions using the correct form of the expressions.” When Ss finish, check answers with the class.
Answers
1. played a trick
2. making progress on
3. get distracted by
4. drive you crazy
5. set yourself a tight deadline
6. make up your mind
D
Postreading
- **Preview the task** Read the instructions aloud. Ask individual Ss to each read a question aloud.
- **Do the task** Have Ss find the information in the blog to answer the questions. Then have them discuss their answers in pairs. Check answers with the class.
Possible answers
1. He forgot to send an attachment, sent the wrong attachment, and didn’t hear a question.
2. He stopped multitasking for one week.
3. He made great progress on challenging projects. His stress levels dropped dramatically.
4. Get rid of interruptions. Set tight deadlines.
5. Multitasking is stressful and unnecessary.
Listening and writing
- **Set the scene** Ask, “What are the different parts of your life that you spend time on?” Get ideas from Ss (e.g., work, school, friends, family, homework, hobbies). Put these categories on the board.
A
- **Preview and do the task** Read the instructions. Have Ss share their thoughts with the class.
B 2.27
- **Preview the task** Read the instructions aloud. Check Ss’ comprehension of *time management*. Ask Ss to raise their hands if any of them ever have problems with time management. Have Ss read the time management problems listed. Ask them again if any of them have any of those problems.
- **Play the recording** Audio script p. T-169 Ss listen and write the number of the speaker beside each problem.
Answers
b. 3
c. 2
d. 1
f. 4
C
- **Preview the task** Read the instructions aloud.
- **Play the recording again** Ss listen again. Pause after each speaker to give Ss time to write the advice each speaker received.
Answers
1. Try keeping a diary of everything you do.
2. When you get stressed, go for a walk.
3. Write a list of things you have to do for the day.
4. Break big jobs down into smaller tasks.
D
- **Preview and do the task** Read the instructions aloud.
E
- **Preview and do the task** Read the instructions aloud. Have Ss think of a question about time management they could write about. Refer Ss back to the problems in Exercise 2B.
- Have Ss exchange their questions with a partner and write advice to answer the question. Encourage Ss to be creative.
- **Follow-up** Ss work in groups and take turns reading their questions and their partner’s advice. Other Ss say if they think it is good advice or not.
Workbook
Assign Workbook pp. 48 and 49. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Check that Ss understand the meaning of *clarify* — “make something easier to understand by being more exact or by giving examples” and *paraphrase* — “use different words to say the same thing.”
These tasks recycle verbs with *do* and *make*.
---
1
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. I’m going to try to make a good impression on my new boss. I want her to have a good opinion of me.
2. I’d like to do something useful in life. I want to make a difference in people’s lives.
3. I can’t make up my mind if I want to buy a new cell phone. I can’t decide if I need one.
4. I find exams very stressful, but I always do my best. I try very hard to do well.
- **Present In Conversation** Books closed. Write the six expressions with *make* on the board, and ask Ss to rank them from most frequent to least frequent. Books open. Tell Ss to read the information and review their answers.
---
2
- **Preview and do the task** Read the instructions aloud. Ask a few Ss for an example, and write them on the board (e.g., *When I have a problem, I usually do some thinking about it before talking it over with anyone.*). Have Ss complete the task. Check answers with the class: For each expression, ask a few Ss to read their sentences to the class.
---
3
- **Preview the Word Builder task** Say, “This Word Builder task will help you learn more expressions with *make* and more verb-noun combinations.” Read the instructions aloud. Tell Ss to use dictionaries for help.
- **Do the task** Have Ss complete the task. Check answers with the class.
**Answers**
1. make changes
2. make a mess
3. have a dream
4. make progress
5. make a suggestion
6. make plans
7. take / go for a walk
8. do / ask a favor
**On your own**
- **Present On Your Own** Read the instructions aloud. Point out examples from the picture.
- **Follow-up** At the start of the next class, Ss form small groups and read their lists.
**Now I can . . .**
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
1 What do you think?
This task recycles the verbs let, make, help, get, and ask. It also recycles the conversation strategy of giving opinions and agreeing.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete each sentence with a verb or to + verb. Tell Ss that there may be more than one correct answer for some sentences.
- Have Ss compare their answers in pairs. Check answers with the class: Call on individual Ss to each read a statement, and ask if other Ss have different answers.
Possible answers
1. Parents shouldn’t let teenagers watch violent shows on TV.
2. Parents ought to make their kids read books every night.
3. Teachers ask students to do too much homework.
4. Parents shouldn’t help their children do / to do their homework.
5. Parents shouldn’t let their children eat too much junk food.
6. Parents should get their kids to eat more vegetables and fewer sweets.
7. We shouldn’t let young people drive cars until they’re 21.
8. We ought to make all teenagers do some volunteer work.
B
- **Preview the task** Read the instructions and expressions in the boxes aloud. Call on two Ss to read the example conversation aloud. Then model a negative response: Call on a S to read a sentence from Exercise 1A, and disagree with it (e.g., S: Parents ought to make their kids read books every night. T: Maybe. But I think if you make children do something, they won’t like it.).
- **Do the task** Have Ss work in pairs and take turns reading and responding to the statements. Tell Ss to choose statements they agree with and to respond with information that is true for them.
Extra activity INDIVIDUALS / PAIRS
Ss each write five more opinion sentences like the ones in Exercise 1A. Ss can look through the units for other topics to discuss. Ss then discuss their opinions in pairs, as they did in Exercise 1B. This task recycles used to / would and the simple past.
2 The way it used to be
This task recycles used to / would and the simple past.
- **Preview and do the task** Read the instructions aloud. Write the first part of the paragraph on the board:
When I was a kid, we used to ____ my grandparents every month. They ____ two hours from our home, . . .
Ask Ss to call out the correct verbs from the box in the correct form [visit; lived]. Write them in the sentences on the board. Point out the two different verb forms: used to + verb and the simple past.
- Have Ss complete the sentences. Tell them to use each verb only once. Check answers with the class: Read the paragraph aloud, pausing at the missing parts, and call on Ss to say the verbs in the correct form.
Answers
When I was a kid, we used to visit my grandparents every month. They lived two hours from our home, so we always brought some books to read in the car. I used to hate the drive, and I’d always complain, so my dad would buy us ice cream. That was fun. When we got to my grandparents’ house, my grandma would always let us play in her yard. They had a swing set, and my grandpa would push us on the swings.
3 How many words can you remember?
This task recycles the vocabulary for family members, as well as expressions with make and do.
- **Preview and do the task** Write on the board:
____ a living ____ an effort
____ work ____ a decision
Ask individual Ss to complete each expression with make or do.
- Say, “Write expressions with do or make about six family members or friends.” Read the examples aloud.
- Tell Ss to make a list like the one in the book on a piece of paper, using their own family and friends. Tell Ss to look at Unit 6, Lesson B, for more expressions with make or do.
- When Ss finish, say, “Tell a partner about each person on your list using the expressions you wrote. Ask follow-up questions and continue the conversation as long as you can.” To model the task, read the example aloud. Say, “What can you ask to continue the conversation?” Have a S ask a follow-up question (e.g., Really? What does he teach?). Have Ss complete the task in pairs.
4 What’s going to happen?
This task recycles the future with *will*, *going to*, the present continuous, and the simple present.
- **Preview and do the task** Read the instructions aloud. Write the first sentence on the board: *What time your train (leave) today?* Ask Ss to call out the future forms that can complete it [does, leave; is, leaving; is, going to leave].
Have Ss complete the conversation. Tell Ss to compare their answers in pairs: S1 reads Cindy’s lines, S2 reads Dana’s lines. Check answers with the class: Call on a pair of Ss to read their answers, and ask Ss to raise their hands if they have different answers.
**Answers**
Cindy What time does your train leave today?
Dana I’m taking / ‘m going to take the 3:30 train. Oh, no, it’s almost 3:00!
Cindy Don’t worry. I’ll drive you to the station.
Dana Oh, you don’t have to do that. I’ll call a taxi.
Cindy No way! I can take you. I’m going to / ‘m going to go to the mall this afternoon. . . .
Dana Are you sure it won’t be / ‘s not going to be a problem?
Cindy No problem at all. I’m meeting / ‘m going to meet a friend there at 4:00.
Dana Well, OK. Thanks. I’ll get my suitcase.
Cindy Yeah. We’re going to have to / have to leave right away.
Dana OK. I’ll be ready in five minutes.
- **Practice** Have Ss practice the conversation in pairs, taking turns playing each role.
5 A healthy diet?
This task recycles countable and uncountable nouns, quantifiers, and *too, too much, too many, and enough*. It also recycles the vocabulary for containers and quantities and methods of cooking.
A
- **Preview and do the task** Say, “Complete the sentences with different foods. Use your own ideas.” Read the example aloud. Have Ss complete the sentences.
When Ss finish, have them work in pairs. Say, “Now discuss your ideas with a partner. Do you agree with your partner’s sentences?” To model the task, have a S read a sentence. Respond to the sentence with your opinion (e.g., *S: It’s not healthy to eat too many hamburgers.* T: *I agree. If you ask me, it’s not healthy to eat meat at all.*).
Have Ss take turns reading their sentences in pairs. Have Ss make notes of the things they agree on.
- **Follow-up** Pairs report to the class what they agree on (e.g., *We both think it’s not healthy to eat meat.*).
B
- **Preview and do the task** Have different Ss each read a sentence aloud. Say, “Replace the underlined words. How many true sentences can you make?” To model the task, write the first sentence on the board: *I like boiled eggs better than fried eggs.* Cross out the underlined words and write information true for you (e.g., *I like roast chicken better than fried chicken.*).
Have Ss write true sentences about themselves. Give Ss five minutes to write as many sentences as they can. When Ss finish, have them work in pairs. Say, “Now compare your sentences with a partner.” Have two Ss read the example conversation aloud.
Have Ss compare their sentences in pairs. Have pairs report on one sentence on which they both agreed. Find out which Ss wrote the most sentences.
6 Get off the phone!
This task recycles the conversation strategy of ending phone conversations.
- **Preview the task** Read the instructions aloud. Ask, “What are some questions Student A can ask? What are some things Student B can say to get off the phone?” Get ideas from Ss, and write them on the board (e.g., *Student A: Do you think I can make a traditional meal? Student B: Can I call you back?*).
- **Do the task** Have Ss work in pairs, sit back to back, and role-play the phone calls. Tell Student As to try and continue the conversation as long as they can. Then have Ss change roles and repeat the task.
Have a few pairs present their role plays to the class.
**Extra activity** PAIRS
Pairs write another situation for Student A to call about and another reason why Student B cannot stay on the phone. Pairs exchange their situations with another pair. Ss in each pair then role-play the new phone call.
Lesson A Circle of friends
Grammar Relative clauses
(See Student’s Book p. 67.)
- The lesson introduces relative clauses. There are two types of relative clauses. The first type identifies or gives information about a noun (e.g., *He’s the guy who got me started running; She had a company that planned weddings*). In the second type, there are which-clauses that refer to a whole sentence (e.g., *He lives down the street, which is very convenient*). The relative clauses taught in the lesson are the first type.
- Relative clauses can be defining (restrictive) or non-defining (non-restrictive). Defining relative clauses are used to identify which person or thing is being talked about (e.g., *Nina is the woman that sits across from me at work*). Non-defining relative clauses are not used to identify something but just to give extra information about the person or thing being talked about (e.g., *Nina, who sits across from me at work, used to have her own company*). The lesson teaches defining relative clauses.
Form
- Relative pronouns
Many relative clauses start with a relative pronoun, but not all relative clauses need a relative pronoun (see Object Relative Clauses, below). The relative pronouns *who* and *that* are used to refer to people. The relative pronouns *that* and *which* are used to refer to things.
- Subject relative clauses
In subject relative clauses, the relative pronoun is the subject of the verb in the clause.
*Nina is an interesting woman who sits across from me.*
(The relative pronoun *who* refers back to *woman*, and it is the subject of the verb *sits*.)
*Nina had a company that planned weddings.*
(The relative pronoun *that* refers back to *company*, and it is the subject of *planned.*)
- Object relative clauses
In object relative clauses, the relative pronoun is the object of the verb in the clause. In these clauses, the relative pronoun is often left out.
*Charlie is someone (who / that) I can trust.*
(The use of *who* / *that* is optional; they are the object of the verb *trust*. *I* is the subject of the verb *trust.*)
*She talks about the things (that) she’s doing.*
(The relative pronoun *that* is optional; it refers back to *things*, and it is the object of the verb *doing*. *She* is the subject of the relative clause.)
Use
*Whom* is considered by some people to be the correct relative pronoun in object relative clauses about people (e.g., *Charlie is someone whom I can trust*). However, in conversation, *whom* is becoming less common (*who* is used instead).
*Whom* is mostly used after a preposition — in the corpus, over 70 percent of the occurrences of *whom* are after a preposition.
Corpus information Who, that, and which
In subject relative clauses, *who* is more common than *that* to refer to people, and *that* is more common than *which* for things. In object relative clauses, *which* is not very frequent.
Common errors with pronouns and relative clauses
Ss often put an extra subject or object pronoun in a relative clause where it is not needed. *(Janet has a company that makes toys. NOT Janet has a company that it makes toys.)*
Lesson B Dating
Vocabulary Phrasal verbs
(See Student’s Book p. 68.)
- The vocabulary in the lesson reviews some of the phrasal verbs that Ss have learned in earlier units (e.g., *go out, grow up*) and adds some new ones.
- Phrasal verbs are difficult for Ss, not only because there are so many of them in English, but also because a phrasal verb can have more than one meaning, and the meaning is often idiomatic — Ss cannot guess a phrasal verb’s meaning from its individual elements.
*She pulled out her wallet and paid the bill.*
*She pulled out into traffic.*
Grammar Phrasal verbs
(See Student’s Book p. 69.)
The lesson teaches intransitive phrasal verbs.
Intransitive phrasal verbs do not take objects, and they are not separable — the verb and the particle stay together.
*She went away to college. NOT: She went to college away.*
(See Language Notes in this Teacher’s Edition for Unit 9, Lesson B, for a discussion of separable phrasal verbs.)
Form
- Verb + particle
Phrasal verbs are verbs plus a particle such as *back, down, up,* and *out.* Examples of intransitive phrasal verbs are *get along, grow up, go out,* and *settle down.*
*Steve and Anna grew up in the same town.*
- Reciprocal phrasal verbs
Some of the verbs in the lesson (e.g., *get along, settle*
down, and break up) are reciprocal phrasal verbs: the two subjects are doing the same thing to each other.
Steve and Anna got along well. (with each other)
The same idea can be expressed by using a prepositional phrase with with.
Steve got along with Anna, and Anna got along with Steve.
**Speaking naturally Stress in phrasal verbs**
(See Student’s Book p. 69.)
In previous Touchstone units, Ss learned not to stress grammatical words, including prepositions (see Touchstone Student’s Book 2, Unit 8, Lesson A), and they may think that the particles in phrasal verbs are unstressed. These particles are considered adverbial in nature (not prepositions), and they often take a stronger stress than the main verb in normal speech. This section gives Ss practice in stressing the particle in phrasal verbs.
**Lesson C She’s just a bit odd.**
**Conversation strategy Softening comments**
(See Student’s Book p. 70.)
In conversation, people often soften the things they say because they want to sound less direct or definite. The lesson reviews some of the expressions that Ss have learned so far as a way of softening comments (kind of, just, I guess) and adds new ones (sort of, in a way, a little bit, a bit). It focuses on ways of talking about people.
**Corpus information Softening comments**
I think and kind of are in the top 100 words and expressions in conversation; I guess is in the top 150. A little, probably, and maybe are in the top 200, and a little bit is in the top 500.
**Corpus information Kind of and sort of**
Kind of is about four times more frequent than sort of. When used to soften comments, they can both come before verbs and adjectives but kind of is more likely to be followed by an adjective, and sort of is more likely to be followed by a verb.
**Strategy plus though**
(See Student’s Book p. 71.)
- Though and although are common in speech and writing as conjunctions that introduce contrasting ideas. They mean “in spite of this.”
- In conversation, though is often used, particularly at the ends of sentences, to give a contrasting idea, with the meaning of “but” or “however.”
- Though at the end of a sentence can be used by a speaker to contrast two ideas:
We’ve spoken a few times. We only talked about the weather, though. (= We’ve talked, but we only talked about the weather.)
- It can also be used by a second speaker to introduce a contrasting idea and is a useful way to soften a statement that contradicts the first speaker or disagrees with what the first speaker has said.
A He’s a nice guy.
B Yeah. He can be a little weird, though. (= I agree, but he can be a little weird.)
**Corpus information though**
Though is one of the top 200 words in conversation. Over half of its uses are at the end of a sentence.
**Lesson D New friends, old friends**
**Reading tip**
(See Student’s Book p. 72.)
The Reading Tip points out to Ss the different ways there are to present statistics, e.g., 20 percent, one in five, one out of (every) five, which can be helpful for Ss to know before reading to avoid confusion.
**Help note Both and neither**
(See Student’s Book p. 73.)
The Help Note shows Ss how to express things they have in common with a friend, using both, both of us, and neither of us.
- **Both**
The usual position for both is:
after the verb be
We’re both science-fiction fans.
between the subject and the verb
We both like science fiction.
between the auxiliary verb and the main verb (not shown in the Help Note)
We’ve both seen Star Wars many times.
- **Both of us**
Both of us as the subject of the verb can be used in a similar way to both. Both of us sounds slightly more emphatic than both.
Both of us are science-fiction fans / like science fiction.
- **Neither of us**
Neither of us is used like both of us, but it expresses negative ideas.
Neither of us liked art. (= I didn’t like art, and my friend didn’t like art [either].)
Teach this unit opener page together with Lesson A in one class period.
**Introduce the theme of the unit** Write on the board: *Relationships*. Say, “When you get to know a person, you form a relationship. Some relationships are formal, such as the one you might have between you and your boss or you and a teacher. Some, like the ones with classmates, are informal. You have a close relationship with your best friend and members of your family. If you have a husband, wife, boyfriend, or girlfriend, you have a romantic relationship.”
**In this unit, you learn how to . . .**
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
**Extra activity** **PAIRS**
Ss look through the unit and find out what different types of relationships the unit talks about. Ss discuss their ideas in pairs. A few pairs share their ideas with the class [friends in Lesson A, romantic relationships in Lesson B, more formal relationships such as with neighbors in Lesson C, and finding old friends and dating online in Lesson D].
**Before you begin . . .**
- **Introduce the different relationships** Have Ss look at the pictures. Say, “What are the relationships you see in these pictures? There might be more than one for each picture. Work with a partner.” Write Ss’ answers on the board [1. relationship with classmates / friends 2. relationships with classmates / teacher 3. relationships with family: parents / brother(s) / sister(s) 4. relationship with co-workers / colleagues / boss].
- Ask, “Which relationships do you enjoy the most? Tell your partner about the people. First, look quickly at pages 5 and 6 to review some ideas for describing the people you’re going to talk about.” Pairs tell each other about the relationships they enjoy most and why (e.g., *My mother is extremely kind and generous. We get along really well. She’s always giving me help and good advice for my problems.*). Tell partners to ask each other follow-up questions.
- **Recycle vocabulary, grammar, and a conversation strategy** This task recycles a number of language items Ss learned in Unit 1 that will help them talk about the relationships they enjoy most: grammar — adverbs before adjectives and adverbs (see Unit 1, Lesson B, p. 5); conversation strategy — describing individual habits (see Unit 1, Lesson C, p. 6).
**Extra activity** **GROUPS**
Write on the board: *friend, boss / teacher, parents*. Group members decide three things that are necessary for a good relationship with a friend, a boss or teacher, and a parent (e.g., *S1: I think trust is really important with friends. S2: Yeah, it really is. And my friends should make me laugh a lot. I’d rather laugh than cry! S1: That’s true, but friends have got to be good listeners, too.*).
Lesson A Circle of friends
1 Getting started
- **Set the scene** Say, “A circle of friends are the friends you see most often. Who is in your circle of friends?” Ask a few Ss (e.g., *the people I play baseball with*, *my best friend*, *my roommate*).
A
- **Preview and do the task** Ask, “Where do people make friends? Make a list.” Have Ss complete their list. Elicit ideas from the class. Write them on the board.
B 3.01
- **Preview the task** Have Ss look at the magazine article. Ask, “Who is in Christopher Owen’s circle of friends?” Ask a S to read the headings that tell the kinds of friends Christopher is going to talk about [his running buddy, his most exciting friend, his roommate, a friend from work, a new friend, his oldest friend].
- **Books closed.** Say, “Listen. How did Christopher meet each of his friends? Write a few words for each of his friends to answer the question.”
- **Play the recording** Pause the recording after Christopher talks about his running buddy. Ask, “How did Christopher meet Mike?” [He met Mike in college.] Play the rest of the recording, pausing after each person Christopher talks about to give Ss time to write. Have Ss listen and write.
- **Play the recording again** Books open. Ss listen, read along, and review their answers. Check answers with the class [1. Christopher met Mike in college. 2. He met Jennifer in college. 3. Jennifer introduced Christopher to Yuya. 4. He met Nina at work. 5. He met Angela through Mike. 6. He grew up with Charlie.].
- **Help with new vocabulary as needed.**
Extra activity PAIRS
Partners each choose two people from their circle of friends and describe them. Partners tell each other how they met the people and why each person is in their circle of friends.
C
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss read their answers and write them on the board.
Answers
1. Nina is an interesting woman who sits across from me at work.
2. Jen plays in a rock band that’s really hot right now . . .
3. She’s a new friend I met through Mike.
4. She still calls a lot to talk about all the things she’s doing.
Focus on the form and the use
Underline the relative clauses in the sentences on the board as shown:
1. *Nina is an interesting woman who sits across from me at work.*
2. *Jen plays in a rock band that’s really hot right now.*
3. *She’s a new friend I met through Mike.*
4. *She still calls a lot to talk about all the things she’s doing.*
Say, “The underlined sections of these sentences are called *relative clauses*. Relative clauses give more information about a person or thing. In the first sentence, what person or thing does the relative clause give more information about?” [[interesting] woman] “How about sentence 2?” [[rock] band] “Sentence 3?” [[new] friend] “What words start the relative clause?” [that, who, and no extra word] Explain that *that* and *who* often start relative clauses and that they are called *relative pronouns*. Point out that some relative clauses do not start with a relative pronoun, as in sentences 3 and 4 on the board.
Try it out
Ss look through the magazine article and identify other relative clauses. Call on a few Ss to say the sentences they found. Write them on the board, and underline the relative clauses [Mike is the guy I run with in the morning. He’s the one who got me started running when I was in college.; Yuya is a guy that Jen introduced me to. I’ve never lived in a place that’s so clean.; She [Nina] used to have a company that planned weddings for people.; [Angela] She’s the kind of person you can just call and say, “You want to go see a movie tonight?”; Charlie is someone I grew up with. He’s just someone I can totally trust.].
2 Grammar
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the section on subject relative clauses. Write on the board:
1. *Nina is an interesting woman.* She sits across from me.
2. *Nina had a company.* It planned weddings.
Ask, “How does the underlined sentence in number 1 become a relative clause?” [Change she to who or that.] Ask, “How about number 2?” [Change it to that or which.]
Say, “Who, that, and which are relative pronouns. They begin relative clauses. Use who or that when the relative pronoun refers to a person. Use that or which when the relative pronoun refers to a thing.” Write on the board:
| Main clause | Subject relative clause |
|------------------------------|-------------------------|
| Nina is an interesting woman | who / that sits across from me. |
| She had a company | that / which planned weddings. |
Say, “Look at the underlined relative pronouns in the chart on the board. In a subject relative clause, the relative pronoun is the subject of the verb in the relative clause. Who or that is the subject of sits. That or which is the subject of planned.”
Have Ss look at the section on object relative clauses. Write on the board:
3. *Charlie is someone that I can trust.*
4. *Jen talks about the things that she’s doing.*
Say, “Look at number 3 on the board. That I can trust adds more information about someone or Charlie. It means ‘I can trust Charlie.’ That refers back to someone. I is the subject of the verb can trust, and that is its object. This is an object relative clause.” Say, “Now look at sentence 4. What does that refer back to?” [things] “What is the subject of the clause?” [she] “What is the object?” [that]
Write on the board:
| Main clause | Object relative clause |
|------------------------------|------------------------|
| Charlie is someone | (who / that) I can trust. |
| Jen talks about things | (that / which) she’s doing. |
Say, “In object relative clauses, you don’t have to use the relative pronouns who, that, or which. People often leave them out, especially in spoken English.” (For more information, see Language Notes at the beginning of this unit.)
- **Present In Conversation** Read the information aloud.
- **Present Common Errors** Read the information aloud. Write on the board: *She’s a new friend. I met her through Mike.* Have Ss connect the two sentences using a relative clause [She’s a new friend that I met through Mike.]. Make sure Ss haven’t added the pronoun her in the relative clause [ . . . I met her through Mike.]. Provide Ss with other examples for them to do in the same way (e.g., *They’re my neighbors. They live next door* [They’re my neighbors who live next door.].
A
- **Preview and do the task** Read the instructions. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer.
**Answers**
Note: ( ) indicates that the pronouns can be omitted
1. I have a really good friend who / that works at a local radio station.
2. There was a really funny guy in my high school who / that was always telling jokes.
3. One of my friends from class has a football (which / that) his favorite team signed.
4. My best friend has a really pretty gold ring (which / that) her grandfather gave her.
5. I have a new friend (who / that) I met in my kickboxing class.
6. My friend and I saw a movie last night which / that made us both cry.
B
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example aloud. Have Ss complete the task.
**Extra activity** PAIRS
New partners tell each other about an old school friend that used to be in their circle of friends and who they would like to see again. Partners ask follow-up questions to get more information. A few Ss tell the class about their partner’s old friend.
**Extra practice**
Tell Ss to turn to Extra Practice 7A on p. 146 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-146.)
3 Talk about it.
- **Preview the task** Read the instructions aloud. Have individual Ss each read a discussion question aloud.
**Recycle a conversation strategy** Tell Ss to use short responses to show interest, such as Has he? or Does she? as they do the task. Review Unit 2, Lesson C, p. 17. Remind Ss to listen carefully for the subject and the tense of the verb.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed.
**Workbook**
- Assign Workbook pp. 50 and 51. (The answer key begins on p. T-176.)
Lesson B Dating
1 Building vocabulary and grammar
- **Set the scene** Say, “High school sweetheart” is an expression that people use to talk about someone they used to date in high school. Do you know anyone who married their high school sweetheart? Do you think it’s a good idea to marry your high school sweetheart, or is it better to go out with several people before you settle down?” Ask a few Ss to give their opinions.
A (3.03)
- **Preview the task** Books open. Read the instructions aloud.
- **Do the task** Have Ss number the paragraphs in the correct order and then compare their answers in pairs. Say, “Now listen and review your answers.”
- **Play the recording** Ss listen and review their answers. Check answers with the class.
Answers
1. Steve and Anna grew up . . .
2. After they graduated, . . .
3. But the long-distance relationship didn’t work out, . . .
4. When Steve was 35 . . .
5. He discovered that Anna was a member . . .
6. When they saw each other, . . .
Culture note
In North America, it is common for women to refer to their women friends as “girlfriends”; men, however, refer to their male friends as “friend,” “buddy,” or “pal” rather than as “boyfriends.” When women use the term “boyfriend” or when men use the term “girlfriend,” they are usually talking about someone they are dating steadily.
B
- **Preview the task** Write on the board: eat out, get up. Ask, “Which one of these means ‘leave your bed in the morning?’” [get up] Ask, “What does eat out mean?” [have dinner in a restaurant] Say, “These are two-part verbs, with a main verb like eat or get and another word like out or up.” Ask, “What other two-part verbs like these do you know?” Ask Ss for examples (e.g., wake up, go out, work out). Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. Steve and Anna grew up in the same town.
2. Steve and Anna started going out.
3. Anna went away to college.
4. Steve and Anna decided to break up.
- **Focus on the form and the use** Say, “These two-part verbs are called phrasal verbs. They have a main verb and a particle such as up, down, out. Sometimes the same verb can have different particles. For example, with the verb go you can say go up, go down, go in, go out, go on, and go off. Sometimes you can guess the meaning of the phrasal verb from its parts, for example, write back, fly back. Sometimes you cannot guess its meaning from the two words because the meaning is different from the meaning of the two words on their own. For example, get along means ‘have a good relationship’; go out in the story means ‘date’; work out in the story means ‘end happily’ or ‘be successful.’ Vocabulary logs are helpful for learning and remembering phrasal verbs.”
- **Try it out** Write on the board: write back, get along, settle down, fly back. Have Ss write a new sentence using each phrasal verb. Have Ss read their sentences to a partner, and then for each verb, call on a few Ss to read their sentences.
C
- **Preview the task** Say, “Complete the chart with phrasal verbs from the story.” Have Ss look at the example, write back. Say, “Use the base form of the verb in the chart.”
- **Do the task** Have Ss complete the task and then compare their chart in pairs. Check answers with the class.
Answers
along: get along
away: go away, move away
back: write back, come back, fly back
down: settle down
up: break up, grow up, sign up
out: go out, hang out, turn out, work out
- **Ask**, “Can you use four of the verbs to retell Steve and Anna’s story?” Tell Ss to cover the magazine article before they begin. Have Ss write a short version of Steve and Anna’s story, including at least four two-part verbs. Have Ss tell their story to a partner, using the “read, look up, and say” technique.
Extra activity GROUPS
Group members tell one another about someone they know who got together with their current girlfriend / boyfriend / wife / husband under unusual circumstances. The group decides who has the most unusual story and retells the story to the class.
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 74 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-74.)
3.04
- **Present the grammar chart** Play the recording, Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Ask, “What are the phrasal verbs in these sentences?” [grew up, got along, going out, went away, flew back, (didn’t) work out, break up] Say, “Notice that the verb can have different forms, but the particle never changes its form.”
Say, “These phrasal verbs do not have objects in the story. Most of these are usually used on their own, without objects.” Write this outline of Steve and Anna’s story on the board, and ask Ss to complete it using the phrasal verbs.
Steve and Anna ____ (get along), so they started ____ (go out). Then Anna ____ (go away). Although she ____ (fly back) and saw Steve once a month, the relationship didn’t ____ (work out), and so they ____ (break up). Anna’s family ____ (move away), and Steve and Anna lost touch. But in the end, it all ____ (work out), and Steve and Anna got married and ____ (settle down).
- Have Ss look at the right side of the chart. Say, “Look at the sentence *Steve and Anna got along well*. Steve and Anna are doing the same action; that is, they got along with each other. You can express the same idea by saying, ‘Steve got along with Anna, and Anna got along with Steve.’ With some phrasal verbs, you can have a plural subject, for example, *Steve and Anna*, or you can have a single subject and add *with* after the verb.” (For more information, see Language Notes at the beginning of this unit.)
- Write on the board: *settle down, went out*. Have Ss write three sentences similar to those on the right side of the chart for these verbs. Call on two Ss to each read their set of sentences (e.g., *Anna and Steve settled down. Anna settled down with Steve. Steve settled down with Anna.*; *Anna and Steve went out. Anna went out with Steve. Steve went out with Anna.*).
A
- **Preview and do the task** Read the instructions and the example answer aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. It’s more fun to go out with someone you know than to go on a “blind date.”
2. If you don’t get along well with your boyfriend’s or girlfriend’s family, your relationship won’t work out.
3. It’s good to date a lot of different people before you settle down with one person.
4. After you break up with someone, you should try and stay friends.
5. You should never go back to someone you’ve broken up with.
6. If you want to meet someone, it’s a good idea to sign up for a class.
7. First dates usually turn out to be a disaster!
8. Relationships never work out when one person has to move away.
9. When a close friend sends email, you should write back immediately.
B
- **Preview and do the task** Read the instructions aloud. Have pairs discuss the ideas. Have several pairs tell the class which sentences they did not agree on.
**Extra practice**
Tell Ss to turn to Extra Practice 7B on p. 146 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-146.)
3 Speaking naturally
A 3.05
- **Preview the task** Have Ss look at the example questions. Ask, “What do the questions mean?” [Are you dating anyone?: Is it going well? or Do you have a good relationship?]
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Ss listen and say which part of the phrasal verb gets the most stress: *going* or *out*, and *getting* or *along* [out and *along* get the most stress]. Say, “Notice that the particle is stressed more than the verb. Although grammar words are often not stressed, the particles in phrasal verbs are stressed strongly.”
B 3.06
- **Preview the task** Read the instructions aloud. Ask individual Ss to each read a question aloud.
- **Play the recording** Ss listen and repeat. Have Ss underline the stressed particles.
**Answers**
1. go out
2. getting along
3. work out
4. go out
5. settle down
6. break up
C
- **Preview and do the task** Have Ss complete the task. Go around the class, and help as needed.
**Workbook**
Assign Workbook pp. 52 and 53. (The answer key begins on p. T-176.)
Lesson C She’s just a bit odd.
Lesson C recycles relative clauses and phrasal verbs.
1 Conversation strategy
- **Set the scene** Ask, “Do you think people are usually friendly with their neighbors or not?” Call on a few Ss to give their opinions.
A
- **Preview and do the task** Read the instructions. Put Ss in pairs to discuss the question. Ask, “Do you get along with your neighbors?” Call on a few Ss to tell the class (e.g., *Well, in my building, everyone is very friendly. We often stop and talk with our neighbors, and we help each other out.*).
- **Follow-up** Take a tally of Ss who get along with their neighbors and Ss who don’t.
B [3.07]
- **Preview the task** Books closed. Say, “Listen to Olivia and Adam’s conversation. What does Olivia think about her new neighbor, and what are Adam’s neighbors like? Write the answers.”
- **Play the recording** Ss listen and write the answer. Have Ss compare their answer in pairs.
- **Play the recording again** Books open. Ss listen, read along, and review their answer. Check the answer with the class [Olivia’s neighbor’s just a bit odd. Adam’s neighbors smile at each other but never speak to each other.].
C
- **Present Notice** Read the information and the expressions aloud. Say, “In conversation, people often need to soften the things they say to sound less direct or definite, especially when talking about other people.” Have Ss find the examples in the conversation. Ask individual Ss to each read an example aloud [She’s a little bit strange, though.; Well, it’s kind of weird.; She’s probably just a little lonely or something.; Maybe she is. But then other times she sort of ignores me. She’s just a bit odd, I guess.; I guess that’s OK in a way, though.]. Point out that *I guess* can go at the beginning of the sentence, or at the end, following a comma. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Then have Ss practice again, this time adding two more pieces of information to the conversation.
D
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. The people in my neighborhood are *a little* unfriendly. *Maybe* they’re just busy with their own lives.
2. The people next door kind of keep to themselves. They don’t like to go *out*, *I guess* / *I guess* they don’t like to . . .
3. The people across the street are always looking out of their window. They seem *a little* nosy. *I guess* they don’t have anything better to do / They don’t have anything better to do, *I guess*.
4. The guy above me plays his music *a bit* too loud. It gets *kind of* noisy. It can be *a little bit* difficult to sleep.
5. One of my neighbors is always coming over. It’s *irritating* *in a way*. *I think* she’s *probably just* lonely.
E
- **Preview the task** Read the instructions aloud. Have a S read the example aloud. Ask, “What can you say to respond to this comment using one of the softening expressions?” Ask a few Ss, and write their comments on the board (e.g., *Well, maybe she’s just a little bit shy*).
- **Do the task** Have Ss complete the task. Tell Ss to respond to their partner’s comments. Go around the class, and help as needed.
- **Follow-up** Several Ss repeat their partner’s comments to the class.
Extra activity PAIRS / GROUPS
Pairs choose one of the comments from Exercise 1D and write a conversation. Three pairs of Ss form a group. Each pair presents their conversation to the group. Several pairs present their conversation to the class.
Extra activity GROUPS
Group members tell about any problems they have with their neighbors. The other members give their ideas and advice about the problems.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 70. Have Ss find *though* in the conversation. Ask a S to read the examples aloud [She’s a little bit strange, though.; I guess that’s OK in a way, though.].
- Read aloud the information and the examples in Strategy Plus. Ask, “Where in the sentence do you use *though*?” [at the end] Point out to Ss that *though* can be used by the same speaker or by a second speaker to disagree in a “soft” way.
- **Present In Conversation** Books closed. Write on the board: *Top 100 words? Top 200? Top 300? Top 400?* Ask, “How common is *though*? Raise your hand when you hear the number you think is correct.” Call out each number, and count hands. Write the totals on the board. Books open. Ask a S to read the information.
A (🔊) 3.08
- **Preview the task** Read the instructions. Do conversation 1 as a class. Ask a S to read comment 1 aloud. Ask, “Which response can include *though*?” [the second one]
- **Do the task** Have Ss complete the task.
- **Play the recording** Audio script p. T-169 Ss listen and review their answers. Check answers with the class: Have pairs of Ss each read a comment and its response.
B
- **Preview the task** Say, “Practice the conversations above with a partner. Then practice again giving your own responses.”
- **Do the task** Have Ss complete the task. Ask a few pairs to share their new responses with the class.
Extra activity PAIRS
After they complete Exercise 2B, put Ss in pairs to think of two more contrasting responses for each item. Have pairs share their responses with the class.
3 Listening and strategies
A (🔊) 3.09
- **Preview the task** Say, “Read about each of the people. What contrasting information do you think Matthew gives about each person? Write down your predictions.”
- Read the instructions aloud.
- **Play the recording** Audio script p. T-169 Ss listen and write. Check answers with the class.
Answers
1. The woman in the coffee shop gets a little stressed out. She’s really friendly and positive, though.
2. My yoga teacher is really good. He’s kind of strict, though. The other students are nice. One guy is always asking questions, though. It gets sort of annoying.
3. One of the guys that I go biking with is the worst biker. He’s incredibly fun, though. I guess the other guys are kind of serious about biking.
- Say, “Look at your predictions. Did you guess any of the same words or words with a similar meaning?” Call on a few Ss to respond.
B (🔊) 3.09
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-169 Ss listen and write. Pause the recording after Matthew talks about each person to give Ss time to write.
- **Play the recording again** Ss listen again and review their answers. Check answers with the class: Have individual Ss each read an answer.
Possible answers
1. It’s nice to see someone who’s friendly in the morning. It gives him a positive start to the day.
2. He learns something new every time they meet.
3. He enjoys Ed’s company and his jokes and funny stories.
C
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Go around the class, and help as needed.
Extra activity PAIRS
Write these sentences on the board: 1. I think parents need to be really strict. 2. I think you should always think of other people before yourself. Pairs choose one of the sentences. Ss discuss the sentence. Tell Ss to use *though* and softening comments (e.g., 1. I think parents need to be strict. They probably shouldn’t be too strict, though. Otherwise, their kids won’t talk to them and share problems. You need to be a little bit flexible.).
Sounds right
Tell Ss to turn to Sounds Right on p. 138 of their Student’s Books. Have Ss do the task for Unit 7 in class, or assign it for homework. (See the teaching notes on p. T-138.)
Workbook
- Assign Workbook pp. 54 and 55. (The answer key begins on p. T-176.)
Lesson D New friends, old friends
1 Reading
- **Set the scene** Read the lesson title aloud. Write these questions on the board (Note: You can adjust the ages to best suit your class.): *Where did you make friends when you were a child? How about when you were a teenager? In college? Where do you meet new friends now?* Elicit responses from the class.
A
**Prereading**
- **Preview and do the task** Read the instructions aloud. Have Ss make lists in pairs and then share their lists with the class.
- **Present Reading Tip** Read the tip aloud. Point out the three different ways to present statistics. Show Ss that all three ways in the tip equal the same amount. Have Ss do the same thing with 25 percent [one in four, one out of every four, a quarter …].
B
**During reading**
- **Do the reading** Read the instructions aloud. Have Ss read the article. When Ss finish, ask, “Why are online dating sites so popular?” [… people typically delay marriage as they concentrate on their careers, work longer and longer hours, and live farther away from family and childhood friends who might otherwise provide contacts with eligible partners.] Then start a discussion by asking, “Do you know of anyone who uses online dating websites?” Continue the discussion by asking questions such as the following: *Has anyone ever met someone through an online dating site? Would you do it? Why or why not?*
- **Do the reading again** Write on the board:
- give advice
- give facts
- give an opinion
Say, “Which of these three things is the article trying to do? Skim the article. Write yes or no.” After Ss skim the article, call on a S to answer [give advice: no; give facts: yes; give opinions: yes]. Have Ss find the paragraph with opinions [paragraphs 5 and 6].
**Answers**
The survey found that online dating is increasingly popular — the second most common way to meet new people. Reasons: The stigma has been greatly decreased, and people are less fearful to talk about it; everybody knows someone who met their partner online; people are busier than in the past and live farther from families who might introduce them to people.
- **Do the reading again** Have Ss read the article again and make a list of new words or expressions in groups. Point out that two of the vocabulary words in the article are defined at the bottom. The numbers after the words indicate that there are definitions for them later in the article.
- **Have each group exchange their list with another group and write definitions on another piece of paper for each other. Tell Ss they can use dictionaries. Have groups share their answers.**
C
**Postreading**
- **Preview and do the task** Read the instructions aloud. Have Ss circle the correct words to make the sentences true. Check answers with the class.
**Answers**
1. Seventeen percent of people who get married now meet on the Internet.
2. Meeting people through friends is more common than meeting online.
3. A third of people looking for romance use dating websites.
4. Online dating is now considered more acceptable.
5. One reason why people try online dating is because they live farther away from their original community.
6. Blatt says that meeting online is like meeting at an actual place, such as a party.
D
- **Preview and do the task** Read the instructions aloud. Have Ss say what the opinions are and write them on the board [The Internet hasn’t changed how people date. Meeting on a dating website is no different than meeting at a party or anywhere else. Dating websites are just another way of meeting people. They aren’t taking the place of romance.]. Put Ss in pairs to discuss whether they agree or disagree with these opinions. Tell Ss to give reasons for their opinions.
**Extra activity CLASS**
Ask, “Does anyone know any married couples who met online?” Ss answer and share any stories they know. Encourage other Ss to ask follow-up questions.
A
- **Preview and do the task** Read the instructions aloud. Have a S read the list aloud. Say, “Work with a partner to add ideas to the list.” When Ss have finished, have pairs call out their ideas. Write them on the board (e.g., *loses the other’s address or phone number, has children, changes jobs / changes schools, has a fight with the other*).
- Read the first statement aloud. Have Ss raise their hands if they have lost touch with someone that way. Call on a S to say what happened (e.g., *I lost touch with my friend John when he moved away. His father got a new job, and they moved.*). Do the same for the remaining statements.
- Have Ss work in pairs and tell their partner how they lost touch with a friend.
B 3.10
- **Preview the task** Read the instructions aloud. Have Ss read the list of people Javier lost touch with. Explain that the question *Does he want to get back in touch with them?* could be answered *Yes, No,* or *Don’t know.* Point out that *Why did he lose touch?* is for Exercise 2C.
- **Play the recording** Audio script p. T-169 Ss listen and check (√) the answers. Check answers with the class.
Answers
1. Don’t know
2. Yes
3. No
C 3.10
- **Preview the task** Read the instructions aloud. Say, “There are several reasons he lost touch with the people. As you listen, write a few words to remember the reasons — do not write complete sentences.”
- **Play the recording** Audio script p. T-169 Ss listen and make notes. Pause after each person or group of people is talked about for Ss to make notes.
- **Play the recording again** Ss listen and review their answers. Then have Ss write their answers as complete sentences. Check answers with the class: Call on individual Ss to read their sentences.
Possible answers
1. He has a lot to do at work now. / He got tired of parties and clubs. / He got busy with other things, like writing songs.
2. His friend got married. / His friend just had a baby. / His friend doesn’t have time for running or socializing now.
3. It wasn’t working out. / They were just very different people.
Extra activity GROUPS
Write on the board: *Getting back in touch.* Say, “Think about the people you’ve lost touch with. What are some creative ways to get back in touch?” Groups brainstorm ideas and share them with the class.
3 Writing
A
- **Preview and do the task** Read the instructions and the questions aloud. Give Ss a minute to think of their three friends. Then put Ss in pairs to discuss the questions.
B
- **Preview the task** Read the instructions aloud.
- **Present Help Note** Read the information aloud. Write on the board:
1. We (Ronaldo and I) are science-fiction fans.
*We’re both* science-fiction fans.
*Both of us* are science-fiction fans.
2. We (Ronaldo and I) like going to the movies.
*We both* like going to the movies.
*Both of us* like going to the movies.
3. We (Ronaldo and I) weren’t good at art.
*Neither of us* was very good at art.
Say, “You can use *both* and *neither* to emphasize something you have in common with another person. Notice that *both* can go after the verb *be* or before other verbs — here, the verb *like.* You can also use it in the expression *both of us* as the subject of the verb. Notice that *neither* is used here as the subject of the verb. It states something negative.”
- **Do the task** Have Ss read the example article. Tell Ss to notice the use of *both* and *neither.* Ask Ss questions about the article using the ideas in the list (e.g., *How did the writer and Ronaldo meet? Why did they become friends? What is Ronaldo like?*).
- Have Ss use the list of ideas to make notes about the three friends they want to write about. Tell Ss to look back at the article on p. 66 for ideas. Then have Ss use their notes to write their articles.
- Encourage Ss to bring photos of their friends to the next class. (Note: If Ss do Exercise 3C in the next class, have them include the photos with their articles. If Ss complete Exercise 3C in this class, have Ss talk briefly about the photos in groups in the next class.)
C
- **Preview and do the task** Read the instructions aloud. Have Ss read their partner’s article and ask follow-up questions.
Free talk
Tell Ss to turn to Free Talk 7 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-132.)
Workbook
Assign Workbook pp. 56 and 57. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “There are many phrasal verbs in English, and they can be confusing. This learning tip gives you two ways to log them in your vocabulary notebook. You can choose and use either way, but it is probably best to use both.”
- **Present In Conversation** Books closed. Ask Ss what verbs they know with the particles *away* and *back*. As Ss call out the verbs, write them on the board.
- Books open. Tell Ss to read In Conversation and see how many of the verbs are already on the board.
These tasks recycle phrasal verbs.
---
1. **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
**Answers**
1. go, move
2. eat, work
3. come, get
4. go, come
5. sign, grow
6. fall, settle
2. **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: For each expression, ask a S to read his or her verb to the class. Ask Ss with different verbs to tell the class.
**Possible answers**
wake, get
show, sign up
wake, get
grow
break, meet
in the morning
for a class
without an alarm clock
in a small town
with your boyfriend / girlfriend
hang, go
stay
go
eat
work
with your friends
late
to a club
at a nice restaurant
at the gym
3. **Preview the Word Builder task** Say, “This Word Builder task will help you learn more phrasal verbs.” Read the instructions aloud.
**Do the task** Have Ss complete the task. Check answers with the class: For each particle, ask Ss to call out their phrasal verbs. Write them on the board.
**Follow-up** Ss write sentences with four of the verbs.
**On your own**
- **Present On Your Own** Read the instructions aloud. Point out the example list in the picture.
- **Follow-up** At the start of the next class, write on the board: *Relationships, Going out.* Ask Ss to give phrasal verbs for each topic. Write them on the board.
**Now I can . . .**
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Lesson A Wishes
Grammar Wishes
(See Student’s Book p. 77.)
The lesson teaches ways of expressing wishes about the present and future. Past verb forms are used after wish, including could as the past of can and were as the past of be.
Form
Note that statements with wishes have two clauses: a main clause with a form of the verb wish and a clause that states the wish, with a verb in the past.
- **Wish** in affirmative statements
\[ \text{main clause} \quad \text{clause with the wish} \]
\[ \text{subject + wish + subject + past form of verb} \]
*I wish I had more free time.*
*We wish we could afford to move.*
- **Wish** in negative statements
\[ \text{main clause} \quad \text{clause with the wish} \]
\[ \text{subject + wish + subject + didn’t + base form of verb} \]
*She wishes she didn’t live so far away.*
- **Wish** with be
Were / weren’t can be used for all persons. (See also Corpus Information below.)
*I wish I were richer.* *She wishes she weren’t so busy.*
- The clause with the wish is a that clause and it is possible to say *I wish that I had more free time*. However, in conversation, people usually omit the that.
Use
The structure with wish + past verb form is used to describe how the speaker would like the current situation or events to be different from how they are or will be in the future.
*I wish I had more free time.* (= I don’t have enough free time; my wish is to have more free time.)
*I wish I weren’t so busy.* (= I am very busy; my wish is to be less busy.)
Corpus information Verbs after wish
*I wish I was* is three times more frequent in conversation than *I wish I were*. However, many people feel that were is more correct. Verbs after *I wish* can be either affirmative or negative, but they tend to be affirmative.
Grammar Imaginary situations or events
(See Student’s Book p. 77.)
Conditional statements with if are complex structures, with many variants. The lesson focuses on conditions that are imaginary or hypothetical.
Form
The conditional statements that are focused on in the lesson have the if-clause first. (The if-clause can also be second.) The verbs used in the lesson are all in the simple form, although continuous verbs are also possible. Note that with conditional sentences, a negative can appear in the if-clause, the result clause, or both.
- If + subject + past verb form, subject + would / (‘d) / could + base form of the verb
*If I had more free time, I would go kayaking* (or *I’d go …*)
*If she lived closer, she could help out more* (or *she would be able to help out more.*)
*If I didn’t live so far away, I’d be able to help my sister.*
*If I weren’t so busy, I’d go kayaking.*
*If I had more free time, I wouldn’t be so stressed.*
*If I didn’t have to work so much, I wouldn’t be so stressed.*
Use
Conditional statements with if-clauses describe imaginary or hypothetical situations now or in the future. They describe how things might be different under different conditions. The condition in the if-clause is not true.
*If I had more free time, I would go kayaking.* (suggests I don’t have a lot of free time to go kayaking now)
Corpus information Verbs in imaginary conditional statements
People say *if I was . . . more than if I were . . .*, although were is considered more correct to describe imaginary situations. Verbs in if-clauses can be either affirmative or negative, but tend to be affirmative. In if-clauses, the verbs are generally (about 90 percent) affirmative.
Common errors with verbs in conditional sentences
Ss often use would + present tense instead of the simple past form after if. (*If we had* more money, we could go on vacation more often. NOT *If we would have* more money . . .)
Speaking naturally Intonation in long questions
(See Student’s Book p. 79.)
The section teaches the typical intonation pattern for information questions with two or more clauses. The intonation falls at the end of the question, as Ss have already learned. (See Touchstone Student’s Book 1, Unit 7, Lesson B.) In the clauses before the end of the question, the intonation falls and then rises on the most stressed words. The fall-rise pattern signals to the listener that the question is not yet finished.
Grammar Asking about imaginary situations or events
(See Student’s Book p. 79.)
The grammar chart presents the structures used to form information and yes-no questions for conditional sentences with if-clauses to ask about imaginary situations.
Form
- Information questions with would
What would you do if you + past form of the verb?
What would you do if you broke a friend’s camera?
- Yes-no questions with would
Would you + base form of the verb?
Would you pay for a new one?
Use
The questions taught in the lesson enable Ss to ask other people about their reactions to imaginary situations in the present or future.
Lesson C If I were you, . . .
Conversation strategy Giving advice
(See Student’s Book p. 80.)
The conversation strategy recycles the conditional structure taught in Lesson A in the context of giving advice. When people give advice, they sometimes imagine what it would be like to be in a certain situation and use the expression If I were you, I’d . . . to suggest a course of action. Or they might simply use the structure I would (or I’d) or I wouldn’t + base form of the verb to describe their own reactions in that situation. The strategy also recycles the expressions You could . . . (see Touchstone Student’s Book 2, Unit 7, Lesson B) and You might want to . . . (see Touchstone Student’s Book 3, Unit 6, Lesson B).
Strategy plus That would be . . .
(See Student’s Book p. 81.)
- Ss have already learned to respond to actual news and information with That’s + adjective. (See Touchstone Student’s Book 1, Unit 7, Lesson C.) In the lesson, they learn how to make similar responses with That would be + adjective to discuss possibilities or suggestions involving imaginary situations.
A I might go to Bracken next year.
B Really? That would be awesome.
- In natural speech, That would be is often said as That’d be.
Corpus information That would be . . .
The expression That would be . . . is one of the top 900 words and expressions in conversation. The most frequent adjectives that follow it are nice, good, great, fun, cool, interesting, fine, wonderful, neat, hard, and awesome.
What if?
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Write on the board: *Factual, Imaginary*. Say, “When we talk about situations in the present or the future, some things are factual – they are true or we think they will happen. Some situations are imaginary. Maybe they’re possible or they might happen at some time, but we often don’t really think they will. In this unit, we’ll learn how to talk about imaginary situations.” Write on the board: *What if?* Say, “*What if* is the one question that can begin a conversation about imaginary situations.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity CLASS
Write on the board:
*Which part of the unit looks interesting, useful, fun?*
Ss look through the unit and choose the parts to answer the questions. Several Ss report their opinions to the class and give their reasons.
Before you begin . . .
- **Introduce the life priorities** Say, “Your priorities in life are the things that are most important to you. The pictures on this page are about different priorities.” Have Ss look at picture 1. Ask, “What do you think is important to these people?” Ask a few Ss to respond (e.g., *their work / doing a good job / their career*).
- Have Ss work in pairs to discuss what is important to the people in the other three pictures. For each picture, ask a few Ss to call out their ideas [Picture 2: having a big house, a nice car, money / wealth; Picture 3: children / family / home; Picture 4: nice clothes, his looks / appearance].
- Tell Ss to look at Before You Begin. Read the six priorities aloud. Ask, “Which of these priorities do you think picture 1 shows?” [your career] “How about picture 2?” [wealth] “How about picture 3?” [your family] “And what about picture 4?” [looking good]
- Read the instructions in Before You Begin aloud. Have Ss rank the items and then compare their choices in pairs.
Recycle grammar and a conversation strategy This task recycles expressions for giving opinions (see Unit 4, Lesson C), comparative adjectives (see *Touchstone* Student’s Book 2, Unit 10, Lesson A), and superlative adjectives (see Unit 3, Lesson A). Say, “Compare your priorities with a partner.” Remind Ss to begin with an expression for giving opinions and to use *more, most, less*, and *least* with the word *important* (e.g., *S1: If you ask me, wealth is the most important thing. S2: Really? I think wealth is the least important. I think happiness is more important than wealth.*).
- Ask a few Ss to read their lists aloud, giving reasons for their choices of most and least important.
- Write on the board: *Other Personal Priorities* Ask, “What other personal priorities do you have?” Write Ss’ responses on the board (e.g., *friends, education, having fun, playing sports, religion and spiritual values*).
- Write on the board: *Global Priorities* Ask, “What things matter to you about global issues that affect our world?” Write Ss’ answers on the board (e.g., *environment, world peace, world hunger, animal rights*).
Extra activity PAIRS
Partners work together to rank the global priorities suggested by the class. Several pairs read their lists to the class.
Lesson A Wishes
1 Getting started
- **Set the scene** Write on the board: *Wishes*. Say, “A wish is something you want or something you’d like to happen.” Ask Ss to think of the kinds of things people make wishes about. Have Ss call out ideas. (*passing exams, getting a job, money, work, having a family, being healthier,* etc.) Write ideas on the board.
- **Do the task** Read the instructions aloud. Call out each item in the box, and ask “Who would like more ____?” Have Ss raise their hands if they would like more of those things. Ask individual Ss why.
- Have Ss call out other ideas. See if any of their ideas overlap with the ideas they brainstormed in the previous activity.
B (CD) 3.11
- **Preview the task** Books closed. Read the title of the magazine article aloud. Say, “Listen to the people talk about their wishes. What do they want?”
- **Play the recording** Ss listen and write. Pause the recording after each speaker to give Ss time to write.
- **Play the recording again** Books open. Ss listen, read along, and review their answers. Check answers with the class [Berta: She wants more free time.; Min Sup and Jin Eun: They want a bigger place to live.; Bryan: He wants enough money so he can travel.; Irene: She wants to live closer to her family.].
C
- **Preview the task** Have Ss read Bryan’s paragraph again. Ask, “Does Bryan go away on holiday a lot?” [no] “Why not?” [Because he doesn’t have enough money.] “Does he want to go away on holiday?” [yes] “How do you know that? What does he say to let you know?” [I wish I had enough money to go somewhere exciting.] Ask, “What form of the verb does he use after *I wish*?” [simple past]
- Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. Bryan wishes he had enough money to go away. (He doesn’t have enough money.)
2. Berta says, “I just wish I *weren’t* so busy.” (She’s very busy.)
3. Irene says if she lived closer, she would help her sister. (She doesn’t live *close* to her family. She lives far away.)
4. Min Sup and Jin Eun say it would be great if they could rent a big apartment. (Their apartment is tiny.)
- Ask, “What did you notice about the verbs you circled?” [They are all in the past tense.]
- **Focus on the form and the use** Tell Ss to read Bryan’s answer again. Write on the board:
*I wish I had enough money to go somewhere exciting.*
Ask, “Is Bryan’s wish for the past or for the present?” [present] “Does he have enough money to go somewhere exciting?” [no] “What verb form follows *wish*?” [simple past]
- Say, “When you talk about your wishes for your life now, you are talking about something that is not true for you now, but that you would like to be true. The verb form after *wish* is the past form.”
- Say, “Look at what Berta says: *I just wish I weren’t so busy with my work.*” Ask, “Is she busy with work right now?” [yes] “What form of the verb *be* does she use?” [weren’t] Say, “When you use the verb *be* after *wish*, the form is often *were* or *weren’t*, including after *I, he, she, and it*.”
- Tell Ss to find more wishes in the article [Irene: I wish I didn’t live so far away from my family.].
- Write on the board:
| If-clause | Result clause |
|-----------|---------------|
| If I had more free time, | I’d go kayaking |
Say, “Berta is imagining her life with more free time. Her sentence has two parts: an *if*-clause when she imagines a different situation and a result clause for that situation. What verb form does she use in the *if*-clause?” [simple past of *have*] “What verb form does she use in the result clause?” [’d go] “The ’d is a contraction of the verb *would*. Find more examples of other sentences with *if*-clauses.” Call on individual Ss to write an example on the board and underline the verbs [Min Sup and Jin Eun: *It would be great if we could afford a bigger place to live.*; Bryan: *If I could choose anywhere, I’d probably go* to Egypt.; Irene: *If I lived* closer, *I’d* be able to help out.*].
Extra activity PAIRS / GROUPS
Write on the board:
*I wish I had ____.*
*I wish I were ____.*
*I wish I could ____.*
*I wish I knew ____.*
Ss complete the sentences. Ss then compare their ideas in groups or pairs.
3.12
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Say, “A wish is something you would like to be true. What is the pattern for talking about wishes for the present or future?” [wish + past form] Write it on the board. Say, “When you see wish + past, it means that, right now, the opposite is true.” Read the first example sentence and the true fact under it aloud.
- Have a S read the next example aloud. Ask, “Does she live far away?” [Yes, she does. She lives far away] Say, “Notice that the negative verb is used to show the opposite of what is true.”
- **Write on the board:**
a) I’m very busy with my work.
b) I’m not very busy with my work.
- Read the next two example sentences from the chart aloud. Remind Ss that could is the past of can. Ask, “Are the a statements or the b statements true?” [a statements]
- Have Ss look at the right side of the chart. Write on the board:
| If-clause | Result clause |
|-----------|---------------|
| what needs to be true | your goal |
Say, “The if-clause says what needs to be true to get the result you want. When you talk about imaginary situations for the present or future, what’s the pattern for the if-clause?” [if + past form] “What’s the pattern for the result clause?” [would / could + verb]
- Explain that Ss should use would in the result clause if it is something they definitely want. They should use could if it is one of several possibilities they are considering. Remind Ss that’d is a contraction of would.
- Read the first example and the true sentence aloud. Ask, “Does the speaker have a lot of free time?” [no] Say, “For imaginary conditions, the information in the if-clause is not true now.” (For more information, see Language Notes at the beginning of this unit.)
- **Present In Conversation** Read the information aloud.
- **Present Common Errors** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an item aloud.
**Answers**
1. I could do; if I had; I would travel
2. I wasn’t / weren’t; if I had; I would probably enjoy
3. I didn’t have to; if I didn’t get; I’d be able to
4. I could finish; if I graduated; I could get; I could start
5. I could find; if I got; I wouldn’t have to
6. I was / were; if I was / were; I’d be able to go; I wouldn’t eat
B
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentences. Have Ss complete the task.
**Extra practice**
Tell Ss to turn to Extra Practice 8A on p. 147 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-147.)
3 Listening and speaking
A 3.13
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-170 Pause the recording after each person to give Ss time to write. Then have Ss listen again to review their answers. Check answers with the class.
**Possible answers**
1. he could watch TV.
2. she went out more.
3. he could get together with his family more often.
4. she lived somewhere warm and sunny.
B 3.13
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-170 Ss listen and write the reasons. Play the recording, pausing after each speaker to give Ss time to write.
C
- **Preview and do the task** Read the instructions aloud. Have Ss walk around and ask Ss about their wishes. Ask Ss to report any wishes they had in common.
**Workbook**
- Assign Workbook pp. 58 and 59. (The answer key begins on p. T-176.)
Lesson B Life’s little dilemmas
1 Building vocabulary and grammar
- **Set the scene** Read the lesson title aloud. Say, “When you have a dilemma, it means that you have to make a choice that is either difficult, such as deciding which college to go to, or unpleasant, such as deciding whether or not to lend something expensive to a friend.”
**Extra activity** CLASS
A S comes to the front of the class. Ss make five guesses about the S using the expressions in Exercise 1B (e.g., S1: *I bet you worry about money*). Ss have to try and make guesses that are true. The S in the front of the class says if the guesses are true or false. The class finds out how many correct guesses they can make about each S who comes to the front.
**Vocabulary notebook**
Tell Ss to turn to Vocabulary Notebook on p. 84 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-84.)
C
- **Preview the task** Ask, “What question words do you see in the quiz?” [what, how] “Find a question with *what* and a question with *how*. What word comes after *what* and *how*?” [would] Ask, “When you talk about imaginary situations, what verb form do you use in the *if*-clause?” [past] Say, “Can you complete these questions about imaginary situations? Use the quiz to help you.”
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. What would you do if your friend forgot your birthday?
2. How would you react if a friend told everyone a secret about you?
- Have Ss ask and answer the questions with a partner. Then, for each question, ask a few Ss to tell the class what they would do (e.g., *If a friend forgot my birthday, I’d remind her / I wouldn’t do anything; If a friend told everyone a secret about me, I’d get really upset / I wouldn’t trust my friend anymore*).
- **Focus on the form and the use** Say, “When you want to ask about an imaginary situation, use *would* after the question word, and use the past form of the verb in the *if*-clause.”
- **Try it out** Write on the board: *forget your mother’s birthday, get a part in a movie, lose your pet, meet your favorite celebrity*. Have Ss write a *what* *if*-question for each situation. Tell Ss to ask and answer the questions in pairs (e.g., *S1: What would you do if you forgot your mother’s birthday? S2: I’d get her a really nice gift and apologize*). Ask a few Ss to tell the class what they would do.
- Say, “Now take turns asking and answering the questions with a partner.” Ask a S to read the first question aloud and have another S answer (e.g., *S1: What do you worry about? S2: I worry about my grades*).
Speaking naturally
A 3.15
- **Preview the task** Remind Ss that intonation generally falls at the end of information questions. (See *Touchstone* Student’s Book 1, Unit 7, Lesson B.) Point out the down arrows at the end of the examples. Say, “When the information questions are long like these ones, the intonation will fall and rise in other parts of the sentence.” (For more information, see Language Notes at the beginning of this unit.)
- Read the instructions aloud.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Ss listen. Ask, “In the first part of each of these questions, what word gets the most emphasis?” [the verb after *would*] “What words get the most emphasis in the *if*-clauses in the two examples?” [dating, dinner]
About you
B
- **Preview and do the task** Read the instructions aloud. Have Ss ask and answer the questions from the quiz on p. 78 with a new partner. As Ss ask the questions, go around the class listening for the intonation. If necessary, replay Exercise 2A, and have Ss repeat.
Grammar
3.16
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Explain that when people ask about imaginary situations, they usually begin the question with the question word + *would*. Say, “When people hear *would* after a question word such as *what* or *how*, they can guess that the question will be about an imaginary situation.”
- Ask Ss to look at the three answers given for the example information question. Say, “The contraction *d* is usually used in affirmative answers. When the answer is negative, *wouldn’t* or *would not* is usually used. Also, notice that it is not necessary to repeat the *if*-clause when you answer.”
- Have Ss look at the right side of the chart. Say, “Look at the example question. What kind of question is it?” [yes-no] Point out the short answers. (For more information, see Language Notes at the beginning of this unit.)
A
- **Preview and do the task** Read the instructions aloud. Have a S read the example. Then have Ss complete the task and compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer.
Answers
1. What would you do if a friend was 15 minutes late? Would you call and remind him about it?
2. What would you do if you heard a strange noise in the middle of the night? Would you go and see what it was?
3. What would you do if a salesperson charged you the wrong price for something? Would you say something to her?
4. What would you do if you scratched a car with a shopping cart in a parking lot? Would you leave a note with your name and number?
5. What would you do if you found a nice pair of gloves on the sidewalk? Would you think about keeping them?
6. What would you do if you had an extra ticket for a show? Would you offer it to a friend but ask him to pay for it?
7. What would you do if you got a gift that you hated from a friend? Would you thank her for it and then get rid of it?
8. What would you do if a friend asked for help moving in to an apartment? Would you find an excuse to get out of helping him?
9. What would you do if your friend was in a bad mood? Would you take him out for a fun night?
About you
B
- **Preview and do the task** Read the instructions aloud. Ask two Ss to read the example conversation.
- **Recycle a conversation strategy** Say, “You might want to use a ‘vague’ response. In the example conversation, Speaker B uses ‘probably.’ What other ‘vague’ responses can you use?” Have a few Ss answer (e.g., *I’m not sure.* / *It depends.* / *I don’t know.*). (See *Touchstone* Student’s Book 2, Unit 4, Lesson C.) Have Ss complete the task.
Extra activity GROUPS
Groups play Scruples. Explain that “scruples” are moral principles that help you make choices. Each group member has two slips of paper: one with *Yes, I would.* and the other with *No, I wouldn’t.* Write on the board:
1. Your children are very hungry, but you’re broke. Would you steal food for them?
2. One of your classmates has very bad breath. Would you tell him or her?
3. Someone you don’t like very much invites you to an expensive restaurant that you really want to go to. Would you go for the free meal?
4. Your classmate usually skips class. Would you let the person copy your notes?
Group members take turns reading the questions aloud. After each question, Ss hold up the slip with their answer. Ss give reasons for their choices.
Extra practice
Tell Ss to turn to Extra Practice 8B on p. 147 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-147.)
Workbook
Assign Workbook pp. 60 and 61. (The answer key begins on p. T-176.)
Lesson C If I were you, . . .
Lesson C recycles conditionals and expressions for giving advice.
1 Conversation strategy
- **Set the scene** Ask, “What things do people think about when they choose the college they want to go to?” Write Ss’ ideas on the board (e.g., *location, cost, general reputation, reputation in a certain major subject, professors, friends going there, level of difficulty*).
- Say, “Work with a partner. Rank the reasons from the most important to the least important.” Have a few Ss read their lists to the class.
A
- **Preview and do the task** Read the instructions aloud. Ask Ss to call out tough decisions they have made (e.g., *selecting a college, choosing a major, quitting a job, breaking up with a girl or boyfriend, asking someone to get married, deciding to get a divorce*). Ask, “Did you ask for advice?” Call on a few Ss to tell the class.
B 3.17
- **Preview the task** Say, “Listen to Nicole and Carlos’s conversation. What advice does Nicole give Carlos about grad school?”
- **Play the recording** Ss listen and make notes. Have Ss compare their answers in pairs.
- **Play the recording again** Ss listen, read along, and underline the answers. Check answers with the class [Nicole thinks he should take the scholarship. She also thinks he should go there and meet some of the professors.].
- **Follow-up** Ask, “Do Nicole or Carlos mention any of the ideas we talked about earlier?” A few Ss answer.
C
- **Present Notice** Read the information and the examples aloud. Point out the *If* clause and the use of *would* to describe imaginary situations. Say, “Using an expression such as *If I were you* to give advice suggests that the speaker is trying to put him or herself in the other person’s position and is suggesting the course of action that he or she would follow. You can also just say *I’d* or *I would*, or *I wouldn’t* to imagine your reactions in that situation.” Have Ss find the examples in the conversation. Ask individual Ss to each read an example [Well, if I were you, I’d take the scholarship. Then you wouldn’t have to borrow any money.; I mean, you might want to go there and meet some of the professors.; Oh, I wouldn’t worry about that.]. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Have Ss practice again, using the names of real schools and the major that they are interested in.
D
- **Preview the task** Say, “Think of three pieces of advice for each problem. Write your advice.” Ask individual Ss to each read one of the problems. Help with vocabulary as needed. Tell Ss to use the expressions in Notice in their advice.
- **Do the task** Have Ss write advice for each problem. When Ss finish, have a S read the example aloud. Say, “Now role-play conversations with a partner. Take turns reading the problems and giving advice.” Have pairs do the task.
Possible answers
1. If I were you, I’d try to switch to a different major / talk to my advisor / stick it out – studying economics can lead to a good career.
2. You might want to talk to your boss about it / take on a new project and show you can do it / look for another job.
3. You might want to talk to a job counselor / take a year off and travel / do an internship.
4. You could talk to a couples counselor / talk to him/her about it / take a break from the relationship and see how it goes.
5. I’d talk to them about some other options / explain that it’s your choice not theirs / tell them you need more time to think about it.
- **Follow-up** Pairs present their conversation to another pair. A few pairs present their conversation to the class.
Extra activity GROUPS
Groups play an advice game. Each group member writes a dilemma on a slip of paper (e.g., *My friend found a wallet and kept the money.; I saw a classmate cheating on a test.; I didn’t get into the college I wanted.*). Ss take turns reading their dilemma and getting advice from the other group members. The S getting the advice gives the slip of paper to the group member whose advice he or she likes best. The group member with the most slips wins.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 80. Have Ss find *That would be* + adjective or *That’d be* + adjective in the conversation. Ask a S to read the examples aloud [Yeah, that would be great.; That’d be good.; Really? That would be awesome!]. Explain that using *That would be* is another way to show interest in something that was said in a conversation. Point out the use of *would* for an imaginary situations.
- Read aloud the information and the examples in Strategy Plus.
- **Present In Conversation** Ask a S to read the information aloud.
- **Preview the task** Say, “Complete the responses. You can use the adjectives from In Conversation, or think of your own.”
- **Do the task** Have Ss complete the task. Check answers with the class: Have pairs of Ss each read a conversation. After each conversation, ask Ss who chose a different adjective to tell the class.
**Possible answers**
1. Really? Wow! That would be **awesome** / **interesting** / **cool**!
2. Yeah. That’d be **cool** / **neat** / **fun**.
3. Oh, yeah. That would be **hard** / **difficult** / **impossible**.
- **Practice** Tell Ss to practice the conversations in pairs, taking turns playing each role. Then have them take turns asking and answering the questions using their own information.
3 Listening and strategies
A 3.18
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-170 Have Ss listen and complete the sentences in the left column.
- **Play the recording again** Have Ss listen again to review their answers. Check answers with the class.
**Answers**
1. Tom wishes he **knew his co-workers better**.
2. Tom wishes his boss could be a bit more relaxed.
3. One of Tom’s co-workers got **a promotion**.
4. Amy can’t decide which school to go to because she met a guy, and they started going out.
B 3.18
- **Preview the task** Read the instructions aloud. Tell Ss to complete the sentences in the right column.
- **Play the recording** Audio script p. T-170 Ss listen and write. Pause the recording after each conversation to give Ss time to write the advice they hear.
- **Play the recording again** Ss listen again and review their answers. Check answers with the class: Have individual Ss each read an answer.
**Answers**
1. I wouldn’t **worry about it**, though. You could **bring in** cake and have a coffee break together.
2. I would **invite her for cake**, too.
3. If I were you, I’d **ask her for advice**.
4. I wouldn’t **think about that**. I’d **go to Paris**.
C
- **Preview and do the task** Read the instructions and have two Ss read the example sentences aloud. Have Ss complete the task. Go around the class, and help as needed.
**Extra activity GROUPS**
Write on the board: *home*, *school*, *relationships*, *work*. Groups write about a dilemma for each topic (e.g., *Home*: *I want to get my driver’s license, but my parents won’t let me.* *School*: *I think studying is really boring, so I don’t do it enough*). Groups pass their dilemmas to another group, who discuss and write advice for each problem, and then pass the papers back. When groups get their advice, they decide if it is helpful or not. Groups choose one of their dilemmas, read it to the class, and tell the class about the advice they got and whether they think it is helpful or not.
Sounds right
Tell Ss to turn to Sounds Right on p. 138 of their Student’s Books. Have Ss do the task for Unit 8 in class, or assign it for homework. (See the teaching notes on p. T-138.)
Workbook
Assign Workbook pp. 62 and 63. (The answer key begins on p. T-176.)
Lesson D Any regrets?
1 Reading
- **Set the scene** Read the lesson title aloud. Ask, “What is a regret?” Get ideas from Ss (e.g., *something you feel sorry about; something you are unhappy that you did or didn’t do.*).
- Ask, “Why do people have regrets about things in their life?” Get ideas from Ss (e.g., *Because they didn’t do something they wanted to. Because they made a mistake.*).
A Prereading
- **Preview and do the task** Read the instructions aloud. Write on the board: *People regret*. Elicit ideas from Ss to complete the sentence, and write their ideas on the board. [e.g., People regret . . . not taking a job / falling out with someone / not having children / not looking after their health / not saving money / not going on a trip, etc.]
- Ask, “Do you know anyone who regrets anything?” Call on Ss to answer.
B During reading
- **Present Reading Tip** Read the tip aloud. Tell Ss that creating a mental picture of what the writer describes can help them understand what they read.
- **Preview the reading** Read the instructions aloud. Say, “Create a mental picture as you read. Use it to make guesses about the writer him or herself.”
- **Do the reading** Have Ss read the blog. Tell Ss to make notes and list the sentences that support their guesses.
- When Ss finish, have them compare their guesses in pairs. Have some pairs share their guesses with the class. Have Ss explain why they made the guesses that they did.
Possible answers
*Age:* Probably someone older, looking back on life because he or she refers to life as “this trip,” suggesting he or she is quite far along on the journey of life.
*Gender:* Could be either, but Ss might say that it’s probably a woman because of the reference to thank-you notes, personal relationships, reading about celebrities, and house cleaning.
*Personality:* serious and not relaxed / uptight, and impatient [*I’d be more laid-back and I’d worry less. I’d slow down. I’d be more patient . . .*]; not a risk-taker / conservative [*I’d stop being afraid of making mistakes*]; not very adventurous [*I would spend the summer on a Greek Isle,*] hardworking [. . . spend less time shut away with my computer, working.]
D
- **Preview and do the task** Read the instructions aloud. Have individual Ss each read a question aloud. Ss work in groups and discuss the questions. Ask groups to report their opinions.
2 Speaking and writing
A
- **Preview and do the task** Read the instructions aloud. Call on different Ss to read the questions aloud. Model the task by answering one or two questions about yourself (e.g., *I think I’d spend more time with my sister. I never get to see her.*). Have Ss write their answers to the questions.
B
- **Preview the task** Read the instructions and the example statement aloud. Call on a few Ss to share something they would change. Ask follow-up questions (e.g., *S: I’d try to spend more time outside. T: Why would you do that? S: I love the outdoors, but I work in an office, and I don’t get to spend much time outside.*).
**Recycle a conversation strategy** The task recycles the conversation strategy of asking follow-up questions to get more information. (*See Touchstone Student’s Book 1, Unit 7, Lesson C.*)
- **Do the task** Have pairs share things they would change. Tell them to ask follow-up questions. Alternatively, have Ss use the questions in Exercise 2A to interview their partners.
- **Follow-up** Ask, “Is there a common topic in some of your answers?” Ss look at their notes and tell the class which answers are about the same topic (e.g., *A lot of my answers are about my family or things I want to do with my family. For example, . . .*).
C
- **Preview the task** Read the instructions aloud. Have Ss skim the example article. Ask, “What’s the main idea of the article? What key change would the writer make?” [The writer would get more exercise and take better care of his health.]
- **Present Help Note** Read the information aloud. Say, “Adverbs of certainty show how sure you are about something. Use definitely when you are very certain about something. Use probably when you are a little less certain.” Have Ss underline the examples of *definitely* and *probably* in the paragraph [*I would definitely get more exercise; I definitely wouldn’t watch so much TV, and I’d probably work out more at the gym.; I probably would not give up ice cream . . . ; I’d probably feel much healthier, too.*].
- Tell Ss to look at the sentences. Ask, “Where does the adverb usually go in affirmative sentences?” [after *would* or ‘d]. “Where does it usually go in negative sentences with *wouldn’t*?” [before *wouldn’t*] (For more information, see Language Notes at the beginning of this unit.)
- Have a few Ss share an answer from Exercise 2A again. Elicit both affirmative and negative sentences. Write the sentences on the board. Ask each S, “How sure are you about this? Are you very certain or a little less certain?” Have Ss come to the board and add the appropriate adverb in the correct position.
- Point out the writing model again. Explain, “This article is like the one on p. 82. You only have to state the *if*-clause with the main topic once at the beginning.”
- Say, “Use your notes from Exercise 2A to write your article. Try to choose changes that have a common topic. Write a first sentence to introduce your topic, and then give more examples.” To give an example, write on the board:
*If I had last year to live over again, I would definitely spend more time with my family, and I wouldn’t spend so much time on work. . . . I would organize more family dinners.*
Have Ss suggest ideas to add.
- **Do the task** Have Ss write their articles.
Extra activity PAIRS
Write the following questions on the board:
1. What did you like the most about the article?
2. What was the topic? Was the topic in the first sentence?
3. Were there enough examples? Where should there be more examples?
4. Was there anything you couldn’t understand?
5. Were there any sentences that seemed out of place?
Ss read their partner’s articles and write answers to the questions. Ss give their answers to their partner, who rewrites his or her paragraph using the ideas.
D
- **Preview and do the task** Read the instructions aloud. Have Ss put their paragraphs on their desks or chairs. Tell Ss to move around the class and read at least five other Ss’ paragraphs. Have Ss make notes about who wants to change the same things as they do. Have Ss report to the class about who had similar answers and what they had in common (e.g., *If we had last year to live over again, Jun and I would both try skydiving!*).
Free talk
Tell Ss to turn to Free Talk 8 at the back of their Student’s Books. Have Ss do the task. (*See the teaching notes on p. T-133.*)
Workbook
- Assign Workbook pp. 64 and 65. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- Present Learning Tip Read the information aloud. Say, “It is a good idea to keep notes about verbs together with prepositions that follow them. It is also a good idea to review and revise your lists regularly because many verbs can be followed by different prepositions. The verb apply is a good example. You apply to a company, but you apply for a job.” Remind Ss that the verb form after a preposition is verb + -ing.
The tasks recycle prepositions after verbs.
1
- Preview and do the task Read the instructions aloud. Ask a S to read the problem aloud. Have Ss complete the task. Check answers with the class.
Answers
1. I wouldn’t worry about it. People usually forget about things like that.
2. I’d apologize immediately for forgetting the date.
3. I’d offer to pay for dinner another time.
4. I’d tell her I was thinking about other things.
5. I wouldn’t speak to her until she was less upset.
6. I’d blame my boss for keeping me in a meeting at work.
7. I’d wait for her to finish, and then I’d remind her about the time she didn’t meet me.
2
- Preview the Word Builder task Say, “This Word Builder task will help you learn the prepositions that come after verbs.” Read the instructions aloud.
- Do the task Have Ss complete the task. Tell Ss to use a dictionary for help. Check answers with the class: Have individual Ss each read their answer to an item.
Answers
1. I agreed with my boss about the best solution.
2. He applied for a job with a software company.
3. I explained the problem to my boss.
4. I forgave my friend for losing my favorite sweater.
5. My neighbor invited me to a party last week.
6. We complained to the neighbors about the noise.
7. My parents blamed me for damaging their car.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
On your own
- Present On Your Own Read the instructions aloud.
- Follow-up At the start of the next class, Ss share their rules in groups. Groups decide on the six best.
Lesson A Tech support
Grammar Questions within sentences
(See Student’s Book p. 87.)
- The lesson teaches a structure sometimes called an indirect question. An indirect question is formed by putting the question into a subordinate clause beginning with a wh-word or with if or whether.
- The grammar chart contrasts direct questions, which have the normal question word order (verb + subject + object), with indirect questions, which have normal statement word order (subject + verb + object).
Form
Indirect questions can be either information questions (introduced by question words) or yes-no questions (introduced by if or whether). Indirect questions can be part of both questions and statements.
- Information questions within questions
Direct question
What’s the problem?
Indirect question
Do you know what the problem is?
NOT: Do you know what is the problem?
- Yes-no questions within questions
Direct question
Is the battery charged?
Indirect question
Do you know if the battery is charged?
- Questions within statements
Direct question
What should we do?
Indirect question
I know what we should do.
- Yes-no questions within statements
Direct question
Is the battery charged?
Indirect question
I wonder if the battery is charged.
Use
The structure combines two ideas in one sentence.
- Question within a question
What’s the problem? + Do you know? = Do you know what the problem is?
- Question within a statement
Why is it doing that? + I have no idea. = I have no idea why it is doing that.
Corpus information I don’t know
I don’t know is the most common three-word expression in conversation, and I don’t know if is the most common four-word expression. One reason that I don’t know is so common is its use before indirect questions (I don’t know if you’ve heard of this.; I don’t know what you think, but . . . ).
Common errors with questions within statements
Students often have difficulty with word order for questions within questions or statements. The tendency is to use question order within the statement or question. (Do you know what you need to do? I know what you can do. NOT Do you know what do you need to do? I know what can you do.)
Lesson B How things work
Grammar Separable phrasal verbs
(See Student’s Book p. 88.)
In Unit 7, Ss learned to use phrasal verbs that are intransitive (that is, that do not take objects), such as grow up and go out. In this lesson, they learn phrasal verbs that are transitive (that is, that take objects), such as turn on, plug in. These are sometimes called “separable” phrasal verbs because the verb and particle can be separated by an object.
Form
- Separable phrasal verbs with noun objects
Noun objects can go after the particle.
How do you turn on the TV?
I turned off the game controller.
Noun objects can also go between the verb and the particle.
How do you turn the TV on?
I turned the game controller off.
- Separable phrasal verbs with object pronouns
Pronoun objects go between the verb and the particle.
How do you turn it on? NOT: How do you turn on it?
I turned it off. NOT: I turned off it.
Grammar Separable phrasal verbs; how to, etc.
(See Student’s Book p. 88.)
The structures how to, where to, and what to in this lesson are used as infinitive complements (objects of verbs).
Form
- Clause + question word + infinitive
Show me what to do. (= what I have to, should, or can do)
Let me show you what to do. (= what you have to do)
Can you show me how to turn it on? (= how I can turn it on)
I don’t know where to plug it in. (= where I can plug it in)
Note that the question word *why*, unlike other question words, cannot be used to begin the infinitive complement.
*I don’t know why I should turn it off.* NOT: . . . *why to turn it off.*
If cannot be used to introduce an infinitive complement, but *whether* can.
*I don’t know whether to turn it on.* NOT: . . . *if to turn it on.*
Note that the reverse action for *plug in* is *unplug.*
**Use**
The structures *how to, where to,* and *what to* form another type of indirect structure. They are often used to talk about things people have to do, should do, and can do.
**Speaking naturally** Linking consonants and vowels
(See Student’s Book p. 89.)
This section gives Ss practice in linking consonants and vowels in separable phrasal verbs.
**Lesson C On the other hand, . . .**
**Conversation strategy** Giving different opinions
(See Student’s Book p. 90.)
The conversation strategy gives Ss some useful expressions to use when they want to disagree with someone’s opinion or to offer an opinion that is different in some way. People tend to avoid direct statements of disagreement such as *I don’t agree* or *I disagree.* Instead, they use expressions that acknowledge the other person’s opinion (e.g., *I know what you mean. That’s true.*) and often add a *but* or *on the other hand, . . .* to give a contrasting view. In addition, to show they may not support the other person’s view, people respond with *I don’t know* or *Maybe.*
**Corpus information** *I agree versus I disagree / don’t agree*
- Although it is possible to say *I don’t agree* or *I disagree,* these can sound too direct. People frequently say *I agree (with you).* *I agree* is 30 times more frequent than *I don’t agree,* and over 60 times more frequent than *I disagree.*
- When people say *I don’t agree,* they usually add *with that,* or *with* a third person (e.g., *with Michael*). In the conversation corpus, there are no examples of *I don’t agree with you* and only one *I kind of don’t agree with you.*
**Strategy plus** *You know what I mean?*
(See Student’s Book p. 91.)
People use the expressions *You know what I mean?*, *You know what I’m saying?*, and simply *You know?* when they want other people to agree with their ideas or to check that the listener understands what they are trying to say.
**Corpus information** *You know what I mean?*
*You know what I mean?* is the top five-word expression in conversation. *You know what I’m saying?* is seventh most frequent. *You know what I mean?* is five times more frequent than *You know what I’m saying?*
**Lesson D Identity theft**
**Reading tip**
(See Student’s Book p. 92.)
The Reading Tip tells Ss that the first paragraph of an article often explains the title.
**Help note** Planning your article
(See Student’s Book p. 93.)
The Help Note explains a basic five-step process for writing, which Ss can use for any piece of writing.
- **Step One**
Ss begin by brainstorming to get ideas and language flowing. It is important for Ss not to reject ideas or “self-edit” during this step.
- **Step Two**
Ss choose from their ideas and plan their writing. They can decide which ideas can be used as supporting statements and which can be topic sentences.
- **Step Three**
Ss organize their ideas by numbering them.
- **Step Four**
Ss write the piece. They focus on stating ideas clearly.
- **Step Five**
Ss check their spelling and grammar.
In natural speech, when a word ending in a consonant comes before a word beginning with a vowel sound, the final consonant of the first word is often linked to the next word. *Turn it off* can sound like “Tur-ni-toff,” and *Plug it in* can sound like “Plu-gi-tin.” (See also Touchstone Student’s Book 2, Unit 10, Lesson A and Touchstone Student’s Book 3, Unit 3, Lesson A.)
**Vocabulary Phrasal verbs**
(See Student’s Book p. 89.)
- This lesson presents some common separable phrasal verbs to use with electronic items (e.g., *turn on / off*), as well as some general-purpose verbs such as *put on.*
- In Building Vocabulary, the verbs are taught in phrases (e.g., *put them away, hook it up*) to reinforce the word order in separable phrasal verbs with object pronouns.
Tech savvy?
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Write on the board: tech savvy. Point to the word tech. Ask Ss if they can guess what word it is short for [technology]. Ask Ss to give examples of recent technology (e.g., hybrid cars, tablets, smartphones). Now ask, “Can you guess what tech savvy means?” [It means you know how to use technology. You are good at learning and using technology.]
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and key unit aims aloud. Tell Ss to listen and read along.
Extra activity INDIVIDUALS
Ss look through the unit and find these things, either in pictures or in words. Write on the board:
Lesson A: One way to fix a tech problem
Lesson B: One thing you do with gadgets every day
Lesson C: One way to play games online when you don’t have friends who want to play with you
Lesson D: One thing an identity thief might try to use to get personal information from someone else
A few Ss report their answers for each lesson [Lesson A: p. 86 (e.g., run antivirus software); Lesson B: p. 89 (e.g., picture 4, print something out); Lesson C: p. 90 (e.g., play with people online); Lesson D: p. 92 (e.g., email, information request scam, chain email scam)].
Before you begin . . .
- **Introduce the electronic gadgets or devices** Say, “Look at the pictures. Work with a partner to name the electronic gadgets or devices that you see.” Ask individual Ss to give the answers [Picture 1: a gaming device; Picture 2: a GPS (global positioning system) (device); Picture 3: a cell phone being used as a camera; Picture 4: a smartphone or an MP3].
- Tell Ss to look at Before You Begin. Ask, “How tech savvy are you? How do you use technology in your everyday life? Are you planning on buying any new electronic gadgets or devices soon?” Have Ss discuss the questions in small groups. Have each group report their answers to the class.
- Ask, “Do you ever have technical problems? Raise your hand if you do.” Ask a few Ss to describe them. Then ask, “Can you fix the problems?” Call on a few Ss to answer.
Recycle grammar The task recycles questions with would. (See Unit 8, Lesson B, p. 79.) Ask, “What technical problems do people have?” Ask a few Ss, and write a list on the board (e.g., *The computer can’t connect to the Internet*).
Choose a problem from the board, and ask a few Ss what they would do if they had the problem (e.g., T: *What would you do if your computer couldn’t connect to the Internet?* S1: I’d make sure the settings were correct. S2: I’d probably check the instruction manual. S3: I’d ask my brother. He’s great with computers.).
- Have Ss work in small groups to discuss the problems. Have a few groups report on the solutions they had for the problems.
Extra activity GROUPS
Groups race to list as many other electronic devices as they can (e.g., tablet, electronic dictionary or translator, digital camera, e-reader, smartphone). A member of each group writes the group’s list on the board. Groups get a point for each gadget they thought of that no other group has. The group with the most points wins.
Lesson A Tech support
1 Getting started
- **Set the scene** Ask, “Which of your gadgets or devices often have problems or don’t work?” Have Ss call out their answers while you write them on the board.
A
- **Preview and do the task** Read the instructions. Ask, “What problems do people have with computers?” Have Ss call out ideas, and write them on the board (e.g., *The screen freezes; It won’t turn on; You keep losing files; It keeps crashing; The battery won’t charge; You can’t print a document; You can’t get on the Internet*). Have Ss call out solutions for some of the problems, and write them on the board (e.g., *you can go online; find an online forum; call a tech support center; ask a friend for help; search the help menu*).
B 3.19
- **Preview the task** Books closed. Say, “Listen. What problems are the people above having? What do their friends suggest?” Make notes as you listen.
- **Play the recording** Ss listen and make notes.
- Books open. Check answers with the class: Ask individual Ss to report each person’s friends’ advice.
Answers
1. Problem: His computer won’t turn on.
Suggestion: Maybe it’s the power cord. Call tech support.
2. Problem: There’s something wrong with her tablet. It keeps freezing up.
Suggestion: Check and see if the battery is charged. She should run her antivirus software.
3. Problem: She can’t print anything.
Suggestion: Go online and find a website to help.
4. Problem: She can’t get on the Internet.
Suggestion: Maybe she turned off the wireless connection.
- Have Ss read the solutions again and make a list of any new vocabulary. Ask Ss to call out their words, and write them on the board. Have Ss give definitions or explanations of words they know. Help with any remaining vocabulary as needed.
C
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss read the answers, and write them on the board.
Answers
1. Do you know what the problem is?
2. Do you know if the battery’s charged?
3. I have no idea which site I used.
4. I wonder if you accidentally turned off the wireless connection.
- **Focus on the form and the use** Underline the indirect questions in the sentences on the board as shown:
1. *Do you know what the problem is?*
2. *Do you know if the battery’s charged?*
3. But I *have no idea which site I used.*
4. *I wonder if you accidentally turned off the wireless connection.*
Say, “The underlined sections of these sentences are all questions within a sentence. The questions all follow a main clause: These are *Do you know*, *But I have no idea*, and *I wonder*. Look at the underlined parts. How are they different from the question forms you studied before?” [The verb comes after the subject instead of before the subject. There’s no *do* or *did*.]
- **Try it out** Ss reread the friends’ suggestions and find four more questions within sentences. Call on a few Ss to say the sentences they found. Write them on the board. Ask a few Ss to come to the board and underline the question within each sentence [*I wonder if there’s something wrong with your power cord; But I can’t remember what they said; I have no idea why it’s doing that; I wonder if you have a virus; I don’t know what the problem is; Do you know what I should do?*]
Extra activity PAIRS
Partners reread the friends’ suggestions and agree on the things they would try first if they had one of these problems. Have several pairs report to the class, giving reasons (e.g., *I’d check the battery first because it’s the easiest thing to do.*).
Grammar
A
- **Preview and do the task** Read the instructions and the example answer aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. . . . if there are any useful new apps for students?
2. . . . what the most popular sites for streaming movies are.
3. . . . which song you last downloaded?
4. . . . where I can get some cool accessories for a tablet?
5. . . . what the most popular smartphone is?
6. . . . how you design your own website?
7. . . . if the price of tablets will come down.
8. . . . what new technology is coming out?
B
- **Preview and do the task** Read the instructions aloud. Ask two Ss to read the example conversation aloud. Have Ss complete the task. Walk around the class and listen for the indirect questions.
**Extra practice**
Tell Ss to turn to Extra Practice 9A on p. 148 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-148.)
Speaking and listening
A
- **Preview the task** Ask individual Ss to each read one of the questions aloud. Say, “Now discuss the questions with a partner and agree on the answers.” When Ss finish, call on a few pairs to write their answers on the board.
- **Play the recording** *Audio script p. T-170* Ss listen and write the answers.
- **Play the recording again** Ss listen and review their answers. Check answers with the class: Have individual Ss each read an answer. Check the guesses on the board. Circle any that are correct.
**Answers**
1. 1991
2. It was used to watch a coffee pot.
3. shopping, banking, and searching for jobs
4. more than 175,000
5. computers
6. English, Chinese, Spanish
B
- **Preview the task** Read the instructions aloud.
- **Play the recording** *Audio script p. T-170* Ss listen and write.
- **Play the recording again** Ss listen and review their answers. Have Ss compare their answers in pairs.
Check answers with the class: Call on individual Ss to answer, and tell them to use a complete sentence.
**Possible answers**
1. August 6
2. It was at the University of Cambridge, so people could see on their computers when the coffee pot was full.
3. 60 percent of people in 24 countries use the Internet for online banking.
4. Many of them are personal blogs and news blogs.
5. Most email spam now is for medications.
6. English represents more than 43 percent of the Internet.
C
- **Preview and do the task** Read the instructions aloud. Put Ss in pairs and tell them to decide who will be the A and B Ss. Have the B Ss close their books. Have Ss do the task for the first three questions. Then have Ss switch roles.
**Sounds right**
Tell Ss to turn to Sounds Right on p. 139 of their Student’s Books. Have Ss do the task for Unit 9 in class, or assign it for homework. (See the teaching notes on p. T-139.)
**Workbook**
- Assign Workbook pp. 66 and 67. (The answer key begins on p. T-176.)
Lesson B How things work
1 Building language
- **Set the scene** Say, “Look at the lesson title.” Ask, “Do you know how things work? When I buy a new gadget or device, I never read the instruction manual. I just figure out how it works.” Ask Ss to tell the class if they are good at figuring out how things work. Tell Ss to give examples.
A 3.22
- **Preview the task** Books closed. Say, “Listen to Pedro and Ken. What problem is Ken having? Write the answer.”
- **Play the recording** Ss listen and write. Have Ss compare their answers in pairs.
- **Play the recording again** Books open. Ss read along and review their answer. Check the answer with the class [He’s having problems with his game controller. He can’t get it to work.]
- **Practice** Have Ss practice the conversation in pairs, taking turns playing each role.
B
- **Preview the task** Ask Ss to find the sentence with *turn on* in Pedro’s response, and write it on the board. [You have to turn it on first.] Ask, “Where is the pronoun in this sentence?” [between *turn* and *on*] Now ask Ss to find what Pedro says about another cable. [I think you need to hook up another cable.] Write this sentence on the board. Ask, “Where is the *cable* in this sentence?” [after *hook up*]
- Say, “Now find examples of a question word followed by *to + verb*.” [Do you know how to get this game controller to work?; I can’t figure out how to do it.; Do you know where to plug it in?]
- Read the instructions aloud.
- **Do the task** Have Ss complete the task and compare their answers in pairs. Check answers with the class.
Answers
1. set up a game / set a game up
2. hook it up / hook the box up
3. what you do / what to do
4. how to use / how you use
- **Focus on the form and the use** Write the first answers on the board. Say, “Verbs such as *turn on* and *set up* are called separable phrasal verbs because you can separate the verb and the particle with an object as in *Can you set a game up?* Noun objects like *a game* can go before the particle or after it as in *Can you set up a game?* Object pronouns like *it* always go between the verb and the particle, as in *How do you set it up?*”
- Then say, “Another type of question within a sentence uses *to + verb* after the question word instead of subject + verb.”
2 Grammar
3.23
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Ask, “What are the three patterns for separable phrasal verbs?” [verb + particle + noun object; verb + noun object + particle; verb + object pronoun + particle] Write the patterns on the board. Ask, “Can a pronoun object follow the particle of a separable phrasal verb?” [no] Ask a S to read the examples of separable phrasal verbs.
- Have Ss look at the right side of the chart. Say, “Question word + *to + verb* is another pattern for questions within a sentence. The first sentence means ‘Let me show you what you have to do,’ or ‘Let me show you what you should do.’” Point out the separable phrasal verbs in the next two examples. Write on the board *Do you know how / where / what* and ask Ss to call out with questions about technology using the structure (e.g., *Do you know how to set up a game controller/where to buy a cheap laptop / what to do if your computer screen freezes.*) Ss raise their hands if they can answer ‘yes’ to the question. (For more information, see Language Notes at the beginning of this unit.)
A
- **Preview and do the task** Say, “Rewrite speaker A’s sentences in two ways, and complete speaker B’s responses.” Ask two Ss to read the example. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. A to turn on the TV / to turn the TV on
B turn it on
2. A to turn this computer off / to turn off this computer
B turn it off
3. A to plug these headphones in / to plug in these headphones
B to plug them in
4. A to turn down the volume / to turn the volume down
B to turn it down
5. A to turn up the air conditioning / to turn the air conditioning up
B to turn it up
B
- **Preview and do the task** Tell Ss to practice the conversations in pairs, substituting different gadgets each time.
Extra practice
Tell Ss to turn to Extra Practice 9B on p. 148 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-148.)
3 Speaking naturally
A 3.24
- **Preview the task** Say, “Remember that in spoken English, it’s sometimes difficult to hear when one word ends and another begins. Listen and repeat the sentences. Notice how the consonants are linked to the following vowels.” (For more information, see Language Notes at the beginning of this unit.)
- **Play the recording** Ss listen and repeat.
- Say, “Now practice the items in Exercise 2B on page 88 again with a new partner. Try to link the consonants and following vowels with phrasal verbs.”
- Have Ss take turns saying items and responding. As Ss do the task, go around the class and listen for the linking.
B 3.25
- **Preview and do the task** Read the instructions aloud.
- **Play the recording** *Audio script p. T-171* Ss listen and complete the sentences. Have Ss compare their answers in pairs. Then check answers with the class.
Answers
1. plug it in
2. turn it on
3. hook it up
4. turn it up
4 Building vocabulary
- **Set the scene** Have an unplugged radio or CD player in the classroom. Ask, “What am I doing? Write the answer with a pronoun object.” Do the following actions: Plug it in, turn it on, turn it up, turn it down, turn it off. Then ask different Ss to each say what you are doing in a sentence.
A
- **Preview the task** Call on individual Ss to each read aloud one of the sentences on the right. Say, “Match the pictures with the sentences.” Point out the example answer.
- **Do the task** Have Ss complete the task, and then say, “Now work with a partner. Take turns saying what’s happening in each picture.” Ask a S to read the example sentence aloud. Check answers with the class: Have individual Ss each say what’s happening. Remind Ss to use linking.
Answers
1. [b]
2. [i]
3. [l]
4. [f]
5. [j]
6. [e]
7. [g]
8. [d]
9. [a]
10. [h]
11. [k]
12. [c]
B
- **Preview the task** Have Ss look at the chart. Say, “Choose expressions that can be used to talk about actions related to each of these things.”
- **Do the task** Have Ss complete the task and then compare their charts in pairs. Check answers with the class.
Possible answers
*A computer:* hook it up, take it apart, pick it up, put it down, set it up, throw it away
*A photo:* print it out, put it up on the wall, throw it away
*A cell phone:* pick it up, put it down, take it apart, throw it away
*A pair of ear buds:* put them away, put them on, take them off
*A ringtone:* turn it down, turn it up
*A phone number:* look it up
*Batteries:* put them away, take them out, put them in
*A printer:* hook it up, pick it up, put it down, take it apart, throw it away
C
- **Preview the task** Read the instructions aloud. Have Ss read the items. Then have two Ss read the example conversation.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed.
Extra activity PAIRS
Write on the board: *a GPS device.* Pairs race to list as many phrasal verbs related to GPS devices as they can think of. Call time after one minute. Several pairs read their lists. Pairs get one point for each phrasal verb that no one else has thought of. The pair with the most points wins. Repeat the activity with *smartphone.*
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 94 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-94.)
Workbook
Assign Workbook pp. 68 and 69. (The answer key begins on p. T-176.)
Lesson C On the other hand, . . .
Lesson C recycles questions within questions and statements, as well as though and I mean.
1 Conversation strategy
- **Set the scene** Ask, “How is spending time with friends online different from being with them face-to-face?” Call on a few Ss to give their opinions.
A
- **Preview and do the task** Read the instructions. Have Ss discuss the questions in small groups. Have groups report a few of their ideas to the class (e.g., People play sports games [like tennis, bowling, baseball], war games, word and board games like chess, quiz games.). Ask, “Do you or your friends play them?” Have a few Ss respond.
B
- **Preview the task** Say, “Listen to Hugo and Greg’s conversation. What does Hugo think about playing games online? What about Greg? Listen and make notes of the answers.”
- **Play the recording** Ss listen and make notes. Have Ss compare their answers in pairs.
- **Play the recording again** Ss listen, read along, and review their answers. Check answers with the class [Hugo thinks he would get tired of playing games by himself all the time. He thinks playing with people you don’t know is a little strange. He thinks time is better spent actually being with your real friends face-to-face. Greg thinks it’s fun. He sees the other players as friends and doesn’t think you have to know people to enjoy spending time with them.].
- Ask, “Do Hugo or Greg mention any of the reasons you talked about earlier with your group? What are they?”
C
- **Present Notice** Read the information and the examples aloud. Have Ss find the examples in the conversation. Ask individual Ss to each read an example aloud. [Hugo: I don’t know. You don’t even know their real names. Greg: That’s true. It’s still fun, though.; Hugo: Maybe. On the other hand, they’re not real friends.; Greg: I know what you mean, but you don’t have to know people to enjoy doing stuff with them.; Hugo: Hmm. I’m not so sure. Don’t you think it’s good to spend time with real friends, face-to-face?] Explain that using these expressions shows that you disagree, but they make what you say sound more polite. (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Then have Ss practice the conversation again, this time with Ss playing the role of Greg responding to Hugo’s last line with their own ideas.
D
- **Preview the task** Say, “Respond to each comment by giving a different opinion.”
- **Do the task** Have Ss complete the task. Check answers with the class: For each comment, ask a few Ss to each read their answer.
Possible answers
1. . . . they are fun. I don’t know why people dislike them so much.
2. . . . it’s nice just to call people or meet them to catch up?
3. . . . I think small talk is good sometimes though. It makes you feel closer to people, I think.
4. . . . not every call is important. Sometimes I like to turn it off!
- **Practice** Have Ss practice the conversations in pairs, taking turns commenting and responding. Tell them to try to continue the conversations. Go around the class, and help as needed.
Extra activity PAIRS
Partners write out one of their discussions from Exercise 1D and present it to another pair.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 90. Have Ss find *You know what I mean?*, *You know?*, or *You know what I'm saying?* in the conversation. Ask, “Which ones does Hugo use?” Ask a S to read them aloud [You know?; You know what I'm saying?]. Ask, “Which one does Greg use?” Ask a S to read it aloud [You know what I mean?]. Explain that speakers use these expressions when they want to see if the listener has a similar opinion to theirs or to check that the listener understands what they are trying to say.
- Read the information and the example in Strategy Plus.
- **Present In Conversation** Write on the board: *You know what I mean? You know what I'm saying?* Ask, “Which one of these expressions do you think is more common?” Have Ss vote, and then ask a S to read the information aloud.
- **Preview the task** Books closed. Write the first sentence on the board. Ask, “Can you think of ideas to support this opinion?” Elicit Ss’ ideas (e.g., *It will help students do better.*; *It will make classes better.*). Write one idea on the board. Ask Ss to add an expression from the Strategy Plus box to the comment (e.g., *It will help students do better. You know what I'm saying?*).
3 Listening and strategies
A 3.27
- **Preview the task** Read the instructions aloud. Ask individual Ss to each read one of the questions.
- **Play the recording** Audio script p. T-171 Ss listen and decide how Karin would answer the questions.
- **Play the recording again** Ss listen again and review their answers. Check answers with the class: Have individual Ss each say an answer.
**Possible answers**
1. Yes, I do. You should clean up your files.
2. It lets you be more flexible.
3. You can work anywhere, not just in an office.
4. No, it doesn’t. People can text and listen at the same time.
5. When people play music out loud.
B 3.28
- **Preview the task** Say, “Listen again to three of Sam’s opinions. Do you agree or disagree? Write your responses.”
- **Play the recording** Audio script p. T-171 Pause the recording after each of Sam’s opinions to give Ss time to write. Ss listen and write. Call on a few Ss to state one of Sam’s opinions and their response to it.
C
- **Preview and do the task** Read the instructions aloud. Say, “Now discuss the questions with a partner. Do you and your partner agree?” Have two Ss read the example conversation.
- **Follow-up** Ask Ss if they changed any of their opinions after discussing them with a partner. Have Ss say what changed their minds.
**Extra activity PAIRS**
Partners write a conversation on any aspect of the topic of cell phones. Partners can look back at Hugo and Greg’s conversation on p. 90 for ideas. Partners present their conversation to another pair. Have a few pairs present their conversations to the class.
**Extra activity GROUPS**
Ss discuss some of the opinions presented in Exercise 3A. Ss discuss the pros and cons of each one.
**Workbook**
Assign Workbook pp. 70 and 71. (The answer key begins on p. T-176.)
Lesson D Identity theft
Reading
- **Set the scene** Ask, “What type of personal information do you use to identify yourself?” Call on a few Ss for ideas (e.g., *name and address, phone numbers, driver’s license, passport, school ID*). Ask, “Do people use this personal information often?” Ss give their opinions.
**Culture note**
Around a hundred countries have official national ID cards with numbers. Many other countries, however, do not have a card, but have some sort of number they use to identify their citizens, such as a health- or pension-card number or date of birth.
- **Do the reading again** Tell Ss to read the article again and underline any new vocabulary. Have Ss work in pairs to compare new words and help each other with the meanings.
**Extra activity PAIRS**
Ss work in pairs and think of one or two more *dos* and *don’ts* for each section of the text. Then pairs tell the class their ideas. Other Ss listen and raise their hands if they have done any of the *dos* or *don’ts*.
**Extra activity INDIVIDUALS / PAIRS**
Pairs play a game called Identity Thief. Ss write down six pieces of information about themselves that their partners would not know (e.g., *My parents’ names are . . . ; The street I live on is . . .*). Ss should not write down any private information that they are not comfortable sharing, and they should not show their papers to anyone but their partner. Pairs exchange papers and look at their partner’s paper for only 10 seconds. Then they trade back and take turns asking each other about the information (e.g., *Do you remember my parents’ names? Do you know what the name of my street is?*). The Ss who can remember the most answers wins.
Postreading
- **Preview the task** Read the instructions aloud. Have individual Ss read each statement. Tell Ss to scan the text for the answers.
- **Do the task** Have Ss do the task. Check answers with the class.
Answers
1. F 4. F
2. T 5. F
3. T 6. T
Speaking and writing
A
- **Preview the task** Read the instructions aloud. Ask different Ss to each read a discussion question aloud. Have a S read the example sentences aloud.
- **Do the task** Have Ss take turns asking and answering the questions in groups. Tell them to make notes.
- **Follow-up** Groups report to the class about the things they agreed on.
Extra activity GROUPS
Groups write three additional questions about keeping things safe. Groups exchange questions and discuss their answers. A few groups then share their answers with the class.
B
- **Preview the task** Read the instructions aloud. Have Ss read the example article and think of one more *Do* and *Don’t* for credit cards. Have a few Ss share their ideas (e.g., *Do sign the back of your card. Don’t throw away old cards – cut them up.*).
- **Present Help Note** Read the information aloud. Explain that in the first step, Ss begin by brainstorming to get ideas and language flowing. Tell them that it is important for Ss not to reject ideas or “self-edit” during this step. Explain that in the second step, Ss choose the best ideas to use. In the third step, Ss organize their ideas by numbering them and plan the structure of the article. In the fourth step, Ss write their articles. At that time, they focus on stating ideas clearly. Finally, in the fifth step, Ss check their spelling and grammar.
C
- **Preview and do the task** Read the instructions aloud. Have Ss put their articles on their desks or chairs. Tell Ss to move around the class and read at least five other Ss’ paragraphs. Have Ss note any good tips. When Ss finish, have them report to the class about those tips. Have a class discussion.
Free talk
Tell Ss to turn to Free Talk 9 at the back of their Student’s Books. Have Ss do the task. (See the teaching notes on p. T-134.)
Workbook
- Assign Workbook pp. 72 and 73. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “When you learn vocabulary in a context that has meaning for you, the context can give you clues to meaning. For example, think of everyday situations in which you might use the expressions you are learning.”
1. **Preview and do the task** Read the instructions aloud. Ask two Ss to read the example. Have Ss complete the task. Check answers with the class.
2. **Preview the Word Builder task** Say, “This Word Builder task will help you remember separable phrasal verbs by thinking of a context.” Read the instructions aloud.
- **Do the task** Have Ss complete the task. Check answers with the class: Ask a few pairs of Ss to each read a conversation.
**Possible answers**
1. Can you drive me to the mall?
2. Do you like this jacket?
3. I just bought this tablet, and it doesn’t work.
4. Hi. Do you have a minute to talk?
5. The garbage smells.
6. I just bought a new audio system.
**On your own**
- **Present On Your Own** Read the instructions aloud. Point out the example Post-it in the picture. Tell Ss to make a list of all the labels they put up around the house.
- **Follow-up** At the start of the next class, Ss form small groups and read the lists of labels they made. Call on individual Ss to read a label. Other Ss say where the label might be in the house (e.g., S1: Clean it up. S2: Your bedroom.).
**Answers**
1. I’ll turn it down.
2. You can put them away in the closet.
3. I’ll look it up.
4. I’ll print it out.
5. I’ll turn it up.
6. Then I’d take them off.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
1 How many words can you remember?
This task recycles the vocabulary of phrasal verbs to talk about relationships and about operating electronics. It also recycles separable phrasal verbs.
A Preview and do the task Read aloud the instructions, the questions, and the examples. Give Ss two minutes for the task. Have Ss complete the chart.
B Preview and do the task Read the instructions aloud. Have Ss compare their answers in pairs and count up their points. Remind Ss to count two points for any sentence with a phrasal verb that their partner does not have. Have the S with the most points in each pair report his or her score to the class. Find out who in the class got the most points.
Check answers with the class: Have several Ss call out their phrasal verbs for each question. Write them on the board. Tell Ss to add any new words to their charts.
Possible answers
What can you say about relationships? You can . . . get along with someone, break up with someone, go out with someone, settle down with someone, hang out with someone, . . .
What can you do to a television? You can . . . turn it on, turn it off, turn it up, turn it down, throw it away, . . .
Extra activity INDIVIDUALS / PAIRS
Write on the board: You can ____ a problem. You can ____ a CD _____. Say, “What can you say about a problem? You can worry about a problem. What can you do with a CD? You can buy a CD for someone.” Ss complete the sentences with as many expressions as they can. When they finish, they score themselves and share answers as in Exercise 1B.
2 Can you use these expressions?
This task recycles the conversation strategies of giving advice, giving a different opinion, softening comments, asking for agreement, and commenting on an idea.
Set the scene Have Ss read the conversation quickly. Ask, “What’s the conversation about?” [when people should or shouldn’t answer a cell phone]
Preview the task Read the instructions aloud. Tell Ss to use each expression in the box only once.
Do the task Have Ss complete the conversation. Check answers with the class: Call on a pair of Ss to read their answers aloud. Ask other Ss to raise their hands if they disagree with any of the answers given.
Answers
Jan My boyfriend never picks up his phone. It drives me crazy.
Rob Oh, I know what you mean. My girlfriend never answers hers either.
Jan That’s annoying. If you have a phone, you should answer it. It’s rude to ignore it, don’t you think? Well, I think so.
Rob I’m not so sure. Sometimes it is rude to answer it, like if you’re having dinner or something. You know what I mean?
Jan Yeah, but you can always pick it up and say, “Can I call you back? I’m having dinner.”
Rob Maybe. On the other hand, sometimes people start talking anyway, and you can’t get them off the phone.
Jan Oh, no. I can’t believe it. He’s still not picking up.
Rob You might want to leave him a message. Then you can eat.
Jan Yeah, I could I guess. He never checks his voice mail, though.
Practice Have Ss practice the conversation in pairs, taking turns playing each role. (Note: Tell Ss to change boyfriend and girlfriend and pronouns as necessary.)
3 Here’s my problem. Any thoughts?
This task recycles the conversation strategies of giving advice and giving a different opinion.
Preview and do the task Read the instructions aloud. Call on different Ss to read each problem aloud. Have Ss make notes about advice to give for each problem.
When Ss finish, have three Ss read the example conversation aloud. Tell them to finish the incomplete sentence with their own ideas.
Write On the other hand on the board. Ask, “What other expressions can you use to give different opinions?” Write Ss’ answers on the board (e.g., I know what you mean, but . . .; I’m not so sure.; Don’t you think . . . ?).
Have groups of three take turns reading the problems and giving advice.
Follow-up Groups decide on the best advice for each problem and share the advice with the class.
4 I wish, I wish . . .
This task recycles language to talk about wishes and imaginary situations.
A
- Preview and do the task Read the instructions and the example aloud. Have Ss complete the sentences and compare their answers in pairs. Check answers with the class.
Answers
1. I wish I had a car. If I had a car, I could go places.
2. I wish I knew how to swim. If I could swim, I would be able to go snorkeling with my friends.
3. I wish I could speak Portuguese fluently. If I was / were fluent, it would be easier to travel around Brazil.
4. I wish I had more money. If I could find a job, I would earn more money. On the other hand, I wouldn’t have enough time to study.
5. I wish I didn’t have to work tonight. If I was / were free, I would go out with my friends.
6. I wish I knew how to use more software programs so I could get a better job.
B
- Preview the task Read the instructions and the example sentence aloud. Call on a S to ask a follow-up question (e.g., Why would you like to ride it to work?) and answer it (e.g., I could save money on gas.).
- Do the task Have Ss write two sets of sentences similar to those in Exercise 4A. When Ss finish, have them share their sentences in pairs. Tell Ss to ask their partners follow-up questions.
- Follow-up A few Ss share one of their wishes with the class and see if anyone else has the same wish.
5 I wonder . . .
This task recycles questions within sentences and how to + verb.
A
- Preview and do the task Read the instructions aloud. Have Ss complete the questions and then compare their answers in pairs. Check answers with the class.
Answers
1. Do you know what it is?
2. Can you tell me how to turn it on / how you turn it on?
3. I wonder if it still works.
4. Do you know how much it cost?
5. Can you tell me how to use it / how you use it?
B
- Preview and do the task Read the instructions aloud. Then have Ss read the example conversation as a class. Have pairs take turns asking and answering the questions they completed in Exercise 5A. When Ss finish, have a few pairs ask and answer the questions for the class.
Extra activity INDIVIDUALS / GROUPS
Individual Ss each look through the Student’s Book, find an unusual picture, and write two or three questions about it using the sentence beginnings in Exercise 5A (e.g., for p. 22, Do you know what the thing in the middle of picture 3 is? Can you tell me why it is there?), Ss ask their questions in groups.
6 It’s all relative.
This task recycles subject and object relative clauses, asking about imaginary situations, and phrasal verbs.
A
- Preview and do the task Read the instructions aloud. Have Ss complete the questions. Check answers with the class.
Answers
1. What do you do with electronic gadgets that / which don’t work anymore?
2. What would you do if you got a gift (that / which) you didn’t like?
3. What do you do when you see a word (that / which) you don’t know?
4. What do you do with clothes that / which are out of style?
5. What would you do if you had neighbors who / that played their music too loud?
B
- Preview the task Read the instructions aloud. Model the task by having a S ask you the first question (e.g., S: What do you do with electronic gadgets that don’t work anymore? T: I usually throw them away.).
- Do the task Have pairs take turns asking and answering the questions. Remind them to use phrasal verbs in their answers and give as much information as they can. Tell Ss to ask follow-up questions.
- Follow-up A few pairs tell their ideas for each question.
Lesson A Catching up
Grammar Present perfect continuous vs. present perfect
(See Student’s Book p. 99.)
The lesson contrasts the simple and continuous forms of the present perfect.
Form
For the forms of the present perfect, see Language Notes for Unit 2.
Here are the forms of the present perfect continuous.
- Affirmative statements
I / you / we / they + have / ’ve + been + present participle
He / she / it + has / ’s + been + present participle
I’ve been going to a pottery class.
She’s been seeing a guy from work.
- Negative statements
I / you / we / they + haven’t + been + present participle
He / she / it + hasn’t + been + present participle
I haven’t been going to the gym lately.
She hasn’t been doing much lately.
- Information questions
question word + have + I / you / we / they + been + present participle ?
question word + has + he / she / it + been + present participle ?
What have you been doing lately?
Who has she been seeing?
- Yes-no questions
Have + I / you / we / they + been + present participle ?
Has + he / she / it + been + present participle ?
Have you been studying a lot lately?
Has she been seeing someone from work?
Use
- Continuous forms of verbs are generally used to describe events and situations that are in progress or temporary. In the lesson, the present perfect continuous is used for ongoing or repeated activities that started before now and continue into the present. This form is contrasted with the present perfect, which focuses on the results of an activity or is used to say how many times or how often an activity has happened. Compare the forms.
I’ve been making a vase in pottery class. (= This is the activity I’ve been engaged in. It is not totally clear if the vase is finished, so the listener might think it is not finished.)
I’ve made a vase in pottery class. (= This is the result of the pottery class; we know the vase is finished.)
With some verbs (e.g., live, work), there is little difference in meaning between the present perfect continuous and the present perfect: How long have you been living here? How long have you lived here?
- Some verbs (e.g., know, have, like, love) are not normally used in the continuous and so do not usually occur in the present perfect continuous: How long have you known him? (NOT have you been knowing?)
Corpus information Present perfect vs. present perfect continuous
Simple forms of verbs are usually more frequent than continuous forms, and the present perfect is about 10 times more frequent than the present perfect continuous.
Grammar Since, for, and in for duration
(See Student’s Book p. 99.)
Since, for, and in can all be used with the present perfect and the present perfect continuous to express duration — to say how long an activity has been in progress from a time in the past until the present.
- Since is used with points in time. It introduces both phrases and clauses.
I’ve been going to a pottery class since September.
I haven’t been out since I last saw you / I went to Lee’s party.
- For is used with periods of time.
I’ve been doing karate for nine years.
I haven’t been to a class for a couple of weeks.
- In can be used with periods of time in negative statements.
I haven’t been out in months.
I haven’t seen you in ages.
To express the idea of duration from the past until now, present perfect forms, not the simple present or present continuous, are used (e.g., I’ve been doing karate for nine years. NOT I’m doing karate for . . .). Compare the forms.
I’ve been going to a pottery class for two months. (= from the past until now)
I’m going to a pottery class for two months. (= In the future I’m going to take a class.)
Speaking naturally Reduction of have
(See Student’s Book p. 99.)
This section gives Ss practice in hearing and saying reduced forms of have after question words such as what and where, as well as after nouns. Have is reduced to /hav/ or /v/.
Lesson B Movies
Grammar already, still, and yet with present perfect
(See Student’s Book p. 101.)
Already, still, and yet can be used with various verb forms, but are presented in the lesson with the present perfect.
Form
- Yet in questions
Have you seen Funny Guy yet?
- Yet in negative statements
I haven’t seen Funny Guy yet.
- Yet as a short response
No, not yet. (I haven’t yet is also possible.)
- Already in affirmative statements
I’ve already seen it. OR I’ve seen it already.
- Still in negative statements
I still haven’t seen it.
Use
- Yet is used in questions and negative statements to talk about things that are expected.
Have you seen Funny Guy yet? (= I imagine you want to and are maybe planning to see it.)
I haven’t seen Funny Guy yet. (= I plan to see it. I’m sure I will see it.)
- Already is mostly used in affirmative statements. It means “at an earlier time” or “before now.” It can also be used in questions, especially follow-up or checking questions and can suggest surprise or that something happened earlier than you expected (e.g., Have you seen it already? Where?). This use is not taught in the lesson.
- Still is taught in negative statements in the lesson, but it can also be used in affirmative statements (e.g. I’m still hoping to see that movie.). It means that that something is continuing, and that this may be surprising.
Corpus information Yet
With the meaning of yet presented in this lesson, more than 80 percent of its uses are in negative statements and about 17 percent are in questions.
Lesson C I was wondering . . .
Conversation strategy Asking for a favor politely
(See Student’s Book p. 102.)
- The lesson teaches expressions to ask for a favor, focusing on those that are especially useful when talking to someone in authority (e.g., a teacher or boss) or when asking for a “big” favor which might be inconvenient. It teaches the use of the past tense to make polite requests, as in I was wondering . . . and I wanted to (ask a favor). The past is commonly used in these contexts because it sounds less direct and, therefore, more polite than the present. I wanted is especially more polite than I want.
- Structures that are recycled in this lesson are would and if-clauses to talk about imaginary situations (e.g., Would it be OK if I picked it up next Monday?). By making the request imaginary or hypothetical, the speaker sounds more polite.
Strategy plus All right, OK, So, Sure
(See Student’s Book p. 103.)
The lesson reviews All right and OK, which were taught in Touchstone Student’s Book 2, Unit 12, Lesson C, and Sure from Touchstone Student’s Book 2, Unit 8, Lesson C as ways of agreeing to requests. In addition, all right, OK, and so are taught as ways of changing the conversation from one phase to another. For example, all right, OK, and so can be used to go from an initial greeting to getting down to the business of the conversation or to signal that the speaker wants to end the conversation.
Corpus information So, OK, and All right
So is one of the top 20 words in conversation, OK is in the top 100, sure is in the top 150. All right is one of the top 400 words and expressions.
Lesson D Reviews
Reading tip
(See Student’s Book p. 104.)
The Reading Tip tells Ss to scan reviews for adjectives. This will tell them if the text they are about to read is going to say positive, negative, or positive and negative things. This is particularly useful for texts such as movie or book reviews.
Help note Contrasting ideas: although, even though, even if
(See Student’s Book p. 105.)
The Help Note teaches three conjunctions to express contrasting ideas.
- Although and even though have a meaning similar to “but” or “despite the fact.”
Although the story may seem like it’s for children, adults can really enjoy it, too. (= The movie seems like it’s for children, but adults can enjoy it.)
Even though I don’t usually like musicals, I loved this one. (= I don’t usually like musicals, but I loved this one.)
- Even if means “whether or not.” It can introduce a condition with an unexpected or surprising result.
Even if you don’t like musicals, you might enjoy this one. (= Whether you like musicals or not, . . . )
What’s up?
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Tell Ss to look at the lesson title and read it aloud. Explain that *What’s up?* means “What’s happening?” Say, “When you meet an old friend that you haven’t seen for a while, what do you talk about?” Ask several Ss for ideas (e.g., *health, family, school, work, free-time activities, other friends or acquaintances*). Say, “You probably ask questions about these things to find out what’s happening, or what’s up, in the person’s life since the last time you saw each other.” Ask Ss for possible questions to use in the situation (e.g., *Do you work at the same place? How are your children?*).
In this unit, you learn how to . . .
- **Unit aims** Read the lesson aims and the key unit aims aloud. Tell Ss to listen and read along.
Extra activity INDIVIDUALS
Write on the board:
1. An expression that means “What’s up?”
2. A kind of movie you like and a kind you don’t like
3. An expression for asking a favor politely
4. A word or expression to use to contrast an idea
Ss look through the unit and find the things in the list. A few Ss report their answers for each item (e.g., 1. *What have you been up to?*, p. 98; 2. *a thriller, a horror movie*, p. 100; 3. *I was wondering. . . .*, p. 102; 4. *although, even if*, p. 105).
Before you begin . . .
- **Introduce the activities** Say, “Look at the four pictures. Work with a partner to name the four activities.” Ask individual Ss to answer [Picture 1: bowling; Picture 2: eating somewhere nice; Picture 3: mountain biking; Picture 4: attending a concert].
Recycle grammar and a conversation strategy This task recycles a number of language items that Ss learned in Unit 2, which allow them to discuss what they have done recently: (1) grammar — present perfect statements and questions (see Unit 2, Lessons A and B); and (2) conversation strategy — showing interest using present perfect short answers and follow-up questions (see Unit 2, Lesson C).
Tell Ss to look at Before You Begin. Ask, “Have you done these things lately? What else is happening in your life these days?” Ask individual Ss to each read one of the activities listed, reading the entire question (e.g., *Have you been out with your friends?*).
- Have Ss work in pairs to ask and answer the questions (e.g., *S1: Have you been out with your friends? S2: Yes, I have. S1: Have you? What did you do? S2: We went for a hike.*).
Extra activity CLASS
Ss use the questions from Before You Begin to do a *Find someone who . . .* survey of the class. When Ss get a yes answer, they ask for details (e.g., *S1: Have you done anything special recently? S2: Yes, I have. S1: Really? What did you do? S2: I learned to ride an ATV [all-terrain vehicle]*). Several Ss report something interesting a classmate did.
Lesson A Catching up
1 Getting started
- **Set the scene** Say, “Think about the last time you met a friend you hadn’t seen in a while. Did you ask about any of the topics on p. 97? Which ones?” Call on a few Ss. Say, “When you ask people about what they have done recently or ask about what’s different in their life since the last time you talked, you are ‘catching up.’”
A
- **Preview and do the task** Ask, “What kinds of things do people talk about when they are catching up with friends? Make a list.” Have Ss call out items from their list, and write them on the board (e.g., *work, relationships, news about family and friends, school, upcoming family events, hobbies, memories about the past*).
B [4.01]
- **Preview the task** Read the instructions aloud. Say, “Make a note of the topics the people talk about.”
- **Play the recording** Ss listen and make notes. Have Ss compare their notes in pairs. Check answers with the class [They talk about work, a class (pottery), a new relationship, a hobby (karate).]. Ask, “How do these topics compare with your lists?” Call on a few Ss to answer.
- **Say**, “Look at the four conversations again. Find two questions people ask when they want to catch up.” [So, what have you been doing since I saw you last? What have you been up to (recently)?]
C
- **Preview the task** Write on the board: *I’ve been working late every night*. Say, “Look at the sentence. What verb comes after the subject?” [‘ve (have)] Underline ‘ve. Ask, “What verb comes next?” [been] Underline *been*. Ask, “What’s the main verb in the sentence?” [working] Underline *working*. Point to the three underlined verbs. Say, “This is the continuous form of the present perfect.”
- **Say**, “Look at the conversations.” Ask the following, writing the answers on the board: “How long has Bob been working late every night?” [since he saw Lois last] “How long has Diane been going to pottery classes?” [since September] “How long has Ahmad been doing karate?” [for nine years] “What does Lois say about going out? How long hasn’t she been out?” [in months] Circle *since*, *for*, and *in*. Say, “These introduce time expressions. You often use them with the present perfect and the present perfect continuous.”
- **Read the instructions aloud.** Tell Ss to look at the conversations for help as they do the task.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer.
Answers
1. Bob has been *working* late every night recently.
2. Ahmad has been doing karate *for* nine years.
3. Diane’s been going to a pottery class *since* September.
4. Maya hasn’t seen Gail *in* ages.
- **Focus on the use** Say, “When you talk about an activity that you started in the past and are still doing now, you can use a form called the present perfect continuous. You can also use it to talk about an activity you’ve done more than once in the past and that you will probably continue to do.”
- **Say**, “You can use *since, for,* and *in* to talk about length of time with the present perfect and the present perfect continuous.” Write on the board: *specific time in the past, period of time*. Write under them: *since, for, in*. Ask, “Which of the words is used with a specific point in time in the past?” [since] “Which of the words are used with a period of time such as a few months or years?” [for, in]
- **Try it out** Write on the board. *I’ve been ____ ing for ____ years*. Have Ss complete the sentences with true information. Explain that the first blank is an activity and the second is a number. Call on individual Ss to read their sentences aloud. Ss raise their hands if the sentences are also true for them.
Extra activity PAIRS
Partners choose one of the sentences from Exercise 1B that is true for them. S1 tells S2, and S2 asks follow-up questions. Partners try to keep the conversation going (e.g., S1: *I’ve been working late every night recently.* S2: *Really? Why are you working late?* S1: *One of my co-workers quit, so I’ve been doing her work, too.*) A few Ss report to the class on their partner’s activities.
2 Grammar
4.02
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the section of the chart that discusses when to use the present perfect continuous. Say, “The two questions and answers describe an activity that began at some time in the past and is continuing up to the present time.”
- Say, “Study the form of the present perfect continuous.” Ask, “What’s the pattern for affirmative statements?” Write on the board: *subject + have / ve or has / ’s + been + verb + ing.* Ask, “What are the patterns for information questions with the present perfect continuous?” *question word + have / has + subject + been + verb + ing.*
- Have Ss look at the section on using the present perfect. Say, “These examples also talk about an activity that began at some time in the past and is still going on, but the speaker is interested in the result of the activity or how many times the activity has happened until now.”
- Have Ss look at the bottom of the chart. Say, “You can use *since, for,* and *in* with the present perfect forms to talk about duration or how long something has happened from the past until now.”
- Say, “Use *since* before a specific point in time. It can come before a word such as *July,* a phrase such as *the beginning of the year,* or a clause such as *I saw you last.* You can use *since* in affirmative and negative statements.”
- Say, “Use *for* and *in* with periods of time such as *nine years, a few weeks,* or *a long time.* You can use *for* in affirmative or negative statements, but you can use *in* only in negative statements.”
- **Present In Conversation** Have a S read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Ask a S to read the example aloud. Have Ss complete the task.
**Answers**
1. A *Have you been working / in ages.*
B *I haven’t taken one day off for / in weeks. / I haven’t gone out in / for ages. / What have you been doing?*
A *I’ve been taking / since May.*
2. A *Have you been doing / done?*
B *I’ve been filling out / for the last month.*
A *How many colleges have you applied to?*
B *I’ve sent three applications, but I haven’t heard anything.*
3. A *Have you and your friends been going / gone out?*
B *We’ve gone / ’ve been going to a few clubs lately. We’ve been having / ’ve had fun.*
4. A *How long have you been learning English?*
B *Since / I guess for 12 years now.*
A *how long have you been coming to this class?*
B *Since April.*
B
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task in pairs. Have a few pairs present one of their conversations to the class.
**Extra practice**
Tell Ss to turn to Extra Practice 10A on p. 149 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-149.)
3 Speaking naturally
4.03
- **Preview the task** Point out the contraction of *have*, shown to the right of the questions. Say, “When you learned about the present perfect, you practiced reducing *have to ‘ve.* *Have* can also be reduced in questions with question words. Listen and repeat the questions.”
- **Play the recording** Ss listen and repeat.
- Say, “Now ask and answer the questions with a partner. Continue your conversations.” As Ss complete the task, walk around and listen. If necessary, replay the recording, and have Ss repeat.
4.04
- **Preview and do the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-171 Pause to give Ss time to write. Go over the questions with the class. Then have Ss ask and answer the questions in pairs.
**Answers**
1. What have you been doing on weekends lately?
2. Where have you been going in the evenings?
3. How many times have you eaten out?
4. What have you been watching on TV?
**Workbook**
- Assign Workbook pp. 74 and 75. (The answer key begins on p. T-176.)
Lesson B Movies
1 Building vocabulary
- **Set the scene** Ask, “Who’s seen a good movie lately? Raise your hand.” Ask several Ss whose hands are raised, “What movie did you see?” Write the names of the movies on the board. Repeat for bad movies.
A
- **Preview the task** Ask a S to read aloud the list of the kinds of movies at the right. For each, ask Ss to think of the title of a movie of that type. Have Ss call out suggestions. Then say, “Look at the pictures. Match each picture with the kind of movie it shows. Write the kind of movie under each picture.”
- **Do the task** Have Ss complete the labeling and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer.
Answers
1. an animated film
2. a war movie
3. a (romantic) comedy
4. a thriller
5. an action movie
6. a horror movie
7. a science-fiction movie
8. a musical
- Ask, “Can you think of other kinds of movies?” Write Ss’ answers on the board (e.g., biography (biopic), documentary, drama, family movie, fantasy, martial-arts movie, suspense movie, western).
- Ask, “Which kinds of movies do you like, and which kinds do you never watch?” Have Ss discuss in groups and report to the class.
- **Follow-up** In small groups, Ss review the titles of movies mentioned since the beginning of the lesson, including ones on the board, and sort them by type of movie. When groups finish, have them call out names of movies and say what type of movie each one is.
Extra activity GROUPS
Groups decide on the best movie of all time in each category. Groups report to the class, which then votes.
B 4.05
- **Preview the task** Say, “Look at the things some people said about movies they’ve seen recently. What kind of movie is each person talking about? Complete the descriptions with a type of movie.”
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Say, “Now listen and review your answers.”
- **Play the recording** Audio script p. T-171 Ss listen and review their answers. Check answers with the class.
Answers
1. romantic comedy
2. action movie
3. horror movie
4. musical
5. thriller
6. science-fiction movie
7. war movie
8. animated film
- Say, “The words and expressions in bold are often used to talk about movies.” Ask Ss to explain the meanings of any words or expressions they know. Help with remaining vocabulary as needed.
Extra vocabulary TALKING ABOUT MOVIES
Present or have Ss suggest extra vocabulary for talking about movies, such as a bomb (a box-office failure), box office, a chick flick, dubbed, fast-paced, hero / heroine, a nail-biter, plot, screenplay, soundtrack, trailer.
C
- **Preview the task** Read the instructions aloud. Read the sentence beginnings in the word web aloud. Then say complete sentences, using a film you have seen. Say, “Now make a word web about a movie you’ve seen.”
- **Do the task** Have Ss complete the word web and then describe the movie to a partner.
- **Follow-up** Ask, “If you’ve seen the movie your partner described, do you agree with the description? If you haven’t seen it, does the description make you want to see it?” A few Ss respond.
- Ss form groups, not including their partner from Exercise 1C. Group members read their descriptions from Exercise 1C. Groups decide which movies they would like to see and tell the class.
Extra activity GROUPS
Ss write a description of a movie using the ideas in the word web. Ss read their descriptions without naming the film, and group members write their guesses for the name of the movie. After all Ss read their descriptions, Ss see who had the most correct answers.
Extra activity PAIRS
Partners choose a movie that they have both seen. They each write as many words and expressions as they can to describe it in two minutes. Pairs share answers and say if they disagree with any.
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 106 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-106.)
2 Building language
- **Set the scene** Say, “Raise your hand if you’ve ever seen the same movie twice at a theater.” Ask, “Why did you go the second time?”
A 4.06
- **Preview the task** Tell Ss to look at the picture. Say, “Carl and Jolene are deciding which movie to see. What movies are playing?” [Starship, Funny Guy, Joker] Say, “Listen. What do Carl and Jolene decide to do? Why?”
- **Play the recording** Ss listen and write their answers. Check answers with the class [Carl and Jolene decide to see Joker. Jolene has seen all three movies. She’ll go to Joker again because it is hilarious.].
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role.
B
- **Preview the task** Say, “Look at the conversation. Find a sentence with already.” [I’ve already seen it.] “What kind of sentence is it?” [affirmative] “Find a sentence part with still.” [I still haven’t seen it] “Is it affirmative or negative?” [negative] Say, “Find sentences with yet.” [Have you seen it yet?: I haven’t seen that yet, either.] “What kinds of sentences are they?” [question, negative sentence] Read the instructions aloud.
- **Do the task** Have Ss complete the task and then compare their circled words in each response. Check answers with the class. Then have Ss take turns asking their questions and giving true answers of their own in pairs.
Answers
A I recently saw [name of movie] — have you seen it?
B You know, I still haven’t seen that movie.
C Actually, I haven’t seen that movie yet either.
D Yeah. I’ve already seen it.
- **Focus on the use** Say, “Already, still, and yet are adverbs commonly used with present perfect forms. They give the idea of ‘before now,’ but they’re used in different ways. This lesson uses already in affirmative statements, yet in questions and negative statements, and still in negative statements.”
- **Try it out** Write on the board: *Have you seen ____ yet?* Yes, I’ve already seen it. No, I haven’t seen it yet. Ask Ss to name a few current movies, and write the names on the board. Have Ss ask about the movies in groups, using the sentences on the board for help. Groups report results.
3 Grammar
4.07
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Write on the board: *Have you seen Funny Guy?* Explain that this means “I just want to know if you’ve seen it or not.” Write: *Have you seen Funny Guy yet?* Explain that this includes the idea “I imagine you’re planning to see it.” Ask, “Where does yet go in a question?” [at the end]
- Have Ss look at the responses. Explain that already means “before now” and it has two possible positions in the statement, after have or at the end.
- Have Ss look at the responses with yet and still. Say, “When you use still or yet in negative statements, it means that you haven’t done the activity, but you want to or plan to. Yet comes at the end of a statement. Still comes after the subject.” (For more information, see Language Notes at the beginning of this unit.)
- **Present In Conversation** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Explain that the underlined words will be used in Exercise 3B.
Answers
1. A There’s a new comedy out. Have you seen it yet?
B Oh, the Ben Stiller movie? Yeah, I’ve already seen it. It was hilarious. Have you seen it yet?
A No, I haven’t, not yet. I’d like to, though.
2. A Have you seen the latest James Bond movie yet?
B No, I haven’t had a chance yet. Actually, I still haven’t seen the last one.
3. A So, do you want to go see a movie later?
B I don’t know. I’ve already seen most of the movies that are out now.
A Really? I still haven’t seen any of them.
- Have Ss practice the conversations in pairs, taking turns playing each role.
About you
B
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Have several pairs present a conversation to the class.
Extra practice
Tell Ss to turn to Extra Practice 10B on p. 149 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-149.)
Sounds right
Tell Ss to turn to Sounds Right on p. 139 of their Student’s Books. Have Ss do the task for Unit 10 in class, or assign it for homework. (See the teaching notes on p. T-139.)
Workbook
- Assign Workbook pp. 76 and 77. (The answer key begins on p. T-176.)
Lesson C I was wondering . . .
Lesson C recycles *would* and *if*-clauses for imaginary situations, as well as the past continuous.
1 Conversation strategy
- **Set the scene** Ask, “Have you asked anyone for a favor lately? I mean, things such as borrowing money or helping you fix a computer problem. What was the favor?” Write Ss’ answers on the board. Ask, “Who did you ask for favors?” Write Ss’ answers on the board (e.g., *a family member, a friend, a best friend, a classmate*). Ask, “Do you mind asking for favors? Do you feel comfortable asking for them?” Get Ss responses (e.g., *I don’t mind asking for small favors, but I hardly ever ask for big favors*).
A
- **Preview and do the task** Read the instructions aloud. Have Ss call out the kinds of favors they might ask a teacher for and list them on the board (e.g., *more time to complete an assignment, extra help, to arrive late for the next class*).
B [4.08]
- **Preview the task** Read the instructions aloud. Ask Ss to look at the picture and try to imagine what Jake might be asking his professor for.
Say, “Listen to Jake and his professor’s conversation. What is Jake asking his professor for? Does his professor agree? Listen and write the answers.”
- **Play the recording** Ss listen and write. Have Ss compare their answer in pairs.
- **Play the recording again** Ss listen, read along, and review their answers. Check the answers with the class [Jake asks his professor to write a reference for him. His professor agrees.].
C
- **Present Notice** Read the information and the examples aloud. Have Ss find the examples in the conversation. Ask individual Ss to each read an example aloud [*I was wondering if I could ask you something. I wanted to ask a favor, actually. I was wondering if you could write a reference for me? Would it be all right if I brought it tomorrow? . . . would it be OK if I picked it up next Monday?*]. Say, “You can use these expressions to ask someone in a position of authority such as a teacher or a boss for a favor, or to ask for a big favor from someone you know.
- Point out the expressions *I was wondering . . . and I wanted to . . .* . Say, “Using these expressions in the past tense to begin your favor makes the request sound more polite.” Write on the board, underlined as shown: *Would it be OK if I picked it up on Monday?* Ask, “When do you usually use this kind of *if*-clause?” [in an imaginary situation] Say, “Jake made his question sound like an imaginary situation to help him sound more polite. It shows he’s not assuming that this will happen.” (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Tell Ss to practice the conversation again, this time asking for their own favor and responding appropriately.
D
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed. Have Ss compare their answers in pairs. Check answers with the class.
Answers
1. *I was wondering if I could* miss the next class. d.
2. *I was wondering if I could* get help with my homework. e.
3. *I was wondering if you could* write me a letter of recommendation. a.
4. *I wanted to / I was wondering if I could* get an extension on my paper. c.
5. *Would it be alright / OK if* I took some more practice tests? f.
6. *Would it be alright / OK if* I stayed after class to talk about my college applications? b.
E
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Go around the class, and help as needed.
- **Follow-up** Ss look at the list of favors they brainstormed at the beginning of the lesson. Say, “Work in pairs. Take turns asking each other for one of the favors on the board. Imagine you’re asking someone you don’t know very well, so be sure to ask politely.” A few pairs present their conversations to the class.
Extra activity PAIRS
Pairs write a list of four big favors (e.g., *using the family car for the weekend, borrowing $500 from a friend, asking someone to help them move into a new apartment*). They then exchange lists with another pair. Partners take turns asking each other the favors. A few pairs present their requests to the class.
Extra activity GROUPS
Write a situation on the board (e.g., *getting ready for a trip, redecorating a room, moving to a new apartment*). Groups have three minutes to write as many favors related to the situation as they can (e.g., *water plants, take care of a dog*). At the end of three minutes, groups call out their favors. They score one point for each favor that no other group has.
2 Strategy plus
- **Present Strategy Plus** Have a S read the information and examples aloud. Tell Ss to look back at the conversation on p. 102. Have Ss find and underline *all right, OK, so,* and *sure* in the conversation when the professor agrees to a request. [Her first word(s) in every speech] Say, “Now read the professor’s first and last speech. What does she use *All right* and *So* for?” [to change the topic or to move from one phase of the conversation to another] Have Ss circle these uses of *All right* and *So.*
- **Present In Conversation** Read the information aloud.
- **Preview the task** Say, “Listen. How do the speakers use *all right* and *OK?* Write *A* if the speaker is agreeing to a request, *U* if the speaker is showing understanding, and *M* if the speaker is moving the conversation along.” Point out the example answer.
- **Play the recording** Audio script p. T-172 Ss listen, read along, and fill in the missing words.
- **Play the recording again** Have Ss review their answers and write *A, U,* or *M.* Check answers with the class: Have a pair of Ss read the conversation. At the end of every line of dialogue with a blank, ask a S to call out “A,” “U,” or “M.”
**Answers**
*A* I was wondering if you had a few minutes to talk?
*B* Sure (A). Actually, I have time now before my next class. Do you want to grab a cup of coffee?
*A* All right (A). Let’s go to that place across the street.
*B* OK (A). Let’s walk over there. . . . So (M), what’s up?
*A* Well, I wanted to ask you a favor actually.
*B* Oh, OK. So (M). What do you need?
*A* Well, you know I’m going away on an exchange program for two weeks.
*B* Sure (U). I heard you’re going to Brazil.
*A* Yeah. So (M), well, I was wondering if you could feed my snake.
*B* Um, All right (A). Sure.
*A* Thank you so much. That’s great. OK (M), well, can I get you a coffee?
- Tell Ss to practice the conversation in pairs, taking turns playing each role.
- **Follow-up** Have Ss practice the conversation again, substituting different favors and reasons to ask the favor. Remind Ss to use the expressions from the Conversation strategy and Strategy plus. Have pairs perform their conversations for the class up to the point where S1 asks the favor. Have Ss vote with a show of hands to say if S2 should agree to the favor. The Ss then continue and end the conversation.
3 Listening and strategies
A 4.10
- **Preview the task** Read the instructions aloud. Ask a S to read the favors. Help with new vocabulary as needed. Ask Ss who the people are asking favors of. [bosses or co-workers] Ask Ss to say if they have ever asked for any of these favors.
- **Play the recording** Audio script p. T-172 Ss listen and check (√) the boxes.
- **Play the recording again** Ss listen again and review their answers. Check answers with the class: Have individual Ss each say an answer.
**Answers**
1. Peter: more time to write a report
2. Sandra: to do a presentation
3. Joel: a day off work
4. Julia: a signature on an expense form
B 4.10
- **Preview the task** Say, “Listen again. Why do the people need to ask the favors? Write the reasons. Do their bosses agree to their requests? Circle *Y*(yes) or *N*(no).”
- **Play the recording** Audio script p. T-172 Ss listen and write the reasons for the favors and check (√) *Y*(Yes) or *N*(No). Check answers with the class.
**Answers**
1. Peter wants to do some more research. Yes
2. Sandra isn’t feeling well. Yes
3. Joel worked last weekend. No
4. Julia says the accounts manager needs it today. Yes
- Say, “If you were the boss, which person would you say *yes* to? Discuss your opinions with a partner. If you say *no* to a request, be sure to explain why.”
C
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentence. Have Ss complete the task. Have several pairs repeat their requests and their responses for the class.
**Extra activity** PAIRS
Partners write a conversation similar to Jake and his professor’s. This time a person is asking a boss for a favor. Remind Ss to ask for the favor politely and to use *all right, OK, so,* and *sure* for agreeing, showing understanding, and moving the conversation along.
**Workbook**
Assign Workbook pp. 78 and 79. (The answer key begins on p. T-176.)
Lesson D Reviews
1 Reading
- **Set the scene** Read the lesson title aloud. Say, “People write reviews of many different things. How many different kinds of things can you think of?” Get ideas from Ss (e.g., movies, games, music, software, electronic products, books, concerts, plays, restaurants).
A
Prereading
- **Preview and do the task** Read the instructions aloud. Ask, “Where can you read movie reviews? Do you ever read them?” Get ideas from Ss (e.g., online, in newspapers, in magazines, on posters at movie theaters). Continue the discussion by asking questions such as the following: *What other kinds of reviews do you read? Do you follow the advice in the reviews? Has a review ever persuaded you to see a movie?*
B
During reading
- **Preview the reading** Have Ss read the title of the article and look at the pictures and headings. Ask Ss to raise their hands if they know the movie mentioned. Ask Ss who raised their hands to tell the class what they know (e.g., *what the movie was about*). Read the instructions aloud. Say, “This is a review of a movie. Below the review are four comments.”
- **Present Reading Tip** Read the tip aloud. Ask Ss to call out positive and negative adjectives they might find in a movie review. Point out that sometimes it can be easier to understand a reading if you know the author’s attitude first. Have Ss scan the review for adjectives and call out a few of the ones they find. Ask, “Is the review positive — the reviewer liked it — or negative — the reviewer didn’t like it? How about the comments? Read the review and comments quickly and say *positive* or *negative* for each.” After Ss skim the article, call on a S to give the answers [The review is positive. Three of the comments are positive, and one is negative.].
- **Do the reading** Have Ss read the review and the comments and decide what kind of movie it is and if they would like to see the movie based on what they read. Then have Ss work in pairs and discuss their reasons.
- **Recycle conversation strategies** Tell Ss to soften their negative comments with expressions such as *I guess*, *a little*, and *kind of* (Unit 7, Lesson C, p. 70) and to give different opinions with expressions such as *I know what you mean* and *on the other hand* (Unit 9, Lesson C, p. 90) (e.g., *S1: I’d like to see the movie because I like science fiction and romance. That’s a great combination.* *S2: I guess so. On the other hand, the romance part can get a bit annoying sometimes.*).
- Call on a few Ss to report their opinions to the class.
C
Postreading
- **Preview the task** Read the instructions and the first expression aloud. Tell Ss to find the expression *a string of* in the review or comments. Have a S say where the expression is and read the sentence it is in [Paragraph 1: . . . it went on to win a string of awards and break box office records, including the record for the highest-grossing film of all time with more than $2 billion in sales, finally ending the 12-year reign of *Titanic*.]. Ask, “Are the reviews usually accurate?” Ask Ss to give examples of movies they have seen after reading a good review.
- Say, “Now choose the meaning of *a string of* from the definitions. You may need to reread the paragraph the expression is in.” Call on a S to say the answer [c. several, received one after another].
- **Do the task** Have Ss find the other expressions and match them with their definitions. When Ss finish, check answers with the class: Call on individual Ss to say where the expression is used in the review and give their answer.
Answers
1. c [paragraph 1]
2. e [paragraph 1]
3. f [paragraph 1]
4. b [paragraph 2]
5. a [paragraph 3]
6. d [paragraph 4]
- **Follow-up** Ss read the review and comments again and underline any new words. As Ss call out the words, write them on the board. Ss explain the meanings of the words they know and look the remaining ones up in dictionaries.
Extra activity GROUPS
Ss take turns describing a show, movie, book, or concert they enjoyed (e.g., *I recently saw . . . It’s a hilarious TV show. It stars . . .*). At the end, group members tell if they would like to see, read, or hear any of the things the other Ss described and why.
D
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then discuss their answers in pairs. Check answers with the class.
Answers
1. *Titanic*
2. There is an energy crisis on Earth.
3. sympathetic
4. special effects / music /
Na’vi language
5. violence
6. Yes.
Listening and writing
A 4.11
- **Set the scene** Have Ss look at the picture. Say, “These are performers from Cirque du Soleil. Have you ever heard of Cirque du Soleil?” Ask a few Ss to tell what they know.
- **Preview the task** Read the instructions aloud. Ask, “Does Marissa want to see the show? Listen and write the answer.”
- **Play the recording** Audio script p. T-172 Ss listen and write the answer. Call on a S for the answer [Yes, Marissa would like to see the show.].
- **Play the recording again** Have Ss listen to the conversation again and decide if they would like to see the show. Have Ss share their opinions in pairs.
B 4.11
- **Preview the task** Read the instructions aloud. Have Ss read the sentences.
- **Play the recording** Audio script p. T-172 Ss listen and check (√) True or False.
- **Play the recording again** Ss listen and write the correct information for the false sentences. Check answers with the class.
Answers
1. False. They come from all over the world.
2. True
3. True
4. False. They don’t use any animals in their shows.
5. True
6. False. He is going to go online to find out about tickets.
Writing
A
- **Preview and do the task** Read the instructions aloud. Have Ss read the example review of *The Lion King*. Ask Ss if the reviewer liked or didn’t like it. Ask some comprehension questions (e.g., *What are two things the reviewer really liked?* [the dancing and the costumes]).
- **Present Help Note** Read the information aloud. (For more information, see Language Notes at the beginning of this unit.) Say, “*Although* and *even though* are used for two ideas that contrast or that don’t seem to go together. *Even if* introduces a condition that seems surprising with the results.” Write on the board:
I don’t like action films. I loved the new Bruce Willis film.
You don’t like action films. You’ll love the new Bruce Willis film.
- Say, “Combine the first pair of sentences with *although* or *even though*. Combine the second pair with *even if*.” Write answers on the board [Although / Even though I don’t like action films, I loved the new Bruce Willis film.; Even if you don’t like action films, you’ll love the new Bruce Willis film.].
- Write the first line from the example review on the board. Ask, “Why does the reviewer use the phrase *even though*?” [It shows there are contrasting ideas in the sentence.] Ask Ss what the contrasting ideas are. Have Ss call out the answers, and write them on the board [The reviewer doesn’t usually like musicals, but he / she loved *The Lion King*].
- Have Ss reread the Help Note. Ask Ss to identify the contrasting ideas in each of the three sentences.
- **Do the task** Have Ss circle the expressions that show contrasting ideas in the example review.
Answers
*Even though* I don’t usually . . .
*Although* the story . . .
*Even if* you find theater tickets a little expensive . . .
B
- **Preview the task** Read the instructions aloud. Give Ss time to think of something they’d like to review.
- **Do the task** Have Ss write their reviews. Tell them to include reasons for their opinions.
- Have Ss put their reviews on their desks or chairs. Tell Ss to move around the class and read five other Ss’ reviews. Have them write down answers to the questions, including the name of the reviewer. Have a few Ss share their answers.
Free talk
Tell Ss to turn to Free Talk 10 at the back of their Student’s Books. Have Ss do the task. (See the teaching notes on p. T-135.)
Workbook
Assign Workbook pp. 80 and 81. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “To use this tip with kinds of movies, think of a movie you’ve seen, decide what kind of movie it is, and make a mental picture of it. A mental picture and an example will make vocabulary easier to remember.”
1. **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs or groups.
2. **Preview and do the task** Read the instructions aloud. Tell Ss to review Exercise 1B, p. 100, for ideas. Have Ss complete the task. Then have Ss tell their partner about their four movies. Ask several Ss to each tell the class about one kind of movie.
3. **Preview the Word Builder task** Say, “This Word Builder task will help you learn about more kinds of movies and give you more practice in talking about them.” Read the instructions aloud.
- **Do the task** Have Ss complete the task in pairs. Have several pairs each tell the class about one kind of movie.
**On your own**
- **Present On Your Own** Read the instructions and the example from the picture aloud. Tell Ss to try and choose a movie that no one in the class has talked about yet.
- **Follow-up** At the start of the next class, Ss form small groups and read their paragraphs. Each group chooses the movie they would most like to see and tells the class.
- **Present In Conversation** Books closed. Write on the board: *movie*, *film*. Say, “Some people talk about movies they’ve seen, and some people talk about films they’ve seen. In general, which word do you think people use more often — *movie* or *film*? Write your guess.” Books open. Ask a S to read the information aloud.
These tasks recycle kinds of movies and vocabulary for talking about movies.
**Now I can . . .**
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first six items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Lesson A Speculating
Grammar Modal verbs for speculating
(See Student’s Book p. 109.)
The lesson teaches ways of speculating about the present – to say what someone thinks is possible or logical, or to make guesses about people, things, and events. It presents the modals must, may, might, can’t, and could to speculate.
Form
- Affirmative statements with simple verbs
subject + modal verb + base form of the verb (+ complement)
She must be a genius.
She must work pretty hard.
He could be one of her friends.
He may / might be her professor.
- Affirmative statements with continuous verbs
subject + modal verb + be + present participle (+ complement)
She must be graduating today.
They must be feeling proud.
- Negative statements with must not, can’t, and might not
subject + modal verb + not + base form of the verb (+ complement)
She must not go out much.
She can’t be more than 12 years old.
He might not be a professor.
Use
The modals must, can’t, could, may, and might are used to speculate – to say what the speaker thinks is possible or logical, or to make guesses about people, things, and events. The person or thing being speculated about is the subject of the verb. Must and can’t indicate a stronger level of certainty than could, may, and might.
- Must
Must indicates that the speaker is certain about a guess.
She must be a genius. (= I’m sure she’s a genius.)
She must work pretty hard. (= I’m certain she works hard.)
- Negative sentences with must not
Negative sentences with must not indicate that the speaker is certain something does not happen or is not true.
She must not go out much. (= I’m sure she doesn’t go out much.)
- Negative sentences with can’t
Can’t is a more common way of saying that something is not possible or logical than must not.
She can’t be more than 12. (= I’m sure she’s not more than 12.)
- Could, may, and might
Could, may, and might are all used to indicate that the speaker is less than 100 percent certain. Could shows a little more certainty than may and might. May is a little more certain than might.
He could be a friend. (= It’s possible he’s a friend.)
He may be her professor. (= Maybe he’s her professor.)
They might be feeling sad. (= Maybe they’re feeling sad.)
Note: Negative statements with could with this meaning are not very common.
Corpus information Must, may, and might
- Over 90 percent of uses of must and might and over 80 percent of uses of may are in affirmative statements. In negative statements, people usually say might not and must not without contractions, although contractions are possible.
- Must also has the meaning of necessity, with a meaning similar to have to. However, this meaning accounts for only about 10 percent of uses of must, and these are mostly in expressions such as I must say and I must admit.
Speaking naturally Linking and deletion with must
(See Student’s Book p. 108.)
The section recycles the topic of linking and deletion introduced in Unit 3, but here with the modal verb must. Before a word beginning with a vowel sound, the final /t/ in must is usually pronounced and linked to the following vowel sound, but the final /t/ sound is deleted before most consonant sounds – except /h/, /l/, /r/, /w/, and /y/.
Lesson B Ups and downs
Vocabulary Adjectives ending in -ed and -ing
(See Student’s Book p. 110.)
The lesson presents -ed and -ing adjectives formed from verbs. For more information, see the Grammar section that follows.
Grammar Adjectives ending in -ed and -ing
(See Student’s Book p. 111.)
Form
- Adjectives ending in -ed
The spelling rules for -ed endings are the same as for the past participles of verbs (Unit 2, Lesson A, p. 13).
Lesson C That must be fun.
Conversation strategy Showing you understand
(See Student’s Book p 112.)
One way people show that they empathize with, or understand, another person’s feelings or situation is to respond to information with the expressions You must . . . or That must . . .
Hal I can’t get myself to practice at night.
Debra Well, you must be tired after work. (= I’m sure you’re tired and that’s why you don’t practice.)
Hal I just joined a band.
Debra That must be fun. (= I bet being in a band is fun.)
Strategy plus You see and I see
(See Student’s Book p. 113.)
- People often say You see (or sometimes just See) to start an explanation of something that they think their listener doesn’t know or might not understand.
(To a co-worker about music practice) Well, you see, I used to practice every morning. But then I started this job. . . .
- People say I see as a response to show that they have understood something they didn’t know earlier.
A: I just joined a band [. . .] it keeps me motivated to practice.
B: I see.
Corpus information You see and I see
I see is in the top 650 words and expressions in conversation, and you see is in the top 900.
Lesson D Making an impression
Reading tip
(See Student’s Book p. 114.)
The Reading Tip tells Ss to ask themselves wh- questions before reading a factual article and then to scan the text for answers to their questions. This will help them engage with the content and may help them understand and retain information when they read the article more carefully.
Help note Impressions, reactions, and opinions
(See Student’s Book p. 115.)
- The Help Note builds on a number of expressions Ss have already learned for stating opinions (see Unit 4, Lesson C, p. 38). The lesson adds new expressions that are useful in written texts.
Use
- The adjectives taught in this lesson ending in -ed are used to describe how a person feels.
I’m bored with my job. (= I feel bored.)
- The adjectives ending in -ing describe the qualities of things or people.
My job is boring. (= This is what my job is like: It bores me.)
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Say, “Imagine you’re sitting at an outdoor café, people watching. A mother walks by carrying a young, crying child. Why is the child crying? What do you notice? If the mother looks worried, maybe the child is sick or got hurt somehow. If the mother looks angry, maybe the child is upset because the mother didn’t buy some candy or a toy the child wanted. You don’t know for sure; you can only guess. Your guess is your impression of what’s going on. The title of this unit is *Impressions*.”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and the key unit aims aloud. Tell Ss to listen and read along.
Extra activity **INDIVIDUALS**
Write on the board:
1. What happens to the /t/ sound in “must” before most consonant sounds?
2. Find two adjectives you can use to describe how you feel about something.
3. Find an expression you can use to show you understand something that you didn’t know earlier.
4. Find the name of a musical program in Venezuela.
Ss look through the unit and find the things in the list. Individual Ss report their answers [1. The /t/ sound is deleted. (p. 108); 2. Possible answers: bored, anxious (pp. 110–112); 3. I see. (p. 113); 4. El Sistema (p. 114)].
Before you begin . . .
- **Introduce the situations** Say, “Look at the three pictures. Each one represents an event or activity in someone’s life. What do you notice in each picture? Work with a partner, and write one thing about each picture. Then join another pair, and compare your notes.”
- Tell Ss to look at Before You Begin. Say, “What impressions do you get from each of these pictures? Make some guesses, and discuss them with your partner. Use the questions to help you focus your ideas.” Ask three Ss to each read one of the questions aloud.
Recycle a conversation strategy Say, “Remember some of the expressions that you can use to give opinions. You can start your statements with *I think . . . , I don’t think . . . , It seems to me that . . .*” (See Unit 4, Lesson C, p. 38.) Review the expressions. Also point out that the word *maybe* is used to express an idea that the speaker is not sure of.
Have Ss work in pairs, looking at the pictures and answering the questions. Tell Ss to make brief notes about their impressions and then discuss the questions in pairs (e.g., *S1: I think the children in picture 1 are on the same team. And the man is their coach. S2: Maybe. Or maybe the man is one of the children’s father. S1: Yeah, that’s possible. All right, so what do you think is happening? S2: I think they’ve just won their soccer game.*). As Ss discuss the pictures, go around the class, and help as needed.
- For each picture, call on a pair to give their impressions. Have Ss with other ideas tell the class what they think.
Extra activity **GROUPS**
Groups each write a plan for a short, silent skit (e.g., *people saying good-bye in an airport; people working out in a gym; people at a rock concert; people working in a supermarket; people buying a camera in a store*). Then each group performs their skit for the class. Individual Ss say what they think is happening, who they think the people are, and how they think the people feel. Ss who disagree give their own impressions of the skit. The group reads their plan aloud, and the class sees who in the class got the right impression of what was happening.
Lesson A Speculating
1 Getting started
- **Set the scene** Write on the board: *Speculating*. Say, “When you talk about your impressions and make guesses about something, you are speculating about it.”
A
- **Preview the task** Read the instructions aloud. Say, “Cover the conversation, and look at the picture. Speculate about what’s happening in the picture. What do you think is happening? Make three guesses. Discuss with a partner.” Have a few Ss answer, and write their ideas on the board (e.g., *I think it’s a college graduation. I think the little girl is graduating. Maybe the people taking pictures are the girl’s parents.*).
B [4.12]
- **Preview the task** Read the instructions aloud. Say, “Listen and underline Emma and Lloyd’s guesses about the girl in the conversation.”
- **Play the recording** Ss listen and underline. Have Ss compare their answers in pairs. Check answers with the class.
Answers
They guess: The girl is graduating. She’s a genius. She studies a lot. She doesn’t have many close friends. The guy next to her is a friend or her professor. Her parents are there, and they are feeling proud.
C
- **Preview the task** Write on the board:
She must be a genius.
She must study a lot.
She must be graduating
Say, “*Must* is a modal verb. What verb forms follow it in the examples on the board?” [base form of *be*, base form of *study*, base form of *be + verb + -ing*] Write the names of the forms next to the sentences on the board.
- Read the instructions aloud. Tell Ss to look at the conversation for help as they do the task.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read a sentence aloud.
Answers
1. She must be smart.
2. She can’t be older than 12.
3. The guy she’s talking to may be / could be / might be her professor.
4. Her parents must be feeling proud.
- **Focus on the form and the use** Say, “You can use the modals *must, can’t, could, may,* and *might* plus the base form of a verb, or plus *be + verb + -ing* when you make guesses, or speculate, about a person, a thing, or an activity in the present.”
- Say, “If you’re certain something is true, use *must*. If you’re certain something is not true, use *can’t*. If you feel less certain, use *could, may,* or *might*.”
2 Speaking naturally
A [4.13]
- **Preview the task** Read the title of the task aloud. Ask, “When does linking occur?” [when sounds are spoken together] “What is deletion?” [when a sound is not said] Say, “Look at the two columns. When is the ending sound in *must* linked with the following word?” [before a vowel sound and /h, l, r, w, y/] “When is the ending sound in *must* deleted?” [before most consonant sounds] Read the instructions aloud.
- **Play the recording** Ss listen and repeat.
B
- **Preview and do the task** Ask, “Which of the speculations in Exercise 2A do you agree with? Tell your partner. Can you add any more?” As Ss do the task, go around the class listening for the linking and the deletions. If necessary, replay the recording from Exercise 2A, and have Ss repeat.
- Have several pairs say which speculations they agree with. Ask Ss for speculations they added (e.g., *The girl must be happy / proud. She must be the youngest student in the class.*).
Extra activity PAIRS
Ss speculate about situations with *must*. Write on the board:
1. Two people with a camera are looking at a map and a guide book.
2. A girl is in the library with a big pile of books and paper.
Pairs write as many sentences as they can about each situation (e.g., 1. They must be tourists / on vacation / lost. They must be deciding where to go / what to see. 2. She must be studying / doing homework / writing an essay. She must be a good student / hard worker.). Several pairs read their speculations to the class.
Present the grammar chart Play the recording. Ss listen and repeat.
Understand the grammar Say, “This chart shows how the modal verbs *must*, *can’t*, *could*, *may*, and *might* are used to speculate about the present.” Have Ss look at the statements with *must*. Say, “You can use *must* when you feel 100 percent certain about your guess because of what you can see or the information you have.” Point out that when *not* is used, it comes after *must* and before the base form of a verb.
Have Ss look at the statement with *can’t*. Say, “You can use *can’t* when you feel very certain that something is impossible.”
Have Ss look at the statements with *could*, *may*, and *might*. Say, “You can use *could*, *may*, and *might* when you feel less than 100 percent certain about a guess.”
Say, “To show you feel a little more certain, use *could* instead of *might* or *may*.” Write on the board:
| | |
|----------------|----------------|
| *must / can’t* | *most certain* |
| *could* | *quite certain*|
| *may, might* | *less certain* |
Write on the board, *I’m sure she’s feeling proud. She _____.* Ask, “How do you make a guess about an ongoing event or situation like this?” Have Ss suggest answers. [She must be feeling proud.] Ask, “What is the pattern?” [Subject + modal verb + *be* + verb + -ing]
Present In Conversation Ask a S to read the information aloud.
A
Preview the task Read the instructions aloud. Have Ss look at the pictures and discuss with a partner what they see. Explain the meaning of *throw a tantrum* (have a moment of anger). Ask a S to read the example answer aloud.
Do the task Have Ss complete the task. Go around the class, and help as needed. Check answers with the class: Have Ss each read a rewritten sentence. Ask Ss who have a different answer to tell the class.
Answers
1. 1. She must be feeling cold.
2. She could / may / might be training for a marathon.
3. She must be taking a break.
4. She must be exercising. She can’t / must not be doing anything else.
5. She must be crazy to run in the snow.
6. She may / might / could be trying to get in shape.
2. 1. She may / might / could be lost.
2. Her parents must be looking for her.
3. She could / might / may be in trouble.
4. She must be scared. She can’t be on her own.
5. Her mother could / may / might be standing nearby.
6. She may / might / could be throwing a tantrum.
B
Preview and do the task Read the instructions aloud. Have a S read the example aloud. Have Ss work in pairs to complete the task. Walk around the class, and help as needed. Have individual Ss share their guesses with the class.
Possible answers
Picture 1
She must have cold feet because she’s just wearing sneakers.
It must be out in the country somewhere.
It must be peaceful.
She could be watching a deer.
She might be walking her dog.
Picture 2
She may want something.
She can’t be more than a year old.
Her mom must be feeling stressed out.
She could fall off that bench.
They must be in a store.
It must be cold – she’s wearing a sweater.
Extra activity PAIRS
Write on the board:
1. Matt’s in bed at 3:00 p.m.
2. Julie’s reading a book at 2:00 a.m.
3. Peter is taking an aspirin.
Pairs write as many sentences with modals used to speculate as they can for each situation (e.g., 1. He could be sleeping. He must be tired. 2. It must be a good book. She could be studying. 3. He might have a fever. He may have a headache.). Several pairs read their sentences to the class.
Extra activity PAIRS
Pairs write as many sentences as possible speculating about the action and feelings of people in various pictures in the Student’s Books. Write page numbers with pictures on the board, such as p. 11, p. 14, or p. 15. Pairs share their answers with another pair (e.g., for page 11: The surfers must be having a great time. The fans must be really excited.).
Extra practice
Tell Ss to turn to Extra Practice 11A on p. 150 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-150.)
Workbook
Assign Workbook pp. 82 and 83. (The answer key begins on p. T-176.)
Lesson B Ups and downs
1 Building vocabulary and grammar
- **Set the scene** Read the lesson title aloud. Say, “Sometimes you have a great day when everything goes right and you feel great. Other times you feel bad and have a terrible day. These good and bad experiences and feelings are sometimes referred to as ‘life’s little ups and downs.’”
A 4.15
- **Preview and do the task** Have Ss cover the speech bubbles and look at the picture. Say, “Look at the people in the picture. How many of them do you think are having a good time at the party? How many are not? Compare your ideas with a partner.” Have Ss call out their guesses.
- Say, “Listen to Fred, and try to identify each guest that he describes. Write each person’s name next to his or her picture. Fred is the person at the bottom left.”
- **Play the recording** Ss listen, write each person’s name, and then compare their answers in pairs. Check answers with the class [Left to right: Tom, Yoshi, Sophia, Amy, John, David, Ahmad, Jennifer, Albert, Andrea, Alan].
- Say, “Look at the words in bold print. Underline the words you don’t know. Then read the information again, and use the pictures of the people to guess the meaning.” Ask Ss to call out the words they underlined and guess their meanings. Have other Ss help, and then help with any remaining vocabulary.
Extra vocabulary ADJECTIVES ENDING IN -ING AND -ED
Present or have Ss suggest extra vocabulary for talking about feelings or people and things, such as depressed / depressing, discouraged / discouraging, disgusted / disgusting, encouraged / encouraging, entertained / entertaining, satisfied / satisfying, terrified / terrifying.
B
- **Preview the task** Read the instructions aloud. Ask a S to read the example answer aloud. Ask, “What is another possible response?” Ask a couple of Ss, and write their responses on the board (e.g., He must be annoyed / disappointed / frustrated.).
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have pairs of Ss each read a statement and a response. Have Ss who wrote a different response tell the class.
Possible answers
1. He must be bored / annoyed.
2. He must be anxious / worried / scared.
3. She must be jealous / disappointed.
4. He must be pleased / excited.
5. She must be fascinated.
6. She must be annoyed / anxious / worried.
7. He must be embarrassed / annoyed / surprised.
CD Recycle a conversation strategy This task recycles expressions for giving advice, such as If I were you and He might want to (see Unit 8, Lesson C). Review the expressions. Have Ss look at the sentences in Exercise 1C again. Tell Ss to work in pairs. S1 says the sentence in quotes, and S2 replies with the guess and then continues the conversation with advice (e.g., S1: This movie’s too long. S2: You must be annoyed. If I were you, I’d leave.).
Vocabulary notebook
Tell Ss to turn to Vocabulary Notebook on p. 116 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-116.)
Figure it out
C
- **Preview the task** Say, “Find bored and boring in the information about the party. Which one describes how a person feels?” [bored] Write it on the board, and underline -ed. Ask, “Which one describes something?” [boring] Write it on the board, and underline -ing. Ask, “Who does bored describe?” [Yoshi] “What does boring describe?” [Tom’s stories] Read the instructions aloud.
- **Do the task** Have Ss complete the task. Check answers with the class.
Answers
1. interested; interesting
2. bored; boring
- **Focus on the form and the use** Say, “You can make some verbs into adjectives that describe how you feel by adding -ed. To describe someone or something, you can add -ing.” Say, “Find the adjectives in the story that describe how a person feels. Name them, together with the verbs that come before them.” Ask individual Ss to call out their answers, and write them on the board [looks bored; seems fascinated; must be interested; ’s embarrassed; looks annoyed; can’t be too pleased; ’s disappointed; looks shocked; ’s scared; seems surprised; seems excited; must be jealous and a little anxious; may be worried]. Ask, “What do you notice about the verbs?” [Many are forms of the verb be or verbs such as look or seem.]
- Write on the board: boring, never interesting. Say, “Look at the story of the party. What do these words describe?” [Tom’s stories] Write on the board: embarrassing, frustrating. Ask, “What situation was embarrassing and frustrating?” [David locked his keys inside the car, and now he can’t get in.]
2 Grammar
4.16
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Say, “Use adjectives ending in -ed to describe how you feel about someone or something. In the chart, what verbs do they follow?” [be, get] Ask, “What are some other verbs that you can use with these -ed adjectives?” Write Ss’ answers on the board (e.g., *look*, *seem*, *feel*).
Have Ss look at the right side of the chart. Say, “Adjectives ending in -ing are used to describe someone or something. You can use an adjective alone after a verb such as *be* or *look*, for example, *My job is boring* or *That book looks interesting*. An -ing adjective can also come before the name of the person or thing, for example, *I have a boring job*.”
Say, “Both the -ed and the -ing adjectives are formed from verbs. Sometimes, though, the adjective for describing someone or something can’t be formed by adding -ing.” Have Ss look at the bottom sentences on the chart. Say, “For example, we say *I’m scared of spiders*, but *I think spiders are scary*. You can’t always predict the different forms, so it would be useful for you to make lists of adjectives such as these in your vocabulary notebooks.” (For more information, see Language Notes at the beginning of this unit.)
- **Present in Conversation** Have a S read the information aloud.
- **Present Common Errors** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare answers in pairs. Check answers with the class.
**Answers**
1. frustrated; annoying
5. confused
9. shocked
2. boring
6. disappointed
10. scary
3. excited
7. surprising
11. fascinating
4. embarrassing
8. amazing
12. interesting
B
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Then have Ss complete the task.
**Extra practice**
Tell Ss to turn to Extra Practice 11B on p. 150 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-150.)
3 Talk about it
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentences. Then put Ss in pairs. As Ss discuss the questions, go around the class, and help as needed. Ask groups to report any interesting or unusual responses.
**Extra activity** PAIRS
Write as column headings on the board: *Annoying, Boring, Scary*. Pairs have three minutes to list as many things as they can that are annoying, boring, or scary. Pairs join another pair and compare lists. Several pairs report some items on their lists to the class.
**Sounds right**
Tell Ss to turn to Sounds Right on p. 139 of their Student’s Books. Have Ss do the task for Unit 11 in class, or assign it for homework. (See the teaching notes on p. T-139.)
**Workbook**
- Assign Workbook pp. 84 and 85. (The answer key begins on p. T-176.)
Lesson C That must be fun.
Lesson C recycles *must* for speculating and adjectives ending in -ed and -ing.
1 Conversation strategy
- **Set the scene** Say, “Raise your hand if you take lessons in something after school or work.” Ask Ss whose hands are raised questions such as *What kind of lessons do you take? How often do you take lessons? How often do you have to practice? When do you usually practice?*
A
- **Preview and do the task** Read the instructions aloud. Have Ss say what they see in the picture. [two people in an office and a saxophone] Help with the name of the instrument if needed. Then have Ss look at the picture and share their impressions (e.g., *One of them must play the saxophone. They could be office workers. I bet one of them is practicing.*).
B 4.17
- **Preview the task** Books closed. Say, “Listen to Debra and Hal’s conversation. Why hasn’t Hal made much progress with his saxophone? Listen and write the answer.”
- **Play the recording** Ss listen and write their answer. Have Ss compare their answers in pairs.
- **Play the recording again** Books open. Ss listen, read along, and review their answer. Check the answer with the class [He started this job, and he can’t get himself to practice at night / . . . he’s tired at night.].
C
- **Present Notice** Read the information and the expression aloud. Say, “Using *must* plus a verb shows that the listener understands or is sensitive to the speaker’s feelings or situation.” Have Ss find the examples of expressions with *must* in the conversation. Ask individual Ss to each read an example aloud [You must be getting pretty good by now.; Well, you must be tired after work.; That must be fun.]. Say, “You can say *You must* to show you understand the other person’s situation, or *That must* . . . to comment on the situation.” (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Then have Ss practice again, this time using the name of a musical instrument they play or would like to play. Have them continue the conversation saying where the person with the musical instrument is going to be playing and when.
D
- **Preview the task** Say, “Think of two responses to each sentence using *That must be* or *You must be* and adjectives from the box.” Ask, “Which form of an adjective do you use after *That must be . . .*?” [one ending in -ing]. Ask, “Which form of an adjective do you use after *You must be . . .*?” [one ending in -ed] Tell Ss that more than one answer may be possible. Ask Ss to read the sentences and the words at the right. Help with new vocabulary as needed. Have two Ss read the first sentence and the example response.
- **Do the task** Have Ss complete the task and then practice with a partner. Have Ss take turns making comments and responding. Check answers with the class: Read each sentence aloud, and ask a few Ss for their responses. Ask other Ss to raise their hands if they have a different reply, and have them tell it to the class.
Possible answers
1. That must be annoying / irritating. You must be frustrated.
2. That must be fun. You must be good.
3. You must be thrilled / pleased. That must be difficult.
4. You must be tired / motivated! That must be hard.
5. That must be interesting / fascinating. You must be motivated.
6. You must be nervous / excited. That must be scary.
7. You must be happy / pleased. That must be nice.
8. That must be boring / interesting. You must be bored.
About you
E
- **Preview the task** Say, “Write five sentences about yourself similar to the ones in Exercise 1D.”
- **Do the task** Have Ss complete the task. When Ss finish, say, “Now take turns reading your sentences in pairs. React to each of your partner’s sentences. Use *must* in your responses.”
Extra activity CLASS
Ss write two new sentences similar to the ones they wrote for Exercise 1E. They do not have to be true. Encourage Ss to write something unusual or outrageous. Ss walk around the class reading their new sentences to classmates, who respond with *That must be . . .* or *You must be . . .* Ss record the reactions. Several Ss read their sentences and the responses they got to the class.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 112 and find *You see* and *I see*. Ask a S to read aloud the line with *You see* [Well, you see, I used to practice every morning.]. Ask a S to read aloud the line with *I see* [I see. Well, let me know if your band performs anywhere. I want to hear you play!].
- Read aloud the information and the examples in Strategy Plus. Say, “People also often use *You see* to begin a fuller explanation when they think the other person needs more information to understand what they have said or if they think their original explanation could have been clearer.”
- **Present In Conversation** Books closed. Write on the board: *Top 500 words? Top 700? Top 900? Top 1,000?* Say, “*You see* and *I see* are useful expressions. How common are they? Raise your hand when you hear the number you think is correct.” Call out each number, and count hands. Write the totals on the board. Books open. Ask a S to read the information.
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss complete the task. As Ss do the task, go around the class, and help as needed.
- Have partners choose one of their conversations and present it to another pair.
Answers
1. A Is there a country you’d really like to go to?
B Yeah, China. *You see*, my dad goes there a lot with his work, and it sounds fascinating.
A *I see*. He must have a really interesting job.
2. A Would you like to have more free time?
B I actually have a lot of free time at the moment. I’ve finished my final exams, *you see*.
A *I see*. You must be pleased about that.
3. A What class would you like to take if you had the chance?
B Actually, I’d really like to learn how to blow glass. My aunt does it, *you see*.
A *I see*. That must be hard to do.
Extra activity PAIRS
Ss think of three more questions such as those in Exercise 2 to ask a partner. The questions can be about hobbies and interests, free time, etc. Ss use *You see* and *I see* in their discussions.
3 Listening and strategies
A 4.18
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-173 Ss listen and match the people and the situations.
- **Play the recording again** Ss listen again and review their answers. Check answers with the class: Have individual Ss each read an answer.
Answers
1. Mark: c. doesn’t have enough time to practice.
2. Angela: d. wants to be able to talk to people while on vacation.
3. Linda: a. has always dreamed of going abroad to study art.
4. Dave: b. has been studying a lot recently.
B 4.18
- **Preview the task** Read the instructions aloud.
- **Play the recording** Audio script p. T-173 Ss listen and write. Pause the recording after each conversation to give Ss time to write. Check answers with the class.
Possible answers
1. I see. You must be motivated. That must be frustrating.
2. I see. You must be excited. / That must be exciting.
3. I see. You must be happy.
4. I see. You must be nervous.
Extra activity PAIRS
Partners write comprehension questions based on the listening from Exercise 3A. Play the recording again, pausing after each conversation for partners to write a question and answer for it. Questions, written on a separate paper, should begin with *Listen and find out*. . . . Write an example on the board: *Listen and find out when Mark has his tennis lesson*. Pairs exchange papers. Play the recording again. Pairs answer one another’s questions and then return the papers to find out if they are correct or not.
C
- **Preview and do the task** Read the instructions aloud. Have two Ss read the example conversation. Have Ss work in pairs to complete the task. Have pairs share their discussions with the class.
Free talk
Tell Ss to turn to Free Talk 11 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-135.)
Workbook
Assign Workbook pp. 86 and 87. (The answer key begins on p. T-176.)
Lesson D Making an impression
1 Reading
Set the scene Read the lesson title aloud. Ask, “Think of people that have made an impression on you in the past. What kinds of things did these people do that made an impression?” Call on a few Ss (e.g., *My friend helps kids with reading. He tutors them two afternoons every week.*). Also ask, “What kinds of activities or clubs have you participated in that have made an impression on you? In what way have they made an impression on you?”
A
Prereading
Preview and do the task Write *cultural activities* on the board. Ask, “What are some cultural activities that people can do in your community?” Write an example on the board, such as *go to museums and concerts*. Say, “For example, you can go to a museum or a concert.”
Have Ss work in pairs and, in two minutes, make a list of cultural activities that people can do in their community. When Ss finish, ask Ss to call out ideas. Write them on the board. Then say, “Have you ever participated in any of these events? Tell the class.”
B
During reading
Preview the reading Read the instructions aloud. Point out that some of the words in the article are defined at the bottom. Ask Ss if any of them know the meaning of *El Sistema*. If not, explain that it is similar to the English term *the system*. Tell them to think about what that might mean while they read.
Ask, “What do you think the people in the picture are doing? What kind of program do you think this is?” Write Ss’ ideas on the board (e.g., *It could be an educational program*).
Present Reading Tip Read the tip aloud. Explain that factual texts often have a lot of information. Say, “You can use *wh-* questions to focus your reading.” Ask Ss to suggest *wh-* questions for the reading (e.g., *What is El Sistema? What does it do? How long has it been going? Where is it located? Who is involved in it?*). Say, “Scan the text to see if you can find answers.”
Do the reading Have Ss read the article and write an answer to the question. When Ss finish, have a few Ss read their answers (e.g., *It improves the lives of disadvantaged children and their families. It teaches them to play an instrument. It helps children overcome various types of obstacles*).
C
Postreading
Preview and do the task Read the instructions aloud. Have Ss complete the task. When Ss finish, put Ss in pairs or groups to compare and support their answers. Check answers with the class.
Answers
1. A program like that can’t really work. I mean, they can’t teach them to play advanced pieces. No: “By high school, students are tackling some of the most difficult pieces of classical music.”
2. The children must spend hours practicing. Yes: “...they practice after school every day and on weekends.”
3. Sir Simon Rattle must be really impressed with the program. Yes: “According to British conductor Sir Simon Rattle, ‘There is nothing more important in the world of music than what is happening in Venezuela.’”
4. Some of the students may come from wealthy families. No: “...music program, which aims to improve the lives of disadvantaged children and their families.”
5. They must get a lot of their money from arts and music organizations. No: “...90 percent of the program’s funding comes from social service agencies rather than cultural organizations.”
6. Programs like that can’t work in other countries, though. No: “Over 25 countries, including the United States, Austria, and India, have since copied El Sistema’s groundbreaking model.”
Extra activity INDIVIDUALS
Write these questions on the board. Ss find the answers.
1. At what age do children start playing an instrument?
2. When do the students practice?
3. How many orchestras are there throughout the country?
4. When did the program begin?
5. How many students have completed the program?
6. What are some other countries that have copied this program?
Check answers with the class [1. When they are five. 2. Every day after school and on weekends. 3. 500. 4. In 1975. 5. Two million. 6. The United States, Austria, and India plus 22 others.].
2 Listening and speaking
- **Set the scene** Read the title. Say, “Making a difference means doing something to help make the world a better place. Who are some people that you think have made a difference in the world? What did they do?” Get ideas from Ss (e.g., *I think Mother Teresa made a difference. I admire her work with poor people.*).
A
- **Preview and do the task** Read the instructions aloud. Have Ss guess what each organization does.
B 4.19
- **Preview the task** Read the instructions aloud. Say, “As you listen, make notes about each organization to help you remember. Don’t write complete sentences.”
- **Play the recording** *Audio script p. T-173* Have Ss listen and make notes. Pause after each conversation to give Ss time to write.
- **Play the recording again** Have Ss listen and review their answers. Then have Ss compare their answers in pairs. Check answers with the class.
Possible answers
1. volunteer
2. asking Arn Chorn-Pond to give a talk at her school
3. collecting books in his neighborhood
- Ask, “Which organization would you choose to get involved with? Why?” Read the name of each organization aloud. Ask Ss to raise their hands to vote. Put Ss in pairs to discuss their reasons for their choices.
Answers
1. Kids Saving the Rainforest: plant trees, have an animal center for sick animals, have a kids camp and library
2. Cambodian Living Arts: preserve traditional Cambodian music, help young Cambodians learn about musical traditions, organize concerts
3. The International Book Project: send books to people all around the world, get U.S. students to work with overseas communities, build libraries
C 4.19
- **Preview the task** Read the instructions aloud. Tell Ss to make notes about each student this time.
- **Play the recording** *Audio script p. T-173* Have Ss listen and make notes. Pause after each conversation to give Ss time to write. Check answers with the class.
D
- **Preview the task** Read the instructions aloud. Say, “Think about issues that are important to you. As a group, decide on a volunteer program you could start. Decide what it would do and who it would help.”
- **Do the task** Have Ss work in groups and write down ideas for a program. Then have groups make a presentation about their program to the class. Tell each group to appoint Ss to play the following roles: someone to say what the program does; someone to interview volunteers in the program; and several people to play the roles of the volunteers, who say why the program should get funding.
- Groups present their programs to the class. When all groups finish, have Ss vote on the best program to get funding. Tell Ss they cannot vote for their own group.
3 Writing
A
- **Preview and do the task** Read the instructions aloud. Have Ss read the two emails. Ask, “Are the emails positive or negative?” [They are both positive.]
- **Present Help Note** Read the expressions aloud. Then have Ss circle the expressions in the emails. [It seems to me that you have helped . . . ; I believe that it is important . . . ; My impression is that you are passionate . . . ; In my opinion, the rainforest is very valuable . . . ; I feel that we need to do everything . . . ] (For more information, see Language Notes at the beginning of the unit.)
B
- **Preview the task** Read the instructions aloud. Have Ss discuss their choices with a partner.
- **Do the task** Have Ss write their emails. Write these questions on the board to help guide them:
Why did you choose this person to write to?
What has he or she done?
How has he or she made the world a better place?
C
- **Preview and do the task** Read the instructions aloud. Tell group members to take turns reading their emails aloud. When Ss finish, have groups answer the question.
Extra activity GROUPS
Write these questions on the board for groups to discuss:
Do you do or would you ever consider doing volunteer work?
What kind of volunteer work appeals to you the most? What are the rewards and challenges of doing volunteer work?
Groups discuss the questions.
Workbook
Assign Workbook pp. 88 and 89. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- Present Learning Tip Read the information aloud. Say, “To help you remember words for feelings, write a short sentence such as *When I graduated, I felt proud and excited.* Remembering how you felt on your graduation day will help you remember the words *proud* and *excited.*”
These tasks recycle adjectives for describing feelings and situations, with a focus on -ed and -ing adjectives.
1
- Preview and do the task Read the instructions aloud. Have Ss complete the task. Check answers with the class: Have individual Ss each read a sentence. Ask other Ss to raise their hands if they have a different reply and read it.
Possible answers
1. In class, you’ve finished your work. There’s nothing else to do.
I’d probably feel bored / frustrated.
2. You are waiting for a friend, and she calls to say she can’t meet you.
I think I’d be disappointed / annoyed:
3. A friend borrowed one of your sweaters and returned it stained.
I’d feel annoyed.
4. You’re on a dark street. Someone is following you.
I’d feel scared / nervous / anxious.
2
- Preview the task Read the instructions aloud. Have the class suggest ideas to complete statement 1 (e.g., . . . *I know I’m going to meet my English-speaking friends / I’m watching a movie in English.*).
- Do the task Have Ss complete the task. Have several Ss read their sentences aloud. Say, “When you hear a sentence that’s also true for you, raise your hand.”
3
- Preview the Word Builder task Say, “This Word Builder task will help you learn more adjectives and give you more practice in using them.” Read the instructions aloud.
- Do the task Have Ss complete the task. Have several Ss read a pair of their sentences aloud.
Possible answers
I’m not very good at math, so when I got 90 percent on my test, I was astonished. My teacher also said it was astonishing!
I heard a strange noise in the night one time, and I was terrified. It was especially terrifying because I was in the house alone.
My friend was thrilled when she heard that she’d gotten the job she wanted. I always think it’s thrilling when people’s lives suddenly change.
I get upset when people are rude to me. I find it very upsetting.
Follow-up At the start of the next class, Ss form small groups and read their observations. Groups report unusual observations.
Now I can . . .
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (√) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
On your own
- Present On Your Own Read aloud the instructions and the example from the picture.
Lesson A Local news
Grammar The simple past passive
(See Student’s Book p. 119.)
The lesson introduces the passive of the simple past, which is commonly used in news reports.
Form
- Affirmative statements
subject + was / were + past participle
*The airport was closed.*
*All flights were delayed.*
- Negative statements
subject + was / were + not + past participle
*The airport wasn’t closed long.*
*Flights weren’t canceled.*
Use
- Verbs can be active or passive. The active form of a verb focuses on the “doer,” or the cause, of an action: It says what the “doer” does or did. In active sentences, the “doer” is the subject of the sentence. The passive form of a verb focuses on the “receiver” of an action, rather than on the “doer.” In passive sentences, the “receiver” is the subject of the sentence.
*A student found a bag on a bus.* (Found is an active verb. *A student* is the topic or focus, and it is the subject and doer of the action.)
*A bag was found on a bus.* (Was found is a passive verb. *A bag* is the focus and the subject. The doer is not stated.)
The passive is often used when the “doer” is not known, not important, or is obvious from the context.
*Two bears were seen in a yard.* (Were seen is passive. It is not important who saw the bears — perhaps it is not known; the important point is the bears were in the yard.)
*The airport was closed.* (Was closed is passive. It is obvious from the context that authorities closed the airport; the name of who made the decision is not important.)
Corpus information The simple past passive
The passive is approximately five times more common in written news than in conversation.
Speaking naturally Breaking sentences into parts
(See Student’s Book p. 119.)
The section gives practice in breaking longer sentences into parts. The parts are sometimes called “tone units.”
- Tone units can have one or more stressed syllables, but one syllable gets the strongest stress, where the intonation falls or rises. Speakers stress the words that they decide are important and put the strongest stress on what they feel is the most important word. Speakers can break sentences up and stress words in different ways, but the sentences here show a typical model for news.
- In news reports, sentences contain a lot of new information. The intonation on new information generally falls.
Lesson B Natural disasters
Vocabulary Natural disasters
(See Student’s Book p. 120.)
Vocabulary for natural disasters and extreme weather conditions is presented in the context of news reports.
- Collocations commonly used in news reports (e.g., *heavy rains*, *catastrophic wildfires*) are presented. The Word Sort activity helps Ss learn the verbs usually associated with various natural disasters (e.g., *Electricity was disrupted*).
- The news reports include adverbs describing the degree of damage (e.g., *Acres of forest were completely destroyed*).
Grammar The simple past passive + by + agent
(See Student’s Book p. 121.)
Form
- Affirmative and negative statements
subject + was / were + (not) + past participle + by + agent
*Quebec was hit by severe thunderstorms.*
*The passengers weren’t injured by the falling tree.*
Use
When the “doer” of an action, sometimes called the “agent,” is important in a sentence with a passive verb, it often appears after the preposition *by*.
*The fires were caused by careless campers.* (The agent in this sentence is *careless campers*.)
Grammar Adverbs with the passive
(See Student’s Book p. 121.)
Form
subject + was / were + adverb + past participle
*A shopping mall was badly damaged.*
*Some homes were partially destroyed.*
Use
The chart introduces five adverbs typically used in news reports, which show the extent or degree of verbs. The usual position of these adverbs is between *was / were* and the past participle, although some can also go after the past participle. (See Corpus Information on the next page.)
Lesson C Did you hear about . . . ?
Conversation strategy Telling news
(See Student’s Book p. 122.)
People often “preface,” or introduce, what they say with expressions to signal the type of information they are about to give. The lesson presents some common expressions people use to introduce and give news.
- *Did you hear (about) . . . ?* and *Have you heard (about) . . . ?*
These expressions ask if listeners have already heard news.
*Did you hear about all the trouble here last night?*
- *Did I tell you (about) . . . ?*
This expression checks if the speaker has already told the listener news.
*Did I tell you my car was stolen last week?*
- *Guess what?* and *You know what?*
These expressions introduce some important information or news, which may be surprising.
*Guess what? His car was stolen.*
- *You know . . . ?*
This is often used to check if the listener knows who or what the speaker is going to talk about.
*You know that tall woman, Annie?*
Strategy plus *The . . . thing is / was*
(See Student’s Book p. 123.)
The section adds more introductory expressions — ones based on the phrase *The thing is / was . . .*
- *The thing is / was . . .* means “The main point I want to tell you about this is . . .” It introduces a key issue.
*The thing is, they just don’t have enough police at night.*
- *The other thing is / was . . .* is used to add a new key issue.
*The other thing is, the police don’t get there fast enough.*
- *The only thing is / was . . .* is usually used when the speaker wants to talk about a problem.
*The only thing was, they damaged the ignition trying to start the car.*
- *The (adjective) thing is / was . . .* Adjectives can be added to describe the kind of information the speaker is about to give (e.g., *The best / funny / scary thing is / was . . .*).
*The funny thing was, they couldn’t start the car because the battery was dead.*
Corpus information *The thing is / was*
About half the expressions using *The thing is* are simply *The thing is*; around 12 percent are *The other thing is*; about 6 percent are *The only thing is*; and approximately 30 percent of the remaining expressions are with other adjectives, including *main*, *whole*, *funny*, *big*, *first*, *interesting*, *nice*, and *scary*.
Lesson D Reporting the news
Reading tip
(See Student’s Book p. 124.)
The Reading Tip tells Ss to ask themselves questions after they finish reading. This will allow Ss to check comprehension. It will also help with retention.
Help note Writing about statistics
(See Student’s Book p. 125.)
The Help Note focuses on subject-verb agreement with expressions for percentages, fractions, and other statistics.
- Percentages and fractions with a plural noun or pronoun take a plural verb.
*80% of the students are interested in the news.*
*20% of us never go on the Internet.*
*A fifth of the students are not interested in the news.*
- Percentages and fractions with a singular noun or pronoun take a singular verb.
*80% of the class is interested in the news.*
*Almost half of the class watches the news on TV.*
- *The majority,* fractions
When *the majority* or fractions such as *a third* or *a half* are used as a subject without any following noun or pronoun, they can take a singular or plural verb. If they refer back to a noun used earlier, they tend to keep the correct verb form for that noun.
*80% of students are interested in the news.* So *the majority take an interest in news events.*
*80% of the class is interested in the news.* So *the majority takes an interest in news events.*
- Numbers
Numbers follow the usual rules for agreement.
*Four out of ten students read a newspaper.* (plural subject)
*One in three listens to the radio.* (singular subject)
In the news
Teach this unit opener page together with Lesson A in one class period.
Introduce the theme of the unit Write on the board: Local, National, International. Read the unit title aloud. Say, “The news is usually divided into local, national, and international. Which one are you most interested in?” Ask a few Ss. Ask, “What are some kinds of news items that the media report on?” Write the Ss’ suggestions on the board (e.g., politics, economics / finance, sports, weather, entertainment, human interest). Say, “When these things are in the newspapers or on the TV and radio news, they are ‘in the news.’”
In this unit, you learn how to . . .
- **Unit aims** Read the lesson headings and the key unit aims aloud. Call on individual Ss to each read a unit aim aloud.
Extra activity INDIVIDUALS
Write on the board:
1. Find how we pronounce long sentences.
2. Find two verbs that describe the effects of some natural disasters.
3. Find an expression you can use to introduce news.
4. Find the name of a famous foreign correspondent for a news organization.
Ss look through the unit and find the things in the list. Individual Ss report their answers [1. We break them into parts. (p. 119); 2. disrupt, damage, destroy, injure (p. 120); 3. Did you hear (about); Have you heard (about); Did I tell you?; Guess what?; You know what?; You know?; (p. 122); 4. Christiane Amanpour (p. 124)].
Before you begin . . .
- **Introduce the topic of news media** Books closed. Ask, “What are some of the ways that you can get the news?” Write Ss’ ideas on the board (e.g., TV, newspapers). Books open. Say, “Each of these four pictures represents a different way to find out what’s in the news. What are they?” Have Ss label each picture. Check answers with the class [Picture 1: television; Picture 2: your cell phone; Picture 3: newspapers; Picture 4: the Internet].
- Tell Ss to look at Before You Begin. Say, “How do you find out about what’s going on in the world? Which way do you prefer to get your news?” Ask a few Ss.
- **Recycle grammar** This task recycles *to* + verb and verb + -ing. (See Touchstone Student’s Book 2, Unit 2, Lesson A, p. 13.) Write on the board:
I like to watch / watching TV to get news.
My dad prefers to read / reading the newspaper.
My mom hates to read / reading news on the Internet.
My brother isn’t interested in listening to news on the radio.
Have Ss work in pairs and discuss the preferences of their friends and family in getting news. Call on a few Ss to report to the class.
- Review some kinds of news items (e.g., politics, weather) that were previously discussed. Ask, “Which aspects of the news are you most interested in?” Tell Ss that they can be most interested in more than one aspect of the news. Have Ss work in pairs to answer.
- As pairs discuss the question, go around the class, and help as needed. Ask several pairs to report to the class which aspect(s) they are most interested in.
- Ask, “What major events are in the news right now?” Have Ss work in small groups and choose three events. Have each group report the events they chose, and write them on the board. Have Ss review the events, make a tally, and find the three events that were mentioned most often.
Extra activity GROUPS
Group members each say a news event they read or heard about recently that they found interesting. Remind the other group members to ask for more information. Each group reports the most interesting news story to the class.
Lesson A Local news
1 Getting started
- **Set the scene** Have Ss cover the conversation. Say, “Look at the picture on the front page of the newspaper. What do you think the news story is about? Ask Ss for ideas and write them on the board (e.g., *Maybe a bear escaped from a zoo. Maybe someone saw a bear in their yard.*).
A
- **Preview and do the task** Have Ss tell you the names of local newspapers, radio stations, and TV stations. Discuss the type of news covered by local media as opposed to national or international media (e.g., *local crime, new business openings, weather, cultural events*). Ask, “How often do you read local news? What local news have you read recently?” Elicit answers from the class.
B 4.20
- **Preview the task** Books open. Read the instructions aloud.
- **Play the recording** Ss listen and complete the sentences.
- **Play the recording again** Ss listen again, read along, and review their answers. Check answers with the class.
Answers
1. Someone found a bag with $10,000 in it on a city bus.
2. There were two bears in a yard.
3. A thief broke into a jewelry store.
4. The airport had to close because of strong winds.
5. A falling tree hit a bus.
C
- **Preview and do the task** Read the instructions aloud. Do the first item with the class. Have a S read the first sentence aloud and write it on the board. Say, “Find a sentence with the same meaning in the conversation.” Write the correct answer on the board next to the first sentence. [A jewelry store was broken into.] Ask, “What is the verb in the first sentence?” [broke into] “And the second?” [was broken into]
- Ask Ss to comment on what they notice about the verbs [The verbs change from simple past to the past of be + past participles.]
Answers
1. A jewelry store was broken into.
2. A bus was hit by a falling tree.
3. Two bears were seen last night.
4. Some diamonds were stolen.
5. The passengers weren’t hurt in the accident.
- **Focus on the form and the use** Write on the board:
1. *Someone saw two bears last night.*
2. *Two bears were seen last night.*
- Say, “In the first sentence, the subject is *someone*. Someone did an action. He or she saw two bears. The verb is *saw*. When the verb in a sentence tells you what action the subject did, the verb is *active*.”
- Say, “Look at sentence 2. What is the subject?” [Two bears] “What is the verb?” [were seen], “Did the subject, *two bears*, do an action?” [no] Say, “When the verb in a sentence tells what happened to the subject of the sentence, the verb is *passive*.”
- Explain that the verb in a simple past passive sentence is the past tense of *be* and a past participle. Tell Ss to use *was* with a singular subject and *were* with a plural subject.
- Ask, “Do we know who saw the bears?” [no] “Is it important to say who saw the bears?” [no] Say, “People use passive verbs when the doer of an action isn’t important or they don’t know what or who the doer is.”
- **Try it out** Ss look through the conversation and underline the passive verbs. Call on individual Ss to each read a sentence with a passive verb aloud [$10,000 was found in a bag on a city bus.; Two large bears were seen last night in someone’s yard.; Oh, and a jewelry store was broken into, and some diamonds were stolen.; The city airport was closed yesterday because of strong winds.; All the flights were delayed. Oh, and a bus was hit by a falling tree. Fortunately, the passengers weren’t hurt.].
Extra activity PAIRS
Partners practice Ruth and Jack’s conversation. Tell Ss to circle the following words in the conversation: $10,000, someone’s yard, jewelry store, diamonds, strong winds, windy, bus, the passengers. Partners practice the conversation using their own ideas in place of the words they circled. Partners switch roles and practice again.
4.21
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Say, “Verbs can be either active or passive.” Have Ss look at the left side of the chart. Say, “These sentences have an active form of the verb, and they all focus on who or what did or caused an action. What’s the pattern for sentences such as these, with active verbs in the simple past?” [subject + simple past + object] Say, “Look at the first example. Who did the action?” [a student] Ask, “What received the action?” [a bag] Write on the board:
\[
\begin{array}{ccc}
\text{subject} & + & \text{simple past} & + & \text{object} \\
\text{"doer" / cause} & + & \text{action} & + & \text{receiver of action} \\
\text{A student} & \text{found} & \text{a bag.}
\end{array}
\]
- Have Ss look at the right side of the chart. Say, “These sentences are passive. In a passive sentence, the receiver of the action is the focus, so it’s the subject of the verb. The passive is useful when the ‘doer’ or cause of an action isn’t known or isn’t important. What’s the pattern for sentences in the simple past passive?” [subject + was / were + past participle] Write on the board:
\[
\begin{array}{ccc}
\text{subject} & + & \text{was / were} & + & \text{past participle} \\
\text{receiver of action} & + & \text{action} \\
\text{A bag} & \text{was} & \text{found.}
\end{array}
\]
- Ask, “What form of be do you use with a singular subject?” [was] Ask, “What form of be do you use with a plural subject?” [were] Tell Ss that they can make passive sentences only with transitive verbs — that is, verbs with objects. (For more information, see Language Notes at the beginning of this unit.)
- **Present In Conversation** Read the information aloud.
---
**A**
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
**Answers**
1. A 500-pound bear was found asleep in a basement on Tuesday morning. The bear was woken up by a workman, who said he “freaked” when he realized it was a bear. Wildlife officers were called, and the bear was taken to a state park.
2. A sporting goods store was broken into yesterday and 50 bicycles were stolen. A white truck was seen outside the store around 5:00 a.m. However, the security cameras were damaged during the break in, so the thieves were not caught on camera.
3. Millions of stolen banknotes were found in a police raid this morning. Police believe the money was stolen from a city bank two years ago.
4. The highway was closed for several hours last night after a car was hit by an oil truck. Hundreds of gallons of oil were spilled onto the highway. Two passengers in the car were taken to the hospital. The driver of the truck was not injured.
---
**B**
- **Preview the task** Read the instructions aloud. Have two Ss read the example conversation aloud.
- **Do the task** Have Ss close their books and complete the task. As Ss complete the task, go around the class, and help as needed.
- **Recycle a conversation strategy** Tell Ss to respond to the news details they hear from their partner. Ask, “What are some expressions you can use to show surprise?” Call on a few Ss to answer (e.g., You’re kidding! Are you serious?, No way!). (See Touchstone Student’s Book 2, Unit 3, Lesson C, p. 27.)
- Have pairs choose their most interesting story and tell it in a small group. Have the group choose its most interesting story and tell it to the class, who votes on the most interesting story.
---
**Extra activity GROUPS**
Write on the board: stolen, found, seen, delayed, canceled. Ss think of last month’s news and of anything or anyone that was stolen, found, seen, delayed, or canceled. Ss discuss what they know about the story in groups.
---
**Extra practice**
Tell Ss to turn to Extra Practice 12A on p. 151 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-151.)
Lesson B Natural disasters
1 Building vocabulary and grammar
- **Set the scene** Books closed. Say, “A natural disaster means that some force of nature has caused a lot of damage. What are some natural disasters that you can name?” Write Ss’ ideas on the board (e.g., flood, earthquake).
A 4.23
- **Preview the task** Books open. Tell Ss to cover the text and look at the pictures. Read the instructions aloud.
- **Play the recording** Ss listen and number the pictures.
- **Play the recording again** Ss listen, read along, and review their answers. Have Ss compare their answers in pairs. Check answers with the class.
Answers
1. tornado
2. hurricane
3. thunderstorms
4. earthquake
5. wildfires
B
- **Preview the task** Have Ss look at the categories in the chart. Say, “These things in nature can be involved in natural disasters and extreme weather. Write words and expressions from the news stories that go with each category in the chart.” Read the examples aloud.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Say, “Read the news stories again. Find the adjectives that can describe different kinds of weather, and make sure they are in your charts.” Check answers with the class: Have individual Ss each read a word or expression for the categories.
Possible answers
| Weather problems | Other natural disasters | Verbs for damage and help |
|------------------|-------------------------|---------------------------|
| hurricane | catastrophic | hit |
| typhoon | wildfires | strike |
| heavy rains | minor earthquake | disrupt |
| strong winds | aftershocks | damage |
| severe | | destroy |
| thunderstorms | | injure |
| thunder | | rescue |
| lightning | | |
| flash floods | | |
| tornado | | |
| freak hailstorm | | |
| hailstones | | |
C
- **Preview the task** Write on the board: *A mall was badly damaged by a tornado.* Ask, “What damaged the mall?” [a tornado] Ask, “What word introduces the ‘doer’ of the action, a tornado?” [by] Ask, “What word tells you how much damage there was?” [badly] “Where does it go?” [after *was* before the participle] Say, “Can you put the statements in Exercise 1C in the correct order?”
- **Do the task** Have Ss complete the task and compare answers in pairs. Check answers with the class.
Answers
1. Two families were rescued by firefighters.
2. A car was struck by hailstones.
3. No one was seriously injured.
4. A mall was completely destroyed by a fire.
- **Focus on the form and the use** Say, “When you want to include information about who or what did or caused the action in a passive sentence, introduce it with the word *by*. You can use adverbs like *badly* and *completely* after *be* to express the idea of how much.” Have Ss find and underline the adverbs before participles.
- **Try it out** Write on the board:
The fire was caused . . .
The puppy was rescued . . .
Some houses were ____ destroyed
- Have Ss complete the statements using ideas from the news stories. Ask a few Ss to read their completed statements.
2 Grammar
4.24
- **Present the grammar chart** Play the recording. Ss listen and repeat.
- **Understand the grammar** Have Ss look at the left side of the chart. Say, “The ‘doer’ of an action in a passive sentence is called the ‘agent’ and is introduced with *by*.”
- Have Ss look at the right side of the chart. Point out that an adverb usually comes between *was* or *were* and the past participle. For more information, see Language Notes at the beginning of this unit.
A
- **Preview the task** Read the instructions aloud. Ask a S to read the first extract. Ask, “When you rewrite the sentence in the passive, what will be the subject?” [An old warehouse] Ask, “What is the *doer* or agent of the action in this sentence?” [a fire] “How will you introduce it?” [with *by*] “How badly did the fire destroy the warehouse?” [partially] Ask, “Where will you put *partially*?” [between *was* and the participle] Have Ss change the sentence in the passive by putting the doer at the end of the sentence with *by*.
- **Do the task** Have Ss complete the task and then compare their answers in pairs. Check answers with the class: Have a few Ss each read an answer.
Possible answers
1. An old warehouse was partially destroyed by a fire.
2. Power supplies were temporarily disrupted by a minor earthquake.
3. A high school was badly damaged by a hurricane.
4. A police station was completely destroyed by a tornado.
5. Two golfers were seriously injured by lightning.
6. Three homes were totally destroyed by catastrophic wildfires.
7. Two injured hikers in a state park were finally rescued by emergency workers.
8. A 500-hundred-year-old tree was blown down by high winds yesterday.
B
- **Preview the task** Read the instructions aloud. Ask Ss to call out details they could add to the first story (e.g., *the time*, *the date*, *the reason it happened*, *the amount of damage*).
- **Do the task** Have Ss complete the task in pairs. Pairs present their news reports to the class. Have the class decide which news story is the most interesting.
Extra practice
Tell Ss to turn to Extra Practice 12B on p. 151 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-151.)
3 Listening and speaking
A 4.25
- **Preview the task** Read the instructions aloud. Have Ss read the questions. Tell them to notice the words: *weather, rescue, wedding, groom*. Ask Ss to make some guesses as to what the news story might be about.
- **Play the recording** Audio script p. T-174 Tell Ss to make a few notes while they are listening to help them remember the facts of the story. Ss listen and write.
- **Play the recording again** Ss listen and review their answers. Then have Ss compare their answers in pairs. Check answers with the class: Read the questions aloud, one at a time, and ask a S for the answer. Ask if other Ss have anything else to add. Write the answers on the board.
Answers
1. thunderstorms, hailstorms, heavy rain
2. Several small towns were flooded; hundreds of people were left homeless.
3. the fire department
4. It was disrupted by a hailstorm.
5. He was hit on the head by a hailstone.
6. The groom was not seriously injured, and he and the bride have set a new date for the wedding.
B
- **Preview the task** Say, “Use your own ideas and create your own news story. Write a conversation between a TV news anchor and a reporter.” Explain that the TV news anchor is the person who introduces and reads the news stories and interviews the reporters who have gone out to various locations to collect the facts.
- **Do the task** Have pairs write their news story and practice it. Have pairs act out their stories for the class. The class decides who has the most interesting story.
Extra activity PAIRS / GROUPS
Pairs choose one of the news stories from Exercise 2A and write a conversation between a TV news anchor and a reporter. Pairs present their stories in small groups. Group members say what other information they would like to have about the story. Partners add the information to the news report and present the news story again.
Sounds right
Tell Ss to turn to Sounds Right on p. 139 of their Student’s Books. Have Ss do the task for Unit 12 in class, or assign it for homework. (See the teaching notes on p. T-139.)
Workbook
Assign Workbook pp. 92 and 93. (The answer key begins on p. T-178.)
Lesson C Did you hear about . . . ?
Lesson C recycles simple past and simple past passive verbs.
1 Conversation strategy
- **Set the scene** Ask, “What kind of neighborhood news might you talk about with your neighbors or friends?” Ask a few Ss. Write their responses on the board.
A
- **Preview and do the task** Read the instructions aloud. Have Ss call out different types of car-related crimes (e.g., *car theft*, *stealing radio / cash / backpack from a car*, *breaking into a car*, *damage to car window / windshield / door / tires*). Ask Ss how often they hear car alarms (e.g., *never, once a week, every night*).
B
- **Preview the task** Read the instructions aloud.
- Books closed. Say, “Listen to Joey and Paula’s conversation. What happened in their neighborhood last night? Listen and write the events.”
- **Play the recording** Ss listen and write. Have Ss compare their answers in pairs.
- **Play the recording again** Books open. Ss listen, read along, and review their answers. Check answers with the class [A car was stolen. It belonged to a man who lives in Joey’s building. He called the police, but they came too late.]. Help with new vocabulary as needed.
C
- **Present Notice** Read the information and the examples aloud. Say, “When speakers have news to tell, they often introduce it with one of these expressions to encourage the listeners to pay attention.” Have Ss find the examples in the conversation. Ask individual Ss to each read an example aloud [Did you hear about all the trouble here last night?; Well, you know that older guy on the first floor of my building?; Guess what?; And you know what?; Oh, and did I tell you?].
- Say, “Look at the examples in the box. Which can you use to check if the other person knows the story already?” [the ones on the left] Say, “You can use *Guess what* and *You know what*? to introduce important information, perhaps something that’s exciting or surprising. These expressions are informal, so you should use them with friends.” Say, “Find the example with *You know . . .* again; what is Joey checking?” [if Paula knows the person. Say, “You can use *You know* before people and things to check if the other person knows who or what you are going to talk about.” (For more information, see Language Notes at the beginning of this unit.)
- **Practice** Tell Ss to practice the conversation in pairs, taking turns playing each role. Have Ss practice again, this time adding one more event to what happened.
D 4.27
- **Preview the task** Read the instructions aloud. Have a S read the example answer.
- **Play the recording and do the task** Audio script p. T-174 Have Ss complete the task. Then have Ss compare their answers in pairs. Check answers with the class.
Answers
1. You know what? I got caught in the storm last night. My new shoes are completely ruined.
2. You know what? The traffic is getting bad around here. We were stuck in traffic for an hour last night.
3. Guess what? They’re going to open a new organic food store near here.
4. Did I tell you? My cousin is coming to stay with us this summer. I’m really excited about it.
5. You know the guy I used to sit next to in class? The one with dark hair? He bought a new car.
6. Did I tell you? I’m getting married next spring.
7. Did you hear about that high school principal? He crashed his car into the front of the school.
8. Have you heard about the plans for a new skate park in the city? It’s opening next spring.
About you
E
- **Preview and do the task** Read the instructions aloud. Have Ss discuss the stories. Go around the class, and help with vocabulary as needed.
- **Follow-up** Several Ss tell the class their stories.
Extra activity INDIVIDUALS / PAIRS
Individual Ss each write a short conversation based on one of the news items in Exercise 1D. Ss scramble the order of the sentences. Ss exchange their scrambled conversation with a partner and number each other’s sentences in the correct order. When pairs finish, S1 reads S2’s story. S2 says if it is in the correct order or not. Then Ss switch roles.
2 Strategy plus
- **Present Strategy Plus** Tell Ss to look back at the conversation on p. 122. Have Ss find examples of *The thing is / was* or *The (adjective) thing is / was* [The thing is, they just don’t have enough police on duty at night.; The only thing was, they damaged the ignition trying to start the car, … but the funny thing was, they couldn’t start it because the battery was dead!].
- Read the information and the examples in Strategy Plus aloud. Explain that a “key issue” is something the speaker considers important. Tell Ss that when people say *the only thing* it usually means, “I want to mention a problem.”
- Say, “You can use an adjective in front of *thing* to describe it or give your opinion of it.”
- **Present In Conversation** Read the information aloud.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task and then compare their answers in pairs. Check answers with the class.
Answers
1. I loved everything about my vacation, but the best thing was the food.
2. I like my college but the only thing is, it’s too far away from everything.
3. My car was broken into once. The funny thing was, they didn’t take anything.
4. I was in an earthquake one time. The worst thing was, I was on the twentieth floor of a building. I guess the good thing was, I wasn’t alone.
5. My friends want me to go skiing with them this winter. The only thing is, I can’t ski.
6. I get along with my brother. The only thing is, he gossips too much. And I guess the other thing is, he’s always borrowing my stuff without asking.
B
- **Preview and do the task** Read the instructions and the example aloud. Tell pairs to take turns saying sentences.
3 Listening and strategies
A 4.28
- **Preview the task** Read the instructions aloud. Have individual Ss each read aloud one of the opening lines. Say, “What do you think the next sentence is going to be? Write your guesses.” Have Ss complete the task and compare their answers in pairs. Call on a few Ss for their guesses for each topic.
- **Play the recording** Audio script p. T-174 Ss listen and number the sentences.
- **Play the recording again** Have Ss review their answers. Check answers with the class.
Answers
1. The thing was, I wasn’t really scared but angry, you know?
2. The weird thing is, she said she had a strange feeling about that car this morning.
3. The thing is, hurricane season is mainly in September and October.
4. The funny thing was, her purse fell into the river.
Extra activity PAIRS
Write on the board:
*My aunt’s house caught fire last night.*
*I won a singing contest last week.*
*My sister is having a baby.*
*I was chosen for the baseball team.*
Partners take turns starting a conversation with a sentence on the board. They use expressions for telling news and keep the conversation going with *The thing is / was*.
Free talk
Tell Ss to turn to Free Talk 12 at the back of their Student’s Books. Have Ss do the tasks. (See the teaching notes on p. T-136.)
Workbook
Assign Workbook pp. 94 and 95. (The answer key begins on p. T-176.)
Reading
- **Set the scene** Read the lesson title. Ask, “Who keeps up with the news? Raise your hand.” Ask the people who raised their hands, “Do you know the names of any reporters or journalists or are there any that you like in particular?” Call on a few Ss to answer (e.g., *I always watch interviews with . . . ; I often read articles by . . .*).
- Ask, “What do you think are the most interesting parts of being a reporter?” Get ideas from Ss (e.g., *Getting to interview famous people. Seeing the news as it is happening*).
A
Prereading
- **Preview the task** Read the instructions aloud. Check Ss comprehension of the term “foreign correspondent” [a journalist who reports stories from other countries]. Have Ss call out names of foreign correspondents and the kinds of places they report from. Have Ss call out qualities needed to be a foreign correspondent. (e.g., *courage, a sense of adventure, ability to live in less than ideal situations, willingness to go anywhere*). Write them on the board.
During reading
- **Do the task** Have Ss read the interview.
- Ask, “How many of the qualities on the board does the interview mention?”
- **Do the reading again** Write these questions on the board:
1. *How does Amanpour feel about taking on a leadership role?*
2. *Is Amanpour married?*
3. *What did Amanpour study in college?*
4. *Where did Amanpour start her career?*
- Say, “Which of these questions does the article answer? Read the article again. Say *yes* or *no* for each. For the *yes* answers, say where the information is.” Have Ss read the article again. Call on Ss to answer [1. Yes; the answer to the fifth question (“Would you ever want . . . ”); 2. No; 3. No; 4. Yes; the answer to the first question (“How did you . . . ”)].
- **Do the reading again** Tell Ss to read the interview again and underline any new vocabulary. Then have Ss work in pairs to compare new words and help each other with meanings. Help with any remaining vocabulary as needed.
- **Present Reading Tip** Read the tip aloud. Ask Ss to read the questions listed. Ask, “Which question will show you how much you understood?” [What did I learn?] “Which question asks you to read critically?” [Do I agree?] Point out that the last question, “What can I take away from this article?” asks Ss to evaluate the content of the interview and apply the information in it to other situations.
Extra activity GROUPS
Write these questions on the board: *Do you think it’s necessary to speak different languages to be a foreign correspondent? What are some of the pros and cons of being a female foreign correspondent?* Groups discuss the questions and give their opinions. When Ss finish their conversations, they report some of their opinions to the class.
Postreading
- **Preview and do the task** Read the instructions aloud. Do the first one together. Say, “Find take a leap of faith.” [in the answer to “How did you get started in journalism?”] Ask Ss to say what they think the expression means. [e.g., trust, without proof, that someone or something will perform well] Have Ss continue to scan the interview for the expressions and discuss possible meanings. Check answers with the class.
Possible answers
1. trust, without proof, that someone or something will perform well
2. the most important principle is to be objective and not influenced by personal opinion
3. give everyone a fair chance to explain their point of view
4. see for yourself, with your own eyes
5. get along with different kinds of people
6. success that occurs very quickly
Speaking and writing
A
- **Preview and do the task** Read the instructions aloud. Tell Ss to walk around the class, ask their classmates the questions, and tally the answers.
B
- **Preview the task** Read the instructions aloud. Have Ss read the example article. Ask, “Are the students in this news survey up on the news?” Get ideas from Ss.
- **Present Help Note** Explain, “Statistics are a way of using numbers to show the results of your survey.” Read the information aloud.
- Explain how to figure out the statistics. Say, “Statistics can be expressed as percentages. For example, if there are 30 students in the class and 10 say they keep up with the news, that’s 33% of the students.” Write on the board:
\[ \frac{10}{30} = \frac{1}{3} \]
One-third of the class ____ the news on TV.
1 out of 3 students ____ the news on TV.
Ask Ss to complete the sentences [watch, watches].
- Say, “The majority means ‘most of’ or ‘the biggest part of.’ You can use this expression when more than half of the students are involved.” Write on the board: The majority of students don’t watch the news on TV.
- **Do the task** Read the first question in the survey in Exercise 2A aloud, and have several Ss report their results. Work as a class to figure out the percentages and / or fractions for the results.
- Have Ss write their reports. Say, “Choose the statistics that you think are the most interesting or surprising. First, give the statistics you have chosen. Then state your opinion and what you think the statistics mean.” Write these questions on the board to help guide them:
Is the class “up on the news,” or should the class try to spend more time on the news?
Does the class get its news in any surprising ways? Do you think the way people get news is changing?
Do you think the class needs to pay more attention to any area of the news?
C
- **Preview and do the task** Read the instructions aloud. Tell pairs to read each other’s paragraphs. Then have Ss tell their partners what information they found most surprising and why. When pairs finish, have them report to the class.
Workbook
Assign Workbook pp. 96 and 97. (The answer key begins on p. T-176.)
If done for homework
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
If done in class
- **Present Learning Tip** Read the information aloud. Say, “When you read the news in English, notice the words that go together, for example, adjectives and nouns such as *extreme weather*, and adverbs and verbs such as *severely damaged*. Make a note of such expressions.”
- **Present In Conversation** Books closed. Write on the board: *nice, good, bad, cold, warm, hot*. Say, “These are the six most frequent adjectives used before the word *weather*. Guess the order and write your answers.” Ss open their books and check their guesses.
These tasks recycle collocations used in reporting the news.
---
1
- **Preview and do the task** Read the instructions aloud. Have Ss complete the task. Check answers with the class.
**Answers**
1. hailstorm
2. rain
3. earthquake
4. flood
5. wildfire
---
2
- **Preview the Word Builder task** Say, “This Word Builder task will give you practice choosing nouns and verbs that can and cannot go together.” Read the instructions aloud.
- **Do the task** Have Ss complete the task. Check answers with the class.
**Answers**
1. injured
2. A shopping mall
3. partially
4. rain
---
3
- **Preview the Word Builder task** Say, “This Word Builder task gives you an opportunity to use what you know to guess the meaning of new adjective + noun collocations.” Read the instructions aloud.
- **Do the task** Have Ss complete the task. Check answers with the class.
**Possible answers**
freak accident: sudden, unusual, unexpected accident
heavy traffic: a lot of traffic
major earthquake: strong or big earthquake
minor injuries: light injuries that are not very bad
**On your own**
- **Present On Your Own** Read the instructions aloud. Ask, “What city and temperatures are shown in the example?” [Honolulu; 92°F / 33°C]
- **Follow-up** At the start of the next class, Ss form small groups and tell about the three places they looked up.
**Now I can . . .**
- Go over the Now I Can items. Put Ss in pairs to give one example each for the first four items. Call on Ss and ask for examples or explanations.
- Have Ss look over the four lessons and identify any areas they want to review.
- Tell Ss to complete the Now I Can items. Ss check (✓) the items they know and put a question mark (?) by items that they are not confident about. Check with individual Ss which areas need review to see if there are general problems to review in class. Help individual Ss as required. Have Ss hand in a piece of paper with their name and a schedule showing what they plan to review and when. Review or reteach these language items in a future class.
Tell Ss to look through the Checkpoint. Ask, “Which tasks look easy for you? Which look hard to you?” Tell Ss to choose a task that they think will be hard for them, go back to the unit where the language is taught, and review it before beginning the Checkpoint.
1 What can you guess about Suki?
This task recycles the present perfect continuous, the present perfect, and *already* and *yet*. It also recycles modal verbs for speculating.
A
- **Set the scene** Tell Ss to look at the pictures. Ask, “What do you see in the pictures? What’s been happening?” Ask Ss for their ideas (e.g., *In the kitchen, there are two pots on the stove and some cookies on the counter. Someone has been cooking*).
- **Preview and do the task** Read the instructions and the example aloud. Have Ss complete the sentences. Check answers with the class: Have individual Ss each read a sentence aloud.
Answers
There are two pots on the stove, so she’s been cooking. She has already baked some cookies. She has been writing a letter, but she hasn’t finished it yet. There’s a whole pizza, so I bet she hasn’t eaten lunch. Her headphones are on the table, so she has probably been listening to music. Her paints and brushes are out, so it looks like she’s been painting. She has already painted a vase of flowers.
B
- **Preview the task** Read the instructions aloud. Call on two Ss to read the example sentences aloud. Write on the board to guide Ss’ discussion:
Why is she baking cookies?
Who is she writing the letter to?
What kind of music does she like?
Where is Suki?
- **Do the task** Have Ss work in pairs, discuss the questions, and make more guesses about Suki and the pictures.
- **Follow-up** A few pairs share some of their guesses.
Extra activity GROUPS
Groups play charades using modal verbs for speculating. Each group thinks of five interesting situations (e.g., *You are driving to the airport, and you are very late*). Then group members take turns miming their situations for another group. The other group writes down as many speculations about the situation as possible in 30 seconds (e.g., *He must be late for an appointment. He could be driving to work*). Groups get one point for each good guess. The group with the most points wins.
2 That must be interesting!
This task recycles *since*, *for*, and *in* for duration and adjectives ending in -ed and -ing. It also recycles the conversation strategy of showing you understand another person’s feelings or situation.
- **Preview the task** Write on the board: *I went to a concert on Saturday. It was ____.* Ask Ss for adjectives to complete the second sentence (e.g., boring, amazing, disappointing). Read the instructions aloud.
- **Do the task** Have Ss complete the statements and responses. Check answers with the class: Call on pairs of Ss to read their statements and responses.
Possible answers
1. A I’ve been taking dance lessons since I was a kid.
B You must be good / motivated.
2. A I haven’t heard from my boyfriend in / for ages.
B You must be worried / annoyed / anxious.
3. A I’ve been going out with someone for several months now.
B That must be exciting / fun.
4. A I’ve been working hard since May. I haven’t had a vacation.
B That must be tiring / frustrating.
- Have two Ss read the example conversation aloud. Ask, “What can you ask to continue the conversation?” Have Ss call out questions (e.g., *What kind of music do you like to play*?). Have pairs take turns reading and responding to the sentences. Tell them to ask follow-up questions to continue the conversation.
- Have Ss rewrite the sentences so that they are true for them. When Ss finish, have them take turns reading and responding, this time using their true sentences.
3 Have you seen any good movies lately?
This task recycles the vocabulary for kinds of movies and expressions to describe types of movies.
- **Preview and do the task** Read the instructions and the examples in the chart aloud. Have two Ss read the example conversation. Have Ss complete the chart with movies they have seen.
- Ask, “What questions can you ask about a movie?” Write Ss’ answers on the board (e.g., *Who was in it? What was it about*?).
- Call on two Ss to read the example conversation aloud. Have Ss work in pairs and talk about the movies in their charts. Tell Ss to use the questions on the board to get more information about the movies.
4 Can you complete this conversation?
This task recycles the conversation strategies of asking for a favor politely, showing you understand another person's feelings, introducing news, and using *all right*, *I see*, and *the thing is*. It also recycles *already* and *yet* with the present perfect.
- **Set the scene** Tell Ss to look at the picture. Ask, "What do you think the two people are doing?" Get ideas from Ss (e.g., *They could be talking about all the clutter*).
- **Preview and do the task** Read the instructions aloud. Tell Ss to use each expression only once. Have Ss complete the conversation. Check answers with the class: Have a pair of Ss read the conversation.
**Answers**
Ana Guess what? We have a new boss — Abigail Freeman. And you know what? Things are going to change around here!
Nat Really? So, have you met her yet?
Ana No, but I've already heard lots of stories about her. The thing is, she's a "clean freak." She hates clutter. So everyone is busy cleaning and putting things away.
Nat I see. So I guess we're going to have to clean up this ballroom.
Ana Actually, I was wondering if we could start now because she might come by later.
Nat Yeah. We need to make a good first impression. The only thing is, every time I clean up, I lose something!
Ana Really? That must be frustrating! So let's be careful when we throw things away!
Nat Good idea. All right, let's get started!
- **Practice** Ss practice the conversation in pairs, taking turns playing each role.
5 I was wondering...
This task recycles the conversation strategy of asking for a favor politely.
- **Preview the task** Read the instructions aloud. Call on two Ss to each read a favor. Tell pairs to add two more favors. Then call on a few pairs to read their favors.
- **Have two Ss read the example conversation aloud. Write on the board:** *I was wondering if I could . . . ?* Ask, "What other expressions can you use to ask politely for a favor?" Write Ss' ideas on the board (e.g., *I want to . . . ; Would it be OK with you if I . . . ?*).
- **Do the task** Say, "Now role-play conversations in pairs, taking turns asking for favors. Ask why your partner needs the favor and decide if you will do it."
6 Here's the news.
This task recycles the passive.
A
- **Preview and do the task** Read the instructions aloud. Have Ss complete the sentences. Check answers with the class.
**Answers**
Four cars were involved in an accident on the highway this morning. The accident was caused by a truck that spilled hundreds of tomatoes onto the road. Fortunately, the drivers weren't seriously injured. Two people were taken to the hospital with minor injuries. The truck driver was interviewed by police. The highway was opened again two hours later.
B
- **Preview and do the task** Say, "Brainstorm words and expressions describing extreme weather and natural disasters." Read the examples aloud.
- **Have pairs write as many words as they can for extreme weather and natural disasters. When Ss finish, have them call out words, and write them on the board.**
**Possible answers**
severe thunderstorm, heavy rains, catastrophic wildfire, flash flood, freak hailstorm, hurricane, minor earthquake, strong winds, thunder and lightning, tornado
- **Say, "Now write five sentences to create a news report." Tell pairs to use words on the board and the model in Exercise 6A to report on an extreme weather situation or natural disaster. When pairs finish, have them read their reports to the class.**
**Extra activity GROUPS**
Groups choose one extreme weather event and write a list of words related to it. Group members take turns saying a sentence about the weather event, using words on their list (e.g., *Houses are often destroyed by strong winds. Electric power is often disrupted.*).
UNIT 1 What are we like?
1
- **Preview the task** Tell Ss to turn to p. 129 of their Student’s Books and look at Free Talk 1. Read the instructions aloud. Have Ss read the list of statements. Help with new vocabulary as needed. Say, “Look at the first statement: *Find someone who eats extremely slowly.*” Have a S ask the question [Do you eat extremely slowly?]. Have Ss suggest a follow-up question (e.g., *Do you eat all your meals slowly? Do you eat anything quickly?*). Have two Ss read the example conversation aloud.
- **Do the task** Have Ss walk around the class asking their classmates the questions. Remind them to ask follow-up questions when they get a yes answer and to take notes about the answers.
2
- **Preview and do the task** Have Ss report something interesting they found out about their classmates.
UNIT 2 I’ve never done that!
1
- **Preview the task** Tell Ss to turn to p. 129 of their Student’s Books and look at Free Talk 2. Read the instructions aloud. Have Ss read through the chart. Explain that a S gets a point for each action that he or she has not done but another S has done. In completing the *I’ve never . . .* column, Ss should try to think of things they have not done but that they think most other Ss have done so that they can earn more points.
- **Do the task** Have Ss complete the chart. Circulate to help with spelling or vocabulary questions.
- **Follow-up** Several Ss tell the class something they have never done but that the rest of the group has done.
2
- **Preview and do the task** Read the instructions. Ask three Ss to read the example conversation aloud. Explain that A gets 2 points because B and C have been snowboarding, but A has not.
- **Tell Ss to compare their answers for each idea in the chart. Remind Ss to score one point for each group member who has done something they haven’t.**
Note: To keep this task moving at a good pace, be sure to have Ss form small groups of no more than four or five Ss.
- **Have Ss ask and answer questions about the things in their charts. When groups finish talking about all the items in the chart, tell Ss to add their points. Find out which S in each group has the highest number of points.**
Free talk
UNIT 3 Where’s the best place to . . .?
1
- **Preview the task** Tell Ss to turn to p. 130 of their Student’s Books and look at Free Talk 3. Read the instructions aloud. If Ss are from different countries, put Ss from the same country in pairs. Tell pairs to agree on one idea for each category.
- **Do the task** Have pairs complete the task. Go around the class, and help as needed.
2
- **Preview and do the task** Put pairs together to discuss their answers. Say, “Share your choices with another pair.”
- **Follow-up** Have Ss call out their choices for each item. Find out what the most popular choices were.
Free talk
UNIT 4 Family histories
1
- **Do the task** Tell Ss to turn to p. 131 of their Student’s Books and look at Free Talk 4. Read the instructions aloud. Say, “Don’t write a paragraph or complete sentences. Instead, just make a few notes to help you remember what you want to say.” Have Ss read through the list of suggestions.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed.
2
- **Preview and do the task** Read the instructions aloud. Ask a S to read the example sentences aloud.
- **Recycle a conversation strategy** After the S reads the example aloud, say, “I’m sorry. Where did they move to? Did you say 1954 or 1964?” Remind Ss they can use questions such as this to check information. (See *Touchstone* Student’s Book 2, Unit 6, Lesson C.)
- Have Ss take turns presenting their family history to the group. Tell group members to ask follow-up questions and check information using questions.
- **Follow-up** Each group chooses a family history to present to the class. Each group member tells something about the family being presented.
UNIT 5 Whichever is easier
1
- **Preview the task** Tell Ss to turn to p. 131 of their Student’s Books and look at Free Talk 5. Read the instructions aloud. Explain that a *potluck* dinner is a dinner party to which people each take a different dish to share with everyone else. Ask Ss if they ever have people over to their houses for dinner. Then ask if they ever have potluck dinners with friends. Have Ss read the questions. Have two Ss read the example conversation. Point out the way Ss make suggestions, ask questions, and respond to questions.
- **Do the task** Have groups complete the task. Go around the class, and help as needed.
2
- **Preview and do the task** Have groups tell the class about their potluck dinner.
- Ss listen to the different dinner plans and decide which one to go to. Have Ss vote on the ‘best’ dinner.
UNIT 6 Who’s going to do what?
1
- **Preview the task** Tell Ss to turn to p. 132 of their Student’s Books and look at Free Talk 6. Have individual Ss each read a discussion question aloud. Have two Ss read the example conversation aloud. Call on a S to read the Useful Language.
- **Do the task** Have Ss complete the task. Go around the class, and help as needed.
2
- **Preview and do the task** Have a member of each group tell the class the group’s event plans. Then have all the Ss vote on which event they would most like to go to.
UNIT 7 Your ideal partner
1
- **Preview the task** Tell Ss to turn to p. 132 of their Student’s Books and look at Free Talk 7. Ask, “What do you think people look for in a life partner?” Have individual Ss each read one of the ideas. Make sure that they start with *It’s best to have a partner who* . . . (e.g., *It’s best to have a partner who has a good job*).
- Read the instructions aloud. Have two Ss read the example conversation. Tell Ss to work in small groups and discuss the ideas. Tell Ss to add ideas of their own also.
- **Do the task** Have Ss do the task. When Ss have finished, have groups call out ideas that they discussed that were not on the website. Write the ideas on the board.
- Have Ss take turns telling the class which idea matters most to them. Tally the Ss’ choices, and see which idea matters most to Ss.
2
- **Preview and do the task** Read the instructions and example aloud. Put Ss in groups to brainstorm questions. Tell group members to write down their questions and then to decide on the ten most important ones. As Ss discuss their choices, go around the class, and help as needed.
- Have a member of each group read their 10 questions. For each one, have other groups say if they had the same question. Record the most popular questions on the board. For any questions that only one group had, have the group explain why they think the question is important.
What would you do?
- **Preview the task** Tell Ss to turn to p. 133 of their Student’s Books and look at Free Talk 8. Read the instructions aloud. Ask individual Ss to each read a question aloud. Have three Ss read the example conversation aloud.
- **Do the task** Put Ss in groups to discuss the questions. Go around the class, and help as needed. Ask each group to report on the ways they are alike and how they are different. Call on a few groups to share some of their most interesting answers.
Free talk
UNIT 9 Technology etiquette
- **Preview the task** Tell Ss to turn to p. 134 of their Student’s Books and look at Free Talk 9. Read the instructions aloud. Have Ss read the opposing opinions.
- **Do the task** Put Ss in pairs to debate their opinions.
- **Follow-up** Have selected pairs present the opinions they disagreed on to the class. Have selected pairs explain the reasons they disagree.
Free talk
UNIT 10 Who’s been doing what?
- **Preview the task** Tell Ss to turn to p. 135 of their Student’s Books and look at Free Talk 10. Say, “Find out what your classmates have been up to recently. Who’s been doing what?” Read the instructions aloud. Tell Ss to look at the first activity in the list, and then ask two Ss to read the example conversation aloud. Point out the example answer in the chart.
- **Do the task** Have Ss walk around the class asking their classmates the questions. Remind them to ask follow-up questions when they get a yes answer.
Have several Ss report two interesting things they learned about their classmates.
UNIT 11 That must be fun!
1
- **Preview the task** Tell Ss to turn to p. 135 of their Student’s Books and look at Free Talk 11. Read the instructions aloud. Have a S read aloud the response in conversation 1. Elicit ideas for sentences this might be a response to, and write them on the board (e.g., *I go skiing most weekends in the winter. My friends and I get together to once a month to cook Mexican food. I work part time at the local radio station.*).
- **Do the task** Have Ss write sentences for each conversation.
2
- **Preview the task** Read the instructions aloud. Have two Ss read the example conversation aloud.
- **Do the task** Have Ss take turns sharing their sentences. Then have them continue the conversations, asking and answering more questions.
Free talk
UNIT 12 Here’s the news!
1
- **Preview the task** Tell Ss to turn to p. 136 of their Student’s Books and look at Free Talk 12. Read the instructions aloud. Ask, “What kinds of facts should you include in your reports?” Write Ss’ suggestions on the board (e.g., *what happened*, *when*, *where*).
- **Do the task** Have pairs complete the task.
2
- **Preview and do the task** Read the instructions aloud. Have Ss form groups and complete the task.
- **Follow-up** Have groups present one news story to the class. Tell Ss to ask questions to find out more details about the news reports.
UNIT 1
4.30
- **Preview the task** Books closed. Read the instructions aloud. Have Ss look at the chart. Say, “The large dot is the stressed syllable in the word.” Say the words *fairly*, *admire*, *arrogant*, *correctly* aloud and have Ss repeat the words after you.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Pause after each word to give Ss time to write it in the correct column. Play it again, if necessary, for Ss to check their answers. Check answers with the class.
Answers
*fairly*: 5. helpful; 7. reckless; 9. borrow
*admire*: 1. complain; 3. forget; 11. relaxed
*arrogant*: 4. generous; 8. wonderful; 12. patiently
*correctly*: 2. dishonest; 6. impatient; 10. politely
**Extra activity** PAIRS / GROUPS
Pairs find six to eight new words to fit in the chart on p. 137. Pairs take turns telling each other their words and writing them in the correct columns in the chart.
UNIT 2
4.31
- **Preview the task** Books closed. Read aloud the words in the numbered column (*do, done, go, gotten*) and have Ss repeat. Ask Ss how many different *o* sounds they hear [four]. Books open. Read the instructions aloud.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first item and ask, “What sound is it like?” [the sound in *lose*] Say, “Write the letter on the line.” Continue to play the recording as Ss write the letters on the lines. Have Ss compare answers with a partner. Check answers with the class.
Answers
1. b 2. d 3. c 4. a
- **Follow-up** Point out the different parts of the mouth that are used to pronounce the different *o* sounds: *Do* and *go* are in the front of the mouth whereas *done* and *gotten* are further back towards the throat. Also point out the different shape of the lips when pronouncing the different *o* sounds.
UNIT 3
4.32
- **Preview the task** Read the instructions aloud. Explain that the *odd one out* is the one that is different.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first group of words and ask, “Which word has a different sound?” [river] Have Ss circle *river*. Continue playing the recording as Ss circle the word in each group that has a different sound. Have Ss compare answers with a partner. Play the recording again if necessary. Check answers with the class.
Answers
1. river 2. continent 3. worst 4. country 5. ocean
UNIT 4
4.33
- **Preview the task** Read the instructions aloud. Say the words *clean, great, law, uncle, and wife* one at a time and elicit the underlined sound.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first item and ask, “What sound is it like?” [the sound in *uncle*] Have Ss notice it is under *uncle* in the chart. Continue playing the recording. Stop after the second item and elicit the sound in *daughter*. Ask Ss which sound it is like [the sound in *law*], Tell Ss to write it under *law* in the chart. Continue playing the recording. Pause after each item so Ss can write in the chart. Check answers with the class.
Answers
Extra word: 4. nephew
*clean*: 5. niece
*great*: 6. stay
*law*: 2. daughter
*uncle*: 1. cousin
*wife*: 3. fight
- **Follow-up** Have Ss work in pairs to find other words in the unit to add to the chart.
4.34
- **Preview the task** Read the instructions aloud. Say, “Listen to the underlined sounds of these two words: *thirsty* and *dessert*. Are they the same or different?” [same]
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after each pair of words for Ss to write their answers. Play the recording again if necessary. Have Ss compare answers in pairs.
**Answers**
1. S 2. S 3. D 4. S 5. D 6. S 7. D 8. S 9. D
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4.35
- **Preview the task** Read the instructions aloud. Say the words *home*, *good*, *math*, *worse*, and *ought* one at a time, stopping after each one to have Ss repeat the underlined sounds, and elicit the underlined sound.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first item and ask, “What sound is it like?” [the sound in *ought*] Have Ss notice it is under *ought* in the chart. Continue playing the recording. Stop after the second item and elicit the sound in *bully*. Ask Ss which word it sounds like [good]. Tell Ss to write it under *good* in the chart. Continue playing the recording. Pause after each item so Ss can write it in the chart. Check answers with the class.
**Answers**
*home*: 3. total, 10. coach
*good*: 2. bully, 8. should
*math*: 4. fabulous, 6. rather
*worse*: 5. girlfriend, 7. research
*ought*: 1. bought, 9. thought
- **Follow-up** Say, “Which groups of words use the same spelling for the same sound for all three words?” [math / fabulous / rather and ought / bought / thought]. Say, “Notice the different spelling combinations for each sound in the remaining groups of words.”
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4.36
- **Preview the task** Read the instructions aloud. Remind Ss that the *odd one out* is the one that is different. Point out that this exercise focuses on consonant sounds.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first group of words and ask, “Which word has a different sound?” [which] Have Ss circle *which*. Continue playing the recording as Ss circle the word in each group that has a different sound. Have Ss compare answers with a partner. Play the recording again if necessary. Check answers with the class.
**Answers**
1. which 2. through 3. wrote 4. sign 5. sits 6. circle
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4.37
- **Preview the task** Read the instructions aloud. Point out that this exercise focuses on both vowel and consonant sounds. Have Ss look at the first pair of words. Say *place* and *exciting*. Ask, “Are the underlined sounds the same or different?” [the same]
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after each pair of words for Ss to write their answers. Play the recording again if necessary. Have Ss compare answers in pairs. Check answers with the class.
**Answers**
1. S 2. D 3. D 4. S 5. S 6. S 7. S 8. S 9. D
- **Have Ss** notice the two pairs that have different spelling combinations for the same sounds [*enough / afford, share / anywhere*]. Then have Ss notice which of the pairs use the same spelling for different sounds [*engineering / forget* and *if / of*].
- **Follow-up** Have Ss work in pairs to find other words that sound similar to each similar pair or each word in the different pairs. They can use their books or a dictionary. Have Ss join another pair and say the words, asking the other pair to say which words they are similar to.
UNIT 9
4.38
- **Preview the task** Books closed. Read the instructions aloud. Say the words *around* and *battery* and elicit the unstressed vowel sounds.
- **Play the recording** Ss listen and repeat. Have Ss call out the number of syllables in each word |around: 2; battery: 3; computer: 3; idea: 3; remember: 3; controller: 3; problem: 2; tablet: 2; support: 2; virus: 2|. Point out that each word has one stressed syllable and one or two unstressed syllables. Remind Ss that they will be circling one or two syllables.
- **Play the recording again** Stop after each pair of words for Ss to write their answers. Play the recording again if necessary. Have Ss compare answers in pairs. Check answers with the class.
**Answers**
1. around 3. computer 5. remember 7. problem 9. support
2. battery 4. idea 6. controller 8. tablet 10. virus
UNIT 10
4.39
- **Preview the task** Read the instructions aloud. Say the words *again, bought, eat, made, there,* and *true* one at a time, stopping after each one to have Ss repeat the underlined sounds.
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the first item and ask, “What sound is it like?” [the sound in *made*] Have Ss notice it is under *made* in the chart. Continue playing the recording, pausing after each item so Ss can write it in the chart. Check answers with the class.
**Answers**
*again*: 11. serious, 12. suspense
*bought*: 7. saw, 4. fall
*eat*: 9. scene, 10. seen
*made*: 1. alien, 6. place
*there*: 5. hilarious, 8. scary
*true*: 2. cartoon, 3. costume
- **Follow-up** Have Ss work in pairs to find other words in the unit to add to the chart.
UNIT 11
4.40
- **Preview the task** Read the instructions aloud. Say the /t/, /d/, and /d/ sounds. Say *annoyed*. Ask, “Which sound did you hear?” /d/
- **Play the recording** Ss listen and repeat.
- **Play the recording again** Stop after the second item and ask, “Does it have a /t/, /d/, or /d/ sound?” /d/ Continue playing the recording as Ss write *t*, *d*, or *ld*. Check answers with the class.
**Answers**
1. d 2. d 3. ld 4. t 5. ld 6. ld 7. ld 8. d
9. d 10. t 11. d 12. d
**Extra activity** INDIVIDUAL / PAIRS
Have Ss choose four words and write a question with each one. Ss work in pairs and take turns asking and answering each other’s questions.
UNIT 12
4.41
- **Preview the task** Read the instructions aloud. Have Ss look at number one and say the word *bus*. Say, “The underlined sound is like the underlined sound in *city*.” Have Ss repeat *bus* and *city*.
- **Play the recording** Ss listen and repeat the words.
- **Play the recording again** Stop after the second item and ask, “Which word has the same underlined sound?” [closed] Say, “Write the letter on the line.” Continue to play the recording as Ss write the letters on the lines. Have Ss compare answers with a partner. Check answers with the class.
**Answers**
1. c 2. a 3. b 4. e 5. d 6. f
Lesson A Adjectives vs. manner adverbs
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Read the first sentence and elicit the correct answer [bad]. Ask, “Why is this the correct answer?” [You use an adjective after the verb sound.]
- **Do the task** Have Ss circle the correct words. Check answers with the class.
Answers
1. I know this sounds **bad**, but I love to drive really **fast**. I think I drive really **well**, though. I don’t get **reckless** when I get behind the wheel or anything.
2. I try **hard** to be neat and tidy. Like, I always put my keys on the shelf automatically when I get home. You can lose your keys so **easily**.
3. I think it’s **important** to take work **seriously**. I mean, it only seems right. If you do a job **well**, you feel **good** about yourself, too.
4. I guess I can get **impatient** sometimes. Like, I want **instant** replies to my texts and emails. I just don’t like to wait when I need an answer **quickly**.
5. I love sports, but I don’t really play for fun. I feel pretty **strongly** that you should play to win. I **feel** **terrible** if I lose. My friends see things **differently** and say that I’m too **serious** about sports and that I should relax.
6. I hate it when people don’t write texts **properly** and don’t use **correct** grammar and punctuation. It’s not because they’re writing **quickly** – they just don’t care about it. I always check over my texts very **carefully** before I send them.
B
- **Preview the task** Read the instructions aloud. Tell Ss if they can’t find any that are true for them or for someone they know, they can change one or two a little to make them true for them or for someone they know.
- **Do the task** Have Ss discuss their choices in pairs. Monitor and provide help as needed.
Lesson B Adverbs before adjectives and adverbs
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read aloud the instructions and the phrases in the box.
- **Do the task** Have Ss complete the sentences. Check answers with the class.
Answers
1. My sister’s **extremely** talented. She’s just good at everything she does.
2. My brother’s **absolutely** **crazy**. He does that extreme biking thing, jumping upside down on his bike and everything.
3. My parents are **incredibly** **generous**. They bought me a new car when my old one broke down.
4. My best friend is **really** **reliable**. I can count on her for absolutely anything.
5. I’m **pretty** **laid-back**. I don’t get stressed very often.
6. My brother isn’t **arrogant** at all. He doesn’t think he’s better than everyone else.
B
- **Present Common Errors** Call on Ss to read the information aloud. Explain that extreme adjectives already include the meaning of **very**. Say some extreme and not extreme adjectives and have Ss say either **absolutely** or **very** with the adjectives (e.g., **fantastic** – **absolutely fantastic**; **good** – **very good**; **nice** – **very nice**; **amazing** – **absolutely amazing**; **fast** – **very fast**; **smart** – **very smart**; **brilliant** – **absolutely brilliant**).
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss rewrite the sentences to make them true for them, and then take turns telling their partners their new sentences. Encourage Ss to ask each other questions for more information about each person. Monitor and provide help as needed.
- **Follow-up** Have Ss share their conversations with the class.
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Have Ss read the sentences. Point out that they will need to add and change words.
- **Do the task** Have Ss complete the task and then compare answers with a partner. Check answers with the class.
Answers
1. I’ve / I have always done a lot of traveling. I guess it’s / it has always been my main interest in life.
2. I travel with an old school friend, and she’s been / she has been to lots of places.
3. She and I have traveled around Asia three or four times. We’ve / We have always enjoyed traveling together.
4. We’ve / We have walked on the Great Wall of China twice. It’s so amazing.
5. We’ve been / We have been so lucky. We’ve / We have visited some amazing places and I’ve / I have tried all kinds of food.
6. We’re always talking about places we would like to go. We’ve thought / We have thought about going to Australia or India.
7. My friend hasn’t been / has not been to India because she hasn’t had / has not had the chance, and I’ve / I have never been to Australia.
8. We haven’t / have not made a decision about where to go next, but I’d really like to go to Sydney.
About you
B
- **Preview the task** Read the instructions aloud. Tell Ss to make similar sentences about their own travel experiences or travel experiences of people they know.
- **Do the task** Have pairs take turns telling each other their sentences. Tell Ss to ask questions about their partners’ sentences (e.g., S1: I’ve never done a lot of traveling, but I’ve always wanted to. S2: Where would you like to go?). Monitor and provide help as needed.
UNIT 2 Lesson B Present perfect vs. simple past
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class. Have Ss practice the conversations in pairs.
If done in class
A
- **Preview the task** Read the instructions aloud. Remind Ss to notice whether the speaker should be using the simple past or the present perfect.
- **Do the task** Have Ss complete the conversations. Check answers with the class.
Answers
1. A Have you ever done anything scary?
B Yes, I have. I played the piano in a big concert last year.
A Really? Did you play a solo?
B No, I didn’t. Thank goodness! There was an orchestra, too.
2. A Have you ever seen the Northern Lights?
B No, I haven’t, but I’ve always wanted to see them. We went to Alaska last year, but we didn’t see them.
3. A Have you ever tried kickboxing?
B Yes, I have. I took a class last semester. But I didn’t like it.
4. A Have you ever cooked a meal for a big group of people?
B Yes, I have. It was my sister’s birthday last weekend. She invited 25 of her friends, and we made Moroccan food.
A Really? I’ve never eaten Moroccan food before. Was it good?
B Oh, yeah. Everybody loved it!
- Put Ss in pairs to practice the conversations, taking turns playing each role.
About you
B
- **Preview the task** Read the instructions aloud. Tell Ss to change the answers to make them true.
- **Do the task** Have Ss practice the conversations again. Walk around helping with vocabulary as needed. Have selected pairs share a conversation with the class.
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Present Common Errors** Call on Ss to read the information aloud. Have Ss call out different adjectives while other Ss change them to superlatives (e.g., *quick, quickest; bright, brightest; light, lightest; heavy, heaviest; new, newest; old, oldest; interesting, most interesting, important, more important*). Review the rules for forming superlative adjectives if necessary.
- **Preview the task** Read the instructions aloud. Check Ss’ comprehension of any difficult vocabulary.
- **Do the task** Have Ss complete the sentences. Check answers with the class.
Answers
1. The biggest national park in the world is in Greenland.
2. The fastest roller coaster in Europe is in Spain.
3. Canada has the longest coastline in the world. It’s great for sightseeing.
4. The most expensive hotel in the world is in Dubai. The rooms cost over $10,000 a night.
5. The best time to visit Thailand is from November to February. These are the months with the best weather because there is the least rain.
6. Summer is the worst time to visit Venice because that’s when there are the most tourists.
7. The city that has the most people in the United States is New York City.
8. The city with the largest population in the world is Shanghai.
9. The deepest lake in the world is Lake Baikal in Siberia.
10. The smallest country in the world is Vatican City in Rome. It’s also the most populated country with only 500 inhabitants.
B
- **Preview the task** Read the instructions aloud. Model the task by changing a sentence to make it true for your country. (e.g., *The biggest National Park here is [name]*.) Say, “Can you think of similar facts for visitors to your country?” Tell Ss to work in pairs and to make a list of facts.
- **Do the task** Have pairs do the task, then compare their lists with another pair.
UNIT 3 Lesson B Questions with *How + adjective*
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Ask Ss to say any facts they know about the geography or people of Spain.
- **Do the task** Have Ss complete the questions and answers. Have Ss compare answers with a partner. Check answers with the class.
Answers
1. Q: How high is Mount Teide in Tenerife, Spain? A: It’s 4,964 meters (16,286 feet) high.
2. Q: How long is the coastline of Spain? A: It’s 7,517 kilometers (4,671 miles) long.
3. Q: How big is the population of Spain? A: It’s almost 47 million people ——.
4. Q: What is the largest natural lake in Spain? How deep is it? A: Lake Sanabria is 51 meters (167 feet) deep.
5. Q: How hot is it in southern Spain in August? A: It is usually around 35°C (90°F) ——.
About you
B
- **Preview the task** Say, “Look at the facts about Spain. What facts like this do you know about your own country?” Have two Ss read the example conversation. Point out the use of “I’m guessing” in the conversation.
- **Do the task** Have Ss take turns asking and answering questions using *How + adjectives* about their own country or other places. Encourage Ss to guess if they don’t know the answers.
Extra activity PAIRS / GROUPS
Put Ss in pairs or groups to write a set of questions about their country that they researched on the Internet. Pairs exchange questions with another pair or group and write the answers. Ss may use the Internet to find the answers.
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- Preview the task Read the instructions aloud.
- Do the task Have Ss complete the sentences. Remind Ss they will need to decide if they should add *to* or not. Have Ss compare answers with a partner. Check answers with the class.
Answers
1. I want my children **to make** good decisions for themselves.
2. I don’t let my kids **play** computer games before bedtime. It makes them sleep badly.
3. I usually make my teenagers **clean up** the kitchen after meals.
4. I want to get my kids **to eat** well. They’re always eating junk food.
5. I usually tell my kids **to do** their homework before dinner, but I don’t help them **do / to do** it.
6. I’m always asking them **to turn off** the lights in the house.
7. I have them **shut down** their computers at night.
8. I’m always telling my kids **to be** careful when they go out.
9. I always have my kids **write** thank-you letters when they get a gift.
10. We often help our sons **study / to study** for exams. We make up games for them.
B
- Preview the task Ask Ss to think about their own childhoods and their own parents’ policies. Have a S read the example sentence. Have several Ss call out possibilities.
- Do the task Have Ss take turns telling their partners about their own childhoods.
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- Preview the task Ask Ss what they used to do on their summer vacation. Say, “What are some of your memories?” Have a few Ss each call out a memory. Read the instructions aloud. Have Ss find the first sentence to rewrite using *used to* or *would* [We had long school vacations in the summer.]. Explain that there are more than eight sentences but that they only need to rewrite eight of them. Also explain that the answers will vary a little.
- Do the task Have Ss rewrite the eight sentences and then compare answers with a partner. Check answers with the class.
Answers
We used to **have** long school vacations in the summer. I **used to see / would see** a lot of my extended family in those days. My cousins **used to come / would come** to stay every summer. We didn’t use to have a big house like we do now, so we **used to camp / we would camp** in the back yard. There was a stream near our house, and we **used to swim / would swim** in it. One of my little cousins **didn’t use to like** swimming. She **used to be really scared** of water, and my brother always **used to tease / would tease / would always tease** her about it. He **used to make / would make** her go into the water.
B
- Preview the task Have Ss change a few of the sentences above to questions (e.g., *Did you use to have long school vacations in the summer?*). Read the instructions aloud, and ask Ss to think about their own school vacations. Have two Ss read the example conversation.
- Do the task Have Ss take turns asking and answering questions about their own school vacations. Have selected pairs share some of their conversation with the class.
Lesson A Talking about quantities of food
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- Preview the task Read the instructions aloud.
- Do the task Have Ss complete the sentences with the words in the box, and then compare answers with a partner. Check answers with the class.
Answers
1. I don’t eat many fruits or vegetables. I really should eat more healthy food.
2. We have a small freezer, so we buy very few frozen meals.
3. I prefer to go shopping at the local store. I’m trying to buy less food from the big supermarkets than I used to.
4. My family buys about six loaves of bread a week and eight cartons of fruit juice.
5. I don’t fry food anymore. It means I eat fewer calories and less fat. But I have to say, I like a little butter on my potatoes.
6. When I go out to eat, I like to try a few different things that I don’t normally eat.
About you
B
- Preview the task Have Ss think about their own shopping and eating habits as compared to the ones in the sentences in Exercise A. Then read the instructions aloud.
- Do the task Have Ss take turns telling their partners about their shopping and eating habits. Have Ss tell the class one thing about their partner.
Extra activity GROUPS
Have Ss write two true sentences and one false sentence about their shopping or eating habits. Put Ss in small groups to say their sentences while group members decide which sentence is false. Ss receive a point for each correct guess.
Lesson B too, too much, too many, and enough
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- Preview the task Read the instructions aloud.
- Present Common Errors Call on Ss to read the information aloud. Elicit common countable and uncountable food and drink nouns, listing them on the board.
- Do the task Have Ss complete the conversation from an online forum and then compare answers with a partner. Check answers with the class.
Answers
A few months ago, I completely changed my eating habits. I used to eat too much sugar, too much processed fat, and too many take-out meals. I also didn’t eat my meals slowly enough because I was always rushing out somewhere. My mother was always saying, ‘You eat too quickly’ or ‘You’re not eating enough protein,’ and as for fast food, I know I definitely ate too much. I really thought my mom complained too much, but actually I guess I didn’t pay enough attention to her. I got sick! The doctor said my diet wasn’t healthy enough and I needed to change it. He also said I needed more vitamins and I wasn’t getting enough.
No surprise there! So I changed my diet. In the end, it was simple enough to do. Now I’m eating a lot of raw vegetables – I guess you can’t eat too many of those! I feel great. And guess what? My mom can’t say I don’t eat well enough. Not now!
Comment Good for you! You should never be too busy to look after your health! Too much junk food and too many sweets are not good for you.
About you
B
- Preview the task Read the instructions aloud. Have Ss think about the types of things people comment on in forums such as this one. Elicit ideas, and write them on the board.
- Do the task Have Ss write a comment and then compare with a partner. Have selected Ss write their comments on the board to discuss with the class.
If A is done for homework
Briefly preview the task. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
- **Preview the task** Read the instructions aloud. Remind Ss of the different ways to talk about fixed plans (the present continuous or *be going to*), decisions you make as you are speaking (*will*), factual information or predictions based on what you know (*will* or *be going to*), and scheduled events (the simple present). Say, “As you choose the answers, think about whether the man is talking about fixed plans, predictions, or scheduled events, or is making decisions as he talks.”
- **Do the task** Have Ss complete the task and then compare answers with a partner. Check answers with the class.
Answers
Well, tonight I’m *going to stop* by the store on my way home. I need to get some stuff for dinner. I think I’ll *buy* some pasta, and I’ll make some garlic bread. That sounds good. So, yeah, we’re *eating* late tonight because I have a gym class at 6:00. So I think I’ll go / I’m *going to go* home straight after class, because my roommate’s having dinner with me tonight. I guess he won’t *get* home until 7:30, so maybe we’ll eat at about 8:00. I think we’re *going to go* out later. There’s a movie I want to see. It *starts* at 10:00.
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**Lesson B What’s advisable, necessary, preferable**
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss rewrite the sentences and then compare answers with a partner. Check answers with the class.
Answers
1. I’d rather not move out of my apartment.
2. I’m going to have to learn to drive.
3. I ought to save some money to buy a car.
4. You might want to talk to your boss about a promotion.
5. My brother’d better / had better get a job soon, or he won’t be able to pay his rent.
6. My classmates had better not go out tonight, or they won’t pass the exams tomorrow.
7. My sister wants to go to Europe. She’d better learn some English before she goes.
8. My friend has to choose her major soon, but she says she’d rather not think about it.
9. My parents are going to have to retire soon, but they say they’d rather / would rather work.
10. I ought to get more exercise – I spend too much time at my desk.
B
- **Preview the task** Ask Ss to think about their own current situations. Have a S read the example sentence. Point out the additional information in the example. Brainstorm some other possible ideas (e.g., *It’s too expensive. It’s too noisy. It’s too hot.*). Tell Ss to add explanations like these to their sentences.
- **Present Common Errors** Books closed. Write on the board:
1. You ____ get a visa to go to Australia.
2. You ____ get a visa for your trip to Australia.
Ask, “Which sentence(s) can I complete with *have to?*” [both] “Which sentence(s) can I complete with *had better?*” [sentence 2] Have Ss write their answers and then check by reading the information. Have a S read the information aloud. Go over the example. Ask, “Why is sentence 2 the only one where you can use *had better?*” [It’s advice for a specific situation.] Remind Ss that both *had* and *would* are often abbreviated as ‘d’ (e.g., *He’d better not stay out late. He’d rather stay at home.*).
- **Do the task** Have Ss rewrite the sentences with their own information, then take turns telling their partners their sentences.
If A is done for homework
Briefly preview the task for Exercise A and present Note and Common Errors. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
- **Present Note** Call on Ss to read the information aloud. Go over the examples, focusing on the prepositions at the ends of the sentences. Write these phrases on the board and have Ss a) complete them with names of people they know and b) make them into relative clauses like the examples in the Note. *I sit next to ____ in class. I often go out with ____ on weekends.* (e.g., Clara is the woman I sit next to in class. Tina and Yuri are the people I often go out with on weekends.)
- **Present Common Errors** Call on Ss to read the information aloud. Write the example on the board. Ask, “How can we break this into two short sentences?” [She works for a company. The company makes computers.] Point out that *the company* is the subject of the second sentence and that these clauses need words like *who*, *that*, or *which*. Then write on the board: *She works for a company (that) she likes.* Have Ss break the sentence into two parts. [She works for a company. She likes the company.] Elicit from Ss that in this case *the company* is the object of the second sentence. Say, “If you are not sure if a relative clause is a subject or an object relative clause, it can help to break the sentence into two.”
A
- **Preview the task** Read the instructions aloud.
- **Do the task** Have Ss complete the sentences and then compare answers with a partner. Check answers with the class, going over all the possible combinations.
Answers
1. Who’s a friend *that / who / -* you often go out with?
2. Who’s the person in your family *that / who / -* you most often talk to / with?
3. Who’s the classmate *that / who* is always interrupting other people / -?
4. Who’s the friend *that / who / -* you like to spend time with?
5. Who’s a friend *that / who / -* you went to elementary school with?
6. Who’s the co-worker *that / who* has the most impeccable taste in clothes / -?
7. Who’s the friend *that / who* has the best sense of humor / -?
8. Who’s someone *that / who* always makes a good impression on people?
9. Who’s a friend with a car *that / which / -* you’d like to own?
10. Who’s the friend *that / who / -* you can always rely on when you have problems?
11. Who’s a person *that / who / -* you sometimes have arguments with / about?
12. Who’s the co-worker *that / who / -* you’re always apologizing to / for?
B
- **Preview the task** Read the instructions aloud. Give Ss a few minutes to think of answers to the questions in Exercise A.
- **Do the task** Have Ss take turns asking and answering the questions. Have some Ss share their answers with the class.
UNIT 7 Lesson B Phrasal verbs
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Ask Ss to call out some particles and write them on the board (e.g., *along, out, away, down, back, up*). Read the instructions aloud. Have a S read the example sentence.
- **Do the task** Have Ss complete the questions. Check answers with the class.
Answers
1. move away
2. hang out / growing up
3. gone back
4. get along
5. didn’t work out
6. signed up for
7. come back
8. started out / turned out
9. settled down
10. go out with
B
- **Preview the task** Read the instructions aloud. Give Ss a few minutes to think of answers to the questions in Exercise A.
- **Do the task** Have Ss work in pairs to take turns asking and answering the questions with their own information and reasons or explanations where appropriate.
- **Follow-up** Have Ss change partners and select a few questions to discuss. Tell Ss to ask follow-up questions to keep the conversations going.
Lesson A Wishes and imaginary situations or events
If done in class
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
Answers
1. I wish I was / were less disorganized. If I was / were less disorganized, I wouldn’t lose things all the time.
2. I wish my sister paid attention in school. If she paid attention, she’d / would get better grades.
3. I wish I could take a vacation this year. If I could take a vacation, I wouldn’t feel so stressed all the time.
4. I wish my parents let me use their car. If my parents let me use their car, they wouldn’t have to drive me everywhere.
5. I wish my brother helped clean up the house. If he helped, I’d / would have time to do other things.
A
- Preview the task Read the instructions aloud. Elicit the structures that follow wish and if [past forms of verbs]. Remind Ss that sentences with if have two parts [if + past form of verb, . . . would (could) + base form of verb]. Write on the board: If I was and If I were. Ask, “Which is more common in conversation?” [If I was] Ask, “Which is more correct in written English?” [If I were]
- Do the task Have Ss complete the sentences and then compare answers with a partner. Check answers with the class.
B
- Preview the task Read the instructions aloud. Give Ss a few minutes to think of wishes that are true for them. Tell Ss to also make if sentences for the results of their wishes.
- Do the task Have Ss take turns telling a partner their wishes and their results.
Lesson B Asking about imaginary situations or events
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- Present Common Errors Call on a S to read the information aloud. Ask, “Why is would correct in the example?” [The situation is imaginary, not real.]
- Preview the task Read the instructions aloud. Check that Ss understand they have to write two questions: a wh-question and a yes-no question.
- Do the task Have Ss write their questions and answers. Check the questions with the class.
Answers
1. What would you do if a friend talked about you behind your back? Would you say something?
2. How would you react if you forgot an important homework assignment? Would you give your teacher an excuse?
3. What would you do if you didn’t meet a big deadline? Would you apologize to your boss?
4. What would you say if your parents bought you a present that you didn’t like? Would you tell them the truth?
5. How would you react if a friend invited you to a party that you didn’t want to go to? Would you say you’re busy?
6. What would you do if you lent some money to a friend and she forgot about it? Would you remind her about it?
B
- Preview and do the task Read the instructions aloud. Give Ss a few minutes to think about alternative reactions and solutions. Put Ss in new pairs to discuss their reactions and their new solutions.
- Follow-up Have Ss post their new solutions on the board. Have the class vote on the best solutions for each situation.
Lesson A Questions within sentences
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Have a S read the example question. Ask, “Why is the verb *has* at the end?” [Because it’s statement word order.] Have Ss complete the answer to the first question. Call on Ss to say their answer and write it in the board. Remind Ss of the word order of questions within questions.
- **Do the task** Have Ss complete the task. Check answers with the class.
Answers (second items are sample answers)
1. Q: Do you know how much memory your computer has?
A: No, actually, I can’t remember how much memory it has.
2. Q: Do you have any idea how many hours you spend online each week?
A: A lot! I don’t know exactly how many hours I spend online.
3. Q: Do you know if there’s a good wireless Internet connection in your classroom?
A: Well, I don’t know if the connection is any good, but we have wireless.
4. Q: Do you know how many text messages you send every week?
A: Not really. I don’t really know how many text messages I send.
5. Q: Can you remember who you sent emails to yesterday?
A: Yes, I can remember exactly who I sent emails to.
B
- **Preview and do the task** Read the instructions aloud. Have Ss take turns asking and answering the questions with a partner. Have pairs share some of their answers with the class.
Lesson B Separable phrasal verbs; *how to, where to, what to*
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Check that Ss understand they have to write the first question in each item in two ways and complete the second questions with pronouns.
- **Present Common Errors** Call on a S to read the information aloud. Ask, “What is the object pronoun in the example?” [it] “What object pronoun do you use when you’re talking about cell phones?” [them]
- **Do the task** Have Ss write the questions. Check the questions with the class.
Answers
1. How often do you turn off your cell phone / turn your cell phone off? When do you have to turn it off?
2. Did you know how to set up your computer / set your computer up? Did you set it up yourself?
3. Has anyone ever asked you to turn your music down / turn down your music? Did you turn it down?
4. Do you put on your headphones / put your headphones on to listen to music? Did you put them on yesterday?
5. Do you know how to turn on the spell check / turn the spell check on on your computer? Do you usually turn it on?
6. Do you know how to set up wireless Internet / set wireless Internet up in your home? Did you set it up?
B
- **Preview and do the task** Read the instructions aloud. Have Ss take turns asking and answering the questions with a partner. Have pairs share some of their answers with the class.
Extra practice
UNIT 10 Lesson A Present perfect continuous
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- Preview the task Read the instructions aloud. Ask Ss to find time expressions in the questions. Ask, “Do these expressions refer to specific times in the past or periods of time that extend to the present?” [periods of time that extend to the present] Remind Ss that that is why they need to use the present perfect continuous to complete these questions.
- Do the task Have Ss complete the questions and then compare answers with a partner. Check answers with the class.
Answers
1. Have you and your friends been eating out a lot recently?
2. What have you been doing today? Have you been doing anything interesting?
3. How long have you been working in your current job?
4. Have you been going out a lot during the week?
5. How long have you and your friends been hanging out together?
6. Has your best friend been taking other classes this year?
7. Have you been following any sports teams this year?
8. How long have you and your family been living in your apartment or house?
9. How long has your best friend been learning English?
10. How long have you been studying today? Have you been studying all day?
About you
B
- Present Common Errors Books closed. Write on the board: I’m taking / I’ve been taking this class since last September. Ask, “Which verb is correct or are both correct?” Have Ss open their books to check their answer. [I’ve been taking] Have a S read the information aloud. Say, “When you use for and since and talk about an activity that began in the past and continues up to around now, use the present perfect or present perfect continuous, not the present tense.”
- Preview the task and do the task Read the instructions aloud. Have Ss write their own true answers to the questions.
About you
C
- Preview the task Read the instructions aloud. Model the activity with a S. Ask the first question and have the S answer. Ask other Ss to suggest follow-up questions (e.g., Which restaurants have you been to? Where have you been going?).
- Do the task Have Ss take turns asking and answering the questions with a partner. Walk around and offer help with vocabulary as needed.
UNIT 10 Lesson B already, still, and yet with present perfect
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- Preview the task Read the instructions aloud. Have Ss brainstorm some names of new or current TV shows, movies, books, singers, songs, and places to visit. Review the use of already, still, and yet from the lesson with the class. Remind Ss or elicit from Ss that already is used in affirmative statements, and yet is used mainly in negative statements and negative statements. Still can be used in affirmative and negative statements.
- Do the task Tell Ss to complete the conversations with already, still, and yet, plus names of a TV show, movies, a book, a singer, his / her songs, and places. Check answers with the class.
Answers
1. A: (title of TV show), yet; B: yet
2. A: (title of new movie), yet; B: already, still, (title of another movie), still
3. A: (title of a book); B: yet, still
4. A: (name of a singer), yet; B: yet, still
5. A: (name of a place); B: yet, still
About you
B
- Preview and do the task Read the instructions aloud. Have Ss take turns practicing the conversations with a partner, taking turns switching roles. Then put Ss in new pairs to practice the conversations with information of their own. Call on several pairs to act out their new conversations for the class.
Lesson A Modal verbs for speculating
If A is done for homework
Briefly preview the task for Exercise A and present Common Errors. Make sure Ss understand what they need to do. Have Ss complete the task at home, then check answers in class.
If done in class
A
- **Present Common Errors** Books closed. Write on the board: *She didn’t sleep well last night. She might / can / may / must be tired.* Ask Ss how many possible correct answers there are. Have them check their answers by reading the information. [three] Have a S read the information aloud. Point out that although *can* can be used to show possibility, it can’t be used to speculate. Then write on the board: *She slept for twelve hours last night! She ____ be tired now.* Ask Ss to complete the sentence [can’t]. Remind Ss that they can use *can’t* to speculate.
- **Preview the task** Read the instructions aloud. Call on Ss to read each situation aloud. Help out with any vocabulary questions.
- **Do the task** Tell Ss to complete the sentences. Remind them that there are various possible answers. Check answers with the class.
Answers
1. a. It **must** be a burglar for sure.
b. The neighbors **might** / **may** / **could** be away, perhaps.
c. The police **must** / **might** / **may** be coming.
d. The burglar **might** / **may** / **could** still be in the house.
2. a. They **must** / **might** / **may** / **could** be having an argument.
b. They **must not** / **can’t** feel / be feeling very happy.
c. He **might** / **may** / **could** be her date, perhaps.
d. He **must** / **might** / **may** / **could** be trying to comfort her.
3. a. The driver **must** be in a hurry, for sure.
b. He **must not** / **can’t** be a very safe driver.
c. He **must** / **might** / **may** / **could** be breaking the speed limit.
d. He **must** / **might** / **may** want to get off work early.
4. a. He **could** / **might** / **may** / **be** hurt, perhaps.
b. He **must** / **might** / **may** / **could** be taking a rest.
c. He **might** / **may** / **could** be taking part in a bicycle race.
d. His bicycle **might** / **may** / **could** be damaged.
B
- **Preview and do the task** Read the instructions aloud. Call on a few Ss to make some more guesses about the first situation. Put Ss in pairs to make more guesses about each situation.
Extra activity CLASS
Have Ss post their guesses on the walls or board. Number the guesses for each situation. Have Ss vote on which guess they think is most likely for each situation. Tally the votes, having selected Ss give reasons for their selections.
Lesson B Adjectives ending in -ed and -ing
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Write an -ed and an -ing adjective on the board (e.g., *annoyed*, *annoying*). Have Ss make sentences with the adjectives. Read the instructions aloud.
- **Do the task** Have Ss complete the sentences, and then compare answers with a partner. Check answers with the class.
Answers
1. I hate it when I’m out with a group of friends and we can’t agree on what to do. It can be incredibly frustrating. I guess we’re all **interested** in different things.
2. I get really **annoyed** when people say they’ll meet me and then they’re half an hour late. It’s **surprising** how selfish people can be.
3. My parents are very **pleased** that I have nice friends. I think parents get **worried** about things like that.
4. I’m always really **shocked** when friends get into fights with each other.
5. It’s always **exciting** to see my friends. Not one of them is boring.
6. It’s **disappointing** when friends don’t keep in touch. But it happens.
7. I feel **disappointed** when friends don’t call when they promised.
8. Some people post really mean comments online. They can be pretty **scary**.
9. It’s always **fascinating** to find out about other people’s jobs.
B
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentences. Have Ss discuss their opinions in pairs. Call on pairs to share their opinions.
Extra activity PAIRS
Have each S find a new partner and write a new set of sentences using five of the adjectives with different situations.
Lesson A Simple past passive
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Elicit from Ss when the passive is more appropriate to use than the active [when the “doer” isn’t known or important, or when the “receiver” is more important than the “doer” of the action]. Review the forms of the simple past passive, if necessary [was / were (+not) + past participle]
- **Do the task** Have Ss write the sentences and then compare answers with a partner. Check answers with the class.
Possible answers
1. A dinosaur bone was found in a storage box at a Boston museum this week. The bone was identified as a new species of dinosaur.
2. Two main subway lines were closed yesterday for a second day. Repairs to the lines weren’t completed on time.
3. A live show in New York City was canceled last night after the lead singer fell off the stage. Ticket holders were not refunded.
4. Police were called to an apartment after neighbors heard strange sounds. A raccoon was trapped inside the apartment. It was removed by animal services.
B
- **Preview and do the task** Read the instructions aloud. Have a S read the example sentence. Call on Ss to give more suggestions for the first sentence. Put Ss in pairs to take turns adding ideas to the news reports. Have pairs share some of their ideas with the class.
Lesson B Simple past passive + by + agent
If A is done for homework
Briefly preview the task for Exercise A. Make sure Ss understand what they need to do. Have Ss complete Exercise A at home, then check answers in class.
If done in class
A
- **Preview the task** Read the instructions aloud. Remind Ss of adverb placement with passive constructions. (The adverb goes after be and before the main verb.)
- **Do the task** Have Ss rewrite the news stories and then compare their stories with a partner. Check answers with the class.
Answers
1. A thief broke in through the roof of a police station late last night – thinking it was a local business. The roof was partially damaged when the thief fell through and landed on the floor of the police station. The man was quickly arrested by an officer on duty. Although the man was not seriously injured, he was immediately taken to the emergency room by ambulance. Police say the burglar alarms at the station were temporarily disconnected.
2. Dozens of cars were badly damaged yesterday after a freak hailstorm. The cars were hit by large hailstones in the parking lot of a local supermarket. One driver said her windshield was completely shattered. The store was partially flooded in the storm.
B
- **Preview and do the task** Read the instructions aloud. Tell Ss to reread the news stories one more time and this time to try to form a picture in their minds of the stories as they read them. Then have Ss re-tell the stories in pairs. When Ss have finished, have them reread the stories again to make sure they didn’t miss any details.
Extra activity GROUPS
Have Ss write an imaginary or real news story using the past passive, adverbs, and by + agent where necessary and then tell another group their stories.
Lesson A Simple past passive
A Write sentences using the prompts given and the simple past passive.
1. A dinosaur bone / find / in a storage box at a Boston museum this week.
The bone / identify / as a new species of dinosaur.
2. Two main subway lines / close / yesterday for a second day.
Repairs to the lines / not complete / on time.
3. A live show in New York City / cancel / last night after the lead singer fell off the stage.
Ticket holders / not refund.
4. Police / call / to an apartment after neighbors heard strange sounds.
A raccoon / trap / inside the apartment. It / remove / by animal services.
B Pair work How many more ideas can you add to the news reports above? Take turns making suggestions.
“The dinosaur bone was found by a student who was working at the museum.”
Lesson B Simple past passive + by + agent
A Rewrite the two news stories using the prompts given. Use the simple past passive and an adverb. Use *by* where needed.
1. A thief broke in through the roof of a police station late last night – thinking it was a local business. The roof (partial / damage) when the thief fell through and landed on the floor of the police station. The man (quick / arrest / an officer on duty). Although the man (serious / not injure), he (immediate / take to the emergency room / ambulance). Police say the burglar alarms at the station (temporary / disconnect).
2. Dozens of cars (bad / damage) yesterday after a freak hailstorm. The cars (hit / large hailstones) in the parking lot of a local supermarket. One driver said her windshield (complete / shatter). The store (partial / flood) in the storm.
B Pair work Take turns retelling the two news stories without looking at your books.
### Adjectives
**Positive qualities**
- accomplished
- considerate
- creative
- down-to-earth
- easygoing
- even-tempered
- generous
- helpful
- humble
- (absolutely) wonderful
- (completely) honest
- (incredibly) talented
- (totally) reliable
**Negative qualities**
- arrogant
- competitive
- dishonest
- disorganized
- impatient
- inconsiderate
- reckless
- rude
- selfish
- unfriendly
- unhappy
- unreliable
### Verbs
- admire someone
- balance work and play
- borrow something
- count on someone
- drive recklessly
- feel strongly about something
- get impatient
- have a (great) sense of humor
- have impeccable taste (in clothes)
- honk your horn
- interrupt people
- make the most of
- slow down
- take (school / work) seriously
- talk about people behind their backs
- tell the truth
- trust someone
- try hard to (get to class)
### Adverbs
**Intensifiers**
- absolutely
- completely
- extremely
- incredibly
- not at all
- pretty
- really
- so
- totally
- very
- fairly
**Manner**
- automatically
- badly
- carefully
- correctly
- differently
- easily
- fast
- fluently
- hard
- immediately
- late
- nicely
- on time
- properly
- quickly
- recklessly
- seriously
- slowly
- strongly
- well
**Attitude**
- basically
### Describing behavior
I think it’s nice to win, but I don’t feel strongly about it.
Young people talk really fast and don’t speak clearly. And they use a lot of slang.
A lot of people are too stressed to do their job carefully and thoroughly.
### Describing personality and character
I really admire a guy in my karate class.
He’s not very outgoing. He’s basically just shy.
He’s very practical and down-to-earth.
He’s fairly easygoing and laid-back.
He’s a pretty cool guy.
He’s completely honest. I can trust what he says.
She has a great sense of humor.
She’s extremely generous. She’s not selfish at all.
### Describing individual habits
How are you getting along with your new co-worker?
He’s always wasting time.
He’s always disturbing people. It drives me crazy.
He’s not always criticizing people like that last guy.
He was always talking about people behind their backs.
### Pointing out the positive
At least he’s pleasant.
My friend is always texting, but at least she doesn’t do it when she’s crossing the street.
I didn’t win, but at least I tried.
### Describing personality and character
I really admire a guy in my karate class.
He’s not very outgoing. He’s basically just shy.
He’s very practical and down-to-earth.
He’s fairly easygoing and laid-back.
He’s a pretty cool guy.
He’s completely honest. I can trust what he says.
She has a great sense of humor.
She’s extremely generous. She’s not selfish at all.
### Biographical information
I’m from (St. Petersburg) originally.
I was born and raised in (Veracruz, Mexico).
I moved (here) at the age of (14).
## Unit 2 Language summary
### Verbs
**Irregular past participles**
- been (be)
- broken (break)
- done (do)
- fallen (fall)
- forgotten (forget)
- found (find)
- gone (go)
- gotten (get)
- had (have)
- heard (hear)
- hurt (hurt)
- lost (lose)
- seen (see)
- spoken (speak)
- taken (take)
- won (win)
### Outdoor activities
- go bungee jumping
- go camping
- go hang gliding
- go hiking
- go kitesurfing
- go parasailing
- go sailing
- go surfing
- go rock climbing
- go white-water rafting
- go windsurfing
### Nouns
- blog (Web log)
- blogger
- contest
- (secret) dream
- hopes and dreams
- hot air balloon
- ruins
- sailboat
- tent
- view
- waterfall
- wildlife
- zip line
### Adjectives
- afraid (of heights)
- exciting
- fun
- scared
- scary
### Adverbs
**Attitude**
- amazingly
- fortunately
- unfortunately
### Have you ever?
- a couple of times
- a few times
- many / several times
- (never / not) before
- once
- twice
---
### Talking about hopes and dreams
What are your secret dreams?
My dream is to (study acting).
What’s something you’ve always wanted to do?
I’ve always wanted to try hang gliding.
### Keeping the conversation going
Have you been there?
No, but I’ve heard good things about it. Did you like it?
Do you like techno music?
Have you seen that new movie?
I’ve seen it a couple of times.
No, but I’ve heard of it. What’s it about?
### Showing interest or surprise
I’m impressed!
Wow.
Are you? / You are?
Do you? / You do?
Did you? / You did?
Have you? / You have?
### Memories and storytelling
Amazingly, it wasn’t really scary.
Fortunately, there were some great guides.
I didn’t see a quetzal, unfortunately.
**Unit 3 Language summary**
**Nouns**
**Human wonders**
- airport
- ancient city
- monument
- office building
- pyramid
- roller coaster
- shopping mall
- skyscraper
- stadium
- structure
- suspension bridge
- train station
**Natural wonders**
- (active) volcano
- archipelago
- beach
- canyon
- coast
- continent
- desert
- glacier
- island
- lake
- mountain
- mountain range
- ocean
- rain forest
- reef
- river
- tree
- wildlife
**Adjectives of measurement**
- deep (36,000 feet deep)
- high (8,850 meters high)
- long (4,160 miles long)
- tall (1,670 feet tall)
- wide (29 kilometers wide)
**Units of measurement**
- Celsius (48°C / 48 degrees Celsius)
- Fahrenheit (120°F / 120 degrees Fahrenheit)
- 0°C = 32°F
- 1 kilometer = 0.62 miles
- 1 meter = 3.28 feet
- 1 square kilometer = 0.386 square miles
**Numbers**
- a million = 1,000,000
- 6,529 = six thousand five hundred (and) twenty-nine
- 509 = five hundred (and) nine
- 7.7 = seven point seven
**Verbs**
- cover
- erupt
- go hiking
- hold
- reach
- serve
- visit
**Adjectives**
**Regular superlatives**
- the busiest
- the most interesting
- the least expensive
**Irregular superlatives**
- the best
- the worst
---
**Talking about human wonders**
Where is the longest suspension bridge?
This is the longest suspension bridge in the world.
It’s 1,990 meters (6,529 feet) long.
Where is the busiest fast food restaurant in the world?
This restaurant serves over 40,000 people each day.
Which country has the most tourism?
This is the most popular country with tourists. Eighty million people visit every year.
**Talking about natural wonders**
The highest mountain in the world is Mount Everest.
The largest ocean is the Pacific. It covers one-third of the earth.
The largest hot desert is the Sahara in Africa.
How large is it? It’s about 9.1 million square kilometers.
**Talking about measurements**
How high is Mount Everest?
It’s 8,850 meters (29,035 feet) high.
How long is the Nile River?
It’s 6,695 kilometers (4,160 miles) long.
How wide is the Grand Canyon?
It’s about 29 kilometers (18 miles) wide.
**Using superlatives for emphasis**
This is the most incredible place!
I had the best time.
It’s just the greatest place to hike.
You see the most interesting people.
**Being a supportive listener**
It feels good to be out of the city.
It sure does.
These trees are just awesome.
They really are.
We should go hiking there sometime.
You’re right. We really should.
**Adding information in writing**
Many people come to Argentina to see the Andes, the longest mountain range in the world.
Mount Aconcagua, a peak in the Andes range, is the highest mountain in Argentina.
## Unit 4 Language summary
### Nouns
**Immediate family**
- father
- fiancé / fiancée
- mother
- husband
- wife
- spouse (= husband or wife)
- son
- daughter
- brother
- sister
- sibling (= brother or sister)
- only child
**Extended family**
- great-grandfather
- great-grandmother
- grandfather
- grandmother
- uncle
- aunt
- nephew
- niece
- cousin
- brother-in-law
- sister-in-law
**Blended family**
- stepfather
- stepmother
- stepson
- stepdaughter
- stepbrother
- stepsister
- half brother
- half sister
### Time expressions
**Past**
- back then
- in those days
- when I was (17)
- when we were kids
**Present**
- now
- nowadays
- these days
- today
### Verbs
**The past**
- used to
- would
**Discipline and rules**
- ask someone to do something
- get someone to do something
- have someone do something
- help someone do something
- let someone do something
- make someone do something
- tell someone to do something
- want someone to do something
### Family life
- be part of (a big family)
- clean up (your room)
- come over (for dinner)
- crawl under the table
- do chores
- fight over (the remote)
- get divorced
- get married
- go over the speed limit
- gripe (about)
- grow up
- have a gripe (about)
- pressure someone
- start a family
- stay out late
- tease someone
### Family gripes, discipline, and rules
My parents want me to study law, and they’re always pressuring me about it.
I try to have my kids do their homework before dinner, but they watch TV instead.
Pedro’s parents make him come home before 11:00.
Mae’s kids never help her clean the house.
She can’t even get them to clean up their rooms.
My parents won’t let me use the car. I have to ask them to drive me everywhere.
My wife is a backseat driver. She’s always telling me to slow down.
### Family memories
My great-grandmother used to keep candy in her pockets, and she’d always give us some.
All my aunts and uncles used to come over for Sunday dinner, and my cousins and I would crawl under the table and play.
I used to play on a basketball team with my four brothers, and we would always win.
I didn’t use to like jazz, but I do now.
What kind of music did you use to like?
### Giving opinions
It seems like (we don’t get enough time to relax).
If you ask me, (we all work too much these days).
I don’t think (we get enough time together).
I think (people work longer hours than they used to).
It seems to me (that’s why people often get burned out).
### Agreeing
Absolutely.
Definitely.
Exactly.
You’re right.
That’s true.
That’s for sure.
I agree (with you).
(Oh,) yeah.
## Unit 5 Language summary
### Nouns
**Fruit**
- apple
- mango
- orange
- pineapple
**Vegetables**
- broccoli
- carrot
- green pepper
- tomato
**Food and health**
- calorie
- carbohydrate
- fat
- protein
**Food containers and measures**
- a bag of (potato chips)
- a bottle of (soy sauce / ketchup)
- a box of (cereal)
- a can of (soup / soda)
- a carton of (juice / eggs)
- a jar of (mustard / hot peppers)
- a kilo of (rice) *kilo = kilogram*
- a liter of (soda / water)
- a loaf of bread / two loaves of bread
- a package of (cookies)
- a pound of (hamburger meat)
- a quart of (skim milk)
- a tub of (margarine / butter)
- a slice of (cheese)
### Types of food
- apple pie
- dessert
- fast food
- fresh fruit and vegetables
- frozen dinner
- frozen meal
- pastry
- snack
- treat
### Places to keep food
- kitchen cabinet
- freezer
- fridge (refrigerator)
- refrigerator
- vegetable drawer
### Adjectives
**Prepared food**
- baked (potatoes)
- barbecued (beef)
- boiled (eggs)
- deep-fried (pastries)
- fried (eggs / potatoes)
- grilled (shrimp)
- pickled (cabbage)
- raw (fish)
- roast (lamb)
- smoked (fish)
- steamed (vegetables)
- stir-fried (noodles)
### Verbs
**Ways of cooking**
- bake
- barbecue
- boil
- fry
- grill
- pickle
- roast
- steam
- stir-fry
**Food and health**
- lose weight
- improve your mood
### Determiners of quantity
- a little
- a few
- very little
- very few
- less
- fewer
- (not) much
- (not) many
- too much
- too many
- some
- (not) enough
### Adverbs
- too (slowly)
- (talk) too much
### Linking words
- for example
- like
- such as
---
**Talking about food, eating, and health**
There aren’t many vegetables in my refrigerator.
There are just a few green peppers.
I guess I should eat more vegetables.
I always have plenty of fresh fruits and vegetables.
I usually buy 1 percent milk because it has fewer calories.
There’s very little food in my refrigerator.
I eat out most nights.
There’s not much food in the house.
Skim milk has fewer calories.
Nuts are very healthy.
A little chocolate can improve your mood.
I’m too full. I ate too many fries / too much food.
I’m thirsty. My fries were too salty.
My salad wasn’t filling enough.
She eats too slowly because she talks too much.
There’s always room for dessert.
I eat too much fast food.
---
**Offering, accepting, and refusing food and drink**
Can I get you something to eat?
I’m OK for now. But thanks.
Are you sure?
No, thanks. I’m fine. Really.
No, thanks. Maybe later.
How about some tea or coffee?
Uh, are you having some?
Are you sure it’s not too much trouble?
No, it’s no trouble at all.
**Letting another person decide**
Either one (is fine).
Either way (is fine).
Whatever you prefer.
Whatever you’re having.
Whichever is easier (for you).
## Unit 6 Language summary
### Verbs
**Advisability**
- had better (not)
- might want to
- ought to
**Necessity**
- don’t have to
- going to have to
- have got to
**Preference**
- would rather (not)
**Doing good**
- do some good (for)
- do volunteer work
- do your best
- make a difference
- make an effort to do something
**Dealing with things**
- do a lot of thinking
- do research
- do something about a problem
- do the math
- ignore a problem
- make a decision to do something
- make a list (of)
- make a living
- make a mistake
- make excuses
- make sense
- make sure (that)
- make up your mind (if)
**Multitasking**
- drive someone crazy
- get distracted by
- make progress on
- make up (your) mind
- meet a deadline
- multitask
- play a trick on someone
- set a tight deadline
- set priorities
- take on (too many jobs)
### Nouns
attachment
colleague
co-worker
deadline
distraction
meeting
news
presentation
promotion
schedule
stress level
volunteer work
### More verbs
**Interacting with people**
- catch up with someone
- do the talking
- just be yourself
- make a good impression on someone
- make an appointment to see someone
- make an excuse
- make fun of
- make (nice) comments
### Conjunctions
as long as
provided that
unless
### Time expressions
afterwards
by next week
for the first time
---
**Talking about the future**
**Plans**
I’m meeting Anna afterwards (after class).
We’re going to have dinner together.
I’m not doing anything tonight.
**Factual information / Predictions**
My boss is going to have us all work late Friday.
My guess is we won’t meet our deadline.
We won’t be finished on time.
You’re going to be out of town, but you’ll be back Friday, right?
**Decisions made when speaking**
That’s a fabulous idea. I’ll just stop by my apartment to get changed, and then I’ll come right over to meet you.
**Schedules**
I have my kickboxing class tomorrow.
My kickboxing class starts at 7:00.
**What’s advisable**
I ought to do some volunteer work.
I’d better not add anything to my schedule.
You’d better do something quickly before it gets worse.
You might want to take a colleague with you.
You ought to let her parents do the talking.
**What’s necessary**
You don’t have to spend all your time on it.
I’m going to have to do something about it.
I’ve got to decide by next week.
**What’s preferable**
I’d rather (not) stay in my current job.
I ought to study, but I’d rather sleep.
**Talking about dilemmas**
I can’t make up my mind if I should . . .
I don’t know what to do about . . .
It doesn’t make any sense to . . .
I’m going to have to do something about this problem.
I’ve tried talking to him, but it doesn’t do any good.
**Ending phone conversations**
Is this a good time to talk?
Not really. Can I call you back?
I’m going to have to run. / I’ve got to run.
I’d better go (now). / Better go (now).
I’d better let you go.
I’ll catch you later. / Catch you later.
I’ll talk to you later. / Talk to you later.
I’ve got to get going.
I’ve got to go. / Got to go.
It was nice talking to you. / Nice talking to you.
Bye now.
**Unit 7 Language summary**
**Verbs**
**Relationships**
- break up (with someone)
- date (someone)
- fall for (someone / each other)
- get along (with someone)
- go back (to someone)
- go out (together)
- go out (with someone)
- settle down (with someone)
- work out
**Making and maintaining friendships**
- get together (with someone)
- hang out with (the same crowd)
- make friends with someone
- meet a person through a friend
- share an apartment
- sign up (for a class / for a social networking site)
**Keeping in touch**
- contact someone
- get back in touch (with someone)
- lose touch (with someone)
- write back
**Other verbs**
- come back
- fly back
- go away (to college)
- graduate (from high school)
- grow up
- move away (from / to)
- turn out
**Nouns**
**Friendships**
- best friend
- circle of friends
- childhood friend
- closest friend
- friend from college
- friend from work
- new friend
- oldest friend
- roommate
- running buddy
**Love relationships**
- boyfriend
- girlfriend
- high school sweetheart
- long-distance relationship
- marriage
- (eligible / potential) partner
- (great) romance
**Pronouns**
**Relative pronouns**
- that
- which
- who
**Other pronouns**
- both
- both of us
- each other
- neither of us
**Adverbial expressions**
- a little / a (little) bit
- in a way
- just
- kind of / sort of
- maybe
- nearby
- probably
- right down the street
- together
- within a few months
---
**Talking about friends**
Mike is the guy who / that got me started running.
Angela is a friend (who / that) I met through Mike.
Toshiro was looking for an apartment to share.
Charlie and I have been through a lot together.
He’s someone (who / that) I can totally trust.
Jennifer calls to talk about all the things (that) she’s doing. Her life is different from mine.
Nina used to have a company that / which planned weddings.
Both of us like going to the movies.
We both like going to the movies.
We’re both science-fiction fans.
Neither of us is good at art.
**Softening what you say**
She’s a little bit strange.
It’s kind of weird.
She’s probably just a little lonely.
She just sort of ignores me.
She’s just a bit odd, I guess.
I guess that’s OK in a way.
The people in my neighborhood are a little unfriendly.
Maybe they’re just busy with their own lives.
**Talking about love relationships**
Anna and Steve grew up in the same town and hung out with the same crowd in high school.
They started going out together.
Anna went away to college.
Things didn’t work out, and they broke up.
Steve lost touch with Anna when her family moved away from Greenville.
It turned out that Anna was still single.
When they saw each other, the old memories came back.
Sometimes your first love turns out to be the best.
Are you going out with anyone?
What’s a good age to settle down?
**Giving contrasting opinions and ideas**
(He’s kind of demanding), though.
(She’s a little bit strange), though.
(I guess it’s OK in a way), though.
Verbs
Imagining
could
would
Ability
be able to
Interacting with people
apologize for doing something
ask someone for something
borrow something from someone
buy something for someone
lend something to someone
remind someone about something
say something to someone
share something with someone
talk to someone about something
thank someone for something
School and university
get a (full) scholarship
get accepted to (grad school)
get into (grad school)
major in (economics)
Other verbs
count on
forget (about)
give up
go kayaking
help out
pay (for)
react
slow down
think (about)
worry (about)
Adverbs
definitely
probably
Conjunction
if
Wishes about the present and future
How do you wish your life were different?
I just wish I weren’t / wasn’t so busy with work.
I wish I had more time.
I wish I were / was famous.
She wishes she didn’t live so far away from her family.
She never gets to see her sister’s baby.
I wish I could do something more exciting.
Imaginary situations in the present and future
If I had more time, I’d / I would go kayaking.
If I weren’t so busy, I could go away on the weekends.
It would be great if we could afford a bigger place to live.
If they could afford it, they’d move immediately.
If she lived closer, she’d be able to help out.
What would you do if you broke a friend’s camera?
Would you simply apologize for breaking it?
No, I wouldn’t. / Yes, I would.
I’d pay for the repairs.
If a friend was 15 minutes late for a date, I’d call and remind him about it.
Giving advice
If I were you, I’d / I would (take the scholarship).
I wouldn’t (worry about that).
You could (go visit the school).
You might (want to meet the professors).
Commenting on a possibility or suggestion
Oh, yeah. That would be hard.
That’d be good.
Really? That would be awesome!
That would be neat.
That would be wonderful.
That’d be cool.
Talking about regrets
If I could change the past and live my life over,
I’d do a lot of things differently.
I’d slow down and take each day as it comes.
I’d still be competitive, but I wouldn’t get upset if I didn’t win.
I’d be more considerate.
I definitely wouldn’t watch so much TV.
I’d probably work out more at the gym.
I probably wouldn’t give up ice cream.
I would definitely get more exercise.
## Unit 9 Language summary
### Verbs
**Using equipment**
- delete
- design (a website)
- download (software) from the Internet
- freeze up
- hook (a cable) up
- look something up (in a manual)
- pick (the cell phone) up
- plug (the headphones) in
- print (a photo) out
- put (the books) away
- put (the headphones) on
- put (the computer bag) down
- run antivirus software
- set (this game) up
- stream (movies)
- take (a cell phone) apart
- take (the glasses) off
- throw (old equipment) away
- turn (a computer) off
- turn (an air conditioner) up
- turn (a game controller) on
- turn (the volume) down
**Protecting your information**
- block (email)
- charge (thousands of dollars)
- cheat someone (out of money)
- open an account
- ruin (your credit)
- shred (documents)
- take precautions
### Other verbs
- delete (your name)
- forward (an email)
- give away (your information)
- spend time with someone face-to-face
- text (send a text message)
### Nouns
**Equipment and technology**
- app (computer application)
- accessories (for a tablet / smartphone)
- air conditioning
- battery
- cell phone
- data
- ear buds
- electronic device / gadget
- email spam
- game controller
- identity theft
- instruction manual
- Internet scam
- laptop
- power cord
- printer
- remote (remote control)
- ringtone
- social networking site
- tablet (computer)
- tech support (technical support)
- webcam
- website
- wireless connection
- virus
### Adjectives
- charged
- savvy
### Asking and giving help with technology
- My computer won’t turn on. Do you know what the problem is?
- I wonder if there’s something wrong with your power cord.
- I called tech support, but I can’t remember what they said.
- There’s something wrong with my tablet.
- It keeps freezing up.
- I wonder if you have a virus.
- Do you know if the battery is charged?
- Try running your antivirus software.
- I have no idea which site I used.
- I can’t get on the Internet.
- I wonder if you accidentally turned off the wireless connection.
- Do you know how to get this game controller to work?
- I can’t figure out how to do it.
- I think you need to hook up another cable.
- Do you know where to plug it in?
- Can you show me how to set this game up?
### Giving contrasting opinions and ideas
- Actually, I’m playing with two other guys. See?
- I don’t know. You don’t even know their real names.
- That’s true. It’s still fun, though.
- Maybe. On the other hand, they’re not *real* friends.
- I know what you mean, but you don’t have to *know* people to enjoy doing stuff with them.
- I’m not so sure. Don’t you think it’s good to spend time with *real* friends?
### Getting people to agree
- You know?
- You know what I mean?
- You know what I’m saying?
### Nouns
**Types of movies**
- 3D movie
- action movie
- animated film
- comedy
- fantasy
- horror movie
- love story
- musical
- romantic comedy
- science-fiction (sci-fi) movie
- tearjerker
- thriller
- true story
- war movie
**Features of movies**
- alien
- cartoon character
- costume
- entertainment
- fight scene
- monster
- music
- sad ending
- sequel
- special effects
- suspense
- stunt
### Adjectives
- funny
- hilarious
- magnificent
- memorable
- mesmerizing
- scary
- subtitled
- stunning
- thrilling
- violent
### Time expressions
**When?**
- lately
- recently
**How long?**
- for (two months)
- (not) in ages
- (not) in months
- since (last year / I saw you last)
**Have you . . . yet?**
- already
- still
- so far
- (not) yet
### Verbs
- break (box office) records
- cry (in a movie)
- direct (a movie)
- fall in love (with someone)
- go to a pottery class
- leave (work early)
- perform (in a show)
- play (a character in a movie)
- recommend (a movie)
- sign (an expense form)
- spoil something for someone
- take (a day) off
- take a weight training class
- take place (in / on)
- win (a string of awards)
### Conjunctions
- although
- even if
- even though
- since
---
**Catching up with friends**
What have you been doing since I saw you last?
Working. That’s pretty much it.
I haven’t seen you in ages / in months.
I’ve been seeing a guy from work. We’ve gone out three times now.
What have you been up to recently / lately?
I’ve been going to a pottery class since September.
So far I’ve made eight vases and two bowls.
How long have you been doing karate?
For nine years, actually.
Do you have time to grab a bite to eat?
**Talking about movies**
Matt Damon plays a spy who . . .
I couldn’t stand the suspense.
I just saw this movie about . . .
It’s about aliens who come to take over the earth.
It was so scary that I couldn’t watch most of it.
This movie was a tearjerker. I cried a lot.
It takes place in India. It’s set in Delhi.
At the end of the movie, the guy falls into . . .
Don’t spoil it for me!
**Funny Guy** has been playing for ages, and I still haven’t seen it!
Have you seen **Funny Guy** yet?
Yes, I’ve already seen it. / I’ve seen it already.
No, I haven’t seen it yet, but I’m planning to.
**Agreeing to requests**
Would that be OK with you?
All right.
OK. Sure.
Well, all right. As long as you . . .
**Starting a new topic**
All right. (So what can I do for you?)
OK. Sure. (So was that all?)
**Asking for a favor politely**
I was wondering if I could ask you something.
I wanted to ask a favor.
I was wondering if you could write a reference for me.
Would it be alright if I brought it tomorrow?
Would it be OK if I picked it up next Monday?
Would that be OK with you?
## Unit 11 Language summary
### Adjectives
**Negative feelings**
- annoyed (with)
- anxious
- bored (with)
- confused
- disappointed
- embarrassed
- frustrated
- jealous
- nervous
- scared (of)
- shocked
- worried
**Positive feelings**
- amazed
- committed (to)
- excited (about)
- fascinated
- interested (in)
- motivated
- pleased (about)
- proud
- surprised (by)
### Negative evaluations
- annoying
- boring
- confusing
- disappointing
- embarrassing
- frustrating
- scary
- shocking
### Positive evaluations
- amazing
- demanding
- exciting
- fascinating
- flourishing
- groundbreaking
- inspiring
- interesting
- motivating
- surprising
- thrilling
### Verbs
**Speculation**
- can’t
- could
- may (not)
- might (not)
- must (not)
**Problems and accidents**
- be / get in trouble
- be / get lost
- fail a test
- fall and break something
- lock your keys inside the car
- spill something all over someone
- throw a tantrum
**Making a difference**
- appreciate (Cambodian music)
- benefit young people
- bring (children) together
- get involved with (a program)
- improve lives
- overcome challenges
- save (cultural traditions / the rain forest)
- start (a program)
- support (an organization)
- tackle (something difficult)
- volunteer
### Other verbs
- get in shape
- get a scholarship
- graduate (from college)
- train (for a marathon)
- wear a cap and gown
### Nouns
**Music education**
- conductor
- cultural organization
- funding
- instrument
- musician
- orchestra
- pieces (of classical music)
- player
- rhythm games
- role model
- social action
- social service agencies
- violin
**Other nouns**
- cap and gown
- genius
- scream
- spider
---
### Speculating about people and situations
That girl must be graduating, because she’s wearing a cap and gown.
She can’t be more than twelve.
She must be a genius. She must study a lot, too.
She must not go out much.
She can’t have too many close friends.
That guy might be one of her friends.
He could be / He may be one of her professors.
Her parents must be feeling proud.
They might be feeling sad.
### Talking about reactions and feelings
Yoshi looks bored. He’s listening to a boring story.
Sophia seems fascinated. She must think the story is fascinating.
I bet John is embarrassed. He did something really embarrassing. He spilled juice all over Amy.
David locked his keys inside his car. That’s so frustrating! He must feel frustrated.
### Giving reactions and opinions
It seems to me that (you have helped many young people appreciate Cambodian music).
I think / believe / feel (it is important to save the cultural traditions of a country).
My impression is that (you are passionate about the project).
In my opinion / view, (the rain forest is very valuable).
I think / believe / feel that (we need to do everything we can to save the rain forest).
### Showing you understand
I just joined a band.
That must be fun.
I joined because it keeps me motivated to practice.
I see.
I can’t get myself to practice after work.
Well, you must be tired after work.
### Introducing an explanation
I’d like to visit China. You see, my dad goes there a lot with his work.
I have a lot of free time at the moment. I’ve finished my final exams, you see.
I’d really like to learn how to blow glass. My aunt does it, you see.
## Unit 12 Language summary
### Nouns
**Disasters**
- aftershock
- (catastrophic) wildfire
- (flash) flood
- (minor) earthquake
- quake (earthquake)
**Extreme weather**
- (freak) hailstorm
- hailstones (the size of golf balls)
- heavy rains
- hurricane
- (severe) thunderstorm
- storm
- strong winds
- thunder and lightning
- tornado
- typhoon
**Adverbs**
- badly (damaged)
- completely (destroyed)
- partially (destroyed)
- seriously (injured)
- temporarily (disrupted)
**Prepositions**
- because of
- throughout
**In the news**
- (car) alarm
- (car) ignition
- (careless) camper
- (police) siren
- (serious) injury
- (foreign / war)
- correspondent
- current events
- emergency worker
- firefighter
- investigator
- local / regional / national / international newspaper
- objectivity
- (news) anchor
- overnight success
- police
- police raid
- reporter
- tolerance
- update
### Prepositional expression
- on duty
### Verbs
- bridge differences
- fulfill (a responsibility)
- get (my) foot into
- keep up with (the news)
- suspect
- call the police
- measure (The quake measured ...)
- take a leap of faith
- see firsthand
### Verbs commonly used in the passive
- break into / be broken into
- cancel / be canceled
- cause / be caused (by)
- damage / be damaged
- delay / be delayed
- destroy / be destroyed
- disrupt / be disrupted
- find / be found
- hit / be hit (by)
- injure / be injured
- report / be reported
- rescue / be rescued (by)
- steal / be stolen
- strike / be struck (by)
### Talking about news events
A jewelry store was broken into.
Some diamonds were stolen.
A bus was hit by a falling tree.
The passengers weren’t hurt.
The airport was closed because of strong winds.
Is that all?
### Reporting damage and effects
A mall was badly damaged.
A town was struck by an earthquake.
Homes were partially destroyed.
Electric power was temporarily disrupted.
The forest was completely destroyed by a wildfire.
Three families were rescued by the police.
No one was seriously injured.
No serious injuries were reported.
### Reporting extreme weather
Cars were struck by hailstones / by lightning.
Flights were delayed by thunder and lightning.
Homes were damaged by heavy rains.
The town was hit / struck by a hurricane / tornado.
### Introducing issues
The thing is, (they don’t have enough police on duty).
The funny thing was, (my battery was dead).
The thing is, (my college is too far away from everything).
My friends want to go skiing. The only thing is, (I can’t ski).
The best thing was the food.
### Telling news
Guess what?
Did I tell you?
Did you hear (about) . . . ?
Have you heard (about) . . . ?
You know (the man who lives next door to me)?
You know what?
### Language for writing
**Introducing statistics**
80% of the students are . . .
Approximately 20% of us are . . .
Only four out of ten students are . . .
The majority of students are . . .
About 80% of the class is . . .
Almost half of the class is . . .
Unit 1 The way we are
Lesson A, Ex. 3A and 3B p. 5 (1.08)
John Who do I admire? Um, I guess I’d say my best friend, yeah, my best friend, Max. I guess I admire him because he has a lot of problems, but he’s always smiling, you know? He has a great sense of humor. And um, we – we have a lot in common. Like, we’re both pretty outgoing. I mean, we like going to parties and things. But we’re different in other ways. Like, he doesn’t get stressed easily. He’s, like, totally laid-back. Me – I’m always stressed. I’m not relaxed at all.
Marina Ooh, good question. . . . Um, my sister. She’s really generous. I mean, she’s always helping people. Like, she volunteers at a hospital on weekends and everything. We’re very similar in some ways. Like, we’re both into sports, and we’re extremely competitive. Yeah, we both try really hard to win. But I guess she’s pretty disorganized. You know, she doesn’t always plan things well, and I’m – well, I am pretty organized.
Hiroyuki Someone I admire? Um, my art teacher. He’s an extremely talented artist – I mean, his work is totally awesome – but he’s very generous with his time. I guess we don’t have a lot in common. We both take art pretty seriously. I mean, we both work incredibly hard to get our paintings just right. But I think our personalities are completely different. Like, sometimes he gets really impatient. But I’m fairly patient and easygoing.
Woman Well, at least she has a good sense of humor.
3. Woman Sometimes I’m so disorganized. I’m always losing things, like pens and stuff.
Man Yeah, but at least you don’t lose anything really valuable, right?
4. Woman My sister is always asking me for money. She asks nicely, so it’s hard to say no.
Man Well, at least she asks politely.
Lesson D, Ex. 2A and 2B p. 9 (1.12)
Ana I started lessons when I was in elementary school. I had to practice every day. My parents were incredibly strict about that. But at least they didn’t pressure me about anything else. I guess they thought I was pretty talented. I mean, everyone said I had a beautiful voice. So, yeah, now I’m in a local choir and we perform in competitions, and sometimes I perform at weddings and things. I guess . . .
Kevin It’s extremely useful, I think. I mean, when you go for a job, it’s a good skill to say you have. I was incredibly lucky though, because my mom’s from Japan, so she spoke to me all the time in Japanese when I was little. So that helped a lot. And I think I have a pretty good ear – I find it’s not difficult at all to learn new words. I mean, I can pick up vocabulary pretty easily. So, yeah, I want to learn Mandarin Chinese, but for now, I can say . . .
Jen Well, it started when I was just a little kid. My parents gave me some to eat and I got really sick. At first we didn’t know why, but now I know I can’t automatically just have a cookie or anything. Like, I’m always asking, “What’s in it?” or “What’s it made from?” especially at restaurants. But at least I know what the problem is. So yeah, . . .
Patrick I fell in love with it when I was really young. My dad was always taking me to hear Irish music, and I thought it was absolutely wonderful. And on my birthday, he knew exactly what I wanted and he got it for me! Of course it took a while to learn to play properly – it’s incredibly difficult, but after a couple of years of lessons I got pretty good at it. Then later on, I got a flute, too. So now . . .
Tom I like all kinds – Mexican, French, Chinese, . . . I’m always trying out new things . . . like, last week I made some spicy Vietnamese – absolutely fantastic! I mean, I’m not a professional or anything, but I’m fairly good at it. Sometimes I have friends over for dinner, and they think it’s really amazing. Some of them didn’t know about my hobby before. They’re amazed. So, yeah . . .
Lesson C, Ex. 2 p. 7 (1.10)
1. Man My girlfriend’s always running behind, but at least she calls to say she’ll be late.
2. Woman My best friend is always borrowing my clothes. At least she returns them in good condition.
3. Man One of my classmates talks about himself a lot. At least his stories are always interesting.
4. Woman My roommate sleeps all the time, but at least she doesn’t snore. Thank goodness!
5. Man My parents and I see things differently. At least we don’t have big fights or anything.
Lesson C, Ex. 3A p. 7 (1.11)
1. Woman My boyfriend is always checking his messages, even at the movies!
Man Oh, that’s annoying. But at least he doesn’t answer his phone during a movie, right?
2. Man My girlfriend is always telling jokes. She never takes anything seriously.
5. Man Have you ever had North American food?
6. Woman Have you ever won a contest?
7. Man Have you ever forgotten an appointment?
8. Woman Have you ever broken your arm?
Lesson C, Ex. 3A, 3B, and 3C p. 17 (1.20)
1. **Albert** I’ve always enjoyed movies. And when I was in high school, my friend and I decided to take a class and we learned how to make short movies. It was so much fun. So, yeah, and it became a kind of hobby. We’ve made like 20 of them now – they’re only five minutes long – but they take hours of work. And we’ve entered a couple in local competitions. We haven’t won anything – but anyway, we just entered our latest short movie in a national film festival.
2. **Reny** I’ve always liked to dance. And I’ve always been a good dancer, too. So yeah, I’ve taken ballet lessons, and modern dance, traditional dance – everything. So no one was surprised when I decided to become a professional dancer. So, now I’m with a well-known dance company. We’ve traveled a lot – we’ve toured the States twice now. We just performed for the president. And yeah, that was really exciting. But I was so nervous!
3. **Melissa** Uh, I moved into a new apartment recently and I decided to decorate it. You know, paint it and everything. You know, I’ve decorated before so I know I can do it. I even kind of enjoy it, but it was a complete disaster. I fell off the ladder and spilled paint everywhere. And I hurt my ankle. So now I can’t walk or anything. And I haven’t gone out all week. I just watched the entire series of my favorite TV show, though!
Lesson D, Ex. 2A and 2B p. 19 (1.21)
**Man** So yeah, I guess Suzanne is having a really fun trip in New Zealand. Have you read her blog?
**Woman** No. I didn’t know she was writing one. So what’s she doing?
**Man** Well, yesterday she went hang gliding. She says she was really scared.
**Woman** Was she? I’m not surprised. You know Suzanne, she’s always been scared of trying anything new.
**Man** Yeah, fortunately, she was with a friend she says. They took them up in pairs, so . . .
**Woman** Huh. So did Suzanne meet up with her relatives? Her mom has some family there. She wanted to spend a couple of days with them.
**Man** She did? Actually, yeah, she did say her aunt and uncle were there. I think she stayed at their house. That’s right. She said she’s been hiking and stuff like that with them.
**Woman** Yeah? Nice. So what else has she done? Has she been up in the north? I heard the hot springs are really amazing up there.
**Man** Um, yeah, I think she actually went in them. Anyway, she’s taken a lot of photos and they’re on her blog. Amazingly, they’re pretty good photos. I mean, you know what she’s usually like with a camera. Her photos are usually terrible!
**Woman** I know. Well, good for her. I’d love to go to New Zealand. I’ve never even been out of the country . . .
**Man** You haven’t? Me neither.
---
Unit 3 Wonders of the world
Lesson B, Ex. 3B p. 25 (1.26)
**Host** Welcome to What Do You Know? Our first player is Maria Lopez from San Juan, Puerto Rico. Welcome, Maria.
**Maria** Thank you.
**Host** All right. So, Maria, what topic do you want to start with?
**Maria** Natural wonders, please.
**Host** Natural wonders it is. OK. Here’s question number one: What country has the world’s tallest trees?
**Maria** Um, it’s the United States.
**Host** Correct! The world’s tallest trees are California redwoods in the United States. The tallest redwoods are about 370 feet tall, which is about 113 meters. Good job, Maria. Now here’s the next question: What’s the highest lake in the world?
**Maria** I think . . . It’s Lake Titicaca, isn’t it?
**Host** That’s right! Lake Titicaca in Peru is the highest lake. It’s 3,812 meters above sea level. Here’s question three: What’s the longest mountain range?
**Maria** Mountain range?
**Host** Yes. A mountain range – a group of mountains.
**Maria** Um . . . the Andes?
**Host** Right again! The Andes in South America are about 7,600 kilometers long. OK, next question: What is the world’s largest archipelago?
**Maria** An archipelago is a group of islands, right?
**Host** That’s right.
**Maria** Oh, I think . . . um . . . it’s the Philippines. . . . No, wait! It’s Indonesia.
**Host** Correct! Indonesia is the world’s largest archipelago. It has about 13,000 islands. Question five: What country has the deepest canyon?
**Maria** That’s easy! It’s the Grand Canyon in the United States.
**Host** Ohhhh – sorry. The deepest canyon in the world is in Tibet. It’s the Grand Canyon of Yarlung Tsangpo. It’s over 5,000 meters deep, that’s about 16,400 feet. OK. Now, the final question. You need a correct answer to stay in the game. Where is the world’s smallest volcano?
**Maria** OK. Well, I think the world’s smallest active volcano is in the Philippines, but there’s a smaller volcano in Puebla, in Mexico. It’s not active but it is a volcano so I’m going to say Mexico.
**Host** It is in Mexico. And it’s only 13 meters, or 43 feet, high. Congratulations, Maria! You answered five out of six questions correctly! Let’s go on to the next topic.
Lesson D, Ex. 3A and 3B p. 27 (1.28)
**Ray** Welcome to Travel Talk. I’m your host, Ray Martin. My guest today is travel writer Jill Ryan. Jill has traveled around the world many times. Her new book is called *A Traveler’s Tales*. Jill, welcome to Travel Talk.
**Jill** Thank you, Ray. It’s great to be here.
**Ray** Jill, you have the most interesting life. You clearly love traveling.
**Jill** Yeah, I really do. I love learning new things about the world.
**Ray** Well, let’s talk about your new book. You know, you’ve been to some of the most interesting places in the world.
Jill I have. And it’s those most interesting and most exciting places that I talk about in my book.
Ray So, then, tell me: What is the most interesting place you’ve ever been to?
Jill Well, one really interesting place I’ve visited is Petra, in Jordan. It’s the most amazing city.
Ray Well, the pictures in your book of Petra are certainly amazing. They’re some of the most interesting . . .
Jill Yes, they sure are. The city is actually all rock. The name Petra means “city of rock.”
Ray Really? Now, you’ve been to some beautiful places, too. What’s the most beautiful place you’ve seen?
Jill Hmm . . . That’s a difficult question. There are so many beautiful places. . . . I think Antarctica has the most beautiful natural features I’ve ever seen.
Ray It sure does. I mean, the photographs of Antarctica are incredible. OK, let’s talk about your best and worst trips. What’s the best trip you’ve taken?
Jill My trip to Copper Canyon in Mexico last year was definitely the best. The colors were just wonderful. And actually, it was pretty exciting. I rode the train through Copper Canyon. I think, actually, that’s the most exciting thing I’ve ever done.
Ray I bet. It looks incredibly beautiful. It looks like the kind of place everyone should go to.
Jill Yeah, they really should. It’s the most beautiful train ride! Amazing views.
Ray OK. Well, now I have to ask: What was your worst trip?
Jill Well, two years ago, I took a Caribbean cruise. The cruise was great, but I got very seasick. I had to stay in my cabin for four days. I didn’t see or do anything. So, yeah, that was the worst trip!
Ray Yeah, it sounds terrible. Not fun at all! Well, Jill, I want to thank you for being on Travel Talk. And good luck with your new book.
Jill You’re welcome, Ray. It was my pleasure.
Unit 4 Family life
Lesson A, Ex. 3B p. 35 (2.03)
1. Woman 1 My parents have their own company. You know, they sell all different kinds of bottled water. And they want me to get involved in that and be part of it. Like, my mom wants me to learn more about bottled water and everything. I’m not really into it but. . . Mom says she’ll teach me all about it when I finish college. She really wants me to work with her.
2. Man 1 I’m an engineering student. School’s good, but it’s pretty difficult, you know? I mean, I have classes and then I work part-time, too, so I never seem to have much time for anything else. My parents are always complaining because they don’t see me very much. I mean, they get me to go home for every holiday, but they also want us to talk more on the phone, like once a week, too.
3. Woman 2 I really have to do some thinking about what I’m going to do with my life. You see, I want to see the world before I get a real job. I’ve never really been anywhere. But my parents have always pretty much let me make my own decisions, like they didn’t make me go to college or anything. The only thing they worry about is that I won’t find someone and they won’t have grandchildren, you know, that I’ll never settle down and have kids. They’re always telling me to think about the future.
4. Man 2 My parents are trying to get me to go back to Toronto – they really want me to be closer to them. They’re getting older, you know, and don’t want me to live so far away. When I visit, they have me fix things around the house and help out. So yeah, it’d be good to be like an hour’s drive from them or something. I told my mom I was thinking of moving, and she said, “Oh great. I’ll help you find a nice apartment near here.” And I said, “Mom, I don’t mean I’m going to be your neighbor!”
5. Man 3 I’m in a rock band, you know. I play the drums. We perform almost every weekend at clubs around town. It’s fun! My parents are OK with it. . . . After all, they paid for my music lessons when I was a kid, and made me practice, too! But they don’t like how I look. I mean, my clothes, and long hair and everything. They just don’t think I dress well, so they’re always trying to get me to change the way I look.
Lesson C, Ex. 2A p. 39 (2.09)
1. Man It’s really bad for kids when they come home from school to an empty house. Remember when one parent used to stay at home with the kids? Nowadays, both parents are at work.
2. Woman A lot of families don’t have meals together anymore. That’s not a good thing. Whatever happened to family dinners?
3. Man You know, there’s a lot of pressure on kids to get good grades so they can get into college. They have to study all the time. It’s just not healthy.
4. Woman It’s nice when grandparents can take care of the kids, like when parents are busy. I mean, it’s better than having a babysitter stay with them.
5. Man My son is still in high school, and he wants to get a part-time job. But you know, I’m not sure it’s a good idea. I mean, he’s already so busy with school and everything.
Lesson C, Ex. 2B p. 39 (2.10)
1. Man It’s really bad for kids when they come home from school to an empty house. Remember when one parent used to stay at home with the kids? Nowadays, both parents are at work.
Woman That’s true. But a lot of families need two incomes these days.
2. Woman A lot of families don’t have meals together anymore. That’s not a good thing. Whatever happened to family dinners?
Man Exactly. Some kids never want to sit down and eat with their families.
3. Man You know, there’s a lot of pressure on kids to get good grades so they can get into college. They have to study all the time. It’s just not healthy.
Unit 5 Food choices
Lesson C, Ex. 3A and 3B p. 49 (2.18)
1. Woman Are you having dessert?
Man No, thanks. I’m too full. But you go ahead.
Woman Well, I think I’d like something. Do you want to share one?
Man Hmm . . . Well, the chocolate cake looks good. And so does the apple pie and ice cream. And there’s fresh fruit . . .
2. Man Wow, I’m really full. That was a great meal. Thank you.
Woman There are a few potatoes left and a few pieces of meat. Are you sure you don’t want some more?
Man No, thanks. Really, I’ve had enough.
Woman You’re not too full for dessert, right? I made a cake.
3. Woman Do you want to go out for dinner? I don’t really want to cook tonight. I’m too tired.
Man OK. Sure. Where should we go?
Woman Well, there are a couple of new places. We could try that new Italian restaurant. Or the Chinese place. That’s always good.
4. Woman Wow, it’s really hot today.
Man It sure is. Let’s make some iced tea. Or we could make iced coffee?
Lesson D, Ex. 2B p. 51 (2.19)
Zoe We like to eat healthy food so we always have lots of fresh fruits and vegetables in the house. Healthy snacks, too, like nuts and yogurt. But my favorite snack is definitely nachos. My husband makes the best nachos. So yeah, we love to sit down and watch baseball with a big plate of nachos. We always keep a few packages of chips in the cabinet so we can make some. And he puts a few tomatoes and a little melted cheese on top and some sour cream – they’re so good. . . . Yeah. . . . They’re pretty filling, though. Sometimes they’re enough and we don’t need dinner. And they’re probably a little fattening – kind of high in calories – but that’s OK, I guess. It’s nice to have a treat occasionally. . . . Mm, Maybe I’ll make some tonight.
Josh I love cookies! Chocolate chip are my favorite. I love to eat them in bed at night when I watch TV. The problem is, if I open a package of cookies, I can’t put them down! I just want to eat them all. . . . And that’s not good for you – I know. I mean, cookies generally aren’t very good for you anyway. . . . But yeah, they remind me of when
I was a kid. My sister and I used to make them. I never have time to make them now . . . I’m just too busy. And actually, I don’t remember how to make them. So yeah, I just buy a small package every week and try to have one or two a night. It’s a treat!
Kate One thing I like to eat is a lot of raw vegetables. Like, if I’m hungry when I come home from work – you know, it’s easy to just grab something like cookies or something that’s not very healthy. So, you know, I always keep something healthy in the refrigerator, like hummus. Actually, that’s my favorite snack – and if it’s, like, too early for dinner – I just cut up a few carrots to dip into it. I always buy tubs of it from the supermarket. I don’t actually know the recipe for hummus – I’ve never made it.
Unit 6 Managing life
Lesson A, Ex. 3A p. 55 (2.22)
Anton Woman Hey, Anton. I was just looking for you.
Anton Were you? What’s up?
Woman Yeah, I have a couple of tickets to see a concert on Friday. Do you want to come?
Anton Sure, I’ll come. That’d be great. Thanks! So what time does it start?
Woman Let’s see . . . Shoot – where are the tickets? Oh, here they are. It starts at 7:00. At the Plaza. It’s a local band – Control X. Have you heard of them?
Anton No. Are they good?
Woman I hope so! But they’re free tickets so it’s OK if they’re not! Anyway, Isabella and Jake are coming, too. We’re meeting right after work and going straight to the concert.
Anton And you said it starts at 7:00? I won’t get out of my meeting at work until 7:00. Shoot.
Woman Oh, no.
Anton You know, I’ll just leave the meeting early. And I’ll meet you at the Plaza.
Woman OK – be there around 6:45PM. Listen, I’ve got to get to class. See you Friday!
Clareta Man Hey, Clareta. We’re planning to go and check out that new mall tonight and go ice skating. They have a huge rink there. Do you want to come?
Clareta Ice skating?
Man Yeah, the rink doesn’t close until 10:00, so we have plenty of time.
Clareta So what time are you going?
Man Well, we won’t get out of class until 8:30, so . . . I guess around 9:00.
Clareta Ice skating? At 9:00? Really?
Man Sure. It’ll be fun.
Clareta Well, I’m not sure. It’s a little late for me. And I’m working early tomorrow morning. And I really need to do laundry and stuff.
Man Oh, come on! You can do laundry anytime.
Clareta Yeah, I guess. But I think I’ll pass. I’m pretty tired, and anyway, I’m going to see Stefani on Saturday. We’re going to the mall then, so . . .
Man OK. Well, maybe next time?
Callie Man Do you have any plans for this weekend, Callie?
Callie Nothing special. How about you?
Man Actually, I’m going to go to this food festival on Saturday. They’re going to have cooking demonstrations and things. And one of my favorite food writers will be there talking about his new book, so . . .
Callie Oh, that sounds fun. Who is it?
Man Oh, he’s a French chef. He has a show on TV.
Callie Huh. Nice. I have to say I don’t do much cooking. I like eating, though!
Man Well, he’s opening a restaurant here. We’ll have to try it.
Callie Oh, sure. So what time’s the festival? I’d like to go.
Man Well, his talk starts at 2:00.
Callie Oh, no – that’s too bad. I have to drive to the airport to get my cousin at 1:00. I don’t think I’ll be back by then.
Man Oh, well, no problem.
Callie But thanks for asking. Let’s go to the restaurant some time though, OK?
Lesson B, Ex. A p. 56 (2.23)
Question 1
Woman Sometimes I think I ought to do some volunteer work in a school or a hospital, but I’m too busy just trying to make a living. I have very little free time, so I think I’d better not add anything to my schedule right now. Am I right?
Life Coach Don’t make excuses. You don’t have to spend all your free time doing volunteer work – three hours a week is enough. Do some research and find an organization where you feel you can make a difference and do some good for other people.
Question 2
Man My boss is a bully. He yells at me if I make a mistake, and he makes fun of me in front of my co-workers. I’ve tried talking to him, and it doesn’t do any good. He won’t listen. I guess I’m going to have to do something about this problem, but what?
Life Coach It doesn’t make any sense to ignore this problem, and you’d better do something quickly before it gets worse. Make an appointment with your Human Resources representative. You might want to take a colleague with you, too.
Question 3
Man I’m meeting my girlfriend’s parents for the first time next weekend. They’ve invited me for dinner. I’m going to do my best to make a good impression on them, but I’m really nervous. Any advice?
Life Coach Make an effort to dress nicely, and make sure you take them a small gift, such as flowers or chocolates. Make some nice comments about their home, the food, etc., but don’t overdo it. You ought to let them do the talking at first. The most important thing, however, is just to be yourself.
Question 4
Man My boss recently offered me a promotion. I’ve done a lot of thinking about it, but I can’t make up my mind if I should take it. Sometimes I think I’d rather stay in my current job. I’ve got to decide by next week. What should I do?
Life Coach Make a list of the pros and cons of each job, and give each one a score from 1 to 5 (5 = the best). Then do the math – add up the points for each list, and subtract the con totals from the pro totals. Which job has the highest score? Does that help you make a decision?
Lesson D, Ex. 2B and 2C p. 61 (2.27)
1. Man I was having a really bad time about a year ago. I just never seemed to have any time. I felt stressed and busy, and I just kept missing deadlines. A friend suggested that I try keeping a diary of everything I did, and I realized that I wasn’t using my time effectively at all. These days I’m more organized. I plan my week in advance, and I get more done and I’m far less stressed.
2. Woman A few years ago, when I was in college, I had a lot of projects and assignments due at the same time. I got really stressed and started having panic attacks. My doctor suggested that when I felt stressed out, I take a walk. Well, it sounded like a weird thing to do, you know, when you’re really busy, but it actually worked! Now, whenever I start to feel like I have too much to do, I shut my laptop and go for a walk. It really helps me to focus on what I need to do.
3. Man A co-worker gave me a great tip a few months ago: Write a list of things you have to do for the day. It’s incredibly simple but it works. I used to have terrible problems prioritizing jobs, so I was always in a panic trying to get important jobs done because I had done the less important work first. Now the first thing I do every day is list what I have to do, with the most important jobs at the top. That way, I don’t spend time on the small stuff before I’ve done the big stuff. And I love crossing things off my list, too!
4. Woman My biggest problem was that I put off starting jobs that would be difficult. Then, of course, as the time passed and the work wasn’t done, I got more and more stressed. I talked to a friend about it and his advice was to break big jobs down into smaller, more manageable tasks. Then, focus on a smaller task. That way, jobs wouldn’t seem so huge. It really helped me to stop feeling overwhelmed.
Unit 7 Relationships
Lesson C, Ex. 2A p. 71 (3.08)
1. Man I think it’s nice to get to know your co-workers. Woman It’s not good to date a co-worker, though.
2. Woman I hate going to parties when I don’t know anyone. Man It’s kind of fun to meet new people, though.
3. Woman I love it when old friends find me online. Man There are some people you don’t want to hear from, though.
4. Man I spend most of my free time at home by myself. I enjoy being alone. Woman It’s not good to spend too much time alone, though.
Lesson C, Ex. 3A and 3B p. 71 (3.09)
1. Matthew It’s funny. There are some people that I look forward to seeing. I don’t mean friends but like, people I see every day or once a week or something. Like, there’s the woman who works in the coffee shop. I always get coffee in the morning before work. And it gets kind of busy, you know, and she gets a little stressed out when there’re lots of people. She’s really friendly and positive, though. She always smiles and asks, “How are you today?” I guess I look forward to seeing her because it’s nice to see someone who’s friendly in the morning.
2. Matthew Another person I enjoy seeing is my yoga instructor. I just started yoga a couple of months ago and yeah, the teacher’s really good. He’s kind of strict, though. Like, he makes us do things over and over until we get it right. But he’s really good at explaining things. So yeah, I really look forward to his class because I always learn something new. And the other students in the class are nice.
Well, one guy is always asking questions, though. It gets sort of annoying really, but . . . I go biking every weekend. There’s a group of us who go together. And there’s one guy who’s like the worst biker – he’s incredibly funny, though. His name’s Ed and he’s always telling jokes and funny stories. Anyway, he and I are always at the back of the group. I guess the other guys are kind of serious about biking! I mean, I’m not, but I look forward to the ride every week because well, I guess I just enjoy Ed’s company.
Lesson D, Ex. 2B and 2C p. 73 (3.10)
Woman So what are you doing this weekend Javier?
Javier Oh, I have to do some things around the house. You know, do the laundry, go food shopping, that kind of stuff. How about you?
Woman Oh, I’m going to go see the new science fiction movie that’s playing downtown. Have you seen it?
Javier No. I haven’t seen a movie in a long time. I don’t really go out much anymore.
Woman Oh, why’s that? You used to go to parties and stuff with your friends from college all the time.
Javier I know. I guess there’s just so much to do at work now. I hardly ever see any of my college friends now.
Woman Really?
Javier Yeah. I kind of got tired of parties and clubs and everything. And I started doing other things, like writing songs and stuff like that. I want to record an album. I’m really excited about it.
Woman That sounds great. Whatever happened to the guy you used to go running with? You used to hang out with him all the time. Did he get married or something?
Javier Oh, you mean Ben? Yeah, he got married. Actually, his wife just had a baby. He never has time for running – or anything – now.
Woman Yeah, well, I guess if he has a family now. I’m sure he’ll call you when he has more time.
Javier Yeah, I hope so. I’d really like to see him again. He’s a fun guy.
Woman And what about that nice girl you were seeing?
Javier Maggie? Oh yeah . . . she was nice, but it wasn’t working out. We were just very different people,
so we decided to break up. We don’t see each other anymore, but that’s OK.
Woman Oh well, I guess it’s good to focus on your music for a while.
Javier Yeah it is. I’m enjoying it.
Unit 8 What if?
Lesson A, Ex. 3A and 3B p. 77 (3.13)
1. Daniel So, yeah . . . I’ve had such a busy day at work today. I’ve been running around all day. I’m just so tired. I wish I could just sit down and watch TV but I really need to do laundry. I’ve got no other time to do it. If I didn’t have to work so much, I’d have way more time . . .
2. Martine Well, you know, I kind of like hanging out at home, but sometimes I get bored, you know? Like, I wish I went out more with my friends. But everywhere’s so expensive and we can’t afford to go to restaurants and things. I mean, if I could afford it, I’d eat out more often for sure. Even coffee’s expensive. I just can’t afford to go out more than once or twice a week.
3. Miguel Yeah, you know, I’m pretty busy – in the evenings, I mean. I’m at the gym three nights and then I have a class after work on Mondays, so I’m out like every night of the week. And on weekends I play football. So I don’t see a lot of my family. I wish we could get together more often. They don’t live near me, so I don’t get to see them that often. It’s too bad. I miss them. If they lived nearer to me, I’d definitely see them more.
4. Mi Yun Oh, the weather is awful! I think it’s rained every day this month. It’s getting cold, too. I hate it. I wish I lived somewhere warm and sunny. But I’m going to be here for the next two years – until I graduate. Yeah, if I lived somewhere warm I’d be outside more.
Amy Yeah, I can see that would be difficult. I wouldn’t worry about it, though. I mean, if you like your job and everything . . .
Tom I know. But I spend all my time there. If people were a bit friendlier, it would be nicer.
Amy Well, you could bring in cake and have a coffee break together. If I were you, I’d just try that. Then you might get to know them a little better.
Tom Yeah, that’d be good actually. I’m not sure how my boss would react though.
Amy Why?
Tom Well, that’s kind of another problem. She’s – I don’t know – she’s all about work. I wish she were more relaxed. I think everyone would enjoy work more then.
Amy Well, I would invite her for cake, too. I mean, why not?
Tom Well, I could. . . . Yeah, maybe I’ll try that. Though there’s another problem. One of my co-workers who does the same job as me got a promotion and I didn’t. I mean, I work harder, and I meet all my deadlines and he’s, like, always making excuses and apologizing for work he hasn’t finished. It’s really annoying.
Amy Yeah, that is annoying. Well, have you talked to your boss about it? If I were you, I’d ask her for advice, you know, about how to get a promotion. People love giving advice.
Tom That’s true. But I wish it were easier to talk to her, though. Anyway, enough about me. How are things with you?
Amy Well, actually, I meant to tell you. I got into grad school here. . . . But . . . I also got a scholarship to a school in Paris!
Tom Wow! Paris? That’d be awesome!
Amy Yeah, I know. I’d love to go . . . but the problem is, I met this guy and we started going out. It’s kind of serious, but I don’t think long distance relationships ever work out. I just wish I didn’t have to make the decision.
Tom You know what? I wouldn’t think about that. It might not work out. Anyway, he could come and visit you. I’d go to Paris! You might not get the chance again.
Amy Yeah. I’m just not sure.
Unit 9 Tech savvy?
Lesson A, Ex. 3A and 3B p. 87 (3.21)
Woman I have a computer technology assignment, and I have absolutely no idea what the answers to these questions are. I mean, do you know when the public first used the World Wide Web?
Man Um, no. But I have my computer here – we can check it out.
Woman Oh, OK. Do you mind?
Man Sure. Let me turn it on. . . . OK. So what was that first question?
Woman Um . . . Do you know when the public first used the World Wide Web?
Man OK – it looks like, um . . . Oh, 1991. August 6, 1991. That’s when people first used the Internet. It actually started back in the 1960s, though. OK. So what’s your next question?
Woman Can you find out what the first webcam filmed?
Man Let’s see. Oh! It was filming a coffee pot at the University of Cambridge so people could see on their computers when the coffee pot was full. . . .
Woman Really? That’s hilarious. All right. Next. Do you know what the most popular online activities are? One has to be shopping, right?
Man Well, that and banking maybe. . . . Huh — interesting. It says, online banking . . . then shopping, and then searching for jobs. It says 60 percent of people in 24 countries use the Internet for online banking.
Woman Well, at least I got one kind of right!
Man OK. What else?
Woman Can you guess how many new blogs people add to the Internet each day?
Man Oh, that’s going to be a lot. Fifty thousand? No. More than 175,000.
Woman Wow.
Man Many of them are personal blogs and news blogs, it says. OK, next one. . . .
Woman Do you know what the first email spam advertised?
Man Um, I bet it was jeans. Or wait, well. . . .
Woman I guessed vacations.
Man No. It advertised a computer. Though it says now it’s mainly medications.
Woman OK. Final question. . . . Do you know what the three most common languages on the Internet are? I’m guessing English, for sure. . . . and. . . um. . . .
Man English, Chinese, and Spanish. OK. English represents more than 43 percent of the Internet.
Woman Perfect. Thanks.
Man No problem. It’s easy when you can look everything up online.
Woman Yeah. Oh, but wait. Shoot. It says here that I have to look the information up again from another source. Oh, no. . . . I have to do it all again?
Lesson B, Ex. 3B p. 89 (3.25)
1. Woman Can you show me how to plug it in?
2. Man Now tell me how to turn it on.
3. Woman Can you hook it up to speakers?
4. Man Can you show me how to turn it up?
Lesson C, Ex. 3A p. 91 (3.27)
Sam Oh, no. My laptop just froze up again. Do you know why it does that, Karin?
Karin Huh. I wonder if you need to clean up your files and stuff. You can download programs to do that. I use one — though I can’t remember how much it was. It wasn’t expensive.
Sam Huh. Technology’s great when it works, but when it doesn’t it drives me crazy — usually because I have no idea what to do.
Karin Yeah. . . . I don’t know what I’d do without my laptop, though. If I had to work from my office all the time, I’d hate it. I hate working at a desk all day. You know what I mean?
Sam Oh, yeah. Though I guess it’s not always good to take work with you everywhere. Sometimes I feel pressured to check my work email even when it’s my day off. And it’s kind of addictive. You end up checking messages late at night and everything.
Karin I know what you mean. But it’s nice to be flexible. Leave work early. Do work at home. You know what I’m saying?
Sam Maybe. On the other hand, it’s probably better to separate work from your free time. I mean, it’s like when you hang out with a friend and they’re texting all the time. And you’re trying to have a conversation. It’s really annoying.
Karin I don’t know. It doesn’t bother me. I can text and listen at the same time.
Sam Really? . . . OK — so my laptop’s running again. So can you remember which program you used? I’ll look it up.
Karin Um, type in “clean up my computer.”
Sam OK. So yeah, I have another friend — and she, like, always has her headphones on — listening to music on her tablet. And I’m like take them off!
Karin Well, it’s better than playing music out loud. Now that’s annoying!
Lesson C, Ex. 3B p. 91 (3.28)
1. Sam Technology’s great when it works, but when it doesn’t it drives me crazy — usually because I have no idea what to do.
2. Sam Sometimes I feel pressured to check my work email even when it’s my day off. And it’s kind of addictive. You end up checking messages late at night and everything.
3. Sam On the other hand, it’s probably better to separate work from your free time. I mean, it’s like when you hang out with a friend and they’re texting all the time. And you’re trying to have a conversation. It’s really annoying.
Unit 10 What’s up?
Lesson A, Ex. 3B p. 99 (4.04)
1. Woman What have you been doing on weekends lately?
2. Man Where have you been going in the evenings?
3. Woman How many times have you eaten out?
4. Man What have you been watching on TV?
Lesson B, Ex. 1B p. 100 (4.05)
1. Woman It’s a romantic comedy. It’s about these two people who fall in love over the Internet. It’s a great love story, and it’s funny, too.
2. Man It’s a new action movie set in ancient China. Michelle Yeoh is in it. The stunts and the kung-fu fight scenes are amazing. It’s kind of violent, though.
3. Woman I just saw this horror movie. A family moves into an old house, and they find a monster living in the attic. It was so scary that I couldn’t watch most of it.
4. Man It’s a musical that takes place in Delhi. So it’s in Hindi, but it’s subtitled. The costumes, the dancing, and the music are just wonderful.
5. **Woman** It’s a thriller. Matt Damon plays a spy who can’t remember who he is. It was so exciting. I couldn’t stand the suspense.
6. **Man** It’s about aliens who come to take over the earth. It’s a classic science-fiction movie. The special effects are incredible.
7. **Woman** I saw this war movie about two soldiers who are bothers. It’s a true story with a really sad ending. I cried a lot. It’s a real tearjerker.
8. **Man** We saw this hilarious movie. It’s one of those animated films for both kids and adults. Eddie Murphy is the voice of one of the cartoon characters.
**Lesson C, Ex. 2 p. 103 (4.09)**
**Man** I was wondering if you had a few minutes to talk?
**Woman** Sure. Actually, I have time now before my next class. Do you want to grab a cup of coffee?
**Man** OK. Let’s go to that place across the street.
**Woman** All right. Let’s walk over there. . . . So, what’s up?
**Man** Well, I wanted to ask you for a favor actually.
**Woman** Oh, OK. So, what do you need?
**Man** Well, you know I’m going away on an exchange program for two weeks.
**Woman** Sure. I heard you’re going to Brazil.
**Man** Yeah. So, I was wondering if you could feed my snake.
**Woman** Um, all right. Sure.
**Man** Thank you so much. That’s great. OK, well, can I get you a coffee?
**Lesson C, Ex. 3A and 3B p. 103 (4.10)**
1. **Peter**
**Peter** Um, excuse me. Do you have a minute?
**Woman** Sure. Um, hold on Peter, let me just finish this email. . . . All right. What can I do for you?
**Peter** Well, you know the report you asked me to do for tomorrow?
**Woman** Yes.
**Peter** Well, um, I was wondering if I could have a little more time to work on it.
**Woman** Well, when can you get it to me by?
**Peter** Would it be all right if I bring it by on Wednesday morning instead of tomorrow?
**Woman** OK. But I really need it by Wednesday.
**Peter** Oh, no problem. I just want to do some more research on the data.
**Woman** All right. Well, that’s fine. By the way, how’s the new assistant . . .
2. **Sandra**
**Sal** Good afternoon. This is Sal.
**Sandra** Hello, Sal. It’s Sandra.
**Sal** Hi, Sandra. Are you feeling better?
**Sandra** Actually, I still don’t feel very well.
**Sal** Oh, I’m sorry to hear that.
**Sandra** Yeah. I was wondering if I could ask a big favor.
**Sal** OK. Sure.
**Sandra** Well, I have a presentation on Friday for the students who are coming to the company, but I’m not going to be able to make it.
**Sal** Oh, OK.
**Sandra** And, I was wondering if you could meet the students and just run through everything for me. I have it all on my computer. I can email it.
**Sal** Well, I probably won’t have time on Friday but I can ask Lorraine to do it.
**Sandra** Oh, OK. Thank you.
**Sal** Yes, Just send Lorraine the stuff she needs.
**Sandra** OK. I will. All right. I’ll let you go. I know you’re busy.
**Sal** OK – Feel better. Bye.
3. **Joel**
**Joel** Sorry to bother you. Um, I’m just leaving and . . .
**Woman** Oh, you’re leaving early today.
**Joel** I’m going to visit a customer.
**Woman** Oh, all right. So what can I do for you, Joel?
**Joel** Well, I wanted to ask you if I could take some time off this week. On Friday? I worked last weekend for the conference, so . . .
**Woman** Um. Let’s see. . . . Well, we have a meeting on Friday.
**Joel** Oh, we do? I don’t think I have that on my schedule. Oh, um . . .
**Woman** And honestly, we’re so busy at the moment so . . .
**Joel** OK. I just need to catch up on some things at home. But I guess I can wait.
**Woman** Good. All right, I need to get back to my report here.
**Joel** OK. Have a good evening.
4. **Julia**
**Julia** Excuse me. Do you have a minute?
**Man** Actually, I’m just about to leave. Is it something quick, Julia?
**Julia** Yes. I was wondering if you could sign this.
**Man** Oh, sure. Is this from your last trip?
**Julia** Yes, and all the receipts are there. The Accounts Manager needs this today.
**Man** All right. So the total amount is $1,045.67? OK.
**Julia** Thank you.
**Man** You’re welcome.
**Lesson D, Ex. 2A and 2B p. 105 (4.11)**
**Tom** Have you ever seen Cirque du Soleil? I was just reading an article about them.
**Marissa** Um, no, I’ve never heard of them. . . . Uh . . . Who are they?
**Tom** They’re kind of like a circus group. *Cirque du Soleil* is French. It means “Circus of the Sun.” They’re basically a group of entertainers – from Canada originally – you know, they’re kind of like street performers and acrobats. They come from all over the world, from more than 40 countries actually. See – here, check out these pictures on their website.
**Marissa** Wow! They look amazing. Their costumes are incredible.
**Tom** Yeah, totally. See, . . . look. It says, “Cirque du Soleil started as a group of young street performers in Quebec, Canada, more than 20 years ago.”
**Marissa** Huh. They’ve been performing for a long time.
**Tom** Yeah. . . . “Now they employ 5,000 people worldwide, including about 1,300 performers. They’ve performed in more than 50 countries around the world.”
**Marissa** That is amazing. You know, I think this is the same group that I saw on TV recently. They’ve been touring around the country. . . . It was a report or something on them. . . . Yeah, I think it was them. They were saying how they’re not like a traditional circus because they don’t use animals.
Marissa So is this a review of their new show?
Tom Yeah. And it’s fantastic. It says “Cirque du Soleil’s new show is wonderful – perhaps their best show ever.” And listen to this: “The colorful costumes and inspiring music and dance will amaze you. Even if you are not a fan of the circus, you will love this fun and spectacular family show.”
Marissa Huh. So have you ever seen them perform?
Tom Yeah, I’ve seen them a couple of times. Though I haven’t seen their new show yet. I mean, even though I’m not a big fan of shows and theater and stuff – I really enjoy their shows. Actually, I was wondering if you could get a Saturday night off work. Maybe we can go to their new show together. I think you’d love it.
Marissa Oh yeah. I’d love to go. I think I can get one night off, but can I ask you a favor? Would you get the tickets? I mean, I’ll pay you back . . .
Tom All right. I’ll go online and find out about prices and everything.
Marissa Perfect. Wow, I’m excited. . . .
Unit 11 Impressions
Lesson C, Ex. 3A and 3B p. 113 (4.18)
1. Mark
Man Hey, Mark. How are your tennis lessons going?
Mark Oh, not too bad.
Man You’ve been taking lessons for a couple of years now. You must be pretty good.
Mark Well, not really. You see, I never have much chance to practice. I work late every night, so I really only play about an hour a week, when I have my lesson on Saturday morning. I really want to be able to play more.
2. Angela
Woman Is that a Spanish textbook, Angela?
Angela Yeah, I’m trying to improve my Spanish. I haven’t really studied it since high school.
Woman Oh, I see.
Angela I’m taking a class three times a week.
Woman Wow. You must be pretty motivated.
Angela Well, I’m going to Mexico on vacation next month, you see, and I want to use it, you know, to have a real conversations with people. It’ll be my first trip, so . . .
3. Linda
Man Hey Linda! Congratulations. I heard that you got a scholarship to study in Italy.
Linda Thanks. Yeah, I can’t believe it. I’m going to Rome in September. For a year.
Man You must be so excited.
Linda I really am. You see, I’ve always wanted to study art in Italy. It’s been my dream since I was a kid.
Man Wow. Did anyone else here get a scholarship?
Linda No. Actually, I’m the only one.
4. Dave
Woman What have you been doing, Dave? I haven’t seen you around much lately.
Dave Well, I’ve been studying for this math exam. It’s an extra class in statistics and you know me, I never understand math.
Woman Oh. That must be hard.
Dave Yeah, it really is. I’m kind of worried about it. You see, I had to miss some classes earlier this year, so I’ve had to catch up on my studies recently. That’s why I haven’t been out much lately.
Woman I see.
Dave So I don’t know if I’m going to be able to pass the exam. If I fail it, I’ll have to take the class again next semester.
Lesson D, Ex. 2B and 2C p. 115 (4.19)
1. Woman 1 You know, I’m thinking of doing a volunteer vacation in Costa Rica.
Woman 2 You are? Wow. That sounds exciting.
Woman 1 Yeah. Anyway, there’s this girl – she lives there, and she started this organization.
Woman 2 Yeah? Doing what?
Woman 1 Well, I guess she was only nine at the time, and she and a friend started selling some of their artwork and they decided to do something useful with the money. . . .
Woman 2 Wow. She must be pretty smart.
Woman 1 Yeah, I guess. Anyway, they do all kinds of things, you know, to try and save the rain forest there.
Woman 2 Really? So like what?
Woman 1 Well, they plant trees and they have an animal center for sick animals, and, like, a kids camp and a library and everything.
Woman 2 I see. So they teach kids about the rain forest and stuff. That must be fun!
Woman 1 Yeah, I’m thinking I should email her and see if I can volunteer there! I mean, they might need help.
2. Woman You know, I read this incredible book about Arn Chorn-Pond.
Man About who?
Woman Arn Chorn-Pond. He has an amazing life story. He’s from Cambodia originally, though he was raised in the U.S., and he founded this program for musicians in Cambodia.
Man Really? So to do what? I mean, do they teach music or . . . ?
Woman Yeah. You see, he wanted to preserve traditional Cambodian music.
Man That must be very rewarding.
Woman Yeah. Well I guess he’s passionate about music, you see he’s a flute player too and his family owned an opera company in Cambodia, so . . .
Man I see. So his organization helps young Cambodians learn about their musical traditions?
Woman Yeah. And they organize concerts and things. It’s a great book – you really should read it. I’m actually thinking of writing to him – you know, to ask him to come and give a talk at our high school.
3. **Man** I just read about a really interesting project on the Internet. It’s an organization that sends books to people all around the world. I mean, there are letters from schools and communities from all over the world – you know, that have received books from the organization. And actually, it’s a really cool thing – they get students here to work with communities overseas – so it’s like a cultural exchange, too.
**Woman** That must be great. You know, to set up something like that – that’s so useful.
**Man** Oh, yeah. There’s one girl, and she was, like, only 12 when she and her family came to the United States. And anyway, when she went back to visit Kosovo, where she’s from, she realized they badly needed books.
**Woman** Right.
**Man** Yeah. So yeah, she started collecting books to send there. And she worked with the Book Project and I guess when she was in high school she managed to send 15,000 books to Kosovo.
**Woman** Wow. That’s impressive.
**Man** Yeah. I guess anyone can help – you know, by collecting books or money. I guess they use the money to do things like build libraries, too. So yeah . . . Actually, I’m thinking about starting to collect books in my neighborhood.
---
**Unit 12 In the news**
**Lesson B, Ex. A p. 121 (4.25)**
**John** Good morning. This is John Cho. First, here is a report on the severe storms that caused so much damage in the northern part of the country last night. Cindy Chavez is reporting from one small town that was hit by the bad weather. Cindy, what’s the situation like there?
**Cindy** Good morning, John. Well, this morning the North is waking up to the results of some of the worst storms in 30 years. Throughout the night, the area was hit by thunderstorms, hailstones, and heavy rains. Several small towns across the area were completely flooded, and hundreds of people were left homeless.
**John** What happened to those people? Were they rescued?
**Cindy** Yes, John, many people were rescued by the fire department. However, the scary thing was, some people couldn’t leave their homes because of the floods, so they had to climb onto the roofs of their houses and wait for the fire department to rescue them in boats.
**John** And have the people been able to return to their homes?
**Cindy** No, not yet. Many are staying with friends and neighbors and others are staying in school buildings in towns near here. Fortunately, no one was badly injured, though of course many homes were seriously damaged.
**John** Thank you for that report, Cindy. Now I hear you have an update on a story you reported yesterday. Some good news this time?
**Cindy** That’s right, John. Yesterday I reported on a young couple who were getting married in a park. The wedding ceremony was disrupted by a huge hailstorm. And the groom was hit on the head by a hailstone the size of a golf ball, and he was taken to the hospital.
**John** And so the wedding was canceled?
**Cindy** Yes. And that was terrible! But here’s an update, and it’s good news. This morning I was told that the groom was not seriously injured, and he and the bride have set a new date for their wedding.
**John** A happy ending, then, to that story.
**Cindy** Absolutely.
**John** Well, thanks again, Cindy. Next on the news . . .
**Lesson B, Ex. 1D p. 122 (4.27)**
1. **Man** You know what? I got caught in a storm last night. My new shoes are completely ruined.
2. **Woman** You know what? The traffic is getting bad around here. We were stuck in traffic for an hour last night.
3. **Man** Guess what? They’re going to open a new organic food store near here.
4. **Woman** Did I tell you? My cousin is coming to stay with us this summer. I’m really excited about it.
5. **Man** You know the guy I used to sit next to in class? The one with dark hair? He bought a new car.
6. **Woman** Did I tell you? I’m getting married next spring!
7. **Man** Did you hear about that high school principal? He crashed his car into the front of the school.
8. **Woman** Have you heard about the plans for a new skate park in the city? It’s opening next spring.
**Lesson C, Ex. 3A and 3B p. 123 (4.28)**
1. **Woman 1** Really? No. What happened?
**Woman 2** Well, I was walking home one night last week after class, and a young woman ran up to me and took it. I had everything in it, including my car keys.
**Woman 1** Oh, no. That’s terrible.
**Woman 2** Yeah, it was awful. The thing was, I wasn’t really scared, but angry, you know? Anyway, now I’ll never walk home at night by myself. I’d rather be safe than sorry.
**Woman 1** Oh, I agree.
2. **Man 1** No. What happened?
**Man 2** Her car was broken into this morning, near school. The side window was broken.
**Man 1** No, really? Did they take anything? I mean, did she have anything valuable in it?
**Man 2** No, she was really lucky. She had her purse with her and she took her MP3 player and everything out of the car before she went to class. I mean, she doesn’t usually do that. She often leaves stuff in her car.
**Man 1** Yeah, that was lucky.
**Man 2** Yeah. And you know what? The weird thing is, she said she had a strange feeling about that car this morning.
**Man 1** Really! You mean, like she knew something bad might happen to it?
**Man 2** Yeah . . .
3. **Man 1** Oh really? Again?
**Man 2** Yeah. I heard it on the news this morning. So do you get really bad ones here?
**Man 1** Yeah. Sometimes we get hit by a big one.
**Man 2** Wow. I bet that’s kind of scary.
**Man 1** Yeah, it is. But you know what? The weather is really beautiful here most of the year. The thing is, hurricane season is mainly in September and October. Then, if there’s a bad storm, it’s not safe to go out.
**Man 2** Huh.
**Man 1** Yeah. The scary thing is, sometimes there’s a really big hurricane, and then you have to leave town.
**Man 2** Really?
**Man 1** Yeah. Like, you know, we had a pretty bad one two years ago . . .
4. **Woman 1** Oh yeah? What’s that?
**Woman 2** Well, you know Jenny . . .
**Woman 1** Your friend who works in the bank?
**Woman 2** Uh-huh. Well, she went out with some friends from work, and she had her purse with her, you know. The thing is, they were walking by the river after dinner, and guess what?
**Woman 1** Uh-oh. Her purse was stolen?
**Woman 2** No, it fell in the river!
**Woman 1** You’re kidding. How did that happen?
**Woman 2** Well, they were all talking and laughing, you know. And then they walked over the bridge, and Jenny stopped to look at the water, and the funny thing was, her purse fell into the river.
**Lesson C, Ex. 3C p. 123 (4.29)**
1. **Woman 2** Did I tell you my purse was stolen?
**Woman 1** Really? No. What happened?
**Woman 2** Well, I was walking home one night last week after class, and a young woman ran up to me and took it. I had everything in it, including my car keys.
**Woman 1** Oh, no. That’s terrible.
**Woman 2** Yeah. It was awful. The thing was, I wasn’t really scared, but angry, you know? Anyway, now I’ll never walk home at night by myself. I’d rather be safe than sorry.
**Woman 1** Oh, I agree.
2. **Man 2** Did you hear the news about my sister?
**Man 1** No. What happened?
**Man 2** Her car was broken into this morning, near school. The side window was broken.
**Man 1** No, really? Did they take anything? I mean, did she have anything valuable in it?
**Man 2** No, she was really lucky. She had her purse with her and she took her MP3 player and everything out of the car before she went to class. I mean, she doesn’t usually do that. She often leaves stuff in her car.
**Man 1** Yeah, that was lucky.
**Man 2** Yeah. And you know what? The weird thing is, she said she had a strange feeling about that car this morning.
**Man 1** Really! You mean, like, she knew something bad might happen to it?
**Man 2** Yeah.
3. **Man 2** You know what? There’s a big hurricane coming.
**Man 1** Oh, really? Again?
**Man 2** Yeah. I heard it on the news this morning. So do you get really bad ones here?
**Man 1** Yeah. Sometimes we get hit by a big one.
**Man 2** Wow. I bet that’s kind of scary.
**Man 1** Yeah, it is. But you know what? The weather is really beautiful here most of the year. The thing is, hurricane season is mainly in September and October. Then, if there’s a bad storm, it’s not safe to go out.
**Man 2** Huh.
**Man 1** Yeah. The scary thing is, sometimes there’s a really big hurricane, and then you have to leave town.
**Man 2** Really?
**Man 1** Yeah. Like, you know, we had a pretty bad one two years ago . . .
4. **Woman 2** Guess what? The strangest thing happened last night.
**Woman 1** Oh, yeah? What’s that?
**Woman 2** Well, you know Jenny . . .
**Woman 1** Your friend who works in the bank?
**Woman 2** Uh-huh. Well, she went out with some friends from work, and she had her purse with her, you know. The thing is, they were walking by the river after dinner, and guess what?
**Woman 1** Uh-oh. Her purse was stolen?
**Woman 2** No, it fell in the river!
**Woman 1** You’re kidding. How did that happen?
**Woman 2** Well, they were all talking and laughing, you know. And then they walked over the bridge, and Jenny stopped to look at the water, and the funny thing was, her purse fell into the river.
Lesson A People in a hurry pp. 2–3
Exercise 1
1. Craig is a reckless driver.
2. Lucia always arrives late.
3. Carlos is waiting patiently.
4. Emily walks fast / quickly.
5. Laila is talking quietly.
6. Tom seems rude / impolite.
7. Tamara plays tennis well.
8. Joe and Kay are dressed formally.
Exercise 2
automatically
carefully, nicely
late
impatient, slow
reckless
serious
properly, strongly, well
patiently
differently
fast
quickly
Exercise 3
A
1. slowly
2. good / hard / fast / quick
3. easily / fast / quickly
4. quick / fast
5. carefully
6. well
B
Answers will vary.
Lesson B Personality and character pp. 4–5
Exercise 1
A
| P | R | A | C | T | I | C | A | L |
|---|---|---|---|---|---|---|---|---|
| D | P | L | O | A | T | B | F | K |
| L | O | R | E | L | I | A | B | L |
| T | G | T | P | E | B | M | D | W |
| A | F | V | J | N | P | C | I | H |
| Q | B | I | E | T | S | H | V | N |
| H | G | E | N | E | R | O | U | S |
| R | K | E | L | D | G | O | K | D |
| U | O | U | T | G | O | I | N | G |
| O | Y | C | R | L | S | Q | E | Y |
| E | A | S | Y | G | O | I | N | G |
B
1. talented
2. disorganized
3. practical
4. outgoing
5. generous
6. reliable
7. easygoing
8. selfish
Exercise 2
1. dishonest
2. unfriendly
3. unreliable
4. disorganized
5. impatient
6. inconsiderate
Answers to the questions will vary. Possible answers may include:
1. I’m honest. I always tell the truth.
2. She’s friendly. She always takes time to talk to me.
3. He’s unreliable. He’s always late.
4. I’m disorganized. I can never find anything!
5. I’m impatient. I can’t wait in lines.
6. They’re inconsiderate. They always play their music loudly.
Exercise 3
1. b
2. a
3. a
4. b
5. b
6. a
7. b
8. a
Exercise 4
Answers will vary. Possible answers may include:
1. My older brother’s pretty reliable. I think I’m pretty unreliable.
2. My grandmother’s incredibly friendly. I think I’m very friendly, too.
3. My parents are fairly easygoing. I’m totally laid-back.
4. My mother’s not impatient at all. I’m the opposite. I’m extremely impatient.
5. My cousin’s really practical. I’m not like him at all.
6. My best friend’s very honest. I’m honest, too.
Lesson C He’s always wasting time. pp. 6–7
Exercise 1
1. Jedd is always leaving work early.
2. Reba is always listening to music / her MP3 player.
3. John is always sleeping.
4. Kayo is always eating junk food / chips.
5. Yasmin is always talking on the phone / on her cell phone.
6. Chad is always reading comic books / books / magazines.
Exercise 2
1. She’s always canceling plans!
2. He’s always losing stuff.
3. She’s always telling jokes.
4. She’s always buying things.
5. He’s always helping people.
Exercise 3
1. Sam's always doing
Fatema at least
2. Jody was always borrowing
Pam X
3. Sandy was always canceling
Natsuko X
4. Daniel's always listening
Sarah at least
5. Alejandro're always going
Diana at least
Exercise 4
Answers will vary. Possible answers may include:
1. When I was little, I was always eating candy.
2. My friends and I are always telling jokes.
3. I have some bad habits. I'm always forgetting things.
4. My best friend is always working late.
5. My parents are always traveling.
6. My favorite teacher in high school was always telling us funny stories.
7. My neighbor is always making noise.
Lesson D Is that a fact? pp. 8–9
Exercise 1
A
famous, talented
accomplished, influential
B
down-to-earth, beautiful
generous, nice
Exercise 2
A
was born and raised
started, at the age of
can be
accomplished
called
B
Answers will vary.
Unit 2 Experiences
Lesson A Hopes and dreams pp. 10–11
Exercise 1
A
1. I haven't driven a sports car.
2. I have / haven't gone skiing.
3. I have / haven't learned a second language.
4. I have / haven't seen the Taj Mahal.
5. I have / haven't studied photography.
6. I have / haven't traveled to Europe.
7. I have / haven't tried windsurfing.
8. I have / haven't surfed in Hawai'i.
B
1. has driven a sports car
2. have gone skiing
3. have learned a second language
4. have never / haven't seen the Taj Mahal
5. has studied photography
6. have never / haven't traveled to Europe
7. has never / hasn't tried windsurfing
8. hasn't surfed in Hawai'i
Exercise 2
1. My teacher's gone to the United States many times.
2. My boss has skied in the Swiss Alps several times.
Exercise 3
Answers will vary. Possible answers may include:
1. I've gone hang gliding once.
2. I've gone rock climbing.
3. I've babysat for my cousin twice.
4. I've only been late to class once recently.
5. I've always wanted to visit Russia.
6. I've never tried cow tongue.
7. I've seen The Incredibles six times.
8. I've always wanted to travel abroad.
Lesson B Unusual experiences pp. 12–13
Exercise 1
1. A Have, gone
B haven't; Have, done
A went
B was
A loved
2. A 've, traveled
B 've, wanted
A took
B spoke
3. A Have, tried
B did
A Did, like
B was
A 've gotten
4. A Did, do
B took; Have, been
A haven't; Did, enjoy
B loved
**Exercise 2**
1. Did, go
5. Did, visit
2. Have, broken
6. Have, had
3. Have, won
7. Did, eat
4. Did, ride
8. Have, lost
**Exercise 3**
1. Did you try any new foods on your last vacation?
2. Have you ever hiked in the mountains?
3. Did you see a lot of movies last summer?
4. Have you ever walked across a tightrope?
5. Have you ever found a lost wallet or cell phone?
6. Have you ever forgotten an important appointment?
Answers to the questions will vary. Possible answers may include:
1. Yes, I did. I tried oysters. They're delicious.
2. Yes, I've hiked in the mountains several times.
3. No, I didn't see many movies. I don't go to the movies often.
4. No, I've never walked across a tightrope.
5. Yes, I found a cell phone in a taxi once.
6. No, I've never forgotten an important appointment.
**Lesson C I've heard good things . . . pp. 14–15**
**Exercise 1**
1. Alex Yeah, I am. Do you want to come?
Jake Cool. Do you have a favorite place?
Jake That sounds great. How do you get there?
2. Ki Won I've heard her tests are hard. How did you do?
Ki Won That's too bad. Did you study for it?
Ki Won Oh, that sounds hard. Did you finish?
**Exercise 2**
1. Did you?
5. Do you?
2. Do you?
6. Have you?
3. Did you?
7. Are you?
4. Are you?
8. Have you?
**Exercise 3**
Answers will vary. Possible answers may include:
1. Do you? Is it scary?
2. Have you? What did you see?
3. Did you? What did you catch?
4. Are you? Is it dangerous?
5. Do you? Do you want to go with me sometime?
6. Did you? Do you like it?
**Lesson D Travel blogs pp. 16–17**
**Exercise 1**
A
She has always wanted to see a baby panda.
B
1. She arrived in Chengdu on January 23.
2. She saw Mount Emei.
3. Gisele met some people from Canada in the hotel.
4. Joe Trip thinks Gisele should go to see the pandas early.
5. She went to western Sichuan.
6. She’s going to Beijing.
**Exercise 2**
A
fortunately
Unfortunately
Amazingly
Fortunately
Unfortunately
amazingly
B
Answers will vary.
---
**Unit 3 Wonders of the World**
**Lesson A Human wonders pp. 18–19**
**Exercise 1**
1. h the most expensive
5. g the narrowest
2. f the longest
6. b the most famous
3. c the most
7. a the tallest
4. e the youngest
8. d the fastest
**Exercise 2**
1. the biggest
2. the easiest / best
3. the cheapest / least expensive
4. the most crowded / busiest
5. the largest / biggest
6. the thinnest
7. the best / cheapest / most reasonable
8. the worst / most terrible
**Exercise 3**
1. the cheapest
5. the most amazing
2. the worst
6. the most
3. the most
7. the most wonderful
4. the quietest
8. the most delicious
Answers to the questions will vary. Possible answers may include:
1. The cheapest place to go shopping is downtown.
2. The worst place to go shopping is in the mall.
3. The West Village has the most restaurants.
4. Forest Valley is the quietest neighborhood.
5. The most amazing building I've ever seen is the Guggenheim.
6. Fifth Avenue has the most traffic.
7. The most wonderful city I've ever visited is Prague.
8. The most delicious pastries are sold at Ana's Bakery.
**Lesson B Natural wonders pp. 20–21**
**Exercise 1**
**A**
1. volcano
2. canyon
3. desert
4. mountain
5. glacier
6. ocean
Answer to question: Nature
**B**
1. Canyon
2. Ocean
3. mountain
4. Desert
5. glacier
6. volcano
**Exercise 2**
1. How wide; They're 10.8 kilometers wide.
2. How large / big; It's 4 million square kilometers.
3. How cold; It can reach minus 89.2° Celsius.
4. How long; It's 5,971 kilometers long.
**Exercise 3**
Answers will vary. Possible answers may include:
1. Q How big is the North Island?
A It's 115,777 square kilometers.
2. Q How long is the Wakato River?
A It's 425 kilometers long.
3. Q How high / tall is Mount Ruapehu?
A It's 2,797 meters high / tall.
4. Q How high / tall is Mount Cook?
A It's 3,754 meters high.
5. Q How big / large is Lake Hauroko?
A It's 462 meters deep.
6. Q How wide is South Island?
A It's 450 kilometers wide at its widest part.
7. Q How deep are the caves at Ellis Basin?
A They're over 1,000 meters deep.
**Lesson C I had the best time. pp. 22–23**
**Exercise 1**
1. Mark Yeah, it really is.
Mark It sure does.
2. Kyong It sure is.
Kyong Really? I didn't know that.
Kyong They really are.
3. Kacie It really was.
Kacie We really should.
**Exercise 2**
1. A the coolest
B the best
2. A the worst
3. B the most incredible
4. A the most amazing
**Exercise 3**
Answers will vary. Possible answers may include:
1. It sure does! And camping was the coolest idea!
2. It really was. I had the best time.
3. We really should. It's the most beautiful day.
4. It sure is. This is the most relaxing vacation I've ever taken.
**Exercise 4**
Answers will vary.
**Lesson D Is that a fact? pp. 24–25**
**Exercise 1**
**A**
3 the driest weather
4 the most time zones
5 the smallest population
4 the farthest south
3 the strongest winds
1 the most ice
4 the most daylight
2 the coldest temperature
**B**
1. F Antarctica is the world's fifth largest continent.
2. T
3. F Antarctica gets the same amount of rain as the Sahara Desert.
4. F Antarctica's six months of nonstop daylight begins in September. / Antarctica's six months of nonstop daylight ends in March.
5. F About 4,000 people live in Antarctica during the summer. / About 1,000 people live in Antarctica during the winter.
**Exercise 2**
**A**
1. The Sahara Desert, the largest desert in the world, covers 9.1 million square kilometers of land in North Africa.
2. The sand dunes, the highest dunes in the world, are the biggest tourist attraction in the Sahara.
3. The Qattara Depression in Egypt's Sahara, one of the lowest points in Africa, is 133 meters below sea level.
4. The Libyan Sahara, the driest place in the desert, has the least amount of animal or plant life.
**B**
Answers will vary.
Lesson A Family gripes pp. 26–27
Exercise 1
1. Jeff watch
Jeff to read, to think / think
Paul do
2. Kaya to change
Kaya to stay
Liz to help
3. Kyle clean
Naomi do
Kyle play
Exercise 2
1. get me to try one
2. has me come home early
3. make me practice every day
4. lets me have the remote
5. wants me to pay the bill
6. ask me to prepare dinner
7. help me wash the dishes
8. tells me to speak louder
Exercise 3
Answers will vary. Possible answers may include:
1. My parents want me to go to a really competitive college.
2. My best friend often asks me to help her study for her math test.
3. Our English teacher sometimes has us write long essays.
4. I always tell my friend to call at any time.
5. I can’t get my family members to agree about anything!
6. Parents shouldn’t let their kids stay out too late.
7. My friends sometimes help me to be a better person.
8. I can’t make my parents buy me a computer.
9. My mom always has me wash the dishes.
10. I’m always telling my friend to be quiet in the library.
Lesson B Family memories pp. 28–29
Exercise 1
1. immediate
2. aunt; niece
3. brother-in-law, uncle
4. cousin
5. nephew
6. stepmother
7. half brothers
8. blended
9. stepdaughter
10. great-grandmother
Exercise 2
Mom used to live; ’d spend / used to spend
Mom used to love; used to / would / ’d bring
Mom used to / would / ’d go, would always / always used to cook
Mom used to have, used to / would / ’d watch
Exercise 3
Answers will vary.
Lesson C If you ask me, . . . pp. 30–31
Exercise 1
Answers will vary. Possible answers may include:
1. If you ask me, children and adolescents don’t exercise enough these days.
2. I think you should always study a foreign language.
3. I don’t think anyone needs a new cell phone every year.
4. It seems like Japanese students have a lot of schoolwork.
5. It seems to me that people get married too young, perhaps.
6. If you ask me, children should spend more time outside!
Exercise 2
1. You I agree with you. 3. You That’s true.
You Definitely. You Oh, I know.
2. You Absolutely.
You You’re right.
Exercise 3
Answers will vary. Possible answers may include:
1. Definitely. I think they’re good in an emergency.
2. I know. I think it’s better / cheaper to rent movies.
3. That’s for sure. It seems there just isn’t time to cook a nice dinner.
4. Definitely. I think it’s important to be able to speak more than one language.
5. That’s true. It seems like my dad is always working.
Lesson D Family activities pp. 32–33
Exercise 1
A personal
B
1. b 2. c 3. a 4. b 5. a
C
1. He has three children.
2. Five of them are coming for dinner.
3. She’s coming over to see her great-nieces and -nephews.
4. Mark and Laura used to do the cooking together.
5. He is going to make tacos.
Exercise 2
A
When I was a kid
In those days
Today
Nowadays
B
Answers will vary.
Lesson A Healthy food pp. 34–35
Exercise 1
1. a bottle of, a carton of
2. a can of, a jar of
3. a box of, a bag of
4. a jar of, a package / box of
5. a package / bag of, a can of
6. a package of, a carton of
Exercise 2
1. a jar of olives
2. a carton of eggs
3. a liter / bottle of soda
4. a bottle of ketchup
5. a box of cookies
6. two loaves of bread
7. a bag of potato chips
8. two cans of pineapple
Exercise 3
a little
not much
many
very few
a few
less
fewer
Exercise 4
Answers will vary.
Lesson B A question of taste pp. 36–37
Exercise 1
| B | A | K | E | D |
|---|---|---|---|---|
| X | L | Y | Q | B |
| A | B | L | M | A | R | R | T | E | G |
| R | O | A | S | T | P | A | I | P | R |
| B | I | C | M | R | Z | W | Y | I | I |
| E | L | S | M | O | K | E | D | C | L |
| C | E | D | C | J | E | L | M | K | L |
| U | D | F | R | I | E | D | P | L | E |
| E | Z | T | S | T | E | A | M | E | D |
| D | M | U | X | P | Y | R | I | D | P |
Exercise 2
1. bread
2. ice cream
3. grapes
4. pizza
5. yogurt
6. noodles
7. cheese
Answers will vary. Possible answers may include:
1. fish
2. meat
3. carrots
4. vegetables
5. potatoes
6. chicken
7. cucumbers
Exercise 3
1. too much, enough
2. too many; too much
3. too much; too
4. too
5. enough; too much
6. enough; enough
Exercise 4
1. too many
2. enough
3. too
4. enough
5. enough
6. too
7. enough
8. too many
Answers to the questions will vary. Possible answers may include:
1. I eat three snacks a day.
2. No. I don’t eat many vegetables.
3. I always eat too much and often feel too full after a meal.
4. No. I rarely exercise.
5. Yes. I eat a lot at lunch.
6. No. I never eat too quickly.
7. No. I drink a lot of tea, but not enough water.
8. No. I eat too many carbohydrates.
Lesson C Whatever you’re having. pp. 38–39
Exercise 1
Imani whichever is easier for you
Imani either one is fine
Imani either way is fine
Imani whatever you’re having
Exercise 2
Answers will vary. Possible answers may include:
You Oh, I don’t care. Whatever you prefer.
You It doesn’t matter. Either one is fine with me.
You Whatever you prefer.
You Either one. Whichever is easier.
You Either one is OK. Whatever you’re having.
Exercise 3
Answers will vary. Possible answers may include:
Nora No, thanks. Maybe later.
Nora No, thanks. I’m fine.
Peggy I’m OK for now. But thanks.
Nora I’m fine, really.
Nora I’m OK for now. Maybe later.
Exercise 4
Answers will vary. Possible answers may include:
1. Either one is fine. Whatever you’re having.
2. I’m OK for now. But thanks for asking.
3. I love both, really. Either one is fine.
4. It doesn’t matter to me. Whichever is easier for you.
5. Whatever you prefer. I like both.
Lesson D The world’s favorite snacks pp. 40–41
Exercise 1
A
cucumber
toothpaste
lemon juice
baking soda
salt
cream of tartar
white vinegar
Unit 6 Managing life
Lesson A Making plans pp. 42–43
Exercise 1
1. Ahmed are you doing
Finn I’m just going
Ahmed I’m going
Finn I’ll stop by
Ahmed I’ll make
Finn I have
Ahmed I’ll wait
Finn I’ll be
2. Leah I’m going to take
Mom I’ll meet
Leah I won’t need; I’ll get
Mom Are you bringing
Leah is coming
Leah you’re going to like
Exercise 2
Millie I’m meeting / I’m going to meet Greg for dinner
Millie have my guitar lesson
Millie leaves / is leaving at 7:00
Millie I’m going to call Heidi
Millie have an eye doctor appointment
Raquel I’ll go
Exercise 3
Answers will vary. Possible answers may include:
1. I’m going to the theater tonight.
2. Not really. I’m just going to my parents’ house for dinner.
3. Yes, I have to go to the dentist.
4. I’m having / going to have dinner with my roommate.
5. I think I’ll take a nap!
Lesson B Problems and solutions pp. 44–45
Exercise 1
A
1. living 6. fun
2. impression 7. sure
3. difference 8. mistake
4. best 9. math
5. mind 10. sense
B
1. A make up your mind
A make sense
B do the math
like / such as
for example
B
Answers will vary.
Exercise 2
Dear Daphne,
I’d rather not; I’ve got to
Dear Miguel,
You’re going to have to; You’d better
Dear Daphne,
I ought to; I’d rather
Dear Risa,
You’d better; you might want to
Exercise 3
Answers will vary. Possible answers may include:
1. I’ve got to make up my mind about a summer job.
2. I’d better clean the house before my parents visit.
3. I don’t have to write a report or give an oral presentation.
4. I ought to read more books.
5. I’d rather read a magazine.
6. I’m going to have to go to the bank, go grocery shopping, and pick up my laundry.
Lesson C I’ve got to get going, pp 46–47
Exercise 1
1. to go 4. better go
2. going 5. call you back
3. call you later 6. to have to run
Exercise 2
1. b Sure. Talk to you later.
2. a No problem. (I) Got to go, too. Bye.
3. b OK. Catch you later.
4. a OK. See you later.
5. b Yeah, nice talking to you, too.
6. b OK. I better go, too.
Exercise 3
Answers will vary. Possible answers may include:
1. Not really. I’ve got to go to English class. Can I call you back?
Talk to you later.
2. I’m late for English class. I’ll call you later.
Catch you later.
3. I’m sorry I can’t talk right now. I’ve got to run to English class.
OK. Got to go.
4. I have to go to English class now. I’ve got to get going.
OK. See you tomorrow.
**Lesson D Less is more pp. 48–49**
**Exercise 1**
A
Heading 1: Save time
Heading 2: Save space
Heading 3: Save money
B
1. e 3. a 5. f 7. d
2. g 4. b 6. c
C
1. T 3. F 5. D
2. D 4. T 6. T
**Exercise 2**
A
1. as long as / provided that
2. unless
3. as long as / provided that
B
Answers will vary.
---
**Unit 7 Relationships**
**Lesson A Circle of friends pp. 50–51**
**Exercise 1**
1. — 4. that; who
2. that; that 5. that; —
3. —; that 6. that
**Exercise 2**
(that / which)
(that / who)
(that / who)
(that / which)
(that / who)
(that / which)
**Exercise 3**
1. (who / that) lives in South Korea
2. (that / which) her family owns
3. (that / which) sells handmade paper
4. (that / which) has rose petals in it
5. (that / who) I spoke to in Korean
6. (that / which) served traditional Korean food
**Exercise 4**
Answers will vary. Possible answers may include:
1. who speaks three languages
2. I try to avoid
3. that have a lot of sales
4. that meets every Friday morning
5. my boyfriend makes
6. that’s / who’s famous
**Lesson B Dating pp. 52–53**
**Exercise 1**
1. away 5. out
2. up 6. away
3. down 7. up
4. back 8. back
**Exercise 2**
1. write back 5. come back
2. work out 6. grow up
3. get along 7. sign up
4. go away
Missing words in sentence: break up
**Exercise 3**
Jorge broke up
Tina going out
Jorge work out; got / were getting along
Tina hanging out
Jorge turn out
**Exercise 4**
Answers will vary. Possible answers may include:
1. I get along well with my sister because we are very similar.
2. I love going away all the time!
3. We like hanging out at coffee shops.
4. No. I’m bad at writing back on time.
5. I would really like to sign up for a drawing class.
6. I’ve already moved far away from home!
**Lesson C She’s just a bit odd. pp. 54–55**
**Exercise 1**
1. B He’s probably just tired.
B I guess he’s kind of disorganized.
A I think he’s doing a bit too much.
A I guess he’s sort of stressed out.
2. A Maybe she’s just shy.
B It just takes a little time.
B I think it’s sort of hard to fit in.
A I guess making friends is hard in a way.
**Exercise 2**
1. Lee I love Thai food.
Kyra It was a little spicy, though.
Kyra It was really nice, though.
2. Brad He’s here for two weeks.
Brad He’s pretty shy, though.
Brad I’ll find out when he’s free.
Exercise 3
Answers will vary. Possible answers may include:
1. I guess I’m kind of bad at playing tennis. I’m really great at playing chess, though.
2. I’m a little disorganized. I’m always on time, though.
3. English grammar is really difficult. I really love reading in English, though.
4. My friend is always complaining. She’s very generous, though.
5. I can’t stand country music. I love folk music, though.
Lesson D New friends, old friends pp. 56–57
Exercise 1
A
Meeting people offline, phone apps, social networking
Unit 8 What if?
Lesson A Wishes pp. 58–59
Exercise 1
A
1. James wishes he had a new car.
2. Emi and Sue wish they had a bigger apartment.
3. Joey wishes he were taller.
4. Esteban and Pilar wish they had two TVs.
5. Al wishes he were a better cook.
6. Li-ming wishes she didn’t live in the city.
B
1. had, would buy 4. had, wouldn’t have
2. lived, would have 5. weren’t, would eat
3. were, would score 6. lived, would be
Exercise 2
Answers will vary. Possible answers may include:
1. had more free time during the week; had more free time during the week, I’d exercise more
2. were stronger; were stronger, I would be better at sports
3. could fly a plane; could fly a plane, I would travel all over the world
4. weren’t so busy; weren’t so busy, I would have more time to hang out with my friends
5. weren’t so far away; weren’t so far away, I could see them more often
6. were taking the same class; were taking the same class, he / she could help me study
7. had a new laptop; had a new laptop, I could search the Internet faster
8. didn’t have a test tomorrow; didn’t have a test tomorrow, I’d go to the movies tonight
9. lived in Paris; lived in Paris, I’d eat a croissant every day
Lesson B Life’s little dilemmas pp. 60–61
Exercise 1
1. to 4. about
2. for 5. with
3. for 6. about
Answers will vary.
Exercise 2
1. A forget about
B remind, about
2. A borrow, from
B worry about
3. A buy, for
B talk to
4. A lend, to
B pay for
5. A ask, for
B think about
Exercise 3
1. would you say, met; Would you ask
2. saw, would you do; Would you call
3. would you do, had; Would you scream
4. broke, would you feel; Would you offer
5. would you react, won; Would you feel
6. would you say, complained; Would you apologize
Exercise 4
Answers will vary. Possible answers may include:
1. If I met a famous athlete, I’d say, “I really admire you!” I would definitely ask for an autograph.
2. If I saw an accident, I would call an ambulance right away.
3. If I had a spider on my leg, I would be scared. I don’t know if I would scream.
4. If I broke my friend’s camera, I would feel very bad and offer to replace it.
5. If my friend won a trip to Hawai‘i, I would be happy for her, not jealous.
6. If my neighbors complained about my music, I would say I’m sorry and turn it down.
Lesson C If I were you, . . . pp. 62–63
Exercise 1
Nina if I were you, I’d
Nina I would / you could
Nina I wouldn’t; you might want to / I would
Nina You could / I would / you might want to
Exercise 2
Answers will vary. Possible answers may include:
1. If I were you, I’d talk to the teacher.
2. You might want to get a bandage.
3. You could call a friend for a ride.
4. I would put some water on it.
Exercise 3
Answers will vary. Possible answers may include:
1. would get some coffee
2. wouldn’t stay out long / ‘d use the umbrella
3. I were you, I’d close the window
4. might want to wear a coat
Exercise 4
Answers will vary. Possible answers may include:
1. Wow. That would be awesome!
2. Sure. That would be great.
Lesson D Any regrets? pp. 64–65
Exercise 1
A
age, culture, gender
B
1. paragraph 4
2. paragraph 2
3. paragraph 5
4. paragraph 3
5. paragraph 1
C
1. normal
2. worse for some
3. didn’t do
4. younger
5. more
6. useful
Exercise 2
A
‘d definitely quit, probably wouldn’t work
‘d / would definitely buy
‘d / would definitely invite, probably wouldn’t invite
‘d / would probably try
B
Answers will vary.
Unit 9 Tech savvy?
Lesson A Tech support pp. 66–67
Exercise 1
A
1. Do you know which battery I should buy?
2. Can you tell me where they are?
3. Can you remember when you last changed it?
4. Do you have any idea how much it costs?
B
1. I have no idea why it isn’t working.
2. I don’t know when I last changed it.
3. I wonder if I should buy two batteries.
C
Woman I have no idea why it isn’t working.
Clerk Can you remember when you last changed it?
Woman I don’t know when I last changed it.
Woman Do you know which battery I should buy?
Woman Do you have any idea how much it costs?
Woman Can you tell me where they are?
Woman I wonder if I should buy two batteries.
Exercise 2
A
1. if you can download music from this website
2. how you put them on your phone
3. if there’s a charge for each song
4. if you can buy just one song
5. how you pay for the songs
6. how you make a playlist
7. if there are any free songs
8. if I can put it on my tablet, too
B
Answers will vary. Possible answers may include:
1. I don’t know if you can download music from this website.
2. I don’t know how you put them on your phone.
3. I’m not sure if there’s a charge for each song.
4. I’m not sure if you can buy just one song.
5. I have no idea how to pay for the songs.
6. I have no idea how to make a playlist.
7. I can’t remember if there are any free songs.
8. I can’t remember if you can put it on your tablet, too.
Lesson B How things work pp. 68–69
Exercise 1
1. put it down
2. take it apart
3. take them off
4. throw it away
5. turn it off
6. put them on
7. set it up
8. look it up
9. put them away
10. print them out
Exercise 2
Kate turn down the air conditioning
Ruth turn on the radio
Ruth turn up the volume
Kate hook up the computer
Ruth pick up the monitor
Kate plug in all the cables
Exercise 3
1. A put on your hat and gloves
put your hat and gloves on
B take them off
2. A look up the new words
look the new words up
B look them up
3. A put in the DVD
put the DVD in
B take it out
4. A put away the dishes
put the dishes away
B throw them away
Exercise 4
1. how to set up voicemail on this phone
2. where to plug in the headphones
3. how to use your TV remote
4. how to look up information
5. what to do
6. how to change the password
Survey answers will vary.
Lesson C On the other hand, . . . pp. 70–71
Exercise 1
A
1. f 4. a
2. e 5. b
3. c 6. d
B
Answers will vary. Possible answers may include:
1. That’s true. I think some TV shows are educational, though.
2. I don’t know. I think they can be kind of fun.
3. Maybe. But they’re certainly safer.
4. On the other hand, you don’t need a stamp to send an email.
5. I know what you mean, but they can do a lot of research.
6. I’m not so sure. Don’t you think the photos are good?
Exercise 2
Answers will vary. Possible answers may include:
1. Texting is really convenient. But it’s really annoying when you’re trying to have a conversation with someone who’s texting at the same time. You know what I mean?
2. Video calling is so convenient. You can really stay in touch with people far away. You know?
3. Blogging is bizarre. You put so much of your personal life on the computer. You know what I’m saying?
4. Online video clips are often really funny. They’re a good way to take a break. You know what I mean?
5. Tablets are a good way to read books. You can take one with you anywhere. You know?
6. Social networking is changing the way we get news. You know what I’m saying?
Exercise 3
Answers will vary. Possible answers may include:
1. I don’t know. I think it’s great they learn how to use computers when they’re so young. You know?
2. I’m not so sure. Don’t you think they can learn how to manage time when going to school and working? You know what I mean?
3. Maybe. But when you need to do work or get in touch with someone quickly, it’s easy to do. You know what I’m saying?
4. Well, some websites make it easy to check information. You know what I mean?
Lesson D Identity theft pp. 72–73
Exercise 1
A
Don’t Be a Victim – How You Can Avoid Spam
B
1. b 4. b
2. a 5. a
3. a 6. b
Exercise 2
A
message boards, email address
respond
spam-filtering software
Answers will vary.
friends and family
B
Answers will vary.
Lesson A Catching up pp. 74–75
Exercise 1
A
1. ’s been doing yard work; ’s planted
2. have been shopping; ’ve spent
3. ’s been running; has, finished
4. ’s been cooking; ’s grilled
5. have been skiing; ’ve had
6. ’s been doing; ’s washed
B
1. for 4. in
2. in 5. since
3. since 6. for
Exercise 2
1. A How long have you been studying Spanish?
B I’ve been studying Spanish for seven months.
A How many words have you learned?
B I’ve learned about 250 words.
2. A How long have you been playing baseball?
B I’ve been playing baseball for 18 years.
A How many games have you won this season?
B I’ve won 12 out of 15 games.
Exercise 3
A
1. have, been doing
2. have, gone
3. have, been hanging out
4. have, eaten out
5. Have, been studying
6. have, made
7. have, overslept
8. have, been thinking
9. have, read
10. Have, been exercising
B
Answers will vary.
Lesson B Movies pp. 76–77
Exercise 1
Across
2. thriller
3. war
5. comedy
7. true
9. jerker
10. action
Down
1. science
4. animated
6. musical
8. horror
Exercise 2
comedies
set in, play
love story
endings
hilarious
take place
costumes
subtitled
stunts
Exercise 3
Answers will vary.
Exercise 4
Ann still
Gus yet
Ann already; yet
Gus still
Ann yet
Lesson C I was wondering . . . pp. 78–79
Exercise 1
1. Raoul I was wondering if I could
Raoul Would it be all right if I
Raoul Would it be OK
2. Josie I wanted to
Josie I was wondering if you could
Josie I was wondering,
Exercise 2
Answers will vary. Possible answers may include:
1. ask you if Ally could stay here
2. borrow your car to pick up Ally at the airport
3. do you want to go sightseeing with us Saturday
4. if I organized a party here Saturday night
5. used your computer to check Ally’s return flight
Exercise 3
1. A All right. What time?
2. M All right. What did you want to talk about?
3. A Sure. It’s very easy.
4. A OK. What do you need?
5. M Right. I remember you have an appointment.
Lesson D Reviews pp. 80–81
Exercise 1
A
a phone app, a video game, a Web app
Unit 11 Impressions
Lesson A Speculating pp. 82–83
Exercise 1
1. must be learning to drive
It could / might be his first lesson.
2. may be taking a driving test
It must not / can’t be his first lesson.
3. might be the best student
She must feel / be feeling proud.
4. could be taking a hard test
She might / could be nervous.
5. must be the winners
They must practice a lot.
6. can’t be the winners
They must be disappointed.
Exercise 2
A
Although / Even though
Although / Even though
Even if
B
Answers will vary.
Exercise 2
Email 1: Email 2:
excited exciting
interesting disappointing
pleased embarrassing
fascinating confused
shocked annoyed
jealous frustrated
worried
Exercise 3
Answers will vary. Possible answers may include:
1. I would feel disappointed if I failed a test that I thought I was prepared for.
It might be embarrassing if my friends found out.
2. I would get worried if she were usually on time,
I might feel a little angry if it’s someone who’s always late.
3. I might feel scared if the lights went out.
It could be exciting if there was a lot of lightning.
4. I might feel annoyed.
I would probably think that the person was very boring.
Lesson C That must be fun. pp. 86–87
Exercise 1
Answers will vary. Possible answers may include:
1. That must be hard.
2. That must be annoying.
3. You must be very worried.
4. You must be excited.
5. You must be sad.
6. That must be painful.
Exercise 2
Walt You see
Reg I see
Walt (leave blank)
Reg you see
Walt I see
Exercise 3
Akina you must be
Omar You see
Akina That must be
Akina I see
Lesson D Making an impression pp. 88–89
Exercise 1
A
a child with a special talent
B
1. attend 3. gifted
2. mental breakdowns 4. stimulating
C
1. William James Sidis is the youngest prodigy mentioned.
2. Some child prodigies can’t make friends easily, have mental breakdowns, and get injured.
Exercise 2
A
Facts:
My child is enrolled in your school.
Last year he was the top student in his class, but this year his grades are slipping.
Impressions and opinions:
I believe that
I feel that
It seems to me that
My impression is that
In my opinion
B
Answers will vary.
Unit 12 In the news
Lesson A Local news pp. 90–91
Exercise 1
1. was closed, was found
were delayed, were canceled
was removed, searched / was searched
was re-opened
2. was rescued
were called
wasn’t hurt, was taken, released / was released
3. was broken into, were stolen
was closed off, were interviewed
was seen
Exercise 2
1. The game was delayed for two hours.
2. A ring was stolen from an exhibit.
3. The rock concert was canceled.
4. A wallet was found on a bus.
5. Two people were taken to the hospital.
6. A man was rescued from a fire.
Exercise 3
Answer will vary. Possible answer:
A downtown jewelry store was robbed yesterday. Jewelry, including several valuable necklaces, was stolen. A safe was broken into, and everything inside was taken. Two paintings were stolen as well. A hammer and flashlight were left behind when the robbers ran away. No one was hurt.
Lesson B Natural disasters pp. 92–93
Exercise 1
1. rains; floods
2. hailstorm
3. tornado
4. Hurricane; winds
5. earthquake; Aftershocks
6. lightning; thunderstorm
Exercise 2
Answers will vary. Possible answers may include:
1. A fire was started by a candle.
2. A tree was blown down by the wind.
3. A town / city / house was struck by a tornado.
4. A wildfire was caused by lightning.
5. A car windshield / window was cracked by a hailstorm.
Exercise 3
1. The building was partially damaged by the fire.
2. Train service was temporarily disrupted by the storm.
3. Several houses in the area were badly damaged by flash floods.
4. Three firefighters were seriously injured by a wildfire.
5. A small farm was completely destroyed by a tornado.
Lesson C Did you hear about . . . ? pp. 94–95
Exercise 1
Don Have you heard
Don you know
Don guess what / you know what
Nadia You know what / Guess what
Nadia Did you hear about
Don did I tell you
Exercise 2
Answers will vary. Possible answers may include:
1. You know my friend Callie? She got a new laptop for her birthday.
2. Guess what? I won tickets to a concert.
3. Have you heard about the Cubs? They lost last night.
4. Did you hear about the tornado that struck 20 minutes from here?
5. Have you heard about Gwen Stefani? She’s singing on TV tomorrow.
6. Did I tell you? My brother broke his leg playing soccer.
7. You know what? New York City elected a new mayor.
**Exercise 3**
1. nothing was stolen
2. they took my favorite bag
3. they didn’t tell anyone about it
4. the water was so warm
5. the ending was disappointing
6. it was really expensive
**Exercise 4**
1. A Did you hear
A The best thing is,
2. A Did I tell you?
A The funny thing is,
**Lesson D Reporting the news pp. 96–97**
**Exercise 1**
A online sources and social networking sites
B
1. b 4. b
2. a 5. a
3. a
**Exercise 2**
A half
majority
out of
Almost; 20%
None
B Answers will vary.
Audio CD/CD-ROM contents
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Audio CD tracks
| Track | Description |
|--------|------------------------------|
| 01 | Copyright |
| 02 | Written Quiz: Unit 1 |
| 03 | Written Quiz: Unit 2 |
| 04 | Written Quiz: Unit 3 |
| 05 | Written Quiz: Unit 4 |
| 06 | Written Quiz: Unit 5 |
| 07 | Written Quiz: Unit 6 |
| 08 | Written Quiz: Unit 7 |
| 09 | Written Quiz: Unit 8 |
| 10 | Written Quiz: Unit 9 |
| 11 | Written Quiz: Unit 10 |
| 12 | Written Quiz: Unit 11 |
| 13 | Written Quiz: Unit 12 |
| 14 | Written Test 1, Part A |
| 15 | Written Test 1, Part B |
| 16 | Written Test 2, Part A |
| 17 | Written Test 2, Part B |
| 18 | Written Test 3, Part A |
| 19 | Written Test 3, Part B |
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Touchstone is an innovative four-level series for adults and young adults, taking students from beginning to intermediate levels (CEFR: A1 – B2). Based on research into the Cambridge English Corpus, Touchstone teaches English as it is really used. It presents natural language in authentic contexts, and explicitly develops conversation strategies so learners speak with fluency and confidence.
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| CEFR | TOUCHSTONE 1 | TOUCHSTONE 2 | TOUCHSTONE 3 | TOUCHSTONE 4 |
|------|--------------|--------------|--------------|--------------|
| A1 | | | | |
| A2 | | | | |
| B1 | | | | |
| B2 | | | | |
| C1 | | | | |
CAMBRIDGE ENGLISH CORPUS
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ISBN-13: 978-1107680944
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WORKBOOK
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| Unit | Title | Page |
|------|--------------------------------------------|------|
| 1 | Who We Are | 1 |
| 2 | The World Awaits | 7 |
| 3 | The Great Energy Challenge | 13 |
| | 1–3 Review | 19 |
| 4 | The World’s a Stage | 21 |
| 5 | No Need to Panic | 27 |
| 6 | In Style | 33 |
| | 4–6 Review | 39 |
| 7 | On the Move | 41 |
| 8 | Think Twice | 47 |
| 9 | In the Wild | 53 |
| | 7–9 Review | 59 |
| 10 | Decisions, Decisions | 61 |
| 11 | Rain or Shine | 67 |
| 12 | What’s Your Game? | 73 |
| | 10–12 Review | 79 |
| | Review Surveys | 81 |
| | Review Puzzles | 89 |
Credits
Photo Credits
p. 2: ©iStockphoto.com/Noam Armonn; p. 4, top: National Geographic Maps/National Geographic Image Collection; ©iStockphoto.com/Pgiam; p. 8: ©iStockphoto.com/Sava Alexandru; p. 9, left: Dmitry Berkut/Shutterstock.com; p. 9, right: Vakhrushev Pavel/Shutterstock.com; p. 10: deepblue-photographer/Shutterstock.com; p. 10, inset: pavalena/Shutterstock.com; p. 14: RTimages/Shutterstock.com; p. 16: Jim Parkin/Shutterstock.com; p. 17: Elena Elisseeva/Shutterstock.com; p. 20: ©iStockphoto.com/PhotoTalk; p. 21: Everett Collection Inc/Alamy; p. 22: ©iStockphoto.com/Tom England; p. 23, left: AMA/Shutterstock.com; p. 23, right: ©iStockphoto.com/Valentin Casarsa; p. 24: Paul Buck/epa/Corbis; p. 27: mypokcik/Shutterstock.com; p. 30, left: ©iStockphoto.com/Gene Chutka; p. 30, right: ©iStockphoto.com/DSGpro; p. 33, left: Viorel Sima/Shutterstock.com; p. 33, right: Bevan Goldswain/Shutterstock.com; p. 34: ©iStockphoto.com/innovationmedia; p. 35, left: StockLite/Shutterstock.com; p. 35, right: ©iStockphoto.com/Orchidpoet; p. 36, top: Emili Padrós/Emiliana Design Studio; p. 36, bottom: ©iStockphoto.com/Lisa Svara; p. 40: ©iStockphoto.com/Joshua Blake; p. 42: ©iStockphoto.com/Suprijono Suharjoto; p. 41, left: wavebreakmedia ltd/Shutterstock.com; p. 41, right: wavebreakmedia ltd/Shutterstock.com; p. 44, top: Graphictools/Dreamstime.com; p. 44, bottom: ©iStockphoto.com/Nikolajs Strigins; p. 47: ©iStockphoto.com/Rich Legg; p. 50, left (upper): Everett Collection Inc/Alamy; p. 50, left (lower): Gamma-Rapho via Getty Images; p. 50, right: Philcord/Dreamtime.com; p. 53, left (top): Matt Gibson/Shutterstock.com; p. 53, left (middle): Abramova Kseniya/Shutterstock.com; p. 53, left (bottom): Alekuwka/Shutterstock.com; p. 53, right (top): KellyNelson/Shutterstock.com; p. 53, right (bottom): Piyaphon/Shutterstock.com; p. 55: ©iStockphoto.com/Amy Smith; p. 56: Paul Nicklen/National Geographic Stock; p. 60, left: Vera Kailova/Shutterstock.com; p. 60, right: Anan Kaewkhammul/Shutterstock.com p. 63: michaeljung/Shutterstock.com; p. 64: ©iStockphoto.com/5D2; p. 68, top: oliveromg/Shutterstock.com; p. 68, National Geographic; p. 69, left to right: ©iStockphoto.com/S. Greg Panosian; ©iStockphoto.com/tirc83; ©iStockphoto.com/CountryStyle Photography; ©iStockphoto.com/mikeuk; p. 70, top: ©iStockphoto.com/Mac99; p. 70, bottom: ©iStockphoto.com/traveler1116; p. 74, top left: ©iStockphoto.com/Darren Mower; p. 74, top right: ©iStockphoto.com/Juanmonino; p. 74, bottom left: Feverpitched/Dreamtime.com; p. 74, bottom right: ©iStockphoto.com/Geir-Olav Lyngfjell; p. 75, left to right: ©iStockphoto.com/Christopher Futcher, Vitalii Nesterchuk/Shutterstock.com, artemisphoto/Shutterstock.com, Lucian Coman/Shutterstock.com; p. 76: Bernie Baker
Text Credits
Readings from the following units were adapted from National Geographic. **Unit 1** Adapted from *From Africa to Astoria by Way of Everywhere* by Jamie Shreeve, National Geographic Magazine, August 17, 2009. **Unit 3** Adapted from *The Price of Power* by Michelle Nijhuis, National Geographic Magazine, March 2009. **Unit 6** Adapted from *Designers: Create Cool Products for the Future and Make Them Work!* by Marc Silver, National Geographic Magazine Blog Central, March 13, 2008. **Unit 7** Adapted from *Bus2Antarctica Video: Tastes Like Chicken Bus* by Andrew Evans, *Intelligent Travel*, January 10, 2010. **Unit 8** Adapted from *Pictures: 5 Cruise Ship Disasters that Changed Travel*, by Ker Than, National Geographic Daily News, January 18, 2012. **Unit 9** Adapted from *Kermode Bear* by Bruce Barcott, National Geographic Magazine, August 2011. **Unit 10** Adapted from *Swarm Theory* by Peter Miller, National Geographic Magazine, July 2007. **Unit 11** Adapted from *Changing Rains*, by Elizabeth Kolbert, National Geographic Magazine, April 2009.
A Circle the correct word to complete the sentences.
1. Beatrice has come up with / determined a plan for her project.
2. The survey she created is typical / ambitious because it requires a lot of effort.
3. She is analyzing some statistics / traits from a study about student e-mail use.
4. The survey shows that it is ambitious / typical behavior for a student to check e-mail fifteen times a day.
5. It also shows that the typical / average number of students who read the news online is 7 out of 10.
6. Beatrice is able to set out / determine that Internet use is becoming more important in students’ lives.
B Read Javier’s blog entry. Then complete the sentences with the correct past-tense verb form.
I moved to Toronto three years ago for work, and I have never taken a vacation. The project I am working on is very demanding. Sometimes I have to spend twelve hours a day at the office! But I’m starting to burn out, so I determined that I should ask my boss for some time off. When I arrived yesterday, I was surprised to see that she was waiting by my desk. “Good morning, Javier,” she said. “You know, I’ve been thinking that you need a break from this project. You’ve shown me that you’re ambitious, but everyone needs a vacation.” What luck! Now I have to come up with a plan for where to go. Hmm . . . well, I’ve always wanted to visit Paris!
1. Javier ____________________________ in Toronto for three years.
2. He ____________________________ on a very demanding project.
3. He finally ____________________________ that he should take some time off.
4. Javier’s boss ____________________________ by his desk when he ____________________________.
5. She thinks Javier ____________________________ that he’s ambitious.
6. Javier ____________________________ to go to Paris, so he’ll probably spend his vacation there.
C Answer the questions with complete sentences.
OUTCOME MET: handle challenging questions
1. In what ways are you typical compared to other students in your school? In what ways are you different?
2. How do you determine if someone you meet might become a friend?
3. What is one personality trait that you wish you could change about yourself?
4. Is it good to be ambitious? Explain your answer.
5. What does it mean to be average? Is it a good thing?
D Read Irene’s quotes. Then write the questions that prompted her answers.
1. “I’ve been teaching piano for thirty four years.”
2. “Yes, I have been to Japan.”
3. “We celebrated our twentieth anniversary in Tokyo.”
4. “I was preparing for my grandson’s birthday party when you called.”
5. “I ate dinner at Magnolia’s on Saturday night with my family.”
OUTCOME MET: use past tenses to ask and answer questions about memorable life events
E Use the word prompts to write sentences according to your own experiences. Be sure to pay close attention to the use of the past tenses.
Example: during the last two weeks / come up with
During the last two weeks, I’ve come up with an idea for my term paper.
1. recently / notice ________________________________
2. year(s) ago / set out _____________________________
3. over time / determine ___________________________
4. yesterday / (any verb) / when / (any verb) _________________________
5. my / (any relative) / best trait ___________________________
Video
A Write the letter of the correct answer.
1. To get the DNA samples, the scientists use ____.
a. cheek swabs
b. pin pricks
c. hair samples
2. The people in the video are excited about the study because they want ____.
a. to research their family trees
b. to learn more about their deep ancestry
c. to find out about New York’s history
3. Spencer Wells compares our DNA to ____.
a. the branches of a family tree
b. a family photo album
c. a historic document
4. According to Wells, the DNA sequence of two unrelated people is ____ identical.
a. only 10 %
b. almost 100 %
c. about 50 %
B In your own words, summarize what you know about the goals and outcomes of this study.
OUTCOME MET: summarize the key outcomes of a study
To whom it may concern:
I would like to apply for the job of Study Abroad Advisor at the University of Massachusetts. I am hardworking and motivated. Because I have spent the past two years working at a small company promoting study abroad for high school students, I feel that I am qualified for this job. One of my best traits is my ability to carry out several projects at once. In my last position, I advised students through the application process and helped prepare them for their trips. I also coordinated and problem-solved with host institutions in ten different countries. I worked with faculty to come up with ideas for the academic programs. It was a very ambitious task! At the same time, I helped find host families for students.
I also have personal experience in this field. When I was twenty, I set out to learn Spanish by participating in a study abroad program in Argentina and it changed my life! I’m fluent in Spanish and Portuguese and love to encourage others to travel and learn about other cultures. Please consider me for the position.
Sincerely,
Alyssa M. Davis
A Underline the key words in the letter that describe the candidate’s qualifications.
B Imagine that you are going to interview Alyssa for the study abroad advisor job. Write three interview questions and the answers. Ask about the candidate’s past experience and qualifications.
Example: Q: So, why did you decide to apply to become a Study Abroad Advisor?
A: Well, I have a lot of personal and professional experience in study abroad programs.
1. Q:
A:
2. Q:
A:
3. Q:
A:
OUTCOME MET: use past tenses to ask and answer questions about memorable life events
C Now imagine the interview with Alyssa is over. Write an e-mail message to a colleague summarizing the interview. Describe what the job candidate’s qualifications are. Explain whether or not you should hire her.
OUTCOME MET: explain and evaluate qualifications
From Africa to Astoria by Way of Everywhere
The Astoria section of Queens, New York, is one of the most diverse communities on Earth. At a street festival in July 2008, people from all backgrounds walked among the booths. The sun was hot, and the mood was happy. A tall, blond man with pale skin walked through the crowd. He stopped to talk to people. If he found them willing, he asked if he could borrow a few skin cells from inside their mouths.
Spencer Wells and his coworkers with the Genographic Project have been traveling around the world for many years. They are collecting DNA samples from hundreds of ethnic groups. They compare the DNA of these groups and try to map the history of human movement over the past 200,000 years, when modern humans began in Africa.
The Genographic Project looks at the DNA that parents pass to their children. Over generations, small changes, called genetic markers, take place on this DNA. To Wells and other scientists, these markers are like a history book. After ancient humans moved out of Africa, they separated from each other and entered new lands. As they moved, they gathered different genetic markers that show the history of their movement. Each person today keeps such a pattern.
In more recent times, the groups have come together again in New York and other diverse areas. “From the beginning of the project,” Wells says, “I’ve wondered if it would be possible to sample all the major lineages\(^1\) on Earth on a single street.” On 30th Avenue he almost did. The 193 volunteers in his project were carrying genetic markers for almost every major movement to the continents. The only missing lineage was the oldest one. The scientists found it in a group of hunter-gatherers in southern Africa. Their ancestors separated from other modern humans more than 100,000 years ago.
The DNA of small, separate groups like these still clearly shows the history of their movements. But in places like Queens, people from around the world have been sharing DNA for generations. Their histories are being lost. The Genographic Project tries to focus on populations that are not part of a big mix of genes, the way Astoria is.
“Everybody talks about Astoria like it’s Greek,” says George Delis, a retired community manager and a Greek immigrant himself. “Well, it’s not Greek. It’s everything.”
\(^1\) lineages members of a family through history
A Check (✓) True or False. Then correct the false sentences. Compare your answers with a partner.
1. The main reason Spencer Wells went to Astoria was to attend the festival.
□ True □ False
2. Over generations, DNA patterns have remained exactly the same.
□ True □ False
3. Genetic markers from almost all of the major human movements were found in the DNA patterns of the 193 volunteers from 30th Avenue.
□ True □ False
4. Unfortunately, there were many missing lineages in the study.
□ True □ False
5. The history of movement is easier to trace in the DNA of small, separate groups, like the hunter-gatherers of southern Africa.
□ True □ False
6. In places like New York, with people from all over the world, genetic histories are very well preserved.
□ True □ False
B Answer the questions about the reading.
1. What is the purpose of the reading? ____________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What is the purpose of the Genographic Project? _________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why is the project important? _________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Why was a group of hunter-gatherers important to the project? ____________________
___________________________________________________________________________
___________________________________________________________________________
5. Why is it hard for the scientists to find all of the genetic markers in places where ethnic groups are mixed? ________________________________
___________________________________________________________________________
___________________________________________________________________________
C What do you think you would learn about your heritage if you had participated in the Genographic Project? Write a paragraph that includes what you already know and what you think you’d find out.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
A Answer the following questions based on your personal experience.
1. What is something that happened to you when you were a child? ____________________________________________________________
2. What were you doing around this time last year? ____________________________________________________________
3. How long have you been studying English? ____________________________________________________________
How did you do?: On a scale of 1–5 (5 being the best), how well did you use the past tenses to ask and answer questions about memorable life events?
B Answer the questions about the Genographic Project, according to the video and the reading.
1. What did the Genographic Project hope to find out? ____________________________________________________________
2. What did the participants in the project learn about the people in their community? ____________________________________________________________
3. What did the researchers learn from the Genographic Project? ____________________________________________________________
How did you do?: On a scale of 1–5, how well did you summarize the key outcomes of a study?
C Explain why you would be qualified to teach English to a friend who cannot understand English. Provide at least three qualifications.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
How did you do?: On a scale of 1–5, how well did you explain and evaluate qualifications?
D Answer the following questions.
1. You are applying for a job in an office. What is your best qualification? ____________________________________________________________
2. You are trying out for the soccer team. Why should you be picked? ____________________________________________________________
3. You didn’t do an assignment that’s due tomorrow. Why should your teacher allow you more time to work on it? ____________________________________________________________
How did you do?: On a scale of 1–5, how well did you handle challenging questions?
A Complete the dialogue with the correct vocabulary words. Two words will not be used.
| accessible | atmosphere | convenience | diverse | remote |
|------------|------------|-------------|---------|--------|
| adventurous | breathtaking | destination | get away | tranquil |
Nancy: Hey, did I tell you I decided where I’m going on vacation?
Martina: No, you didn’t. So where is it this time? Some luxurious tourist (1) ____________ where people bring you food and drinks all day long?
Nancy: No. This time I’m going for something that isn’t so busy. I want to relax, so I found someplace more (2) ____________. It’s called San Pedro La Laguna. It’s in Guatemala on a lake surrounded by mountains. Here, I’ll show you pictures. The views are (3) ____________.
Martina: Wow, Guatemala, that’s far . . . you are so (4) ____________! It looks very (5) ____________. I don’t even see any roads. How do you get there?
Nancy: San Pedro is only (6) ____________ by boat, and it only goes once a day. If I miss it, I have to wait another day.
Martina: So you won’t have the (7) ____________ of coming and going as you please.
Nancy: No, and that’s how I want it. I can’t wait to (8) ____________ from everything and enjoy the natural charm of the mountains.
B Unscramble the words to make a correct statement.
Example: my summer vacation / to spend / like / in Maine / I
I like to spend my summer vacation in Maine.
1. shopping / and dining / of Camden / The picturesque town / is / famous for
2. wants / a souvenir / My cousin / to bring / her / from Portland / me
3. Acadia National Park / hiking / My parents / plan / on / at
4. it is / thinks / too / in the water / My sister / that / to / swim / cold
5. is / under the stars / Camping / breathtaking
Bella Costa: Italy’s Amalfi Coast
With a coastline of 7,600 kilometers (4,700 miles), Italy has its share of seaside beauty. But travelers will tell you that no part of it is more breathtaking than the Amalfi Coast.
Located in southern Italy on the Sorrentine Peninsula and overlooking the Bay of Naples, the Amalfi Coast offers one of the most scenic drives in all of Europe.
The best way to see the Amalfi Coast is by bus, for two reasons. First, the curvy roads and steep cliffs of the coast can be dangerous, so it’s best to leave the driving to those with experience. Second, you won’t be able to keep your eyes on the road, thanks to the clear blue sea and the charming villages that dot the coastline.
Sorrento
Buses leave Sorrento every hour between 5:00 a.m. and 10:30 p.m. First they cut across the tip of the peninsula going east until they meet up with the coast. Travelers can get off at any of the 13 villages along the coast. The first and one of the most scenic is Positano.
Positano
Anyone who forms a mental image of Mediterranean Italy probably imagines Positano. The picturesque village has served as the setting for stories by Steinbeck and movies by Minghella. Tour the village and visit clothing stores and cafés, or enjoy the sun on the local (but rocky) beach.
Amalfi
Farther along the coast, you arrive to the village of Amalfi. Along with Genoa, Pisa, and Venice, Amalfi was a powerful trading port during the days of the Roman Empire. Now it gives its name to the entire coast, while the village itself is known for its luxurious resorts and expensive shops. Be prepared to pay an arm and a leg if you spend a long time there.
Ravello
Set back from the coast on a high hill is the village of Ravello. With only 2,500 people, it is one of the smallest towns on the Amalfi Coast but also one of the loveliest. Staring at the views of the coastline from Ravello helps you see why so many artists have spent time there for inspiration. Visit the Villa Rufolo to see where Richard Wagner wrote his opera Parsifal.
Trip’s End
From Ravello, the coast road takes you through the villages of Minori—where you can see the ruins of a 2,000-year-old Roman villa—and Maiori—where the beach is finally sandy—until you end up at the large port city of Salerno. Getting the most out of a drive along the Amalfi Coast means picking the best time to do it. From October to May, there are fewer cars on the road and fewer tourists. No matter what time of year, be prepared for a drive you won’t forget.
1 peninsula a long strip of land surrounded by water and connected to the mainland
2 inspiration something that makes a person work hard or be creative
A Match the place to its description based on the reading.
1. ___ Once a major center of trade, now it’s known for expensive shops.
a. Ravello
2. ___ Authors and filmmakers have used this village in their stories.
b. Amalfi
3. ___ This village is small but has breathtaking views.
c. Sorrento
4. ___ Visitors can find ruins here that are thousands of years old.
d. Positano
5. ___ Buses leave this town hourly on trips down the coast.
e. Minori
6. ___ A sandy beach is the main attraction of this coastal village.
f. Maiori
B Answer the questions with complete sentences.
1. According to the author, why won’t you be able to keep your eyes on the road? What does that mean?
2. What does the author believe the village of Ravello did for Richard Wagner?
3. The author tells the reader to “be prepared to pay an arm and a leg.” Based on the context, what do you think pay an arm and a leg means?
4. Why does the author think taking a bus is the best way to see the Amalfi Coast?
5. Do you think it would be an adventurous trip? Why or why not?
C Imagine that you are creating an itinerary for a trip to the Amalfi Coast. Write three questions for the travel writer based on the travel advice and recommendations he gave.
1.
2.
3.
OUTCOME MET: give, accept, and question advice
D Imagine that you just got back from your trip to the Amalfi Coast. Write a brief paragraph describing your favorite part of the trip and why you would recommend going there. Use at least three words from the list.
beautiful crowded magnificent scenic
busy impressive romantic spectacular
OUTCOMES MET: use descriptive language effectively; make travel recommendations
A Think about a place you love to visit and why you like it. Then write three sentences about it using adjectives and descriptive phrases.
1.
2.
3.
How did you do?: On a scale of 1–5 (5 being the best), how well did you use descriptive language effectively?
B Answer the questions with complete sentences. Be sure to use gerunds and infinitive constructions in your answers.
1. What do you think is rude to do when traveling?
2. What are you looking forward to doing next summer?
3. What do you really enjoy doing on weekends?
4. Why do people exercise?
5. What makes you tired?
How did you do?: On a scale of 1–5, how well did you use gerund and infinitive structures to describe experiences?
C Give travel recommendations to someone who is coming to visit your town.
1. How to get there / get around:
2. What to do:
3. Where to eat:
How did you do?: On a scale of 1–5, how well did you make travel recommendations?
D Read the situations. Then write complete sentences following the prompts.
1. Your friend is going to the beach. It’s a very hot, sunny day and there are big waves. Give her advice:
2. You plan on spending a semester in Argentina. Your professor suggests that you stay with a family rather than live in a dorm. Accept her advice:
3. A relative suggests that you avoid traveling on an overnight train in Europe. Question his advice:
How did you do?: On a scale of 1–5, how well did you give, accept, and question advice?
A Match the vocabulary word to its definition.
1. ___ to make something available to someone or something
a. consume
2. ___ change something to the opposite
b. eliminate
3. ___ to use a lot of
c. entire
4. ___ able to be maintained
d. generate
5. ___ to get rid of something
e. project
6. ___ to use up all of something
f. residents
7. ___ people who live in a specific area
g. reverse
8. ___ the whole of something
h. run out
9. ___ to guess about the future based on current circumstances
i. supply
10. ___ to create something
j. sustainable
B Choose the expression that best completes the sentence based on the future use in parentheses.
Example: I am going to / (will) send my résumé tomorrow. (promise)
1. Tomorrow I’m going on / I will have an interview at an environmental law firm. (definite plan)
2. I’m going to / will drive to the interview at 9:00. (definite plan)
3. My dad is sure that they are offering / will offer me the job. (prediction)
4. I’ll / I’m going to call my parents after I get home from the interview. (promise)
5. They will be being / will be so excited for me. (prediction)
6. Satcha is going to / will work hard because she cares about the environment. (promise)
7. In 5 years, she is going to be / will be a partner in the firm. (prediction)
8. Within 10 years, it will be / is going to be known for protecting resources. (ongoing future action)
C Follow the prompts to write complete sentences about the future.
Example: ongoing future action at this time tomorrow:
At this time tomorrow, I’ll be relaxing at home.
1. definite plans for next weekend: _______________________________________________________
2. prediction for 2030: ________________________________________________________________
3. promise for later today: _____________________________________________________________
4. ongoing future action in fifteen years: _________________________________________________
OUTCOME MET: refine your use of future tenses
D Complete the sentences with your own ideas.
1. In the future, more people ____________________________ because ____________________________.
2. In the future, my family ____________________________ because ____________________________.
3. In the future, my country ____________________________ because ____________________________.
OUTCOME MET: refine your use of future tenses
E Imagine your workplace uses a lot of paper. Write a message to your coworkers expressing why you believe it’s a problem. Give examples. Use as many of the words in the box as you can.
| by next month | eliminate | run out | sustainable |
|---------------|-----------|---------|-------------|
| consume | rely on | supply | within a year |
OUTCOME MET: express an opinion and give examples to support it
Video
A Watch the video and check (✓) True or False. Then correct the false sentences.
1. Lauren is worried about the impact of coal energy on the community.
□ True □ False
2. She grew up in a town that suffered from air pollution.
□ True □ False
3. Lauren believes the coal plant in Bridgeport can provide new jobs.
□ True □ False
4. Greenpeace wants to shut down the coal plant.
□ True □ False
5. Lauren feels that the only way to help is to ask our leaders.
□ True □ False
B Do you agree with Greenpeace’s efforts to shut down the coal plant? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
COME TO THE ENVIRONMENTAL ACTION COMMITTEE MEETING!
Thursday, February 16th 7:00 p.m. Port Regis Library Conference Room
The air quality in Port Regis is terrible! Pollution from cars, buses, and trucks makes the air too dirty to breathe. Traffic is a major problem. The factories are also contributing to the problem. Some residents have complained of the short-term health effects of air pollution such as sore throats and difficulty breathing. If we don’t make a change, people will suffer from severe long-term health effects such as lung cancer and heart disease. We are concerned that our children and elderly residents will be affected the most. Because of this, we need to make changes. Start biking or walking instead of driving short distances. Take public transportation. Mow your lawns every two weeks instead of every week. Let’s make our city a healthy place to live!
A Read the flyer and answer the questions with complete sentences.
1. What is the committee’s opinion about the city’s air quality?
2. What examples does the flyer give to illustrate the committee’s opinion?
3. What changes does the flyer suggest? Why?
B Think of an environmental issue that affects your town, city, or region. Then fill in the chart below.
| Environmental issue: | My opinion about the issue: | Two examples to illustrate my opinion: |
|----------------------|----------------------------|---------------------------------------|
| | | 1. |
| | | 2. |
What will happen in the future if nothing is done:
| My suggestions / ideas to help: | Why I think people should make a change: |
|---------------------------------|------------------------------------------|
| 1. | 1. |
| 2. | 2. |
C Now write a flyer for an environmental meeting in your area using the information from the chart.
OUTCOMES MET: refine your use of future tenses; express an opinion and give examples to support it; persuade an audience to make a change
The Price of Power
When I moved to a small town in western Colorado ten years ago, coal kept me warm at night. I bought a ton of coal each fall for cheap, partly because I lived near its source. Less than ten miles away, workers at three mines send coal into trucks, which transport it through the valley and beyond.
I stopped using coal long ago in favor of solar panels, but the valley’s miners still work underground. The geology of this region is its future. Those who want cleaner fuels are looking to natural gas from the Rocky Mountains. From Montana to New Mexico, thousands of wellheads, new roads, pipelines, and fences have been built because of the high demand for natural gas. This construction disturbs animals and destroys the land, while ranchers and hunters alike are outraged. The search for fossil fuels causes destruction and suffering in these areas.
But the industry continues, partly because people all over the world need energy, and partly because the money it brings in helps local communities. To many small towns, the gas industry has benefits: In the tiny town of Pinedale, Wyoming, public-school students enjoy a $20-million recreation center and classrooms with high-tech tools. It is paid for by taxes from gas companies.
Jobs in mines or around gas wells can be dangerous but pay well. Sometimes these jobs are the best option around for people without a college education. And workers in the energy industry all over the world are proud of their jobs; they’re doing a dangerous job well, they’re carrying on a family or community tradition, and they’re serving fellow citizens. When change comes, it is often seen as a threat, not a help.
But change is coming, and some of it offers a better deal. Under a new Colorado law, the state’s major energy companies must buy 20% of their energy from renewable sources by 2020. Wind turbines and solar panels are appearing on Colorado farms. In my town, on the edge of the gas field, the old middle school still hosts safety training for coal miners. But less than a mile away, at the nonprofit Solar Energy International, experts on renewable energy are showing building contractors, electricians, and retired oil and gas workers how to make money from this new energy technology. Geology remains the future here, but not for long.
1 wellhead the structure on top of an oil well
A Choose the correct answer based on the reading.
1. The author now uses ________________ to heat her home.
a. coal
b. solar panels
c. natural gas
2. ________________ from the Rocky Mountains is one source of cleaner fuel.
a. Coal
b. Solar energy
c. Natural gas
3. The pipelines and wellheads in the Rocky Mountains have a negative impact on ________________.
a. animals and land
b. air quality and crops
c. fish, rivers, and lakes
4. The reason Pinedale, Wyoming, has a high-tech recreation center is due to ________________.
a. gas-company taxes
b. government loans
c. profits from coal mining
5. According to the author, jobs in mines are ________________.
a. safe, but do not pay well
b. not worth the risk
c. a good option for people who can’t go to college
6. In Colorado, the increase in ________________ reflects a greater interest in renewable energy.
a. wellheads and coal mines
b. solar panels and wind turbines
c. safety trainings for coal miners
B The author mentions the pros and cons of different energy sources. Fill in the chart with information from the article.
| Pros | Cons |
|------|------|
| Coal | |
| Natural gas | |
| Solar power | |
OUTCOME MET: identify the pros and cons of an issue
C Imagine that you are an environmental activist living in Colorado. Using ideas from the reading along with your own opinions, try to convince the residents of your town to switch from coal to solar or wind energy.
OUTCOMES MET: persuade an audience to make a change; express an opinion and give examples to support it
A Write the word from the box that has the opposite meaning.
1. run out _______________ 4. ambitious _______________
2. tranquil _______________ 5. typical _______________
3. remote _______________ 6. conserve _______________
7. adventurous _______________
8. entire _______________
9. reverse _______________
B Answer the questions using words from the list. Not all words are used.
accommodations breathtaking picturesque resort statistics sustainable tranquil
ambitious diverse remote
1. What are two words that could describe the view from the summit of Mount Everest?
____________________________________________________________
2. What are two words that could describe a tropical island where no one lives?
____________________________________________________________
3. What type of energy source is solar power?
____________________________________________________________
4. Which word best describes a plan that is difficult to carry out?
____________________________________________________________
5. What are two words that can come after luxurious?
____________________________________________________________
C Write sentences using the following word partnerships.
1. typical behavior: ____________________________________________
2. vacation spot: ______________________________________________
3. energy source: ______________________________________________
D Complete each sentence with your own ideas.
1. On a **typical** weekend, I _________________________________.
2. My favorite vacation **destination** ____________________________.
3. My most interesting personality **trait** is ______________________.
4. My most **adventurous** experience was when ___________________.
5. I **project** that by 2050 ____________________________________.
A Fill in the blank with the correct past-tense form of the verb in parentheses.
1. I _______________ (to study) French for two years.
2. Before that, I ____________ (to be) a server at a French restaurant and learned some words.
3. Then I _______________ (to decide) to take some classes.
4. One day last semester, I _______________ (to read) a French novel at home when my professor _______________ (to call) me.
5. She said, “You _______________ (to learn) a lot in my class, and I think you should study in Paris.”
6. I _______________ (to want) to go to Europe since I was a little boy, and I’m so excited for this opportunity!
7. My parents _______________ (to say) that they want to visit me. I hope they do.
8. I’m excited to learn more French, but I _______________ (to work) hard lately. I can’t wait to see the sights!
B Circle the correct word or phrase.
(1.) Camping / To camp is best when you have a breathtaking waterfront view. There are lots of great places (2.) camping / to camp by the water. Have you ever (3.) going / been to Great Ocean Road Tourist Park in Australia? Located in a tranquil area, it’s a great spot for (4.) diving, fishing, and swimming / to dive, to fish, and to swim. Last year, our tour company (5.) sent / was sending a group of twelve people on an Australian adventure tour for a month. Their favorite part of the adventurous trip (6.) was / is camping along the water. Next year, they all are (7.) have gone / going to go back again. Everyone is looking forward to (8.) get / getting away!
C Answer the questions in complete sentences using the correct future form (in italics).
1. What is a definite plan you have for next weekend?
______________________________________________________
2. What is a prediction you have about the world in ten years?
______________________________________________________
3. What is a promise you might make to a friend when you’re saying goodbye?
______________________________________________________
4. What ongoing future action can you see yourself doing by the end of the year?
______________________________________________________
A Complete each sentence with a word from the box. Three words will not be used.
| appearances | commercial | emerged | inspired | mainstream |
|-------------|------------|---------|----------|------------|
| audience | convinced | hard-core | launched | performance |
1. Susan Boyle is a Scottish singer who ____________ in 2009 after she appeared on the TV show *Britain’s Got Talent*.
2. When the judges first saw her, they were not ____________ that she could sing.
3. But her ____________ of the song “I Dreamed a Dream” surprised everyone.
4. The ____________ gave her a standing ovation when she finished singing.
5. The show ____________ her singing career. Her first album, *I Dreamed a Dream*, was at the top of the charts in the United Kingdom.
6. She began to make many ____________ on television and in concerts.
7. Millions of people also watched her performances online, and Susan Boyle’s talent soon reached a ____________ audience.
B Indicate the expression that best completes the sentence.
**Example:** His teacher, Mr. Lee, convinced Diego **to apply** to music school.
1. The students consider Mr. Lee **to be / be** the best teacher they’ve ever had.
2. He arranged for Diego **to study / study** at Juilliard, a respected music school in New York.
3. Mr. Lee wanted them **to perform / perform** the play *Oklahoma* this year.
4. Unfortunately, the school did not let them **to have / have** a live orchestra for the play this time.
5. At rehearsal, he advised Tania **to drop / drop out** of the school play.
6. He said that he didn’t **to feel / feel** her voice was right for the lead part.
7. He needed **to find / find** a new lead actress quickly.
C Respond to each statement with a sentence using “I,” the verb in parentheses, and your own idea.
**Example:** Kristen wants to be a fashion model. (arrange) I’ll arrange for her to go to Paris for a week.
1. Robert is an actor who can’t sing well. (advise)
2. Zana is in a great band, and she’s got an amazing voice. (consider)
3. Malia and Maya dance very well. They want to be on TV. (expect)
4. They would like to audition for *Oklahoma*. (arrange)
5. Unfortunately, Aryaman is not a very talented actor. (let)
6. He is better behind the scenes. (convince)
**OUTCOME MET: use infinitives to complement certain types of verbs**
D Your friend wants to compete in a talent show for several weeks far from home. She would miss school and an important family event. She asked you to help with her decision. Write an e-mail message to your friend in which you mention two pros and two cons. Use at least four expressions from the box.
convince hard-core I consider you... performance
demanding have / don’t have them... launch They will arrange for you...
emerge I advise you... let / don’t let them You need to...
OUTCOME MET: state the pros and cons of making a decision
Video
A Write the letter of the correct answer.
1. Larla comes from a family known for its ______.
a. singers
b. guitar players
c. artists
2. On the first day of school, his teacher had him ______.
a. audition for the school play
b. sing on top of a desk
c. eat a cold breakfast
3. Larla learned _____ when he was 5.
a. to sing Sean-nós
b. to speak English
c. to speak Gaelic
4. He was able to join the Afro-Celt Sound System without _____.
a. making an appearance
b. an audience
c. an audition
B Write a paragraph about Larla’s life. Be sure to include important events in the order in which they occurred.
OUTCOME MET: use time expressions to order life events
A What is the life of a celebrity like? Beautiful houses? Lots of attention? Privacy? Write words and phrases to describe the pictures.
B Make a list of the pros and cons of being a celebrity on a reality TV show.
| Pros | Cons |
|------|------|
| | |
C Imagine that you are an aspiring celebrity (model, musician, chef, actor, etc.). You are well-known by your hard-core fans, but you are not very famous in the mainstream media yet. You have been approached by a TV producer who wants to create a reality show about your life. Will you do it? Write a response to the producer with your decision. Include two pros and two cons of being on reality television along with at least two expressions from the list.
Arrange for me...
I consider myself...
You can / can’t convince me to...
Have / Don’t have me...
Let / Don’t let me...
You want me to...
OUTCOMES MET: use infinitives to complement certain types of verbs; state the pros and cons of making a decision
Grupo Fantasma Brings Home the Grammy Gold
Over the past decade, Latin funk\(^1\) band Grupo Fantasma has been praised by many critics for its new-world-meets-old-school music. Now, the Austin-based ten-piece orchestra has won its first Grammy Award\(^2\) for its 2010 album, *El Existential*.
Guitarist Beto Martinez spoke with us about how the band got started, the roots of its music, and what it feels like to win a Grammy.
**How did Grupo Fantasma come about?**
It was really a merger of two bands. Our bass player Greg Gonzalez, drummer Johnny Lopez, and I had a band in Laredo, Texas, and we moved to Austin in 1996. Once we were here, we met up with Adrian, the other guitar player, who had a band with Dave Lobel, who’s our manager now. We decided to do a show in 2000, and that’s how Fantasma was born.
**Grupo Fantasma can fit into different genres and styles. Why do you think your music translates to so many different people?**
A lot of it has to do with the variety of our backgrounds and the mix that we brought from the border.\(^3\) The border is a unique place. It’s a mixing of cultures, where you’re not quite totally on either side of the border, you kind of just straddle it. And you mix that with the whole range of people we have in the band—one guy from Nicaragua, one from Philadelphia, one from New York, one from L.A.—and you bring that all in. Even though our music may be sung in Spanish and it’s really Latin\(^4\) in style, it has a universal feel.
**After a decade of playing together, how did it feel to win a Grammy for *El Existencial*?**
We were completely blown away.\(^5\) Even when we got nominated we were pretty surprised. And then we saw the list of nominees, and there were a couple who are pretty well-known, and we were kind of the underdog.\(^6\) We went into it thinking that we wouldn’t win. I think we surprised everyone.
**What was the first thing you did when you found out you won?**
The majority of the band was on a tour bus coming back from California when we found out. A bunch of the guys were in a truck stop restaurant trying to watch the live streaming telecast,\(^7\) and they screamed and everyone gathered around, so it was an exciting little thing.
**What’s next for Grupo Fantasma?**
We’ll be out there touring this summer, all over North America and Europe as well. We are a live band and that’s really what we do. The best way to listen to us is to see us live.
---
\(^1\) **funk** genre of music originating in 1960s that blends soul, jazz, R&B, and other styles of music
\(^2\) **Grammy Award** award given each year for achievement in music
\(^3\) **border** line that separates two countries (in this case the U.S. and Mexico)
\(^4\) **Latin** music from Latin America
\(^5\) **blown away** amazed, shocked, impressed
\(^6\) **underdog** someone who is expected to lose
\(^7\) **live streaming telecast** a television broadcast shown as an event is happening
A Fill in the timeline with information about Grupo Fantasma.
1. In 2000...
2. In 2010...
3. When they found out they won the Grammy...
4. This summer...
B Now write about Grupo Fantasma in your own words. Use at least two expressions from the box.
after next ten years later
first ten years ago today
C These questions are similar to those in the interview. Answer them in your own words by paraphrasing what the guitarist said.
1. How did Grupo Fantasma get started?
2. Why does their music appeal to all different types of people?
3. After playing together for ten years, what was it like to win the award?
A Use the verb in parentheses to write a sentence. Make sure that you follow the pattern *verb + object + infinitive*.
1. (convince) ____________________________________________________________
2. (want) _______________________________________________________________
3. (consider) ____________________________________________________________
4. (arrange) ____________________________________________________________
**How did you do?:** On a scale of 1–5 (with 5 being the best), how well did you **use infinitives to complement certain types of verbs?**
B List three pros and three cons about a decision to quit a band and become a solo artist.
| Pros | Cons |
|------|------|
| 1. | |
| 2. | |
| 3. | |
**How did you do?:** On a scale of 1–5, how well did you **state the pros and cons of making a decision?**
C Think of four events from your life. Then list the events in order using time expressions.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
**How did you do?:** On a scale of 1–5, how well did you **use time expressions to order life events?**
D Rewrite each statement from the reading using your own words.
1. “Even though our music may be sung in Spanish and it’s really Latin in style, it has a universal feel.”
2. “We were completely blown away. Even when we got nominated we were pretty surprised.”
3. “The best way to listen to us is to see us live.”
**How did you do?:** On a scale of 1–5, how well did you **paraphrase information from other sources?**
A Complete the dialogue with the correct vocabulary words. One word will not be used.
collapse encouraging handle intense ordeal panic rescue trapped
Jin: Would you mind pressing the button for the fifth floor?
Olga: Sure. Uh-oh. This elevator doesn’t seem to be moving.
Jin: Oh, no! My biggest fear is to be (1) _______________ on an elevator!
Olga: Let’s try not to (2) _______________. It’s better to stay calm.
Jin: You’re right. The best way to (3) _______________ the situation is to remain calm and think it through.
Olga: Here, let’s press the emergency button.
Jin: Good idea. Maybe someone will hear it and come (4) _______________ us.
Olga: At least it’s only been a few minutes so far.
Jin: True. I guess if we were stuck here for hours, that would be an (5) _______________
Olga: Stay calm. I’m sure that help is on its way.
Jin: Thank you for (6) _______________ me. You’re very good in (7) _______________ situations.
Olga: Thanks. Hey, we’re moving again! See, there was no reason to get upset.
B Read the sentence. Then underline the adverbial clause and identify what the adverbial phrase is explaining: time, reason, contrast, or purpose.
Example: Marcos runs safety courses at the factory so no one will get injured. purpose
1. Marcos went to Japan so that he could visit a car factory.
2. After his work was completed, he traveled around the country.
3. Because a major earthquake hit Japan, he had to stay longer.
4. Many people were trapped since buildings collapsed.
5. Even though it was difficult, he helped many people.
6. Marcos started a charity foundation to help victims as soon as he returned to the United States.
C Imagine you are Marcos and a friend is asking about your experiences in Japan. Answer from his perspective, using the cues provided.
1. Why did you go to Japan? (because) ____________________________________________
2. What was the first thing you did after the earthquake? (as soon as) _________________________
3. Why did you start a charity foundation? (so that) _________________________________________
4. Would you go back to Japan? (even though) ____________________________________________
OUTCOME MET: use adverbial clauses to talk about challenging situations
D You are a rescue worker after an earthquake. A building collapsed and two people are trapped but not badly injured. You need to help them stay calm while your coworkers help get them out. Tell them what to do while they wait. Use as many words from the box as you can.
| after | because | do | first | noise | rescue | so that | trapped |
|-------|---------|----|-------|-------|--------|---------|---------|
| | collapse| | move | panic | since | | |
OUTCOMES MET: follow steps to get through a difficult situation; use adverbial clauses to talk about challenging situations
Video
A What happened during Team Canada’s climb? Number the events in order from 1 to 10.
___ The team starts out on foot in order to adjust to the altitude gradually.
___ Over the next few weeks, the team travels back and forth between four camps at different altitudes.
___ The Sherpas put on a celebration at camp to welcome the team back.
___ As the climbers get higher up on the mountain, their pace slows to a crawl.
___ The guides check and recheck all of the gear that goes up the mountain.
___ After hours of wearily treading, the climbers can view the summit in the near distance.
___ After a week, the team arrives at base camp, which is more than 17,000 feet above sea level.
___ Cotter and the guides prepare the supplemental oxygen supply carefully.
___ The climbers say prayers asking forgiveness from the gods before setting foot on the mountain.
___ After almost two months, the team reaches the top of the mountain.
B Imagine you are part of Team Canada at base camp, about to summit Mount Everest. In a letter to a friend, explain the most important steps that you will go through in order to climb to the top of the mountain and return safely. Use signal words such as *first*, *next*, *then*, *when*, *while*, etc.
OUTCOMES MET: explain steps in a process; follow steps to get through a difficult situation
The blog on the next page explains how to survive an airplane accident. The author shares a variety of safety tips for readers. You are going to use the article as a model for your writing. Read the text in the box on page 30 called “Three things to remember when flying.”
A According to the box on page 30, what three things should you remember when flying?
1.
2.
3.
B Imagine that you want to offer tips on how to prevent or survive an intense situation. Examples might include a shipwreck, an earthquake, a hurricane, a fire, a skiing accident, a car crash, or being lost in the woods. Write the situation below. Then list helpful steps in the chart.
SITUATION:
| Beforehand | During and after |
|------------|-----------------|
| 1. Be sure to… | 1. The first thing… |
| Do not… | 2. Be sure to… |
| 2. | Do not… |
| 3. | 3. |
C Now write a short blog based on the chart from Exercise B. Describe the situation and explain the steps one needs to take to get through it. Use at least four words from the box.
after
although
as soon as
because
before
first
next
so (that)
then
until
when
while
OUTCOMES MET: use adverbial clauses to talk about challenging situations; explain steps in a process; follow steps to get through a difficult situation
How to Survive a Plane Crash
Each year, nearly 10 million airline flights transport over 800 million people throughout the world. While flying is clearly the preferred way to travel, it’s easy to forget how dangerous it can be. In a 200-ton jet, things can go wrong quickly and disastrously.
But most airline accidents are survivable, and the way you handle yourself when disaster strikes can mean the difference between life and death.
In January of 2009, US Airways Flight 1549 was taking off from New York’s LaGuardia airport when it struck a flock of geese. The pilot was able to land the plane safely in the Hudson River after its engines failed. All passengers survived the “Miracle on the Hudson” for two simple reasons: they remained calm, and everyone was seated and wearing seatbelts. These routine actions by the passengers allowed the pilot to execute a water landing and save the lives of everyone on board.
Only a month before the Flight 1549 incident, another plane was leaving Denver when something went wrong during takeoff. Still on the ground, the plane left the runway and plunged into a nearby ditch. An engine was ripped off and the plane caught fire. Most passengers headed for the regular exits, but one woman, who was four months pregnant and travelling with her one-year-old child, calmly found her way out of the aircraft and onto its wing. Carrying her child, she jumped into the ditch and instantly saved three lives.
These airline accidents remind us of the importance of safety precautions when flying. For one thing, you should always dress comfortably so you can move quickly if necessary. Also, pay attention to the safety lesson that the flight crew gives before each flight. While many people ignore it, and it may seem pointless to you too, it could save your life. You should also keep track of how many rows your seat is from an exit. This is important because, in the event of a fire, you may not be able to see through thick smoke. Finally, find out how to open an exit door before you actually have to do it, and look for a second exit, just in case.
Giving so much thought to plane crashes might make you nervous, but it shouldn’t. If you know how other people have survived crashes, you may be able to save yourself if ever something goes wrong during a flight. Whether you’re flying short or long distances, make sure you have a plan in place. Remember that most accidents happen during takeoff or landing. So don’t walk around the cabin¹, keep that seatbelt fastened, and be aware of what’s happening near you. In flying as with many other situations, it’s usually a good idea to prepare for the worst and hope for the best.
Three things to remember when flying:
1. **Listen to the safety demonstration**
Make a note of the nearest exit and how far it is from you. Find an alternate exit in case your first choice can’t be used.
2. **Fasten your seatbelt**
Most injuries from turbulence or from an impact can be avoided by wearing your belt at all times.
3. **Remain calm**
In most cases, when people remain calm, the pilots and crews can do their jobs more easily and work efficiently to get everyone off the plane.
¹ cabin the inside of the airplane
A Check (✓) True or False. Then correct the false sentences.
1. Knowing what to do in an emergency can help you survive an airplane accident.
□ True □ False
2. The woman in the Denver crash panicked and did not survive.
□ True □ False
3. The majority of people who fly take the safety lesson seriously.
□ True □ False
4. Seat belts were a reason why the passengers survived the crash of Flight 1549.
□ True □ False
5. The author of the article believes people should be afraid of flying.
□ True □ False
6. The author suggests that you count the number of seats in your row when you fly.
□ True □ False
B According to the article, what should you do before you take off, during the flight, and after a plane crash? Write your responses in the chart.
| Before you take off | during the flight | After a plane crash |
|---------------------|-------------------|---------------------|
OUTCOMES MET: explain steps in a process; follow steps to get through a difficult situation
C Imagine that you and a friend are planning an exciting trip together but having some problems. One of you is afraid of flying and the other hates long car trips. What would you propose as a compromise? Decide which way of traveling you and your friend prefer and write a brief description using at least three words from the box.
after although as soon as because before (even) though since so (that) until whenever while
OUTCOMES MET: use adverbial clauses to talk about challenging situations; reach a compromise
A Write sentences about the challenges you have faced while learning English. Use the words in parentheses.
1. (although) ____________________________________________________________
2. (so that) ______________________________________________________________
3. (because) ______________________________________________________________
4. (when) ________________________________________________________________
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you use adverbial clauses to talk about challenging situations?
B There have been a lot of robberies in your neighborhood lately, so you want to get a dog. However, your roommate doesn’t really like dogs and thinks they are a lot of work. How would you compromise?
How did you do?: On a scale of 1–5, how well did you reach a compromise?
C You and a friend are in a car accident. As a result of the impact, you can’t move your arms, but your friend can. There is a cell phone within reach that your friend doesn’t know how to use. Explain to him or her what to do in order to call for help. Use signal words such as first, next, then, etc.
How did you do?: On a scale of 1–5, how well did you explain steps in a process?
D There’s a fire in your apartment. Your roommate is asleep, you have two cats, and there are five other apartments in your building. What should you do?
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
How did you do?: On a scale of 1–5, how well did you follow steps to get through a difficult situation?
A Complete the blog entry with the correct vocabulary words. Two words will not be used.
Welcome to Regina’s shopping blog for people who love finding great (1) ____________ online! If this is your first visit to my blog, I update it every day to (2) ____________ my favorite clothes, home (3) ____________, and beauty products. That way, you can save time and don’t need to spend hours (4) ____________ the Internet.
I absolutely love this cool lamp! The (5) ____________ is Eco-Fantastic, which uses good-quality recycled materials for all of its products. At $35.00, it’s quite (6) ____________. If you buy two or more items from the Web site, you get a 10% (7) ____________. In my opinion, it’s a real (8) ____________. I bought one for myself and another for my trendy cousin Neil.
B Combine the sentences using adjective clauses.
Example: Yolanda runs a discount store. The store has great sales every season.
Yolanda runs a discount store that has great sales every season.
1. Yolanda cares about fashion. She likes to browse through style magazines.
2. The store is busy all year. Yolanda owns the store.
3. People come to shop after the holidays. They always get great deals.
4. Summer is always a busy season for shopping. It is the best time to visit Yolanda’s store.
5. Yolanda’s brother Tyrone lives in London. Tyrone also owns a discount store.
6. They both have popular stores. Their stores sell designer brands.
OUTCOME MET: use adjective clauses to explain and define people and things
C Write a paragraph describing your shopping habits and fashion preferences. Use at least four words from the box. Use that, who, or which when possible.
| affordable brand | browse discount | (good / real) deal purchase | quality recommend | that which |
|------------------|-----------------|----------------------------|-------------------|-----------|
Example: I prefer to shop in large stores that have a wide variety of affordable products. I like to browse the store to look for discounts...
OUTCOMES MET: describe shopping habits and fashion preferences; use adjective clauses to explain and define people and things
Video
A Watch the video and decide if the statement is referring to a real Louis Vuitton bag or a fake one.
1. The bag costs $286.50 when you purchase it online.
Real ☐ Fake ☐
2. The zipper pull is branded with an LV, made of brass, quite heavy, and the seams are perfect.
Real ☐ Fake ☐
3. The “Popincourt” handbag retails for $750 and is made of canvas with natural leather handles.
Real ☐ Fake ☐
4. After a few weeks, the handles fade to a darker brown.
Real ☐ Fake ☐
5. You purchase the “Noe” bag from a street vendor.
Real ☐ Fake ☐
6. The LVs printed on the bag aren’t crooked, but there is an LV on a crease.
Real ☐ Fake ☐
B Your friend wants to buy a fake designer bag from a street vendor because she thinks that they look authentic and are much cheaper than the real product.
1. How do you react? ____________________________________________________________
2. Do you think she should buy one? Explain your opinion. _________________________
___________________________________________________________________________
___________________________________________________________________________
OUTCOMES MET: react to other points of view; present and defend an argument
Designers: Create Cool Products for the Future and Make Them Work!
An extraordinary new show at New York’s Museum of Modern Art (MOMA) shows how scientists are designers too. The show is called “Design and the Elastic Mind,” and it is 3 parts technology, 1 part fashion, and 17 parts crazy. Here’s a sample of the products:
NON-STOP SHOES. They’re sneakers, finished in red horse hair and reflective plastic film. They’re totally fierce. But the fiercest thing of all is the technology these shoes are said to possess. They contain some kind of device that will capture and store the energy you put out all day long. You know, when you leave your desk to walk to the bathroom or run out to buy a mid-afternoon coffee. At the end of the day you can hook up the shoes to a special device that will take the stored energy and use it to power your home electronics. Status report: The MOMA exhibit did not explain exactly how these shoes work or when they will be on the shelf at your nearest shoe store.
VICTIMLESS LEATHER. Dilemma: You love the look of leather but don’t want animals to give up their lives so you can have a stylish new coat. Solution: Victimless leather! Here’s the theory: A “living layer” of animal tissue, grown in vitro and given nutrients, could grow into a leather article of clothing! No animals will be harmed. Status report: There is a sample featuring a small leather coat, from the so-called “Tissue and Art Project,” at an Australian laboratory.
BEE VASE. We appreciate all the honey, but why can’t bees work harder for us? A scientist created a structure that enabled bees to build a honeycomb in the shape of a lovely vase. What comes from flowers ends up creating a container for flowers! Status report: Totally real. The vase is on display. I’d pay $19.99 for it in a heartbeat.
DOG COMMUNICATOR. What does your dog really mean when it wags its tail? A special kind of light, called an LED, which measures the connection between wpm (that’s wags per minute) and dogs’ desires will show in red lights what a dog wants: 55 wpm means “LET’S WALK!” And 90 wpm: “I REALLY LOVE YOU.” Awww, Fido! You’re the best. Status report: Two British designers created a prototype as part of the “Augmented Animals project.” No word on how they determined the meaning of wags per minute.
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1 elastic easily changed, flexible
2 totally fierce a slang term to mean “completely excellent or superior quality” (similar to so aw
3 device tool or machine designed to perform a particular function
4 in vitro in an artificial environment
5 honeycomb a group of cells that bees make of wax to keep honey
6 “to do something ‘in a heartbeat’” to do something almost immediately if given the chance
A Do your friends like to shop online or prefer to visit stores? Do they care about the latest fashion trends? Write four sentences describing one friend’s shopping habits and fashion preferences.
1.
2.
3.
4.
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you describe shopping habits and fashion preferences?
B Write a sentence about a specific person or place using adjective clauses. Follow the prompt in parentheses.
Example: (a mall / which) The Mall of America, which has over 400 stores, is very popular.
1. (a store / that)
2. (a city / which)
3. (a family member / who)
How did you do?: On a scale of 1–5, how well did you use adjective clauses to explain and define people and things?
C Write a reaction to each person’s opinion.
1. Salma: “There’s no point in trying to dress fashionably. What’s popular one day is out of style the next day.”
Reaction:
2. Ahmed: “I can’t stand formal clothes. I think it’s better to dress casually, even for special occasions.”
Reaction:
3. Tess: “I would never go to a party wearing a dress I had worn before.”
Reaction:
How did you do?: On a scale of 1–5, how well did you react to other points of view?
D Is it okay to buy fake designer clothes or accessories, like handbags? Why or why not? Present your opinion and support it with at least two reasons.
How did you do?: On a scale of 1–5, how well did you present and defend an argument?
A Circle the correct word.
This year’s Seaside Fashion Show had an unexpected twist. Wearing designs that were (1) launched / inspired by nature, the models (2) emerged / handled on the runway. Then all of a sudden, a backdrop (3) collapsed / trapped behind the runway. The accident (4) encouraged / injured two of the models. Luckily, no one got scared or (5) panicked / rescued. Security workers at the event (6) handled / recommended the situation perfectly. Since the models were not badly hurt, they (7) trapped / convinced designer Kat Yaccarino, the event organizer, to continue the show. The (8) audience / brand loved Yaccarino’s earth colors and the different patterns. The (9) discount / quality of her designs is amazing. In spite of the setback, the show was a success!
B Complete each sentence by providing a definition for the word or phrase.
Example: To panic means to suddenly feel very afraid and anxious.
1. A commercial success is _____________________________________________________________.
2. An ordeal is ________________________________________________________________________.
3. A performance is ___________________________________________________________________.
4. To browse means ___________________________________________________________________.
5. To rescue means: ___________________________________________________________________.
C Write four sentences about an event that you went to recently (a play, dance recital, comedy show, game, concert, etc.). Use at least one different word or expression from the box in each sentence.
| affordable | convince | hard-core | make an appearance | purchase |
|------------|----------|-----------|--------------------|----------|
| audience | emerge | intense | performance | recommend|
Example: At the end of Beyoncé’s performance, the audience gave a standing ovation.
1. _________________________________________________________________________________.
2. _________________________________________________________________________________.
3. _________________________________________________________________________________.
4. _________________________________________________________________________________.
D Answer the questions with complete sentences.
1. How do you handle stress? ___________________________________________________________.
2. What would you do if you started to panic? _____________________________________________.
3. What would you recommend to a friend who has been through an ordeal and needs to relax? ____________
4. How do you encourage your friends or family members when they are going through a difficult time? _______
A Complete the sentences with the clauses on the right.
1. Petra owns a store _____.
a. because it isn’t very interesting
2. Customers always show up to the store _____.
b. so that the books are protected
3. Joe is one of those customers _____.
c. that sells rare books
4. Petra can’t sell an old economics book _____.
d. who loves to read anything
5. But Joe will read the whole book _____.
e. even though it’s boring
6. Petra keeps some books _____ in a glass case.
f. before it opens
7. She keeps the case locked _____.
g. that are hundreds of years old
B Choose the correct words to complete the paragraph.
I have this friend Samuel (1) which / who is an actor. He moved to Los Angeles (2) because / even though he wants to get a role in television. I consider him (3) is / to be a very good actor. I saw him perform in several plays in high school. His best role was as George in *Of Mice and Men*, (4) that / which is based on a novel by John Steinbeck. Samuel’s performance made people (5) cry / to cry—people like me, (6) who / that never cry! Anyway, I really hope he finds a good acting job in Hollywood (7) because / so that the rest of the world can notice his talents. The last time I talked to him, he said he was offered a small part on a show (8) which / that isn’t watched by a lot of people. He wasn’t sure about it, but I advised him (9) to take / take the job. This could be the chance (10) which / that he’s been waiting for!
C Write a letter to your friend Samuel from Exercise B. In your letter, encourage him not to give up his search for an acting job. Your letter should include:
- two sentences using adverbial clauses (with words and phrases like after, before, as soon as, because, although).
- two sentences using the pattern verb + object + infinitive (with verbs such as cause, need, arrange, have, let, make).
A Match the words with their meanings.
1. delay
a. not enough space
2. fit in
b. when something happens later than it should
3. reliable
c. when something happens on time
4. punctual
d. a period of heavy traffic when people go to and from work
5. rush hour
e. to get along well with a group of people
6. cramped
f. dependable
B Write sentences that compare the two items mentioned based on the symbol between them and a word from the box.
Example: car > bicycle Driving a car is faster than riding a bicycle.
comfortable reliable
cramped slow
fast stops
punctual time
1. buses now < buses in the past
2. cars in rush hour = taxis in rush hour
3. commuter train < subway
4. walking > riding a bicycle
5. buses during rush hour = subways during rush hour
6. on a train > in a car
C Lisa and Katya are roommates. Read about their commutes. Then write three sentences that compare their commutes, using words like more than, less than, better, worse, etc. Be creative.
Lisa drives forty minutes to her job every day. However, it can be a bit longer sometimes because there is always traffic during rush hour. She doesn’t take the bus because it is slower than driving. Plus, Lisa doesn’t like to rely on a bus schedule. Parking is more expensive than a bus pass, but she doesn’t mind because she can come and go as she pleases. She thinks her commute is better than Katya’s.
Katya usually takes the bus to work and then transfers to the subway. It takes her forty minutes from her home to the office. She can read on the way and thinks that it is more relaxing than driving. On nice days, she often rides her bike to work. Katya checks the bus and train times on her phone and usually knows if there’s a delay so she can plan accordingly. She thinks Lisa’s commute is worse than hers.
1.
2.
3.
OUTCOME MET: make comparisons
D There are always problems with your commute to work. Write an e-mail complaining to the city’s department of transportation. Mention the causes of the problem and the effects they have on your commute. Then present a solution. Use words from the box for ideas.
| bad commute | faster trains |
|-------------|--------------|
| bike paths | more options |
| cramped buses | punctual system |
| | reliable subway |
| | rush hour traffic |
| | train delays |
OUTCOMES MET: recognize cause-and-effect relationships; make a complaint and propose a solution
Video
A Read the list of advantages to bike sharing. Check (✓) if it is mentioned in the video.
1. It makes commuting easier because you can eliminate transferring metro lines.
2. It’s perfect for taking long-distance bike trips.
3. It’s great for businesses to have people riding bikes down the street.
4. The bikes come with a helmet for safety.
5. Since everything is close by, it only takes about fifteen minutes to get somewhere by bike.
6. You can bike at night because the bikes come with a built-in light.
7. It is safer than taking the subway.
8. What are some disadvantages to bike sharing?
B Think about what you know about other ways to commute. Write two sentences for each item.
1. Compare Capital Bikeshare to driving to work.
2. Compare Capital Bikeshare to taking the subway to work.
OUTCOME MET: make comparisons
City University built a new campus forty kilometers outside of the city. Almost all of its students live in the city. Only one road runs between the city and the new campus. Read the students’ letters to the editor to learn of their complaints and proposed solutions for the transportation problem.
Because I don’t have a car, I have been getting rides to the new campus from friends. But I have the perfect solution for you: build a subway line to the campus. The fact is that it will take five years and cost millions, but subways are faster and more reliable than buses.
The best plan is to start a bus system from the old campus to the new campus. Buses are not as fast as cars, but they save gas. This system is less expensive than the other ideas and could start immediately. Plus, students would be able to do their homework on the bus.
I can’t stand traffic! Since thousands of students are driving on the small road, there are daily traffic jams. Here’s my solution: build a big expressway to the new campus. It would cost millions, but other people would use it, too. It would make driving to and from the city easier.
A Write three sentences comparing the proposed solutions from the students. Use words like more __ than, less __ than, as __ as, fewer __ than, faster, slower, better, worse, cheaper, further, etc.
1. (bus / subway)
2. (subway / expressway)
3. (expressway / bus)
OUTCOME MET: make comparisons
B What do you think would be the result of each proposed solution? Complete the chart.
| Solution | Result |
|---------------------------|--------|
| Build a new subway system | |
| Start a new bus system | |
| Create a new expressway | |
OUTCOME MET: recognize cause-and-effect relationships
C Which solution do you think is the best (subway, bus, or expressway)? Do you have another idea? Write a letter to the Department of Transportation to propose a solution to the transportation problem. Remember to identify the problem first and present the facts. Then propose your solution.
OUTCOMES MET: make a complaint and propose a solution; use facts and evidence to defend a position
Riding Guatemala’s Colorful Buses
Riding a chicken bus in Guatemala is a kind of traveler’s rite of passage.\(^1\) That people are carrying live chickens defines the bus as local and authentic.
The first bus I saw in Guatemala was in the village of La Mesilla. It was so orange and so shiny; I immediately got on it. The ticket cost me fifty quetzales (about four dollars) to ride about 200 miles into Guatemala. Upon sitting, I immediately heard the squawk\(^2\) of a chicken. I was excited to find a real live chicken inside a bag beneath the seat in front of me.
So why do people carry chickens on buses? How many times do you carry dinner home with you? Whether in a shopping bag, in a pizza box, or in little cardboard boxes, people carry the food they eat. That’s why we have chicken buses.
So many Central American buses are in fact American school buses that have undergone an extreme makeover.\(^3\) They are covered with bright paint, wild designs, and written messages.
Driving along the steep mountain roads of Guatemala is extremely dangerous. And yet I also found comfort in knowing that these gaudy\(^4\) buses had made the same long journey from the United States that I just did. Plus, these were the same buses that I used to ride on when I was a kid.
As the main link between remote mountain towns, Guatemala’s buses are like little moving towns. They’re filled with people and their things. Everyone is involved in a constant exchange of money, goods, and life.
Passengers themselves are in high demand. Every bus has someone that collects money, handles the luggage tied to the top of the bus, and is responsible for finding new passengers. The bus driver will wait until nearly every seat is full before departing. If you’re not going to the same place, he’ll still take you and your money until he meets up with another bus driver who is going where you want to go. On four different occasions I was taken off the bus with my bag and made to jump on another bus. Part of the money from my original ticket was paid to the next driver for his section of the trip. Yes, it’s a confusing system, but it seems to work for them. It’s also how I got across half of Guatemala in less than a day.
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\(^1\) rite of passage informal activity that marks an important stage or occasion in a person’s life
\(^2\) squawk a loud cry
\(^3\) makeover a new or improved appearance that results from making many changes
\(^4\) gaudy brightly colored or showily decorated to an unpleasant degree
A Complete the sentences with information about riding buses in Guatemala.
1. In order to ride two hundred miles into Guatemala, ________________________________.
2. The author heard a squawk because ___________________________________________.
3. People carry chickens on buses because _________________________________________.
4. Guatemalan chicken buses are American school buses that __________________________.
5. The author felt comfortable on the bus since ______________________________________.
6. The author had to change buses four times because ________________________________.
OUTCOME MET: recognize cause-and-effect relationships
B Compare the bus from the reading to a different form of public transportation that you know. First, complete the chart.
| Guatemalan bus |
|----------------|
| 1. What does it look like? |
| 2. What is special about it? |
| 3. Is it dangerous? |
| 4. How is it similar? |
| 5. How is it different? |
Now write three sentences comparing them. Use words like more __ than, less __ than, as __ as, fewer __ than, faster, slower, cheaper, better, worse, further, etc.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
OUTCOME MET: make comparisons
C You read about an adventure the author had getting from one place to another on a Guatemalan bus. Describe an interesting experience that you’ve had while traveling by one of these forms of transportation: bike, boat, bus, car, motorcycle, plane, train. Include at least one comparison.
Example: Last year I went to Montreal. I decided to get around the city by subway because it is faster than taking the bus. I was riding along when...
A Write a comparison between the two modes of transportation in parentheses.
Example: (local train / express train) The local train makes more stops than the express train.
1. (subway / taxi)
2. (bus / car)
3. (airplane / boat)
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you make comparisons?
B Complete the sentences with your own ideas.
1. If I need to get somewhere and miss a bus.
2. Whenever I travel somewhere by car, I
3. If I call ahead of time for a taxi and it is punctual,
4. Because it is the most reliable option for commuting, I would take
How did you do?: On a scale of 1–5, how well did you recognize cause-and-effect relationships?
C You drive a large hauling truck every day for your job. You’ve noticed that there are more and more motorcycles on the roads that you use. They’re very hard to see from your truck, and you’re worried you might hit a motorcyclist one of these days. Write a complaint to local officials about all the motorcycles and propose a solution.
How did you do?: On a scale of 1–5, how well did you make a complaint and propose a solution?
D Your city has a lot of traffic problems and is adding a tax for car ownership. The tax will encourage more people to use public transportation, and the money will be used to improve both the roads and the subways. However, the tax is quite expensive and will be difficult for many people to pay. State a position on the issue. Then write three facts to defend it.
Your position on the new tax:
1.
2.
3.
How did you do?: On a scale of 1–5, how well did you use facts and evidence to defend a position?
A Complete the list of rules at a movie theater with the words from the box. Two will not be used.
| consequences | disruptive | get into trouble | respectful |
|--------------|------------|------------------|------------|
| discipline | get away with | regulations | restrictions |
1. Be polite and ________________ of other people in the theater.
2. One good way to ________________ is if you talk on your cell phone during a movie. Turn them off!
3. You won’t be able to ________________ smoking, so don’t even think about it.
4. The ________________ for rude behavior is that you will be asked to leave the theater and, of course, miss a really great movie!
5. Because of the age ________________ on certain films, you may be required to show identification.
6. If you follow all of the above ________________, we promise you’ll enjoy your movie-going experience!
B A man sitting next to you at a movie theater was very disruptive. He talked loudly on the phone, sent text messages, and kept getting in and out of his seat. Complete the sentences using past modals.
Example: You wouldn’t believe this guy talking on his phone during the movie. He ________________ he was the only person in the theater.
1. He ________________ turned off his phone.
2. He ________________ disrupted the movie.
3. I ________________ asked him politely to be quiet.
4. I ________________ yelled at him, because then I disrupted the movie!
5. I suppose I ________________ moved to a different seat, but I was annoyed.
6. I mean, I heard him talking about a baseball game, so it ________________ an important conversation.
OUTCOME MET: use past modals to consider possibilities
C Read the news story and complete the items on the following page.
Ryan Braun, a Major League Baseball player for the Milwaukee Brewers, is considered to be one of the best young players in the game. He won the Most Valuable Player award for his performance during the 2011 season. But late in the same year, it was reported that Braun tested positive for a performance-enhancing drug (PED). A PED is any substance that is believed to make players stronger or faster, and baseball regulations ban these substances. The consequence for testing positive for a PED is that a player cannot play for fifty games. Braun claims that he has never taken PEDs and that he is innocent. Major League Baseball reviewed the evidence and decided that Braun would not have to sit out for fifty games. But fans are left to wonder if he really is innocent or if he is getting away with breaking the rules.
React to the statements from the news story with your opinions. Use past modals when possible.
1. Ryan Braun won the Most Valuable Player award in 2011.
2. Braun tested positive for a performance-enhancing drug.
3. Baseball regulations ban the use of PEDs.
4. Braun claims that he has never taken PEDs and that he is innocent.
5. Major League Baseball decided that Braun would not have to sit out for fifty games.
OUTCOME MET: respond to a news story with your own opinion
Video
A Watch the video and complete the sentences with words from the box. Two words will not be used.
| click | embarrassing | name | reputation | restriction |
|-------|--------------|------|------------|-------------|
| control | funny | privately | responsibility | search |
1. Before the days of the Internet, ________________ moments didn’t last.
2. ________________ engines scan all images, words, and videos and save them for search results.
3. If you share a video that makes someone look bad, it could damage his or her ________________.
4. Once you upload a photo and hit “click,” you lose ________________ of who can see it on the Web.
5. There are ways to share information ________________ without having it scanned.
6. It’s better to avoid using someone’s ________________ since it’s easy for the Web to scan.
7. It’s important for you and your friends to take ________________ for what you post.
8. You should always think before you ________________.
B The video explains the dangers of putting information online. Now read about an online post and answer the questions with complete sentences.
Lorenzo’s father owns a popular pizza place called Romano’s. A new pizza restaurant, The Biggest Slice, opened nearby, and the family is worried about the competition. So, Lorenzo posted a bad review of the new restaurant on a food Web site. None of his comments were true! Now he regrets his actions.
1. What do you think about what Lorenzo did? Explain your answer.
2. What could he have done instead?
3. What might be the consequences of his actions?
4. What do you think he should do to fix his mistake?
OUTCOME MET: compare actions to their consequences
I was a crewmember on board the SS Morro Castle. It started off as a fun adventure. I had a great time with my crewmates, but we didn’t follow the rules. My mates misbehaved and seemed to get away with it. I should’ve paid more attention to Harry. He was the only one who seemed unhappy. He never listened to the captain’s orders and was the only one who got into trouble. Harry must have been mad that he had been singled out. So he went into his room, lit a match, and dropped it in a wastebasket. By the time I realized that he was missing, the fire had spread! It was a terrible fire. My biggest regret is that I could have prevented it if I had checked on Harry. I would like to tell the families of those who died how sorry I am for their loss.
A Answer the questions.
1. What past modals appear in the journal?
2. Who caused the fire? How?
3. What would the author like to tell the families of the people who died?
B The article on page 50 is about disasters on three ships. Imagine that you were the captain, a crewmember, or a passenger on one of the ships. Organize your ideas by completing the sentences.
1. I was ________________ on the ship.
2. As a result of ________________, we ________________.
3. After the disaster, we ________________.
4. I could have ________________.
5. I shouldn’t have ________________.
6. I feel ________________.
7. I’m sorry that ________________.
8. I should have ________________.
C Now write the story of what happened to you on the ship. Use at least four ideas from Exercise B. Add your own ideas and express your feelings of regret, disbelief, anger, or sympathy.
OUTCOMES MET: use past modals to consider possibilities, express disbelief and regret, and make logical conclusions; compare actions to their consequences; recognize hardship and express sympathy; respond to a news story with your own opinion
Cruise Ship Disasters That Changed Travel
Titanic
More than 1,500 people died when the *Titanic* sank. When the *Titanic* left Southampton, it only had enough lifeboats for about half the people on board. Also, no lifeboat drill involving passengers was performed before the *Titanic* set out. In the few lifeboats that were available, many of the oars were so new that they were still tied with string. As a result of the *Titanic* disaster, modern cruise ships now must carry enough lifeboats for all of the passengers on board.
Many observers and survivors of the *Costa Concordia* accident have compared it to the *Titanic* disaster. Some of those comparisons are correct, said Robert Ballard, who discovered the wreck of the *Titanic* in 1985. “Both of their captains showed poor judgment,” Ballard said.
SS Morro Castle
The SS *Morro Castle* was sailing from New York City to Havana, Cuba, in 1934 when it caught fire. The ship eventually made it to Asbury Park, New Jersey, where it went onto the shore.
The cause of the fire is unclear. Most experts agree that poor crew discipline was partly to blame. “Some said she caught fire because of unhappy or vengeful\(^1\) crewmen,” historian John Maxtone-Graham said. “There was a story—and I can’t say this was true—that there was a fire in a wastebasket and a crewman put it in a closet, shut the door, and went about his business.”
As a result of the *Morro Castle* disaster, cruise companies began to pay more attention to training the crew to ensure proper behavior, he added. In addition, regulations were made requiring ships to be built using materials that don’t burn as easily.
Costa Concordia
The *Costa Concordia* cruise ship was badly damaged after it hit some rocks close to shore in January 2012. The ship’s captain had steered the 126,000-ton ship very close to the island of Giglio. Sources say that he was trying to greet people on the island.
Rescuers confirmed that twenty-five people died in the accident and seven people were missing. The captain of the ship was accused of manslaughter,\(^2\) causing a shipwreck, and abandoning\(^3\) ship.
Maxtone-Graham said the decision by the captain to leave the sinking ship early was shameful. The captain is always supposed to be the last one off a sinking ship after all the passengers get off safely.
Unlike the disasters of the *Titanic* and the SS *Morro Castle*, the *Costa Concordia* incident happened during the information age. The Internet and twenty-four-hour news cycles kept the world informed of the accident and the questionable actions of the ship’s captain as they happened. Nowadays, it’s harder than it used to be to escape the consequences of a disaster at sea.
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\(^1\) vengeful wanting to harm someone who wronged you
\(^2\) manslaughter an action that results in the unintentional death of others
\(^3\) abandoning leaving
A Write reactions to each situation using past modals.
1. You missed your friend’s birthday party. You’ve called and left several messages, but she hasn’t called you back.
2. You thought you saw your brother at the mall today, but you know he has class at that time.
3. You spent all your money on a new outfit, and now you have a big credit card bill.
4. You promised your friend you’d help him with a homework assignment, but he hasn’t called.
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you use past modals to consider possibilities, express disbelief and regret, and make logical conclusions?
B Write a possible consequence for each action.
1. You went to a party last night instead of studying for today’s test.
2. You didn’t talk to your best friend on his or her birthday.
3. You borrowed your father’s cell phone and lost it.
How did you do?: On a scale of 1–5, how well did you compare actions to their consequences?
C Your friend Gio was recently in a bad car accident and is recovering in the hospital. Write a card to him that mentions what he’s going through and expresses your sympathy.
How did you do?: On a scale of 1–5, how well did you recognize hardship and express sympathy?
D Reread the news story about the baseball player Ryan Braun on page 48. What do you think about his actions? Write a paragraph with your opinion.
How did you do?: On a scale of 1–5, how well did you respond to a news story with your own opinion?
A Write a complete sentence about each picture using words from the box.
Example: The wild elephants are walking near a beautiful lake at sunset.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
B Rewrite the underlined sentences using the passive voice.
1. Alfredo was a stray dog living on the streets. Sometimes other dogs attacked him.
____________________________________________________________
2. Animal Rescue captured him and brought him to a shelter. He wasn’t very happy there.
____________________________________________________________
3. A couple came into the shelter and decided to adopt Alfredo. A dog trainer will train him.
____________________________________________________________
4. Jeff and Nancy are now taking care of him. He’s quite happy.
____________________________________________________________
5. Their two daughters are treating him very well. They enjoy playing with him in the backyard.
____________________________________________________________
C Read the e-mail and complete the blanks with the correct form of the passive voice.
As you know, each year, a pool party (1) ___________________________ (present: hold) in my neighborhood. It is always so much fun! The weather was great this year, and we were all outside. The food (2) ________________________________ (past: serve), and everyone was having a good time.
All of a sudden, a wild turkey ran by us, and it (3) _________________________ (past continuous: chase) by a coyote! Both animals ran through a gate (4) __________________________ (past: leave) open in somebody’s back yard. One of the neighbors acted quickly and closed the gate. The coyote then lost interest in the turkey and realized it (5) ___________________________ (past: trap), so it jumped over the fence and disappeared. The turkey couldn’t jump that high, so it ran all around the yard flapping its wings. Several neighbors tried to corner it, but the turkey (6) ___________________________ (past modal: capture). Luckily, my friend Vince, who was at the party, is a veterinarian, and all veterinarians (7) ___________________________ (present perfect: trained) to rescue animals. He announced to everyone, “The turkey (8) ___________________________ (simple future: catch) only if everyone stays calm and stops moving.” So everyone did, and sure enough, Vince captured the turkey. Its wing (9) ___________________________ (past: injure) by the coyote, so it’s now (10) ___________________________ (present continuous: take care of) by the local animal hospital.
What a party, huh?
Thea
OUTCOME MET: use different forms of the passive voice
Video
A Watch the video and number the events in order from 1 to 8 according to the video.
_____ Now Daballen has only twenty minutes to attach the collar.
_____ If the elephant crosses a virtual fence line, her collar will send a text message to a server.
_____ They identify a female elephant that will be collared.
_____ Then the server sends text alerts to a list of recipients who can stop the herd before it gets to a farm.
_____ Ian Douglas Hamilton is in the air and David Daballen is on the ground searching for a herd.
_____ Once the collar is on, the elephant will be able to communicate with them.
_____ Ian sees two groups of elephants under the trees.
_____ They shoot her with a tranquilizer gun.
B You are part of Hamilton and Daballen’s team. Write four sentences to make others aware of what is happening to the elephants and to inform others about the benefits of “geo-fencing.”
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
OUTCOME MET: raise people’s awareness about an issue
Neither albino\(^1\) nor polar bear, the spirit bear (also known as the Kermode bear) is a white variation of the North American black bear. It’s found in the Great Bear Rainforest. At 25,000 square miles—one and a half times as big as Switzerland—the region runs 250 miles down Canada’s western coast. Black bears, wolves, wolverines, and whales live along a coast that has been home to First Nations\(^2\) like the Gitga’at for hundreds of generations. It’s a wild, mysterious place: There are wolves here that fish. Deer that swim. Western red cedar trees that have stood a thousand years or more. And a black bear that is white.
“Our people never hunted the white bear,” says Helen Clifton. Strong in voice and spirit, the 86-year-old Clifton is a clan matriarch\(^3\) of the Gitga’at. The Gitga’at are one of fourteen groups that make up the Tsimshian people of British Columbia’s northwest coast.
Bear meat was rarely a main food, she says. But First Nations hunters went after black bear in greater numbers when European traders established the British Columbian fur trade in the late eighteenth century. Even in those days, taking a white bear was prohibited, a tradition that has continued through many generations. “We never even spoke of the spirit bear at the dinner table,” Clifton says.
That tight-lipped\(^4\) tradition might have been an early form of environmental protection. By not speaking of the bear, much less hunting it, the Gitga’at and neighboring bands never let word of the animal reach the ears of fur traders. Even today the Gitga’at and Kitasoo/Xai’xais people keep a watchful eye on their bears during hunting season.
That attitude makes a difference. For decades the presence of legal and illegal hunters—as well as processing plants and a factory—made grizzlies in the Great Bear Rainforest a rare sight. The industries are now gone, as is the grizzly hunt in parts of the rain forest. The bears are responding. “In my early years it was really something to see a grizzly bear,” Doug Stewart tells me. As a fisheries patrolman, Stewart has been monitoring fish in the Great Bear for over thirty-five years. “Now you see them all the time. I may come across five grizzlies in a morning.”
The islands do offer something else: the eyes of humans watching over them. “I tell the younger people,” says Helen Clifton, “when you see a spirit bear, don’t get on the VHF [radio] and broadcast it. If you want to tell someone, say you saw mooksgm’ol. They’ll know what you mean. And it’ll keep the bears safe.”
\(^1\) albino abnormally white or milky
\(^2\) First Nations communities of indigenous people descended from the people who inhabited Canada before the European settlers arrived
\(^3\) clan matriarch woman head of the clan (group of families related through a common ancestor or marriage)
\(^4\) tight-lipped unwilling to talk
A Write sentences with the passive voice based on the prompts.
1. (present perfect) ape / capture / scientist
2. (simple past) mouse / chase / cat
3. (present continuous) turtle / care for / students in the class
4. (simple future) elephant / train / zookeeper
5. (simple present) sheep / raise / farmer
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you use different forms of the passive voice?
B Refer to the outline you created on page 55. Create a new outline in which you take the opposite point of view about having a zoo in the neighborhood.
1. (intro: main idea)
A.
B.
2. (body: main idea)
A.
B.
3. (conclusion: main idea)
A.
B.
How did you do?: On a scale of 1–5, how well did you use an outline to summarize ideas?
C Write about an endangered animal for a brochure. Explain why it is endangered and what can be done to help protect it. The brochure should be worded to capture readers’ attention. Use words in the box for ideas.
attack hunt
capture species
cruel train
domesticated treat
endangered wild
How did you do?: On a scale of 1–5, how well did you raise people’s awareness about an issue? On a scale of 1–5, how well did you write strong sentences to capture your readers’ attention?
A Match the word or phrase on the left with its opposite meaning on the right.
1. delay _______
2. endangered _______
3. fit in _______
4. cramped _______
5. capture _______
6. cruel _______
7. criticize _______
8. domesticated _______
9. get away with _______
10. respectful _______
a. spacious
b. impolite
c. don’t belong
d. praise
e. plentiful
f. kind
g. wild
h. on time
i. get into trouble
j. set free
B Circle the word or phrase that does not belong in each group.
1. fit in
punish
get into trouble
consequences
2. rush hour
restriction
commute
cramped
3. attack
hunt
evolve
capture
4. animal
endangered
species
punctual
5. regulation
restriction
wild
limit
6. punctual
reliable
disruptive
on time
C Write sentences about yourself and people you know, using words from the box.
commute
disruptive
overwhelming
respectful
transfer
cruel
get away with
reliable
tend
treat
Example: It’s disruptive when my friend Karen sends texts during class.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
D Think of a time when someone you know did not follow the rules. Then answer the questions with complete sentences.
1. What rule or regulation was broken? How?
2. Did he or she get away with it or get into trouble?
3. How was he or she treated?
4. Were there any consequences?
A Circle the correct answer.
1. Reeya got to class late today. She should have / must have slept late.
2. I’m not sure where she is now. She might have / should have gone to get a coffee.
3. It was distracting when Marta texted during class. She must have / should have waited until after class.
4. Marta is a good / better student than Brian.
5. I take the subway to campus. It is faster and more reliable / as fast and as reliable than taking the bus.
6. The bus makes as many / more stops than the subway. It’s much slower.
7. I think that I should be allowed / should allow to bring my dog to class. I bring him everywhere I go.
8. Do you think it’s unfair for a dog to be treated / is treated better than a person?
B Read the information. Then write four comparisons about the animals using words like more than, less than, better, worse, faster, slower, bigger, smaller, as...as, etc.
**CHESTER THE CAT**
- lives with his owners in a small house
- weighs 4 kilograms and is 24 centimeters long
- loves his owners and is quite social
- hates water and never swims
- mostly eats wet and dry cat food
- found a mouse once and hunted him down
- can run about 30 kilometers per hour
**SAM THE TIGER**
- lives in the wild; territory covers 70 kilometers
- weighs 200 kilograms and is 2.5 meters long
- leads a mostly solitary life
- swims and bathes in nearby ponds
- mostly eats medium-sized animals and prefers to hunt at night
- can run about 49 kilometers per hour
Example: Chester is smaller than Sam.
1.
2.
3.
4.
C Think of a time when you did not follow the rules. Write an e-mail to a friend telling the story. You can use your answers from Exercise D on page 59 for ideas. Be sure to:
- Write two sentences using the passive voice (use a form of be + the past participle).
- Write two sentences using past modals (could / couldn’t have; should / shouldn’t have / must have).
A Complete the text messages with the correct vocabulary words or expressions from the box. Two will not be used.
| affect | concentrate effect | figure out | process regret |
|--------|--------------------|------------|----------------|
| change your mind | hesitate | regret |
Did you (1) _______________ about going to the concert tonight?
I would love to go, but I have to (2) _______________ on biology. I have a midterm next week. 😕
It’s Saturday. You still have a few days to study. If you don’t come, you may (3) _______________ it. Smash It Up is your favorite band! 😊
I know! But I can’t decide right now. I need to (4) _______________ if I’ll have enough time to finish three chapters.
Would it (5) _______________ your decision if I remind you that Monday is a holiday?
It is?! I totally forgot … So I have an extra day to study? I am there!
Yay! 😊 Don’t (6) _______________! Close your book and get over here!
On my way!
B Match the cause on the left to the effect on the right.
1. Because Marta stayed up all night, _______
a. then she regretted hurting her feelings.
2. Since Susanne spent two hours doing homework, _______
b. her teacher did not hesitate to offer writing tips.
3. Julie’s favorite soccer team lost the big game, so _______
c. she reacted by yelling at the TV.
4. Silvia wrote a negative blog about her friend and _______
d. she had trouble concentrating the next day.
5. Because Linda needed help writing her essay, _______
e. she was able to figure out all of the answers.
OUTCOME MET: identify cause and effect relationships
C Complete the sentences with your own ideas. Remember to use the correct verb forms.
Example: If I had a million dollars, I would travel around the world.
1. If I found a wallet full of money on the train, ____________________________________________
2. If we go out tonight, _________________________________________________________________
3. I would have more money if ___________________________________________________________
4. If the weather is nice tomorrow, _______________________________________________________
5. If my friends don’t have plans on Saturday _____________________________________________
OUTCOME MET: use the conditional to make predictions and talk about hypothetical situations
Video
A Watch the video. Check (✓) the sentences that are true. Correct the false sentences.
1. ( ) Tyler is put into a scanner to help the scientists see how he will handle a simple dilemma.
2. ( ) Tyler must decide whether or not to help an injured woman.
3. ( ) Tyler takes a very long time to make a decision.
4. ( ) Tyler’s answer is different from what most people who take the test say.
5. ( ) The majority of people say that it’s okay to leave her behind.
6. ( ) The test shows more activity in parts of the brain that are associated with emotion.
7. ( ) The scientists don’t feel that Tyler’s intuitive emotional response is what guided him in his decision.
B Answer the questions in complete sentences based on the video and your own ideas.
1. What was Tyler’s decision?
2. Why did he make that choice? Give two possible reasons.
3. Did he make the appropriate decision? Explain your answer in two or three sentences.
OUTCOMES MET: identify factors that influence decisions; give reasons to justify a decision
Imagine that you could make one wish to have any talent, skill, or ability, and it would come true. What would you wish for?
If I could have any talent, I would wish to be a master chef. As a chef, I would be able to create delicious meals. I would have a popular restaurant in New York City, and all of my friends and family would eat there. They would love it! However, I would have to work at night and on the weekends, so they would probably miss spending time with me.
The reason why I would choose to be a chef is because I am a terrible cook. Usually I end up burning dinner or making food that is too salty to eat. Several times a week, I end up ordering takeout from a restaurant instead of cooking. If I were a master chef, all of my meals would be delicious!
A Brainstorm a list of talents, skills, or abilities that you would like to master (singing, speaking another language, mountain climbing, etc.). Include one or two reasons why you wish you could do each one.
| talent / skill / ability | Reasons |
|-------------------------|---------|
| 1. | |
| 2. | |
| 3. | |
| 4. | |
B Choose one of the talents, skills, or abilities you wrote about in Exercise A. Imagine if you were granted your wish. How would it affect your friends and family?
Example: If I were a master chef, my friends and family would love eating in my restaurant. However, I would have to work at night and on the weekends, so they would probably miss spending time with me.
OUTCOME MET: identify cause and effect relationships
C Which talent, skill, or ability would you choose if you were granted your wish? Write a paragraph describing what you would do and how it would change your life. Remember to use the conditional to talk about hypothetical situations.
OUTCOME MET: use the conditional to make predictions and talk about hypothetical situations
Scientist Thomas Seeley has been studying the ability of honeybees to make good decisions. In a hive of honeybees, there are as many as 50,000 individual worker bees.\(^1\) These bees have developed ways to work through differences of opinion to do what's best for the colony.\(^2\) People can learn a lot from bees. If people could be as effective in offices and town meetings, Seeley says, we could avoid problems making decisions.
Seeley and others are especially interested in how colonies of honeybees choose a new home. In late spring, when a hive gets too crowded, a colony usually divides. The queen bee (the leader of the hive), some male bees, and about half the workers fly away and meet again on a tree branch. Most of the bees wait there for a short time. A few other bees search for a new place to live. The best home will be a hole in a tree, high off the ground. The new hive will have lots of room inside for young bees and honey. Once a colony chooses a place, it usually won't move again. It has to make the right choice.
The bees have rules for making decisions. Small groups look for different places where they could live. They do dances to compete for the best idea. Then they narrow choices by gathering at the site they like best. Seeley is impressed with the bees' rules for making decisions. He now uses them at his university, where he is head of his department.
"I've applied what I've learned from the bees to run faculty\(^3\) meetings," he says. He tries not to make a decision before going to a meeting. He wants to hear what others say. And he does not want to pressure people to agree. Seeley asks his group to talk about the possible options, discuss their ideas, and then make a secret vote. "It's exactly what the swarm bees do, which gives a group time to let the best ideas emerge\(^4\) and win."
In fact, almost any group that follows the bees' rules will make itself smarter, says James Surowiecki, author of *The Wisdom of Crowds*. "The bees are predicting which nest site will be best, and humans can do the same thing." If members of a group are diverse, think for themselves, and can reach a group decision, they can be smart groups, too.
---
\(^1\) **worker bees** insects in a hive that carry out the work, like gathering food
\(^2\) **colony** a group of bees living together
\(^3\) **faculty** the teaching staff for a university department
\(^4\) **emerge** appear; come out
A Match the information to make true sentences based on the reading.
1. Honeybees have found ways to work through differences of opinion in order to _______.
a. uses them at work
2. If people imitated the ways bees make decisions, they could be more _______.
b. be able to reach a group decision
3. Because Seeley was so impressed by the bees’ rules for making decisions, he _______.
c. effective in offices or other meetings
4. It’s important for bees to make the right choice about a site for a home because _______.
d. will become smarter
5. James Surowiecki feels that almost any group that follows the bees’ rules _______.
e. do what’s best for the group
6. Groups that make smart decisions should be diverse, have members that think for themselves, and _______.
f. they won’t move once they choose it
B Answer the questions in complete sentences.
1. How do bees make decisions?
2. How do people make decisions?
3. Do you think that bee behavior is a good model for making decisions? Explain your answer.
OUTCOME MET: identify factors that influence decisions
C Imagine that your teacher is planning to give you a midterm exam but can’t decide whether it should happen before a two-week break or after. Your teacher is leaving it up to the class to decide. Using the bees’ decision-making process as a model, explain how you and your classmates would decide what to do and why.
OUTCOMES MET: use the conditional to make predictions and talk about hypothetical situations; identify factors that influence decisions; give reasons to justify a decision
A Complete the sentences with your own ideas.
1. If I lost my wallet, I ________________________________
2. If I were a super hero, I ________________________________
3. If I won the lottery, I ________________________________
4. If I were stuck on an elevator, I ________________________________
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you use the conditional to make predictions and talk about hypothetical situations?
B Write a missing cause or effect in the chart.
| Cause | Effect |
|--------------------------------------------|---------------------------------------------|
| 1. Because I stayed up all night, | |
| 2. | I was late to the movies. |
| 3. | we lost the game. |
| 4. Since I burned dinner, | |
How did you do?: On a scale of 1–5, how well did you identify cause and effect relationships?
C Think about a decision you made recently. Name four factors that influenced your decision.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
How did you do?: On a scale of 1–5, how well did you identify factors that influence decisions?
D Why did you decide to study English? Write a short paragraph and give at least two reasons that you’re learning English.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
How did you do?: On a scale of 1–5, how well did you give reasons to justify a decision?
A Complete the dialogue with the correct vocabulary words or expressions from the box. One will not be used.
| consider | freezing | look after | postponed | take off |
|----------|----------|------------|-----------|----------|
| cut off | frigid | mild | refuse | tolerate |
Peter: What are you doing on the computer?
Marcos: Checking my sister’s flight status. With this snowstorm, I hope her flight hasn’t been (1) ________________.
Peter: What time is her flight supposed to (2) ___________________?
Marcos: At ten.
Peter: Did you (3) __________________ calling her cell phone?
Marcos: I tried. We talked for a minute, but got (4) ______________________.
Peter: That’s too bad. Why don’t you check a weather Web site? Isn’t the weather much more (5) __________________________ where she lives? Maybe she won’t have a problem leaving.
Marcos: That’s true. It’s just (6) __________________________ outside. Look at all that snow and wind! Even if she makes it, I don’t know how she’ll (7) __________________________ the weather up here.
Peter: Why didn’t you go there instead?
Marcos: The airfare to fly north in the winter is much more reasonable, so I paid for her ticket. Julia couldn’t (8) __________________________ that offer.
Peter: That makes sense. I mean, who would want to come to this (9) __________________________ area if they didn’t have to?
B Jana writes a travel journal about a trip with her friend Daiva. Choose the correct verb for each sentence. One verb will be used twice.
1. I _____ up at 7:00 a.m. and look out the window. It’s another rainy day!
2. I can’t find my umbrella. I have to _____ for it before Daiva comes.
3. Daiva _____ me up at 7:45 a.m.
4. The bus _____ off at 8:45 a.m. It may be a slow ride because of the rain.
5. It’s warm on the bus. I _____ off my raincoat.
6. I like to _____ out with Daiva. She’s a lot of fun.
7. Daiva’s music is so loud. I asked her to _____ it down a little.
8. It’s time to _____ off the bus. Ugh! It’s pouring outside.
9. We need to _____ after each other in the city so we can stay safe.
OUTCOME MET: use phrasal verbs
C Think of a time you had to change your plans because of the weather. Write a paragraph about it. Use two words or expressions from each group.
| Group A | Group B |
|---------------|--------------------|
| assess | cut off |
| consider | fall through |
| intervene | figure out |
| | give up |
| | pick up |
| | put up with |
OUTCOMES MET: explain how weather affects your life; use phrasal verbs
Video
A Watch the video and check (✓) True or False.
1. Erosion of the British coastline has been going on for about one hundred years.
2. Most of the money is spent on rock bolts and new sand.
3. Paper is a good way to fill in the cracks.
4. Global warming is causing sea levels to rise.
5. In only thirty years, they have lost more than half of the salt marsh.
6. Salt marshes are growing and spreading inland.
B Answer the questions based on what these people say in the video.
1. Do you think John Riby is in favor of or against defending the coastline? Why?
2. Does Graham Game think that losing the salt marsh in Essex is a major or minor problem? Why?
OUTCOME MET: make inferences based on information you have learned
The expression “March goes in like a lion and out like a lamb” couldn’t have been truer for Fiona this year. It was March 3, and she had plans to go out with her sister. She looked out the window and noticed that it was snowing quite hard. The wind was howling like a wolf. She opened the door and tried to run to her car, but it was too icy and she slipped! Frustrated, she ran back inside. She tried to call her sister, but the connection got cut off after one ring. Luckily, her heat was still working. She decided to relax and read a book on the couch. Under her blanket, she was as snug as a bug in a rug. The storm lasted all day and knocked down some trees. Finally, her phone started working, and she was able to talk to her sister. They rescheduled their outing for March 24, which happened to be a bright and sunny day. The weather was as mild as a lamb!
A Underline the phrasal verbs in the story. Then write down the similes from the story.
1.
2.
3.
B Now write three similes comparing people and the weather to the animals pictured. Here are some words you may want to use: cold, mild, angry, tired, sweet, wild, quiet, happy.
Example: Ted was as hungry as a lion. / The storm was like an angry lion.
1.
2.
3.
C Write a creative story about someone who has an interesting experience or adventure because of the weather. Include two of the similes you wrote for Exercise B (or new ones). Be sure to use at least two of the following phrasal verbs in your story: give up, look after, put on, take off, look for, clean up, pick up, die down, cheer up, wake up, run away, warm up.
OUTCOMES MET: understand and use similes; use phrasal verbs
Changing Rains
At times in history, changes in climate have caused civilizations to fall. Climate scientists believe that major changes in rainfall were to blame for the decline of at least four major groups. These groups are the Akkad Empire in modern-day Iraq (4,300 years ago), the Old Kingdom of Egypt (same time), the Tiwanacu civilization of the Andes Mountains (1100 CE), and the Maya civilization of Mexico (800 CE).
The rainfall changes that brought down these early civilizations happened because of natural climate shifts of unknown causes. By contrast, climate change that happens because of increasing levels of greenhouse gas has a known cause: human activity. But the effects could be the same if global warming continues to impact the earth’s precipitation.
Warm air holds more water vapor. So a hotter world is a world where the atmosphere has more moisture. This might not mean more rain. In fact, most scientists believe that total precipitation will increase only a little. The changes are expected to happen where the rain falls.
A good general rule of thumb, says scientist Isaac Held, is that “wet areas are going to get wetter, and dry areas drier.” Since higher temperatures cause water to evaporate more, even areas that still receive the same amount of precipitation will be more likely to experience droughts.
Meanwhile, when it does rain, it will likely come down stronger and increase the chance of flooding. A recent United Nations report says that “heavy precipitation events are projected to become more frequent.” Between 1996 and 2005, there were twice as many inland flood disasters as in the thirty years between 1950 and 1980.
Experts say that we may not know how climate change really affects rainfall until the middle of this century. But some facts are known. Between 1925 and 1999, the area between 40 and 70 degrees north latitude got rainier. During those same years, the area between 0 and 30 degrees north latitude grew drier. The island of Cyprus, for example, has become so dry that it had to start shipping water from Greece in the summer of 2008.
Will the rainfall changes of the future affect societies as severely as some of the changes of the past? To look at one example, the American Southwest has had droughts severe enough to destroy local populations. (It is believed that one huge drought in the region caused the decline of the Anasazi civilization at the end of the 13th century.) Nowadays, of course, people are better at water management than they used to be. But how will that hold up against the increasing dryness that climate change causes?
“We do not know, because we have not been at this point before,” said Richard Seager, an expert on the Southwest’s climate history. “But as man changes the climate, we may be about to find out.”
1 precipitation moisture, such as rain and snow, that falls to the earth
2 evaporate the process that turns water into vapor in the air
3 drought a long period of no rain
A Choose the correct answer based on the reading.
1. Scientists believe that in the past, changes in _____ may have caused some civilizations to decline.
a. rainfall
b. temperature
c. location
2. As the world gets hotter, it creates more _____ in the atmosphere.
a. wind
b. moisture
c. storms
3. Because of climate change, the level of precipitation in an area that is already dry will probably _____.
a. increase
b. decrease
c. stay the same
4. There were twice as many floods between 1996 and 2005 as there were between _____.
a. 1950 and 1980
b. 800 and 1100 CE
c. 1925 and 1999
5. One advantage that modern societies have over past civilizations is better _____.
a. governments
b. droughts
c. water management
B Answer the questions with your own ideas.
1. The statement “wet areas are going to get wetter, and dry areas drier” is called a “rule of thumb.” Define in your own words what a “rule of thumb” is.
2. What inference can you make about the location of the island of Cyprus based on the description?
3. In what ways do you think people are better at water management than in previous societies?
4. What can you infer will happen to the climate in the American Southwest if the predictions in the article are true?
OUTCOME MET: make inferences based on information you have learned
C Think about the climate where you live in terms of rainfall. Based on the information in the article, how will climate change affect your area? Write a paragraph describing how climate might change and how it would affect you.
OUTCOME MET: explain how weather affects your life
A Answer the questions in complete sentences.
1. What is the weather like during different times of the year where you live?
2. Are there times when you cannot do certain activities because of weather? Explain how the weather in each season affects you.
How did you do?: On a scale of 1–5 (with 5 being the best), how well did you explain how weather affects your life?
B Answer the questions based on the dialogue in Exercise A on page 67. Use complete sentences.
1. Do Marcos and his sister get along? How do you know?
2. Where do you think Julia lives? What gives you that idea?
3. Where do you think Marcos lives?
4. Do you think that Julia will be happy after she arrives in Marcos’s city? Why or why not?
How did you do?: On a scale of 1–5, how well did you make inferences based on information you have learned?
C Complete the chart with a simile that goes with the given meaning or the meaning of the given simile.
| Simile | Meaning |
|---------------------------------------------|----------------------------------------------|
| 1. He’s as subtle as an elephant. | 1. |
| 2. | 2. She’s really tall. |
| 3. He’s as cold as ice. | 3. |
| 4. | 4. It’s extremely warm today. |
| 5. She sings like a bird. | 5. |
How did you do?: On a scale of 1–5, how well did you understand and use similes?
D Write sentences using the phrasal verbs in parentheses.
1. (give up) ____________________________________________
2. (look after) _________________________________________
3. (cut off) ____________________________________________
4. (take off) __________________________________________
How did you do?: On a scale of 1–5, how well did you use phrasal verbs?
A Match the word on the left with its opposite meaning on the right.
1. defend _______
2. opponent _______
3. achieve _______
4. in shape _______
5. obsessed _______
6. commitment _______
a. unfit
b. fail
c. attack
d. ally
e. uninterested
f. indifference
B Complete the sentences with vocabulary words from the box. One will not be used. Then rewrite the exact quotes using reported speech.
beat championship defend in shape obsessed opponents
1. Isla said, “I am ________________ with professional tennis.”
2. Charlotte asked, “Can you get me tickets to the ________________ tennis match this year?”
3. Jae asked, “Is that how you stay ________________, Isla?”
4. Isla said, “Yes. Charlotte and I play tennis together often.”
5. Jae asked, “Would you want to play doubles against Ramon and me? We are strong ________________.”
6. Isla said, “Definitely! With Charlotte as my partner, we’ll surely __________ __________ you!”
OUTCOME MET: use reported speech to explain what someone else said
C Answer the questions with complete sentences.
1. What makes someone a good coach?
2. What makes someone a good or bad opponent?
3. Think about someone you know who is obsessed with a sport or activity. What is he or she like?
4. Think about someone you know who is in shape. What is he or she like?
OUTCOME MET: evaluate the relationship between activities and personal qualities
D Rewrite what these people say using reported speech and the word in parentheses.
Example: The coach (encourage): “You should work hard to achieve your goals.”
The coach encouraged me to work hard in order to achieve my goals.
1. Jia (explain): “Training for a marathon is a big commitment.”
2. Gavi (beg): “Please let me watch another hour of television!”
3. Marcos (promise): “I will teach Samuel how to fish this weekend.”
4. Amelia (say): “My biggest motivation for cycling is to seek adventure.”
OUTCOME MET: use reported speech to explain what someone else said
Video
A Watch the video. Write the letter of the correct answers to the questions.
1. Alain’s climbs are very dangerous because he climbs ______.
a. with only his climbing shoes and chalk
b. without permits or chalk
c. without rope or climbing shoes
2. He has damaged his ______ due to climbing and can’t straighten them normally.
a. fingers
b. feet
c. knees
3. A typical climb takes place in a ______.
a. low-key urban zone
b. quiet suburban area
c. busy, city neighborhood
4. Alain began the sport by climbing ______.
a. buildings in his hometown
b. in an indoor gym
c. rocks in the mountains near his home
B Read the text from the video. Then answer the questions with complete sentences. Whether he is on a mountain or on a building, even if he thinks he might fall, he carries on, because, as he says, “When you are facing a problem where your life is in danger, there is only one option.”
1. Rewrite what Alain says above using reported speech.
2. What does Alain mean when he says that there is only one option?
3. What personal qualities does Alain possess that allow him to climb buildings?
4. Are you similar to Alain or different? How? Compare yourself to him.
A Choose one of the images. Then answer the questions using your own ideas.
1. What is the person’s name? ____________________________
2. What activity is he or she doing in the picture? ____________________________
3. What qualities does he or she possess that make this person good at the activity?
4. What is this person like? _______________________________________________________
5. Write two other interesting facts about the person. _______________________________________________________
B You are going to write a short biography of the person whose information you invented in Exercise A. Your biography will provide information about what this person is like and what activities he or she does. First, create an outline about the person based on the information in Exercise A.
1. (intro: main idea) _______________________________________________________
A. _________________________________________________________________________
B. _________________________________________________________________________
2. (body: main idea) _______________________________________________________
A. _________________________________________________________________________
B. _________________________________________________________________________
3. (conclusion: main idea) _______________________________________________________
A. _________________________________________________________________________
B. _________________________________________________________________________
OUTCOME MET: use an outline to support a presentation or essay
C You are now going to write about the person in the photo, using the outline from Exercise B. Use a timer and give yourself twenty minutes to write your biographical sketch on a separate piece of paper. Be creative!
OUTCOME MET: pace yourself as you write a timed essay
Paddleboard Racing: Surfing the Hard Way
The open ocean, a long floating board, an athlete in a wetsuit\(^1\)... for traditional surfers, the only thing missing from a scene like that would be high, rolling waves to ride as they guide the board toward the shore. But for paddleboard racers like Jamie Mitchell, huge waves are the last thing they want to see.
Paddleboard racing might be the hardest water sport that no one knows about. Like surfing, paddleboard racing uses a long narrow board that slices through the ocean’s choppy waters. But instead of steering the board while standing, paddleboard racers kneel or lie on their stomachs and use their arms to paddle.
Although surfing lying down might sound like an easier way to hit the waves, it actually requires much more physical strength and is a lot harder on a person’s body. Athletes don’t ride waves in paddleboard racing like they do in surfing. Instead, they often have to move parallel to or directly at the rolling waves. It’s harder to balance the board from a low position, and racers are always at risk of tipping over. Also, the constant rubbing of the board against a racer’s wet feet, knees, and stomach causes painful rashes and blisters\(^2\) on the skin.
But that doesn’t keep paddleboard racers like Australian Jamie Mitchell from training up to three times a day, six days a week. And the hard work has paid off. Mitchell recently won the 51.5-kilometer (32-mile) Moloka’i to Oahu Paddleboard Race for the tenth straight year, making him the sport’s unofficial champion.
The race goes through the Moloka’i Channel, which passes between the Hawaiian islands of Moloka’i and Oahu. The waters there are known for being very rough and fast-moving. Mitchell called the 2009 race “the toughest of the last three or four years for me.” He still went on to win that race, plus the next two after that.
Possibly the biggest challenge of paddleboard racing is that it doesn’t pay well. Mitchell needs other jobs in order to pay his bills. Fortunately, he’s also one of the world’s best athletes in two other sports: big-wave surfing and stand-up paddling.
But Jamie Mitchell considers himself a paddleboard racer first. He’s not motivated by money but instead by being the best he can. “There are very few people who are capable of investing as much of their life in something or sacrificing as much as it takes to win the Moloka’i,” Mitchell says. “And because of that, they can’t understand why it’s such an accomplishment.”
---
\(^1\) **wetsuit** clothing that keeps water-sports athletes warm
\(^2\) **rashes and blisters** places where the skin is injured from rubbing
A Answer the questions in complete sentences.
1. What is paddleboard racing?
2. How would you describe Jamie Mitchell?
3. Why is the Moloka’i to Oahu race so difficult?
4. What other water sports does Jamie Mitchell do?
5. Can Jamie support himself on the money he wins paddleboard racing?
6. What do you think his motivation is?
7. Had you ever heard of paddleboard racing before reading this article?
8. Would you be willing to work so hard at a sport that not many people know about?
9. Why do you think he’s interested in a sport that doesn’t pay very well?
10. What is something you do just because you love to do it?
OUTCOME MET: evaluate the relationship between activities and personal qualities
B Write a paragraph in your own words summarizing the article about Jamie Mitchell. Use a timer and allow yourself exactly ten minutes to write it.
OUTCOME MET: pace yourself as you write a timed essay
A Change the statements to reported speech. Use *asked*, *told*, *encouraged*, *begged*, or *explained*.
1. The coach said to the team, “Do your best on the field today.”
2. Hannah said to her dad, “Please let me borrow the car tonight.”
3. Micah said to his friend, “The reason I’m late is because I couldn’t find my phone.”
4. Terrance said to his students, “Study for the test.”
**How did you do?:** On a scale of 1–5 (with 5 being the best), how well did you use reported speech to explain what someone else said?
B Choose three of the sports or activities listed below. Then write a sentence describing what kind of a person it would take to be good at each activity.
| auto racing | bowling | boxing | chess | dancing | golf | swimming | yoga |
|-------------|---------|--------|-------|---------|------|----------|------|
| Sport/activity | Sentence |
|----------------|----------|
| 1. | |
| 2. | |
| 3. | |
**How did you do?:** On a scale of 1–5, how well did you evaluate the relationship between activities and personal qualities?
C Write a paragraph about a popular activity or sport that you like to do. Give yourself exactly five minutes to write. Include an introduction, main idea, supporting details, and a conclusion.
**How did you do?:** On a scale of 1–5, how well did you pace yourself as you wrote a timed essay?
D On a separate piece of paper, write an outline to show how your essay above is organized.
**How did you do?:** On a scale of 1–5, how well did you use an outline to support a presentation or essay?
A Match the verb to its definition.
1. _____ to permit or accept something you don’t believe in
a. achieve
2. _____ to win against someone in a competition
b. concentrate
3. _____ to influence something to happen
c. recover
4. _____ to wait a little while before speaking or acting
d. beat
5. _____ to pay close attention to something
e. affect
6. _____ to protect somebody or something
f. refuse
7. _____ to feel sorry about something that happened
g. defend
8. _____ to feel well again
h. tolerate
9. _____ to succeed in something after working hard at it
i. regret
10. _____ to say no
j. hesitate
B Answer the questions using words from the box. Not all words are used.
| assess | coach | effect | intervene | mind |
|--------|-------|--------|------------|------|
| championship | consider | frigid | mild | postpone |
1. Which two words involve thinking about a problem?
2. Which two words describe weather?
3. What is another word for delay?
4. Which word best describes a competition to find the best team?
5. What word completes these expressions: make up your ___ or speak your ___?
C You are a coach of a soccer team that has just won a championship. Complete the interview by answering the questions. Use words from the box.
| beat | commitment | figure out | in shape | motivation | regret |
|------|------------|------------|----------|------------|--------|
| coach | consider | give up | intervene | opponent | tolerate |
Interviewer: What was the motivation behind your success this season?
Coach: (1) _______________________________________________________
Interviewer: How does the team stay in shape?
Coach: (2) _______________________________________________________
Interviewer: In the championship game, you were losing until the last few minutes when Pierre Ducout scored the final two goals. Explain how you won.
Coach: (3) _______________________________________________________
Interviewer: Do you have any regrets about this season?
Coach: (4) _______________________________________________________
A Complete the sentences with the correct form of the verb in parentheses.
Example: I am at work. If I were (be) at the gym right now, I would run (run) on the treadmill.
1. José might buy a bike. If he ________________ (get) one, he ________________ (ride) it to school.
2. I don’t live near school. If I ________________ (live) closer, I ________________ (walk) to class.
3. Lila is busy this weekend. If she ________________ (have) any free time, she ________________ (go) to yoga.
4. Xavier isn’t a good swimmer. If he ________________ (swim) well, he ________________ (join) the swim team.
5. We’re studying now. If we ________________ (finish) studying by five, we ________________ (cook) dinner.
B Report what Kal said to you using verbs like tell, explain, say, encourage, ask, etc.
1. “You should study on Saturday, not tonight.”
__________________________________________________________
2. “Please change your mind and come to the movies with us.”
__________________________________________________________
3. “We are going to see the new Brad Pitt movie. It’s supposed to be great.”
__________________________________________________________
4. “Did you know that the actor had to train four hours a day for the role?”
__________________________________________________________
C Complete the text messages with the correct phrasal verbs from the box. Some will not be used.
check in found out look into take off
cut off give up picked up woke up
I am at the airport. I just (1) ________________ that our flight is delayed. 😞
Oh good. My alarm didn’t go off so I (2) ________________ late.
Don’t rush! The weather is bad—the winds have (3) ________________.
What time do you think the plane will (4) ________________?
Hold on. I will (5) ________________ it.
Ok. I can’t wait to get away. It will be nice to be somewhere warm! 😊
Definitely! They said that we will have to wait at least two more hours.
I just got to the airport. I need to (6) _________________. See you soon!
D Imagine that you could spend six months anywhere in the world and learn something new. Describe where you would go, what you would do there, and explain why.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Review Surveys
Unit 1: Family history
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. When and where were you born?
2. Where did your grandparents come from?
3. Who in your family do you resemble the most?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 2: On vacation
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. Where did you go on your last vacation?
2. What’s your favorite thing to do while travelling?
3. If you could go anywhere in the world, where would you go?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 3: The future of energy
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What is something you do currently to help the environment?
2. What will be the world’s main source of energy in 50 years?
3. What do you project will be the first source of energy to run out?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 4: Musical tastes
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. Who do you consider to be the best musician of all time?
2. How does this musician’s music make you feel?
3. What was the last performance you saw?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 5: Are you nervous?
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What is something you’re afraid of?
2. Why are you afraid of it?
3. What is one ordeal that you have experienced?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 6: Let’s go shopping
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What kind of person bargains?
2. What is your favorite brand of clothing?
3. What is more important to you: getting a good deal or getting good quality?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 7: Getting around
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. How do you commute to school?
2. Would you rather take a bus or a train to travel across the country, and why?
3. What is the most reliable form of transportation?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 8: Follow the rules
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What class could you have taken if you weren’t studying English?
2. What should students do to be respectful to teachers?
3. What should be the consequences of cheating on a test?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 9: Animal life
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. Do you think it’s cruel to capture animals to put in zoos?
2. What wild animal do you wish could be domesticated?
3. Should animals be hunted for food?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 10: Your choice
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. If you could be a famous celebrity or a great athlete, which would you choose?
2. What is a decision that you regret to this day?
3. Is it ever a good idea to hesitate before you make a decision?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 11: Hot and cold
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What kind of weather do you think is the hardest to put up with?
2. How do you warm yourself up on a very cold day?
3. If you didn’t have time to study English and do your favorite hobby, which would you give up?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Unit 12: Play the game
Ask your classmates the following survey questions. Keep track of their responses in the chart below.
1. What qualities must someone have to be an athlete?
2. If you play sports or games, is it good to be obsessed about winning?
3. What is something a relative, a friend, or a coach has said to help you achieve a goal?
| Name | Question 1 | Question 2 | Question 3 |
|------|------------|------------|------------|
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Survey Result Reports
Record the results of your surveys as summaries. Use the phrases below to help you.
The majority of people … Quite a few people … Hardly any of the people …
Most people … About half of the people … Almost no one …
Unit 1: Family history
Unit 2: On vacation
Unit 3: The future of energy
Unit 4: Musical tastes
Unit 5: Are you nervous?
Unit 6: Let’s go shopping
Unit 7: Getting around
Unit 8: Follow the rules
Unit 9: Animal life
Unit 10: Your choice
Unit 11: Hot and cold
Unit 12: Play the game
Review Puzzle
Units 1–3
ACROSS
1. mood, tone, or feeling of a place
4. easily reached
7. Kiko ____ (live) in New York since 2011. (2 words)
10. numerical facts
11. A 5-star hotel is probably ____.
13. a quality or characteristic
14. to get rid of something
15. Where’s Blas? I’ve been ____ (wait) for him for two hours!
17. Solar power is a ____ energy source.
20. to create or produce something
23. Wind is a ____ of power.
24. The view from the top of the mountain is ____.
25. to estimate or predict something
26. We ____ (work) together last year.
DOWN
1. willing to take a risk
2. to find out information
3. I promise that I ____ (call) you. (2 words)
5. In 20 years, more people ____ driving hybrid cars. (2 words)
6. I’m thinking about ____ (go) to Australia next summer.
8. the place where someone is going
9. Carnival celebrations are known for samba ____.
10. a place or location
12. the opposite of conserve
16. Catherine went to Costa Rica ____ (visit) her friend. (2 words)
18. Xander finished the ____ pizza. There’s none left!
19. wanting success
21. distant or isolated
22. We’re ____ (start) a recycling program this semester.
Review Puzzle
Units 4–6
ACROSS
2. another word for persuade
5. People ____ shop online can get great deals.
6. another word for buy
7. I will arrange ____ them to pick up the tickets.
10. Did he buy the pants ____ were on sale?
11. to come out and be noticed
13. the opposite of expensive
17. stuck and unable to get out
19. to save someone from danger
20. We can ____ this problem.
22. very dedicated
23. The ____ of this shirt is terrible. It already has a hole in it.
24. try to get a better deal
25. The celebration, ____ is very popular, lasts 7 days.
27. Derek ____ his leg while skiing.
DOWN
1. Olivia went to China ____ she could learn about the Chinese culture. (2 words)
3. lowered price
4. a difficult situation
8. I ____ that you eat at the French restaurant. It’s great!
9. That store carries my favorite ____ of clothing.
10. They expect me ____ (apply) for a summer job. (2 words)
12. The Internet helped the singer reach a ____ audience.
14. I swam during the storm ____ it was risky. (2 words)
15. ____ Doug crashed my car, I couldn’t drive it.
16. Rihanna’s live ____ was spectacular.
18. people watching a concert, show, or movie
21. I’m going to go hiking ____ I feel better. (3 words)
26. fall down suddenly
Review Puzzle
Units 7–9
ACROSS
3. the time when a lot of people are commuting (2 words)
6. I ___ have been texting while driving. I’m sorry. (2 words)
11. to show disapproval
12. results of an action
14. My dog ___ (find) by my neighbor last night. (2 words)
18. another word for dependable
19. Wild animals ____ (keep) in cages at the zoo. (2 words)
22. polite and considerate
23. Zoos try to protect ____ species.
25. another word for catch
26. Sarika ___ have gone to class, but I’m not sure.
27. The teacher does not allow ____ behavior in class.
DOWN
1. A taxi is fast but the subway is ____.
2. to act against bad behavior
4. another word for choice
5. The train arrives more ____ than the bus; it’s always on time
7. hard to fight against; overpowering
8. to move something from one place to another
9. the opposite of domesticated
10. to feel like you belong (2 words)
11. the opposite of kind
13. the trip between home and school or work
15. Biking is ____ taking the bus. We’ll arrive at the same time. (3 words)
16. An express bus makes ____ stops than the local bus.
17. the opposite of roomy
20. to try to hurt someone
21. to pursue an animal for food
22. There are ____ on texting while driving.
24. The horse can jump over the fence. It has been ____.
Review Puzzle
Units 10–12
ACROSS
5. to accept something
7. We won’t go outside until the winds _____. (2 words)
11. someone who trains others to play a sport
14. If the sun comes out, we ____ (walk) to the beach. (2 words)
15. I would study at least three hours ____ I were you.
17. always thinking about something
20. to protect
21. freezing
22. to feel sorry about how something turned out
24. Your brain is able to ____ information faster than a computer.
26. a result of an action
27. My call got ____ when I entered the tunnel. (2 words)
28. The game has been ____ because of rain.
DOWN
1. to get involved
2. My friend ____ (beg) me to go with her to Spain.
3. warm and pleasant
4. logical or reasonable
6. the other team or player in a game
8. If I had enough money, I ____ (go) to Brazil. (2 words)
9. to take care of someone (2 words)
10. We can still win the game. Don’t ____! (2 words)
12. I was going to play soccer but I changed my ____.
13. Sam ____ (tell) me he got a job.
16. to discover the solution to a problem (2 words)
18. to defeat
19. If I ____ (be) at the gym right now, I would lift weights.
23. another word for judge
25. the opposite of accept
World Class is a new, two-level series from National Geographic Learning for high-intermediate and advanced English language learners. This integrated-skills program uses National Geographic content, images, and video to help learners expand their overall fluency while developing the tools and strategies necessary for effective, real-world communication.
This World Class Workbook reinforces and consolidates the language and skills presented in the Student Book.
In this Workbook, you will find:
- exercises directly tied to the learning outcomes introduced in the Student Books;
- opportunities for self-assessment to ensure that students achieve the learning outcomes;
- four review sections that give students additional practice with vocabulary and grammar topics;
- end-of-book class surveys and crossword puzzles.
Snowboarder, South Island, New Zealand, photographed by Jeff Curtes
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EARLY BRICK BUILDINGS IN LINCOLNSHIRE
A GUIDE
By ANDREW WHITE
Lincolnshire County Council
Lincolnshire Museums © 1982
INTRODUCTION
The use of brick and tile was widespread in the Roman Empire, but in Anglo-Saxon times they had practically ceased to be used in Britain, except when robbed from ruins. It was not until the Middle Ages that bricks were again manufactured in England on any scale. It was largely under the influence of the Flemings: the eastern coastal areas of England were most affected, and 13th and 14th century buildings using brick exist in Suffolk and East Yorkshire, particularly in Hull and Beverley.
The great age of brick, however, came in the 15th century when it became fashionable over wide areas of eastern England. It was not a cheap or everyday material, however. Although simple and not requiring the expert techniques of the stonemason it was only to be found in the buildings of the rich and powerful, whether house, church, palace or school. Ralph, Lord Cromwell and Bishop William Waynflete were two such men under whose influence brick became a standard material.
Lincolnshire can boast many fine examples of 15th and early 16th century brick buildings, including Cromwell's Tattershall Castle, one of the finest structures in the whole of England.
FURTHER READING:
*The Buildings of England: Lincolnshire*, by N. Pevsner and J. Harris, 1964.
*The Pattern of English Buildings* by A. Clifton-Taylor, 1972 (especially ch. 9).
*A History of English Brickwork* by N. Lloyd, 1925.
W. D. Simpson, *The Building Accounts of Tattershall Castle 1434-72*, 1960 (Lincoln Record Society vol. 55).
T. P. Smith, Hussey Tower, Boston in *Lincolnshire History & Archaeology*, vol. 14, 1979.
ACKNOWLEDGEMENTS
I would like to thank the owners and tenants of all the buildings referred to in the text for permission to view and study them, and also Antony Page, Curator of Lincolnshire Museums: Gainsborough Old Hall for information.
Front cover - English bond, the bond most commonly used in early buildings in Lincolnshire.
BRICKMAKING
In most cases local clays were used, thus saving transport. Lincolnshire is well supplied with clays from the Jurassic series, such as the Kimmeridge and Estuarine. Kilns in Boston and on Edlington Moor (in Stixwould parish) supplied the building works at Tattershall.
Soft plastic clays which were easy to mould were mixed with sand or gravel to prevent excessive flaking and shrinking. Masses of clay were dug out, sifted to remove the larger stones, and allowed to weather. They were then pressed into wooden moulds, allowed to dry and then fired in kilns or *clamps* with brushwood.
BUILDING METHODS
Bricks were laid in courses with the best ones on the outside, and the mortared joints were staggered by the use of English or Flemish bond, which prevented excessive vertical cracks developing through the joints lining up. Headers are bricks laid with their narrow ends showing, stretchers are with the longest side outwards.
Decoration was achieved by creating diaper patterns with burnt ends (overfired bricks darker than the rest). Windows, doors and other details were often worked in stone, but cut and moulded bricks were sometimes used: this was extremely complex work and required a master craftsman.
The special skills connected with building in brick at a time when its use was far from common suggest that the same craftsmen worked on a number of projects, which may help to explain similarities in style. While some of the masters were clearly foreigners much of the work was undoubtedly carried out by local men.
The main feature is the great tower of four storeys and a basement, whose upper floors are reached by a spiral staircase in one corner turret. The brickwork was intended to be seen, not rendered over, and the west front was the 'show front'; the east side, the modern approach, had a half range close in front of it, which accounts for the three service doors and the beam slots let into the surface. The walls are some 12" thick in the basement and various sizes of brick are used throughout, including elaborate bosses in shaped bricks in window embrasures and piers of the upper floors.
There are two other brick ranges between the inner and outer moats. That to the north-west of the tower probably represents stabling and servants quarters. On the east side is 'the Guardhouse', a small two-storey structure forming part of an unfinished range. It has a splendid timber king-post roof. In addition there are foundations of other ranges and a large part of the moat is revetted in brick.
The Castle was not Cromwell's only building project. The stone-built church opposite the entrance was collegiate, and the College(2) of priests lived in brick-built ranges to the south and east, which were excavated in 1972. A further building(3) probably belonging to the College lies to the 'south' of the Market Place and is open to the public. It is a rectangular structure with large doors in the west wall.
Next to the church is a row of Almshouses(4), successors to those built as part of Cromwell's scheme. They are a 17th century rebuilding, using brick and stone from the predecessor.
A few miles to the north lies a solitary fragment (the octagonal stair-turret only) of another brick tower known as 'Tower on the Moor'(5). It was built at about the same time as the Castle, perhaps as a hunting lodge. It was already being dismantled in 1472.
Cromwell's death in 1456 occurred before the building work on the college was complete. His executor, Bishop William Waynflete, oversaw the completion. He himself was to be a great proponent of building in brick.
TATTERSHALL
Close to the River Bain, from which it drew water for its moat system, and c17 miles from Lincoln, lies Tattershall Castle(1), built for Ralph Lord Cromwell in the mid 15th century. We can follow the years of building work through accounts which still survive; it probably took from 1432 until 1448.
WAINFLEET SCHOOL
William Patten of Wainfleet was one of the great men of the 15th century. He was a friend of William Caxton, who printed the first book in the English language, the *Golden Legend*, in 1483. He was also a friend of Surrey's Henry VII, and the town of Wainfleet was begun in 1485, 76" x 76" at each end. The school has probably been north of the church (below right).
Since the 15th century Wainfleet has housed a grammar school, said to have been founded in the 12th century. The school was rebuilt in brick in 1610. Also in the Abbey grounds, but a different arrangement, is a school and is thought to have been lost at the Dissolution.
century. He completed Cromwell's work at Tattershall and as Bishop of Winchester was builder of the brick towers at Esher and Farnham, Surrey. He founded Magdalen College at Oxford and built in his home town a school\(^{(6)}\) to provide scholars for the college. The school, begun in 1484, is a fine rectangular brick structure of two storeys 76' x 26' overall, with twin three-storey octagonal towers at the west end. It served as school, chapel, and master's house. The west end has patterning created by the use of overburnt bricks which have a greenish colour. Access to the upper floor is via a spiral stair in the northwest tower which has a handrail similar to that at Ayscoughfee (below).
Since 1968 the school building has served as a Library.
---
**SPALDING**
Lying close to the River Welland at Spalding is the great town house of Ayscoughfee Hall\(^{(7)}\), a building which has been much altered over the centuries. At its core lies the house of Sir Richard Aldwyn, said to date from 1429. It consists of wings to north and west, with a tower-like structure which was raised in the present height last century. The principal building material is brick and the spiral stair in the tower has a most interesting built-in handrail made of specially cut bricks.
Also in the town, in Priory Road, is a long brick range known as Abbey Buildings\(^{(8)}\). It is now divided up into a series of private houses, but a number of medieval windows survive together with an original door near the east end. Little can now be made of its internal arrangements but it is clearly part of the very wealthy Spalding Priory, and is a useful reminder of how many mediaeval brick buildings were lost at the Dissolution of the Monasteries.
---
**BARDNEY**
The Parish Church\(^{(9)}\) in Bardney, originally within the Abbey precinct, was rebuilt on a new site in the village in 1434 because of the poor condition of its predecessor. The main body of the new church is in stone, but the opportunity to obtain bricks from the Edlington Moor kilns led to the use of this material for the chancel. The chancel windows to the south and east are in stone, but on the north side the door and window are in cut and moulded brick, and there is a certain amount of patterning with burnt ends in the lower courses. The door mouldings were originally rendered to make them appear like stone. The decision to go back for the chancel may have been a hasty one, for there is a very untidy transition between stone and brick on the south side. Large parts of Bardney Abbey, including the precinct wall, were rebuilt in brick in the 15th century, but little is to be seen today.
---
**GOLTHO**
Amid the fields to the west of Wragby lies the small brick church of St. George\(^{(10)}\). The rest of the village has gone, through gradual desertion in the late Middle Ages and through the processes of modern agriculture. The manor site and part of the village were excavated between 1970 and 1974, giving a very detailed picture of life in a clayland village.
The nave is mediaeval with cut and moulded brick in the window surrounds and west doorway. No date is known for its buildings but it has echoes of Tattershall Castle and may belong to the later 15th century: it seems to have belonged to the neighbouring Priory of Bullington. The chancel, also of brick, is of 18th century date.
---
**ROUGHTON**
Here the parish church\(^{(10)}\) is almost entirely of greenstone, including the base of the west tower added in the 15th century, but the upper part of the tower is of brick with two-light squareheaded windows in the bell chamber, and battlements. Here again the proximity to Tattershall, only 4 miles lower down the Bain Valley, may have suggested the use of brick. The Tattershall Castle building accounts record the gift of several loads of bricks to various local abbeys and churches, and Roughton may also have benefitted.
---
**BOSTON**
The Boston area is rich in early brick buildings, having a good local clay available, as well as a cosmopolitan population.
A kiln here served Tattershall Castle and undoubtedly local landlords took advantage of it.
Two tower-houses may be seen; Hussey Tower\(^{(12)}\) at the rear of the Grammar School and Rochford Tower\(^{(13)}\) just to the east in Skirbeck.
Both seem to belong to the third quarter of the 15th century and make much use of cut and moulded brick in their windows and other features. Though they differ in some details (Rochford Tower has four storeys rather than three) they both seem to reflect the ideas expressed at Tattershall but perhaps as modified at Tower on the Moor. Both the Boston towers originally had halls attached to them, and belonged to local gentry families.
Other brick buildings of note in Boston are the Guildhall\(^{(14)}\) in South Street (late 15th century and now a Museum) the Grammar School\(^{(15)}\) (original block dated 1567) and the amazingly-gabled Church House\(^{(16)}\) at the corner of Wormgate (17th century).
**GAINSBOROUGH**
The Old Hall\(^{(17)}\) dates mainly from the mid and late 15th century when it belonged to the Burgh family. It consists of three ranges around a courtyard with a kitchen block to the west and a polygonal tower to the east. Southwards from the west end of the hall runs a more interesting range of buildings, normally used as private chambers each provided with its own fireplace and garderobe. This range has a western elevation of brick, though the building is based on older timber framing. The chimneys serving these chambers appear to be an afterthought. Additions of c.1600 include bricking-up parts of the timber framing. The kitchen is a first-rate example of its type with huge open fireplaces and groups of ovens. Current restoration work is helping to clear up a number of problems about the Hall, which over the centuries had fallen into neglect; its uses have included those of a factory and a theatre.
**LINCOLN**
Because of the availability of good building stone Lincoln has very little early use of brick. The Chancery in Pottergate\(^{(18)}\) a large and very complex medieval house, was given a brick façade in the last decades of the 16th century, perhaps because the current Bishop of Lincoln had made use of brick at his palace at Buckden (Hunts.) and was promoting the new material.
West and south-west of Lincoln lie the two important brick-built late Elizabethan halls of Doddington\(^{(19)}\) and Aubourn\(^{(20)}\). Brick was by now a well-established building material. Doddington has a regular façade flanked by towers with cupolas, while Aubourn has a more irregular plan and flat frontage.
**BRICK MOULDINGS**
Cut and moulded bricks for a variety of uses. Drawn from examples from Belleau Manor now in the City & County Museum. Scale \( \frac{3}{4} \).
**Tour 1. TATTERSHALL AREA**
Tattershall is best approached from Lincoln or Skegness by way of Horncastle and the A163 which follows the valley of the River Bain southwards. Tattershall Castle can be seen from a considerable distance, its great tower dominating the flat landscape around.
There is a large car-park with toilet facilities next to the Castle, and access is via a bridge over the outer moat. Visit the Guardhouse first, a small brick building with a splendid timber roof. Tickets and publications can be bought on the ground floor. A small museum on the first floor displays finds made in 1912 when the moats and walls were cleared away. There is a fascinating model of the castle in its heyday. The Castle is administered by the National Trust.
It is best to walk around the area between the two moats and to examine the remains of buildings here, including the brick stables. From this point can be seen the 'show front' of the tower, across the moat. Retrace your steps, crossing the bridge across the inner moat and approach the tower from the other side, noting the marks where the hat has been ripped away from the face of the wall. There is a basement and four floors above it, while the roof has a further open gallery above it with corner turrets.
The College\(^{(2)}\), attached to the church, has disappeared, though the site was excavated in 1972. The almshouses\(^{(4)}\) on the north side of the churchyard are a later rebuilding using the original bricks of the 15th century.
Turning out of the car-park look out for a rectangular brick building on your right, its end towards the street. There is access into it via a door in the long wall. Not much detail survives, but it may have served as a school\(^{(3)}\). It is now in the care of the Department of the Environment.
Tower on the Moor\(^{(5)}\) can be seen from the roadway on the left hand side a little over a mile along the B1191 which can be reached via the B1192 and Woodhall Spa, but there is no public access.
Roughton Church\(^{(10)}\) can be reached by following a minor road to the right about a mile further along the B1191.
**Tour 2. SPALDING AREA**
Visitors to the Lincolnshire Fenland can see a considerable number of early brick buildings on this and the subsequent tour. In Church Gate, on the opposite side of the River Welland from the Market Place is Aycsougheflee Hall, a fine grade II listed Spalding mansion, a brick built house with many later alterations, and houses an Information Office, and a Bird Museum. Not much can be seen from inside because of the ornate plastered hall, but glimpses of the older parts can be seen from the front drive and from the gardens at the back.
Returning through the Market Place to Priory Road the brick range known as 'Abbey Buildings'\(^{(18)}\) can be seen. The houses can be viewed from the outside, but are private property and the residents' privacy should be respected.
A round trip taking in three brick churches can also be taken by following the A1073 to Cowbit\(^{(21)}\), the B1357 and B1165 and a minor road to Tydd St. Mary\(^{(22)}\), and the A1101 through Long Sutton and via minor roads to Lutton\(^{(23)}\), returning via Holbeach and Weston.
**Tour 3. BOSTON AREA**
Boston's rich heritage of brick buildings is unfortunately not easily seen. The Guildhall\(^{(14)}\) (now a Museum) in South Street can be viewed both inside and out during opening hours, but take care of fast traffic on this busy and very narrow road. Church House\(^{(18)}\) on the corner of Wormgate is right opposite the north door of the famous Stump. Its exterior can be seen at any time. But the Grammar School old building is not readily accessible as it lies back from the road up a narrow lane just off the new Relief Road at the end of the new Bridge over the Witham. The same is true of Hussey Tower\(^{(12)}\) which lies on the edge of the Grammar School Playing Field in Rowley Road. Dividing the Grammar School from Rowley Road is an old brick wall which may have been the precinct wall of the Greyfriars, whose house stood close by.
Rufford Tower\(^{(13)}\) can be reached by following the Skegness road (A52) to the Ball House Inn (about two miles). The tower lies down a minor road to the right, but it is on private property and can only be viewed from the road.
Following the A52 a further twelve miles will bring you to Wainfleet. The splendid Magdalen College School\(^{(16)}\) lies just off the Market Place; the ground floor is a branch of the County Library and can be seen during opening hours. The exterior is somewhat spoiled by the temporary huts which stand in front of it but the building is a splendid sight for all that.
**Tour 4. LINCOLN AREA**
The only substantial early brick building in Lincoln is the Chancery\(^{(18)}\) in Pottergate, which forms the north-east side of the Minster Yard. It is only a brick façade to a much earlier building and can be viewed from the outside at any time. The use of brick here can only be a response to fashion as Lincoln in the Middle Ages was almost entirely built of local stone and timber. A number of vitrified bricks can be seen in the frontage but they are not arranged in any pattern.
Follow the Skegness road (A158) out of Lincoln and just one mile short of Wragby turn right down a minor road. Goltho church\(^{(11)}\) stands along the road, and the churchyard is reached by turning right at the next track. The church is a little over half a mile away and worth visiting.
Returning to the B1151, continue to follow it to the north, passing Bardney Abbey on the left. The centre of the village is the best place to view the magnificent window of the former church. The present church is a rebuilding of the old church, and the ruins of the Abbey are now a ruinous and reverent reminder of Lincoln's monastic past. William of Gellit, the Galloway hermit, lived isolated in a cave near Lincoln, and his rules are still worth reading at the end of this book. Most fascinating and scenic of all, however, is not often seen during the day.
Similar buildings exist at Alford and Skellingthorpe. They too are worth seeing and gardens are open.
**EARLY BRICK BUILDINGS**
1. Rufford Tower
2. The Chancery
3. Church House
4. Tower on the Moor
5. Rufford Tower
6. Magdalen College School
7. The Guildhall
8. Church House
9. Rufford Tower
10. Rufford Tower
11. Church House
12. Hussey Tower
13. Rufford Tower
14. The Guildhall
15. The Guildhall
16. Magdalen College School
17. The Guildhall
18. The Guildhall
19. Doddington Hall
20. Doddington Hall
21. Cowbit
22. Tydd St. Mary
23. Lutton
alone in the fields on your left and can be reached by a short walk along a cart track. The church has recently been taken over by the Redundant Churches Fund and will be maintained.
Return to the A158 and turn right down the B1202 in Wragby Market Place, following this road for about 7 miles to Bardney. The church(9) stands near the centre of the village. Its brick chancel best be seen from the churchyard. Note the mixed use of brick and stone for the window surrounds. It seems likely that Bardney Abbey, which owned the church, acquired a quantity of bricks from the 16th century 'Kiln Hurle' the church was almost complete. Parts of the Abbey itself were of brick, including the revetment of the moat around it.
Lincoln can be reached again by way of minor roads through Fiskerton and Cherry Willingham.
Gainsborough Old Hall(17) is somewhat isolated from other early brick buildings in Lincolnshire, lying as it does some 18 miles north-west of Lincoln, but it is well worth a visit. The Old Hall lies at the north end of the town near the Parish Church. Most of its interior can be seen, but the fascinating block of lodgings running south from the west wing of the Great Hall is not open even to the public and can be seen only from the outside.
Similarly isolated are Doddington(18) and Aubourn Halls(20), seven miles west and south west of Lincoln respectively. They both date from the late 16th century and Doddington has remains of formal gardens.
---
**EARLY BRICK BUILDINGS**
1. Tattershall Castle TF2066
2. Tattershall College TF2066
3. Tattershall School TF2066
4. Tattershall Ainshouses TF2066
5. Tower on the Moor TF2064
6. Wainfleet School TF4969
7. Ayscoughfee Hall TF2422
8. Alaby Buildings TF2422
9. Bardney Church TF1169
10. Roughton Church TF2364
11. Golto Church TF1278
12. Hussey Tower TF3244
13. Rochford Tower TF3630
14. Boston Guildhall TF3244
15. Boston Grammar School TF3244
16. Boston Church House TF3244
17. Gainsborough Old Hall SK8189
18. Lincoln - The Chancery SK9771
19. Doddington Hall SK8970
20. Aubourn SK9262
21. Cowbit Church TF2618
22. Tydd St. Mary Church TF4418
23. Lutton Church TF4325
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Life is Wonderful
Momentaufnahmen
Life is Wonderful
It takes a thought to make a word
And it takes some words to make an action
It takes some work to make it work
It takes some good to make it hurt
It takes some bad for satisfaction
And it takes no time to fall in love
But it takes you years to know what love is
And it takes some fears to make you trust
It takes those tears to make it rust
It takes the dust to have it polished
It takes a night to make it dawn
And it takes a day to make you yawn brother
And it takes some old to make you young
It takes some cold to know the sun
It takes the one to have the other
It takes some silence to make sound
And It takes a loss before you found it
And It takes a road to go nowhere
It takes a toll to make you care
It takes a hole to make a mountain
Life is wonderful
Life goes full circle
Jason Mraz (Life is Wonderful)
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SHAOLIN TEMPEL
Songshan, China, 2007
The monk is wearing a traditional robe, which is typically associated with Buddhist monks in many Asian countries. The robe is usually made of cotton or linen and is designed to be simple and practical for meditation and daily life. The color of the robe can vary, but it is often a shade of saffron or ochre, symbolizing the path of the monk towards enlightenment. The monk's shaved head is another common feature of Buddhist monks, representing their commitment to spiritual practice and detachment from worldly desires.
Mumbai, Indien, 2005
DIRECT MARKETING
2500+ 4500+ 1000+ 500+ 250+ 100+ 50+ 25+ 10+ 5+ 1+
Baluchistan, Pakistan, 2005
NAR MUNINT
Maafushi, Malediven, 2005
The children of India are the future of our nation. They are the ones who will shape the country’s destiny and make it what it is today. It is important to invest in their education, health, and well-being so that they can grow up to be successful and happy adults.
One way to support these children is by donating to organizations that work with them. These organizations provide essential services such as food, clothing, shelter, and medical care. They also offer educational programs and vocational training to help the children develop their skills and become self-sufficient.
Another way to support the children of India is by volunteering your time and resources. You can volunteer at local schools or community centers, or you can donate items such as books, toys, and clothing. By doing so, you can make a real difference in the lives of these children and help them achieve their full potential.
In conclusion, the children of India are an important part of our society, and we should do everything we can to support them. By investing in their education, health, and well-being, we can ensure that they have a bright future ahead of them.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
A young boy plays his guitar while his horse grazes in the background.
Siem Reap, Kambodscha, 2006
A man rides a bicycle loaded with large white sacks through a rural area.
Esfahan, Iran, 2005
A woman in a black chador sits at a table in a shop selling traditional Iranian items, including swords and lamps. The shop has a variety of colorful items on display, and there are red plastic chairs around the tables.
Zhujiajiao, China, 2007
A young girl is seen in an alleyway, holding a small plate and a spoon. She appears to be eating or preparing food. The background includes various containers and a patterned fabric.
Phnom Penh, Kambodscha, 2006
VISIONS
Print Your Own Posters
ANNAPOURNA CIRCUIT TREK
Ngadi, Nepal, 2005
The Himalayas, the world’s highest mountain range, stretch across several countries in Asia and are known for their breathtaking beauty and extreme terrain. The mountains are home to numerous peaks, including Mount Everest, which is the highest point on Earth at 29,029 feet (8,848 meters) above sea level.
The Himalayas are not only a source of natural beauty but also a significant cultural and religious site for many people. The region is home to a diverse array of wildlife, including snow leopards, tigers, and various species of birds. The mountains also play a crucial role in the water cycle, providing water to millions of people through rivers and glaciers.
Despite their grandeur, the Himalayas face numerous challenges, including climate change, deforestation, and human activity. Efforts are being made to protect the environment and promote sustainable development in the region.
TAOISTISCHER TEMPEL
Zhongyue Miao, China, 2007
The man in the picture is wearing a traditional Chinese hat and a blue robe. He has a long white beard and mustache, and his expression is serious. The background appears to be a dark room with a wooden door.
Uluwatu, Bali, 2011
A silhouette of a monkey sitting on a pedestal, with a temple in the background and a sunset or sunrise in the sky.
Queensland, Australien, 2007
A pink bikini top and bottom are hanging from a tree in a forest.
Agra, Indien, 2005
A man holds a scale with two mangoes on one side and a weight on the other, while several people look on.
Jaipur, Indien, 2005
Lemons on shelves against a yellow wall.
The elephant is adorned with colorful decorations and intricate designs, symbolizing prosperity and good fortune in Indian culture. The rider, dressed in traditional attire, adds to the cultural richness of the scene.
Tabriz, Iran, 2005
نمايتده انحصاری درآزويت
Bangkok, Thailand, 2006
A street artist draws a portrait of a woman in Bangkok, Thailand.
Bangkok, Thailand, 2006
The image depicts a vibrant urban scene at night, featuring a train moving along elevated tracks. The train is captured in motion, creating a streak of light that emphasizes its speed and direction. The surrounding area is illuminated by various lights from buildings and street lamps, contributing to the dynamic atmosphere of the city. The architecture includes modern high-rise structures, some of which are lit up with colorful lights, adding to the visual appeal of the scene. The overall composition suggests a bustling metropolis, alive with activity even after dark.
Bavet, Kambodscha, 2006
Bread delivery in Myanmar.
TEEPFLÜCKERIN
Walahanduwa, Sri Lanka, 2005
A woman smiles while working in a tea plantation.
SALZGEWINNUNG
Goa, Indien, 2005
The salt pans of the island of Réunion, in the Indian Ocean, are a unique and fascinating landscape. The process of salt production involves evaporation of seawater in shallow ponds, leaving behind a concentrated brine that is then harvested. This traditional method has been practiced for centuries and continues to be an important part of the local economy and culture. The image captures the intricate network of ponds and the diligent workers who maintain them, highlighting the harmony between human activity and nature.
Istanbul, Türkei, 2004
Two men sit on a stone wall, engaged in conversation. One man is wearing a suit and tie, while the other is dressed more casually. A pair of shoes and a bag are placed on the ground between them. The background features an old, weathered wall with a metal fixture.
ANNAPOURNA CIRCUIT TREK
Chamje, Nepal, 2005
Three women sitting on a stone wall in a mountainous area, with one wearing a red jacket and the other two wearing hats.
Jaipur, Indien, 2005
The restoration of the Hawa Mahal, Jaipur, India, 2013.
Pushkar, Indien, 2005
A man and a monkey sit on a ledge, looking at each other.
PERAHERA FESTIVAL
Kataragama, Sri Lanka, 2005
The Sufi tradition in Pakistan has a rich history and continues to be an important part of the country's cultural heritage. The Sufis, also known as the "people of the heart," emphasize the spiritual dimension of Islam and focus on the inner experience of the divine. They believe in the unity of all beings and the oneness of God, and they seek to attain a direct experience of the divine through meditation, prayer, and devotional practices.
The Sufis in Pakistan have played a significant role in promoting social justice and human rights. They have been active in various social causes, including education, healthcare, and poverty alleviation. They have also been instrumental in promoting interfaith dialogue and understanding, and they have worked to bridge the gap between different communities in Pakistan.
The Sufi tradition in Pakistan is diverse and includes a wide range of orders and lineages. Some of the most prominent Sufi orders in Pakistan include the Qadiriyya, Naqshbandi, and Chisti orders. Each order has its own unique teachings and practices, but they all share a common emphasis on the spiritual dimension of Islam.
The Sufis in Pakistan have faced numerous challenges over the years, including persecution and discrimination. However, they have continued to uphold their values and beliefs, and they remain an important part of the country's cultural and religious landscape.
PERAHERA FESTIVAL
Kataragama, Sri Lanka, 2005
A young boy performs with fire during a Diwali celebration in Mumbai, India.
Moeraki, Neuseeland, 2008
Moeraki Boulders, New Zealand
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
A nomad herds his sheep in the Gobi Desert.
Mumbai, Indien, 2005
Children in India.
Amritsar, Indien, 2005
A woman in an orange sari kneels on a marble floor with intricate designs, her head bowed in prayer or meditation.
EINGANG ZUR VERBOTENEN STADT
Peking, China, 2007
A soldier stands guard in front of a portrait of Mao Zedong at Tiananmen Square in Beijing, China.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
The snow is falling heavily, blanketing the village in a serene white coat. The small houses, with their thatched roofs and simple architecture, stand out against the backdrop of the snow-covered mountains. The air is crisp and cold, and the sound of the snowflakes hitting the ground is a soothing melody. The villagers are huddled inside their homes, enjoying the warmth and comfort of their fireplaces. The snow has brought a sense of peace and tranquility to the village, and everyone seems content and happy.
Bam, Iran, 2005
A family in Jordan.
SHERPAS - ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2006
The Sherpas of Nepal have been carrying heavy loads for centuries, and their strength and endurance are legendary. The mountains provide a unique environment for these skilled porters, who must navigate treacherous terrain and extreme weather conditions. Their work is not only physically demanding but also culturally significant, as they play an important role in the local economy and community. Despite the challenges they face, the Sherpas remain resilient and continue to carry on their tradition of mountain portering.
Kompong Phluk, Kambodscha, 2006
The image shows three children in a small boat, each holding a long pole or oar. They appear to be rowing or paddling the boat. The boat is made of wood and has a simple construction with a flat bottom. The water around the boat is calm, and there are other boats visible in the background. The children seem to be enjoying themselves, and their expressions suggest they are having fun. The setting appears to be a river or a canal, possibly in a rural or semi-urban area.
Kuala Lumpur, Malaysien, 2007
The Petronas Twin Towers, located in Kuala Lumpur, Malaysia, are the tallest twin towers in the world. They stand at 452 meters (1,483 feet) tall and were completed in 1998. The towers are part of the larger Petronas Towers complex, which also includes a shopping mall and a hotel. The observation decks on top of the towers offer panoramic views of the city and surrounding landscape.
Siem Reap, Kambodscha, 2006
Maafushi, Malediven, 2005
A woman sits on the ground, wearing a green and white patterned outfit with a black headscarf. In front of her is a metal bowl filled with a white substance, possibly salt or sugar. To her left is a hookah, a traditional Middle Eastern smoking device. The setting appears to be outdoors, with a white wall in the background and some sandals hanging on the wall.
SAO JOAO FESTIVAL
Goa, Indien, 2005
The Fijian people have a rich cultural heritage that is deeply rooted in their traditions and customs. One of the most distinctive aspects of Fijian culture is the use of traditional clothing, which reflects the island's natural beauty and the importance of nature in Fijian life.
Fijian men often wear a traditional headpiece called a "tavakula," which is made from leaves and flowers. This headpiece not only serves as a decorative element but also symbolizes the wearer's connection to the land and the sea. The colors and patterns of the headpiece can vary depending on the occasion and the individual's personal style.
In addition to the tavakula, Fijian men may also wear a "sulu," which is a type of loincloth made from woven cloth or bark. The sulu is typically worn with a "tapa," which is a type of woven cloth made from the bark of the mulberry tree. The tapa is often decorated with intricate designs and patterns, which can be symbolic of the wearer's status or achievements.
Fijian women also have their own traditional clothing, which includes a "sulu" and a "tapa." However, they may also wear a "kava," which is a type of woven cloth made from the bark of the kava plant. The kava is often worn over the shoulders and can be decorated with intricate designs and patterns.
Overall, the traditional clothing of the Fijian people is an important part of their cultural heritage and reflects the island's natural beauty and the importance of nature in Fijian life.
Tabriz, Iran, 2005
The meat market in Aleppo, Syria.
Lahore, Pakistan, 2005
A man selling cookies on the street.
Lahore, Pakistan, 2005
The man in the blue shirt is preparing food at a market stall. He is reaching into a large basket filled with golden-brown fried balls, which appear to be some kind of snack or dessert. There are other people around him, including another man who is also working at the stall. The setting seems to be an outdoor market or street vendor area, with a banner hanging in the background that has text written on it. The atmosphere appears lively and bustling, typical of a busy market scene.
Barar, Indien, 2005
Children in India
Kegalla, Sri Lanka, 2005
Elephants in the river.
Dalat, Vietnam, 2006
A baby is wrapped in a traditional cloth, with a blue and white hat on its head. The baby looks directly at the camera.
Shiraz, Iran, 2005
A truck overloaded with various items, including what appears to be agricultural equipment and possibly some household goods, is parked on the side of a road. Two individuals are standing near the truck, engaged in conversation. The scene suggests a rural setting, with trees and utility poles visible in the background. The truck's license plate indicates it is registered in Iran.
Kathmandu, Nepal, 2005
Buddha heads and demon masks, Kathmandu, Nepal.
ANNAPOURNA CIRCUIT TREK
Khudi, Nepal, 2005
A boy and girl sit on a stone wall in a village, wearing traditional clothing. The boy is wearing a red sweater and dark pants, while the girl is dressed in a red and white checkered outfit with a necklace. They appear to be looking at the camera with a serious expression.
Baluchistan, Pakistan, 2005
Two young boys from Pakistan, dressed in traditional clothing and holding wooden sticks, stand by a body of water.
Shanghai, China, 2007
打倒臭老九
反动学术权威
STELZENFISCHER
Koggala, Sri Lanka, 2005
Stilt fishing is a traditional method of fishing in Sri Lanka, where fishermen stand on wooden poles driven into the sea and use long spears to catch fish.
STELZENFISCHER
Koggala, Sri Lanka, 2005
A man wearing a green turban and holding a stick, smiling at the camera.
Hoi An, Vietnam, 2006
A man sits on a scooter, laughing and gesturing towards a woman standing beside him. The setting appears to be a market or street stall, with various items displayed in the background.
Udaipur, Indien, 2005
Jai Mata di
KATHAKALI TÄNZER
Kerala, Indien, 2005
A person with a painted face and a mask is holding a mirror and a brush, applying makeup to their face.
Sipalay, Philippinen, 2007
A lone fisherman stands on his boat, silhouetted against the setting sun.
ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2005
A woman and child share a moment of joy, symbolizing the strength and resilience of rural communities.
Mahendranagar, Nepal, 2005
Children herding goats in Bangladesh. Photo by: A. R. Rahman.
Yazd, Iran, 2005
A young girl stands next to a motorcycle in a narrow alleyway, wearing a colorful outfit and green sandals.
Kataragama, Sri Lanka, 2005
Shiva
Tabriz, Iran, 2005
The mosque is a place of worship and reflection for Muslims, where they come to pray, read the Quran, and seek guidance from their faith. The image captures the essence of this spiritual space, with people engaged in prayer and meditation. The intricate designs on the walls and ceiling reflect the rich cultural heritage of Islamic architecture, symbolizing the connection between the physical world and the divine.
ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2005
The apples are harvested and sorted into baskets, ready for processing.
Baluchistan, Pakistan, 2005
A man sits in a dimly lit room, smoking a cigarette and smiling. The walls behind him are rough and weathered, with patches of peeling paint and debris scattered around.
TAOISTISCHER TEMPEL
Zhongyue Miao, China, 2007
功万善同归
德无量广种福田
Siem Reap, Kambodscha, 2006
A rural village scene with children playing near a fence and bicycles.
Lahore, Pakistan, 2005
A man is cooking a large flatbread in a large pan over an open flame. There are other people in the background, and there are various food items on display.
LABRANG - TIBETISCHES KLOSTER
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
The women of Tibet are known for their distinctive appearance, often wearing traditional clothing and accessories that reflect their cultural heritage. The image captures two women in a crowd, each adorned with unique jewelry and attire that highlights their individuality within the community. The setting appears to be a public gathering or market, where people come together to engage in social interactions and commerce. The background features traditional Tibetan architecture and colorful flags, which are significant elements of Tibetan culture and spirituality. The overall atmosphere suggests a vibrant and lively environment, where the women play an integral role in the social fabric of their community.
Erzurum, Türkei, 2004
A man sits in a makeshift shelter made from cardboard boxes, roasting chestnuts over an oil lamp.
Galle, Sri Lanka, 2005
A man stands behind a banana stall, holding up a bunch of bananas. The stall is filled with various types of bananas, some green and some yellow, hanging from hooks and stacked on the ground. There are also bags of snacks and a scale visible in the background.
Sipalay, Philippinen, 2007
The sun sets over the ocean, casting a golden glow across the water and silhouetting a small boat with people on board.
Kathmandu, Nepal, 2005
A man sits on a stone step, wearing a purple beanie and a brown jacket with a green vest underneath. He is sorting through a blue bowl filled with what appears to be dried fish. In front of him, there is a woven basket containing several large, round, yellowish-green fruits. To his right, there is a tray filled with more dried fish. The background features a weathered wall with some red bricks visible.
Lalomanu, Samoa, 2008
A girl in a white dress stands in front of a backdrop of palm trees and lush greenery, with a clear blue sky above.
Jaipur, Indien, 2005
आग FIRE आग FIRE आग FIRE FIR
Pushkar, Indien, 2005
बारह पांगड़कु एवाली पंचायती प्याउ सुभाष बाजार अग्रणी
31 मार्च 2016 को तथा 19 सितम्बर 2017 को
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
Tibetan children in Lhasa, Tibet.
Newcastle, Australien, 2007
A dog sitting in the driver's seat of a car with its tongue out.
HOTEL IM JIN MAO TOWER
Shanghai, China, 2007
The interior of the Pantheon, Rome, Italy.
HARI MANDIR - GOLDENER TEMPEL
Amritsar, Indien, 2005
The Golden Temple, Amritsar, India
BACKWATERS
Kerala, Indien, 2005
A small boat with a sail glides through a serene waterway, surrounded by lush greenery and palm trees.
HANDGEMALTES KINOPLAKAT
Lahore, Pakistan, 2005
هولومین
HOLLOW MAN
Baluchistan, Pakistan, 2005
A man in traditional clothing holds a large metal bowl filled with a yellow-orange dish, possibly a type of curry or stew. The setting appears to be outdoors, with a dirt ground and a partially visible building in the background.
Palolem Beach, Goa, Indien, 2005
A man sits on a wooden pole next to a small boat filled with ropes and nets, resting on a sandy beach near the water.
GRAND PALACE
Bangkok, Thailand, 2006
The Grand Palace in Bangkok, Thailand is a stunning example of Thai architecture and design. The palace complex includes several buildings, each with its own unique features and decorations. One of the most famous buildings in the palace is the Phra Thinang Chakri Maha Prasat Throne Hall, which is located in the center of the palace grounds. This building is known for its ornate gold and silver decorations, as well as its intricate carvings and paintings.
The throne hall is a large, rectangular building with a high, domed ceiling. The walls are covered in gold leaf, and the floors are made of polished marble. The throne itself is a large, ornate chair made of gold and silver, and it is placed in the center of the room. The walls of the throne hall are decorated with intricate paintings and carvings, depicting scenes from Thai history and mythology.
In addition to the throne hall, the Grand Palace also includes several other buildings, such as the Phra Thinang Dusit Maha Prasat Throne Hall, the Phra Thinang Chakri Maha Prasat Throne Hall, and the Phra Thinang Chakri Maha Prasat Throne Hall. Each of these buildings has its own unique features and decorations, making the Grand Palace a truly remarkable sight to behold.
Zhujiajiao, China, 2007
A young girl in a colorful outfit is holding a toy gun, standing near a wooden door.
ANNAPOURNA CIRCUIT TREK - TIBETISCHES PFERDERENNEN
Chame, Nepal, 2005
The horseman is wearing a white jacket with gray stripes and a black hat. He is riding a brown horse with a red saddle blanket and a decorative harness. The background shows a group of people standing on a stone path, some wearing hats and traditional clothing. There are also some buildings and trees in the distance.
Lahore, Pakistan, 2005
The Lahore Museum is a museum in Lahore, Pakistan. It was established in 1864 and is one of the oldest museums in South Asia. The museum houses a collection of artifacts from the Indus Valley Civilization, as well as other historical items from the region. The museum is located in the heart of Lahore's historic walled city and is a popular tourist attraction.
Bentota, Sri Lanka, 2005
Halong Bay, Vietnam, 2006
A young girl rests on a floating market stall, surrounded by an array of fresh fruits and nuts.
KATHAKALI TÄNZER
Kerala, Indien, 2005
Kathakali is a classical dance-drama from Kerala, India. It is known for its elaborate costumes, makeup, and storytelling. The dancer in the image is wearing a traditional Kathakali costume with intricate details and vibrant colors. The makeup is particularly striking, with bright green and red hues that symbolize different characters and emotions. The dancer's pose and expression convey a sense of drama and narrative, which is characteristic of Kathakali performances.
Peloponnes, Griechenland, 2004
The octopus tentacles hanging from the roof of the restaurant in Symi, Greece.
Lahore, Pakistan, 2005
10
DHOBI GHAT - OPEN-AIR WÄSCHEREI
Mumbai, Indien, 2005
The Dhobi Ghat, Mumbai, India
DHOBI WALLAH
Mumbai, Indien, 2005
The Dhobi Ghat is a traditional washing and drying area for clothes in Mumbai, India. It is located on the banks of the Mahim Creek and has been an important part of the city's culture and economy for centuries. The Dhobi Ghat is known for its colorful and vibrant atmosphere, with people from all walks of life coming to wash their clothes and interact with each other. The Dhobi Ghat is also a popular tourist attraction, with many visitors coming to experience the unique culture and traditions of the area.
Pushkar, Indien, 2005
A young girl carries a large, ornate lamp with multiple light bulbs during a religious procession in India.
Jaipur, Indien, 2005
A man rides his bicycle past two elephants adorned with colorful paint, one carrying a person under an umbrella.
Kathmandu, Nepal, 2005
Children play in front of a temple in Kathmandu, Nepal.
Dumaguete, Phillippinen, 2007
JESUS CHRIST
KATHAKALI TÄNZER
Kerala, Indien, 2005
A man is sitting and looking at his reflection in a small, rectangular mirror. He is wearing a necklace with a cross pendant and a watch on his left wrist. His attire consists of patterned pants. The background is dark, which makes the subject stand out.
Mahendranagar, Nepal, 2005
The village of Bishnupur, in the Sundarbans, is one of the most remote and isolated in India. The Sundarbans is a vast mangrove forest that stretches across the border between India and Bangladesh. It is home to a unique ecosystem, including the world’s largest population of the endangered Bengal tiger. The people of Bishnupur live off the land, growing rice and other crops in the fertile soil of the Sundarbans. They also rely on fishing and hunting for their livelihoods. Despite the challenges they face, the people of Bishnupur are resilient and proud of their way of life.
Hoi An, Vietnam, 2006
A man sits in a small boat on a river, wearing a cap and a long-sleeved shirt. He appears to be looking at something off-camera with a surprised expression. The water around him is calm, and there are other boats visible in the background.
QASHQAI NOMADEN
Firouzabad, Iran, 2005
A man in traditional clothing holds a rifle, standing next to two other individuals.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
The nomads of Mongolia have been living in tents called gers for thousands of years. The gers are made from animal hides and are very portable, allowing the nomads to move quickly when they need to find new grazing land for their animals. The nomads live off the land, hunting and gathering food, and raising their own animals. They are a very self-sufficient people, relying on their own resources to survive.
QASHQAI NOMADEN
Firouzabad, Iran, 2005
A young girl in the Pamir Mountains, Tajikistan.
Kerala, Indien, 2005
Fishing boats in a tropical harbor, surrounded by palm trees.
Hikkaduwa, Sri Lanka, 2005
The children of Sri Lanka are known for their vibrant and colorful culture, which is reflected in their traditional attire and festive celebrations. The image above captures a group of young girls dressed in traditional costumes, adorned with intricate headgear and makeup, participating in a cultural event. Their smiles and the festive atmosphere suggest a celebration of their heritage and community spirit.
Baluchistan, Pakistan, 2005
The back of a truck in Pakistan, adorned with intricate and colorful designs.
Peloponnes, Griechenland, 2004
A simple table and two chairs set up against a blue wall, with a glass and a cup on the table.
Pokhara, Nepal, 2005
A child stands behind a fruit stand, surrounded by bananas and apples.
Nha Trang, Vietnam, 2006
A man with short hair, wearing no shirt, is holding a long pole and looking up at the sky. The background is bright and sunny.
ANNAPOURNA CIRCUIT TREK
Manang, Nepal, 2005
The Annapurna Circuit is a 170-kilometer trek that winds through the Annapurna mountain range in Nepal, offering stunning views of the Himalayas and the opportunity to experience the local culture and wildlife. The trek takes you through diverse landscapes, from lush valleys to high-altitude passes, and offers a chance to see some of the most iconic peaks in the world, including Annapurna I, the third-highest mountain in the world.
The trek begins at the village of Manang and follows a series of trails that take you through the Annapurna Conservation Area, which is home to a variety of flora and fauna, including snow leopards, golden eagles, and the elusive Himalayan tahr. Along the way, you'll pass through several small villages, each with its own unique character and traditions, and have the chance to meet the friendly locals who call these remote areas their home.
As you make your way through the Annapurna Circuit, you'll be treated to breathtaking views of the surrounding mountains, including the majestic Annapurna I, which stands at an impressive height of 8,091 meters (26,545 feet). The trek also takes you past several high-altitude passes, such as the Thorong La Pass, which offers panoramic views of the Annapurna range and the surrounding valleys.
The Annapurna Circuit is not just a physical challenge; it's also a spiritual journey, as many trekkers come here to seek inner peace and connection with nature. The trek is known for its challenging terrain, with steep ascents and descents, and requires a good level of fitness and endurance. However, with proper preparation and guidance, it's possible to complete the trek safely and enjoy the incredible rewards it has to offer.
In conclusion, the Annapurna Circuit is a must-do trek for anyone who loves the great outdoors and wants to experience the beauty of the Himalayas. Whether you're a seasoned hiker or a first-time trekker, the Annapurna Circuit offers a unique and unforgettable experience that will stay with you long after you've returned home. So pack your bags, get ready for adventure, and prepare to be amazed by the wonders of the Annapurna range.
Kompong Phluk, Kambodscha, 2006
A young girl stands on a blue bench in front of a red wooden wall and a blue and white striped awning.
ANGKOR WAT
Siem Reap, Kambodscha, 2006
The Khmer people have a rich cultural heritage, with traditional dances and music that reflect their history and beliefs. The most famous of these is the Apsara dance, which is performed by women in elaborate costumes and intricate movements. The dance is believed to be a form of worship to the gods and is often performed at religious ceremonies.
In addition to the Apsara dance, there are many other traditional dances and musical instruments that are an important part of Khmer culture. The Cambodian flute, known as the khmer, is a popular instrument that is used in many different types of music. The Cambodian drum, known as the chau, is another important instrument that is used in traditional music.
The Khmer people also have a strong oral tradition, with many stories and legends passed down through generations. These stories often feature mythical creatures and heroes, and are an important part of the Khmer cultural heritage.
Overall, the Khmer people have a rich and diverse cultural heritage that is an important part of their identity. Their traditional dances, music, and stories are all an important part of their cultural heritage and are an important part of their identity.
ANNAPOURNA CIRCUIT TREK
Manang, Nepal, 2005
The meat is cut into pieces and placed in bowls for further processing.
ELEPHANT FESTIVAL
Jaipur, Indien, 2005
A man paints an elephant with a tiger design, symbolizing the coexistence of humans and wildlife in India.
Zhujiajiao, China, 2007
A man sits in front of a wooden door, leaning against a pillar.
Shanghai, China, 2007
A man in a white uniform and hat is standing behind another man who is sitting on a chair. The man standing is holding a phone and appears to be showing something to the seated man. Both men are wearing white uniforms, which suggests they might be part of a uniformed group or organization. The setting appears to be outdoors, with a blue door and a railing visible in the background.
QASHQAI NOMADEN
Firouzabad, Iran, 2005
A man is using a vacuum cleaner to clean carpets.
Gansu Province, China, 2007
有生育的权利 也有
Hanoi, Vietnam, 2006
129 HÀNG BÁO
ĐỨC THÀNH
THƯƠNG HIỆU BÔNG NGỌC - GIA CÔNG SẢN XUẤT
31 HÀNG SÁC
Rajnagar, Indien, 2005
Women in India carry water on their heads.
Ho Chi Minh City, Vietnam, 2006
Two men sitting on a wall, one holding a piece of paper and the other smoking a cigarette.
Palolem Beach, Goa, Indien, 2005
A man carrying a basket on his head, standing on a beach with a boat in the background.
Dumaguete, Philippinen, 2007
A young girl in traditional Filipino attire smiles during a cultural performance.
Galle, Sri Lanka, 2005
A fisherman prepares stingrays for sale at the beach in Negombo, Sri Lanka.
Kandy, Sri Lanka, 2005
Buddhist monks in Sri Lanka.
ANNAPOURNA CIRCUIT TREK
Besishar, Nepal, 2005
A woman sits on a step, her hands clasped together in front of her. She is wearing a patterned shawl and flip-flops. The background features a blue door and a white wall.
ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2005
ॐ सति
ॐ सति
Avutthava. Thailand. 2011
Buddha head in tree roots, Ayutthaya, Thailand
Kompong Phluk, Kambodscha, 2006
A woman and two children in a small boat, with another boat in the background.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
Two young monks sit in front of a white-washed building with a thatched roof, surrounded by a dirt ground and a stone wall.
Hikkaduwa, Sri Lanka, 2005
A boy rides his bicycle past a tree with pink flowers.
Kalibo, Philippinen, 2007
Mayor RAYMAR ACEVEDO REYES
Ho Chi Minh City, Vietnam, 2006
ĐƯỜNG
VÕ THỊ SÁU
Macau, 2007
W.C.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
A man sits on a wet street, wearing a hat and leather jacket, with a cane beside him.
Apia, Samoa, 2008
The women of the church are dressed in white, with their faces covered by white hats. They are sitting on wooden benches and appear to be engaged in a religious service or ceremony. The setting is outdoors, with greenery visible in the background.
Sihanoukville, Kambodscha, 2006
The man is writing on his hand with a pen, and there is a notebook next to him.
Hong Kong, 2007
TAXI
5 SEATS
CROWN COMFORT
CW 783
Colombo, Sri Lanka, 2005
DOUGLAS FURNISHING HOUSE
664 GALLE RD, PANDATAMITI MORATURA TEL: 65538
Jaipur, Indien, 2005
A man ironing clothes in a small, makeshift shop.
LABRANG - TIBETISCHES KLOSTER
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
The monks of Tibet are a unique and fascinating group, known for their distinctive appearance and spiritual practices. They are often seen wearing traditional red robes, which are not only a symbol of their faith but also serve as a practical garment in the harsh climate of the Himalayas.
Monks play a significant role in Tibetan culture, serving as both spiritual leaders and community members. They are responsible for maintaining the monasteries, which are often the center of social life in many Tibetan communities. The monks' daily routines include meditation, prayer, and study of Buddhist texts.
Despite the challenges they face, such as the remote locations of many monasteries and the limited resources available to them, the monks remain dedicated to their spiritual pursuits. Their resilience and commitment to their faith inspire many people around the world.
Kompong Phluk, Kambodscha, 2006
A young boy paddles a small boat in a river, wearing a light-colored shirt and shorts. The water is calm with gentle ripples, and the boy appears focused on his task.
Cairns, Australien, 2007
The painting is a vibrant and dynamic representation of a figure, likely a woman, adorned in traditional attire. The colors are rich and varied, with a prominent use of reds, yellows, and browns, which are often associated with cultural significance in many indigenous communities. The figure's clothing features intricate patterns and designs, suggesting a deep connection to cultural heritage.
The background includes natural elements such as rocks and possibly a tree trunk, which could indicate an outdoor setting. The overall composition of the painting conveys a sense of movement and life, capturing a moment that is both personal and communal. The use of bold lines and vivid colors enhances the emotional impact of the artwork, making it a powerful visual narrative.
ANGKOR WAT
Siem Reap, Kambodscha, 2006
Ta Prohm Temple, Cambodia
Ta Prohm is one of the most famous temples in Angkor, Cambodia. It was built in the 12th century and is known for its intricate carvings and the way it has been reclaimed by nature. The temple is surrounded by trees and vines, which have grown over the ruins, creating a unique and mysterious atmosphere.
Colombo, Sri Lanka, 2005
A young boy stands on a sandy beach, observing a large snake that stretches across the sand. The snake's body is long and slender, with a patterned skin that blends into the sandy background. The boy is wearing a red cap, a colorful shirt, and red pants, standing confidently next to the snake.
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
The woman in the foreground is wearing traditional Tibetan clothing, including a brown hat, a black jacket with yellow trim, and a red beaded necklace. She has a serious expression on her face. In the background, another woman is partially visible, also dressed in traditional attire. The setting appears to be indoors, possibly at a cultural event or festival.
Tabriz, Iran, 2005
A man selling brooms and baskets on the street in Tehran, Iran.
Stuart Highway, Australien, 2007
SORRY
NO FUEL
ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2005
A young girl holds a kitten while standing next to an older boy in front of a blue door.
Hong Kong, 2007
MERRY CHRISTMAS
PAAN WALLAH
Lahore, Pakistan, 2005
A vendor prepares traditional snacks at a stall in Lahore, Pakistan.
Hue, Vietnam, 2006
75XL-048E
Maafushi, Malediven, 2005
Laundry drying in the sun.
Langmusi, Autonome Tibetische Provinz Gannan, China, 2007
Tibetan Musician
A musician from Tibet plays a traditional instrument.
QASHQAI NOMADEN
Firouzabad, Iran, 2005
A baby is lying on a blanket, wearing a purple and white outfit with a matching hat. An adult's hand is gently holding the baby's hand.
ELEPHANT FESTIVAL
Jaipur, Indien, 2005
The image shows a close-up of an elephant's eye, which is surrounded by a bright yellow background. The eye itself has a dark brown iris and a black pupil, with some white around the edges. The skin around the eye appears to be wrinkled and textured, typical of an elephant's skin. The overall color scheme is vibrant, with the yellow background contrasting sharply with the darker tones of the eye and skin.
Mahendranagar, Nepal, 2005
The women of the village of Kachari, in the Indian state of Assam, are among the first to harvest the tea leaves that will be used to make Darjeeling tea. They carry the leaves in large bags on their backs and walk through the forest to the tea factory.
LABRANG - TIBETISCHES KLOSTER
Xiahe, Autonome Tibetische Provinz Gannan, China, 2007
The monk is wearing a red robe and a pink shawl, standing in front of a wooden door.
ANNAPOURNA CIRCUIT TREK
Marpha, Nepal, 2005
A man carries an orange coffin through a barren landscape, with mountains in the background.
Lanamusi, Autonome Tibetische Provinz Gannan, China, 2007
A man stands in front of two horses grazing on a grassy field with mountains in the background.
Lahore, Pakistan, 2005
The image shows an elderly man sitting in the driver's seat of a vehicle, viewed from behind. The interior of the vehicle is visible, with a steering wheel and dashboard. The man appears to be looking out through the windshield at a street scene. The background outside the vehicle includes other vehicles and pedestrians on the road. The image has a heart-shaped frame overlaying the view, adding a romantic or sentimental touch to the photograph.
The photographs in this section are from Afghanistan, a country that has been in a state of war for over 30 years. The images capture the resilience and beauty of the people who have endured these difficult times.
1. An elderly woman sits at a market stall, her face etched with the marks of time. She wears traditional clothing and jewelry, and there is a pineapple on the table in front of her.
2. A group of children smile and laugh together, their faces full of joy and innocence. They are standing in front of a building, and one of them is wearing a jacket.
3. A young boy plays a guitar while sitting on the ground next to a horse. The horse is grazing in a field with mountains in the background.
4. A close-up of an elephant's eye, painted in bright yellow and black. The eye is large and expressive, and the painting is done in a realistic style.
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Schools and Bi/Plurilingual Communities Working Together: a Languages for Dignity Approach
GUIDANCE FOR SCHOOLS
Introduction
This guidance document is for educators working collaboratively with parents and communities who are plurilingual, and in particular Roma communities from Eastern Europe. Some plurilingual communities are sometimes disparagingly constructed as vulnerable or hard to reach. In contrast to these constructions, this document provides guidance on ways of developing teaching and learning environments characterised by mutual trust, respect and understanding; an approach we have come to call Languages for Dignity.
The guidance is based on research evidence emanating from the ROMtels (Roma translanguaging Enquiry Learning Space) research project. Evidence is used here to describe the principles of a languages for dignity approach.
The document is divided into 6 sections:
1. Introducing the ROMtels project
2. Who lives and learns in the UK, France, Finland and Romania?
3. Languages for Dignity: conceptual underpinnings
4. Languages for Dignity: ROMtels process
5. Languages for Dignity: ROMtels findings
6. Principles for Practice
How to read this document
The document contains a number of icons to help you locate evidence quickly.
- Questions teachers ask about translanguaging pedagogy and all that it involves
- Video material from the ROMtels project
- Further sources of information
- Reference to the ROMtels website
- Sources of research evidence
There are 2 versions of this guidance: hard copy and electronic copy via the research project website (https://research.ncl.ac.uk/romtels/resources/guidancehandbooks/).
The hard copy provides links to the website to view accompanying example video materials. These are embedded into the online version of the guidance document, so if you are reading this on your computer, you only need to click on a link.
The video material for this document consists of 3 types of material:
- Videos of children, parents and teachers working together in classrooms in a French school.
- Video of one parent from a school in UK talking about her previous life and school in England.
- Videos of parent giving a presentation to teachers and academic staff at Newcastle University, UK.
1 | Introducing the Research Project: ROMtels (Roma translanguaging enquiry learning space)
This project took place across 4 European countries: the UK, France, Finland and Romania. It lasted for two and a half years. The overall aim of the project was to improve the education of Eastern European Traveller children and Roma children in particular, in primary school (age 5-11) classrooms across Europe, and one secondary school in France (with pupils up to the age of 15), to effect improved pupil engagement and motivation with the ultimate goal of improved attainment. The project was in response to data concerning persistent gaps in school attendance and the achievement of Gypsy, Roma and Traveller pupils in comparison to national averages across Europe (http://fra.europa.eu/sites/default/files/fra_uploads/2099-FRA-2012-Roma-at-a-glance_EN.pdf), and in the partner countries specifically. The project is also a response to the decline (or non-existence) of home language use in classrooms (age 5-11) as a pedagogic tool to raise the academic achievement of pupils whose home language(s) differs from the official language of their school.
The project began in the UK with two technologies working in tandem (digital table and large scale 360 degree projected displays) to create an immersive virtual reality-like space. The children enter the space as investigators of a particular enquiry (see website for 4 different enquiries: http://research.ncl.ac.uk/romtels/strands/results/). Characters appearing in the space speak to the children in English and a translanguaged form of Roma and the children’s
A pedagogy for bi/plurilingual pupils: translanguaging
RIGHT
Children and parents working together in SŁte, France
RIGHT
Translanguaged museum placard, SŁte
FARRIGHT
Translanguaging to learn in Tinca, Romania
Writing in Roma in Romania
Eastern European language, to set problems and puzzles along the way. The children collaborate to solve problems thereby encouraging purposeful language use through translanguaging.
Lessons learned were then applied to French partners who undertook a collaborative art exercise in a Museum in SŁte, France. Children and parents visited a museum and analysed 4 paintings. Their task was to then present that analysis in the form of translanguaged writing for a placard for the museum displays.
In Romania, the practice of home language use for learning, which had arisen naturally as a result of the specific circumstances of the school (see http://research.ncl.ac.uk/romtels/strands/results/ for details of the school in Tinca), began to be more formalised in classes. Children were encouraged to write in Romanian and Korturare (their Roma dialect), drawing on the standardised forms of Romani, currently being developed in Romania.
For more detailed accounts of each partner’s work see http://research.ncl.ac.uk/romtels/strands/wg2
What is translanguaging?
In order to understand the ROMtels project and hence the rest of this document, it is important to firstly define translanguaging. At its simplest, this is defined as the process of engaging in the multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds. (Garcia, 2009, p.45).
Further interrogation reveals two related assumptions within this construct:
- usage-based linguistic norms of plurilingual interaction are emphasised as opposed to monolingual norms
- languages are no longer understood as discrete systems but rather a language continuum which is accessed according to perceived need in context.
For a more detailed explanation, please refer to ROMtels Handbooks 1 and 2 at: http://research.ncl.ac.uk/romtels/resources/guidancehandbooks
2 | Who lives and learns in the UK, France, Finland and Romania?
Before going further, it is useful to gain some perspective on the languages and communities that make up our school populations. The UK and Finland appear to keep the most detailed statistics of population and education specific demographics. Each country is considered in turn. We then consider what it means to collect statistical information at school level.
NOTE: each country uses different terminology to describe groups of people. The evidence given below employs the language as used in each context. This does not always reflect the language employed by the ROMtels project as evident in the guidance documents.
National statistics
UK
The most populous city regions in the UK, mid-2015
Estimated population of city regions, mid-2015
This shows that the North-East, where Newcastle is situated is one of the most populated regions of UK.
Here we can also see that although immigration into the North East was greater than emigration, it is not as significant as in other areas of the country, noticeably London.
Languages other than English spoken in England and Wales, 2011 census
In the 2011 census, the most popular language apart from English was Polish.
All statistics available from: https://www.gov.uk/government/statistics
In the UK, NALDIC (https://naldic.org.uk/) estimates that there are more than 360 languages spoken by pupils in schools, and this probably does not include dialects.
In France it is forbidden to run ethnic and language surveys but The French Delegation for French language and Languages in France DGLFLF has reported 75 languages were spoken by children in French schools in 1999 (CERQUILIGNI 1999) so it is probable that there are more than 100 languages spoken in France today.
Languages spoken in France by adults as a native or learned language 2012
Statistics from the 2011 census showed Roma to be the second largest minority in Romania.
From: http://languageknowledge.eu/countries/france
The population of Romania has been reducing since 1990 (http://data.worldbank.org/indicator/SP.POP.TOTL?locations=RO).
As the chart to the right shows, there are pupils in schools in Romania with languages other than the language of schooling, but the focus in this document will be the Roma children in Romania.
Finland
Foreigners in Finland
Statistics Finland: http://www.stat.fi/tup/suoluk/suoluk_vaesto_en.html
Population by language
Statistics Finland: http://www.stat.fi/tup/suoluk/suoluk_vaesto_en.html#populationbylanguage
Largest groups of foreign background among the Finnish population on 31 December 2015
From: http://www.stat.til/vaerak/2015/01/vaerak_2015_01_2016-09-23_tie_001_en.html
The share of under school-age children (aged 0 to 6) with foreign background was 7.9 per cent at the end of 2015. One in five of under school-age children are already of foreign background in Greater Helsinki. Of all people with foreign background, more than one-half lived in Uusimaa. Of second generation immigrants with foreign background, 61 per cent lived in Uusimaa.
Examined by municipality, the share of people with foreign background among Mainland Finland municipalities was highest in Vantaa, 15.8 per cent, and Espoo and Helsinki, 14.3 per cent.
Both From: http://www.stat.til/vaerak/2015/01/vaerak_2015_01_2016-09-23_tie_001_en.html
According to the data of Statistics Finland’s education statistics, there were 1.2 million pupils and students in Finland in 2012. Of them, 542,100 were studying the comprehensive school curriculum. In post-basic level education the highest number of students was found in vocational education. There were most foreign-language speaking students, whose native language was not Finnish, Swedish or Sami, in Southern Finland. Most commonly, the native language of foreign-language speaking students was Russian or Estonian. Foreign students’ nationality was most often Russian, Estonian or Chinese.
From: http://www.stat.til/opiskt/2012/opiskt_2012_2014-01-29_tie_001_en.html
A study of languages other than Finnish in Finland, 2013 estimated 150 additional languages spoken (http://www.kotus.kielitieto/kieliet)
NOTE: Apart from Romania there is no mention of Roma pupils specifically in the population statistics for UK, France and Finland.
School level statistics
Most schools capture statistics about pupils’ language when pupils register at the school, and parents complete a form. In the UK, this often also includes details of pupils’ ethnicity. There are many reasons why this process may not capture the reality of pupils’ plurilingual lives, for example:
- Parents’ understanding of the purposes of such forms and the information gathered. They may believe that certain languages are less valued by schools, or that schools prefer pupils whose parents speak the language of school at home, or that children will be judged as less able on entering the school if they acknowledge other languages. There may be good reasons for these judgements based on prior prejudicial experiences of institutionalised forms of education such as schooling, in other countries or the current country of residence.
- Parents from communities which have or continue to face social and political discrimination may believe the information gathered will result in discrimination of their children.
- Parents may believe that children should only use the language of school whilst in school.
- Parents may have difficulty completing the form without translation support.
- The forms may not fully reflect languaging practices and hence parents record inaccurately or as other.
- Some languages do not have names in a way that is usefully recorded in a written form.
The forms themselves in terms of the information gathered may act to exacerbate parent fears concerning such information gathering. For example, in England from September 2017, all schools must collect information on children’s country of birth, their nationality and level of English proficiency based on 5 new levels (see Schools Week, March, 2017). This policy may direct schools away from the collection of more finely tuned information about pupils’ actual experiences outside of school, towards an emphasis on proficiency, which may in turn influence parents’ perceptions of any information passed to schools.
The ROMtels project is guided by the European Commission’s Ten Common Basic Principles for Roma Inclusion (http://www.coe.int/t/dg4/youth/Source/Resources/Documents/2011_10_Common_Basic_Principles_Roma_Inclusion.pdf), which form a major element of the ethical guidance contained within the partnership agreement. Under principle 1, an overarching guide, which insists that projects should not be based on preconceptions, it states: attention should be paid to studies and other sources of factual information, visits should take place in situ and, ideally, Roma people should be involved in the design, implementation or evaluation of policies and projects. It is therefore important not to make assumptions based on prior knowledge or stereotypes; schools must ensure they collect information about languaging from those attending school now, and involve them fully in this process.
So it is important to think critically about:
- When this information is collected as well as how. It might be better to do this after schools have developed a trusting reciprocal relationship with parents and communities. In ROMtels, we found that Roma parents with younger children were acknowledging their cultural and linguistic heritage in pupil registration forms after the project had started, whereas they did not do so for their older children who were already registered.
- Whether a written form is the best way to capture languaging complexities, and if a written form is used, how might it be improved.
In ROMtels we developed a recording sheet for pupils which could be used by schools for parents to do together with their children at home to capture not just their translanguaging practices, but also the pupils’ and/or parents’ feelings about those practices. Of course nothing replaces conversation, but this may be used as a tool to support such conversations with a translator.
The idea is that children fill in each bubble with a language and a person/people they use that language with. They then add a sticker (or emoji if using this electronically) to show how each situation makes them feel. The classroom context can be a reflection of what they would like to happen or what currently happens. The electronic version can be found at http://research.ncl.ac.uk/romtels/strands/wg5/wg5resources/(WG 5.3) . This could easily be adapted by changing the contexts, and adding boxes/symbols for speaking and reading/writing.
Opposite are some examples from the ROMtels research in a year 2 class in Newcastle. The first one is more typical of the responses where pupils show they don’t enjoy speaking in English only in the classroom. But there are a few pupils who, like the 2nd example, say they enjoy speaking English better; in this case in all contexts.
National, regional and school-level statistics are one thing, but hearing first-hand about people’s experiences in arriving in a country without speaking the language is quite another. One day in 2016, one of the Roma parents originating from a small town in Slovak Republic, sat down and told us her story. She allowed us to video record her. We knew she excelled at translanguaging and translation, so it was interesting to hear what schooling was like for her as a Roma before she came to Newcastle. You can find Marta’s story here: http://research.ncl.ac.uk/romtels/strands/wg1/wg1resources/ (WG1.13, autobiography).
Next we will place the languages for dignity approach in a theoretical framework, before sharing the practice we undertook in the ROMtels project, in which Marta has played a significant role.
3 | Languages for Dignity: conceptual underpinnings
The purpose of this section is to set out the conceptual underpinnings for our approach, Language for Dignity. Dignity in this context encompasses social justice for people and their languages. Some languages, and their dialects, may have well-established names and written forms, others may not, but in our approach we recognise that all are important in the lives of pupils and their families.
Dignity here refers to a well considered approach to teaching that develops a symbiotic relationship between teachers and families. Our starting point is twofold. Firstly we recognise that parents and families are the experts on their own children’s language use. They know what languages and forms of languages children use, and when, and with whom and why. Secondly teachers are the experts of pedagogical and curriculum knowledge that is needed in the development of enquiry-based resources that tap into pupils’ motivations and discovery and address the requirements of the local and national curricula. Enquiry-based resources that incorporate children’s home languages are based on parents and teachers’ collaboration – one set of knowledge and understanding is not sufficient without the other. Both are required equally and these equal roles have an emancipatory impact on pupils and teachers in schools, on parents’ involvement with schools and the overall school community.
In the development of our conceptual underpinnings we draw firstly on sociocultural theories of learning. Dell Hymes’ pioneering work regarding sociocultural perspectives is important as we draw on the ways translanguaging is used in everyday social contexts. Hymes’ multidisciplinary concern with language in society, particularly the connections between speech and social relations, are critical for the ROMtels project. Roma dialects are almost never heard in school contexts, thus the education system plays a role in silencing Roma pupils. Tove Skutnabb-Kangas (2000, 2006) work on principles and practices that arise from human rights legislation renews the call to include all children’s languages in educational contexts, and she reminds us that depriving people of their human rights, such as linguistic rights, leads to conicts.
We see all languages as rich and meaningful, and following Edward Said’s work on postcolonialism we reject the view that only Western languages and/or the languages of schooling are civilized, and others are primitive and backward. The concept of funds of knowledge, originally developed by Moll (1992) and his colleagues in Arizona, USA, refers to the potential resource for educational change held within families and their communities. Funds of knowledge is one way of accepting that pupils’ learning has taken place through lived experiences, and in different languages, and within different social networks all of which have complicated and long histories which encompass dimensions of power, marginalisation and discrimination. Funds of knowledge facilitate a view that children’s learning and life experiences are intertwined, and should be considered rich, thick and multi-stranded. This view helps teachers to accept, validate and valorise learning at home, in the languages of home and communities. When teachers approach children’s learning...
through the lens of English and through the anticipated English-only practices, rather than funds of knowledge, their view of the children is thin and single-stranded.
In developing pedagogical practices by drawing on pupils and families’ funds of knowledge we accept that these have been developed through life experiences and within social networks which are flexible, adaptive and active and often involve multiple persons from outside the homes. Also drawing on Yosso’s (2005) extension of funds of knowledge in which he identifies six forms of capital, the ROMtels project understands our work as supporting communities:
- Aspirational capital as the ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers
- Linguistic capital as the intellectual and social skills attained through translanguaging communication experiences
- Familial capital as the development of translanguaging repertoires which carry a sense of community history, memory, and cultural intuition
- Social capital in networks of people and community resources to provide both instrumental and emotional support to navigate through society’s institutions
- Navigational capital in ways to manoeuvre through social institutions such as schools
- Resistance capital in mechanisms to challenge linguistic and education inequalities.
4 | Languages for Dignity: ROMtels process
In this section we report on the process undertaken in working with Roma families, but this may be useful as guidance for working with any linguistic community, employing digital means where necessary or appropriate to context and community.
Stage 1: Working in the community
ROMtels wanted to find out which languages were spoken by the Roma pupils in each context, starting in Newcastle. We began by working with charities and other NGOs working to support communities in the local area to identify people from within the communities or working closely with them who were able to translate to and from English. Once we had identified translators trusted by the communities, and established trusting relationships with them, we then started working with the communities, travelling to places where support was offered. This stage took about 6 months. The following describes subsequent stages undertaken with families.
Stage 2: working in school
The next stage involved several steps; firstly working together to identify the Slovak Romani dialects, undertaking translation and recording, then opening the enquiry room to the wider Roma school community, repeating the process with Czech and Romanian Roma parents, and finally translating the children’s work back into English. The research project could not have happened without collaboration with Roma parents in the UK, France and Finland.
Identifying and naming the languaging practices
We then started to work with parents in the Newcastle school. The Slovak/Czech translator (Zaneta Karchnakova) was then employed by the school as a translator/community worker. By the time of our first meeting with parents, a mothers group was already firmly established for the Czech/Slovak Roma parents of children at the school. Ten mothers and one father attended our first ROMtels meeting at the school. With outstanding translation from Zaneta, we explained the premise of the project. We had two guiding principles which we shared with the parents, and which they readily accepted:
- We need you to help us help your children.
- Nobody is as much of an expert in knowing your child’s languaging as you are, so we need you to share this expertise.
These principles expect aspirational capital as a given for all parents, whilst acknowledging the need for the development of navigational capital in terms of the institution of schooling. It
draws on linguistic, social and familial capital as funds of knowledge, or sources of expertise, in so doing building navigational capital alongside the capital of all involved in resisting current educational inequities.
The parents were interested in both the technology and the content, particularly the Great Re of Tyneside. The conversation then turned to their languages and which languages were spoken in the home. The range of translanguaging in the home became immediately clear (see section 5 below), but when it came to specifying their Roma languages, the conversation went something like this:
**Researcher (R):** what languages do you speak?
**Parents:** what do you mean?
**R:** what’s the name of your language?
**Parents:** what do you mean?
**R:** do you speak Slovak?
**Parents:** yes
**R:** do you speak Roma?
**Parents:** yes
**R:** oh great, which Roma?
**Parents:** what do you mean?
Parents in that first meeting were adamant that they all shared the same language and that it was called Roma, Gypsy or Zigan. We then introduced a list of common nouns and asked the families to tell us what word they would use. Immediately, differences became apparent, which fascinated the families. The level of interest in this simple linguistic exercise played a major role as a catalyst to sustained and widened community involvement in the project.
Over the next series of meetings, we began to identify the languages by using a database created by academics at Manchester University, led by Professor Yaron Matras called the database of Romani dialects (http://romani.humanities.manchester.ac.uk/rms). This database allows you to identify specific Romani dialects through location (country and region) and/or audio recordings and some transliterations (translations written using the English alphabet so non-Romani English speakers can attempt to read). Here are some suggestions for how to use this database with Roma families.
Before meeting parents:
1. Identify some key words in the database beforehand and make a simple recording sheet which includes the word/phrase number in the database for easy later access. If you don’t do this, you may end up capturing words you can’t then identify as a particular dialect.
With the aid of a translator (see stage 1 above):
2. Locate the parents’ country of origin
3. Locate the region as listed in the Manchester database (http://romani.humanities.manchester.ac.uk/rms/) If this isn’t possible, miss this step out
4. Try out some of the words in the database under that country (and region), by iterating for that dialect and then opening the sound i.e. You will probably have to replay several times.
5. If this doesn’t work, try a country close by and start again.
If you want to see this process in action and the reaction of parents, you can view parents in France using the database at http://research.ncl.ac.uk/romtels/resources/videos/ (Translanguaging for learning, FP1-4).
The parents have been consistently fascinated by the fact that anyone is interested in their languages let alone that academics have endeavoured to name these languages! We have no doubt that this process of identifying languages together with the principles outlined above, and the work of Zaneta in enabling this, contributed towards parents’ further involvement in the project in the next phase when we asked them to translate the character scripts for the ROMtels learning enquiries. One mother, Marta Kaliasova, and one father, Laco Mitras, came forward to do the translations and recordings.
**Collaborative translation: or translanguaging?**
Our first translation sessions at the school started by watching the English language animations for each character in each Enquiry. Then Zaneta translated each character’s script from English to Czech (very close to Slovak). After that, Zaneta worked with the parents to translate from Czech into a translangued form of East Slovak Roma and Slovak. We gave
the parents one simple instruction:
*say it as you would at home so your children would understand, using whichever languages you like, in whatever combination.*
We then needed the process to become more efficient: Zaneta translated the scripts from English to Czech in advance of each session. This meant that Laco and Marta could focus on moving from Czech to Slovak and East Slovak Romani. It also meant that when the parents were working on separate characters’ scripts, Zaneta had already read both full scripts so could more easily swap between the two (not take everything one sentence at a time).
The parents then recorded each sentence, or group of sentences, as an MP3 file using an audio recorder. The parents also checked each other’s translation, to spot errors or agree changes. They made some of these changes to their written translanguaged scripts, and some changes when they read each sentence aloud as a practice prior to recording it.
The parents did not simply translate into East Slovak Roma. They took each unit of meaning and decided how to capture this in a combination of Roma and Slovak to make it the most accessible to the children, drawing on Slovak, for example, if children were more likely to recognise less commonly used (or non-existent) words in East Slovak Romani.
We are calling this process *translanguuation* to capture both elements: translation and translanguaging.
**Sharing our work with the wider Roma parent community**
The school held an opening event for the enquiry room for all Roma parents which coincided with International Roma Day celebrations. We were joined by a local secondary school pupils’ music band which included several Roma pupils. Over 45 families attended the event. Marta and Laco spoke publicly about their experiences and encouraged others to become involved.
Following this, we held another meeting for Romanian Roma parents and one mother then came forward to offer her wider family as translators. The mother’s sister-in-law translated into English whilst her parents (a child’s grandparents) translated into Ursari the identied dialect, and made the recordings. They thoroughly enjoyed the experience and immediately asked if there was anything else they could do to help. As the grandmother put it, I’m too young to be doing nothing!
**LEFT**
Putting older and younger heads together with technology to translanguate
Opening of the ROMtels Translanguaging Enquiry Learning Space at Westgate Hill Primary School, Newcastle
Sharing ROMtels to a wider academic audience
Finally, we encouraged all of the parents (and grandparents) who have worked with us to help us present our findings to both professional and academic audiences. Marta and Zaneta presented their work with us in front of local teachers, Headteachers, and specialist service providers in Newcastle University (see a video of this event at: http://research.ncl.ac.uk/romtels/strands/wg1/wg1resources/ (Wg1.13 conference video)). Then again in London at the ROMtels dissemination event in front of academics and policy makers.
5 | Languages for Dignity: ROMtels findings
Our work with the families revealed many facets of Roma, some of which may also be found in Roma communities elsewhere:
- Roma exists in many dialects. (See a powerpoint presentation on the historical development of Roma from its early origins in India at: http://research.ncl.ac.uk/romtels/resources/conferences/ (CN6)).
- Roma tends to be reserved for communication between members of the family or close community in the home. Otherwise they speak in their shared European language.
- Roma families tend not to attribute a name to their language/dialect, referring instead to Roma, Romani, Zigan or other words meaning gypsy or of gypsy heritage.
- There is currently no standardised version of Roma used for writing across countries and continents. Those Roma parents and children who offered to write their dialect, did so using the orthography of their European language. So if they came from the Slovak Republic their written Roma would take on the characteristics of Slovak, and if from Romania, then it would look like Romanian.
Children had a variety of experiences with Roma in their homes, so their languaging practices varied greatly. For example, the Roma Slovak parents in Newcastle, UK, told us their children experienced:
- fluent Roma, not much Slovak in the home
- mostly Slovak, a few words of Roma from the home (Slovak and Roma in a translanguaged form)
- mostly Slovak, a few words of Roma learned from other children (not from parents)
- fluent Slovak; understand some Roma but not spoken at home
- mixture of Slovak and Roma in the home
- mixture of Czech, Slovak and Roma in the home.
This process was repeated in France, Finland and Romania and we identified the following Roma dialects in the communities we worked with:
| | Slovak Republic | Czech Republic | Romania |
|------------------|-----------------|----------------|---------------|
| Newcastle | 1. East Slovak Romani | can understand East Slovak Romani | Ursari |
| | 2. Czeck Vlax | | |
| Sete near Montpellier, France | | | Ursari; some Kalderash |
| Tinca, Romania | | | Korturare |
| Helsinki region, Finland | | | Ursari |
The process undertaken as described in this section, including the guiding principles, together with the theoretical underpinnings and Yosso’s (2005) six forms of capital, is what we have termed a Languages for Dignity approach. This process is not simply about inviting parents into the class to hear pupils read, or to help with art and craft activities. Whilst these are valuable activities, the Languages for Dignity approach requires parents to become involved in producing prestigious pedagogical resources drawing on their funds of knowledge in translanguaging. It requires teachers to understand this capital and collaborate with parents in combining it with their pedagogical capital to produce meaningful, longstanding, reciprocal and trusting relationships in the production of classroom resources which support all children’s learning.
The tangible outcomes of this process, which include improved school attendance and academic grades, alongside changed teacher attitudes and practices, are discussed fully in the project report available on the project website at: http://research.ncl.ac.uk/romtels/strands/results/resultsresources/(WG6.2), and in the project dissemination event presentation powerpoint also on the project website at: http://research.ncl.ac.uk/romtels/resources/conferences/(CL3).
**Translanguaging as an Emancipatory Practice**
Our findings also include the conclusion that translanguaging in collaboration with communities in a Languages for Dignity approach is emancipatory.
Pupils can now draw on all and any of their semiotic resources for learning and in so doing become identified by fellow pupils and their teachers as plurilingual. In turn this can impact on their self-construction as expert learners and in pride in all of their languages.
A wonderful opportunity to see this in practice in the collection of videos under the category translanguaging and affect at: http://research.ncl.ac.uk/romtels/resources/video/.
Parents are viewed as translanguaging experts by their children, teachers, academics and themselves.
Pupils and parents view institutions such as schools and museums as spaces within which their language is as much a living, current and respectable language as any other: a language they can be proud of, and a space that belongs also to them.
Teachers are freed to use pedagogical approaches which greatly benefit all pupils in their class.
Mixed language group of year 2 pupils, including 3 Slovak Roma pupils who recognised their own language.
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TOUCHSTONE 3
with DVD
Michael McCarthy
Jeanne McCarten
Helen Sandiford
www.irLanguage.com
VIDEO ACTIVITY BOOK
Touchstone
Marcia Fisk Ong
Series Authors
Michael McCarthy
Jeanne McCarten
Helen Sandiford
این مجموعه با لوگوی مرجع زبان ایرانیان به صورت نشر بر خط و حامل به ثبت رسیده است. به ثبت رسیده است که بر داری از آن خلاف شرع، قانون و اخلاق است و شامل پیگیری خواهد شد.
3
Video Activity Book
CAMBRIDGE UNIVERSITY PRESS
## Contents
**Introduction: To the Student** ................................................................. iv
**Worksheets**
- Episode 1, Act 1 .................................................................................. 1
- Episode 1, Act 2 .................................................................................. 5
- Episode 1, Act 3 .................................................................................. 9
- Episode 2, Act 1 .................................................................................. 13
- Episode 2, Act 2 .................................................................................. 17
- Episode 2, Act 3 .................................................................................. 21
- Episode 3, Act 1 .................................................................................. 25
- Episode 3, Act 2 .................................................................................. 29
- Episode 3, Act 3 .................................................................................. 33
- Episode 4, Act 1 .................................................................................. 37
- Episode 4, Act 2 .................................................................................. 41
- Episode 4, Act 3 .................................................................................. 45
Character descriptions
Touchstone Video is a fun-filled, compelling situational comedy featuring a group of young people who are friends. David Parker is a reporter. His roommate is Alex Santos, a personal trainer. David’s friend Gio Ferrari is a student visiting from Italy. Liz Martin is a singer and Web designer. She lives with Yoko Suzuki, a chef. Kim Davis is David’s co-worker. She works in an office.
Through the daily encounters and activities of these characters, you have the opportunity to see and hear the language of the Student’s Book vividly come to life in circumstances both familiar and entertaining.
This is David Parker. He’s a reporter.
This is Yoko Suzuki. She’s a chef.
This is Alex Santos. He’s a personal trainer.
This is Gio Ferrari. He’s a student. He’s from Italy.
This is Liz Martin. She’s a Web designer and singer.
This is Kim Davis. She’s David’s co-worker.
The Video
Welcome to the *Touchstone* Video. In this video you will get to know six people who are friends: David, Liz, Yoko, Alex, Kim, and Gio. You can read about them on page iv.
You will also hear them use the English that you are studying in the *Touchstone* Student’s Books. Each of the four levels of the Video breaks down as follows:
| Episode 1 | Act 1 | Act 2 | Act 3 |
|-----------|-------|-------|-------|
| | | | Student’s Book units 1–3 |
| Episode 2 | Act 1 | Act 2 | Act 3 |
|-----------|-------|-------|-------|
| | | | Student’s Book units 4–6 |
| Episode 3 | Act 1 | Act 2 | Act 3 |
|-----------|-------|-------|-------|
| | | | Student’s Book units 7–9 |
| Episode 4 | Act 1 | Act 2 | Act 3 |
|-----------|-------|-------|-------|
| | | | Student’s Book units 10–12 |
Explanation of the DVD Menu
To play one Episode of the Video:
- On the Main Menu, select *Episode Menu*.
- On the Episode Menu, select the appropriate *Play Episode*.
To play one Act of the Video:
- On the Main Menu, select *Episode Menu*.
- On the Episode Menu, select *Act Menu*.
- On the Act Menu, select the appropriate *Play Act*.
To play the Video with subtitles:
- On the Main Menu, Episode Menu, or Act Menu, select *Subtitles*.
- On the Subtitles Menu, select *Subtitles on*. The DVD will then automatically take you back to the menu you were on before.
To cancel the subtitles:
- On the Main Menu, Episode Menu, or Act Menu, select *Subtitles*.
- On the Subtitles Menu, select *Subtitles off*. The DVD will then automatically take you back to the menu you were on before.
The Worksheets
For each Act there are *Before you watch*, *While you watch*, and *After you watch* worksheets.
For *While you watch* worksheets:
- Find **DVD 0** on your worksheet.
- Input this number on the Video menu using your remote control. The DVD will then play only the segment of the Video you need to watch to complete the task.
We hope you enjoy the *Touchstone* Video!
A Complete the crossword puzzle with the words in the box.
| Across | Down |
|--------|------|
| 3. Danny is an incredible artist. He always comes up with new ideas. He’s _______. | 1. Albert Einstein was extremely intelligent. People call him a _______. |
| 4. Anna never likes to wait for anything. She’s _______. | 2. Lisa dances, sings, and plays the guitar very well. She’s _______. |
| 6. Tim always gives good advice because he’s honest and _______. | 3. I have to work really hard and learn a lot of new things at school. It’s _______. |
| 7. Carrie likes to give her friends things. She’s very _______. | 5. Sean is sensible and good at dealing with problems. He’s really _______. |
B Read the horoscopes. Find and circle the personality and behavior words from Exercise A.
**Weekly Horoscope**
**Gemini**
Your life is very challenging right now. Don’t be impatient with friends, and don’t take things too seriously. Try to relax and everything will be OK soon! If a friend asks to borrow something, be generous and give it to him or her.
**Leo**
You’re so talented – you’re always doing many different things. You’ll feel very creative today, so it’s a good day to start a new project. Friends come to you for help because you’re so practical and down-to-earth. They think you’re a genius when you help.
A Whose horoscope talks about these things? Check (✓) the correct answers.
(You will check one of the items more than once.)
| Whose horoscope talks about . . . ? | being generous | enjoying life more | a future decision | good news | hard work | success |
|-------------------------------------|----------------|--------------------|-------------------|-----------|-----------|---------|
| 1. Yoko’s | | | | | ✓ | |
| 2. David & Liz’s | | | | | | |
| 3. Alex’s | | | | | | |
| 4. Gio’s | | | | | | |
B Circle the correct answers.
1. Alex has been to the park _______.
a. once
b. many times
2. The park is _______ to get to.
a. hard
b. easy
3. Yoko reads horoscopes for _______.
a. advice
b. fun
4. Yoko reads _______ horoscope.
a. a fake
b. the wrong
5. David says that Yoko is always _______.
a. doing many different things
b. helping other people
6. Liz _______ read her horoscope.
a. has already
b. hasn’t
7. Alex is always borrowing David’s _______.
a. laptop
b. MP3 player
8. Liz thinks her horoscope sounds _______.
a. wrong
b. right
9. Alex’s horoscope says he’s always _______.
a. having a lot of fun
b. working hard
10. Gio is _______ to hear his horoscope.
a. afraid
b. excited
11. Gio’s horoscope says he’s _______ part of his personality.
a. developing
b. ignoring
C Listen for these sentences. What do the people say exactly? Circle the correct answers.
1. Alex It’s an incredibly / a really nice park.
2. David And it’s totally / pretty easy to get here.
3. Alex Yeah, that was pretty / very lucky. I get so / pretty impatient when I have to drive in heavy traffic.
4. Yoko Well, this one’s for me. It’s surprisingly / amazingly true.
“You’re extremely / really talented, practical, down-to-earth, a wonderful chef . . .”
5. David And you do them all very / really well.
6. Liz I already read it. It’s not good at all / very good.
D Listen for what the horoscopes say about these things. Complete the sentences with the correct adverbs and adjectives.
1. Work is ____.
2. Your boss is ____ to keep up with.
3. Success is ____ to you.
4. Everything is ____ in your life.
5. But you have a(n) ____ decision to make soon.
6. You’re a(n) ____ genius.
E Put the conversation in the correct order. Then watch the video and check your answers.
Alex Have you been to this park before?
Alex Yeah, many times. It’s a really nice park. It has the most incredible view.
Gio It sure is. It feels good to be outdoors.
Alex Yeah, that was pretty lucky. I get pretty impatient when I have to drive in heavy traffic.
Gio No, I haven’t. Have you been here before?
Alex Ah! It’s a perfect day for a picnic!
David And it’s pretty easy to get here. I mean, we got here fast. There wasn’t much traffic.
A What can you remember? Write one thing the horoscopes said about each person.
1. Yoko She always works hard.
2. David
3. Alex
4. Gio
B Match the questions to the answers. Then practice with a partner.
a. He’s great, but he’s always borrowing my things.
b. Yes, she is. She’s an artist and a musician. She’s extremely talented.
c. She’s nice, but she’s very demanding. She’s always working late.
d. It’s a little challenging. I’m working pretty hard.
1. How’s your new roommate?
2. Is your sister an artist?
3. How’s work?
4. How’s your new boss?
C Write two or three sentences to describe the habits and qualities of two people you know well. Then compare sentences in small groups.
| Name | Name |
|------|------|
| | |
| | |
| | |
“My brother James is a musician. He’s really talented. He’s always performing at local events and parties.”
A Complete the sentences with the words in the box.
1. Bill is an executive with a large company. He has a lot of power and makes important decisions. He has a **high-powered** job.
2. Cindy loves her job at the animal hospital. She doesn’t make a lot of money, but she helps people and their pets. Her job is ________________.
3. Teachers work long hours and have a lot of extra work to do outside of school hours. Their work is very ________________.
4. James works all the time and finds it hard to stop working. He never takes vacations. He’s a ________________.
5. Marion has a lot of money, so she only works when she wants to! She’s ________________.
6. Sometimes I’m stressed because I have too much work, and sometimes there isn’t any work at all. My life isn’t very ________________.
B Complete the sentences with the present perfect. Use contractions.
1. I’ve been _________ (be) to Thailand, but I _____________ (not be) to Bali. I _____________ (hear) it’s beautiful.
2. We’re going to New Zealand for three weeks. I _____________ (want) to go there for a long time.
3. I’d like to go somewhere unusual, like Laos. I _____________ (take) some trips, but I _____________ (not go) anywhere like that.
4. My cousin _____________ (do) a lot of amazing things. He _____________ (travel) all over South America, and he _____________ (try) hang gliding.
A What topics do David and Gio talk about? Check (✓) the correct topics.
1. □ hobbies
□ work
2. □ David’s boss
□ David’s co-worker
3. □ travel
□ entertainment
4. □ South Africa
□ South America
5. □ a family member
□ a close friend
6. □ a blog
□ a magazine article
7. □ goals
□ regrets
B Check (✓) true or false.
1. David’s boss is easy to work for. □ True □ False
2. David doesn’t like his job. □ True □ False
3. David has traveled to a few places. □ True □ False
4. David has visited Machu Picchu. □ True □ False
5. David recently became interested in ancient cities. □ True □ False
6. Gio’s sister Monica is a world traveler. □ True □ False
7. Monica works for a computer company. □ True □ False
8. Gio is finishing school in about a year. □ True □ False
9. Gio wants to earn a lot of money when he graduates. □ True □ False
10. David feels worse after talking to Gio. □ True □ False
C Listen for these sentences. Complete the sentences with the correct form of the verbs in the box. (You will use one verb more than once.)
be go hear take travel want
1. Gio Really? But you’ve ________ to a lot of places.
David Uh, I’ve ___________ a few trips with friends, I guess. But I’ve never ___________ anywhere, you know, exciting.
2. David Well, I’ve always ___________ to go backpacking in South America.
3. Gio Wow. I’ve ___________ it’s the most amazing place.
4. David Well, I’ve always ___________ interested in ancient cities.
5. Gio You know, my sister Monica’s ___________ there.
6. Gio Actually, she’s ___________ all over the world. She’s ___________ scuba diving in Costa Rica, hiking in the Himalayas . . .
D Who says these things? Check (✓) the correct name.
| 1. I also want time to enjoy life. | David | Gio |
|----------------------------------|-------|-----|
| 2. I’ve learned a lot about myself. | | |
| 3. What do you want to do? | | |
| 4. I think it’s important to do something useful with your life. | | |
| 5. You have to keep your life balanced. | | |
| 6. I also want to help people. | | |
| 7. You’re the best. | | |
| 8. That’s what friends are for. | | |
E Listen for these parts of Gio and David’s conversation. Match the sentences with the responses.
1. Well, I’ve tried that, but he doesn’t really listen. It’s so unfair. ____
a. Do you?
2. Well, I don’t know. I’ve always wanted to travel more. ____
b. It sure is.
3. I really want to see Machu Picchu. ____
c. Really?
4. Cool. You know, my sister Monica’s been there. ____
d. You’re kidding.
5. She’s been scuba diving in Costa Rica, hiking in the Himalayas . . . ____
e. She has?
6. She works for herself. She’s a computer specialist. ____
f. You do?
7. I know what you mean. ____
g. I think that’s great.
A What can you remember? Answer the questions.
1. What would David like to do?
David wants to travel more.
2. What would Gio like to do?
3. What advice would you give David and Gio about their plans?
B Complete the conversations with a response from the box. Then add a follow-up question. Practice with a partner. Try to keep the conversation going.
| Do you? | He has? | ✓ She does? | They have? | You have? |
|---------|---------|-------------|------------|-----------|
1. A Alison wants to go to Hawaii.
B She does? Why does she want to go there?
2. A I really want to have my own business.
B
3. A I’ve always wanted to try hang gliding.
B
4. A My brother has been to Peru five times.
B
5. A My parents have lived in a lot of different countries.
B
A Alison wants to go to Hawaii.
B She does? Why does she want to go there?
A She’s always wanted to learn how to surf.
C Complete the sentences. Then compare your answers with a partner.
1. I’ve always wanted to ____________________________________________.
2. I’ve never gone _________________________________________________.
3. I’ve never been to _______________________________________________.
4. My dream is to __________________________________________________.
“I’ve always wanted to learn to play the piano.”
A Write the adverb form of these adjectives.
1. careful
2. correct
3. easy
4. fast
5. good
6. quick
7. serious
B Complete the sentences with adverbs from Exercise A.
1. When the bell rang, Meg finished her work ____________ and ran to the door.
2. Frances got upset when I made that joke. She takes everything so _______________!
3. If you answer all the questions ________________, you’ll win $2,000!
4. You play the piano ________________. Where did you learn how to play?
5. Please don’t drive so ________________! You’re making me nervous.
6. I always listen to people very ________________.
7. Your password should be a word that you can remember ________________.
C Match each trivia question with the correct category. Can you answer any of the questions?
| Question | Category |
|-------------------------------------------------------------------------|----------------|
| 1. What movie has won the most Academy Awards? | a. transportation |
| 2. When did World War I begin? | b. sports |
| 3. How long is the Nile River? | c. entertainment |
| 4. How many players are on a volleyball team? | d. history |
| 5. What is the busiest international airport in the world? | e. geography |
The Nile River
The busiest international airport
A Circle the correct answers. (You can guess.) Then watch the video and check your answers.
1. Where is the fastest passenger train in the world?
a. France b. Japan c. the U.S.
2. How fast can the train go?
a. 50 miles an hour b. 500 miles an hour c. 500 kilometers an hour
3. What is Tiger Woods’s real name?
a. Eldon b. Eldrick c. Derrick
4. Who won the Academy Award for best actress in 2004?
a. Halle Berry b. Nicole Kidman c. Hilary Swank
5. What’s the highest mountain in the world?
a. K2 b. Mount Everest c. Mount Kilimanjaro
6. What is *Into Thin Air*?
a. a book b. a TV show c. a movie
7. How long is a tennis court?
a. 22 meters b. 24 meters c. 26 meters
B Watch the video. Check (√) the correct people.
| Who . . . ? | Alex | David | Gio | Liz | Yoko |
|--------------------------------------------------|------|-------|-----|-----|------|
| 1. really likes “Brain Power” | | | | | |
| 2. likes to eat slowly | | | | | |
| 3. has ridden the TGV train | | | | | |
| 4. plays a lot of sports really well | | | | | |
| 5. is pretty competitive | | | | | |
| 6. can remember names pretty easily | | | | | |
| 7. is a fast reader | | | | | |
| 8. takes the game pretty seriously | | | | | |
| 9. can do math in his or her head pretty quickly| | | | | |
| 10. has the lowest score | | | | | |
C Why does each person say the following? Watch the video and match the sentences to the reasons.
1. “Oh, excellent!”
Gio says this because ___
2. “I, uh, like to eat slowly.”
Liz says this because ____
3. “Darn it!”
David says this because ____
4. “That was fun!”
Yoko says this because ____
5. “Be careful.”
Alex says this because ____
6. “Ah, ha! Try this one.”
David says this because ____
7. “You’re pretty good at this game after all.”
Gio says this because ____
8. “Wow, that was quick.”
Alex says this because ____
9. “I’m sorry.”
Yoko says this because ____
10. “Wow! I’m impressed!”
Yoko says this because ____
a. he doesn’t answer a question fast enough.
b. she’s impressed by Alex’s math skills.
c. he thinks Yoko is competitive.
d. he likes to play games.
e. Yoko answered a question fast.
f. she doesn’t want to play the game.
g. she enjoyed playing the game.
h. he’s surprised at Liz’s ability.
i. David gave the wrong answer.
j. he thinks the question is hard.
D Watch the video and listen for these sentences. Match the underlined expressions with the things they refer to. (One answer is not used. Another answer is used twice.)
1. David Hold on. I think I know this one. ___
2. Liz I’ve never heard of it. ___
3. Yoko That was fun. ___
4. Liz I actually know this! ___
5. Liz But I’ve heard it’s pretty good. ___
6. Yoko I just read a book about it last weekend. ___
a. the answer
b. the badminton game
c. Mount Everest
d. “Brain Power”
e. the movie
f. the TGV train
A What can you remember? Write one thing that you learned about each person. Do you have any similar qualities or interests?
1. Gio He loves to play games.
2. David
3. Alex
4. Liz
5. Yoko
B Answer the questions and add a comment. Then compare with a partner. How are you the same? How are you different?
1. Do you walk quickly or slowly?
2. Do you read quickly or slowly?
3. Do you play any sport well?
4. Do you remember names easily, or do you have difficulty remembering them?
5. Do you take things seriously, or do you like to make a lot of jokes?
6. Do you think carefully before you make a decision?
A Do you walk quickly or slowly?
B Actually, I walk extremely quickly – especially after work. I like to get home fast.
A I walk pretty fast, too. . . .
A Complete the sentences with the correct expressions.
| a choice | a living | a lot of thinking | ✓ a mess | some research | up my mind |
|----------|----------|------------------|---------|--------------|-----------|
1. Please don’t make ____________. I just cleaned the house.
2. You have a lot of good possibilities. You just need to make ________________!
3. I did ________________ to find out about good vacation spots.
4. I can’t make ________________ if I want to see a movie or stay home tonight.
5. I’d like to take a class or something, but I’m too busy trying to make ________________.
6. I’ve done ________________, and I’ve decided to move back to Tokyo.
B Match the statements with the responses. Then practice with a partner.
1. It seems like people are too busy to cook. ____
2. I don’t eat enough healthy foods. I’m going to have to make changes in what I eat. ____
3. You shouldn’t eat so much fast food. ____
4. I think most people want to eat better. ____
5. You’d better eat a good breakfast, or you’ll be tired all day. ____
a. You’re right. I don’t want to be tired today.
b. Absolutely! Look at how many people want to learn about healthy food.
c. I know, but it’s so convenient!
d. That’s for sure. I know I don’t have time to cook.
e. That’s true. But you do eat some healthy stuff.
C Number the lines of the conversation in the correct order.
____ Um, I don’t know. Whatever you’re having, I guess.
____ I’m having a ham sandwich.
____ I’m going to get something to eat. Do you want anything?
____ The deli across the street. What would you like?
____ No. You can pay me when I get back.
____ Yeah, sure. I’m a little hungry. Where are you going?
____ That sounds fine. Thanks. Should I pay you now?
A Circle the correct answers. Circle c. don’t know if the answer isn’t mentioned.
1. David is having a ______ and coffee for breakfast.
a. donut b. roll c. don’t know
2. David gets stir-fried noodles with ______ .
a. chicken b. shrimp c. don’t know
3. David is writing a story about ______ life.
a. city b. modern c. don’t know
4. David has to decide on his story today because ______ .
a. he’s going on vacation b. it’s due at 5:00 c. don’t know
5. The first idea is about ______ .
a. eating habits b. making a living c. don’t know
6. The second idea is about ______ .
a. marriage b. families c. don’t know
7. Kim likes the ______ idea.
a. first b. second c. don’t know
8. David decides to interview ______ .
a. a junk food addict b. a chef c. don’t know
B Listen for these parts of David and Kim’s conversation. Complete the sentences.
1. Kim Hey, David. I’m going out to get lunch. Do you want anything?
David Um, I’m _______ for _______. But thanks.
Kim Are you sure? It’s no problem.
David I’m _______. _______. Besides, I’m still finishing my breakfast.
2. Kim What would you like?
David Um, I don’t know. I’ll _______ whatever you’re _______, I guess.
Kim Stir-fried noodles? They’re pretty good.
David Yeah, that _______ good.
Kim With chicken or shrimp?
David _______ _______ is fine. Um, should I pay you now?
Kim Oh, you can pay now or when I get back. Whichever is _______ for _______.
C Listen for these sentences. Circle the ones you hear.
1. a. You made a mess in here.
b. You’re making a mess in here.
2. a. I did a lot of thinking.
b. I’ve done a lot of thinking.
3. a. I can’t make up my mind what to write about.
b. I couldn’t make up my mind what to write about.
4. a. Everyone is too busy just making a living.
b. Everyone is too busy just trying to make a living.
5. a. So people make bad food choices.
b. So people are making bad food choices.
6. a. I could do some research.
b. I did some research.
D Listen for the sentences and complete them with one of the expressions in the box. Then match the sentence with the responses.
| ‘d rather | going to have to | might want to | ’ve got to |
|-----------|-----------------|---------------|------------|
1. I ______________________ get it done before Thursday. ____
a. Well, can you get some help?
2. And I’m ___________________ decide today. ____
b. That’s a great idea!
3. I mean, you ___________________ talk to someone about your ideas – to brainstorm. ____
c. Exactly.
4. I ______________________ not cook unless I have to.
I just don’t have the time. ____
d. What are you working on?
E Listen for these sentences. Match the two parts to complete the opinions.
1. It seems like ___
a. interview a nutrition expert, or . . .
2. If you ask me, ___
b. interview Yoko.
3. It seems to me that ___
c. people are getting married much later these days.
4. I could ___
d. talk to her about your food choices, too.
5. But I don’t think ___
e. that will help people improve their diets.
6. I can ___
f. everyone wants to know how to eat better.
7. Maybe you’d better ___
g. the first idea is better.
A What can you remember? What were David’s two story ideas? Which idea does Kim like? Why?
Story ideas
1.
2.
Kim likes the first / second idea because
B Read the problems. Write advice using the expressions in the box. Then compare your answers with a partner.
| You might want to . . . | You should / shouldn’t . . . |
|-------------------------|-------------------------------|
| You’re going to have to . . . | Maybe you’d better . . . |
1. A My boss wants me to work late most days.
B
2. A My roommate always borrows my CDs, but she never returns them.
B
3. A My parents want me to be a lawyer so I can earn a lot of money.
B
4. A My roommate never washes the dishes after he cooks dinner.
B
C Think of two things you want advice about. Work in pairs, share your problems, and offer your advice and opinions. Use expressions from Exercise B and the boxes below.
| Giving opinions | Agreeing | Disagreeing |
|-----------------|----------|-------------|
| If you ask me . . . | Absolutely. | I know, but . . . |
| It seems like . . . | Definitely. | That’s true, but . . . |
| It seems to me that . . . | That’s for sure. | That’s interesting, but . . . |
| I think / don’t think . . . | You’re right. | |
A My roommate never helps around the house. I have to do all the cleaning.
B If you ask me, you should talk to him.
A I know, but I don’t want to start a fight . . .
A Complete the two paragraphs with the correct expressions.
1. I had a big ___________ for work today. The project didn’t make any ________________, so last night I had to work until 10:00 to figure it out. I was pretty ________________! When I handed it in today, the boss congratulated me. I was pretty ________________ of my work.
2. Last month I spoke to an ________________ to get some professional advice. After that, I quit my job and got a new one. I hope I made the right ________________. I mean, I don’t want to be ________________ with my new job!
B Match the two parts of the sentences.
1. We asked the teacher ____________
a. carry these boxes to my car?
2. The receptionist told us ____________
b. work late last week.
3. My boss made us ____________
c. to explain the assignment.
4. Have the students ____________
d. to wait in the waiting room.
5. I can’t get my parents ____________
e. borrow her car all the time.
6. My friend lets me ____________
f. wait in the classroom until the bell rings.
7. My dad wants me ____________
g. to understand how I feel.
8. Could you please help me ____________
h. to study medicine, but I don’t want to.
C Write three more sentences like the ones in Exercise B. Use the patterns in the chart.
| let / make / help / have + object + verb | get / want / ask / tell + object + to + verb |
|------------------------------------------|---------------------------------------------|
| 1. My friend lets me use her computer. | 1. We asked him to give us a day off! |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
A Circle all the correct answers. (One, two, or three answers are possible.)
1. Gio tells Yoko about ______.
a. a problem b. a phone call c. an interview
2. Gio talks about his parents’ ______.
a. business b. house c. dream
3. Gio says his parents don’t ______ him.
a. talk to b. visit c. understand
4. Yoko thinks ______ is important.
a. honesty b. pressure c. money
5. David plans to ______.
a. write an article b. interview Yoko c. learn some recipes
6. David and Yoko agree to meet ______.
a. tomorrow b. in the morning c. on Thursday
B Check (√) true or false. Then try to correct the false sentences.
1. Yoko’s boss asks her to stay late. □ True □ False
2. Gio is a little upset. □ True □ False
3. Gio’s parents own a toy company. □ True □ False
4. Gio wants to work in the U.S. for a few months. □ True □ False
5. Yoko’s parents hoped she would become a doctor. □ True □ False
6. Gio’s parents are going to be proud. □ True □ False
7. David’s article is about how to cook simply and eat better. □ True □ False
8. David has a meeting at noon. □ True □ False
C Listen for these sentences. Complete each one with the correct form of a verb in the box and the object that follows it. (Some verbs will not be used. Others will be used more than once.)
ask get have let make tell want
1. Gio They _______ _______ to move back to Italy after I graduate.
2. Gio My parents _______ _______ to work in the family business.
3. Gio They’ve always _______ _______ to be a part of it.
4. Gio I can’t _______ _______ to understand.
5. Yoko They did not _______ _______ to be a chef.
6. Yoko After that, they _______ _______ make my own decision.
7. Yoko _______ _______ to give you some time to think.
And _______ _______ , really nicely, not to pressure you.
D Listen for these sentences. Circle the ones you hear.
1. a. It’ll be fun!
b. It’s going to be really fun!
2. a. I’m going to talk to my boss . . .
b. I’ll have to talk to my boss . . .
3. a. Well, uh, what are you doing tonight?
b. Well, uh, what do you want to do tonight?
4. a. I’m working, but I’ll have some free time tomorrow morning.
b. I’m working, but I have some free time tomorrow morning.
5. a. Uh, I have a meeting at 8:00, but it should only take an hour.
b. Uh, I have a meeting at 8:00, but it will only take an hour.
6. a. So I’ll just meet you at the restaurant around 9:30 tomorrow, OK?
b. So let’s just meet at the restaurant around 9:30 tomorrow, OK?
7. a. Actually, I think this will be fun!
b. Actually, I think this is going to be fun!
8. a. I’ll talk to you later.
b. I’ll see you later.
A What can you remember? Answer the questions.
1. What was Gio’s problem, and what was Yoko’s advice?
2. Do you agree with her advice? What do you think Gio will do?
B Make plans to do something with your partner. Decide on a date and a time. Write your conversation using the ideas below. Try to add at least three more lines.
A What are you doing on _______? Would you like to go to _______?
B I’d love to. But I can’t go on _______. I’m _______. How about _______?
A That sounds great. What time should we meet? Is _______ OK?
B Actually, I _______, so I can’t meet that early. Can we make it _______?
A Sure...
C Talk about things your parents made you do. Complete the sentences for yourself. Then compare your answers with a partner.
1. When I was younger, my parents didn’t let me ____________________________.
2. They made me _________________________________________________________.
3. They wanted me to _____________________________________________________.
4. My __________________ is always telling me to ____________________________.
5. __________________ didn’t want me to ____________________________________.
A Match each food on the grocery list to a picture. Which two things on the list are not in the picture?
B Match the questions and answers. Then practice with a partner.
1. How did you learn to cook? ______
2. Do we have any eggs? ______
3. Did you have big holiday dinners when you were a child? ______
4. I need some soy sauce for this recipe. Do we have any? ______
5. Do you cook the vegetables with a lot of olive oil? ______
a. Yes, there’s a bottle in the fridge.
b. Yes, my relatives used to come over for Thanksgiving every year.
c. No, I just use a little.
d. Yes, I think there are a few in the fridge.
e. I used to work in my family’s restaurant when I was a child.
A Listen for these topics. Cross out the word or expression that isn’t mentioned.
1. **interview topics**
- Yoko’s experiences, how to diet safely, how to cook simply
2. **Yoko’s childhood**
- helped in the kitchen, stirred things, didn’t like cooking
3. **the Japanese diet**
- tofu, fish, rice
4. **Yoko’s advice**
- prepare meals on the weekend, buy frozen dinners, make simple dishes
5. **vegetables**
- delicious, roasted, raw
6. **in David’s refrigerator**
- milk, eggs, soy sauce
7. **today’s menu**
- baked chicken, grilled vegetables, wild rice
B Circle the correct answers.
1. Yoko is **excited** / nervous.
2. David is doing a **feature** / human-interest story.
3. Yoko, her mother, and her aunts used to cook for **a few** / a lot of relatives.
4. Yoko’s mother learned to cook from her **aunt** / mother.
5. Yoko says people don’t **eat out** / cook at home a lot.
6. David **eats out** / cooks a lot.
7. Yoko says busy people can **order takeout** / plan ahead.
C What do David and Yoko say about these things? Match the objects to the sentences that describe them. (One item matches to two sentences.)
1. Japanese food _____
2. frozen meals made on the weekend _____
3. frozen dinners from the store _____
4. vegetables _____
5. *tamago donburi* _____
a. David’s never tried them.
b. David doesn’t like them.
c. Yoko says it has fewer calories.
d. David loves them.
e. Yoko thinks it’s quick and easy.
f. Yoko thinks they’re expensive.
D Circle the correct answers.
1. Japanese food is healthy because it ______.
a. uses very little salt b. has very little fat
2. Yoko thinks people ______ too much nowadays.
a. eat b. eat out
3. David doesn’t have enough ______ to cook.
a. time b. energy
4. Yoko likes to make ______ simple dishes and freeze them.
a. a few b. a lot of
5. Yoko thinks people eat too much ______ food.
a. fast b. junk
6. Yoko likes roasted vegetables with a little ______ oil.
a. olive b. vegetable
7. David has a carton of eggs and ______ onions.
a. some b. a few
8. He also has ______ rice.
a. some b. a lot of
E Watch the video. Circle the correct words to complete Yoko’s memories.
When I was a little kid, I used to (1) cook with / help my mother in the kitchen. She would (2) let / have me open packages and measure and stir things. I always had a lot of fun.
When I got older, we used to (3) eat / have big family meals. All my aunts and uncles used to (4) come over / visit. My cousins would all (5) tease me / be playing, but I wouldn’t (6) leave / help in the kitchen. I would (7) work / stay with my aunts and my mother. We would (8) serve / cook for everyone.
A What can you remember? Write three or four sentences about how Yoko learned to cook.
Yoko used to help her mother in the kitchen.
B Write questions to ask a partner about their food and cooking experiences when they were younger. Then work with a partner. Take turns asking and answering your questions.
1. Who used to cook in your house when you were growing up?
2.
3.
4.
A Who used to cook in your house when you were growing up?
B My mother used to do most of the cooking, but once in a while my dad would cook.
C Think of a favorite memory of something that you did regularly as a child and write a paragraph about it. Use used to and would where possible. Then share your stories in groups.
“My parents used to take me to my grandfather’s house every Saturday. My grandfather would always make cookies for me...”
A Label the picture with the words in the box.
cable ✓ hard drive keyboard manual
monitor mouse screen software
1. hard drive
2.
3.
4.
5.
6.
7.
8.
B Cross out the expression that does not go with each phrasal verb.
1. hook up a computer some music a phone
2. look up a book an answer a word
3. open up a book a box a light
4. plug in a button a keyboard a monitor
5. throw away a box an answer a book
6. turn on a box some music a light
C Match the problems on the left with the advice on the right. Then practice with a partner.
1. There’s no picture on the TV. _____
a. Why don’t you call tech support? They’ll tell you what it means.
2. I keep getting this error message on my computer. _____
b. You know what you should do? Just find an Internet café. That’s what I’d do.
3. My computer is too slow. _____
c. If I were you, I’d get a laptop. It’s a lot more convenient.
4. I need to check my e-mail when I’m out of town. _____
d. I would check that it’s plugged in.
5. Do you think I should get a desktop or a laptop computer? _____
e. You might want to think about getting a faster one.
A Circle the correct answers.
1. Alex buys a new ______.
a. computer b. printer
2. The machine ______.
a. keeps freezing b. doesn’t work properly
3. David tells Alex to turn it off and ______.
a. turn it back on again b. wait a few minutes
4. David says the problem might be the ______.
a. cable b. hard drive
5. Alex calls ______ first.
a. tech support b. Liz
6. Alex has to ______.
a. hold for someone b. call back later
7. The phone call ______ Alex.
a. helps b. doesn’t help
8. Liz has helped ______ before.
a. David b. Alex
9. Alex reads an ______ aloud.
a. error message b. instruction manual
10. Liz thinks it’s a ______ problem.
a. keyboard b. software
B Watch the video. Then check (✓) the things you saw Alex do.
Alex . . .
☐ put the boxes down
☐ threw the boxes away
☐ put the keyboard on the desk
☐ put the monitor on the desk
☐ looked something up in the manual
☐ plugged in the computer
☐ hooked the cables up
☐ turned the computer off
C Listen for these sentences. Match the two parts to complete the suggestions and advice.
1. Have you _______
a. call tech support.
2. Just turn it off and then _______
b. checked the instruction manual?
3. If I were you, I’d _______
c. give her a call anyway.
4. You know, you might want to _______
d. take the computer back to the store.
5. Well, why don’t you _______
e. turn it back on again.
6. Oh, I’d _______
f. think it’s probably a software problem.
7. Based on what you’re saying, I _______
g. call Liz?
D Listen for these parts of the conversation. What do David and Alex say exactly? Complete the sentences.
1. Alex It turns on, but the screen is blank except for this. See? Do you have any idea _______ it _______?
David No, I have no idea. Have you checked the instruction manual? It might say _______ the problem _______.
Alex Yeah, I checked the manual – but nothing.
David You know _______ you should _______?...
2. Alex Here goes. Cross your fingers!
David I wonder _______ _______ something wrong with the hard drive.
Alex Oh, no! Don’t say that. That _______ be terrible.
David Well, I’m sorry. I really don’t know. If I were you, I’d call tech support. Do you know _______ their phone number _______?
E Listen to the recorded message. Complete it with the correct form of the verbs in the box. (You will use one verb more than once.)
be help hold reach
You have (1) ________________ the tech support line. Currently, all operators (2) ________________ other customers. Your call (3) ____ very important to us. Please (4) _______ and someone (5) ________________ with you in a minute.
A What can you remember? What different kinds of advice does David give Alex? What else could Alex do?
David tells Alex to check the manual.
B Read about the problems. Complete suggestions and advice with your own ideas.
1. My computer is very slow.
You might want to get a new one.
2. I can’t get a good connection on my cell phone.
I would ________________________________.
3. My car is making a strange noise.
If I were you, I’d ___________________________.
4. My DVD player isn’t working.
You might want to ___________________________.
5. I need a new camera.
Why don’t you _______________________________?
C Write down two problems like the ones in Exercise B. Then take turns sharing your problems with a partner. Give advice and suggestions for your partner’s problems.
1. ________________________________________
2. ________________________________________
D Work in small groups. Discuss these questions. Find out how tech savvy your classmates are.
1. How many electronic gadgets do you own? How often do you use them?
2. How often do you go online? What do you go online for?
3. Do you know how to buy something online?
4. What do you do when you have a tech problem?
5. Can you remember when you first learned to use a computer?
A Read the course description. Then complete the chart.
**NEW THIS SEMESTER**
**Design Basics (online)**
This beginning-level course is for designers who would like to use software and computer graphics and to help them become more creative.
Design Basics is an online course: participants download the lectures and material to work when it is convenient. Students can also communicate with the instructor and other participants in a chat room specially-designed for the course. If your schedule is unpredictable, this is the class for you!
---
**Find a word that means . . . .**
| 1. designs or drawings | graphics |
|------------------------|----------|
| 2. able to make art or to think about things in a new way | |
| 3. to move data from the Internet to a computer | |
| 4. something fits easily with your needs and schedule | |
| 5. a place on the Internet where people can talk with other people | |
| 6. something irregular or changing | |
B Match the two parts of the sentences.
1. If I had time and money, ____
a. but I’ve never studied a foreign language.
2. I wish I could speak Spanish, ____
b. but I wish I did.
3. I don’t have a computer at home, ____
c. but I wish it was Friday.
4. You’d probably make more money ____
d. if I didn’t have to work this weekend.
5. I’d come to the party ____
e. if we took the car.
6. We’d get there faster ____
f. if you got a better job.
7. It’s Monday today, ____
g. what would you ask for?
8. If you could have three wishes, ____
h. I’d travel around the world.
A What topics are mentioned? Use the words in the box to complete the topics.
| art | city | class | computer | Europe |
|------|------|-------|----------|--------|
| home | Internet | job | Web page | Web site |
1. Alex’s __________ problem
2. an online __________ course
3. downloading __________ lectures
4. going to __________ to study
5. __________ design
6. working at __________
7. a(n) __________ connection
8. Liz’s terrific __________
9. David’s __________
10. a(n) __________ news Web site
B Circle the correct answers.
1. Alex got a new computer because his old one ____.
a. was broken
b. wasn’t fast enough
2. Alex can ____ in his online art course.
a. go into a chat room
b. paint on the computer
3. Alex chose an online course because it’s ____.
a. more convenient
b. cheaper
4. Alex picked up a brochure to learn about programs in ____.
a. Rome
b. Florence
5. Liz can’t spend time on her music because ____.
a. she’s changing jobs
b. her job is too demanding
6. Alex wants a Web site to ____.
a. show his art
b. find new clients
7. David is ____ his current job.
a. worried about
b. bored with
8. David likes Liz’s job because ____.
a. she’s always learning something new
b. she can decide her own hours
C Listen for these sentences. Match the two parts to complete the sentences. Who says each sentence? Write A (Alex), L (Liz), or D (David) next to each sentence.
A 1. Sometimes I wish I could just quit my job and ___c___
2. If I had enough time and money, I’d ___
3. You’d probably ___
4. If I worked for myself, I’d ___
5. I wish I had a Web site – you know, to ___
6. It seems like I’m ___
7. If I were you, I’d definitely ___
a. show my art.
b. go to grad school.
c. paint all the time.
d. check this out.
e. learn a lot that way.
f. not doing anything new.
g. worry about that.
D Listen for these parts of the conversation. What do they say exactly? Circle the correct answers.
1. Liz I wish I wasn’t / weren’t so busy with my work. Web page design is interesting, but I want / I’d love to spend more time on my music.
2. Liz . . . it’s easy to work too much if / when you’re not careful. You know what I mean / I’m saying?
Alex Uh-huh. But on the other hand / then again, you can choose when and where to work.
3. Liz Well, I could / I’d be happy to help you design one. Just let me know when you’re ready.
Alex That sounds / would be great!
David You know, you’re both so artistic. I wish I was / were more creative.
E Listen for these sentences. Match the sentences and the responses.
1. My Web site! ___
a. I’m not sure.
2. What’s more creative than that? ___
b. Cool!
3. Well, maybe you could talk to your boss. ___
c. Well, maybe.
4. If you could have any job, what would you do? ___
d. Hmm. Maybe I will!
5. You’re always learning something new. ___
e. Or start looking around . . .
6. I’ve seen sites like this. ___
f. Huh. . . .
7. If I were you, I’d definitely check this out. ___
g. That looks terrific. Wow!
After you watch
A What can you remember? How do they want their lives to be different?
Which person do you think is the most likely to achieve his or her dream?
Why?
1. Alex wishes he could _______________________________________________________
2. Liz wishes she could _______________________________________________________
3. David wishes he could _____________________________________________________
B Complete the sentences about yourself.
1. I wish I could ____________________________________________________________
2. If I had a lot of money, I’d _________________________________________________
3. If I could have any job, I’d _________________________________________________
4. If I had more free time, I’d ________________________________________________
5. If I had the chance to move to another country, I’d ___________________________
6. If I could meet a famous person, I’d want to meet ____________________________
C Work with a partner and compare your answers in Exercise B. Give your opinions about your partner’s wishes. Use the expression in the box.
That would be great / cool / interesting / exciting / fun!
I know what you mean, but . . .
Maybe. On the other hand, . . .
I don’t know. Don’t you think . . . ?
A If I had a lot of money, I’d never work again. You know what I mean?
B Well, I don’t know. I like to work. I think I’d get bored.
A Complete the sentences with the words in the box.
| Adjectives | Verbs |
|------------|-------|
| demanding | apologize |
| uncomfortable | get along with |
| ✓ hot and cold | ignore |
| weird | interrupt |
| rude | |
1. Sometimes Tim is friendly, and sometimes he isn’t. He’s **hot and cold**.
2. My new job is really _________________. I have to work a lot of hours.
3. The boss was really angry, so everyone in the office was ________________.
4. If you forget to say “Please” and “Thank you,” it’s a little ________________.
5. This TV show is ________________. I don’t understand it.
6. Please say “Hello.” Don’t ________________ me.
7. I’m really sorry for getting angry. I want to ________________.
8. It’s a good idea to be nice and to ________________ your co-workers.
9. Please don’t ________________ the speaker when he’s talking.
B Match the sentences with the responses. Then practice with a partner.
1. My new boss is sort of rude sometimes. ____
a. Yeah, I do. It’s important to get along with your co-workers.
2. How’s your new job? ____
b. That’s OK. Don’t worry about it.
3. Do you think it’s important to like the people you work with? ____
c. Yeah, it is. I know what you mean.
4. I’m sorry if I was rude. I want to apologize. ____
d. It’s great, but it’s a little demanding.
5. It’s kind of uncomfortable if you don’t get along with another student in class. ____
e. Maybe he’s just stressed out.
A Circle the correct answers.
1. What does the man do after he bumps into Yoko?
a. He says nothing to Yoko.
b. He apologizes for his behavior.
2. What does Kim do with the cell phone she finds?
a. She leaves it on the table.
b. She gives it to a waiter.
3. What does Kim think of her new job?
a. It’s too easy.
b. It’s really interesting.
4. What does Kim say about her co-worker, Nina?
a. She’s sort of hot and cold.
b. She’s busy and stressed out.
5. How does Kim feel about the situation with Nina?
a. She’s not worried about it.
b. She’s uncomfortable.
6. What does Liz do when the waiter gives her too much change?
a. She returns the money.
b. She doesn’t notice at first.
7. How does Kim feel when she sees Nina?
a. She’s happy.
b. She’s embarrassed.
8. Why has Nina had a bad week?
a. She broke up with her boyfriend.
b. Everything has gone wrong lately.
9. What does Kim do when Nina apologizes?
a. She accepts the apology.
b. She apologizes too.
B Who says these things? Check (✓) Liz, Yoko, Kim, or Nina.
| مرجع زبان ایرانیان | Liz | Yoko | Kim | Nina |
|-------------------|-----|------|-----|------|
| 1. I guess it was just an accident. | | | | |
| 2. Is this cell phone either of yours? | | | | |
| 3. Are things not going well? | | | | |
| 4. I’m working in the research department now. | | | | |
| 5. Ch, now that’s challenging. | | | | |
| 6. Ch! You gave me too much change. | | | | |
| 7. Could you find something you have in common with her? | | | | |
| 8. It’s sort of funny that you’re here. | | | | |
| 9. I think I made a horrible impression on you. | | | | |
| 10. Um, would you like to join us? | | | | |
C Listen for these sentences. Circle the ones you hear.
1. a. Do you remember the promotion my boss talked to me about?
b. Do you remember the promotion that I talked to my boss about?
2. a. And she’s someone who has to work with me every day.
b. And she’s someone I have to work with every day.
3. a. Do you really think it’s important to like the people you work with?
b. Do you really think it’s important for people at work to like you?
4. a. . . . you need to get along with people who do good work.
b. . . . you need to get along with people to do good work.
5. a. I get along well with people who have the same interests as me.
b. I get along well with people when we have the same interests.
6. a. That’s Nina, the woman that I was just talking to.
b. That’s Nina, the woman that I was just talking about.
D Listen for these parts of the conversation. What do they say exactly? Circle the correct answers.
1. Kim One of my new co-workers, Nina, she’s kind of / sort of hot and cold.
2. Yoko Huh. Maybe / I guess she’s just busy or stressed out.
Kim Mm, yeah, maybe. Don’t you think it’s kind of strange / weird, though?
3. Liz I mean, maybe you / you probably shouldn’t worry about it too much.
Kim Yeah, maybe. In a way, I guess / think it’s not that important. On the other hand,
it’s just / a little bit uncomfortable when someone won’t speak to you.
Yoko I know what you mean. And I guess / think it is important because
you need to get along with people to do good work.
E Match the underlined words and the things they refer to. (You will use some things more than once.)
1. Oh, I guess someone lost it. ______
2. I’ll put it in the lost and found. ______
3. That sounds good. Me too. ______
4. Well, I got it! ______
5. It’s pretty demanding. ______
6. Don’t you think it’s kind of weird, though? ______
7. Let me buy these. ______
a. the new job
b. Nina’s behavior
c. the drink(s)
d. the cell phone
e. the promotion
After you watch
A What can you remember? Answer the questions about the story.
1. What happened to Yoko at the beginning?
2. What recently happened to Kim at work?
3. What problem is Kim having at work?
4. What has happened to Nina this week?
B Answer the questions with your own ideas. Then compare with a partner.
1. What would you do if someone bumped into you and didn’t apologize?
2. What would you do if you found a lost cell phone?
3. What would you do if a friend offered to pay for something?
4. What would you do if a waiter gave you too much change?
5. What would you do if someone was ignoring you?
A What would you do if you found a lost cell phone?
B I’d probably call the last number dialed on it.
C Work in small groups. Discuss these questions.
1. Do you think it’s important to like the people you work with or the students you study with? Why or why not?
2. What are three suggestions for someone who doesn’t get along with a co-worker or classmate?
A Read the movie blurbs. Then complete the chart.
**Stop the Clock**
Bruce Mills gives an excellent performance as a spy who uncovers a plan to change the future of the world. This is an old-fashioned action movie with a lot of suspense and incredible special effects. The stunts are amazing.
**The Happy German**
This lighthearted musical is set in Germany in the 1800s. It’s about two people who work in a circus together and fall in love. It won an Academy Award for its costumes, and the music is excellent. It is subtitled.
| Find a word or expression that means... | |
|----------------------------------------|---|
| 1. a person who tries to find out secret information | SPY |
| 2. traditional or customary | |
| 3. a feeling of worry or excitement that something is going to happen | |
| 4. tricks or technology used to create an illusion or artificial image | |
| 5. a play or movie that uses singing and dancing to tell the story | |
| 6. takes place | |
| 7. the clothes that actors wear in plays or movies | |
| 8. to have words on the movie screen that translate the dialog | |
B Complete the conversation with the expressions in the box. Then practice with a partner.
| ask you a favor | ✓ do you have a moment | get your work done |
|-----------------|------------------------|-------------------|
| if I could leave | need you to | |
A Excuse me. (1) ________________?
I wanted to (2) _________________________.
B Sure. What did you want to talk about?
A Well, I was wondering (3) ___________________________ the office early today.
You see, it’s my father’s birthday and . . .
B Well, I (4) ___________________________ finish that report before you go.
Will you be able to do that?
A Oh, yes. I’m almost done with it already.
B OK, then. As long as you (5) ___________________________ before you go.
A Great. Thanks.
A Check (√) all the correct answers.
1. What do Kim and David talk about at the beginning of the story?
- [ ] movies
- [ ] a horror movie
- [ ] going to lunch
- [ ] DVDs
- [ ] an action movie
- [ ] going back to work
- [ ] a musical
- [ ] plans for the weekend
- [ ] their boss
- [ ] a foreign film
- [ ] a new job
- [ ] a co-worker
2. What do David and Gary talk about?
- [ ] an e-mail
- [ ] extra work
- [ ] a day off
- [ ] working on the weekend
- [ ] voice mail
- [ ] a co-worker
- [ ] a promotion
- [ ] working late
B Watch the video and complete the chart about the two movies. Then answer the questions.
| 92 Minutes | Three Months in Paris |
|------------|-----------------------|
| 1. Who has seen it already? | David / Kim | David / Kim |
| 2. What language is it in? | English | with subtitles |
| 3. What’s it about? | It’s about some people who are trying to take over the government. This guy plays a ___________. He only has ninety-two minutes to save the ___________. | It’s about a girl who wants to be famous. She goes to ___________ to ___________ in a nightclub. |
| 4. When does it take place? | in the future | in the ___________ |
| 5. What does he or she say about it? | It’s pretty exciting. | The costumes, the dancing, and the ___________ are amazing. It has a really ___________ ending. |
6. Does Kim like action movies?
Sometimes –
7. Does David want to see the movie that Kim saw? Why or why not?
Maybe, but
C Circle the correct answers.
1. InterNews is an _______.
a. online news Web site b. international news magazine
2. Kim thinks David should take _______.
a. the day off b. the job
3. Gary asks David to write an article about natural _______.
a. foods b. disasters
4. Martin can’t write the article because he’s _______.
a. sick b. busy
5. The article is due on _______.
a. Monday b. Tuesday
6. Working on the weekend is _______ idea.
a. David’s b. Gary’s
7. David _______ that he won’t be able to see *Three Months in Paris*.
a. is upset b. doesn’t care
D Listen for these sentences. Match the two parts to complete them. Then say which sentences are used to ask for a favor politely.
1. I was wondering if I could _____.
a. ask you a favor
2. Actually, I’m glad you _____.
b. be able to finish it
3. I wanted to _____.
c. finish it by Tuesday morning, it’s OK with me
4. . . . unfortunately, he’s very sick and he won’t _____.
d. go and see *Three Months in Paris* with you
5. Would it be OK with you if I _____?
e. stopped by
6. As long as you _____.
f. talk to you for a second
7. Now I won’t be able to _____.
g. took Monday off
A What do you think? Why does David want to change jobs? Do you think he will get the new job? Why?
B Write the words in the box under the movie types. (Some words can describe more than one movie type.) Then try to add one or two words to each category.
| aliens | costumes | dancing | fight scenes | monster |
|--------|----------|---------|--------------|---------|
| songs | special effects | stunts | suspense | |
Thriller | Musical | Science-fiction movie
C Work with a partner. Use some of the words in the box in Exercise B to write a description of a movie that you saw recently.
The Drummer is a new thriller. It’s set in England in the 1950s. It’s about a young man who discovers a drum full of money. The police think he stole the money, so they chase him all over the country....
A Write the adjectives in the correct category.
| Positive | Negative |
|----------|----------|
| amazing | anxious |
B Compare the two sentences about Kate. Which sentence describes her job? Which describes her feelings about the job?
a. *Kate is really excited about her new job.*
b. *Kate’s new job is really exciting.*
Choose the correct form in each sentence.
1. We were amazed / amazing by Luke’s stories about his trip to Africa.
2. The little boy was scary / scared by the big dog.
3. The movie was so bored / boring that I fell asleep.
4. Pam was so interested / interesting in her book that she lost track of the time.
C Number the lines of the conversation in the correct order. Then underline the two questions used to ask about news.
_____ Really? Do you have midterms or something?
_____ Thanks! Anyway, what about you? What have you been up to?
2 Well, I’ve been studying a lot.
_____ Really? That’s fantastic! You must be so excited!
_____ Not much. But guess what? I’m going to Australia this summer!
_____ Oh, you’ll do well. You’re so motivated!
1 What have you been doing lately?
_____ Yeah, I do. Actually, I’m a little worried about them.
A Listen to each person’s activities. Write $D$ if the person has done or is doing the activity. Write $P$ if he plans to do it.
**Gio**
1. ____ finish school
2. ____ study for his finals
3. ____ get work experience
4. ____ talk to his parents
**Alex**
1. ____ work at the gym
2. ____ take an online course
3. ____ take a trip
4. ____ get a scholarship
**David**
1. ____ interview at InterNews
2. ____ get a job
3. ____ start his first report
4. ____ shoot a video
B Who says each sentence and why does he say it? Circle the correct name and then match the sentence to its topic. (You will use some topics twice.)
1. “I have so much reading to do.”
- **Gio / Alex / David** says this about ____.
- a. the online course
2. “To be honest, I’m a little anxious about it.”
- **Gio / Alex / David** says this about ____.
- b. David’s video story
3. “The scary thing was, I didn’t know how to tell my parents that.”
- **Gio / Alex / David** says this about ____.
- c. his job
4. “Um, to be honest, it’s a little disappointing.”
- **Gio / Alex / David** says this about ____.
- d. the garden
5. “Well, maybe it will get better.”
- **Gio / Alex / David** says this about ____.
- e. studying for finals
6. “The thing is, I thought I missed the deadline.”
- **Gio / Alex / David** says this about ____.
- f. his parents
7. “I know they’d love to meet you.”
- **Gio / Alex / David** says this about ____.
- g. staying in the United States
8. “I’ve been learning something new every day.”
- **Gio / Alex / David** says this about ____.
- h. the scholarship
9. “Yeah, it’s really beautiful.”
- **Gio / Alex / David** says this about ____.
10. “Well, I can’t wait to see it.”
- **Gio / Alex / David** says this about ____.
---
**Episode 4 What’s Happening? • Act 2**
*Touchstone Level 3 Video worksheets*
C Listen for these questions. Match them to their answers.
1. What have you been up to? ____
a. No, what?
2. You’re studying for finals already? ____
b. Oh, did I tell you . . . ? I’m going to Italy for a month.
3. So you’re not going to go back to Italy right after you graduate? ____
c. Well, you won’t believe it – I’ve been studying a lot!
4. What have you been doing lately? ____
d. Yeah. Since the beginning of the semester.
5. How long have you been taking the class? ____
e. Well, I’ve been working at the gym, of course.
6. What trip? ____
f. For about two weeks.
7. What?! What are you talking about? ____
g. Oh, they’re being really encouraging.
8. What about your job? ____
h. No, I’m going to stay here and . . .
9. Have you heard David’s big news? ____
i. I wanted to surprise you.
D Listen for these sentences. Circle the ones you hear.
1. a. So when they called me, I was really surprised.
b. So when they called me, it was really surprising.
2. a. You must be so excited!
b. That must be so exciting!
3. a. Well, you know what? I got the job!
b. Well, guess what? I got the job!
4. a. So far, it’s been really interesting.
b. So far, it’s really interesting.
5. a. I was so bored with my old job.
b. It was so boring at my old job.
6. a. Did you hear about the garden in our neighborhood?
b. You know the garden in our neighborhood?
7. a. But the thing is, now someone wants to buy the lot.
b. But the thing was, someone wanted to buy the lot.
E Watch the video. Then correct four more errors in the description of David’s new job.
David got a new job at InterNews. He started working there **about a week** ago. So far, he likes the job and thinks it’s interesting. His first story is going to be a newspaper report about a garden in the neighborhood that used to be a parking lot. The people who created the garden love it. Unfortunately, someone wants to put an apartment building there and destroy the garden. David hopes his story will make him famous.
A What can you remember? Write the news in each person’s life. Then write what you think will happen.
| | He’s . . . | He’s going to . . . | We think he’ll . . . |
|---|------------|---------------------|----------------------|
| 1. Gio | He’s been studying for final exams. | He’s going to stay in the U.S. after he graduates. | |
| 2. Alex | | | |
| 3. David | | | |
B Work with a partner. Use the prompts and your own ideas to make a conversation. Ask about one another’s news.
A Ask your partner about his / her news.
What have you been . . . ?
B Say what you’ve been doing lately.
I’ve been . . .
A Respond. Use an adjective. Then ask a question
That sounds . . .
B Answer the question.
Then ask your partner about his / her news.
Anyway, what about you? What . . . ?
A Say what you’ve been doing.
I’ve been . . .
B Respond. Use an adjective. Then ask a question.
That sounds . . .
A Answer the question.
A What have you been up to?
B Not much. Just working a lot. I’ve been working ten hours a day, and even on weekends!
A Oh yeah? That sounds . . .
A Work with a partner. Complete the crossword puzzle.
Across
3. Not clean
7. The place where crimes are judged
9. An area in a town where you live, work, and shop
11. Activities that break the law, such as robbery or damaging property
Down
1. A place where people grow plants and flowers
2. Not safe
4. Too many people in one space
5. A place to park your car is called a parking _______.
10.
A Watch the entire story. Then check (✓) the sentences that best summarize the story.
1. □ David is doing a story about a new garden that is being developed.
□ David is doing a story about a garden that is in danger.
2. □ The garden was created because the parks in the area were all dirty and dangerous.
□ The garden was created because there were no other parks or gardens in the area.
3. □ The people love the garden and the neighborhood is safer.
□ The people love the garden, but the neighborhood is more expensive.
4. □ The city owns the land and plans to build on it.
□ A construction company wants to buy the land and build on it.
5. □ If the two sides cannot reach an agreement, the land will be sold.
□ If the two sides cannot reach an agreement, they may go to court.
6. □ David and his friends think that the garden should be saved.
□ David and his friends can’t agree on what should happen.
B Match the questions and the responses.
1. What was the neighborhood like when you moved here? ____
a. Everyone loves it.
2. Were there any parks or gardens in the area? ____
b. Oh, it was a big mess.
3. What did this space look like before? ____
c. No, but there were a couple of empty lots.
4. So, what did you do to fix it up? ____
d. That’s a great idea!
5. How do the people in the neighborhood like the garden? ____
e. This is the perfect location.
6. Your company wants to destroy the Berry Street Garden and build a parking lot on it. Isn’t that true? ____
f. Well, first we had to clean up all the garbage and stuff.
7. Why can’t you just build the parking lot somewhere else? ____
g. Well, it was really different.
8. Why don’t we all walk over there now? ____
h. Yes, it’s a crowded neighborhood.
C In what order does Susan say these things happened? Number the sentences in order.
___ Susan and her friends built a fence.
___ Susan moved to the neighborhood.
___ Susan and her friends cleaned up garbage.
___ The garden brought people together.
___ Susan and her friends chose a lot.
___ Susan and her friends planted trees.
___ There were no injuries.
D Listen for these sentences. Circle the ones you hear.
1. a. The garden is in danger and might be destroyed.
b. The garden is in danger and could be destroyed.
2. a. There was a lot of crime.
b. There was too much crime.
3. a. It was completely filled with garbage.
b. They filled it completely with garbage.
4. a. ... and then we planted all the trees and flowers.
b. ... and then all the trees and flowers were planted.
5. a. You must feel pretty good about that.
b. You should feel pretty good about that.
6. a. It’s very upsetting that the garden might be destroyed.
b. It’s very upsetting that the garden may be destroyed.
E Match the statements with the reasons.
1. Granix is buying the land now because ___
2. Granix wants to build a parking lot because ___
3. Granix likes this location because ___
4. Susan doesn’t want to start over because ___
5. David wants to visit the garden because ___
a. it takes years to develop a garden.
b. it’s near several main streets.
c. the neighborhood is crowded and needs it.
d. it’s a beautiful day.
e. they want to build a parking lot on it.
A What can you remember? What arguments does Susan use in favor of keeping the park? What arguments does Mr. Smith use in favor of building a parking lot on the site?
Susan Douglas
It looks beautiful.
Mr. Smith
Susan’s group doesn’t own the land.
B Complete the news article with the past passive form of the verbs in the box.
Lake Park Reopens
Lake Park has finally reopened after an extensive renovation. The park (1) was closed for several months, and a lot of improvements (2) .
“The Park Building (3) and painted, and we installed a new fence all around it because the old one (4) ,” said Mike Chen of the City Parks Authority. “We brought new sand into the play area, and the old play structures (5) with safer ones. The park is a lot greener now because more trees and flowers (6) around the edges of the park.”
The neighbors are very happy with the new park. “We (7) for our opinions and the city listened to what we said,” said Gloria Garcia of the Lake Park Community Association. “We (8) at every stage of the project.”
The park (9) last weekend.
C Write a short paragraph about a place that you know that was improved in some way. Use some of the verbs in Exercise B above.
Touchstone is an innovative four-level series for adults and young adults, taking students from beginning to intermediate levels (CEFR: A1 – B2). Based on research into the Cambridge English Corpus, Touchstone teaches English as it is really used. It presents natural language in authentic contexts, and explicitly develops conversation strategies so learners speak with fluency and confidence.
New in the Second Edition
- **Extra grammar practice** focuses on key grammar points in each unit.
- **Can-do statements** help students understand the learning outcomes of each lesson and rate their own performance.
- **Common error information** from the Cambridge Learner Corpus helps students avoid making basic errors.
- **Sounds right** activities provide regular pronunciation practice and enable students to speak with confidence.
Touchstone Components
For Students
- Student’s Book
- Workbook – print and online
For Teachers
- Teacher’s Edition with Assessment Program
- Presentation Plus: classroom presentation software
- Class Audio CDs
- Video DVD
- Video Resource Book
- Placement Test
Touchstone Blended Learning
- Maximum flexibility for students and teachers – lessons can be done in class or online
- Automated grading and progress tracking
- Includes games, animated grammar presentations, online communication activities and more
Find out more:
www.cambridge.org/touchstoneblended
www.cambridge.org/touchstone2
| CEFR | TOUCHSTONE 1 | TOUCHSTONE 2 |
|------|-------------|-------------|
| A1 | | |
| A2 | | |
| B1 | | |
| B2 | VIEWPOINT 1 | |
| C1 | VIEWPOINT 2 | |
CAMBRIDGE ENGLISH CORPUS
The Cambridge English Corpus is a multi-billion-word collection of written and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers.
Our authors study the Corpus to see how English is really used, and to identify typical learner mistakes. This means that Cambridge materials help students to avoid mistakes, and you can be confident the language taught is useful, natural and fully up to date.
www.cambridge.org/corpus
CAMBRIDGE QUALITY GUARANTEE
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Sun Protection
Purpose
The purpose of the policy is to ensure St Mary’s Primary School promotes and practices sun smart procedures.
“Sun exposure in the first fifteen years is linked to the increased likelihood of skin cancer, including melanoma, as an adult. Schools have a responsibility to provide a safe and healthy environment including protection from the sun.” (http://www.cancercouncil.com.au)
St Mary’s School helps reduce the incidence of skin cancer and the number of related deaths by encouraging all members of the school community to take effective skin-protection measures.
The implementation of Sun Smart is year round practice. A combination of sun protection measures are used when the UV Index levels are 3 and above. Particular care is needed from the beginning of August until the end of May during the peak UV times of 10am to 2pm (11am to 3pm daylight saving time).
Policy
The goals of the Sun Smart Policy are to:
- Increase student and community awareness about skin cancer and sun protection
- Encourage the entire school community to use a combination of sun protection measures whenever the UV Index levels are 3 and above
- Work towards a safe school environment that provides shade for students, staff and the school community
- Assist students to be responsible for their own sun protection
Definitions
Nil
Procedures
1. As part of general skin-protection strategies:
1.1 As part of the normal Health curriculum students, across all year levels, will be taught the principles of sun protection.
1.2 Children will wear school hats which protect the face, neck and ears whenever they are outside e.g. sport, sports carnivals, outdoor excursions and activities.
1.3 Children who do not have their hats with them will sit in a designated area, protected from the sun, on the verandah of the hall.
1.4 Children will be encouraged to use available areas of shade for outdoor play activities.
1.5 Outdoor activities will be held in areas of shade whenever possible. Sun protection will be considered when planning all outdoor events e.g. sporting events, excursions etc.
1.6 Teachers will schedule outdoor activities before 10am and after 2pm (11am and 3pm daylight saving time) whenever possible.
1.7 Staff will be encouraged to act as role models by practising sensible sun behaviour. They will be expected to wear protective hats and appropriate clothing for all outdoor activities, use a SPF 30+, broad-spectrum water-resistant sunscreen for skin protection and seek shade whenever possible.
2. Our school will:
2.1 In determining school uniform, school boards will ensure uniforms are sun smart and ensure that school hats are appropriate and satisfy Cancer Council guidelines.
2.2 Ensure that adequate shade is provided at sporting carnivals and outdoor events as well as in areas on the playground where students tend to congregate e.g. Canteen.
2.3 As part of the School Registration and Review process schools to carry out an audit of the school plant ensuring adequate shade and shelter for students, staff and parents.
2.4 Provide SPF 30+ broad-spectrum, water-resistant sunscreen for staff and student use when it is not provided by the parents.
2.5 Incorporate programs on skin cancer prevention in its curriculum.
2.6 Reinforce regularly this Sun Smart Policy to the whole school community in a positive way through newsletters, during assemblies, parent meetings, and student/teacher activities.
2.7 Reinforce the Sun Smart Policy on out of uniform days. Children would be required to wear appropriate clothing that would protect them from ultra violet rays. For example, children should wear t-shirts with sleeves and collars, and hats with a brim.
2.8 Ensure that children wear appropriate Sun Smart clothing to sporting events such as swimming and athletic carnivals. For example, children wear rash shirts and protective hats at the swimming carnival.
3. When enrolling a child, parents will be:
3.1 Informed of the Sun Smart Policy.
3.2 Requested to purchase and label a school hat for their child’s use.
3.3 Encouraged to provide SPF 30+ broad-spectrum, water-resistant sunscreen for their child’s use.
3.4 Encouraged to practice skin-protective behaviour themselves.
References
Archdiocese of Canberra Goulburn, Catholic Education Office
Cancer Council
NSW Board Of Studies PDHPE Documents
Forms
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The origin of the postal systems in Europe and what was to be the United States were quite different. In Europe, the postal systems were originally established for the benefit of the Crown. Each Crown needed a vehicle to assure an efficient mechanism to communicate the "rules and regulations" to their subjects. The Crown also needed this postal system to provide a vehicle to allow commerce to flourish generating taxes for income to the Crown. Finally, though free for the Crown, the Crown established a tax for others to use and benefit from the postal system therefore generating another source of income for the Crown.
In what became the United States, the postal system was established for the benefit of the citizens, not the government. The two foundations of America's postal system were to provide effective communications for business (business of government or commerce) and quick, inexpensive dissemination of news to the widest possible audience. In the 18\textsuperscript{TH} Century and the first half of the 19\textsuperscript{TH} Century newspapers and pamphlets (printed matter) were the only inexpensive and practical way to inform a broad group of people of current events and important commercial news.
What is most interesting is that between 1792 and 1870 printed matter made up the vast majority (count, weight and physical volume), 80%+, of the mails and yet printed matter accounts for less than 5% of surviving postal history artifacts. Why is the study of printed matter so difficult? For the answer, one must look outside of philately. \textit{Outside the philatelic world "Printed Matter" has a different name - "Ephemera."} Ephemera is defined as "paper items with little time value that were originally meant to be discarded right after use." Discarded; thrown away; of no value after its specific use. The very nature of letters is viewed as historic and therefore they tended to be saved - that is why so many survive. Printing presses proliferated as the country expanded which resulted in an increase in both quantity and type of printed matter, in addition to newspapers, that could be cheaply produced. But ephemera, what philatelists call printed matter, was not kept and therefore explains its paucity. \textit{Surviving postally transmitted ephemera, and that by express and private companies, by its very nature, is quite scarce and in many cases, provide the sole surviving examples to philately.}
This exhibit will comprehensively trace the growth and evolution of this class of mail matter and the special, lower postal rates they enjoyed between the years of 1775 and 1870. It will show the amazing continuity of the rates and, with only minor adjustments, rates that remained consistent for 100 years. After a few precursor examples of newspapers, this exhibit will then show examples of the full range of printed matter and how they were handled by the different post offices, express companies and private posts. The exhibit brings to philately over ten new items of major importance in showing the evolution of the early postal system of the United States.
The exhibit is organized into three frame groups separated by when major revisions occurred in the postal regulations relating to how printed matter was handled by the post office. Each group will first show the domestic rates and usages of newspapers, printed sheets, pamphlets, booklets and circulars. Following in the group will be examples of overseas usages which will show both rates and destinations. California and Hawaii, (frame 7) as well as the Confederate States of America, (frame 8) are presented individually.
**Frames 1 - 2:**
\textbf{July 26, 1775 to June 30, 1851}
- Section One - Precursors, Stampless and 1847 Issue
**Frames 3 - 8**
\textbf{July 1, 1851 to June 30, 1863}
- Section Two - Domestic Usages (3 - 5)
- Section Three - Foreign Usages (5 - 6)
- Section Four - California And Hawaii Mails (7)
- Section Five - Confederate States Of America (8)
**Frames 9 - 10:**
\textbf{July 1, 1863 thru 1870}
- Section Six - New Domestic Second & Third Mail Classes (9)
- Section Seven - Foreign Usages 1863 - 1870 (10)
**Designator Keys**
1. Cover Box Bordered in RED Means a Significant Cover.
2. BLUE Signifies a New Item To Philately.
3. PFC, PSE, APS Signifies a Certificate is Present.
The ESSEX GAZETTE
Salem, Massachusetts
February 1-8, 1774
This newspaper was sent by post from Salem, MA to Hampton Falls, NH, which is on the post road between Salem, MA and Portsmouth, NH, a distance of 31 miles. It predates the formation of the U.S. Postal service by a year and allows us insight into how newspapers were handled in British times.
Not only is this paper historically important, but it also includes information which has allowed postal historians to calculate the actual postage, charged at this time, for the transport of newspapers.
On the bottom of the back page are printed two lines, which are reproduced above, just below the page heading. It notes the subscription rates both with (4s 6p) and without (3s 4p) postage. The difference in the two, the postage charge, is 1s 2d.
A shilling was equivalent to 24 cents and 2 pence was equivalent to 4¢ or a total of 28¢. The paper was published once a week or a little over 52 times per year. The postage of 28 cents equates to 1/2¢ postage per newspaper.
Complete newspaper is herewith
The Continental Journal and Weekly Advertiser
Boston
January 2, 1783
This is the earliest American newspaper, in private hands, recorded to have the specific notation of Post. As confirmation, paper has the street address written in the masthead, Falmouth Way.
Of particular note to the postal historian is an article which encompasses the entire second page entitled:
Extract from an Ordinance passed by the United States of America, in Congress assembled, October 18, 1782 entitled An ORDINANCE for regulating the Post Office of the United States of America.
Contemporary accounts of the formation of the Post Office are exceedingly scarce and fascinating that it is included in this postally used newspaper.
Complete newspaper is herewith
This is the earliest recorded postally used newspaper, in private hands, after the passing of the Constitution of the United States.
The paper was printed in Philadelphia, PA and mailed to Georgetown, DC, which was on the post road between Philadelphia and Washington, DC, a distance of 141 miles.
The 3¢ rate is composed of 1¢ for each of three printed sheets; the mileage is 23 miles.
The mailing contains a brief letter requesting General Thomas Lincoln sign the five enclosed military resignation forms and return them to Colonel Benjamin Lincoln, his son. The rate of 13¢ is composed of 8¢ for the letter and 1¢ each for the five printed sheets.
Consistent Newspaper Rate
Amazingly, the rate charged for a transient newspaper remained virtually constant at 1¢ per newspaper for over 58 years.
At the same time, these 58 years saw severe inflation, tumultuous bank failures in the late 1830's and the removal from circulation of much of the silver coinage within the United States.
This newspaper, *The Gleaner*, the National Enquirer of its day, was published weekly on Saturday. The recipient had a subscription to the paper as evidenced by the Concord, NH postmark and lack of a rate. Subscription newspapers were only required to be postmarked or marked in script by the postmaster in the town of origin.
Complete newspaper is herewith
Transient Newspaper - One Cent Within The State
This newspaper, *The Practical Christian* was published biweekly of Saturday. The recipient did not have a subscription to the paper so the transient newspaper rate of 1¢ within the state applied.
Complete newspaper is herewith
Transient newspapers traveling over 100 miles, out of state, were charged a rate of $1 1/2$ each. The rate remained stable for 52 years.
The 1 1/2 in circle marking is the only recorded example. Since the paper was published in Andover, MA, it is assumed to be from there.
At the time, Nathan Carey, the addressee, was a resident of the small religious community of Wyoming, PA.
Pamphlets And Magazines Not Over 100 Miles - One And A Half Cents
Printed Prices Current
The prices current, to the left, was considered by the post office to be a pamphlet published periodically. It was forwarded outside of the mails to New York by the forwarding company Barnard Adams & Co. where it entered the mails and was rated 1 1/2¢, prepaid, for under 100 miles.
Pamphlets
The wrapper, to the left, contained a periodical or a pamphlet which traveled less than 100 miles and was charged the prevailing rate of 1 1/2¢.
Alexandria, D. C. to Washington D. C.
C. 1840 - 1844
Pamphlets
This Catalog of the Officers and Students in Brown University, 1843 - 4 is a pamphlet published periodically, in this case once a year. The distance from Providence, RI to New Hampton, NH is 148 miles.
Since the distance is over 100 miles, the required postage was 2 1/2¢ prepaid.
The three missing pieces on the address panel are from three spots of wax that were used to secure the pamphlet when it was rolled up to be mailed.
Free Franking Privilege
The circular, to the left, is franked by John Quincy Adams, then Secretary of State, to Justice Story of the Supreme Court of the United States.
Washington, DC to Salem, MA 8 August 1821
This circular is franked by Albert Gallatin as Secretary of the Treasury. It discusses important aspects of President Thomas Jefferson's embargo on trade with England which, with others later, eventually precipitated the War of 1812.
Washington, DC to Penobscot, ME 12 March 1808
Since there were no formal postal treaties with any foreign countries prior to 1847, there were no favorable rates for any printed matter. Therefore, all printed matter entering the United States was rated as letter mail with the addition of the ship captains fee.
Bremen Germany to Providence, RI
Printed circular, without a handwritten letter, in English from Bremen Germany soliciting business and representation. The circular was rated as a letter with 22¢ postage and 4¢ ship fee.
Halifax, Nova Scotia to Philadelphia, PA
The ship captains fee for items addressed to the port of arrival was 6¢.
Printed Circular Each Quarto Post Sheet - Two Cents Prepaid, Any Distance
Single sheet was 2¢ prepaid.
Double rate circular was 4¢ prepaid.
"I enclose for the purpose [a claim against France] a blank form ... to be signed."
Each sheet required 2¢ postage, therefore the 4¢.
There were no special reduced rates for printed matter going overseas prior to the postal treaty with Great Britain in 1848. Therefore, printed circulars were charged like letters. This required prepayment of the 5¢ postal charge to the port of embarkation, Boston, which was under 300 miles.
Two examples with the New York Provisional are recorded.
Printed Circular Three Cents Per Sheet, Any Distance
New York, NY to Potsdam, NY 7 May (1848)
Indianapolis, IN to Valparaiso, IN 11 September 1849
On 1 July 1847 the rate for printed circulars was changed so as to be based on the number of sheets. The new rate was increased to 3¢ per sheet.
Examples Of Three Cent Markings For Single Sheet Printed Circulars
New York, NY to Providence, RI
10 October 1848
Watertown, NY to Mohawk, NY
20 June 1851
Richmond, VA to Henderson, NC
28 January 1851
New York, NY to Tuscaloosa, AL
C. 1848
Printed Circular With Endorsements For Circulars
New York, NY to Norwich, CT 10 October 1850
Fancy Croton Mills PAID Cir. marking.
New York, NY to Suffolk, VA 28 June 1850
Fancy ‘PAID’ inside a diamond with CIRCULAR.
This certificate is a printed matter printing fee note produced by Attenborough & Blount on December 18, 1847. The original measures 5½" x 3½" and weighs 1.00 ounces. The postage due stamp was 2d red and was in fine unused condition. A fine value 1d in shades of green was affixed with three kinds of cancellations. Because of the missing number on the left side of the cutting line to the left, an estimate is made for the missing number. The estimated value of the cutting line to the left, on the basis that it was 900% of the costs as stated by the post office officials. Though some of the costs it was difficult to insert into the proper field but there had to be.
The cutting line to the left was through the mail box slot. As there space at the other end, the postage would have been due and there would have been markings indicating postage due at rate, which there are not. Therefore, without question, this was not treated, by the post office, as a letter rate.
The stop section in the cutting line through the mail box was printed matter. In this case, the postage was 1.5d for the less current slot. In addition for five pieces of the several issues, the postage was 2d. The 1d stamp was used and was an overprint of 1/2d, although the center has been torn until a corner lost. Because the post office accepted the 1d as FULL payment, the post office had to have treated this as a letter rate.
Because of the presence of printed circulations, the center is half broken, and breaking of the ribbon end. When these end up such circulations they were printed 6, and went through the mail as full stamps rather than and sold as printed matter.
The cancellation on the left is the head copy of the cutting line. Both have been canceled by "50". It shows the subject postal address was located near East Bank, Stafford.
A “turned” cover refers to an item which passed through the mails and then was turned inside-out and mailed a second time.
This sheet was first mailed from Brunswick, ME to Portland, ME as a double rate, wrapped letter paid by the 10¢ black stamp. The distance was 26 miles.
Four months later the sheet was turned inside-out and reused as a wrapper to mail a newspaper from Portland, ME to Goose River, ME, a distance of 126 miles.
CORRESPONDENCE
BETWEEN
MR. WEBSTER
AND
His New Hampshire Neighbors.
WASHINGTON:
GIDEON AND CO., PRINTERS.
1850.
Free Frank
Daniel Webster
Free Frank
This pamphlet was sent by Webster to over 150 men in the town Webster was born in, Salisbury, NH.
The pamphlets were inscribed in Daniel Webster's hand with the addressee's name and 'Free'. They were most likely in bundles with Daniel Webster's signature on the top copy as per the franking regulations.
HUNT'S
MERCHANTS' MAGAZINE
AND
COMMERCIAL REVIEW.
CONDUCTED BY FREEMAN HUNT.
Vol. 20. FEBRUARY, 1849. No. 2.
NEW-YORK: FREEMAN HUNT, 142 FULTON STREET.
BOSTON: T. WILEY, JR., AND REDDING & CO.
PHILADELPHIA: C. D. KIBBE & CO. AND J. B. PELLOCK.—NEW ORLEANS: J. G. NEWMAN.
Philadelphia, PA
February, 1849
Adams Package Express
Pamphlet delivered locally by Adams Package Express at a cost of 3¢, as indicated by the red numeral.
DE BOW'S REVIEW
OF THE
SOUTHERN AND WESTERN STATES:
A Monthly Industrial and Literary Journal;
COMMERCE, AGRICULTURE, MANUFACTURES,
INTERNAL IMPROVEMENTS, STATISTICS—HOME AND FOREIGN, &C.
"Commerce is King."—Carlyle.
TABLE OF CONTENTS.
I.—Manufacturing Industry—Theory of Manufactures; Origin and Growth of Cotton Manufactures in all Countries; United States Manufactures; Southern Manufactures. By the Editor. 466
II.—Letters from Home: A Visit to Texas Border Life. 476
III.—Insurgency of Character.—By Edwin H. Webster. 482
IV.—Chancellor Harper's Memoir on Slavery. Objections answered.—The Slave is our friend. His influence on social, moral and religious improvement, and in consequence his moral character becomes dependent, etc. 485
V.—South America and Spain. 504
VI.—Railroads and Transport at Home and Abroad. 513
VII.—Manufacture of Sugar. 521
VIII.—Progress of our great Cities—New Orleans (continued); New Orleans for the Valley trade; Defects of Mail Service; Tchamantou Railroad; Operations of Cotton dealers; Cotton prices, etc.; Nashville, Tenn.; Philadelphia; Baltimore; Growth and progress 522
IX.—Department of Commerce—African Trade; Cotton Production; Exports and Imports U. S. 1849; Exports and Imports of the States; Shipbuilding in the U.S.; Trade in Steamers; Steam Communication between the South & Europe; North American Whales and Seals; Foreign Trade of Different Oceans; Steam Navigation; British and Amer. Steamships. 540
X.—Departments of Internal Improvements—Mobile and Mobile and Illinois Central Railroad; Alabama and Tennessee R. R.; Baltimore and Ohio R. R.; Pennsylvania Railroad; Charleston and Augusta, Tenn.; Wilmington and Raleigh, N. C.; North Carolina Central; Virginia and Maryland R. R., etc.; Virginia and Tennessee; Orange and Alexandria, Va.; Greenville and Columbia, S. C. 551
XI.—Departments of Manufactures—Progressive Manufactures of Coarse Cottons; Cotton Manufacturing Communities; Our Domestic Manufactures; Wool and Woolen Factories in Texas. 557
XII.—Miscellaneous—Notes of Massachusetts Resources and Wages. 559
XIII.—Department of Agriculture—Consumption of Cotton; Supply of Cotton; Cotton Futures; Cotton Statistics. 562
XIV.—Editorial and Literary—Enslaved Slaves; Evening Thoughts; Letters from the South; The Slave and Arab; African Mail Steamers; Statistical Collections, &c.; Important Work on Sugar, Lime Fertilizers; Great German Fair; Editorial Notes. 567
J. D. B. De BOW, Editor and Proprietor.
PROFESSOR OF POLITICAL ECONOMY, ETC., IN THE UNIVERSITY OF LOUISIANA.
NEW-ORLEANS:
Published by J. D. B. DE BOW,
22 EXCHANGE PLACE, OPPOSITE POST OFFICE.
New Orleans.
B. F. DE BOW, Charleston, S. C.
CORNER OF BROAD AND BAY STREETS.
M. BOULMET, Mobile.
NEW-YORK: Berford & Co. and Bartlett & Co. BOSTON: Redding & Co. CINCINNATI: Poole & Co. ST. LOUIS: Williams, Dolman & Hepburn. NASHVILLE: York & Co. RICHMOND: J. W. Randolph. PHILADELPHIA: T. B. Peterson. BALTIMORE: Win. Taylor & Co. WASHINGTON, D. C.: Frank Taylor.
POSTAGE 6 CENTS.
Private Express Companies
Starting in Boston in 1839, Harndens Express was the first of many express companies which operated in competition with the post office. Their domestic routes were Boston, New York and Philadelphia.
Concord, MA to Mast Yard, NH 15 March 1849
The Eastern Express operated almost exclusively in New England.
The first westward sailing of the Unicorn was a “proof of concept” trip on behalf of Cunard, the ship leaving Liverpool 16 May and arriving in Boston, 3 June 1840. The Unicorn’s success started the transatlantic Cunard service which lasted over 100 years.
Handwriting was common on printed circulars coming from foreign ports since circulars were rated as letters upon arrival in port.
Liverpool, England to Boston, MA
Only 10 recorded covers survive from this sailing and this the only printed prices current. They are amongst the rarest of all transatlantic covers.
Liverpool, England to Boston, MA
Fewer than 7 recorded covers survive from this sailing and this the only printed prices current.
Unicorn 1846
After arriving in Boston in June, 1840, the Unicorn was enlisted in a feeder service between Pictou, Nova Scotia and Quebec. In September 1845, the Unicorn sailed back to England and was decommissioned, becoming a private ship.
While in England, she was refitted and once again sailed west. On this voyage she was 7 days in ice and experienced constant easterly winds. The Unicorn left Liverpool 19 March and arrived Boston 17 April 1846.
4 April 1848 under cover per AJDAHA via Aden on 9 April arriving Suez 17 April after overland to Alexandria then 18 April on ARIEL arriving Malta 20 April 24 April on ERIN via Gibraltar arriving Southampton 8 May 1848 privately carried to Harnden & Co. in Liverpool
12 May Liverpool via CALEDONIA arriving Boston 26 May to Harndens Boston by Harndens Boston to Harndens New York, to post office where 2 cents paid and the red New York May 29 CDS is applied upon entering US mails
On July 1, 1851, the United States issued three new stamps for postage while, at the same time, demonetizing the 5¢ and 10¢ stamps which had been issued in 1847. Along with the new stamps, there was a reduction in letter rates from 5¢ to 3¢ for under 3000 miles and from 40¢ to 6¢ for letters over 3000 miles. Coinciding with these simplified letter rates, a new, complex tiered structure for printed matter was introduced. This structure would last only 15 months and effective October 1, 1852, an equally simplified rate structure was implemented for printed matter.
This era produced many interesting postal history artifacts. The next three frames illustrate many different printed circulars, pamphlets, booklets and of course, newspapers. Included are examples of the rates, illustrated envelopes, cancellations, newspapers and even a Christmas card. Following the domestic section, examples of printed matter to different foreign destinations are shown.
New Postal Laws Effective July 1, 1851
Savannah, GA to Bath, ME
This printed circular was sent, on the contract steamer Florida, only 12 days after the rate changes of July 1, 1851. It illustrates some confusion over the rate for the circular .... the rates were 1¢ for under 500 miles as this initially was rated in ink. But the destination was 1150 miles requiring 2¢, as noted in the corrected red crayon. The Savannah CDS is without a date which is intended for use on printed matter only.
Cincinnati, OH to Hanging Rock, OH
Distance is 129 miles.
Philadelphia, PA to Orwigsburg, PA
Distance is 89 miles.
Printed Circulars 501 To 1500 Miles - Two Cents
Cleveland, OH to Waterford, NY
30 December 1851
Distance is 510 miles
One Cent Pair, Type II and Type IIIA.
New York, NY to Springfield, IL
30 July 1851
Distance is 918 miles
Two examples of the 5¢ rate with stamps are recorded.
Four examples of the 5¢ rate, without stamps, are recorded.
The one cent blue stamp featuring the image of Benjamin Franklin was issued on July 1, 1851. The company that produced these stamps was Toppan, Carpenter & Casilear & Co. and this was their first attempt at making stamp plates. As a result, the original plate had individual impressions which were quite weak at the top and bottom. In an attempt to rectify the problem, the steel plate was reworked in, most likely, May, 1852. The most distinctive characteristic of the reworking was the lines above “US POSTAGE” and below “ONE CENT” which were recut making those lines much darker. The resulting stamp is known to philately as a Type IV and has a unique catalog number.
*The stamp on this cover is the earliest known usage of the reworked one cent stamp.*
Effective October 1, 1852 the rates for printed circulars were reduced and standardized to 1¢ up to three ounces regardless of the distance the circular traveled. This rate remained in effect for eleven years until July 1, 1863, the middle of the Civil War.
The cover above is the first day of the new reduced rate.
The one cent stamp on the cover above is the scarce dark blue variety.
[For the Quincy Whig:]
Mr. Editor: I again address you, and I wish to say a few words about O. H. Brown, our candidate for Congress. This gentleman is esteemed and respected by every man of character and honor who knows him—he has lived in our midst for more than twenty years—as a young man, like most of us, commenced the world with nothing but a good character and a little education, obtained by the labor of his hand. His industry, energy of character, and rectitude of conduct, has enabled him to push himself along in the world—and as our country and beautiful city increased in wealth and population, so as Browning, increased in worldly means, and in the confidence of all who know him. There is not a spot on his character. Ever honest, moral, patriotic and free indeed! For the interest of the Military Tract.
GENERAL SCOTT AND THE MEXICAN CHURCHES.
THE OFFER MADE TO HIM TO REMAIN IN MEXICO.
We take the following account of the facts respecting the offer of the Government of Mexico to Gen. Scott, which has been so often mentioned of late, from the speech recently made by Gen. Scott, at the dinner given him in Sandusky, Ohio, on the 11th instant. It is a most interesting account, as a matter of history:
"My honorable friend, who has addressed you in such eloquent terms as almost to deter me from attempting to speak, has referred to some scenes that occurred in Mexico, to one or two of which I beg leave to advert. He has spoken of the protection extended to the churches—he might have added to the persons and property of all. I had the warm thanks of the Archbishop of that country, for the protection given to the church, and for the protection given to the people."
CORWIN
One of the the present aty, was cor Seretary of t interest in, a The Democ have vial with athenas upon ty, founded reference to To make it, a commitrants and tw gress, about investigate th The exec under the
The presence of the one cent stamp indicates this paper was not mailed under the guidelines of a subscription; in other words postage it was prepaid on a quarterly basis. This newspaper most likely had a paper band around it with the name and address of the recipient. The stamp and the Oswego CDS confirms that the postage for a single paper was paid.
Newspapers Were To Be Open At Both Ends For Inspection
Norwich, NY to Homer, NY
January (1852)
Boston, MA to East Sanborn, NH
August (1856)
Newspapers were required to be in wrappers so they could be inspected to assure no writing was inside. Each paper in the bundle was charged separately regardless of the distance it was traveling.
Because of the proliferation of printing press and the dropping of printing costs, more envelopes were being printed with advertising on the exterior. The Post Office Department must have felt this violated the spirit of the printed matter rates so the law was modified charging full letter rates for printed matter enclosed in printed envelopes.
Such examples are scarce.
BOSTON OIL COMPANY.
MACHINERY OIL,
A superior article of Machinery Oil
FOR THE USE OF —
Railroads, Machine Shops, Steamboats,
COTTON & WOOLEN MILLS.
The low price and excellent quality of this oil for lubricating machinery makes it a desirable article for the above-named purposes. It has been well tested, and is highly approved, and will remain limpid in cold weather.
Office, No. 18 Custom House Street,
CORNER OF BROAD STREET,
ISAAC PITMAN, TREASURER.
Boston, MA to Gardiner, ME 19 December 1851
This card was enclosed with the above circular
Boston, MA to Warren, MA 22 February 1855
Noted on exterior “Circular & Card.”
A modification to the postal law in 1855 required 1¢ extra if the printed sheet contained two separate messages. A corner card or a name and address label was considered as a second message.
Alumni Catalog for Senatus Academici which is a department of Middlebury College in Middlebury, VT. This periodical has 54 pages and is published once a year.
Front Cover
75% Reduction
Middlebury, VT to Windsor, VT
4 March 1853
Postage Due For Regulation Violations
The wrapper to the left was found to contain writing on its inside which disqualified its contents from the printed matter rate. The prepaid stamp was also disqualified thus requiring the letter rate of 3¢ noted by “Due 3” from the recipient.
The printed circular below had two separate printed messages on the one piece of paper. The postal regulations required 1¢ for each message, thus, 2¢. The addition of the manuscript “2” is for the collection of 1¢ for the second message and a 1¢ penalty.
Washington, DC to Conneaut, OH 10 May 1855
Brunswick, ME to Litchfield Corner, ME C. 28 June (1856)
12 Page Pamphlet with the text of the Governor of the Nebraska Territory annual message to the Legislative Assembly.
Postal rates in the territories of the United States were the same as those within the states. In this case the rate was 1¢ for up to 3 ounces.
Envelope first mailed on May 5, (1858) as a circular for 1¢. Nine months later, the envelope was turned inside out and used to mail a letter for 3¢.
Norwich, CT to Johnsburgh, NY
Re-mailed from Johnsburgh, NY to Crown Point, NY
5 May (1858)
26 February (1859)
Unknown to Blue Mounds, WI
Forwarded to Marison, Dane County, WI
Reverse of wrapper, reduced 33%, with forwarding address to County Clerk (Madison, WI)
Earliest Known Usage Of A Government Perforated One Cent Stamp
After well over a year of experimentation, the Post Office Department started issuing all stamps with perforations to better facilitate separation. The first release of government perforated stamps occurred on February 27, 1857 with only the three cent denomination. It was not until the summer of 1857 that the first perforated one cent stamps were released.
This cover, discovered in the 1930s, has stood the test of time. This is the earliest recorded example of any Government perforated one cent stamp and is cancelled on July 25, 1857.
Castleton, VT to Johnson, VT
25 July 1857
Headlined “The San Francisco Newsletter,” the paper discusses various events occurring in and around San Francisco between May 20th and June 5th 1857. There is no writing inside which qualified the piece at the printed newspaper rate of 1¢. The design toward the top shows a steamship and at the bottom a train representing the then dream of a transcontinental railroad which was still twelve years away.
The newsletter was carried by the Pacific Mail Steamship John L. Stephens from San Francisco to the isthmus of Panama where it was carried overland and placed on another ship bound for New Orleans. The newsletter is addressed to the Hon. J. W. Denver, then Commissioner of Indian Affairs, and for whom Denver Colorado was named.
Three examples recorded used with the one cent 1851 stamp.
This wrapper either contained eight newspapers at 1¢ each or a periodical or small book weighing between nine and ten ounces. The rate is definitely for printed matter since 8¢ is not an even multiple of the 3¢ letter rate.
The strip of eight of the one cent 1851 stamp, positions 3-10R1L, is quite remarkable in that it encompasses examples of both the Type II (second stamp from the left, position 4R1L) and the remaining seven stamps being Type IV.
This large wrapper is the correct rate for either a bundle of printed matter weighing between 31 and 32 ounces or a book weighing between 27 and 28 ounces. The rate is definitely for printed matter since 8¢ is not an even multiple of the 3¢ letter rate and there is no registry fee.
The 28¢ rate is prepaid with a pair of the 1857 ten cent stamps, a single of the 1855 five cent stamp and a single 1857 three cent stamp. Such combinations and high rate are unusual.
The front of this unsealed envelope illustrates a steam printing press and the reverse exhibits subscription information for the “Dollar Weekly Times.” The inside circular most likely was a subscription form to be completed and returned. The date of 1853 has been determined based on the dates of known usage for the ‘Cincinnati PAID 1’ CDS in red.
This wrapper was discovered in the 1940's in Alabama by a friend of noted philatelist Stanley Ashbrook. It probably contained two newspapers or a small pamphlet weighing between 3 and 4 ounces. The postage is paid by a pair of one cent 1851 stamps from plate two which was used after late November, 1855. The color of the stamps is indicative of the printings used in the Spring of 1856 which gives a good reference point as to when they were used. The stamps are canceled with a handstamp 'PAID' marking prior to being affixed to the wrapper; the inside of the wrapper has handwriting exercises which were most likely applied after it's use. This is the only recorded use of a hand stamped precancel on the one cent 1851 issue which is retained on the original wrapper. Another period wrapper, from Cleveland, also with two one cent stamps, is known with precancels printed by newspaper type.
One of the largest moral reform movements of the first half of the nineteenth century was the temperance crusade, which sought to curb the destructive influence of alcohol. The legislative act that outlawed the sale and consumption of liquor came to be known as “Maine Liquor Laws,” after the first state to pass a temperance statute in 1851. By 1855 eleven other states had followed Maine’s lead.
Hookanum, CT to East Granby, CT
10 March 1852
Brookline, MA to Nashua, NH
7 June 1852
One stamp pays the to the “to the mails” carrier rate. This is the only known “to the mails” example for Brookline, MA.
The reason for these distinctive labels from Lockport, NY is not specifically known. It is believed that circulars may have, based on where they were going, been bundled together before leaving the Lockport post office and the label affixed to the circular on top of the bundle. The cover above shows a “34” in pencil on the label and that may have been the number of circulars in the bundle. The “30”, also in pencil, may have been the remaining number after four were removed along the route they were traveling.
Promotional Circular For Handstamps
Several postmasters used their office to promote different forms of business through use of their franking privilege. The best known of these was E. S. Zeverly, who was the postmaster at Pleasant Grove, MD. He was engaged in the business of manufacturing a whole host of different postal cancelling and marking devices.
Zeverly engaged another post master, Charles M. Willard at Ludlow, MA, to be his agent to also sell the devices. This circular is from Charles Willard after he and Zeverly had a falling out and Willard is offering to provide cancelling devices to those that had ordered from and paid Zeverly.
A dozen or so similar circulars have survived, providing an interesting chronology of the businesses.
First Inside Panel
25% Reduction
Ludlow, MA to Franklin, ME
11 March (1852)
Free Franking Privilege For Postmasters
E. S. Zevely was active for almost fifteen years in the business of making and selling cancelling devices to postmasters. During that time, he was a postmaster himself and with that position, he could send all of his promotional mailings for free.
His mailings were always striking and well done.
This is the latest recorded fancy printed envelope from E. S Zevely.
Post Office Business.
FREE.
From E. S. ZEVELY Stamp Contractor.
POSTMASTER
Cumberland, MD to Tolland, MA
16 April 1863
Middletown, Conn. April 26, 1858.
Gent:
My late Partner and Brother, William, "is not, for God has taken him:" yet, Providence permitting, the business of our concern, in all its branches and departments, will be uninterruptedly continued as heretofore under the old Name, Style & Form of W. & B. DOUGLAS.
Benjamin Douglas.
Enclosure reduced 25%
Middletown, CT to Philadelphia, PA
29 April, 1858
The enclosed Christmas card is printed and without any handwriting therefore eligible for the printed circular rate, which the sender clearly notes on the envelope. The sending of Christmas cards at this time was not a tradition and this example is very early for such a card.
Different Means Of Transportation Used By The U. S. P. O.
Significantly Shortened Delivery Times
By the early 1850’s, many railroads and steamboats operated extensively in the eastern one-half of the nation. The post office contracted with many hundreds of both which made the transportation of the very large amounts of bulky and heavy printed matter much easier.
Different Examples Of ‘PAID 1’ Rate Markings Intended For Use On Circulars
Johnstown, NY to Gloversville, NY
16 August 1852
Baltimore, MD to Providence, RI
2 May 1853
Hallowell, ME to Kennibunkport, ME
17 October 1854
Gloversville, NY
C. 1854
Circular Date Stamps Created Specifically For Printed Circulars
Philadelphia, PA to Lebanon, PA
22 April 1852
Albany, NY to Boston, MA
23 July 1857
Troy, NY to Brandon, VT
8 September 1854
New York, NY to Pennington, NJ
19 March 1857
Printed Circulars Often Times Had An Endorsement On The Exterior
New York, NY to Providence, RI
11 September 1853
Seekonk, MA to Providence, RI
19 June 1860
Albany, NY to Gallatin, TN
July 1852
New York, NY to Mt. Pleasant, NJ
C. 29 August (1853)
Unsealed Circular Sent From Flushing, NY - Experimental Label Allowed To Pass As One Cent Stamp
Flushing, NY to New York City, NY
31 December 1861
Stamp Sealing and Postmark Preserving Envelope.
By the use of the ordinary envelope we lose the advantage of preserving upon the letter itself the Post Mark and Postage Stamp, which are generally thrown aside with the unattached envelopes, and it is also difficult to identify the letter and envelope as belonging together, after they have been once separated.
We have prepared an envelope with one or more openings, through which, by the use of the postage stamp, the letter and envelope are sealed fast together, and when the letter is removed from the envelope, the postage stamp and post mark placed thereon remain adhering to the letter.
We claim that the following advantages must arise from the general use of this or a similar system of envelopes: Provided the Post Office Department sanctions it, so far as to print a clear and distinct post mark on each Postage Stamp or, if preferred, directly on the letter, through an additional opening, made especially for that purpose:
First.—Sealing the letter independent of the envelope by the stamp, thus making the operation of stamping the most perfect security for the sealing; and the stamp having to be put on the front of the letter before it can be sent, this sealing is not liable to be neglected.
Second.—Sealing the letter and envelope fast together, and thus increasing the difficulty of substituting envelopes, or of removing the enclosure, either by violence or from neglect of sealing, or from burning, in consequence of bad gumming.
Third.—Preserving to the Government the destruction of the stamp in opening the letter, or its general transmission therewith.
Fourth.—Defining the location of the stamp on the letter, and this in the most convenient position for the post office mark.
Fifth.—Sealing on the letter itself the legal evidence of the time and place of mailing, and giving information as to the Post Office and State from which the letter is sent.
Sixth.—Preserving an evidence of the action of the Post Office in regard to the punctual mailing of letters.
Seventh.—Supplying by the public stamp any private deficiency in the neglect of dating the letter.
An envelope affording all these advantages can be furnished at a very little, if any additional cost, and it is quite probable that if one were adopted which depended exclusively on the stamp for sealing, it might be produced much cheaper than if made in the ordinary way.
LEEDS & VAUX,
140 Broadway, New York.
Extract from the "Commercial Banking" of Boston, November 9th, 1861.
"At a recent meeting of the New-York (Eng.) Chamber of Commerce, a communication was read from Glasgow, calling attention to the inconvenience arising from the use of envelopes in commercial communications, from the difficulty of proving dates of posts and delivery of letters, and urging for the desirability that the post marks should always appear on the letters themselves. The Chamber expressed the opinion, that in business letters it would be much better to avoid the use of envelopes."
An adhesive, in this case a red label, was fixed over the lattice work of the envelope so it stuck to the sheet inside the envelope as seen above.
The label, which was meant to imitate a postage stamp, was cancelled with the CDS of Flushing, NY creating proof of mailing right on the enclosure as seen to the left. The label was accepted by the post office as if it had been a one cent postage stamp.
50% Reduction
Enclosed circular with the red label adhering with date stamp.
An adhesive, in this case a one cent 1861 stamp, was fixed over the lattice work of the envelope so it stuck to the sheet inside as seen above.
The stamp, with the CDS, adhered to the circular inside provided a “proof of mailing date.”
Most surviving examples of the Leeds envelopes are used in and around New York City and seem to be gratuitous usages. Genuine commercial usages, like this, are scarce.
50% Reduction
Enclosed Circular
Section Two - Domestic
Printed Matter
Union Patriotic Envelope Designs
C. 1860 - 1862
Union Patriotic Envelopes
Envelope contained a printed circular.
New York, NY to Worcester, MA C. 1861
Envelopes made into wrappers to carry pamphlets between 3 to 4 ounces.
PFC confirms use as a wrapper.
Patriotic letter sheet made into a wrapper to carry a pamphlet up to 3 ounces.
Worcester, MA to West Boylston, MA 17 May (1861)
Printed envelopes with allegorical scenes of the military and politicians were popular. A less expensive way to show one's patriotism was the use of labels.
Philadelphia, PA to Marblehead, MA 18 June 1862 Circular
Port Royal, SC to Bellows Falls, VT 23 November (1860) Wrapper
Boston, MA to Jericho Center, VT 6 July 1861
Printed Circular
“Bulk Mailings” occur when a large number of identical, printed pieces are distributed to a specified list of recipients. In this case, it is not necessary to address each individual item.
The large piece measuring 26” x 22,” to the left, is a printed broadside proclamation from the Governor of Massachusetts declaring the Thanksgiving holiday. The one cent stamp paid the postage for this large printed broadside under 3 ounces.
In the case of the smaller piece below the postage for many identical pieces was paid directly to the New York postmaster who placed one item in each box.
Rowdon, Wright, Hatch & Edson Engraved Sheet
Sample Sheet
This is most likely a salesman’s sample sheet which had an address band on it and mailed in bulk. The CDS for Kingston, NH is proof that it went through the mails.
Rawdon, Hatch & Wright are best known for printing the first U.S. stamps.
The U. S. post office operated carrier services in several of the large cities from the 1840's into the late 1860's. One of the most prominent was the service in Philadelphia, PA. The red oval marking on the catalog cover to the left was in use from November, 1851 well into 1852.
The eagle carrier stamps were issued by the post office in 1852 and used for several years.
On May 25, 1861, the day after Virginia seceded, Colonel E. E. Ellsworth (see red box blow) led his men down the streets of Alexandria, Virginia, across the Potomac River from Washington DC. While doing this, Ellsworth noticed a Confederate flag flying above the Marshall House Inn. He and four others quickly went up the stairs. Ellsworth cut down the flag and was on the way down the stairs when the tavern owner, James W. Jackson, killed him with a shotgun blast to the chest. Ellsworth became the first Union casualty of the Civil War.
This booklet, delivered by Floyd’s Penny Post, is the personal copy of General Coates, commander of the First Regiment Light Infantry of the Illinois State Troops, better known as the Chicago of Zouaves. General Coates was Colonel Ellsworth’s commanding officer on the day of Ellsworth’s death.
Extract from records of a regular meeting of the U.S. ZOUAVE CADETS, held at their Armory, Cadets’ Assembly Rooms, in the City of Chicago, State of Illinois, Feb. 2nd, 1860.
Col. Ellsworth addressed the Company at length upon the subject of the programme for the ensuing six months and the future of the corps. He said in substance “that the Company must that night decide upon one of two courses of action, and having made their determination, commence work. If to carry out the design of making the tour of the United States at the time fixed upon, they must cal-
GENERAL REGULATIONS
OF THE
First Regt. Light Infantry
(U. S. ZOUAVE CADETS.)
OF THE
ILLINOIS STATE TROOPS.
Plan of Organization
of
SKELETON REGIMENTS.
40% Reduction of the title page
The user, with prior approval of the post office where the piece was mailed, applied ruled black ink lines to each stamp before the stamp was affixed to the piece of mail. This was most likely done to simplify and expedite handling at the post office.
Insurance company annual report with the stamp cancelled by ruled lines prior to affixing to the circular.
The stamp on this circular is the remarkable position 91L1L Type IV of the one cent 1851 stamps. There are three distinct entries that were made on the printing plate - the first one is inverted when compared to the second and third entries. The upside down image is clearly visible in the sheet margin to the left of the image of Franklin.
School paper made into a wrapper for a newspaper.
Examples Of Different Printed Circulars Locally Delivered By Bloods City Post
Private mail delivery companies, which operated wholly within a single city, were known as local posts. Many different local posts operated in the major cities of the United States until outlawed in 1861.
The local posts handled large amounts of printed matter and newspapers and were responsible, through competition, for keeping the postal rates for printed matter low.
One of the largest and best known local posts was Bloods Penny Post in Philadelphia, PA.
Examples Of Metropolitan Errand & Express Company Circulars Delivered Locally
New York, NY 20 December (1856)
Two Cents
Seven examples recorded on cover.
One Cent
New York, NY 8 March 1858
Examples Of A Printed Circular And Two Wrappers Delivered Locally By Hussey's Post
Only recorded example of "WITH PAPER" marking.
Two examples of the shield marking recorded.
Introduction To Section Three - Foreign Mails
Section three, the four pages on this row and the entire next frame, examines printed matter to foreign countries or from foreign countries transiting the United States.
Mails To And From Canada
The treaty with Canada specified that postage could only be prepaid “to the lines” in the sending country. The recipient was required to pay the postage due “from the lines” which was 1¢ in Canada. It appears that Canada was quite regular in collecting the required postage due.
Both circulars were carried by overland mail. The large ‘1’ on each cover indicates the Canadian postage of one pence (2¢ US) is due from the recipient.
To Canada
Printed Circular Overland - One Cent To The Lines
Overland Paid To The Lines
New York, NY to Bransford, Canada West 6 September 1854
The circular above traveled overland and was rated 1 pence postage due from the recipient in Canada.
New York, NY to Milton, Canada West 26 January 1859
The circular traveled overland and was rated 1/2 pence due from recipient in Canada.
The United States - Canada Treaty of 1855 reduced the internal postage due on printed circulars in Canada from 1 pence to 1/2 pence.
Though the postal treaties with Canada did not allow for prepayment of a circular all the way to the recipient, it seems, in practice, that the Canadian postal officials did often times accept the 2¢ prepayment as completely prepaid to the destination.
Though the postal treaty specified postage of 1¢ was to be collected from the recipient in the United States, it appears that, in practice, this was not often done. It is possible the US postmasters mistakenly believed the Canadian payment was sufficient.
Montreal, Canada to New York, NY
Hamilton, Canada to Albany, NY
This circular, addressed to iron magnate Erastus Corning for whom Corning, NY is named, documents the proceedings of a general meeting of the proprietors of the Great Western Railway of Canada. There are fewer than 8 recorded examples of the 'PAID -- G. W. R.' in oval.
Favor's express was operated by Hiram Favor from 1849 to 1859 with him as a USPOD special agent. Special agents on steamboats were prohibited from carrying any letter mail but could carry printed matter. The ship used by Favor was the Steamer Admiral and he carried mails between Boston and Saint John, New Brunswick with stops at Portland and Eastport ME.
Saint John, New Brunswick to (Boston, MA)
British packet rate of 2¢ required as if was carried to England. It went on the Cunarder Canada from Boston October 24th arriving Halifax the 26th; 2d sterling was due which was 2 1/2d local currency as marked.
1 1/2 pence prepaid at Montreal; 1/2 pence postage to Boston and 1 pence (2¢ US) to prepay the printed matter rate for British packet service from Boston. This was carried on the Cunarder America from Boston June 16th to St. Johns Newfoundland, arriving June 21st, then to Harbor Grace, Newfoundland the next day.
Transit Fee Through The U. S.
Transit Circular - Two Cents To U. S.
Quebec To Dresden, Saxony
By Way Of Boston
This transit circular was originally marked for a '1' pence payment for the circular rate to the United States, which was obliterated with the bull's eye cancel when determined it was going to Saxony. 2 1/2 marking was applied in Quebec for 1d sterling US transit fee, 1d sterling Canadian postage totalling 2 1/2 Canadian currency.
The circular traveled overland to Boston. It then went in the British mails to England, through France to the Aachen exchange point.
The blue manuscript 2 1/2 was applied at Aachen indicating 2 1/2 silbergroschen due from recipient. The red crayon 25/10 neugroschen was applied at Dresden due from the recipient. The small black rectangle on the back is the carrier delivery mark in Dresden.
Quebec to Dresden, Saxony
by way of Boston
19 January 1855
Havana, Cuba to Montreal, Canada
This transit circular from Havana, Cuba arrived by ship in New York City and was marked with a large 'NEW YORK 2' indicating 2c due the U. S. for the transit fee. The circular traveled overland arriving in Montreal on April 18, 1856 where it was marked '2 1/2' due.
The U. S. 2¢ is equivalent to 1d sterling, the Canadians added 1d sterling postage due totalling 2d sterling which was equivalent to 2 1/2d Canadian currency.
Nova Scotia Mails
Printed Circular - One Cent
Printed Circular Re-Mailed In Nova Scotia After Receipt
New York, NY to Dartmouth, Nova Scotia
Dartmouth, Nova Scotia to Liverpool, Nova Scotia
10 December 1860
After 21 December 1860
This printed circular originated in New York City on December 10, 1860. It traveled overland to Halifax, Nova Scotia where a receiving mark was placed on the reverse and then sent to Dartmouth, Nova Scotia. The recipient re-mailed the circular to Liverpool, Nova Scotia and adhered a Nova Scotia penny red for postage. This is the only recorded example of a re-mailed circular with the 1¢ Nova Scotia red stamp.
Boston, MA to Annapolis, Nova Scotia
19 June 1861
Two recorded Union patriotic envelopes used to Nova Scotia, the other in this exhibit.
Route specification by Prussian Closed Mail rated six cents, carried though by British mail because waiting for the next Prussian Mail steamer would have caused significant delay.
British mail, carried on the Cunard Line’s Canada from New York February 22 arriving Liverpool March 4, 1860 then via France to Schopfheim, Baden.
Carried on the NGL *Bremen* from New York arriving Bremen August 19, 1860.
Carried on the Collins Line’s *Ericsson* from New York arriving Liverpool December 19 then via France arriving Tannwald December 24, 1856. The one cent stamps are from plate 3.
This printed circular from Charleston, SC to St. Petersburg, Russia was sent in the French mail paying the correct rate of 2 cents in Charleston. In Prussia a debit to Russia was marked as 2 silbergroschen over ½ silbergroschen or a total of 2½ silbergroschen (about 9 kopecks). The postage due in St. Petersburg was marked in magenta ink on the reverse, 19 kopecks.
Apparently the Russians added 10 kopecks internal fee to that debited by Prussia. Most likely the Prussian debit indicated 2 silbergroschen for “foreign” transit fees to Prussia and 1/2 silbergroschen Prussian fee for printed matter. An Aus Frankreich date stamp on the reverse was applied at the Aachen train station, the Prussian exchange office with France and shows the date of 29 September. The cover travelled by Prussian rail from Aachen through Berlin to the Prussian exchange office at Eydtkuhnen, then by Russian train to St. Petersburg.
The printed newspaper rate through England to the continent of Europe was established at 4¢ at the start of the treaty with Great Britain in 1848. In April, 1853 that rate was reduced to 2¢ for all countries except for Spain. The reason is yet unknown. The 4¢ rate remained in effect until, at least, late 1860 or early 1861 - the exact date too is yet unknown. An additional 1/2 reales was due at the destination.
Sometime in late 1860 or early 1861 the newspaper rate, which applied to circulars, was reduced to 2¢ paid to the destination.
To Great Britain
Newspaper Rate - Two Cents
18 April 1853 - 30 September 1867
Open Mail To Great Britain - 2 Pence Due
New Orleans, LA to Liverpool, England
16 March 1856
The one cent stamps are Type II, positions 1-2L2 with 2L2 having the large plate flaw running vertically at the right.
Forwarded Within Great Britain
Nashville, TN to London then to Workingham, England
10 July 1860
Two cents to Great Britain then forwarded with one penny red.
Transient Printed Matter
Newspaper Rate Thru England - Four Cents
15 February 1849 - 17 April 1853
Transit Fee
Printed circulars transiting Great Britain to the Continent were treated under the newspaper rate of 4¢. Britain was due a credit of 2 cents (one pence British). The rate was reduced to two cents in April 1853.
There are fewer than 5 recorded examples of this rate paid by stamps.
Brown manuscript '1', applied in England, indicates one pence or two US cents, due to Britain for transit fee.
Large red '2', applied in New York, indicates 2¢ due to Britain for the transit fee.
Effective April 1853 the postage on printed matter transiting England was reduced from 4¢ to 2¢.
These two prices current for cotton are printed in German and mailed from New Orleans to the same address in Vienna. Both are franked with pairs of the one cent 1857, Type V stamps for the 2¢ open mail “newspaper” rate. The cover above reached Vienna via England with transit through Belgium to G. A. P. U. under terms of the Anglo-Prussian treaty. The cover below reached Vienna via England and the French mails.
Inbound Postage Due For Newspapers
All inbound newspapers were charged 2¢ postage due. This newspaper is from Mazalan, Mexico. It was mailed December 16, 1857 as noted by the date in the large rectangle; also pre-paid as indicated by the fancy FRANCO on the wrapper. It arrived by ship in New York where the blue circled ‘2’ was applied indicating 2¢ due from the recipient in Keene, NH.
Examples of newspapers with the original address bands which survived intact are unusual since the bands were generally removed and thrown away.
During this time frame, France experienced two different rates for printed matter transiting England. The circular above was rated 4¢ and was carried on the Cunarder Asia departing New York on September 10 and arriving Liverpool on September 21. It was sent to France arriving in Bordeaux on September 27, 1851. The 4¢ rate was February 1849 thru mid-April, 1853.
In mid-April, 1853 the rate was reduced to 2¢. Carried on the Cunarder Europa at the reduced rate of two cents, departing New York April 8 arriving Liverpool April 20, to Paris April 22 and to Marseilles April 23, 1857.
As a result of a new treaty between Britain and France, London marked the accountancy handstamp <GB-2' PK> showing that this circular was to be exchanged with France in bulk at the rate of 2 francs per 1 kilogram.
Carried on the Inman Line Kangaroo departing New York December 20, arriving Liverpool January 2, 1863, to Paris January 3 and to Montpellier January 4, 1863.
Carried on the Allen Line’s North America arriving Liverpool July 30, 1855 through France to Belgium arriving August 2, 1855.
Carried by Cunarder Arabia arriving Queenstown December 22, 1860, then through France to Switzerland arriving December 24, 1860.
To Italian States
Newspaper Rate - Two Cents
18 April 1853 - 30 September 1867
New Orleans, LA to Genova, Sardinia
23 January 1860
Carried on the Cunarder Africa from New York arriving Liverpool February 13 then via France arriving Genoa February 17, 1860.
New York, NY to Genova, Sardinia
14 March 1862
Carried on the Inman Line’s City of New York from New York arriving Liverpool March 25 then via France arriving Genoa March 29, 1862.
During the early years of the California gold rush, over 90% of the letters and virtually all printed matter was delivered by express companies because of the inadequacies and delinquencies of the U.S. postal system. In 1851, there were only 53 post offices in all of California and only 25 of those in the mining regions, even though there were several hundred towns and several hundred mining regions. Illustrating the importance of the mails to the people, many steamship, stage and express companies and local posts carried mails without a subsidy. Those companies charged fees and those fees made a significant contribution to their profit.
These express companies brought everyone their news by way of letters and newspapers. Until competition of the transcontinental telegraph in October 1861, this was the only way Californians could receive the news, current events, pamphlets and even small books.
This frame will examine those express companies as well as the post office through examples of printed matter items showing where and how they were transported.
Newspaper Wrapper From Hawaii
Schuyler Livingston, Esq.,
H. H. M.’s Consul General,
New York.
(Post Paid.)
Honolulu, Hawaii to New York, NY
This wrapper most likely contained a small newspaper or pamphlet weighing under three ounces, that was sent from Honolulu, Hawaii postpaid to Hawaii’s Consul General in New York City. Wrappers used from Hawaii are uncommon with fewer than five recorded.
The red oval marking to the right of the wrapper is the very uncommon ‘U.S. POSTAGE PAID’ with only four examples recorded, one on a Hawaii Missionary cover. The known date of use of this marking is only in 1852 which helps in establishing the date for the wrapper.
THE
Hawaiian.
Polygamy.
1853.
No. 12.
Express Companies And Postmasters
Postmasters may be unknown, but in 1853 and not one less looking on their history or partialities than that those going to or from Hawaii.
Many "whalers" now the postmaster at Honolulu, Hawaii from 1840 to 1860, they had a relationship with whaling companies that was beneficial for them in the Post Office. Whalers also had a more noticeable role in U.S. Post and supported how the Hawaiian Post Office mail agents at San Francisco, in all postmasters, Post, or Whalers' San Francisco agents, may sending correspondence to whaling for sale in Whaley's whaling office. This is hardly a recording enterprise.
"We Weekly Acknowledgment of newspapers and letters such as printed matter back and forth, the letter taken between the Hawaiian and Honolulu Postmasters of the individual land and at the principal land, there was no special note sent to each and the note used to send the United States on the post office grants 'allowed' expenses, collections, and perhaps he worked in the Postmaster's office. The best known of these, receiving two meals a day, and the Postmaster's privilege, and is it clear?"
This packet contains two different printed circulars that were brought by private ship from Manila, Philippines by great circle route to San Francisco, a route that did not go close to the Hawaiian Islands. Upon arrival, the packet was given to the forwarder, “G. B. Post & Co,” the San Francisco agent for The Regular Dispatch Line (RDL), which operated solely between San Francisco and Hawaii. The RDL did not have a mail contract with the post office but the Honolulu postmaster and his San Francisco agents favored the RDL. One of the ships in the employee of the RDL in 1855 was the Bark Yankee. An agent of G. B. Post most likely applied the marking “PER BARK ‘YANKEE.’” indicating the ship to carry it to Hawaii.
Only two examples of the “PER BARK ‘YANKEE.’” marking are recorded.
Earliest Recorded Prices Current From Militarily Ruled California
This printed sheet is new to philately having been found in 2008 in a collection of western Americana, its philatelic importance unnoticed. It is shown with this exhibit for the first time. The year date in the masthead is incorrect, being surely a type setting mistake. This can be confirmed by the reference made to the arrival date for the sailing ship the Rhone, as well as searches of the business directory for San Francisco for 1850.
This prices current was published August 30, 1849 and lists the prices of virtually all commercial products during the height of the gold rush. The marking in the red oval is a new, formerly unlisted, forwarders marking for “ROBT Wells & Co. SAN FRANCISCO. U CALIF.”
The circular was most likely placed on a sailing ship and routed privately through New York to Boston. The company, Appleton in Boston, was owned by Nathan Appleton who was instrumental in building a large textile empire. With the gold rush fully underway, Appleton needed information on the price of goods in San Francisco so as to best sell large amounts of his product, which Appleton did.
San Francisco, CA to Boston, MA
August 1849
Discovery copy of the ROB’ WELLS & CO. San Francisco, U Cali forwarding mark.
5¢ Domestic Circular Rate For Over 3500 Miles
One of the least common rates during the period of the 1850’s is for printed circulars which traveled over 3500 miles. This rate is what established the rate basis for the printed circular on the following page which went from San Francisco. Since the circular on the following page traveled over 3500 miles and was carried by a private ship, the rate was 5¢.
San Francisco, CA to Boston, MA
1 July 1852
Four stampless examples of the 5¢ rate for over 3500 miles are recorded.
The postal laws of 1825, which were in effect in May 1852, specified that mails carried outside the United States on private ships would be charged the then current domestic rate which, in this case, was 5¢ for over 3500 miles.
The above circular is a prices current and shipping list from ‘Geo. N. Shaw & Co.’ to Canton, China. Shaw was a forwarding agent for the mails and their red forwarders mark appears underneath the San Francisco CDS. It appears Shaw’s representative took the circular to the San Francisco post office and paid the domestic rate (also private ship rate) for a circular over 3500 miles which was 5¢.
The post office was obligated to send the circular by the quickest route - in this case a private ship sailing from San Francisco. The circular was taken to the docks and placed on a private ship bound for China. The absence of any other markings on the cover confirms transportation by private ship. Had the circular gone through British or French mails, there would be a confirming transit mark somewhere on the cover, which there is not.
Thirty-one of these printed circulars were sent to companies “incorporated for the purpose of conducting water from the streams to the mines on elevated grounds, for mining purposes.” The circular calls for a meeting to adopt measures to petition the U.S. Congress for appropriate rights-of-way through public lands for canal projects.
Examples of printed circulars, without handwriting, sent by express companies are uncommon due to the high costs involved. In this case, the cost was 50¢, compared to 1¢ if it had been sent through the regular mails. The expense was probably justified due to the importance of the meeting.
This is the only recorded example of a printed circular carried by a California express company.
The steamship lines that serviced San Francisco carried mail, even though they received no subsidies from the U.S. government. This gave rise to “letter bag operators,” a phenomenon peculiar to San Francisco. The operators would, for a small fee, deliver a person’s mail to or from any steamer on its sailing or arrival date. The most prominent operator was Charles P. Kimball, proprietor of Noisy Carriers. Kimball worked closely with the Vanderbilt Line which operated across Nicaragua. Kimball adopted the same slogan as Vanderbilt “Via Nicaragua, in Advance of the Mails” first using the slogan in an red oval marking which appears on the newspaper below.
The newspaper below is *The New York Herald* and was probably on top of a bundle handled by Noisy Carriers.
---
**IL TURCO IN ITALIA;**
*(THE TURK IN ITALY;)*
OPERA BUFFA.
In two Acts.
AS PERFORMED AT THE NEW-YORK THEATRE.
THE MUSIC BY ROSSINI.
NEW-YORK.
PUBLISHED BY E. M. MURDEN,
No. 4 Chambers-street,
FOR THE NEW-YORK THEATRE:
D. Fanshaw, Printer.
1826.
---
New York, NY to San Francisco, CA 27 October 1854
The pamphlet, missing an address band, at left, was distributed C. 1855 by Noisy Carriers after being transported to San Francisco by steamer operating via Nicaragua.
The fancy mark only appears on mail handed by Noisy Carriers.
Effective October 1, 1852, The Rate For Circulars And Newspapers Was Reduced To 1¢ For Any Distance Within The United States
The only address on the circular was to the Secretary of State of California.
It appears a postal worker wrote the name of the state capital in pencil on the front of the circular. The capital had recently been moved to Benicia creating the initial confusion as to the proper location and pueblo name.
San Francisco newsletter without a printed front.
The contents of this circular is a printed San Francisco weekly newsletter dated May 20, 1857. Most of the known San Francisco newsletters have a printed address panel (see frame 4, page 6 of this exhibit).
Fewer than three San Francisco Newsletters without printing on the address panel are recorded.
The Penny Post was the largest of the local posts to have operated in San Francisco. The post was founded by H. L. Goodwin in June of 1855 as a local post, but quickly grew with offices in several northern California cities.
This prices current sheet was published in New York, NY on August 18, 1855 at a cost of 6 1/4c each.
The sheets were most likely sent in bulk by ship to San Francisco where they were delivered by the Penny Post Co. of San Francisco to a number of companies on a subscription list. In this way, there was no requirement for an address to be placed on the piece.
These three envelopes and enclosure show an evolution of Wells, Fargo & Co.'s pickup notices. The examples from 1860 and 1863 above, each contained a printed notice, an example is above.
By 1865 an enclosed notice was unnecessary as the entire message was printed on the envelope.
This is a very early example of a "post card like" message being sent through the mail.
Introduction To Section Five
The philatelic history of the Confederate States of America is illustrated by all the major classes of printed matter. The paucity of available examples is due to the severe paper shortage during the war.
Confederate States of America
4 February 1861 - 9 April 1865
This frame shows the evolution of the CSA postal system as evidenced by printed matter. A probable first day CSA postal service (circular to France, next page) is shown followed by a newly discovered “Circular Letter No. 3” sent by John H. Regan, Postmaster General of the CSA, to postmasters instructing them on how to conduct themselves until the start of the CSA postal system. Further examples of printed circulars, newspapers, pamphlets and a 184 page book are shown.
Norfolk, VA to Smithfield, VA
5 November 1861
Printed circular, 2¢ postage paid in cash and noted ‘PAID’ in circle.
The Confederate States of America was officially formed on February 4, 1861. The postal system, which was in place prior to the succession of the different states, continued to be used until formation of the Confederate postal system on June 1, 1861. During that time the Federal postage stamps continued to be used on the mails.
New Orleans, LA to Terte' - Mace', France
Circular Dated 2 February 1861
Savannah, GA to New Brunswick
12 February 1861
Sir,
All postmasters and other employees in the postal service are directed to continue the performance of their respective duties as such, and render all their accounts and pay all moneys to the order of the government of the United States, as they have heretofore done, until the government of the Confederate States shall be prepared to assume the entire control of its postal and telegraphic service.
The Congress of the Confederate States has, by an act approved March 12th, 1861, provided "that the Postmaster-General shall have power to issue circular instructions to the several postmasters and other officers in performing service under the government of the United States, in order to enforce the rendition of the proper accounts and payment of the moneys collected by them per account of the United States, until the Postmaster-General shall have issued his proclamation, announcing that the former service is discontinued, and is replaced by the new service organized under the authority of this government."
In order that you may be enabled to comply strictly with the foregoing direction, issued in conformity with the authority conferred by said Act, your attention is specially directed to the Regulations of the Post Office Department of the United States, embraced in chapters 19, 20, 21, 22, 23, and 24 of the volume of laws and regulations issued 15th May, 1859.
The Post Office Department of the Confederate States will be organized as soon as practicable, but the causes of delay incident to its organization are such as to place it out of my power to determine definitely when the new service will be substituted for the old.
Any attempt to transfer the business of the two governments, in the same service, would be wholly impracticable. And no removals or appointments of postmasters or others in the postal service will be made by this department, nor will it receive returns relating to or moneys derived from the postal service, until it shall assume the entire control of the service.
If the government of the United States should cease to carry on this service, before this department shall be organized and prepared to take charge of it, no great shock to the public interests will be produced by such a course, as the Postmaster-General is authorized to continue, provisionally, by proclamation, the present postmasters, and others in the postal service, in office; and to continue existing contracts for carrying the mails, until new appointments and new contracts can be made.
We must regard the carrying of our mails at this time, by that government, as a great public necessity to the people of both governments, resulting from their past intimate political, economic, and social relations, and alike important to the preservation of the present interests of the people of both countries. But while the government, by its action, connotes such considerations, our government and people should act with the same high regard for great public interests. Such a course, on either party, springing from such motives, will preserve the character of our people, without impairing the dignity of our government, and may lead to the transfer of our postal service from the control of the old to that of the new government, with far less injury to the people of both than would necessarily flow from precipitate and inconsiderate action on the part of either.
You will please acknowledge the receipt of this circular.
I am, very respectfully, your obedient servant,
JOHN H. REAGAN,
Postmaster-General.
To: Halseville, SC
Montgomery, AL to Halseville, SC
26 March, 1861
The Confederate post office was established on June 1, 1861. On that day, all United States postage stamps were demonetized and not valid for postage. The Confederacy did not yet have postage stamps so payment was noted in manuscript or by handstamp.
This printed circular is dated May 30th, a Thursday. It is probable that the 1¢ stamp was affixed on Friday the 31st with the intent to get it to the post office while the stamp was still valid for postage. That did not happen; when the circular was mailed the postmaster refused to recognize the demonetized 1¢ stamp and required payment of the new rate of 2¢, which was paid in cash and so noted on the front of the folded circular.
The Confederate post office started operations on June 1, 1861 before there were any postage stamps available for use. The general issue postage stamps did not appear until December, 1861.
The post masters were left to their own ingenuity using handstamps and several even issued their own adhesive stamps known as provisional adhesives. Only five cities issued a 2¢ provisional stamp, they being Mobile AL, New Orleans LA, Memphis TN, Baton Rouge LA and Uniontown AL. Of the five, only two are known used on any sort of printed matter - Mobile and New Orleans. The earliest known use of the Mobile 2¢ black is August, 1861. The earliest 2¢ from New Orleans, below, is July 14, 1861 which makes this the earliest known use of any stamp on printed matter used in the CSA postal system!
New Orleans. LA to Charleston, SC
The wrapper above carried either a newspaper or a pamphlet which could have weighed up to three ounces.
The rate for an individually mailed newspaper weighing up to three ounces was 2¢, regardless of the distance traveled. In March, 1862, a two cent green stamp was issued for the express purpose of prepaying the drop letter and printed matter rates, up to three ounce, rate.
This is the only recorded example of the Confederate 2¢ green stamp used on an address band containing the original newspaper.
Handstamp
CANTON MISS. ‘PAID2’
Printed circular from Couch & Co. to plantation owners expounding the fact that they had helped the plantation owners over the years by stocking their necessary supplies. The war between the states was in its infancy and Couch is pleading to purchase cotton on a cash basis to sustain his business.
The circular is folded and struck with a Canton Miss. CDS and a ‘PAID2’ which is a provisional marking used before the delivery of postage stamps from the Confederate States of America.
This ‘PAID2’ is newly discovered and will be the listing copy in the new Dietz catalog.
Stamps Issued For Printed Matter In The CSA Between July, 1861 to April, 1865
2¢ postage paid by a provisional stamp of New Orleans.
Knoxville, TN to Saltville, VA
11 August (1862)
2¢ red brown stamp issued in April, 1863 replacing the 2¢ stamp.
New Orleans, LA to Acona, MS
3 August 1861
2¢ green stamp issued March, 1862
Danville, VA to Museville, VA
5 February (1864)
Printed Matter
Double Rate - Four Cents
This envelope has three individual circulars inside which required a double rate of 4¢.
The envelope is addressed to Hon. A. H. Stevens, then Vice President of the Confederate States of America.
Nashville, TN to Richmond, VA
8 October 1861
This envelope contained 3-4 ounces of printed matter thus requiring a double rate, prepaid, of 4¢.
Richmond, VA to Lockleven P. O., VA
10 April (1864)
Subscription newspapers were handled differently than individually mailed newspapers. Postage for daily papers not exceeding 3 ounces each was 70 cents quarterly, paid in advance. The law stated "...into the post office nearest the place of publication or purchase thereof; and pre-payment shall be indicated by the stamp of such post office, or by writing upon each paper so sent."
The above quote is taken from CSA Instructions To Post Masters, p. 17, Section 2, Richmond, VA, 1861. A copy of the referenced CSA manual is attached to the back of this page.
Due to the severe shortage of paper in the Confederacy, paper was reused for different reasons including creating a newspaper wrapper. The inside of this “adversity” wrapper, is a portion of a letter. It reads.... “this morning that Governor Brown has deserted the Confederate cause and gone with the Federals calling upon all Georgia Soldiers to throw down their arms and follow him. Of course I do not credit this in the least; but just mention it for the purpose of illustrating the great demoralization which has so recently & so unnecessarily seized the people as to be catching at and repeating such absurd rumors.”
The pamphlet to the left is 14 pages plus covers and contains the author's research in June 1861 to the Postal Librarian in Green Library, Alexandria, VA, noting they appear to stay in Virginia. Any surviving examples of a pamphlet, which pass through the office, will be catalogued and not
The pamphlet to the bottom and right is 20 pages plus cover and being the actual report from Charles Francis Adams' research at the Alexandria post office, an attempt was made to alter the "T" to "F" into a "P" for private station. This new starting will be linked to the date being coming for filing.
Introduction To Section Six
This frame will show both the second and third class mails utilizing covers which are out of the ordinary. Fancy envelopes and cancels are shown as well as an exceedingly scarce bisect of the 2¢ Black Jack stamp, a preprinted town mark and several newspapers bearing stamps.
Complete Revamping Of The Laws Affecting Printed Matter
July 1, 1863
The Postal Act of March 3, 1863, which took effect July 1, 1863, completely changed the ways in which printed matter was handled by the Post Office Department.
Mail was divided into three classes: First class embraced letters and matter, wholly or partly, in writing, except book manuscripts and corrected proof sheets; second class embraced publications issued at stated periods; and third class encompassed all other mailable matter, including book manuscripts and corrected proof sheets.
Second class matter published once a week or more often, sent to regular subscribers, was eligible for discounted “subscription rates” which had to be prepaid quarterly in cash. For individual items and publications published less often than a week, the postage was 1¢ for four ounces and an additional 1¢ for each four ounces in excess. Strangely, for postmasters in cities which employed carriers, they could negotiate individual contracts for delivery subject to the approval of the Postmaster General.
Third class mail included printed circulars. Postage for unsealed circulars, not exceeding three in number, was 2¢ and an additional 2¢ for each three additional or fraction thereof. For other mailable third class matter the rate was 2¢ for each four ounces or fraction thereof.
Third Class Mails
Unsealed Printed Circular - Two Cents Per Three To Same Address
Owasco, NY to Auburn, NY
15 December 1869
UPPER BLUE LICK WATER.
ANALYSIS:
Sulphuretted Hydrogen.
Free Carbonic Acid Gas.
Carbonate of Magnesia.
Alumina.
Phosphate of Lime.
Oxide of Iron.
Iodide of Magnesium.
Sulphate of Lime.
Sulphate of Potash.
Carbonate of Lime.
Chloride of Magnesium.
Bromide of Magnesium.
Chloride of Sodium.
Chloride of Potassium.
C. L. STANTON & CO., Proprietors,
MAYSVILLE, KY.
Maysville, KY to Princeton, AR
C. 1869
Philadelphia, PA to Harrisburg, PA
April 12, 1864
Sanitary Fair Envelope
With the vast proliferation of printing presses after the Civil War, printing costs dropped significantly, making it economical to produce beautiful advertising envelopes to enclose circulars.
Two examples of colorful lithographic advertising envelopes used to enclose printed circulars.
Contains large purple lithographic business card and printed circular.
The postmaster of Cumberland, Maine from 1853 to 1870 was Mr. David Gray. Gray was also a printer and operated a print shop on the same premises as that for the post office. It appears that in the late 1850's Gray experimented with the application of the town CDS and cancellation of the stamp by running them through a printing press. This probably proved to be too tedious due to registration issues so he settled for pre-printing the circular date stamp for the town and a portion of the address. This must have been an attempt to increase efficiency of processing at the time of mailing.
The example here has the town name, the month, and the state abbreviation printed within what is similar to a normal circular date stamp. The addressee "Collector of Taxes for 1863," a very fine dotted line and the state were also preprinted. At the time of mailing, the town name in the address was written in by hand, a one cent stamp was applied and the stamp cancelled with the numeral year date. Several examples survive from 1861 - 1864, all having the same characteristics as this example.
This folded printed circular is from a steel bridge company in Boston, Massachusetts to the famous leader of the Mormon Church, Brigham Young.
The Mormons were instrumental in getting the route for the first transcontinental railroad to traverse Utah near the capital, Salt Lake City. Many years of lobbying Congress for the “middle route” paid off with two handsome dividends. First, the Mormons understood the railroad meant expansion and growth and that would occur first and foremost along the route taken for the train. Secondly, they understood the short term financial boom that would come from construction of the railroad itself. The Mormons were instrumental in building the roadbeds and bridges for hundreds of miles either side of Salt Lake City. This is why the bridge company sent the circular to Brigham Young trying to promote their bridges.
Two examples of this illustrated circular are recorded.
The local drop rate is not often considered a valid rate for printed circulars but it was perfectly acceptable to send printed circulars in this manner.
Young & Schlough obviously prepared a mailing of advertising circulars which were each enclosed in an unsealed envelope. Those circulars, going outside the area of the local post office, were posted at the circular rate of 2¢. When the mailer prepared those going locally an enterprising person realized that the drop rate was only 1¢ and, probably having only 2¢ stamps, cut a 2¢ stamp in half and placed it on the envelope. Most likely, the postmaster, as a courtesy to the mailer, accepted this bisected 2¢ stamp as valid for the 1¢ drop rate postage.
This envelope has full undisturbed gum on the back flap and, as such, proves it went through the mails unsealed, which is proof, as attested to in the PSE certificate, of a circular being originally enclosed.
This is the only recorded use of a bisected 2¢ black jack on a mailed circular.
Turned Cover
This item is referred to as a “turned cover,” meaning it was used for two separate and distinct mailings.
First, the savings bank, by printed circular (left), requested of their depositor her account information. The first mailing, on November 10th, required 2¢ for the printed circular rate.
The depositor wrote the necessary information on the other side of the circular thus changing the piece from a printed circular to a letter (see note on the stamps below). The “letter,” bearing 3¢ was returned to the bank on November 16, 1863.
Copy of the address panel of the returned “letter” with 3¢ postage. Careful examination reveals that the 2¢ black jack stamp was cancelled before the overlapping 1¢ stamp was applied. Most likely the bank had applied the 2¢ for the return postage not realizing that the handwritten response to their request would require letter postage of 3¢. The 1¢ was canceled and the “letter” was returned to the bank.
The 1¢ stamp on the right was demonetized on August 17, 1861 meaning it was no longer valid for postage. However, it was accepted as valid postage paying the circular rate since there are no markings indicating any additional moneys due.
The sender of this unsealed envelope attempted to use a 2¢ playing card revenue stamp to prepay the circular rate. Though cancelled, someone caught the error and marked it ‘Due 2’ to be paid by the addressee.
Insurance company promotional pamphlet containing rate tables for life insurance, annuities, and endowments. Since there is no addressee, it is most likely that one was delivered to each box holder in the town or on a mailing list given to the postmaster.
Carrier Service
By Special Contract
This pamphlet illustrates a special, off-table rate. The following quote is taken from The Act of March 3, 1863, Stat. 12, Sec. 15. A copy of the law is available on the reverse of this sheet. It states:
"The postmaster of any office where letter carriers are employed may contract with the publishers of any newspapers or periodicals, ... for delivery by postal carriers, within the postal district, of any such publications not coming through the mails, at rates and upon terms to be agreed upon."
The law continues:
"The Postmaster General may provide for the delivery by such carriers.... must be prepaid by postage stamps at the rate of 2 cents for each 4 ounces or fraction thereof."
The special "arrangement" between the post master and the publisher was 1¢ postage for the pamphlet and 1¢ for delivery by a carrier.
Over-weight Items
Philadelphia, PA to Bridgeton, NJ 29 November (1862)
This wrapper is made from an original, hand-drawn piece of sheet music for the religious song “Be Kind.” The wrapper contained either newspapers, magazines or pamphlets weighing between 32+ and 36 ounces or a small book weighing between 17 and 18 ounces.
(Philadelphia, PA) to Pottsville, PA C. 1866
Though marked “Circular,” this wrapper most likely contained a pamphlet weighing between 8+ and 12 ounces. The rate was 1¢ per 4 ounces or fraction thereof.
Second Class Periodical
Periodicals published on a regular period of a week or more are considered second class mail and subject to 1¢ for each increment of four ounces.
80% Reduction
Philadelphia, PA
24 March 1866
The Development Theory
Prof. Agassiz has recently been delivering some lectures, one of which he discusses at length an ice period which he regards as having immediately preceded the present order of things. His theory is substantiated by many gathered facts, and is still in pursuit of others for its complete establishment.
A brief paragraph, selected from his statement of the theory, is in the words following:
"I attach great importance, in a philosophical point of view, to the study of this ice-period, because if it can be demonstrated that such was once the condition of our earth, it will follow that the doctrine of the transmutation of the species, and of the descent of the animals that live now, from those of past days is cut at the root; by this winter, which put an end to all living beings upon the surface of the globe."
By this single utterance Prof. Agassiz challenges the development theory of Darwin and Lamarck and also the views expressed by Sir Charles Lyell and other scientists respecting the high antiquity of man on earth. It denies "the transmutation of the species," the development of man from lower order of beings; the crude idea of Prof. Lamarck in the twelfth century, and of Prof. Darwin in our own. We thus have a greater name than Darwin to put...
The Cotton and Silk Courier.
Price 6d. Crown.
15th January to 10th March, 1870.
Introduction To Section Seven - Mails To Foreign Destinations
The final section, section seven, will examine the usages to and from foreign countries and some of the different rates that evolved from the new treaties in 1867, 1868 and 1869.
Below are two examples of printed circulars to Canada via the overland routes.
Boston, MA to New Castle, New Brunswick 6 June 1868
During this period the rate to Canada remained constant at 2¢.
New York, NY to Belleville, Canada West 2 June 1869
To Great Britain
Newspaper Rate - Two Then Six Cents
18 April 1853 - 30 June 1867
1 September 1867 - December 1868
Newspaper Rate Of Two Cents To September 30, 1867
San Francisco, CA to Liverpool, England
A newspaper wrapper showing the 2¢ rate in effect from April, 1853 to September 30, 1867.
Newspaper Rate Increased To Six Cents
New Orleans, LA to Liverpool, England
Under the new 1867 Convention with Great Britain, printed circulars were included in the book rate of 6¢, a three times increase. This remained in effect for only about 15 months.
Newspaper Rate Of 6¢ In Effect Fifteen Months
(New York, NY) to London, England C. 1868
Newspaper Rate Reduced To 2¢ on January 1, 1869.
New Orleans, LA to Liverpool, England C, October 1868
Prior to 1867, the United States, through the Department of State, had established consulate offices in several cities in Japan and China. The only mail processing done by these offices related to the forwarding of mail received from foreign postal systems and placing it on either U.S. navel vessels or private ships. Initially, the volumes were quite small and did not necessitate any special circumstances.
All this changed when, in 1867, treaties were signed with China and Japan. The Pacific Mail Steamship Company was awarded the contract to provide regular mail and passenger service between those countries and San Francisco. The volumes of mail increased substantially and the offices grew at Shanghai, China and several cities including Yokohama, Japan,
The wrapper above contained a printed circular which traveled from Yokohama, Japan 6,100 miles by steamer to San Francisco then 3,560 miles overland to Hartford, Connecticut. Mails originating in Yokohama, Japan are easily identified by the large 'X' cancellation. Three examples recorded.
This circular was posted in Baltimore and carried by American packet to St. Thomas where it transited on September 30, 1869. This steamship service had a book packet rate of 4¢ per four ounces. Upon arrival in St. Lucia, the small black St. Lucia receiving mark was applied and the recipient had to pay one penny postage due as noted by the brown ‘1’ on the front of the cover.
Only two examples of the 1869 pictorial stamps used to St. Lucia are recorded.
Carried on the NGL ship *America* departing December 15 arriving Bremen December 29, 1865. It was transferred at Sweden’s receiving point, Malmo arriving January 2, 1866 and then by rail to Calmar, Sweden. The ‘PAID ALL’ marking indicated that the postage was prepaid through Germany; the ‘6’ indicates 6 ore due. Mails to Sweden, at this time, are highly unusual.
This newspaper wrapper, with the ‘PAID ALL’, was carried to Bremen and delivered fully prepaid.
To Cuba And Mexico
Newspaper Rate - Two Cents
The Newspaper Rate Remained Consistent To Cuba And Mexico At Two Cents
Philadelphia, PA to Caibarien, Cuba 12 December 1866
The ‘NA1’ is a receiving mark indicating it was sent from North America.
New York, NY to Puebla, Mexico 16 November 1869
The ‘1/2’ is a receiving mark indicating one half reale postage due.
To France
Newspaper Rate - Two Cents
Newspaper Rate Of Two Cents
Unknown to Paris, France C. 4 June 1868
Though newspapers were rated in the United States “by the piece” at 2¢, the required postage due in France was based on weight. The wrapper above contained a paper weighing between 40 and 80 grams and therefore due 30 decimes from the recipient.
Unknown to Paris, France C. 1 April 1868
This wrapper contained a newspaper weighing up to 40 grams and therefore was due 15 decimes from recipient.
From France
Newspaper Rate Under 40 Grams - 12 Centimes
Map Of 1867 Worlds Fair
This printed sheet measures 30" x 22" and weighs just 33 grams. Since it has no writing, it qualifies as a newspaper. The published rate is 12 centimes, the reason for the extra 1 centime is unknown.
Auxerre is a postal station near the expo grounds and use of this postmark preceded the use of the Exposition Universelle postmarked introduced on the March 25, 1867.
85% Reduction
Paris France to Boston, MA
9 March 1867
To Germany
Newspaper Rate - Two Cents To Port Of Entry
Printed Circulars Carried By HAPAG And NGL
Carried on the NGL ship *Bremen* from New York on January 26 arriving Bremen February 8, 1867.
This is the earliest recorded 1/2 marking.
Galveston, TX to Bremen, Germany
14 January 1867
Carried by Bremen Mail on ship *Weiser II* from New York August 29, arriving Bremen September 11, 1867.
New York, NY to Bremen, Germany
29 August 1867
Carried By Bremen Mail but ship unknown due to a lack of dates. The color of the red ink versus black ink was of no significance.
Both the treaties with Hanover (HAPAG) and Bremen (NGL) specified a rate of 2¢ if the newspaper that was destined for the port of arrival or 3¢ if it went past the port of arrival.
The circular had a three cent stamp placed on it by the sender without knowing which service, (HAPAU or NGL), would be used. It went NGL direct to Bremenhaven, therefore the 1/2 credit mark.
This circular has a two cent stamp placed by the sender and it went HAPAG direct to Hanover, Germany. Since Bremen was “past Hanover” the correct credit mark of 1 was applied.
To Switzerland
French Mails- Newspaper And Book Rate
Newspaper Rate To Switzerland Two Cents
Printed circular subject to the newspaper rate of 2c. Carried on the North German Line ship *New York* from New York January 16, arriving Southampton January 28, 1864.
New York, NY to Zurich, Switzerland 15 January 1864
Book Rate To Switzerland Four Cents Each Four Ounces
Carried on Cunard from New York on the ship *Asia* departing March 14, arriving Queenstown March 26, 1866.
Philadelphia, PA to Geneve, Switzerland 10 March 1866
To Italy
Newspaper Rate - Two Cents
Newspaper Rate Via HAPAG Line - Two Cents
(New York, NY) to Genoa, Italy 15 October 1864
The above circular was carried by the *Saxonia* and the one below by the *Germania* from New York. Upon arrival in Southampton, they were transferred to France, marked French postage due, then they were taken overland to the Italian frontier at Susa, Torino. Crossing into Torino, they continued overland to Genoa.
(New York, NY) to Genoa, Italy 12 November 1864
To Belgium And Switzerland
Closed Mail - Eight Cents
1867 Convention For Closed Mails
Eight Cents Closed Mail Rates
The new convention in 1867 provided for an 8¢ rate, fully paid to the destination. The pieces were to be sent in closed bags to the destination.
This circular to the left went by the Inman Line's *City of Paris*, arriving, Liverpool April 28, 1868. The closed bag was transported through France to Switzerland where it was delivered without postage being due.
Cleveland, OH to Antwerp, Belgium
11 April 1868
Like the circular above, this too was sent by closed bag, except this time to Belgium. The circular was carried on the Cunard ship, *Russia*, departing New York January 6, 1869 and arrived Queenstown January 15, 1869. It was delivered in Belgium without postage due.
To Holland
British Mails- Newspaper Rate Two, Then Eight Cents
Newspaper Rates To Holland
New York, NY to Schiedam, Holland 3 March, 1866
Carried on the HAPAG Line’s ship *Allemannia*, leaving New York March 3, 1866 and arriving Southampton, March 14, 1866, then open mail to Holland. Marked 1d due in England and 7 1/2 Dutch cents in Holland.
New York, NY to Leiden, Holland 26 July 1869
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A LETTER TO PARENTS
Dear Parents,
There is one task parents and teachers share regarding children’s education. We are both in the position of helping children to grow up and become productive citizens. Because it is often difficult for a group of adults to be consistent in accomplishing this task the Discipline With Purpose program was developed.
DWP is a developmental approach to teaching children the self-discipline skills they will need for a lifetime. Practicing these skills requires students to control impulsive behavior and think before they act. There are fifteen skills and some element of each skill is taught each year your child remains in school.
Teachers and students know whenever seriously DANGEROUS, DISRUPTIVE OR DISRESPECTFUL behavior occurs, immediate disciplinary action is warranted. Usually student’s behaviors are not of a serious nature but reflect poor choices or lack of self-discipline.
When children misbehave adults correct them by asking them to demonstrate four of the fifteen skills.
These skills are often referred to as the four skills of discipline and include: LISTENING and FOLLOWING INSTRUCTIONS. Adults talk with students to help them UNDERSTAND THE RULES AND THE REASONS FOR THE RULES. Finally, the correction will include discussing with children ways to RESOLVE the PROBLEM.
When practicing this final skill students will be asked to take an adult imposed consequence or, if able, to suggest a self-imposed consequence. Students are taught how to make recompense for inappropriate actions or poor choices.
As students learn about each of the fifteen skills they are challenged to select a portion of the skill that seems most difficult to them. They set a goal and design ways to keep track of their actions. In this way teachers help students move from the need for discipline to self-discipline by internalizing a skill and making it habitual.
We hope you will want to learn more about this program.
DISCIPLINE WITH PURPOSE
15 SELF-DISCIPLINE SKILLS
1. Listening
2. Following Instructions
3. Asking Questions Appropriately
4. Sharing: Time, Space, People, Things
5. Exhibiting Social Skills
6. Cooperating
7. Understanding Rules and the Reasons for Rules
8. Independently Accomplishing Tasks
9. Exhibiting Leadership
10. Communicating Effectively
11. Organizing: Time, Space, People, Things
12. Resolving Problems
13. Initiating Solutions
14. Distinguishing Facts From Feelings.
15. Sacrificing/ Serving Others.
Discipline With Purpose, Inc.
www.selfdisciplinedwp.com
BASIC SKILLS
1. LISTENING
I listen when I:
1. Stop what I am doing or saying.
2. Clear away all distractions.
3. Look at or toward the person speaking.
4. Am able to tell the person what I heard.
5. Ask questions about what was not understood.
6. Do the task the speaker has requested.
2. FOLLOWING INSTRUCTIONS
I follow instructions when I:
1. Practice good listening skills.
2. Ask myself if I know WHAT I am to do?
3. Ask questions if I am unclear.
4. Make a plan HOW I will do the task.
5. Know how much TIME I have to finish the task.
6. Evaluate the task and how I followed instructions at the end of the work time.
3. ASKING QUESTIONS
Good questions are questions that:
1. Have not been asked before.
2. Haven’t already been answered.
3. Will make the speaker feel comfortable and not ill at ease.
4. Help people think.
5. Keep the conversation on the topic.
6. Are not statements in disguise.
4. SHARING
There are four things I can learn to share:
1. TIME - I will wait my turn.
- I will begin tasks at once.
- I will limit my conversations during group discussion time so others can talk too.
2. SPACE - I will keep the common areas neat and clean; i.e., hallways, lunchrooms, etc..
3. PEOPLE - I will share the teacher, my friends and loved ones with others.
4. THINGS - I will share limited resources and return things in good condition or better than I found them.
- I will mark items that are not yet ready to be shared.
5. EXHIBITING SOCIAL SKILLS
I can learn to:
1. Use table manners.
2. Say, “Please”, “Thank you”, “Excuse Me”.
3. Dress appropriately.
4. Attend to personal hygiene.
5. Give and receive compliments.
6. Use greeting and leaving skills.
7. Help visitors/newcomers feel comfortable.
When I am able to use criteria for determining effective social skills I can use these questions to help me learn how to act.
1. CUSTOM: THE PAST
Ask: Is there a custom or tradition that others have done before?
Can I honor that custom?
Should I change or modify the custom?
2. COURTESY: THE PRESENT
Ask: If I were in this situation, what would I like someone to do for me?
3. COMMON SENSE: THE FUTURE
Ask: What would happen if no one ever did this action?
Ask: What would happen if everyone did this action?
More information about these skills can be found in the Tips Everyone Can Use to Teach the Skills on pages 1-20.
CONSTRUCTIVE SKILLS
6. COOPERATING WITH OTHERS
To cooperate is to work and act with others for the good of everyone. In a school setting, one way to show cooperation is to follow the school norms, and be willing to take the consequences if the norms are not followed. When I cooperate, I will:
1. Recognize there is a job to be done.
2. Be able to tell the goal.
3. Brainstorm ideas to reach the goal.
4. Agree on a strategy and assign tasks.
5. Complete my share of the task on time.
6. Talk about how the group accomplished the task.
7. Make recommendations on the strategies that helped or hindered cooperation.
8. ACCOMPLISHING A TASK
Younger children can practice this skill by following the system others put into place. As an older student I demonstrate this skill when I begin to figure out how to do something on my own. I can:
1. Brainstorm at least three different ways to accomplish the same task.
2. Select the way that will help me accomplish my goal with the best quality and in the given time.
3. Set a realistic time limit.
4. Follow my plan to get the entire job done or just a portion of it.
5. Continue to work on my plan if I don’t finish the job.
6. Evaluate the results.
7. UNDERSTANDING THE REASONS FOR RULES
I show others I can do this skill when I:
1. Know the rules and can recite them to others.
2. Ask someone when I don’t understand the rule or the reason for the rule.
3. Choose to follow the rule because I understand the reason even if I don’t feel like doing it.
4. Follow the rules because I know the reasons, and teach them to younger persons or others who do not know the rules.
5. Use the right way to suggest changes if I don’t like a rule or think it is unfair.
9. EXHIBITING LEADERSHIP
I am a leader when I:
1. See the needs of others and consider them important.
2. Stand on the side of truth, even if I stand alone.
3. Act on behalf of another, even if I am inconvenienced.
10. COMMUNICATING
I communicate when I:
1. Recognize and use proper verbal and non-verbal expressions.
2. Use good listening skills.
3. Respect different points of view.
4. Avoid sarcasm, put-downs and gossip.
5. Ask others questions that begin with “w” or “h” to discover what is important to them.
6. End on a positive note.
7. Thank others for communicating.
More information about these skills can be found in the Tips Everyone Can Use to Teach the Skills on pages 21-42.
11. ORGANIZING
There are four things I can learn to organize:
1. TIME - Be aware of time schedules and value them.
Plan ahead and follow through.
Evaluate the success of time management.
2. SPACE - Keep the environment orderly.
3. PEOPLE - Learn parliamentary procedure and other ways to conduct orderly meetings and gatherings.
4. THINGS - Recognize opportunities to simplify and order material things.
Remember: I cannot fix a problem by making a problem for anyone else.
14. DISTINGUISHING FACT FROM FEELING
When I distinguish fact from feeling I:
1. Admit to myself how I feel; name my feelings.
2. Don’t blame myself for feeling that way. Feelings are neither good nor bad.
3. Report my feelings to the person best able to help me with the situation.
4. Start my sentences with, “I feel _____ when you_____, because___.”
5. Put the conversation on hold until I have sorted facts from feelings.
12. RESOLVING PROBLEMS
When I resolve problems I:
1. Recognize when a problem exists and attempt to identify the cause.
2. Explore all the facts.
3. Brainstorm possible ways to solve the conflict, and use “what if” thinking to explore the consequences.
4. Discard unrealistic solutions, or any solution that will cause a problem for someone else.
5. Choose a solution, follow through, and evaluate the results.
13. INITIATING SOLUTIONS
When I take the first step to resolve a problem, these guidelines are helpful:
1. Always go to the source of the problem.
2. Talk it through with a neutral person if I need to.
3. Make an appointment when I need to speak to an adult or peer.
4. Put what I want to say in writing to help me be clear.
5. Am clear about the results I am hoping for.
15. SERVING OTHERS/SACRIFICING
A sacrifice is an act of giving something up in order to gain something equally as good or better. I sacrifice when I:
1. Realize that two or more valuable things cannot be held at the same time. (Things can be time, space, actions, etc.)
2. Compare the things according to the needs of others or what is best for most people.
3. Decide which to keep and which to let go of.
4. Focus on the satisfaction of the choice for the greater good or for the benefit of someone other than myself.
More information about these skills can be found in the Tips Everyone Can Use to Teach the Skills on pages 43-66. | <urn:uuid:31114dcf-4499-4ced-8f53-e04fd2bd9ff7> | CC-MAIN-2019-04 | https://www.preciousblood.org/media/1/DWP%20Parent%20Letter.pdf | 2019-01-20T09:24:19Z | crawl-data/CC-MAIN-2019-04/segments/1547583705091.62/warc/CC-MAIN-20190120082608-20190120104608-00010.warc.gz | 883,616,827 | 2,304 | eng_Latn | eng_Latn | 0.997305 | eng_Latn | 0.997898 | [
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The Many Benefits of Chocolate Milk
From TruMoo Milk
http://www.trumoo.com/nutrition/benefits/
TruMoo Chocolate Milk isn’t just a tasty treat to enjoy every now and then. It’s a nutritious choice for the whole family, and one that can be served every day.
Nutrition and public health experts agree that milk is an important part of a healthy diet. TruMoo, like regular milk, provides 8 essential nutrients: calcium, protein, vitamins A, D and B12, riboflavin, phosphorus and potassium. Together, these essential nutrients help strengthen bones, build and repair muscles and keep you and your family full and satisfied.
Lowfat chocolate milk is also an effective recovery drink after exercise or sports practice. In fact, chocolate milk post-workout is often referred to as “nature’s protein drink” since it contains a perfect ratio of protein and carbohydrates for replenishing tired muscles. Its high water content replaces fluids lost as sweat, while its electrolytes (like sodium and potassium) help to rehydrate.*
As an everyday drink choice, TruMoo has significantly less added sugars than that of soft drinks and popular fruit juice drinks. Most of the sugar in TruMoo is lactose, the natural sugar found in all milk, while all of the sugars in nutrient-poor sodas are added sugars. To compare TruMoo Chocolate Milk benefits and your favorite drink, do the TruMoo Switcheroo
So Many Benefits:
- Chocolate Milk is an excellent source of bone building calcium
- Chocolate milk has lots of hunger satisfying protein, making it a nutritious snack choice
• Chocolate milk post-workout is a great recovery drink, with protein and carbs to help muscles rebuild
• Every glass contains 25% of the daily value of Vitamin D, which helps the body absorb calcium and other minerals
The Debate Over Chocolate Milk in Schools
Recently, we’ve heard a lot of discussion about whether or not schools should serve chocolate milk in their cafeterias. According to data from the US Department of Agriculture, flavored milk accounts for 66% of all milk sold in schools\(^1\). Concerns over added sugar in chocolate milk have grown to the point that some schools have banned chocolate milk entirely.
While this decision effectively eliminates flavored milk from children’s school diets, studies\(^2\) have shown that if kids skip chocolate milk, they often don’t drink any milk at all. That means they aren’t getting the calcium and other benefits of milk they need.
Since sugar is such a concern in the chocolate milk debate, let’s look at the numbers. Flavored milk accounts for\(^3\):
• Less than 35% of the total added sugar in the diets of children ages 6-12
• Less than 2% of added sugar intake in teens
Furthermore, research\(^4\) shows that adding small amounts of sugars to naturally nutrient-rich foods like milk can improve the overall quality of children’s and adolescents’ diets by encouraging consumption of nutrients needed at those development stages.
Now compare those facts to these findings. A 2008 study\(^5\) showed children who drink flavored milk:
• Drink more milk and get more calcium and other key nutrients than non-milk drinkers
• Drink fewer nutrient-poor sodas and fruit drinks than non-milk drinkers
• Do not consume any more added sugars or total fat than non-milk drinkers
Knowing both sides of this heated debate over chocolate milk in schools, we worked hard to develop a great-tasting chocolate milk that kids would love, but that also met the most aggressive school nutrition requirements. We’re proud to say that TruMoo meets all of the proposed USDA requirements for school meals – and well ahead of the new federal rules that will take hold in the 2012-2013 school year.
REFERENCES:
Flavored milk versus white milk: What’s the difference?
Q&A with Dr. Sarah Jane Schwarzenberg, co-chair of MN-AAP’s pediatric obesity taskforce
From Minnesota American Academy of Pediatrics
1. Why is chocolate milk a factor in the pediatric obesity epidemic?
The simple answer is that it is higher in calories than plain milk with the same fat content. The difference is about 50 cals/8 oz. That may seem small, but a child drinking one carton each school day (5 days/week) will gain one pound in 14 weeks FROM CHOCOLATE MILK ALONE.
In fact, many children are drinking 2-4 cartons of this milk each day, and it is not the only unnecessary calorie-dense product they are given.
2. By removing chocolate milk from schools, some people are concerned that kids won’t drink any milk and won’t benefit from the calcium, Vitamin D and other nutrients they need. What are your thoughts on this?
If children are offered juice, pop, fruit drinks, etc., as an alternative to plain milk, they will drink them instead of plain milk. If they are offered water as an alternative, they will likely drink plain milk. There are many important changes that must be made in children’s diet if we are to reduce obesity and reduce the risk of heart disease and cancer in the future.
Ideally, children would eat more vegetables--but providing them with Ranch dressing and melted cheese to get them to eat them creates nutritional disaster. We want them to eat more fruit, but adding caramel coating to entice them increases obesity. Similarly, bribing children to ingest calcium and vitamin D, etc., by providing them with a high-calorie sweet beverage simply trades one nutritional problem for another.
If we are panicked that kids aren’t getting enough of a nutrient, we should give them a vitamin, not sugar them up.
3. Is there any data or research that would support eliminating chocolate milk from schools?
There is no direct data on chocolate milk, but there is a large body of data on the effect of sweet drinks and/or fruit juice on weight gain and obesity. Sweet beverages do not sate the appetite like solid food does and sweet drink ingestion is associated with obesity.
Finally, the effort to end childhood obesity will not be completed with a single giant stroke. We have made many changes over the past 50 years that have brought us to this point and we must undo each small change until we reach the point that our children do not gain excess weight year by year.
Chocolate milk is one of these changes that exhibits things that must be addressed—unnecessary calories, reinforcement of the idea that all food should be sweet or salty, no education on restraint in eating.
Given the PR efforts of the milk industry (No chocolate milk? Their bones will disintegrate!) and the catering to the childhood appetite rampant, the Minneapolis School system made a brave choice.
Flavored Milk's Important Place on the Menu: A Director Shares His Story
From CN Executive Update
Spring 2012
Meet Orlando Griego, the Director of Food and Nutrition Services for the Santa Monica Malibu Unified School District in California, and hear about his experiences with parents and other important stakeholders in his efforts to maintain chocolate milk's important place in his school district.
Griego and his team looked at the selection habits of their students before meeting with the school board and community members. He found that in an offer versus serve and food-based menu planning setting, the required third component was most often fat-free chocolate milk. When chocolate milk was unavailable, they discovered two things. First, the child took a third component that he/she did not eat and subsequently threw away and second, there was a decrease in lunch program participation. "The nutrients found in milk, including fat-free chocolate milk, are too important and we did not want to risk losing those nutrients if the students would not replace them," Griego said.
On an issue such as school meals, Griego knew that it would be important to dispel the myths that had become associated with flavored milk and to highlight the important role it played, not only in nutrition but in consumption. Gaining the support of the community with the facts was at the heart of his campaign.
Words of Inspiration from Orlando Griego to his foodservice peers:
"Despite the economy, despite tight budgets, school foodservice directors continue to offer and serve meals that include a variety of fresh fruits and vegetables each school day. Students have more choices and access to healthy meals than they did when I was a child. Highlight what you are doing. The one thing we fail to do is market our program. We are a business and as such, we should be following the lead of our private business partners and market our program, let our customers know what we are doing, and stay one step ahead. More often than not we find that many of our parents simply don’t know what we do, how we do it and the many regulations we have to follow."
"We are active contributors to the education of young scholars throughout the country. Our intent is to provide a nutritious meal that our customers will take, eat and enjoy. School foodservice departments throughout the country are doing an amazing job. We are active contributors to the education of young scholars. Be confident in and proud of what you are doing. Our intent is to provide a nutritious meal that our customers will take, eat and enjoy. It's a delicate balance between what parents want their children to want and what their children actually want. Our goal, like so many others, has been to meet the needs of both the parent and the child."
Removing Flavored Milk Causes Dramatic Drop in Milk Consumption
From www.MilkDelivers.org
A study presented at the School Nutrition Association Annual National Conference reveals that eliminating chocolate and other flavored milks from school cafeteria menus resulted in a dramatic drop in milk consumption along with a substantial reduction in nutrients—which are not easy or affordable to replace. The study included nearly 700 measurement days over three months at 58 elementary and secondary schools across the country. When flavored milk was not available, many children chose not to drink milk and missed out on the essential nutrients that milk provides. On days when only white milk was offered in cafeterias, milk consumption dropped an average of 35 percent.
When flavored milk leaves the lunchroom, essential nutrients leave with it. The study results indicate to replace the nutrients lost from the decline in milk consumption:
- Required three to four different food items to match milk’s nutrient contribution.
- Added back more calories and fat than were being reduced.
- Added back roughly half the sugar, netting a savings of only 15-28 grams per week.
- Cost an incremental $2,200 to $4,600 more annually per 100 students.
The study also revealed that the drop in consumption did not recover over a year's time. Even the 40 schools that were in their second year of a limited-or no-flavors policy did not see students moving to white milk. On average, students at these schools drank 37 percent less milk compared to when they had flavored milk available every school day.
**Nutrients Down the Drain**
"It's important for parents and school professionals to recognize the implications of removing chocolate milk from school meals," said Rachel K. Johnson, PhD, RD, a professor of nutrition at the University of Vermont who reviewed the study and provided consultation on the impact of the flavored milk changes on the children's nutrient intakes. "As the study demonstrated, there could be well-meaning but negative consequences of limiting the availability of flavored milks."
"Milk ranks among the top sources of calcium, vitamin D, protein, potassium, magnesium, phosphorus and vitamin A," Johnson said. "Schools would need to re-plan their menus to ensure they deliver the important nutrients that are lost due to reduced milk consumption."
**More About the Study**
- One of the largest studies of its kind, it is the first to measure the actual amount of milk discarded and estimate the amount of key nutrients lost.
- Conducted in seven school districts across the country to quantify the impact of curtailing the availability of flavored milk in schools on children's milk consumption and intakes of key shortfall nutrients.
- Analyzed milk consumption in a variety of elementary schools that either eliminated chocolate and other flavored milks, or limited the days they were offered.
- Measured both the amount of milk selected by students and "plate waste"—the amount discarded—to calculate the ounces of milk consumed or wasted.
- Conducted in 2009 by Prime Consulting Group and funded by the Milk Processor Education Program (MilkPEP)
**Industry Innovations**
Recognizing that many schools want to reduce the sugar content in all their menu offerings, more than 90 industry-partner milk companies across the U.S. have proactively reformulated flavored milk to lower its added sugars, fat and total calories, while preserving its nutritional value. These new products aim for 150 calories and less than 25 grams of sugar per 8-ounce serving, while striving to provide a product with a taste students will accept so they will continue to choose and enjoy drinking this nutritious beverage. | 27322aab-61ec-41fd-8dea-745f333f5313 | CC-MAIN-2021-43 | https://www.jacksonsd.org/cms/lib/NJ01912744/Centricity/Domain/1800/Many%20Benefits%20of%20chocolate%20milk%206%20pages.pdf | 2021-10-27T09:14:22+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588113.25/warc/CC-MAIN-20211027084718-20211027114718-00490.warc.gz | 978,291,891 | 2,644 | eng_Latn | eng_Latn | 0.998748 | eng_Latn | 0.999123 | [
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Mosquito Control Tips:
- Dispose of any tires. Tires can breed thousands of mosquitoes.
- Drill holes in the bottom of recycling containers.
- Clear roof gutters of debris.
- Clean pet water dishes regularly.
- Check and empty children's toys.
- Repair leaky outdoor faucets.
- Change the water in bird baths at least once a week.
- Canoes and other boats should be turned over.
- Avoid water collecting on pool covers.
- Empty water collected in tarps around the yard or on woodpiles.
- Plug tree holes.
- Even the smallest of containers that can collect water can breed hundreds to thousands of mosquitoes. They don't need much water to lay their eggs, (bottles, barrels, buckets, overturned garbage can lids, flower pots, cups, pop cans, etc.)
- Keep swimming pools clean, aerated and chlorinated.
- Aerate artificial ponds.
- Avoid the temptation to mass aquatic plants together excessively in artificial ponds.
Random Mosquito Facts:
- Even though they seem to move quickly, the average mosquito can only fly up to 1.5 miles per hour.
- Mosquitoes cannot fly too high; they fly somewhere between 25 and 40 feet up in the air.
- Most mosquitoes species can only fly about 300 feet before they need to rest.
There are over 3,000 species of mosquitoes worldwide.
Mosquitoes are largely aquatic with most of their development occurring in or near stagnant water. Only female mosquitoes feed on or "bite" humans to obtain protein necessary for egg laying.
Mosquitoes are cold-blooded creatures and do not generally bite in temperatures below 50° F. They can live as long as 2-3 months and adults that hibernate can live as long as 8-9 months.
Do Mosquitoes Transmit Diseases to Humans & How?
How they "bite": First off all they can't bite, men can't even open their jaw. They sting. First they pierce the skin with a stylet. This may take many tries. Then a chemical called saliva is released to prevent the blood from clotting. Then the blood is sucked up. Finally it flies away.
Mosquitoes are known to transmit many diseases to man such as dengue fever, malaria, west nile virus, yellow fever and heartworm in dogs. These transmissions can occur because either the disease can survive inside the mosquito or the disease can survive on the insect's biting parts. When the infected mosquito next bites, the disease is passed into the person's or animal's body, causing that person or animal to become infected.
Is AIDS Transmitted By Mosquitoes?
The human immunodeficiency virus (HIV) which causes acquired immunodeficiency syndrome (AIDS) is very fragile. Experiments conducted other than those found in the human body almost always causes the virus to die. Experiments in which mosquitoes were artificially fed with high concentrations of HIV infected blood have shown that the AIDS virus does not multiply or survive in insects. Even under ideal laboratory conditions scientists have been unable to cause transmission of AIDS virus by insects.
80% of HIV infected people have no detectable levels of virus in their blood. The amount of HIV circulating in the blood of an infected person is very small - less than 10 million particles per milliliter (A milliliter is approximately 1/5 of a teaspoon). A mosquito's biting parts hold less than one hundred thousandths (1/.100,000) of a milliliter of blood [one five hundred thousandths of a teaspoon]
West Nile Virus:
West Nile Virus (WNV) is one of a group of disease causing viruses spread by mosquitoes. It first appeared in the US in 1998. The virus is transmitted to humans and animals through the bite of an infected mosquito. Mosquitoes become infected with WNV when they feed on infected birds.
Most people who are bitten by a mosquito with WNV will not get sick. People who do become ill may experience flu-like symptoms such as a fever, headache and body ache. Approximately, one in five people bitten by an infected mosquito will become ill. Less than one percent of infected individuals require hospitalization. The elderly and the immune-compromised are most susceptible to illness caused by WNV.
What are the symptoms of WNV?
Studies have shown that only a small percentage of infected humans show symptoms of disease. Symptoms of West Nile Fever resulting from infection with WNV, include fever, headache, rash and aches. In severe cases, encephalitis, meningitis, may occur. Severe symptoms may include high fever, disorientation, tremors, coma, paralysis and death. The time between the mosquito bit and the onset of illness, known as the incubation period, ranges from 5-15 days in humans.
Is there a cure for WNV?
There is no current vaccine or cure for West Nile Fever. Please contact your physician if you think you or a family member may have been exposed to WNV.
Why is it important to report a dead bird?
Certain species of birds, especially crows, jays, hawks, ravens, gulls, pigeons, ducks, owls, sparrows and finches are highly susceptible to WNV. Dead birds can be the first indication of virus transmission in an area. If you find a bird that has recently died with no obvious cause, please call your local health department.
Encephalitis:
Encephalitis in various forms such as St. Louis, Western Equine, La Crosse, Eastern Equine and West Nile, which was recently discovered in the Northeast, is endemic to the US and increasing in incidence. Although extremely rare, Eastern Equine Encephalitis has a 30% - 60% mortality rate once contracted. Severe damage to the central nervous system occurs in those that survive the illness.
Eastern Equine Encephalitis (EEE) is maintained in nature through a cycle between the Culiceta melanura mosquito and birds that live in freshwater swamps. When the Culiceta melanura feeds on vertebrate humans, some mosquitoes will "come back" to bite an infected bird and then bit a human or animal (horse, emu and other exotic birds), thereby spreading the disease. These mosquitoes are also known as "bridge vectors". A vector is a species that transmits a disease from one host to another. These bridge vectors may take a meal from a bird and later take another meal from a mammal.
Symptoms usually occur within 2 to 10 days after being bitten by an infected mosquito. These symptoms include high fever; stiff neck, headache; confusion and lethargy. Encephalitis, swelling of the brain, is the most dangerous symptom.
Malaria:
Malaria is caused by a parasite that is transmitted from person to person by the bite of an Anopheles mosquito. Anopheles bite during the nighttime and are present in almost all countries in the tropics and subtropics.
Symptoms of malaria include fever, chills, headache, muscle ache and vomiting. In its early stages it can resemble the onset of the flu. These symptoms can develop 6-8 days after being bitten by an infected mosquito or as late as several months after the traveler has left the area.
Malaria can sometimes be prevented by the use of antimalarial drugs and protection against mosquito bites. Some estimates place 40% of the world's population at risk for malaria. It is estimated that worldwide, malaria claims over one million lives annually. | <urn:uuid:8108949f-9b63-4f58-8f21-9243e73d86d9> | CC-MAIN-2022-21 | https://www.michigantermiteinc.com/_files/ugd/db82d8_261251dcc76b462e9888bebfa0e14a4f.pdf | 2022-05-16T22:17:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662512249.16/warc/CC-MAIN-20220516204516-20220516234516-00785.warc.gz | 1,007,229,127 | 1,538 | eng_Latn | eng_Latn | 0.999246 | eng_Latn | 0.999246 | [
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Microirrigation Technician
(Job Role)
Qualification Pack: Ref. Id. AGR/Q1002
Sector: Agriculture
Textbook for Class XI
राष्ट्रीय शैक्षिक अनुसंधान और प्रशिक्षण परिषद
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
First Edition
June 2019 Jyeshtha 1941
PD 5T SU
© National Council of Educational Research and Training, 2019
₹ 110.00
Printed on 80 GSM paper with NCERT watermark
Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Laxmi Print India, 519/1/23, Sansar Industrial Complex, Dilshad Garden, Delhi 110095
ISBN 978-93-5292-146-1
ALL RIGHTS RESERVED
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The National Curriculum Framework–2005 (NCF–2005) recommends bringing work and education into the domain of the curricular, infusing it in all areas of learning while giving it an identity of its own at relevant stages. It explains that work transforms knowledge into experience and generates important personal and social values, such as self-reliance, creativity and cooperation. Through work, one learns to find one’s place in the society. It is an educational activity with an inherent potential for inclusion. Therefore, an experience of involvement in productive work in an educational setting will make one appreciate the worth of social life and what is valued and appreciated in society. Work involves interaction with material or other people (mostly both), thus, creating a deeper comprehension and increased practical knowledge of natural substances and social relationships.
Through work and education, school knowledge can be easily linked to learners’ life outside the school. This also makes a departure from the legacy of bookish learning and bridges the gap between the school, home, community and the workplace. The NCF–2005 also emphasises on Vocational Education and Training (VET) for all those children who wish to acquire additional skills and/or seek livelihood through vocational education after either discontinuing or completing their school education. VET is expected to provide a ‘preferred and dignified’ choice rather than a terminal or ‘last-resort’ option.
As a follow-up of this, NCERT has attempted to infuse work across the subject areas and also contributed in the development of the National Skill Qualification Framework (NSQF) for the country, which was notified on 27 December 2013. It is a quality assurance framework that organises all qualifications according to levels of knowledge, skills and attitude. These levels, graded from one to ten, are defined in terms of learning outcomes, which the learner must possess regardless of whether they are obtained through formal, non-formal or informal learning. The NSQF sets common principles and guidelines for a nationally
recognised qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, Colleges and Universities.
It is under this backdrop that Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal, a constituent of NCERT has developed learning outcomes based modular curricula for the vocational subjects from Classes IX to XII. This has been developed under the Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher Secondary Education of the Ministry of Human Resource Development.
This textbook has been developed as per the learning outcomes based curriculum, keeping in view the National Occupational Standards (NOS) for the job role and to promote experiential learning related to the vocation. This will enable the students to acquire necessary skills, knowledge and attitude.
I acknowledge the contribution of the development team, reviewers and all institutions and organisations, which have supported in the development of this textbook.
NCERT would welcome suggestions from students, teachers and parents, which would help us to further improve the quality of the material in subsequent editions.
Hrushikesh Senapaty
Director
National Council of Educational Research and Training
New Delhi
June 2018
Irrigation is the application of controlled amount of water to plants at needed intervals. There are several methods of irrigation. Flood irrigation, which involves flooding a field with water for irrigating plants, needs a large amount of water. Farmers in India, generally, practise flood irrigation, resulting in wastage of water and less water use efficiency. It also results in run-off surface and erosion of valuable top soil and nutrients.
Microirrigation, which includes drip and sprinkler irrigation, can help farmers conserve water and at the same time increase crop productivity, as water is delivered right at the root zone of plants.
Microirrigation system, which mainly comprises drip and sprinkler irrigation, has emerged as an effective tool for conserving water and improving water use efficiency. In microirrigation system, water is delivered through a network of pumps, filters, valves, pipes and drippers or emitters. Lack of awareness and knowledge about microirrigation technology, and the problems associated with its use and maintenance are the major hurdles in the adoption of this technology by farmers in our country.
A ‘Microirrigation Technician’, who designs and does the layout of a microirrigation system, procures material required for the installation, testing and commissioning of the system in a farm. The technician can help farmers use microirrigation system efficiently and effectively. The person can provide maintenance services for ensuring uninterrupted water supply to the plants in the farm.
The textbook for the job role of ‘Microirrigation Technician’ has been developed to impart knowledge and skills to students through activities and hands-on-learning experience. It has been developed with the contributions of subject and industry experts, as well as, academicians for making it a useful and enriching teaching–learning resource material for the students, who opt for this job role. Care has been taken to align the content of the textbook with the National Occupational Standards (NOSSs) for the job role so that the students acquire knowledge and skills
as per the NOSs mentioned in the Qualification Pack (QP). The textbook has also been reviewed by experts so as to make it a quality reading material.
The textbook has three Units. Unit 1 gives an introduction to microirrigation system. The students are introduced to different types of microirrigation systems and how they help in agriculture. It also deals with land gradient and suitability of irrigation systems so that the students can understand the benefits of microirrigation systems over surface irrigation systems. Besides, it provides information on the design and layout of microirrigation system. In Unit 2, components of sprinkler irrigation system; tools, equipment and material required for the installation of the system; selection and suitability of pump; and installation of pipe networks and risers have been dealt with. Unit 3 covers the operation and monitoring of sprinkler irrigation system and the maintenance of sprinkler and drip irrigation systems so that the students can develop the necessary knowledge and skills for scheduling and maintaining a microirrigation system.
Vinay Swarup Mehrotra
Professor and Head
Department of Agriculture and Animal Husbandry
PSSCIVE, Bhopal
Textbook Development Team
Members
Appasaheb Maruti Ransing, Senior Associate Engineer, Jain Irrigation Systems Ltd., Jain Plastic Park, NH No. 6, P.O. Box-72, Jalgaon, Maharashtra
Kondapally V. Ramana Rao, Principal Scientist, Irrigation and Drainage Engineering Division, Indian Council of Agricultural Research (erstwhile, Central Institute of Agricultural Engineering), Berasia Road, Nabi Bagh, Bhopal, Madhya Pradesh
P.K. Singh, Professor, Department of Irrigation and Drainage Engineering, G.B. Pant University of Agriculture and Technology, Pantnagar, Uttarakhand
Satish Chandra, Former Assistant Director General (Crop Improvement), Indian Council of Agricultural Research (Indian Agricultural Research Institute), 210B, Pocket 1, Mayur Vihar Phase-I, New Delhi
V. Ravi Kumar R., Professor and Head, Department of Soil and Water Conservation Engineering, Agriculture Engineering College and Research Institute, Kumlur, Trichy, Tamil Nadu
Reviewer
Murtaza Hasan, Principal Scientist, Centre for Protected Cultivation Technology, Indian Agricultural Research Institute, Pusa, New Delhi
Member-Coordinator
Vinay Swarup Mehrotra, Professor and Head, Department of Agriculture and Animal Husbandry, Curriculum Development and Evaluation Centre and NSQF Cell, PSSCIVE, Bhopal, Madhya Pradesh
ACKNOWLEDGEMENTS
The Council expresses its gratitude to all members of the Project Approval Board (PAB) and officials of the Ministry of Human Resource Development (MHRD), Government of India, for their cooperation in the development of learning outcome-based curricula and courseware.
Rajesh P. Khambayat, Joint Director, PSSCIVE, Bhopal, is acknowledged for rendering relentless support in developing this textbook. The Council also expresses its gratitude to Saroj Yadav, Professor and Dean (Academic), NCERT, and Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS), for their efforts in coordinating workshops for the review and finalisation of this textbook.
Thanks are due to all contributors and our colleagues at NCERT for sharing their knowledge, expertise, and time by responding to our requests.
We express our gratitude to R.M. Singh, Professor, Banaras Hindu University, Varanasi; Sudhir Singh Dhakad, Scientist, Krishi Vigyan Kendra, Shajapur; K.C. Mahajan, Assistant Professor, College of Agriculture, Ganjbhasoda; K.S. Bhargava, Scientist, Krishi Vigyan Kendra, Devas; and Afsa M. Yasin, Former Professor, PSSCIVE, Bhopal for their contributions in the development of this textbook.
We are also thankful to officials in the National Skill Development Agency (NSDA), National Skill Development Corporation (NSDC), and Ministry of Skill Development and Entrepreneurship for their support. Sunita Koli, Computer Operator (Grade III), PSSCIVE, Bhopal, is acknowledged for typing the manuscript.
The images used in the textbook have been sourced from the Creative Commons License and have been selected with care and diligence for clearer understanding of the learners. Care has been taken not to violate any copyright issue. The images are meant for educational purposes and are being provided for the personal use of students and teachers.
Gratitude is also due to the Publication Division, NCERT, for transforming the manuscript into an attractive textbook. Special thanks are due to Sweta Jha, Editor (Contractual), for copyediting and shaping this book. Pawan Kumar Barriar, DTP Operator, and Nitin Kumar Gupta, DTP Operator (Contractual), Publication Division, NCERT are acknowledged for flawless layout design.
# CONTENTS
*Foreword*
iii
*About the textbook*
v
**Unit 1: Introduction to Microirrigation System**
1
Session 1: Microirrigation Systems
2
Session 2: Land Gradient and Suitability of Irrigation System
19
Session 3: Design and Layout of Microirrigation System
29
**Unit 2: Installation of Sprinkler Irrigation System**
43
Session 1: Installation of Components in Sprinkler Irrigation System
43
Session 2: Tools and Material for Installation of Sprinkler Irrigation System
52
Session 3: Classification and Suitability of Pumps
55
**Unit 3: Operation and Maintenance of Microirrigation System**
67
Session 1: Operation and Monitoring of Sprinkler Irrigation System
67
Session 2: Maintenance of Sprinkler Irrigation System
70
Session 3: Maintenance of Drip Irrigation System
79
*Glossary*
85
*Answer Key*
90
Do You Know
According to the 86th Constitutional Amendment Act, 2002, free and compulsory education for all children in 6-14 year age group is now a Fundamental Right under Article 21-A of the Constitution.
EDUCATION IS NEITHER A PRIVILEGE NOR FAVOUR BUT A BASIC HUMAN RIGHT TO WHICH ALL GIRLS AND WOMEN ARE ENTITLED
Give Girls Their Chance!
In India, perhaps more than 80 per cent of the available water is used for irrigation. Irrigation is the controlled application of water through man-made systems to meet the water requirements of agriculture. Irrigation is an artificial application of water to crops or plants, especially when an agricultural field does not get enough water through rains. Having perhaps the largest irrigated area in the world, India faces acute water scarcity. We need to adopt irrigation methods that help in not only in saving freshwater, but also provide sufficient water to plants for growth. One such method now being followed in India is ‘microirrigation’.
In this Unit, you will learn about the main features and functions of drip and sprinkler irrigation system. The Unit also deals with the classification of microirrigation system, types of drip and sprinkler irrigation system, characteristics of land gradient, crops grown under microirrigation system, and the various aspects related to layout and design of the system.
Sprinklers spraying water over lawns, gardens and agricultural fields, are a common sight in both urban and rural areas. They not only spray water evenly but also help conserve the valuable natural resources. In sprinkler irrigation system, the sprinklers sprinkle
The Government of India launched the Pradhan Mantri Krishi Sinchai Yojana (PMKSY) or Prime Minister’s Agriculture Irrigation Programme, with the slogan ‘Per Drop More Crop’ in July 2015. It is a policy initiative to shift towards microirrigation so as to ‘save’ water in agriculture and boost crop yield.
water into the air through nozzles, which subsequently break into droplets and fall on crop canopy as well as the field surface.
You might have seen certain equipment, pipes and drippers in nurseries and agricultural fields through which water is supplied to irrigate plants directly. This mostly happens in drip irrigation system, wherein the water is supplied to plant roots directly through a network of plastic pipes, lateral tubes, valves and emitters.
**Session 1: Microirrigation Systems**
Microirrigation is the slow application of continuous drips, tiny streams or miniature sprays of water above or below the soil surface. In this Session, you will learn about the main features of microirrigation system and its classification.
Microirrigation system is effective in saving water and increasing water use efficiency as compared to the conventional surface irrigation method. Besides, it helps reduce water consumption, growth of unwanted plants (weeds), soil erosion and cost of cultivation.
Microirrigation can be adopted in all kinds of land, especially where it is not possible to effectively use flooding method for irrigation. In flooding method of irrigation, a field is flooded with water. This results in significant run-off, anaerobic conditions in the soil and around the root zone, and deep irrigation below the root zone, which does not supply sufficient water to the plants. It is, therefore, one of the most inefficient surface irrigation methods.
Microirrigation can be useful in undulating terrain, rolling topography, hilly areas, barren land and areas having shallow soils. According to depth, soil types can be classified as shallow (depth less than 22.5 cm), medium deep (22.5–45 cm) and deep soil (more than 45 cm).
**Features of microirrigation system**
- Water is applied via pressurised piping system. Microirrigation requires pumps for developing the required pressure for delivering water through
pipelines, regardless of whether the source of water is surface or underground.
- Water is applied drop-by-drop for a long period in case of drip irrigation system.
- Water is applied at a low rate to maintain the optimum air–water balance within the root zone.
- Water is applied at frequent intervals as per the requirement of plants.
- Water is supplied directly to the plants and not to the other areas of the field, thus, reducing wastage.
- Soil moisture content is always maintained at ‘field capacity’ of the soil. Hence, crops grow at a faster rate, consistently and uniformly.
Field capacity is the moisture or water content present in the soil after excess water has drained away and the rate of downward movement has decreased, which takes place within 2–3 days after a spell of rain or irrigation. It means that after drainage stops, the large soil pores are filled with both air and water, while the smaller ones are still filled with water. At this stage, the soil is said to be at field capacity and is considered to be ideal for crop growth.
**Classification of microirrigation system**
Microirrigation system can be broadly classified into two categories:
1. Drip irrigation system
2. Sprinkler irrigation system
However, there are distinct differences in the water flow rate, operating pressure requirement and measurement of the wetted area between drip and sprinkler irrigation systems. Water flow rate means the amount of water discharged in an area at a particular time. It is expressed in litre/minute (lpm) or gallons/minute (gpm). The system operating pressure must compensate for pressure losses through system components and field elevation effects.
**Drip irrigation system**
Drip irrigation system, also known as ‘trickle irrigation system’, is a method of applying the required
amount of water directly to the root zones of plants through drippers or emitters at frequent intervals. In this system, water is applied drop-by-drop or by a micro jet on the soil surface or sub-surface at a rate lower than the infiltration rate of the soil. The emitters dissipate pressure from the distribution system by means of orifices, vortexes and tortuous or long flow paths, thus, allowing a limited volume of water to be discharged. Most emitters are placed on ground but they can also be buried. The emitted water moves within the soil system largely by unsaturated flow. The water moves into the soil and wets the root zones of plants vertically by gravity and laterally by capillary action. The lateral movement of water beneath the surface is greater in medium to heavy soil as compared to sandy soil. The wetted soil area for widely spaced emitters will, normally, be elliptical in shape. Drip irrigation can be used on windy days and during various land operations.
Fig. 1.1: Drip irrigation system in a garden
Types of drip irrigation system
Drip irrigation system can be classified into the following:
(i) Surface drip irrigation
(ii) Sub-surface drip irrigation
(iii) Family drip
(iv) Online drip
(v) In-line drip
Surface drip irrigation
Surface drip irrigation is used to irrigate perennial crops (plants that live for more than two years) and annual crops (plants that germinate, produce seeds, flower and die in one year). Typical surface drip irrigation system consists of the following.
Pump unit: It comprises a pump and a power unit to supply electricity to the pump. The pump draws water from the source and provides the right pressure for its delivery into the pipe system.
Head control unit: It consists of shut-off, air and check (non-return) valves to control the discharge and pressure of water in the entire system. A pressure relief valve is installed after the pump unit to return excess water when the system is not operated at its full capacity. It may also have filters to clear the water. The filters remove sediment and debris, which can clog the system. Disc filters are commonly used to filter water from ponds, reservoirs, tanks and other sources that contain algae. Some head control units contain a fertiliser or nutrient tank to supply fertiliser solution to plants.
Tubings: It consists of a main line, sub-main lines or sub-mains and laterals. The main line conveys water from the source and distributes it to the sub-mains. The sub-mains convey water to the laterals, which in turn supply it to the emmitters or drippers. The laterals are, usually, 13–32 mm in diameter and supply water into fields through the head control unit.
Emitters or drippers: These devices are used to control the discharge of water from the laterals to plants. They are made of High Density Polyethylene (HDPE) plastic. Water enters the drippers at approximately 1 kg/cm$^2$ pressure and is delivered at zero pressure in the form of droplets at a low rate of 1–2.4 litre/hour. There are mainly two types of emitters.
(a) Online emitters: These are small plastic devices, which convey small streams of water from polyethylene (PE) tubing to the soil. The water, then, moves through the soil via capillary flow and creates a wetted circle, the size of which depends on the soil type, flow rate and irrigation schedule. Online emitters are attached to the PE tubing wall by inserting the emitters’ barb-shaped base through a punched hole. These can be placed anywhere along the length of the pipe. Some emitters have self-piercing barbs. The diameter of pipes used for installing online emmitters is usually between 12 and 20 mm.
Fig. 1.3: Components of surface drip irrigation system
(b) In-line emitters or drip lines: These consist of small plastic emission devices, which are pre-inserted into the PE tubing at specified intervals during the tubing extrusion process. Their rate of water flow depends on the inlet pressure. With lower inlet pressure, the water flow decreases, whereas, with high pressure, it increases. This emitter is available in 0.8 lph to 4 lph discharge rate.
Surface drip irrigation system is, generally, used to irrigate high-value vegetable crops, such as tomato, broccoli, celery, cauliflower, spinach, *kohlrabi*, leaf lettuce, etc.
*Sub-surface drip irrigation*
Sub-surface drip irrigation is a method of irrigating crops through buried plastic tubes, containing embedded emitters located at regular spacings. A sub-surface drip irrigation system has a similar design as surface drip irrigation system. But in this case, the drip tubes are typically located 38–84” (97–213 cm) apart and 6–10” (15–25 cm) below the soil surface. In sub-surface drip irrigation, evaporation is minimised and water is used more efficiently as compared to surface irrigation.
In sub-surface irrigation, the effects of surface infiltration like crusting, water losses via evaporation and surface run-off are eliminated. Water is applied directly to the root zone of a crop as opposed to surface irrigation, in which most weed seeds hibernate. Water application is efficient and uniform in this system. Sub-surface drip irrigation helps in water conservation in open field agriculture, often resulting in saving up to 25–50 per cent water as compared to the flood irrigation system.
*Family drip or gravity fed drip irrigation*
Family drip or ‘gravity fed drip irrigation’ system is a low-cost system developed for small family plots. It is suitable for house gardening and
It can also be used to demonstrate the working of drip irrigation system. Family drip system is designed for areas measuring 500–1000 m$^2$. It consists of five components — elevated tank, shut-off valve, filter, main line and drip line.
Generally, a family drip irrigation system comprises a drum, control or shut-off valve, filter (small disc or screen filter), main line and drip laterals. The drip outlets are spaced at 30 cm. No central pressurised water system or power source is required in this system. Therefore, it is cheap, easy to install and operate.
**Online drip irrigation**
In this system, emitters or drippers are fixed externally on the laterals at designed spacings. Thus, the drippers can be checked and cleaned easily in case of clogging. The dripper spacing can be changed any time to cover the increased root zone of a plant. Online dripper system is used in orchards, vineyards, artificial landscapes and nurseries. It is, generally, used for irrigating horticultural plants like mango, coconut, orange, lemon, banana, grapes, pomegranate, papaya, sapota, guava, teakwood, bamboo, *amla* (Indian gooseberry), etc.
**In-line drip irrigation**
In this system, drippers are fixed in the lateral tube at designed spacings at the time of manufacturing to meet the requirement of various crops. It is effective for row crops like cotton, sugarcane, groundnut, vegetables and flowering crops. Dripper spacing depends on the water...
requirement of a crop and the water-holding capacity of the soil. Once installed, the dripper spacing cannot be changed.
**Sprinkler irrigation system**
Sprinkler irrigation is a method of applying water in a manner similar to rain. It is suited for most row, field and tree crops. Water can be sprayed over or under the crop canopy. If a site is known to be windy most of the time, sprinkler irrigation will not be suitable. The sprinkler breaks up the water into droplets sized 0.5–4 mm. The drop size is controlled by pressure and nozzle size of the sprinklers. The average rate at which water is sprayed onto the crops is measured in mm/hour.
The application rate depends on the size of sprinkler nozzles, operating pressure and distance between the sprinklers. The application rate must not exceed the maximum allowable infiltration rate for the soil type. Excess application rate will result in water loss, soil erosion and surface sealing. There may be inadequate moisture in the root zone of crops or plants after irrigation and they may get damaged.
The force with which the water flows out of the sprinkler is known as its ‘water pressure’. Water pressure is measured in pounds per square inch (psi). Sprinklers are, therefore, designed to work at certain pressure levels, which are recommended as their operating pressure. If the pressure is above or below than the recommended level, then the distribution of water will be affected. When the pressure is low, the water drops become larger and they cannot irrigate the crops that are far from the system. If the pressure is high, then the droplets will be smaller and the crops will not be irrigated evenly. It can also damage the sprinkler heads. Although sprinklers are adaptable to most soils, they are best suited for sandy soil. These can be used for irrigating lawns, gardens and agricultural fields.
Types of sprinkler irrigation system
(i) Centre pivot
(ii) Towable pivot
(iii) Rain gun
(iv) Impact sprinkler
(v) Pop up sprinkler
(vi) Linear move sprinkler
Centre pivot
The centre pivot is capable of irrigating most field crops. It consists of a single sprinkler lateral supported by a series of towers. It is anchored at one end and rotates around a fixed central point called ‘pivot point’. The control panel attached to the pivot point gives commands to the central pivot machine. A drive unit or drive tower touches the ground, which contains necessary components for the machine to move. It consists of a base beam, drive train, wheels and other structural support equipment. The towers are self-propelled so that the lateral rotates around the pivot point installed in the centre of the irrigated area. The long pipes between the drive units are called ‘spans’.
Spans consist of the main water line, sprinklers and a supporting structure to hold the weight between the towers. A tower box controls the drive unit components, with regard to the direction and duration.
Fig. 1.9 (a and b): Centre pivot
**Towable pivot**
Towable pivot is similar to centre pivot. But here, the pivot is towed away by a tractor. There are 3–4 wheels in the centre of the pivot, which make it possible to move the pivot from one place to another by pulling it with the help of the tractor. It helps farmers to carry out mechanised irrigation in an economical manner. It can easily irrigate fields as the machine can be towed away from one field to another in minimum time.
**Rain gun**
A rain gun is used as a water spray mist or fog beam. It discharges water at less than 175 lph. It is used to irrigate trees and other crops separated widely. Fruit tree crops like citric fruits, mango, guava, avocado, etc., can be irrigated with a rain gun. The passage diameter of the rain gun is small. Therefore, the release of filtered water is essential,
Fig. 1.10: Rain gun
amounting up to a requirement of 60–80 mesh (250 to 177 microns). The minimum operating pressure is 1.5–2 kg/cm$^2$. The heads of rain gun are mounted on plastic wedges (or piles) 20–30 cm above the ground. Rain gun is suitable for field crops like groundnut, onion, potato, sugarcane, cotton and plantation crops, such as coffee and tea.
**Impact sprinkler**
This sprinkler is driven in a circular motion by the force of outgoing water, and at least, one of its arms extends from the head. The sprinkler arm is repeatedly pushed back into the water stream by a spring. When the arm strikes the water stream, it scatters the stream and re-orientates the flow, enabling a uniform watering area around the sprinkler. Impact sprinkler is recommended for closely spaced field crops like potato, leafy vegetables, cotton, oilseeds, pulses, cereals, fodder crops, etc.
**Pop up sprinkler**
A pop up sprinkler consists of an inlet, body, cap, wiper seal, riser, nozzle and radius adjustment screw. Such a sprinkler is portable and easy to install, thereby, making it ideal for irrigating lawns, seasonal flowers and planting beds.
**Linear move sprinkler**
Linear move sprinkler irrigation system is similar to the centre pivot system in construction, except that neither end of the lateral pipeline is fixed. It is composed of a series of towers that are...
suspended and move laterally in the direction of rows. The whole line moves down the field perpendicular to the lateral. Water delivery to the continuously moving lateral is by a flexible hose or open ditch pickup. Both the centre pivot and linear move systems are capable of high efficiency water application. By ‘water efficiency’, it means reducing water wastage by measuring the amount of water required for a specific purpose and the amount of water delivered or used. Such a system requires high capital investment but is not labour intensive.
**Micro-sprinklers**
Micro-sprinklers are emitters, commonly known as sprinkler or spray heads. They operate by spreading water through air, usually, in predetermined patterns. Depending on the water throw patterns, micro-sprinklers are referred to as ‘mini-sprays’, ‘micro-sprays’, ‘jets’ or ‘spinners’. The sprinkler heads are external emitters individually connected to lateral pipes, typically, using what can be called ‘micro-tubes’ or a small diameter tubing. The sprinkler heads can be mounted on a support stake of 25–30 cm height, connected to the supply pipe. Micro-sprinkler system requires less energy, and generally, operates at a pressure range of 1–3 kg/cm² and a discharge range of 40–75 lph. Micro-sprinklers are desirable because fewer sprinkler heads are required to cover a large area. The system is suited for crops with shallow rooting pattern like garlic, onion, etc.
**Other types of microirrigation system**
**Bubbler irrigation**
Bubblers are used to irrigate bigger areas and apply water on ‘per plant’ basis. Water from the bubbler head either runs down from the emission device or spreads a few inches in an umbrella pattern. Bubbler emitters
dissipate water pressure through a variety of diaphragm material (a silicon diaphragm inside an emitter flexes to regulate water output) and deflect water through small orifices. Bubbler emission devices are equipped with single or multiple port outlets. Bubblers are available in adjustable flow and pressure compensating types.
**Spray irrigation**
In this system, jets, foggers or misters, also called ‘spitters’, are used. Water is applied only to a fraction of the ground surface. However, instead of dripping water from narrow orifice emitters, micro-sprayer systems eject fine jets that fan out from a series of nozzles. Each nozzle can water an area of several square metres, which tends to be much larger than individual areas wetted by a single drip emitter.
**Advantages of microirrigation system**
As mentioned earlier, microirrigation system has a number of advantages over surface irrigation system. Some of the advantages of microirrigation system over surface irrigation system are described as follows.
**Helps in saving water**
Water requirement in drip or sprinkler irrigation is much less as compared to any other conventional method of irrigation. This is because of irrigation of a smaller portion of land, decreased evaporation from the soil surface and reduction or elimination of run-offs. Waterlogging, which occurs under flat surface flood irrigation, is rare in case of microirrigation. Since microirrigation system allows high level of water control application, water can be applied only when needed and losses due to deep percolation can be minimised or avoided. Microirrigation can reduce water usage by 25–40 per cent as compared to overhead systems and 45–60 per cent as compared to surface irrigation.
Uniform water application
Microirrigation systems ensure uniform water application. Therefore, all plants in a field receive equal amount of water. Higher uniformity results in efficient irrigation, thereby, causing less wastage of water, power and fertilisers. Consistent water application results in better and uniform crop yields as each plant is given the required amount of water and nutrients for optimum growth. Crop yield is the measurement of the amount of agricultural production harvested per unit area.
Helps in saving electricity
Microirrigation systems require less electricity as compared to other systems. Usually, delivery pipe in microirrigation systems operate at low pressure (2–4 bar). Therefore, these require less energy for pumping.
Improves chemical application
Microirrigation system can apply chemicals to plants through fertigation unit. ‘Fertigation’ is the application of fertilisers used for making soil amendments in order to improve plant growth. Since the fertilisers are applied directly to the root zones of the plants, a reduction in the total amount of fertiliser applied is possible, which saves an average of 25–50 per cent of the total cost. Microirrigation systems apply the right fertiliser to the plants at a given time. Herbicides, insecticides and fungicides can also be applied through microirrigation systems, and thereby, help improve the crop yield.
Reduces weeds and diseases
Weeds are the unwanted plants that grow in lawns, gardens and agricultural fields. They compete with the crops for nutrients, moisture and sunlight, which can reduce the crop quality and the yield. These also serve as a habitat for diseases and insect-pests, which attack the main crop. Weed growth is inhibited in areas irrigated by drip irrigation as only a limited area gets irrigated. Hence, the threat of weeds and diseases is reduced.
Improves tolerance of crops to soil salinity
Microirrigation reduces the sensitivity of most crops to saline water or soil-water conditions due to high moisture content in the root zones of plants. Microirrigation (especially, drip irrigation) keeps the soil moisture continuously at a high level near the root zone, and thus, maintains a low level of salt concentration. Therefore, crops under microirrigation system are more tolerant to saline water.
Suitable to various topography and soil type
Microirrigation systems can function efficiently on any topography, if appropriately designed and managed. Low water application rate with microirrigation systems is ideal for clayey soil as water can be applied slowly enough for the soil to absorb without any surface run-off.
Regulates water through automation
Microirrigation system can be semi or fully automatic. It uses automatic controller, which can be simple mechanical clocks or timers that open or close the valve on a pre-set time schedule. These can be programmed to run at night when evaporation is low. A microirrigation system can be easily automated using electrical solenoid valves and a controller. This allows the system to operate at any time of the day and for any duration.
Reduces labour costs
One of the major advantages of microirrigation system is that it reduces labour costs. Labour requirement is reduced as it is an automated system and does not require labourers to irrigate an area. A large area of land can be irrigated at once with microirrigation system.
Improves quality and yield
Crop quality and yield is improved under microirrigation system because of slow, regular and uniform application of water and nutrients. Besides, damages and losses due to the contact of water with fruits or foliages are practically eliminated.
Practical Exercise
Activity
Visit a farm, where a microirrigation system has been installed. Discuss the following with the owner of the farm.
(i) What are the advantages of drip or sprinkler irrigation system?
(ii) In which crop(s), drip or sprinkler irrigation system has been more useful?
(iii) What are the common problems that you encounter in maintaining drip or sprinkler irrigation system?
Check Your Progress
A. Multiple Choice Questions
1. If a site is known to be windy most of the time, ________ irrigation will not be suitable.
(a) sprinkler
(b) drip
(c) both (a) and (b)
(d) None of the above
2. ________ irrigation system makes use of very low pressure.
(a) rain gun
(b) gravity drip
(c) drip
(d) sprinkler
3. The wetted soil area for widely spaced emitters in drip irrigation system will normally be ________ in shape
(a) round
(b) elliptical
(c) circular
(d) triangular
4. The sprinkler breaks up water into small droplets, usually, of 0.5 to ________ mm in size.
(a) 3
(b) 5
(c) 4
(d) 2
B. Fill in the Blanks
1. The _______ emitters dissipate water pressure through small orifices.
2. Microirrigation helps in reducing _______ consumption, weeds, soil erosion and the total cost of cultivation.
3. A __________ irrigation system can be used on windy days and during various land operations.
4. In microirrigation system, water is applied via __________ piping system.
C. State True or False
1. One of the major advantages of microirrigation system over surface irrigation system is that it helps reduce labour costs.
2. A microirrigation system cannot be easily automated using electrical solenoid valves and a controller.
3. Crop quality and yield under microirrigation system is improved because of irregular application of water and nutrients.
D. Subjective Questions
1. What are the different components of sprinkler irrigation system?
2. What are the advantages of microirrigation system?
3. Write a short note (100 words) on the following:
(i) Centre pivot
(ii) Rain gun
(iii) Impact sprinkler
(iv) Pop up sprinkler
What have you learned?
After completing this Session, you will be able to:
- describe the main features of a microirrigation system.
- identify the components of a microirrigation system.
- identify different types of drip irrigation system.
- identify different types of sprinkler irrigation system.
- describe the criteria for selecting a microirrigation system.
- state the advantages of using a microirrigation system.
Session 2: Land Gradient and Suitability of Irrigation System
Agricultural crops are cultivated in different agroclimatic conditions and topographies. Crops are grown in rain-fed, as well as, irrigated conditions for better yields. There are different irrigation methods suitable for various types of crop and land. To choose a suitable and efficient method of irrigation, a farmer must know the advantages and disadvantages of various irrigation methods. Irrigation systems are implemented primarily to save water and increase water use efficiency in agriculture. ‘Water use efficiency’ is the ability of a crop to produce biomass per unit of water transpired.
The method of irrigation to be adopted is, generally, determined by the type of soil, topography of land, water source (surface or underground) and the crop to be irrigated. ‘Topography’ is the slope of the ground and how much uneven or levelled it is. The irrigation method is selected accordingly. A topographic map is one that contains information about the general topography of an area. The map includes contour lines, location of natural features like gullies and ditches, and man-made features, such as buildings, roads, culverts, bridges, etc. These are needed for detailed planning of the irrigation method to be used.
Land gradient
Land or field gradient and uniformity are important factors that are considered for determining the type of irrigation method to be used. ‘Gradient’ refers to the ‘slope of land’. It is calculated by dividing the rise (vertical difference) by the run (horizontal difference). The magnitude or size of gradient is the ‘slope’, while the direction in which the maximum value of this magnitude occurs is known as ‘aspect’. Slope gradient is a key factor in influencing the relative stability of a slope. Slopes are often irregular and complex.
If the slope of the land is 0.4–8 per cent, corrugation method of irrigation (e.g., furrow irrigation) is suitable. If the slope is more, then sprinkler method is more suitable for soils that are shallow and have faster permeability.
The land to be irrigated is levelled to obtain the required surface and drainage. Land levelling modifies the land surface for efficient surface irrigation. Pressurised irrigation methods may not need high degree of land levelling, whereas, surface irrigation methods need slight land grading and levelling.
**Selection of irrigation method**
There are several factors that need to be considered while selecting an irrigation method. A farmer or land owner must have knowledge of the soil condition, topography, size and shape of a field, cropping system and labour availability.
In pressurised irrigation system, water is applied to plants under pressure through a network of pipes and pumping system. This system may not be feasible unless energy resources are available at reasonable cost. For example, a farmer must have access to electricity supply in order to run a pump unit, which is needed to dissipate water with pressure.
Development and annual operational costs are the most important factors while selecting an irrigation method. It is not only the equipment, construction and installation cost but also the operation cost that needs to be taken care of. These costs must be compared with the expected yield benefits. The farmers will be interested in implementing a certain method only if they find it economically attractive.
**Irrigation systems**
There are two types of irrigation system — gravity flow or surface irrigation and pressurised irrigation
**Gravity flow irrigation system**
Gravity flow or ‘surface irrigation system’ refers to the application and distribution of water from higher to a lower topography by gravity flow. In this method, the land to be irrigated must have a gentle slope, else the cost of land levelling and preparation go may up considerably. It is by far the most common form of irrigation method in the world. There are four basic methods of surface irrigation.
(i) Border-strip irrigation
(ii) Check basin irrigation
(iii) Furrow irrigation
(iv) Wild-flooding irrigation
**Border-strip irrigation**
In this method of irrigation, the field is divided into a number of long parallel strips called ‘borders’. These borders are 2–10 m wide and 52–300 m long, depending on the soil type and slope of the field. Parallel earth bunds or levees are made in order to guide the advancing water. These borders are separated by low ridges. The border strip has a uniform gentle slope in the direction of irrigation. The water spreads and flows down the strip in a sheet confined by the border ridges. Examples of crops irrigated by this method include wheat, leafy vegetables and fodder. However, the method is not limited only to these plants.
**Check basin irrigation**
In this method, the field is divided into smaller areas so that each has a nearly level surface. Bunds or ridges are constructed around each area, forming basins, within which the irrigation water can be controlled. The water applied to a desired depth can be retained until it infiltrates into the soil. The size of the basins is 10–25 m²,
depending on the soil type, topography, stream size and crop. It is the most common method of irrigation. The shape and size of basins are mainly determined by land slope, soil type, stream size available, required depth of the irrigation application and agricultural practices. Examples of crops irrigated by this method include maize, rice, wheat, barley, etc.
*Fig. 1.17: Furrow irrigation*
**Furrow irrigation**
In this method of surface irrigation, water is applied to the field through furrows, which are small canals having continuous or nearly uniform slope in the direction of water flow. The furrows are, generally, V-shaped or U-shaped in cross section and are 15–30 cm deep and 25–40 cm wide at the top. Water flowing into the furrows spreads laterally to irrigate the area between the furrows. The rate of lateral spread of water into the soil depends on the soil type, i.e., for a given time, water will infiltrate more vertically and less laterally in relatively sandy soil than in clayey soil. The spacing of furrows depends on the crop type and the type of machinery used for cultivation and planting. Shallow-rooted crops require shallow furrows. Examples of crops irrigated by this method include cotton, sugarcane and potato. However, the method is not limited only to these plants.
**Wild-flooding irrigation**
In this method of irrigation, water is applied from field channels without a ridge to guide its flow or control. This is the most inefficient method of surface irrigation.
**Pressurised irrigation system**
Pressurised irrigation system includes drip, sprinkler and an array of similar systems, in which water is distributed over the farmland through pressurised network of pipes.
**Factors influencing suitability of irrigation system**
The suitability of various irrigation methods, i.e., surface, sprinkler or drip depends mainly on the following factors.
(i) Natural conditions
(ii) Crops
(iii) Technology
(iv) Labour inputs
(v) Cost
**Natural conditions**
Natural conditions, such as soil type, slope, climate, water quality and availability have the following impacts on the choice of an irrigation method.
| Soil type | Sandy soil, which contains more than 85 per cent standardised particles by mass, have a low water storage capacity and a high infiltration rate. They, therefore, need frequent but small irrigation application, particularly, when the soil is shallow. Under these circumstances, sprinkler or drip irrigation is more suitable than surface irrigation. In loamy or clayey soils, all three irrigation methods can be used but surface irrigation is the most common. Surface irrigation is ideal for clayey soil having low infiltration rate. |
|---|---|
| Slope | Sprinkler or drip irrigation is preferred to surface irrigation on steeper or uneven sloping lands as they require little or no levelling. If an area to be irrigated has a high slope gradient, then a tapered pipeline can be used to economise on pipe costs and keep pressure head variations within the desired limits. |
Crops
Different crops have different water requirements. They need specific amounts of water at various stages of their growth and ripening. Some crops need more water, whereas, others require less water. For example, paddy is transplanted in standing water and requires continuous irrigation, whereas, crops like wheat, gram and most vegetables do not require as much water.
**Growth stage of crops**
There are, generally, four growth stages of crops, during which the water requirement varies.
*Initial stage*
The period from sowing or transplanting, until the crop covers about 10 per cent of the ground. During this stage, the crop uses little water.
*Crop development stage*
This stage starts at the end of the initial stage and lasts until the full vegetative stage has reached (70–80 per cent). At this stage, water consumption increases.
*Mid-season stage*
It starts at the end of the crop development stage and lasts until maturity, which includes flowering and grain-setting. During this stage, water consumption reaches its peak.
*Late-season stage*
This stage starts at the end of the mid-season stage and lasts until the last day of the harvest, which includes ripening. During this stage, the maturing crop requires less water.
*Crop sensitivity*
Crop sensitivity to water stress varies from one growth stage to another. ‘Crop–water use’, also known as ‘evapotranspiration’ (ET), is the water used by a crop for growth and cooling. This water is extracted from the root zone by the root system, which represents transpiration. Crop–water use at critical growth stages can be used in irrigation scheduling to avoid stressing...
crops. Crop sensitivity is weather dependent, as well as, soil, water and plant dependent.
**Irrigation scheduling scheme**
An irrigation scheduling scheme must consider the sensitivity of a crop to water stress at different growth stages. The purpose of an irrigation scheduling is to keep the water content in the root zone above the allowable water depletion level. This ensures that the crop will not suffer from water stress and will produce optimum yield. For irrigation scheduling, it is necessary to know how much water (in mm) is to be applied per irrigation application.
**Irrigation requirement**
Crop–water requirement in irrigation is defined as the quantity of water needed by a crop at a given time for its growth under open field conditions. It includes evaporation and other unavoidable water losses. Water requirement is expressed in water depth per unit area. Irrigation requirement is based on the type of crop, soil and climate. The net irrigation water requirement is the depth of irrigation water, exclusive of precipitation, stored moisture or groundwater that is required consumptively for crop production and other purposes, such as leaching out. It is expressed in millimeters per year.
**Required depth of irrigation application**
Surface irrigation can be used for all type of crops. Furrow irrigation is best used for irrigating row crops, such as maize, vegetables and trees. Border irrigation is, particularly, suitable for close growing crops but can also be used for row crops and trees.
In case of surface irrigation methods, maximum water is applied per irrigation. Usually, 40–70 mm water is applied in basin irrigation, 30–60 mm in border irrigation and 20–50 mm in furrow irrigation. For example, on sandy soil and a shallow rooting crop, furrow irrigation will be the most appropriate. If a large amount of water is to be applied per application, e.g., on clayey soil and a deep rooting crop, border or basin irrigation will be more appropriate.
Sprinkler and drip irrigation are mostly used for high-value cash crops as they involve high investment for installation and operation of equipment. Sprinkler irrigation can be chosen for eliminating the possibility of levelling a land when:
- the soil is too shallow.
- it is too steep (>1% slope).
- light (<5 cm) and frequent irrigations are to be given.
- the soil is sandy (rapidly permeable coarse textured soil) with poor water selection.
- supplementary irrigation is to be given to dry land crops during prolonged dry spells, without any land preparation.
Drip irrigation is suitable for irrigating individual plants, trees or row crops, such as vegetables and sugarcane. It is considered to be less suitable and economical for close growing crops like rice.
**Technology**
The choice of irrigation method is also influenced by technology. In general, drip and sprinkler irrigation require advanced technological know-how. They are not only capital intensive but also require regular maintenance. Surface irrigation system, usually, requires less sophisticated equipment for construction and maintenance. However, the equipment are less efficient as compared to those used in drip and sprinkler irrigation systems.
**Labour inputs**
Surface irrigation often requires more labour input for construction, operation and maintenance than sprinkler or drip irrigation. It requires considerable land levelling and regular maintenance, whereas, sprinkler and drip irrigation require little land levelling and maintenance, and hence, are less labour-intensive. Labour and water requirement are high in case of furrow irrigation. In case of soils with steep or irregular slopes, high infiltration rate and water scarcity, sprinkler and drip irrigation may be more appropriate.
Costs
The installation of a microirrigation system is capital intensive as it requires higher investment than surface irrigation system. However, if the investment is evaluated based on the cost benefit analysis, then microirrigation system has a major benefit. A farmer, using microirrigation system, experiences and increase in crop yield, which leads to a rise in the annual income.
Significant returns from microirrigation are possible if the farmer makes judicious selection of crops and follows the standard operating procedures.
Practical Exercise
Activity
Visit a nearby agricultural field and study the following:
(i) types of soil, water sources and crops grown
(ii) different irrigation methods used by the farmers working there
(iii) reasons for using a particular irrigation method by the farmers
Check Your Progress
A. Multiple Choice Questions
1. Sandy soils have __________.
(a) low water storage capacity
(b) high infiltration rate
(c) more than 85 per cent sand particles by mass
(d) All of the above
2. Sprinkler and drip irrigation are mostly used for high-value cash crops, such as vegetables and fruits because of __________.
(a) high capital investment
(b) low capital investment
(c) less requirement of water
(d) None of the above
B. Fill in the Blanks
1. A ________ soil has low water storage capacity and high infiltration rate.
2. Strong _________ can disturb the spraying of water by sprinklers.
3. Surface irrigation is preferred, if the irrigation water contains much __________.
4. Surface irrigation often requires more __________ input for construction, operation and maintenance than sprinkler or drip irrigation.
5. Surface irrigation requires accurate __________ levelling and regular maintenance.
6. Sprinkler and __________ irrigation require little land levelling as compared to surface irrigation.
7. In soils with steep or irregular slopes, high infiltration rate and scarcity of __________, sprinkler and drip irrigation may be more appropriate.
C. State True or False
1. Strong winds cannot disturb the spraying of water from sprinklers.
2. Under strong wind conditions, drip or surface irrigation methods are not preferred.
3. Surface irrigation systems, usually, require less sophisticated equipment for both construction and maintenance.
What have you learned?
After completing this Session, you will be able to:
- describe the factors that determine the suitability of an irrigation system.
- describe the various aspects of land gradient that need to be considered while selecting and installing an irrigation system.
- describe the factors that influence crop-water requirements.
- correlate crop water requirement with the required depth of irrigation application.
Session 3: Design and Layout of Microirrigation System
Microirrigation systems must aim at maximising the returns and minimising the cost per unit volume of water used, thus, contributing to the overall reduction in the total investment. Planning and purchasing the correct components are the key factors for the installation and smooth functioning of a microirrigation
system. A checklist of tools, equipment and material required to install the system must be prepared before purchasing them.
**Design and layout**
The primary objective is to choose the appropriate layout and components required for installing a microirrigation system in order to attain adequate and uniform distribution of water and nutrients across the field at high efficiency. Information, preferably, backed by data on crop, cropping pattern, irrigation water quality, topography, soil characteristics and climate are required for planning the layout and design of the microirrigation system.
The basic steps that need to be followed while planning the design and layout the microirrigation system are as follows.
**Collection of basic farm data**
Farm data may include layout of the area, details of water source, soil type, agronomic details (plants to be grown, crop spacing, crop period, etc.) and climatic data (temperature, rainfall, evapotranspiration, etc.). It may also include the topographic map of a farm, showing the area to be irrigated. The map contains contour lines, farm boundaries, water source(s), roads and electricity lines. The basic farm data also include the quantity and quality of water available, climate of the area and its influence on the water requirements of the selected crops, soil characteristics, type of crops intended to be grown and current agricultural practices.
**Analysis of the data**
The collected farm data is analysed to understand the irrigation requirements of the crops, infiltration rate of the soil to be irrigated, depth of water application per irrigation, irrigation frequency and cycle, system capacity, etc. ‘Irrigation frequency’ is the time it takes a crop to deplete the soil moisture at a given soil moisture depletion level. Depth of water application refers to the quantity of water, which needs to be applied during irrigation in order to replenish the water used by the crop during evapotranspiration.
Preparation of microirrigation system layout
The microirrigation system layout for the field is prepared after taking into account the affordability of a farmer. Microirrigation system design starts with the selection of emitters, which depends on the type of crop, water requirement, operating time, soil type and water quality. Layout includes alignment of the network of main, sub-main and lateral pipes, and their connection with a water source. The whole area is then divided into units, depending on the number of sub-mains to be installed, keeping in view the pumping capacity of the pump. The main line is then planned for connecting to the sub-mains by considering the shortest possible route. The length of the main line is determined on the basis of the water flow rate so that the frictional head loss is within the specified limits and the total pressure head required for the system is within the pump capacity.
Water sources
Surface and groundwater are the main sources of water supply for agricultural purposes. One always needs to locate the water source before installing a microirrigation system. The location of water source needs to be marked on a map. The following information with regard to the water source must be collected.
- Height above the ground level or depth from the ground surface
- Details of the pump to be installed
- Quality of water in terms of impurities present (sand, silt, algae, etc.)
The various sources of surface and underground water, which can be utilised for irrigation purposes, are tanks, canals, wells, lakes, rivers, ponds, reservoirs, streams, etc. Surface water contains large amount of impurities, therefore, it must be filtered before use. Fig. 1.18 shows the symbol that is commonly used to represent the water source on an irrigation plan.
Tanks
In India, tanks are the most popular source of irrigation, especially in States like Tamil Nadu, Karnataka, Andhra
Pradesh, Telangana and Maharashtra. Most tanks are small in size and built by individuals or groups of farmers by raising bunds across seasonal streams. Evaporation of water is relatively rapid in tanks due to large expanse of shallow water. However, tanks do not provide perennial water supply. In small areas, plastic overhead tanks can also serve the purpose of supplying water to the main and sub-main lines of the microirrigation system.
**Canals**
Canals are the second most important source of irrigation in India. Canal irrigation is possible in areas that are extensive like plains and are drained by perennial rivers, such as the northern plains, coastal plains, deltas and broad valleys of the Indian peninsula. The plain areas of India are mostly canal irrigated. States that follow canal irrigation system are Andhra Pradesh, Assam, Haryana, West Bengal, Punjab, Rajasthan, Bihar, Karnataka, Tamil Nadu and Uttar Pradesh.
**Wells**
Wells are an important source of irrigation. The water in wells is obtained from the sub-soil and has to be extracted manually, using animal power or pumps. Well irrigation is most common in alluvial plain areas, where the water table is high. States having 50 per cent or more irrigated area under wells and tubewells are Punjab, Uttar Pradesh, Rajasthan, Gujarat, Maharashtra, Madhya Pradesh and Tamil Nadu.
**Design of drip irrigation system**
Drip irrigation, also known as ‘trickle irrigation’, is a planned irrigation system, in which water is applied directly to the root zones of plants by means of applicators (orifices, emitters, porous tubing, perforated pipes, etc.) operated under low pressure. The applicators are placed either on or below the surface off the ground. As already mentioned in Session 1, drip irrigation system consists of pump unit, head control unit, main line, sub-main lines or sub-mains, laterals and emitters or drippers.
The design of surface drip irrigation system must describe the pump requirements. There is a range of options for the type of filter. There are filters with mesh, disc and media type. A major consideration in the design of surface drip irrigation system is drip tubing lateral spacing. In normal irrigation design, the pipe size must be specified based on economic and friction loss, and water hammer considerations. Drip line depth will depend on soil characteristics, rooting depth and cultivation practice being followed in a field. Soil having more sand content requires closer spacing of drip tubing laterals, which increases the cost of the drip irrigation system. Wider spacings are possible with heavy soil, which contains more clay (e.g., black soil), as lateral movement of water is greater in such soil.
**Typical spacing of 4 lph (1.06 gph) emitters**
- Coarse soil (sand): 60 cm (24’’)
- Medium soil: 1m (39’’)
- Fine soil (clay): 1.3 m (48’’)
**Typical spacing of 2 lph (0.53 gph) emitters**
- Coarse soil (sand): 30 cm (12’’)
- Medium soil: 60 cm (24’’)
- Fine soil (clay): 1 m (39’’)
**Components and symbols of drip irrigation system**
**Pump unit**
The pump unit lifts water and produces the desired pressure for distributing water through emitters. Electric motor driven pumps can be activated using a pump start relay that is activated by a computer.
**Head control unit**
It consists of valves to control the discharge and pressure of water in the entire system. It may also have filters to clean the water. The head control unit turns the automatic valves on or off through control signals. These valves then run water to the required sections.
The symbol given in Fig. 1.19 represents the head control unit.
**Automatic control valve**
Valves allow to turn different sections on and off automatically. The symbol used to represent an automatic control valve, also known as ‘solenoid’, is given in Fig. 1.20.
**Gate valve**
Gate valves may be used in place of electric valves to turn different sections on or off. They are manually operated isolation valves. The symbol used to represent a gate valve, also known as a ‘hand operated valve’, is given in Fig. 1.21.
**Flush valve**
It is a self-opening valve that allows lines to be flushed when the pipe pressure is low. It shuts when the pressure builds up. The symbol used to represent a flush valve is given in Fig. 1.22.
**Automatic air release valve**
Automatic air release valves (ARV) are used to displace air contained within an irrigation system, which can adversely affect its performance. The symbol used to represent an automatic air release valve is given in Fig. 1.23.
**Check valve**
A check valve, also called ‘non-return valve’, is a mechanical device in a pipe that permits the flow of water in one direction only. It prevents the backward flow of water. The symbol used to represent a flush valve is given in Fig. 1.24.
**Pressure reducing valve**
It is commonly used when installing a drip irrigation system or where high pressures can pose a problem. The symbol used to represent a pressure reducing valve is given in Fig. 1.25.
**Filter**
Common types of filter include screen and graded sand filters, which remove fine material suspended in water. Filters come in different volume capacities and mesh sizes (filtration particle exclusion capacities). The symbol used to represent a filter is given in Fig. 1.26.
**Screen filter**
It uses a fine mesh formed into a column to filter out undesirable elements from water. The symbol used to represent a screen filter is given in Fig. 1.27.
**Mains, sub-mains and laterals**
Main lines, sub-mains and laterals supply water from the control head into the fields. They are, normally, made of flexible material, such as PVC pipes. Laterals or drip lines are small diameter (1–1.25 cm) flexible lines made of Low Density Polyethelene Pipes (LDPE). Generally, the main and sub-mains are laid across the slopes, while laterals are placed along the slopes. If a field is divided into sub-block, each block is provided with one sub-main and a control valve. Based on the available data of water capacity, water requirement of a plant and pressure required at the lateral layout, designs for the microirrigation system are made.
The symbol that represents the **main line**, which carries water to different sections of the irrigation system, is given in Fig. 1.29.
Laterals are, normally, laid parallel to each other. There is, usually, one lateral line for each crop row. The symbol used to represent **lateral lines** is given in Fig. 1.31.
**Emitters or drippers**
These are fixed at regular intervals in the laterals. They are, usually, spaced more than 1 m apart. For row crops, more closely spaced emitters may be used to wet a strip of soil. They supply specified quantity of water to plants.
in a field. Water is delivered at or near the root zones of plants, drop-by-drop. The PVC valves allow water to flow at a slow rate (2–16 litre per hour) and in various shapes and designs. Emitters are selected on the basis of soil texture and crop root zone system.
To measure the anticipated variations in the discharge of water in emitters, a pressure gauge is used. The symbol for pressure gauge is shown in Fig. 1.33.
**Design of sprinkler irrigation system**
The layout of a sprinkler irrigation system will include measuring of the land and drawing its sketch to scale on a graph paper. Mark the location of hedges, shrubs, trees, and also walls and driveways on the sketch. Divide the area into zones for laying out the main lines and laterals. The next step is to determine the available water flow for the sprinkler system so as to ascertain how many sprinkler heads can run at one time. Plan the pipe layout according to the placement of risers and sprinkler heads.
Sprinkler irrigation system consists of a pump unit, main line, laterals, risers and sprinkler heads along with filter screens, desilting devices, flow regulators and fertiliser application system. It is mostly used to humidify the atmosphere, especially for young plants, sandy loam soils, greenhouses or poly-houses, and land having up and down slope. In sprinkler irrigation, water is conveyed under pressure through pipes to the area to be irrigated, where it is discharged through sprinklers.
**Components of sprinkler irrigation system**
**Pump unit**
A pump is used for developing the required pressure. It can be used under the following conditions.
- The land is undulating for levelling (the levelling work will be cost-intensive).
- The soil is porous, erodible and impermeable (which makes it difficult to irrigate it by any other method).
- The flow rate is too less for employing surface irrigation method.
Filtration unit
Filtration unit is required to remove the impurities present in the irrigation water. Hydro-cyclone, media and screen are the different types of filter. The choice of filter depends on the quality of water. If the quality of water is poor, then a filter of higher mesh size is used.
Pipeline
The layout of mains, sub-mains and laterals depends on local conditions like topography, soil characteristics and source of water. The main line must be laid along the slope and the laterals across the slope or nearly on the contours. In portable system, the laterals need to be of the same size so that they can be changed easily.
Sprinklers
The selection of sprinkler depends on its nozzle size and the pressure with which it discharges water. It must also be ensured that the water discharged does not cause run-off or damage to the crops. Besides, it must supply water to the crops sown in a field uniformly under the prevailing wind conditions. It must meet the irrigation water requirement of a crop and the irrigation frequency. The common symbols used when designing sprinkler irrigation plans are as follows.
**Sprinkler – full**
This nozzle will, generally, throw water all around it at $360^\circ$ and at a distance of 3.6–4.5 metre. The symbol used to represent sprinkler – full is given in Fig. 1.34.
**Sprinkler – half**
This nozzle will, generally, throw water all around it at $180^\circ$ and at a distance of 3.6–4.5 metre. The symbol used to represent sprinkler – half is given in Fig. 1.35.
**Sprinkler – quarter**
This nozzle will, generally, throw water all around it at $90^\circ$ and at a distance of 3.6–4.5 metre. The symbol used to represent sprinkler – quarter is given in Fig. 1.36.
**Sprinkler – one-third**
This nozzle will, generally, throw water all around it at 120° and at a distance of 3.6–4.5 metre. The symbol used to represent sprinkler—one-third is given in Fig. 1.37.
**Sprinkler — three quarter**
This nozzle will, generally, throw water all around it at 270° and at a distance of 3.6–4.5 metre. The symbol used to represent it is given in Fig. 1.38.
**Sprinkler — two-third**
This nozzle will, generally, throw water all around it at 240° and at a distance of 3.6 to 4.5 metre. The symbol used to represent sprinkler—two-third is given in Fig. 1.39.
**Sprinkler – variable arc nozzle**
The symbol used to represent sprinkler – variable arc nozzle is given in Fig. 1.40. It represents a pop up with a variable arc nozzle, which means it can be adjusted from 0 to 360 degree. This nozzle will, generally, throw water at a distance of 3.6–4.5 metre.
### Units of measurement in microirrigation system
Measurement of any physical quantity involves comparison with a certain basic, arbitrarily chosen, internationally accepted reference standard called ‘unit’. The standards of measurement are useful for minimising errors. The units for fundamental or base quantities are called ‘fundamental’ or ‘base’ units. The units of all other physical quantities can be expressed as combinations of the base units. Such units obtained for the derived quantities are called ‘derived units’. A complete set of these units, both the base and derived units, is known as ‘system of units’.
These units, which are adopted for international use under the Système Internationald’Unités, are now employed for all scientific and technical purposes. There are seven fundamental units — metre, kilogram, second, ampere, kelvin, candela and mole, and two supplementary units — radian and steradian. All other units are derived by the multiplication or division of these units without the use of numerical factors.
**Table 1.1: Units of measurement**
| psi | Pound per square inch |
|-------|-----------------------|
| kPa | Kilopascal |
| gal | Gallon |
| gpm | Gallon per minute |
| gph | Gallon per hour |
| l | Litre |
| lph | Litre per hour |
| lps | Litre per second |
| ml | Millilitre |
| ml/min| Millilitre per minute |
| mm/h | Millimetre per hour |
| cm | Centimetre |
| mm | Millimetre |
| m | Metre |
| m/sec | Metre per second |
| A | Area |
| in/hr | Inches per hour |
| ft | Feet |
| ft/sec| Feet per second |
**Practical Exercises**
**Activity 1**
Visit an agricultural farm having a drip irrigation system, and study its layout and design. Note down the following:
(i) Length of laterals
(ii) Number of sub-mains
(iii) Diameter of the sub-mains
(iv) Length of the main line
(v) Number of laterals
(vi) Diameter of lateral
(vii) Length of the sub-mains
(viii) Number of the main line
(ix) Diameter of the main line
(x) Total power of the pump
Activity 2
Prepare a drip irrigation layout of $200 \times 100$ m, when water source is:
(i) at the middle of the command area
(ii) at the corner of the command area
(iii) around the side of the command area
Activity 3
Prepare a chart showing symbols for the following:
(i) Sprinkler–full
(ii) Sprinkler–half
(iii) Pressure gauge
(iv) Screen filter
(v) Head control unit
(vi) Flush valve
Check Your Progress
A. Multiple Choice Questions
1. This symbol is used to represent ________.
(a) screen filter
(b) filter scale
(c) control unit
(d) micro sprayer
2. This symbol represents ________.
(a) main line
(b) check valve
(c) head control unit
(d) filter
3. This symbol is used to represent ________.
(a) sprinkler – half
(b) micro sprayer
(c) gate valve
(d) flush valve
B. Fill in the Blanks
1. A typical drip irrigation system consists of a pump unit, head ________ unit, main and sub-main lines, laterals and emitters or drippers.
2. A pump is used for developing the required water ________.
3. A ______ filter uses a fine mesh formed into a column to filter out undesirable elements from the water supply.
C. Match the Columns
| A | B |
|--------------------------|-------|
| 1. Sprinkler — quarter | (a) 120° |
| 2. Sprinkler — three quarter | (b) 360° |
| 3. Sprinkler — two-third | (c) 270° |
| 4. Sprinkler — one-third | (d) 90° |
| 5. Sprinkler — variable arc nozzle | (e) 240° |
D. Subjective Questions
1. Write the full forms of the following.
(i) psi : _______________________
(ii) lph : _______________________
(iii) lps : _______________________
(iv) gpm : _______________________
2. Name any three type of sprinklers.
3. List any three factors that affect the choice of irrigation method.
4. Describe the purpose of the following components of drip irrigation system.
(i) Pump
(ii) Main line
(iii) Filtration unit
What have you learned?
After completing this Session, you will be able to:
- describe the basic steps that need to be followed while doing the layout and design a microirrigation system.
- identify the symbols that are used in preparing an irrigation plan.
- prepare a layout, considering the design aspects for a microirrigation system.
A. Multiple Choice Questions
1. If a site is known to be windy most of the time, ________ irrigation will not be suitable.
(a) sprinkler
(b) drip
(c) both (a) and (b)
(d) None of the above
2. ________ irrigation system makes use of very low pressure.
(a) rain gun
(b) gravity drip
(c) drip
(d) sprinkler
3. The wetted soil area for widely spaced emitters in drip irrigation system will normally be ________ in shape
(a) round
(b) elliptical
(c) circular
(d) triangular
4. The sprinkler breaks up water into small droplets, usually, of 0.5 to ________ mm in size.
(a) 3
(b) 5
(c) 4
(d) 2
B. Fill in the Blanks
1. The ________ emitters dissipate water pressure through small orifices.
2. Microirrigation helps in reducing ________ consumption, weeds, soil erosion and the total cost of cultivation.
3. A ________ irrigation system can be used on windy days and during various land operations.
4. In microirrigation system, water is applied via ________ piping system.
C. State True or False
1. One of the major advantages of microirrigation system over surface irrigation system is that it helps reduce labour costs.
2. A microirrigation system cannot be easily automated using electrical solenoid valves and a controller.
3. Crop quality and yield under microirrigation system is improved because of irregular application of water and nutrients.
D. Subjective Questions
1. What are the different components of sprinkler irrigation system?
2. What are the advantages of microirrigation system?
3. Write a short note (100 words) on the following:
(i) Centre pivot
(ii) Rain gun
(iii) Impact sprinkler
(iv) Pop up sprinkler
Microirrigation Technician Class-11 Unit-1 Session-2
A. Multiple Choice Questions
1. Sandy soils have __________.
(a) low water storage capacity
(b) high infiltration rate
(c) more than 85 per cent sand particles by mass
(d) All of the above
2. Sprinkler and drip irrigation are mostly used for high-value cash crops, such as vegetables and fruits because of __________.
(a) high capital investment
(b) low capital investment
(c) less requirement of water
(d) None of the above
B. Fill in the Blanks
1. A __________ soil has low water storage capacity and high infiltration rate.
2. Strong __________ can disturb the spraying of water by sprinklers.
3. Surface irrigation is preferred, if the irrigation water contains much __________.
4. Surface irrigation often requires more __________ input for construction, operation and maintenance than sprinkler or drip irrigation.
5. Surface irrigation requires accurate __________ levelling and regular maintenance.
6. Sprinkler and __________ irrigation require little land levelling as compared to surface irrigation.
7. In soils with steep or irregular slopes, high infiltration rate and scarcity of __________, sprinkler and drip irrigation may be more appropriate.
C. State True or False
1. Strong winds cannot disturb the spraying of water from sprinklers.
2. Under strong wind conditions, drip or surface irrigation methods are not preferred.
3. Surface irrigation systems, usually, require less sophisticated equipment for both construction and maintenance.
Microirrigation Technician Class-11 Unit-1 Session-3
A. Multiple Choice Questions
1. This symbol is used to represent ________.
(a) screen filter
(b) filter scale
(c) control unit
(d) micro sprayer
2. This symbol represents ________.
(a) main line
(b) check valve
(c) head control unit
(d) filter
3. This symbol is used to represent ________.
(a) sprinkler – half
(b) micro sprayer
(c) gate valve
(d) flush valve
B. Fill in the Blanks
1. A typical drip irrigation system consists of a pump unit, head ________ unit, main and sub-main lines, laterals and emitters or drippers.
2. A pump is used for developing the required water ________.
3. A ______ filter uses a fine mesh formed into a column to filter out undesirable elements from the water supply.
C. Match the Columns
| A | B |
|--------------------|------------|
| 1. Sprinkler — quarter | (a) $120^\circ$ |
| 2. Sprinkler — three quarter | (b) $360^\circ$ |
| 3. Sprinkler — two-third | (c) $270^\circ$ |
| 4. Sprinkler — one-third | (d) $90^\circ$ |
| 5. Sprinkler — variable arc nozzle | (e) $240^\circ$ |
D. Subjective Questions
1. Write the full forms of the following.
(i) psi : _______________________
(ii) lph : _______________________
(iii) lps : _______________________
(iv) gpm : __________________
2. Name any three type of sprinklers.
3. List any three factors that affect the choice of irrigation method.
4. Describe the purpose of the following components of drip irrigation system.
(i) Pump
(ii) Main line
(iii) Filtration unit
A sprinkler irrigation system, which has been designed and installed as per the standard procedures and is operated within the set parameters, requires less maintenance. The block and pipe layout must be understandable from the plan. As already mentioned in Unit 1, an irrigation design plan has various symbols to indicate the positioning of pipes and other components. Usually, a key is provided with the symbols and their meanings. A table on the irrigation design plan provides information on individual irrigation blocks, including size, plant spacing, emitter delivery and application rate. The best place to start an irrigation plan is at a pump station or near the main line. The main line can be traced from the pump station. The sub-mains must be clear to the technician or the person installing the system.
**Session 1: Installation of Components in Sprinkler Irrigation System**
**Checks for installation**
- Find out if the design or sketch of the designated plot is ready.
- Also, see if the physical conditions of a site meet the dimensions mentioned in the plan.
• Check if all tools, material and fittings required for the installation are available.
• Find out if the trenching is ready as per design and pipe specifications.
Tools and equipment required for installation
The following tools and equipment are required for the installation of a microirrigation system.
(i) Pipe wrench (18”, 24” or 36”)
(ii) Spanner set (preferably adjusting sly wrench)
(iii) Drill machine with drill bits of different sizes
(iv) Drill guide
(v) Screwdriver and pliers
(vi) Hacksaw blade with frame and one spare blade
(vii) Measuring tape and scale
(viii) Straight or ejecto punch
(ix) Hand punch
(x) S-hose pump
(xi) Plier punch
(xii) Take-off tool
(xiii) Solvent cement
(xiv) Teflon tape
(xv) Jute
(xvi) GI threaded joint’s synthetic compound
(xvii) Pencil or marker
(xviii) Pressure gauge with adopter and nozzle
Fittings and other accessories
Some of the important fittings and other accessories used in the installation of mains, sub-mains and sprinkler heads are as follows.
Water meter
It is used to measure the volume of water delivered. It is necessary to operate the system in order to supply the required quantity of water.
Flange, coupler and nipple
‘Flange’ is used to connect pipes with the use of bolted connections and gaskets. A ‘coupler’ is a short pipe with a socket at one or both the ends that allows two pipes
to be joined together (Fig. 2.2). ‘Nipple’ is a short pipe, usually, provided with a male pipe thread for connecting two other fittings on either ends.
**Pressure gauge**
It is used to measure the operating pressure of the sprinkler system (Fig. 2.3). To ensure uniformity in the application of water, the sprinkler system is operated at a desired pressure.
**Lateral cock, elbow, tee, reducing joiner, ring take-off and end cap**
Bends and elbows are used for changing the direction of water. The water takes a curve path while flowing through a pipe bend. Tees are T-shaped pipe fittings, having two outlets at 90 degree connected to the main line. A reducer is a component that is used to reduce the pipe size from a larger to a smaller bore. A butterfly valve is a quarter-turn rotary motion valve that is used to stop, regulate and start the flow of water. A 90 degree rotation of the handle can completely close or open the valve. An end cap is used to bend the pipe into the two holes for stopping the water flow. Goof plugs can be used to plug holes from where emitters have been removed.
Installing sprinkler irrigation system
The components of the sprinkler irrigation system are tested before being installed. The entire system is tested once the installation is complete. The installation work must be carried out as per the installation guidelines. Guidelines to maintain the system and few precautions starting from the installation will ensure trouble-free operation.
*Fig. 2.10: Layout and components of sprinkler irrigation system*
**Installation of head control unit**
The installation of head control unit requires a cemented platform. The size of the platform depends on the various components to be installed, such as pump, bypass mechanism, non-return valve, hydrocyclone filter, fertigation unit, media filter, screen or disc filter and air release valve. A layer of paint on these fittings is used to avoid rusting. Pressure gauges are installed wherever needed to check pressure readings. Fig. 2.11 shows the various components of the head control unit.
Preparation of trenches
Trenches must be wide enough to allow easy handling of pipes. They must be deep enough to allow a 60-cm cover over pipes. The bottom of the trenches must be smooth and free of sharp objects, such as stones. During excavation, all large stones, which can damage the pipes, must be removed from the brink of a trench. The width of the trench must be 45–70 cm and depth 75 cm. The trenches must be dug in a straight line.
Installation of pipes
PVC pipes must be laid according to the size and class as specified in the design. Care must be taken while laying the pipes during a hot day. Contractions due to fall in temperature may loosen the pipes.
Before joining the PVC pipes, remove burr from the edges. The outer and inner surface of the pipes must be cleaned with a sandpaper before applying solvent cement. A clean cloth must be used to clean the joining surfaces of the joints. Solvent cement must be applied evenly around the spigot end of each pipe. The spigot
end of the pipes must be pushed into the sockets to the depth of entering mark. Always store the solvent cement in a cool and dry place away from fire and reach of children. Use Teflon tape to avoid leakage through the threaded ends. Avoid over tightening of these fittings by pipe wrench. Give support or fill in the trenches immediately after joining PVC pipes and fittings on curves and valves. Back filling of trenches must be done only after the testing is over. All back filling material must be free of stones as they can damage the pipes.
**Installation of valves**
Air valves on the mainline must always be installed at the highest point of the pipeline or at a point of change in the slope. Control valves must be installed minimum one feet above the ground level and need to be straight, both vertically and horizontally. Use Teflon tape to wrap the threaded parts of adopters for fitting it into the valves in order to avoid leakage. Avoid over tightening by pipe wrench.
**Installation of main, sub-mains and laterals**
**Main line**
Rigid Poly Vinyl Chloride (PVC) and High Density Polyethylene (HDPE) pipes are, normally, used as main lines to minimise corrosion and clogging. Pipes of 63 mm diameter and above with a pressure of 4–10 kg/cm² are recommended for main lines. The main line is the primary artery of a sprinkler irrigation system, usually, laid along the length of a field, which serves as a conveyance system for delivering the total amount of water to the sub-mains at the required pressure. The main line is, normally, buried about 30 cm below the soil surface and supplies water to the sub-mains.
**Sub-mains**
Light PVC, HDPE or Linear Low Density Polyethylene (LLDPE) pipes are used as sub-mains. Pipes having an outer diameter of 32–75 mm with a pressure of 2.5- 4.0kg/cm² are, normally, used as sub-mains. The diameter of main and sub-mains depends on the water
requirement of a crop and size of the field. Both main and sub-mains are provided with flush valves at the outlets to occasionally flush the pipes in order to remove sediments and clogging. A flow control valve (ball valve) is fitted in the beginning of each sub-main. The flush valve must not be fixed vertically but horizontally, after fixing an elbow so that the water does not spill over on to the person carrying out the work while flushing.
The sub-mains, which run perpendicular to the laterals, deliver water to the laterals. The sub-mains are connected with the main line using fittings like tee, elbow, etc., as per the installation sketch. Solvent cement must be used to ensure perfect binding at the joints.
**Laterals**
Laterals are tubes located between the shut-off valve and sprinkler heads. The laterals are, usually, made of LDPE, Linear Low Density Polyethylene (LLDPE) or HDPE pipes of 10 to 20 mm in diameter and with a wall thickness of 1–3 mm with a pressure rating of 2.5 kg/cm². Lateral pipes are, usually, flexible, non-corrodible, resistive to radiation and to the effects of temperature fluctuation. They are easy to install. Laterals are, usually, black in colour. The laterals supply water to a field through sprinklers. To install laterals, the following need to be done.
(i) To connect the laterals (poly-tubes) to the sub-mains, holes are drilled on the PVC sub-main pipes using a drilling machine. The holes are drilled at a distance equal to the row spacing of the crop. The size of the holes depends on the size of the laterals and the grommet take off (GTO).
(ii) Grommets are fixed in the holes and take-offs are fixed on the grommets. The laterals are then connected to the take-offs.
**Sprinkler riser and head**
Sprinkler risers connect the sprinkler heads to the lateral pipes or tubes. Sprinkler heads distribute water uniformly over the field without run-off or excessive
loss due to deep percolation. The most commonly used sprinklers have two nozzles, one to cover a farther area and another to cover the area near the sprinkler. The sprinkler heads are installed on riser pipes. To avoid turbulence in riser pipes, the minimum height of the riser is 300 mm for 25 mm diameter and 150 mm for 15–20 mm diameter. In general, 900-mm long GI pipe of 25 mm diameter is used.
(a)
(b)
*Fig. 2.14: (a) Sprinkler head
(b) Sprinkler riser*
*Fig. 2.15: Components of sprinkler irrigation system*
The characteristics that need to be considered for sprinkler selection are jet trajectory, operating pressure and sprinkler body design. The sprinkler operating conditions to be considered in sprinkler selection are soil infiltration characteristics, desired irrigation depth, desired or appropriate irrigation cycle, crop characteristics, wind conditions and plant spacing.
The uniformity of water distribution from sprinklers depends on the pressure of water, wind velocity, rotation of sprinklers, spacing and nozzle diameter. The spacing of sprinklers in a lateral, and lateral spacing are adjusted considering all these parameters.
Activity
Visit an agricultural farm and study the joining or coupling of various components with pipes. Familiarise with couplers and sprinkler heads used in microirrigation system.
Check Your Progress
A. Multiple Choice Questions
1. The sprinkler irrigation system, usually, consists of ________.
(a) pumping unit
(b) mains, sub-mains and laterals
(c) sprinkler heads
(d) All of the above
2. A __________ is used to measure the operating pressure of the sprinkler system.
(a) meter gauge
(b) pressure gauge
(c) water meter
(d) pressure meter
3. Bends and ________ are used for changing the direction of water.
(a) straight pipe
(b) coupler
(c) flange
(d) elbow
B. Fill in the Blanks
1. The full form of PVC is ________ Vinyl Chloride.
2. The full form of HDPE is High ________ Polyethylene.
3. The full form of LLDPE ________ Low Density Polyethylene.
4. Pipes of ________ mm diameter and above with a pressure of 4 to 10 kg/cm² are recommended for main lines.
5. Laterals ranging from ________ to 20 mm in diameter and with a wall thickness of 1–3 mm with a pressure rating of 2.5 kg/cm² are generally used.
C. Subjective Questions
1. Write short notes on the following:
(i) Installation of head control unit
(ii) Installation of mains, sub-mains and laterals
(iii) Installation of sprinklers
What have you learned?
After completing this Session, you will be able to:
- describe the functions of various components of sprinkler irrigation system.
- describe the functions of main line, sub-mains and laterals.
- describe steps for the installation of a sprinkler irrigation system.
Session 2: Tools and Material for Installation of Sprinkler Irrigation System
A wide range of irrigation tools and equipment are available for use. Therefore, selection of an appropriate equipment or tool is essential for installing different components of a sprinkler irrigation system. The following tools, equipment and material are required for the installation of the system.
**Pipe wrench**
It is a tool used for turning soft iron pipes and fittings with a round surface for assembly or disassembly (Fig. 2.16). Its adjustable jaws allow it to lock in the frame so that any forward pressure on the handle tends to pull the jaws together. It is available in 14”, 18”, 24” and 36”.
**Spanner set (preferably adjusting sly wrench)**
It is commonly known as ‘combination wrench’ (Fig. 2.17). A wrench (also called spanner) is a tool used to provide grip in applying torque to turn objects.
**Drill machine**
A drill machine is used for drilling holes in PVC pipes (Fig. 2.18). Drill bits of different sizes are used for drilling holes in PVC pipes.
Drill guide
It is a tool that guides a drill to make a bore or hole in a PVC pipe (Fig. 2.19).
Screwdriver
A screwdriver is a tool (manual or powered) used for turning (driving or removing from material) screws (Fig. 2.20). A typical screwdriver has a handle and a shaft, and a tip that the user inserts into the screw head to turn it. The shaft is, usually, made of tough steel to resist bending or twisting.
Pliers
It is a hand tool used to hold objects firmly with tongs (Fig. 2.21). It is also useful for bending and compressing a wide range of iron, aluminium and steel material, such as wires and sheets.
Hacksaw blade with frame
A hacksaw blade is a fine-toothed saw, principally, used for cutting metals (Fig. 2.22). It can also be used to cut plastic and wood.
Measuring tape
It is a flexible ruler, consisting of a ribbon of cloth, plastic or metal strip with linear measurement markings (Fig. 2.23). It is a common measuring tool used for land measurement.
**Hose punch**
It is a tool used to make a hole on polyethylene tubes or laterals to install different types of emitters or drippers. The punch size varies with the size of the connector (Fig. 2.24).
**Take-off tool**
It is used for dismantling and disconnecting the emitter from the lateral or poly-tube.
**Solvent cement**
It is a substance that is used to bind thermoplastic pipes together by softening the surface of the material being bound.
**Teflon tape**
It is a poly tetra fluoro ethylene (PTFE) film used for sealing pipe threads. The tape is sold with specific widths wound on a spool, making it easy to wind around pipe threads.
**Jute**
Jute is used to wrap around the threads of pipes to make them leak-proof.
**GI threaded joint synthetic compound**
It is an additive compound that prevents rusting of pipe, gives a certain grip during the installation of pipes and makes their joints leak-proof.
**Pencil or marker**
Pencil or marker is used to indicate a position and mark necessary details on the components or equipment for easy identification.
**Hot plate**
Hot plate welding, also called ‘fusion welding’, is used to join plastic pipes (Fig. 2.26).
Activity
Visit a store selling agriculture tools, equipment and material or an institute providing training in agriculture. Familiarise yourself with the tools and equipment used in the installation and maintenance of a microirrigation system.
Check Your Progress
A. Fill in the Blanks
1. A ________ is a tool used for turning screws.
2. Solvent cement is a substance that is used to bind ________ sheets and pipes together.
3. A ________ is a poly tetra fluoroethylene (PTFE) film used for sealing pipe threads.
4. A ________ blade is used for cutting metals.
B. State True or False
1. A wrench is a tool that provides grip and mechanical advantage in applying torque to turn objects, such as nuts and bolts.
2. Marker is the second most important fibre, which is used to wrap around the threads of pipes and make them leak-proof.
3. Solvent cement is a substance that is used to bind thermoplastic pipes together.
C. Subjective Questions
1. Describe the functions of the following tools:
(i) Hacksaw blade
(ii) Wrench
(iii) Hot plate
(iv) Drill machine
Session 3: Classification and Suitability of Pumps
As already discussed in the previous sessions, a microirrigation system comprises five basic units — pumping unit, control head, main line, sub-mains, laterals and emission devices.
A pump is used for irrigation purposes. It is an electro mechanical device, which lifts water from one level to another with pressure. The pump selected must be capable of supplying water at the required pressure and discharge the same for efficient functioning of a microirrigation system. In this Session, you will learn about the types of pump used for pumping water and irrigating fields.
**Classification of pumps**
A variety of pumps designed for specific applications is available in the market. Pumps can broadly be classified into two types — positive displacement and non-positive displacement pumps.
**Positive displacement pumps**
Positive displacement pumps make water move by trapping a fixed amount and forcing (displacing) that trapped volume into the discharge pipe. Pumping takes place by to and fro motion of the piston or diaphragm in the cylinder. Positive displacement pumps can be further classified on the basis of mechanical operation and working principle.
Table 2.1: Types of positive displacement pump
| Rotary or continuous type | Reciprocating or cyclic type |
|---------------------------|------------------------------|
| Lobe pump | Piston pump |
| Screw pump | Bucket pump |
| Gear pump | Plunger pump |
| Vane pump | Diaphragm pump |
| Radial plunger pump | Petro pump |
| | Semi-rotary pump |
| | Gas or vapour displacement |
**On the basis of mechanical operation**
On the basis of mechanical operation, positive displacement pumps are of three types — piston, diaphragm and plunger pumps.
Piston pump
In ‘piston pump’, the high-pressure seal reciprocates with the piston. The pump has a piston cylinder arrangement. As the piston goes away after the delivery stroke, low pressure is created in the cylinder, which opens the suction valve. On forward stroke, the water trapped inside the cylinder is compressed, which in turn opens the delivery valve.
Diaphragm pump
This pump uses a combination of reciprocating action of a rubber, thermoplastic or Teflon diaphragm, and non-return check valves to pump water.
Plunger pump
A ‘plunger pump’ is one, in which there is a high-pressure stationary seal and a smooth cylindrical plunger, which slides through the seal.
On the basis of the working principle
Rotary or continuous pumps
Rotary or continuous pumps move water using the ‘principle of rotation’. The vacuum created by the rotation of the pump captures and draws in the water. These pumps are capable of pumping more water than reciprocating pump. The different types of rotary or continuous pump are as follows.
Lobe pump: It works like gear pump, except that the lobes do not come in contact with each other. Lobe pump has larger chambers than gear pump. The water flows into the cavity of the pump and is trapped by the lobes as they rotate. The water travels around the interior of the casing in the pockets between the lobes and the casing. Finally, the meshing of the lobes forces the water through the outlet port under pressure.
Screw pump: It is type of rotary pump, featuring two or three screws with an opposing thread, i.e., one screw turns clockwise and the other anti-clockwise. In screw pump, water is pumped by means of screw
operation (single-screw pump or several screws being in engagement). The performance capacity of single-screw pump can be calculated in the following way.
\[ Q = 4 \cdot e \cdot D \cdot T \cdot n \cdot \eta_v \]
- \( Q \): screw pump performance capacity, \( m^3/s \)
- \( e \): eccentricity, \( m \)
- \( D \): diameter of rotor screw, \( m \)
- \( T \): pitch of stat or screw surface, \( m \)
- \( n \): rotor rotation speed, \( ms^{-1} \)
- \( \eta_v \): volumetric efficiency
Gear pump: It is the simplest type of rotary pump, consisting of two gear laid in a manner that their teeth are enmeshed for smooth rotation. The pump moves water by repeatedly enclosing a fixed volume using interlocking gear and transferring it mechanically by cyclic pumping action. Gear pump performance capacity can be calculated in the following way.
\[ Q = 2 \cdot f \cdot z \cdot n \cdot b \cdot \eta_v \]
- \( Q \): gear pump performance capacity, \( m^3/s \)
- \( f \): cross-sectional area of space between adjacent gear teeth, \( m^2 \)
- \( z \): number of gear teeth
b: gear tooth length, m
n: teeth rotation speed, s\(^{-1}\)
\(\eta_v\): volumetric efficiency
There is also an alternative formula for calculating the gear pump performance capacity.
\[ Q = 2 \cdot \pi \cdot D_{H} \cdot m \cdot b \cdot n \cdot \eta_v \]
Q: gear pump performance capacity, m\(^3\)/s
\(D_{H}\): gear pitch diameter, m
m: pitch of a gear, m
b: gear width, m
n: gear rotation speed, s\(^{-1}\)
\(\eta_v\): volumetric efficiency
Vane pump: It consists of vanes mounted on a rotor that rotates inside a cavity. Vanes are allowed to slide into and out of the rotor and seal on all edges, creating vane chambers that do the pumping work. Vane pumps are self-priming, robust and supply constant delivery at a given speed. They provide uniform discharge with negligible pulsations. These pumps do not require check valves.
Radial plunger pump: A radial plunger pump is a form of hydraulic pump. The working pistons extend in a radial direction symmetrically around the drive shaft. These are made up of valve controlled pump cylinders arranged in radial star shape.
**Reciprocating or cyclic pumps**
Reciprocating or cyclic pumps operate by drawing liquid into a chamber or cylinder by the action of a piston, plunger or diaphragm. The water is discharged in the required direction by the use of check valves. This results in pulsed flow.
Piston pump: As the piston goes down, the check valve in the pump...
opens, thereby, allowing the water to pass through. The check valve at the base of the cylinder remains closed, holding the water in the cylinder. As the piston moves up, the check valve in it closes, allowing the water above the piston to be lifted. The rising piston pulls up the water into the cylinder. This down and up motion of the piston enables the water to move up and out of the pump. Hand pump is an example of piston pump.
Bucket pump: It has a series of buckets attached to a chain or rope, which collects and lifts water, and dumps it into the spout as the handle at the top is turned.
**Non-positive displacement pumps**
In non-positive displacement pumps, water is pressurised by the rotation of propeller and the water pressure is proportional to the speed of the rotor. These pumps provide smooth and continuous flow of water.
**Centrifugal pump**
It operates when water is drawn into the central chamber of a spinning impeller. It is, then, engaged by the vanes that drive the water outside the pump volute casing. This process transforms the kinetic energy of the impeller into the pressure head used to discharge water from sprinklers or emitters located in the area to be irrigated. One of the limitations of centrifugal pump is that before starting, the impeller casing and intake (suction) pipe must be filled with water. This process is called ‘priming’. It is necessary as differential pressure needed to draw water into the pump will be created when the pump is turned ‘on’. As the water flows from the impeller into the delivery system, an area of low pressure is created at the impeller centre. This draws a continuous stream
of water from the source into the impeller. Centrifugal pump performance capacity can be calculated in the following way.
\[ Q = b_1 \cdot (\pi \cdot D_1 - \delta \cdot Z) \cdot c_1 = b_2 \cdot (\pi \cdot D_2 - \delta \cdot Z) \cdot c_2 \]
- \( Q \): centrifugal pump performance capacity, m\(^3\)/s
- \( b_{1,2} \): widths of impeller pass through diameters \( D_1 \) and \( D_2 \), m
- \( D_{1,2} \): inlet external diameter (1) and impeller external diameter (2), m
- \( \delta \): thickness of blades, m
- \( Z \): number of blades
- \( C_{1,2} \): radial components of absolute velocities at impeller inlet (1) and its outlet (2), m/s
**Installation of centrifugal pump**
Guidelines, as regards to standards for electrical connections, foundation for installing the pump, number of bends on delivery, suction side and shelter to protect the pump in different weather conditions must be followed while installing and operating the centrifugal pump.
A centrifugal pump is installed close to a water source. It must be located at an accessible place in a clean, dry and ventilated area. To ensure the maximum utilisation of the pump’s capacity, the site selected must permit the use of shortest and most direct suction and discharge pipes. The pump is installed on a concrete foundation, so that it can tolerate vibrations. It must have minimum plumbing fittings so as to avoid friction losses. The use of bends, elbows, tees and other fittings must be kept to minimum in order to reduce head loss in the discharge line. The current carrying capacity of wires used in pump installation needs to be sufficient to avoid excess heating of wires and hazards like fire.
**Operation of centrifugal pump**
If one is starting the pump for the first time, attention must be paid to the following.
(i) Check the alignment of the pump. Any misalignment is to be corrected by placing shims under the pump or driver.
(ii) Make sure that the engine or motor drives the pump in the direction indicated on the pump body.
(iii) It must be ensured that the gland is tightly and evenly adjusted, and the pump shaft revolves freely when turned by hand.
(iv) Check for air tightness of the suction pipe and leakage in the foot valve.
(v) Fill the suction line and pump with water and remove air from the pump casing.
(vi) Attend to lubrication requirements.
**Submersible pump**
It is a kind of centrifugal turbine pump, wherein long vertical shaft, connecting the motor and pump unit, is replaced by a short shaft. The prime mover and pump become closely coupled and submerged in water. Submersible pumps are suitable for tube wells with a bore of 100 mm or more. The impeller of the pump may be closed, semi-open or open. The principle advantage of submersible pump is that it can be used in a deep tube well, where using a long shaft would not be practical.
Solar-powered pump
A solar-powered pump runs on electricity generated by photo voltaic panels, which collect thermal energy. It is later converted into electrical energy for pump operation. Generally, a 5 HP (horsepower) AC (alternating current) solar pump sets with 4800 wp capacity must be used for lifting water from an open well or other surface storage structure.
Suitability of pump
Suction and lift are the factors that must be considered when pumping water. ‘Suction’ is the vertical distance between the water to be pumped and the centre of the pump, while ‘lift’ is the vertical distance between the pump and the delivery point like emitters and sprinklers. For example, the depth from which a hand pump will draw water is limited by atmospheric pressure to an operating depth of less than 7 metre. The size of the motor will depend on the depth of the well or water body (head or lift) and the volume of water to be moved by the pump.
Pumps develop differential head or differential pressure. This means the pumps take suction pressure, add more pressure (design pressure) and generate discharge pressure. So, the discharge pressure is equal to the suction pressure plus the pumps’ design pressure. Discharge pressure is determined on the basis of desired operating pressure, loss of pressure due to friction and change in elevation within the field.
While selecting a pump, one must take into consideration the maximum total head against which it is expected to operate and deliver the required discharge. This is be determined by:
\[ H_t = H_n + H_m + H_i + H_s \]
where
- \( H_t \) = total design head against which the pump is working, m
- \( H_n \) = maximum head required at the main to operate the sprinklers on the lateral at the required average pressure, including the riser height, m
$H_m =$ maximum friction loss in the main and suction line, m
$H_j =$ elevation difference between the pump and the junction of the lateral and the main, m, and
$H_s =$ elevation difference between the pump and the source of water after draw down, m
The discharge required to be delivered by the pump is determined by multiplying the number of sprinklers that are operated at a given point of time by the discharge of each sprinkler. Once the head and discharge of the pumps are known, the pump may be selected from rating curves or tables provided by the manufacturer.
**Determination of total head**
The total pressure head or dynamic head required for the normal operation of the system is the sum of the following heads.
Total head loss (H) = Suction + delivery (m) + filter losses + fitting losses + ventury head loss + operation losses + lateral + sub-main losses + main line losses
*Fig. 2.35: Total head*
*source: www.pumpfundamentals.com*
Determining horsepower of pump
This is the sum of the system’s total head plus the pumping lift. The brake horsepower formula is:
\[
\text{HP} = \frac{Q \times H}{75 \times a \times b}
\]
Where,
- \( Q \): is the flow capacity in litres per hour
- \( H \): is the total head expressed in metres
- \( a \): is the pump efficiency
- \( b \): is the driving efficiency
- Pump efficiency: 0.5–0.8
- Electric motor efficiency: 0.7–0.9
**Example**
Main line flow (lps): 4.98
Total head loss (\( H \)) = Suction + delivery (10 m) + filter losses (5m) + fitting losses (2 m) + ventury head loss (5 m) + operation losses (10 m) + lateral + sub-main losses 1.6+0.8 (2.4) + main line losses = 1.65 m
Total head loss (\( H \)) = 10 + 5 + 2 + 5 + 10 + 2.4 + 1.65
\[= 36.5 \text{ m}\]
\[= \frac{\text{HP} = Q \times H}{75 \times a \times b}\]
\[= \frac{4.98 \times 36.5}{75 \times 0.8 \times 0.85}\]
\[= 3.56 = 5 \text{ HP}\]
The required pump size is 5 HP.
**Practical Exercises**
**Activity 1**
Draw a diagram of a cross-sectional view of centrifugal pump and label the parts.
**Activity 2**
Visit an agricultural farm and study the type of pumps installed for irrigation.
**Activity 3**
Read the manual for the installation and maintenance of a centrifugal pump.
Check Your Progress
A. Fill in the Blanks
1. In piston pump, the high-pressure seal reciprocates with the ___________.
2. Pump is an ___________ device, which lifts water from one level to another with pressure.
3. A pump can be driven by an ___________ motor or an internal combustion engine.
4. Any misalignment in a centrifugal pump is to be corrected by placing ___________ under the pump or driver.
5. A radial plunger pump is a type of ___________ pump.
B. State True or False
1. The main operating component of piston pump is the cylinder, in which the piston does not move.
2. Hand pump is an example of piston pump.
3. Submersible pump is a type of centrifugal turbine pump.
What have you learned?
After completing this Session, you will be able to:
- differentiate between various types of positive displacement pump and their uses.
- differentiate between various types of non-positive displacement pump and their uses.
- determine the suitability of a pump for a microirrigation system.
A. Multiple Choice Questions
1. The sprinkler irrigation system, usually, consists of __________.
(a) pumping unit
(b) mains, sub-mains and laterals
(c) sprinkler heads
(d) All of the above
2. A __________ is used to measure the operating pressure of the sprinkler system.
(a) meter gauge
(b) pressure gauge
(c) water meter
(d) pressure meter
3. Bends and ________ are used for changing the direction of water.
(a) straight pipe
(b) coupler
(c) flange
(d) elbow
B. Fill in the Blanks
1. The full form of PVC is __________ Vinyl Chloride.
2. The full form of HDPE is High __________ Polyethylene.
3. The full form of LLDPE __________ Low Density Polyethylene.
4. Pipes of __________ mm diameter and above with a pressure of 4 to 10 kg/cm² are recommended for main lines.
5. Laterals ranging from __________ to 20 mm in diameter and with a wall thickness of 1-3 mm with a pressure rating of 2.5 kg/cm² are generally used.
C. Subjective Questions
1. Write short notes on the following:
(i) Installation of head control unit
(ii) Installation of mains, sub-mains and laterals
(iii) Installation of sprinklers
A. Fill in the Blanks
1. A __________ is a tool used for turning screws.
2. Solvent cement is a substance that is used to bind __________ sheets and pipes together.
3. A __________ is a poly tetra fluoroethylene (PTFE) film used for sealing pipe threads.
4. A __________ blade is used for cutting metals.
B. State True or False
1. A wrench is a tool that provides grip and mechanical advantage in applying torque to turn objects, such as nuts and bolts.
2. Marker is the second most important fibre, which is used to wrap around the threads of pipes and make them leak-proof.
3. Solvent cement is a substance that is used to bind thermoplastic pipes together.
C. Subjective Questions
1. Describe the functions of the following tools:
(i) Hacksaw blade
(ii) Wrench
(iii) Hot plate
(iv) Drill machine
A. Fill in the Blanks
1. In piston pump, the high-pressure seal reciprocates with the ___________.
2. Pump is an ___________ device, which lifts water from one level to another with pressure.
3. A pump can be driven by an ___________ motor or an internal combustion engine.
4. Any misalignment in a centrifugal pump is to be corrected by placing ___________ under the pump or driver.
5. A radial plunger pump is a type of ___________ pump.
B. State True or False
1. The main operating component of piston pump is the cylinder, in which the piston does not move.
2. Hand pump is an example of piston pump.
3. Submersible pump is a type of centrifugal turbine pump.
Session 1: Operation and Monitoring of Sprinkler Irrigation System
A sprinkler irrigation system must be operated keeping with the recommended irrigation practice. It must be ensured that the prime mover and pump are in alignment, particularly, in case of tractor-driven pumps. Service and installation procedures with respect to pump and power units must be observed. While starting the sprinkler system, the motor or engine is started with the valves closed. The pump must attain the pressure stated on the type-plate, else there is a fault in the suction line. After the pump reaches the regulation pressure, the delivery valve is opened slowly. Similarly, the delivery valve is closed after stopping the power unit. The pipes and sprinkler lines are shifted as required after stopping, in case of portable sprinkler system. The following steps need to be followed for operating the sprinkler system.
(i) Start the pump and open the valve to fill the pipes with water.
(ii) Release all end caps and flush valves to clean the system of dirt and clogging. Before operating the system, the end caps installed at the end of the laterals and sub-mains are released so that dirt in the pipes is washed away and air is also driven
out. Open the control valve and let the water flow freely through the pipes for some time. Then, close the end caps and ensure that water comes out from each sprinkler.
(iii) Check the pressure and discharge of water, and ensure that all sprinklers are operational.
(iv) Operate the system according to the recommended irrigation schedule.
**Operation and efficiency of sprinklers**
The two main types of spray head installation are risers and pop-ups. Both the types are available in different spray patterns, including full-circle, half-circle, quarter-circle and fully adjustable. These spray head nozzles are made to deliver matched precipitation rates, meaning that a quarter circle pattern will deliver one-fourth as much water as a full circle. Each sprinkler delivers a metered amount of water over a part of the entire zone. It is essential that each zone has the same type of sprinkler heads as each type has a specific rate of application. If different types of sprinkler head are placed on the same lateral, the distribution will be uneven, leading to the emergence of dry or wet spots.
*Fig. 3.1: Schematic sketch of overlapping sprinkler sprays*
The operation and efficiency of sprinklers depend on the degree of uniformity of water application, which depends on the water spray distribution characteristics of sprinkler nozzles and sprinkler spacing. The sprinklers are installed in a manner that they overlap the watered area. This overlap may seem like a waste, but it is a necessity.
The spray distribution characteristics change with the nozzle size of a sprinkler and its operating pressure. At lower pressure, the drops are larger and water from the nozzle falls in a ring away from the sprinkler. For
higher pressure, the water from the nozzle breaks into fine droplets, which fall close to the sprinkler. Almost all sprinklers have an in-built radius adjustment device in order to reduce the radius of the water throw.
Operating a sprinkler at pressures above the design range results in excessive misting (small droplet size) and water is easily blown away or evaporated or may accumulate close to the sprinkler. The actual spacing, however, shall be guided by the size of pipes available in market. Generally, pipes of 6 m (full size) and 3 m (half size) are available.
**Maintenance of sprinklers**
- Do not apply oil, grease or any other lubricant on to the sprinklers. They are water lubricated and using oil, grease or any other lubricant may make them defunct.
- Sprinklers, usually, have a sealed bearing and at the bottom of the bearing there are washers. Usually, it is the washers that get damaged and not the metal parts. The washers are to be checked for wear and tear. Replace the damaged washers.
- After several operations, the swing arm spring of the sprinkler may need tightening. This is done by pulling out the spring end at the top and bending it again. This will increase the spring tension.
- Check all equipment at the end of the season and make necessary repairs and replacements so that the equipment is ready for the next season.
**Practical Exercises**
**Activity 1**
Visit a farm, where a sprinkler irrigation system is installed and study the following.
(i) Distance between sprinkler heads
(ii) Types of sprinkler head
(iii) Wetted area around sprinkler head
Prepare a note based on your observations.
**Activity 2**
Visit a farm, where a sprinkler irrigation system is installed and study the following.
(i) Uniformity of water application
(ii) Maintenance schedule
(iii) Number of sprinklers functional and non-functional
Prepare a note based on your observations.
**Check Your Progress**
**A. Fill in the Blanks**
1. Each sprinkler delivers a ________ amount of water over a part of the entire zone.
2. The two main types of spray head installation are ___________ and pop-ups.
3. Sprinklers are designed to ________ the watered areas.
4. Do not apply ___________, grease or any other lubricant on to the sprinklers. They are water lubricated and using oil, grease or any other lubricant may stop them from working.
**B. Subjective Questions**
1. Describe the operation of sprinklers.
2. Write a note on the maintenance of sprinklers.
**What have you learned?**
**After completing this Session, you will be able to:**
- describe the factors that influence the operation and functioning of a sprinkler system.
**Session 2: Maintenance of Sprinkler Irrigation System**
At the beginning of each growing season, check the irrigation line from the valve to the spray heads for leaks. Take a round of the entire field and check if there is leakage at joints or damage to any component of the system. Rectify the defects, if any, by replacing the spare parts. Remove folds or kinks on laterals or pipes, and make them straight.
Clean the irrigation system periodically to remove dirt and debris that have built up over time. There are few basic steps that one must take at least once in a year to ensure that water always gets through the system. Using a filter can prevent build-up of minerals and organic particles in pipes, risers and nozzles, and make it easy for cleaning. It is also important to follow these instructions in order to flush each zone in the system at least once a year.
(i) Turn off water supply to one zone, and remove nozzles and sprinkler heads.
(ii) Run water through the zone for few minutes until the filter is clean and a clear stream of water flows from each sprinkler.
(iii) Take apart the nozzles (depending on the type, you can do this by hand or with a screwdriver or special key).
(iv) Clean the nozzles to remove dirt or deposits.
(v) Rinse the filter screen or basket.
(vi) Reassemble the filter and replace the damaged or worn out parts.
(vii) Turn on the zone again to check that everything is leak-proof and operational.
Table 3.1: Maintenance schedule for sprinkler irrigation system
| Frequency | Action |
|-----------|--------|
| Daily | Pressures | Check that pump and block pressures are within the prescribed limits. |
| | Emitter operation | Check for clogged, broken or misplaced emitters. Repair, replace, unclog or reposition the emitters. |
| | Leaks | Check for water wastage and leaks in pipes and other equipment, and repair them immediately. |
| | Primary filter | Flush primary filters as prescribed. |
| | Fertigation application | Check that fertigation applications are within specifications. |
| Weekly | Lateral lines | Flush the lateral lines as prescribed. |
|--------|---------------|--------------------------------------|
| | Exposed joints | Check and repair them if needed, e.g., quick coupling rubbers. |
| | Secondary filters | Flush the secondary filters as prescribed. |
| | System pressure and flow | Check that the system pressure and flow are as per the irrigation design plan. |
| | Pump operation | Check that pump operation is within the prescribed parameters. |
| | Block pressures for automated valves | Check that the block pressures are within the prescribed limits where automated valves are used. |
| | Pump oil levels | Check pump oil levels as prescribed. |
| | Fertigation plant | Inspect the fertigation plant. |
| | Pipes | Check for leaks and repair them. |
| Monthly | Valves, water meter and gauges | Visually check the valves, water meter and gauges, and look for damage and vandalism. |
| | Filters | Open and inspect the filters as prescribed. |
| | Pump pipe work | Check for leaks at the pump station that causes water losses and airlocks. |
| | Pump motor | The pump motor must be greased as prescribed. |
| Annually | Valves | Check the service valves and replace them, if required. |
| | Filters | Clean the filters and replace them annually or in two years. |
| | Pump | Change oil in the pump. |
| | Water sampling | Take water sample at the end of lateral lines and send it for analysis. |
| | Emitter delivery tests | Test specific emitters for discharge and pressure. |
| | Sprinkler parts | Replace nozzles annually and the other parts when needed. |
| | Pump | Replace the bearings and other worn out parts of the pump every five years. |
| 2–10 years | Hydraulic valves | Replace the diaphragms in hydraulic valves every three years. |
| | Poly pipe and emitters | Replace the poly pipe and emitters every 7–10 years. |
Maintenance schedule for pumps
The following maintenance schedules, generally, apply to most pumps under average operating conditions.
**Monthly**
Check the bearing temperature, as the bearing may run hot due to lack of lubrication or its excess.
**Quarterly**
Drain lubricants in ring oil bearings and wash out the oil wells and bearing with kerosene.
**Half-yearly**
Check the alignment of pump and driver, and add shims, if required. If misalignment occurs frequently, the entire piping system may have to be checked and necessary corrective actions may have to be taken. Replace gland packing.
**Yearly**
Thoroughly inspect the unit once in a year. Remove bearings, clean and examine them for flaws. Remove the packing and examine wear and tear in the shaft sleeve or shaft. Disconnect coupling valves and check alignment. Inspect foot valve and check valves.
| Glitches | Causes |
|-----------------------------------------------|------------------------------------------------------------------------|
| No water delivered | (i) Pump not primed
(ii) Speed too low
(iii) Discharge head too high
(iv) Suction lift too high
(v) Impeller or suction pipe completely plugged
(vi) Wrong direction of rotation
(vii) Air pocket in suction line
(viii) Air leakage in suction line or stuffing box
(ix) Insufficient net positive suction head available |
| Not enough water delivered | (i) Air leak in suction line or stuffing box
(ii) Speed too low
(iii) Discharge head higher than anticipated
(iv) Suction lift too high
(v) Impeller or suction pipe partially plugged
(vi) Wrong direction of rotation
(vii) Insufficient net positive suction head available
(viii) Foot valve too small
(ix) Insufficient submergence of suction inlet
(x) Bearings worn out |
| Not enough pressure developed | (i) Speed too low
(ii) Excessive amount of air or gas in liquid
(iii) Wrong direction of rotation
(iv) Viscosity of liquid higher than anticipated
(v) Bearings worn out
(vi) Impeller diameter too small |
| Pump works for a while and then loses prime | (i) Air leak in suction line or clogging
(ii) Excess amount of air or gas in liquid
(iii) Air pocket in suction line
(iv) Water seal tube clogged
(v) Suction lift too high
(vi) Insufficient submergence of suction inlet |
| Pump requires excessive power | (i) Speed too high
(ii) Head lower than anticipated, pumps too much water
(iii) Specific gravity or viscosity too high
(iv) Wrong direction of rotation
(v) Misalignment
(vi) Stuffing box too tight
(vii) Rotating element rubbing or binding
(viii) Bent shaft
(ix) Bearings worn out |
| Stuffing box leaks excessively | (i) Packing is worn out and not adequately lubricated
(ii) Packing not as per recommendations
(iii) Shaft sleeve scored
(iv) Bent shaft |
Pump noisy or vibrates
(i) Suction lift too high
(ii) Insufficient Net Positive Suction Head (NPSH) available
(iii) Impeller or suction pipe partially plugged
(iv) Misalignment
(v) Foundation not rigid
(vi) Lack of lubrication
(vii) Bearings worn out
(viii) Rotating element out of balance
(ix) Bent shaft
**Principles for maintenance of pipes, fittings and sprinkler heads**
The general principles regarding the maintenance of pipes, fittings and sprinkler heads are as follows.
**Maintenance of pipes and fittings**
Pipes and fittings virtually require no maintenance but attention must be paid to the following.
(i) Periodically, clean dirt or sand out of the groove in the coupler, in which the rubber sealing rings fit.
(ii) Keep all nuts and bolts tight.
(iii) Do not lay pipes on new damp concrete or on piles of fertiliser.
(iv) Avoid trampling over the pipes.
Remove the end stop or end cap and flush the laterals or pipes for 1–2 minutes. Starting from the sub-main inlet, flush the first 4–5 laterals or pipes and proceed to the end. This will help in gaining higher velocity in the laterals and pipes for cleaning. Flush the sub-mains at the end of the irrigation process to remove debris.
**Maintenance of sprinkler heads**
(i) When moving the sprinkler lines, make sure that the sprinklers are not damaged or pushed into the soil.
(ii) Do not apply oil, grease or any other lubricant on the sprinklers. They are water lubricated and using oil, grease or any other lubricant may stop them from working.
(iii) Sprinklers, usually, have a sealed bearing and at the bottom of the bearing, there are washers.
Usually, it is the washer that wears and tears and not the metal parts.
(iv) Check the washers for wear and tear once a season or every six months, which is important in areas where the water is sandy. Replace the washers, if they are worn out.
(v) After several operations, the swing arm spring may need tightening. This is done by pulling out the spring end at the top and rebending it. This will increase the spring tension.
**Backwashing**
Backwashing is a process, in which the direction of the flow is reversed so that the water flows upwards through the sand bed. If backwashing is not done regularly, then impurities accumulate in the sand bed, thereby, reducing the efficiency of the filter. Besides, the system does not get water at the desired pressure.
The backwash operation is complete when clear water starts flowing out through the backwash valve. To resume the filtration process, perform the following.
(i) Open the inlet valve.
(ii) Close the bypass valve.
(iii) Open the outlet valve.
(iv) Close the backwash valve.
**Cleaning of filters**
Clean the filters every 5–6 hours or at recommended timings based on the water quality analysis report. After cleaning the filters, operate the bypass valve of the header assembly to obtain the desired pressure in the system. It must be about 1.5–2 kg/cm² at the inlet of the filter and 1 kg/cm² at the inlet of the sub-mains.
**Maintenance of sprinklers**
Check that each spray head covers the desired area of a field. The heads may have been knocked out of alignment by foot traffic, agriculture tools or machinery. To adjust this, move the nozzle of the sprinkler heads to redirect the spray and turn the spray reduction
adjustment screw on the top of the nozzle. Replace the spray heads, if necessary. Sometimes, spray heads produce mist or fogging action rather than larger drops necessary for watering. This indicates that the water pressure is too strong. Adjust it at the main shut-off valve. Turn the valve clockwise, manually, until large drops of water are seen at the sprinkler heads. Some automatic valves have a special knob for adjustment called ‘flow control’, which adjusts the flow to minimise misting and fogging.
**Minor maintenance**
(i) Periodically clean the coupler to avoid dirt or sand accumulation in the groove, which may cause leakage from the rubber ring.
(ii) Periodically, check the bolts and nuts, and keep them always tight.
(iii) Maintain operating pressure in the system.
(iv) Check the sprinkler heads at the end of each operating season and replace the damaged parts.
(v) Blocked nozzles must never be cleaned with sharp metal parts. They may damage the distribution pattern of the nozzles. For cleaning the nozzles, use a wooden stick like a toothpick.
(vi) Protect the sprinkler heads against striking with a hard surface or pressing into the soil.
(vii) Ensure sufficient spring tension for smooth sprinkler rotation. Spring tension can be increased by pulling out the spring end at the top and bending it.
(viii) Grease, oil or any other lubricant must not be used in the sprinkler nozzles as they are water lubricated.
(ix) The sprinkler nozzles and rubber sealing must be stored in a dry place after cleaning and drying.
(x) Protect the electrical motor from dust, dampness and rodents.
(xi) Rotate the impeller of the pump by hand at the beginning of a new season before starting.
(xii) Check the suction lift, air tightness, foot valve, gland packing and priming in case the pump is not discharging water.
Practical Exercises
Activity 1
Visit an agricultural farm, where a sprinkler irrigation system is installed and study the following.
(i) Are any sprinkler heads missing?
(ii) Are any sprinkler heads broken?
(iii) How many sprinkler heads are clogged?
(iv) Are any sprinkler heads tilted or spray water too far?
(v) Do the sprinkler heads spray water in a fine mist?
Activity 2
Prepare a maintenance schedule for sprinkler irrigation system.
Check Your Progress
A. Multiple Choice Questions
1. ___________ is a process in which the direction of water flow is reversed so that the water flows upwards through the sand bed.
(a) Backwashing (b) Flushing
(c) Cleaning (d) Pumping
2. Do not apply oil or any other lubricant on the sprinkler as it is lubricated with __________.
(a) oil (b) grease
(c) water (d) glycerol
B. Fill in the Blanks
1. When installing sprinkler lines, we must make sure that the sprinklers are not _________ into the soil.
2. Do not apply oil, grease or any other lubricant to the sprinklers. They are __________ lubricated, and using oil, grease or any other lubricant may stop them from functioning.
3. Sprinklers, usually, have a sealed bearing and at the bottom of the bearing there are washers. Usually, it is the washer that wears and tears and not the __________ parts.
4. Maintained __________ will ensure maximum efficiency of an irrigation system by avoiding clogging of sprinkler heads.
C. Subjective Questions
1. Write the steps for backwashing of sand filter.
2. Why is the operating pressure maintained in a sprinkler irrigation system?
What have you learned?
After completing this Session, you will be able to:
- demonstrate the tasks associated with the maintenance of pipes and fittings.
- demonstrate the tasks associated with the maintenance of sprinkler heads.
Session 3: Maintenance of Drip Irrigation System
An irrigation system requires minimal maintenance if it is planned and designed as recommended. It is advisable that all components must be checked as per the guidelines for installation of specific products. A maintenance plan and regular monitoring of the system ensures that minor problems do not turn into major ones.
The quality of water differs with its source. Higher rainfall in summer means that water sources are muddy due to increased content of silt and sand. Algae are more prevalent during warmer months, which increases the biomass that has to be filtered. The quality of water, usually, becomes poor because of lower water level as pumps tend to suck more dirt and there is little time for the silt and sand to settle out of the water.
*Fig. 3.4: Drip irrigation system*
water quality is poor, filters must be flushed at regular intervals. It is essential to keep a record of lateral flushing, filter flushing and water quality.
In ‘preventive maintenance’, a procedure or group of procedures is adopted to prevent obstructions from plugging, clogging or blocking of drippers. In ‘corrective maintenance’, obstructions that cause dysfunction to the system are removed.
**Maintenance of distribution network**
A drip irrigation system requires more attention and maintenance as compared to other irrigation systems. A drip irrigation system is vulnerable to over-pressurisation and clogging, both of which can drastically reduce the system’s durability and performance.
For drip irrigation, turn on the system 20–30 minutes before inspection to allow enough time for emitter wetting patterns to show up. Check for leaks or clogged emitters from the valve to the end of the irrigation line. Check the placement of emitters near plants.
**System flushing**
System flushing is the process of opening flush valves on the main line, sub-mains or laterals while under pressure. Flushing increases the water velocity inside the pipeline or dripper line, which scours and removes contaminants off the walls or from individual emitters. The pressure of the regulating valve is increased to achieve enhanced velocities, nevertheless, care must be taken not to exceed the burst pressure of the emitter line and take-off adapters. Recommended flushing velocities are as follows.
(i) Main line: 1 metre per second
(ii) Sub-mains: 1 metre per second
(iii) Laterals: 0.5 metre per second
System flushing needs to be carried out at regular intervals. The frequency of flushing depends mainly on the water quality and weather. Table 3.3 indicates the starting point for flushing. However, individual site conditions influence the increase or decrease of flushing intervals.
Table 3.3: Flushing intervals
| Quality | Water source | Flushing interval |
|-----------|------------------------------------------------------------------------------|-------------------|
| Good | Bore water with no presence of iron or magnesium | 6 months |
| Average | Rivers, dams or lagoons that are slow flowing | 4 months |
| | Wastewater discharged from industries after treatment | |
| Poor | Rivers, creeks or canals found in hot climates with increased biological | Monthly |
| | growth and no chemical treatment | |
| | Faulty placement of the pumping point in the direction of wind with little | |
| | or no sedimentation | |
| | Untreated effluent water after sedimentation | |
| Very poor | Bore water having high iron or magnesium content | Fortnightly |
**Types of filters and their maintenance**
**Hydrocyclone filter**
In hydrocyclone filter, water enters the hydrocyclone via a tangential inlet, which creates a spiral flow along the walls of the filter. The centrifugal force separates the waste and sand particles and pushes them towards the walls of the sand separator. Particles gravitate downwards into the sedimentation tank, while clean water moves upwards and exits through the top outlet. A hydrocyclone filter requires least maintenance as regards to cleaning. For cleaning, flush the chamber by opening the flush valve or cap or open the main valve. The filter becomes ineffective once the dirt collection chamber is full.
**Sand filter**
Sand filter helps remove heavy organic and inorganic pollutants. Over a period, contaminants present in the water accumulate and clog the pore space of the sand bed, thereby, reducing filter efficiency.
Backwashing is a process, in which the water flow direction is reversed and the sand bed is lifted and expanded, allowing it to release the collected dirt mainly from the top. Daily backwashing of sand filter is desired. The dirt is carried away through valve opening. The backwash flow needs to be adjusted with care as excess flow may lead to removal of sand from the filter, while insufficient flow will not clean the sand. The steps of backwash operation are as follows.
(i) Open the backwash valve.
(ii) Close the outlet valve.
(iii) Open the bypass valve.
(iv) Close the inlet valve.
Few installations come with semi-automatic and automatic backwash options, where opening and closing of the valve is done at the same time. The sand filter must also be cleaned regularly in the following manner.
(i) Open the lid of the sand filter.
(ii) Start the backflush operation.
(iii) Put one hand inside the sand filter and stir the sand thoroughly.
(iv) Allow all water along with dirt to flow through the main hole of the sand filter.
(v) Close the lid for normal operation.
**Screen filter**
Screen filters remove sand from water. Flushing at scheduled intervals is necessary for the maintenance of screen filters. It is recommended to flush the screen filter.
when the pressure drops more than 0.5 kg/cm² (5 m at water head). The pressure difference can be observed by checking the inlet and outlet pressure by using a single three-way control valve at regular intervals. The process of cleaning the screen filter is simple. Flushing of a screen filter is done in the following manner.
(i) Open the drain valve, thereby, allowing the water force to flush out dirt through the valve.
(ii) Open the screen filter lid. Remove the screen and clean it under running water by rubbing it with a cloth or soft nylon brush.
(iii) Protect the metal parts of the filter from scratches, acid, chlorine or fertiliser spillage, and apply oil paint immediately on the scratch to avoid corrosion.
**Disc filter**
A disc filter serves as a primary or secondary filter for water, which contains high amount of organic or inorganic matter. It consists of a stack of discs, each with a series of microscopic grooves. The dimension of the grooves determines the effective mesh size of the filter, which generally ranges from 40 to 600 mesh. Disc filter requires less maintenance. Flushing of the disc filter is done either by opening the drain valve or by back flushing. The steps followed for cleaning the disc filter are as follows.
**Step 1:** Remove the filter element and loosen the disc set by extending the spine element.
**Step 2:** Now, remove the screen and clean it with pressurised clean water.
**Step 3:** Replace the worn out discs with clean ones.
**Step 4:** If the disc filter is to be cleaned with an acid or a chlorine solution, use the recommended concentration.
**Step 5:** Assemble the filter after cleaning.
Practical Exercise
Activity
Obtain samples of used screen and disc filters, which need cleaning. Demonstrate the step-wise cleaning process for disc filter.
Check Your Progress
A. Multiple Choice Questions
1. Disc filters are designed for use as a primary or secondary filter when water contains high amount of __________.
(a) organic matter
(b) inorganic matter
(c) both (a) and (b)
(d) None of the above
2. Disc filters are available in __________ mesh sizes.
(a) 20–100
(b) 40–600
(c) 30–150
(d) 40–200
B. Fill in the Blanks
1. Drip irrigation system is vulnerable to over-__________ and __________, both of which can drastically reduce the system’s durability and performance.
2. System flushing is a procedure of opening flush __________ on the main line, sub-mains or laterals while under pressure.
3. Flushing increases the water __________ inside the pipeline or dripper line, which removes contaminants off the walls or from individual emitters.
4. The __________ of the regulating valve is increased to achieve enhanced appropriate velocities, nevertheless, care must be taken not to exceed the burst pressure of the emitter line and take-off adapters.
What have you learned?
After completing this Session, you will be able to:
• describe the procedure of flushing for the maintenance of a drip irrigation system.
• demonstrate the procedure of cleaning filters in microirrigation system.
• explain the procedure for maintaining a distribution network in drip irrigation system.
Microirrigation Technician Class-11 Unit-3 Session-1
A. Fill in the Blanks
1. Each sprinkler delivers a ________ amount of water over a part of the entire zone.
2. The two main types of spray head installation are ________ and pop-ups.
3. Sprinklers are designed to ________ the watered areas.
4. Do not apply __________, grease or any other lubricant on to the sprinklers. They are water lubricated and using oil, grease or any other lubricant may stop them from working.
B. Subjective Questions
1. Describe the operation of sprinklers.
2. Write a note on the maintenance of sprinklers.
Microirrigation Technician Class-11 Unit-3 Session-2
A. Multiple Choice Questions
1. __________ is a process in which the direction of water flow is reversed so that the water flows upwards through the sand bed.
(a) Backwashing (b) Flushing
(c) Cleaning (d) Pumping
2. Do not apply oil or any other lubricant on the sprinkler as it is lubricated with __________.
(a) oil (b) grease
(c) water (d) glycerol
B. Fill in the Blanks
1. When installing sprinkler lines, we must make sure that the sprinklers are not __________ into the soil.
2. Do not apply oil, grease or any other lubricant to the sprinklers. They are __________ lubricated, and using oil, grease or any other lubricant may stop them from functioning.
3. Sprinklers, usually, have a sealed bearing and at the bottom of the bearing there are washers. Usually, it is the washer that wears and tears and not the __________ parts.
4. Maintained __________ will ensure maximum efficiency of an irrigation system by avoiding clogging of sprinkler heads.
C. Subjective Questions
1. Write the steps for backwashing of sand filter.
2. Why is the operating pressure maintained in a sprinkler irrigation system?
Microirrigation Technician Class-11 Unit-3 Session-3
A. Multiple Choice Questions
1. Disc filters are designed for use as a primary or secondary filter when water contains high amount of ________.
(a) organic matter
(b) inorganic matter
(c) both (a) and (b)
(d) None of the above
2. Disc filters are available in _________ mesh sizes.
(a) 20–100
(b) 40–600
(c) 30–150
(d) 40–200
B. Fill in the Blanks
1. Drip irrigation system is vulnerable to over-_________ and __________, both of which can drastically reduce the system’s durability and performance.
2. System flushing is a procedure of opening flush __________ on the main line, sub-mains or laterals while under pressure.
3. Flushing increases the water __________ inside the pipeline or dripper line, which removes contaminants off the walls or from individual emitters.
4. The __________ of the regulating valve is increased to achieve enhanced appropriate velocities, nevertheless, care must be taken not to exceed the burst pressure of the emitter line and take-off adapters.
UNIT 1: Introduction to Microirrigation
Session 1: Microirrigation Systems
A. Multiple Choice Questions
1. (a) 2. (b) 3. (b) 4. (c)
B. Fill in the Blanks
1. bubbler
2. water
3. drip
4. pressurised
C. State True or false
1. True
2. False
3. False
Session 2: Land Gradient and Suitability of Irrigation System
A. Multiple Choice Questions
1. (d) 2. (a)
B. Fill in the Blanks
1. sandy
2. winds
3. sediment
4. labour
5. land
6. drip
7. water
C. State True or false
1. False
2. False
3. True
Session 3: Design and Layout of Microirrigation System
A. Multiple Choice Questions
1. (a) 2. (c) 3. (a)
B. Fill in the Blanks
1. control
2. pressure
3. screen
C. Match the Columns
1. (d) 2. (c) 3. (e) 4. (a) 5. (b)
D. 1. Write the full forms of the following
(i) psi = pounds per square inch
(ii) lph = litres per hour
(iii) lps = litres per second
(iv) gpm = gallons per minute
UNIT 2: Installation of Sprinkler Irrigation System
Session 1: Installation of Components in Sprinkler Irrigation System
A. Multiple Choice Questions
1. (d)
2. (b)
3. (d)
B. Fill in the Blanks
1. Poly
2. Density
3. Linear
4. 63
5. 10
C. State True or False
1. True
2. False
3. True
4. True
5. False
Session 2: Tools and Material for Installation of Sprinkler Irrigation System
A. Fill in the Blanks
1. screwdriver
2. thermoplastic
3. Teflon tape
4. hacksaw
B. State True or False
1. False
2. False
3. True
ANSWER KEY
Session 3: Classification and Suitability of Pumps
A. Fill in the Blanks
1. piston
2. electromechanical
3. electrical
4. shims
5. hydraulic
B. State True or false
1. False
2. True
3. True
UNIT 3: Operation and Maintenance of Microirrigation System
Session 1: Operation and Monitoring of Sprinkler Irrigation System
A. Fill in the Blanks
1. metered
2. risers
3. overlap
4. oil
Session 2: Maintenance of Sprinkler Irrigation System
A. Multiple Choice Questions
1. (a) 2. (c)
B. Fill in the Blanks
1. pushed
2. water
3. metal
4. filters
Session 3 Maintenance of Drip Irrigation System
A. Multiple Choice Questions
1. (c) 2. (b)
B. Fill in the Blanks
1. pressurisation, clogging
2. valve
3. velocity
4. pressure
Notes
© NCERT not to be republished
Notes
© NCERT not to be republished
Aerobic rice cultivation: It is a way of growing rice in non-submerged unpuddled condition in aerated soils.
Agriculture: The art and science of cultivating crops and rearing domestic animals.
Aquifer: It is an underground layer of water-bearing permeable rock, rock fractures or unconsolidated material.
Back flush: The process of flowing pressurised water backwards through a filter to remove trapped debris and restore the filtration system for ongoing use.
Back pressure: An increase of pressure in the downstream piping system above the supply pressure at a point of consideration, which can cause a reversal of the normal direction of flow.
Backwash: A process in which the direction of the flow is reversed so that the water flows upwards through the sand bed.
Basin irrigation: It is a type of surface irrigation method, in which the field is divided into a number of checks or basins.
Border irrigation: In this type of surface irrigation, the field is divided into a number of borders, which are long and uniformly graded strips of land separated by earth bunds.
Cavitation: It is the formation of bubbles or cavities in a liquid, developed in areas of relatively low pressure around an impeller. The imploding of these bubbles triggers intense shockwaves inside the pump, causing significant damage to the impeller or pump housing.
Centre pivot: An automated irrigation system, consisting of a sprinkler line, rotating about a pivot point at one end and supported by a number of self-propelled towers.
Check valve: It is an in-line valve that allows water to flow in one direction only.
Clogging: It is the blocking of drip emitters by silt or other suspended solid matter.
Coarse grained soil: Soil containing more than 50 per cent minerals by weight and the size of soil particles is more than 75 micron.
Contour lines: These lines are found on a topography map. A contour line is an imaginary line that is obtained by joining the points of constant elevation on the surface of the ground.
Controller: It is an automatic timing device that sends an electric signal for automatic valves to open or close, according to a set irrigation schedule.
Drip irrigation: A type of microirrigation system that has the potential to save water and nutrients by allowing water to drip slowly to the roots of plants.
Drip lateral: A water delivery pipeline or Low Linear Density Polyethylene (LLDPE) pipe that supplies water to the emitters from the main lines or sub-mains.
**Elbow:** A small pipe that is used to make a 90 or 45 degree turn in a water line.
**Electrical solenoid valve:** An electro-mechanical device, in which the solenoid uses electric current to generate a magnetic field, thereby, operating a mechanism that regulates the opening of water in a valve.
**Emitter:** An irrigation device moulded from plastic and designed to deliver precise amounts of water to particular areas.
**Evaporation:** The process by which water changes into vapour.
**Evapotranspiration:** The water lost from the soil and plants through the processes of evaporation and transpiration in a combined form.
**Fertigation:** The application of fertilisers, plant nutrients or amendments through an irrigation system.
**Fertiliser:** An organic or inorganic material, either natural or synthetic, used to supply elements, such as nitrogen, phosphate, potash, etc., which is essential for plant growth.
**Field capacity:** The depth of water retained in the soil after draining the gravitational water. This stage is, normally, reached after 1–3 days after irrigation or rain. It is expressed as the depth of water in inch or foot. It is also called ‘field moisture capacity’.
**Flood irrigation:** A surface irrigation method, in which a field is essentially flooded with water that is allowed to soak into the soil to irrigate the plants.
**Flow control valve:** A device that controls or regulates the flow or pressure of a liquid.
**Flow rate:** The rate of flow or volume per unit period of time.
**Flushing:** It involves opening the ends of a pipe system and using an appropriate velocity to flush sediment and algae built up in sub-mains or tubes.
**Flush valve:** A fitting that empties water lines upon shutdown.
**Friction loss:** It is a drop in pressure as water moves through tubing due to friction in a pipeline.
**Furrow irrigation:** An irrigation method where water flows down in small trenches running between crops.
**Gravity flow:** A flow of water drawn through a conduit under the force of gravity.
**Gravity irrigation:** An irrigation method, in which water pressure is generated by elevation.
**Groundwater:** It is the water below the Earth’s surface. Water stored in an aquifer is also called groundwater.
**Hazard:** The danger that an injury will occur with the use of an equipment, chemical or pesticide, etc.
**Horsepower:** The power of an engine is measured in terms of horsepower. It is equal to 550 foot-pound per second (about 745.7 watts).
**Impeller:** A rotating component equipped with vanes or blades used in turbo machinery, such as centrifugal pump.
**Infiltration:** The process of water movement through the soil surface into the soil matrix.
**Infiltration rate:** The velocity or speed at which water permeates into the soil. It is, usually, measured by the depth (in mm) of water layer that enters the soil in one hour.
**Irrigation frequency:** It is the measure of the number of irrigation applied per unit time.
**Irrigation interval:** The average interval between the commencement of successive irrigations in a field or an area.
**Irrigation schedule:** The schedule that decides when to irrigate a land and how much water to apply as per the measurement or estimate of soil moisture or crop water used by a plant.
**Irrigation system:** It includes the water source, water distribution network, control components and irrigation equipment.
**Laterals or lateral pipes:** Pipes used for conveying water from sub-main lines in case of drip irrigation, while in sprinkler irrigation, sprinklers are mounted on these pipes.
**Leaching:** Loss of water soluble plant nutrients from the soil.
**Main line:** A pipe that supplies water from the point of connection to the control valves.
**Mesh filtration:** A process that uses mesh filters or mesh screens to filter water.
**Microirrigation:** An irrigation system with small, closely spaced outlets used to apply small amounts of water at low pressure.
**Mist irrigation:** An irrigation method, in which water is applied in the form of small droplets.
**Mister:** An emitter designed to ‘atomise’ water into fog or heavy mist.
**Net Positive Suction Head:** It is defined as the difference between the suction head and liquid vapour head.
**Orifices:** A submerged opening with a closed perimeter through which water flows.
**Perennial crops:** Plants having a life cycle of more than two years.
**Peri-urban agriculture:** Agriculture done in places on fringes of urban areas.
**pH:** Negative logarithms of $H^+$ ion concentration of a given solution.
**Pitting corrosion:** A type of corrosion that occurs in material having protective films.
**Pre-plant irrigation:** Pre-plant irrigation supplies moisture to the root zone of a plant prior to planting.
**Pressure gauge:** A device used for measuring the pressure of water.
**Pressure regulator:** A device used to reduce the incoming water pressure, which can be high for a drip irrigation system.
**Pressurised irrigation:** An irrigation system, in which water is conveyed to and distributed over a farmland through a network of pressurised pipes.
**Priming:** A process in which the impeller of a centrifugal pump is fully submerged in liquid without any air trapped inside.
**Pump:** A device that discharges a fluid by increasing the pressure.
**Root zone:** The depth of soil up to which the plant roots readily penetrate, and in which predominant root activity takes place.
**Run-off:** It is the downward movement of rainwater or surface water under gravity in channels ranging from small rills to large rivers.
**Screen filter:** A filter utilising fine mesh screens to remove particles from flowing water.
**Sediment:** Solid fragments of inorganic or organic material that come from the weathering of rocks and are carried and deposited by wind, water or ice.
**Shim:** A thin packing strip or washer often used with a number of similar washers or strips to adjust a clearance for gear.
**Shut-off valve:** A device used to shut off the water supply.
**Soil crusting:** A thin layer of dense and tough material formed when clay particles are splattered across the soil surface as rainwater spreads. The clay is filtered on to the surface and forms a hard crust.
**Soil texture:** The percentage share of sand, silt and clay in soil.
**Solenoid:** Coil of wire used as an electromagnet.
**Solenoid valve:** An electro-mechanical device, in which the solenoid uses electric current to generate a magnetic field and operate a mechanism that regulates liquid flow in a valve.
**Spout:** A tube-shaped opening that allows liquids to be poured out of a container.
**Sprinkler irrigation:** An irrigation method, in which water is sprayed or sprinkled in the air, which falls on the ground surface.
**Sub-irrigation:** The application of irrigation water below the ground surface either by raising the water table within or near the root zone or by using a buried perforated or porous pipe system that discharges water directly into the root zone.
**Sub-mains:** Pipes that are laid on both sides of the main line.
**Sub-surface drip irrigation:** A drip irrigation technique, in which the application of water is done below the soil surface through emitters.
**Surface irrigation:** The application of water on land by surface flow.
**Surface sealing:** The permanent covering of the soil surface with an impermeable material. The drying of surface sealing results in soil crusting, which may hinder the germination of seeds.
Surface soil: The upper part of the soil mass about 10–20 cm in thickness.
Surface water: It refers to an open water body like river, stream or lake.
Sustainable agriculture: A systematic approach to agriculture that focuses on ensuring long-term productivity through the use of natural resources for meeting food and fibre needs.
Timer: An automatic timing device that sends an electric signal to open or close valves by a set irrigation schedule.
Topography: The study of the shape and features of land surfaces. It refers to the slope of the ground and how much uneven or levelled it is.
Topographic map: A map that contains information about the topography of an area. It includes contours lines, location of natural features like gullies, ditches and location of man-made features, such as buildings, roads, culverts, bridges, etc. These are needed for detailed planning of irrigation method.
Tortuous: It means full of twists and turns.
Transplanting: The process of shifting a plant from one place to another.
Valve: A device that controls the flow of liquid within a system.
Vane: A broad blade of a machine or device attached to a rotating axis or wheel which pushes wind or water.
Vortexes: A circular, spiral, or helical motion in a fluid.
Water application efficiency: It is expressed as the percentage of the total volume of water delivered to a field that is stored in the root zone of plants to meet the crop evapotranspiration needs.
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During 11 years of battlefield application in the Republic of Vietnam, the airmobile concept was tested and refined. The helicopter provided battlefield mobility to infantrymen and other members of the combined arms team that was unmatched in history. Vietnam-proven airmobile techniques provide the basis for current airmobile tactics. Airmobile operations contribute significantly to the overall combat effectiveness of US and allied forces.
The October 1973 Arab-Israeli War showed that the helicopter can survive on the modern battlefield when properly employed. Both sides used helicopters extensively for a variety of tactical and support missions.
The helicopter was used successfully in Vietnam and in the Near East, and there is every indication that its contribution in any future war will be equally important.
This manual tells how to conduct airmobile operations. The techniques described are applicable in any type environment; however, some of the operations discussed may not be possible on a mid-intensity battlefield. At the very least, air parity with the enemy will have to be gained and his air defense weapons either suppressed or bypassed. Airmobile operations will have to be conducted with speed, secrecy, and precision by a well-trained, highly proficient combined arms team. To gain that proficiency, individuals and units must train in airmobile operations prior to being committed to combat.
Although nonmechanized infantry is better suited for airmobile operations, there will be situations when mechanized units can best accomplish their mission by capitalizing on the high degree of mobility possible with the helicopter. An important point to remember is that helicopters are used in conjunction with mechanized vehicles, and the capabilities of both are fully exploited.
There is not much difference in the mobility of US mechanized and armored battalions as compared with those of the Threat. The real mobility differential could be in airmobility. The full potential of airmobility is still to be developed.
Commanders should not hesitate to experiment during training and participate in that development process. This manual provides basic information for the unit to use, modify, expand, or refine as needed to best accomplish its mission.
*This manual supersedes FM 57-35, 25 March 1971.*
The words "he," him," "his," "man," and "men," when used in this publication, represent both the masculine and feminine genders unless otherwise specifically stated.
Users of this manual are encouraged to submit recommendations to improve the publication. Comments should be keyed to the page and line(s) of the text where a change is recommended. Reasons should be provided for each comment to insure understanding and complete evaluation. Comments should be prepared using DA Form 2028 (Recommended Changes to Publications and Blank Forms) and forwarded to the Commandant, US Army Infantry School, ATTN: ATSH-B-ID, Fort Benning, Georgia 31905.
# AIRMOBILE OPERATIONS
## CONTENTS
| Chapter | Title | Page |
|---------|----------------------------------------------------------------------|------|
| | **PREFACE** | i |
| 1 | **CHAPTER 1. AIRMOBILE OPERATIONS ON THE BATTLEFIELD** | |
| | Section I. General | 1-1 |
| | II. Capabilities and Limitations | 1-1 |
| | III. Employment Principles | 1-4 |
| | IV. Infantry Battalion Operations in the Airmobile Role | 1-9 |
| 2 | **CHAPTER 2. THE THREAT IN MODERN BATTLE** | |
| | Section I. General | 2-1 |
| | II. Threat Doctrine — Europe | 2-1 |
| | III. Threat Doctrine — Asia | 2-7 |
| | IV. Threat Air Defense Weaponry Data | 2-9 |
| | V. Threat Aircraft | 2-16 |
| | VI. Threat Aircraft and AD Summary | 2-18 |
| 3 | **CHAPTER 3. ORGANIZING AN AIRMOBILE TASK FORCE** | |
| | Section I. General | 3-1 |
| | II. Command Relationships and Responsibilities | 3-2 |
| | III. Organizational Considerations for Infantry Units | 3-5 |
| | IV. Task Organization — Aviation, Combat Support, and Combat Service Support Units | 3-10 |
| 4 | **CHAPTER 4. AIRMOBILE PLANNING CONSIDERATIONS** | |
| | Section I. General | 4-1 |
| | II. Loading Phase | 4-7 |
| | III. Airmovement Phase | 4-20 |
| | IV. Landing Phase | 4-37 |
| 5 | **CHAPTER 5. CONDUCT OF AIRMOBILE OPERATIONS** | |
| | Section I. General | 5-1 |
| | II. Movement from Assembly Area to Landing Zone | 5-1 |
| Section | Title | Page |
|---------|----------------------------------------------------------------------|------|
| III | Attacks — Hasty and Deliberate | 5-10 |
| IV | Secure and Defend | 5-12 |
| V | Raid | 5-14 |
| VI | Reconnaissance in Force | 5-16 |
| VII | Withdrawal by Air | 5-17 |
**APPENDIXES**
A. REFERENCES ........................................... A-1
B. AIRMOBILE PLANNING FORMS ....................... B-1
C. SAMPLE ANNEX TO INFANTRY BATTALION SOP FOR AIRMOBILE TASK FORCE OPERATIONS ................. C-1
D. SAMPLE OF AIRMOBILE TASK FORCE OPERATION ORDER ........................................ D-1
E. PATHFINDER OPERATIONS ................................ E-1
F. TRAINING ............................................. F-1
G. MOVING TOW BY HELICOPTER .......................... G-1
H. INTERNATIONAL AGREEMENTS .......................... H-1
CHAPTER 1
AIMMOBILE OPERATIONS ON THE BATTLEFIELD
Section I. GENERAL
The helicopter provides the ground force commander the means to rapidly disperse and concentrate forces at the critical time and place to influence the tactical situation and then quickly extract the force and employ it in a different area, if needed.
Airmobile forces can bypass enemy barriers and defenses and strike deep in his rear area. With the loss of key terrain and support installations and the disruption of land lines of communications, the enemy's forward deployed forces are weakened.
To capitalize on helicopter mobility, the ground force commander integrates helicopters into his combat planning and operations.
Section II. CAPABILITIES AND LIMITATIONS
USE OF HELICOPTERS FOR TACTICAL MOBILITY
Airmobile operations should be characterized by careful planning and deliberate, bold, and violent execution. The fundamental characteristic of airmobile operations is the use of helicopters to provide the ground force a tactical mobility advantage over the enemy. No other force on the battlefield can respond to a tactical situation and move considerable distances as rapidly as airmobile forces.
When an infantry battalion is given aviation assets to conduct operations, an airmobile task force (AMTF) is formed.
HELIICOPTER-INFANTRY TEAM
**AIMMOBILE FORCES CAN:**
- Attack enemy positions from any direction.
- Strike objectives in otherwise inaccessible areas.
- Overfly or bypass barriers and obstacles.
- Conduct raids using helicopters to insert and withdraw forces.
- Rapidly concentrate, disperse, or redeploy to extend their area of influence.
- Provide the commander flexibility by allowing him to retain a smaller reserve and commit a larger portion of his force to action.
- React rapidly to tactical opportunities and necessities.
- Rapidly place forces at tactically decisive points in the battle area.
- Provide surveillance over a wide area.
**AIMMOBILE FORCES ARE LIMITED BY:**
- Weather extremes that hamper or stop aircraft flights.
- Helicopter lift capacity that restricts the type and quantity of supporting weapons and equipment that can be airlifted into the objective area.
- Air lines of communications, once inserted beyond friendly lines.
- Enemy tactical aircraft, air defense, and electronic warfare systems.
- Shortage of ground vehicle transport on completion of airmovement.
- Increased vulnerability to enemy action during the loading and landing phases.
SEE THE BATTLEFIELD
The first requirement for successful airmobile operations is to know the enemy.
WHAT TO KNOW
The task force (TF) commander must understand enemy doctrine and battlefield disposition. He must know the terrain over which the operation is to be conducted, and know the capabilities and limitations of his TF. He must understand the capabilities of the enemy's weapons and how they are employed.
Since the AMTF brings together ground and aviation units, the commander must have a thorough appreciation of the enemy threat to both. He must learn to think like the enemy and to anticipate how the enemy will array weapon systems. The commander can then have the initiative, rather than reacting to enemy initiatives.
WHY THE NEED TO KNOW
The AMTF is vulnerable from lift-off to landing. During the airmovement phase, enemy air defense weapons represent the biggest danger. Enemy ground forces pose the greatest danger during landing. Because of this vulnerability, the AMTF commander tries to anticipate enemy dispositions and reactions at every point in the operation.
WHAT INFORMATION TO OBTAIN
To obtain information about the enemy, the commander employs every available intelligence-gathering means. He seeks information concerning:
Disposition and strength of enemy forces in the objective area and along the routes of flight into and out of the objective area.
Disposition and strength of enemy forces capable of reinforcing the objective area and reaction time.
Disposition and density of enemy air defense weapons.
FIGHT AS A COMBINED ARMS TEAM
Each member of the combined arms team contributes to the outcome of a mission.
Seldom will the AMTF face a threat that can be defeated by a single arm. To insure success, the TF commander integrates all the assets at his disposal into a fighting team.
| AMTF SUPPORT ELEMENTS |
|-----------------------|
| Infantry to fight enemy infantry and antitank guided missiles (ATGM) to destroy enemy armor. |
| Field artillery to destroy or suppress enemy infantry, artillery, tanks, and air defense weapons. |
| Attack helicopters to destroy or suppress enemy infantry, tanks, and air defense weapons, and to overwatch and provide security for assault aircraft. |
| Engineers to assist movement by improving pickup and landing areas and by slowing enemy movement with obstacles. |
| Armor to destroy enemy armor and reinforced enemy positions when it is feasible to employ tanks in conjunction with the assaulting airmobile force. |
| Tactical air (TACAIR) to provide close air support to the ground units and to attack enemy air defense weapons and provide security for the lift helicopters. |
CONCENTRATE COMBAT POWER AT THE CRITICAL TIME AND PLACE
The AMTF commander often needs to concentrate combat power on short notice.
Helicopter mobility, whether used for defensive or offensive initiatives, gives the commander combat power quickly where he needs it.
For example, heliborne reserves can bolster a weak point against heavy enemy attack.
In the offense, airmovement of troops from various sectors of the front to a single sector can give the commander a favorable combat power ratio where he did not have it before.
HOW LIMITED VISIBILITY BENEFITS AND LIMITS OPERATIONS
Terrain is not the only means used to avoid the enemy. Reduced visibility, whether caused by darkness or marginal weather, provides concealment from visual observation but not from radar. Operations during reduced visibility favor the attacking AMTF and offer substantial passive protection from enemy tactical aircraft and optically directed weapons. This protection can be exploited only in certain types of marginal weather, however.
Weather extremes (such as hail, sleet, fog, heavy rain, snow, and high or gusty winds) preclude airmobile operations. At some levels of reduced visibility, the AMTF may still be able to operate but with reduced support. The TF's ability to locate and adjust fire on enemy positions may also be reduced. Ground fog or smoke may force aircraft to fly higher and slower so pilots can navigate and avoid terrain obstacles.
The effects of terrain, weather, and visibility should be exploited.
MAINTAIN FLEXIBILITY
An AMTF must be flexible enough to modify its plans to adapt to changing tactical situations.
To have adequate flexibility, the AMTF must:
- Have standing operating procedures (SOP) which facilitate quick response to tactical opportunities and changes in situations.
- Designate primary and alternate pickup zones (PZ), landing zones (LZ), and flight routes.
- Develop a detailed fire plan which allows for rapid shifting and adjustment of flight routes, PZs and LZs.
- Plan for contingencies by assigning "be prepared" missions to subordinate units.
- Use attack helicopter units to overwatch assault aircraft and ground forces and to respond quickly to unexpected enemy actions.
SUPPRESS OR DESTROY ENEMY WEAPONS AND ACQUISITION MEANS
Suppression reduces the effectiveness of enemy weapons and electronic warfare (EW) equipment. Suppression is accomplished through the use of supporting fire, smoke, and electronic countermeasures (ECM).
Maximum use is made of artillery, tactical air (TACAIR), attack helicopters, and ground fire to suppress enemy air defense systems while the AMTF is en route and to counter enemy ground fire weapons when the AMTF has landed.
MAINTAIN CONTROL
The commander must maintain control at all times. To maintain control, the AMTF must have the proper mix of communications, SOPs, and control measures.
HOW TO CONSIDER COMMUNICATIONS
The AMTF commander relies on communications to transmit orders, receive information, distribute intelligence, and coordinate firepower. When planning tactical operations, communication means are planned just like any other part of the operation. Local conditions and their effect on communications (desert, tropical, mountain, arctic) must be considered. Since the AMTF is restricted primarily to radio communication, personnel are versed in proper radio procedures to reduce vulnerability to enemy EW. The AMTF commander must also have an alternate communications plan such as a series of pyrotechnics or signals employing aircraft lights and lightflashing instruments. This allows continued communication when a partial or total loss of radio transmission occurs.
Airmobile operations are planned in detail so that radio traffic is kept to a minimum (app D).
HOW TO CONSIDER SOPs
It is important that ground and aviation units work together to develop and refine compatible SOPs. The airmobile SOP should cover procedures for recurring actions in airmobile operations.
SOPs should be distributed throughout the command and rehearsed down to the lowest level to reduce operation planning time.
WHEN THE SOP IS EFFECTIVE
When properly developed, the SOP:
- Simplifies orders by reducing their number and length.
- Expedites operations by reducing confusion and errors.
- Promotes understanding and teamwork.
- Simplifies training requirements by informing new arrivals or attached units of organizational procedures.
CONTROL AIRSPACE
AMTF commanders use control measures to simplify coordination of operations. While on the ground, the AMTF employs control measures common to other ground operations. However, the commander also controls airspace used by assault, attack and observation helicopters; air ambulances; TACAIR; artillery, mortars; and air defense.
To keep aircraft traffic to a minimum, only aircraft directly involved in the operation should be in the area.
The AMTF commander requests that the operational area be designated a restricted area for a specified period of time. This action is accomplished through the Brigade and Division Airspace Management Element (BAME, DAME).
Planning is essential to effective control of military operations. The plan should identify command relationships and control measures used in the conduct of the operation. A thorough plan can reduce confusion and eliminate misunderstanding. It aids command and control by addressing potential problems before they occur.
In-depth planning allows the AMTF commander to decentralize execution of the operation. This can increase effectiveness and reduce the volume of radio traffic.
Section IV. INFANTRY BATTALION OPERATIONS IN THE AIRMOBILE ROLE
The different type operations the infantry battalion can perform are not fundamentally changed by providing it helicopters. Since a defensive mission normally involves holding terrain, other forces, if available, should be used so that the AMTF will not be tied to the terrain and lose its helicopter mobility advantage. (When it is used in the defensive role, its air assets are employed elsewhere, thus terminating that AMTF.)
OPERATIONS PERFORMED
The type operations the AMTF performs include:
- Attack.
- Secure and defend.
- Raid.
- Delay.
- Reconnaissance in force.
- Exploitation.
- Pursuit.
- Rear area security.
- Reinforcement of committed units with mobile antitank teams.
- Screening.
NOTE: Chapter 5 describes how airmobile operations are accomplished.
USE IN ARMOR-RESTRICTIVE TERRAIN
Since the AMTF does not have protection provided by armored vehicles, it is normally not committed against armored formations. The AMTF executes missions best in armor-restrictive terrain (mountains, heavily vegetated areas, and built-up areas) because of its limited antiarmor capability.
ATTACK
There are two general types of attack: the hasty and the deliberate. The major difference between the two is time available to plan.
The decision to conduct an attack is based on the commander's analysis of the situation.
HASTY ATTACK
A hasty attack may be made quickly (after contact is established) and initiated through an oral, fragmentary order (FRAGO). Considerations that might dictate this type of attack include:
- A short-term advantage that may disappear if not acted upon immediately.
- The mission dictates an immediate attack to support the overall scheme of maneuver.
- The enemy is known or suspected to be weak or occupying poorly prepared positions and the commander decides to attack before the enemy can improve his defenses.
- The current task organization and disposition are adequate to meet the threat.
- Adequate combat power is immediately available.
- The psychological benefits of retaining the initiative outweigh risks.
DELIBERATE ATTACK
At other times, a deliberate attack is conducted after developing a detailed, coordinated plan; receiving additional assets; changing task organization as necessary; and gathering detailed intelligence. Considerations that might lead to this type of attack include:
- The commander orders the attack to commence at a specified time as part of the overall scheme of maneuver and fire support plan.
- The enemy is suspected to be strong or occupying well-prepared positions. Before the attack can be initiated, detailed intelligence is critical.
☐ **PZs and LZs and flight routes** must be developed.
☐ **Favorable weather and/or light conditions** do not exist but are forecast for some future time.
☐ **Current task** organization and disposition are unacceptable.
☐ **Additional combat power** (e.g., artillery, aircraft) is required.
☐ **Previous encounters** have left the unit physically exhausted or with numerous casualties. Time is required to rest, reorganize, and reinforce.
☐ **Combat support/service support elements** must be repositioned or are otherwise unable to support the attack.
☐ **Existing communications** are poor and control is difficult. Time is needed to improve facilities.
**AMTF ROLE IN THE ATTACK**
**AS PART OF A LARGER FORCE**
When a larger force, of which the AMTF is part, conducts a deliberate attack, the AMTF normally conducts a deliberate attack too. On occasion, however, the AMTF may conduct a hasty attack in support of a deliberate attack.
| A hasty attack is usually conducted: | A deliberate attack is usually conducted: |
|--------------------------------------|------------------------------------------|
| During a movement to contact. | During a river crossing (to secure the far bank). |
| During a reconnaissance in force. | To secure a key terrain feature. |
| During the exploitation or pursuit. | In a built-up area (to secure a critical building, installation, or terrain feature). |
| To counter enemy landings in rear areas (rear area security). | When attacking an enemy strongpoint or armored force. |
| During a counterattack. | |
ATTACK ON A PREPARED ENEMY
An attack against a heavier or well-prepared enemy force, particularly on the mechanized (mech)/armor battlefield, may subject the AMTF to devastating firepower.
For this reason, the AMTF commander lands units away from the objective and conducts a dismounted attack in conjunction with friendly armored/mechanized forces.
The AMTF commander must also consider that a highly mobile enemy force could encircle the AMTF before it moves from an LZ. Consequently, he selects LZs in armor-restrictive terrain and employs antitank (AT) weapons and attack helicopter units against likely armor approaches. When used with accurate intelligence, these actions provide time to organize after landing and to attack the objective or prepare defense positions if the enemy attacks first.
SECURE AND DEFEND
The secure-and-defend mission is conducted when an objective, such as a vital terrain feature, must be seized from the enemy and retained. The mission is planned in detail (like the deliberate attack).
INSERTION PHASE
The first phase is an airmobile operation to secure the objective. This should be a single-lift insertion of sufficient combat power to defeat enemy forces on the objective.
DEFENSE PHASE
After the objective is secured, a perimeter is established with each unit of the TF assigned a sector to defend. The size of the perimeter is dependent on the terrain, combat power available, and enemy capabilities. The perimeter should contain all terrain essential to the defense of the objective.
To reduce ground movement on and around the objective, assaulting elements land close to their objectives, and combat support elements land where they are to be emplaced.
MISSION EXAMPLES
The mission may be to secure an airfield, a chokepoint, or a bridge in the enemy's rear. In such instances, the mission is conducted as part of a friendly offensive with early linkup anticipated. The mission may be to secure an area for a control headquarters, artillery units, command installations, and/or logistic facilities.
The TF needs time to prepare the defense without interference from reacting enemy forces. To gain time:
Air cavalry and attack helicopter units locate and engage the enemy.
Aerial-delivered mines may be requested and employed to reduce enemy mobility.
Antiarmor systems are inserted early in the assault to engage the enemy at maximum range.
Fires are planned to seal off the objective area. Fire planning includes fire support assets inside the perimeter (mortars) as well as those outside the perimeter that are in range (TACAIR, artillery).
The limited staying power of the AMTF dictates early linkup with ground units, reinforcement by other units, or extraction from the enemy area.
The TF takes everything required to sustain combat operations for the period of the defense. However, emergency resupply by helicopter, paradrop, or low-altitude parachute extraction may be required.
RAID
A raid is an attack into enemy territory. It is conducted for a specific purpose and with no intention of holding terrain. The raiding force withdraws after it accomplishes its mission. Raids may be conducted to:
Capture personnel or materiel.
Harass, deceive, or disrupt enemy operations and/or plans.
Destroy enemy installations and/or materiel.
Cause the enemy commander to employ more combat forces for rear area security.
RAID OBJECTIVES
Key objectives for a raid by airmobile forces include:
Command posts.
Communication centers.
Airfields and logistic installations.
Fire support elements.
Key enemy personnel.
CONDUCT OF RAIDS
The force should have enough helicopters to insert the raiding force in one lift. If possible, extra helicopters should accompany the force as spares in the event some lift helicopters are rendered nonflyable.
A raid is coordinated with other headquarters to insure that other friendly operations do not conflict in time or space, and that one operation does not compromise the other. Flight routes through forward units are coordinated to prevent engagement by friendly aircraft or air defense weapons.
An airmobile raid is planned and conducted like a deliberate attack, but since the raiding force intends to withdraw, withdrawal plans are critical. Alternate withdrawal plans and escape and evasion plans are included in case aircraft cannot extract the force.
The aircraft may laager in a preselected site until the raid force is ready for extraction. This is done so that the aircraft do not have to make multiple penetrations of high density air defense along the line of contact. Ideally, laagers are located in restrictive terrain to hide the aircraft from enemy forces. Infantry forces will be required to secure the laager site.
Airmobile raids may be conducted beyond the range of friendly field artillery. In such cases, attack helicopter units overwatch and indirect fire support is provided by mortars.
TACAIR cap (cover) is requested to provide additional security and overwatch for the lift helicopters en route to the objective, and to assist with close air support during the attack on the objective by the ground units.
DELAY
A delay is an operation where the AMTF trades time for space.
A delay may be conducted to:
Gain time for other forces to deploy.
Serve as an economy-of-force measure to allow concentration in other areas.
Determine enemy composition, strength, intentions, and capabilities.
Channel the enemy into selected areas to destroy him.
The AMTF is seldom given a "timed-delay" mission. This type mission would require a TF to defend for a specified time. This restricts the AMTF's mobility and may subject it to unacceptable losses.
DELAY IN SECTOR MISSION
The delay-in-sector mission is more appropriate. The TF disengages by helicopter before it is decisively engaged or pinned down. Against armor forces, the AMTF should displace at distances of no less than 1,500 meters because of the range of armor force firepower and its rapid closure rates. This characteristic of armor forces restricts use of the AMTF in the covering force area.
If the TF operates in the covering force area against armor, it supports heavy forces — mech, armor, or armored cavalry — in restrictive terrain.
SECURITY FORCE MISSION
The AMTF can be given a security force mission against enemy light infantry. The TF can observe a wide area and direct fires on the enemy. Disengagement is easier than with armored forces since light infantry is vulnerable to artillery and its closure rate is slower than armor.
ECONOMY-OF-FORCE MEASURE
The AMTF delays in an economy-of-force area by concentrating forces along likely avenues of approach into the sector. Outposts observe other areas within the sector. When the enemy attacks, all available fires are used to force the enemy to deploy again and again and to slow his advance. The TF commander uses air cavalry and attack helicopter teams to defeat armor and hasty attacks and raids to disrupt the enemy advance.
While planning, the TF commander identifies potential PZs, LZs, flight routes, and battle positions throughout his sector. These are pointed out to all subordinate units. *When an element displaces, the leader moves his units with maximum speed.*
HELICOPTER-RELATED FACTORS
Two critical factors in the delay are related directly to the helicopter.
Effects of Weather and Obscurants
There are times when the weather is so bad that helicopters cannot fly. At other times, the aircraft cannot land in a PZ because of enemy or friendly smoke. Plans must be made to cover the ground withdrawal of the delaying force when helicopters cannot be employed. This will include artillery, mortar, and close air support.
Helicopter Allocation
Allocation of sufficient aircraft is an essential part of the delay plan. An AMTF must be able to displace all its forces simultaneously.
If an attack occurs across the TF front, all elements move simultaneously to subsequent positions.
RECONNAISSANCE IN FORCE
A reconnaissance in force is conducted to determine or test the enemy's disposition and strength or to develop intelligence. It is conducted when the enemy situation is vague.
The reconnaissance in force may be conducted as an independent operation or as part of a larger force. The AMTF lands units in multiple LZs in an assigned area of operation (AO) with each unit having objectives to secure. When the enemy reacts to the attack units, the TF withdraws or exploits discovered weaknesses by conducting a hasty attack with unengaged units.
The reconnaissance in force is an ideal mission for the AMTF in an insurgent environment in order to keep constant pressure on a guerrilla force. The AMTF reacts rapidly by conducting numerous, brief operations to keep the enemy off balance and moving.
The AMTF is suited for reconnaissance-in-force operations against conventional light infantry forces. However, it is not suited for such operations in a strong armor threat area due to the likelihood of ground contact with an enemy force that has superior firepower, mobility, and protection.
EXPLOITATION
Exploitation is an operation undertaken to follow up success in the attack. Attacks are conducted with two overriding requirements — speed and violence. The attackers bypass pockets of resistance to concentrate on the destruction of the more vulnerable headquarters, combat support, and combat service support units. They disrupt the enemy's command and control; his flow of fuel, ammunition, repair parts, food, and other necessities; and his air defenses and artillery. This weakens and/or destroys the enemy defense and makes it possible for a smaller force to overpower a larger enemy. Enemy air defenses are avoided or suppressed for the AMTF to exploit the situation.
PURSUIT
Pursuit is an offensive action against a retreating enemy. Its purpose is to envelop the retreat and destroy the enemy force. An AMTF, operating as part of the pursuit force, can expect to be ordered to bypass resistance of any kind and move relentlessly to deep objectives which serve as chokepoints for the retreating enemy. The helicopter provides the AMTF with the high degree of mobility required to conduct pursuit operations.
REAR AREA SECURITY
The AMTF is given a rear area security mission to counter an enemy airmobile, airborne, or guerrilla infiltration threat.
The AMTF monitors likely enemy infiltration routes and probable target areas for airborne or airmobile attacks. Probable LZs and PZs are identified and monitored by observation posts or remote sensors. Potential infiltration routes in unoccupied terrain are monitored with sensors to detect the enemy as early as possible.
Air cavalry units under the operational control of an AMFT can provide wide-area reconnaissance, security, or economy-of-force enhancement. Air cavalry units are integrated into reaction force plans since they can often arrive first in the threatened area. They attempt to contain the enemy,
report his strength and dispositions, and then provide support to reaction forces as they arrive.
**NOTE:** Rear area security operations should be coordinated with designated military police, civic action and/or civil affairs groups, and other military and civilian organizations (FM 19-4, FM 31-85). These units may provide internal security and local security within specified areas of responsibility.
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**REINFORCEMENT OF COMMITTED UNITS WITH MOBILE ANTITANK TEAMS**
Division or brigade commanders may direct the employment of AMTF AT platoons to reinforce threatened sectors or add depth to the battle area.
The AT platoons are taken from a reserve unit or a unit that is not protecting an armor approach.
Tube-launched, optically tracked, wire-guided (TOW) missile sections are used for their long-range fires and accuracy. Careful consideration is given to planning the extraction of AT platoons because they lack ground mobility. An infantry squad may accompany each section to provide security.
Depending on the number of sections employed, the AT platoon leader and/or the platoon sergeant accompanies them for command and control.
The unit receiving an AT section assumes responsibility for effective positioning, integrating their fires with other elements, and providing necessary support (app G).
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**SCREENING**
An AMTF screening force provides early warning over an extended frontage.
Screening missions are assigned to:
- Provide timely warning of enemy approach.
- Maintain visual contact and report on movement.
- Destroy or repel small enemy forces by employing organic and/or supporting fires.
- Impede the advance of larger forces and destroy the enemy by employing long-range organic fires.
A screening mission employs a series of observation posts (OP) overlooking enemy avenues of approach and the areas between them. Patrols cover deadspace between OPs and cover other areas during periods of limited visibility. When contact is established, the screening force withdraws on order, maintaining visual or electronic contact, and reports enemy movements. As in the delay, timely displacement is critical to AMTF survival.
CHAPTER 2
THE THREAT IN MODERN BATTLE
Section I. GENERAL
There are two general type Threat forces: the armor-heavy Threat of the Soviet model facing Western Europe, and the infantry-heavy Threat which exists in Asia and other parts of the world.
This chapter provides a broad overview of Threat doctrine, tactics, and weapons systems with primary emphasis on the air defense threat. A more detailed discussion of the Threat can be found in FM 7-20 (once on the ground the airmobile task force [AMTF] operates the same as other infantry).
FM 1-2 provides extensive coverage of the air defense threat and how to defeat it.
Section II. THREAT DOCTRINE—EUROPE
The Warsaw Pact nations have fielded a modern, mobile, well-balanced fighting force trained to maintain a fast tempo of offensive combat. Even its defensive doctrine is part of an offensive strategy. Defense is only a temporary expedient while awaiting an opportunity to attack.
In the offense, Warsaw Pact forces advocate the concentration of superior forces and firepower in a combination of frontal attacks, envelopments, and deep combined arms thrusts into the defending force's rear. They anticipate an offensive momentum which allows them to advance 30-50 kilometers a day in a nonnuclear environment and 60-100 kilometers a day in a nuclear environment.
WARSAW PACT TACTICAL PRINCIPLES
These principles support the high-speed offensive:
Seek surprise at all times to paralyze the opponent and deprive him of the ability to react effectively.
Achieve mass in decisive areas by concentrating men, materiel, and firepower to rupture the opponent's defenses.
Breach defenses at weak positions and rapidly advance into rear areas.
Bypass strongly defended areas, leaving them to be neutralized by following echelons.
Use massive artillery support to include mortars, multiple rocket launchers, antitank (AT) guns, and tanks: mass up to 100 tubes per kilometer.
Destroy nuclear and AT weapons systems.
Operate under a dense air defense umbrella.
Achieve air superiority and conduct airstrikes in rear areas.
Employ radio-electronic combat as a primary element of combat power.
Rapidly overcome obstacles.
Conduct operations under all visibility and nuclear, biological, and chemical (NBC) conditions.
artillery fires. Unit structure is designed to adapt readily to changing combat requirements by the attachment of supporting units.
The first echelon attempts to rupture and pass through opposing defenses. The second echelon is used to defeat bypassed units and to maintain the momentum of the attack.
In addition to attack echelons, the Threat commander retains a reserve which consists of motorized rifle or tank units. The reserve size varies, but it is relatively small. It is the commander's contingency force. He uses it to replace destroyed units, repel counterattacks, provide local security, and act as an exploitation force.
THREAT DEFENSE
The Threat's main emphasis is on the offensive, but he also recognizes that there are situations which could force establishing a defense.
A hasty or deliberate defense may be established. The hasty defense will be viewed as a temporary mission and employed only until the offensive can be resumed.
If the Threat does not have an adequate force for the offense, and expects a major attack, the deliberate defense is established.
There is no clear-cut distinction between the two types of defense. The establishment of a deliberate defense, compared to the hasty, is a matter of initial intent and concept of duration of the mission. The latter stages of a hasty defense may look very much like the early stages of the deliberate defense. A hasty defense may be converted to a deliberate defense.
DEFENSE IN DEPTH
Threat doctrine calls for defense in depth and maximum use of manmade and natural obstacles.
Depth is obtained by organizing the defense in echelons.
SECURITY ECHELON
The security echelon or zone is that portion of the battlefield forward of the main defensive area. The force located there has the mission to delay and deceive the opponent as to the location and deployment of the main defensive elements.
MAIN DEFENSIVE AREA
The main defensive area may appear as belts or layers, but it is simply a defense in depth. The basic element of the main defensive area is the strongpoint. This is a platoon or company-sized fortified position established on terrain which is key to the defense and must be retained at all costs. Everything (that can be) is dug in and given overhead protection. Tank-heavy reserves are retained as a counterattack force.
COMBINED ARMS ARMY RESERVE
Approximately 8 to 10 kilometers behind the rear of the main defensive belt begins the second defensive belt. The Combined Arms Army’s reserve is normally located in that belt.
THREAT AIR DEFENSE
The armor Threat has extensive antiaircraft capability which includes individual small arms, radar-controlled antiaircraft guns, surface-to-air missiles, tactical fighters, and armed helicopters.
EMPLOYMENT TACTICS AND TECHNIQUES
Air defense begins with the individual soldier. In motorized rifle companies, a portion of the command is always designated to deliver mass fire on attacking aircraft. Small arms weapons systems and machine-guns are employed with the individual soldier, motorized wheel and track vehicles, and tanks. Each combat soldier is trained in antiaircraft firing techniques and visual
identification of hostile aircraft. Emphasis is placed on constant visual reconnaissance for aircraft operating in nap-of-the-earth (NOE) flight modes followed by rapid engagement.
**MOTORIZED RIFLE BATTALION**
**SMALL ARMS**
A typical Threat motorized rifle battalion, reinforced by one tank company, may have the following small arms available for use against aircraft.
| EQUIPMENT | QUANTITY |
|----------------------------------|----------|
| Rifle, AKM 7.62-mm | 346 |
| LMG, PK 7.62-mm (BMP) | 57 |
| MG, COAX, 7.62-mm (BMP, tank) | 45 |
| HMG, 12.7-mm (tank) | 13 |
| HMG, 14.5-mm (BRDM) | 1 or more|
**TANK BATTALION SMALL ARMS**
A typical Threat tank battalion, reinforced by one motorized rifle company, may have the following small arms available for use against aircraft.
| EQUIPMENT | QUANTITY |
|----------------------------------|----------|
| Rifle, AKM 7.62-mm | 210 |
| LMG, PK 7.62-mm (BMP) | 19 |
| MG, COAX, 7.62-mm (BMP, tank) | 41 |
| HMG, 12.7-mm (tank) | 31 |
| HMG, 14.5-mm (BRDM) | 3 or more|
**DEPTH OF EMPLOYMENT**
Air defense weapons are employed in depth with overlapping fields of fire and
continuous coverage from the surface to above 80,000 feet.
LOW ALTITUDE DEFENSE
Armor Threat forces have mobile, low altitude surface-to-air missiles (SAM) and conventional antiaircraft guns.
The ZSU-23-4 antiaircraft gun system.
The ZSU-57-2 antiaircraft gun system.
The man-portable SA-7 (Grail).
The vehicle-mounted, radar-controlled SA-8 (Gecko).
The vehicle-mounted SA-9 (Gaskin) heat-seeking missile.
Each system is self-contained and capable of operating as a single fire unit.
MEDIUM/HIGH ALTITUDE DEFENSE
For medium altitude air defense, the maneuver elements are protected by SA-6 (Gainful) batteries. Larger formations are equipped with SA-4 (Ganef) units for high altitude defense.
The supply and command installations in the rear are protected by semimobile SA-2 (Guideline) and SA-3 (Goa) systems.
ESTABLISHMENT OF AIR DEFENSE
Threat air defense is established on the basis of providing zone or indirect cover for troops and objectives. Zone coverage is provided by SAM systems; point protection is provided by divisional and regimental light air defense weapons.
During the planning phase, the Threat division commander directs deployment of air defense weapons to support the mission. He also lays down coordination lines and establishes priorities and procedures for supply and technical support. The division
air defense commander then plans deployment of his assets based on the division commander's instructions, the air situation, communications, and control.
**MOVEMENT**
SAM units move as batteries, either integrated into march columns, or along separate routes. Towed antiaircraft guns also move as batteries and are integrated into march columns. Mobile air defense automatic weapons and low altitude SAMs are integrated by individual piece into march columns to insure adequate air defense protection for the entire column.
Additionally, antiaircraft machineguns mounted on vehicles engage low-flying aircraft. When a column makes long halts, air defense weapons disperse slightly from the column to provide 360° protection.
**DIRECT SUPPORT ROLE**
Air defense units are deployed in direct support of motorized rifle or tank regiments and also protect division headquarters, critical support activities, and the division rear.
**ROLE AT REGIMENTAL LEVEL**
Regimental air defense weapons are employed as individual weapons and are cross-attached to operate with supported elements.
These systems receive missions from the battery commander or from the air warning net. They are deployed forward. Their primary targets are close air support aircraft and attack helicopters.
A summary of air defense systems found in Threat divisions is provided in the following chart.
| WEAPON SYSTEM | TOTAL PER DIVISION |
|---------------|---------------------|
| | MOTORIZED TANK DIVISION | RIFLE DIVISION |
| ZSU-23-4 | 16 | 16 |
| SA-7 (Grail) | 36 | 112 |
| SA-8 (Gecko) | 20 | 20 |
| SA-9 (Gaskin) | 16 | 16 |
**WARSAW PACT THREAT AIRCRAFT**
**FIXED WING**
The Threat possesses high-performance aircraft designed for air superiority and close air support. They have an all-weather capability. The fighters are equipped with a wide variety of weapons that can engage an airmobile task force (AMTF), including automatic cannons, rockets, missiles (air-to-air and air-to-surface), and bombs.
Threat aircraft can seek out and attack airmobile forces. Aircraft that may be encountered are the SU-7, SU-11, SU-17, SU-19, MIG-19, MIG-21, MIG-23, and MIG-25.
**RADIO-ELECTRONIC COMBAT TACTICS**
The armor Threat attempts to analyze his opponent’s communication and noncommunication electromagnetic emitters. The Threat may attempt to destroy or disrupt at least 50 percent of these command, control, and weapon system communications.
That portion of the communications network left intact is used by target monitoring units to locate targets and/or to gather and analyze communications traffic.
Section III. THREAT DOCTRINE—ASIA
Experience in 20th century warfare has taught the Asian Threat that human wave attacks against superior firepower are ineffective. It is apparent to Threat forces that the only way to survive is to modernize their armed forces. Generally, they have begun to modernize along the lines of the Warsaw Pact nations, adopting the combined arms concept.
The Asian Threat has the capability of fighting over the entire spectrum of conventional and unconventional warfare (including a limited nuclear warfare capability).
ORGANIZATION
CORPS
The highest tactical command found within the Asian Threat structure is the corps. It has three to five divisions and various support units.
DIVISIONS AND REGIMENTS
Division-sized units within the force structure are predominately of a dismounted infantry type. A few mechanized infantry and armored divisions have been formed and are used in assaults and exploitations. The main tactical unit of maneuver is the regiment, and it controls two to three line battalions.
TACTICAL PRINCIPLES
Firepower and maneuver are the basic means of achieving combat power in the offense.
Mobility is based on the Threat’s ability to outmaneuver mechanized or other road-bound forces. This is achieved by the Threat infiltrating or advancing in unlikely sectors such as in mountainous terrain and using blocking forces and rugged terrain to hinder its opponent’s mobility and firepower.
Flank security is maintained by reconnaissance and second-echelon units.
The Threat achieves mass by rapidly concentrating all available firepower and troops. This is normally done under the cover of darkness or during adverse weather.
Threat commanders are expected to achieve surprise by taking advantage of every opportunity to attack when and wherever their opponent is unprepared.
THREAT OFFENSE
Like the armored Threat, the Asian infantry Threat insists that the offensive is the only road to victory. Withdrawals are conducted only to lure the "enemy" deep within the Threat battle area to be destroyed by superior forces attacking from all sides.
The Threat will not normally mass a large number of troops when initiating offensive operations except when faced with extensive defensive positions. After breaching the initial defense line, the threat will exploit the penetration with tanks and infantry. This infantry force (supported by tanks were practicable) will defeat the defender's reserves that could influence the battle and isolate defending forces in the forward area.
time available, the unit prepares three trench lines, two in the main defense area and one in the reserve unit area. Reserve and adjacent units may be used to initiate counterattacks and to attack the attacking force's flanks, while frontline units are engaging the attacking forces in the main defense area. While the attacking force penetrates the first line of defense, the Threat will initiate counterattacks using troops deployed in the main defense area. If these counterattacks are unsuccessful, Threat forces will attempt to delay the attacker and decoy the forces into preplanned fire zones where all available firepower can be concentrated on them. Additional Threat counterattacks led by tanks, or infantry reinforced with heavy weapons, will be initiated.
THREAT DEFENSE
The Threat assumes a defensive posture in order to economize forces, gain time, and maintain occupied areas. The defense is only a temporary measure and will revert to the offense at the earliest practicable time.
EMPLOYMENT
The defensive posture is based on a solid defense by well-entrenched troops; natural and manmade obstacles placed parallel to the attacking force's avenue of advance; and surprise counterattacks with supporting artillery and armor. This type of defense is used to destroy the attacker and to control key terrain.
OPERATION OF DEFENSIVE ZONE
The defensive zone is normally divided into three areas, i.e., security, main defense, and reserve units. The use of trenches, fortifications, and obstacles is stressed by the Threat. Depending upon the situation and
THREAT AIR DEFENSE
Antiaircraft support is provided for Threat tactical operations by a variety of weapons. A significant part of the antiaircraft capability found at corps level is provided by light and medium air defense artillery (ADA) systems. At division level, light machineguns, which may be utilized in a dual ground or antiaircraft role, form the bulk of the available support.
The ZPU-2 or ZPU-4, 14.5-mm antiaircraft heavy machinegun, is standard equipment in the regimental antiaircraft battery. Both of these systems use a KPV 14.5-mm machinegun in twin or quad form that may be used in ground or close-in air defense roles.
ORGANIC WEAPONS
Two light automatic antiaircraft gun systems are organic to the corps and the divisional antiaircraft regiment. These weapons systems are either the M1939 single or twin-mounted 37-mm, or the S-60 (57-mm) gun. The recoil-operated M1939's closely resemble the 40-mm guns that were used by
the United States forces during World War II. Both the single and twin models use optical, on-carriage sights and may be fired semi-automatically or automatically.
MORE ANTI AIRCRAFT GUNS AT CORPS LEVEL
Additional antiaircraft guns that may be found in the corps are the 76-mm (M1939), 85-mm (M1944), 100-mm (KS-19), and 130-mm (KS-30).
THREAT AIRCRAFT
FIXED WING
The Asian Threat is also supported by a large air force. Many of the aircraft are obsolete, being primarily Korean War vintage. Support aircraft are of the type that once supported the armored Threat. The aircraft are principally air superiority fighters, although they do fly close air support and interdiction missions. Only a small percentage of the air force has an all-weather flight capability; these include the SU-7, MIG-15, MIG-17, MIG-19, and MIG-21.
HELICOPTERS
The Asian Threat has few helicopters and currently does not present a significant armed-helicopter threat.
RADIO-ELECTRONIC COMBAT
Threat infantry has a limited ability to employ electronic warfare support measures (ESM) such as intercept and direction finding, and electronic countermeasures (ECM) such as jamming and deception.
Section IV. THREAT AIR DEFENSE WEAPONRY DATA
This section lists Threat air defense weapons and weapons that can be used in an air defense (AD) role.
## TYPES OF AD WEAPONS
### Assault Rifle
The soldier’s assault rifle is an air defense weapon too. In a motorized rifle company, a portion of the unit is always designated to deliver mass fire at low-flying aircraft.
- **Caliber**: 7.62-mm.
- **Tactical range (antiaircraft)**: 400 meters.
- **Uses**: 30-round (detachable box) magazine.
### PKS Machinegun
There are normally up to 20 PKS weapons in each motorized rifle company and up to 60 PKSs within a battalion. Virtually all machineguns employed by Threat forces are equipped with special mounts which allow PKSs to be used as antiaircraft weapons.
- **Caliber**: 7.62-mm (not the same as AKM).
- **Tactical range (antiaircraft)**: 1,000 meters; belt-fed.
### SGM Machinegun
These machineguns are unique in that they are the only air-cooled machineguns with a mounted wheel and no shield. The SGM on the tripod resembles the US caliber .50 HMG and can be identified by the longitudinal cooling fins on the barrel. SG variants are the SGM for ground use, SGMT for tanks, and the SGMB for armored personnel carriers.
- **Caliber**: 7.62-mm (M1930D).
- **Effective range**: 1,000 meters.
### SA-7 Grail
This missile system has passive infrared homing guidance (heat-seeking) and a high explosive (HE) warhead. A solid fuel booster and sustainer propel it to a maximum slant range of approximately 3.5 kilometers, and it can attain an altitude of 10,000 feet.
- **Normally three SA-7s deploy in a company sector and up to 10 SA-7s throughout a battalion sector.**
- **The SA-7 may be used down to platoon level.**
The DshKM is used in both a ground role and as an antiaircraft weapon. It has radial cooling fins on the barrel and a wheeled mount and a shield for use in the ground role.
Caliber 12.7-mm.
Tactical range (antiaircraft) 1,000 meters; belt-fed.
NOTE: DshKM can be mounted on tanks.
Most combat vehicles are equipped with weapons capable of providing air defense fires; for example, the KPVT is mounted on the BTR-60PB. The KPVT is also found on the T-10 heavy tank, the OT-62 and -64 armored personnel carriers (APC), and BRDM-2; it is typical of Threat heavy machineguns. There are 10 BTR-60PBs in the motorized rifle company and 32 in the battalion (in those units that do not have the BMP vehicle).
Caliber 14.5-mm heavy machinegun.
Tactical range (antiaircraft) 1,400 meters.
This system is transported on a modified BRDM-2 amphibious armored vehicle which carries a crew of four. The SA-9 slant range is 7 kilometers. The missile has an infrared seeker, and an HE warhead and probably is powered by a solid propellent. Four missile canisters (each with one missile) are carried on the launcher turret. The SA-9 is utilized in conjunction with ZSU-23-4.
The ZPU-2 is a twin-barrel antiaircraft heavy machinegun.
The ZPU-4 is a four-barrel version of the ZPU-2 and is mounted on a four-wheel carriage.
Caliber 14.5-mm.
Optical fire control.
Tactical range 1,400 meters.
Currently being replaced in Europe by more modern equipment.
Types of AD Weapons, Continued
ZU-23
Threat forces also employ weapon systems specifically designed for air defense. The first echelon of this air defense umbrella may include the ZPU-4 or the ZU-23. There are six ZPU-4s and four ZU-23s in a motorized rifle regiment. They are being replaced by the SA-9 Gaskin and the ZSU-23-4, respectively.
Caliber 23-mm, twin barrel, carriage-mounted automatic cannons.
Tactical antiaircraft range 2,500 meters.
Ground combat range 1,000 meters.
ZSU-23-4
This automatic antiaircraft system has four 23-mm cannons. The turret traverses $360^\circ$ and with the "gundish" radar has a tactical antiaircraft range of 3,000 meters. Using optical sights, the tactical antiaircraft range is 2,500 meters.
The ZSU-23-4 has a ground combat range of 1,000 meters. The weapon is mounted on a modified PT-76 armored vehicle chassis, carries a four-man crew, and can fire on the move at speeds up to 25 kilometers per hour (kmph). This weapon is employed in a four-gun battery in conjunction with four SA-9s.
ZSU-57-2
This antiaircraft system has two 57-mm automatic cannons that traverse $360^\circ$ and has a tactical antiaircraft range of 4,000 meters.
The ZSU-57-2 is mounted on a modified T-54 tank chassis and carries a six-man crew. Fire control is optically directed.
It may be found at regimental level and in division rear areas. In a tank regiment, there may be six ZSU-57-2s assigned. In a motorized rifle unit, they are often deployed forward with maneuver units. The ZSU-57-2 is being replaced by more modern equipment in priority units.
**TYPES OF AD WEAPONS, CONTINUED**
This automatic antiaircraft system has one 57-mm cannon. It traverses 360° and, when directed by the off-carriage "flap wheel" radar, has a tactical antiaircraft range of 6,000 meters. The antiaircraft range with on-carriage optical sights is 4,000 meters.
There are 24 S-60s in the division antiaircraft regiment. They are used to protect critical installations such as command posts, supply installations, or main supply routes. S-60s are usually deployed in battery formations in and around a defended position. They are being replaced by more modern equipment in Europe.
---
This missile has a slant range of 30-35 kilometers. It is powered by an integral solid rocket/ramjet system and is command guided by the "straight flush" fire control radar. The missile carries an HE fragmentation warhead and has an altitude range of 300 to 33,000 feet.
The SA-6 missile system is designed to counter high-performance aircraft flying at low altitudes. It is also capable of engaging aircraft flying at medium altitudes. It is being replaced at army level by more modern equipment.
---
This missile has a slant range of 70 kilometers and has command guidance to an altitude of 80,000 feet. The missile is powered by four solid fuel boosters with ramjet sustainers. It carries an HE proximity-fuzed warhead.
Although normally deployed in army rear areas, SA-4 mobility allows deployment forward. It is being replaced at army level by more modern equipment.
Types of AD Weapons, Continued
SA-2 Guideline
The SA-2 (CSA-1 in Asia) missile has a slant range of 45 kilometers. It has two stages: a solid fuel booster and liquid fuel rocket sustainer that boosts its 130-kilogram HE warhead to a maximum altitude of 80,000 feet. The typical SA-2 site consists of six launchers arranged in star-like configuration around "fan song" radar equipment.
SA-3 Goa
This missile is (probably) command guided. It has an effective range of 22 kilometers. Powered by a two-stage solid fuel booster and a solid fuel sustainer, it carries an HE proximity-fuzed warhead to altitudes above 40,000 feet.
It is deployed in army rear areas with the SA-2. As a truck transportable missile system, the SA-3 is less mobile than the SA-4 and SA-6. It is normally employed in semifixed locations to cover large areas. The SA-2 and SA-3 are being replaced at army level by more modern equipment.
SA-8 Gecko
The SA-8 missile, mounted on an amphibious vehicle, operates by command guidance and is effective at altitudes of 150 to 20,000 feet. It is self-contained with acquisition, tracking, and (two) missile guidance radars. Four missiles are carried on an integrated mount. The system contains an electro-optical tracker (probably television). With a slant range of 15 kilometers, the mobile SA-8 provides close support to armored and mechanized forces.
This system is designed to partially replace the S-60 and ZU-57-2 and will replace the SA-2, SA-4, and SA-6 at army level.
In addition to the Threat weapons already described, there are several other antiaircraft weapons that may be encountered. Most of these weapons are considered obsolete by modern standards and are employed with the lower priority units of Threat satellite countries. They are representative of numerous system variations.
Caliber 37-mm, automatic antiaircraft gun.
Tactical range 3,000 meters.
Caliber 85-mm, semiautomatic antiaircraft gun, radar controlled.
Tactical range 13,720 meters.
Caliber 100-mm, semiautomatic antiaircraft gun, radar controlled.
Tactical range 13,700 meters.
Caliber 130-mm, semiautomatic antiaircraft gun, radar controlled.
Tactical range 8,382 meters.
Section V. THREAT AIRCRAFT
(not to scale)
| FIXED WING |
|---------------------|
| SU-7B FITTER-A |
| SU-11 FISHPOT |
| SU-17 FITTER-C |
| SU-19 FENCER |
| MIG-15 FAGOT |
| MIG-19 FARMER |
| MIG-17 F FRESCO |
| MIG-23 S FLOGGER-B |
| MIG-21 FISHBED |
| MIG-25 FOXBAT |
PERFORMANCE SUMMARY
| | SU-78 | SU-11 | SU-17 | SU-19 | MIG-15 | MIG-17F | MIG-19 | MIG-21 | MIG-23 S | MIG-25 |
|----------------|-------|-------|-------|-------|--------|---------|--------|--------|----------|--------|
| SPEED (Mach [M], Knots [Kn]) | 460 kns | 2.3 M | 675 kns | 708 kns | 490 kns | 608 kns | 650 kns | 650 kns | 708 kns | 3 (+) M |
| COMBAT RADIUS (Km)* | 450 | 1200 | 960 | 400 | 500 | 500-700 | 685 | 650 | 1000 | 1000 |
*with external fuel tanks
Fighters are designed for air-to-air combat or close air support and do not have the observation capability of reconnaissance aircraft. Fighters operate in pairs, and after a target has been detected they attack in rapid succession. Radar may be used to vector tactical fighters into attack position.
## HELICOPTERS
### MI-4 HOUND
| Specification | Value |
|------------------------|------------------------|
| Length | 16.8m |
| Max Speed | 100 kts |
| Cruising Speed | 95 kts |
| Range | 200 km |
| Crew | 3 |
| Troops | 14 |
| Armament | One 12.7-mm machinegun. Four 16-shot 57-mm rocket pods or antitank guided missiles (ATGM) |
**NOTE:** The MI-4 is being replaced by the MI-8.
### MI-6 HOOK
| Specification | Value |
|------------------------|------------------------|
| Length | 33.2m |
| Max Speed | 162 kts |
| Cruising Speed | 135 kts |
| Range | 620 km |
| Crew | 5 |
| Troops | 65-70 |
### MI-8 HIP
| Specification | Value |
|------------------------|------------------------|
| Length | 18.2m |
| Max Speed | 135 kts |
| Cruising Speed | 122 kts |
| Range | 425 km |
| Crew | 2 |
| Troops | 28 |
| Armament | 57-mm rockets |
### MI-24 HIND-A
| Specification | Value |
|------------------------|------------------------|
| Length | 19.3m |
| Max Speed | 168 kts |
| Cruising Speed | 132 kts |
| Range | 260 km |
| Crew | 4 (HIND-A) |
| | 2 (HIND-D) |
| Troops | 8-12 |
**Armament:**
- One mg (12/7-mm).
- Four rocket pods (57-mm)
- 32 rockets and 4 ATGMs (Sagger/Swatter).
Data shown above for the HIND A is the same for the HIND D except the HIND D mounts a four-barrel 12.7-mm Gatling-type machinegun as opposed to a single barrel. The HIND D turret can also accommodate a 23-mm cannon.
**NOTE:** The HIND modification, which incorporates two tandem bubble canopies and the chin-mounted gun turret, makes it easier to determine if a particular HIND is an A or D model.
Threat helicopters pose a threat to airmobile forces. They are armed with a variety of weapons and can engage helicopters or ground forces.
## Section VI. THREAT AIRCRAFT AND AD SUMMARY
### EUROPEAN AND ASIAN EMPLOYMENT
| Aircraft Type | Fixed Wing | Rotary Wing |
|------------------------|------------|-------------|
| | SU-7 | MI-4 |
| | SU-11 | MI-6 |
| | SU-17 | MI-8 |
| | SU-19 | MI-24 |
| | MIG-15 | |
| | MIG-17 | |
| | MIG-19 | |
| | MIG-21 | |
| | MIG-23 | |
| | MIG-25 | |
| Missiles | Surface-to-Air |
|------------------------|----------------|
| | SA-2 |
| | SA-3 |
| | SA-4 |
| | SA-6 |
| | SA-7 |
| | SA-8 |
| | SA-9 |
| Antiaircraft Guns | High/Low Altitude Defense |
|------------------------|----------------------------|
| | KS-12 |
| | KS-19 |
| | KS-30 |
| | 37-mm (M1939) |
| | 76-mm (M1938) |
| | ZPU-4 |
| | ZPU-2 |
| | ZU-23 |
| | ZSU-23-4 |
| | ZSU-57-2 |
| | S-60 |
| Machineguns | Low Altitude Defense |
|------------------------|--------------------------|
| | PKS (7.62-mm) |
| | SGM Machinegun (7.62 mm) |
| | KPVT (14.5-mm) |
| | DshKM (12.7-mm) |
| | Assault Rifle (7.62-mm) |
CHAPTER 3
ORGANIZING AN AIRMOBILE TASK FORCE
Section I. GENERAL
The formation of an airmobile task force (AMTF) is directed by division (or higher) headquarters because that echelon controls the aviation assets.
The task force (TF) is designed for a specific mission and consists of an infantry battalion and an aviation company.
When an infantry company combines with aviation elements, they form an airmobile team (AMTM).
NOTE: Mechanized (mech) infantry units are not frequently employed in airmobile operations. However, there will be situations where small-scale airmobile operations may be the decisive form of combat. Typical operations that would be conducted by mech forces are river-crossing operations, seizure of key terrain, raids, and rear area combat operations.
In addition to infantry and aviation units, an AMTF may contain nonorganic combat support and combat service support units to include elements from other military services or nations (app H).
An AMTF exists as long as an aviation unit remains under the control of the infantry unit commander. When that relationship ends, the AMTF ceases.
Section II. COMMAND RELATIONSHIPS AND RESPONSIBILITIES
COMMAND RELATIONSHIPS
When establishing an AMTF, the directing headquarters defines authority and responsibility by designating command relationships.
Overall control goes to the infantry commander who directs the operation and provides and/or coordinates required support. Battalion is the lowest echelon that has adequate personnel resources to plan and control an airmobile operation.
AMTF COMMANDER
The AMTF commander controls units assigned, attached, or placed under his operational control (OPCON). Other units in direct support (DS) or general support (GS) remain under the command or OPCON of a supporting commander. An aviation unit is usually under the OPCON of the infantry commander. In airmobile operations involving US Army and allied forces, the command relationships between forces are specified in the higher headquarter's operation order (OPORD).
AIR MISSION COMMANDER
Regardless of the command relationship, operations of aviation elements providing AMTF support are controlled by the commander of the largest supporting aviation unit. He is designated air mission commander (AMC).
The AMC is subordinate to the AMTF commander. The AMC serves as special staff officer and technical advisor (for aviation employment) to the AMTF commander. Other forces in an airmobile operation have command relationships (attached, OPCON, DS, or GS) specified in their orders.
RELATIONSHIPS AND RESPONSIBILITIES
AMTF COMMANDER
The AMTF commander is responsible for overall planning, command, and control of the operation.
GUIDANCE
INFORMATION
STAFF
AMC
The AMC is responsible for:
Command and control of Army aviation elements.
Providing the AMTF commander and his staff with initial information on aviation resources to be used in planning the operation to include:
- Number and type of aircraft available.
- Pathfinder support available (app E).
- Allowable cargo loads (ACL) of each type aircraft.
- Place and time aircraft are available.
- Length of time aircraft are available.
- Refueling/rearming information (location and time required to replenish fuel and ammunition).
- Approximate flight time from pickup zone (PZ) to objective area.
- Maintenance requirements during operation that affect aircraft availability.
- Technical advice on use of aviation assets.
- Advice in selecting PZs, landing zones (LZ), and flight routes.
- Assistance in preparation of loading and airmovement tables (app B).
- Airmovement control plans. (This control may be provided by command and control aircraft, flight leaders, pathfinders, tactical operations center (TOC) personnel, liaison officers, air traffic control (ATC) elements, flight operations centers, or any combination, depending on the size of the operation.)
- Restrictions on aircraft, such as weather, enemy action, high density altitude, and obstacles in PZs/LZs that present risks, and recommended alternatives.
OTHER COMMANDERS
Artillery, engineer, and other commanders perform the same tasks for the AMTF as they do for other infantry units in tactical operations. They are normally placed OPCON to the AMTF commander because of the decentralized nature of an airmobile operation. They may, however, be in DS, GS, or general support reinforcing (GSR).
COMMAND AND CONTROL
The AMTF commander may control the operation from a command and control helicopter or from a ground position. However, due to the air defense artillery (ADA) threat, he will not be able to fly at high altitudes. Rather, he uses the aircraft primarily as a means of mobility between units.
Command and control may be provided while terrain flying either within the flight as it moves to the objective area or while flying nearby. Since only segments of the battlefield can be seen, the AMTF commander relies heavily on reports from subordinates.
UNIT LEADERS
Subordinate unit leaders must have detailed knowledge of the commander's concept and be able to make tactical judgments should the need arise.
COMPOSITION OF COMMAND GROUP
The command group usually consists of the AMTF commander, AMTF S3, AMC, fire support officer (FSO), and forward air controller (FAC). The group may be in one or more aircraft and augmented with radio-telephone operators (RATELO), depending on the aircraft ACLs. If the airmobile force remains in the objective area for extended periods, the command group may be augmented with personnel and equipment (e.g., vehicles, radios) in a followup echelon.
Section III. ORGANIZATIONAL CONSIDERATIONS FOR INFANTRY UNITS
All type infantry combat units can conduct airmobile operations. However, there are organizational considerations unique to each type infantry battalion (mechanized, infantry, airborne, air assault, and ranger).
TRAINING AND COORDINATION
A primary consideration is that infantry units (except air assault units) do not habitually conduct airmobile operations. They require time to train and develop coordination between ground and aviation units (app F).
When possible, the same aviation unit habitually supports the same ground unit to develop compatible procedures. Infantry units should have airmobile standing operating procedures (SOP), and exercise them regularly, to reduce the time required for planning and coordination (app C).
MECHANIZED INFANTRY
Mechanized infantry battalions within armored and mechanized infantry divisions have less opportunity to train in airmobile operations because the divisions do not have sufficient organic helicopters for airmobile operations. Thus, ground and aviation units will probably be unfamiliar with each other's procedures.
There is a reduction in the mechanized infantry unit's combat power because they cannot transport their carriers which provide firepower, protection, and mobility. Additionally, tube launched, optically tracked, wire-guided (TOW) missile and mortar sections, and scouts, will be without ground transportation (since they are transported by tracked vehicle).
LIMITATIONS WITH FIELD ARTILLERY
If field artillery (FA) assets are to accompany the force, they come from outside the division because armored and mechanized division resources are self-propelled, and not helicopter transportable.
**OPTIONS FOR ARMORED VEHICLES**
If mechanized infantry units participate in airmobile operations, disposition of armored vehicles is planned. Vehicles can be:
*Attached (for movement) to an assaulting ground element (linkup force).*
*Left in an assembly area until the assaulting element returns.*
*Positioned to provide support fires for adjacent units or for the airmobile force if the operation covers a short distance. For example, during a river crossing the armored vehicles fire from the near bank as the infantry airmobile operation secures the far bank.*
INFANTRY AND AIRBORNE INFANTRY
These units are easily adapted to airmobile operations because most of their equipment can be transported by helicopters. They are organized and equipped much like airmobile units (app D). However, they are not dedicated to airmobile missions. When given an airmobile mission, unit commanders consider, among other tactical aspects, the following:
LIMITATIONS AND CONSIDERATIONS
Ground mobility is limited once the unit is inserted unless vehicles are provided.
Communication range is limited to that of portable radios unless vehicle-mounted radios are provided.
Range of the scout platoon is limited unless its vehicles are lifted into the objective area.
Transport is required to position 107-mm or 81-mm mortars and TOW launchers.
If FA accompanies the AMTF into the objective area, transport is required for repositioning.
If vehicles are required for battalion combat support, command and control, and combat support elements, the number of aircraft sorties is increased accordingly.
Air lines of communication must be planned to sustain operations.
AIR ASSAULT INFANTRY
These units are specifically organized, trained, and equipped to conduct airmobile operations.
LIMITED GROUND MOBILITY
They differ from other infantry battalions as follows:
- They rely on air lines of communication to sustain operations.
- Ground mobility in organic vehicles is limited. The airmobile battalion is about 3 percent mobile using its organic wheeled vehicles. (The infantry battalion is about 60 percent mobile.)
- Long-range communication capability is less; e.g., an infantry battalion has 42 radios with a range of 12 kilometers or more, while the air assault battalion has five radios with that range.
- Battalion mortar platoon is equipped with the 81-mm mortar (not the 107-mm).
- Scout platoon does not have vehicles.
- FA accompanying the airmobile force must be provided helicopter transport for positioning.
RANGER INFANTRY
This is the smallest and lightest (equipped) of all infantry organizations. All its equipment is transportable by helicopters, thus rangers are very adaptable to airmobile operations. Due to training, the battalion is suited for airmobile raids which capitalize on stealth, swift and violent execution, and extraction. Based on the mission and enemy situation, ranger units evaluate the need for outside combat support and combat service support resources. (The battalion possesses medium and light antitank (AT) weapons and company mortars.)
Section IV. TASK ORGANIZATION—AVIATION, COMBAT SUPPORT, AND COMBAT SERVICE SUPPORT UNITS
Commanders at each echelon insure that combat units have sufficient resources (combat support and combat service support) to accomplish the mission. This is facilitated by task organizing. To task organize, the AMTF commander considers the capabilities and limitations of supporting units available for allocation.
GUIDELINES FOR TASK ORGANIZING
Insure that the task organization supports the tactical plan; the force placed at a critical point must be strong enough and have the required capability to do the job. For example, attach engineers to the first landing unit to improve the LZ.
SUBORDINATE ELEMENTS
Allocate subordinate elements as complete units: maneuver platoons, TOW sections, helicopter platoons.
Allow time for elements to link up with, and be incorporated into, the company tactical plan.
ORGANIZATION AND REORGANIZATION
Anticipate future requirements (organize so minimum changes are required).
Regardless of the task organization at a given time, the TF commander reorganizes when the combat situation dictates.
QUESTIONS TO CONSIDER
Can the support provided by combat, combat support, combat service support, and aviation units within subordinate elements be improved by changing the task organization?
Is the task force, or one of the companies, about to face a different situation requiring a different balance of components? For example, does a unit need more TOWs to meet a larger than anticipated armor threat?
Can a team breaking contact or attacking a position be helped by sending attack helicopter units, additional TOW sections, or infantry?
Can a team be helped by redirecting the efforts of combines arms assets (mortars, artillery, tactical air [TACAIR], air defense weapons, helicopters, combat service support)?
Can all elements of the TF be inserted simultaneously and is this a wise move? When the TF is inserted by companies, the battalion may decentralize control of combat support elements to provide lead elements with the resources required to face the threat. This organization may last only until insertion of the entire task force. When insertion is complete, control is centralized; e.g., a Redeye team is attached to a rifle company for the insertion.
AVIATION SUPPORT
Aviation units that are part of the AMTF may be either combat, combat support, or combat service support units.
The effective employment of combat support is critical to the unit's ability to fight the enemy and win.
ARMY HELICOPTERS
Although different aviation units may be equipped with identical aircraft, unit roles and missions can differ widely. An aircraft's primary role is determined by the type unit to which it is assigned. There are four types of helicopters that the AMTF may employ:
OBSERVATION HELICOPTER (OH)
OHs may be used by the AMTF to provide:
**Command and control.** Due to limited number of radios, and the slower airspeed of the OH as compared to the UH-60A (Blackhawk), the OH is not suited for battalion or larger airmobile operations. It is suited, however, for direct liaison visits by the AMTF commander to subordinate units.
**Aerial observation and reconnaissance.** This is provided by air cavalry units.
**Aerial target acquisition.** This is provided by aircraft from the aviation general support company.
When rigged with special equipment, OHs may:
- Lay wire.
- Provide illumination.
- Conduct radiological survey.
OHs are organic to the division combat aviation battalion, air cavalry units, and attack helicopter units (company or battalion).
UTILITY HELICOPTER (UH)
UHs may be used by the AMTF to provide:
**Troop transport.** UHs are the primary aircraft used in airmobile operations. In this role, they are referred to as "assault helicopters" or "lift helicopters."
**Command and control.** In this role the aircraft is used to control airmobile operations. Its internal communications console can provide up to four frequency modulated (FM) radios to control the operation.
**Mobility.** The UH moves combat support and combat service support assets in airmobile operations.
**Resupply.** The UH is the primary aircraft for resupply of combat units.
When rigged with special equipment, UHs:
- Provide aeromedical evacuation (medevac; air ambulance).
- Conduct radiological survey.
- Provide illumination.
- Lay wire.
- Dispense scatterable mines.
- Dispense smoke.
The utility helicopter is the most versatile of all helicopters. It is available in almost every unit possessing aircraft because it can perform such a wide variety of tasks.
The AMTF receives its UH support primarily from the assault helicopter companies of the combat aviation battalion or the assault helicopter battalion.
CARGO HELICOPTER (CH)
CHs may be used by the AMTF for:
**Transport.** Though seldom used in initial assaults due to lack of maneuverability, CHs move troops and/or equipment to forward PZs where UHs displace them to assault areas.
**Mobility.** CHs are often used to move combat support and combat service support units.
**Recovery.** CHs are the primary means to recover downed aircraft.
CHs are provided from corps assets.
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ATTACK HELICOPTER (AH)
Attack helicopter units are assigned to cavalry regiments, divisions, and corps. They are used to increase AMTF combat power. These units may be used:
**To provide primary overwatch** for operations beyond FA range.
**To destroy point targets** (attack helicopter units can strike enemy forces from the flank and rear, maneuvers often beyond ground forces' ability due to terrain or enemy situation).
**To overwatch and provide security** for utility or scout helicopters.
**To suppress air defense weapons.**
Attack helicopter units are task organized into teams and are employed under company control (under AMTF OPCON).
Their armament includes:
- TOW missiles
- 20-mm cannons (new turret).
- 2.75-inch folding-fin aerial rockets.
- 40-mm grenade launcher (old turret).
- 7.62-mm machineguns (old turret).
Attack helicopter organizations vary in size from company to battalion, but they can be task-organized consistent with the mission of most AMTF operations and are employed (normally) no lower than company level.
FIRE SUPPORT
The AMTF commander has a significant amount of fire support. He has FA and mortars and may have tactical aircraft and naval gunfire. The commander's planner, coordinator, and controller of all indirect fire support is the FSO.
FIRE SUPPORT COORDINATOR
The FSO is provided by the brigade's DS artillery battalion. He is the fire support coordinator (FSCOORD) for the AMTF. The FSO normally accompanies the TF commander. He assists in integrating fire support systems into the ground tactical plan to complement the scheme of maneuver.
FIRE SUPPORT TEAM
Each company has a fire support team (FIST). The team works with the company commander to plan, call for, and adjust fires for the company. The FIST chief is the company FSCOORD.
FIRE SUPPORT EMPLOYMENT
The AMTF commander employs fire support resources to:
- Neutralize or suppress enemy weapon systems (particularly air defense).
- Destroy enemy infantry.
- Restrict enemy reinforcement.
- Provide illumination.
- Emplace mines.
- Destroy point targets (with precision munitions).
FIELD ARTILLERY
FA support for the AMTF is provided by the brigade's DS FA battalion. Additional FA support may be available to the AMTF. The artillery may be placed in one of its
traditional support roles or may be attached to accompany the TF into the objective area.
### STANDARD FA/TAC MISSIONS
#### 1 DS
DS is the most demanding mission. It directs the artillery unit’s fires almost exclusively to the supported maneuver element. A battalion with a DS mission:
- Furnishes close and continuous fire support to a single maneuver element, normally a brigade.
- Is habitually DS to the same maneuver element to facilitate combined arms teamwork.
- Is commanded by the DS artillery unit commander.
**NOTE:** On rare occasions, the DS mission may be extended by dedicating the fires of a battery to a lead company (dedicated battery).
Another FA unit that cannot provide sufficient fires to support the force. For example, one or more FA battalions can reinforce the fires of a DS FA battalion. A unit with a reinforcing mission adds to the close and continuous fires of the reinforced unit, and its fires are controlled by the DS FA unit commander.
#### 2 REINFORCING
Reinforcing is a tactical mission where one FA unit augments the fires of another FA unit that cannot provide sufficient fires to support the force. For example, one or more FA battalions can reinforce the fires of a DS FA battalion. A unit with a reinforcing mission adds to the close and continuous fires of the reinforced unit, and its fires are controlled by the DS FA unit commander.
#### 3 GSR
GSR units support the entire force and augment the fires of designated force artillery units when not providing GS fires. GSR units are controlled by the force FA headquarters and are not dedicated to subordinate elements of the force.
#### 4 GS
GS units also support the entire force. They remain under the control of the force FA headquarters and are not dedicated to any subordinate element of the force.
There is a key question that the FSO answers for the AMTF: “Is there sufficient FA support in range of the objective area?” When FA can support the AMTF from a secure area (without displacement forward of the forward edge of the battle area [FEBA]), it does so. If such support is not feasible, the FSO determines if other fire support is sufficient to accomplish the mission. If other support is not sufficient, it may be necessary to displace the FA into the objective area.
When the decision to displace is made, consider that:
*Displacement is accomplished by echelon to prevent temporary loss of FA support.*
*FA requires security in the objective area.*
*CHs are required to displace the FA unit.*
*Ammunition resupply is made by air.*
*The FA depends on helicopter assets for mobility unless prime movers are lifted into the objective area.*
MORTARS
The battalion mortars are the most responsive indirect fire support organic to the AMTF. They provide immediate fires for the TF and are directly responsive to the respective unit commanders. Mortars are never placed in reserve. They are assigned a mission and positioned to accomplish it. The mortar platoon or section is employed in one of four ways.
EMPLOYMENT
1. **GS**
The platoon supports the entire AMTF. This method of employment provides flexibility in shifting and massing fires and simplifies control and logistical support. GS is appropriate, however, only when centralized control permits delivery of fires in support of all, or a major portion of, the unit throughout its zone or sector. GS is modified by assigning priority of fires to one of the subordinate elements. This allows the commander to retain centralized control while making indirect fire more responsive to a particular unit.
2. **DS**
All or part of the platoon or section supports one maneuver element and responds directly to that element's request for fire. The platoon or section is positioned to insure that the desired support can be provided. When not engaged in a unit DS fire mission, the mortars may fire in support of other maneuver elements.
3. **REINFORCING**
To mass fires, the 107-mm platoon, or 81-mm section of an uncommitted or unengaged company, may be tasked to augment the fires of another mortar unit. A reinforcing mortar unit is positioned by the reinforced unit or the commander directing reinforcement. Responsive reinforcement is dependent on quickly establishing communications and operating procedures between mortar units.
4. **ATTACHMENT**
When part or all of a mortar platoon (section) is attached, it is under the commander of the unit to which it is attached. He selects the (mortar) position(s), controls its deployment and fires, and is responsible for its logistical support and security.
Attachment is appropriate when units are assigned independent missions such as roadblocks or ambushes that are out of range of the mortar platoon’s (section’s) primary location. This method is avoided if adequate fire support can be provided by other means, since it may reduce the commander’s ability to mass fires.
Mortars may be attached to a company during the insertion, particularly when the battalion is being inserted by companies. Once the insertion is completed, control is centralized or returned to the original commander of the mortars.
The 107-mm mortar can be repositioned short distances by infantrymen. Long moves require vehicles or helicopter transport.
TACTICAL AIR SUPPORT OF LAND OPERATIONS (TASLO)
Airmobile forces will rely heavily on tactical air support of land operations (TASLO) in support of an AMTF. If requested, the Air Force will normally develop a TASLO package which will provide the following support:
- Offensive air support (OAS).
- Air interdiction.
- Tactical air transport (for follow-on resupply).
- Complementary air operations (search and rescue [SAR], EW etc.).
While the AMTF is en route, TASLO may provide cover and armed reconnaissance for security to the front and flanks. In performing this role in a medium-to-high threat environment, specially equipped aircraft are employed to suppress and/or destroy surface-to-air missile sites and radar-directed guns. Specially equipped aircraft may be used to selectively jam enemy radar and communication signals. In addition, TASLO capabilities for employing special purpose munitions, such as smoke, are considered in planning the AMTF mission. In the OAS role, TASLO provides a variety of ordnance capable of destroying or suppressing targets beyond the range of other assets. TASLO is integrated into the TF scheme of maneuver and fire support plan.
TACAIR may be provided by USAF, US Navy (USN), US Marine Corps (USMC), or allied aircraft. The service providing support usually provides a control party to advise the TF commander (and his staff) on integration of OAS with ground operations. Close air support (CAS) is normally controlled by an FAC. However, attack helicopter and air cavalry team leaders, or FIST personnel, can control CAS when an FAC is not available.
NAVAL GUNFIRE
When operating within range, the AMTF may be supported by naval gunfire. In this case, a fire control party provides ship-to-shore communication, liaison to integrate naval fire into the ground tactical plan, and spotting teams to adjust the fire.
ADDITIONAL INDIRECT FIRE SUPPORT
AIR CAVALRY
Air cavalry troops/squadrons are well suited to provide security, overwatch, and reconnaissance missions for an airmobile operation.
Air cavalry units perform essentially the same missions as ground cavalry and are organic members of cavalry organizations. They provide an increased capability to rapidly reconnoiter over wide, relatively open areas. Air cavalry does not have the terrain-holding power of ground cavalry, but it does have greater mobility. This mobility helps reduce enemy reaction time and insures more time for reaction by the friendly main body.
Air cavalry elements may be available to the AMTF commander for specific operations.
AIR CAVALRY TROOP
The air cavalry troop is designed to conduct reconnaissance, security, and economy-of-force operations. It consists of a headquarters, flight operation section service platoon, and aeroscout, aeroreconnaissance, and aeroweapons platoons.
Aeroscout Platoon
The aeroscout platoon is equipped with light observation helicopters (LOH). They provide a primary reconnaissance capability.
Aeroreconnaissance Platoon
The aeroreconnaissance platoon has a limited airmobile and ground reconnaissance capability with its four reconnaissance squads.
Aeroweapons Platoon
The aeroweapons platoon is equipped with nine attack helicopters, each capable of carrying automatic weapons, grenade launchers, rockets, and antitank guided missiles (ATGM). This platoon provides a mix of direct, long-range AT firepower and a high volume of suppressive fire.
LIAISON REQUIREMENTS
A troop may be OPCON to the AMTF, but more often it is in general support of the operation. In either case, it establishes liaison and communication with the AMTF. It fulfills AMTF reconnaissance requirements.
When operating with the AMTF, air cavalry precedes the TF along flight routes to locate enemy air defense radar systems and to provide early warning. Air cavalry can be used to suppress these systems or develop a bypass route for the AMTF. Once the TF is inserted, air cavalry provides early warning of the enemy and engages him with its organic firepower.
AIR DEFENSE
Air defense protection for the AMTF within friendly lines is provided by all elements of the ADA systems (Hawk, Chaparral, Vulcan, Redeye, and Stinger).
EMPLOYMENT
When the AMTF penetrates enemy-held territory, air defense comes from ADA assets that can be displaced by helicopter. Due to weight restrictions, air defense forward of the FEBA is limited to organic Redeyes, Stingers and Vulcans (towed). The Vulcan requires cargo helicopters for displacement and positioning.
NOTE: The Vulcan battalion has FM radios. Due to the extended distance between the Vulcan battery control headquarters and the battery itself (when it is attached to the AMTF), the battery may require long-range AMTF communication facilities.
ENGINEERS
A combat engineer platoon may be attached to or in DS of the AMTF. They are prepared to:
MOBILITY/COUNTERMOBILITY SUPPORT
Breach obstacles and minefields.
Construct obstacles and advise and/or assist in minefield emplacement.
Assist in the construction of bunkers and overhead covers.
Repair bridges, landing strips, and movement routes.
Clear PZ obstacles. Engineers may accompany the assault echelon and improve the LZ for follow-on forces.
Fight as infantry when required.
The AMTF commander or his S3 assigns task priorities to engineers. During the initial assault, engineers may have to rappel from hovering helicopters while their equipment (chain saws, pioneer tools, and demolitions) is lowered on lines to the ground.
COMBAT ROLE
Engineers contribute to the mobility of the AMTF and hinder the mobility of the enemy. The TF provides security and physical assistance to speed completion of required engineer tasks. When the tactical situation requires, engineers must be prepared to fight.
COMMUNICATIONS
Airmobile forces rely, to a large extent, on radio and visual signals for communications. Due to ACL and limited transport on the ground, radio equipment is often restricted to man-portable radios. The range of man-portable FM radios, organic to most infantry units, restricts the distance units can operate apart.
RADIO
To increase radio operating range, companies carry the RC-292 antenna or have the means to build an expedient antenna. If these antennas are not adequate, the communications-electronic officer requests one or the other of the following:
*Long-range single side band (SSB) radios.*
*Radio relay or retransmission facilities.*
The requests are processed through channels to the division signal officer (DSO) who provides equipment and personnel to operate it.
Visual signals are important when operating against a threat that employs an extensive electronic warfare (EW) network. The AMTF may be required to operate with limited radio communication. To reduce vulnerability to EW, the TF:
*Employs proper radio procedures.*
*Uses authentication tables, ciphers, and codes.*
*Insures antennas are properly installed.*
*Operates radios on low power when possible.*
INTELLIGENCE
Standard combat intelligence collection, processing, and dissemination procedures apply to airmobile operations. However,
these procedures must be expedited due to the rapid tempo of the AMTF operations.
The AMTF requires maps, aerial photographs, weather forecasts, and timely intelligence concerning enemy air defense capabilities. When the mission is assigned, the command echelon assigning the mission requests intelligence information required by the AMTF and provides this information as it is processed. It is disseminated down to the lowest level necessary.
**ROLE OF S2**
The S2 is the TF commander's representative for getting information. He processes information needs through brigade and higher intelligence channels and insures that useful information goes to elements of the AMTF.
**ROLE OF AERIAL RECONNAISSANCE**
While the TF utilizes all collection agencies, special emphasis is placed on aerial collection because its response time is quicker than other means. To obtain an accurate portrayal of the enemy, the AMTF requires aerial reconnaissance to include visual and electronic data (black and white aerial photographs, infrared photographs, and input from side- and forward-looking airborne radar).
Aerial reconnaissance missions may be flown by the military intelligence company's aerial reconnaissance and surveillance unit, or by a USAF tactical reconnaissance wing. The TF commander can expect results from these missions in about 6 hours from the time of request.
**NOTE:** The AMTF is also an excellent source of information. TF soldiers provide a good source of intelligence about the battlefield.
**COMBAT SERVICE SUPPORT UNITS**
Combat service support is the administrative/logistical effort required to
maintain the AMTF's fighting capability. The TF commander, through the S1 and S4, anticipates and plans support requirements to insure mission accomplishment.
**MEDEVAC**
The TF does not use assault helicopters for medevac when medevac unit helicopters are available. The OPORD should contain the following information (provided by the S1):
*Designation of the medevac unit.*
*Its location during the operation.*
*Evacuation frequency and call sign to include emergency signals.*
There are two options for controlling medevac requests:
*Allowing subordinate units to request medevac direct from the unit.*
*Receiving and consolidating requests, establishing casualty priorities, and dispatching medevac aircraft from the S1 section at TF headquarters.*
**COORDINATION WITH TF**
When possible, the TF S1 coordinates directly with the medevac unit commander. He provides the unit a complete copy of the TF's communications-electronics operation instructions (CEOI), PZs/LZs, and flight route overlay. This makes it possible for the medevac helicopter pilot to establish radio contact on the internal radio net of the supported unit. This helps relieve congestion on the command radio net. When medevac communications take place at battalion level, they are usually done on the administration/logistics net. With the medevac unit having the PZs, LZs, and flight routes, the TF commander can direct medevac aircraft through his sector via a specific flight route. This lessens interference with ground operations, indirect fires, and TACAIR.
MEDEVAC SUPPORT
A good technique used in the employment of medevac helicopters is to have them trail the AMTF while it is en route. This insures that the helicopters are immediately available to take on wounded and insures pilot familiarity with the route to the objective area. If evacuation is required later, faster response is possible.
Medevac helicopters may not accompany the TF assault. In this case, infantry units use assault helicopters to evacuate wounded prior to requesting medevac. Wounded personnel evacuated are placed on the last assault helicopters leaving the LZ and are "back hauled" to the rear area. The last helicopters are used to avoid delay of the entire flight while the wounded are being loaded. This provides faster medevac, allows maximum utilization of air assets, and eliminates overuse of the medevac unit. (Medevac procedures should be covered in the unit's SOP).
LOGISTICS
Because the AMTF maneuver elements displace so often and unit supply trains require a large number of helicopters to displace, train elements remain in the brigade area. Thus, the commander can move his maneuver elements without worrying about the trains, and the total lift requirements are reduced.
The TF commander moves only those trains to the objective area that are essential.
ROLE OF S4
When he determines what to move, he allocates aircraft to move it and, more importantly, decides when to move it. Combat service support assets normally move at the rear of the assault echelon or in the followup echelon.
The TF S4 forecasts AMTF logistical requirements and provides for a timely flow of supplies to sustain the operation.
The limited TF capability to transport supplies once on the ground is considered when scheduling resupply flights. Resupply is delivered directly to requesting units whenever possible (this is especially true with heavy items).
The S4 plans for emergency resupply by developing prepackaged, mixed loads of ammunition, water, and food. Each load contains a mix of supplies. In case only a few aircraft succeed in the resupply mission, the units will get the essential supplies. During marginal weather, resupply may be provided by fixed-wing aircraft employing electronic precision delivery systems such as AWADS (adverse weather aerial delivery systems).
Combat supplies are requested and moved to the unit trains employing procedures common to all infantry operations.
EXTERNAL SLING LOADS
Supplies going forward from the trains move by methods that reduce loading and unloading times. Palletized loads or external sling loads reduce the ground-time vulnerability of aircraft because they can be unloaded quickly.
When preparing the loads, the S4 provides essential equipment and personnel (e.g., hookup teams, ground guides, signalmen, slings, pallets, nylon webbing, and clevises).
A sling made of nylon webbing is used for all loads. Aircraft with sling loads are located to the rear of assault formations. In other situations, all helicopters of the formation may pick up sling loads. If internally and sling loaded helicopters are to arrive at the LZ simultaneously, sling loaded helicopters depart the PZ first because they fly slower than the other helicopters.
SLING OPERATIONS
PERSONNEL DUTIES
The following are duties of personnel during sling loading operations:
The **sling load signalman** assists in guiding the helicopter, by arm-and-hand signals, to a point and height over the load to permit hookup. Prevailing winds and obstructions on the PZ are taken into consideration. After hookup, he signals the pilot to lift the load a few inches above the ground to determine if it is secure. After enough altitude has been obtained to clear all obstacles on the departure route, he signals the pilot to clear the PZ.
The **hookup man** moves to the load when the helicopter is over it. He gives the signalman appropriate arm-and-hand signals to reposition the aircraft (if required to make the hookup) and then hooks up the load.
The **crew chief** wears a radio headset with an extension cord long enough to permit him to lie down inside the helicopter and observe the loading while looking out the door. He directs the pilot as the aircraft is maneuvered over the load.
PROCEDURE
When hooking up loads, the following procedure is recommended:
1. Aircraft commander takes initial signals from the sling load signalman.
2. Once the aircraft is positioned over the load, further instructions to complete the hookup are given to the pilot by the crew chief.
FORWARD ARMING AND REFUELING POINT
The AMC has within his unit the equipment required to establish a refueling point. However, his requirement for fuel must be forecast and, when delivered, physical assistance and security for the refueling point is provided by the AMTF. The same actions are taken to fulfill the aviation unit's ammunition requirements.
These requirements lead to the establishment of a forward arming and refueling point (FARP). The FARP improves helicopter(s) chances for survival by reducing overall flying time and increasing aircraft response to the TF. The FARP is:
Established in the vicinity of the ground unit exercising operational control (behind the FEBA, and out of range of enemy artillery).
Positioned to reduce refueling/rearming time, thus optimizing helicopter time on station (mission requirements).
Fully mobile, using ground vehicles and helicopters.
Capable of operation within 30 minutes of installation and capable of redeployment within 30 minutes.
Capable of performing refueling operations rapidly and efficiently.
Air lines of communications to support sustained FARP operations are established and maintained. FARP operations require extensive logistics support from division or corps elements.
AIRCRAFT MAINTENANCE
Aircraft have substantial maintenance requirements. However, maintenance support is kept to a minimum in the operational area.
A method used to accomplish this, and still have responsive maintenance, is to have aircraft standing by to move mobile maintenance crews where required.
In addition, a maintenance aircraft and personnel may accompany the flight.
If an aircraft has maintenance problems during movement, maintenance personnel may be able to repair it and save valuable aircraft operation time.
DOWNED AIRCRAFT
If an aircraft is forced to land on enemy terrain due to mechanical problems or combat damage, every effort is made to protect the aircraft and crew until they can be evacuated. However, mission execution has priority over rescue and recovery operations.
The AMTF commander is notified immediately of any downed aircraft. He takes action to secure and recover the crew and aircraft with his resources or requests recovery by higher echelon.
When an aircraft is downed, the senior occupant assumes command and establishes a defense of the area or organizes evasive action.
If an aircraft is abandoned, steps are taken to destroy it to preclude its capture or the capture of sensitive equipment or documents. The level of authority required to destroy the aircraft is established in higher echelon SOPs (it may be covered in the OPORD). However, if capture is imminent, the aircraft, equipment, or documents should be destroyed.
Recovery of a downed aircraft is accomplished by an aviation unit. The AMTF commander may have to provide security for the recovery team.
CHAPTER 4
AIMMOBILE PLANNING CONSIDERATIONS
Section I. GENERAL
Regardless of planning time available, each airmobile operation has four phases.
The four phases of an airmobile operation are:
- Loading.
- Airmovement.
- Landing.
- Ground operations.
All airmobile operations are basically alike up to the ground operation phase. The difference is time — time to plan — time to prepare.
Some are conducted after extensive planning. With adequate planning time, the airmobile task force (AMTF) uses the sequence of command and staff action and troop leading procedures common to other combat operations.
Other airmobile operations are conducted with limited planning time. Planning steps for these operations may be compressed or conducted concurrently.
Loading, airmovement, and landing phases (together) move the unit from the pickup zone (PZ) to the landing zone (LZ). The ground operation phase is the most important phase, and the other phases are based on it. In the ground phase, the AMTF conducts any of the combat operations described in chapter 5.
Planning for each phase should not be done in isolation of the other phases. Planning that pertains to several different phases may go on simultaneously. For example, the selection of PZs and LZs occurs before flight route selection can be made, even though they are on opposite ends of the airmobile operation's sequence and pertain to different phases of the operation.
Detailed planning translates mission orders into a scheme of maneuver with specific tasks assigned to each subordinate unit.
Planning for airmobile operations is as detailed as time permits to include completion of written plans and orders. The fleeting nature of tactical opportunities, however, frequently does not permit detailed written plans and orders. Within time constraints, the AMTF commander carefully evaluates capabilities and limitations of maneuver elements, aviation resources, and fire support means. He must insure the plan has a high probability of success. When time does not allow detailed planning, the adequacy of standing operating procedures (SOP) and previous training in airmobile operations may be the difference between success and failure.
DIVISION RESPONSIBILITIES
Many of the routine tasks related to airmobile operations are accomplished above battalion levels. The division, since it controls air assets, assigns the mission to subordinate units and allocates resources accordingly. The division is also the lowest command echelon that has a planning staff with the necessary data gathering and analysis capabilities. For this reason, when an airmobile mission is assigned by division, or higher level command, that headquarters begins the planning process.
The division uses its resources to gather data and provides lower echelons information to enable them to select PZs, LZs, and flight routes for the AMTF; or, division may complete the planning tasks itself.
When the division does these tasks, subordinate commanders can expend their limited time to accomplish other key planning tasks.
When an infantry unit is given an airmobile mission, the assigning echelon provides the latest extended weather forecast, up-to-date intelligence, initial fire planning, and many of the terrain considerations relevant to the operation. Additional information that is not provided may be requested and/or completed by the AMTF. All echelons attempt to reduce the planning burden of subordinate units.
BATTALION RESPONSIBILITIES
The battalion is the lowest level that has sufficient personnel to plan, coordinate, and control an airmobile operation. When company-size operations are conducted, the bulk of the planning takes place at battalion and higher headquarters.
Specific planning considerations for each phase of the airmobile operation are discussed in sections II-IV.
FACTORS TO CONSIDER
There are three factors that impact on all phases — weather, operations security (OPSEC), and the airmovement table.
WEATHER
Weather is a fundamental consideration. Reports are analyzed up to mission time. Adverse weather, if severe enough, may cause modification, delay, or cancellation of an operation. Marginal weather with low ceilings and limited visibility may allow operations by a well-trained force and actually benefit the unit by improving tactical surprise, reducing effectiveness of enemy air defense weapons, and providing passive protection from enemy tactical air. On the negative side, however, marginal weather also limits friendly air support and observed artillery fire.
Weather extremes which preclude, delay, or limit helicopter operations include icing conditions (hail, sleet, heavy rain, or snow), visibility of less than \( \frac{1}{2} \) mile, very low ceilings, and high, gusty winds.
Under some conditions, weather phenomena (such as persistent fog in valleys, or drifting snow or sand) will not allow the use of a particular PZ or LZ.
Temperature
Temperature is always a weather consideration due to its effect on allowable cargo load (ACL).
Altitude (or Elevation)
Altitude (or elevation) of LZs and PZs also affects ACL, as does relative humidity. Higher temperatures and altitudes produce "thinner" air which reduces the lift capacity of aircraft. As any of these factors increases, ACLs normally decrease.
Density Altitude
Density altitude is defined as pressure altitude corrected for temperature. As density altitude increases, the ACL for the aircraft may decrease. This is a major consideration when operating in mountain or desert areas. The ACL may change on a daily, even hourly, basis. The aircraft that had an ACL of eight personnel one day may lift only seven the following day. The air mission commander (AMC) determines the ACL for type aircraft daily, based on the density altitude, and tells the ground unit.
Weather information is analyzed for trends. If the operation begins in marginal weather, the commander must consider the possibility that it will deteriorate below acceptable limits during the operation. This may result in an interruption of helicopter support and require changes in planned operations.
WEATHER DATA
FORMAT
Weather forecasts are received in the following format:
- Ceiling.
- Visibility.
- Weather (e.g., clear, fog, rain, or snow).
- Additional information as requested by the S2.
CONSIDERATIONS
Allowable Weather Limits
(Applicable to combat operations and tactical training at a military airfield.)
- Visibility — ½ mile.
- Ceilings — Clear of clouds.
Maximum Winds
Observation helicopter (OH) — 30 knots.
Utility helicopter (UH) — 40 knots.
Cargo helicopter (CH) — 60 knots.
NOTE: Gusting winds, in excess of 15 knots over the lull wind, may preclude UH usage. Significant weather patterns (which limit operations) are moderate turbulence and icing.
Extremes Limiting Tactical Air (TACAIR)
- Ceiling — 1,000 feet.*
- Visibility — 2 miles.*
*NOTE: Operational design of A-10, close air support (CAS) aircraft. Other type aircraft require better weather conditions.
OPERATIONS SECURITY
OPSEC is the protection of military operations and activities from enemy exploitation. It includes those actions taken to deny the enemy information concerning plans, intentions, and operations.
COUNTERMEASURES
The AMTF counters enemy intelligence collection efforts with OPSEC.
OPSEC measures include:
**Signal security.** This includes radio listening silence, use of low power transmission, use of directional antennas, proper use of codes and radio procedures, and secure communications equipment. The enemy cannot detect a radio that is not transmitting a signal. Only mission essential radio transmissions are allowed.
**Information security.** This limits the dissemination of operational information until the last minute. All written, oral, and graphic information is properly secured.
**Deception operations.** This type operation involves tactical and strategic plans and orders that deny enemy surveillance true information while providing false information to achieve surprise. Deception operations are approved at corps level. However, there are specific deceptive actions that the AMTF commander can approve. These include firing artillery preparations on several LZs to deceive the enemy as to which one(s) will be used, or false insertions such as landing helicopters on an LZ and not offloading any troops. False insertions are high-risk actions and the decision to employ them is considered against enemy capabilities.
**Passive security.** This includes such measures as camouflage, countersurveillance, noise and light discipline, warning devices, and rapid troop insertions.
**Active security.** These measures include employment of observation and listening posts, patrols, surveillance devices, air cavalry reconnaissance units, and fire control plans.
The AMTF is vulnerable to enemy intelligence gathering methods.
The enemy employs:
**Signal intelligence (SIGINT).** This includes communications and electronic intelligence. The enemy is capable of listening to radio transmissions and detecting radio transmissions that are sent secure voice.
**Human intelligence (HUMINT).** The enemy sends out reconnaissance patrols, establishes observation posts, and employs agents. He also gathers intelligence from local collaborators and prisoners of war.
**Photographic intelligence (PHOTINT).** This type information is gathered from airborne/space type platforms (e.g., aircraft, satellites).
**Electronic combat.** The enemy uses direction finding equipment to locate radios and radars and may attempt to jam or disrupt radio nets and radar signals or employ electronic deception.
OPSEC helps maintain surprise in airmobile operations.
AIRMOVEMENT TABLE
The airmovement table does the following:
- Contains aircraft allocation.
- Designates number and type aircraft in each serial.
- Specifies departure area, route to and from loading area, and loading, lift-off, and landing times.
The table is prepared jointly by the AMTF staff and aviation personnel. It is completed in detail since it serves as the primary movement document.
NOTE: The table controls TF movement from PZ to LZ as airmobile forces fly to the LZ utilizing radio listening silence, if possible.
The table insures that all personnel, equipment, and supplies are accounted for in the movement and that each aircraft is planned for a full load, correctly positioned in the flight, and scheduled for the right LZ. (A sample airmovement table, and an explanation of its preparation, is located at app B.)
When a complete, detailed table cannot be prepared, subordinate commanders are provided essential information. This allows them to prepare expedient movement tables to support the overall plan.
EXPEDIENT MOVEMENT TABLE
COMPANY C
PZ PRIMARY - BLUE ALTERNATE - BLUE 1____Designated PZ(s) and LZ(s).
LZ PRIMARY - 1 ALTERNATE - 2
AIRCRAFT - 18 1 UH-1 - 121 COMBAT SUPPORT ______Number and type of helicopters available to the particular elements (to include unit and/or call signs).
ARRIVE IN PZ H-21_________________________Time of arrival at PZ(s).
LIFT-OFF FROM PZ H-18______________________Time of lift-off at PZ(s).
LAND IN LZ H-HOUR (1000 HRS)_______________Landing time at LZ(s).
FLIGHT ROUTE PRIMARY - APPLE,_______________Designated flight route(s).
ALTERNATE - ORANGE
ACL - 8____________________________________ACLs (correct for type aircraft, according to density altitude at lift-off).
Section II. LOADING PHASE
LOADING PLANS
Plans should accomplish the following:
- Identify, establish, and provide control for the PZ.
- Explain the movement of troops and equipment to the PZ.
- Establish sequence and priority of loading for each unit (to include organization of troops and equipment into aircraft loads).
- Provide for troop briefings.
COORDINATION WITH AMC
Loading plans are carefully coordinated with the AMC, or his representative, relative to PZ selection, air traffic control (ATC) arrangements, and aircraft loading.
WRITTEN PLAN
For battalion or larger airmobile operations, a written plan may be required to:
- Control movement of troops, supplies, and equipment to and about the PZ.
- Designate unit loading sites.
- Control timing for arrival, loading, and departing of aircraft.
The requirement for detailed, written plans can be reduced by having adequate unit SOPs covering PZ operations and loading plans. Regardless of SOP adequacy, the loading phase should receive command attention to insure that it goes smoothly. A well-planned and properly executed loading operation is imperative to mission success.
PZ IDENTIFICATION
Tentative PZ identification is the first step in loading plan development.
NOTE: Alternate PZs and LZs are identified at the same time. The goal of PZ/LZ identification is to locate suitable areas to accommodate the lift aircraft. Other requirements for LZs are addressed in the landing phase.
The S2 has staff responsibility for identifying possible LZs, and the pickup zone control officer (PZCO) identifies possible PZs. The PZCO is designated by the AMTF commander, usually the S3 Air. For battalion airmobile operations, each company commander appoints a company PZCO who operates a company PZ for the battalion.
NOTE: The specifications (such as degree of slope, wind speeds, and distance between aircraft) used in this chapter to identify and select PZs, LZs, and flight routes are planning guides for the ground unit. They may be adjusted by the AMC based on his evaluation of his unit's level of training. When the AMC adjusts the specifications, he usually makes them less restrictive (e.g., he may reduce the distance between aircraft from 35 to 25 meters).
Methods of Identification
Methods of identifying possible PZs or LZs are as follows:
Map study.
Aerial photographs.
Reconnaissance: aerial and/or ground.
The complete picture of possible PZs/LZs is obtained by using a combination of the above methods. A starting point in PZ/LZ
selection is normally the identification of possible sites based on a detailed map study. Each open area is analyzed to determine if it appears to be suitable for a PZ/LZ. Areas that are too small, or have unacceptable ground conditions (e.g., swampy areas) are not considered.
Select tentative locations based on map study. If other methods are available, use them to verify map information.
When open areas are identified, each is analyzed (to determine its suitability) by applying PZ/LZ considerations based on tactical and technical mission factors. The relative importance of each factor varies in relation to the situation. In most cases, a compromise between conflicting considerations is necessary since ideal circumstances seldom exist.
TECHNICAL FACTORS IN SELECTION
GROUND SLOPE — LANDING
As a guide: if the ground slope is 0 to 6 percent, land upslope; if the slope is 7 to 15 percent, land sideslope; over 15 percent, no touchdown (aircraft may hover to drop off or pick up personnel and/or equipment).
SIZE
PZ/LZ size requirements depend on type and number of aircraft. Several factors affect the usable surface of the PZ/LZ: poor surface conditions and approach-and-departure obstacles reduce usable surface and affect the ACL. (To determine how many aircraft, by type, can use a PZ/LZ, see app B.)
SURFACE CONDITIONS
Surface conditions in the PZ/LZ should not conceal the touchdown point or create hazards to landing (e.g., sand, blowing dust, snow). The surface of the zone should be free of obstacles that could damage landing aircraft (e.g., no tree stumps, large rocks). It must be firm enough to support the traffic. Drainage should be adequate for rainfall runoff. If the surface is contaminated (chemical or radiological) to an unacceptable degree, it may preclude use of the area. If part of an area is unsatisfactory for any reason, that part is not used.
IF SLOPE IS 0% - 6%, LAND UPSLOPE.
IF SLOPE IS 7% - 15%, LAND SIDESLOPE.
NOTE: EXIT ON DOWNHILL SIDE TO AVOID ROTOR BLADES.
WRONG
LANDING DOWNSLOPE COULD DAMAGE THE TAIL ROTOR AS IT MAY STRIKE THE GROUND.
TECHNICAL FACTORS IN SELECTION, CONTINUED
OBSTACLES
For planning purposes, an obstacle clearance ratio of 10 to 1 is used on the approach and departure ends of the PZ/LZ. That is, a landing point requires 100 feet of horizontal clearance if a helicopter must approach or depart directly over a 10-foot tall tree.
A lesser ratio may be used if the helicopter executes a steep approach or departure in emergency situations or with light loads.
All obstacles within the PZ/LZ are marked with red lights at night (turned on only when PZ/LZ is in use), or red panels during the day. The markings are not used if they cause the position to be seen by the enemy.
APPROACH/DEPARTURE
The terrain surrounding a possible PZ or LZ is analyzed for air traffic patterns. In a tactical situation, constantly approaching the PZ/LZ over the same ground track should be avoided. Still, there are only so many ways to get into an area. Approaches should be free of obstacles, and landings should be made into the wind. Ideally, approach and departure are made along the long axis of the LZ over the lowest obstacle, and into the wind.
LOADS
When a helicopter is loaded to near maximum lift capacity, it requires longer distances to lift-off and land (it cannot ascend or descend vertically). The greater the load (near or at maximum), the larger the PZ/LZ must be to accommodate a flight.
PZ/LZ SELECTION
The planners should analyze each possible landing area and identify those that are usable and eliminate all others. (Additional information may be gained from forces that have previously operated in the area.) The usable PZs/LZs are referenced on maps or overlays by letter or number and include the total aircraft (by type) that can land at one time (in each PZ/LZ). This provides the TF a list of PZs and LZs in the area of operation. It is used as a reference for insertions/extractions and resupply. (If another AMTF unit enters the area, it can also use the list, saving valuable planning time.)
Assignment Criteria
Once available PZs are identified, the TF commander and his S3 select and assign PZs to be used by each unit. PZ criteria include:
Number and size of available PZs. Multiple PZs avoid concentrating forces in one area. When possible, each PZ should accommodate all supporting aircraft at once.
Proximity of troops to the PZs. Where possible, the selected PZs should not require extensive ground movement (to the PZ) by troops.
Accessibility to ground forces. PZs should be accessible to vehicles to move support assets and infantry.
Vulnerability to attack. Selected PZs should be masked by terrain from enemy observation.
Preparation. It is better to select PZs that are usable as they are, or require only limited clearing.
ASSIGNMENT OF PZs/LZs ON
AIRMOVEMENT TABLE
Each unit is assigned a primary and alternate PZ. The alternate PZ is used if (for any reason) the primary cannot be used. The unit is also assigned an LZ and an alternate LZ. This information is annotated on the airmovement table and PZ/LZ overlay and given to subordinate units.
ANNEX B (AIRMOVEMENT TABLE) to OPORD 6, TF 1-67
Time Zone Used Throughout the Order: ALPHA
P - Primary
A - Alternate
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|-------------|--------------|-------------|---------|---------|--------------|--------------|---------|
| | | | | | GREEN | | | | | ALTN | | |
| | | | | | YELLOW | | | | | | | |
1 NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
PICKUP ZONE CONTROL OFFICER
The PZCO identifies available PZs and submits his list to the S3/AMTF commander for analysis and selection. The PZCO organizes, controls, and coordinates operations in PZs selected by the TF commander. (The S4 selects and controls logistical PZs.)
The PZCO accomplishes the following:
Forms control group. To manage operations, the PZCO forms a control group to assist him. It includes ATCs, pathfinders, subordinate unit PZ control teams, and support personnel (manpower for clearing the PZ; security). The PZCO selects a central location to position the group.
Establishes communications. Communication procedures for the PZ control group should provide two primary radio frequencies: one to control movement and loading of units, and one to control aviation elements (this may be the pathfinder frequency). Alternate frequencies are provided as necessary.
Plans and initiates fire support. Planned fires near PZs should provide all-round protection from available support without endangering arrival and departure of troops or aircraft.
Plans and initiates security. The PZCO insures that adequate security is provided. Security protects the main body as it assembles, moves to the PZ, and is lifted out. Security elements should be provided by other forces if the PZ is within a friendly area. Security comes from AMTF resources if it is to be extracted from the objective area (chap 5).
Clears PZ. Once the PZCO organizes the PZ, he oversees its preparation.
CLEARING AND MARKING PZ
The PZCO directs and coordinates PZ preparation for safe operation of aircraft into, about, and out of the PZ. All obstacles (that can be) are removed; those left are marked with red panels or by other means as appropriate.
The PZCO directs the marking of PZs. An effective method is to name the PZ by color and mark it accordingly by the color (smoke, light, or marker) that directs where aircraft will land. (If there is a danger that the enemy can detect the smoke or lights, then they are not used.)
Red is never used to mark an aircraft landing position. It is used to mark landing obstacles such as trees or stumps in the landing area.
Regardless of the type markers, the PZ is marked to indicate where aircraft are to land and coincides with the selected PZ aircraft formation.
LOADING FORMATION AND APPROACH
The PZCO, working with the AMC, selects/coordinates aircraft landing formations (app C) and approach headings. This information is entered on the airmovement table. Flight formations in the PZs are used to facilitate loading. They may be dictated by the number and type aircraft and the configuration and size of the PZs. (Aircraft formations are standard, but may be modified to meet deployment requirements.) If possible, PZ formations should be the same as the formation that will be used in the LZ. The airmovement table below reflects a staggered trail left (S/L) formation for both the PZ and LZ.
NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
MARKING THE PZ
Personnel wearing prearranged colors may also mark the PZs. The following clothing and equipment can be colored for recognition:
- Vest.
- Jacket.
- Helmet liner.
- Camouflage cover.
- Signal panel.
An effective method is to have several individuals in each unit paint and carry an extra camouflage cover. The colored covers, when displayed, indicate where the lead aircraft lands.
MOVEMENT TO PZ
Ground and aviation unit movement to the PZ is scheduled so that only the troops to be loaded and the helicopters designated to be loaded in a specific lift arrive at the PZ at (about) the same time. This prevents congestion, preserves security, and reduces vulnerability to enemy actions on the PZ.
To coordinate the movement of units to the PZ, the PZCO does the following:
Selects troop assembly areas, holding areas, and routes of movement. A holding area is located close to the PZ. It is used only when the assembly area is some distance away and does not allow timely movement to the PZ.
Identifies flight routes used by arriving aircraft to get from their point of origin to the PZ.
Determines movement time of ground and aviation units to PZ.
Specifies arrival time(s) and sees that movement of units remains on schedule.
AIRLOADING TABLE
At company and lower levels, the airloading table (app B) assigns a specific, chalk-numbered aircraft to carry personnel and major items of equipment or supplies to the objective area.
The airloading table is not only an accountability tool, it is annotated with the load to be bumped. It is also used as a loading manifest for each aircraft. However, time often does not permit detailed preparation of the airloading table.
When time is a factor, the table can be put on a sheet of paper from a squad leader's notebook. It should list soldiers (by name) and equipment loaded on aircraft identified by load (aircraft) tail numbers. These lists are left with a specified representative in the rear area for consolidation or exchange between aircraft troop commanders (senior person in each aircraft load). This procedure insures that if an aircraft is lost a list of personnel and equipment on board is available.
During preparation of the loading tables, unit leaders at all levels attempt to maintain the following:
Tactical integrity of units. When planning loads for the airmobile operation, fire teams and squads are loaded intact on the same aircraft, and platoons in the same serial. This insures integrity as a fighting unit upon landing. The commander's goal is to load his unit so that unit integrity is maintained at every level.
Self-sufficiency loads. Each unit load is functional within itself (whenever possible).
Every towed load is accompanied by its prime mover.
Crews are loaded with their vehicle or weapon.
Component parts accompany the major items of equipment.
Ammunition is carried with the weapon.
Sufficient personnel are on board to unload cargo carried.
Tactical cross-loading. Loads should be planned so that all leaders, or all crew-served weapons, are not loaded on the same aircraft. Thus, if an aircraft is lost, the mission is not seriously hampered.
For example, loading the platoon leader, platoon sergeant, and all the squad leaders on the same helicopter, or loading more than one machinegun team on the same aircraft, are violations of cross-loading.
Another consideration is to determine whether internal or external loading is the best delivery method for equipment and supplies. Helicopters loaded internally can fly faster and are more maneuverable, particularly when tactical terrain flying is necessary. Externally (sling) loaded helicopters fly slower and are less maneuverable; however, they can be loaded and unloaded more rapidly than internally loaded helicopters.
NOTE: Bulk supplies loaded externally (although loaded rapidly) can present problems if the supplies are destined for more than one location or unit.
**Aircraft Bump Plan**
Each aircraft load has a bump sequence designated on its airloading table (app B). Bump priority insures that necessary personnel and equipment arrive on time in the objective area. It specifies personnel and equipment that may be bumped and delivered later.
If all personnel within the load cannot be lifted, individuals must know who is to offload and in what sequence. This insures that key personnel are not bumped arbitrarily. Also, bump sequence is designated for aircraft within each serial or flight. This sequence is listed on the airmovement table.
This insures that key aircraft loads are not left in the PZ. When an aircraft within a serial or flight cannot lift-off, and key personnel are onboard, they offload and reboard another aircraft which has priority.
**Aircraft Bump-and-Straggler Control**
A PZ bump-and-straggler collection point is specified by company or larger units and manned (normally by one man). Personnel not moved as planned report to this location (near the PZCO). They are accounted for, regrouped, and rescheduled (by the PZCO) for delivery to appropriate LZs.
**LIFTS, SERIALS, AND LOADS**
To maximize operational control, aviation assets are designated into lifts, serials, and loads.
**Lifts**
A lift is one sortie of all aircraft (cargo and utility) assigned a mission to move troops and/or equipment. That is, each time all assigned aircraft pick up troops and/or equipment and set them down in the LZ, one lift is completed. (The return trip to the PZ is not a lift because there are no troops or equipment aboard.) The second lift is completed when all lift aircraft place their second load in the LZ.
**Serials**
There may be times when a lift is too large to fly as a single unit. In such cases, the lift is organized into a number of serials. A serial is a tactical grouping of two or more aircraft under the control of a serial commander (aviator), and separated from other tactical groupings within the lift by time or space. Serials may be necessary to maintain effective control of aviation assets.
For example, if nap-of-the-earth (NOE) flight is used, it would be virtually impossible to control 16 aircraft as a single increment; however, a 16-aircraft lift with 4 serials of 4 aircraft each could be controlled.
Serials may also be required when the capacity of available PZs or LZs is limited. If there is a lift of 16 aircraft and available PZs/LZs will accommodate only 4 aircraft, it is best to organize into 4 serials of 4 aircraft each.
Serials are employed to take advantage of available flight routes. If, from the PZs to the LZs, there are several acceptable flight routes, the AMTF commander may choose to employ serials to avoid concentrating his force along one flight route. If the commander wants all his forces to land
simultaneously in a single LZ, he does so by having the serials converge at a common RP before landing. With a lift of 16 aircraft and 4 available flight routes, the AMTF commander could use 4 serials of 4 aircraft each. Each serial would use a different flight route. Each time there is a new lift, a new series (of serials) begins.
For example, in lift 1, there are serials 1 through 4; in lift 2, serials again start with 1.
**Loads**
Within each lift, there is also a specific number of loads. A load is personnel and/or equipment designated to be moved by a specific aircraft. When planning the air movement, each aircraft within the lift is termed a load.
For example, within a lift of 10, there are aircraft loads 1 through 10. For each lift thereafter, there will also be loads 1 through 10. Each aircraft is accounted for within each lift.
An aircraft load may also be referred to as a “chalk load,” “chalk number,” or a “chalk.” Loads also must be designated within serials just as they are within lifts. Counting within the serials is continuous up to the total number of aircraft in the lift.
For example, in a lift of 16 aircraft: in lift 1, serial 1, there may be loads 1 through 4. In lift 1, serial 2, there may be loads 5 through 8. In lift 1, serial 3, there may be loads 9 through 12. Finally, in lift 1, serial 4, there may be loads 13 through 16.
AIRCRAFT LOAD INFORMATION
These three elements on the airmovement table (lift, serial, load) collectively designate the specific aircraft that are used to move a ground unit. A term that is inclusive of lift and serial is a flight. A flight is two or more aircraft directed by a single aviator or a flight leader. Therefore, a lift may be referred to as a flight, as may a serial. "Flight" is not used in an airmovement document; it is used in referring to aviation resources (a flight of four).
ANNEX 8 (AIRMOVEMENT TABLE) to OPORD 6, TF 1-67
Time Zone Used Throughout the Order: ALPHA
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|---------|-------------|--------------|--------------|---------|---------|--------------|---------------|------------------|
| | | 1 | 1 | 1-4 | GREEN S/L | | | | | GREEN S/L | | BUMP 4, 7, 10, 15* |
| | | 2 | 2 | 5-8 | ALTN YELLOW | | | | | ALTN YELLOW | | |
| | | 3 | 3 | 9-12 | YELLOW S/L | | | | | GREEN S/L | | |
| | | 4 | 4 | 13-16 | | | | | | GREEN S/L | | |
| | | 2 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | BUMP 4, 8, 12, 16 |
[3] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
*NOTE: Aircraft bump sequence is shown under the remarks section of the airmovement table. The aircraft to be bumped first is listed first. Other aircraft to be bumped, if necessary, are listed in the sequence they are to be bumped. For example: the remarks section reflects BUMP 4, 7, 10, and 15. If one aircraft load has to be bumped, it will be load 4. If four loads have to be bumped, loads 4, 7, 10 and 15 (in that order) will be bumped.
SEQUENCE OF DEPARTURE
The sequence of departure from PZs is based on the mission to be accomplished by each subordinate unit upon landing.
Unit priorities are based on the sequence of arrival at their LZs. Units are scheduled to depart (in order) based on en route time to the LZ.
For example, if Company A is to land first (at H-hour) and Company B second (at H + 5), and Company B is 15 minutes farther (in flight time) from the LZ, it may depart the PZ before Company A.
Section III. AIRMOVEMENT PHASE
PLANNING
The airmovement phase is developed to support the landing phase. It consists of selecting a flight route(s); preparing the flight route(s); and obtaining information concerning flight formations, altitudes, speeds, and ATC procedures.
Plan development is the responsibility of the AMTF. It is developed in coordination with the AMC, or his representative, who provides technical assistance and recommendations.
DEVELOPMENT OF TENTATIVE FLIGHT ROUTES
Tentative flight routes are developed to control, protect, and sequence aircraft movement. Careful consideration is given to the terrain and enemy forces. The AMTF S2, working with the AMC, assists the TF commander in developing flight routes. The basic methods of developing tentative flight routes is by map study, considering the locations of friendly units, enemy dispositions and air defense systems, and PZ/LZs. The flight route consists of an SP, RP, and a flight path between the SP and RP.
DESIGNATION OF SP AND RP
The first step is to identify tentative SPs and RPs. The distance from the PZ to the SP determines the flight time and allows aircraft to get into the en route formation and gain operational altitude after lift-off. Flight leaders adjust the flight's speed to arrive over the SP at the prescribed time (per the airmovement table). Speed is adjusted en route to arrive at the RP at the prescribed time. The distance from the RP to the LZ allows flight leaders to select the route to the LZ, stage the landing formation, and enter landing traffic patterns.
START POINT AND RELEASE POINT
In this situation, the SP is within 3 to 5 kilometers of the PZ. It provides sufficient air maneuver space for helicopters to arrive at the SP in the prescribed en route formation at the proper airspeed.
The SP is located at a recognizable topographic feature for ease of identification. It facilitates lift-off from the PZ and heading into the wind. It is located to avoid known flight obstacles and enemy locations.
The RP is also 3 to 5 kilometers from the designated LZ. It is used as the final checkpoint for coordination of landing instructions and lifting or shifting of preparatory fires.
The distance from RP and the LZ is used by helicopter pilots to shift into landing formation, reduce speed, and land on their assigned LZ. The RP is also located at a recognizable topographic feature and avoids obstacles and enemy locations.
The next step in developing tentative flight routes is to select a tentative route between the SP and RP.
DEVELOPMENT OF FLIGHT ROUTES
Flight routes are developed based on tactical and technical factors. It may be necessary for a route to pass through an adjacent unit's sector. When that is the case, approval from that unit is obtained and coordination is made. Regardless of route direction or location, certain criteria are considered.
Seldom are all characteristics present in any one situation; one or more may have to be omitted. Flight routes:
*Are as short as possible, consistent with other considerations.*
*Avoid turns in excess of 45 degrees, when formation flying is required, to facilitate control of the aircraft formation.*
*Provide concealment from enemy observation, direct fire weapons, and radar, if possible.*
*Provide cover when terrain permits, placing terrain mass and/or vegetation between the enemy and the aircraft.*
*Provide for ease of navigation (day or night).*
*Avoid masking friendly fires, particularly supporting artillery.*
*Avoid known enemy units and air defense positions.*
*Avoid overflight of built-up areas.*
FLIGHT CORRIDOR
When there is competition for airspace, it may be necessary to modify the flight route(s) and designate a flight corridor(s). The corridor reserves airspace around a flight route for AMTF use, and prevents artillery, TACAIR, and other elements from firing or flying through when it is in use.
Authority to establish a flight corridor is obtained from the brigade/division commander. Designated flight corridors are coordinated through appropriate artillery and supporting air channels. This insures that airspace within the corridors is not violated.
The corridor begins as a flight route and is then modified as required. The size of corridors vary. Normally they extend 200 to 300 meters on either side of the designated flight route, and 500 feet above and below the route flight altitude.
Helicopter formations operating at terrain flight (low) altitudes do not require minimum altitude corridor designations. The upper air limit of the corridor may vary and would be specified by the headquarters establishing it.
If it is necessary to restrict the operational area to only those aircraft directly involved in the airmobile operation, a restricted area can be established by the Brigade or Division Airspace Management Element (BAME, DAME).
FLIGHT AXIS
The flight axis is another variation of the flight route. It is a flight route that has width (like the corridor) but does not have airspace reserved to a specific altitude (as does the corridor).
The flight axis permits deviation laterally along the flight route but does not restrict the employment of other assets. It gives the AMC a choice in selecting en route formations and freedom to alter direction without coordinating a new flight route.
EXPEDIENT FLIGHT ROUTES
These routes are established with checkpoints. If time is not available to develop and disseminate PZs, LZs, and flight routes, the commander can maneuver aircraft along a route bounded by checkpoints.
EXPEDIENT FLIGHT ROUTE EXAMPLE
Example: "Lima Five Golf Two Three — fly to LZ one kilometer south of checkpoint 12. Your SP is checkpoint 1. Remain south of checkpoint 3, stay north of checkpoint 4, fly over checkpoint 6, and fly north of checkpoint 10."
FLIGHT ROUTE CONTROL MEASURES
Control measures assist in navigation and provide control to insure the AMTF arrives in the LZ on time and in sequence. Control measures assist in timing the AMTF operation.
AIR CONTROL POINTS
ACPs provide flight direction en route and designate each point where the flight route changes direction. They include topographic features easily identifiable from the air and/or points marked by electronic navigational control aids. A route may have as many ACPs to assist in controlling airmovement as the AMC desires. SPs and RPs are air control points.
COMMUNICATION CONTROL POINT (CCP)
An ACP may be further designated as a CCP. A CCP is a point along the flight route at which serial commanders report to the AMC. Radio transmissions should be made only when absolutely necessary. If a report is required, the transmission should be short. This is possible by using codes. For example, this short radio transmission, "One, One King," could mean that the first serial of lift 1 is crossing CCP King.
EN ROUTE REPORTING
DESIGNATION OF ROUTES
Once tentative flight routes are identified, they are designated for use by each unit. When large groups of aircraft are employed, dispersion is achieved by using multiple routes with a serial using each route. However, with large serials it is often necessary to use fewer routes, or even a single route, in order to concentrate available supporting fire. Also, the number of alternate and return routes may be limited.
From the flight routes developed, the S3/AMTF commander (aided by the AMC) designates primary, alternate, and return
routes to be used by each subordinate unit. When selecting routes, the following factors are considered:
**Interference with ground action.** Overflying ground elements may interfere with their supporting fire. Flight routes should be selected that are clear of the gun-target line between the ground unit and supporting weapons.
**Support of the landing plan.** To reduce vulnerability of the airmobile force, the AMTF commander selects flight routes that facilitate rapid approach, landing, and departure from selected LZs.
**Enemy ground and air capabilities.** Selected flight routes should make maximum use of terrain, cover, and concealment to minimize the effects of enemy observation and target acquisition.
**Available fire support.** Flight routes should allow support from all available resources.
**Available air cover.** Flight routes should be identified in order to provide air cover for friendly forces en route.
**Weather conditions.** The flight routes should remain usable based on prevailing weather during execution of the airmobile operation.
**Terrain.** Flight routes should use terrain to maximum advantage to reduce vulnerability of the aircraft formations.
**Time (distance) from PZ to LZ.** Flight routes should be as short as possible to reduce flying time.
**DISSEMINATION OF ROUTE INFORMATION**
Maps or overlays containing flight route information are prepared at AMTF headFLIGHT ROUTES (REMARKS) ON
AIRMOVEMENT TABLE
The airmovement table also lists each unit's primary, alternate, and return routes. Aircraft should use a different route to return from the LZ. However, the commander may feel that he has deceived the enemy (as to his intentions) and that movement along the primary route was undetected. Thus, he may decide to return along the primary flight route.
ANNEX B (AIRMOVEMENT TABLE) to OPORD 6, TF 1-87
Time Zone Used Throughout the Order: ALPHA
P - Primary
A - Alternate
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|---------|-------------|--------------|-------------|---------|---------|--------------|---------------|------------------------|
| A | | 1 | 1 | 1-4 | GREEN S/L | | | | | GREEN S/L | | BUMP 4, 7, 10, 15 FLT RT P-EAGLE A-HAWK |
| | | 2 | 5-8 | | ALTN YELLOW | | | | | | | |
| | | 3 | 9-12 | | YELLOW S/L | | | | | | | |
| | | 4 | 13-16 | | | | | | | | | |
| B | | 2 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | BUMP 4, 8, 12, 16 FLT RT P-HAWK A-CAT |
| | | 2 | 5-8 | | | | | | | | | |
| | | 3 | 9-12 | | | | | | | | | |
| | | 4 | 13-16 | | | | | | | | | |
[4] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
EN ROUTE FORMATIONS
The flight’s formation is dictated by terrain, enemy situation, and the flight leader’s degree of control. Regardless of the specific formation, aircraft are staggered and the distance between them varies according to the terrain being crossed. The AMC/flight leader selects the en route formation. The aircraft land (on the PZ/LZ) in the formation specified by the airmovement table. (Pickup Zone and Landing Zone Columns, Airmovement Table.)
TERRAIN FLIGHT METHODS
A specific en route flight altitude is not designated. Pilots use three terrain flight methods as required by the mission.
NAP-OF-THE-EARTH FLIGHT
The pilot flies as close to the earth's surface as obstacles permit while following the contours of the earth. He uses a wavering and unpredictable route within a preplanned corridor. He remains oriented along the general axis of movement to take advantage of concealment (avoiding enemy detection, observation, and firepower).
CONTOUR FLIGHT
The pilot flies at low altitude conforming generally to the contours of the earth. The flight is characterized by varying altitudes and constant airspeed.
LOW LEVEL FLIGHT
The pilot flies at low altitude to avoid or minimize detection or observation. The route is preselected and conforms generally to a straight line and constant altitude above the terrain.
FACTORS AFFECTING FLIGHT ALTITUDE
The AMC may specify the flight method for specific portions of the route based on several factors. The factors affecting flight altitude include:
- **Threat.** The greater the Threat air defense, the lower the flight altitude.
- **Terrain.** Aircraft must clear all terrain obstacles and still reduce exposure to air defense weapons. This is one of the primary flight altitude determinants.
- **Navigation.** It is usually easier to navigate at higher altitudes, but the risk of detection by the enemy is greater.
- **Weather.** Ground fog or haze requires higher altitude whereas a low ceiling requires lower altitude.
- **Flight distance.** If the distance is short, the flight does not take time to climb to a high altitude.
- **Need for surprise.** Surprise is more likely using low altitude.
- **Pilot fatigue.** Low altitude flying tires the pilot. NOE flight is not used if the PZ/LZ distance is great and the air defense threat does not prevent using other methods.
SUPPORTING FIRES
Fires along the flight route aid aircraft flying past areas of known or suspected enemy positions. These fires should be intense and of short duration due to aircraft speed past specific locations. They are planned and scheduled at times when flights are endangered.
Fire plans cover the PZs, flight routes, and LZs. Fire support plans include suppression of enemy air defense systems and smoke to protect formations from enemy detection. Plans should insure that friendly fire support elements do not use ordnance that obscures pilot vision.
All available fire support is used to suppress and/or destroy enemy weapons. TACAIR and artillery provide fire support. Attack helicopters provide security and overwatch en route to the LZ.
Support may consist of smoke, chaff (air-dropped, shredded aluminum foil to foul radar), or other countermeasures for suppressing enemy air defense systems.
Oncall fires are planned along the flight route to insure rapid adjustment on targets of opportunity.
**AIRMOVEMENT TIMING**
A successful airmobile operation is a sequence of actions carefully planned, time-phased, and executed.
The basis for timing is the time when the first aircraft in the first lift of the operation is to touch down on the LZ. It is referred to as H-hour. All times in airmobile operations are referenced from H-hour (Landing Time Column, Airmovement Table). If delays are encountered due to weather or aircraft delays, the commander announces a new H-hour.
---
**LANDING TIME**
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|---------|-------------|--------------|--------------|---------|---------|--------------|---------------|------------------------|
| | A | 1 | 1 | 1-4 | GREEN S/L | | | | | GREEN S/L | | H-HOUR BUMP 4,7,10,15 FLT RT P-EAGLE A-HAWK |
| | | 2 | 2 | 5-8 | ALTN YELLOW | | | | | ALTN YELLOW | | |
| | | 3 | 3 | 9-12 | YELLOW S/L | | | | | GREEN S/L | | |
| | | 4 | 4 | 13-16 | | | | | | | | |
| | B | 2 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | H-HOUR BUMP 4,8,12,16 FLT RT P-HAWK A-BAT |
| | | 2 | 2 | 5-8 | | | | | | | | |
| | | 3 | 3 | 9-12 | | | | | | | | |
| | | 4 | 4 | 13-16 | | | | | | | | |
[5] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
Normal distances for SPs and RPs from the PZs and LZs respectively, are from 3 to 5 kilometers. Planning time for navigating these distances is 2 to 3 minutes. If the SP/RP is 3 kilometers from the PZ/LZ, flight time for that distance is 2 minutes. Based on these figures, in order for the first aircraft to land in the LZ at H-hour, it must reach the RP at H-2 minutes (RP Time Column, Airmovement Table).
### RELEASE POINT TIME
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|---------|-------------|--------------|-------------|---------|---------|--------------|---------------|------------------|
| A | 1 | 1 | 1 | 1-4 | GREEN S/L | | | | H-2 | GREEN S/L | | BUMP 4,7,10,15 FLT RT P-EAGLE A-HAWK |
| | 2 | 2 | 5-8 | | ALTN YELLOW | | | | | ALTN YELLOW | | |
| | 3 | 3 | 9-12 | | YELLOW S/L | | | | | GREEN S/L | | |
| | 4 | 4 | 13-16 | | | | | | | | | |
| B | 2 | 1 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | BUMP 4,8,12,16 FLT RT P-HAWK A-BAT |
| | 2 | 2 | 5-8 | | | | | | | | | |
| | 3 | 3 | 9-12 | | | | | | | | | |
| | 4 | 4 | 13-16 | | | | | | | | | |
[6] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
**FLIGHT TIME**
The following example explains how to compute the time required to cover the
distance from the SP to the RP. These times are computed for the entire length of the flight route from the SP to the RP. The length of each of the flight routes is measured so that en route times can be computed.
Flight time is computed using this formula:
\[ T = \frac{D \times 60}{S \times 1.84} \]
\( T = \) Time in minutes.
\( D = \) Distance in kilometers (km).
\( S = \) Groundspeed in knots (AMC provides this by computing airspeed and converting it to groundspeed).
NOTE: The figure 60 used in the formula converts hours to minutes. The figure 1.84 converts knots to kilometers per hour. A fraction of a minute is rounded to the next higher minute.
ROUND UP TO NEXT HIGHER WHOLE NUMBER
The following is an example of how the formula is to be used:
The distance of the flight route between the SP and RP is 14 kilometers; average groundspeed is 60 knots.
\[
\begin{align*}
\text{Flight Route Time} & \quad \text{TIME} = \frac{14 \times 60}{60 \times 1.84} \\
& \quad \text{TIME} = \frac{840}{110.4} \\
& \quad \text{TIME} = 7.6 \text{ minutes.}
\end{align*}
\]
Rounded to Next Higher Minute
\[
\begin{align*}
\text{TIME} & = 8 \text{ minutes.}
\end{align*}
\]
LIFT-OFF TIME/SP TIME
The purpose of figuring these times is to determine what time lift-off must be made in order to meet the LZ time. The total flight route time is determined by adding the time to fly from the SP to the RP to the time to fly from the RP to the LZ. In the preceding example, flight route time was determined to be 8 minutes. The flight time from the RP to the LZ is 2 minutes. In this case, SP time would be H-10 arrived at as follows:
RP time = H-2 (2 minutes for RP to LZ).
SP time = H-10 (8 minutes flight route time plus 2 minutes from RP to LZ).
To determine the lift-off time, add the time between PZ and SP. Continuing the example, if time between PZ and SP is 2 minutes the —
RP time = H-2.
SP time = H-10.
Lift-off time = H-12 (this includes the 2 minutes from PZ to SP).
All times (lift-off, SP, and landing) are recorded in the proper columns of the airmovement table.
ANNEX B (AIRMOVEMENT TABLE) to OPORD 6, TF 1-87
Time Zone Used Throughout the Order: ALPHA
P - Primary
A - Alternate
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|---------|-------------|--------------|--------------|---------|---------|--------------|---------------|------------------------|
| | A | 1 | 1 | 1-4 | GREEN S/L | H-12 | H-10 | H-2 | | | | BUMP 4, 7, 10, 15 |
| | | | | 5-8 | ALTN YELLOW | | | | | | | FLT RT P-EAGLE |
| | | | | 9-12 | YELLOW S/L | | | | | | | A-HAWK |
| | | | | 13-16 | | | | | | | | |
| | B | 2 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | BUMP 4, 8, 12, 16 |
| | | | | 5-8 | | | | | | | | FLT RT P-HAWK |
| | | | | 9-12 | | | | | | | | A-BAT |
| | | | | 13-16 | | | | | | | | |
[7] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
LOADING TIME
Loading times vary with each unit. It is the time required, prior to liftoff, to load the aircraft. Experience in airmobile operations determines this figure to a large extent. Other significant factors are the type unit loading and visibility conditions. For example, combat support company (CSC) elements require more time to load than do maneuver units, due to the weight and bulk of CSC weapons. Limited visibility periods require more loading time. Once loading time is determined, it is added to the previously computed times.
If a unit requires 4 minutes to load, in order to meet the lift-off time of H-12, it begins loading at H-16 minutes. (Loading Time and Lift-off Time Columns, Airmovement Table.)
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|-------------|--------------|-----------|---------|------------|--------------|---------|
| | A | 1 | 1 | 1-4 | GREEN S/L | H-16 | H-12 | H-10 | H-2 | GREEN S/L | H-HOUR | BUMP 4,7,10,15 FLT RT P-EAGLE A-HAWK |
| | | 2 | 2 | 5-8 | ALTN YELLOW | H-15 | H-11 | H-9 | H-1 | ALTN YELLOW | H+1 | |
| | | 3 | 3 | 9-12 | YELLOW S/L | H-14 | H-10 | H-8 | H | GREEN S/L | H+2 | |
| | | 4 | 4 | 13-16 | | H-13 | H-9 | H-7 | H+1 | GREEN S/L | H+3 | |
| | B | 2 | 1 | 1-4 | WHITE S/R | | | | | GREEN S/R | | BUMP 4,8,12,16 FLT RT P-HAWK A-BAT |
8 NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
The aviation element and the ground element begin movement to the PZ to start loading at the prescribed time.
With the airmovement time schedule completed for the initial element, then the airmovement table is completed by building on the initial times.
LOADING TIME, SECOND LIFT
The first lift is planned working back from H-hour. Planning for the second lift is forward from H-hour since the en route times are established. However, prior to annotating the airmovement time for the second element, the time required for the aircraft to return from the LZ to the PZ (along the return route) is computed. This is done employing the same method used in computing initial flight time. For example, if it is 2 minutes from the PZ to the SP, 2 minutes from the PZ to the SP, 2 minutes from the RP to the LZ, and 8 minutes en route, then once the aircraft have unloaded it takes 12 minutes to return to the PZ (Lift, Serial, Loads and Loading Time Columns, Airmovement Table).
ANNEX B (AIRMOVEMENT TABLE) to OPORD 6, TF 1-67
Time Zone Used Throughout the Order: ALPHA
P - Primary
A - Alternate
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|-------------|--------------|-----------|---------|------------|--------------|---------|
| A | 1 | 1 | 1-4 | GREEN S/L ALTN YELLOW | H-16 | H-12 | H-10 | H-2 | GREEN S/L ALTN YELLOW | H-HOUR | BUMP 4, 7, 10, 15 FLT RT P-EAGLE A-HAWK |
| | 2 | | 5-8 | | H-15 | H-11 | H-9 | H-1 | | H+1 | |
| | 3 | | 9-12 | | H-14 | H-10 | H-8 | H | | H+2 | |
| | 4 | | 13-16 | | H-13 | H-9 | H-7 | H+1 | | H+3 | |
| B | 2 | 1 | 1-4 | WHITE S/R | H+12 | | | | | | |
9 NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
SECOND LIFT
If it takes 4 minutes to load the second lift, then the lift-off time is recorded as H+16 minutes. Subsequently, if it takes 2 minutes to get from PZ to SP, SP time is H+18. If the flight requires 10 minutes to get from SP to RP, RP time is H+28 minutes.
Once again allow 2 minutes to transition from RP to the LZ; the landing time for the second element on its LZ is H+30 minutes. Subsequent times are all computed in the same manner (Landing Time Column, Airmovement Table).
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|--------------|---------------|-----------|---------|--------------|--------------|---------|
| A | 1 | 1 | 1-4 | GREEN S/L ALTN YELLOW | H-16 | H-12 | H-10 | H-2 | GREEN S/L ALTN YELLOW | H-HOUR | BUMP 4,7,10,15 FLT RT P-EAGLE A-HAWK |
| | 2 | 5-8 | | | H-15 | H-11 | H-9 | M-1 | | H+1 | |
| | 3 | 9-12 | YELLOW S/L | H-14 | H-10 | H-8 | H | | GREEN S/L | H+2 | |
| | 4 | 13-16| | | H-13 | H-9 | H-7 | H+1 | | H+3 | |
| B | 2 | 1 | 1-4 | WHITE S/R | H+12 | H+16 | H+18 | H+28 | GREEN S/R | H+30 | BUMP 4,8,12,16 FLT RT P-HAWK A-BAT |
| | 2 | 5-8 | | | H+15 | H+17 | H+19 | H+29 | | H+31 | |
| | 3 | 9-12 | | | H+14 | H+18 | H+20 | H+30 | | H+32 | |
| | 4 | 13-16| | | H+15 | H+19 | H+21 | H+31 | | H+33 | |
10 NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
PLANNING FOR REFUELING
If the table is to be accurate throughout the operation, it also contains the times involved in aircraft refueling. For each refueling point, there should be a capability to refuel four or more aircraft simultaneously. One or more refueling points may be established. The AMC provides the time required to refuel and the number of refueling points available. These factors can be used to determine how long it will take to refuel.
Refueling is planned so that a flight completes refueling before the serial that is scheduled to be refueled last gets critically low on fuel. If only a portion of the flight can be refueled at the forward arming and refueling point (FARP), the first serial might have to refuel as much as an hour before it needs refueling. The other serials continue the lift operation until it is their turn to refuel.
The plan should schedule refueling for only the number of aircraft that can be accommodated at one time, avoiding aircraft waiting at the FARP. This allows a smooth, continuous rotation of aircraft into and out of the FARP.
The number of aircraft that can refuel at one time is divided into the number of aircraft in the lift. The result is the number of separate trips to the FARP to refuel the entire lift one time. For example, a FARP with one refueling point can refuel 4 aircraft at a time. A flight of 16 aircraft can send 4 serials to the refuel site.
This result is multiplied by the time required for the aircraft to refuel. The answer gives the total time required to refuel one time. In the above case with 4 serials requiring 15 minutes each to refuel, it takes 1 hour to refuel the entire lift. (This time includes time for repositioning to the PZ.)
This figure is subtracted from the available flying time to determine at what point in the mission the refueling process must begin.
The physical planning for refueling begins when the aircraft arrive in the PZ for loading. Once the plans are developed, refueling becomes a part of the table.
Given 16 aircraft and one FARP, the table reflects the following data (illustrated).
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|--------------|---------------|------------|---------|-----------|--------------|-------------|---------|
| 1854 | A | 1 | 1 | 1-4 | GREEN S/L | H-16 | H-12 | H-10 | H-2 | GREEN S/L | H-HOUR | BUMP 4,7,10,15 FLT RT P-EAGLE A-HAWK |
| | | 2 | 5-8 | | ALTN YELLOW | H-15 | H-11 | H-9 | H-1 | ALTN YELLOW | H+1 | |
| | | 3 | 9-12 | | YELLOW S/L | H-14 | H-10 | H-8 | H | GREEN S/L | H+2 | |
| | | 4 | 13-16 | | | H-13 | H-9 | H-7 | H+1 | GREEN S/L | H+3 | |
| | B | 2 | 1 | 1-4 | WHITE S/R | H+12 | H+16 | H+18 | H+28 | GREEN S/R | H+30 | BUMP 4,8,12,16 FLT RT P-HAWK A-BAT |
| | | 2 | 5-8 | | | H+13 | H+17 | H+19 | H+29 | | H+31 | |
| | | 3 | 9-12 | | FARPH1 | H+14 | H+18 | H+20 | H+30 | | H+32 | |
| | | 4 | 13-16 | | | H+15 | H+19 | H+21 | H+31 | | H+33 | |
| | CSC | 3 | 1 | 5-8 | PURPLE | H+46 | H+49 | H+52 | H+60 | PURPLE | H+62 | BUMP 5,8,10 FLT RT P-OWL A-FALCON |
| | CSC B | 2 | 9-12 | | ALTN WHITE | H+47 | H+50 | H+53 | H+61 | ALTN WHITE | H+63 | |
| | | 3 | 13-16 | | | H+48 | H+51 | H+54 | H+62 | | H+64 | |
| | | 4 | 1-4 | | | H+55 | H+58 | H+61 | H+69 | | H+71 | |
| | | 1 | 5-8 | | FARPH1 | H+77 | | | | | | |
| | C | 4 | 1 | 9-12 | WHITE S/L | H+83 | H+86 | H+88 | H+98 | WHITE S/L | H+100 | RELEASE TWO AIRCRAFT FLT RT P-HAWK A-CROW BUMP 4,8 |
| | | 2 | 13-16 | | ALTN ORANGE | H+84 | H+87 | H+89 | H+99 | ALTN ORANGE | H+101 | |
| | | 3 | 1-4 | | | H+91 | H+94 | H+96 | H+106 | | H+108 | |
| | | 4 | 5-8 | | | H+92 | H+95 | H+97 | H+107 | | H+109 | |
| | | 1 | 9-12 | | FARPH1 | H+115 | | | | | | |
| | A | 5 | 1 | 13-16 | WHITE S/L | H+117 | H+120 | H+122 | H+132 | AMBER S/R | H+134 | BUMP 15 |
| | | 2 | 1-4 | | AMBER S/R | H+118 | H+121 | H+128 | H+135 | | H+135 | |
| | | 3 | 5-8 | | | H+119 | H+122 | H+124 | H+134 | | H+136 | |
| | | 4 | 9-10 | | | H+130 | H+133 | H+135 | H+145 | | H+147 | |
| | | 5 | 13-16 | | FARPH1 | H+149 | | | | | | |
[11] NOW REFER TO CODE-NUMBERED AIRMOVEMENT TABLE (PAGE 4-41) TO SEE HOW THIS INFORMATION APPEARS IN ITS ENTIRETY.
Section IV. LANDING PHASE
The landing phase is developed concurrently with the ground phase plan. Concurrent planning is necessary since the availability and selection of PZs partially dictate the scheme of maneuver available in developing the ground tactical plan. The landing phase consists of the time, place, and sequence of AMTF arrival into the LZs to support the ground tactical plan.
SELECTION OF THE LANDING ZONE
Selection of LZs is critical. The LZ is selected by the TF commander or his S3 in coordination with the AMC or his liaison officer. Aviation personnel provide technical knowledge to determine suitability of a desired LZ. Primary and alternate LZs are selected for each unit from those developed by the S2.
While LZ criteria have already been identified, the following factors require additional emphasis:
Location. It can be located on the objective, close by, or some distance away, depending on the mission, enemy, terrain, and time to complete the mission.
Capacity. The size will determine how much combat power can be landed at one time.
Enemy disposition and capabilities. Enemy air defenses and their capability to react to an AMTF landing nearby must be considered when selecting an LZ.
Cover and concealment. LZs are selected that deny enemy observation and acquisition of ground and air elements.
Obstacles. If possible, the AMTF should land on the enemy side of obstacles when attacking and use obstacles to protect LZs from the enemy. LZs must be free of obstacles.
Identification from the air. LZs should be identifiable from the air.
Approaches into and exits from the LZ. Approaches and departures avoid continued flank exposure of aircraft flight to the enemy.
Weather. Reduced visibility or strong winds may preclude or limit the use of certain LZs.
If there are options available in selecting LZs, the ones that best facilitate mission accomplishment are chosen. This choice involves whether to land on or near the objective, or land away from it and maneuver in force on the ground to the objective.
Factors considered in making that determination are:
Combat power. This is the amount of firepower that can be introduced into the area early in the operation (usually dependent upon the number of aircraft employed and availability of suitable LZs).
Enemy. This includes enemy strength and disposition in and around the objective area, to include air defense systems.
Surprise. This is a mission goal and may be attained by careful use of terrain cover and concealment, darkness, or reduced visibility created by weather or smoke. Surprise is sometimes achieved by landing on the objective.
Time. Time that is available for mission accomplishment. Limited time to complete the mission generally favors landing on or near the objective.
In addition to deciding where to land in relation to the objective, a decision is made to use a single or multiple LZ(s). Significant characteristics of each alternative are:
**TYPES OF LZ**
**Single LZ**
- Allows concentration of combat power in one location (if LZ is large enough).
- Makes it easier to control the operation.
- Concentrates supporting fire for LZ preparation and support of ground elements in and around the LZ. Firepower is diffused if more than one LZ preparation is required.
- Provides better security for subsequent lifts, after the initial lift.
- Requires fewer attack helicopters to secure the flight.
- Reduces the number of flight routes in the objective area, making it more difficult for enemy intelligence sources to detect the airmobile operation.
- Centralizes any required resupply operations.
- Concentrates efforts of limited pathfinder and engineer assets on one LZ.
- Requires less planning and rehearsal time.
**Multiple LZs**
- Avoid grouping a large portion of the force at one location and creating a lucrative target for enemy mortars, artillery, and CAS assets.
- Allow rapid dispersal of ground elements to accomplish tasks in separate areas.
- Force the enemy to fight in more than one direction which dilutes his combat power.
- Reduce the possibility of troop congestion in the LZ.
- Eliminate aircraft congestion in the LZ area.
- Make it difficult for the enemy to determine the size of the airmobile force and the exact location of supporting weapons.
**NOTE:** If the objective is designated by a number, the LZ should be designated by a letter or code word to avoid confusion and preclude mixups. This avoids having an objective and LZ with the same designator, e.g., LZ 1 and Objective 1.
LZ FORMATIONS
Aircraft formations on the LZ should facilitate offloading and deployment for the assault. The number and type aircraft and the configuration and size of the LZ, may, however, dictate the formation. Because contact is expected in the LZ, elements are landed ready to go immediately into fire and maneuver (app C). The LZ formation is selected first. If possible, the PZ formation is the same. This provides troops a preview of the LZ and gives them an idea of where they will be located (upon landing) in relation to other elements. Battle drill, from the LZ formation to assault deployment, must be understood and practiced by units prior to departing the PZ.
Significant targets. A known or suspected enemy force, regardless of size, warrants an LZ preparation.
Obstacles to landing and maneuver. Types of ordnance used in a preparation (artillery, bombs, napalm) can cause craters, tree blowdown, fires, and low LZ visibility.
Scheduling fires. Fires are scheduled to be lifted or shifted to coincide with arrival times of the aircraft formations.
Positive control measures. Control measures are established for lifting or shifting fires.
COMMENCEMENT OF OPERATION
KEY CONSIDERATIONS
Once the TF has landed and completed its consolidation, it operates much the same as any other infantry unit. There are several key differences that must be anticipated and planned.
The TF is vulnerable during landing. Troops should execute airmobile battle drill immediately upon dismounting the aircraft. This should be SOP for the unit. (See app C for discussion of battle drill.) If the LZ is not on the objective, unit integrity will have to be obtained before beginning the attack. Plans tell subelement leaders (e.g., platoon leaders) where to join their unit after clearing the LZ.
It is easy for leaders and troops to be disoriented when they land on the LZ, especially when the aircraft were supposed to land in one direction (e.g., north) and had to make a last-minute change and land in another direction (e.g., east). Leaders should maintain map orientation throughout the move. Aircrew members should immediately advise the ground leader when there is any change in landing plans. If leaders are mentally prepared to take aggressive action, it will be easier for them to maintain control of their troops and react to last-minute changes.
Initially, there may be no other friendly units in the area. The TF must be prepared to fight the enemy from any direction.
The speed and flexibility of an airmobile force allows the AMTF a greater variety of options in developing a scheme of maneuver.
If sufficient helicopter assets remain under the control of the AMTF during execution of the ground operation phase, one method of providing for a reserve is to task each company to be prepared to provide a reserve force on order. There will have to be enough PZs in the area so maneuver units can move quickly to them.
The fire support plan should provide for preparations in and around LZs (even though they might not be fired), fires in support of the scheme of maneuver, fires to isolate the objective area, and oncall fires for targets of opportunity.
The LZ might be in range of supporting artillery while the objective is beyond that range. In that case, mortars could be brought on an early lift and provide indirect fire support for the movement to the objective and assault on it. A security force might be required for the mortars. Attack helicopter units may provide overwatch, and US Air Force aircraft may provide close air support.
Resupply, evacuation, and transportation are predominantly by air. The plan should include provision for any required resupply. Frequent and rapid displacement of AMTF support denies the enemy the time required to plan and coordinate an organized attack by a reaction force. To maintain that high degree of mobility, the AMTF travels light.
CHAPTER 5
CONDUCT OF AIRMOBILE OPERATIONS
Section I. GENERAL
The following sequence demonstrates the airmobile task force (AMTF) movement from the assembly area to the pickup zone (PZ) and on to the landing zone (LZ). Some steps may be deleted when not appropriate, or they may be accomplished concurrently with other steps (e.g., a holding area is not applicable to all operations).
Section II. MOVEMENT FROM ASSEMBLY AREA TO LANDING ZONE
The AMTF operation normally begins at the assembly area.
At the prescribed time, units begin movement to the holding area, via a route designated by the pickup zone control officer (PZCO), to arrive at a planned time.
The characteristics of a holding area include the following;
Must be covered and concealed.
Must be close to primary and alternate PZs.
Each unit commander notifies the PZCO (located at the PZ) of his unit's arrival in the holding area. In this area, the units are organized into loads/chalks according to the loading plan.
Each load has a designated aircraft troop commander (usually a noncommissioned officer [NCO], or an officer) responsible for briefing his troops and inspecting the load (app C). He insures that the load (chalk) is organized and ready to be loaded as planned.
Briefs personnel in his load according to the unit's movement standing operating procedure (SOP). As a minimum the briefing includes:
- Loading procedures.
- Use of safety belts.
- In-flight procedures.
- Offloading procedures.
- Preflight safety inspection of soldiers.
- Downed aircraft procedure.
**INFANTRY TROOP MOVEMENT TO PZ**
The aircraft troop commander should be briefed concerning the loading point (PZCO designated location where that chalk's aircraft will land) for his load at the primary and alternate PZs and the routes to those points.
The PZCO coordinates the arrival of aircraft and troops so that the troops arrive at their respective loading points just before the aircraft land.
On the PZCO's signal, aircraft loads move (by designated routes) from their holding area(s) to their loading points on the
PZ. The PZCO may use fieldphones, arm-and-hand signals, light signals, or (as a last resort) radio, to order helicopter loads to move to the PZ.
If the primary PZ cannot be used, the PZCO advises the unit commander to move to the alternate PZ.
NOTE: The enemy can detect any radio transmission, even if it is secure voice.
HELICOPTER MOVEMENT TO PZ
Aircraft begin movement to arrive at the PZ at the time listed on the airmovement table. The PZCO does not contact the aviation elements unless there is a PZ change.
During airmovement to the PZ, enemy antiaircraft or other fire may be encountered. For this reason, it may be a good idea to precede the lift formation with air cavalry teams. They attempt to locate and suppress enemy positions prior to the arrival of the formation. Air cavalry teams may also be employed on the flanks and to the rear of the formation. Attack helicopter/air cavalry teams will not normally land on the PZ. When the lift helicopters are to be on the ground for extended periods, the attack helicopter/air cavalry teams may occupy holding areas nearby.
The command-and-control helicopter may precede or accompany the lift to the PZ.
Strict radio discipline is maintained throughout the operation. The aircraft should not break radio silence unless absolutely necessary. Radio calls between aircraft are permitted only as a last resort when other signals are not appropriate.
The helicopters should use terrain flying techniques en route to the PZ.
ORGANIZATION OF THE PZ
The PZCO(s) insures that each PZ is laid out as directed in the plan to include landing directions and formation(s). For example, if the plan calls for landing to the west in a staggered trail formation with the lead aircraft landing on a spot marked by a smoke grenade, or panel markers, the PZ is laid out that way.
It is imperative that aviation elements arrive at the PZ in the formation mutually agreed upon for loading. This minimizes confusion during loading. The PZCO, or pathfinder element, is present in the PZ to assist in loading by insuring aircraft and personnel are in the proper location and formation at the correct time. If an aircraft (scheduled for the lift) is unable to complete its mission due to mechanical failure, the PZCO automatically implements the aircraft "bump" plan.
LIFTOFF FROM THE PZ
When the aircraft are loaded and ready for lift-off, the PZCO signals the flight leader using arm-and-hand signals. The flight leader may signal to other aircraft by turning on (or off) his navigation lights. For example, upon landing, the lights are turned on, and when they are turned off the flight lifts off. Members of the PZ control party may also relay the alert to lift off to aircraft in the rear of the formation.
Lift-off should be at the time prescribed in the airmovement table. This helps place the first aircraft of the first lift in the LZ at H-hour.
Lift-off may be by single aircraft or by serial. Under some conditions (dusty PZ, restricted PZ, or high density altitude and no wind), it is best to break serials into smaller increments. When possible, simultaneous lift-off is best for the following reasons:
It is easier for the attack helicopter company commander to plan his scheme of maneuver and provide security en route for aircraft.
AMTF control is more positive.
A prolonged lift-off may permit the enemy time to fire at the aircraft.
The flight leader adjusts the flight’s speed and rate of climb so all elements form into the en route flight formation at the required altitude.
EN ROUTE TO THE LZ
The flight leader sets en route flight speed to insure the flight crosses the start point (SP) on time.
If directed in the order, serial leaders report (to the air mission commander [AMC]) on passing each communication checkpoint (CCP). En route radio calls by the flights are omitted if the airmovement table is followed. Calls are made only if the flight is late or if it is required to deviate from the plan.
The AMC insures that the fire support officer (FSO) is aware of the AMTF's location so fires can be placed on targets of opportunity or on enemy positions that threaten the task force (TF).
When a threat is encountered along the flight route, such as heavy enemy fire, the AMC gives the order (upon the AMTF commander's approval) to modify or switch to an alternate flight route. His radio traffic is brief when shifting aircraft to an alternate flight route. If the LZ is to be changed, the AMTF commander makes the decision and informs the AMC.
If a lift aircraft emergency occurs (forced landing in an unsecure area), the aircraft commander (if time permits) switches his radio to the "guard channel" and transmits a "Mayday" in the clear. He announces his identification, heading, position, nature of emergency, and intentions. (The aircraft crew alerts passengers of the emergency and secures loose equipment.) The SOP for downed aircraft is then put into effect.
LANDING OPERATIONS
After passing the release point (RP), the serials proceed to assigned LZs. The RP crossing is used to time the lifting of artillery and close air support (CAS) strikes. The RP is also the point at which the aircraft shift to LZ formation, if a shift is required.
MOVEMENT FROM RP TO LZ
RP
TIMING POINT FOR LIFTING OR SHIFTING ARTILLERY FIRE, TACAIR STRIKES, AND THE SHIFT TO LZ FORMATION IF REQUIRED.
LZ
PREPARATORY FIRES
The LZ may be "softened up" by preparatory fires from available fire support.
Napalm and other incendiary ordnance are not normally used on the LZ and its immediate vicinity (just prior to landing), because foliage fire and smoke could endanger aircraft or hamper the mission.
EMPLOYMENT OF ATTACK HELICOPTER UNIT/TEAMS
Attack helicopter units/teams are employed in various roles during an LZ operation. They may:
- Precede the lift element into the LZ (by a few minutes) for reconnaissance and/or to provide suppressive fires to prevent a time gap in LZ fires (provided by other support elements).
- Recommend last-minute changes regarding aircraft landing instructions.
- Provide area cover and neutralize known enemy positions, or provide security for lift aircraft while in the LZ area.
NOTE: After the initial pass, attack helicopters may enter an overwatch flight pattern around the LZ.
ATTACK HELICOPTER TEAM LEADER
In addition to directing his attack helicopter team, the team leader is available as a command-and-control representative between the ground commander and the lift aircraft pilots arriving and departing the LZ.
COMMAND AND CONTROL HELICOPTER
At the RP, the command-and-control helicopter moves into position (employing terrain flying) to observe and communicate with assault elements. To avoid enemy weapons, the pilot uses popup techniques to observe activity. After the assault force is established on the ground, the command-and-control helicopter moves, by terrain flying, to the area of the LZ.
SUPPORT FIRES
Because CAS station time is limited by fuel and enemy air defenses, the sequencing of support fire is carefully controlled by the FSO to obtain maximum, continuous support. If preparatory fires have been fired, they are normally shifted rather than lifted as the assault formation approaches.
One method of continuing assault fire support is to shift indirect fires to one flank, conduct a simultaneous airstrike on another flank, and use the attack helicopter teams to orient on the approach and departure routes. This technique requires precise timing and assault formation navigation to avoid flight paths of other aircraft and gun target lines of indirect fire weapons.
LANDING TECHNIQUES
The AMTF lands as planned unless the commander decides to abort or alter the landing due to last-minute changes in the tactical situation.
A simultaneous landing is usually the best method in order to place the maximum number of troops on the ground, in a given area, in the shortest possible time.
The operation is accomplished with a minimum number of lifts, each with the
maximum number of aircraft the LZ will accommodate. This reduces the exposure time of aircraft, maintains unit integrity, provides maximum combat power, and gives the enemy less time to react. When separate element landings are dictated because of LZ size, time intervals between elements are kept as short as possible. Ideal timing has an aircraft element landing immediately after the preceding element lifts off.
**GROUND OPERATIONS AT THE LZ**
Troops disembark rapidly (they are most vulnerable at this time) and prepare to carry out assigned missions.
If the ground force suffers casualties and they need to be evacuated (while the buildup of combat power is in progress), they are moved to a designated air evacuation location. This permits continuation of the lift and prompt evacuation of the wounded.
Offloading heavy internal loads is time consuming and slows troop buildup. Heavy loads and sling loads should not be programmed in initial serials.
At the LZ, leaders at each command level account for all personnel and equipment and render appropriate reports to higher headquarters. Key personnel killed, wounded, or missing are replaced according to unit SOP or as stated in the operation order. Key weapons missing or out of action may require reorganization of the force and/or redistribution of weapons. After the unit completes its consolidation of the LZ, it is reorganized as necessary. Ground combat operations are no different from those conducted by other infantry units (FM 7-20).
**LIFT HELICOPTERS’ RETURN TRIP**
When the LZ operation is finished, aviation elements return by preselected routes to complete subsequent lifts or to conduct other operations or, if prescribed in the order, move to a laager.
If subsequent lifts are required in the same operation, the procedures described are repeated.
Section III. ATTACKS—HASTY AND DELIBERATE
The AMTF may conduct attacks in conjunction with other forces. The type action conducted by a larger ground mobile force usually dictates the type of attack the AMTF employs.
**HASTY ATTACK**
Situations in which an AMTF might be called on to execute a hasty attack in support of a larger ground force are:
*During movement to contact by the larger force when unexpected contact is made. The AMTF is committed to exploit a tactical advantage or to further develop the tactical situation.*
*When part of the larger force’s deliberate attack plan is modified while the operation is underway. The AMTF is committed to reinforce in a weakened area or to exploit a tactical advantage.*
*At the conclusion of an attack when further advance is ordered. The AMTF is committed to exploit the attack’s success and to maintain momentum.*
When a hasty attack is considered under any of these circumstances, tentative PZs, LZs, and flight routes throughout the higher unit’s zone of action are identified. This permits rapid commitment of the AMTF anywhere in the sector.
The hasty attack is conducted on short notice. The AMTF commander has little time to plan. Orders are brief. AMTF personnel must be well-trained and SOPs must be designed to cover these situations.
**SUPPRESSIVE FIRES**
When the AMTF is committed, the commander initiates several actions simultaneously. He directs suppressive fires to neutralize the enemy’s ability to counter the airmobile operation, and he concentrates sufficient combat power to overwhelm the enemy at selected points.
While the TF is en route, support fires suppress or destroy known or suspected enemy positions and weapons that can attack the helicopters.
As the attack starts, attack helicopter units continue to overwatch and react as necessary while the AMTF commander and FSO allocate field artillery (FA), mortar, CAS, and antitank guided missiles (ATGM) to targets. FA and mortars suppress enemy indirect fire weapons as soon as they are located.
**SMOKE**
Smoke may be used to screen aircraft movement from enemy observation. However, the AMTF must be careful that smoke does not obscure the LZ and hinder the landing operation.
**DELIBERATE ATTACK**
A larger force, of which the AMTF is a part, may encounter a well-prepared, strong enemy defense that a hasty attack cannot eliminate. When this happens, the larger force takes time to conduct a deliberate attack.
The AMTF, as part of the larger force operation, may also conduct a deliberate
attack. The AMTF commander is provided sufficient time to collect detailed information about the enemy.
**SOURCES OF INTELLIGENCE**
Intelligence is collected from the following sources:
*Higher, lower, and adjacent units.*
*Ground and air reconnaissance.*
*Prisoners and local civilians.*
*All available surveillance resources.*
Detailed information about the terrain is collected so the best PZs, LZs, and flight routes can be selected.
**LEADERS’ RECONNAISSANCE**
When possible, leaders at all levels look at the terrain. If the attack is to be conducted at night, they observe the terrain at night. Airmobile objectives are normally in the enemy’s rear area, or the attack is from the flank or rear. This will normally preclude or limit the opportunity for leaders to see the terrain. The commander may have to rely on maps and aerial photographs.
**BYPASSING OF ENEMY MAIN DEFENSES**
When the larger force concentrates its combat power on a narrow front to break through enemy defenses, the AMTF may move around the enemy flank(s) to get in the rear area. The AMTF attack bypasses main defenses to destroy artillery positions, command posts (CP), logistics and communication facilities, and/or to secure key terrain in the rear.
Section IV. SECURE AND DEFEND
This type airmobile operation is two-phased and requires detailed planning like a deliberate attack.
FIRST PHASE
The first phase is an attack to secure terrain to be controlled by the AMTF in the initial stages of the assault.
A typical secure-and-defend mission might have an AMTF given the mission to secure a bridge to be used by linkup forces. The bridge is to be taken before the enemy can destroy or damage it, or use it for withdrawal. The bridge is designated as the AMTF's primary objective.
SECOND PHASE
The second phase of the operation is the defense of the objective secured in phase one. The AMTF normally establishes an airhead. This is a perimeter defense which ties in with existing terrain features (FM 7-20).
The airhead is large enough to provide operating space for combat, combat support, and combat service support units. It should include adequate LZs for simultaneous combat assaults using all airlift assets and provide space for landing follow-on forces and supplies. The airhead is small enough for a battalion to defend yet large enough to permit defense in depth and maneuver of reserves to counter enemy attacks.
As a rule, the size area an infantry battalion can defend is 2 to 3 kilometers (km) in diameter. Size is dictated by mission, enemy strength and disposition, terrain, and AMTF combat power.
BOUNDARIES
Boundaries delineate responsibilities of AMTF subordinate elements. The airhead is often divided into company-size objectives for the airmobile assault. Each company clears, secures, and defends an assigned area of the airhead (which seldom has a rear area). The size sector assigned each company should be within its capability to seize and defend, based on an analysis of the enemy, terrain, and task organization.
A company facing a dangerous avenue of approach, for example, is assigned a smaller sector than a company facing a less dangerous avenue.
ASSAULT OBJECTIVES
A terrain feature to be secured in the assault, and vital to AMTF mission accomplishment, is designated an assault objective. The assault objective should include terrain which dominates all high-speed approaches into the airhead area.
Assault objectives are assigned priorities. Those specified by higher headquarters are given first priority. Others are ranked according to the threat they would pose if controlled by the enemy.
Defensive responsibility for an avenue of approach is not divided. The unit assigned the approach also covers any dominating terrain.
A company's sector should include at least one LZ for the assault and to aid in resupply and evacuation.
Boundaries minimize adjustments during the transition from assault to defense. They should also prevent one unit from defending in widely divergent directions.
Section V. RAID
Because a raid is conducted behind enemy lines, it requires exact planning to insure a high probability of success.
An airmobile raid is a swift penetration of hostile territory which may be conducted to destroy installations, confuse the enemy, or gather information. It ends with a planned withdrawal. The selection of PZs, LZs, and flight routes (as in the deliberate attack) is based on the results of detailed planning. Since the raiding force attempts to achieve surprise, the decision to land on the objective takes on added significance.
The AMTF may land directly on the objective (or close to it) when the following apply:
- There is a suitable LZ.
- The enemy does not have a highly mobile reaction force nearby to attack the AMTF immediately after it lands.
- The objective is not accessible overland.
- The TF commander determines that overland movement would expose his force and disrupt the mission.
- Surprise is important.
- Local air defenses are weak.
The AMTF may land some distance from the objective when these considerations apply:
- The TF commander decides to assemble and reorganize prior to conducting the assault.
- The only suitable LZs are away from the objective.
- There is a highly mobile enemy force on the objective that could disrupt the landing.
- Surprise is not imperative.
- Local air defense is too strong.
ESSENTIAL TASKS
To conduct a raid, the AMTF commander task organizes his force to accomplish four essential tasks:
COMMAND AND CONTROL
During airmovement, the AMTF commander controls the operation from the command-and-control aircraft. After units are on the ground, he may join one of the ground units or he may continue to control operations from the command-and-control helicopter.
Engineers and combat support elements may be placed under operational control (OPCON) of one of the maneuver companies to facilitate control during the airmovement.
SECURITY
The element given the security mission blocks avenues of approach into the objective and provides suppressive fires for the withdrawal after the mission is complete.
SUPPORT
The element providing assault support lays down heavy fire to neutralize the objective and overcome the enemy occupying it.
ASSAULT
The element conducting the assault secures the objective and provides security for specialty teams (e.g., demolition).
REHEARSAL
Rehearsals are critical to success. The operation should be rehearsed several times by all the elements participating in the raid. If it is a night raid, rehearsals are conducted during daylight and darkness.
WITHDRAWAL
A raid differs from other attacks because it includes a withdrawal plan. The plan contains provisions for withdrawal by air as well as on foot (in case aircraft cannot extract the force).
Withdrawal by air is discussed in section VII.
Withdrawal on foot may require the entire force to move as a unit or the force may have to break down into small elements to evade enemy contact and infiltrate to friendly territory.
Section VI. RECONNAISSANCE IN FORCE
PURPOSE
An AMTF reconnaissance in force finds enemy positions and tests their strength to obtain information required for future operations.
This type operation is conducted by forces strong enough to accept engagements with the enemy in order to accomplish their mission. The information obtained (e.g., major weaknesses in enemy positions), if promptly exploited, may provide a significant tactical advantage. The reconnaissance in force is planned and conducted with elements specifically prepared to find the enemy and develop the situation. Once the units are committed, they are on a "be prepared to fight" status.
CONSIDERATIONS
The reconnaissance in force accepts risks to gain intelligence information rapidly and in more detail than other reconnaissance methods. The commander assigning an AMTF this mission must determine the following:
Is the desired information important enough to justify the risks to personnel and equipment?
Can other intelligence methods obtain the same information in sufficient time with less risk?
Will the reconnaissance in force compromise future plans?
Can the operation succeed?
PLANNING AND EXECUTION
When the commander wants information about a particular area, the reconnaissance in force is planned and executed as a series of limited-objective attacks with objectives assigned to subordinate units.
The operation begins in much the same manner as a deliberate attack to seize selected terrain followed by a series of hasty attacks.
PRESS ENEMY REACTION
The reconnaissance in force, however, differs from the normal attack which is conducted to destroy enemy forces or secure terrain. The reconnaissance in force locates the enemy and presses him into reacting.
When the force discovers a weak point, the AMTF exploits it quickly. The TF commander exercises caution, however, since the enemy response may be too strong for the TF. Thus, the commander also plans withdrawal to avoid destruction of the AMTF.
When the commander wants information about a particular area, the reconnaissance in force is planned and executed as an attack against a specific objective.
The objective is of such importance that when threatened the enemy will react.
For example, a successful reconnaissance in force may cause commitment of enemy reserves, redeployment of enemy fire support means, or adjustment of enemy second-echelon forces.
Taking a terrain objective is not in itself the purpose of the operation. Rather, the operation seeks to obtain specific information about the enemy by seizing a terrain objective. The objective location depends on the information desired.
The AMTF's combat power must be sufficient to force enemy reaction. This should disclose positions, strength, planned fires, and planned use of reserves. It may also disrupt the enemy's planned operations and take the initiative from him.
An AMTF infantry battalion commander can deploy its three companies against specific objectives; or, the commander may commit one or two companies and retain the third to respond to tactical situations as they develop.
When the enemy reacts to one unit, the unengaged units are shifted to exploit revealed enemy weaknesses or help extract the endangered unit.
Section VII. WITHDRAWAL BY AIR
PLANNING
An AMTF's withdrawal by air may be the planned, final phase of an operation, as in a raid, or it may be an unplanned redeployment of the AMTF for action elsewhere. In either case, the ground tactical plan is expanded to involve movement into and defense of the PZ.
If the withdrawal is for the purpose of committing the force to another combat mission, then an additional ground tactical plan is prepared for that phase of operation.
Either plan is as detailed as time permits and includes:
PZ designation.
Fire support plan for movement to secure the PZ and to cover the withdrawal.
Schedule of unit movement to PZ.
Loading priorities.
Designation of, and instructions for, the PZ control group.
LZ designation following withdrawal.
UNIT SEQUENCE
The sequence of unit withdrawal varies according to the tactical situation and the subsequent mission of the AMTF. Administrative and combat service support personnel and heavy equipment are withdrawn first (before tactical units). The commander may withdraw them to a secured (intermediate) area and then move them to another (combat) area after it is secured.
Unit redeployment is determined by combat and security requirements in the new area.
PZ DESIGNATION
PZs are designated by the headquarters controlling the withdrawal. PZs are as close to unit positions as the terrain and enemy situation permit. To achieve speed in landing, loading, and lift-off, multiple PZs are used (consistent with available security forces).
SENIOR PZCO
A PZCO is designated for each unit's PZ as well as a senior PZCO who calls for and guides units from their assembly areas to the PZs to expedite loading. All PZ operations are coordinated by this officer. He maintains contact with the AMC, or his representative, to insure coordinated arrival of troops and aircraft.
PATHFINDERS
Airmovement control by pathfinders facilitates precise timing and minimum delay during withdrawal. Pathfinder team size depends upon the size force moved, number of aircraft, pickup zone, and visibility.
SECURITY
Security elements are positioned to cover the main body as it assembles, moves to the PZ, and withdraws. Security may be composed of small detachments from each subordinate unit or it may be one of the subordinate units. The latter is usually best. Unit integrity aids control and gives more effective reaction in case of attack. Security elements protect the PZ at a time ordered by the unit commander conducting the withdrawal.
Each aircraft withdrawing the security force lands as close as possible to its individual load. During this short interval, attack helicopter teams overwatching the withdrawal provide security. Panels or smoke grenades identify each loading site.
The last security element to withdraw achieves some protection by firing Claymore mines and automatic weapons just before loading. The loading and lift-off are executed quickly. Attack helicopter teams overwatch the lift-off.
RESERVE
A reserve, when designated, may remain airborne near the PZ or on standby in another area. This gives the commander a reaction force which can be employed as required to support withdrawal of the security force.
FIRE SUPPORT
During withdrawal, fire support is planned and executed to protect security elements as combat power on the PZ diminishes.
EXAMPLE OF A WITHDRAWAL-BY-AIR
1. LOADS REQUIRED: 70.
2. FIRST 50 LOADS ARE EXTRACTED IN ORDER, WITH TROOPS ALINED PRIOR TO ARRIVAL OF HELICOPTERS.
3. LOADS 51-60 MOVE TO CENTER OF LZ AFTER LOAD 50 HAS LIFTED OFF.
4. TROOP DISPERSION WILL BE MAINTAINED AT ALL TIMES.
5. HELICOPTERS LAND NEAR SECURITY FORCE TO PICK UP LAST 10 LOADS.
6. SMOKE MAY BE USED TO COVER THE LAST UNIT'S WITHDRAWAL.*
*Smoke may be used to obscure the entire withdrawal. However, care must be taken to insure that the PZ and flight routes are not obscured.
LEGEND:
LOADING SITE FOR LOADS 1-60
LOADING SITE FOR LOADS 61-70
LOADS 1-50
LOADS 51-60
LOADS 61-70
## APPENDIX A
## REFERENCES
### Army Regulation (AR)
- AR 310-25 Dictionary of United States Army Terms
- AR 310-50 Authorized Abbreviations and Brevity Codes
- AR 350-1 Army Training
### Field Manuals (FM)
- FM 1-2 Aircraft Battlefield Countermeasures and Survivability
- FM 1-51 Rotary Wing Flight
- FM 1-60 Airspace Management and Army Air Traffic in a Combat Zone
- FM 5-100 Engineer Combat Operations
- FM 6-20 Fire Support in Combined Arms Operations
- FM 7-20 The Infantry Battalion (Infantry, Airborne, Air Assault, Ranger)
- FM 8-35 Evacuation of the Sick and Wounded
- FM 17-47 Air Cavalry Combat Brigade
- FM 17-50 Attack Helicopter Operations
- FM 17-95 Cavalry
- FM 19-4 Military Police Combat Support, Theater of Operations
- FM 21-6 How to Prepare and Conduct Military Training
- FM 21-40 NBC (Nuclear, Biological, and Chemical) Defense
- FM 21-60 Visual Signals
- FM 21-76 Survival, Evasion, and Escape
- FM 30-5 Combat Intelligence
- FM 31-85 Rear Area Protection (RAP) Operations
- FM 55-12 Movement of Army Units in Air Force Aircraft (AFM 76-6)
- FM 57-38 Pathfinder Operations
- FM 90-1 Employment of Army Aviation Units in a High Threat Environment
- FM 90-13 River-Crossing Operations
- FM 100-5 Operations
| Code | Title |
|------------|----------------------------------------------------------------------|
| FM 101-5 | Staff Officers’ Field Manual: Staff Organization and Procedure* |
| FM 101-10-1| Staff Officers’ Field Manual: Organizational, Technical, and Logistical Data, Unclassified Data |
**Training Circulars (TC)**
| Code | Title |
|----------|----------------------------------------------------------------------|
| TC 1-65 | Helicopter Operations from Amphibious Assault Ships |
| TC 1-88 | Aviator’s Recognition Manual |
| TC 23-44 | Small Arms Defense Against Air Attack |
**Technical Manuals (TM)**
| Code | Title |
|---------------|----------------------------------------------------------------------|
| TM 55-450-11 | Air Transport of Supplies and Equipment: Helicopter External Loads Rigged with Air Delivery Equipment |
| TM 55-450-15 | Air Movement of Troops and Equipment (Nontactical) |
**Army Training and Evaluation Programs (ARTEP)**
| Code | Title |
|----------|----------------------------------------------------------------------|
| ARTEP 7-15 | Infantry Battalions (Infantry, Airborne, Air Assault, Ranger) |
*To be revised as:
FM 101-5, Staff Organization and Operation (How to Fight)*
COLUMN 5
This information will be taken from the battalion airmovement table. It will provide the sequence of movement within the battalion and company.
COLUMN 6 AND 7
This information will be taken from the battalion airmovement table. It will indicate which aviation unit will be lifting a particular load.
COLUMN 8
Each aircraft within the lift is assigned a load number. The numbers will correspond to a specific lift and serial; e.g., lift No. 1, serial 2, load 7. The platoon will be given specific load numbers by the company commander, and the platoon leader will in turn assign a load number to each of his aircraft loads. This information will normally not be available at the time the squad leader prepares his manifest, but should be provided to him as soon as possible.
COLUMN 9
The remarks column can be used by the commander to place specific information not provided in the preceding columns. One pertinent bit of information that is essential in this column is the sequence of bump for aircraft loads; e.g., serial 1, loads 4-5; serial 2, loads 9-10. This means that if two loads cannot be lifted, loads 4 and 5 will be the ones that remain in the PZ. If only one load cannot be lifted, load 4 will remain in the PZ.
Section III. SEQUENCE OF ACTIONS FOR AIRMOBILE OPERATIONS
The following lists provide a sequence of actions taken by the airmobile task force (AMTF) commander, his staff, and subordinate unit commanders in planning an airmobile operation. The list is not all inclusive. Certain actions may be omitted for some operations.
**AIRMOBILE TASK FORCE COMMANDER ACTIONS:**
- Receive brigade warning order.
- Conduct mission analysis.
- Receive air mission commander’s initial information.
- Give warning order to task force.
- Receive personnel status report from S1.
- Receive equipment status report from S4.
- Receive enemy situation briefing from S2.
- Receive friendly forces information briefing from S3.
- Continue analysis of mission, enemy, terrain and weather, and troops and equipment.
- Receive brigade operations order (OPORD).
- Begin development of commander’s estimate.
- Provide guidance to staff as needed.
- Obtain data from staff as needed.
- Announce concept.
- Supervise development of OPORD.
- Receive airmovement table. Approve, or modify and approve.
- Receive airloading tables from S3.
- Receive copy of OPORD from S3.
- Approve, or modify and approve, OPORD.
- Return OPORD to S3.
- Issue, or oversee issuance of, OPORD.
**AIR MISSION COMMANDER ACTIONS:**
- Receive brigade warning order.
- Conduct mission analysis.
- Give AMC initial information to AMTF commander and staff.
- Receive task force warning order.
- Receive friendly forces information briefing from AMTF S3.
- Provide technical advice to AMTF executive officer (XO) and S2 for PZ and LZ identification.
- Coordinate with supported unit staff.
- Provide information to aviation unit on ground unit operation.
- Provide advice to AMTF S3 on PZ selection.
Provide flight route information to AMTF S2.
Assist AMTF XO in PZ control plan.
Assist AMTF S3 Air in flight route computations.
Coordinate PZ operations with AMTF XO.
Provide advice to AMTF S3 on LZ and flight route selection.
Obtain PZ/LZ, flight routes, and aircraft allocation from AMTF S3 Air.
Obtain PZ control plan from AMTF XO.
Aid AMTF S4 in selecting logistic PZ(s).
Coordinate aircraft internal and sling equipment loads with AMTF S4.
Obtain airmovement table for AMTF S3 Air.
Brief aviation unit on operation.
Inspect PZ(s) with AMTF XO.
Receive AMTF OPORD.
EXECUTIVE OFFICER ACTIONS:
Receive TF warning order.
Receive personnel status report from S1.
Receive equipment status report from S4.
Receive enemy situation briefing from S2.
Receive AMC initial information.
Receive friendly forces information briefing from S3.
Determine available PZs. Obtain advice from AMC.
Submit PZs to S3.
Coordinate staff planning.
Obtain PZs from S3.
Develop PZ control plan.
Coordinate PZ operations with AMC/pathfinders.
Receive AMTF commander's concept.
Obtain PZs/LZs, flight routes, and aircraft allocation from S3 Air.
Coordinate PZ operation with S1. Complete bump and straggler control plan.
Inspect PZs with pathfinders.
Brief PZ control plan to subordinate PZCOs. Provide pathfinder to each PZCO.
Obtain airmovement table from S3 Air.
Obtain airloading tables from S3 Air.
Obtain sequence of bump from subordinate units. Annotate airmovement table with sequence of bump.
Complete PZ control plan. Submit to S3.
Inspect PZs with pathfinder/AMC.
Receive OPORD.
S1 ACTIONS:
- Receive operation notification.
- Assemble personnel data.
- Receive task force (TF) warning order.
- Report personnel status to commander and staff.
- Receive AMC initial information.
- Receive friendly forces information briefing from S3.
- Begin mission analysis from personnel standpoint.
- Begin preparation of staff appraisal (personnel).
- Complete medical support evacuation plans.
- Provide S3 with staff appraisal (personnel).
- Receive AMTF commander's concept.
- Coordinate PZ operations with battalion XO. Develop straggler control plan.
- Brief subordinate unit personnel on straggler control plan.
- Receive command post general location from S3.
- Coordinate PW, civilian control plan with S2.
- Complete PW, civilian control plan. Coordinate with S4.
- Complete S1 portion of para 4, OPORD. Give to S4.
- Receive airloading tables from S3 Air.
- Coordinate with HQ commandant. Develop plan for command post displacement and security.
- Coordinate command post displacement plan with S3.
- Receive OPORD.
S2 ACTIONS:
- Receive operation notification.
- Request any needed maps through S4.
- Assemble intelligence data.
- Request weather forecast.
- Distribute maps.
- Brief commander, staff, and subordinate unit commanders on enemy situation.
- Obtain advice concerning LZs from AMC and pathfinders.
- Determine available LZs.
- Submit LZ list to S3.
- Analyze weather forecast.
- Obtain advice concerning flight routes from AMC.
- Determine available flight routes.
- Provide available flight routes to S3 Air.
- Recommend essential elements of information and other intelligence requirements.
- Develop intelligence collection plan.
- Request aviation reconnaissance/aerial photos.
| **S3 ACTIONS:** | |
|-----------------|-----------------|
| Receive brigade warning order. | Select PZs. Brief XO and S3 Air on PZs selected. |
| Assemble data on friendly elements. | Obtain available flight routes from S3 Air. |
| Receive AMC initial information. | Consolidate staff information. |
| Receive TF warning order. | Provide staff appraisal to commander. |
| Receive personnel status from S1. | Select LZs and flight routes. |
| Receive equipment status from S4. | Determine need for indirect fire preparations. |
| Receive enemy situation briefing from S2. | Begin preparation of OPORD. |
| Brief AMC initial information. | Receive employment recommendations for GSR and scout platoon from S2. |
| Brief friendly forces disposition and location. | Provide XO and S3 Air with PZs and aircraft allocation. |
| Begin development of courses of action. | Select general location for command post. |
| Obtain input on pathfinder employment. | Provide information to S1. |
| Receive list of available LZs from S2; available PZs from XO. | Receive S2 input to OPORD. Receive admin/log portion of order from S4. |
| Receive brigade OPORD. | |
| Begin preparation of staff appraisal (operations). | |
S3 ACTIONS CONTINUED:
Complete OPORD para 1, 2, and 3 (to include concept and subunit para).
Receive airmovement table from S3 Air. Obtain approval from AMTF.
Receive fire plan from FSCOORD.
Obtain airloading tables from S3 Air.
Receive OPORD para 4 information from S4.
Complete para 5, OPORD.
Complete operation overlay.
Coordinate command post displacement with S1.
Obtain PZ control plan from XO.
Complete OPORD with annexes. Submit to AMTF commander for approval.
Receive OPORD from AMTF commander.
Issue OPORD, when directed by commander.
S3 AIR ACTIONS:
Receive operation notification.
Receive TF warning order.
Receive personnel status from S1.
Receive equipment status from S4.
Receive enemy situation briefing from S2.
Receive AMC initial information.
Analyze AMC’s initial information for available assets.
Begin preparation of airmovement table.
Process air requests from S3.
Obtain PZs from S3. Provide PZs to fire support coordinator (FSCOORD) and staff as needed.
Establish liaison with TACAIR control party. Coordinate preplanned TACAIR.
Receive available flight routes from S2.
Compute flight route time and distance.
Provide available flight route information to S3.
Receive AMTF commander’s concept.
Obtain LZs, flight routes, and aircraft allocation from S3. Provide data to AMC, FSCOORD, subordinate unit commanders, and staff, as needed.
Obtain any additional tactical air (TACAIR) requirements from FSCOORD.
Initiate request for TACAIR cap (cover) and offensive air support.
Obtain logistic PZs from S4.
Complete airmovement table. Submit to S3 for approval.
Distribute airmovement table.
Obtain subunit airloading tables.
Consolidate airloading tables. Provide to AMTF commander, S3, XO, and S1.
Receive OPORD.
S4 ACTIONS:
Receive operation notification.
Obtain maps requested by S2.
Assemble equipment data.
Receive TF warning order.
Receive personnel status from S1.
Report equipment status to commander and staff.
Receive enemy situation briefing from S2.
Receive AMC initial information.
Receive friendly forces information from S3.
Begin mission analysis to determine requirements.
Receive initial supply requirements from subordinate units.
Begin preparation of staff appraisal (logistics).
Determine effects of ammunition supply rate on operation. Submit ammunition supply rate to FSCOORD.
Compile materiel usage data for operation. Obtain PZs from S3 Air.
Compare usage data to materiel available.
Request materiel as needed.
Coordinate with AMC on establishing FARP.
Provide S3 with staff appraisal (logistics).
Receive AMTF commander's concept.
Begin development of support plan for operation. Obtain LZs and flight routes from S3 Air.
Coordinate trains operation and control with supply platoon leader. Obtain S1 input to para 4, OPORD.
Complete S4 portion of para 4, OPORD. Provide para 4, OPORD, information to S3.
Select logistic PZs. Provide to S3 Air.
Plan aircraft loads (internal and sling) for mission support. Coordinate pickup points with AMC/pathfinder.
Coordinate plans for evacuation of enemy materiel with S2.
Receive OPORD.
FSCOORD ACTIONS:
Receive operation notification.
Begin mission analysis to determine available and needed means of fire support.
Plot locations/capabilities (range fans) for all indirect fire support systems supporting the TF.
Estimate fire support needed.
Obtain ammunition supply rate from TFS4 and S3 of DS FA battalion. Determine effects of ammunition supply rate on operation. Gather information for development of fire support plan.
Obtain PZs from S3 Air.
Continue to gather information for development of fire support plan.
Coordinate fire support requirements with S3.
Provide S3 with available fire support recommendation for indirect fire preparations.
Obtain LZs and flight routes from S3 Air.
Obtain recommended targets from S2. Develop TACAIR requests to support ground tactical plan.
Complete fire support plan.
Submit fire support plan to S3 for commander's approval. On approval, distribute.
NOTE: Subunits will develop their fire plans. FSCOORD will coordinate and consolidate them into the AMTF plan.
Receive OPORD.
SUBORDINATE UNIT COMMANDERS' ACTIONS:
Receive operation notification.
Gather personnel and equipment data.
Report personnel and equipment to battalion staff. Receive maps.
Receive battalion warning order.
Issue company warning order.
Determine initial supply requirements.
Submit initial supply requirements to S4.
Begin preparation of airloading tables.
Continue mission preparation.
Obtain appropriate PZs, LZs, flight routes, and aircraft allocation from S3 Air.
Continue mission planning.
Obtain airmovement table from S3 Air.
Complete airloading tables.
Submit airloading tables to S3 Air.
Receive OPORD.
APPENDIX C
SAMPLE ANNEX
TO INFANTRY BATTALION SOP
FOR AIRMOBILE TASK FORCE OPERATIONS
with
Inclosures:
1. Airmobile Formations and Battle Drill.
2. Airmobile Task Force Commander's Checklist.
3. Aviation Mission Commander's, or Aviation Liaison Officer's, Checklist.
(This is an annex to a Standing Operating Procedure (SOP) for combat operations; it is not a complete SOP.)
Annex E (Airmobile Operations) to ___ Infantry Battalion, ___ Infantry Division Field Standing Operating Procedures
1. GENERAL.
a. Purpose. This annex prescribes the organization and procedures to be followed in preparing for and executing airmobile task force (AMTF) operations. Only procedures peculiar to airmobile operations are included; otherwise, basic Standing Operating Procedures (SOP) apply.
b. Application. Applies to all organic and supporting units under control of 1st Battalion, 66th Infantry. Company SOPs will conform.
2. PERSONNEL.
a. Strength, Records, and Reports.
(1) Companies will be organized into assault and rear echelons. Upon receipt of warning order, submit unit strength to S1 and equipment availability status to S4. S1 and S4 will forward to S3 who will determine sortie requirements.
(2) Upon closing into landing zone (LZ), companies will report personnel and equipment status to AMTF forward command post (CP) on AMTF command net using report format in CEOI.
b. Discipline, Law, and Order.
(1) S1 will establish a straggler control point on each pickup zone (PZ) in vicinity of pickup zone control officer (PZCO) in coordination with S3 and the PZCO. All units will have a representative (from rear echelon) located at the straggler control point on their PZ(s). "Bumped" personnel will be reported to S1/PZCO by company straggler control personnel for consolidation and rescheduling into appropriate LZ(s).
(2) Straggler control is company responsibility upon landing.
(3) Personnel landed in other than an assigned LZ are to report to the on-site unit commander (representative) immediately. Personnel are attached to that unit until ordered to return to parent unit by this headquarters. Gaining unit will report personnel so attached to S1 by number and parent unit. (Do not include these personnel in unit strength reports.)
c. Prisoners of War (PW). PWs are to be reported immediately to the S3, who will issue evacuation instructions. Indicate available PZ location for pickup by air in initial report. S2 will determine whether to evacuate through battalion or direct to brigade PW collection point.
d. Medical Evacuation (medevac). Report all casualties for evacuation by priority code.
(1) Medevac requests follow standard format for casualties and are classified as routine, priority, or urgent. Radio frequency of supporting medevac unit will be included in each operation order. Make maximum use of empty lift helicopters departing LZ. Do not interrupt airlanding operations--use last helicopters in the flight.
(2) S1 is responsible for providing CEOI, LZs, and flight route overlay to supporting medevac unit.
3. INTELLIGENCE.
a. Weather.
(1) Battalion S2 will obtain and disseminate the following:
(a) Long-range forecast immediately after receipt of mission.
(b) Short-range forecasts up to H-2 hours.
(2) Command weather reconnaissance 1 hour prior to lift-off will be coordinated among task force (TF) commander, S2, and air mission commander (AMC).
(3) Operations are executed only on order of this headquarters when weather is below 1/2-mile visibility and 100-foot ceiling.
b. Terrain.
(1) Maximum utilization will be made of command aerial reconnaissance down to platoon leaders, consistent with aviation resources, available time, and tactical situation.
(2) Use sandtable briefing techniques when possible in conjunction with maps and aerial photographs.
(3) Maps will be issued immediately after receipt of warning order, if available. If not available, they will be issued on receipt from higher headquarters.
(4) Aerial photographs will be made available upon receipt. S2 will automatically process all requests (conserving assets, as appropriate). Priority to answering essential elements of information (EEI). Priority of issue to assault echelon.
c. Evasion and Escape.
(1) Personnel in aircraft forced to land behind enemy lines en route to the objective will--
(a) Establish immediate security in vicinity of downed aircraft.
(b) Remain in that location utilizing aircraft radios to contact recovery aircraft.
(c) Mark and clear suitable landing points for recovery and withdrawal helicopters.
(2) The senior ground force individual assumes responsibility for organization and conduct of security until recovery is executed.
(3) If the above is not possible due to enemy pressure, evade capture and attempt to join friendly units by infiltration. Personnel will attempt to evade and escape back along flight route. Maximum rescue effort will be directed along flight routes, with particular emphasis at checkpoints. Continuous attempts will be made to locate suitable landing points for withdrawal by helicopter(s). The wounded will be evacuated with infiltrating personnel. The dead will be concealed and stripped of weapons, ammunition, and items of intelligence value. Locations of dead left behind will be recorded.
(4) If enemy pressure becomes a threat to downed aircraft, senior ground force individual will take steps to secure or destroy classified or sensitive items. Aircraft destruction will be on order of this headquarters if capture is not imminent. If contact with this headquarters cannot be made, the senior individual on the ground will make decision on aircraft destruction in order to prevent capture by enemy.
4. OPERATIONS.
a. Planning Phase.
(1) Except when accomplished by higher headquarters, this headquarters will prepare plans in coordination with the supporting AMC.
(2) Plans will continue to be refined until executed. All operational information will be given to subordinate commanders as soon as determined, particularly as follows:
(a) The size and composition of the force required to execute the mission.
(b) Allocation of assault and logistical aircraft, based on allowable cargo load (ACL) provided by the AMC.
(c) Designated PZs and helicopter PZ formation. Designated flight routes, LZs, and LZ helicopter formation.
(d) Current Communications-Electronic Operation Instructions (CEOI) in effect to include frequencies and call signs of all participating units.
(3) Coordination between the supported and supporting commanders must include, as a minimum:
(a) Enemy and friendly situation.
(b) Mission.
(c) Fire support plan.
(d) Abort and alternate plans.
(e) Weather to include minimums and delays.
(f) Type, number, and ACL of helicopters.
(g) Helicopter formations in PZ and LZ.
(h) Airmovement data and timing for the operations.
(i) Communication (primary and alternate frequencies and plans).
(j) Location and call sign of second in command.
(k) Required command reconnaissance (recon) by the airmobile TF and supporting aviation commanders.
(l) Time synchronization.
(m) Downed aircraft procedures.
(4) Operations security (OPSEC). This will be emphasized in each phase of an airmobile operation. The object will be to conceal the capabilities and intentions of the AMTF. The four general OPSEC measures will be considered for every operation: deception, signal security, physical security, information security. The S2 will provide intelligence collection of Threat data. The S3 will insure that the staff and subordinate commanders are aware of OPSEC measures to be employed to counter the Threat. Emphasis must be placed on maintaining the elements of surprise and security. Additionally, all supporting elements must be aware of the necessity of maintaining a high degree of operational security. As a minimum, the AMTF commander, supporting commanders, and subordinate commanders should employ the following techniques:
(a) Deception.
1. Camouflage vehicles, equipment, and personnel.
2. Overflights of other LZs (if aircraft are available and enemy situation does not preclude).
3. Insertion at night or during other periods of reduced visibility.
4. Noise and light discipline.
5. Dummy laager sites for aircraft.
6. Recon overflights of several objectives.
(b) Signal security (SIGSEC).
1. Communications security (COMSEC)
2. Radio listening silence.
3. Use of arm-and-hand signals (on the ground).
4. Use of low power and secure mode on radios.
(c) Physical security.
1. Use of security forces at LZ and PZ.
2. Use of wire, mines, barriers, and security troops at aircraft laager sites and troop assembly areas.
3. Use of pathfinder to secure LZ, if possible.
(d) Information security.
1. Counterintelligence.
2. Strict control of all operational information.
3. Release information only to those with a need to know.
4. Last-minute release of attack time (objective) and force composition.
b. Landing Phase.
(1) The aircraft commander will notify each aircraft troop commander of any changes to the order, any change in LZ(s) and/or direction of landing, and when the helicopter is over the release point (RP). The troop commander then informs his personnel of any changes and alerts them to prepare to unload.
(2) Passengers may not move in the aircraft until clearance has been obtained from the aircraft commander. After the aircraft commander gives the clearance signal, troops and equipment are unloaded as rapidly as possible.
(3) After all troops and cargo have been unloaded from the aircraft, the crew chief will check the helicopter and signal the aircraft commander that the cabin is empty. Personnel will not depart helicopters to the rear. Departure from aircraft will be executed rapidly in the direction prescribed by battle drill (see battle drill, incl 1).
(4) The troop commander insures that members of his aircraft clear the LZ in a safe, expeditious manner. This prevents exposing personnel to unnecessary danger and prevents any delay in lift-off and landing of subsequent helicopters.
(5) Individual weapons will be fired only on order upon offloading unless enemy contact is made or if planned as part of the overall fire plan.
(6) Actions when there is no enemy contact on the LZ include:
(a) Move each helicopter load to the nearest covered and concealed position in direction of assembly area.
(b) Establish LZ security for succeeding lifts (if applicable).
(c) Assemble, organize, and account for all personnel.
(d) Report.
(7) Actions when enemy contact is made on the LZ include:
(a) Return fire immediately, upon offloading, with all available firepower to gain fire superiority.
(b) Fight by helicopter loads, using fire and maneuver, until platoon/company can be formed (see battle drill, incl 1).
(c) Request and coordinate fire support.
(d) Secure the LZ for succeeding lifts.
(e) Report.
(8) Keep the AMTF commander informed during all actions.
c. Airmovement Phase.
(1) Lift-off time; passing start points (SP), RP(s), communication checkpoints (CCP), and LZ clearance time; and situation on LZ are reported to command and control helicopter by each aviation serial commander. (This may be omitted if operations order (OPORD) specifies radio silence.) Inability to comply with specific control times will also be reported as prescribed in OPORD.
(2) Troop leader remains oriented by continuous map-terrain comparisons.
d. Loading Plan.
(1) PZ is designated by this headquarters.
(2) Aviation serial commander or aviation liaison officer will arrive prior to the helicopter flight and report to PZCO for last-minute briefing and coordination. He will notify the aviation commander of any changes and (along with pathfinders) will control aircraft operations.
(3) Serials organized to support the ground tactical plan.
(4) Helicopters will land in the PZ(s) in the specified formation (see incl 1). Unit leaders will brief troops on the helicopter formation prior to arrival of helicopters at PZ. PZs will be designated and marked using standard NATO colors (e.g., PZ Green marked with green smoke/helmet liner during the day, and green lights at night unless this will compromise security).
(5) Helicopters should arrive at the latest possible time to reduce time-on-ground before loading.
(6) During a battalion move, the battalion executive officer (XO), or designated representative, will act as PZCO. Company XO will act as PZCO during company-size operations and as unit PZCO during battalion-size operations with separate company PZ. Platoon sergeants will act as PZCO during platoon-size operations. PZCOS are responsible for developing and disseminating the PZ control plan. The PZCO will maintain contact with the AMC on a designated radio frequency personally or through assigned pathfinders. Each unit to be moved will have radio contact with the PZCO on a designated frequency. These personnel will establish radio contact with the PZCO 15 minutes prior to aircraft arrival. Units must be prepared to alter loads based on change of helicopter availability or change in allowable cargo load (ACL). Within each company, platoon, and squad, a priority of loading must be established. Priority of aircraft loads and personnel on each aircraft to be bumped will be designated. Personnel bumped report to the straggler control point.
(7) Supporting aviation unit assists in planning for the execution of loading by providing technical advice, supervision, and pathfinder support.
(8) Aircraft commander supervises aircraft loading.
(9) Cargo or equipment to be transported externally is secured in cargo nets or on pallets for sling loading on helicopters. Hookup of these loads will be accomplished by the PZ control group. Unit code panels will be placed on each load.
(10) Preparation of individuals. Prior to any airmobile operation, the following individual preparation will be accomplished:
(a) Fasten helmet chinstraps.
(b) Collapse bipods on M60's and M16's.
(c) Tie down loose equipment.
(d) All weapons will be unloaded and on SAFE.
(e) Unfix bayonets (if fixed).
(f) Wear identification tags.
(g) Radiotelephone operators (RATELO) will use short whip antennas only. They will depress antennas to avoid breakage and to reduce the safety hazard. When directed, they will check communications with the tactical operations center (TOC), insuring that the radio remains "on" during flight. They will have a minimum of two extra batteries for each radio.
(h) An accurate list for each aircraft load by name, grade, and unit will be furnished to the battalion S1, through the unit officer in charge of loading, for airloading table data.
(11) Execution. The following sequence should be followed during the loading phase:
(a) Secure PZ.
(b) Approach aircraft only after it has landed.
(c) Do not load until station time.
(d) Load at double time.
(e) The aircraft troop commander establishes and maintains communication with parent headquarters, using his radio and unit net, upon landing and while in flight for changes in mission, LZs, or last-minute intelligence dissemination. If a unit radio is not available, he should receive this information from the crew through the helicopter radio.
(12) When loading personnel or cargo into a helicopter, the aircraft troop commander insures that the following is accomplished:
(a) All safety measures prescribed for movement in and about the helicopter are observed.
(b) All personnel approach the helicopter in the prescribed manner.
(c) Personnel will not go near the tail rotor.
(d) All personnel and equipment will stay below the arc of the main rotor. Personnel should be especially watchful when loading on the slope of a hill; approach and depart helicopter on downslope side. However, entering and exiting the helicopter should be made on the uphill side so the pilot can better control the helicopter. Personnel with backpacked radios will hold antennas down during any movement around aircraft.
(13) Briefing on emergencies will be conducted by an aviation representative prior to loading, as appropriate.
(14) After all equipment and personnel have been loaded, the aircraft troop commander determines the following:
(a) Equipment and cargo are in the proper places.
(b) Cargo or equipment is properly secured.
(c) Each soldier is seated and his safety belt fastened.
(d) Weapons are placed between legs; muzzle up in utility aircraft (UH), muzzle down in cargo helicopters (CH).
(15) When the aircraft troop commander has checked to insure that all cargo and personnel are secured, he will notify the aircraft commander.
(16) During flight, the pilot commands the aircraft. The aircraft troop commander insures that the following is accomplished.
(a) Cargo lashings (if applicable) are checked frequently to determine that cargo is properly secured.
(b) Troops keep safety belts secured and do not smoke unless authorized.
(c) Troops stay seated and do not move around in the cabin without authorization.
(17) In the event more than one lift is required, the PZCO will remain until the last lift to insure control and continuous communications.
(18) General aircraft load planning.
(a) All units will develop general load plans to facilitate movement on short notice.
(b) Necessary equipment, for aircraft loading and movement (nets, slings, and clevises), will be kept on hand.
(c) Personnel will be organized and trained in loading equipment to include sling loads.
(d) Battalion S3 Air will prepare airloading tables for movement by US Air Force aircraft. Companies will maintain airloading tables for airmobile operations (app B).
(e) Vehicles and major equipment will be prepared at all times to facilitate airlift operations. Chalk numbers will be predetermined for vehicles and trailers. Vehicles and major equipment to be transported into objective area will be reported with strength figures.
(f) A-22 containers: maximum height (max ht) 40 meters; max weight (wt) 1,200 pounds (lb) (for all helicopter operations). This will allow one container lift by UHs (Blackhawk). If CHs (Chinooks) are available, two or more A-22's may be rigged together.
e. Subsequent Operations.
(1) Withdrawal by air. Withdrawal from an area of operation (AO) requires thorough planning, close coordination, and controlled execution. The following are considered important for any withdrawal by air:
(a) Primary and alternate PZs and flight routes must be planned.
(b) Defensive concentrations must be planned around the PZ. The security force will protect the loading force and return fire if engaged. When the last elements are ready to load, the security force will call in required fires to cover withdrawal and use their own fire to cover their loading.
(c) Maintain all-round security until the first helicopter is on the ground (never assemble too early).
(d) Plan the loads so that a force capable of defending itself constitutes the last lift (never leave less than a platoon-size force). A platoon leader/sergeant or squad leader, with radio, will be the last man out of a PZ. He will report to his commander that the PZ is clear of all personnel and equipment and immediately notify the pilot of the helicopter he boards. Plan for at least two extra helicopters to go into the PZ to lift out the last unit, when possible.
(e) Attack helicopter teams will be in direct communication with the ground force commander.
(2) Displacement of command post.
(a) Quartering party.
1. Composed of S1 or headquarters commandant, communications officer or representative and communications personnel, security element, and other necessary personnel.
2. Selects location.
(b) Command and control helicopter will be utilized as main CP during movement.
(c) Quartering party duties upon landing include:
1. Laying out new CP.
2. Notifying old CP when new CP is ready for operation.
3. Insuring timely and orderly arrival and positioning of other CP elements.
4. Opening new CP. Officer in charge notifies commander or S3 when old CP has closed and when staff is operational in the new location.
5. Controlling responsibilities. Command and control helicopter will be used as tactical CP to control and direct subordinate elements during air movement. The old CP is responsible for the dissemination of information and reports to higher and adjacent headquarters until that function is formally passed to the new CP.
(3) Security of aircraft in unit areas.
(a) Passive measures.
1. Laagers (occupancy, 1-36 hours):
a. Select proper terrain for laagers where access by enemy ground forces is difficult (e.g., laagers surrounded by water or swamps).
b. Site aircraft to blend with terrain and vegetation (e.g., locate parking areas in shadows, near trees).
c. Park aircraft in laagers so that attack helicopter teams can provide security along avenues of approach. Lift-off of aircraft, if attacked by enemy, is the responsibility of the aviation commander.
d. Utilize troops in or near the laagers to provide perimeter security. Aviation unit will augment security.
2. Semipermanent facilities (occupancy, 1 to several weeks).
a. Use camouflage nets and natural materials to provide concealment.
b. Provide perimeter troop security around airfields and heliports.
c. Construct individual and helicopter bunkers and continue progressive improvement as time permits.
(b) Security of supporting aviation is the responsibility of the unit commander in whose area they are laagered or as designated by this headquarters.
5. LOGISTICS.
a. Supply.
(1) Accompanying supplies--all classes. Prescribed supplies will be established by this headquarters for each airmobile operation.
(a) Class I. Each soldier will carry three combat ration meals to be eaten on order.
(b) Class II and IV. Units take on 1-day supply of required combat essential expendables.
(c) Class III.
1. Vehicle fuel tank, three-fourths full; gas cans, filled to the weld.
2. Units take 1-day supply of oil and lubricants on vehicles.
(d) Class V.
1. Units maintain basic load at all times.
2. Available supply rates and priority of delivery specified in OPORD.
(e) Class IX. Units take combat essential prescribed load list (PLL).
(f) Water. Soldiers carry two full canteens and one bottle of water purification tablets.
(2) All classes of supply delivered using unit distribution.
(3) Routine, planned supplies will be prepackaged to maximum extent possible by S4.
(4) Emergency resupply containing ammunition, water, rations, and medical supplies will be prepackaged by the S4 and will be ready for delivery as required.
b. Salvage.
(1) Expedite recovery of aerial delivery containers, parachutes, cargo nets, and pallets; commanders guard against damage, destruction, or loss.
(2) Units in objective area establish salvage collecting points when appropriate and practical.
(3) Salvage will be reported to this headquarters for disposition instructions.
c. Captured Materiel. Captured materiel may be used on approval of this headquarters. Evacuation of captured material is accomplished, as the situation allows, through S4 channels.
d. Medical Service Support.
(1) Medevac of patients until linkup or withdrawal will be by air.
(2) Aid station location will normally be in battalion rear.
(3) Units report capture of medical supplies to battalion medical platoon personnel.
(4) Requests for evacuation will be submitted to battalion S1.
(5) PW casualties needing medical treatment will be evacuated through medical channels.
(6) Hospital locations will be announced for each operation.
e. Transportation and Troop Movement.
(1) Vehicular.
(a) Allocation of accompanying organic transport will be made by this headquarters.
(b) Captured vehicles will be used to the maximum to meet transportation requirements.
(2) Aircraft. Allocation of supporting aircraft will be made by this headquarters.
6. VISUAL AND SOUND SIGNALS.
a. Use as required and prescribed by CEOI and unit SOP and as modified by battalion OPORD.
b. Subordinate units employ only those pyrotechnics specifically authorized by OPORD or CEOI.
c. Each company will have personnel with helmet liners color-coded one of the standard colors: purple, yellow, green, and white to mark PZ(s)/LZ(s).
7. ELECTRONIC WARFARE.
a. Radio stations will not attempt to enter, jam, or otherwise interfere with unknown radio nets without prior approval of this headquarters.
b. Report (by a secure means) jamming or attempts to enter nets by unknown stations to the communications officer without delay. Give time, radio frequency, type of jamming, signal strength, readability, and identity (if obtainable) of interfering station.
COLEMAN
LTC
OFFICIAL
/s/BAXTER
BAXTER
S3
Distribution: A
Inclosures:
1 - Airmobile Formations and Battle Drill
2 - Airmobile Task Force Commander's Checklist
3 - Aviation Mission Commander's or Aviation Liaison Officer's Checklist
C-20
INCLOSURE 1 TO SOP FOR AMTF OPERATIONS
AIRMOBILE FORMATIONS
AND BATTLE DRILL
GENERAL
This enclosure prescribes the PZ and LZ aircraft formations used when conducting airmobile operations. It further prescribes the immediate action to be followed when personnel dismount at the LZ.
APPLICATION
This enclosure applies to all organic and supporting units under the control of this battalion. All subordinate SOPs conform, and all personnel will be thoroughly familiar with these procedures.
Aircraft supporting this battalion may use any of the following PZ/LZ configurations, as prescribed by the AMTF commander working in conjunction with the AMC.
**HEAVY LEFT/RIGHT**
Requires a relatively long, wide landing area; presents difficulty in pre-positioning loads; restricts suppressive fire by inboard gunners; provides firepower to front and flank.
---
**DIAMOND**
Allows rapid deployment for all-round security; requires relatively small landing areas; presents some difficulty in pre-positioning loads; restricts suppressive fire of inboard gunners.
VEE
Requires relatively small landing area; allows rapid deployment of forces to the front; restricts suppressive fire of inboard gunners; presents some difficulty in pre-positioning loads.
ECHELON LEFT/RIGHT
Requires a relatively long, wide landing area; presents some difficulty in pre-positioning loads; allows rapid deployment of forces to the flank; allows unrestricted suppressive fire by gunners.
TRAIL
Requires a relatively long landing area; allows rapid deployment of forces to the flank; simplifies pre-positioning loads; allows unrestricted suppressive fire by gunners.
STAGGERED TRAIL LEFT/RIGHT
Requires a relatively long, wide landing area; simplifies pre-positioning loads; allows rapid deployment for all-round security; gunners' suppressive fire restricted somewhat.
BATTLE DRILL
The first step in successful execution of airmobile battle drill is to insure that the aircraft is loaded so that dismounting soldiers react promptly and contribute to mission accomplishment.
Regardless of the formation used, individual aircraft will always be loaded in the following manner:
Dismounting in the LZ is the reverse of loading. Troops will position themselves to the same relative position in the LZ that they occupied in the PZ.
This method of loading and unloading should be slightly altered when aircraft are landing on a moderate slope.
In so doing, all-round security is aided in both the PZ and LZ, and the need for complicated procedures is reduced by keeping the positions for men and equipment the same. On the LZ, this facilitates use of the bounding overwatch method of movement. Bounding overwatch may be initiated in any direction, as shown here.
From the initial bounding overwatch formation, transition to traveling overwatch is simple.
Broken lines indicate movement by bounding overwatch after departure of aircraft.
Dismounting into bounding overwatch.
LEGEND
SL - Squad Leader
TL - Team Leader
GL - Grenade Launcher
R - Rifleman
MG - Machinegunner
AG - Assistant Machinegunner
Squad organizes to fit eight-man ACL. (If the UH-60 Blackhawk is the aircraft used for the lift, the remaining squad members can be included in formation.)
If enemy contact is not expected, the squad can be assembled for traveling overwatch.
Dismounting and subsequently changing to traveling overwatch.
And, movement to a line or assault formation can be executed. (Additional squad members can be carried on Blackhawk.)
Broken line indicates movement after aircraft departure.
Broken line indicates movement after aircraft departure.
Broken line indicates movement after aircraft departure.
This list is designed to summarize the essential items that should be included in the planning phase of an airmobile operation by AMTF commanders. The list should be referred to throughout the planning process to insure that major planning steps are not omitted. If there is doubt as to how to accomplish a particular task or item, refer to the appropriate section of FM 90-4 or unit SOPs.
ACTION UPON RECEIPT OF ORDERS
Analyze mission(s).
Determine specified and implied task(s) and objective(s).
Develop time schedule.
Obtain aircraft ACL from AMC/air liaison officer (ALO).
Issue warning order.
GROUND TACTICAL PLAN
Choose, as appropriate, assault objectives.
Designate LZ(s) available for use. Consider distances from LZ(s) to objective.
Establish D-day and H-hour (time of assault).
Identify special tasks required to accomplish mission.
Means available to accomplish mission include:
Organic troops (consider distance from present location to PZ).
Aviation resources to include attack helicopter or air cavalry units, and Air Force support (establish liaison with AMC/ALO) (initial information, support requirements from ground unit to include forward arming and refueling point (FARP)).
Engineers.
Signal to include aerial radio relay.
Medical (medevac).
Fire support.
Close tactical air (TACAIR) support.
Field artillery within range.
Other indirect fire weapons (mortar and naval gunfire).
Preparation fires for LZs (signals for lifting/shifting).
Flight corridors.
Air defense suppression.
Control measures needed.
Subsequent operations (e.g., defense linkup, withdrawal) that may be conducted.
NOTE. Announce concept to staff and subordinate units as soon as possible to facilitate planning.
INTELLIGENCE INFORMATION AND REQUIREMENTS
Enemy locations to include air defense positions.
Commander's aerial recon of objective area (if practical).
Aerial reconnaissance (side-looking airborne radar (SLAR) aerial photos).
Sensor reports.
Terrain study.
Weather forecast.
Latest intelligence summary (INTSUM).
PW handling procedures.
Civilian control procedures.
LANDING
Selection of primary and alternate LZs (capacity).
LZ identification procedures for landing sites include:
- Colored smoke.
- Panels.
- Flares.
- Lights.
Use of pathfinders.
Landing formation(s).
Approach and departure directions.
LZ preparation fires to support landing plan and ground tactical plan include:
- Use of TACAIR (close air support (CAS), air defense suppression, and air cover).
- Use of indirect fire weapons.
- Use of attack helicopters/units.
Other fire support considerations include:
- Shifting of fires.
- Lifting of fires.
- Suppression of enemy air defenses.
AIRMOVEMENT
Flight routes (primary-alternate-return) require the following data:
RPs; direction and distance to LZs.
SP; air control points (ACP), CCP, and RPs.
Phase lines (if used).
Estimate time en route.
Maneuver areas for attack helicopter and air cavalry teams.
Laagers, to include location, mission, and security.
Airmovement table to implement airmovement includes:
Units to be lifted.
Number and type lift helicopters allocated to each unit.
Aviation units that will support unit.
Lift-off times.
Routes.
Unit LZs.
H-hour (landing time of initial serial).
Alternate communications plan includes:
FM (frequency modulated).
UHF (ultra high frequency).
VHF (very high frequency).
Visual/audio signals.
Aerial radio relay.
LOADING
PZ assignment by unit (primary-alternate) (bump and/or straggler contingency plan).
Holding areas.
Routes from assembly areas to holding area to PZ(s).
Attack helicopter team utilization (overwatch and security) includes:
En route to PZ.
While lift aircraft are in PZ.
En route to LZ.
Recon of LZ; marking of LZ.
SUPPORT PLANS FOR CONDUCT OF AIRMOBILE OPERATIONS
Alternate plans and procedures due to weather (H-hour increment to delay operation).
Downed helicopter procedures to include:
Crew and passenger duties.
Aircraft disposition instruction.
Rally points.
Escape and evasion instructions.
Laager sites.
Rules of engagement.
Deception plans that will be used.
Spare aircraft available.
Chemical, biological, and radiological (CBR) employment and counteremployment.
Reconnaissance (air-ground) that will be conducted.
Straggler control procedures.
Reporting (en route, lift-off, touchdown, intelligence, and contact).
Aircraft disposition after assault.
**ACTIONS THAT MUST BE COMPLETED**
Warning orders.
Liaison officer (LO) (receive and dispatch).
Attachments and detachments.
Issue commander's concept (time and place).
Briefings (time and place).
Preparation of OPORD.
Issue OPORD (time and place).
LOGISTICS REQUIREMENTS
Class V resupply.
Feeding plan.
Water.
Medevac (call sign, frequency, location, and procedures).
Refueling (location of FARP, ammo available).
DEBRIEFING
Lessons learned:
Ground units.
Aviation units.
Actions taken for correction.
AVIATION MISSION COMMANDER'S
OR AVIATION LIAISON OFFICER'S
CHECKLIST
This list is designed to summarize the essential items included in the planning phase of an airmobile operation by the AMC. The list is referred to throughout the planning process to insure major planning steps are not omitted. If there is doubt as to how to accomplish a particular task or item, refer to the appropriate section of FM 90-4 or unit SOP(s).
ACTIONS PRIOR TO DEPARTURE FOR SUPPORT UNIT
Meet attack helicopter and pathfinder representatives at prearranged site. Obtain briefing from operation's officer to include:
Support unit:
Mission.
Location.
Contact officer.
FM frequency.
Call sign.
Reporting time.
Mission:
Requirements for aerial reconnaissance:
Utility helicopters.
Attack helicopters/teams.
Observation helicopters.
Air cavalry teams.
Special mission requests.
Number of aircraft, by type, that are available for the operation (status of assets).
Utility, observation, cargo, or scout helicopters.
Attack helicopters.
ACL for each type aircraft:
Number of troops_____; pounds of cargo____.
Number of pathfinders available and time available.
Pathfinder equipment available.
Specific problem areas or requirements that may affect support of ground unit (FARP location and time of operation). (Estimated refueling time, and refuel-rearm plan.)
Obtain necessary equipment that will be required at or by supported unit.
Aircraft or vehicle.
Maps, overlays, photos.
Radios, CEOI for exchange.
Personal gear.
Additional headsets for reconnaissance, if required.
Check with AMTF commander for special instructions.
NOTE. Confirm if supported unit is prepared to receive LO.
**ACTIONS EN ROUTE**
Establish and maintain communications.
Obtain status of fires and permission to enter area of operations.
ACTIONS AT SUPPORTED UNIT LOCATION
Report to supported commander, S3, or LO.
Brief supported unit on number/type aircraft available, ACL, and other essential information.
Obtain initial briefing on the following:
Enemy situation.
Friendly situation.
Ground tactical plan (make map overlays).
Supported unit requirements.
Additional participating aviation units. Coordinate and integrate plans as necessary.
Assist supported unit in planning the following:
Movement to PZ for ground and aviation unit and control facilities.
Loading.
Location and selection of PZ.
Special PZ marking procedures.
Aircraft marking procedures.
Landing formation and direction.
Loads:
Troops.
Cargo.
Communication control procedures.
PZ control (obtain call sign and frequency).
Manifesting (completion of airloading table).
Priorities of bump by aircraft.
PZ and lift-off times.
Airmovement.
Flight route. Provide guidance and give technical approval on selection of the following:
SP.
ACPs.
CCPs.
RP.
Alternate and return flight routes.
Formation: select en route formation that gives the most control and is least vulnerable to enemy interference; provide guidance for selection of PZ/LZ formations.
Altitude and speed.
Overwatch and security plan for attack and scout helicopters.
Fire support plan en route.
Airmovement table (assist in completing).
Pathfinder support (finalize).
Landing.
Touchdown time(s) (in terms of H-hour).
LZ designations and locations:
Size and description.
LZ marking and procedures.
Landing directions.
Landing formation.
Traffic pattern for subsequent lifts.
Communications, control procedures, and use of pathfinders.
LZ preparatory and suppressive fires.
CAS (start time, duration, target and type ordnance, and attack direction).
Indirect fires (start time, duration, target and type fuze, special instruction).
Plan for attack helicopter unit's scheme of maneuver and plan for overwatch and security (start time, duration, special instruction, attack direction).
Firing of lift helicopter weapons (provide suppressive fires upon landing).
Fire plan of debarking troops.
Call signs/frequency signals for lifting/shifting support fires.
Refueling requirements.
Location of FARP(s).
Time required.
Aircraft maintenance.
Downed aircraft procedures.
Spare aircraft procedures.
ACTIONS PRIOR TO DEPARTURE FROM SUPPORTED UNIT
Obtain copies of OPORD with overlays and annexes.
Confirm all times.
Last-minute weather check.
Mission procedures (delay increments).
Alert procedures.
Debriefing for commander.
ACTIONS UPON RETURN TO AVIATION UNIT
Inform unit commander.
Brief personnel, as appropriate, on all above information.
Maintain close liaison with support unit.
EXECUTE MISSION AS PLANNED
MISSION DEBRIEFING FOR AVIATION UNIT
AFTER-ACTION REPORT
OPORD 2
Reference: Map, Series R640, EASTOVA, PACTLAND, sheet 6066 (STONA-KAVA), edition 1, 1:50,000.
Time Zone Used Throughout the Order: ALPHA
Task Organization:
Co A
1 AT Sec
1 Redeye Tm
1/2/B/21 Engr
Co C
1 AT Sec
1 Redeye Tm
1/2/B/21 Engr
Aviation Support
21st Cbt Avn Bn
Co A (lift)
Co B (lift)
Co C (attack)
2d Plt, 385th Aslt Spt Hel Co
Co B
1 AT Sec
1 Redeye Tm
2/2/B/21 Engr
Bn Control
Hv Mort Plt
Scout Plt
AT Plt (-)
Redeye Sec (-)
2/B/21 Engr (-)
Tm/1/A/21st CEWI Bn
1. SITUATION
a. Enemy Forces. Current INTSUM.
b. Friendly Forces.
(1) 2d Bde, 52d Div, attacks 072300 Feb to secure high ground vic QA337790 to QA349795 (PL BLUE), continues the attack to secure high ground vic QA315830 to QA326835 (PL GREEN), and prepares to continue the attack to the north.
(2) TF 2-76 Inf attacks along Axis GO to secure Obj TIN, assists TF 1-4 Armor in passage of lines. After passage of lines, reverts to bde reserve, follows TF 1-4 along Axis SWIFT.
(3) TF 1-4 Armor initially follows TF 2-76, then passes through TF 2-76 after Obj TIN has been secured, and attacks along Axis SWIFT to secure Obj SILVER. On order, links up with AMTF 1-66 at linkup point 2.
(4) TF 2-77 Inf attacks along Axis RUN to secure Obj BRONZE, assists TF 1-6 Armor in passage of lines, and follows TF 1-6 along Axis FAST.
(5) TF 1-6 Armor initially follows TF 2-77, then passes through TF 2-77 after Obj BRONZE has been secured, and attacks along Axis FAST to secure Obj IRON. On order, links up with AMTF 1-66 at linkup point 1.
(6) Elements of 15 (Allied) Tactical Air Force (TAF) support TF 1-66 during airmobile operation.
c. Attachments and Detachments. Task organization (effective 070800 Feb).
2. MISSION
On order, AMTF 1-66, in conjunction with the continuation of the 2d Bde ground attack, conducts an airmobile assault to secure Obj GOLD, bridge crossing the NILO River vic QA317839, and establishes and defends airhead until linkup with elements of 2d Bde.
3. EXECUTION
a. Concept of Operation. Annex A (Operation Overlay)
(1) Maneuver. This operation will be conducted in three phases. Phase I commences when the 2d Bde penetrates the enemy's defensive belt vic PL BLUE (QA337790-QA349795) and begins an exploitation to secure PL GREEN (QA315830-QA326835). AMTF 1-66 conducts airmobile operations to secure bridge vic QA317839. Phase II, AMTF 1-66 establishes and defends airhead,
links up with elements of 2d Bde. Phase III, AMTF l-66 relieved from OPCON to 2d Bde and prepares for an airmobile operation into an area to be specified by 52d Div.
(a) **Phase I.** AMTF l-66 conducts airmobile operation and attacks to secure bridge at QA317839. Commencing at H-30, Co A moves by air along flight route DOG and conducts airmobile assault into LZ ALPHA (H-hour); attacks to secure Obj FAY. Two minutes following Co A's lift, hv mort and scout plt move by air to LZ ALPHA. Scout plt moves mort plt by ground vehicle to position vic QA321838. Scout plt secures position and mortars provide indirect fire support to task force. Upon completion of Co A's lift, Co B moves by air along flight route DOG and conducts airmobile assault into LZ BRAVO; attacks to secure Obj ANN. Co C moves by air along flight route HAWK and conducts airmobile assault into LZ CHARLIE, attacks to secure Obj SUE.
(b) **Phase II.** All companies defend airhead in sector. Cos A and C conduct linkup operations with TF l-4 Armor and TF l-6 Armor, respectively. Scout plt placed OPCON to Co B and screens north of bn sector.
(c) **Phase III.** After 2d Bde crosses NILO River, AMTF l-66 is relieved from OPCON to the bde and conducts airmobile operation to locations to be specified by 52d Div.
(2) **Fires.**
(a) **Phase I.** Supporting fires during movement along flight routes will be provided by TACAIR. C/21st CAB will provide security and overwatch. An airstrike will be placed on Obj FAY commencing at H-15. C/21st CAB will provide suppressive fire on and around LZ ALPHA commencing at H-2. Hv mort plt displaces to loc vic QA321838; fires 10-min preparation on Lzs BRAVO and CHARLIE for the insertion of Cos B and C, respectively. Preparation commences at H+38 on LZ BRAVO and H+50 on LZ CHARLIE. Priority of fire to unit being inserted.
(b) **Phase II.** Hv mort plt GS, priority of fire to Co A. When TF l-4 Armor reaches PL GREEN, the 2-631st FA (155, SP) will be placed in direct support of AMTF l-66. At that time, priority of artillery fire will be to Co A; priority of hv mort fire to Co C. During defensive phase, any company
not in enemy contact will provide, on approval of AMTF hq, supporting mortar fire to any other unit in the AMTF that comes under enemy attack.
b. Co A.
(1) Conduct airmobile assault into LZ ALPHA and attack to secure Obj FAY.
(2) Defend airhead in sector.
(3) Be prepared to assist in repelling enemy attack on Co B's position.
(4) Secure linkup point 2 and be prepared to link up with TF 1-4 Armor.
c. Co B.
(1) Conduct airmobile assault into LZ BRAVO and attack to secure Obj ANN (bridge over NILO River).
(2) Defend airhead in sector.
(3) Be prepared to assist in repelling enemy attack on Co A's position.
(4) Be prepared to receive OPCON of scout plt during Phase II.
(5) Employ scout plt to screen north in AMTF sector.
(6) Be prepared to release scout plt on order.
d. Co C.
(1) Conduct airmobile assault into LZ CHARLIE and attack to secure Obj SUE.
(2) Defend airhead in sector.
(3) Be prepared to receive OPCON of scout plt in the event of an enemy ground attack during Phase II.
5. **COMMAND AND SIGNAL**
a. **Signal**.
(1) Current CEOI is in effect.
(2) Listening silence is in effect until enemy contact. Secure voice will be used when possible.
b. **Command**. TF command group is initially in command and control helicopter, then at QA321838.
Acknowledge.
SMITH
LTC
OFFICIAL:
s/McClendon
MC CLENDON
S3
Annexes: A--Operation Overlay.
B--Airmovement Table.
C--Target Reference/Checkpoints (omitted).
Annex A (Operation Overlay) to OPORD 2, AMTF 1-66 Inf.
Reference: Map, Series R640, EASTOVA, PACTLAND, sheet 6066 (STONA-KAVA), edition 1, 1:50,000.
NOT TO SCALE
(Classification)
(4) Secure linkup point and be prepared to link up with TF 1-6 Armor.
e. Scout Plt.
(1) Conduct airmovement to LZ ALPHA; move to loc vic QA321838; secure position for hv mort plt.
(2) Use vehicles to move hv mort plt from LZ ALPHA to loc vic QA321838.
(3) On order, relieved of mission of securing hv mort plt; placed OPCON to Co B.
(4) Be prepared to be released from OPCON to Co B during Phase II and placed OPCON to Co A or C on order.
f. AT Plt (-).
(1) Conduct airmovement to LZ ALPHA; move to tac CP/hv mort plt location (QA321838).
(2) Cover armor approaches to the tac CP from the east.
(3) On order, move to counter enemy armor attacks from any direction.
(4) Be prepared for employment in any company sector.
g. Hv Mort Plt.
(1) Phase I.
(a) Conduct airmovement to LZ ALPHA.
(b) Move to loc vic QA321838.
(c) GS; priority of fires to unit being inserted during airmobile assault.
(d) At H+38, fire 10-min preparation on LZ BRAVO.
(e) At H+50, fire 16-min preparation on LZ CHARLIE.
(2) Phase II. GS; priority of fire to Co A during Phase II until 2-631st FA becomes DS to TF; then, priority of fires to Co C.
h. Redeye Sec (-). GS; priority to tac CP, mort plt, and combat trains in order.
i. 2/B/21 Engr (-). GS; priority of work assisting in preparing position for tac CP. Be prepared to clear bridge over NILO River of demolitions if enemy has prepared bridge for destruction.
j. Coordinating Instructions.
(1) Companies report securing objectives.
(2) PW collection point located QA321838.
(3) H-hour is on order.
(4) Aircraft allocation and airmovement table, annex B.
(5) PZ control will be SOP.
(6) All units be prepared to conduct airmobile assault to another location after 2d Bde crosses NILO River.
(7) EEI: Will the enemy attempt to reinforce his positions on Obj GOLD? If so: when? in what strength? from what direction?
4. SERVICE SUPPORT
a. General. Bn Admin/Log Order 1. TF combat trains loc QA321838.
b. Medical Evacuation. TF aid station at combat trains, QA321838. 1/A/478th Air Evacuation Co DS to bde loc at QA343732; call sign and frequency, see current CEOI.
Appendix 1 (Flight Route Overlay)
to Annex A (Operation Overlay) to
OPORD 2 AMTF 1-66 Inf.
Reference: Map, Series R640,
EASTOVA, PACTLAND, sheet 6066
(STONA-KAVA), edition 1, 1:50,000.
1. Capacity of LZs:
LZ A: 6 UH-1H or 3 CH-47's.
LZ B: 10 UH-1H or 6 CH-47's.
LZ C: 10 UH-1H or 6 CH-47's.
2. Speed of aircraft: 80 NM/hr.
3. Time from RP to LZ A and B,
route DOG, 3 min.
4. Time from RP to LZ A and B,
route CAR, 3 min.
5. Time from RP to LZ C, route
HAWK, 2 min.
6. Time from PZs to SPs, 2 min.
NOT TO SCALE
(Classification)
| AVN UNIT | LIFTED UNIT | LIFT | SERIAL | LOADS | PICKUP ZONE | LOADING TIME | LIFT-OFF TIME | SP TIME | RP TIME | LANDING ZONE | LANDING TIME | REMARKS |
|----------|-------------|------|--------|-------|--------------|---------------|------------|---------|----------|--------------|--------------|---------|
| A/21 CAB | A/1-66 | 1 | 1 | 1-6 | R Alpha | H+30 | H+20 | H+18 | H+3 | R Alpha | H Hour | Fit Rt, P Dog, A-Car, Rtn-Car |
| B/21 CAB | A/1-66 | 2 | 2 | 7-12 | H+30 | H+19 | | | | | | Bump 14, 24, 18 |
| 2/385th | Sct. Flt./1-66 | 3 | 3 | 13-18 | H+30 | H+18 | | | | | | Bump 29 |
| B/21 CAB | Mortar Flt./1-66 | 4 | 4 | 19-24 | H+30 | H+17 | | | | | | 2/385th release two helicopters after first lift |
| 2/385th | A/1-66 TAC CP | 5 | 5 | 25-29 | H+30 | H+15 | | | | | | Bump 40, 33 |
| A/21 CAB | B/1-66 | 6 | 6 | 30-35 | H+25 | H+18 | | | | | | ALL SERIALS FOLLOW SOP ON RETURN FLIGHT OVER FRIENDLY POSITIONS |
| 2/385th | ATP(4)/1-66 MEDEVAC 1-66 | 7 | 7 | 36-40 | H+25 | H+12 | | | | | | Bump 12, 16, 17 |
| A/21 CAB | B/1-66 | 8 | 8 | 41-42 | H+25 | H+11 | | | | | | Bump 5, End of Mission 2/385th |
| B/21 CAB | C/1-66 | 9 | 9 | 1-6 | R Bravo | H+21 | | | | | | Fit Rt, P Dog, A-Car, Rtn-Car |
| 2/385th | ATP(4)/1-66 MEDEVAC 1-66 | 10 | 10 | 7-12 | H+22 | | | | | | Bump 14, 16, 17 |
| A/21 CAB | B/1-66 | 11 | 11 | 13-17 | H+26 | | | | | | End of Mission for CoB |
| A/21 CAB | B/1-66 | 12 | 12 | 1-4 | R Bravo | H+100 | | | | | | Fit Rt, P Dog, A-Car, Rtn-Car |
| A/21 CAB | C/1-66 | 13 | 13 | 5-8 | R Bravo | H+101 | | | | | | Bump 8 |
| B/21 CAB | C/1-66 | 14 | 14 | 1-5 | R Charlie | H+102 | | | | | | Fit Rt, P Dog, A-Car, Rtn-Car |
| 2/385th | ATP(4)/1-66 MEDEVAC 1-66 | 15 | 15 | 6-9 | H+103 | | | | | | Bump 9 |
| A/21 CAB | C/1-66 | 16 | 16 | 1-5 | R Charlie | H+112 | | | | | | Upon completion of lifts 5 and 6 report to Bns 4 at PZ Victory and move combat trains and any other loads that the 54th designates |
APPENDIX E
PATHFINDER OPERATIONS
This appendix is a guide for commanders and their staffs of all units employing Army pathfinders during airmobile operations.
The tactics, techniques, and procedures described for various type missions are flexible. They are guides that commanders may modify to meet varying operational conditions. (For detailed information, see FM 57-38.)
Section I. ORGANIZATION FOR COMBAT
PATHFINDER
A pathfinder is trained to control Army aviation in any phase of airmobile operations.
ORGANIZATION
When assigned to an aviation battalion, pathfinders are organized into teams (from two to six). Each team consists of six men. This organization of pathfinders corresponds to the two to six lift companies of the aviation battalion. Each team can support missions assigned to a lift company.
As a planning guide, each team supports a company-size landing/pickup zone (LZ/PZ).
PRIMARY MISSION
The primary pathfinder mission in airmobile operations is to provide navigational assistance (electronic and visual), and to control helicopters conducting combat operations (to include air assaults and airmovement).
SECONDARY MISSION
Their secondary missions are to provide advice and physical assistance to lifted units.
in the planning of airmobile operations; prepare and position personnel and loads for airmovement.
**CAPABILITIES**
Pathfinders perform the following tasks:
- Use maps and aerial photos to assist in the selection of LZs and PZs in area selected for airmobile operations.
- Enter area of operation by foot, boat, vehicle, aircraft, parachute, or any combination thereof.
- Prepare LZs and PZs to include establishing and operating visual and electronic navigational aids and removal of minor obstacles.
- Furnish ground-to-air voice radio communications to aircraft for the purpose of providing information, guidance, and air traffic control (ATC) within the area of operations (AO).
- Assist in the assembly of air-delivered troops, supplies, and equipment.
- Provide advice and limited physical assistance in the preparation and positioning of troops, supplies, and equipment for airmovement.
- Provide limited weather observations to include wind velocity and direction.
**LIMITATIONS**
Personnel and equipment organic to the pathfinder unit limit employment to aircraft guidance and other primary tasks.
It is necessary that these units be augmented by personnel from a supported unit to perform the following:
- Provide security.
- Remove major obstacles on the PZ/LZ.
- Recover and assemble equipment and supplies.
- Operate additional radio nets and telephones.
- Transport items of equipment.
Section II. CONDUCT OF OPERATIONS
The pathfinder unit possesses the flexibility to be employed effectively in different situations. It can accomplish missions in widely separated areas in all types of warfare, weather, and terrain. Pathfinder procedures in the conduct of operations vary according to tactical considerations, aircraft, and ground unit standing operating procedures (SOP).
PLANNING COORDINATION
The airmobile task force (AMTF) commander issues a warning order alerting the pathfinder unit to its support mission. The pathfinder commander joins the AMTF staff in planning the operation and attends the initial AMTF briefing with the air mission commander (AMC).
INITIAL BRIEFING
The following actions are accomplished at this briefing:
- The pathfinder commander provides the AMTF commander and AMC with the status of pathfinder personnel and equipment that are available for the upcoming operation. He also determines what support he must provide other task force (TF) elements (artillery, signal, engineer, and other support units).
- The operational site is selected and the pathfinder commander accompanies the AMC and AMTF commander on an aerial reconnaissance of the operational area, if one is conducted. Based on the reconnaissance, the pathfinder commander assists in selecting landing sites. If time or enemy situation precludes the conduct of an aerial reconnaissance, he makes a map and/or photo study of the operational area.
- The pathfinder commander coordinates the PZ operation with the PZ control officer (PZCO). This coordination includes a plan for security elements and the troop assembly point.
- Air routes into the LZ/PZ are coordinated by the AMC, PZCO, and the pathfinder commander who obtains flight (en route) and landing headings to provide the necessary LZ/PZ landing information.
COORDINATION ITEMS
The pathfinder commander coordinates with the AMC on the following items:
- Operational site location.
- Location of communication checkpoints (CCP)/alternate CCPs.
- Time the pathfinder team(s) is to be operational (onsite).
- Aircraft information: formation, time interval, number of flights.
- Pathfinder transportation: Air Force aircraft, helicopter, land, vehicle, boat, foot, or combination thereof.
- Pathfinder transportation station time.
- Routes into the objective areas: vehicle route, river route, flight route.
- Call signs: aircraft, pathfinders, supported units, other friendly units.
- Frequencies: primary/alternate (aircraft, pathfinder, supported units, other friendly units, homing beacon).
- Fire support: request frequency of support (indirect fire weapons, tactical air [TACAIR]).
- Forecasted light and weather conditions: ceiling, visibility, temperature (high, low), end of evening nautical twilight (ENT), and beginning of morning nautical twilight (BMNT).
- Logistical support: location of aid station; prisoner of war (PW) collection point; ammunition; food; water; and petroleum, oils, and lubricants (POL).
- Alternate plans: evacuation plan, escape and evasion plan - where? when? and how?
- Location of friendly units.
- Pathfinder authority.
- Support personnel required: who, where, when, and how employed.
- What will the NO LAND signal(s) be?
- How will obstacles be marked?
- How will the objective LZs be marked? How will they be identified from the air?
- Color scheme for lights (if used) for night operations.
SEQUENCING PATHFINDERS INTO OBJECTIVE AREA
The tactical situation will dictate how and when pathfinders enter the objective area. They often accompany the initial elements of the assault echelon into the LZ and control all subsequent lifts into the area. Their arrival earlier would not allow preparatory fire on the LZ and might compromise the operation.
Where difficult landing conditions exist, pathfinders enter the LZ ahead of the first lift to clear obstacles and provide aircraft control. Pathfinders may parachute into or near the LZ; or they may infiltrate to the LZ or release point on foot in conjunction with the reconnaissance or security forces.
When the RP is manned, pathfinders operate navigational aids and monitor the air traffic control (ATC) frequency. They respond to pilot requests for help in locating the RP. To prevent compromise of their position, navigational aids are turned on for short periods at prescribed times or on prearranged signals.
COMMUNICATION
Pathfinders communicate by ground-to-air voice radio. It is one of the first items placed into operation and is the last item taken out of operation. Pathfinders use radio procedures to achieve the necessary speed and clarity of transmission; radio discipline is practiced by pathfinders and aviators alike.
Unnecessary messages are eliminated. A pathfinder ATC center must be used for air traffic control purposes only, except in emergencies.
When possible, pathfinders monitor major unit command nets to keep aware of situations that could influence their operations.
Positive communications are established between pathfinder ATC facilities and collocated fire support elements. This insures that timely, accurate information concerning friendly fires can be made available to aircraft.
Section III. TERMINAL GUIDANCE BY SUPPORTED GROUND UNITS
If a requirement exists to assist aircraft in areas where pathfinders are not available, terminal guidance is furnished by selected personnel of the supported ground unit.
CAPABILITY REQUIREMENTS
Support and ground units should be prepared to do the following:
Provide essential flight information to inbound aircraft to include (but not limited to):
- **Inbound headings.**
- **Landing direction.**
- **Wind direction.**
Determine the number of aircraft a landing site will safely accommodate. (Landing criteria are reflected in diagrams.)
Cargo helicopters require (for each aircraft) a cleared area 75 meters in diameter. They usually land in trail.
Utility helicopters can land 50 meters apart when in trail (one behind the other) or 35 meters apart in echelon (at a $45^\circ$ angle).
APPENDIX F
TRAINING
Section I. GENERAL
The Army's primary mission in peacetime is to prepare to win the land battle. The modern battlefield is more lethal than ever before and demands that every unit be combat-ready in order to survive and succeed. Success depends on a unit's ability to cope with the dynamics of battle.
- The training program must constantly move the unit toward being ready NOW. Training is a full-time job for all commanders, regardless of other operations or missions.
Section II. AIRMOBILE TRAINING
LEVELS OF TRAINING
Airmobile training is integrated into unit programs on a routine basis to develop capability at each level from squad through battalion.
OBJECTIVES
Commanders at all echelons are responsible for their unit's airmobility training. The objective is for units to conduct airmobile operations with speed, precision, and confidence. Infantry units, as well as other combat, combat support, and combat service support units, should routinely receive such training.
SMALL-UNIT/TACTICS
Standard infantry small-unit tactics and techniques are the basis for the ground phase
of airmobile operations. The commander insures that all units are proficient in these tactics. He then ties in training on rapid assembly, organizing combat battle formations, and loading maneuver elements to take advantage of the speed and mobility of airmobile operations.
**LAND NAVIGATION**
Land navigation proficiency by all leaders is imperative to success. Leaders must learn to locate positions, navigate rapidly to specific points, and use the terrain to their advantage. They must also learn to remain ground-oriented while riding in a helicopter.
**SMALL-UNIT/LEADER/TRAINING**
The commander trains his small-unit leaders to operate independently of their parent organization to accomplish their part of the overall mission. He insures that units are trained in techniques and procedures peculiar to airmobile operations.
**MOBILITY**
The commander trains his units to travel light, consistent with the mission, taking only necessary equipment and supplies.
**SOP/TRAINING**
Procedures for conducting airmobile operations are included in unit standing operating procedures (SOP). The SOPs should cover all the routine actions that a unit might have to complete during an operation.
The training program includes sufficient training to insure that personnel are familiar with and proficient in the procedures contained in the SOP.
During training, the information in the SOP is evaluated for completeness, simplicity, and applicability. Procedures are refined as necessary.
**FIRE SUPPORT/UNITS**
The fire support officer and fire support team from the fire support unit train with the maneuver unit. They become familiar with the maneuver unit's SOP and teach selected personnel of maneuver units how to plan for, employ, call for, and adjust artillery and mortar fire. This makes it imperative that the habitual working relationship between the fire support and maneuver units be maintained to insure mutual understanding of operational requirements, capabilities, and limitations. That relationship is one in which the same fire support unit supports a particular maneuver unit for each operation.
*During field training exercises, the fire support and maneuver units work closely together to insure that SOPs are compatible and that personnel are adequately trained to maximize the capabilities of each unit.*
**AVIATION UNITS**
Aviation unit commanders assist ground unit commanders in the development of training in the technical aspects of aviation support and participate in combined aviation and ground unit training. They also insure that their units are technically proficient.
*The habitual working relationship between the maneuver and aviation units is maintained.*
Section III. DEVELOPING AIRMObILE TRAINING PROGRAMS
A training program is designed to achieve specific standards and improve weak areas. Unit training should be concentrated in areas where unit weaknesses exist rather than in areas where performance is good.
USE OF MOCKUPS
Constraints on aviation unit flying hours will limit the amount of flight time available for training. Therefore, much of the individual and small-unit training will have to be accomplished using aircraft mockups. Plywood and other materials from salvage sources can be used to build the mockups. They may be made man-portable and are relatively inexpensive. They can be used to train individuals on how to approach a helicopter, how to get on it, and how to get off. Airmobile battle drill can be taught by using mockups. Personnel from the combat support company (CSC) can be trained to load weapons, equipment, supplies, and ammunition on helicopters by practicing on mockups.
If the unit has a local training area of adequate size, several mockups can be used to practice battle drill to include the way the unit should offload aircraft in the landing zone (LZ). The mockups can be placed in different patterns to simulate different landing formations. Four mockups should be sufficient for platoon training.
FAMILIARITY WITH HELICOPTERS
Commanders should be aware that many soldiers have never been near a helicopter. An attempt should be made to have at least one helicopter available early in the training cycle.
INDIVIDUAL AND UNIT TRAINING
The following subjects should be included in appropriate phases of individual and unit training:
**GROUND UNITS**
- Subjects required to attain proficiency in ground combat skills and tactics.
- SOP battle drills.
- Physical and psychological preparedness.
- Methods and procedures for control and guidance of aircraft.
- Safety procedures in and around aircraft.
- Control and adjustment of fire support means.
- Subjects required to attain proficiency in preparing internal and external aircraft loads.
- Practical experience in land and aerial navigation.
- How to work with attack helicopter units.
- Aircraft troop commander duties.
- Rappelling from helicopters.
- Downed aircraft procedures.
- LZ/PZ selection.
- PZ control.
**AVIATION UNITS**
- Operational planning.
- Nap-of-the-earth flying techniques and navigation.
- Formation flying.
- Marginal weather and reduced visibility flying techniques.
- Camouflage and security of aircraft.
- Employment of aerial weapon systems.
- Aircraft maintenance in a combat field environment.
- Unit control of aircraft and air traffic.
- Pathfinder procedures and techniques.
- Flight operations in confined areas with maximum loads.
- Operations with external loads.
- Aerial reconnaissance and security techniques.
**SUBJECTS COMMON TO AVIATION AND GROUND UNITS**
- Threat organizations and doctrine.
- Recognition of Threat vehicles and antiaircraft weapons and knowledge of their capabilities.
- Conduct of liaison and coordination.
- Forward refueling techniques.
- Training in defense against nuclear, biological, and chemical weapons.
- Signal security, discipline, and electronic countermeasures.
- Aerial medical evacuation procedures.
- Procedures for aerial resupply.
- Training in airmobile SOPs.
STAFF TRAINING
Staffs of ground and aviation elements must be trained in planning and conducting airmobile operations with emphasis on the following:
- Capabilities and limitations of airmobile operations.
- Command and staff relationships.
- Development of a plan using reverse planning sequence.
- Fire support means and control and fire planning for airmobile operations.
- Logistical procedures and requirements for airmobile operations.
- Preparation of the airmovement table.
PREPARATION
Training time and resources must be used efficiently. Each element of the unit should be prepared to do its part before joining support units for combined exercises. For example:
**Squad/Platoons**
- Airmobile battle drill.
- Preparation of internal and external loads.
- Clearing of LZ.
- Understanding the SOP.
**Commanders and Staffs**
- Command and staff planning.
- Command and control.
- Implementing the SOP.
NOTE: Commanders and their staffs train using tactical exercises, command post exercises (CPX), training exercises, terrain model exercises, or combined arms tactical simulators. These allow commanders and staffs to learn, practice, and master their jobs without wasting troop training time.
Section I. PREPARATION OF THE AIRMOVEMENT TABLE
COLUMN 1
The aviation unit commander will enter the unit designation (by subelement) in this column (e.g., A/121 CAB designates Co A, 121st Combat Aviation Battalion).
COLUMN 2
The ground unit's designation (by subelement) will be entered in this column in its order of commitment (e.g., A/1-66 designates Co A, 1st Bn, 66th Infantry).
COLUMN 3
Enter lift numbers, beginning with No. 1. When all available aircraft have been listed (see column 5 with 36 aircraft available), then lift No. 2 and so on.
NOTE: Elements of one or more units may be moved in the same lift.
COLUMN 4
Serials within each lift will be numbered sequentially, beginning with No. 1. On lift 2, the serial numbers will again start with No. 1. Serials are created by subdividing lifts. This is accomplished to —
- Reduce span of aircraft control.
- Maintain control when multiple pickup zones (PZs), landing zones (LZs), and/or flight routes are used.
- Maintain control when the elements of the lift are separated.
COLUMN 5
Loads are numbered sequentially, one for each aircraft allocated, within a lift. The number of loads per serial is dependent upon the number of PZs, LZs, and flight routes to be used in the operation.
COLUMN 6
Pickup zones should be listed as primary (prim) and alternate (altn) for each serial. This provides continuity when naming PZs. If they are named blue, green, amber, and white, it facilitates their marking by pathfinders (with the colored light sets available for night operations) and smoke or panels for day operations). Red is used to mark obstacles. Formations desired in a PZ should be listed under the alternate PZ code name (e.g., staggered trail right [S/R], staggered trail left [S/L]). For refueling, list the forwardarming and refueling point (FARP) designation where the aircraft are to be refueled.
COLUMN 7
List loading times and/or refueling times. Loading time is the time at which troops and equipment begin loading into the aircraft. Load time will be specified by the PZ control officer. When FARP numbers are listed in column 6, and "refuel" is listed in column 8, the time in column 7 indicates the time aircraft are scheduled for refueling.
COLUMN 8
The lift-off time is the time an aircraft departs the PZ. This time should be planned to allow aircraft to depart the PZ, assemble into their inflight formation, and arrive at the start point (SP) at the required time. Normally, 2 or 3 minutes prior to SP time is sufficient. When refueling is entered in this block and subsequent blocks, the aircraft is scheduled to refuel.
COLUMN 9
List the time aircraft are scheduled to cross the SP. It normally takes 2 to 3 minutes to fly from the PZ to the SP (SP 3 to 5 km from PZ). To arrive at a realistic SP time, determine the flight time between the SP and release point (RP). Subtract this time from the RP time, and the result is the SP time.
COLUMN 10
The RP time is the time aircraft are scheduled to cross the RP. To derive the time required to fly from the SP to the RP, measure the distance of the route (on a map), obtain the average ground speed from the AMC, and compute.
The RP time is normally 2 to 3 minutes or 3 to 5 km from the LZ, which facilitates closely coordinated fire support control.
COLUMN 11
List primary and alternate LZs. They will be designated for each serial. Unit SOPs dictate the method of marking LZs. The desired landing formation will be listed under the LZ code name (e.g., S/R, S/L).
COLUMN 12
List the landing time for the first aircraft of each serial. All times are listed in terms of H-hour (time the first aircraft of the first serial reaches the LZ). All times in columns 7, 8, 9, and 10 are listed with reference to H-hour, either minus (time prior to H-hour) plus (time after H-hour).
COLUMN 13
Remarks will contain any information necessary to insure that the airmovement table is understood, e.g., flight altitude, flight routes (prim, altn, return [rtn]), and sequence of bump by load. (Bump 17, 14 means that load 17 would be bumped first.)
Section II. PREPARATION OF THE AIRLOADING TABLE
COLUMN 1
The information in this column is provided by the squad leader to the platoon leader after the squad leader has been given the allocated cargo load (ACL). The squad leader(s) will normally write this information on sheets of notebook paper which will be assembled by the platoon leader. This list of personnel and equipment can also serve as the aircraft manifest. Also, it may indicate a sequence of bumping. A person listed last on the list indicates that he cannot safely lift the planned ACL. The bump sequence will start at the bottom of the list and go upward. That means that the person listed last on the list would be bumped first. If two people had to be bumped, the last and next to last person listed would be bumped.
COLUMN 2
At battalion level, the PZ, alternate (alt) PZ, and PZ formation will normally be determined by the battalion backup zone control officer (PZCO). At company level, this information will be taken from the battalion airmovement table.
COLUMN 3
The PZ arrival time of the unit will be designated by the PZCO. This is the time when the troops arrive at the PZ to prepare aircraft loads adjacent to proposed touchdown points for the helicopters.
COLUMN 4
This information will be taken from the battalion airmovement table. It is the time that troops begin loading on the aircraft.
AIRLOADING TABLE
Reference: OPORD
Classification
Time Zone Used Throughout the Order: ALFA
| Personnel & Equipment | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|-----------------------|---|---|---|---|---|---|---|---|
| 1-1-A-1/66 INF 1-1-A | | | | | | | | |
| SSG JONES 1-1-A | | | | | | | | |
| SGT SELECKI 1-1-A | | | | | | | | |
| SP4 HANSEN 1-1-A | | | | | | | | |
| SP4 BAIER 1-1-A | | | | | | | | |
| PFC NANNI 1-1-A | | | | | | | | |
| PFC BYRD 1-1-A | | | | | | | | |
| PVT JOHNSON 1-1-A | | | | | | | | |
| 1 & 2-A-1/66 INF | | | | | | | | |
| SSG BROWN 2-1-A | | | | | | | | |
| SGT ALVIS 1-1-A | | | | | | | | |
| SP4 WILLIAMS 1-1-A | | | | | | | | |
| PFC YOUNG 1-1-A | | | | | | | | |
| PFC GARCIA 2-1-A | | | | | | | | |
| PVT BARAJAS 1-1-A | | | | | | | | |
| SGT ULMER 2-1-A | | | | | | | | |
Remarks:
SEQUENCE OF BUMP, SERIAL 1, LOADS 4 & 5
SEQUENCE OF BUMP, SERIAL 2, LOADS 9 & 10
## HELICOPTER CHARACTERISTICS AND CAPABILITIES
| AIRCRAFT | OH-6A | OH-58A | OH-58C | UH-1H | UH-60 | AH-1S | AH-64 | CH-47B | CH-47C | CH-54B |
|----------|-------|--------|--------|-------|-------|-------|-------|--------|--------|--------|
| CREW | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 |
| EXTERNAL CARGO | | | | | | | | | | |
| Maximum recommended external load. | NA | NA | NA | 4,000 | 8,000 | NA | NA | 20,000 | 20,000 | 25,000 |
| Rescue hoist capability. | NA | NA | NA | 600 | 600 | NA | NA | 600 | 600 | NA |
| Winch capability. | NA | NA | NA | NA | NA | NA | NA | 3,000 | 3,000 | 25,000 |
| PASSENGER CAPACITY | | | | | | | | | | |
| Troop seats.¹ | 2 | 2 | 2 | 11 | 11-14 | 0 | 0 | 33 | 33 | POD-45 |
| Litters. | 0 | 0 | 0 | 6 | 4 | 0 | 0 | 24 | 24 | POD-24 |
| OPERATIONAL CHARACTERISTICS | | | | | | | | | | |
| Maximum allowable gross weight (lbs). | 2,400 | 3,000 | 3,200 | 9,500 | 20,250| 10,000| 17,400| 40,000 | 46,000 | 47,000 |
| Basic weight (lbs). | 1,163 | 1,700 | 1,800 | 4,900 | 10,984| 6,900 | 9,500 | 19,194 | 19,772 | 21,000 |
| Useful load (lbs).² | 1,237 | 1,300 | 1,400 | 4,100 | 9,266 | 3,100 | 7,900 | 20,806 | 26,238 | 26,000 |
| Internal fuel capacity (lbs/gal). | 400/61.5 | 475/73 | 475/73 | 1,450/224 | 2,353/362 | 1,703/262 | 2,346/361 | 4,036/621 | 7,353/1,181 | 8,775/1,350 |
| Normal cruising speed (kns).³ | 100 | 100 | 100 | 100 | 145 | 130 | 180 | 135 | 135 | 115 |
| Endurance at cruising speed (hrs+mins). | 2 + 30 | 2 + 10 | 2 + 00 | 2 + 15 | 2 + 18 | 2 + 30 | 2 + 45 | 1 + 30 | 2 + 30 | 2 + 15 |
| Fuel consumption per hour (lbs/gal).³ | 139/20 | 180/28 | 200/31 | 605/93 | 840/130 | 725/110 | 900/140 | 2,519/387 | 2,578/396 | 3,990/613 |
| Grade of fuel. | JP-4 | JP-4 | JP-4 | JP-4/5 | JP-4 | JP-4/5 | JP-4 | JP-4 | JP-4 | JP-4 |
¹ Aircraft subsystem configuration will determine troop seat availability.
² The load-carrying capability of an aircraft. It includes the payload, crew, and usable fuel and oil required for the mission. It is the difference between "maximum allowable gross weight" and the "basic weight."
³ Endurance, airspeed, and fuel consumption are only representative of the aircraft shown. Actual endurance and fuel consumption vary widely with the altitude, mission, gross weight, and airspeed at which the aircraft is being operated.
Section III. EMPLOYMENT PRINCIPLES
AMTF operations are guided by certain principles of employment. Careful application of these principles will enhance the airmobile force's overall combat effectiveness. They are general guidelines and must be considered carefully in each situation.
- See the battlefield.
- Fight as a combined arms team.
- Concentrate combat power at the critical time and place.
- Utilize terrain, effects of weather, and light conditions for survivability.
- Maintain flexibility.
- Suppress or destroy enemy weapons and acquisition means.
- Maintain control.
FOLD THIS PAGE OUT FOR COMPLETED AIRMOVEMENT TABLE
APPENDIX D
SAMPLE OF AIRMOBILE TASK FORCE OPERATION ORDER
GENERAL SITUATION
The 2d Bde, 52d Mech Div, has been attacking to the northwest. Enemy resistance has weakened substantially during the last few days as the enemy fights a delaying action. Intelligence sources indicate that the last strong enemy position before crossing the NILO River is along the ridgeline running generally along Phase Line (PL) BLUE. After crossing the NILO River, the first good defensive terrain is approximately 40 kilometers (km) to the northwest. A motorized rifle company, at approximately 60 percent strength, is defending the bridge across the NILO River in the 2d Bde zone. The river is unfordable in the division zone and the steep banks make river-crossing operations difficult. The enemy can be expected to fight a delaying action to the NILO River while attempting to reinforce the defenses at the bridge and hold along the river until his defenses in the rear are prepared.
The 52d has been ordered to penetrate enemy defenses and conduct an exploitation to cross the river and prevent the enemy from reconstituting a strong defense. The 2d Bde was ordered to attack in zone, cross the river, and prepare for further attacks to the north-northwest.
The corps commander placed a light infantry battalion under the operational control (OPCON) of the 52d. The infantry battalion will be used to conduct an airmobile operation behind enemy lines and secure a bridge over the NILO River until linkup with friendly forces. The 52d Division placed the battalion OPCON to the 2d Bde.
The scheme of maneuver for the 2d Bde is for two mech task forces to penetrate the enemy positions at PL BLUE. After the enemy positions have been penetrated, two armor task forces pass through the mech task forces and attack to secure PL GREEN. An airmobile task force (AMTF) conducts an airmobile operation to secure the bridge over the NILO River. After securing PL GREEN, the two armor task forces link up with the AMTF. The terrain to the southeast of PL BLUE favors mechanized infantry; between PL BLUE and the NILO River, the open, rolling terrain becomes tank country.
SPECIAL SITUATION
The 1st Bn, 66th Inf, is in an assembly area to the southeast of the line of contact. At 060600 February, the battalion received the brigade order to conduct an airmobile operation (on order) to secure and defend the bridge over the NILO River in the brigade zone. Linkup can be expected within 4 to 6 hours. The battalion began preparing for the operation after receiving the brigade warning order. The battalion commander initially issued a warning order and then followed up with a written order because the time and circumstances permitted the staff to prepare the order. A copy of the written order follows:
APPENDIX G
MOVING TOW BY HELICOPTER
Section I. PRELIMINARIES
PREPARATION OF AIRCRAFT
The TOW* missile system, four-man squad, and prime mover (M151) can be transported by the UH-60A helicopter.
When the TOW system, squad, and M151 are moved by the UH-60A, two helicopters are required. One helicopter carries the squad and weapon system while the other slings loads the truck.
TOW systems mounted on the improved TOW vehicle (ITV) or armored personnel carrier (APC, M113A1) can be rapidly removed from the vehicle for movement by helicopter. The dismounted system and four-man squad can be transported by the UH-1 or UH-60A.
The helicopters (UH-1 and UH-60A) are prepared as follows to move the TOW system and squad:
Remove passenger seats or place them in the stowed position to facilitate rapid loading and unloading.
Attach seatbelts and cargo straps to the O-rings on the floor for the squad and weapon.
Remove and stow the small cargo doors and lock the large cargo doors to the rear.
*NOTE: Tube launched, Optically tracked, Wire-guided missile, M220; heavy antitank weapon (HAW).
TOW SQUAD SEATING
The squad leader sits where he can see the landing zone during approach and remain terrain-oriented. The assistant gunner sits on the same side next to the squad leader. This speeds up weapon emplacement since the squad leader carries the tripod and sight and the assistant gunner carries the traversing unit.
TOW components and missiles are placed in the aircraft to be readily available to the person responsible for carrying them.
Each squad member carries the following items:
- **Squad leader (SL)**: tripod and optical sight
- **Gunner (G)**: missile guidance control set and launch tube.
- **Assistant gunner (AG)**: traversing unit.
- **Ammunition bearer (AB)**: missile (and squad radio).
**NOTE:** Additional missiles are carried in the aircraft and then stockpiled on the landing site. As firing positions are selected, the missiles are moved to those positions. Once dismounted, the squad can move the TOW system (weight 228 pounds with missile) short distances. To manually transport the TOW and several missiles for any extended distance is difficult. For this reason, the TOW system is landed and picked up as close to its firing position as possible.
Section II. TRANSPORT OF TOW PRIME MOVER (M151)
SLING RIGGING
VEHICLE PREPARATION
Lower and secure windshield and top.
Fold outside rearview mirror inward.
Parking brake on; gear shift in neutral.
PREPARATION MATERIALS
Link assembly.
Slings: One, 3 feet long; and four, 9 feet long (three loop).
Tape.
Padding (about 2 square yards).
TIE-ON PROCEDURES
☐ Attach a 9-foot sling to each of the four lifting shackles on the vehicle.
☐ Attach each free end of the four slings to the 3-foot sling. To do this, twist each 9-foot sling three turns (one twist for every 3 feet of sling). Pass one end of the 3-foot sling through the upper end of each long sling (in turn) and connect the ends of the 3-foot sling to the link assembly.
☐ Where the long slings rub against the vehicle body along the fender wells, padding is taped in place so the slings will not fray during transport.
NOTE: When not in use, pull the sling assembly into the vehicle passenger compartment and tie or tape in place. Insure slack is pulled from the sling to keep the assembly from becoming tangled in the brush.
NOTE: Due to in-flight characteristics, the helicopters are limited to approximately 60 knots airspeed with sling load.
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1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
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5. Encryption: The process of converting information into a coded form so that it can be securely transmitted or stored.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A way for two systems to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities and their interactions.
9. Protocol: A set of rules that govern how data is transmitted between two systems.
10. Query: A request for information from a database.
11. Security: The protection of data from unauthorized access, modification, or destruction.
12. Software: A set of instructions that tell a computer what to do.
13. System: A collection of hardware and software components that work together to perform a specific task.
14. User Interface (UI): The part of a computer program that interacts with the user.
15. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
16. Web Application: A software application that runs on a web server and is accessed through a web browser.
17. XML: eXtensible Markup Language, a markup language used to structure and format data.
18. API: Application Programming Interface, a set of rules and protocols for building software applications.
19. Cloud Computing: The delivery of computing resources over the internet.
20. Big Data: Large volumes of data that require specialized techniques for analysis and management.
21. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions without being explicitly programmed.
22. Natural Language Processing (NLP): A field of study that focuses on enabling computers to understand, interpret, and generate human language.
23. Robotics: The design, construction, and operation of robots.
24. Internet of Things (IoT): A network of physical devices, vehicles, home appliances, and other items embedded with sensors, software, and connectivity that enables them to exchange data and perform actions autonomously.
25. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
27. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems.
28. Deep Learning: A subset of machine learning that uses neural networks to learn from large amounts of data.
29. Neural Networks: A class of algorithms inspired by the structure and function of the human brain.
30. Computer Vision: The ability of computers to interpret and understand visual information from the world around them.
31. Natural Language Generation (NLG): The creation of natural language text from data or other sources.
32. Human-Computer Interaction (HCI): The study of the interaction between humans and computers.
33. Virtual Reality (VR): A computer-generated simulation of a three-dimensional environment that can be interacted with using special equipment.
34. Augmented Reality (AR): A technology that overlays digital information onto the real world, enhancing the user's perception of the environment.
35. Mixed Reality (MR): A combination of virtual reality and augmented reality, where the user can interact with both virtual and real-world elements.
36. Cybersecurity: The protection of computer systems and networks from cyber attacks and other security threats.
37. Digital Forensics: The investigation of digital evidence to determine its relevance and authenticity.
38. Cyber Crime: Criminal activities carried out using computers or the internet.
39. Cyber Terrorism: The use of computers or the internet to carry out terrorist activities.
40. Cyber Warfare: The use of computers and the internet to conduct military operations.
41. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
42. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
43. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
44. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
45. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
46. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
47. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
48. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
49. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
50. Cyber Espionage: The use of computers and the internet to gather confidential information from other countries.
APPENDIX H
**INTERNATIONAL AGREEMENTS
Certain provisions of this manual are the subject of the international standardization agreements* listed below:
| TITLE | NATO STANAG NO. | QSTAG NO. |
|----------------------------------------------------------------------|-----------------|-----------|
| Operation Orders, Annexes to Operation Orders, and Administrative and Logistic Orders. | 2014 | |
| Relief of Combat Troops. | 2082 | |
| Procedures for Marshalling Helicopters in Airmobile Operations. | 2351 | |
| Procedures for the Employment of Helicopters in the Antiarmor Role in Support of Ground Forces. | 2355 | |
| Procedures for the Recovery of Downed Aircraft/Helicopters While Engaged in Airmobile Operations. | 2861 | |
| Minimum Navigational Facilities for Multi-National Airmobile Operations. | 2863 | |
| Safety Regulations for Helicopter Users. | 2878 | |
*The acronyms are defined as follows:
North Atlantic Treaty Organization (NATO)
Standardization Agreement (STANAG)
Quadripartite Standardization Agreement (QSTAG)*
| TITLE | NATO STANAG NO. | QSTAG NO. |
|----------------------------------------------------------------------|-----------------|-----------|
| Airmobile Operations (ATP 41). | 2904 | |
| Aircraft Marshalling Signals. | 3117 | 585 |
| Detailed Procedures and Techniques for Forward Air Controllers-Supplement No. 1 to ATP-27(A). | 3325 | |
| General Rules Covering the Transport of Loads by Helicopters. | 3468 | |
| Transport of Troops by Helicopter. | 3532 | |
| Helicopter Tactical or Non-Permanent Landing Sites. | 3597 | |
| Helicopter Day and Night Formation Flying. | 3627 | |
| Helicopter Tactical Operations at the High Hover. | 3630 | 570 |
**NOTE: Standardization Agreements available from:**
Naval Publications and Forms Center (NPFC), 5801 Tabor Avenue, Philadelphia, PA 19120
(DD Form 1425 can be utilized to requisition documents).
By Order of the Secretary of the Army:
E. C. MEYER
General, United States Army
Chief of Staff
Official:
J. C. PENNINGTON
Major General, United States Army
The Adjutant General
DISTRIBUTION:
Active Army and USAR: To be distributed in accordance with DA Form 12-11B, Requirements for Airmobile Operations (Qty rqr block no. 400), and Operations of Army Forces in the Field (Qty rqr block no. 405).
ARNG: To be distributed in accordance with DA Form 12-11B, Requirements for Airmobile Operations (Qty rqr block no. 400).
Additional copies can be requisitioned from the US Army Adjutant General Publications Center, 2800 Eastern Boulevard, Baltimore, MD 21220.
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Happy New Year!
Your teachers are:
Mr Backett, Miss Fisher, Miss Hall,
Mrs Higgins and Miss Chan-Bell
Remember you can find up-to-date information on our year group by following Cyril Jackson on twitter: www.twitter.com/CJ_Year6
YEAR 6 PUPILS...
During your time in Year 6, we will expect you to:
- Always put in 100% effort
- Be kind and considerate to everyone
- Do your homework - hand it in every Tuesday and it will be given out again on Wednesdays
- Read regularly to an adult, and independently at home
- Look after your own things
- Make sure you wear the correct uniform with the appropriate footwear
I will be learning...
LITERACY
Year 6 will be diving into the world of fairy tales, where we will become detectives searching for clues to solve some mysterious crimes.
MATHS
After revising the four operations, we will use them to solve multi-step word problems before identifying different features of shapes.
SCIENCE
We will be looking at Forces in action and how friction can influence objects and materials. We will also be looking at reversible and irreversible changes, this will involve practical experiments to determine if changes are reversible or irreversible. Look out for Science Day in Spring 1.
TRIPS
This term we will be visiting the Science Museum to see the presentation of 'Feel the Force!'. We will also be visiting Launchpad to take part in some practical experiments.
COMPUTING
We will be planning and making our own apps this term! We are very fortunate to have the expertise of Mr Perry who will support us in this process.
MUSIC
Children will continue to learn the guitar and take part in singing assemblies.
ART & D.T.
We will be designing and then creating our own fairground ride, including the electronics to make our rides move and light up!
P.E.
Our PE day will be on Fridays. Children will be taught lessons on fencing and volleyball.
R.E.
This term children will be exploring the values of Christians and Humanists.
HOMEWORK
Children will continue to complete numeracy and literacy homework which will be due in each week. It is very important that children complete their homework to the highest standard possible. Homework will be set every Wednesday and will be expected in on the following Tuesday.
Dear Parents & Carers...
Please continue to do the following, so that the build up to SATS is as smooth as possible for your child.
- Ensuring that they have the correct uniform and that all their clothing is labelled with their name.
- Encouraging your child’s growing independence - let them sort out for themselves the items they will need for school such as their lunchboxes, coats and shoes etc.
- Listening to them read or asking them about the books they are reading and encouraging them to read every day.
- Practising maths skills in a friendly and informal way – number games, mental arithmetic and times table facts.
- Encouraging and supporting them to do their homework by themselves. Remember it’s their homework not yours.
- If you have any questions or if you or your child have any worries – no matter how small – please come and let us know.
We are always happy to listen, so please just pop in and ask!
What you will need in Year 6…
SCHOOL SHOES
Plimsolls or lace-ups. Trainers can be worn, as long as they are completely black.
P.E. KIT
Shorts, T-shirt, plimsolls or trainers in a small bag - drawstring if possible.
A SCHOOL BOOK BAG
Please try NOT to bring rucksacks or large bags to school - space is limited!
MARY the COOK
MRS KEMP
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appropriate name "Grammar", and I am sure that a regular dose of fairly formal grammar at this stage could only do good. At some stage it would appear that all children are told "Don't say 'Jane and me'; say 'Jane and I'." This seems to sink in although the reasons are not understood, and then inevitably we get, at a later stage, "He asked Jane and I out to dinner", and very often children are vaguely sceptical when you tell them that it is incorrect.
If all children had their seven years at a primary school under the guidance of seven enthusiastic and competent teachers of English, they would leave the primary school with the ability to read and speak fluently and correctly, and write up to a page or two of fairly entertaining English containing very few mistakes.
**IF I HAD MY WAY**
**The Teaching of Biology**
by ALAN G. WALPOLE, B.Sc.
THE harassed teacher sinks into his staffroom chair, turns to his neighbour and says . . . "If only I had my way . . ."
Of course, it all depends on the way he says it. If it is accompanied by a pathetic shrug of the shoulders and followed by a despairing sigh, there isn't much chance of him getting "his way" is there? But there is hope, however idealistic his ideas may be, if he is conscientiously trying to improve his own teaching methods and approach to the subject.
I hope that no teacher is so self-satisfied with his or her work that they never feel frustrated in some way or another. It is precisely this feeling of frustration which goads us on to take active steps — however small — towards the eventual attainment of successful teaching.
Biology should be a living subject, vital, pulsating with interest and activity, theoretical and practical; not divorced from everyday life; nor confined between the pages of a textbook, to be opened at the beginning of a period and closed at the end.
**Difficulties**
But what do we find? Overcrowded classrooms, inadequate text-books, charts and models, lack of equipment and above all lack of time and facilities to allow pupils to carry out individual research, as we are bound to an overwhelming matriculation syllabus and hampered by that "hardy annual" the examinations.
The above are only a few of the trials we have to face, but they are the more important ones and if I had my way . . .
The number of pupils in a Matriculation class would be twenty. This would ensure that the pupils received individual attention and guidance during a lesson. Most of our troubles arise from the overcrowding of the laboratory. The most important one being the foregoing of individual, or even group, practical work, due to the cramped conditions and lack of equipment.
**Biology as Science**
It is the essential function of the Biology teacher to guide his pupils, to encourage them to think for themselves, to stimulate their inherent interest and curiosity in the wonder of Life, and above all to train them to reach correct conclusions and detailed observation, to correlate, compare and systematise knowledge gained from dissections, projects and other forms of research.
Also, Biology being a scientific subject, the pupils should be taught:
1) The correct use and care of instruments used, e.g. Microscopes, glassware, dissecting sets, etc.
2) Various techniques of staining and mounting plant and animal specimens.
3) The use of preserving media.
Besides the guidance of the teacher a laboratory manual, dealing with the above, should be provided for each pupil.
Alan G. Walpole is a graduate of Wits and of the Johannesburg College of Education. Teacher of Biology in th Northview High School.
This is not the place for a detailed or critical analysis of the syllabus, which has obviously been compiled to include a large number of representative plant and animal types in order that the pupils become acquainted with various biological phenomena, but instead of the usual frantic rush to complete all the sections—which cannot be dealt with as thoroughly as one would like—more latitude would be given to allow for the type of practical and theoretical work indicated above. Naturally, continual vigilance would have to be exercised to avoid any real digressions from the broader outlines of the syllabus, and to ensure that time is not wasted on trivial and fanciful whims of pupils.
It is amazing to see to what lengths some pupils will go, if they are interested in a particular biological phenomenon and are given the right kind of stimulation and assistance.
Practical Considerations
A method, as far as assignments go and one which I would recommend to encourage extra reading and research, is to compile a list of related topics on a particular section of the work, and then to allocate these to individual pupils or to groups of three or four. The pupils then prepare a lesson which the leader of the group will give to the remainder of the class. (Drawings on the blackboard can be done by another member of the group). At the conclusion, time is given for discussion and selection of the more important facts dealt with, and the compilation of notes and drawings. This would take up three of the six periods allocated per week to biology. The remaining three would be used for ‘normal’ teaching.
From the above it is clear that teachers would have to have the minimum of an Honours degree before they could hope to achieve success. There are far too many unqualified teachers of the Sciences due to the dire shortage of trained and competent science graduates.
It is only fair to say that the former teachers are doing their best, but they will be among the first to acknowledge the fact that they cannot guide pupils in the scientific method, because of their lack of background study and training.
Aspiring teachers should be encouraged to read for their Honours degree, and to those who are already teaching, I would say that every effort should be made on their part and on the part of the authorities, to allow them to have that extra year of study.
IT MAKES ALL THE DIFFERENCE.
Social Studies
Much Ado About Nothing
by a “PARENT”
So it is here to stay—an integral part of the syllabus of the T.E.D.—Social Studies—the bane of my leisure time.
Of what use educationally is this for my child? It is supposedly a means of combining both History and Geography, but all it has done for me (whilst helping out) during the past year and a half that is has been in operation has been prematurely grey hair and an urge to commit mayhem.
As I write this I can see on the table a group project for Social Studies dealing with Gold and Gold Mining. A quick glance through this imposing album and what do I see? Lovely pictures of various aspects of Gold production. Unlovely pictures of eroded sand dumps and some not so very beautiful examples of penmanship from the pupils—a faithful copy of what was explanatory text in the original brochures.
Brochures—wilfully but necessarily—cut to pieces for the purposes of the project. Nothing original from the children concerned. I lay claim to the finest collection of mutilated publications in the Transvaal. I buy liquid paste in bulk and have two pair of scissors—one in use and the other being re-ground. My life is spent on the continual prowl for magazines with pictures—particularly those appertaining to gold mining. My friends and relatives have also been brought into the act and telephone calls bring me the news that they have found something that may be of some use. I have spent hours in various | <urn:uuid:069a2db4-73c3-4129-96f7-d5a357ed9232> | CC-MAIN-2024-26 | https://wiredspace.wits.ac.za/server/api/core/bitstreams/fddac447-111a-4b31-8b7c-a504431994ff/content | 2024-06-24T10:50:22+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00893.warc.gz | 532,555,025 | 1,537 | eng_Latn | eng_Latn | 0.999233 | eng_Latn | 0.999236 | [
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floral parts, as noted earlier, confirm the fact that the pea is a dicotyledon.
9. Note the small nib between the cotyledons. This is the embryo plant (fig.3). It is the product of sexual reproduction. The food stored in the cotyledon would have been enzymatically converted to usable nutrients to nourish the embryo until it was capable of making its own food.
10. Make a complete sketch of all the structures you have observed externally and internally. To review your understanding, give the function of each structure named in your diagrams.
Ralph Postiglione
South Senior High School
Great Neck, N.Y. 11020
INEXPENSIVE OCULAR MICROMETERS
High school biology teachers frequently want their students to accurately measure the size of a particular microscopic specimen. Because of the high cost of ocular micrometers and stage micrometers, many teachers resort to having their students estimate the number of times a specimen could be placed end to end across the diameter of the field of view and then divide that diameter by the estimated number of specimens for an approximation of specimen size.
A. Amaro (1965) presented a technique for producing relatively inexpensive ocular micrometers, but his article did not provide the necessary data to duplicate the method of production. The article motivated me to experiment with a technique for making fairly good quality ocular micrometers at a cost of about ten cents each. The equipment and materials are as follows:
Single lens reflex camera (35-mm with 50-mm lens)
Reflected light-light meter
Copy stand with pair of flood lamps (3200 °K)
HC 135-36 High Contrast Copy film ASA 64
Black matte finish construction paper (14 by 16 inch)
White self-adhesive label cut into 11 strips (1/16 inch by 1 inch)
Microscope slide
Canada Balsam
Transparent metric ruler cut into 1-cm increments
The white strips are placed parallel to each other in approximately the center of the black construction paper. The camera, on the copy stand, is focused on the white lines so that the lines pattern covers a very small area on the viewer. Many viewers have a small focusing circle which is about the correct length for the white lines to cover. Each flood lamp is positioned so that the illumination is even. (To determine if illumination is even, hold a pencil so that one end of the pencil is touching a piece of paper. Then, adjust the flood lamps until the shadows cast on both sides of the paper are equal in darkness.) Determine the correct
procedure set forth by Peleczar and Chan (1972): An inexpensive stage micrometer can be constructed by cutting a transparent metric rule into one-cm sections with millimeter divisions. These sections are mounted with Canada balsam onto standard student-grade microscope slides. The distance between the leading edge of one millimeter marker and the leading edge of an adjacent millimeter marker is 1,000 microns. Therefore, by counting the number of ocular micrometer subdivisions at low power (100X) between these two positions, one can easily calibrate the length of each subdivision. The method of calibrating at higher magnifications is to measure the width of one of the millimeter lines at low power and then count the number of ocular micrometer subdivisions across this same line at high power and divide.
Fig. 1 shows that the foraminiferan *Testularia* sp. is four ocular micrometer subdivisions long. Each subdivision of the ocular micrometer used measures approximately 77 microns; therefore, the specimen is approximately 308 microns long. Obviously, the measurements achieved by these inexpensive microometers are not as accurate as the more expensive commercial kind, but they do allow the high school student to become familiar with the technique of calibration and measurements through the microscope with ocular and stage micrometers.
**REFERENCES**
Amaro, A. 1965. An inexpensive substitute for special eyepieces and measuring accessories. *American Biology Teacher* 27(9):688.
Peleczar, M. J., Jr., and E. C. S. Chan. 1972. *Laboratory exercises in microbiology*, 3rd ed. McGraw-Hill Book Co., New York.
Stanley D. Whelchel
Central High School
Waterloo, Iowa 50701
---
**Aquaculture . . .**
from p. 78
If the mariculture of fish, shellfish, and plants is successful, what does this mean to the world of the future? Statesmen of note have pronounced that, between the farming of seafood and more efficient harvesting of what is found in the wild, the oceans are the answer to the population explosion. That is a shortsighted and most dangerous illusion. Wild harvests now seem to be close to their maximum sustained yield. Mariculture, in its infancy, is quite costly. It provides food for the gourmets, but not for the masses.
So, at present, mariculture provides a welcome addition to the diets of those who enjoy and appreciate seafood. As techniques and efficiency improve, it may provide lower-cost protein which may give us a little more time to learn to stabilize our world population. But to accept mariculture as a panacea to population expansion is simply to pass this most crucial of problems on to our children. Such procrastination is simply to encourage still more people to a day when there is no new ocean to exploit.
**Education**
Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with these laws.—Thomas Henry Huxley | <urn:uuid:479a3256-abd8-4aa1-b837-05ab6a7b39b7> | CC-MAIN-2020-50 | https://watermark.silverchair.com/4445488.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAo4wggKKBgkqhkiG9w0BBwagggJ7MIICdwIBADCCAnAGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMYDG_p1dAUYC9A2FHAgEQgIICQYmna8ZTdRJAE9n33Q4HTPPjxMUHo8ECQeZrnU7qhdZb-4Og2uH674E7yalS0_YDfJpEdal7dMooBr8Ve_bdKD9ZVEtMfBwG2jAbkgWvMpCi-mKwKWLpJCgtIcHKn_7kR58iMVJd-qhjzGbobKsjFy7Q48J68gBS40KAeaB3O97PSVSXkQLoxdCCb3A6pw78Jdsy6UYnuMohgYxCQQsLE0I8n1HjPD44Z8LCZ3WCRG3aBOuP2B6rR4pUfeqktdfBwEIQfihW-9UOhpARAEJcVYrljNYqGacoS58W9F2HrmurJWLGW-1mEkQ-oDNmdyj9if18m9g5cQIiADOs38p3cFXA_BbwBuhMJPb4YZXfH52OjQdgNwHANdtnFrOh4fLnVYy1jdP-aBpXXxdLsiTcY02EvX71pt3Mj4Q3Z2_uvYZKyFvRwU9AO9PEmlLRIKAhgvnCRyO-NeuYOU7M_JnzN3i1BEK1q-NFpkW8dj2r9_PGqb_3F6P3B5Nj9hVrJ1zHUlp1zEnKT0kTkvolfM3WYey66AxNj9GpGe2xD5oPDmboZFJsioyk_ayADR3ctcaqbAS1QgKH7uUhMXdt5i1qXYud1JPCyneXS15kngJsN4-1xILjUq75OreNmzdyCMkdH-LQWWSf0AwR72k9rSY2HL_4F5HLPb4mNRAdl7VuyFpgkUkw9BuoyeXpASVcHANk1C7Ca9AMwZ0wzsx63vQi5BYH8YpliHHqJ2OmUpL0aJlTLrBKsdQ88OaviMFtGpzopSc | 2020-11-27T08:22:33+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00121.warc.gz | 527,502,379 | 1,194 | eng_Latn | eng_Latn | 0.997137 | eng_Latn | 0.997154 | [
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ACTS wishes you a healthy, happy 2011
BOARD of DIRECTORS: Monona Rossol, Tobi Zausner; Elizabeth Northrop, Kathy-Hulce; John Fairlie
RESEARCH: Brian C. Lee, Sharon Campbell, Robert Pearl, Ted Rickard, Pamela Dale, Pat Sheffield; STAFF: John S. Fairlie, Sr.
25TH YEAR OF ACT FACTS STARTS NOW!
ACTS FACTS is beginning its 25th year. And I have a confession to make. While I certainly think of you, the readers, when picking the stories and covering issues, in the end, I write and collect articles that fascinate me. This job is fun. I sincerely hope to do it for another 25 years. Impossible you say? My mother lived to age 98, so don’t be too sure. And as I’ve explained before: I’m going to work until I’m dead, and then I’ll come in half-days. Thank you all for making this possible.
REPEAL THE LABELING OF HAZARDOUS ART MATERIALS ACT?
Editorial & a section from Pick Your Poison, Wiley & Sons, to be released February
This is the hardest editorial I will ever write. To understand why, you need to know that in the 1970s and 1980s, I was one of many activists who fought for passage of the Labeling of Hazardous Art Materials Act (LHAMA). The realization that it now should be repealed came slowly and painfully.
Thirty years ago, we thought we were doing a good thing. At that time, art materials containing known carcinogens and other chronically toxic substances could be legally labeled “nontoxic.” This was not against the law because the labeling regulations enforced by the Consumer Product Safety Commission (CPSC) only considered acute hazards, that is immediate health effects. The tests to determine whether labeling was required were two-week long tests by skin contact, eye contact, inhalation and ingestion called Lethal Dose or Lethal Concentration tests (LD50 and LC50). Substances like asbestos and silica, for example, don’t cause cancer in test animals in two weeks.
As a result, there were obviously hazardous art products on the market even for children. One such product was Milton Bradley powdered papier mache mix called FibroClay. It contained about 50% chrysotile asbestos powder. It carried the Approved Product (AP) seal of the Crayon, Water Color & Craft Materials Institute, now known as the Arts & Creative Materials Institute (ACMI). A package of FibroClay was one of many products that activists like myself used to graphically demonstrate the faulty labeling laws in public meetings and teach-ins all over the United States.
The CPSC and the National Art Materials Trade Association refused to address this problem. Our strategy was to lobby first for labeling bills at the state level. After seven states passed bills, each one requiring slightly different labels, the industry happily supported a unifying federal bill. The Labeling of Hazards Art Materials Act (LHAMA) was passed in 1988 and in effect about 1990.
LHAMA references an American Society of Testing and Materials (ASTM) standard (D 4236) that first requires all art material manufacturers to provide a complete list of their ingredients to a toxicologist for evaluation. The list is complied by the manufacturers who order their raw materials from companies that may not provide complete ingredient data. Often manufacturers are not chemists and can make mistakes about the identity of the chemicals they use. And under ASTM D 4236, the toxicologist is under no obligation to determine if the list is accurate or even complete.
Next, based on this possibly faulty list, the toxicologist assesses risk. If, in the toxicologist’s *opinion*, there are ingredients in the product that can present a chronic hazard to users, the toxicologist selects warning phrases for the label that, in the *opinion* of the toxicologist, will enable users to safely use the product. If these warnings are used, the toxicologist certifies that the manufacturer has complied and the label can state that it “conforms” to ASTM D 4236, LHAMA, or the Federal Hazardous Substances Act. All art materials sold legally in the US must carry a conformance statement.
Unfortunately, when we fought for this regulation, we didn’t consider that the toxicologists are paid for these product evaluations and their *opinions* by the manufacturers either directly or through organizations such as ACMI. This is a GIGANTIC built-in conflict of interest. The law provides no oversight or requirement that the toxicologist be independent of such conflicts of interest.
In essence, the art materials manufacturer is the client of the toxicologist. And the more satisfied clients the toxicologist has, the greater his/her income from certification. Since certification is a commercial venture for both the toxicologists and the art materials manufacturers, sales are of concern for both. In my opinion, some toxicologists use the following sales promotion strategies.
1. **Provide misleading non-toxic labels.** The “nontoxic” label, misapplied to many products before LHAMA passed, promoted sales and was still required by some schools as a condition of purchase. It was to the advantage of both toxicologists and manufacturers to continue use of the nontoxic label.
There is flaw in LHAMA that allows this use. While the law requires warnings on *known* chronically hazardous products, the law is silent about ingredients whose hazards are *unknown*. Most of the organic pigments used as major ingredients in many art materials have never been tested for chronic hazards. Since there is no data that *proves* they are toxic, many toxicologist feel free to label them “nontoxic!” As a result, the nontoxic label was, and is still, applied even to products containing untested pigments in chemical classes that are suspected to cause cancer on the basis of tests of other members of their class such as the anthraquinone and aniline pigments. These “nontoxic” pigments probably will cause cancer if tested. Even worse, the nontoxic label gives consumers the impression that the ingredients in the product were tested and found to be safe. This is untrue.
2. **Tests are used to make toxic products look safe.** Some toxicologists label products containing known toxic ingredients without warnings or even “nontoxic” if they can support the *opinion* that the user will not be exposed. They can rely on a test to show that the toxicant stays in the product.
One test (ASTM D 5517) places materials in contact with acid to determine if toxic metals would be released in the stomach. This test does not consider the complex sequence of interactions in the digestive tract of acid, water, bases, enzymes, cellular activity, heat, movement, and more. The test was proven faulty when it was used to label lead-containing ceramic glazes nontoxic. After years of lawsuits, poisonings, and two deaths from “nontoxic” glazes, the practice ceased. But acid tests are *still* used to evaluate other art products. And there are other faulty tests.
3. **Tests are used that do not consider all methods of use.** Art products also can be labeled as safe or nontoxic if consumers use the product in ways that do not release toxic substances in amounts
that, in the toxicologists *opinion*, are not significant. But the tests they devise to prove this often do not consider the artist’s intimate exposure to their materials, crowded classrooms, tiny home studios, poor ventilation, lack of sinks, and other conditions common to home studios and schools. And rarely do they test the daily exposure from accumulated dusts and particles on floors curtains, counters, and smocks after products have been used in studios for months or years.
For example, one toxicologist devised a test for exposure to pastel dust in which air samples were taken while test subjects drew on paper laid out on a table. Yet artists commonly draw on easels, smooth colors with their fingers, and blow pastel dust off the paper which creates higher dust exposures. And exposure to accumulated studio pastel dusts were not considered.
For another example, toxic substances embedded in wax as in encaustics or crayons are often deemed safe. But if encaustics are fused by heating or using torches, wax can be dissociated into toxic airborne emissions and toxic pigments can fume into the air. And asbestos-contaminated industrial talcs were used to harden the wax in children’s crayons based on this theory.
4. **Failing to consider use of materials other than directed.** Artists and teachers traditionally use materials “creatively” and in ways not directed in product literature. Melting and burning crayons made into candles, using crayons for batik resist, or other heating processes cause these “nontoxic” products to release toxic fumes. They throw paint at canvases, paint with their fingers, and mix all manner of substances into their materials for textures or effects.
The creativity of the artist cannot be predicted or regulated. No toxicologist can imagine all the ways artists may devise to use their materials. The best label, then, is one that provides the identity of the ingredients so artists, specialists, or consultants can do their own risk assessments on unique uses.
5. **Using LHAMA to circumvent OSHA safety laws.** In schools, art materials come under the regulations of the Occupational Safety and Health Administration Hazard (OSHA) because they are being used by employed teachers. The OSHA Hazard Communication Standard requires schools to train teachers about any potential hazards in the classroom. The primary source for this hazard information are the material safety data sheets (MSDSs) which manufacturers must provide.
OSHA requires MSDSs to reveal the presence of any potentially toxic ingredient that is present in amounts of 1% by weight or more and carcinogens at 0.1% or more by weight unless it is clearly stated that the ingredients are trade secrets. However, most of the art material MSDSs simply refer to ASTM D4236 instead. So teachers are unable to obtain the OSHA-required information.
**LHAMA and Proposition 65.** Proof that toxic substances were still in “nontoxic” art materials was provided when LHAMA regulations came into conflict with a California law called Proposition 65. While ASTM D 4236 leaves the amounts of toxic substances in art materials to the discretion of the toxicologist, California’s Proposition 65 labeling law does not. This law assumes, for example, that if lead or cadmium are in a product, even in small amounts, users and parents should know. Several art material companies were sued under Proposition 65 for failing to reveal the presence of lead. Now such products must be labeled with Prop 65 warnings that begin: “This product contains a substance known to the State of California to cause…….”
**LHAMA is poorly enforced.** Another reason to repeal LHAMA is it isn’t being enforced. In 1995, I accompanied a cameraman and a reporter from Channel 9 in New York to a major art materials outlet. That night on the evening news, we showed viewers about a dozen imported products that
did not conform to the law. This is still true today. A little label-reading at a major art material outlet or surfing for Internet art products will provide evidence that LHAMA is not being well-enforced.
**Proposed action:** For all the reasons above, ACTS thinks the law actually works against the interests of artists and parents. ACTS proposes the following remedies.
1. **Repeal LHAMA.** In addition to eliminating a bad law, repeal will immediately reduce operating expenses of art material manufacturers and startup costs for new art companies. Certification is costly. Repeal also eliminates the financial advantage that illegal non-certifying manufacturers currently have over those who comply with the law. The enforcement budget for the CPSC would also be reduced, but this effect would be small since they don’t spend much on LHAMA.
2. **Define the term “nontoxic” and limit its use to products whose ingredients have been proven to be nontoxic in both acute and chronic tests.** This is not going to happen anytime soon since there are hundreds of untested organic pigments. Instead, it is something we need to work toward. In the meantime, consumers need to know that most of the organic pigments, even those in children’s materials, are unlikely to have been studied for long term hazards. Manufacturers and toxicologists are not going to publicize this fact. So activist organizations such as ACTS, groups that enforce Proposition 65, unions, teachers, artists and others must do it.
3. **Avoid exposure.** Since so many of the ingredients in art materials are untested and unknown, all art materials should carry warnings to avoid exposure—especially on children’s products. Keeping art materials off the skin, out of the respiratory system, and away from the mouth should be recommended for all products. Parents should be reminded that the colors in these products are not FDA batch-approved food dyes. And even if they were, would they really want their children exposed to these FDA dyes in these quantities?
4. **Insist on compliance with OSHA’s regulations regarding MSDSs.** References to LHAMA or ASTM D 4236 on these documents is probably not legal anyway since LHAMA’s rules conflict with OSHA’s. This means potentially toxic substances should be identified on MSDSs at 1% or more and carcinogens at 0.1% or more. These OSHA rules coupled with the new Global Harmonization System of Safety Data Sheets which is being adopted worldwide will make these documents even more reliable sources of toxic ingredients information.
5. **Only exempt adult art materials from lead, cadmium, and other toxic substance bans.** Because art materials need to be archival, that is their colors must last for generations on art objects, adult materials should remain exempt. But presence of toxic substances in adult materials should always be disclosed on labels and MSDSs. Children’s products should be free of toxic ingredients. Archival quality is not needed on ceramic pinch bowls or paintings for the refrigerator door.
6. **Place art materials under the CPSC definitions at 16 CFR § 1500.3(b)(15(i)(A) children’s products, and (B) household products, and regulate them like all other consumer products.**
7. **Expand the CPSC definition of chronically toxic at § 1500.3(c)(2)(ii) to include all types of chronic toxicity.** Currently there are only three sections here: (A) carcinogens, (B) neurotoxicological toxicants, and (C) developmental or reproductive toxicants. In 1992, the CPSC promised
to add toxic categories to this section. Hold them to it. As the law currently stands, long-term damage to the liver, kidneys or any other bodily organs are not covered and do not have to be labeled.
8. **Eliminate private approval seals until a government approved standard system is in place.** The various seals present today are confusing and are not necessarily comparable.
9. **Plan future laws using Proposition 65 as a model.** LHAMA was a failed experiment. Today, Proposition 65 provides better labeling. Even more important: Proposition 65 provides a template for future legislation because it costs almost nothing to enforce and many good causes are supported by it. Here’s how it works:
Enforcement is carried out through civil lawsuits against Proposition 65 violators who don’t properly label products that contain any of the chemicals on the Proposition 65 list of toxic substances. The lawsuits may be brought by the California Attorney General, any district attorney, or certain city attorneys in cities with a population exceeding 750,000. Lawsuits may also be brought by private parties “acting in the public interest”, but only after providing notice of the alleged violations to the Attorney General, the appropriate district attorney and city attorney and after they conformed to all the requirements of drafting a legal Proposition 65 Notice of Violation.
A private party may not pursue an enforcement action directly under Proposition 65 if one of the government officials chooses to initiate their own action within sixty days of the notice. Private enforcers must also serve a certificate of merit which provides the qualifications of their experts who generated the reports, analyses or statements that support the violation. This is necessary to prevent frivolous enforcement actions.
This paper work is worth it because the lawsuits can be very lucrative. A business found to be in violation of Proposition 65 is subject to civil penalties of up to $2,500 per day for each violation.
The chemicals that are regulated by Proposition 65 are in a long list developed and updated regularly by the California State Health Department. The list is made up of chemicals the Health Department has determined are capable of causing cancer, birth defects or developmental damage in children. Anyone can Google this list and see the chemicals for themselves.
Manufacturers, importers, and suppliers of products in the United States damn well better Google the Proposition 65 list and make sure that the mandated warnings are on products that contain them. Yes, I’m aware that this is a California *state* law, but it has almost the same effect as a *federal* law because California is a major market. Manufacturers who make their products available to Californians either comply with Prop 65 or they can be sued big-time in California! This means we may only need to get a better labeling law passed in a few states to make effective changes.
Now let’s see how it works. Suppose, you and I live in California and are running a small non-profit green activist organization that is in need of funds. And suppose we have reason to suspect that a certain manufacturer or importer is selling products that contain a chemical that is on the Proposition 65 list without the required label warning. All we have to do for a start is take the product to a certified laboratory and get an analysis of the product to prove we are right.
This is so easy to do today. We can even rent an x-ray fluorescent device (XRF analyzer), train some of our people to use it properly, and just aim the analyzer at products in a store until we find some that flunk for lead, mercury, cadmium, chromium or any other substance we set the gun to quantify.
So we would already be pretty sure when we send the product out for confirmatory laboratory analysis that we are going to get the data we need to file suit.
Our next step is to provide the proper documentation for our legal Proposition 65 Notice of Violation and submit it to the Attorney General in our district. Now we wait sixty days. If the Attorney General’s office decides we have a great case and wants to sue the violator themselves, we get a part of the award or settlement after they win. If the Attorney General doesn’t file in 60 days, we get to call our staff lawyer and file ourselves. If we win, we get all of the money!
At the federal level, the US Consumer Product Safety Commission watches all these goings-on in California and may belatedly and grudgingly jump into the fray. For example, when lead-containing children’s jewelry was being imported in vast amounts from China, the Consumer Product Safety Commission started a national recall of this hazardous stuff. Lost in the newspaper notices and articles about this recall was the fact that California activists were already suing some of these importers under Proposition 65 and had petitioned the CPSC to take these actions.
Remember, Proposition 65 doesn’t ban chemicals. And it doesn’t require citizens groups suing manufacturers to prove anyone ever got sick or was harmed by the product. Instead, Proposition 65’s single issue is failure to properly label the product with warnings. And this violation carries a high penalty, high enough to have created well-qualified roving bands of lawyers and bounty-hunting activists whose income is enhanced by Proposition 65 settlements.
I cannot tell you in mere words how much this law is hated by manufacturers. But the law is fair to manufacturers and importers. They either make sure their products do not contain any of the chemicals on the Prop 65 list, or they must provide warning labels if they do. How hard is that?
The thing that makes Proposition 65 unique is its “citizen’s enforcement clause.” This clause enables anyone generating the proper paperwork to file suit against a manufacturer or importer. It also means the State of California doesn’t need thousands of inspectors purchasing and testing products. The activists and lawyers will do it for them.
Think of any other consumer or safety law that you would dearly like to see enforced properly. For example, suppose we sponsor a law that would make it illegal to label as “nontoxic” any product whose ingredients were never actually tested for chronic toxicity? And imagine that this law had a citizen’s enforcement clause. Bingo! And if the country really wants a small federal budget, here’s a way to do it. Empower the people, instead of the government.
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Daie, Kathy Hulce, Pat F. Sheffield, Staff: John Fairlie, OES.
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HOME STUDIO ARTIST CLAIMS ILLNESS FROM MATERIALS
“A Final Cocoon: Dying at Home,” Joyce Wadler, *The New York Times*, November 10, 2010
There have been very few formal studies of the effects of art materials on artists’ health. Those limited studies that do exist, suffer from the widely differing life styles, materials, work habits, and studio conditions of the artists. These factors are called “variables,” and if there are too many, the data can be suspect.
As a result, we rely primarily on good studies of industrial workers whose life styles do not involve many variables and who are exposed to one or more of the same toxic chemicals that are in art materials. The theory is a good one: if a particular chemical is known to cause a particular disease in factory workers, it is assumed that artists exposed to the same chemical in the same amounts can expect the same health effects.
In addition, we also look at anecdotal information, that is, cases of individual artists who have developed physical responses or diseases that are consistent with the known effects of the chemicals in their art materials. ACTS FACTS has covered many such cases. And our researchers and readers usually find these for us. Last month, a sharp-eyed ACTS researcher found one in *The New York Times* in an article about the virtues of allowing terminally ill people to expire peacefully at home among family and familiar objects. The article began:
“There is some confusion about the cause of the liver disease that has given Fred Kress a short time to live. The 46-year-old handyman and house painter, who lives outside of Baltimore, had had hepatitis C, which causes liver damage, for several years. Doctors at one point suggested that alcohol abuse may have been a contributing factor, which makes no sense, Mr. Kress and his family say, because he was never much of a drinker. The real culprit, he now believes, was chemical: he didn’t wear the right mask when he was painting houses, and when he did his craft projects, making alien masks out of fiberglass resin, he worked in a small, windowless room, ignoring all the warning labels on the supplies he used.
“It said ‘will’ — not ‘can’ — cause liver and kidney damage,” Mr. Kress said. “My liver was completely fried.”
COMMENT: I’m not at all sure the label actually said this, but I am sure that the styrene crosslinking agent in polyester resin products and the acetone and other solvent used to clean up, certainly can cause liver damage, especially when combined with Hepatitis C viral damage. And the fact that his daytime job also involved daily use of paint solvents which are also associated with liver damage makes it even more likely. Mr. Kress is probably, on the whole, correct.
$91,000 OSHA FINE LEVELED FOR DEATH OF CAMERAMAN
December 13, 2010 8:52 PM, http://denver.cbslocal.com/2010/12/13/osha-fine-leveled/ (credit: CBS)
In the November 2010 ACTS FACTS we covered the death of a 20-year-old student at the University of Notre Dame who was photographing a football practice for his school newspaper. He was 30 feet up in a lift during a day with wind gusts up to 50 miles an hour. Had the school properly trained him, he would have been aware that this lift should not be extended in windy weather.
Now it appears that 5 months prior to this death there was another scissors lift accident involving a 57 year-old professional video cameraman that was investigated by OSHA. A $91,000 fine was levied by OSHA against the production company for the June 25, 2010 death.
Stuart Keene was hired as a freelancer by Lucas Oil Production Studios to help set up for the videotaping of a Thunder Valley Motocross event. Stuart Keene died from his injuries after falling with his camera more than 20 feet from a mobile scissor lift. Investigators determined the guardrail that should have protected him from falling had been removed. The federal OSHA calls it a “willful” violation and it is the major reason Lucas Oil Production Studios is facing such a large fine.
OSHA also found there was no training to operate the scissor lift. Additionally, Lucas Oil failed to report the fatal accident in a timely manner, according to the agency.
COMMENT. Employing construction equipment for a non-construction purpose does not relieve entertainment producers from complying with the same training and protection regulations they would have to meet if they were construction employers. If their cameramen or other employees use scissors lifts, scaffolds, cherry pickers, cranes, fork lifts or any other equipment for which OSHA training requirements apply, it is the Producer’s job to have a written program under which the employee receives the proper training and that the equipment is properly guarded and maintained.
AMULET PARENTS BOUGHT TO PROTECT CHILD POISONED HIM
Morbidity and Mortality Weekly Report, CDC, January 28, 2011, 60(3), pp. 69-71 & Ibid, 42(24), June 25, 1993, pp. 465-467 (ACTS FACTS, 8/1993)
The New York City Department of Health and Mental Hygiene’s Lead Poisoning Prevention Program tracked an interesting case of lead poisoning in a child of Cambodian Immigrants that may have lessons for the international craft and folk art community. In March 2009, routine testing of a healthy, nonanemic boy aged one year who was born in the US to Cambodian-born parents showed an elevated blood lead level (BLL) of 10 micrograms per deciliter (μg/dL). This level triggers an investigation by many state health departments because permanent loss of IQ points and other physical and mental effects occur at this level.
Only six months earlier, this child had a very normal BLL test of 1 μg/dL. Something in the child’s environment clearly had changed and the Health Department investigated. During an interview, the boy’s father denied use of imported products. No lead paint or nonpaint lead sources were identified in the home such as spices, food, candy, cosmetics, health remedies, ceramics, or jewelry.
Three months later, the child’s BLL increased to 20 μg/dL. The father again denied any jewelry or charms, but when questioned more closely, he said that the toddler wore an amulet or “something to protect him.” The amulet, acquired by the boy’s mother in a rural Cambodian market, was a knotted string onto which grey metallic beads has been molded. The amulet’s metal beads had a total lead content of 450,000 milligrams per kilogram or 45 percent. One window sill in the apartment also was positive for lead at 2.2 milligrams per kilogram.
Within 8 days of the amulet being removed from the home, the child’s BLL had decreased from 20 µg/dL to 14 µg.dL. Six weeks after the amulet was removed and 2 days after the lead paint violation was reported as abated, the child’s BLL was 10 µg.dL. Five months after the amulet was removed, the boy’s BLL was down to 5 µg/dL.
The toddler’s cousin, aged 6 years, who was living in the same home, had lead poisoning diagnosed in September 2008. His BLL had been 17 µg/dL. After he stopped wearing his amulet, his BLL was 7 µg/dL. (Note: The reduction of blood lead does not repair the damage done during the period in which it was higher and that some of that lead is now permanently stored in the child’s bones.)
Wearing amulets is common among Cambodians and other Southeast Asian ethnic groups including Vietnamese, Hmong, and Lao populations. Typically, infants and toddlers wear their “protection strings” around their necks, wrists, or waists. The amulets usually are made of black or white string with several knots, metal beads, or both. The knots and beads are believed by some to be infused with protective powers. In this case, the mother of the toddler reported that on her most recent trip to Cambodia, she had three amulets custom-made (“cooked in a pot”) for the children in her family. Anecdotal information suggests that lead bullets sometimes are melted to make the beads.
**FOLK ART COLLECTIONS.** These religious or folk items as also likely to be brought in by collectors of such items. Some even end up in galleries for sale. Production of folk art and crafts may involve all manner of trash and waste such as computer parts, toxic metals melted from electronics, tin cans and plastic containers, wiring, and more can find their way into craft items.
For example, incredibly creative toys are made from cut up pieces of tin cans with their painted logos still on the sides. The internet is full of these amazing items. Some are put together with lead solder. Some of the bright package and metal can logos are paint, decals or enamels containing toxic and regulated metals.
One use of a potentially hazardous materials can be easily verified by google-searching for “Zulu telephone wire baskets.” These are popular gallery art items woven from recycled brightly-colored vinyl plastic-coated telephone cable wires. Artists are even teaching this art to US crafters at galleries and schools. Yet the hazards of these vinyl-coated wires has been known for decades.
**TELEPHONE CABLE WIRE.** A 1993 Centers for Disease Control report covered the case of a 46-year-old microwave technician who was found to have a blood lead level of 50 micrograms per deciliter during a routine pre-employment exam. Medical and work histories were taken and all potential sources of lead were checked. Doctors investigated fruitlessly for a year and a half for the source of lead. All the while, the man’s blood tests remained about the same.
Then, during a clinic visit the man mentioned that he had a habit of chewing on the plastic insulation that he stripped off the ends of electrical wires during work. Samples of the copper wire with white, blue, and yellow plastic insulation were obtained and analyzed. The clear plastic outer coating on the wires contained no lead, but the colored coatings beneath contained 10,000 to 39,000 micrograms of lead per gram. After discontinuing his habit, the man’s blood count began to drop and his neuropsychiatric abnormalities (primarily memory deficits) began to lessen.
**COMMENT:** The international craft and folk art industry needs to consider the potential toxicity of the items they are showing in galleries and on the Net. And however cute or creative these items are, **they should not be considered articles or projects for children without testing first.**
Toxicity research on nanoparticles is a disorganized mess. Some particles are placed in contact with cells, some injected into animals, some placed in contact with aquatic organisms, and more. Scientists argue about potential health effects based on insufficient and inconsistent data. And all the while, we are exposed to more and more of the tiny, invisible particles. Carbon nanotubes are released to our air from the wearing and burning of rubber tires. Silver nanoparticles are being washed from our socks and T-shirts into our waterways. And we are putting titanium dioxide and zinc oxide nanoparticles on our skin in the form of makeup and sunscreen products.
There are hundreds of other products containing nanoparticles. The workers who make the products often are exposed to them. No one seems to care that there are no respirator filters or gloves that can provide sure-fire protection from them. Ventilation systems hurling the particles out into the environment don’t seem to provoke interest. Instead, the public has once again been sold on the idea of requiring human experimentation in preference to animal tests.
**CAVALRY COMING?** The International Organization for Standardization (ISO) announced on January 27 that it has adopted a standard for inhalation toxicity testing for nanotechnology-based products. The new standard is formally titled ISO 10808:2010, Nanotechnologies—Characterization of nanoparticles in inhalation exposure chambers for inhalation toxicity testing.
Although ISO standards are voluntary, it is likely that governments will adopt this standard or refer to it in legislation since there is no other consistent method of monitoring the concentration, size, and size-distribution of nanoscale particles in an inhalation chamber. The standard should at least organize the inhalation data from future studies. There will have to be additional protocols developed for aquatic tests, skin contact, and other acute and chronic test protocols.
Now it remains for governments to actually *do* the inhalation tests. Governments will have to step up, because the public just can’t seem to grasp that they should be holding the industries profiting from nanoparticles responsible for the safety of their workers or the public. Instead, we blindly buy the new products and downsize the governmental agencies that might do the testing. Amazing.
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**ACTS FACTS sources:** the *Federal Register (FR)*, the *Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR)*, the *Mortality and Morbidity Weekly Report (MMWR)*, and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
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**REPRINT TERMS:** Free if unedited and with proper credits. Edited copy must be checked by ACTS.
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**COPYRIGHT:** ACTS, February 2011
ISSN 1070-9274
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SAFE SMOKE FOUND AT LAST?
CABOT INVESTIGATES FIRE AT PLANT - POTTSMERC.COM.
http://pottsmerc.com/articles/2011/02/17/news/doc4d5c9e9d04c40683136567.txt
The American Chemical Society’s Safety Forum sends members a compendium of articles about fires and chemical spills found on Google each week. Some of them are worth commenting on. Here’s one item:
DOUGLASS (Mont.) — An investigation is under way to determine what caused a Wednesday morning fire at a metal manufacturing plant on County Line Road just outside Boyertown.
Emergency responders were dispatched to Cabot Inc. for a blaze that broke out in a chemical dust collector shortly before 10:30 a.m.
Tim Knapp, manager of safety, health and environment for Cabot, said crews had the fire controlled and out within five minutes after arriving to the scene, giving an all-clear at around 11 a.m.
The dust collector where the fire began contained tantalum, a chemical used in the company’s metal manufacturing process, he said.
Although it was initially thought dust had escaped the plant during the fire, Knapp said it was only smoke, not chemicals that were released into the air.
COMMENT: In response to this last statement, Bradley Norwood, Director of Arista Laboratories in Richmond VA supplied the forum with some wry humor when he said:
At our lab, we analyze tobacco and tobacco smoke for a wide array of chemical constituents, largely for regulatory compliance to various governments around the globe (although we also do testing for government agencies and universities as well). Many of our customers are still looking for the chemical-free smoke mentioned above. Shall I refer them to Cabot Inc.??
It is also significant that the claim that no chemicals were released into the air in this smoke was made by the company’s “manager of safety, health and environment” who certainly should know better. And the dust collector in which the fire began contained tantalum which will fume with heat and which has an Occupational Safety & Health Administration (OSHA) permissible exposure limit (PEL) indicating it is toxic.
Even if, by some miracle, tantalum was not released, the smoke from whatever was burning was toxic. Smoke from all hydrocarbons such as wood, oil, coal, wax, or plastics is hazardous. For example, it is not the nicotine in cigarette smoke that is hazardous. Nicotine is only a mild narcotic and very addictive. The carcinogens are created by the burning leaf. And any burning leaf will do the same—yes, and you know ones I mean.
CHEMICAL REACTION AT HOUSE FIRE SURPRISES CREWS
PORTLAND NEWS STORY - KPTV PORTLAND, http://www.kptv.com/news/26995088/detail.html
PORTLAND, Ore. -- Investigators are trying to figure out what caused a house fire and a chemical reaction at a home in Northeast Portland. The fire broke out at a home on NE Sumner Street around 7:15 p.m. on Thursday.
Upon arrival, firefighters saw heavy flames coming from the front of the house. But when the crew sprayed water on the fire, a chemical reaction occurred and produced what looked like electrical arcing.
"Firefighters had to think on their feet to move past this reaction and stop the fire before it spread to the attic," said Portland Fire Capt. Jamie Klum.
Firefighters were able to extinguish the fire in about 20 minutes. Commanders called in extra resources to rotate crews in the freezing temperatures and make sure that firefighters could stay safe and warm.
Damage from the fire is estimated at $20,000. No one was hurt, and the occupant of the home is staying with family members.
"Most house fires are like a big chemistry experiment," said Portland fire official Paul Corah. "There are chemicals in the average household that would surprise people and can impact how a fire behaves."
COMMENT: Corah’s comments are a good summary of the problem with household chemicals, The fewer chemicals we store, the better for us and for firefighters in an emergency.
FUMES BLAMED IN FLASH FIRE AT MIAMI HOUSE
CRIME & COURTS » The Joplin Globe, Joplin, MO
http://www.joplinglobe.com/crime_and_courts/x962031238/Fumes-blamed-in-flash-fire-at-Miami-house
MIAMI, Okla. — Firefighters believe that chemical fumes created during remodeling of a Miami home may have caused a flash fire early Wednesday that damaged a portion of the unoccupied house.
The Miami Fire Department responded at 12:39 a.m. to 1910 G St. N.W. and found a smoldering fire in a bathroom at the back of the single-story structure.
Fire Capt. Robert Wright said no one was home at the time, and no injuries were reported. Wright said the fire had extended slightly into the attic before firefighters arrived.
The owner of the residence, Butch Crockett, told firefighters that he had been using a chemical to remove caulking and glue in the bathroom as part of remodeling the house and was using some candles to help mask the chemical smell.
Wright said it appeared that fumes had caused a flash fire that turned into a smoldering blaze because of a lack of oxygen in the room.
COMMENT: Obviously a chemical to remove caulking and glue would contain flammable solvents. Using a candle in the same room is just foolish. And the burning wax candle, being a hydrocarbon, adds additional toxic and carcinogenic chemicals to the air in that room.
CHEMICAL EXPLOSION IS INVESTIGATED IN CASEYVILLE
http://www.stltoday.com/news/local/illinois/article_0847a952-3fb1-11e0-adc1-00127992bc8b.html
CASEYVILLE, IL - Ink from a printer mixed with chlorine Wednesday afternoon at a nonhazardous waste company, causing a small chemical explosion and shutting down a street for several hours, French Village fire officials said Wednesday night.
Assistant Chief Brian Halwachs said no one was hurt in the explosion, which sent white smoke billowing from the top of Illini Environmental Inc. at 8895 California Drive, off Highway 157 near St. Clair Avenue. St. Clair County HAZMAT officials deemed the area safe from further chemical reaction and the road was reopened late Wednesday evening.
Halwachs said the Illinois Environmental Protection Agency, which sent a mediation team into the building, has taken over the investigation into how the chemical reaction occurred.
A passer-by called 911 around 4:30 p.m. saying smoke was coming from the building. A second call, from Illini Environmental officials, was for a chemical spill. French Village fire officials called for the St. Clair County HAZMAT team to investigate. Fairview fire Deputy Chief Bruce Green said the material safety data sheets on the container said they were nonhazardous.
And a second article on the same fire:
KMOV.COM | ST. LOUIS NEWS, MISSOURI NEWS & BREAKING NEWS,
http://www.kmov.com/news/local/Hazmat-situation-in-St-Clair-County-116771829.html
(KMOV)-- Crews were called to the scene of a hazmat situation on California Drive at Highway 157 in St. Clair County. Fairview Heights Fire Department confirmed the hazmat incident was at Illini Environmental Inc. The company owner said employees were mixing 2 drums of chlorine bath tablets (toilet bowl cleaner) with latex paint to prepare them for shipment to a landfill when they gave off a lot of vapor.
The white smoke/chemical cloud was so thick that it was first thought to be a fire. An employee called police to report a chemical spill but a passerby called 911 and reported a fire. The owner said the smoke shouldn't be hazardous but as a precaution the business was evacuated and residents in two nearby homes were told to shelter in place, stay in home with windows shut and ac/heat turned off.
COMMENT: The elements of this story of importance are 1) the fire official did not worry because the paint MSDS said it was not hazardous, 2) the environmental company mixed the paints with chlorine bleach tablets, and 3) the owner said the smoke was not hazardous.
Fire officials should know that most latex paint MSDSs say the products are non hazardous, but this refers to when used as directed. Many chemicals are not disclosed on these MSDSs such as a common stabilizing chemical that gives off ammonia. So the ammonia/bleach reaction could be expected on occasion with this mixture. And in this case, the smoke can be deadly in quantity.
COMPANY SUES B.C. CITY AFTER CHEMICAL SPILL
BRITISH COLUMBIA - CBC NEWS,
http://www.cbc.ca/news/canada/british-columbia/story/2011/02/25/bc-kelowna-chemical-lawsuit.html
A chemical company is suing the City of Kelowna and its fire department for negligence after toxic chemicals were washed into a local creek following a warehouse fire last summer.
Pesticides, fertilizers and glycol were washed into a storm drain while firefighters were dousing the flames at the Univar Canada depot, one of several businesses destroyed by a fire on Kirschner Road....
The runoff turned the water in nearby Mill Creek bright green and killed dozens of small fish before working its way into Okanagan Lake.
In recently filed court documents, Univar Canada—a wholesale agricultural fertilizer and pesticide supplier—alleges fire crews didn't do enough to keep the chemicals from contaminating nearby soil and water, and ignored warnings from the company's staff about the risks.
COMMENT: I don’t know the regulations in Canada, but here in the US, I’m quite sure the liability would belong to the company for not preparing for contingencies like spills and fires in their facility. The Environmental Protection Agency and local environmental agencies expect containment of environmentally hazardous materials and fire and emergency plans that consider emergencies.
Dear Reader,
There are no exact dates on some of these stories, but the dates are not important. They were all stories picked from about 30 items posted on Google between 2/17 and 2/25—just eight days.
I wonder if, after reading these news items, you have concluded as I have that some remedial education is needed in basic fire and chemical issues for non-chemists. I especially worry when fire department officials make these kinds of errors. These people are our first line of defense in a fire or environmental disaster. If firefighters provide us with incorrect information, lives can be lost.
And if environmental officers for corporations are either too dumb to realize they are making misstatements or are cleverly saying things they know are untrue in order to mislead, why aren’t the reporters or their editors smart enough to know when they are reporting lies? Someone in the chain of people from reporters to the edited print or spoken word should know something about these issues before they report them as true. They fact-check other kinds of stories. Why not check ones involving chemicals? I’ll bet there are many retired chemist and science teachers who would love to be on call to look over these items for journalists, could do it in minutes, and do it for a song.
I also think schools should require a course on basic environmental and chemistry principles for a degree in journalism. And how I would love to teach a course like that. I’m sure many, many other chemists would, too. Your Editor
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
ACTS’ financial support is primarily earned income from industrial hygiene services, lectures, and courses provided at below market value to schools, art and theater organizations, museums, and other art-related entities. Other income is from sale of publications and unsolicited donations. ACTS takes no money from industry or any party having a financial interest in our opinions about art or theater products.
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MAINE JOINS OTHERS BANNING BPA IN SOME PLASTICS
SOURCES: Editorial based on Yang CZ, Yaniger SI, Jordan VC, Klein DJ, Bittner GD 2011. Most Plastic Products Release Estrogenic Chemicals: A Potential Health Problem That Can Be Solved. Environmental Health Perspectives: doi:10.1289/ehp.1003220, Maine Sun Journal, 4-12-11 & sunjournal.com, 4-13-11
APRIL 13, 2011: Today, the Maine Senate voted 35-0 to ban Bisphenol A (BPA) in children’s products. Previously, the Maine House voted 145-3 to phase out BPA. This means Maine will soon join Canada, Europe and six other states that have banned BPA. That sounds great, but it’s not.
If you are a subscriber to this newsletter, you might have noticed that I have never written an article advising you which plastic bottles, food wraps and other plastics are the safest to use. In fact, when I get inquiries on this subject, I have simply referred people to various activist web sites that have nice clear advice to give. But in my heart I knew that these well-meaning activist sites were providing poor guidance. Their strategies are to help consumers identify and avoid known bad actors like the vinyl plastics or Bisphenol A (BPA). But this doesn’t address the fact that there are hundreds of other chemicals in all plastics about which little or nothing is known and which could be worse.
An article in last month’s *Environmental Health Perspectives* (see sources above) bears this out. The authors show that “Almost all commercially available plastic products we sampled, independent of the type of resin, product, or retail source, leached chemicals having reliably-detectable EA (estrogenic activity) including those advertised as BPA-free. **In some cases, BPA-free products released chemicals having more EA than BPA-containing products.**” (Underline mine)
THE STUDY. The authors tested the plastics by placing them in saline or ethanol (grain alcohol) solutions to leach out chemicals and exposed the plastics to common-use stresses such as boiling, microwaving, and sunlight (UV light). The extracts from the solutions were tested using a very accurate cell proliferation assay which detects whether or not the cells are altered by chemicals in the same ways that they would be altered by an estrogen hormone.
The authors also identified one primary mechanism for EA. They found that all chemicals such as BPA are strongly estrogen-active if they contain a group of chemicals (called a moiety) which, if isolated, would be a phenol compound (a benzene ring with one or more hydroxyl groups [-OH] attached). And compounds containing these benzene rings that were previously thought to be stable actually can convert to phenolic moieties when they are exposed to stresses.
Even the chemicals added to plastics to protect them from degrading under stress (anitoxidants) may themselves convert under stress to estrogenically active phenolic moieties! And remember, plastics are full of these and other additives such as clarifiers, plasticizers, colorants, and more.
INTEREST CONFLICT. Some of the authors of this article work for chemical manufacturers, which probably accounts for their up-beat conclusion that, since they have now identified the types of chemicals that can cause these effects, it should be soon possible to create EA-free plastics from
other types of monomers and additives. I would remind the authors that there are toxic effects other than estrogen mimicking. And the effects of chemicals in a petri dish full of cells does not predict the stresses the chemicals will be subjected to once they are in our bodies. Our bodies will subject these plastic chemicals and additives to a vast number of additional stresses such as metabolic forces from enzymes, acids, bases, heat, and more. And many metabolic pathways are still unknown. Without animal testing, the authors of this article have only found one piece of a much larger puzzle.
Also keep in mind that there also is no end to the chemicals that the plastic industry can substitute for those known to have bad effects. For example, six phthalate plasticizers have been banned for use in children’s toys and articles. But there are hundreds of other phthalates which can be used to replace them, most of which have never been tested for any toxic effects. In fact, most of the chemicals to which we are exposed are untested for any long-term effects. There are now over 58,000,000 chemicals registered by the Chemical Abstract Service. Of these, only about 1000 chemicals worldwide have been assessed for cancer effects in animals.
**PICK YOUR POISON.** Last month, Wiley & Sons released a book I wrote called: *Pick Your Poison: How Our Mad Dash to Chemical Utopia is Making Lab Rats of Us All*. The purpose of this book is to take general readers through the history of how we got into this mess, how the laughably ineffective and cash-strapped governmental agencies fail to protect us, and what we can do about it.
I also explain that activist groups need to cease attempting to ban particular chemicals. First, they often choose the wrong chemicals. For example, activists got the cosmetic industry to stop using acetone in many nail polishes and removers. The industry simply substituted ethyl acetate which is actually more toxic than acetone by inhalation.
And second, even if the activists are successful and get a ban on a handful of substances, the chemical industry will simply create untested substitutes to replace them. And, in the bargain, they will proudly advertise and promote the “new and improved” products as “free” of these chemicals.
If every activist group got all their targeted chemicals banned tomorrow, we would not be one iota safer. Instead, we need to all work together on one objective: **to require chronic toxicity testing**.
We can support bills like the Chemical Safety Bill that Senator Lautenberg will introduce again in Congress soon. This bill requires testing of only 200 chemicals, but it is a start. A better system is seen in the European Union’s Registration, Evaluation, Authorization of Chemicals program. REACH has identified ~30,000 chemicals manufactured in amounts over 1000 tons a year on which there is no data. REACH requires tests to be done on these chemicals or they will be banned from use in European products after 2018. Manufacturers still may not test many of these chemicals and simply replace them with substitutes. But REACH requires registration of all new chemicals and can schedule testing for the new ones, too. Sooner or later, testing will have to be done.
Once there is chronic toxicity data on tens of thousands of chemicals, we may see many patterns like the one identified in the *Environmental Health Perspective* article on estrogenic plastic chemicals. Only then can we begin to reliably predict bad actors on the basis of their chemical structures.
Our final objective must be to require chronic toxicity testing of chemicals BEFORE they are put in the products we buy. Obviously, that will take years, but let’s get started. Let’s organize around the central issue of chemical testing. Everything else including banning BPA is a waste of our time.
EXPLOSION AT DYE & PIGMENT FACTORY IN INDIA
Thanks to the American Chemical Society’s safety form, firstname.lastname@example.org, for catching this one. Major fire guts illegal dyeing unit in Vatva, Ahmedabad Mirror Bureau, 3-15-2011 & The Indian Express: http://www.indianexpress.com/news/fire-guts-illegal-chemical-factory-owners-on-the-run/762599/
A massive fire broke out at Bright Dye and Chemicals at Vatva GIDC, a complex of industrial sites near Ahmedabad, India, on March 13, 2011. Fire Brigade men rushed to the spot in minutes, but couldn’t bring the flames under control. It took staff from all the local fire stations over two and a half hours to douse it. Malfunctioning of some equipment is believed to be the reason behind the fire, but the exact cause has yet to be ascertained.
“The fire was massive so we cordoned off the factory first and placed fire extinguishers around it to prevent flames from spreading to adjoining factories. … We had to press 30 vehicles and staff of all 12 fire stations in the city into service to control it,” said Deputy Chief Fire Officer Rajesh Bhatt.
OWNER ON THE RUN. “The factory was illegal. Ninety barrels containing 200 litres of solvent each [55 gallon drums] had caught fire. There were other inflammable chemicals [we call these flammable] in the factory, too,” said Officer Bhatt.
Police are on the lookout for the factory’s owners who went into hiding soon after the incident and who did not have a license to operate a facility holding these kinds and amounts of chemicals. The local health department, environmental officials and police arrived at the factory to probe the incident. Bright Dyes and Chemical’s owners allegedly fled along with the staff soon after fire broke out with a series of blasts, said a Fire Brigade official.
COMMENT. This is an important story because it is a common one in India, Bangladesh, and China, the three countries where many of our dyes and pigments are manufactured. It is likely that some of the colorants artists use are from these small, often illegal, and poorly run factories. In fact, a month after the fire, I could still google-up Bright Dye and Chemical’s website offering their products for sale. Dyes and pigments like these often end up being purchased by jobbers and sold/resold in the market until their pedigree is confused. This includes colorants purchased from major manufacturers who farm out work to factories in China, India and Bangladesh to save money.
This story is also relevant to artists. Both domestic and foreign companies that sell artists pigments or paints obviously do not manufacture the colorants themselves. The origins of some pigments used by these small art material manufacturers may not be known to them. This story is also relevant to art galleries that import folk and professional arts and crafts from third world countries.
The hazards of these pigments and dyes can even include contamination with highly toxic impurities such as polychlorinated biphenyls (PCBs) and dioxins. These contaminants are created when pressure, temperature, and other conditions during manufacture are not highly controlled. And it is unlikely that there are sophisticated controls in these small factories.
We may think that governmental agencies protect us from exposure to these serious hazards. For example, EPA requires the PCBs in pigments such as phthalocyanine blue and green to be present in amounts less than 50 parts per million. But you can be quite certain that imported pigments and dyes packaged for artists and paints containing these pigments are not tested at US ports for PCBs. This is another reason to use good hygiene when using art materials or textile dyes today.
SOLDERING IRON RECALLED DUE TO BURN HAZARD
http://www.cpsc.gov/cpscpub/prerel/prhtml11/11190.html, CPSC Press Release #11-190, 4-6-10.
The U.S. Consumer Product Safety Commission, in cooperation with Cooper Tools, LLC of Apex, NC, announced a voluntary recall of about 69,000 soldering irons. The power cord can break at the flex point where the cord attaches to the handle, posing a burn hazard. The firm has received reports of the power cord breaking at the flex point, resulting in three reports of minor burns.
The recalled product is a 100 watt, 120 volt stained glass soldering iron with “Weller” and the model number W100PG, W100P3 or W100PGMX written on the light blue handle. The model number is located under the Weller brand name on the iron’s handle. Only certain date codes are included in the recall. Authorized distributors sold the iron nationwide from August 2006 to May 2010 for between $50 and $60. The iron was manufactured in Mexico.
Consumers should stop using the recalled soldering irons immediately and contact Cooper Tools to send the product to the company for an inspection and a free replacement soldering iron. It is illegal to resell or attempt to resell a recalled consumer product. For additional information, contact Cooper Tools at (800) 476-3030 between 8 a.m. and 5 p.m. ET Monday through Friday or visit the firm’s website at www.cooperhandtools.com.
COMMENT. This product has been sold over a five year period, so it is likely to be in many artist’s studios. Although it was sold as a stained glass soldering iron, it is clear this iron could be used for many types of professional art and craft work and for home hobby projects. Check out your equipment. In fact, get into the habit of going to www.cpsc.gov and checking recalls whenever you buy new or used products. Not all recalls end up being fixed or discarded.
And check the site before you sell any of your own used equipment, too. Remember that it is illegal to resell recalled products. This includes small private transactions and sales by nonprofit groups who accept donations of equipment and supplies.
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
ACTS’ financial support is primarily earned income from industrial hygiene services, lectures, and courses provided at below market value to schools, art and theater organizations, museums, and other art-related entities. Other income is from sale of publications and unsolicited donations. ACTS takes no money from industry or any party having a financial interest in our opinions about art or theater products.
REPRINT TERMS: Free if unedited and with proper credits. Edited copy must be checked by ACTS.
CREDIT: ACTS FACTS,
Monona Rossol, Editor
181 Thompson St., #23
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email@example.com - www.artscraftstheatersafety.org
COPYRIGHT: ACTS, April, 2011
ISSN 1070-9274
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GRAPE SEED OIL BLAMED FOR FIRE AT BEAUTY COLLEGE
The Swindon Advertiser, UK, by Emma Dunn,
http://www.swindonadvertiser.co.uk/news/8990554.Oils_blamed_for_fire_at_college/, 4-22-11.
FRESH towels and massage oil were identified as the cause of a fire which ripped through the fifth floor of one of the Swindon College beauty training salons on April 12th. Investigators discovered that it started after a batch of towels, which had been used for massage and had just been washed and tumble-dried, were stacked in the corner of the room.
Alan Harper, the group manager for the Swindon area of Wiltshire fire and rescue service, was in charge of the investigation. “The cause of the fire was down to some of the oils which were used as part of the health and beauty course,” he said. “One of the oils, grape seed oil, …when …absorbed into the towels … go through an oxidisation [UK spilling] process which starts to self heat.”
In Harper’s words, “It is only particular oils, vegetable-based or animal fat-based [that do this]. It is to do with carbon bonds. Because the towels … insulated it, it builds up and builds up. As the heat increases and oxidisation increases the heat increases and it can reach that auto-ignition point. They gave the process a boost by putting the towels through the tumble dryer, it gave the oils an additional level of heat which aggravated the process and that led to the towels becoming the source of the fire.”
Mr. Harper said, “Washing at 40 degrees [104 o F] did not remove all the oil and left residue. The college is looking at changing the washing process to make it more effective.” He said the college had also changed the oils they use.
COMMENT. It is well-known that linseed and tung oils polymerize (join together) in a reaction initiated by oxygen to form a solid, insoluble, plastic-like mass. The process is also made faster (catalyzed) with the addition of certain metal compounds (e.g., lead and cobalt driers). All oil-based paints, inks and varnishes rely on this reaction.
Unfortunately, this reaction also gives off heat (is exothermic). The reaction is responsible for the multitude of fires that start in piles of paint rags. The May, 2004 issue of ACTS FACTS quoted sections of an EPA comment indicating that citrus oils could do the same. So it is no surprise that grape seed oil can do this. Analysis of tea tree oil and a number of other “natural” oils indicates that spontaneous combustion should not be considered an unusual property of natural oils. The beauty school’s policy of changing the oils they use may not solve the problem unless they use non-polymerizing oils like baby oil (a petroleum oil).
Currently, the National Fire Protection Association’s recommendation for oily rags is to put them in water. This creates liquid waste under the EPA regulations and makes it hard to dispose of the waste properly. But tests showed that hanging linseed oil rags out for even two weeks to dry did not eliminate the hazard. Laundering in very hot water and detergent (e.g., by industrial rag services) or dry cleaning probably removes the oils. But this story shows tepid water cleaning doesn’t work.
THREE GEORGIA BEAUTY SUPPLY FIRMS FINED $71K
OSHA, Region 4 News Release: 11-414-ATL (151), April 12, 2011, Contact: Michael D’Aquino or Michael Wald, d’firstname.lastname@example.org, email@example.com
The Occupational Safety and Health Administration (OSHA) has cited three companies in Doraville, GA, all owned by Jinny Corporation – JBS Beauty Club, JBS Hair Distribution Center and Jinny Beauty Supply Co. with a combined 22 violations. Proposed penalties total $71,000.
Acting in response to a complaint, OSHA conducted inspections of the three companies. The agency cited JBS Beauty Club with six serious violations including locking emergency exits, blocking exits with shelving, not illuminating exit signs, exposing employees to electrical hazards from missing covers on electrical panels, exposing workers to live electrical parts and failing to provide training on how to operate a forklift. Penalties total $25,000. The company also was cited for one other-than-serious violation without penalty for failing to develop an emergency evacuation plan.
JBS Hair Distribution Center and Jinny Beauty Supply Co were given penalties of $25,000 and $21,000 respectively for a similar variety of egress and electrical safety violations, failure to train fork lift operators, and failing to develop an emergency evacuation plan.
COMMENT. Jinny Corp. produces and supplies hair care and beauty products, and has operations in Atlanta, Miami, Dallas, Chicago and Los Angeles. A google search reveals this company is family owned. The business was started by Tae H. Jhin, the now deceased father of Eddie Jhin, current president of Jinny Corp. Ms Ann Jhin is a CEO, and the Atlanta branch VP is Mr. Chang Bum Seo. Some of Jhin’s ads are in Chinese characters. While there are US employers running similarly hazardous workplaces, I worry that Chinese labor practices are being imported along with their products. It seems US-made goods may not always be made by US workers in safe factories.
IN THE CHILLI OF THE NIGHT
Residents Cough up to a Chilli Night,
http://www.caseyweeklycranbourne.com.au/news/local/news/general/residents-cough-up-to-a-chilli-night/2143005.aspx
On a chilly April night, ten residents of Cranbourne North, near Melbourne, Australia were overcome by fumes. Starting with the first call at 10:30 pm, a total of five ambulances, a County Fire Authority (CFA) unit and a hazmat team responded. The victims were coughing, having trouble breathing, dizzy and nauseated. The “toxic” chemical was determined to be fumes from another resident who was cooking a box of chillis in an electric wok! Those fumes reached houses up to 150 metres away [164 yards]. One sentence in the Aussie report was confusing:
... The Hazmat unit was unable to detect the cause of the fumes because it was organic so a CFA crew was forced to rely on sniffing out the source.
Clearly, “organic” is not the right word. The capsaicin and related chemical compounds known as capsaicinoids in chillis are organic compounds. This complex mixture of organic chemicals probably was not detectable by the equipment they had with them. And ferreting out the source of an unknown toxic substance with your nose is not a recommended procedure for emergency personnel.
COMMENTS. This article appeared on the American Chemical Society’s safety e-forum. One of the comments from Alan Hall, MD, is most interesting. Dr. Hall says that when he was:
...working in a major Emergency Department in El Paso, Texas many years back...we had quite a large number of late-middle aged Hispanic women coming in complaining of chest tightness and chest pain. After about the 4th or 5th one, we got smart enough to ask them if they were working, and if so, where.
Turned out that it was the end of the chili growing season ... and they were all employed as temps in chopping and roasting chilis for a Mexican food plant in Anthony, Texas. A site visit gave me the same symptoms. After some discussions with management, ventilation was significantly improved and the "epidemic" of what looked clinically rather like angina chest pain disappeared.
Although Dr. Hall loves his chillis and would not agree with me, my own personal view is that pain should not be considered a flavor.
---
**NIOSH SETS EXPOSURE LIMITS FOR NANO-TITANIUM DIOXIDE**
*BNA-OSHR*, 41(17), 4-28-11, pp 375-6, & *NIOSH Current Intelligence Bulletin* 63, Occup. Exp. to Titanium Dioxide
The National Institute for Occupational Safety and Health set two recommended exposure limits for titanium dioxide April 18, one for fine and one for ultrafine materials.
“Fine” is defined by NIOSH as those particles collected by respirable particle sampler which has a 50% collection efficiency for particles of 4 microns with some collection of particles up to 10 microns in diameter. These are the particles that are most likely to deposit deep in the lung’s alveoli.
“Ultrafine” is defined as the fraction of respirable particles with particle diameters under 0.1 microns (100 nanometers) also called nanoparticles. The NIOSH recommended exposure limit for ultrafine particles is first such limit set for nanoparticles. The two new limits are:
* fine particles - 2.4 milligrams per cubic meter (mg/m$^3$) and
* ultrafine or nanoparticles - 0.3 mg/m$^3$ for ultrafine and nanoscale particles.
The new limits were set forth in NIOSH Current Intelligence Bulletin 63, “Occupational Exposure to Titanium Dioxide,” which also reviews carcinogenicity data, exposure monitoring techniques, and control strategies. NIOSH found insufficient human data to suggest fine titanium dioxide (TiO$_2$) causes cancer, pointing to a lack of workplace studies. However, animal studies of TiO$_2$ ultrafine particles show an increased tumor that NIOSH concluded constituted sufficient evidence. They said:
The potency of ultrafine TiO$_2$, which has a much higher surface area per unit mass than fine TiO$_2$, was many times greater than fine TiO$_2$ with malignant tumors, with malignant tumors observed at the lowest dose level of ultrafine TiO$_2$ tested (10 mg/m$^3$),” it said.
The ultrafine TiO$_2$ particles often clump together, prompting some toxicologists to assume that they behave like larger particles. However, NIOSH says these agglomerated ultrafine particles still should be treated as ultrafine because they behave biologically like ultrafine particles. It seems the amount of surface area is a major factor in the toxicity of TiO$_2$.
NIOSH added that its findings suggest other poorly soluble, low-toxicity particles, such as coal dust and barium sulfate, among others, could pose hazards to those of TiO$_2$.
COMMENT. NIOSH listed TiO₂ as a carcinogen for decades before the International Agency for Research on Cancer (IARC) listed it, The IARC rating is 2B, that is, possibly carcinogenic to humans based on sufficient animal data. IARC gave it this rating in February 2006.
Once IARC lists a substance, OSHA requires the rating be included in the information on material safety data sheets (MSDSs) of products containing TiO₂. OSHA gives manufacturers three months to revise their MSDSs to incorporate any significant new data. And the Labeling of Hazardous Art Materials Act which addresses chronic hazards through the ASTM D 4236 standard requires chronic hazard information, such as cancer status, to be transmitted on labels.
Art material manufacturers now have had five years to update their MSDSs and labels. Granted, I have not seen the MSDSs on all artists paints, pastels, chalks, ceramic glazes, and other items that contain TiO₂. But did a quick look at the MSDSs on the products below:
### IARC INFO ON TITANIUM-CONTAINING PAINT PRODUCT MSDSs
| Type of paint | Maker | IARC 2B listed? | Date of MSDS |
|------------------------|---------------------|-----------------|--------------|
| Acrylic | Golden Artists Colors | YES | 02-10-10 |
| Radiant Oils (white) | Gamblin | NO | 02-24-07 |
| Oils | Grumbacher | NO | 06-23-08 |
| Oils (general MSDS)* | Williamsburg | NO | 05-02-11 |
| Artists Oil | Winsor & Newton | NO | 02-12-08 |
* General MSDS says all colors have no hazards except cadmium, cobalt, lead & nickel
It is clear, the ASTM D 4236 standard and the art materials labeling act are failing to give artists even the basic information that OSHA requires they have. As I said in the January issue, it’s time to repeal the labeling act and let art materials be covered instead under the Federal Hazardous Substances Act and have their MSDSs regulated under OSHA rules.
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ACTSFACTS sources: the *Federal Register* (*FR*), the *Bureau of National Affairs Occupational Safety & Health Reporter* (*BNA-OSHR*), the *Mortality and Morbidity Weekly Report* (*MMWR*), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
ACTS’ financial support is primarily earned income from industrial hygiene services, lectures, and courses provided at below market value to schools, art and theater organizations, museums, and other art-related entities. Other income is from sale of publications and unsolicited donations. ACTS takes no money from industry or any party having a financial interest in our opinions about art or theater products.
**REPRINT TERMS:** Free if unedited and with proper credits. Edited copy must be checked by ACTS.
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181 Thompson St., #23
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firstname.lastname@example.org - www.artscraftstheatersafety.org
**COPYRIGHT:** ACTS, May, 2011
ISSN 1070-9274
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EU BANS CADMIUM IN JEWELRY, PLASTICS
The following short article appeared in *Chemical & Engineering News*, May 30, 2011, page 38:
The European Union has banned the use of cadmium in jewelry and all plastic products effective Dec. 20, according to an amendment added to the chemicals law Registration, Evaluation, Authorization & Restriction of Chemical substances (REACH). Cadmium is a known human carcinogen and is toxic to aquatic organisms. Previously it was used in plastics as a coloring agent and stabilizer. It has been banned in the EU in most plastics since 1992 but was allowed in some polyvinyl chloride because alternatives were unavailable.
The European PVC industry has since found alternatives to cadmium. The legislation will allow low levels of cadmium in a limited number of construction materials that are made from PVC waste to encourage recycling. The ban on cadmium in jewelry is intended to protect consumers, particularly children, from the toxic metal, which has been increasingly showing up in inexpensive costume jewelry imported from China. The legislation also bans cadmium in brazing sticks, which are used to join dissimilar metals in applications such as steam engines for model trains, because of the fumes released during the brazing process.
**COMMENT.** It is interesting to note that after the 1992 ban the EU allowed cadmium in recycled plastics and will continue to allow low levels of cadmium in a limited number of recycled construction materials. Recycled products in almost all countries have higher limits for toxic contaminants. Without those lax limits, it would not be possible to recycle the contaminated material and it would all go to landfill. But consumers should be aware that recycled products are not going to meet the higher standards of virgin materials.
We also should be aware that the cadmium in jewelry is primarily from two sources:
1) The metal itself may be an alloy containing cadmium. This is especially true when metals are recycled from old electronics in China. This alloy also contains lead and other toxic metals.
2) Cadmium is still used to “flux,” that is to lower the melting points, of some types of gold, silver, and other metal solders and brazing sticks. Solders for jewelry are usually sold in “easy, medium and hard” grades. The easy flow low-melting solders are the most likely to contain cadmium, but all solders can contain it. Always insist on material safety data sheets when purchasing solders—not just assurances that they are cadmium-free. All metals in solders should be identified. For example, the EU has also banned nickel in jewelry since the middle 1990s.
Artists paints, however, are exempt from cadmium, nickel and other bans as they are in the United States and other countries. But artists who make and sell consumer products such as jewelry, textiles, or ceramics, must comply with the safety regulations applicable to those products.
A TEACHING TIP
I have found over the years that the mere mention of health and safety training can put an audience into a state of inattention similar to a coma. We need every trick in the book to keep people aware, amused, and learning. Illustrating technical issues in memorable ways is vital. One technical issue primary importance is informing workers and consumers how little data there actually is on most of the chemicals they use. They are much more likely to practice good common sense hygiene with all of their products once they understand that no one really knows if many of the ingredients can cause cancer, birth defects, or any other bodily damage.
I usually explain that there are probably around 140,000 chemicals present in our commercial products. This number is based on the European Union’s registry of chemicals and the assumption that EU manufacturers probably do not use more chemicals than we do. Then I can explain that less than 1000 chemicals have been evaluated for their cancer potential and either declared carcinogens or exonerated. Even fewer chemicals have been studied significantly for their other toxic effects such as birth defects, reproductive damage, and other organ damage.
But recently, I’ve found a new tactic to visually illustrate this problem to share with you. You can begin by explaining the work of the Chemical Abstract Service (CAS) which has offices worldwide and which assigns a unique number to each new chemical as it is discovered. Remind them that the middle initial in CAS stands for “abstract” since most chemicals were originally found by reading the abstracts of scientific papers. Now, however the sources are primarily patents and chemical catalogs. In other words, many of the newly registered chemicals are already available in some way.
Then explain that on September 7, 2009, CAS registered the 50 millionth chemical! The CAS began registering chemicals in 1950s. The first 10 million took 33 years to register. But the 10 million chemicals prior to September 2009 were registered in 9 months at a rate of 25 chemicals per minute!
Next, bring a computer to the class on which you can call up the Chemical Abstract Service’s web page (www.cas.org). Show the class the counter on the home page recording each chemical as it is assigned a number. The number is now over 61 million. I like to write down the number of chemicals from this site on the board before I start lecturing. Then we look at the number of chemicals registered at the end of the class. The rate is slower than the 2009 rate, but it is still impressive to show that in a typical 4-hour hazcom training, somewhere between 2000 and 4000 new chemicals usually will have been assigned numbers.
The CAS website notes proudly that the 60 millionth chemical was one patented as a possible anti-cancer drug.* But clearly, the purpose proposed for the chemical is not the issue here. Each chemical is likely to find more than one use. For example, even the nasty citrus solvent, d-limonene, was tried as an anti-cancer drug since it is toxic and pharmacologically very active. D-limonene is also used in paint thinners, fragrances, EPA-registered pesticides, and for many other uses. So the issue is not the use of the chemical, it is the availability of vast numbers of untested chemicals.
This issue is especially important for artists since almost none of the organic pigments used in artist’s paints have been tested for cancer or other chronic hazards. And manufacturers have interpreted the law to mean that untested chemicals can be labeled “nontoxic.”
* This chemicals was discovered by a Chinese Academy of Medical Sciences department. And while this sounds nice, I've looked at the structure and it should kill more than viruses! It appears to have the potential to breakdown to release a fluorinated aniline molecule. So like many anti cancer drugs, it may itself be a carcinogen.
COLORADO & WASHINGTON, DC MUSEUMS: PICRIC ACID TALES
SOURCES: Update: Roads Reopened after Disposal of Acid at Pioneers Museum, http://www.kktv.com/home/headlines/123048168.html & WWII Girl Scout Kit Brings Hazmat Team to Tudor Place, http://www.thegeorgetowndish.com/thedish/wwii-girl-scout-kit-brings-hazmat-team-tudor-place.
The first two weeks in June, museum collection workers twice confronted old sources of picric acid:
STORY # 1 (June 2-quote): Things are back to normal around the Pioneers Museum in downtown Colorado Springs following a Hazmat situation that forced the evacuation of the building. Museum workers discovered that a Boy Scout first-aid kit from the 1930s was leaking Piric acid, an ointment used to treat wounds, which can become corrosive. The building was evacuated as a precaution. A robot used to retrieve the substance and dispose of it.
STORY #2 (June 13-quote): Streets surrounding Tudor Place Historic House and Gardens (31st between Q and R) were closed Monday afternoon to investigate a HazMat situation, Mandy Katz, Tudor Place communications officer told The Georgetown Dish. Tudor Place executive director Leslie Buhler released this note to trustees at 5:55 pm.
“During the textile inventory project a early 20th c. girl scout medical box was found. It contained picric acid gauze pads which are highly explosive. After several calls to D.C. government offices, we finally were told to call the police. That resulted in a response by more police, fire, and the bomb/hazardous waste specialists.
All staff and visitors were evacuated from the property and careful instructions were given to the HZMAT team. After 3 hours, they went into the house and removed the pads from the box. They took them out to the driveway area in a protected position and exploded them. All is safe with no injuries or damage.”
COMMENT: Picric acid was in common use before some of its properties were identified as not being compatible with consumer products. It was used in explosives, matches, electric batteries, for etching copper, as a mordant in textile dyeing, and for many other purposes. Carefully research all historic collection materials for the potential presence of picric acid and many other toxic chemicals.
CITRONELLA FUEL INJURIES
SOURCE: http://www.nytimes.com/2011/06/11/nyregion/a-firepot-a-safe-label-and-2-horrible-explosions.html, June 10, 2011, David M. Halbfinger
The New York Times covered two accidents, less that a week apart, involving the jelly-like citronella fuel that is burned to ward off insects on summer nights. First, a May 28 accident left a 14 year-old Long Island boy fighting for his life when his cousin tried to light a ceramic firepot to prepare for a backyard wedding reception. The quart bottle of fuel he was pouring instead burst into flames.
Then in Manhattan on June 3, a nearly identical blaze nearly killed a 24-year-old man and badly burned his best friend as they were relaxing on the friend’s terrace. The 24 year-old has been on and off a ventilator for days. Bed Bath & Beyond was the source of the product involved in both accidents. It is sold as FireGel, “the Safe Pourable Gel.” But witnesses to the accidents likened the gel to Napalm which sticks to the skin while burning.
A spokesman for the Consumer Product Safety Commission said it was opening an investigation into this relatively new type of product. The commission said it had received eight reports of explosions or burns involving firepots or fuel gel, several of them serious, since April 2010, not counting the New York cases. It is unclear who manufactured the products involved in all the cases. Similar liquids, made by companies including Napa Home & Garden and BirdBrain Inc., began showing up at small retailers around 2008 and in major chains like Home Depot and Sam’s Club in 2009.
LESSONS FROM AN OTTAWA SCHOOL SHOP ACCIDENT
SOURCE: http://www.yourottawaregion.com/news/article/1015429--student-in-barhavens-explosion-revived
Tags: Canada, education, explosion, injury, unknown_chemical, 2nd post: Student Dies from Blast Injuries, Daniel Nugent-Bowman & Jessica Cunha
The following is a reformatted quote from YourOttawaRegion.com News from May 26, 2011.
Eric Leighton, who played for the Almonte Thunder, died on the evening of May 26 after succumbing to his injuries inflicted by the explosion at Mother Teresa Catholic High School earlier that day. [The] 18-year-old student is dead after succumbing to injuries from a shop-class explosion at Mother Teresa Catholic High School in Barhavon on May 26.
Ottawa police confirmed that Grade 12 student Eric Leighton died around 8:30 p.m. in hospital stemming from injuries from the explosion, which rocked the school around 10:45 a.m. The explosion was caused by a spark that hit an empty 55-gallon oil drum. The vapours from the peppermint oil once stored inside the drum is what caused the explosion, said Marc Messier, spokesperson for the fire services. The drum was being used in a project to build a barbecue.
Leighton was knocked unconscious and covered by debris from the blast. Ottawa Paramedics commander of operations Joe Micucci said Leighton had no vital signs when paramedics arrived at the school. He was resuscitated on route to hospital but paramedics reported severe head injuries. Later that night, Leighton died.
Four other students and a 33-year-old teacher were all treated for minor injuries and taken to hospital. All five were in stable condition. Three more students from the class were treated on scene.
COMMENT. Clearly, students were either welding or using power tools to cut a 55 gallon drum to make a portable barbeque. The fact that the barrel originally contained peppermint oil may have caused teachers not to consider the explosion hazard. But natural oils can be just as combustible and their vapors just as explosive as synthetic oils. The vapors from these oils are especially hazardous when remnants of the liquids are in a confined space like a drum.
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
ACTS' financial support is primarily earned income from industrial hygiene services, lectures, and courses provided at below market value to schools, art and theater organizations, museums, and other art-related entities. Other income is from sale of publications and unsolicited donations. ACTS takes no money from industry or any party having a financial interest in our opinions about art or theater products.
REPRINT TERMS: Free if unedited and with proper credits. Edited copy must be checked by ACTS.
CREDIT: ACTS FACTS,
Monona Rossol, Editor
181 Thompson St., #23
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email@example.com - www.artscraftstheatersafety.org
COPYRIGHT: ACTS, July, 2011
ISSN 1070-9274
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OSHA PROPOSES REPORTING RULES FOR THE THEATER & ENTERTAINMENT BIZ
SOURCES: 76 FR 36414-36438, 6/22/11, http://topnews360.tcmnet.com/news/2011/06/22/5591719.htm
OSHA is proposing to update the list of businesses that are partially exempt from reporting their accidents and illnesses. OSHA is also switching their classification system from the Standard Industry Classification (SIC) to the North American Industry Classification System (NAICS).
The reporting regulation currently provides a list of industries that are partially exempt from maintaining records. They were excluded because OSHA assumed they had relatively low rates of occupational injury and illness. However, since the exempted industries haven’t kept records, it obviously is impossible to prove that their rates are actually low. This is especially a problem for theatrical and entertainment industries which have had a surprising number of high profile accidents recently such as those at Spider-man or at Disney’s Orlando theme park. Now OSHA has proposed to change the list. If the proposal becomes law, we will finally have some data on the following industries:
| NAICS | NAICS Industry description (of those that would have to report) |
|---------|--------------------------------------------------------------------------------------------------------|
| 7111.. | Performing Arts Companies |
| 711110 | Theater Companies and Dinner Theaters |
| 711120 | Dance Companies |
| 711130 | Musical Groups and Artist |
| 711190 | Other Performing Arts Companies |
| 7113.. | Promoters of Performing Arts, Sports, and Similar Events |
| 711320 | Promoters of Performing Arts, Sports and Similar Events with Facilities (e.g. companies in fixed locations) |
| | Promoters of Performing Arts, Sports, and Similar Events without Facilities (e.g., road companies) |
| 7121.. | Museums, Historical Sites, and Similar Institutions |
| 712110 | Museums |
| 712120 | Historical Sites |
| 7139.. | Other amusement and Recreation Industries |
| 713950 | Bowling Centers |
| 713990 | All other Amusement and Recreation Industries |
The proposed rule would also require covered employers to report to OSHA, within eight hours, all work-related fatalities and all work-related in-patient hospitalizations; and within 24 hours, all work-related amputations. The current regulation requires employers to report to OSHA, within eight hours, all work-related fatalities and in-patient hospitalizations of three or more employees.
Unfortunately, OSHA has seen fit to leave on the exempt list some industries ACTS feels *should* be keeping records including:
| NAICS | NAICS Industry description | Also exempt are all companies with fewer than 10 employees. For the full lists, see the *Federal Register* of June 22, 2011, pages 36414-36438. This is a “Proposed Rule” whose comment period is still open. It may not be approved. |
|--------|---------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 6112.. | Junior Colleges | |
| 6113.. | Colleges, Universities, and Professional Schools | |
| 6115.. | Technical and Trade Schools | |
| 6116.. | Other Schools and Instruction | |
**ANOTHER ACRONYM FOR GLYCOL ETHERS: GLYMES**
*SOURCE: 76 FR 40850-40860, July 12, 2011*
*ACTS FACTS* has often expressed concern about a very large group of solvents called the glycol ethers. While only a few of these have been studied in any depth, those few were found to be capable of causing various types of organ damage and adverse reproductive effects in both men and women. They also are known to absorb through the skin and go through rubber gloves without changing the gloves’ appearance.
We are all exposed to glycol ethers since they are in common household cleaners, water-based latex paints, and more. They are hard to avoid because they are not always listed on labels and, if they are listed, they can be identified by many confusing chemical names. For example, the most common glycol ether can be called: ethylene glycol monobutyl ether, butyl cellosolve, 2-butoxyethanol, and other names. Now, it looks like another name may be used incorrectly to describe some of these.
**GLYMES.** Various industries are applying to EPA to manufacture 14 more glycol ethers. The heading on the notice reads: “Glymes: Proposed Significant New Use Rule” (SNUR). “Glyme,” as my chemical dictionary explains, is a “trivial name” applied to a group of glycol ethers composed of various glycols attached to one or more methyl ethers. The “gly” stands for *glycol* and the “me” stands for *methyl ether*. But in this EPA notice, some of the 14 chemicals are actually diethyl or dibutyl ethers. In other words, the term glyme is being applied to other groups of glycol ethers—a very misleading practice for a group of chemicals whose names are already confusing.
**WHY ARTISTS SHOULD CARE.** This notice is important to art and theater workers because EPA indicates that some of these 14 glymes about which little is known are already used in making printing inks, paints, coatings, and adhesives. EPA is taking this action under the Toxic Substances Control Act (TSCA) to collect data on the volume of these chemicals that will be used and the potential for human exposures. EPA is not requiring industry to provide toxicity testing despite the fact that the notice says:
EPA has concerns about the 14 glymes listed in this SNUR, all of which have similar chemical structures. EPA is concerned about the reproductive and/or developmental toxicity of monoglyme, diglyme, and ethylglyme and believes that individuals could suffer adverse effects from their use. In addition, EPA has concerns about the remaining 11 glymes due to the lack of available use, exposure, and toxicity information. (Page 40851)
If you think that this indicates EPA will be successful in obtaining production and exposure data and could require toxicity testing if the data indicates it is needed, read the next article.
EPA RECEIVED DERMAL ABSORPTION DATA FOR 5 CHEMICALS
SOURCE: *BMJ-OSHR*, 41(26), 6-30-11 pp. 568-9, 76 FR 38169-38175
According to a June 29 notice in the Federal Register, the Environmental Protection Agency has received dermal absorption data on the following chemicals.
* **vinylidene chloride** (CAS No 75-35-4), used to make plastic wrap, adhesives, synthetic fibers;
* **dicyclopentadiene** (CAS No. 77-73-6), used to make insecticides, flame retardants, paints, etc.
* **methyl isoamyl ketone** (CAS No. 110-12-3), a solvent;
* **diacetone alcohol** (CAS No. 123-42-2), another solvent; and
* **cyclohexanol** (CAS No. 108-93-0), in finish removers, leather degreasers, plastics, etc.
This story goes back to 1991 when OSHA nominated 658 chemicals to EPA’s Interagency Testing Committee, saying it needed data from a simple *in vitro* dermal absorption rate test to assess worker risk. “*In vitro*” means literally “in glass,” which indicates the tests requested are fast and inexpensive ones usually done on laboratory samples of human or animal skin. Without this simple test, workers cannot know if skin contact is a risk or which gloves to wear to protect themselves. Common sense dictates that this data should be available BEFORE ANY workers or consumers are exposed.
OSHA had to ask EPA to obtain the data, because EPA is the only federal agency that can require chemical testing under the Toxic Substances Control Act (TSCA). Thirteen years later on April 26, 2004, EPA issued a final test rule that covered only 34 of the original 658 chemicals. Now on June 29, 2011, a full 20 years after OSHA’s initial request, data on five chemicals has arrived. Does anyone still think TSCA is working?
ADULT BLOOD LEAD STATISTICS IN THE US 2008-2009
SOURCE: *MMWR*, 60(25)July 1, 2001, pp. 841-845
The Centers for Disease Control and Prevention (CDC) published the blood lead level (BLL) tests reported from 40 states in 2008 and 2009. The BLLs reported are usually those at 25 micrograms per deciliter (µg/dL) and those at 40 µg/dL or above. However, the report notes that “recent research has raised concerns regarding the toxicity of BLLs as low as 5 µg/dL.” The report has two references for this point including one from the Association of Occupational and Environmental Clinics in Washington, DC, which recommends intervention for pregnant women at 5 µg/dL so that physicians can prescribe additional calcium and other therapies to reduce the uptake of lead by the fetus.
OCCUPATIONAL CAUSES. Approximately 95% of all elevated BLLS reported among adults in the US are work-related. The highest category is from the manufacture of storage batteries, smelting, copper foundries and other metal industries. The second highest number of elevated BLLs is among construction workers. Of these jobs, painting and paper hanging are the highest categories—which is significant to our scenic artists and film industry construction workers on location in old buildings.
NON OCCUPATIONAL EXPOSURES. The top two activities blamed for high BLLS in non-occupational groups were shooting firearms and “Remodeling/Renovation/Painting.” Clearly painting and renovating an old structure, whether on the job or at home, is a hazardous activity.
Other causes of high BLLs were retained bullets(gunshot wounds), casting (e.g., making bullets and fishing weights), eating food containing lead, Pica (eating nonfood items), and alternative medicines (e.g., Ayurvedic medicines). Ayurveda is a traditional medicine native to India. In past reports, the CDC has also mentioned Chinese, Mexican and other folk traditions as causes of lead exposure.
FYI: SPIDER-MAN OSHA CITATIONS
SOURCE: www.osha.gov
In response to inquiries, I’m publishing the *Spider-man* citations. They are found under “8 Legged Productions, Llc” on OSHA’s web site. All three “serious” citations carry proposed fines of $4500, $4500 and $3500 respectively. The first is under the General Duty clause (1910.5(a)(1)). It reads:
The employer did not furnish employment and a place of employment which were free of recognized hazards that were caused or likely to cause death or serious physical harm to employees in that employees were exposed to the hazards of falls or being struck during flying routines when employees fell from an elevated platform and/or struck the stage because of improperly adjusted or unsecured safety harnesses: Foxwoods Theater: 1) On or about September 25, 2001, an employee was injured while performing an aerial routine when he struck a landing platform which was not in correct position in regard to rigging position, b) On October 19, 2010, an employee was injured while performing an aerial routine when he struck the ground in front of the landing platform, c) On December 20, 2010, an employee was injured when the employee fell from an elevated scene due to fall restraint system not being anchored properly. Among other methods, feasible and acceptable abatement methods to correct the hazards are to: Comply with Aerial Performers Part 41 of Title 12 of the Official Compilation of Codes, Rules and Regulations of the State of New York. Supplementing Part 41 of Title 12 by use of visual confirmation that the fall protection systems are properly attached and anchored and confirmation that the state props and platforms are set prior to allowing stage managers to give approval for the computerized controlled system to perform aerial acts. NOTE: IN ADDITION TO ABATEMENT CERTIFICATION, THE EMPLOYER IS REQUIRED TO SUBMIT ABATEMENT DOCUMENTATION FOR THIS ITEM, FAILURE TO COMPLY WILL RESULT IN AN ADDITIONAL PENALTY OF $1,000.00 AS PER 29 1903.19.0.
The second citation is under 1910.23(c)(1), Guarding floor and wall openings and holes, which requires guarding of all floors or platforms 4 feet or more above the floor or ground with a standard rail or “the equivalent.” The equivalent measures usually allow theatrical producers a lot of options, as long as they can support their belief that their choice of fall protection measures will be as effective as a guard rail. *ACTS FACTS* has covered a number of similar citations at other theaters and it should remind us that elevated stages must be included in written fall protection programs.
The third citation is for the general requirements for personal protective equipment. This general rule could be used to cover the non-traditional fall protection equipment used at *Spider-man*.
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*ACTS FACTS* sources: the *Federal Register (FR)*, the *Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR)*, the *Mortality and Morbidity Weekly Report (MMWR)*, and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield; Staff: John Fairlie, OES.
**REPRINT TERMS:** Free if unedited and with proper credits. Edited copy must be checked by ACTS.
**CREDIT:** *ACTS FACTS*,
Monona Rossol, Editor
181 Thompson St., #23
New York, NY 10012 - 212-777-0062
firstname.lastname@example.org - www.artscraftstheatersafety.org
**COPYRIGHT:** ACTS, August, 2011
ISSN 1070-9274
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Name ____________________________________________
Address ___________________________________________
___________________________________________________
STAGE COLLAPSE KILLS SEVEN: LACK OF REGULATIONS BLAMED
SOURCES: *USA Today*, Donna Leinwani Leger & Marco R. Della Cava, 8/17/11; *Projection, Lights & Staging News*, www.plsn.com, Newsroom/News, Frank Hammel, 8/14/11 & *L.A. Times*, http://www.nme.com/news/various-artists/58800, 8-23-11, & http://latimesblogs.latimes.com/nationanow/2011/08/indiana-fair-stage-collapse-stage-had-no-inspections-or-permits-attorney-says.html, August 20, 2011.
On August 13th, the stage at the Indiana State Fair in Indianapolis was hit by a strong wind and it collapsed. Three died almost immediately and four more have since died. Dozens more are injured.
Two of the dead are employees, a stage hand and a security guard. These deaths bring the accident under the jurisdiction of the Occupational Safety and Health Administration. OSHA sent five investigators to study the pile of twisted metal. State fire marshals and engineers representing various parties will also be on site. Lawyers have already filed wrongful death suits. A public relations company handling media calls for Mid America Sound, the company that built the stage, said the company would not comment on the incident until the investigations are completed.
Inspectors will determine if the structure met certain safety standards and if the crew responded properly to the weather reports and the visual sighting of the approaching storm. Already, it is obvious that there is a messy patchwork of laws applying to such structures and unclear whether state building safety inspectors even had the authority to inspect the stage or impose standards. The city did not inspect the stage since it was built on state land out of their jurisdiction.
Yet just 180 miles away in Chicago, temporary stages require permits and inspections. The city's building code says all such stages must go through the same permitting process and inspection as any other building, says Bill McCaffrey, spokesman for the Chicago Department of Buildings. A builder must submit architectural plans for review, he says. The stage must have a wind gauge and be able to withstand winds of about 30 to 35 mph. The applicant must also have a high-wind action plan that provides details of the steps to be taken if the wind exceeds 35 mph.
The entertainment industry has model standards for these outdoor concert structures that are strict, but voluntary, says Karl Ruling, the technical standards manager for PLASA, a trade association for the entertainment industry. PLASA (formerly the Entertainment Services Technology Association) can only encourage local regulators to adopt their standards.
COMMENT. This is the third such stage incident this summer. The earlier incidents were in Tulsa, OK on August 6, when wind toppled a lighting rig at an outdoor event damaging band equipment and on July 17 when a storm collapsed a stage at an event in Ottawa, Canada. Eight people reportedly were injured. It is time to provide national regulations for temporary stages. The state or city having jurisdiction should be responsible for enforcement of these laws.
CANADA TO REGULATE CADMIUM IN CHILDREN’S JEWELRY
SOURCES: http://www.hc-sc.gc.ca/ahc-asc/media/nr-cp/_2011/2011_103-eng.php, News Release 2011-103, 7/25/11 & http://www.hc-sc.gc.ca/cps-spc/legislation/consultation/_2011cadmium/draft-ebauche-eng.php
In 2008 and 2009, Health Canada, the agency defined as “the Federal department responsible for helping Canadians maintain and improve their health, while respecting individual choices and circumstances,” found significant amounts of lead in children’s jewelry. As a result, Canada regulated lead at 600 milligrams per kilogram (mg/kg) total lead by weight in the piece and 90 mg/kg migratable (leachable) lead on children’s jewelry items imported, advertised, or sold in Canada. Then Health Canada found that some manufacturers substituted cadmium, an even more toxic metal, for the lead! Jewelry items containing cadmium, sometimes in the range of 90%, were found.
In July, 2011, Health Canada released a Draft Proposal for Cadmium Guidelines in Children’s Jewellery [Canadian spelling]. This is an extremely exciting document from ACTS’s point of view because its studies found that acid leachability (or migrateability as it is called in Canada) is an imperfect predictor of bioavailability, that is, the amount of the substance that is released and can be absorbed by the body. ACTS has maintained for decades that acid leach tests are not reliable.
The draft document contains a section called Total Cadmium Content versus Migration. It looks at the European Union’s Standard, EN-71-3 which specifies a 2 hour acid leach test to determine how much metal leaches out of the surface of an item. The EN standard sets limits for how many parts per million of the metal should be detected in this leach solution to determine if the toy is safe.
However, Health Canada studied leaching data over an extended 144 hour period and concluded “That using a 2-hour migration test may grossly underestimate cadmium exposure via jewellery lodged in the stomach over the course of several days as was observed in the lead-poisoning death in 2006.” This 2006 case refers to the death of a four year-old child in Minnesota in 2006 who ingested a heart-shaped charm from a bracelet given as a free gift with the purchase of Reebok shoes.
Next Health Canada plotted total cadmium vs. migratable cadmium and concluded:
The … results show no clear correlation between the total amount of cadmium in a jewellery sample, and the amount that might migrate out of the sample in the acidic environment of the stomach over time. Therefore, any exposure scenario based on migration out of a jewellery sample will potentially underestimate exposure to cadmium. Hence, it is considered that cadmium limits in children’s jewellery should focus on total cadmium, and not migratable levels.
US LEAD RULES FOR TOYS. The Consumer Product Safety Improvement Act of 2008 set a total lead content by weight for children’s toys and articles provided that the final most restrictive limit was technologically feasible. On July 26, 2011, the Consumer Product Safety Commission (CPSC) published a notice in the Federal Register (76 FR 44463-44464) that no evidence that this limit was not feasible could be found. As a result, all children’s toys, articles, paint and surface coating that come under this restriction in the US are required to contain less than 0.01% or 100 parts per million (ppm = mg/kg) of lead as of August 14, 2011. Then CPSC clarified the policy by declaring that the solubility test is no longer required since and is replaced by the total lead test.\(^1\)
The CPSIA set no limits for cadmium or other toxic metals in children’s toys and articles. A voluntary standard of the American Society of Testing and Materials (ASTM F 963—similar to EN 71-3) sets limits for acid solubility tests for antimony, arsenic, barium, cadmium, chromium, lead, mercury and selenium. After the CPSIA bill was passed, ASTM F 963 was amended to adopt the 100 ppm total weight limit on lead to be consistent with the Act. But ASTM F963 still specifies solubility tests for the other metals and it is an unenforced voluntary standard.
US PHTHALATE RULES. The CPSIA also limits the total amount of three phthalate plasticizers in children’s toys and articles and designates another three phthalates to be banned if studies show it is warranted. Consumers might be surprised to know that this rule is not being enforced and the Commission is still studying three of the phthalates and recommends not regulating one of them at all. They say this phthalate was not found in the products they looked at. ACTS wonders if the CPSC really thinks they have looked at all the products that may be imported or that some manufacturers will not begin to use this phthalate if they know it is not banned?
ACTS POSITION. Regulation of children’s jewelry is somewhat unique because these small pieces can be ingested and remain stuck in the digestive tract for prolonged periods of time. But there can be scenarios with children’s toys that may also involve excessive exposure. ACTS believes that all toxic substances in children’s jewelry, toys and articles should be regulated by the total concentration in the item rather than acid solubility tests. And the digestion test can be cheaper and take less time.
The evidence that acid solubility underestimates exposure is seen in the history of acid-insoluble ceramic glaze frits (lead compounds converted to a glass-like material). A 1985 study of insoluble lead frits showed that the blood lead levels of animals exposed by both ingestion and inhalation rose as fast or faster than animals exposed to raw red lead.\(^2\) Then a number of poisonings and two deaths from ingestion of “nontoxic” lead glazes\(^3\) proved the point.
The ASTM F963 solubility tests in are also applied to pigments used in art materials. The tests may be done on individual pigments rather than on the whole art material. In the case of cadmium, these tests may be done in the dark because there is a chemical change in the pigment when it is exposed to light. Pigment solubility can change when in contact with substances in paint or other products as the product ages. All this is nonsense. An art material labeled “nontoxic” should be nontoxic whether exposed to light, time, or any other condition. People use art materials in “creative” ways not easily anticipated. Children’s materials simply should not contain toxic substances. Adults just need to know if there is a toxic substance present and the amount. This information is already required by OSHA on material safety data sheets: toxic substances should be listed when present in amounts of 1% or greater; carcinogens at 0.1% or greater. Let’s just do it.
1. http://www.cpsc.gov/library/foia/foiall/brief/astmF963mod.pdf, Modification to F 963 Notice of Requirements Package, July 18, 2011
2. Emilio Sartorelli, et al., “Lead Silicate Toxicity: A Comparison among Different Compounds” (University of Siena), Environmental Research, vol. 36, pp 420-425, 1985.
3. “Morbidity and Mortality Weekly Report,” Centers for Disease Control, October 23, 1992 Vol. 41, No. 42 pp. 781-783. A second death from ingesting an insoluble lead frit glaze was referred to in a Press release, ACMI, Inc., Boston, Institute Items, Vol. 39, no 4, December 1997
MECHANICAL LIFT ACCIDENT INJURES TWO AT LINCOLN CENTER
New York Post, By Jessica Simeone, Helen Freund and Dan Mangan, July 29, 2011, http://www.nypost.com/p/news/local/three_injured_in_elevator_accident_DfEYe9fDKV96xcifyNiLM#ixzz1TaYJabs & Projection, Lights & Staging News, Frank Hammel, 8-1-11, http://www.plsn.com/news/21-news/7770-two-hospitalized-after-backstage-lift-accident-at-jazz-at-lincoln-center-rose-theater.html
On the afternoon of July 29, two stagehands were hospitalized after a Genie lift fell over at a Jazz at Lincoln Center theater in Columbus Circle. The injured workers -- one man and one woman -- were taken to Cornell Medical Center, where they were listed in stable condition. The accident was "not related to any activity or equipment that occurs or is used during the performance," according to an official statement. The production that night started at 8 pm as planned.
COMMENT. Hmmm. Genies usually only tip if one or more of the outriggers are removed.
OSHA RULES IN FAVOR OF WORKERS IN SCHOOL PROJECT
SOURCE: Philadelphia Inquirer, Jane Von Bergen, staff writer, August 03, 2011
Three union electricians who said they were laid off in retaliation for complaining about unsafe working conditions at a Philadelphia high school, will receive $150,000 in lost wage and benefits from their employer, Hyde Electric Corporation. The Occupational Safety and Health Administration said that the payment was part of their enforcement of whistle-blower laws designed to protect employees who speak up about unsafe situations.
The workers, had been hired to replace the fire alarm system at the school in 2008 and they complained about potential exposure to asbestos materials in the ceiling. A vice president of Hyde Electric says they will pay the settlement, but he insists the workers were laid off for lack of work.
Under the settlement, the company also must post information on employees' rights as whistle-blowers. "Employees should be free to exercise their rights under the law without fear of termination or retaliation by their employers," Robert Kulick, OSHA's acting regional administrator in Philadelphia, said in a statement.
COMMENT. Note that the workers were laid off in November of 2008, almost 3 years ago. And if the $150,000 all goes to the workers, that comes to $50,000 each for almost three years work at about $16,500/year. It clearly doesn’t pay to kvetch.
It is chilling to know that people who complain about health and safety must be prepared to lose their jobs. In the vast majority of these cases, OSHA doesn’t win these whistleblower battles. And just how willing do you think other employers will be to hire you if they know you called in OSHA?
This is one good reason for workers to unionize. A good union can negotiate a collective bargaining agreement that includes provisions requiring employers to comply with the OSHA regulations. Then an OSHA violation becomes a contract issue and the union can take over the fight. If the union has several members working on site, the employer will not even know who called in the complaint.
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield, Janet Sellery; Staff: John Fairlie, OES.
ACTS’ financial support is primarily earned income from industrial hygiene services, lectures, and courses provided at below market value to schools, art and theater organizations, museums, and other art-related entities. Other income is from sale of publications and unsolicited donations. ACTS takes no money from industry or any party having a financial interest in our opinions about art or theater products.
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CASKETS USED ON STAGE: AN OSHA CONFINED SPACE ISSUE
Case Study, “Hazard Evaluation and Preventive Recommendations for an Unusual Confined Space Issue in an Opera Set Design.” Anders Abelmann, Steven E. Lacy, Andrey Gribovich, Colin Murphy, David Hinkamp, *Journal of Occupational & Environmental Hygiene*, 8:D81-D85, September 2011.
At the request of the Lyric Opera of Chicago, an occupational health hazard evaluation was conducted concerning a confined space issue within the set design of an opera performance. Following one dance sequence and costume change, several dancers were to be placed inside flag-draped, military-grade human remains transfer cases for 6 to 12 minutes, then exit the cases to begin the next dance sequence. Further, at one point, a performer was to dance on top of one of the cases with another performer inside of it.
The issues were 1), the structural integrity of the transfer case under the load of the performer on top and 2) the environmental conditions for the performer inside the casket. Reinforcement of the lid did not appear necessary, but to be certain, metal reinforcements were added that would be hidden from the audience. But the second and more interesting issue was the air quality and temperature inside the case and the ability to identify and respond to a performer’s possible medical emergency.
**OXYGEN.** The amount of oxygen that would remain in this small space while someone who has just been physically exerting themselves heavily was calculated. It was determined that oxygen levels would be “immediately dangerous to life and health” in about 3 minutes. The crew had originally cut out small vents in the side with mesh material over them. Instead, the industrial hygienists recommended 30 by 20 centimeter vents without mesh in the backs of the cases so that enough air would be provided and the dancers’ faces could be observed at all times. It was also suggested that small fans be placed in the back of the container to provide air and cooling.
It was further recommended that an off-stage employee be designated to observe each performer during their entire confinement period. A protocol for observing the performers while inside the case was to be developing including procedures of observation and signaling, establishing emergency procedures, and how to remove a performer from the case and stage. They also recommended disabling all the latches on the cases.
**WERE THE RECOMMENDATIONS CARRIED OUT?** Technical Director, Peter Schwob, reported to the research team that the cases were modified as recommended and photos of the work were sent which showed the final openings were smaller and spaced differently than recommended. It was determined, however, that the final placement of openings would still provide adequate access to fresh air and sight line contact with performers. Fans were installed for air exchange and all latches were permanently disabled. Finally, a stagehand was assigned to each case to watch for signals or signs of distress while each performer was inside. Flags were draped over the front of the cases facing the audience but not over the backs where they could block ventilation or observation.
COMMENT. OSHA’s confined space rules do not apply just to sewers and crawl spaces. They apply to the crazy things we think up to do on stage as well. Congrats to the Lyric Opera for using the experts at the University of Chicago’s School of Occupational Medicine in this way! And as a child assistant in my father’s Vaudeville magic act, I can particularly appreciate this plan.
CRAFT MAKING MAY HAVE CAUSED DECLINE OF SOME PREHISTORIC CALIFORNIA INDIGENOUS PEOPLE
SOURCE: “Could the Health Decline of Prehistoric California Indians be Related to Exposure to Polycyclic Aromatic Hydrocarbons (PAHs) from Natural Bitumen?” Sebastian K.T.S. Warmlander, Sabina B. Sholts, Jon M. Erlandson, Thor Gjerdrum, and Roger Westerholm, Environmental Health Perspective, Vol 119, No. 9, September 2011, pp. 1203-1207.
Indian crafts may have contributed to the decline of California’s coastal indigenous people, a study in Environmental Health Perspectives suggests. The Chumash Indians occupied the area around the Santa Barbara Channel region for a period of 7,500 years. This region is one of the world’s most prolific areas of natural hydrocarbon seepage. Large submarine seeps produce chunks of soft bitumen (tar balls) that frequently wash ashore and there are numerous terrestrial oil seeps or tar pits.
A component of bitumen is a family of chemicals called polycyclic aromatic hydrocarbons (PAHs). The negative health effects of PAHs are well established for modern human populations but this appears to be the first time they have been studied in prehistoric contexts.
ARTIFACTS. The rich archeological and ethnohistoric record of the coastal Chumash suggests that they were exposed in many ways to PAHs. Bitumen was a staple commodity among the Chumash, with cakes of the materials for use and trade all along the channel shores. The Chumash developed bitumen-sealed water-bottle baskets about 5,000 years ago. These were made by swirling pulverized bitumen and hot pebbles inside the basket until the interior was sealed with melted bitumen, a traditional technique that persisted into the 19th century. They began sealing their canoes with bitumen around 2,000 years ago. These uses and many others exposed the Chumash to PAHs by skin contact, inhalation of powdered bitumen, and inhalation of the fumes on heating.
Over this same period of time, the Chumash diet shifted to more and more seafood which is known even today to be contaminated with bitumen chemicals from the sea floor. All of these factors argue for an increasing exposure of the ancient Chumash to PAHs in increasing amounts over time.
SKELETAL RECORD. Over a century of archeological research, a vast database of skeletal populations has been excavated from island and coastal cemeteries. These indicate increasingly poor health and a decrease in cranial volumes (head size) and reduced stature. These characteristics have been seen in animal studies and in newborn babies of mothers exposed to PAHs during pregnancy. PAH exposure is also associated with cancer, but this disease cannot be determined from bones.
COMMENT. This study has so many lessons for us. First, making of crafts has always been a dangerous business. Second, “natural” does not mean “safe.” And third, since PAHs are also in crude oil, oil spills like the one in the Gulf of Mexico may have long term effects yet to be seen.
Printmakers should pay attention to this story because other names for bitumen are “asphalt” and “asphaltum,” the material used as a resist on intaglio etching plates. Some etchers also use powdered asphaltum rather than rosin for aquatint. PAHs from asphaltum can absorb through the skin, can be inhaled as a powder or as a fume when fused on hot plates—the same exposures experienced by the Chumash. Wear gloves or avoid skin contact and use ventilation when using asphaltum.
ALMOST NONTOXIC PRINTMAKING
A long time friend of ACTS and master printmaker, Don Messec, sent us a website showing a type of lithography done on aluminum foil, with vegetable soap as a resist and Coca Cola as the etch. It is a fast process with almost no waiting for the acid etch to work and multiple prints can be made. The demonstrator in the video used a lithography press for the first image, and did the second image without a press by rubbing the back of the print with a spoon. There are comments on the site which indicate that oil pastels, tusche, or vegetable oil can be used in place of the soap.
The process looks like fun and is just about as nontoxic a method as I’ve seen. The most toxic material is the ink. While these inks are only as toxic as the pigments and additives they contain, it does mean the process still should not be done in a kitchen or living area. Check it out at:
http://www.youtube.com/watch?v=G2w0lFm7JOY
BBC TELLS ORCHESTRAS TO USE EARPLUGS
The British Broadcasting Company published a report in 2008 warning the musicians in its five orchestras that they are at risk of hearing loss. Using earplugs and sitting further apart were two of the suggestions made at that time. Violinists and violists were specifically told that they need to be protected from the piccolo and the brass, and cellists and bassists also need protection if they sit too close to the trumpets.
Now two brand new publications are available from the BBC. They are very well-written and useful for explaining the technical issues to musicians and guiding safety managers. These are:
Music, Noise & Hearing – How to Play Your Part – A Guide for Musicians – Summary (BBC, August 2011) found at:
http://www.bbc.co.uk/safety/pdf/safety-musician_noise_guide_speed_read_summary_v3.pdf
Draft for consultation: Musicians’ Guide to Noise & Hearing - Part II Toolkit for Managers
http://www.bbc.co.uk/safety/pdf/Safety-Musician_noise_guide_PartII.pdf
PIT MUSICIANS. Sitting further from each other is not possible for musicians in a small theater orchestra pit, but ear protection and sound damping are options. Plastic acoustical foam can be used, but it absorbs high frequencies while having little or no effect on low frequencies. This creates a "dead" acoustic environment in which musicians often compensate by playing louder.
It is, however, possible for skilled sound engineers to design tailor-made absorbers to capture specific frequency ranges and to deflect sound with lightweight partitions. A barrier also can be attached to chairs that curves around the back of the players' heads to protect musicians' hearing.
COMMENT: ACTS was alerted to this publication by Janet Sellery. I met Janet years ago, probably sometime during the 9 years during which she built the health and safety program at the Stratford Shakespeare Festival. Since then she obtained her Occupational Health & Safety Certificate at Ryerson University and received her professional designation as a Canadian Registered Safety Professional (CRSP). In 2007, she was selected by Canadian Occupational Safety Magazine as “Canada’s Health & Safety Manager of the Year.” Most recently, she was the Health & Safety Manager for David Atkins Enterprises Productions for the Opening, Closing and Victory Ceremonies for the Vancouver 2010 Winter Olympics. She is recognized as one of Canada’s leading experts in health and safety and the arts.
2 WOMEN KILLED IN ILLEGAL FACTORY IN INDIA
SOURCE: http://timesofindia.indiatimes.com/city/hyderabad/2-women-killed-in-chemical-factory-explosion-in-city/articleshow/9655402.cms
In the Indian town of Amberpet, two daily-wage workers died in an explosion on August 18th in a small factory (called a chemical unit) in an industrial complex. The two workers were mixing hydrogen peroxide, methyl ethyl ketone and sodium sulphate to produce a chemical substance used in the manufacturing of asbestos sheet molds and coolants. The high intensity of the explosion damaged a portion of the chemical factory's roof and severely injured both women. One died on the spot and the other succumbed to injuries during treatment at a nearby hospital.
Police said that the chemical unit was an illegal one. The owner was arrested and booked under the Indian Penal Code section 304-A (Causing death due to rash or negligent act).
COMMENT: Almost every week I read about some kind of accident in an illegal factory in India, Bangladesh or China. They are making pigments, dyes, reclaiming metals from electronics, and similar activities. In this case, they were using asbestos such as that still legally exported by Canada. The workers making products with these pigments, dyes, asbestos, and metals at risk, and so is the end user of the toxic product. The US Consumer Product Safety Commission has found and recalled some of these items, but it is likely that far more of them end up in our homes and schools.
STETSON UNIVERSITY STUDENT FOUND WITH URANIUM
SOURCE: http://www.news-journalonline.com/breakingnews/2011/09/stetson-university-student-found-with-uranium-on-campus.html
Stetson University officials confiscated a package containing low-grade uranium from a student on September 2nd. The county's HAZMAT team, along with DeLand's police and fire departments were called to the scene. The Public Safety Office where it was held was temporarily sealed off. Authorities discovered that the amount of uranium was small enough to be possessed legally.
According to a Stetson spokeswoman, possession of uranium falls under the university's weapons policy, and the student will go through Stetson's judicial process. The Police Chief reportedly said they are "conferring with the FBI as a routine protocol."
COMMENT. Listen up potters and glass blowers! Occasionally I find a stash of depleted uranium oxide during an inspection. We really shouldn't be using it since it is toxic and potentially hazardous to the artist and even to the owner of the finished art work. And who needs all that commotion!
ACTS FACTS sources: the Federal Register (FR), the Bureau of National Affairs Occupational Safety & Health Reporter (BNA-OSHR), the Mortality and Morbidity Weekly Report (MMWR), and many other publications. Call for information about sources. Editor: Monona Rossol; Research: Tobi Zausner, Sharon Campbell, Robert Pearl, Brian Lee, Pamela Dale, Kathy Hulce, Pat F. Sheffield, Janet Sellery; Staff: John Fairlie, OES.
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CARNEGIE MELLON UNIVERSITY IS ASBESTOS LAWSUIT
DEFENDANT, JUDGE RULES
SOURCE: *BNA-OSHR*, 41(39), 10-6-11, p. 862
On September 22\textsuperscript{nd}, the Superior Court of Pennsylvania reversed a summary judgement ruling that prohibited the estate of George P. Sabol, who died of mesothelioma, from suing Carnegie Mellon University and ordered the trial court to determine how much exposure to asbestos occurred while Dr. Sabol was acting in his capacity as a student at the school (*Sabol v. Allied Glove Corp.*, Pa. Super. Ct., No.171 BDA 2001, 9/22/11-- Judge Gene Strassburger).
Although the Sabol estate sued more than two dozen parties including General Motors Corp., U.S. Steel Corp., General Electric Co., Allied Glove Corp., Owens-Illinois, Inc., Plotkin Brothers Supply, and Inc., Premier Refractories, Inc., this appeals court decision only addresses the liability of Carnegie Mellon University, the court said. Sabol attended the Carnegie Institute of Technology (now CMU) as a graduate student from 1961 through 1965. He began work on his thesis during the summer of 1963, which included a research assistantship for which he received pay. On Jan. 31, 2008, Sabol was diagnosed with mesothelioma, and died May 5, 2009.
**COMMENT.** This is an important decision. The court ruled that the exclusive remedy provision of the Workers’ Compensation law does not bar a suit alleging asbestos exposure by a plaintiff who was on the premises of a university both as a graduate student and an employee. CMU must defend against the claim that Dr. Sabol’s asbestos exposure during his student activities caused his death.
ACTS will also be watching this case because some asbestos exposures allegedly were from asbestos gloves, a furnace, and high temperature insulation. These sources may be similar to the asbestos gloves, furnaces and kilns used in ceramics, glass, and foundry programs in universities in the 1960s.
---
**UPDATE: $1.5M AWARD AGAINST RYOBI UPHELD**
SOURCE: *BNA-OSHR*, 41(41), 10-20-11, pp. 900-901
**HISTORY:** In 2005, 25-year-old Carlos Osorio severely injured his fingers in a table saw accident. After five surgeries and $384,000 in medical bills, Osorio’s hand will remain fixed in one position.
Attorney Richard Sullivan, filed a lawsuit for Osorio in 2006 against Ryobi. After watching a video of SawStop’s demonstration of their flesh-detecting device that could have prevented Osorio’s accident, he assembled a team of lawyers to take on the table saw manufacturers. The lawyers for Osorio, pointed to SawStop’s sales as evidence that the technology is not only feasible but financially viable. They asked for $250,000 in damages. The jury awarded Osorio $1.5 million instead.
Ryobi Technologies appealed claiming that Osorio used an improper “categorical liability” theory, that is, that an entire category of products (all table saws except those manufactured by SawStop) is inherently defective. The argument was rejected. The $1.5 M jury verdict was upheld by a federal appeals court on October 5 (*Osorio v. One World Technologies, Inc.*, 1\textsuperscript{st} Cir., No. 10-1824, 10/5/11).
THE DECISION. Judge Juan R. Torruella, writing for the appellate panel, said, “The absence of an alternative design is a defining characteristic of categorical liability theory,” In this case, he said, “an alternative design was not only offered, but also discussed, examined, and debated.” In this comment the Judge is referring to the fact that in 2002, Ryobi pulled out of a contract they had initially signed with SawStop to incorporate their device into their saws.
COST, WEIGHT ARE FACTORS FOR JURY. Osorio’s evidence about the new flesh-detection technology sufficiently supported the jury’s finding of liability on his design defect claim. “[W]e do not conclude that the added cost or increased weight of Orsorio’s proposed alternative design is fatal to his case as a matter of law,” Torruella wrote. “It is the province of the jury to determine whether the relevant factors, properly balanced, suggest that a product’s design is unreasonable.”
REMOVAL OF THE GUARD. Osorio had removed the guard that originally came with the saw prior to the accident. But the court sided with Robert Holt, an expert for Osorio, who said that Ryobi’s guiding device and a traditional safety guard were defective. Further, Torruella said the testimony was relevant to Osorio’s contention “that it was common for consumers to remove this equipment and that Ryobi should have accounted for this probability in its design.”
COMMENT: The last part of the decision is brilliant. For decades I have begged woodworkers to use the guards and have tried to answer their complaints about them. I hereby reverse my opinion too. I now agree with all these workers—the guards are lousy! Thereby, I concur in removing any defense they or their employers have for continuing to use a saw with a traditional guard that is “inherently defective.” Were I a capitalist, I would also invest in SawStop.
UNSAFE LEVELS OF LEAD AT DISNEY PARK ALLEGED IN LAWSUIT
SOURCES: http://www.latimes.com/news/local/la-me-lead-disneyland-20111018,0,1686724.story, by Louis Sahagun, Los Angeles Times, 10-18-11; http://www.orlandosentinel.com/business/os-walt-disney-world-lead-risk-20111018,0,5996065.story, by Jason Garcia, Orlando Sentinel, 10-18-11; http://www.upi.com/Business_News/2011/10/18/Suit-filed-in-Disneyland-lead-issue/UPI-30001318915528/Business_News, 10-18-11; http://www.cpsc.gov/cgi-bin/firm.aspx & http://www.washingtonpost.com/business/economy/recalled-items-faulted-in-numerous-consumer-complaints/2011/10/07/gIQAmgczTL_print.html.
Dozens of leaded-glass windows, brass rail chains, door knobs and drinking water fountains at some of Disneyland’s most popular attractions expose children to high levels of lead, according to Mateel Environmental Justice Foundation. Mateel filed suit in California’s Orange County Superior Court in April against Walt Disney Parks and Resorts U.S. Inc., and is now seeking an injunction to require the park to cover the items or post warnings. Their lawsuit alleges that there are excessive levels of lead in commonly touched objects like the Sword in Stone, where Disneyland photographers encourage children to pose while pulling on the sword handle.
In court documents, Disney rejected the allegations in the lawsuit and maintained that it had posted adequate warnings about lead-tainted fixtures and figurines, as required by California state law.
Tests conducted in June and December for Mateel, called wipe tests, mimic what happens when someone touches lead-tainted items. In those tests, a volunteer wiped his hands with a laboratory version of a moist towelette, then touched windows, brass chains and door knobs throughout the park. In each case, the volunteer then wiped the palms and fingers of his hands with a second towelette, which was analyzed by an independent laboratory.
The tests found hand lead exposures at the Haunted Mansion, Peter Pan Ride and Mr. Toad’s Wild Ride of 1 microgram, 9.75 micrograms and 5.82 micrograms respectively, Mateel said. A wipe sample from a stained-glass Pinocchio window in the dining area of the Village Haus restaurant
registered 350 micrograms of lead, Mateel said. Under California law, warnings are required if exposure for average users exceeds 0.5 micrograms per day and it is estimated that about half of what is found on a child’s hands will be ingested.
**COMMENT.** This is not the first time Disney has had issues with lead. The Consumer Product Safety Commission’s recall list at [http://www.cpsc.gov/cgi-bin/firm.aspx](http://www.cpsc.gov/cgi-bin/firm.aspx) shows 33 items that Disney made or licensed. Five of these were recalled for violation of federal lead regulations:
* Children's Toy Jewelry Sets Recalled by Playmates Toys; Charms Violate the Total Lead Standard (February 2, 2010)
* QuinCrafts Children's Jewelry Recalled Due to Risk of Lead Exposure (May 29, 2008)
* Disney Store Recalls Tinker Bell Wands Due to Violation of Lead Paint Standard (May 22, 2008)
* Disney Store Recalls Pirates of the Caribbean Sleeping Bags Due to Violation of Lead Paint Standard (May 22, 2008)
* J.C. Penney Recalls Disney™ Winnie-the-Pooh Play Sets Due to Violation of Lead Paint Standard (October 11, 2007)
**ATTACKS ON RECALL LIST.** ACTS recommends consumers use this list to check on their consumer purchases. However, this recall database has been under attack by business groups and their allies since it was created as part of a product-safety reform measure in 2008. Those critics, including the CPSC’s two Republican appointees, say they worry about any inaccurate information in the database that could unfairly damage a company’s reputation, hurt its bottom line and mislead consumers. They also argue that the database drains precious resources from a small agency with a heavy workload. Earlier this year, they unsuccessfully pushed to strip its $3 million in funding.
“I beg you to stop the funding of our database,” Anne Northup, commissioner of the Consumer Product Safety Commission, told a Senate panel earlier this year.
But advocates of the database say the public nature of this reporting system is a huge victory for consumers, who until then were kept in the dark about safety hazards until a product was recalled. They say the database provides expansive protections for businesses and enables them to post comments side by side with the complaints. ACTS agrees and believes that Commissioner Northrup has placed business interests above consumer safety with her request to defund the recall list.
**CHANGE IN THRESHOLD LIMIT VALUE (TLV) FOR GAMSOL**
Editorial
Last month I sent an e-mail on a technical issue to all of the teams of architects and engineers I work with planning new or renovated art buildings. However, I think it is important for readers of this newsletter to know about this as well. For the purposes of this article, I am assuming you know that the American Conference of Governmental Industrial Hygienist’s (ACGIH) Threshold Limit Value (TLV-TWA) is the concentration of an airborne chemical to which nearly all workers may be exposed during a regular 8 hour/day, 40 hours/week without adverse health effects. In addition, the lower this TLV, the greater the amount of air is needed to provide adequate ventilation.
For years, I recommended a painting solvent called Gamsol® because it was safer than most other solvents based on it’s TLV. Now that TLV has changed. Gamlin Paint’s new MSDS for Gamsol dated 2/1/11 (see their website) lists several different occupational exposure limits. The units in which the various limits are listed on the MSDS is confusing. I have reworked their list to provide complete data in both parts per million (ppm) and milligrams per cubic meter (mg/m³).
### Vapor Time-weighted average (TWA) limits of various agencies
| Agency | Limits in mg/m³ & ppm |
|-----------------------------------------------------------------------|-----------------------|
| OSHA Permissible Exposure Limit (PEL-TWA) | 2900 mg/m³ = 500 ppm |
| US Manufacturer’s Recommended Code of Practice (RCP-TWA) | 1200 mg/m³ = 170--180 ppm* |
| EU Hydrocarbon Solvent Producers Assoc (HSPA) RCP-TWA | 1200 mg/m³ = 170--180 ppm* |
| German Fed. Republic’s Maximum Airborne Conc. (MAK-TWA) | 300 mg/m³ = 50 ppm |
| ACGIH threshold limit value (TLV-TWA) | 400 mg/m³ = 100 ppm*** |
* The US and EU manufacturer's recommended limits converted to ppm will depend on the average molecular weight of the distillate which can vary usually ranging from 160 to 180 ppm. To convert the manufacturer's limit for Gamsol (av MW 163) from mg/m³ to ppm:
\[
\text{RCP ppm} = \frac{24.45 \times \text{RCP in mg/m}^3}{\text{gram MW (163)}} = 180 \text{ ppm}
\]
** DFG is the German Federal Republic whose MAK values are often used by other EU countries.
*** The TLV-TWA is for CAS # 8030-30-6, a fraction of petroleum which falls within the range of molecular weights in the definition for CAS # 64742-48-9 (Gamsol’s CAS #) and is applicable.
### SIGNIFICANCE OF THE CHANGE
Note that the table above lists both the ACGIH TLV-TWA and the Occupational Safety and Health Administration’s (OSHA) PEL-TWA. This OSHA PEL actually is the ACGIH TLV that was adopted by OSHA in 1971 and it shouldn’t be used by professionals since it has never been updated. An industrial hygienist in the US should use the current ACGIH TLV-TWA representing the most recent evaluation of the solvent’s health effects.
The formula used to calculate dilution ventilation rates incorporates a number of factors in addition to the TLV such as the solvent’s specific gravity, evaporation rate, and molecular weight. (For those interested in seeing how this formula is applied, send an SASE to ACTS and ask for a data sheet on Dilution Ventilation Calculations.) When I calculate the rate using the new TLV for a painter using one ounce/hour (the most common rate of solvent-use I have observed among oil painters), the rate is ~190 cubic feet per minute (cfm). The rate using the old 300 ppm TLV was 63.5 cfm.
This change represents a considerable increase in energy costs for the facility and illustrates the folly of reductions in fresh air requirements as a strategy to cope with energy costs by groups such as the Leadership in Energy and Environmental Design (LEED). We saw how disastrous reducing air requirements was in the 1970s when many “sick buildings” were built. As the table shows: the ventilation rate in 1970 would have been calculated with a 500 ppm TLV, in 1990 with a 300 ppm TLV, and now with 100 ppm. TLVs become more restrictive as more is learned about toxicity.
---
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SUNDAY SCHOOL PROGRAM
DRAFT
NINTH GRADE
THE PAGE FROM FATHER BOULS
# MASTEER LIST OF REFERENCES
REFERENCES USED IN THE LOS ANGELES DIOCESE SUNDAY SCHOOL PROGRAM 0 (AS OF AUGUST 27, 1999)
| Ref. #s | Reference | Suggested Price, $ | Reference Ordered |
|---------|---------------------------------------------------------------------------|--------------------|------------------|
| 1 | The Holy Bible | | |
| | The New King James Version | | |
| 2 | Introduction to the Coptic Orthodox Church | | |
| | Author: Father Tadros Y. Malaty | | |
| | Publisher: St. George Coptic Orthodox Church, Sporting, Alexandria, Egypt | | |
| 3 | The Coptic Synaxarium, 4 volumes | | |
| | Publisher: St. Mark & St. Bishoy Church | | |
| | 15 W. 455 97th St. | | |
| | Hinsdale, Illinois 60521 | | |
| | (312) 654-9716 | | |
| 4 | The Story of the Copts. Volume I & II | | |
| | Author: Iris Habib El Marsi | | |
| | Publisher: The Coptic Bishopric for African Affairs | | |
| | 7 Ahmad Zaki St. | | |
| | Hadayek El Kobba Cairo, Egypt | | |
| 5 | St. Mary in the Orthodox Concept | | |
| | Author: Father Tadros Y. Malaty | | |
| | Publisher: St. Virgin Mary Coptic Church | | |
| | 1-11 Epson Rd, PO Box 72 | | |
| | Flemington, VIC 3031 | | |
| | Melbourne, Australia | | |
| 6 | The Holy Sacraments of the Coptic Orthodox Church | | |
| | Author: Sami Hanna | | |
| | Editor: Peter Brownfield | | |
| | Commentator Review: Father Mikhail Meleka | | |
| | Publisher: St. Fam Orthodox Publications | | |
| | Title | Author | Publisher | Rating | Notes |
|---|----------------------------------------------------------------------|---------------------------------|--------------------------------------------------------------------------|--------|-------|
| 7 | The Church the House of God | Father Tadros Y. Malaty | St. mark Coptic Orthodox Church | | |
| | | | 1600 S. Robertson Blvd | | |
| | | | Los Angeles, CA 90035 | | |
| 8 | Topics for the Christian Youth | Father Shenouda Anba-Bishoi | St. Mark and St. Bishoy Coptic Church of Chicago | | |
| | | | 15 W. 455 79th St. | | |
| | | | Hinsdale, Illinois, 60521 | | |
| | | | (312) 654-9716 | | |
| 9 | The Divinity of Christ | H. H. Pope Shenouda III | Dar El Tebaa El Kawima | | |
| | | | Cairo, Egypt | | |
| 10| Essays For the Orthodox Youth | Dr. William Hanna | St. Mary & St. Abram Coptic Church | | |
| | | | 1843 Ross Ave | | |
| | | | St. Louis, Missouri, 63146 | | |
| 11| The Coptic Orthodox Church As an Ascetic Church | Father Tadros Y. Malaty | St. George Coptic Orthodox Church | | |
| | | | Sporting, Alexandria, Egypt | | |
| 12| Judge Not Others | H. H. Pope Shenouda III | St. Luke Coptic Orthodox Society | | |
| | | | Corona, California | | |
| 13| Christ in the Eucharist | Father Tadros Y. Malaty | St. George Coptic Orthodox Church | | |
| | | | Sporting, Alexandria, Egypt | | |
| | Title | Author | Publisher | Quantity | |
|---|----------------------------------------------------------------------|-------------------------------|--------------------------------------------------------------------------|----------|---|
| 14| Contemplation on the Sermon on the Mount | H. H. Pope Shenouda III | Dar El Tebaa El Kawima | 4 | |
| | | | Cairo, Egypt | | |
| 15| The Orthodox Creed | H. H. Pope Shenouda III | St. Mark Coptic Orthodox Church | 2 | |
| | | | 1600 S. Robertson Blvd | | |
| | | | Los Angeles, Ca 9003 | | |
| 16| Come to Me, Your guide to Confession | | St. Mary Coptic Orthodox Church | 1 | |
| | | | 20830 52nd Ave | | |
| | | | W. Lynnwood, WA 98036 | | |
| 17| Contemplation on the Ten Commandments (four volumes) | H. H. Pope Shenouda III | St. Mark Coptic Orthodox Church | 10 | |
| | | | 1600 S. Robertson Blvd | | |
| | | | Los Angeles, Ca 90035 | | |
| 18| Comparative Theology Vol. I | H.H. Pope Shenouda III | St. Athanasius Coptic Orthodox Church | 2 | |
| | | | PO Box 3535 | | |
| | | | Van Nuys, CA 91407 | | |
| | | | And: St. Mary Coptic Orthodox Church | | |
| | | | PO Box 626 E | | |
| | | | East Brunswick, NJ 08816 | | |
| 19| Allah or the God of the Bible | Basilea Schlink | Evangelical Sisterhood of Mary | 3 | |
| | | | 9849 N. 40th St. | | |
| | | | Phoenix, Arizona 85028 | | |
| 20| Islam Unveiled | Abdullah Al Araby | The Pen Vs the Sowed | 1 | |
| | | | PO Box 661336 | | |
| | | | Los Angeles, CA 90066 | | |
| | Title | Author | Publisher | Quantity | Notes |
|---|----------------------------------------------------------------------|---------------------------------------------|---------------------------------------------------------------------------|----------|----------------|
| 21| Islam, the Facade, the Facts | | | | |
| 22| Allah, Is He God? | P. Newton and M. Rafiqul Hagg | | 2 | |
| 23| The Coptic Offices for the Coptic Orthodox Church | Father Marcos Hanna | St. Mark Church 1600 S. Robertson Blvd. Los Angeles, CA 90035 | | Use your Church Copy |
| 24| The Ordination of Women and Homosexuality | H.H. Pope Shenouda III | Coptic Orthodox Publisher Assoc. 50 Netherford Road London SW4 6AE | 3 | |
| 25| Divine Inspiration Of the Holly Bible | Father Augustinos Hanna | St George Coptic Orthodox Church 14858 East Anola St. Whittier, CA 90604 | 2 | |
| 26| Religions of the World, the Cults | Dr. Emil Bishay | St. George Coptic Orthodox Church 14858 East Anola St. Whittier, CA 90604 | 4 | |
| 27| Nature of Christ | H.H. Pope Shenouda III | St. Mary Coptic Church PO Box 6970, Station J Ottawa, Ontario, Canada K2A3Y6 | 1 | |
| 28| Science and the Bible | Henry M. Morris | Moody Press (800) 678-6928 ISBN: 0-8024-0656-4 | 9 | |
| | Title | Author | Publisher | ISBN |
|---|----------------------------------------------------------------------|-------------------------------|-----------------------------------------------|---------------|
| 29| The Holy Bible and Science | H. G. Bishop Paula | St. Mark Church | |
| | | | 1600 S. Robertson | |
| | | | Los Angeles, CA 90035 | |
| 30| World Religions | John Catoir | Alba House, New York | 0-8189-0640-5 |
| | | | Society of St. Paul | |
| | | | 2187 Victory Blvd. | |
| | | | Staten Island, NY 10314 | |
| 31| The Coptic Orthodox Church as a church of Erudition & Theology | Father Tadros Malaty | St. George Coptic Church | |
| | | | Sporting, Alexandria, Egypt | |
| 32| Traditional Egyptian Christianity | Theodore Hall Patrick | Fisher Park Press | 0-9652396-0-8 |
| 33| The Concept of THE LITURGY in The Coptic Orthodox Church | Father Markos Hanna | St. Mark Coptic Orthodox Church | |
| | | | 1600 S. Robertson | |
| | | | Los Angeles, CA 90035 | |
| NAME | ABBREV | NAME | ABBREV |
|--------------------|--------|--------------------|--------|
| Acts | AC | Judges | Jg |
| Amos | Am | 1 Kings | 1 k |
| 1 Chronicles | 1 Ch | 2 Kings | 2 K |
| 2 Chronicles | 2 Ch | Lamentations | Lm |
| Colossians | Col | Leviticus | Lv |
| 1 Corinthians | 1 Co | Luke | Lk |
| 2 Corinthians | 2 Co | Malachi | Ml |
| Daniel | Dn | Mark | Mk |
| Deuteronomy | Dt | Matthew | Mt |
| Ecclesiastes | Ec | Micah | Mic |
| Ephesians | Eph | Nahum | Nh |
| Esther | Es | Nehemiah | Ne |
| Exodus | Ex | Numbers | Nu |
| Ezekiel | Ez | Obadiah | Ob |
| Ezra | Ezra | 1 Peter | 1 P |
| Galatians | Ga | 2 Peter | 2 P |
| Genesis | Gn | Philemon | Phm |
| Habakkuk | Hb | Philippians | Phil |
| Haggai | Hg | Proverbs | Pr |
| Hebrews | He | Psalms | Ps |
| Hosea | Ho | Revelation | Rev |
| Isaiah | Is | Romans | Ro |
| James | Jas | Ruth | Ru |
| Jeremiah | Jr | 1 Samuel | 1 S |
| Job | Job | 2 Samuel | 2 S |
| Joel | Jl | Song of Solomon | Sgs |
| John | Jn | 1 Thessalonians | 2 Th |
| 1 John | 1 Jn | 2 Thessalonians | 2 Th |
| 2 John | 3 Jh | 1 Timothy | 1 Ti |
| 3 John | 3 Jn | 2 Timothy | 2 Ti |
| Jonah | Jon | Titus | Titus |
| Joshua | Js | Zechariah | Zec |
| Jude | Jd | Zephaniah | Zep |
Aim: To give the students an example of the martyrs, in the occasion of Nerouze, So that they are encouraged to look up to the saints and use their intercession.
Subject: Nerouze: St. Mina
Verse: “When he opened the fifth seal, I saw under the altar the souls of those who had been slain for the word of God and for the testimony which they held” Rev.6: 9
References: Attachments
Subject Matter & Method
Focus On:
1. Give a quick overview about the Nerouze, and the importance of remembering the martyrs in encouraging us to declare our faith to the world without fear.
2. This is the story of one of the most beloved martyrs, whom sacrificed his life for his love of Christ at a very young age, a special example for the youth.
3. Go over the story as detailed in the attachment.
Spiritual Exercise: Ask the students to ask for the intercession of St. Mina in their prayers throughout the coming week.
Audio & Visual Aids:
An icon or a picture of St. Mina
ST. MENAS THE MIRACLE-MAKER
St. Menas is considered the most well-known saint in the East and the West, due to the many miracles that are performed through his prayers for us. That is evident in the numerous little clay bottles on which his name and picture are engraved. These were discovered by the archeologists in diverse countries around the world, such as Heidelberg in Germany, Milan in Italy, Dalmata in Yugoslavia, Marcella in France, Dengela in Sudan, and Jerusalem. Visitors from these cities and others would buy these bottles, which usually contain oil or water for blessing, and take them back to their relatives.
Saint Menas was born in Egypt in the year 285, in the city of Niceous, which lies in the vicinity of Memphis. His parents were real ascetic Christians, his father's name was Audexios and his mother's was Auffimia. On the feast of St. Mary, the mother who did not have any children was praying in front of the Icon of the Virgin with tears that God may give her a blessed son. A sound came to her ears saying "Amen", and thus she called her son Mena.
His father, a ruler of one of the administrative divisions of Egypt died when Menas was fourteen years old. At fifteen he joined the army, and was given a high rank because of his father's reputation and was appointed in Algeria. Three years later he left the army longing to devote his whole life for Christ. He headed towards the desert to live a different kind of life.
After he spent five years as a hermit, he saw the angels' coronating the martyrs with glamorous crowns, in a revelation and longed to join them. While he was thinking about it, he heard a voice saying: "Blessed are you Abba Menas because you have been called for the pious life from your childhood. You shall be granted three immortal crowns; one because of your celibacy; the second because of your asceticism and the third because of your martyrdom".
Immediately he felt as if the earth under him was vanishing, and he was overwhelmed with great eagerness to be carried away to heavens. In a mood of valor he hurried to the ruler, declaring his Christian faith. His endless sufferings and the tortures that he went through, have attracted many of the pagans not only to Christianity, but also to martyrdom.
THE SAINT'S BODY
The saint's assassins tried to burn his relics but they failed, so the believers loaded his body on a camel and headed towards the western desert. At a certain spot, the camel stopped and the people could not force it to continue its trip by any means. Right there; hear a water well they burned him (that place is his present monastery, at the end of Marriute lake not far from Alexandria).
THE DISCOVERY OF HIS BODY
It happened that while a shepherd was feeding his sheep in that area, a sick lamb fell on the ground. As it struggled to get on its feet again, its scab was cured. The story was spread quickly and the sick that came to this spot recovered from whatever illnesses they had just by laying on the ground.
During that time, the daughter of king Zinon, the Christ lover, caught the itch. His advisors suggested that she should try that place, and she did. At night the Saint appeared to the girl and informed her that his body is buried in that place. The following morning, she bathed in the well and was healed. She related her vision about St. Menas to her servants and that he cured her.
ST. MENAS IN MARRIOUT
Immediately, King Zinon ordered the Saint's body to be dug out, and a church to be built there. Not only that, but he also ordered to build a large city to be named after the Saint. Sick people from all over the world, used to visit that city and were healed by the intercession of St. Menas, the miracle-maker.
Mrs. Bucher recorded that destruction started to take place in the city, and its inhabitants were degraded after the Arab conquest. During the period after Haroun El- Rasheed, the Barbarians attacked the city and burned a large portion of it. At the time of El-Mamoun he ordered to put the entire city down, and then he used its numerous marble pillars to build his palace and the mosques. It is only in the twentieth century that international missions began to search for the city and the church. The remainders of it, no doubt, demonstrates the glory of the Coptic past.
THE NEW CHURCH OF ST. MENAS
As soon as Pope Cyril the Sixth was coroneted on St. Mark’s Throne, he began to put the foundations of a great Monastery close to the remains of the old city. Thus in his blessed days God’s will had permitted the old monastery of St. Menas to be resurrected and the Copts to visit it and to be blessed by the Saint. What is even more interesting is that the Pope has stated in his will that his body should not be burned in the new famous Cathedral in Cairo, but in the monastery of his personal friend and intercessor St. Menas the miracle-maker!!!
Fr. Tadros Y. Malaty
A CLAY POT FROM ST. MENAS CITY
Aim: To explain to the students the main features of the Coptic Church, so that to enforce in them the sense of belonging and appreciation for their beloved church.
Subject: The Coptic Church: A brief synopsis
Verse: “whom the lord of hosts shall bless, saying, “Blessed is Egypt my people, and Assyria the work of my hands, and Israel My inheritance.” Is 19:25
References: R2, P.5-7 & Canadian Program 9,p23 & Attachment
Subject Matter & Method
Focus On:
1. We live in a multi-Cultural society where everyone is seeking to identify him/her self in it.
2. We, as Coptic Orthodox, should be appreciative of the fact that we belong to a church that has one of the most glorious history, contributions, and characteristics among all the churches in the Christian world.
3. Go over the points mentioned in the attachment.
Spiritual Exercise: Ask the students to select one of the main features of the Coptic Church, and write an essay about why he/she feels that this feature make him/her appreciative of belonging to the Coptic Church.
Audio & Visual Aids:
An icon or a picture of St. Mark
The word Copt is derived from the Greek word Aigyptos, which was, in turn, derived from "Hikaptah", one of the names for Memphis, the first capital of Ancient Egypt. The modern use of the term "Coptic" describes Egyptian Christians, as well as the last stage of the ancient Egyptian language script. Also, it describes the distinctive art and architecture that developed as an early expression of the new faith.
The Coptic Church is based on the teachings of Saint Mark who brought Christianity to Egypt during the reign of the Roman emperor Nero in the first century, a dozen of years after the Lord's ascension. He was one of the four evangelists and the one who wrote the oldest canonical gospel. Christianity spread throughout Egypt within half a century of Saint Mark’s arrival in Alexandria as is clear from the New Testament writings found in Bahnasa, in Middle Egypt, which date around the year 200 A.D., and a fragment of the Gospel of Saint John, written using the Coptic language, which was found in Upper Egypt and can be dated to the first half of the second century. The Coptic Church, which is now more than nineteen centuries old, was the subject of many prophecies in the Old Testament. Isaiah the prophet, in Chapter 19, Verse 19 says “In that day there will be an altar to the LORD in the midst of the land of Egypt, and a pillar to the LORD at its border.”
Although fully integrated into the body of the modern Egyptian nation, the Copts have survived as strong religious entities that pride themselves on their contribution to the Christian world. The Coptic Church regards itself as a strong defendant of Christian faith. The Nicene Creed, which is recited in all churches throughout the world, has been authored by one of its favorite sons, Saint Athanasius, the Pope of Alexandria for 46 years, from 327 A.D. to 373 A.D. This status is well deserved, after all, Egypt was the refuge that the Holy Family sought in its flight from Judea: "When he arose, he took the young Child and His mother by night and departed for Egypt, and was there until the death of Herod, that it might be fulfilled which was spoken by the Lord through the prophet, saying, "Out of Egypt I called My Son" [Mathew 2:12-23].
The contributions of the Coptic Church to Christendom is many. From the beginning, it played a central role in Christian theology---and especially to protect it from the Gnostics heresies. The Coptic Church produced thousands of texts, biblical and theological studies that are important resources for archeology. The Holy Bible was translated to the Coptic language in the second century. Hundreds of scribes used to write copies of the Bible and other liturgical and theological books. Now libraries, museums and universities throughout the world possess hundreds and thousands of Coptic manuscripts.
The Catechetical School of Alexandria is the oldest Catechetical School in the world. Soon after its inception around 190 A.D. by the Christian scholar Pantanaeus, the school of Alexandria became the most important institution of religious learning in Christendom. Many prominent bishops from many areas of the world were instructed in that school under scholars such as Athenagoras, Clement, Didymus, and the great Origen, who was considered the father of theology and who was also active in the field of commentary and comparative Biblical studies. Origen wrote over 6,000 commentaries of the Bible in addition to his famous Hexapla. Many scholars such as Saint Jerome visited the school of Alexandria to exchange ideas and to communicate directly with its scholars. The scope of the school of Alexandria was not limited to theological subjects, because science, mathematics and the humanities were also taught there: The question and answer method of commentary began there, and 15 centuries before Braille, wood-carving techniques were in use there by blind scholars to read and write. The Theological College of the Catechetical School of Alexandria was re-established in 1893. Today, it has campuses in Alexandria, Cairo, New Jersey, and Los Angeles, where priests-to-be and other qualified men and women are taught among other subjects Christian theology, history, Coptic language and art---including chanting, music, iconography, tapestry etc.
Monasticism was born in Egypt and was instrumental in the formation of the Coptic Church's character of submission and humbleness, thanks to the teachings and writings of the Great Fathers of Egypt's Deserts. Monasticism started in the last years of the third century and flourished in the fourth century. Saint Anthony, the world's first Christian monk was a Copt from Upper Egypt. Saint Pachom, who established the rules of monasticism, was a Copt. And, Saint Paul, the world's first anchorite is also a Copt. Other famous Coptic desert fathers include Saint Makarios, Saint Moses the Black, and Saint Mina the wondrous. The more contemporary desert fathers include the late Pope Cyril VI and his disciple Bishop Mina Abba Mina. By the end of the fourth century, there were hundreds of monasteries, and thousands of cells and caves scattered throughout the Egyptian hills. Many of these monasteries are still flourishing and have new vocations till this day. All Christian monasticism stems, either directly or indirectly, from the Egyptian example: Saint Basil, organizer of the monastic movement in Asia minor visited Egypt around 357 A.D. and his rule is followed by the eastern Churches; Saint Jerome, who translated the Bible into Latin, came to Egypt around 400 A.D. and left details of his experiences in his letters; Saint Benedict founded monasteries in the sixth century on the model of Saint Pachom, but in a stricter form. And countless pilgrims visited the "Desert Fathers" and emulated their spiritual, disciplined lives. There is even evidence that Copts had missionaries to Northern Europe. One example is Saint Moritz of the Theban Legion who was drafted from Egypt to serve under the Roman flag and ended up teaching Christianity to inhabitants of the Swiss Alps, where a small town and a Monastery that contains his relics as well as some of his books and
belongings are named after him. Another saint from the Theban Legion is Saint Victor, known among Copts as "Boktor".
Under the authority of the Eastern Roman Empire of Constantinople (as opposed to the western empire of Rome), the Patriarchs and Popes of Alexandria played leading roles in Christian theology. They were invited everywhere to speak about the Christian faith. Saint Cyril, Pope of Alexandria, was the head of the Ecumenical Council, which was held in Ephesus in the year 430 A.D. It was said that the bishops of the Church of Alexandria did nothing but spend all their time in meetings. This leading role, however, did not fare well when politics started to intermingle with Church affairs. It all started when the Emperor Marcianus interfered with matters of faith in the Church. The response of Saint Dioscorus, the Pope of Alexandria who was later exiled, to this interference was clear: "You have nothing to do with the Church." These political motives became even more apparent in Chalcedon in 451, when the Coptic Church was unfairly accused of following the teachings of Eutyches, who believed in monophysitism. This doctrine maintains that the Lord Jesus Christ has only one nature, the divine, not two natures, the human as well as the divine.
The Coptic Church has never believed in monophysitism the way it was portrayed in the Council of Chalcedon! In that Council, monophysitism meant believing in one nature. Copts believe that the Lord is perfect in His divinity, and He is perfect in His humanity, but His divinity and His humanity were united in one nature called "the nature of the incarnate word", which was reiterated by Saint Cyril of Alexandria. Copts, thus, believe in two natures "human" and "divine" that are united in one "without mingling, without confusion, and without alteration" (from the declaration of faith at the end of the Coptic divine liturgy). These two natures "did not separate for a moment or the twinkling of an eye" (also from the declaration of faith at the end of the Coptic divine liturgy).
The Coptic Church was misunderstood in the 5th century at the Council of Chalcedon. Perhaps the Council understood the Church correctly, but they wanted to exile the Church, to isolate it and to abolish the Egyptian, independent Pope, who maintained that Church and State should be separate. Despite all of this, the Coptic Church has remained very strict and steadfast in its faith. Whether it was a conspiracy from the Western Churches to exile the Coptic Church as a punishment for its refusal to be politically influenced, or whether Pope Dioscurus didn't quite go the extra mile to make the point that Copts are not monophysite, the Coptic Church has always felt a mandate to reconcile "semantic" differences between all Christian Churches. This is aptly expressed by the current 117th successor of Saint Mark, Pope Shenouda III: "To the Coptic Church, faith is more important than anything, and others must know that semantics and terminology are of little importance to us." Throughout this century, the Coptic Church has played an important role in the ecumenical movement. The Coptic Church is one of the founders of the World Council of Churches. It has remained a member of that council since 1948 A.D. The Coptic Church is a member of the all African Council of Churches (AACC) and the Middle East Council of Churches (MECC). The Church plays an important role in the Christian movement by conducting dialogues aiming at resolving the theological differences with the Catholic, Eastern Orthodox, Presbyterian, and Evangelical Churches.
Perhaps the greatest glory of the Coptic Church is its Cross--. Copts take pride in the persecution they have sustained as early as May 8, 68 A.D., when their Patron Saint Mark was slain on Easter Monday after being dragged from his feet by Roman soldiers all over Alexandria's streets and alleys. Almost every ruler of Egypt has persecuted the Copts. Their Clergymen have been tortured and exiled even by their Christian brothers after the schism of Chalcedon in 451 A.D. and until the Arab's conquest of Egypt in 641 A.D. To emphasize their pride in their cross, Copts adopted a calendar, called the Calendar of the Martyrs, which begins its era on August 29, 284 A.D., in commemoration of those who died for their faith during the rule of Diocletian the Roman Emperor. This calendar is still in use all over Egypt by farmers to keep track of the various agricultural seasons and in the Coptic Church Lectionary.
For the four centuries that followed the Arab's conquest of Egypt, the Coptic Church generally flourished and Egypt remained basically Christian. This is due to a large extent to the fortunate position that the Copts enjoyed, for the Prophet of Islam, who had an Egyptian wife (the only one of his wives to bear a child), preached especial kindness towards Copts: "When you conquer Egypt, be kind to the Copts for they are your protégés and kith and kin". Copts, thus, were allowed to freely practice their religion and were to a large degree autonomous, provided they continued to pay a special tax, called "Gezya", that qualifies them as "Ahl Zemma" protégés (protected). Individuals who cannot afford to pay this tax were faced with the choice of either converting to Islam or losing their civil right to be "protected", which in some instances meant being killed. Copts, despite additional sumptuary laws that were imposed on them in 750-868 A.D. and 905-935 A.D. under the Abbasid Dynasties, prospered and their Church enjoyed one of its most peaceful era. Surviving literature from monastic centers, dating back from the 8th to the 11th century, shows no drastic break in the activities of Coptic craftsmen, such as weavers, leather-binders, painters, and wood-workers. Throughout that period, the Coptic language remained the language of the land, and it was not until the second half of the 11th century that the first bi-lingual Coptic-Arabic liturgical manuscripts started to appear. One of the first complete Arabic texts is the 13th century text by Awlaad El-Assal (children of the Honey Maker), in which the laws, cultural norms and traditions of the Copts at this pivotal time, 500 years after the Islamic conquest of Egypt were detailed. The adoption of the Arabic language as the language used in Egyptians' every-day's life was so slow that even in the 15th century al-Makrizi implied that the Coptic Language was still largely in use. Up to this day, the Coptic Language continues to be the liturgical language of the Church.
The Christian face of Egypt started to change by the beginning of the second millennium A.D., when Copts, in addition to the "Gezya" tax, suffered from specific disabilities, some of which were serious and interfered with their freedom of worship. For example, there were restrictions on repairing old Churches and building new ones, on testifying in court, on public behavior, on adoption, on inheritance, on public religious activities, and on dress codes. Slowly but steadily, by the end of the 12th century, the face of Egypt changed from a predominantly Christian to a predominantly Muslim country and the Coptic community occupied an inferior position and lived in some expectation of Muslim hostility, which periodically flared into violence. It is remarkable that the well being of Copts was more or less related to the well being of their rulers. In particular, the Copts suffered most in those periods when Arab dynasties were at their low.
The position of the Copts began to improve early in the 19th century under the stability and tolerance of Muhammad Ali's dynasty. The Coptic community ceased to be regarded by the state as an administrative unit and, by 1855 A.D., the main mark of Copts' inferiority, the "Gezya" tax was lifted, and shortly thereafter Copts started to serve in the Egyptian army. The 1919 A.D. revolution in Egypt, the first grassroots display of Egyptian identity in centuries, stands as a witness to the homogeneity of Egypt's modern society with both its Muslim and Coptic sects. Today, this homogeneity is what keeps the Egyptian society united against the religious intolerance of extremist groups, who occasionally subject the Copts to persecution and terror. Modern day martyrs, like Father Marcos Khalil, serve as reminders of the miracle of Coptic survival.
Despite persecution, the Coptic Church as a religious institution has never been controlled or allowed itself to control the governments in Egypt. This long-held position of the Church concerning the separation between State and Religion stems from the words of the Lord Jesus Christ himself, when he asked his followers to submit to their rulers: "Render therefore to Caesar the things that are Caesar's, and to God the things that are God's." [Mathew 22:21] The Coptic Church has never forcefully resisted authorities or invaders and was never allied with any powers, for the words of the Lord Jesus Christ are clear: "Put your sword in its place, for all who take the sword will perish by the sword." (Mathew 26:52). The miraculous survival of the Coptic Church till this day and age is a living proof of the validity and wisdom of these teachings.
Today [as of the writing of this document in 1992 A.D.], there are over 9 million Copts (out of a population of some 57 million Egyptians) who pray and share communion in daily masses in thousands of Coptic Churches in Egypt. This is in addition to another 1.2 million immigrant Copts who practice their faith in hundreds of churches in the United States, Canada, Australia, Britain, France, Germany, Austria, Holland, Brazil, and many other countries in Africa and Asia. Inside Egypt Copts live in every province and in no one of these provinces are they a majority. They're cultural, historical, and spiritual treasures are spread all over Egypt, even in its most remote oasis, the Kharga Oasis, deep in the western desert. As individuals, Copts have reached prestigious academic and professional stature all over the world. One such individual is Dr. Boutros Boutros Ghali the Sixth United Nations Secretary-General (1992-1997). Another is Dr. Magdy Yacoub one of the world's most famous heart surgeons.
Copts observe seven canonical sacraments: Baptism, Christmation (Confirmation), Eucharist, Confession (Penance), Orders, Matrimony, and Unction of the sick. Baptism is performed few weeks after birth by immersing the whole body of the newborn into especially consecrated water three times. Confirmation is performed immediately after Baptism. Regular confession with a personal priest, called the father of confession, is necessary to receive the Eucharist. It is customary for a whole family to pick the same priest as a father of confession, thus, making of that priest a family counselor. Of all seven sacraments, only Matrimony cannot be performed during a fasting season. Polygamy is illegal, even if recognized by the civil law of the land. Divorce is not allowed except in the case of adultery, annulment due to bigamy, or other extreme circumstances, which must be reviewed by a special council of Bishops. Either husband or wife can request divorce. The Church does not recognize civil divorce. The Coptic Orthodox Church does not have and does not mind any civil law of the land as long as it does not interfere with the Church's sacraments. The Church does not have (and actually refuses to canonize) an official
position vis-à-vis some controversial issues (e.g. abortion). While the church has clear teachings about such matters (e.g. abortion interferes with God's will), it is the position of the Church that such matters are better resolved on a case-by-case basis by the father of confession, as opposed to having a blanket canon that makes a sin of such practices.
There are three main Liturgies in the Coptic Church: The Liturgy according to Saint Basil, Bishop of Caesarea; The Liturgy according to Saint Gregory of Nazianzus, Bishop of Constantinople; and The Liturgy according to Saint Cyril I, the 24th Pope of the Coptic Church. The bulk of Saint Cyril's Liturgy is from the one that Saint Mark used (in Greek) in the first century. The Bishops and priests of the church memorized it till Saint Cyril translated it into the Coptic Language. Today, these three Liturgies, with some added sections (e.g. the intercessions), are still in use; the Liturgy of Saint Basil is the one most commonly used in the Coptic Orthodox Church.
The Church expressly forbids the worship of Saints; however, asking for their intercessions (e.g. Marian Praise) is central in any Coptic service. Any Coptic Church is named after a Patron Saint. Among all Saints, the Virgin Saint Mary (Theotokos) occupies a special place in the heart of all Copts. Her repeated daily appearances in a small Church in Elzaytoun district of Cairo for over a month in April of 1968 was witnessed by thousands of Egyptians, both Copts and Muslims and was even broadcast on International TV. Copts celebrate seven major Holy feasts and seven minor Holy feasts. The major feasts commemorate Annunciation, Christmas, Theophany, Palm Sunday, Easter, Ascension, and the Pentecost. Christmas is celebrated on January 7th. The Coptic Church emphasizes the Resurrection of Christ (Easter) as much as His Advent (Christmas), if not more. Easter is usually on the second Sunday after the first full moon in spring. The Coptic Calendar of Martyrs is full of other feasts usually commemorating the martyrdom of popular Saints (e.g. Saint Mark, Saint Mena, Saint George, Saint Barbara) from Coptic History.
The Copts have seasons of fasting matched by no other Christian community. Out of the 365 days of the year, Copts fast for over 210 days. During fasting, no animal products (meat, poultry, fish, milk, eggs, butter, etc.) are allowed. Moreover, no food or drink whatsoever may be taken between sunrise and sunset. Priests on an individual basis to accommodate for illness or weakness usually relax these strict fasting rules. All Copts largely observe Lent, known as "the Great Fast". It starts with a pre-Lent fast of one week, followed by a 40-day fast commemorating Christ's fasting on the mountain, followed by the Holy week, the most sacred week (called Pascha) of the Coptic Calendar, which climaxes with the Crucifix on Good Friday and ends with the joyous Easter. Other fasting seasons of the Coptic Church include, the Advent (Fast of the Nativity), the Fast of the Apostles, the Fast of the Virgin Saint Mary, and the Fast of Nineveh.
The Coptic Orthodox Church's clergy is headed by the Pope of Alexandria and includes Bishops who oversee the priests ordained in their dioceses. Both the Pope and the Bishops must be monks; they are all members of the Coptic Orthodox Holy Synod (Council), which meets regularly to oversee matters of faith and pastor ship in the Church. The Pope of the Coptic Church, although highly regarded by all Copts, does not enjoy any state of supremacy or infallibility. Today, there are over 60 Coptic Bishops governing dioceses inside Egypt as well as dioceses outside Egypt, such as in Jerusalem, Sudan, Western Africa, France, England, and the
United States. The direct pastoral responsibility of Coptic congregations in any of these dioceses falls on Priests, who must be married and must attend the Catechetical School before being ordained.
There are two other non-clerical bodies that participate in taking care of Church affairs. The first is popularly elected Coptic Lay Council, which appeared on the stage in 1883 A.D. to act as a liaison between the Church and the Government. The second is a joint lay-clerical committee, which appeared on the stage in 1928 A.D. to oversee and monitor the management of the Coptic Church's endowments in accordance with the Egyptian laws.
Daily, in all Coptic Churches all over the world, Copts pray for the reunion of all Christian Churches. They pray for Egypt, its Nile, its crops, its president, its army, its government, and above all its people. They pray for the world's peace and for the well being of the human race.
References:
- For an authoritative bibliography consult W. Kemmerer, "A Coptic Bibliography", compiled by W. Kemmerer with the collaboration of Elinor M. Husselman, and Louise A. Shier, University of Michigan General Library Publication, Ann Arbor, Michigan, 1950, reprinted 1969.
- The Coptic Encyclopedia (8 vols.), edited by Aziz Sourial Atiya, MacMillan, New York, 1989, provides a comprehensive coverage of the Coptic Church, culture, and history.
- The Coptic Network Archives contain a wealth of articles, pictures, and other materials, in addition to a backlog of Copt-Net Newsletters.
- St. Shenouda The Archimandrite Coptic Society contains valuable articles and translations of rare manuscripts.
- The Coptologia Journal Archives contains valuable articles and information.
Aim: To raise the awareness of the students about the different aspects inherited in the Cross: spiritual, theological, doctrinal and symbolic so that they will remember them as they use sign of the cross in their daily lives.
Subject: The Cross-Feast
Verse: “But God Forbid that I should glory except in the cross of our Lord Jesus Christ, by whom the world has been crucified to me, and I to the world.” Ga 6:14
References: Attachment & Canadian Program 9, p.29
Subject Matter & Method
Focus On:
1. This lesson coincides with the feast of the appearance of the Holy cross, which the Church celebrates in the 17th of Tut.
2. We use the cross in so many ways in our lives (in our prayers, in the Church services, in different situations throughout the day, hangs it in many places…) Thus; we should always remember the powers and blessings inherited in the cross.
3. Go over the material covered in the attachment.
Spiritual Exercise: Ask the students to increase the use of the sign of the cross in their daily lives (e.g. as they leave the house, in the start of a trip by car or otherwise, when they start studying or doing any task…)
Audio & Visual Aids:
❖ A big Wooden Cross
The Church celebrates the feast of the Cross twice every year, on March 19th and September 27th. On the feast of the Cross-we remember many vital matters: spiritual, theological, doctrinal and symbolic.
1. We remember the love with which Christ loved us to the point where He died for our sake. We remember His words, "Greater love has no one than this, than to lay down one's life for his Friends." Sacrifice is the greatest sign of love, and self-sacrifice is the summit of sacrifice.
2. In the Cross-we also remember Redemption. A soul that dies for another soul, this is the principle of atonement we were under the judgment of death, and then came He who would die for us in order for us to live. His death on the Cross-can be described as follows. "All we like sheep have gone astray; We have turned, every one, to his own way; And the Lord has laid on Him the iniquity of us all (Isaiah 53:6).
3. In the cross we remember endurance. The great sufferings that our Master endured, whether the sufferings of the flesh of which He said, "They pierced My hands and My feet; I can count all My bone's", or the sufferings of dishonor, He endured happily for our sake; that is, whilst He was happy with our salvation~ Hence, the Apostle said about Him, "...who for the joy that was set before Him endured the cross, despising the shame..." (Hebrews 12:2). How great then is this endurance if it is with joy! This is a lesson for us.
4. In the Cross-we remember forgiveness; how our sins were forgiven on the Cross and how the Master spoke to the Heavenly Father whilst on the Cross saying, "Father, forgive them, for they do not know what they do" (Luke 23:34).
5. In making the sign of the Cross we remember the Holy Trinity, the One God. This is because we make the sign of the cross whilst saying, 'In the Name of the Father, the Son and the Holy Spirit,
One God, Amen. Hence, the Cross- carries a theological meaning.
6. In the Cross-we remember the Incarnation and its aim. We remember whilst making the sign of the cross how the Lord came down from heaven to earth to transfer us from the left to the right, from darkness to light and from death to life.
7. In the Cross-we remember our sins. Our sins that He carried on the Cross-and for Which He was incarnated and crucified with this remembrance we are humbled and our souls contrite, and we are thankful for the price, which He paid for our sakes, "For you were bought at a price" (I Corinthians 6:20).
8. In the cross we remember Divine Justice; that forgiveness was not on account of justice, but Divine Justice fulfilled its right on the Cross. Therefore, we must not underestimate sin, which has such a price.
9. When we remember the Cross-, we remember the great power that defeated the devil. All of the devil's effort to destroy mankind was completely lost on the Cross-with the redemption, which the Lord offered. Hence, the devil is extremely terrified of the Cross-. On the
other hand, we find in it safety and protection, that is why we remember the Apostle's words, "But God forbid that I should glory except in the cross of our Lord Jesus Christ, by whom the world has been crucified to me, and I to the world" (Galatians 6:14).
10. In the remembrance of the Cross—we remember how we should be crucified with Him. As the Apostle said, "I have been crucified with Christ; it is no longer I who live, but Christ lives in me" (Galatians 2:20). We also remember the Lord Jesus Christ saying, "Whoever desires to come after me, let him deny himself, and take up his cross, and follow me" (Mark 8:34).
SUNDAY SCHOOL PROGRAM
Grade: 9 Week: 4 Date:
Aim: To guide the students as to what to pray for in their personal daily prayers
Subject: Prayer: what to pray for?
Verse: "But you, when you pray, go into your room, and when you have shut your door, pray to your Father who is in the secret place; and your Father who sees in secret will reward you openly." Mt 6:6
References: See text
Subject Matter & Method
Focus On:
When we stand before God to pray we should have in our minds many areas to cover, which include:
a. Thank Him for all the blessings we enjoy in our lives, and specifically in that day ("health, family, food, and shelter") Also see the "Thanksgiving Prayer", and I Th 5:18
b. To ask Him to continue help, support, and preserve us in our daily lives (work, family, friends, exams...) Mt 7:7-11
c. To ask Him to interfere to solve our problems or others' problems (illness, death situations, disaccord, financial...) Jas 5:13, Ps 50:15
d. To ask Him for forgiveness for all the sins we committed during the day, and to declare to Him our forgiveness for others. Ps 51:1-4, Mt 6:12,14-15
e. To ask Him to preserve us from the temptations of the devil (be specific in mentioning the temptations you face), and to give us His spiritual gifts to glorify His name. Mt 6:13,33 Lk 11:13
f. Finally to praise His holy name for His goodness and glorious work which we see and experience every day. Ps 51:15, Ps 150
Spiritual Exercise: Ask the students to try to include in their prayers all the elements mentioned above. Assign three of them to pray next week in the classroom, and continue the following weeks until all of them pray.
Audio & Visual Aids:
- A handout that lists the verses used in the lesson
Aim: To educate the students about the history of the Ecumenical Councils, and their importance in defining the Orthodox Faith.
Subject: The Ecumenical Councils (1)
Verse: “as also in all his epistles, speaking in them of these things, in which are some things hard to understand, which those who are untaught and unstable twist to their own destruction, as they do also the rest of the Scriptures.” 2 Pe 3:16
References: R31, p73-84, Attachments & Canadian Program 9, p.69
Subject Matter & Method
Focus On:
1. This lesson is the first lesson in a series of three lessons about the Ecumenical Councils. The focus of these lessons is on the history of the councils rather than the theological issues, which were discussed in these councils. The intent is to give the students the background information about the councils, and their importance in defining the faith as put in the "Creed"
2. This lesson will address the issues of what constitute acknowledged Ecumenical Council, and the council of Nicaea.
Spiritual Exercise: Ask the students to include the "Creed" in their prayers for the next few weeks, and to pray it with contemplation on each word.
Audio & Visual Aids:
- An icon or a picture of St. Athanasius the Apostle.
Ecumenical Councils: Religion Lessons
What do ecumenical councils mean?
They are meetings held for the Bishops of all the Christian seats in the whole world. They are held when urgent matters arise, such as strange teachings that could cause disruption or division within the Church.
Several conditions should be observed in ecumenical councils. These are:
1. They are to be held whenever there is heresy or division.
2. They are called by a Christian Emperor.
3. They are attended by the majority of the Bishops in the east and West so as to ensure global representation.
4. They are to be held whenever a new issue is to be determined which had not been discussed before.
These conditions apply to three councils only. These are:
1. The Council of Nicaea.
2. The Council of Constantinople.
3. The First Council of Ephesus.
The importance of such councils arises from the fact that the Church wishes to insure that it draws its doctrines from the following principal sources:
1. The Holy Bible.
2. Apostolic doctrines.
3. Ecumenical councils.
Consequently, the Church respects these councils, and is blessed by them, as well as by their decisions and saintly members. This is due to the belief that these councils ensure that the Church is built on very strong foundations.
What are the specific domains of these councils?
1. The investigation of issues related to the faith. (To ensure the correct delivery of its teachings and doctrines)
2. Setting down the regulations and laws necessary for the policies of the Church.
3. Solving the problems that face the Church, and ending disputes among the clergy or the congregation or between both of them.
4. Bringing to trial the clergymen who deviate or contradict the faith.
WHAT IS A COUNCIL?
THE SPIRIT OF UNITY
The Early Church, in the first centuries, spread all-over the world. The Holy Spirit led the Apostles, the Disciples and The bishop of the Church in understanding and interpreting The Christian faith. They always prayed for guidance from the Holy Spirit, and the Holy Spirit guided their thinking and preserved their unity. From time to time, some persons who depended on their own minds and knowledge, started teaching in a different way than what the Church has received in the Scripture and from our Lord Himself.
But the Church was always careful to preserve the Spirit of unity among the Christians all over the world, and protect Christian faith from any misunderstanding or wrong interpretation. When any controversy was raised, the leaders of the Church assembled together to examine the different views and declare the Orthodox faith of the Church. The bishops of the Church came from different parts of the world and met together in the form of an ecumenical council.
THE FIRST COUNCIL
The first council in the life of the Christian Church was assembled in Jerusalem at the time of the Apostles of our Lord. We can read about the Council in the Book of Acts, Chapter 15.
After the Assention of our Lord to heaven, His Disciples and Apostles received the Holy Spirit, and started preaching and teaching of the salvation of Christ to the world.
Paul and Barnabas. Two of the Apostles, preached among the Gentiles - the non-Jewish people in different parts of the world. When they finished their mission, they traveled by boat to Antioch, and met with the Disciples and the Church there, and told them about all that God had done with them and how He Had opened the door of faith to the gentiles.
THE CONTROVERSY
While they were in Antioch, some of the Jews who became Christians insisted that the Gentiles couldn’t be saved unless they first follow the Law of Moses before becoming Christians. Paul and Barnabas disagreed with them. They had long arguments and debate together.
The Church of Antioch appointed the Apostles Paul and Barnabas and some other members of the Church of Antioch to go to Jerusalem. When they reached there, they told the Disciples of the dispute that happened in Antioch and asked their guidance.
THE COUNCIL OF JERUSALEM:
The Apostles, the Disciples and the bishops of the Church were assembled together in Jerusalem to consider the matter. Paul and Barnabas told them how the Christian Jews of Judea insisted that the Gentiles must first follow Jewish tradition before becoming Christians. The members of the Council prayed for guidance from the Holy Spirit. They knew that they cannot decide on matters of faith by their own individual minds, but only through the action of the Holy Spirit in them as they come together with the spirit of Unity and love in the Council.
The members of the Council had long discussion about the matter. Then St. Peter rose and said that God has given the Holy Spirit to all those who believe in Him in the whole world, and purified their hearts by faith. He said, "We believe that all men, Gentiles and Jews, shall be saved through the grace of the Lord Jesus Christ. Now therefore, why do you make trial of God by putting a yoke upon the neck of the Disciples which neither our Fathers nor we have been able to bear?"
St. James, one of the twelve Disciples, told them that what they had heard from Peter, Paul and Barnabas agreed with the words of the prophets of the Old Testament. Then he offered the following proposal:
"We should not trouble those of the Gentiles who turn to God, but should write to them to abstain from pollutions of idols and from unchastely and from what is strangled and from Mood" (Acts 15: 19.20).
All the members of the Council agreed on the proposal of St. James, and wrote a message to the Churches informing them of the Council's decision.
THE SPIRIT OF COUNCILIARTY IN THE CHURCH
The Council of Jerusalem was a model for the life of the Church, through the centuries. The church guided by the Holy Spirit, continued to build up clear understanding on Christian faith. Individual and heretic interpretations were examined and refuted by ecumenical Councils. The Councils offer testimony to the presence of the Holy Spirit in the Church. In the ecumenical Councils, bishops from all-over the world, they express true unity and love of the whole Church. Although many ideas were expressed in seeking the truth, but they denied their individual views and accepted the Orthodox understanding of Christian faith.
THE THREE GREAT COUNCILS
In the first three centuries, Christians were persecuted and hundreds of thousands were martyred for their faith. During the time of persecution, the Christians defended their faith and died for it. Christian beliefs were simple, pure and strong. In the year 313, Constantine, the Roman Emperor, accepted Christianity and forbade all persecution of Christians.
In few years, Christianity became a state religion of the Roman Empire. Statesmen and officials were Christians.
The Christian Church faced an important task in the following two centuries: TO EXPLAIN the Christian faith, and to answer the challenges of pagan schools and heretic philosophies, which continued to influence the minds of many people.
THE DANGER OF ARIANISM
At the beginning of the fourth century, a priest in the city of Alexandria called Anus started a strange teaching. He taught that Jesus Christ was not God in the same sense as God the Father, not of the same essence, and not eternal. Anus was a cunning scholar. He was able to popularize his ideas among simple-minded people, as well as among some highly educated people who were still attached to pagan thinking. He was a good propagandist, cultivating his popularity by visits, speeches letters, and by writing popular songs in which he formulated his theological arguments.
The teaching of Arius was more dangerous for Christianity than the worst persecutions. If Christ was not God, who had become Man, who had suffered and died for men, and in His death had conquered death, then Christianity would have become some moral ideas, like what pagan philosophers had offered. Arius taught that God was a Supreme Divine Being completely separated from mankind. Christianity professed faith in God who so loved man that He himself became Man, and suffered and died for the sins of man.
“In the beginning was the Word, and the Word was with God, and the Word was God.... And the Word became flesh and dwelt among us all” (John 1: 1-14).
THE COUNCIL OF NIOAEA
The Church of Alexandria felt the danger of the Arian heresy. Alexandrus, the Patriarch of the Coptic Church at that time, condemned the teachings of Arius and tried to guide him to the Christian faith. Arius complained to the Emperor Constantine. The Emperor family accepted to call a General Ecumenical Council, in order to settle the dispute. Three hundred and eighteen bishops and priests from the churches all-over the world were assembled in Nicaea in Asia Minor in the spring of 325 A.D. Among them, there was Bishop Paul from Syria with his burned hands carrying the signs of the persecution he had suffered, and St. Paphnotius and St. Potamon, both blinded in one eye and lamed from the tortures inflicted on them, Patriarch Alexandrus and his deacon St. Athanasius the Great from Egypt.
The Council studied the teachings of Arius and examined them carefully. Long and heated arguments took place. A lengthy dialogue took place between the young deacons Athanasius and Arius. Athanasius explained the Orthodox faith showing how THE SON IS OF ONE ESSENCE OF THE FATHER. The Council finally confirmed that Arius had distorted the Christian faith. The Fathers of the Council, led by Athanasius, proclaimed the faith of the Church in clear terms.
We believe in ONE God, the Father Almighty, Maker of heaven and earth, and the things visible and invisible. And in ONE Lord, Jesus Christ, the only-begotten Son of God, born of the Father before all worlds; Light of light, Very God of Very God, Begotten, not made; of One Essence of the Father.
The Council of Nicaea was one of the greatest events in the history of Christianity. It has brought together for the first time the largest number of bishops who formulated the Creed of the Church, and saved it from the Arian heresy.
THE COUNCIL OF CONSTANTINOPLE
The Christian faith was again threatened by a new heresy. Mecedonius, the Patriarch of Constantinople, taught that the Holy Spirit was created. A second ecumenical Council was assembled in Constantinople, in May 381 A.D., by invitation of Emperor Theodosius the Great One hundred and fifty bishops attended the Council. After lengthy discussions, the Council refuted the heresy of Mecedonius and completed the Creed of the Church.
We believe in the Holy Spirit,
The Lord, the Giver of life, who proceeds from the Father,
... Who spoke by the Prophets...
We look for the resurrection of the dead,
And the life of the world to come. Amen.
THE COUNCIL OF EPHESUS
After fifty years, Nestorius, the Patriarch of Constantinople, preached that God was not born from the Virgin Mary, but she had given birth to a human being and God dwelt in him later on. He forced his teachings on the Church. His heresy reached Alexandria. ~ Patriarch of Alexandria St. Cyril the Great, wrote to Nestorius advising him to leave his wrong teaching. He also wrote to many bishops around the world warning them of the danger of the new heresy. Finally, a third ecumenical council was assembled in Ephesus in 431 to settle the matter. Two hundred bishops attended the Council. The council refuted the teaching of Nestorius and declared the introduction to the Creed:
“We magnify thee, 0 Mother of the True Light;
And we glorify thee 0 Saint Mother of God.
For you had born to us the Savior of the entire world.
He came and saved our souls.
Glory is to You Christ, our Master and our King,
The honor of the Apostles, the crown of the Martyrs,
The joy of the Righteous, and the stability of the churches,
The forgiveness of sins.
We evangelize and preach the Holy Trinity, one Godhead.
We worship Him and glorify Him.
Lord have mercy, Lord have mercy, Lord send your blessing. .. Amen”.
32
| PLACE & DATE | FAMOUS DEFENDERS OF THE ORTHODOX FAITH | HERETICS | WORK ACCOMPLISHED |
|-------------|----------------------------------------|----------|-------------------|
| 1. Nicaea, 325 | St Athanasius the Great | Arius | Condemned the Arian heresy that taught that Christ is not God. Proclaimed the first part of the Creed. Established the date on which Easter is to be celebrated. |
| 2. Constantinople, 381 | St Gregory the Theologian St. Gregory of Nyssa | Mecedonius | Defined the teaching of the church on the Holy Trinity, Particularly on the Holy Spirit. Completed the Creed |
| 3. Ephesus, 431 | St. Cyril of Alexandria | Nestorius | Defined the Church’s teaching on the Holy Virgin (Theotokos). Condemned the heresy of Nestorius who taught that Christ had two separate natures. Declared the text of the Creed to be finally completed and forbade any change of it in the future. |
Aim: To educate the students about the history of the Ecumenical Councils, and their importance in defining the Orthodox Faith.
Subject: The Ecumenical Councils (2)
Verse: “If anyone teaches otherwise and does not consent to wholesome words, even the words of our Lord Jesus Christ, and to the doctrine which is according to godliness, he is proud, knowing nothing, but is obsessed with disputes and arguments over words, from which come envy, strife, reviling, evil suspicions,” 1 Tt6: 3,4
References: R31, p93-112, Attachments & Canadian Program 9, p.79
Subject Matter & Method
Focus On:
1. This lesson in the second lesson in a series of three lessons about the Ecumenical Councils. The focus of these lessons is on the history of the councils rather than the theological issues, which were discussed in these councils. The intent is to give the students the background information about the councils and their importance in defining the faith as put in the “Creed”.
2. This lesson will address the Councils of Constantinople and Ephesus.
3. See Attached of the Ecumenical Council (1)
Spiritual Exercise: Ask the students to include the "Creed" in their prayers for the next few weeks, and to pray it with contemplation on each word.
Audio & Visual Aids:
A handout that summarize the facts about the three Ecumenical Councils (included in the Attachments)
Aim: To guide the students to use the word of God as their light in searching for the answers on how to live in today’s permissive society.
Subject: Seminar: Christian Behavior in Permissive Society.
Verse: “But as for you, continue in the things which you have learned and been assured of, knowing from whom you have learned them.” 2Ti3:14
References: Any commentary on the Bible available in the Sunday School Library & Canadian Program 9, p.97
Subject Matter & Method
Focus On:
1. We live in a permissive society, which permits many forms of conduct, and offers a variety of entertainments, which are against the teaching of the Bible.
2. This situation poses a grave challenge to the Christian youth on how to live in the society as active members in it, while keeping their morals and spiritual lives intact.
3. We should realize that the moral decay in the society is not confined to nowadays, but rather it was the same and even worse throughout history, including the Biblical times.
4. Thus, the Bible offers to us answers to these challenges, which are good today as they were as the times when they were written.
5. A good example to these answers we can find in the Epistles of St. Paul to his young disciples Timothy and Titus.
6. Go over the second epistle to Timothy, focusing on some of the verses, which relates directly to addressing the question of how to behave as a Christian youth in society.
7. Use the format of questions and answers throughout the lesson, trying to get feedback from all the students on the issues discussed.
8. Specifically focus on the following verses:
1:5,7,8,13,14
2:3,5,7,8,12,14,15,16,22-26
3:1-5,10,12-17
4:2-5
Spiritual Exercise: Ask the students to select of the verses and write a commentary on it. Read and discuss their commentaries the following weeks.
Note: If the time does not allow to discuss all the verse (e.g. from chapters 3 and 4) for the spiritual exercise. In this case assign one verse to each class member.
Audio & Visual Aids:
- A handout that lists the verses used in the lesson.
Aim: To educate the students about the history of the Ecumenical Councils, and their importance in defining the Orthodox Faith.
Subject: The Ecumenical Councils (3)
Verse: “I have fought the good fight, I have finished the race, I have kept the faith,” 2Ti 4:7
References: R31, p115-146, & Attachments
Subject Matter & Method
Focus On:
1. This lesson is the third in a series of the three lessons about the Ecumenical Councils. The focus of these lessons is on the history of the councils rather than the theological issues, which were discussed in these councils. The intent is to give the students the background information about the councils, and their importance in defining the faith as put in the “Creed”.
2. This lesson will address the schism of the church because of the “council” of Chalcedony, which is not recognized by the Oriental Orthodox Churches.
Spiritual Exercise: Ask the students to read about the life of St. Dioscorus, and write a short essay about one of the incidents that show his struggle to keep the orthodox faith. Help the students with finding the references.
Audio & Visual Aids:
An icon or a picture of St. Dioscorus.
THE CHALCEDONIAN SCHISM
The earliest division in the Church took place in the middle of the fifth century. It was caused by the various views held by church fathers concerning the nature of Christ, whether divine or human; the controversy was pursued until it ultimately led to the split of the churches of Alexandria and Antioch from Rome and Constantinople in the days of Diodorus, Patriarch of Alexandria, and Leo, Pope of Rome.
THE SEEDS OF DISSENSION
+ The Nestorian heresy marked the end of the age of unity and ushered the age of dissension within the Church. Nestorius taught that the Virgin gave birth to a human being (Christ's human nature) who was later united with
God (Christ's Divine Nature). These views instigated the First Council of Ephesus which was headed by Pope Cyril the Great of Alexandria for the purpose of trying Nestorius and confirming with evidence the true faith that the Virgin gave birth to an infant who was God in the- Form of man.
We should note in this respect that the Nestorian heresy is to be considered as giving root to other religions that believe that Christ is no more than a man in whom the Holy Spirit has come to dwell, but deny that He is Himself God,
EUTYCHES
+ When Dioscorus succeeded Cyril to the See of Alexandria after the latter's death, a monk named Eutychus appeared teaching that "Christ had no more than One Divine Nature, He received human form similar to our own from the Virgin's womb." It is evident that the aim of Eutychus was to refute the Nestorian heresy.
However, by holding to -the One Divine Nature of Christ and denying the Human aspect, Eutyches unconsciously missed the great significance and meaning of the Incarnation which has recreated and sanctified human nature by uniting it with the Divine.
THE SECOND COUNCIL OF EPHESUS
+ A second council was held in Ephesus under the leadership of Pope Dioscorus, but Pope Leo of Rome did not attend and only sent a number of his delegates carrying his message to the Council. Eutyches appeared and acknowledged before the Council the established belief denying his own. Thus the Council proclaimed him innocent. However, Leo's- message was not read. It was later known as "Leo's Tome", and it carried to the Council new theory concerning the Divinity and Humanity of Christ.
THE OUTBREAK OF CONTROVERSY
+ Leo, Pope of Rome, was outraged when he learnt that his letter was not read at the Council. The situation became worse when Dioscorus took over the leadership of the Council, especially that the Church Rome had always felt superior to the other churches because of its situation in the capital of the Roman Empire which had been ruling the world. On the other hand, some churches, such as the Church of Alexandria, which had been dominated by Rome, wanted to feel some independence from the grip of Rome especially on matters which concerned Church Councils and doctrines. In addition, Alexandria had always been an
important center for theological teachings and Christian doctrine, and had contributed to the world a large number of Church Fathers and Scholars.
CHALCEDON
+ The controversy came to light full fledged at the Council of Chalcedon held in 451. The Council was summoned by Leo of Rome to threaten Dioscorus and his supporters, with the charge that they had adopted the teachings of Eutyches. Dioscorus explained that his belief was the same as that which he had received from the fathers, Athanasius and Cyril who in turn had received it from the Church fathers and apostles.
THE TOME OF LEO
+ Leo propagated at the Council of Chalcedon a new doctrine about the Nature of Christ. This doctrine said, “In truth, Christ came in two natures, the divine nature came to astonish us with miracles and marvelous works, while the human nature came to bear humiliation and insults.” Thus by so arguing, Leo had made a clear-cut split between the two natures of Christ or a duality of nature, the Divine and the Human.
Here Dioscorus upheld the Orthodox doctrine which holds to the one nature of Christ, namely Divine Humanity, supporting this doctrine by verses from the Holy Bible such as the following texts:
1. ‘The Word was made Flesh” (John 1:14) - A union of divinity and humanity.
2. “That Holy Thing which shall be born of thee shall be called the Son Of God” (Luke 1:35) - The Holy Thing that shall be born, “God incarnate.”
3. “And whence is this to me: that the mother of my Lord.” (Luke 1:43) “God born of the mother-God Incarnate.”
4. “The wise men fell down and worshipped the Young Child” (Matt-2: 11) - God only is worshipped; and here He is Child Jesus.
5. “For had they known it, they would not have crucified the Lord or Glory” (1 Cor 2: 8) - Here the crucified~ in body is the Lord of Glory, incarnate. -
THE SCHISM
+ The Eastern churches refused to acknowledge the Tome of Leo. Dioscorus, the Patriarch of Antioch and the Eastern bishops held firmly to the One Person and One Nature of Christ.
Thus the Church was split at the Council of Chalcedon in 451 A.D. into two factors:
- Those who held to the one united Nature of Christ (Alexandria, Antioch and Jerusalem).
- Those who held to the two nature of Christ (Rome and Constantinople).
And from this day of Chalcedon, the Church has been suffering the evils of the schism until the present.
**SEVERUS OF ANTIOCH**
+ The split of the church, however, did not bring it peace. The Council sentenced Dioscorus to excommunication and exiled him from his country: He passed away to heaven after years of struggle for the Orthodox doctrine.
Many other fathers struggled with him for the faith among whom was Severus, Patriarch of Antioch who was a great saint whose memory is cherished by the Church along with other heroes like Athanasius, Cyril and Dioscorus who are all mentioned in the Holy Liturgy.
The greatness of Severus was made evident at the time of the persecution, inflicted by a number of Roman emperors who supported the Tome of Leo, on the churches of Alexandria and Antioch. Severus was exiled and spent two years teaching the true Orthodox faith in Alexandria and Antioch and bearing all manner of hardship and persecution.
**THE IMPORTANCE OF THE FAITH OF THE ONE NATURE**
+ The Orthodox Doctrine of the One Nature helps us to understand salvation, in that the crucifixion was not of the body of Christ alone, but of God Incarnate and by that, the sacrifice of the Cross becomes forever effective for mankind.
With this unity or the One Nature, God sanctified human nature by His incarnation and corrected its corruption, and uplifted the fate of mankind by uniting to His divine nature. “He took what is ours and gave us what is His”, and with this the believer feels that he is a frame for the Holy Spirit and that he is a member of Christ’s body.
Those who believe in the One Nature have a deep feeling that God enters the depths of their spiritual and daily lives.
The Church prays over the water and the Spirit of God descends on it, sanctifies it and gives it power for a new birth. The bread and wine also become holy and are changed into the body and blood of God.
EXPERIENCES, DISCUSSION AND QUESTIONS
1. Show, from the following texts, evidence for the doctrine of the One Nature of Christ. (Homework), “Isaiah 9; Psalms 87; Matt. 1; 1 John 1; and 1 Tim. 3”.
2. Show, from the following prayers of the Holy Liturgy, evidence for the One Nature (homework):
a. Holy God, Holy Almighty, Holy Immortal, who was born of the Virgin, Have mercy on us.
b. The Syrian “Prayer of the Breaking of the Bread.”
c. The Prayer of Confession.
3. What is the importance of holding to the doctrine of the One Nature of God incarnate? Mention the practical side of that in our lives.
Aim: To present to the students the life of a saint who set the example for practicing faithfully the virtue of charity.
Subject: Charity: St. Abram
Verse: “but when you do a charitable deed, do not let your left hand know what your right hand is doing,” Mt 6:3
References: R2, p183 & Canadian Program 9, p87
Subject Matter & Method
Focus On:
1. Charity is one of the main Christian virtues, as the Lord in His first sermon on the mountain mentioned it Mt 6:1-4.
2. God who has blessed us with many blessings is asking us to share some of our wealth with the less fortunate whom he calls His “brothers” & “sisters* (Mt 25:34-40)
3. However many of us would not follow this Biblical command because of our selfishness, and would come with many excuses not to do so.
4. Many people set the example for us in giving, among them the poor widow (Lk 21:1-4) & St. Abraam the late bishop of El Fayoum (1829-1914). His name is mentioned in the Congregation of the Saints.
5. Go over his story as told in the references
Spiritual Exercise: Ask the students to save as much money from their expenses as they can for the next two weeks and give the money to a charitable cause of their choice. Provide them with the names of few of these organizations. Check with them later if they have or have not done so.
Audio & Visual Aids:
An icon or a picture of St. Abram
Aim: To demonstrate to the students the coming of Christ was God’s plan for our salvation from the beginning as shown from the prophecies and symbols about Him throughout the Old Testament.
Subject: Christ in the Old Testament (1)
Verse: “You search the scriptures, for in them you think you have eternal life; and these are they which testify of me,” Jn 5:39
References: See Text & Canadian Program 9, p.115
Subject Matter & Method
Focus On:
1. Good planned for our salvation, as He declared that at the time of the fall of Adam & Eve. Gn 3:15
2. The Old Testament contains many prophecies and symbols, which explained the life and mission of Christ in detail Centuries Before His Coming.
3. The Lord used these Prophesies and symbols to explain his mission to the two disciples of Emmaus (Lk 24:25-27)
4. Some of these prophecies determined the exact time of his appearance (Dn 9:24-27), that is why so many people who studied the scriptures were waiting at the time of His birth (Lk 2:25,38,Jn 1:45)
5. Some of the prophecies about the Lord Jesus Christ, which cover only the first part of His life are
a. His ancestors Abraham (Gn 12:3), Isaac (Gn 26:4, Jacob (Gn 28:14). Judah (Gn 49:10), David (Is 9:6-7 This is the reason that Mathew lists the Genealogy of Jesus Christ in the beginning of his gospel to prove to the Jews that Jesus indeed is the promised Christ.
b. His place of birth Mic 5:2 & Mt 2:1-6
c. Born of a virgin Is 7:14 & Mt 1:18-22
d. The flight to Egypt Ho 11:1 and Mt 2:13-15
e. His Divine Nature Is 9:6-7
f. John the Baptist prepares His way Mt 3:1. Is 40:1-5, and Mt 3:1-3, Mk 1:2-3
Spiritual Exercise: Ask the students to read Mt 4,8,12 and extract the prophecies included in these chapters, and return the assignment next week.
Audio & Visual Aids:
❖ A hand out that lists the verses used in the lesson.
Aim: To study in detail one of the basic prayers in church, the Thanksgiving Prayer, so that the students can pray it with better understanding.
Subject: Contemplation on the Thanksgiving Prayer (1)
Verse: “In everything give thanks; for this is the will of God in Christ Jesus for you.”
1 Th 5:18
References: See Text
Subject Matter & Method
Focus On:
1. This is the first of two lessons about the “Thanksgiving Prayer.”
2. The church prays the “Thanksgiving Prayer” at the beginning of all the services (e.g. The hours of the Agbya, the Vespers, the Martins, the Liturgy, the other Sacraments, the weddings, the funerals) This is to follow the Biblical Teachings (1Th 5:18, Phil 4:5, Col 4:2, 1Ti 2:1) and the example of the apostles (ac 27:35, Ac 28:15)
3. Go over the words of the “Thanksgiving examples from our lives to illustrate these meanings.
Spiritual Exercise: Ask the students to memorize and pray the part of the “thanksgiving Prayer” which was discussed in the lesson, each night during the coming week.
Audio & Visual Aids:
- A copy of the “Thanksgiving Prayer” in big letters
Aim: To study in detail one of the basic prayers in the church, the Thanksgiving Prayer, so that the student can pray it with better understanding.
Subject: Contemplation on the Thanksgiving Prayer (2)
Verse: “giving thanks always for all things to god the father in the name of our Lord Jesus Christ,” Ep 5:20
References: See Text
Subject Matter & Method
Focus On:
1. This is the first of two lessons about the “Thanksgiving Prayer.”
2. The church prays the “Thanksgiving Prayer” at the beginning of all the services (e.g. The hours of the Agbya, the Vespers, the Martins, the Liturgy, the other Sacraments, the weddings, the funerals) This is to follow the Biblical Teachings (1Th 5:18, Phil 4:5, Col 4:2, 1Ti 2:1) and the example of the apostles (ac 27:35, Ac 28:15)
3. Go over the words of the “Thanksgiving examples from our lives to illustrate these meanings.
Spiritual Exercise: Ask the students to memorize and pray the part of the “thanksgiving Prayer” which was discussed in the lesson, each night during the coming week.
Audio & Visual Aids:
❖ A copy of the “Thanksgiving Prayer” in big letters
Aim: To present to the students the lives of three saints who, at a very young age, committed themselves to the Lord, and set the example of holy life for generations of youth everywhere.
Subject: St. John the Short, St. Maximus, and St. Domatius
Verse: “Remember now your Creator in the days of your youth. Before the difficult days come and the years drawn near when you say, I have no pleasure in them” Ec 12:1
References: See Attachments
Subject Matter & Method
Focus On:
1. The youth face many challenges in their pursuit for a holy life among them is that “you are too young for that”, “religion is for older people”
2. The saints presented in this lesson were able, in spite of all the temptations of the world to pursue a holy life and become some of the greatest saints in the church history.
3. Go over the story of the three saints as told in the “Attachments”
Spiritual Exercise: Ask the students to select one situation from the life of any of the three saints, and write an essay on how this situation touched his/her life.
Audio & Visual Aids:
- An icon or a picture of the saints
Saint John The Short
(Yoannis Pi Kolobos)
Introduction
Saint John, surnamed Kolobos, that is "the Little" or the "the Dwarf", was among the most eminent saints that inhabited the desert of Skeet. In the Divine Liturgy, he is mentioned in the Congregation of the Saints and in "Pi nishti".
His Way to Monastic Life
He was born about the year 339, around the Theban region in Upper Egypt in a poor but holy family. His desire for monastic life led him since his early years to remote places where he trained himself for this austere lifestyle. It was not long before Divine led him inspiration to leave his town. He retired, when only eighteen years old, into the wilderness of Skete (also called the Natroun Valley) and set himself with his whole heart to put on the spirit of Christ.
He went to become a disciple of the old hermit, Aba Pemouah (who was also the teacher of Saint Pishoy - the perfect man). Aba Pemouah tried to deter him from adopting this harsh monastic life. By night an angel appeared to him asking him to accept the young John as a monk. After three full days of fasting and prayers, the master and the disciple witnessed an angel blessing the new cloths John was to put on.
His Obedience
Saint John renounced all distraction and entertainment; and since monasteries were not built at that time, only hermits were populating the desert. He endured all the difficult tests as an experienced master rather than a bright disciple. Aba Pemouah led him to perfect watchfulness, solitude, subduing the body, meekness, silence, humility, simplicity and obedience.
Aba Pemouah, who was his director for his first lesson, bade him to plant in the ground a walking stick, and water it every day till it should bring forth fruit. Saint John did so with great simplicity, though the river was about 12 miles away from the stick. When he had continued his task, without speaking one word about it, into the third year the stick, which had taken root, pushed forth leaves and buds and produced fruit. The old hermit, gathering the
fruit, carried to the church, and giving it to some of the brethren, said, "Take, and eat the fruit of obedience". Postumian, who was in Egypt in 402, assured that he was shown this tree, which grew in the yard of the monastery, and which he saw covered with shoots and green leaves.
About silence he taught him saying, "my son, be silent lest evil thoughts overtake your mind and lose your soul. Particularly in church, we ought the most to be careful in order to be worthy of the presence of Holy Mysteries."
Consecration of the Mind
Saint John believed that the perfection of a monk consists in his keeping to his cell, watching constantly over himself and having God continually present to his mind. He never discoursed on worldly affairs and never spoke of "News", the ordinary amusement of the superficial. He stressed the importance of "quietness"; he says, "the longer quietness prevails, the weaker the pains of lusts become, and the healthier the mind becomes until it reaches peace." His mind dwelt constantly on Divine issues; he used to take one of the commandments each day and work hard to perfect it. He was so intent on the things of God that he became very absent-minded. At his work he sometimes plaited into one basket the material, which should have made two, and often went wrong through forgetting what he was doing. One day when a carrier knocked at his door to carry away his materials and tools to another place, Saint John thrice forgot what he went to fetch in returning from his door, till he repeated to himself, "The camel, my tools. The camel, my tools. The camel, my tools." The same happened when someone came to him to fetch the baskets he had made, and as often as he came back from the door he sat down again to his work, till at last he called the brother to come in, and take them himself.
He avoided the words of men and their discussions and so cultivated the things of peace that his words held the attention of all. A brother coming once to speak to him for a few minutes, so ardent and sweet was their conversation on spiritual things that they continued it till morning. Perceiving it was day, they went out, the one to return home, the other to go with him for a few steps, but their talk again returned to God and His Kingdom and it lasted till midday. Then Saint John took him again into his cell to eat a little; after which they really parted.
A Teacher Responsible for Many Souls
In 374, Aba Pemouah departed after 12 years of illness during which Saint John was ministering to him. At his last moments, Aba Pemouah called Saint John "the angel of God on earth" and instructed him to make his abode next to the "Tree of Obedience". He went with Aba Pishoy who shortly later settled two miles away. Saint John then dug a cave and worshipped in it in solitude. His virtues were spreading quickly and many monks, among which was his older brother, came to him to learn about and follow his angelic life. He was then leading by example; he surpassed all the elders in their self-control. When he had made a comment to a non-obedient brother during harvest, he begged him to forgive him and spent the
whole year fasting (eating only bread and salt every third day) praying, "forgive me, O Lord, for I angered your creation".
Saint John's disciples were increasing in number and came from everywhere to his abode by the "Tree of Obedience" where a monastery was built and remained open until the 17th century. We know how he had tested the good dispositions of Saint Arsenius when he first came to Skete. He became then responsible for the salvation of many of his children. A certain charitable young woman, named Paesia, after the death of her parents opened her house to care for the needy and the strangers. She was so generous that her wealth was entirely spent and, not finding money to survive, she fell gradually into a disorderly life. The monks entreated Saint John to try to reclaim her, and he went to her house and sitting down by her he said with his accustomed sweetness, "what reason can you have to complain about Jesus that you should thus abandon Him?" At these words she was struck silent, and seeing the saint in tears she said to him, "why do you weep?" Saint John replied, "how can I not weep whilst I see Satan in possession of your heart?" She was moved by his gentleness and concern for her, and grace entered into her heart and she asked him, "Father, is the path of penitence still open to me?" "It is," he replied. "Then show me the way." He rose up and she followed him without saying another word. As he was leading her to one of the nuns' monasteries, they slept in the desert. During the prayer of midnight, Saint John saw the soul of Paesia going up to Heaven carried by angels and heard a voice telling him that her penitence was perfect before God. And in the morning he found Paesia dead.
His Late Life away from Skete
When the Berbers raided Skete around 395, Saint John went across the Nile towards the Red Sea, and there, at one day's walk from the place hallowed by Saint Anthony, he remained until his departure. His rare visit to the village (the current city of Suez), he brought most of its inhabitants to Christ and he worked several miracles.
When he drew near his end, his disciples entreated him to leave them some final lesson of Christian perfection. He sighed, and that he might shun the air of a teacher alleging his own doctrine and practice, he said, "I never followed my own will; nor did I ever teach another what I had not first practiced myself".
When he departed, his servant who was coming back from the village saw the angels carrying his soul to Heaven accompanied by the spirits of the saints. He then treated the body with honor and carried him to the village. Later, in 515, his body was taken to the desert of Skete.
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Maximus and Domatius
Giving up the Royal Glory
Abba Maximus and his brother Domatius were the sons of Walendianus, a Roman Emperor who feared God and was steadfast in his faith. He had raised these two angelic sons in a holy and Christian manner. They were full of purity and holiness, always praying and reading the holy books. When they realized that this world was only transitional and temporal, they decided to leave and live a monastic life. They asked their father to allow them to travel to the City of Nicaea, to pray in the place where the first Universal Council was held in 325 A.D. Their father rejoiced and sent them with an entourage of soldiers and servants as was the custom for the children of kings. When they arrived, they asked the soldiers to go back to their father and tell him that they wanted to stay there for some time. Then they revealed their thoughts to one saintly monk that they wanted to put on the holy garb of the monks. The monk did not agree with them because he feared their father, and he told them to go to Syria where Saint Agabius abided. They went and stayed there for six years until his departure. Before he departed, he told them that he had desired to see Saint Macarius of Scetis in the flesh, but that he has seen him in the spirit; he commanded them to go to Saint Macarius and become his children.
Leading an Active and Holy Life
God granted them the gift of healing. Their report was heard in all the countries, especially among the sea merchants and the travelers. They learned the trade of making ships sails, and they were able to support themselves with money earned by selling their work and they gave the rest to charity. One day, one of their father's stewards saw a sailboat on which it was written, "Maximus and Domatius". He tried to get some information from the ship owner who said to him, "these are the names of two monk brothers which I have written on my ship as a blessing, so that God may prosper my business." He described them to him. The steward recognized them and took the man to the Emperor, and when the Emperor verified what he had heard, he sent their mother and the princess, their sister, to meet them. When they met with the two saints and recognized them, they wept. Their mother wanted them to return with her, but they refused. Meanwhile, they soothed the hearts of their mother and their sister.
Escaping from Worldly Glory to the Desert of Scetis
After a while, the Patriarch of Rome departed, and they remembered Maximus, whom they wanted to ordain in his place. His father rejoiced when he heard this. When the news arrived to Maximus and his brother, they remembered the command of their father Saint Agabius. They disguised themselves, and went to the road along the Mediterranean, and when they were thirsty, God transformed the salty water into fresh water. Finally, they reached the wilderness.
of Scetis, where Saint Macarius was residing. They told him that they wanted to live with him and be his disciples. When Saint Macarius saw that they were rich, he thought that they would not be able to live in the desert because of its harshness. They answered him saying, "if we are not able to live here, our father, we will return to where we came from." He then gave them a shovel and asked them to dig a cave for them in a solid rock. He thought that they would be too tired to complete it and leave. Then he taught them how to plait palm leaves, told them about someone who would take their crafts to sell and left them.
Humility and Silence
They lived in this manner for three full years, never meeting anyone; they only went to Church on Sundays to partake of the Holy Communion silently. Saint Macarius marveled that they did not go to him all these years to seek his advice. After praying for God to reveal their secret for a whole week, he went to visit them in their cell where he also spent the night. When he woke up at midnight, as was his custom to pray, he saw the two Saints praying and a ray of light like fire, going from their mouths to heaven, and the devils were all around them like flies, and the angel of the Lord standing with a sword of fire protecting them. At dawn, they pretended they were asleep and they all got up. Saint Macarius put on them the holy garb of the monks, and asked them to pray for him. They bowed to the ground before him and they were silent.
A Glorious Departure
When they completed their course, and the Lord wanted to take them away from this sad temporal world, Saint Maximus became sick, and sent to Saint Macarius to come and visit him. When Saint Macarius arrived, he found him ill with a fever. He consoled him, and Saint Macarius saw a crowd of prophets and saints, including Saint John the Baptist, gathered around him until he gave up his pure spirit in dignity and honor.
Saint Domatius, his brother, was weeping bitterly, and asked Saint Macarius to pray to Christ to take him also to be with his brother. After three days, he became sick, and Saint Macarius visited him. On his way, he saw the crowd of saints who have carried his brother before carrying the soul of Saint Domatius up to Heaven. When he arrived at the cave, he found that he had passed away. He put his body with his brother's.
When Saint Macarius was asked about these two Saints not going to consult his wisdom, he replied that they were very wise themselves, perfect and humble; they didn't want to make that be known to the monks for not to be praised for attaining such spiritual levels in their young age.
May their prayers be with us and Glory be to God forever. Amen.
Conclusion
If royal glory is great, heavenly glory is far greater and everlasting. Silence and humility are the best guards against the devil's wars. Persistence is the key to success.
This article is one of many more articles about the Coptic Orthodox Church, the Christian Apostolic Church of Egypt. These articles can be retrieved from Copt-Net archives at http://pharos.bu.edu/cn/Menu.html COPNET For more information, contact Copt-Net server at firstname.lastname@example.org
Aim: To demonstrate to the students the coming of Christ was God's plan for our salvation from the beginning as shown from the prophecies and symbols about Him throughout the Old Testament.
Subject: Christ in the Old Testament (2)
Verse: "For as Jonah was three days and three nights in the belly of the great fish, so will the Son of Man be three days and three nights in the heart of the earth" Mt 12:40
References: text & Canadian Program 9, p.115
Subject Matter & Method
Focus On:
1. This lesson is the second lesson about Christ in the Old Testament. This lesson will focus on personalities, which some aspects of their lives symbolized the life of Christ.
2. The following are some of these personalities
a. Adam (Ro5: 14)
| Adam | Christ |
|--------------------------------------------|---------------------------------------------|
| The beginning of the original creation of the human race | The beginning of the new creation of the human race, Col 1:18 |
| He was of the earth in him all die. | The lord from heaven in all shall be made alive 1 Col 5:47 |
| The devil tempted him, and he surrendered | The devil tried to tempt Him and failed. Lk 4:13 |
b. Moses
Moses
- Born in a foreign land Pharaoh tried to kill him and failed
- Gave up his royal status to save his people
- Saved his people from the bondage of the Egyptians
- Gave his people the Law
- Suffered many times from his people (Ex 17:32, Lv 11)
Christ
- He left heaven to born on earth. Herod tried to kill Him and failed
- Gave up His glory to save His people
- Saved His people from the bondage of the devil. Gave His people the "perfect" Law.
- Suffered many times from His people, and even died on their hands.
c. Jonah (Mt 12:3841)
Spiritual Exercise: Ask the students to search the life of one of the other personalities in the Bible (Isaac, Joseph, David...) and write a paragraph about one of the similarities between his life and the life of Christ.
Audio & Visual Aids:
- A handout that lists the verses used in this lesson
Aim: To explain to the students the three songs of praise that flowed from the mouths of Elizabeth, Mary, and Zacharias as mentioned in Lk 1.
Subject: Mary visits Elizabeth, Three songs of praise.
Verse: "Then she spoke with a loud voice and said, 'Blessed are you among women, and blessed is the fruit of your womb'" Lk 1:42
References: Lk 1:39-80, Any Commentary on the Bible available in the Sunday School Library.
Subject Matter & Method
Focus On:
1. Go quickly over the incidents which lead to Mary's visit to Elizabeth as mentioned in Lk 1:5-38
2. Notice:
a. How Mary went to visit Elizabeth "with haste", a sign of her care and love,
b. The glorious effects of Mary's visit with the Lord in her womb, "The babe leaped, Elizabeth was filled with the Holy Spirit."
c. That Mary stayed to help until the end of Elizabeth's term, in spite of the difficult period of her own first trimester. (Vs.56)
3. Go over the words of Elizabeth's praise (vs. 42-45) Mary's praise (vs. 46-55), and Zacharias praise (vs. 68-79)
Spiritual Exercise: Ask the students to memorize Mary's praise. Make sure each of them will recite it for you in the coming weeks.
Audio & Visual Aids:
- A handout that includes the three songs of praise.
Aim: To demonstrate to the students the coming of Christ was God's plan for our salvation from the beginning as shown from the prophecies and symbols about Him throughout the Old Testament.
Subject: Christ in the Old Testament (3).
Verse: "And as Moses lifted up the serpent in the wilderness, even so must the Son of Man be lifted up" Jn 3:14
References: See Text
Subject Matter & Method
Focus On:
1. This is the third lesson about Christ in the Old Testament. The focus of this lesson is on "things" in the Old Testament that refers to Christ.
2. The following are some of these symbols
a. The Passover Lamb Ex.12: 1-14, Co 3:7 explain briefly the symbol of the lamb, as they will be discussed under a separate lesson. The most important is that as the blood of the lamb saved the Israelites from death (vs. 13), so is the blood of Christ saved us from eternal death. (1 Pc 1:18-20)
b. The Manna Ex 16, Jn 6:30-58. As the manna was the only food that sustained the Israelites in the wilderness, so is the body of Christ gives us the eternal life.
c. The water from the rock. Ex 17:1-7, ICo 10:4&Jn4:13,14. Christ is the rock that gives us the water that spring up into everlasting life.
d. The bronze serpent Nu 21:4-9, Jn 3:14. The Lord explained to us that we should look to the cross (believe in Him) so that to escape the death brought to us by the bite of the serpent (the devil, Rev 12:9)
Spiritual Exercise: Ask the students to select one of the four symbols, read about it from the Old Testament, and write a commentary on how this benefit us spiritually.
Audio & Visual Aids:
- A handout that lists the verses used in the lesson.
Aim: To encourage the students to make their resolution for the New Year, growing in all aspects of their spiritual life.
Subject: The New Year: Growing in the Spirit
Verse: “But grow in the grace and knowledge of our Lord and Savior Jesus Christ” (2 P 3:18).
References: See text.
Subject Matter & Method:
Focus on:
1. The New Year should remind us that God gave us another opportunity to repent and get closer to Him.
2. God wants us to grow continuously in knowing Him, and in living up to his commandments. (Ps 92:12, Co 1:10, 2 P 3:18)
3. Jesus Christ gave us the example. (Lk 2:52)
4. God is calling us to be saints, perfect and holy, and we can only achieve this if we gradually and continuously grow in knowing Him. (Mt 5:48, 1 P 1:15, Eph 5:3)
5. We should examine our spiritual lives (prayers, confessions, fasting, reading the Bible, our relationships with others,...) and make a specific resolution to improve on each aspect.
Spiritual Exercise: Each student should select at least three aspects of the spiritual life, and make a resolution to make specific improvements this coming year.
Audio & Visual Aids:
- Distribute a form to the students to fill in their specific resolutions, and let them keep it. Follow up with them periodically to check on their improvements.
Aim: To make the students realize that while Jesus fulfilled the Law, He gave us much greater depth of its meaning.
Subject: The Circumcision Feast and Simeon's Prophesy
Verse: “In Him you were also circumcised with the circumcision made without hands, by putting off the body of the sins of the flesh by the circumcision of Christ” (Co 2:11).
References: Lk 2, Ac 15, R 9, p.149.
Subject Matter & Method:
Focus on:
1. Jesus' circumcision was to fulfill the Law of Moses, which originated by God's order to Abraham. (Gn 17)
2. The reason was to distinguish God's people.
3. In the New Testament, we cut our sins away and are distinguished permanently in our souls through Baptism.
4. Also, explain to the students that many godly people were expecting the Messiah, based on the prophecies, and discuss with them the prophecy of Simeon.
Spiritual Exercise: Ask the students to memorize Lk 2:25-32 the Gospel of The Compline).
Audio & Visual Aids:
❖ Use the Agpya to read the Gospel of the Compline.
Aim: To let the students understand as much as possible the mystery of the Holy Trinity so that their faith would be strengthened.
Subject: The Holy Trinity
Verse: "For there are three that bear witness in heaven: the Father, the Word, and the Holy Spirit; and the three are one." Jn 5:7
References: R9, Ch.1 & Canadian Program Grade 9 & 10, Year 1, p.337-355
Subject Matter & Method:
Focus on:
1. See References above.
2. How can we, with our limited minds, understand the mystery of the Holy Trinity?
3. Did the Holy Trinity manifest Himself to the people of the Old Testament? How? What are these manifestations?
4. Explain the specific functions and the relationships between the Father, the Son, and the Holy Spirit, and how they are one in essence? (Focus on the Trinity, as there will be further explanations about the Father, the Son, and the Holy Spirit later in the program - see the Orthodox Creed.)
Spiritual Exercise: Ask the students to contemplate on the Creed during the week. Ask them to divide it into seven parts, and contemplate on one part each day.
Audio & Visual Aids:
❖ Distribute a copy of the Creed. Divide it into seven parts to be used by the students for their spiritual exercise.
Aim: To teach the students the basic beliefs of Christianity as outlined in the Orthodox Creed, in a thorough and detailed way.
Subject: The Orthodox Creed (I)
Verse: "You believe that there is one God. You do well." Jas 2:19
References: Canadian Program, Grade 9 & 10, Year 1, p.169, & R 15
Subject Matter & Method:
Focus on:
1. The Orthodox Creed will be studied in four lessons. These lessons are outlined in the program here, only as a guideline. The actual lesson may vary depending on how the lesson will actually proceed in the classroom.
2. Make sure to keep the lesson lively by using the method of "question and answer" throughout these lessons. First get the students to participate, before giving them the right teaching. Try to answer all their questions regarding the Creed, in a complete and thorough way, since these lessons are the basis of our faith.
3. This lesson will include:
a. Introduction: The appearance of many heresies in the first three centuries, and their spread all over the Christian world.
b. The Councils: The church fathers defend the faith, and convene in local councils, and eventually in Ecumenical Councils, to define the faith after considerable discussions, which included the heretics.
c. The adoption of the Orthodox Creed in the Ecumenical Councils and its acceptance by the whole church.
d. Discuss the Creed in detail, word-by-word, starting from, "We believe in one God, God the Pantocrator, who created heaven and earth, and all things seen and unseen."
Spiritual Exercise: Memorize some verses from the Bible, which were the source for the part of the Orthodox Creed, discussed in this lesson.
Audio & Visual Aids:
Prepare a handout that includes the verses to be used for the spiritual exercise above.
Aim: To teach the students the basic beliefs of Christianity as outlined in the Orthodox Creed, in a thorough and detailed way.
Subject: The Orthodox Creed (II)
Verse: "And without controversy, great is the mystery of godliness: God was manifested in the flesh, justified in the spirit, seen by angels, preached among the Gentiles, believe on in the world, received up in glory" (1 Ti3: 16).
References: Canadian Program, Grade 9 & 10, Year 1, p.173, & R 15
Subject Matter & Method:
Focus on:
1. See comments I and 2 for the lesson, “The Orthodox Creed (I).”
2. This lesson will include the part of the Creed from, “We believe in one Lord Jesus Christ…and became human.”
Spiritual Exercise: Ask the students to memorize the gospel of the First Hour of The Agpya (Jn 1:1-17).
Audio & Visual Aids:
❖ Prepare a handout that includes the verses to be used for this lesson.
Aim: To help the students in standing firm and resist their peers' pressure.
Subject: Seminar-Peer Pressure
Verse: "Blessed is the man who walks not in the counsel of the ungodly, nor stands in the path of sinners, nor sits in the seat of the scornful." Ps 1:1
References: See text
Subject Matter & Method:
Focus on:
Q- I am a 16-year-old boy, and everywhere I go, I hear the word "Peer Pressure." What does it mean?
A- Peer Pressure is a psychological developmental phenomenon that is important especially during the teen-age period. It refers to the ongoing pressures or the challenges that an adolescent is subjected to by his/her friends.
Q- Did the Bible mention "Peer Pressure?"
A- Yes, although the Bible did not mention these specific words, as psychologists coined the expression recently, it talked about this phenomenon in many situations:
1. Read Job 18:8-11. Notice the words "snare, trap." Read also Pr 29:25 and Ps 91:3.
2. The Psalmist praised the person who did not yield to peer pressure in Ps 1:1. "Blessed is the man who walks not in the counsel of the ungodly, nor stands in the path of sinners, nor sits in the seat of the scornful." Notice how the precise language of the Bible, regarding escalation of the pressure the more we succumb to it, does coincide with contemporary psychological knowledge. Walk, stand, and sit.
3. The parable of the Prodigal Son (Lk 15:11-32) shows us the importance of friends. The younger son "wasted his possession with prodigal living," possibly by throwing parties, drinking alcohol, etc.... Even the older son was angry and would not join in the festivities because "you never gave me a young goat, that I might make merry with my friends."
4. St. Paul advises us "do not be conformed to this world" (Ro 12:2), and "evil company corrupts good habits" (Co 15:33).
Q- Does this "Peer Pressure" change according to times?
A- Of course. Each generation has its own peer pressure. For example, in the 60's, the issue was whether you drank beer on Friday night. In the 70's, it was what kind of car you drove, how fast it will go, and how fast you went. In the 80's, it was whether you had a girlfriend/boyfriend. Currently, young people are bombarded with a myriad of peer pressure issues: clothes, smoking, "experimenting" with drugs, hairstyles, skipping school, certain types of music, body piercing, "free" expression of sexuality, downloading certain pictures on the Internet, going to certain places, etc....
Q- I did not know peer pressure is that rampant. What do you think causes it to exist?
A- Two factors:
1. For the one who yields to the pressure, he/she wants to be accepted and approved by friends. He/she wants to blend in, to be in the "in crowd". By teen-age language, to be "cool"!
2. For the one, or group, excerpting the pressure: they want, subconsciously, to relieve their guilt by involving others whom by not participating, causes their consciousness to ache. When they succeed in getting others in their "trap" or "snare," they feel like "now we feel better that you became one of us, doing what we are doing".
Q- Do you have a word of advice about how Christian youth should handle this "Peer Pressure"?
A- There are a few things, through the grace of God that we can do to handle "Peer Pressure":
1. **Avoid it**: We have to know our vulnerability. It is much easier to avoid situations that expose our weakness, e.g. bad company in a car parking in the street, a solitary interaction with a friend of the opposite sex that I have "feelings" for, exposure to certain magazines, videos or movies, conversation with friends that crack certain jokes in the locker rooms, trying the first cigarette puff or beer sip. A philosopher once said, "Tell me who your friends are, and I'll tell you who you are."
2. **Do not negotiate**: The devil in our minds likes to make us bargain about sins. We frequently listen to this "silent voice" in our heads saying: "maybe", "however", "but . . . "possibly". Saint Paul advises us to "flee youthful lust." (2Ti 2:22)
3. **Solidify your relationship with God**: We know from simple physics, that a "pressure" can be neutralized, or overcome, by another force in the opposite direction. That leaves me to contemplate about my internal spiritual force, and how am I doing in my spirited path: Bible reading, my individual prayers, attending
liturgy and uniting with Jesus in communion, participating in youth meeting or Sunday School, confession, etc....
4. **Create a positive influence**: Via the grace of God, I should be able, not only to resist peer pressure, but also to have a positive impact on my friends. If I model after Christ, I indirectly become a role model for other who will see Christ in my daily behavior.
5. **Never ever say "Never"**... Even if I stumble, I will never lose hope in Christ changing me. "Hope" was the difference between St. Peter's repentance and Judas' despair. The early spiritual fathers tell us about a specific devil that called "the devil of the hopelessness and despair". That devil's joy is to make us lose hopes that "I will never change", so that I stay captive in his hand. As a Christian youth, every time I fall, I lift my eyes to see Christ on the cross, welcoming my return. He is not going to ask me why did I fall, but why I did not repent.
**Spiritual Exercise:** Ask the students to lift their hearts to God at any moment they feel that their peers are pressuring them, and pray
"Make haste, 0 God, to deliver me!
Make haste to help me, 0 Lord!" Ps 70:1
**Audio & Visual Aids**
- Play parts of videotape that deals with the issue of peer pressure from a Christian point of view.
Aim: To teach the students the basic beliefs of Christianity as outlined in the Orthodox Creed, in a thorough and detailed way.
Subject: The Orthodox Creed (III)
Verse: "And behold, I am coming quickly, and My reward is with Me, to give to everyone according to his work" (Rev 22:12).
References: Canadian Program, Grade 9 & 10, Year 1, p.177, & R 15
Subject Matter & Method:
Focus on:
1. See comments of I and 2 from the lesson, "The Orthodox Creed (I)".
2. This lesson will include the parts of the Creed from "He was crucified ... who spoke by the prophets."
Spiritual Exercise: Memorize some verses from the Bible, which were the source for the part of the Orthodox Creed, discussed in this lesson.
Audio & Visual Aids:
- Prepare a handout that includes the verses to be used for the spiritual exercise above.
Aim: To teach the students the basic beliefs of Christianity as outlined in the Orthodox Creed, in a thorough and detailed way.
Subject: The Orthodox Creed (IV)
Verse: "Having been built on the foundation of the apostles and prophets, Jesus Christ Himself being the chief cornerstone." Eph 2:20
References: Canadian Program, Grade 9 & 10, Year 1, p.183, & R 15
Subject Matter & Method:
Focus on:
1. See comments I and 2 from the lesson, "The Orthodox Creed (I)".
2. This lesson will include the parts of the Creed from, "And in one holy, catholic, and apostolic church ... and the life of the coming age."
Spiritual Exercise: Memorize some verses from the Bible, which were the source for the part of the Orthodox Creed, discussed in this lesson.
Audio & Visual Aids:
- Prepare a handout that includes the verses to be used for the spiritual exercise above.
Audio & Visual Aids:
- Prepare a handout for the students that list the answers of the Lord to the three temptations with their references from the Old Testament. (Dt 8:3, Ps 91:11-12, & Dt 6:16).
Aim: To teach the students that while the devil will always tempt us, we can conquer him by tasting and the word of God, as Jesus did.
Subject: The Temptation on the Mountain
Verse: "But Jesus answered him saying, 'It is written, man shall not live by bread alone, but by every word of God'" (Lk 4:4).
References: Mt 4, & Lk 4
Subject Matter & Method:
Focus on:
1. Jesus started His mission by going to the wilderness and fasting to teach us how we should prepare ourselves for the different tasks in life.
2. The devil will attack us, and will try to conquer us at any place and by any means. (1 P 5:8)
3. Discuss with the students the three temptations, and how we are subject to the same in today's world. (1 Jn 2:16)
4. Explain how the Lord was able to conquer the devil by using the verses from the Old Testament.
5. We should always be alert, and ready to fight the devil's temptations, by all spiritual means, including fasting and memorizing many verses from the Bible, to use them in time of temptation.
Spiritual Exercise: Encourage the students to practice fasting in a spiritual way, by combining it with an increase in their spiritual readings, memorizing verses from the Bible, and increasing their devotion time for praying and meditation.
Aim: God hears the affliction of His people and plans for their deliverance.
Subject: The Slavery in Egypt
Verse: "In all their afflictions He was afflicted, and the angel of His presence saved them."
Is 63:9
References: Ex 1-5
Subject Matter & Method:
Focus on:
1. The Israelites grew tremendously in number and prosperity in Egypt (from 175 to more than 3 million in about 430 years).
2. The Egyptians worried about their security and started to persecute the Israelites.
3. God interfered by planning the life of Moses, who would lead the people out of Egypt.
4. Moses was being prepared for his mission when he stayed in the wilderness for 40 years.
5. Moses and his confrontations with pharaoh were the way with which God showed His presence.
Spiritual Exercise: Ask the students to pray for God's interference in the lives of those Christians who are under persecution either in Egypt or elsewhere. (e.g. Sudan, Pakistan)
Audio & Visual Aids:
Create a map, showing Egypt, Israel, and the area where the Israelites used to live in Egypt (see attached).
The map of Egypt
Aim: God's mighty hand will always interfere to support His people and deliver them from affliction, no matter how strong the persecutors.
Subject: Moses Leads the People Out of Egypt
Verse: "And brought out Israel from among them, For His mercy endures forever; with a strong hand, and with outstretched arm." Ps 136:11-12
References: Ex 6-14
Subject Matter & Method:
Focus on:
1. God appeared to Moses and guided him to deliver the Israelites after they cried out for help.
2. God showed His mighty hand against the most powerful nation on earth at that time.
3. God brought the plagues that were directed toward the most important elements of life in Egypt, and again showed the weakness of their gods.
4. God brought the plagues, one by one, to give the Egyptians a chance to accept Moses' request, rather than facing destruction.
5. God showed His total control over nature and life so that we always trust Him, regardless of how big our problems or how strong our persecutors.
6. The Egyptians brought on themselves the killing of the first born, by their utter disregard for God's request through Moses, in spite of nine severe plagues.
7. God still showed another mighty work to finish the deliverance of the Israelites, by parting the Red Sea.
8. Explain the symbolic aspects of this story.
Lamb - The Cross-
The Parting of the Sea - Baptism
Spiritual Exercise: Make the students think of a personal story (preferably), or something that happened to a family member or a friend, which showed God's mighty hand, and have them share it with the class next week.
Audio & Visual Aids:
- Prepare a list showing the ten plagues and a corresponding picture for each of them.
Aim: To teach the students the spiritual depth of the Ten Commandments, and how we can follow them.
Subject: The Ten Commandments
Verse: “Do not think that I came to destroy the Law or the Prophets. I did not come to destroy, but to fulfill” (Mt 5:17).
References: Ex 19, 20, Mt 5, & R 17
Subject Matter & Method:
Focus on:
1. That God revealed the Ten Commandments to the people in a mighty way, to get their attention about the importance of following His commandments.
2. That the Ten Commandments are for all people, everywhere and for all times.
3. Discuss with the students how Jesus Christ elevated the understanding of the Ten Commandments (Mt 5-7).
4. Discuss briefly with the students each commandment, and how it applies to our lives.
Spiritual Exercise: Let each student pick one of the commandments, and write a few paragraphs about how it can be applied in our lives based on the Christian understanding.
Audio & Visual Aids:
Prepare a handout that lists the Ten Commandments on two tablets.
Aim: To give the students a great example of a female saint who showed us that God will accept our repentance, no matter how bad our sins, and will support us to make us saints.
Subject: St. Mary of Egypt
Verse: “Come now, and let us reason together,' says the Lord, 'though your sins are like scarlet, they shall be as white as snow; though they are red like crimson, they shall be as wool.” (Is 1:18).
Reference: Canadian Program, Grade 9, p.263, and attachment
Subject Matter & Method:
Focus on: See attachment
Spiritual Exercise: Ask the students to examine their lives, repent, go to confession, and take communion next week. Ask them to pray to St. Mary of Egypt for her intercession if the devils brought to our minds how bad our sins are.
Audio & Visual Aids:
- An icon of St. Mary of Egypt
On this day, in 137 A.M. (421 AD.), Saint Mary of Egypt, the hermit who lived for seventy-six years, had departed. She was born in the city of Alexandria, in about 61 A.M. (345 A.D.), of Christian parents. When she was twelve years of age, Satan led her astray and made her his net, through which he caught innumerable souls.
She continued in this sinful conduct for seventeen years, until the mercy of God touched her life. She met people going to Jerusalem and went with them. Since she did not have enough to pay for the trip, she gave herself to the owners of the ship in return, until she came to Jerusalem, where she also went on, doing the same there.
Mary wished to enter through the door of the church of the Resurrection, but she felt a hidden power pulling her back, preventing her from entering. Whenever she tried to enter, she felt as though someone prevented her from doing so, and right away, she realized that it was because of her sinfulness. With a broken heart, she lifted up her eyes and wept, praying to Saint Mary, and asking her to intercede on her behalf before her Beloved Son. She felt encouraged and wished to enter with those entering, and nothing prevented her from entering this time. She prayed therein to God, asking Him to guide her as pleased Him.
She stood before the icon of the blessed and pure Virgin Saint Mary and asked her fervently to guide her that her soul might be saved. A voice came from the icon saying, "If you cross the Jordan River, you will find rest and salvation." She rose in haste and left the courtyard of the church. On her way, she met a man who gave her three small coins with which she bought bread. She then crossed the Jordan River to the wilderness, where she lived for forty-seven years, eating the herbs of the desert.
Saint Mary of Egypt strove strenuously for seventeen years. Satan fought against her but, with the grace of God, she overcame him.
In the forty-fifth year of her life in the desert, Saint Zossima went to the wilderness for devotion and asceticism during the holy lent, according to the custom of the monks there. While he was walking in the desert, he saw this Saint from a distance and thought that she was a shadow or a mirage. He prayed to God to reveal to him the fact about this mirage and he was inspired that it was a human being. He went toward the shadow, but it fled from him. When Saint Mary saw that he insisted on following her, she called him from behind a hill saying, "Zossima, if you wish to talk to me, throw me a rag that I may cover myself, for I am naked." Saint Zossima marveled, for she called him by his name, so he threw to her what she covered herself with, and she came to him.
After the greetings and the metanoia, she asked him to pray for her because he was a priest, after which he asked her to tell him the story of her life from the beginning. After she told him, she asked him to bring the Holy Eucharist in the following year so that she may partake of it.
On the following visit, he came to her and she partook of the Holy Sacraments. He then gave her what he had of dates and lentils, but she only took a handful of lentils and asked him to come to her in the following year.
When Saint Zossima came to Saint Mary in the next year, he found that she had departed. A lion stood beside her, and a written message on the ground which read, "Bury Mary, the poor woman, in the dust of which she was created." He marveled at the writing and the lion that was protecting her body, and while he was thinking of how he was going to dig to bury her, the lion came and dug a grave for her. He prayed over her and buried her.
When he returned to his monastery, Saint Zossima told the monks the Story of the struggle of this holy woman, and they all increased in
steadfastness in the divine mercy, and progressed in spiritual life.
May her prayers be with us, Amen
3- ST. MARY OF EGYPT
On my visit to the Holy Trinity Monastery at Jordan Ville, N.Y., I was thrilled to see the icon of St. Mary of Egypt occupying the principal place in the hall. In Paris there is a small chapel in the cathedral of “Notre Dame” carrying the same of the same Saint. Also in the museum of arts in Philadelphia, there is a wonderful icon for this Egyptian ascetic
IN THE WILDERNESS
At the beginning of Lent, the gates of the monastery by the river Jordan were opened, and the monks were going out singing their psalms. They crossed the river and scattered far and wide in different directions to spend the whole period of fast in the desert thinking of nothing except the fatherhood of God, devoting most of their time to the deepest fellowship with our Savior. On palm Sunday, they were accustomed to return to the monastery. Abbot Zosima went far and deep into the desert. He was contemplating the divine grace, which helped him to live in one of the monasteries of Palestine, from his childhood till his early fifties... He was on and off with thoughts of pride asking himself, “Is there a monk on earth who could be of help to me and show me a kind of asceticism that I have not achieved? Is there a man to be found in the wilderness who has surpassed me?”
Suddenly an angel appeared to him and led him to the monastery by the river Jordan, where he witnessed ascetic practice and angelic life. He was humiliated in his own eyes.
On the 20th day of his spiritual journey, and while he was praying, he caught sight of something that looked like a human form, with long silver gray hair...
“Is it an illusion?”
“Is it a ghost?”
“Is it the deceit of the devil? He turned his sight and realized that it was a human form, naked; its skin was dark as if burned by the heat of the sun. He was overjoyed, hoping to find one of the holy hermits of the wilderness, who devoted all their lives to fellowship with the true friend Jesus Christ, our Savior. He ran in pursuit of that figure but it began to run away from him. When he approached it, he shouted, “why did you run away from me, O servant of God! Wait for me, in God's name, I tell you. Why do you flee from such an old man as me?” As he said these words he saw as if the human figure had fallen into a bole among the rocks. He knelt down and began to cry as a child, and the echo of his crying filled the entire desert. “For Jesus' sake forgive me Abbot Zosima, for I cannot turn towards you. I am a woman and I am naked. Throw me your cloak so
that I may cover my body and turn to you and ask for your blessing!” He was astonished for she knew him and called him by his name ... He threw his cloak, she picked it up and covered her body. Then she turned to Abbot Zosima and said, “Why did you wish, Abbot Zosima, to see a sinful woman? What do you wish to learn or hear from me? He threw himself on the ground and asked for her blessing, but she bowed down before him saying, “Abbot Zosima, it is for you to give blessings. You have been blessed with the grace of priesthood, and for many years you have been standing before the holy altar and offering the sacrifice of the Divine Mysteries.” But with tears he said to her, “O honorable mother, I see that you have died to the world. God granted you wonderful graces, for you have called me by name and recognized that I am a priest though you have never seen me before ... I ask you to give me your blessing for God’s sake, for I need your prayers.” In face of his supplications she was obliged to say, “Blessed be God who cares for the salvation of men and their souls.” He answered, “Amen.”
They rose up. Then she asked him, “Why have you come man of God to see such a woman who is naked and devoid of every virtue!!” Then she asked him about the Christian peoples, the shepherds, and the kings Abbot Zosima said: “By your holy prayers, O mother, Christ has granted peace to all; But I beseech you to pray for the whole world and for me the sinner.”
She replied: “You who are a priest, Abbot Zosima pray for me and for all, for this is your calling. But as we must all be obedient, I will gladly do what you ask.” Then she turned to the east and raising her eyes to heaven and stretching out her hand she began to pray for a long time. This is the work of the Holy Spirit, the Spirit of Love, who opens the hearts of all men so that even he who is in the desert and does not see anybody, eagerly desires the salvation of the entire world. Though she was in the desert she was not in isolation from the church, but she was a living member, asking for all her brothers.
IN EGYPT
Waiting for a long time he looked up at her while she was praying; then he fell on the ground weeping and repeating many times: “Lord have mercy.” He could see the woman’s feet rising about a cubit from the earth as if she was flying. He doubted if she was a spirit or if her prayers were hypocritically said. At this moment she turned round towards him, lifted him up and crossed her body saying to him: “May God, O abbot Zosima, protect us from the evil one and from his snares, for his struggle against us is fierce!” Hearing and seeing this, he importunately asked her to tell him her story and how she had come to the wilderness, saying:
“I beseech you, for the sake of Christ our Lord who was born of the Virgin...hide not from me, your servant, who you are, and whence and when and how you have come to the wilderness. Tell me everything, that
the mighty works of God be made manifest...for you shall not tell me these things for the sake of vainglory or for some other purpose but in order to disclose the truth to me, who am sinful and unworthy. I believe that God for whom you live and whom you serve, led me into this wilderness to show me His ways concerning you. It is not in your power to resist the plans of God.” She replied, “I am much ashamed, my father, to tell you about my disgraceful life. Forgive me for God’s...I am not running away from vainglory as you have thought, but your ears cannot hear my wickedness. You will run from me as if from a snake.” “I will tell you everything, in order that you may pray unceasingly for me, that I may find mercy in the Day of Judgment...” Then she started to tell her story with tears running down her cheeks: “My motherland was Egypt. When I was 12 years old I rejected my parent’s love and went to Alexandria.” When I remember how I lost my virginity there at the very beginning and gave myself up to sensuality, I become ashamed. It is better to recount about all this briefly, so that you should know about my passion and my love for pleasure. When I was about 17 years, I lived like a fire of vice that burns people ... I seduced many, not for the sake of gain, but often when they wished to pay me, I refused the money. I did not believe in God, but I used to say: “I shall do just as I like, and no one will stop me.” Once I saw a large crowd of Libyans and Egyptians running towards the sea. I asked one of them, where these men were hurrying to, He replied, they were journeying to Jerusalem for the Exaltation of the Holy Cross of our Lord which was to take place in a few days. I suddenly desired that I might go with them to have more new lovers who could satisfy my passion. In fact, I had no money to pay for the journey or for the food, but I had my body which they could take instead of payment. How shall I narrate to you Abbot Zosima, what happened after this?! I went to the shore and met some young men. I forced those miserable creatures to act even against their will. I entangled many and many in my net. I was the vessel of Satan. I was not contented with these youths, but I seduced others in Jerusalem. In my stupidity, I used to boast that I could seduce many by my body, my shameful words, and impudent laughs.”
ON THE DOORSTEP
At last in Jerusalem I noticed a great crowd of pilgrims moving towards the church, which is built on the Tomb of Christ. I was anxious to see what they would do there. I tried to enter the church with the crowd, which was struggling to get through the doors, but suddenly I felt some power pushing me away from the door. All could enter easily, but I could not; I felt that some force was pushing me to go back. At first I laughed secretly. I thought this might have been because I was tired or because of my weakness, being a woman. I did my best and tried to enter, and for the second time I was stopped. I was prevented from entering by a secret, mighty force. Having repeated my attempt three or four times, I lost all my strength. I went aside and stood in a corner of the porch. I began to weep and lament and beat my breast and to sigh from the depth of my heart. “Why couldn’t I enter? Were they my sins which prevented me from
Then I looked up over the door and saw an icon of The Most Holy Mary the “Theotokos,” and the purity of her complexion put me to shame. Now all my past miseries were clearly exhibited before my eyes and my sins tormented me. Then I knelt before the icon and begged for another chance to follow my Savior. I asked the Virgin’s help; I asked my Savior to save me and lead me in His way. I vowed that, as soon as I had seen the Holy Tree of the Cross, I would renounce the world and its pleasures and would go wherever He would lead me. As I prayed, I found myself filled with confidence. I left the place where I stood praying and went again and mingled with the crowd, which was struggling to get through the church doors. Now I had got as far as the doors, which I could not reach before I entered without difficulty and found myself within the holy place. Throwing myself on the ground, I kissed the Holy Cross with tears and trembling. I forgot myself until midday. At last I came out of the church and stood by the Icon of the Theotokos, the Virgin, the place where I had made my vow. I shouted from my heart: “Glory to God who accepts the repentance of sinners through Thee, O Loving Lady. What more can I say, I who am so sinful? It is time for me, O Lady, to fulfill my vow. Now lead me by the hand upon the path of repentance.” Then I heard this voice, and believed that it was for me, “If you cross the Jordan, you will find glorious rest.” Having heard this voice, I went and cried to the Theotokos, O Lady, “forsake me not.” With these words, I came out of the entrance of the church and hurriedly set off on my journey. One of the pilgrims glanced at me and gave me three pieces of silver. I took them and bought three loaves of bread, which I took for my journey… I passed the gates of the city and went on my journey, in tears. At sunset, I reached the Church of St. John the Baptist, which stood on the banks of the Jordan. I passed all night weeping in the church. In the morning, I partook of the Holy Mysteries and went out to the shore and crossed to the other side. I found myself in the wilderness, and all then up to this day, I have been estranged from people. I have been living here, cleaving to my God, Who delivers all those who turn to Him, from all that defiles them and from all temptations that are stirred against them. Abbot Zosima asked her: “O lady, how many years have passed since you began to live in this wilderness?”
- About forty-seven, I think.
- Have you lived all these years without suffering, because of the change that occurred in your life?
- You are asking me, Abbot Zosima, about things that I tremble to speak about. If I call to mind all the hardships that I have overcome, all the terrible thoughts that have troubled me, I fear that I may come under their influence once more.
- Don’t hide anything from me, my lady…
- Believe me, Abbot; I spent seventeen years in this wilderness, fighting wild beasts. At first, life was extremely hard in the wilderness. I used to yearn for my past life, my friends, the good time we had spent together, and for all the food and drink and the fine things I used to have in Egypt. Here in the wilderness, it was hard to find even a drop of water to drink. I grieved sorely and was faint from thirst and hunger, and from the heat of
the sun. Life was unbearable. I was often sick and I almost died. As the memories of my old life persisted in attacking me, I flung myself on the ground and, in tears, I begged the Lord to help me... How can I tell you about the thoughts, which urged me on towards lust once more? They were like a fire in my miserable heart, which seemed to burn it up completely and roused in me the desire for pleasures. Finally, I felt great peace in my soul; the Lord gave me what I wanted. I had mourned much for my wicked past and I was finally comforted by God... As Abbot Zosima heard her quoting extracts from the Scriptures, he asked her:
- And where did you learn the Holy Scriptures?
- I have not seen a human face since I crossed the Jordan, except yours today... I have not learned from books, but the Word of God Himself alive and acting, gives man knowledge, and this is the end of my story. As I asked you at the beginning, I now also beseech you by the Incarnate Word of God "to pray the Lord for me as I am a sinner. Having said this, she bowed her head for a moment, in meditation, then turned to Abbot Zosima again saying: “I beseech you, holy father, for the sake of Jesus Christ, our God and Savior, to tell nobody of what I told you until I am set free from this earth and now depart In peace. Next year In Lent, do not cross the Jordan, as is the custom in the monastery. Stay there in the monastery, for even if you wished to go out, it would be Impossible for you to do so. On Holy Thursday, wait for me on the banks of the Jordan with the life-giving Body and Blood of Christ in a sacred vessel." Then she disappeared in the depths of the wilderness. Abbot Zosima, failing upon his knees, and prostrating himself upon the earth on which her feet had stood, gave glory and thanks go God, and again crossing that wilderness, he returned to the monastery on the same day that was assigned for the return of the monks for a whole year he kept silent, not daring to tell anyone of what he had seen. He prayed God to see her again. That year seemed very long to the saint who wished if it could be shortened into one single day. When Lent began, he was very ill and lay in bed with fever, then he remained in the monastery as she had told him. On Maundy Thursday he took the life-giving Body and Blood of our Lord Jesus Christ; and put into a basket some figs and dates and a small quantity of lentils that had been soaked in water. Having reached the bank of the Jordan he sat down waiting for her. He waited for a long time. Then he began to doubt that his unworthiness might have prevented her from coming or that she had come and not finding him, she had gone back. Then he raised his eyes to heaven and began to pray asking God that he might see the face of the ascetic by God's will After praying, he saw her coming on the surface of the water towards him, and when he wanted to prostrate himself before her she cried to him while still walking on the water; "What are you doing Abbot? You are a priest and you are carrying the Divine mysteries!!" With joy and peace she asked him to bless her and took part in the holy Communion She raised her arms towards heaven and sighed with tears, saying; "O Lord, now let Thy servant depart in peace, according to Thy word for my eyes have seen Thy salvation." She then looked towards the father and said; "Forgive me, Abbot for I have another favor to ask, go back now to
the monastery and may the Grace of God preserve you Next year come again to the same place where you first met me. Come and you will see me again for such is the will of God.” He answered her; “I long to go after you in the wilderness following your example.” He asked her to take the small amount of food that he had brought her She touched the lentils with the tip of her fingers and took three grains, put them in her mouth saying that the grace of the Holy Spirit is sufficient to keep the nature of the soul undefiled and again she asked him to pray for her. Then she crossed the Jordan passing over the water and disappeared in the wilderness, and he went off sighing sorrowfully. Another year passed and he again went into the wilderness. He reached the same spot but he saw her dead body lying on the sand. Zosima felt very sad and knelt down besides her, weeping for a long time, praying the psalms that are suitable for such occasions… After a little while, he began to wonder where he could bury her body. But he noticed something written on the sand near her head; “Abbot Zosima, on the night of the Lord’s passion, Maundy Thursday, I went to my Savior. Bury the body of humble Mary in this very place. Let dust return to dust and pray the Lord for me…” Father Zosima was astonished how she returned to this place after her partaking of the Divine Communion last year on the same day at the same hour and died, and how her body remained without decay throughout the whole year. At that moment a lion came out of the wood, licked her feet and began to dig a hole large enough to bury the body. The father washed her feet with his tears, calling on her to pray for all, and then he covered the body with earth.
1- Fr. Tadros Y. Malaty: SI. Mary in the Orthodox Concept, Melbourne 1978 p.6547.
2- Derwas V. Chitty: The Desert, A City London 1977, and p.2.
3- Palladius: His Laus .33.2.
4- Ibid 29: 1
5- The present Atripe, St. Shenute had established a monastery of nuns nearby and Elias may have been their confessor.
6- I have already written a small book, “St. Mary of Egypt” in English and Arabic Alexandria .1974.
7- Bendicta Ward The Sayings of the Desert Fathers, Oxford, 1975, p192. Owen Chadwick Western Asceticism, London, 1978 p62, 87,121. Wallis Budge: The Paradise of the Holy Fathers, London .1907.
8- A.J. Wenainck Legends of Eastern Saints Vol. 11. Leyden 1913. The legend, which probably goes back (in Coptic) to the sixth century, is valuable for the picture of Scetis that it gives us. The story of St. Hilary is a verified, historical fact accepted by many ancient and contemporary historians, in spite of what appears in it as fictitious elements. Her feast day is January 29 (Coptic Synxarium: Tubah 21)
9- St. Sophronius (7th century) The life of St. Mary of Egypt translated by the Holy Trinity Monastery, Jordanville, NY.
The life of St. Mary of Egypt translated by the Monastery of the Veil of the Virgin Mary, Paris.
Lydia Kesich They walked with God.
القس يشوى عبد المسيح، الشهاب يوسف حيب: القديسة مريم المصرية والأب زوسما القس.
إياس حيب المصري: قصة الكنيسة القبطية ح1.
مكسيموس مظلوم: الدر التميم في أخبار القديسين.
سكنار الكنيسة القبطية.
Aim: To raise the awareness of the students about the uniqueness of human beings among all God's creatures as having a spirit, a soul, and a body.
Subject: Components of Human Beings: Spirit, Soul, and Body
Verse: "Now may the God of peace Himself sanctify you completely, and may your whole spirit, soul, and body be preserved blameless at the coming of our Lord Jesus Christ." 1Th 5: 23
Reference: See text
Subject Matter & Method:
Focus on:
1. Human beings are unique creatures. "Let us make man in Our image, according to Our likeness" (Gn 1:26).
2. Human beings have three components: (See verse above)
a. The body
b. The soul, which carries the breath of life to the body; all animals have this element which gives the body all the characteristics of life (i.e. growth, movement, reproduction...). "For the life of the flesh is in the blood" (Lv 17:11). See Ec 3:18-20.
c. The spirit, which is the part from God, which makes us in His image (Gn 2:7). The spirit should lead the body, as the Spirit in turn should be led by God's Holy Spirit (Ga 5:16, Ro 8:14).
3. The Spirit has the following characteristics: logic, free will, holy, and eternal.
4. These unique characteristics of the spirit gave human beings their special place among God's creatures. We have logic (the mind) to understand and control the world (Gn 1:26). We have free will to do good or evil (Ga 5:17-18, 24-25), and thus we will give accounts to our deeds (Ro 2:6). We are holy because our spirit is coming from the Holy Spirit, and thus we yearn to do well and to unite with God in the spirit by worshipping Him (Jn 4:24 & Lk 1: 46A7). And we have eternal spirit that will unite with the body in the kingdom of heaven to live forever with Him (Jn 5:28-29).
Spiritual Exercise: Ask the students to identify some of the great deeds which people do, but that actually originated from the Spirit of God who dwells in us.
Audio & Visual Aids:
- Pass out a handout that lists the verses used in this lesson.
Aim: To explain to the students the meaning of the seven words on the cross, and how to benefit from them in our lives.
Subject: The Seven Words on the Cross
Verse: “Father, forgive them, for they know not what they do” (Lk 23:34).
References: Canadian Program, Grade 9 & 10, Year 1, p.227-236
Subject Matter & Method:
Focus on:
1. Quick summary of the events leading to the cross.
2. Jesus talked very little during the trial, but on the cross he taught us some great lessons.
3. Discuss with the students each word, and what to learn from these words, which impact our daily lives, or strengthen our faith.
i. "Father, forgive them, for they know not what they do" (Lk 23:34).
ii. "Assuredly, I say to you, today you will be with Me in paradise" (Lk 23:43).
iii. When Jesus therefore saw His mother, and the disciple whom He loved, standing by, He said to His mother, 'Woman, behold your son!' Then He said to the disciple, 'Behold your mother!' And from that hour, that disciple took her to his own home" (Jn 19:26-27).
iv. "And about the ninth hour, Jesus cried out with a loud voice, saying, 'Eli, Eli, Lama sabachthani?' that is, 'My God, my God, why have you forsaken me?'" (Mt 27:46).
v. "After this, Jesus, knowing that all things were now accomplished, that the scripture might be fulfilled, said, 'I thirst!'" (Jn 19:28).
vi. "So when Jesus received the sour wine, He said, 'it is finished!' And bowing his head, he gave up his spirit" (Jn 19:30).
vii. "And when Jesus had cried out with a loud voice, He said, 'Father, into your hands I commit My spirit.' Having said this, He breathed His last" (Lk 23:46).
Spiritual Exercise: Memorize the seven words on the cross, and apply the first word during the coming week.
Audio & Visual Aids:
Prepare a handout, listing the seven words on the cross.
Aim: To prepare our hearts to receive the Lord as our King.
Subject: Jesus the King and the Lamb of God
Verse: “Hosanna, Blessed is He who comes in the name of the Lord, the King of Israel” (Jn 12:13).
References: Lk 19:2844, Mt 21, Jn 12:13-19, Canadian Program, Grade 9 & 10, Year 1, p.223
Subject Matter & Method:
Focus on:
1. Jesus wept on Jerusalem because He knew that they would refuse and crucify Him, thus denying themselves the salvation and bringing destruction to the city.
2. The people received Jesus as their King with great joy; however, Jesus came to establish an everlasting heavenly kingdom.
3. Jesus also came to Jerusalem on the tenth day of Nissau, to show the world that He is the true Lamb of God, who would be sacrificed for our sins, thus fulfilling the meaning of the Passover. (Ex 12:3)
4. Jesus went to the temple and purified it, which brought on Him the wrath of the high priests and the rulers, and thus they started planning for His death.
Spiritual Exercise: Discuss with the students, how we can prepare our hearts, so that the Lord will always rule as the King of their hearts.
Audio & Visual Aids:
- A picture of the Lord entering Jerusalem.
Aim: To enlighten the students about some of the great blessings those were brought to us through the Resurrection of the Lord.
Subject: The Concept of Resurrection
Verse: “He will transform our lowly body that it may be conformed to His glorious body, according to the working by which He is able even to subdue all things to Himself” (Phil 3:21).
References: See Attachment
Subject Matter & Method:
Focus on: See Attachment
Spiritual Exercise: Ask the students to write a paragraph about one of the blessings brought to us by the Resurrection from their personal perspective.
Audio & Visual Aids:
❖ A large icon or a picture of the Resurrection
The Concept of Resurrection
Death Was Not In God's Plan For Man:
When God created man, He created him for life. He breathed into his nostrils the breath of life and he became a living being (Gen. 2:7). God wanted him to have eternal life. But he brought unto himself death as a result of his sin, because the wages of sin is death" (Rom 6:23). "Therefore, just as through one man sin entered the world, and death through sin, and thus death spread to all men, because all sinned" (Rom 5:12).
Therefore, we rejoice with the resurrection, because it is a victory over death and a return of the nature of man to life. God has created man to live and not to die. The resurrection of Christ is a deposit to our resurrection and that is why the apostle Paul described Him as the “first fruits of those who have fallen asleep”(1 Cor. 15:20). Christ is the first fruit and we will follow Him. Someone may ask: How would Christ be the first fruit when many were raised before Him? Elijah raised the son of the widow of Zarephath, from the dead (1 Kings 17:22), the son of the Shunammite woman was risen by Elisha after his death (2 Kings 4:32-36). Besides, Lord Jesus had resurrected three others from the dead: The son of the widow of Nain, the daughter of Jairus and Lazaus.
It is true that some people were raised from the dead before Christ, but they died again. They are still waiting for the general resurrection, which there is no death after it. The resurrection we mean is the way to eternity that has no end. We know that the life of man on earth is very short and if we compared it with eternity it is nothing. Eternal life is the beautiful dream, which all humanity is dreaming of.
The resurrection raises the value of man and assures that his life does not end with his death. It assures that there is a different life from that earthly one and we will live it by the will of God after the resurrection. Therefore we say in the Creed that we recite in every prayer, “We look for the resurrection of the dead, and the life of the coming age, Amen.” Thus we may say that the most important thing in the resurrection is what is after the resurrection.
The resurrection proves that the life of man has an extension in the other world, and death is just a stage in his life and a bridge between two kinds 0: Life, one of them is earthly and the other is heavenly. No doubt that the other life is much better, because it is a life in heaven, high above the material It is a pure life without sin. Moreover that eternal life is a life of fellowship with God and His angels and saints. The Holy Bible describe it, “No eye has seen, nor ear heard, nor have entered into the heart of man, the things which God has prepared for those who love Him.” (2 Cor. 2:9).
Mar Isaac the Syrian said, "The fear of death frightens the heart of righteous desires death as he desires me, to live is Christ; and to die is be with Christ which is far better" (Phil 1:21,23).
St Paul also said; "For gain...I desire to depart and eternal life cannot see death as an end and a departure to a new life.
Those who believe in life but as a new beginning
The resurrection has changed the look of people to death. It became a promotion and a strong desire of the righteous. When Christ trampled death by His resurrection, the power of death vanished and the saints feared it no more.
They also do not fear its causes like sickness or the plots of wicked people. But only the sinners who fear death because they did not repent and therefore they fear the judgment of God. Also, sinners who have their sinful lusts, fear death because they do not want anything deprive to them from these lusts.
Resurrection is closely connected with faith. Atheists do not believe in it. The believer believes in God's power to raise the body from the dead. God who created man out of dust and who created the dust out of nothing is able to restore life to the dead body and make it unite to its soul. But atheists do not believe in the existence of the spirit or the life to come or in rewarding and punishment
Faith in the resurrection leads to the life of and virtue. It leads us to be wise, careful because we will give account before God on every thought, word or work or St Macarius once said; "Judge my brother yourself before others judge you." Unless there is resurrection, people would sink the life of carnal lusts and join the desperate philosophy of the Epicureans, "Let us and drink because tomorrow we die" (1 Cor. 15:32).
But those who believe in resurrection and get prepared to it, they control themselves well and train themselves spiritually to straighten their lives and grow in spiritual life and pluck out their shortcomings.
Loving eternity, made the righteous desire something greater and much better than this world. The world and all the things of the world do not satisfy Christians. Inside them there is something longing to the Father and the heavenly Kingdom. Therefore, the saints looked at this world as vanity of vanities and grasping of the wind. They desired the other world, which is full of pure love, holiness, peace and spirituality, in which God fills the hearts of the believers and He becomes all in all in their lives.
Also, resurrection contains comfort and compensation to people of God. He who finds no justice on earth will find his rights preserved in heaven, because the Lord will get justice to the oppressed. He who finds no comfort on earth, like Lazarus, will find rest and glory there, while the rich (unbeliever) man who lived in luxury on earth will be tortured there. So, the resurrection makes a balance in the life of everyone based on the fairness of God.
The resurrection will bring a great joy to all the friends and family members, gathering them together after the death had separated them from each other. Had the life would end at the grave, and there was no resurrection, our beloved ones who departed would have been lost forever.
The resurrection, also, gives us an idea about the unlimited power of God and His love. God is almighty and lie can raise the bodies of the dead after they decay and return to dust, and to return them to their original image.
He will give them a glorious body, spiritual body, radios, glorified and transfigured body. “He will transform our lowly body that it may be conformed to His glorious body” (Phil.3: 21).
God in His love did not want to live alone, so He created other beings to share with Him His glory forever. One of the enjoyments of the resurrection is the defeat of evil and all what sin has caused to man and to crown man with perfect righteousness.
SUNDAY SCHOOL PROGRAM
Grade: 9 Week: 36 Date:
Aim: To review the life of the founder of the Coptic Church, so as to take him as an example of a true witness to the Lord.
Subject: St. Mark
Verse: “Only Luke is with me. Get Mark and bring him with you, for he is useful to me for ministry” (2 Ti 4:11).
Reference: R4, Book 1, p.1-7.
Subject Matter & Method:
Focus on:
1. St. Mark is the founder of the Coptic Church, and the whole see of St. Mark in Africa, and thus has a special place in the hearts of us all.
2. He started serving the Lord at a very young age (Mk 14:50-52), in a house which is considered one of the first churches (Ac 12:12).
3. He started his missionary work with Barnabas and Paul (Ac 12:25), then with Barnabas alone (Ac 15:3641). Eventually, he went by himself to Alexandria and many other cities.
4. St. Mark is the writer of the second gospel, which is believed to be the first written gospel.
5. The popes of Alexandria are the continuous successors of St. Mark. Pope Shenouda III is the 117th pope of Alexandria.
6. Go over the life of St. Mark and his martyrdom (See Reference above).
Spiritual Exercise: Get the class to cooperate in preparing a report about the moving of the relics of St. Mark from Venice to his Cathedral in Cairo in 1968. Have the students use articles, pictures, and eye witness accounts from family members.
Audio & Visual Aids:
❖ A big icon or a picture of St. Mark.
Aim: To demonstrate to the students that the Resurrection of the Lord Jesus Christ was a real event, through explaining the story of the two disciples of Emmaus.
Subject: The Two Disciples of Emmaus
Verse: “And they said to one another ‘Did not our heart burn within us while He talked with us on the road, and while He opened the Scriptures to us?’” (Lk 24:32).
Reference: Lk 24 & Canadian Program, Grade 9, p.253.
Subject Matter & Method:
Focus on:
1. The disciples were so terrified after the death of the Lord, so they locked themselves up, and some even tried to escape Jerusalem altogether.
2. Some of them did not even believe the story of Resurrection after they heard it from the women, and thought they may have seen ghosts not the real Christ alive.
3. Go over the story to show how patient and compassionate the Lord was in dealing with His two disciples, who were leaving Jerusalem rather than waiting to see Him.
4. Emphasize the points, which show that the Lord has a true body (they ate together, they knew Him as He broke the bread from the wounds in His hands).
5. The two disciples believed in the Resurrection and went back right away to tell the others, despite of the dangers of traveling at night.
Spiritual Exercise: Ask the students to search some of the verses and events in the Old Testament, which refer to the Lord Jesus Christ (Lk 24:27), and report back next week about their findings.
Audio & Visual Aids:
- An icon of the Resurrection or a picture of the story if available.
Aim: To demonstrate to the students the incredible efforts by the greatest missionary, St. Paul, and the tremendous amount of troubles he endured to proclaim the Gospel to the world. His example should encourage us to do our part in witnessing to others.
Subject: The Missionary Journeys of St. Paul (1)
Verse: “For so the Lord has commanded us, ‘I have set you as a light to the Gentiles, that you should be for salvation to the ends of the earth.’” (Ac 13: 47).
Reference: Ac 13-15 & Canadian Program, Grade 9, p.295
Subject Matter & Method:
Focus on:
1. The Lord Jesus Christ ordered His disciples to go and preach the word of God to the whole world (Mt 28:19-20, Ac 1:8).
2. After receiving the Holy Spirit, the disciples spread all over the world spreading the "Good News."
3. The Book of Acts, which was written by St. Luke in the year 64, lists some of the missionary work of the disciples in the first few years of the life of the church (Ac 1:1-2).
4. St. Paul did the most by preaching to almost all the known world then. His work can be divided into three main missionary works.
5. Go over the main events of the first missionary journey of St. Paul (Ac 13:1-Ac 15:35).
Spiritual Exercise: Ask the students to visit a member of the class whom did not attend today or has been absent recently.
Audio & Visual Aids:
- Show the students a map for the first missionary journey of St. Paul (attached)
| AD | AGE | EVENT |
|-----|-----|----------------------------------------------------------------------|
| 3 | | Birth |
| 8 | 5 | Started School |
| 13 | 10 | Learn the Mishna |
| 16 | 13 | Learn the Law |
| 18-23| 15 | In Jerusalem under Gamalael |
| 23-33| 20 | In Tarsus as a Rabbi |
| 30 | | Jesus’ Crucifixion |
| 30/34| 30 | Stoning of Stephen |
| | | Paul’s Conversion |
| 34-37| | In Arabia |
| 37 | | First visit to Jerusalem |
| 37-42| | In Tarsus |
| 42 | | In Antioch |
| 44 | | Famine – Second visit to Jerusalem |
| 43-47| | **First Missionary Trip** |
| | | Antioch - Seleucia - Salmis - Paphos - Perge - Antioch of Pisidia - Iconium - Lystra |
| | | - Derbe - Lystra - Iconium - Antioch of Pisidia - Attalia - Seleucia - Antioch |
| 49 | | Third Visit to Jerusalem w/ Titus |
| | | **Council of Jerusalem** |
| 49-52| | **First Missionary Trip** |
| | | Antioch – Tarsus – Derbe - Lystra - Iconium - Antioch of Pisidia – Troas – Neapolis |
| | | - Philippi – Thessalonica – Beroea - Athens – Corinth { Epistles to Thessalonica} – Ephesus – Cesarea – Jerusalem (Fourth visit) |
| 53-58| | **Third Missionary Trip** |
| | | Antioch – Ephesus [Epistles to Galatians, Corinth I & II and Romans] – Corinth – Troas – Assos – Mitylene – Rhodes – Patara – Tyre – Cesarea – Jerusalem (fifth & last visit) |
| 58 | | Arrest in Jerusalem |
| 58-60| | Jailed in Cesarea |
| 60/61| | Trip to Rome |
| 61-63| | Jailed in Rome [Epistles to Colossi, Ephesus, Philippi, & Phlimon] |
| 63 | | Trial & Release |
| 63-67| | Trip to East, Crete and Spain [First epistle to Timothy & Titus] |
| 66/67| | Return from Rome – Winter in Nicopolis |
| 67 | 64 | Second time imprisonment in Rome [Second epistle to Timothy] |
| | | Martyrdom |
Aim: To demonstrate to the students the way that we will be living in heaven with glorious bodies, by explaining the story of the Ascension of the Lord.
Subject: The Ascension with Glorious Body
Verse: “Who will transform our lowly body that it may be conformed to His glorious body, according to the working by which He is able even to subdue all things to Himself” (Phil 3:21).
Reference: Mk 16:19-20, Lk 24:44-53, Ac 1:1-11, & Canadian Program, Grade 9, p.277.
Subject Matter & Method:
Focus on:
1. The Lord Jesus Christ stayed 40 days after His Resurrection on earth, during which He appeared many times to the disciples. He proved to them that He indeed had risen, demonstrating the nature of His glorious body, and teaching them about their upcoming mission of establishing the church all over the world.
2. During His appearance, the Lord showed that the bodies after Resurrection will have a different nature (going through the locked doors), but will have the same features (showing His wounds to Thomas).
3. The Lord ascended in front of the disciples, showing again that the laws of nature on earth will not bind our bodies after resurrection, but rather have a different nature and freedom to conform to the new environment in heaven.
4. The Bible teaches us that we will be transformed in the Resurrection to be confirmed to His glorious body (see verse above), and the story of Ascension gives us a glimpse of this fascinating fact.
Spiritual Exercise: Ask the students to write a paragraph about what they would like to do when they first get to heaven.
Audio & Visual Aids:
An icon or a picture of the Ascension
SUNDAY SCHOOL PROGRAM
Grade: 9 Week: 40 Date:
Aim:
Subject: Revision
Verse:
Reference:
Subject Matter & Method:
Focus on:
❖ This lesson should coincide with the week of final exams.
❖ Discuss with the class any topic you feel is most needed such as:
1- How to prepare for the exam
2- Pointers on how to score high in the exam
3- Make sure to guide the students to always pray and ask for God's help
4- The upcoming summer vacation, and how we can enjoy it by doing some beneficial activities.
5- Any questions they may have about the previous lessons.
Spiritual Exercise:
Aim: To study the work of the Holy Spirit inside us as a helper and comforter.
Subject: The Holy Spirit the Helper
Verse: “And I will pray the Father, and He will give you another Helper, that he may abide with you forever” (Jn 14:16).
Reference: Canadian Program, Grade 9, p.287
Subject Matter & Method:
Focus on:
1. Jesus Christ promised us on many occasions that He would send the Holy Spirit, after He ascends to heaven, in order to help the church in many ways (Jn 14:18, Ac 1:4-5).
2. The Lord fulfills His promise by sending the Holy Spirit on Pentecost (Ac 2:1 A).
3. The Holy Spirit was behind establishing the church everywhere, by guiding and supporting the disciples in many ways (Ac 9:31).
4. The Holy Spirit was the inspiring force, which led men of God to write the Holy Scripture for the ultimate good, and benefits of humanity (2 P 1:20-21).
5. The Holy Spirit works in the believers in many ways:
a. Establish their sons hip to God (Ro 8:14, Jn 3:5-6).
b. Guide them to the truth (1 Co 12:3).
c. Repentance, renewal and purification (Ez 36:26-27, iCo 6:11).
d. Helping in prayers (Ro 8:26).
e. Giver of all gifts (1 Co 12:4-11).
Spiritual Exercise: Ask the students to memorize the Gospel of the Third Hour of the Agpya.
Audio & Visual Aids:
❖ A handout that lists the verses used in this lesson.
Aim: To demonstrate to the students the incredible efforts by the greatest missionary, St. Paul, and the tremendous amount of troubles he endured to proclaim the Gospel to the world. His example should encourage us to do our part in witnessing to others.
Subject: Missionary Journeys of St. Paul (2)
Verse: "And when they had laid many stripes on them, they threw them into prison, commanding the jailer to keep them securely. Having received such a charge, he put them into the inner prison and fastened their feet in the stocks. But at midnight Paul and Silas were praying and singing hymns to God, and the prisoners were listening to them" (Ac 16:23-25).
Reference: Ac 15-18 & Canadian Program, Grade 9, p.305
Subject Matter & Method:
Focus on:
1. See comments 1-4 for the lesson, "Missionary Journeys of St. Paul (I)."
2. Go over the main events of the second missionary journey of St. Paul (Ac 15:36-Ac 18:22).
Spiritual Exercise: Ask the students to approach a friend or a family member who does not attend the church or spiritual meetings and help him/her to go back to the Lord.
Audio & Visual Aids:
- Show the students a map for the second missionary journey of St. Paul (attached).
Aim: To demonstrate to the students the great spiritual wealth in the Book of Psalms, and to encourage them to memorize and use parts of it in their prayers.
Subject: Psalm 1
Verse: “Blessed is the man who walks not in the counsel of the ungodly, nor stands in the path of sinners, nor sits in the seat of the scornful” (Ps 1:1).
Reference: Any commentary on the Bible available in the Sunday school Library, or see attachment.
Subject Matter & Method:
Focus on:
1. The Book of Psalms was written by many holy people, but mainly by King David.
2. It contains great spiritual prayers and thoughts that cover all aspects of our lives.
3. Because of the great depth and broadness of the Psalms, the church is using them in the hourly prayers (the Agpya).
4. It is of great benefit to us to contemplate on the Psalms so that we can use them more efficiently in our prayers.
5. Go over the text of Psalm 1 verse by verse, and get the students to share their thoughts with the class.
Spiritual Exercise: Ask the students to memorize Psalm 1. Ask them to pick one verse and write their contemplation on it.
Audio & Visual Aids:
Provide the students with a copy of Psalm I in large lettering.
1. Blessed is the man that walketh not in tile counsel of the ungodly, nor standeth in the way of sinners, nor sitteth in the seat of the scornful.
2. But his delight is in the law of the LORD; and in his law doth he meditate day and night
3. And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither, and whatsoever he doeth shall prosper.
The psalmist begins with the character and condition of a godly man, that those may first take the comfort of that to whom it belongs. Here is:
I. A description of the godly man's spirit and way, by which we are to try ourselves. The LORD knows those that are his by name, but we must know them by their character; for that is agreeable to a state of probation, that we may study to answer to the character, which is indeed both the command of the law which we are bound in duty to obey and the condition of the promise which we are bound in interest to fulfill. The character of a good man is here given by the rules he chooses to walk by and to take his measures from. What we take at our setting out, and at every turn, for the guide of our conversation, whether the cause of this world or the word of God, is of material consequence. An error in the choice of our standard and leader is original and fatal; but, if we were right here, we are in a fair way to do well.
1. A godly man, that he may avoid the evil, utterly renounces the companionship of evil-doers, and will not be led by them (V,1): He walks not in the council of the ungodly, etc. This part of his character is put first, because those that will keep the commandments of their God must say to evildoers, "Depart from us" (Ps. 119:115), and departing from evil is that in which wisdom begins (1.) He sees evildoers round about him; the world is full of them; they walk on every side. They are here described by three characters, ungodly sinners and scornful. See by what steps men arrive at the height of impiety. Nemo repente fit turpissimus - None reaches the height of vice at once. They are ungodly first, casting off the fear of God and living in the neglect of their duty to him; but they rest not there. When the services of religion are laid aside, they come to be sinners that is, they break out into open rebellion against God and engage in the service of sin and Satan. Omissions make way for commissions, and by these the heart is so hardened that at length they come to be scorner that is, they openly defy all that is sacred, scoff at religion, and make a jest of sin. Thus is the way of iniquity down hill; the bad grow worse, sinners themselves become tempters to others and advocates for Baal.
The word which we translate ungodly signifies such as are unsettled, aim at no certain end and walk by no certain rule, but are at the command of every lust and at the beck of every temptation. The word for sinners signifies such as are determined for the practice of sin and set it up as their trade. The scornful are those that set their mouths against heavens. Thus the good man sees with a sad heart; they are a constant vexation to his righteous soul. But, (2.) He shuns them wherever he sees them. He does not do as they do; and, that he may not, he does not converse familiarly with them. (1.) He does not walk in the council of the ungodly. He is not present at their councils, nor does he advise with them; though they are ever so witty, and subtle, and learned, if they are ungodly, they shall not be the men of his counsel. He does not consent to them, nor say as they say, Lu 23:51. He does not take his measures from their principles, nor act according to the advice which they give and take. The ungodly are forward to give their advice against religion, and it is managed so artfully that we have reason to think ourselves happy if we escape being tainted and ensnared by it. (2.) He stands not in the way of sinners; he avoids doing as they do; their way shall not be his way: he will not come into it, much less will he continue in it, as the sinner does, who sets himself in a way that is not good, Ps 36-4. He avoids (as much as may be) being where they are. That he may not imitate them, he will not associate with them, nor choose them for his companions. He does not stand in their way, to be picked up by them (Prov. 7:8), but keeps as far from them as from a place or person infected with the plague, for fear of the contagion, (Prov 4:14, 15). He that would be kept from harm must out of harm's way. (3.) He sits not in the seat of the scornful; he does not repose himself with those that sit down secure in their wickedness and please themselves with the sacredness of their own conscience. He does not associate with those that sit in close cabal to find out ways and means for the support and advancement of the devil's kingdom, or that sit in open judgment, magisterially to condemn the generation of the righteous. The seat of the drunkards is the seat of the scornful, (Ps 69:12). Happy is the man that never sits in it, (Hos 7:5).
2. A godly man, whom he may do that which is good and cleave to it, submits to the guidance of the word of God and makes that familiar to him, (2.) This is that which keeps him out of the way of the ungodly and fortifies him against their temptations. By the word thy lips I have kept me from the path of the deceiver, (Ps 17:4.) We need not court the fellowship of sinners, either for pleasure or for improvement, while we have fellowship with the word of God and with God himself in and by his word. When thou awakest it shall talk with thee, (Prov 6:22). We may judge of our spiritual state by asking “What is the law of God to us? What account do we make of it? What place has it in us?” See here, (1.) The entire affection, which a good man has for the law of God: His delight is in it. He delights in it, though it is a law, a yoke, because it is the law of God, which is holy, just, and good which he freely consents to, and so delights in, after the inner man, (Rom. 7:16,22.) All who are well pleased that there is a God must be well pleased that there is a Bible, a revelation of God, of his will, and of the only way to happiness in him. (2.) The intimate acquaintance, which a good man keeps up with the word of God: In that law doth he meditate day and night; and by this it appears that his delight is in it, for what we love we love to think of, (Ps 119:97). To meditate in God's word is to discourse with ourselves concerning the great things contained in it, with a close application of
mind, a fixedness of thought, till we be suitably affected with those things and experience the savior and power of them in our hearts. This we must do day and night; we must have a constant habitual regard to the word of God as the rule of our actions and the spring of our comforts, and we must have it in our thoughts, accordingly, upon every occasion that occurs, whether night or day. No time is amiss for meditating on the word of God, nor is any time unseasonable for those visits. We must not only set ourselves to meditate on God's word morning and evening, at the entrance of the day and of the night, but these thought should be inter-woven with the business and converse of every day and with the repose and slumbers of every night. When I awake I am still with thee.
II. An assurance given of the godly man's happiness, with which we should encourage ourselves to answer the character of such. (1.) In general, he is blessed, (Ps 5:1). God blesses him, and that blessing will make him happy. Blessedness's are to him, blessings of all kinds, of the upper and nether springs, enough to make him completely happy; none of the ingredients of happiness shall be wanting to him. When the psalmist undertakes to describe a blessed man, he describes a good man; for, after all, those only are happy truly happy that are holy, truly holy; and we are more concerned to know the way to blessedness than to know wherein that blessedness will consist. Nay, goodness and holiness are not only the way to happiness (Rev. 22:14) but happiness itself; supposing there were not another life after this, yet that man is a happy man that keeps in the way of his duty. (2.) His blessedness is here illustrated by a similitude (v. 3): He shall be like a tree, fruitful and flourishing. This is the effect, (1.) Of his pious practice; he meditates in the law of God, turns that in succum et sanguinem into juice and blood, and that makes him like a tree. The more we converse with the word of God the better furnished we are for every good word and work. Or, (2.) Of the promised blessing; he is blessed of the lord, and therefore he shall be like a tree. The divine blessing produces real effects. It is the happiness of a godly man, [1.] That he is planted by the grace of God. These trees were by nature wild olives, and will continue so till they are grafted anew, and so planted by a power from above. Never any good tree grew of itself; it is the planting of the Lord, and therefore he must in it be glorified. (Isa. 61:3), The trees of the lord are hill of sap [2.] That he is Placed by the means of grace, here called the rivers of water those rivers which make glad the city of our God (PS. 46:4); from these a good man receives supplies of strength and vigor, but in secret indiscreet ways. [3.] His practices shall be fruit, abounding to a good account, (Phil. 4:17). To those whom God first blessed he said, Be fruitful (Gen. 1:22), and still the comfort and honor of fruitfulness are a recompense for the labor of it. It is expected from those who enjoy the mercies of grace that, both in the temper of their minds and in the tenor of their lives, they comply with the intentions of that grace, and then they bring forth fruit. And, be it observed to the praise of the great dresser of the vineyard, they bring forth their fruit (that which is required of them) in due sea-son, when it is most beautiful and most useful, improving every opportunity of doing good and doing it in its proper time [4.] That his profession shall he preserved from blemish and decay: His leaf also shall not wither: As to those who bring forth only the leaves of profession, without any good fruit, even their leaf will wither and they shall be as much ashamed of their profession as ever they were proud of it; but, if the word of God rule in the heart, that will keep the profession green, both to our comfort and to our credit; the laurels thus won shall
never wither. [5.] That prosperity shall attend him wherever he goes, soul-prosperity. Whatever he does, in conformity to the law, it shall prosper and succeed to his mind, or above his hope.
In singing these verses, being duly affected with the malignant and dangerous nature of sin, the transcendent excellencies of the divine law, and the power and efficacy of God's grace, from which our fruit is found, we must teach and admonish ourselves, and one another, to watch against sin and all approaches towards it, to converse much with the word of God, and abound in the fruit of righteousness; and, in praying o'er them, we must seek to God for his grace both to fortify us against every evil word and work and to furnish us for every -word and work.
4. The ungodly are not so: but we like the chaff, which the wind driveth away. 5. Therefore the ungodly shall not stand in the Judgment, or sinners in the congregation of the righteous, 6. For the Lord knoweth the way of the righteous: but the way of the ungodly shall perish.
Here is, I. The description of the ungodly given, (v. 4.1). In general, they are the reverse of the righteous, both in character and condition: They are not so. The Septuagint emphatically repeats this: Not so the ungodly; they are not so; they are led by the counsel of the wicked, in the way of sinners, to the seat of the scornful; they have no delight in the law of God, nor ever think of it; they bring forth no fruit but grapes of Sodom; they cumber the ground. 2. In particular, whereas the righteous are like valuable, useful, fruitful trees, they are like the chaff which the wind drives away the very lightest of the chaff, the dust which the owner of the floor desires to have driven away, as not capable of being put to any use
Would you value teem? Would you weigh them? They are like chaff, of no worth at all in God's account, how highly so-ever they may value themselves. Would you know the temper of their minds? They are light and vain; they have no substance in them, no solidity; they are easily driven to and fro by every wind and temptation, and have no steadfastness. Would you know their end? The wrath of God will drive them away in their wickedness, as the wind does the chaff, which is never gathered nor looked after more. The chaff may be, for a while, among the wheat; but he is coming whose fan is in his hand and who will thoroughly purge his floor. Those that by their own sin and folly make themselves as chaff will be found so before the whirlwind and fire of divine wrath (Ps. 35:5), 50 unable to stand before it or to escape it, (Isa. 17:13).
II. The doom of the ungodly read, (v.5.1). They will be cast, upon their trial, as traitors convicted: They shall not stand in the Judgment, that is, they shall be found guilty, shall hang down the head with shame and confusion, and all their pleas and excuses will be overruled as frivolous. There is a judgment to come, in which every man's present character and work, though ever so artfully concealed and disguised, shall be truly and perfectly discovered, and appear in their own colors, and accordingly every man's future state will be, by an irreversible sentence, determined for eternity. The ungodly must appear in that judgment, to receive according to the things done in the body. They may hope to come off, nay, to come off with honor, but their hope will deceive them: They shall not stand in the judgment, so plain will the evidence be against them and so just and impartial will the judgment be upon it. 2. They will be forever shut out from the society of the blessed. They shall not stand in the congregation of the righteous, that is, in the
judgment (so some), that court wherein the saints, as assessors with Christ, shall judge the world, those holy myriads with which he shall come to execute judgment upon all, (Jude 14; 1) (Cor 6:2) Or in heaven. There will be seen, shortly, a general assembly of the church of the first-born, a congregation of the righteous, of all the saints, and none but saints, and saints made perfect, such a congregation of them as never was in this world, (2 Thess. 2:1). The wicked shall not have a place in that congregation. Into the new Jerusalem none unclean nor unsanctified shall enter; they shall see the righteous enter into the kingdom, and themselves, to their everlasting vexation, thrust out, (Luke 13:27). The wicked and profane, in this world, ridiculed the righteous and their congregation, despised them, and cared not for their company; justly therefore will they be forever separated from them. Hypocrites in this world, under the disguise of a plausible profession, may thrust themselves into the congregation of the righteous and remain undisturbed and undiscovered there; but Christ cannot be imposed upon, though his minister: may; the day is coming when he will separate between the sheep and the goats, the tares and the wheat; see (Matt. 13:41, 49). That great day (so the Chaldee here calls it) will be a day of discovery, a day of distinction, and a day of final division. Then you shall return and discern between the righteous and the wicked, which here It is sometimes hard to do, (Mal. 3:18).
III. The reason rendered of this different state of the godly and wicked, (v 6.1.) God must have all the glory of the prosperity and happiness of the righteous. They are blessed because the Lord knows their way; he chose them Into it, inclined them to choose it, leads and guides them in it, and orders all their steps. 2. Sinners must bear all the blame of their own destruction. Therefore the ungodly perish, because the very way in which they have chosen and resolved to walk leads directly to destruction; it naturally tends towards ruin and therefore must necessarily end in it. Or we may take it thus, The lord approves and is well pleased with the way of the righteous, and therefore, under the influence of his gracious smiles, it shall prosper and end well; but he is angry at the way of the wicked, all they do is offensive to him, and therefore It shall perish, and they in it. It is certain that every man's judgment proceeds from the lord, and it is well or ill with us, and is likely to be so to all eternity, accordingly as we are or are not accepted of God let this support the drooping spirits of the righteous, that the Lord knows their way, knows their hearts (Jer. 12:3), knows their secret devotions (Matt. 6:6), knows their character, how much so ever it is blackened and blemished by the reproaches of men, and will shortly make them and their way manifest before the world, to their immortal joy and honor. Let this cast damp upon the security and jollity of sinners, that their way though pleasant now, will perish at last.
In singing these verses, and praying over them let us possess ourselves with a holy dread of the wicked man's portion, and deprecate it with a firm and lively expectation of the judgment to come, and stir up ourselves to prepare for it, and with a holy care to approve ourselves to God in every thing, entreating his favor with our whole heart.
Aim: To demonstrate to the students the incredible efforts by the greatest missionary, St. Paul, and the tremendous amount of troubles he endured to proclaim the Gospel to the world. His example should encourage us to do our part in witnessing to others.
Subject: Missionary Journeys of St. Paul (3)
Verse: “But none of these things move me; nor do I count my life dear to myself, so that I may finish my race with joy, and the ministry which I received from the Lord Jesus, to testify to the gospel of the grace of God” (Ac 20:24).
Reference: Ac 18-23 & Canadian Program, Grade 9, p.313
Subject Matter & Method:
Focus on:
1. See comments 1-4 for the lesson, “Missionary Journeys of St. Paul (I).”
2. Go over the main events of the third missionary journey of St. Paul (Ac 18:24-Ac 23:11).
Spiritual Exercise: Ask the students to approach a schoolmate and talk to him/her about the Lord Jesus Christ and His salvation, and invite them to join the church and the Sunday school class.
Audio & Visual Aids:
Show the students a map of the third missionary journey of St. Paul (attached).
Aim: To demonstrate to the students the Biblical foundation for the church position on abstinence, and to encourage them to remain steadfast in their behavior in face of the mounting pressures of the world.
Subject: Seminar: Abstinence
Verse: Do not lay hands on any one hastily, nor share in other people's sins: Keep yourself pure. (ITi 5:22)
Reference: Mt 5:27-30, Gn 39:9,1 Ti 4:8, 2Ti2: 16, Job 31:1,2S11:1-3 & Attachments.
Subject Matter & Method:
Focus on:
- Abstinence, which is refraining from sexual activities until marriage, is a Biblical command. See references and attachment.
- The public school system and the secular media fought this virtue, and for years advocate many different ways to deal with the problems associated with teen sex (e.g. sex education, use of birth control methods)
- All these methods failed to stop the problems of teen pregnancies and the spread of STD's among them.
- Finally, the society represented by the Congress and the government, realized that the Biblical teaching about abstinence is the only solution to address the problem.
- Use the attached material to demonstrate to the students the above points. Emphasize that the Coptic Church does not embrace the virtue of abstinence only, as a conservative church, but rather by all other churches, and the society as a whole.
- Get the students involved by asking them to read to the class parts of the attachments.
- Use the attached real life stories to encourage the students to share with the class some of the stories, which they may know.
Spiritual Exercise: Ask the students to pray that God give them the strength to face the temptations of the devil, and to promise Him to keep themselves pure.
Audio & Visual Aids:
- Give each student a copy of the attachments.
Self – Control and Abstinence
For Marriage
What does your Creator have to say about sexual abstinence until marriage?
1 Thes. 4:3: "For this is the will of Yahweh, your sanctification; that is, that you abstain from sexual immorality (fornication)..."
Rom. 12:1-2 (KJV): "I beseech you therefore, brethren, by the mercies of Yahweh, that ye present your bodies a living sacrifice, holy, acceptable unto Yahweh, which is your reasonable service."
Rom. 13:13: "Let us behave properly as in the day, not in carousing and drunkenness, nor in sexual promiscuity and sensuality, not in strife and jealousy."
1 Cor. 5:11: "But actually, I wrote to you not to associate with any so-called brother if he should be an immoral person ... not even to eat with such a one."
1 Cor. 6:9-10: "Or do you not know that the unrighteous shall not inherit the kingdom of Yahweh? Do not be deceived; neither fornicators, nor idolaters, nor adulterers, nor effeminate, nor homosexuals, ... shall inherit the kingdom of Yahweh."
1 Cor. 6:19-20: "Or do you not know that your body is a temple of the Holy Spirit who is in you, whom you have from Yahweh, and that you are not your own? For you have been bought with a price; therefore glorify Yahweh in your body."
2 Cor. 12:21: "I am afraid that when I come again my God may humiliate me before you, and I may mourn over many of those who have sinned in the past and have not repented of the impurity, immorality and sensuality which they have practiced."
Gal. 5:19-21: "Now the deeds of the flesh are evident, which are: immorality, impurity, sensuality, ... and things like these, of which I forewarn you just as I have forewarned you that those who practice such things shall not inherit the kingdom of Yahweh."
Eph. 5:5: "For this you know with certainty, that no immoral or impure person or covetous man, who is an idolater, has an inheritance in the kingdom of Messiah and Yahweh."
Phil. 2:3-4: "Do nothing from selfishness or empty conceit, but with humility of mind let each of you regard one another as more important than himself; do not merely look out for your own personal interests, but also for the interests of others."
1 Tim. 1:9-10: "Realizing the fact that the law is not made for a righteous man, but for those who are lawless and rebellious, for ... immoral men and homosexuals ... and whatever else is contrary to sound teaching."
2 Tim. 2:22: "Flee youthful lusts, and pursue righteousness, faith, love and peace, with those who call on the Lord from a pure heart."
1 Pet. 2:11: "Beloved, I urge you as aliens and strangers to abstain from fleshly lusts, which wage war against the soul."
Acts 15:28-29: "For it seemed good to the Holy Spirit and to us to lay upon you no greater burden than these essentials: that you abstain from things sacrificed from idols and from blood and from things strangled and from fornication; if you keep yourselves free from such things, you will do well. Farewell."
Rev. 21:8: "But for the cowardly and unbelieving and abominable and murderers and immoral persons and sorcerers and idolaters and all liars, their part will be in the lake that burns with fire and brimstone, which is the second death."
Rev. 22:15: "Outside are the dogs and the sorcerers and the immoral persons and the murderers and the idolaters, and everyone who loves and practices lying."
All quotes are from the New American Standard Version except for Romans 12:1-2. His name, Yahweh, *American Heritage Dictionary* (and see also "tetragrammaton") has been restored in lieu of the title, God.
---
**Why would He give these commandments about sexual abstinence until marriage?**
One answer: We were all designed so that our sex drive, which is a very strong drive, begins when we are approximately twelve, thirteen or fourteen. Yet, we were also designed so that we cannot marry and legally exercise our sex drive until years later, maybe even when in our twenties, when we become economically and emotionally able to be responsible for a family. What happened? Did the Master Designer make a big mistake? If not, what did He have in mind?
| Why | would | He | design | STD's? |
|-----|-------|----|--------|--------|
Should not strong character be an ultimate goal of parents for our children? Do we, as parents, design checks and balances for our children to motivate their proper choices, which, in turn, produce their strong character? For example, we want them to learn obedience and caution. So, we tell them (a commandment?) not to play in the street. Stay in the yard. And, we design appropriate, unpleasant consequences if they violate our commandment. Why? Because we do not love or care for them? Or, because we do indeed love and care for them?
**What does sexual abstinence until marriage have to do with character building?**
If we can learn to control our sex drive—a most basic and early drive, then do we not learn self-control? And, if we develop the character trait of self-control in the most basic of drives, do we then have the foundation for self-control in drugs, alcohol, anger, abusiveness, eating, etc…?
| Why | is | He | interested | in | your | character? |
|-----|----|----|------------|----|-------|------------|
If a young man has learned self-control from the young ladies around him, who use their talents of purity, grace, beauty and charm to motivate him to develop gallantry (courtesy, honesty and respect) toward women, will he then be able throughout life to say "No" to that flirt who comes across his path from time to time? Will he show respect, kindness and honesty toward his wife and family? Will he exhibit gallantry toward women?
If a young man uses his talents to plant high expectations and self-respect in the young women who come across his path, will these young ladies in turn make the best of mothers, wives, and cornerstones in their communities? And, the character traits they learn from him will amply enable them to say "No" to those "handsome flirts" who tempt them to accept anything less than purity for themselves, their families, friends and communities.
Yes, we can use our talents to help others develop strong character for life if we ourselves have developed strong, upright character, especially during our teenage years as we exercise self-control and remain pure for our wedding, as represented by the white wedding gown. Yes, our Creator is very interested in our character. He wants us to set high standards of strength for those around us so that our communities, states and nation will, in
turn, be strong, firmly established, honest, respectful, kind and pure.
How can you receive His righteous character, a character which enables you to always make the right choices for purity and enjoy the resultant benefits?
We harvest that which has been planted. Farmers of our generation use, sow and harvest seed which was passed to them via their forefathers. We likewise have that which our parents have passed to us—good character or poor character, self-control or lack of self-control. Thankfully, many of us have received excellent character traits from our parents. But, if some of us have not received the "seed" of self-control and good character from our parents, what can we do? We can "find a new father". Impossible? No. We can be born again of The Almighty Himself. We then take on His character with all of its resultant self-control, benefits, and great responsibility. You will be amazed when the "sperm" of His Spirit connects with the "ovum/egg" of your spirit and you become a "new person" with His character.
How? Read about it in your Bible:
John 1:12: But as many as received Him, to them He gave the right to become children of Yahweh, even to those who believe in His name.
Romans 3:23: for all have sinned and fall short of the glory of Yahweh.
Romans 6:23: For the wages of sin is death, but the free gift of Yahweh is eternal life in Messiah Yahshua our Lord.
John 3:16: For Yahweh so loved the world, that He gave His only begotten Son, that whoever believes in Him shall not perish, but have eternal life.
Romans 10:9-10: that if you confess with your mouth Yahshua as Lord, and believe in your heart that Yahweh raised Him from the dead, you will be saved; for with the heart a person believes, resulting in righteousness, and with the mouth he confesses, resulting in salvation.
And, what will be one of the first signs from your Creator-Redeemer that you are now His child? He will probably ask you to honor your earthly father and mother even more. And one way, in particular, for you to do this is to ask them to approve, or reject, that special person you think you would like to marry. If you do, this is truly a sign (Exodus 20:12 and Deuteronomy 5:16) that you are indeed His child with His character. And, when you plant seeds of honor in your parents by committing your future spouse to them for approval or rejection, might you expect to reap or harvest honor back from them?
Wonderful Days Corp.
3200 Riverfront, Suite 100
Fort Worth, TX 76107
(817) 335-5000 / Fax: (817) 335-5013
email: email@example.com
www.days.org
Food for Thought
Imagine what the world would be like if no one EVER had sex outside of marriage.
What would be different? It would possibly eliminate the following:
- **Teen/crisis pregnancy** [single mothers, juvenile delinquents*, families on welfare, abortion, loss of future plans or desires, emotional stress, broken hearts]
- **Extra-marital affairs** [divorce, children losing a home with 2 parents, emotional trauma]
- **Rape** [except the cases of rape between husband and wife]
- **Pornography** [the actors wouldn't do the act in order to make the movie, it weakens marriages]
- **Incest**
- **STD's** [if everyone only ever has one partner, there's nothing to catch.]
Think of how different the world would be without all of these things. No one could possibly measure the effects of the things listed above, especially the secondary effects. The Lord's commands are meant to help us. The more we can follow them, the better it is for us. And even if this cannot be achieved on a global scale, at least you can try to make your life as free of these things as possible.
*70% of all juveniles in state reform institutions come from fatherless homes.*
---
Benefits of Abstinence
1. More **self-respect** and more respect for each other.
2. **Security** that you're not being pursued for sexual reasons.
3. Greater chance of **faithfulness** in marriage, and **trust** in your partner's ability to control him/herself with other people.
4. Chance to develop **more depth** in relationships.
5. **Less worries** regarding pregnancy, birth control, STD's, emotional betrayal, etc.
6. **Peace of mind and joy** in the knowledge that you are obedient to God in this area of your life.
The Steps
[I have written these from my perspective as a Christian woman. But that does not at all mean it only applies to Christians. This is good for ANYONE no matter what his or her religious convictions.]
1. Seriously commit to your decision to be abstinent. This is for YOU, and no one else can do this for you.
2. Acknowledge responsibility for your body and what you do with it. You can control yourself.
3. Only date people who share and respect your views, you need them to work WITH you, not AGAINST you. [This one is ENORMOUSLY important, a definite key to abstinence.]
4. Be sure you're not advertising what's not on the market, dress accordingly. Also, remember, if someone treats you as though you owe them sex, they're wrong. They're treating you no better than a prostitute.
5. Avoid movies, TV shows, web sites, magazines, music, and conversations that dwell on or remind you of sex. "That's ridiculous!" you might be saying. Well, think of it as a BRAIN DIET. The more you feed that part of your brain, the more difficult it will be to remain abstinent. If you were on a diet, you wouldn't hang out in a bakery. That would be foolish. This may sound unrealistic, but it's not as difficult as you might think.
6. Keep your clothes on. If you can't get to it, you can't get in trouble with it. It's that simple.
7. Beware of back rubs naps together, etc. Getting horizontal can inch you closer and closer to things you never planned on doing.
8. Keep control. Drugs and alcohol don't make you less responsible for what you do with your body. YOU still have to bear the consequences of your actions, no matter how unintentional they were.
9. Always keep in mind that this is not forever. You are just holding out now for something better in the future. It'll be worth it.
10. Constantly assess yourself and find your points of weakness, then avoid them. You know best what works for you, and since you are doing this for yourself, you'll try to do it well.
11. Never stop trying. Mistakes might happen, and each day must be approached with a new awareness of your options. There's no such thing as absolute failure or success. Good choices yesterday don't mean you can let down your guard, and bad choices today don't mean tomorrow has no hope.
12. Be realistic about your future with someone. Just because you think you'll marry them now doesn't mean you will. Nothing is guaranteed until you are at your wedding. Emotions and intentions don't justify physical relationships.
13. Remember there is NEVER a point of no return. It's never too late to begin trying or to try again. No matter how many mistakes you feel you've made in your past, each day is another chance.
14. PRAY often for the Lord's strength. You don't have to wonder if this is God's will, you know it is. He's on your side and wants you to succeed, He will do His part, but you must do yours.
Written by a man who has experienced sexual relationships and abstinent relationships. See how he compares them.
The following information was taken from the Focus on the Family website:
"Thank you, safe sex."
Here are some of the results of 25 years of addressing this problem with the "safe sex" ideology:
Ten percent of all 15 to 19 year-old females become pregnant each year.
More than 80 percent of pregnant girls under age 17 who give birth and keep their babies end up on welfare, costing society a staggering $21 billion a year.
Three million new cases of STDs among teens are reported each year.
Up to 29 percent of sexually active adolescent girls have been found to be infected with chlamydeous.
A study of sexually active college women showed that 43 percent acquired HIV infection within a 3-year period."
No amount of birth control can prevent emotional betrayal and hurt.
WASHINGTON - The Clinton administration on Friday opened the coffers of a $250-million program designed to teach Americans that engaging in sex before marriage "is likely to have harmful psychological and physical effects" and that abstinence from extramarital sex "is the expected standard" of human behavior.
The new initiative, mandated by the sweeping 1996 welfare reform bill and outlined for states by the Department of Health and Human Services on Friday, is expected to spur a nationwide rush to develop courses that teach abstinence.
States are expected to focus their efforts on "those groups which are most likely to bear children out of wedlock," according to the guidelines presented to the states. Based on existing birth data, that focus signals that minority and low-income communities will become of the new teaching efforts.
California would command the largest slice of the newly available funds. Proposed state programs that meet the strict standards of the abstinence-education initiative could receive as much as $5.7 million in the fiscal year that begins in October.
For the state, which allocated $60 million for family planning programs fiscal 1996, the new source of funds designed to combat and out-of-wedlock pregnancies could prompt a significant shift in spending. To receive the federal funds provided by the welfare reform legislation, a state must put up $3 for every $4 the federal government provides.
Tim Wildmon’s op-ed piece in USA Today, 1/6/98
Abstinence is Answer
OPPOSING VIEW:
Don’t send sagas. Sex outside marriage is just plain wrong.
Why are we afraid to teach our youth that sex outside of marriage is wrong? Most of us - liberals and conservatives included - would tell our youth it is better for them to avoid a sexual relationship until they are married. We tell them about sexually transmitted diseases. We tell them about unwanted pregnancies. We explain to them the consequences of their behavior.
To this extent, I applaud the efforts of The Urban Institute in its attempt to reach the young male population of our country who often escape responsibility when they get a young girl pregnant. But nowhere in the press release “Involving Males in Preventing Teen Pregnancy” is abstinence mentioned.
However, any form of sex education that does not begin with the premise taught by the Bible - and all major world religions - that sex outside marriage is sinful in the sight of God, is fundamentally flawed. If we remove God and the Bible from the issue, are left without a moral guide to human sexuality.
So then, what's really wrong with any type of sexual activity, including behavior involving unmarried teen-agers? We are left with the cause-and-effect argument alone as our hope for shaping behavior. And what young person ever thought, “It could happen to me”?
This is not to say we shouldn't make clear to young men and women that sex has consequences. But if we ever hope to return to the days of few teen-age pregnancies’ abortions and sexually transmitted diseases, then we must have a stronger point of persuasion than just telling them about the potential fallout from sex.
We send a convoluted message to a generation looking for guidance. Even if we encourage them to avoid having sex, we hand them a condom on the way out of class. That's like teaching teens traffic laws in driver education and then handing them a radar detector as they complete the course. Or teaching them to just say no to drugs and giving them a pack of clean needles.
We must recognize that the moral teachings of the Bible - such as the Ten Commandments and the Sermon on the Mount - have been given to us for the good of the individual and the society. These teachings should be lauded and esteemed, not under-mined, dismissed and ignored.
Tim Wildmon is vice president of the American Family Association. Tupelo, Miss.
COLUMN ONE
Chastity Makes a Comeback
Abstinence-only programs for teens are changing the face of sex education today. While conservatives relish the achievement, liberals are put on defensive.
By LYNN SMITH Timer Staff Writer
YORBA LINDA—Thanks to some inappropriate talking and staple throwing, the uniformed 13- and 14-year-olds at Bernardo Yorba Middle School have been made to sit for roll call. When they are quiet, the teacher introduces today's guest speaker, a friendly looking woman in a short skirt, who also, they are told, suffered the consequences of imperfect behavior.
Her problem, however, was sex.
Some kids look alarmed, others shake their heads in sympathy, as Mary Slosted, 42, leads them through her roller coaster life of childhood molestation, sex at 16 in the back seat of a Volkswagen, two abortions, depression, suicidal thoughts, anorexia and overeating, marriage and divorce and, finally, redemption through sexual abstinence.
After her divorce, she tells the students, she didn't have sex for nine years until she remarried at age 37. Then, she confides to a few snickers, it was an exciting "all-night affair." Slosted represents Choices, a private, Fullerton-based program that teaches students they should wait until they are married to have sex. Programs like Choices, whose 20 speakers brought its message of chastity last year to 17,000 students in Orange County, are changing the face of sex education in the United States.
If teaching sexual abstinence sounded hopelessly dated a few years ago, federal and state governments now bless it. With $500 million in public fluids, hundreds of new programs are instructing children that premarital sex will likely have "harmful psychological and physical effects" and that condoms and other contraceptives are unreliable. Even California, the only state to reject federal money for abstinence-only programs, has funded Choices with about $400,000.
As such programs proliferate, they are challenging the long-established trinity of sex education—human sexuality, safe sex and birth control. This turn of events has led some religious conservatives to proclaim victory over what they see as the corrosive effects of the '60s. "The sexual revolution came and went and sex lost," declares Leslee Uruuh, president of the National Abstinence Clearinghouse in Sioux Falls, S.D., which has counted about 1,000 abstinence programs nationwide. "This is our moment in time."
In the last two years, the federal government has funded 698 new abstinence-only programs and 21 new media campaigns with state matching funds. In Chicago, where teen pregnancy rates have soared to 40%, a new curriculum adopted last fall teaches abstinence as the best choice, rather than one of several options. Sweetwater, Texas, population 12,000, has created a position for an "abstinence education coordinator."
For the first time in years, liberal sex educators are on the defensive. They insist they have always believed that young people should delay having sex until they are physically and
emotionally mature. But, they warn, the prevalence of teen pregnancies and sexually transmitted disease makes it imperative to fund programs that tell teenagers how to protect themselves and others.
Because sex education touches on deeply held moral beliefs, it has always been a volatile subject in the United States. Sarah Brown, director of the private, nonpartisan National Campaign to Prevent Pregnancy, identifies some of the issues that such programs inherently raise: "The roles of men and women. Feelings about the sanctity of children. What does sex mean? What's the role of sex in marriage? People start talking about abstinence and all of a sudden they're having a discussion about the American family."
The irony of the current debate is that school programs alone are unlikely to dent problems of teenage sexual behavior and pregnancy, says Brown, whose organization supports research-based efforts through the media and community organizations as well as schools. "In the great cultural landscape of teenagers, they're a very small part. Most teachers who offer them are not very well trained. The notion that six hours in two years can make a huge dent on something as important as adolescent pregnancy is naive."
**Lobbyist Instrumental in Leading Movement**
If there were an architect of the abstinence-only movement, it would be a rumpled and graying 47-year-old lobbyist named Robert Rector. A policy analyst for the Heritage Foundation, a conservative think tank based in Washington, Rector has focused on illegitimacy as a source of social problems and is considered a leading thinker among religious conservatives. In 1994, when the Republicans swept into Congress poised to reform welfare, one senator's aide recalled, "Robert had a proposal in hand, and abstinence was apart of it."
Conservatives' concern about family breakdown was running so high, says Jennifer Marshall, a former colleague at Heritage, that "a lot of us who worked on the welfare reform bill really felt that whether or not people went back to work was not even as important as the status of marriage and the family."
When Sen. Lauch Fairdoth (R-N.C.) approached Rector to help draft the 1996 federal Welfare Reform Act, the policy analyst suggested the bill set aside fluids to teach that sex outside marriage is wrong.
"We were looking for programs helping children practice self-control when they're minors," Rector says, "but also helping them understand the role of self control in marriage in their adult lives. This is really not an issue solely about what teenagers are doing in the back seats of cars. It's an issue about the breakdown of adult relationships between men and women."
Rector says that when he surveyed school programs that stressed abstinence, he found "essentially condom-delivery programs with a little bit of abstinence tacked on to the front. We felt we had to create some true abstinence programs to see what they could actually do."
Led by Rector, representatives from the Christian Coalition, the Family Research Council, a Washington-based family values advocacy group and others worked for months to draft tightly worded
language that would prevent liberal-minded administrators from using potential funds for comprehensive sex education programs.
The measure said programs can receive money only if they teach the social, psychological and health gains to be realized by refraining from sexual activity; that abstinence is the expected standard for all school-age children; that a mutually faithful monogamous relationship in the context of marriage is the expected standard of human sexual activity; and that sexual activity outside marriage is likely to have "harmful physical and psychological effects." Funds cannot be used to endorse birth control.
Tucked into the miscellaneous Title IX of the welfare legislation, the item escaped the scrutiny of sex education lobbyists, who were surprised to see the proposal appear from the oversight and investigations subcommittee of the House Commerce Committee.
"This was in one of the dead-of-night provisions," says James Wagner, president of Advocates for Youth, an advocacy group that favors comprehensive programs. "There were no hearings on this prior to enactment."
At first, members of Planned Parenthood urged state legislators to "just say no" to the money. Nevertheless, in the first two years of the five-year program, the U.S. Department of Health and Human Services awarded matching grants to all 50 states. Oklahoma, Mississippi, Louisiana, Indiana and Georgia adopted the provisions into their own education laws.
Led by the Democrats, California lawmakers rejected the abstinence-only program, partly because its own abstinence-only program was found to be ineffective and because the state already has a $70-million initiative in place to reduce teen pregnancy. Half of California's two-year share of the matching grants, $5.75 million, is about to be returned to the federal government, according to state sources.
Official reviews show that the federal funds have set in motion moderate as well as extreme elements. In Arizona, programs aim to "change a culture" about out-of-wedlock sexual activity and target adults up to age 45 as well as children. On the other hand, Massachusetts has used the funds exclusively for an advertising campaign targeting preteens and parents.
In Utah, even a Planned Parenthood affiliate has tapped into the money for a school program called "Growing Up Comes First," that teaches "maturation" issues to 10- through 12-year-olds and their parents. Lynda Ion, director of Planned Parenthood's community services, says the program stresses respect, self-knowledge and candor about sexual issues. "We're not going to tell the kids they're going to hell."
**Long-Term Impact of Sex Education Unclear**
Sex educators like to say that everyone gets sex education; if not from the classroom, from the informal curriculum of parents and friends, movies and TV, the lunchroom and the playground. "The question is never sexuality education yes or no," says Debra Hafflier, president of the Sexuality Information Education Council of the United States. "The question is whether it's left to chance or taught by trained teachers in a comprehensive program that covers a range of attitudes and skills that young people need."
Still, the long-term effect of formal sex education is unclear because what passes for sex education can differ radically from state to state, not to mention teacher to teacher. Depending on where they live and the prevailing political winds, children might still be hearing biological facts
from the gym coach, practicing refusal skills in a Planned Parenthood class or going down to Safeway to buy condoms as a homework assignment.
No matter what the course, teachers' values or embarrassment can't help but "ooze out of their pores," says sex educator Lynda Madaras. As a result, she says, teenagers rarely hear what advocates in both camps say they need most: how to craft meaningful relationships from the complex ambiguities of everyday life.
As the age gap between puberty and marriage has grown over the years, most sex educators have come to see sexual activity among young people as inevitable. Recent surveys, however report that previously unprecedented rates for sexual activity among teenagers have started to drop. Now, less than half of all high school students have sex, the average age of first intercourse was 16.3, up from 15.8 in 1997, according to the Durex Global Survey. Teen pregnancies, abortions and births have also declined. On the other hand, 3 million new cases of STDs are diagnosed among teenagers each year, and half of all new HIV cases occur among those under age 25.
"In general," says Madaras, "kids today who have it together, have it a lot more together. But a lot more kids are slipping through the cracks than ever before."
Contrary to popular images, teen sex is rarely sexy, Madaras says. Some have sex to be popular; to achieve status, or to prove they're not gay. "For most kids," Madaras says, "having sex is like holding their nose and jumping into an ice-cold pool."
Some liberal sex educators admit that abstinence is a subject many students need to hear more about. Dr. Drew Pinsky, co-host of the raunchy and irreverent MTV and syndicated radio show "Loveline," champions' abstinence as the best choice for teenagers' emotional health. Most girls under age 18, he says, are not prepared for an intense emotional bond. When they have sex too soon, they risk depression in addition to pregnancy and disease. Young men, he says, can become clingy if they have sex before they are "fully developed and
*********************************************
Thousands of Teens Vow To Wait
HALF A MILLION TEENAGERS are expected to make public pledges to stay sexually pure until marriage as part of a nationwide abstinence campaign called True Love Waits.
Originally sponsored by the Baptist Sunday-School Board, the year long campaign has attracted youth leaders from several denominations and Para-church organizations including: Assemblies of God, Church of Cleveland, Pentecostal Church of God, The Evangelical Fellowship of Canada, The Fellowship of Christian Athletes, Campus Crusade for Christ, Youth for Christ, Youth with a Mission, Reach out Ministries, Students Discipleship Ministries and Son
Life Ministries. In addition, well known Christians authors James Dobson and Josh McDowell and contemporary Christian recording artists Michael W. Smith, DC Talk, Petra and Lisa Bevill have expressed support for the campaign.
As part of the campaign teenagers are asked to sign covenant cards first before their parents, then in a more public setting at church. The covenant card states: “Believing that true love waits, I make a commitment to God, myself, my family, those I date, my future mate, and my future children to be sexually pure until the day I enter a covenant marriage relationship.” The program also includes a five-step approach of family worship times, special church services, associational and state rallies, and a display of signed covenants at the annual meeting of the Southern Baptist Convention in Orlando, Florida, in June 1994.
The campaign, begun in April, grew out of a concern “that adults were unintentionally communicating a message to teenagers that we, as adults, had given up on them and their generation,” said Richard Ross, project coordinator. “Unintentionally, we had communicated that we expect them to be sexually active. The problem with that is that teenagers experience self-fulfilling prophecies.”
Ross says the campaign sends another message to teenagers that “you’re perfectly capable of making choices and making promises.” He said it would give teenagers who choose to stay away from sex the knowledge that they are not alone.
For those whom already been sexually active, the message is that God forgives and that they can start over with a clean slate vowing to remain sexually pure, “from this day forward.”
During a campaign in Oklahoma, one teenage girl told a crowd at a True Love Waits rally that she already has a deep love for her husband, though she doesn’t yet know who he is, “I have written him sealed letter which says I love him enough to wait for him I will give it to him on our wedding night,” she said.
Another girl said the success of her marriage would not be the right man, but “me being the right person.”
**CHRISTIAN MUSICIANS SUPPORT**
As part of the campaign, a group of contemporary Christian musicians are producing a 10-song audiocassette focusing on God’s original design for sexuality.
Featured on the tape, entitled “True Love Waits,” are original compositions “I Don’t Want It,” by Christian rappers DC Talk; “Old Enough to Know by Michael W. Smith;” Love,” by Petra and others. The tape was scheduled for release October 15.
“We’ve got to understand that the sex game is not game. It’s Life and death now,” Petra lead singer John Schlitt said. The father of four added, “I’m scared for my kids. If we don’t get serious about {this issue}, then who will?”
INFORMATION
The Baptist Sunday-School Board has a toll free number for more information about True Love Waits – 1800-LUV-WAIT. The campaign kit, audiocassette for Christian sex education resources can be ordered for $3 by calling the BSSB customer service line 1-800-458-2772.
LA Times
Sunday, January 08, 1994
Youth at Baptist Convention Pledge Chastity Till Marriage
ANAHEIM – More than a thousand teenagers at a Baptist convention signed cards vowing to remain virgins until marriage, joining other youths nationwide who have taken similar pledge of celibacy.
Virginity is the greatest gift you can give your future mate Seth Rodriquez, 17, said last week to cheers from other teenagers of the Southern Baptist State Youth Conference.
Rodriquez was one of about 1,200 convention goers who signed “True Love Waits” cards pledging themselves to God and promising to remain chaste.
Other churches and organizations have joined the program. By July the coalition hope to gather 500,000 signed pledges for display in Washington.
Rick Parll, Youth Pastor at El Torro Baptist Church. Said he sees the campaign as a way to get youths thinking about the sacredness of their sexuality.
“My goal is to get them to make sexual choices now instead of waiting until they’re in the back seat of a car,” he said.
~Associated Press
Christians Society Today
January 1994
Girls regret sexual activity
According to ABC’s Primetime Live, sexually active teenage girls wish they were virgins again. The Prime time news magazine aired a segment on their September 9 show dealing with epidemic of teen pregnancies.
Sawyer sited statistics (no sources) that by the end of the ninth grade 33% of American girls have had sexual intercourse and 70% by the end of high school. She supported this contention with interviews of several sexually active teenage girls some as young as the eighth grade and having as many as 10 different partners.
At the end of the segment, Sawyer reported, “every single one of these sexually active girls confided with us they wish they’d said ‘no’.”
USA Weekend
3/25-27/94
Top Athletes tell Kids to Save Sex for Marriage
Some of the world’s most talented athletes have a message for kids across the nation: *Save sex for marriage*. Athletes for Abstinence includes basketball’s A.C. Green and David Robinson; football’s Reggie White, Darrell Green and Barry Sanders; and Olympian Dave Johnson. In addition to speaking to student groups, Athletes for Abstinence has produced a rap documentary video entitled *It Ain’t Worth It*.
Catholics join Baptists in abstinence program
The two largest religious bodies in the United States are both now actively involved in a nationwide campaign designed to encourage teenagers and college students to remain sexually pure until marriage. (See AFA Journal, 11-12/93)
The National Federation for Catholic Youth Ministry, Inc. recently announced
Boys Too, Should Pledge To Wait for Sex
Dear Ann: I’d like to comment on your column about the virginity movement. In general I agree with ER’s letter and our reply endorsing the movement. I along with you, hope it can extend to teenagers of all religions.
I found it odd, however, that the parents give their daughters gold bands to wear and ultimately present to their husbands on their wedding night as a token of their virginity why only the girls? Isn’t virginity just as important for a boy? What token of his virginity will he bring to
his bride? This part of the movement smacks the old double standard and weakens the entire concept.
-J.S., Dayton Ohio.
Dear Dayton: You’ve made a good point. Here’s another reader who picked up on it also offered an excellent suggestion.
Dear Ann: I was interested in the concept of “true Love Waits” and wish to comment. Families need to take part in public ceremony in order for their children to take the no-sex-until-marriage pledge.
I made my son a pledge ring out of colored thread from a pattern that came in the mail. He listened while his dad and I explained why we waited as until marriage to have sex, and then he made a pledge that he, too, would wait as he put my homemade ring on his finger. That ring will be given to the woman he chooses to be his bride.
This was done in the privacy of our home with no religious overtones. We made our own rules based on the fact that we are intelligent, civilized human beings.
-J.M., Citrus Heights, Calif..
Dear J.M.: Beautiful. Thank you – and thanks, too, to all who wrote. The mail was truly uplifting.
LA Times
Monday, September 18, 1996
DEAR ABBY: Abigail Van Buren
Many Teenagers Find It Easy to Say No To Sex
Dear Readers: Last Wednesday I devoted my column to the third in a series of responses I received from readers when I asked them to say no to sex. Today we’ll hear from the teenagers.
Dear Abby: I’m a 13-yeaar old girl and I too am being pressured to have sex. The boy has been my best friend for as long as I can remember. I know I should wait, but it’s hard to say no. I tell him, “Being a teenager is tough enough. I don’t want to risk STDs or getting pregnant.” Girls shouldn’t have sex until they’re ready to commit. It makes life to complicated. I’m signing my name out please don’t print it.
-WANTS TO WAIT
Puyallup, Wash.
Dear Abby: I'm only 13, and I said no before the guy even asked me. I told him, "I'm too young and I'm not planning on having sex until I'm married." With Aids out there, that's a good plan to me and I encourage other teenagers to wait.
-13 YEARS OLD
Milwaukee.
Dear Abby: I'm a 16-year-old virgin. I have been asked several times if I would have sex. I asked each boy, "If I were to get pregnant, whom would you deal with? Would you drop everything to support the baby?"
A lot of girls I know think they'll lose their guy if they say no. If that's how it is, what do they think he'll do when he hears they're pregnant or have a disease? When I know my baby will be brought up in a loving home with the help of a good father, that's the day I'll take the leap and not before
-CARRIE FROM
Knoxville, Tenn.
Dear Abby: I'm a teenage girl getting ready to enter college, and I've had plenty of experience saying no. The most important thing to remember when you say no is to really mean it. Be serious and if you have to leave the location. You'd be surprised how many guys understand when you say no.
This is probably what your parents and teachers have already told you. It's all true; it really works. But only if you speak plainly. If a guy doesn't stick around after you say no, he was probably only after sex in the first place.
-SAYING NO
Hampton, VA.
Dear Abby: My ex-boyfriend asked me for my sex on many occasions, and every time I had the same answer "NO" How did I do it? By sticking up for myself and what I believe in. By knowing I did not have to if I did not want to; by realizing I was not prepared for such an intimate relationship; and by asking myself, "Do I really want this?"
Some other advice for other teens like me; If you are doing it for him, because he supposedly wants to show his love for you don't sacrifice yourself for his satisfaction. It's not worth it.
Now advise for parents; Please talk to your daughters about sex. Tell them they don't need to do it with a guy to prove their love. We need your assurance more than anything. You may use my name.
-DAISY YOKLEY
Dear Abby: I'm a 19-year-old virgin and plan to remain a virgin until I'm married.
When my boyfriend and I began dating, I told him upfront my views on premarital sex. He didn't take me seriously at first and tested me, which led to a big fight. He now understands that I do not believe in sex before marriage and he respects me for it.
My advice is honest, open and straightforward about your vows in the beginning so there will be no misunderstanding, and if he can't accept it - dump him.
-A PROUD VIRGIN
Dear Abby: I'm a teenage girl getting ready to enter college, and I've had plenty of experience saying no. The most important thing to remember when you say no is to really mean it. Be serious and if you have to leave the location. You'd be surprised how many guys understand when you say no.
This is probably what your parents and teachers have already told you. It’s all true; it really works, but only if you speak plainly. If a guy doesn’t stick around after you say no, he was probably only after sex in the first place.
- SAYING NO
Dear readers: Next Wednesday I’ll devote another entire column to this important subject. Stay tuned.
To reach Abigail Van Buren Write to
Dear Abby
PO Box 69440
LA CA 90069
LA Times
Wednesday, September 11, 1996
DEAR ABBY: Abigail Van Buren
Fifty Ways to Say ‘NO’ to a Lover
Dear Readers: Last week I devoted two days to wonderful responses I received from readers telling how they just said “no” to sex. Today I’m devoting my column to more of responses readers sent regarding this important question.
Dear Abby: How should teenage girls say “no” to sex? My answer: Be honest. After seeing many of my friends regret losing their virginity, I decided I wasn’t ready to have sex, and if that’s what he was looking for, he should go elsewhere. Well, he stayed. And now, two years later – we’re engaged to be married. I’m living proof that honesty is the best policy.
-BETH PAILTHORPE
Marietta, Ga.
Dear Abby: I thought you might enjoy my daughter Aimee’s way of saying “no”; it was printed in the December 1994 issue of Reader’s Digest.
While attending a small, conservative college, my daughter worked as a veterinarian’s assistant. When she transferred to Texas A&M University in College Station, I began worrying about how she would deal with the raging hormones of the young men on campus.
“No problem, Mom,” she said. “I always introduce my dates to my cat, Ralph. Then mention that I neutered him myself.”
Her father’s comment about our daughter’s method was, “she probably doesn’t have many second dates.”
-LINDA BARNETT
Irving, Texas
Dear Abby: I joined the Air Force when I was 19, so I got a lot of practice saying “no.” Most of the guys I dated said they didn’t believe the rumors that I didn’t put out, and I knew that some of them dated me just to prove to themselves that they could score.
Once the conversation got around to sex, I was pretty straightforward and said I didn’t believe in premarital sex. Sometimes the guys would get angry, but they never pushed me. A couple of guys called me a tease, but in the military any girl who doesn’t put out is either a “tease” or a ‘lesbian.’ That gets the mate ego off the hook for his failure to conquer.
My most successful phrase was used when he kissing get out of hand. I would say, “I have stop signs, not yield signs.” And I followed it with, “When I say an area of anatomy is off limits, I mean, don’t go there.” It usually got a laugh and eased what could have become a tense situation.
A couple of years ago I ran into one of my old boyfriends, and as we were catching up he asked if I had given in before marriage. He then told me that he’d thought about me often throughout the years, as he compared others’ morals to mine. Then he said he really respects me and wished more girls were like that.
I know you’ll get thousands of responses, but if you print mine, please sign me…
-NO REGRETS
Dear Abby: My standard replies to a boy who wanted sex was, “Do you want to be a father?” That usually stopped him cold. Then I would say, “I don’t want to be a mother either.” And that was usually the end of it.
Once in a while I’d run into someone who carried a condom in his wallet. Then, I just had to give a firm “NO.”
I have passed on this strategy to several girls over the years and they’ve always thanked me for the tip. I hope this helps your readers.
-JANIS MINER
Pittsford, NY
Dear readers: Next Wednesday I’ll devote my September 18 column to more responses from readers. Stay tuned.
To reach Abigail Van Buren Write to
Dear Abby
PO Box 69440
LA CA 90069
LA Times
Wednesday, September 11, 1996
DEAR ABBY: Abigail Van Buren
Boys Need Lessons in Saying No, Too
Dear Abby: I have been reading your letters on how to say no to sex, and have been cutting them out to share in a few years with my daughter. You printed some great one-liners and comebacks to use as need. However, they were primarily addressed to women. Also urgently needed by men and teenage boys is arsenal of comebacks to counter the usual locker room banter
of, "Did you score last night?" or, "You mean you've ever gone to bed with a girl?" Peer pressure for young today is greater than Please ask your readers provide my son with some verbal ammunition to approach and finesse this pressure with a sense of humor-and his dignity intact.
- MOTHER OF A PRE-ADOLESCENT
**Dear Mother:** Tell your son that because a classmate claims to have sexual experience doesn’t necessarily mean he has. It is not unusual for a boast to be untrue. One-way to handle the question, “Did you score last night?” might be to respond, “I didn’t score last night because I didn’t play last night. But if I had-I would not talk about it.”
You are not the only reader who voiced concern about sexual pressure on teenage males. Read on:
**Dear Abby:** I appreciated the letters you printed from people about how to say no to sex. I work with a teen pregnancy prevention program as a certified Family Life Educator and I assign your column to the group for discussion and ideas. Teens appreciate your "real" approaches to their issues. Please ask for letters from guys on how to say "no." Guys are the other half of the problem when it comes to unwanted teen pregnancy, and they need support and role models to behave responsibly. There are advantages for both sexes in having the courage and confidence to behave responsibly when it comes to sex. Think of the positive feedback that might be generated from a column with the head, "How Macho Guys Say 'No' to Sex".
- Bette Schloesser
RN BSN, Marshfield, Wis.
**Dear Ms Schloesser and all of the readers who wrote to Echo similar sentiments:** I would be pleased to hear what young men have to say on this important subject.
**Dear Abby:** I am disturbed that the responses to your "just say no to sex" column were exclusively from women. To me, this one-sided representation only serves to reinforce the double standard. When are young men going to take responsibility for their own sexual behavior? Why are young women still burdened with the sole responsibility of decision-making when it comes to sex? And finally, why are we not hearing from teenage males who are virgins?
Abby, young men need to be taught to respect women regardless of their virginal status. Young people in general need to hear that there is only one "first time." When young people feel self-worth and self-respect, they in turn respect and value others, which helps them make responsible choices. If you have not already asked young men to share their views, I suggest you do.
- KATHY KIRK MALTERS
MSW, Brainerd, Minn.
**Dear Ms. Kirk-Malters:** The original question posed to my readers was "how do you just say no?" I asked both sexes to respond, commenting that people of all ages (and both sexes) also struggle with this dilemma. The responses came almost exclusively from women and girls, offering advice only for girls.
Dear Ann: May I respond to the teenager from Tenafly, NJ who was not impressed by the Sex Ed Videos she saw in school? She said they were stupid. I am educator for Planned Parenthood and teach pregnancy and HIV/AIDS prevention in public schools. In my classes, I quote a study commissioned by seventeen magazine and the Ms. Foundation that is most revealing. While the teen from Tenafly is correct when she says girls can be extremely aggressive, here is what the study found:
After interviewing 500 males and 500 females nationwide, ages 13 to 21, 73% of the girls said they would have sex but only because their boyfriends pressure them. Of the 67% of the girls behave aggressively because they want to get asked out, but when it comes to sex, it is the boys who are pushing for it.
Meanwhile, the girls complain that they get the bad reputation and the boys are considered studs. The study also showed that boys are pressured by their peers to have sex and are considered wimps if they don’t score. Another startling statistic: One in five people will get a sexually transmitted disease by age 21. I find this scary in the light of the fact that teens are now one of the at-risk groups for getting HIV/AIDS.
Please, Ann, tell every teenager who reads your column to keep those sexual impulses in check. They have many years ahead during which they can be appropriately sexually engaged. For now, they should cool it and just enjoy being kids.
- L. W., Sacramento
Dear Sac: Thanks for a solid message. And now I’d like to add a word to my teenage readers who are sexually active. Please be aware that protection, which is of the utmost importance, is not always totally reliable. Condoms, the most convenient and most often used method, are not 100% fail safe. They can break or come off. The failure rate is about 17%. So dear teenage readers keep these figures in mind when you find yourself going into hormonal over drive. It’s better to be safe than sorry.
Dear Ann: My husband has been a pastor for more than 15 years and has officiated at dozens of weddings. He has no set fee for his services and simply tells a couple that whatever they wish to give him will be appreciated.
“Richard” spends a great deal of time preparing his remarks, not to mention the time spent at the rehearsal and the actual wedding. It is obvious that many weddings cost a small fortune, what with the flowers, music, photographers, refreshments, champagne and five tier weddings cake.
When the wedding is over, more often than not, my husband is not paid for his services. In some cases, he doesn’t even get a thank-you note from the bride and groom.
LA Times
Friday, November 22, 1996
DEAR ABBY: Abigail Van Buren
If it’s Worthwhile it’s Worth the Wait
Dear Abby: I lost my virginity in my mid-teens to a young boy who then informed me that he already had a girlfriend. In the 15 years since, I’ve had dozens of failed relationships. They were all characterized by the same mistake becoming intimate too quickly.
To cope with the pain, I wither jumped into new relationships to forget or abstained from them for years. Alternating between pain and loneliness is not much of a choice.
I’m well educated and pretty sharp about a lot of things, but I was slow to slow down. While my own painful experiences cannot be erased, perhaps parents and young people can be made aware that the music, media and the lack of family involvement carry our relationships along at speeds detrimental to our physical emotional and mental well being.
Last month I began dating a delightful man. We have spent many hours talking and laughing without revealing more about ourselves than makes us comfortable and we have done no more than hold hands. It is by far the sweetest relationship I have ever known.
-Wiser Now
Dear Wiser: It takes courage to examine the reasons we behave the way we do, and you are to be commended for it. That which is truly worthwhile requires time and effort.
To reach Abigail Van Buren Write to
Dear Abby
PO Box 69440
LA CA 90069
Dear Readers: Over the past three weeks I devoted each Wednesday’s column to the intelligent and heartfelt responses I’ve received since I asked readers to tell me how they just said “no” to sex. Today’s is the last in this series.
Dear Abby: How should a girl diplomatically say “no”? She can say, “Take me home and we’ll see if it’s OK with my parents.” Or, “Let’s wait until I get my blood test back.” Both suggestions should cool the young man’s ardor. But if the situation has progressed so far that sex is the next step, the girl has already gone far beyond the point where she should have said no, and there’s no longer a way to be diplomatic or pleasant.
I offer some suggestions on what to say then, and the young lady should speak loud and clear: “Take me home. What’s the matter with you? My daddy will make you a soprano!” “When were you last checked for sexually transmitted disease?” “Did you know my father likes to come out here and see who’s making out?”
I hope these suggestions prove helpful. Hang in there, Abby. You make the world a better place. I’m an avid fan, but please don’t print my name, I’m…
- A MALE Dentist
IN Missouri
Dear Abby: Our daughter has given “promise ring” to her three daughters. Each ring was presented on an evening when one of the boyfriends was present. When each girl accepted it, she made a promise to her parents; to us (her grandparents) and to God that she would not have sex before marriage. They never take the ring off.
Perhaps this is simplistic, but a girl can display her ring and repeat the promise she made, should the need arise.
- Geri Waltman
Grand Meadow, Minn.
Dear Abby: I’m 24 year old. I’ve been pregnant and have had an STD. I know firsthand how difficult it is to say “no.” It’s not a matter of being rude. It’s a fear of not being liked if you don’t have sex, not being aggressive enough to refuse and wanting someone to make you feel “loved.” Abby, it’s scary to say no, especially if you have low self-esteem. But I’ve finally learned to do it. Sometimes I still feel self-conscious-and scared too. But that’s natural. What’s not natural is being 16 or 17 or 18 and being alone and pregnant or having AIDS.
It’s OK to be rude if you have to be, and it’s also OK to say “no.” If you feel like you can’t say “no,” that’s when you have to muster up yourself confidence and say, “Who cares if this person doesn’t like me? I like myself and care enough about myself enough to refuse.”
- **SAY YES TO YOURSELF**
**In Minnesota**
**Dear Abby:** My advice to women and girls who want to avoid unwanted sexual encounters: tell guys up front that you’re not ready for sex. Avoid sexual situations. Stay out of bedrooms, back seats and dark corners. Use your head and stick with the group. Don’t use alcohol or drugs, or the drug will be making the decision—not you. Be as rude as you have to be and don’t worry about it. Your long-range plans for yourself are important—and they’ll be better served if you tagged “rude” rather than “easy.”
Listen to me: I made every mistake in the book, and my children and I paid terrible price for it. You young women are our future. You are beautiful. You are important. Your lives are worthwhile. Take care of your lives and the children you will someday have, Please!
- **LEARNED THE HARD WAY**
**Dear Readers:** Thank you for your eloquent and caring letters I was touched by how many of you wrote to share your experiences in the hope that they might help someone else. I regret that space limitations prevent me from printing them all.
To reach Abigail Van Buren Write to
Dear Abby
PO Box 69440
LA CA 90069
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Aim: To give the students a great example of a youth that lived in a foreign land under tremendous pressure, but he stood fast in his faith in God, and in following His commandments.
Subject: Joseph in Egypt
Verse: “There is no one greater in this house than I, nor has he kept back anything from me but you, because you are his wife. How then can I do this great wickedness, and sin against God?” (Gn 39:9).
Reference: Gn 39-50
Subject Matter & Method:
Focus on:
1. A quick review of the life of Joseph until he ended up in Egypt.
2. Emphasize the conditions under which he lived in Egypt: a wealthy country, in a wealthy house, a young man alone, a slave, surrounded by a corrupt society with totally different morals.
3. Show how the above conditions would give excuses for many, but not for Joseph, who refused to commit sin because of his strong belief in God and His commandments (see verse above).
4. Explain how Joseph initially suffered in prison, because of his obedience to God's commandment.
5. Show that God will always come through with His help to His children in due time, and in a great way.
Spiritual Exercise: Ask the students to use the verse above throughout the week whenever they are tempted by the devil (the underlined part).
Audio & Visual Aids:
Find some pictures showing a typical mansion and a prison during the time of pharaohs.
Aim: To educate the students about the position of Christianity on protecting the environment, thus encouraging them to do their share.
Subject: Christianity and Protecting the Environment
Verse: “Then the Lord God took the man and put him in the Garden of Eden to tend and keep it.” (Gn 2:15).
Reference: See Attachment
Subject Matter & Method:
Focus on:
1. God created the earth and all what in it in the best shape to fit the life of human beings, “and God saw that it was good.” (Gn 1:25)
2. God cares about His creation. (Mt 6:26-30)
3. God entrusted us, being the crown of His creation, to take care of the whole creation by protecting and preserving the environment to ensure their survival. (Gn 2:19)
4. God taught Adam and Eve the nature and characteristics of the animals so that people can appreciate and use them wisely. (Gn 2:19)
5. Go over the material in the attachment.
Spiritual Exercise: Arrange for a trip to an aquarium, a botanical garden, or a zoo. Make sure to make the students aware of the amazing beauty and greatness of all of God’s creation.
Audio & Visual Aids:
- Show the students some pictures of extraordinary scenic places, exotic animals or plants.
The Church and Contemporary Social Issues
H.G. Bishop Serapion
Bishop of Public, Ecumenical and Social Services
THE ENVIRONMENT
God created the heavens and the earth, with all the living creatures therein, He then created man as the crown of all this creation. After God completed the Creation, He described what He made as being "very good". The beauty of the Creation is not only in the greatness of the created beings, of whom man is foremost, but also in the order and harmony which God placed between these creatures and themselves, and between them, nature and the surrounding environment.
God brought the beasts and the birds to Adam for him to name them (Genesis 2:19). They included what are currently called savage beasts and ravenous birds. There was no fear or enmity between man and the living creatures, because Adam had not yet fallen into sin. God gave Adam the responsibility of caring for the earth and looking after it. God also created the plants and arranged the waters (Genesis 1:5, 6).
This beautiful picture of the relationship between man, nature and living creatures, which the divine inspiration presents to us in the book of Genesis, has not continued. Man disobeyed God, and as a fruit of this disobedience, the earth became cursed and began to produce thorns. Enmity entered the relationship between man and the creatures, of whom the serpent was foremost (Genesis 3:15). Since this time, the struggle between man and the environment in which he lives began, whether it was with nature, with respect to the weather, the waters, the rivers and the winds, or with respect to the other living creatures.
Through the Incarnation of the Lord Jesus Christ, He gave us the image of man's relationship with the environment in its original image. The Holy Bible presents to us the image of nature which submits itself and serves the Lord Jesus. The Lord Jesus Christ is the friend of nature, He cares for it, directs it and uses it in His teachings and in His works.
Our Lord Jesus Christ gave His disciples, and all those who believe in Him, the authority over nature (Psalm 16:18). The proclamation of salvation is a proclamation to return to the original relationship between man and the environment. That is why it is not amazing that the Lord Jesus Christ instructed His disciples to spread the joyful news to all creation, by saying, "...preach the gospel to every creature" (Mark 16:15).
The history of the Church presents to us many examples of saints who lived in peace with savage living creatures in harsh, natural circumstances. These people, however, presented their lives with holiness, as an example of the original image of the relationship between man and the environment.
The subject of the relationship of man with the environment is a subject with which the whole world is concerned these days. Topics involving crops and agriculture, such as: environmental pollution, deterioration of the ozone layer, drought, the rise of the earth's temperature and genetic engineering, preoccupies the interest of the world and expresses the imbalance which is occurring in the relationship between man and the environment.
While we are on the verge of the twenty-first century, the world senses its great need for introducing a system to organise its interaction with the environment. The Church is invited to assist the world to know and conform to the divine system which God placed for this relationship.
The world expressed its disturbance and concern for systematising its relationship with the environment through the calling of a global conference that was organised by the United Nations in June, 1991 in Rio De Janeiro, Brazil, under the name of 'United Nations Conference on Environment and Development'.
The leaders of over one-hundred nations gathered at this meeting, which was called 'The Earth Summit', under the shadow of the famous statue of Christ the Saviour, which stands at the top of the city of Rio De Janeiro. They discussed
the dangers that threaten the future of the Earth as a result of what man does to his surrounding environment.
More than 1400 representatives of non-governmental organisations also attended the conference. Its events were covered by more than 9200 journalists, which made it the largest global conference in history. At a venue close to where the Earth Summit was held, representatives of over seven thousand national organisations from all over the world, who are concerned with the issues of the environment, held a Global Forum, expressing the concern of the nations over these issues.
During this international event, the Church had a clear presence. Through the World Council of Churches, the Orthodox and Protestant Churches contributed in the plenary meetings for this Summit, which lasted for two years. Representatives from the World Council of Churches attended the Summit amongst the non-governmental organisations.
The World Council of Churches organised an Ecumenical meeting in Rio De Janeiro during the meeting of the Earth Summit, to transfer Christianity's point of view on these issues. One-hundred and seventy-six people from fifty-four nations participated in this Ecumenical meeting, representing seventy Churches, amongst which was the Coptic Orthodox Church. As for the Roman Catholic Church, it participated formally in the Earth Summit through the Vatican.
What happened at this international meeting? What is the role of Christianity in environmental issues? This will be the subject of our upcoming discussion in the next issue.
Aim: To give the students a great example of youth that lived in a foreign land under tremendous pressure, but they refused to bend their beliefs, and were eventually triumphant with the help of God.
Subject: Hananiah, Mishael, and Azariah
Verse: “Nebuchadnezzar spoke, saying, 'Blessed be the God of Shadrach, Meshach, and Abed-Nego, who sent His Angel and delivered His servants who trusted in Him, and they have frustrated the king's word, and yielded their bodies, that they should not serve nor worship any god except their own God!'” (Dn 3:28).
Reference: Dn 1-3, Canadian Program, Grade 9, p.321
Subject Matter & Method:
Focus on:
1. The three youth and Daniel were captured by Nebuchadnezzar, King of Babylon, and were sent to live in the king's palace.
2. The king wanted to prepare them for high positions in his kingdom by training them in all aspects of life in the royal court.
3. Explain the great temptations they were subjected to in the palace: they were the select few who were brought from a conquered land of Judea; they were young, strong, and handsome, living in a faraway land from their nation, living in some of the wealthiest and most lavish palaces on earth, with the promise of great jobs and bright futures not to be matched anywhere.
4. Also explain the grave consequences if they would fail or refuse to obey the orders: immediate death by a ruthless ruler.
5. Nevertheless, the three youth and Daniel gave a great example that we should stick to our beliefs, no matter what, and God glorified His name by saving them in a miraculous way.
6. Not only did God save them, but also they were promoted, and received the utmost admiration from the king and his people, and the Lord God was glorified in the whole kingdom.
**Spiritual Exercise:** Ask the students to examine their lives, identify some areas where they bend their beliefs under pressure, and then determine in their hearts not to compromise these beliefs again.
**Audio & Visual Aids:**
- Bring the psalmodia and read to the students the hymn about the three youth.
Aim: To raise the awareness of the students about the ways youth get trapped into gang activities, and how to avoid them.
Subject: Seminar: Gangs
Verse: “My son, if sinners entice you, do not consent. For their feet run to evil, and they make haste to shed blood” (Pr 1:10,16).
Reference: See attachments
Subject Matter & Method:
Focus on:
1. Use the material covered in the attachments to discuss with the problem of the gangs.
2. Strongly emphasize on the importance of totally stay away from any involvement with them.
3. Ask them to immediately seek counseling if they feel that they are being pushed to join a gang.
Spiritual Exercise:
Audio & Visual Aids:
ATTENTION PARENTS: The following identifiers are for your use as a guideline only. Exercise caution in assuming that your child is involved in gang activity if one or more of the signs are present. If one or more signs are present, communications with the child are crucial in determine the level, if any, of the child's involvement.
**WARNING SIGNS**
You should be concerned if your child:
1. Admits to gang involvement;
2. Is obsessed with one particular color of clothing or shows a desire for a particular logo over and over;
3. Wears sagging pants (this in and of itself is not indicative of gang activity);
4. Wears excessive jewelry with distinctive designs and may wear it only on either the right or left side of the body;
5. Is obsessed with gangster-influenced music, videos and movies to the point of imitation;
6. Withdraws from family with an accompanying change in demeanor;
(7) Associates with undesirables and breaks parental rules consistently;
(8) Develops an unusual desire for privacy and secrecy and may completely rearrange living quarters to create more privacy;
(9) Uses hand signs while with friends and practices them at home;
**Or there is evidence or the appearance of:**
(10) Physical injury (such as being beaten) and then child lies about the events surrounding the injury;
(11) Peculiar drawings or language on school books (may appear later as tattoos or brands);
(12) Unexplained cash or goods, i.e., clothing and jewelry; or
(13) Possible use of alcohol and drugs with attitude change.
**ADVISE YOUR CHILDREN THEY SHOULD NOT:**
(1) Associate with gang members or "wannabe/gonnabe" gang members;
(2) Identify or communicate with gangs;
(3) Hang out near or where gangs congregate;
(4) Approach strangers in cars who appear to want information or directions;
(5) Wear gang-related clothing where gangs are known to gather or traverse;
(6) Wear initialed clothing such as BK - British Knights - a/k/a "Blood Killer" in high crime areas;
(7) Use words like "Crab" or "Slob" (localized lingo may develop) anywhere gangs may be; i.e., malls, sporting events, etc.;
(8) Attend any party or social event sponsored by gangs or their associates;
(9) Take part in any graffiti activity or hang around where graffiti is present; or
(10) Use any kind of finger or sign language in a public place.
TIPS FOR PARENTS
- Impress upon your child the importance of school and good grades.
- Spend quality time with your children.
- Get involved in your child's school activities.
- Establish rules, set limits and be consistent, firm and fair in punishment.
- Encourage good study habits.
- Respect your child's feelings and attitudes and help them develop self-esteem.
- Watch closely for negative influences.
- Improve your own self-esteem so your children can model themselves after the most important "role model"... YOU.
TIPS FOR PARENTS/EDUCATORS
- Help children develop self-control.
- Help children deal appropriately with problems.
- Get involved in community oriented prevention and intervention programs. Urge others to become involved. Volunteer at your child's school. Gangs are a community problem and their influence does not stop at any particular boundary.
- Listen to your children. Communicate with them about their concerns and fears.
In the past, researchers frequently used the terms traditional gangs, established gangs, or youth gangs to typify the gangs that had been operating in neighborhoods (hoods) for more than 10 years (Lal, Lal, & Achilles, 1993). Newer terms, such as clique and set, are now often used to identify a gang or an offshoot of a gang. All these terms for gangs have the same meaning in the following discussion.
**Structural Characteristics**
Nationally, youth gangs and their activities have been a recurrent and visible indication of intense disorder in society. In essence, changes in gang structure parallel the structural changes in society. For example, gangs became more violent as a result of increased violence in society in general.
A review of current literature on gang research reveals that the classical works conducted in the 1920s-50s by sociologists such as Thrasher (1927), Shaw and McKay (1931), Tannenbaum (1939), Cohen (1995), and Whyte (1955) are still being cited for their theoretical significance. That early research, subsequent work in the 1960s-80s (Spergel, 1964; Moore, 1978; Ban & Ciminillo, 1977; Miller, 1977; Haskell & Yablonsky, 1982), and the findings from recent studies (Campbell, 1990; Taylor, 1989; Huff, 1990; Lal et al., 1993; Thornberry, Krohn, Lizotte, & Chard-Wierschem, 1993) have produced various definitions and structural characterizations of gangs. The following are the most often-cited gang characteristics from this body of literature:
- Members are typically young teenage males of similar ethnic or racial backgrounds (usually from disorganized families in the inner-city).
- Loyalty and adherence to a strict gang code (i.e., the gang is more important than anything) is mandatory.
- Cohesiveness among members increases as recognition from society increases.
- Loyalty and camaraderie are solidified by participation in group activities that are often antisocial, illegal, violent, and criminal.
- Goals, identified roles, and responsibilities are clearly established and defined (they are often unspoken but are understood by all members).
- The chain of command is hierarchical.
- Identification with a local territory (often referred to as gang turf, hood, or barrio) is commonplace in the neighborhood as well as on the school campus.
- Recruitment is an ongoing process, especially at school.
Characterizing present-day gangs (1980s-90s) is not a simple task because they are more diverse and complex than gangs of earlier times. In addition, today's gangs are distinguishable from gangs of the past in the following manner (Campbell, 1990; Huff, 1990; Lal et al., 1993; Taylor, 1993):
Younger active members (some as young as eight- or nine-years-old).
Evidence of ethnic and racial crossover in multiethnic neighborhoods.
An insurgence of female gangs.
Established cliques or sets in suburban communities.
Acquisition of large sums of money from illegal drug markets and prostitution.
Rampant use of drugs and alcohol.
Violent membership.
Use of sophisticated communications devices and automatic weapons.
Employment of guerrilla warfare-like tactics.
Total disregard for human life as evinced by the senseless deaths of innocent victims.
Cultural Distinctions
Gang culture can best be understood by examining the behaviors and activities of gang members. Members behave in ways that set them apart from the mainstream culture. These behaviors serve not only to segregate and sustain the gangs, but they also add an allusion of mystery and glamour that is sometimes referred to as "the lure of the gangs." Non-gang members who become infatuated with gang culture are said to be "romancing the gang." Gang distinctiveness is most noticeable in: attire and paraphernalia; identifying marks such as tattoos; posturing; modes of communication; beliefs, attitudes, and general trends in thinking; and activities (especially recruitment). The term gang mentality is often used to describe these characteristics (particularly members' attitudes and trends in thinking) and connotes more than a simple commitment to gang values: it is a willingness to do anything (even die or commit murder) the gang demands without question. Members refer to this mentality as "being down for the hood," or being "loco" (crazy) for the gang.
Traditional youth gangs and their individual members do not simply "appear" in neighborhoods and on school campuses. Their patterns of behavior are established over time through an evolutionary process (Lal, 1991). In their significant research on juvenile delinquency, Haskell and Yablonsky (1982) described three prototypes of gangs that may evolve from groups of youths who hang out together: the social, delinquent, and violent gangs. These prototypes provide the basis for discussion on patterns of gang development in current research. Present-day gangs have evolved past the social stage and are defined as either delinquent or violent depending upon the type of membership and their activities (Taylor, 1988, 1989; Lal et al., 1993; Thornberry et al., 1993). School officials are most likely to encounter delinquent gang type activities on campus, such as intimidation, extortion, burglary, face-to-face confrontation, fights, and recruitment rituals.
Members proceed through four developmental stages in the evolutionary process: the wannabe (one who wants to be a member) or the gonnabe (one who is probably destined to be a member), which is a more recent term for wannabe; the peripheral (one who hangs around the gang, and may or may not engage in activities); the affiliate (an actual member also known as a "gang banger"); and the hard-core (one who lives only for the gang, is "down for the hood" or a real "vato loco"). The activities of gang members determine their position in the evolutionary
process. For example, members engage in minor gang activities, such as hanging around, flashing gang signs, graffiti writing and claiming territory, before they become involved in serious hard-core illegal infractions, such as assaults, drug trafficking, and murder (Lal, 1991). Some recruiting practices bypass these simple activities; in such cases, hard-core members emerge overnight.
Like the rites of passage most teenage males experience, potential gang members are required to prove their worthiness by coming through some type of ritual before achieving actual membership. In the past, ritualistic practices were simple; recruits would fight several members to demonstrate their daring and desire to join. Even the term designated for this practice, courting, has a ritualistic connotation. Being courted-in or -out (also known as jumped-in or -out) as a way of joining a gang is currently being used by less violent gangs.
Initiations for the seriously delinquent and violent gangs consist of more than a simple fight; participation in theft, gang rape, drive-by shooting, and even murder is common for today's recruit. Because the focus of today's gangs has dramatically shifted from the protection of turf (at the very least) to the protection of drug markets, the course of recruiting has also shifted. In gang neighborhoods with heavy trafficking in drugs, prostitution, and the sale of sophisticated weapons, the control and acquisition of financial profit from these markets has become one of the paramount reasons for gang membership (Taylor, 1989; Padilla, 1992; Lal et al., 1993; California State Office of the Attorney General, 1994, 1995). These and other sources reported that youths who have a propensity toward delinquent behavior are four times more likely to engage in illegal acts and violent crimes as gang members than they would as non-gang members. Moreover, the likelihood of gang membership increases if youths are exposed to family, community, and school risk factors such as these:
- Dysfunctional family conditions (e.g., poor parenting skills, continuous violent and abusive practices by adult members, drug and alcohol abuse, and a family history of gang membership).
- Deteriorated environmental conditions (e.g., depressed socioeconomic circumstances and a history of gangs in the neighborhood).
- Poor performance in school (e.g., serious academic and attendance problems and failure to engage in positive peer relationships and/or activities).
**Extent of Gang Activity**
It is no secret that gangs and their antisocial activities have been increasing at alarming rates in communities and on school campuses nationwide. From the 1920s to the present day, gang activity has not only increased and intensified, it has done so with notoriously senseless crime and violence.
A comparison of data collected in two distinct studies demonstrates the startling increase in gang membership in the U.S. over a ten-year period. According to a study conducted by the U.S. Department of Justice (Needle & Stapleton, 1983), there were approximately 1,000 known gangs with a combined membership of 50,000 operating in the U.S. by the end of the 1970s. In
contrast, by the end of the 1980s these numbers increased to approximately 5,000 gangs with an estimated membership of 250,000 (United States Department of Justice, 1994).
Both studies cited several reasons for this expansion, such as population growth, urban sprawl, high unemployment, augmented mobility of gang members, and new drug markets. Whereas the major well-established gangs of the 1970s (and earlier) generally operated from bases within their traditional neighborhoods (in highly populated, urban, low-income, and racially isolated areas), gangs of the 1980s were beginning to expand their bases of operations across the states (to less populated, suburban, middle-income, and racially integrated areas). Recent data on gangs reveal that they have become entrenched in all types of American neighborhoods, more so than at any other time in this nation's history.
A comparison of statistics in Los Angeles (LA) County—often considered the "gang capital" of the nation—provides a local perspective. In 1988, the National School Safety Center reported that there were 600 gangs in existence, with a membership well over 70,000 in LA County alone. The LA County Sheriff's Department reported that there were 1,130 known gangs with approximately 150,000 members operating in LA in 1993. This pervasive expansion gives new meaning to the term alarming rates, and suggests that current efforts to curb the gangs have been less than successful.
Other urban locations, such as Chicago, Cleveland, Detroit, Newark, and New York City, have experienced similar increases in the number of gangs and gang membership. But the problem is no longer just confined to urban areas. The existence of gangs, through importation or creation, in suburban and other less populated locales, once virtually free of gangs, has signaled the beginning of a frightening reign of gang activity. Cities such as Phoenix (AZ), Long Beach (CA), Sacramento (CA), Stockton (CA), Jacksonville (FL), Kansas City (KS), Dallas (TX), Houston (TX), and Portland (OR) have been regularly struggling with gangs and their activities.
**Impact and Consequences of Gangs in Schools**
Discerning the effects of the expansion of gangs in neighborhoods is relatively simple. Law enforcement agencies, especially those with a gang detail, customarily maintain accurate gang data and readily publish or release this information to the media. Unfortunately, this is not often the case at schools. School administrators are not usually quick to acknowledge the existence of gang activity; so accurate gang statistics are not forthcoming. This reluctance hampers efforts to ascertain the extent of gang activity at individual schools. On a district level, differences in perceptions, lack of standards or policies, and inaccurate reporting practices result in skewed statistics. (For an overview of school reporting of violence in general, see ERIC Clearinghouse on Urban Education, in press).
Students more readily acknowledge the existence of gangs in school than do adults. In 1991, the U.S. Department of Justice conducted a nationwide survey of students to ascertain certain facts about school violence (Bastian & Taylor, 1991). This study reported that 15 percent of the students stated that gangs were active on their campus. Moreover, 16 percent indicated that they
had witnessed gang members engaging in threatening acts against a teacher. Similarly, the California Student Substance Use Survey, conducted by the State of California (California State Office of the Attorney General, 1994) revealed that an average of 17 percent of students from grades 7 to 11 were involved in gangs at one time or another during their life.
Although school officials estimated a very small portion of their total student body population to be gang affiliated, they also indicated that responding to gang activity required excessive amounts of time and resources (Lal et al., 1993). Maintaining a safe and secure school where gang activity is prevalent requires special tactics. Some large school districts have followed the lead of local, state, and Federal agencies and formed task forces to tackle the problem. District members believe that collaborative efforts among law enforcement, schools, families, churches, and social agencies are fundamental to gang prevention programs.
There are benefits for the gang members staying in their neighborhood schools. Lal (1991) reported that an overwhelming majority of members wanted to stay in school because they could congregate and discuss their activities in a social arena, uphold their reputation as an established gang, flaunt their accouterments, display their strength of membership, provide protection for their members, intimidate other students, recruit potential members, and sometimes engage in criminal or violent acts. But, of course, these benefits for the gang have negative consequences for all students, school personnel, school safety, and the overall educational process.
Aim: To demonstrate to the students that the Old Testament contains many symbols that explain the role of the Holy Virgin Mary.
Subject: Symbols about the Virgin Mary in the Old Testament
Verse: “For He has regarded the lowly state of His maidservant; for behold, henceforth all generations will call me blessed” (Lk 1:48).
Reference: R 5, p.83-89 (attached), Canadian Program, Grade 9, p.331
Subject Matter & Method:
Focus on:
See Attached.
Spiritual Exercise: Have the students learn a part of any Theotokia that talks about one of the symbols of the Virgin Mary mentioned in this lesson.
Audio & Visual Aids:
❖ Show pictures of the symbols used in this lesson.
1. The Tabernacle:
The Theotokia of Sunday calls St. Mary "the second dome, the holy of holies at the Tabernacle etc."
At the Annunciation, angel Gabriel said, "the power of the Most High shall overshadow (episkiazein) you" Luke 1:35. The same verb "episkiazein" (in Hebrew "shakan" means "dwelling"), was used for the Tabernacle, where God was dwelling among His people, and at the moment of Christ’s transfiguration, where the Lord was present among two of His disciples and three of His disciples, a cloud covering them in shadow.
According to the book of Exodus (40:35') Moses was not able to enter the tabernacle because the, Lord abode (shakan) in it and the glory of the Lord filled it. Thus, St. Mary is the True Tabernacle, where God Himself dwelt among His people.
If Moses was unable to enter it because of God’s glory, who can enter the mystery of St. Mary who bore God, Himself in her holy womb?
“Who can declare: how honorable is the dome (tabernacle) of Moses, who made it at Mount of Sinai!
O Mary, the Virgin,
You are assimilated to the tabernacle!
You are the true dome,
Wherein God dwells!”
Theotokia of Sunday
2. The Ark of the Covenant:
Ex 25:10-16
St. Mary is assimilated to the Ark of the Covenant, made of incorruptible wood, inlaid with gold inside and out... “And You, Mary; also put on the glory of divinity inside and out.”
Theotokia of Sunday
The Ark of the Covenant, representing the presence of God, remained three months at the house of Obed-edom before David brought it to his house (2 Sam. 6); and St Mary, who bore the Lord Himself, remained also three months at the town of Judea.
The bearing of the Ark simulated the joy of the people and caused David to make joyous leaps, dancing before the Lord (2 Sam. 6, 1 Chron. 15:29); and the arrival of St. Mary simulated the joy of Elizabeth and caused the babe, John the Baptist, to leap within his mother's womb. The verb "leap" (skirtan) used in St. Luke 1:41, 44 is the same used for David's joy before the Ark, and it is used the Holy Scripture to indicate the leaps of joy which accompany the coming of the Lord (Ps. 114:4, 6; Wisdom 9:9; MaL 4:2) and for heavenly joy (Luke 6:23).
St. Mary, the True Ark of God, became the cause of the rejoicing for all creatures:
"Hail, the Theotokos, the rejoiced of Angels!"
Theotokia of Tuesday
"They offered honor to you,
O city of God,
For you became the dwelling place of those who are rejoicing!"
Theotokia of Wednesday
3. **The Cover of the Ark:**
EX 25:17-22
The cover of the Ark was called in -Hebrew "Sekina" which means, "dwelling place," for it represents Gods seat of mercy. Two Cherubim overshadowed this. God appeared between the Cherubim in blue (symbol of heaven), and from there He used to speak to Moses.
St. Mary is this cover, a type of the Church, where God sits on His Throne of mercy among His people, and it is filled with His heavenly creatures:
"Two icons of Cherubim, made of gold,
Overshadow the cover continuously, with their wings.
They overshadow the holy of hollies, in the second dome!
Thousands and. ten thousands (of angels) overshadow you
Also, O Mary!
They praise their Creator,
Who took our likeness..."
Theotokia of Sunday
4. **The Vessel of Manna:**
EX 16:33
"You are the pure golden vessel of Hidden Manna,
Wherein is the Bread of Life,
Which came down from heaven and granted Life
To the whole world..."
He came out from the Father,
And you have born Him immaculately,
He gave us His precious Body and Blood,
That we may live for ever!”
Theotokia of Sunday
In the Old Testament God fed His people with Manna, but then He also gave us the Rational Manna, he who descended from heaven into the Virgin’s womb. The Lord Himself says, “Your fathers ate manna in the wilderness, and are dead. This is the Bread, which comes from heaven, that a man may eat thereof, and not die. I am the living Bread, which came down from heaven: if any man eats of this Bread, he shall live forever: and the Bread that I will give is my Flesh, which I will give for the life of the world”. (Jn 6:49-51)
It is noteworthy that St. Mary was not merely a vessel but the Hidden Manna received from her body…
5. The Golden Lamp stand:
Ex25: 31-46
“You are the pure golden lamp stand, that bears the ever-lightened Lamp.
He is the unapproachable Light of the world…
Who was incarnated of you without adulteration…
All heavenly choirs cannot be compared with you,
O golden lamp stand…
He who dwelt in your womb O Mary the Virgin, gives light to everybody in the world!
He is the Sun of Righteousness,
Whom you bore,
And who healed our sins…”
Theotokia of Sunday
St. Mary became superior to all heavenly creatures because of the True Light she bore. He shines, and no creature can behold His essence!
6. The Burning Bush:
“The bush which Moses saw in the wilderness, was flaming,
But its branches were not consumed;
It is a type of Mary the spotless Virgin.
For the Word of God came and He was incarnated of her.
The Fire of his Divinity did not consume her womb, and she was virgin even after her childbirth.
Theotokia of Thursday
The bush was not only unconsumed, but also grew green and blossomed beautifully (Exod. 3:1-3). In the Armenian rite we find the same idea:
“You, who was inflamed by the Sun like the bush, but was not consumed, gave to men the Bread of Life, and interceded for us that Christ might blot out our sins”.
*For Benediction*
St. Ephram also says “She bore Christ in her virginal womb as the bush on Mount of Horeb bore God in its flame.”
Pope Theodosius of Alexandria mentions the words of Christ addressed to His Father concerning His mother at the moment of her death, saying:
“Receive from me, 0 my Gracious Father,
The bush, which received the Fire of Divinity and was not consumed
I offer you, 0 my Father, a royal gift today, even the soul of my Virgin Mother.”(1)
7. **Aaron's Rod:**
“You are truly more superior than Aaron's rod,
You are full of grace”
What is the rod, but "Mary"?
The rod is a symbol of her virginity.
She conceived and brought forth the Son of the Most High - the Word Himself - without human seed.”
*Theotokia of Sunday*
The lifeless rod blossomed forth (Num. 17:8) as a symbol of St. Mary who brought forth “Life.”
8. **Jacob's Ladder:**
*Gn 28:12-13*
“You are the ladder seen by Jacob,
Which is fixed on earth.
It rose very high to heaven,
And the angels were descending on it!”
*Theotokia of Tuesday*
9. **The Rational Mount:**
“The living Word of God Came down on the Mount of Sinai to give the Law...
He also came down within you, 0 rational mount…”
“He is the Stone, which was cut from the Mount seen by Daniel.”
No human hand touched Him.
The Word of the Father came down and was incarnated of the virgin without human seed, to save us…”
*Theotokia of Tuesday*
**Other types and symbols;**
The daily hymns mention other types and symbols of St. Mary, such as: Aaron’s censer, Ezekiel's gate, Noah’s Ark, God’s city, light cloud on which God sits (Isa 19:1), New Jerusalem Etc…
(1) The Falling Asleep of Mary 6:18.
Aim: To educate the students about the purpose and content of the letters of St. Paul, to explain to them one of the letters as an example of the epistles.
Subject: The letters of St. Paul & The Epistle to Philemon
Verse: “Having confidence in your obedience, I write to you knowing that you will do even more than I say” (Phm 21)
Reference: Attachment & The Epistle to Philemon
Subject Matter & Method:
Focus on:
- St. Paul wrote 14 letters, which are included in the New Testament. The church reads a part of the letters in the mass.
- Some of the letters were written to churches, in response to questions, worries, and difficulties they were experiencing with these as his starting point, he ranges widely over the vital issues of Christian theology, explaining the faith. The letters also contain teaching about Christian virtues and moral life.
- The rest of the letters were written to his disciples to guide them in how to lead the church, and they include also teaching on wide range of issues.
- Go over the Epistle to Philemon (see attachment).
Spiritual Exercise: Ask the students to read one chapter a day from one epistle, in order, and write the verse they like the most. In two weeks they will cover the 14 epistles. Ask that you see their selection of verses
Audio & Visual Aids:
- Bring enough Bibles for the class. Go over the Epistles of St. Paul with the class.
Philemon
Does Christ really make a difference in relationships? Does He really bring healing and the resolution of old grievances? Does He really surmount differences in social and economic status? The letter to Philemon offers powerful evidence that He does!
The Background of the Letter
Philemon provides a window on the story of Onesimus, a runaway slave, and Philemon, his master. The story begins with Paul's arrival in Ephesus. According to Acts 19:8-10, his work there for more than two years produced spectacular results: "all who dwelt in Asia [Minor] heard the word of the Lord Jesus, both Jews and Greeks."
Among those who responded to the gospel was Philemon, a wealthy man of Colosse, perhaps one of the many merchants doing business in the thriving economy of Ephesus. Philemon took his newfound faith back to Colosse and started or at least hosted a church in his home—perhaps the same group of believers to whom the letter to the Colossians was written (Col. 4:7-9).
Like most wealthy citizens of the Roman world, Philemon owned slaves. Scholars estimate that perhaps half the population of the empire may have been slaves. One of Philemon's slaves was Onesimus, possibly from Phrygia, the mountainous region in which Colosse sat. Whether Onesimus stole from his master, tired of his bondage, or thought he could take advantage of his master's new religion of love and grace, we don't know, but for some reason he ran away.
The Prodigal Returns
Years later, Onesimus surfaced in Rome—where he ran into Paul! The apostle was living in rented quarters (Acts 28:30), perhaps in the Greek-speaking section in south Rome, where Onesimus would likely have gone. Like his former master, the fugitive turned to Christ and began growing in the faith. Paul came to regard him as "my son . . . whom I have begotten while in my chains" (Philem. 10), indicating a close relationship of mutual affection.
But Paul faced a dilemma. Should he hold onto him? The fellow proved useful and loyal. That's what Paul wanted to do (Philem. 13). But by law he was required to return the runaway slave to his master, or at least turn him over to the authorities. Yet what would happen to this new believer, his spiritual son and friend? Would he be punished or sold? Could Paul live with himself, knowing that in a sense, he had betrayed the man?
Paul's solution was to send Onesimus back to Philemon—but not without protection. He assigned an associate named Tychicus to escort the fugitive back, and to carry three letters—two general ones to the believers in Colosse and Laodicea (Col. 4:16), and a personal one to Philemon. As the latter makes clear, Paul was leaning heavily on his history with Philemon. He was also counting on the master to demonstrate spiritual maturity by forgiving the slave and accepting him as a brother in Christ. No doubt Philemon's standing among the community of believers would add further leverage, as people would be closely watching his response.
The letter to Philemon gives us only half of the conversation between Paul and Philemon. We don’t know Philemon’s response or what happened to Onesimus upon his return.
However, the name Onesimus appears among letters written by a bishop named Ignatius in about A.D. 110. Ignatius of Antioch was arrested and taken to Rome for trial. During the journey, he wrote a letter from Smyrna to the church at Ephesus in which he addressed the new bishop there, whose name was Onesimus. Many believe that this man was the same Onesimus who, as a slave, had run away from Philemon but later came to faith and returned.
Whatever the case, the Onesimus-Philemon story holds a number of significant lessons:
• It shows that in Christ, there is always room for reconciliation and a second chance for people.
• It illustrates how God works behind the scenes to bring people to faith and restore relationships.
• It shows the power of the gospel to work at a distance and effect change from city to city, coast to coast, and continent to continent.
• It shows the value of mentoring relationships, the way that older, seasoned believers can help younger followers of Christ work out problems and conflicts.
• It shows a measure of irony behind God’s patience and providence: He had to send Onesimus thousands of miles away from his Christian master in order to bring him to faith!
• It shows that in Christ, people can change. Consider the many stages that Onesimus went through: from slave, to thief and runaway, to refugee, to convert, to penitent, to brother, and possibly to bishop. ♦
**Personality Profile: Onesimus**
- **Appearance:** Short, dark hair; small, round face; bright eyes; thin lips; small nose; fair skin.
- **Personality:** Kind, gentle, and forgiving.
- **Background:** Slave, thief, runaway, refugee, convert, penitent, brother, possibly bishop.
**Personality Profile: Philemon**
- **Appearance:** Tall, strong, and muscular; broad shoulders; thick beard; deep-set eyes; firm jaw; dark hair.
- **Personality:** Strict, demanding, and controlling.
- **Background:** Master, owner, judge, possibly bishop.
Aim: To give the students an example of the life of the Apostolic fathers who were the bearers of the torch of faith after the apostles.
Subject: Saint Ignatius of Antioch (50-107 AD)
Verse: “Do not fear any of those things in which you are about to suffer. Indeed, the devil is about to throw some of you into prison, that you may be tested, and you will have tribulations ten days. Be faithful until death, and I will give you the crown of life” (Rev 2:10)
Reference: See Lesson
Subject Matter & Method:
Focus on:
1. The Apostolic fathers are the early church fathers who lived in the age of the holy apostles and were their disciples.
2. St. Ignatius, bishop of Antioch, was one of the apostolic fathers and is believed to have been a disciple of St. John the Evangelist.
3. It is said that St. Ignatius was the child whom Christ set in the midst of the disciples as an example of humility. As Ignatius grew up, his love for his Lord increased, and his faith grew. His one ambition was to teach people about Christ. So the Apostles made him Bishop of the Church at Antioch.
4. Ignatius was zealous in his work. He wrote letters, which aimed at strengthening the Churches in the Christian faith, as he had learnt it from the Apostles themselves. And indeed, through his life and teaching, he was able to win many pagan people to Christ.
5. On his way to fight the Persians, the Emperor Trojan passed through Antioch. There he met Ignatius, and the following conversation took place:
E: Are you Ignatius Theophorus?
I: Yes.
E: What is the meaning of your name?
I: Bearer of God.
E: And do we not also bear our gods to the wars in order to be victorious?
I: How do you consider these graceless statues gods?
E: Are you blaspheming against our gods?
I: Know, Oh King, that there is no God but one, the creator who became man in order to save us. If you believe in Him, you will be truly happy.
E: Let alone this senseless talk, and do what will save your life and win you favor in my sight: offer a sacrifice to my gods, and I shall make you the greatest of my priests.
I: May God increase your wealth, Oh King. But I cannot do what you ask, for I am the priest of my Lord Jesus Christ, and to Him alone I offer my daily sacrifice.
6. The Emperor was so angry that he condemned him to exposure before the wild beasts in the Roman amphitheater. When his Christian friends knew of his fate, they went to see him off with tears in their eyes.
7. On his way from Antioch to Rome, where the execution took place, he wrote seven letters. Of these, five were addressed to the Christian communities of Ephesus, Magnesia, Tralles, Philadelphia, and Smyrna—cities in Asian Minor that had sent representatives to greet him as he passed through. The other letters were addressed to Polycarp, the bishop of Smyrna, and to the Christian community of his destination, Rome.
8. The letters are an important source of information about the beliefs and organization of the early Christian church. Ignatius wrote them as warnings against heretical doctrines, thus providing his readers with detailed summaries of Christian doctrine. He also gave a vivid picture of church organization as a community of love gathered around a presiding bishop assisted by a council of presbyters (elders) and deacons. He was the first Christian writer to stress the virgin birth and to use the term catholic church to mean the faithful collectively.
9. Extracts from the letters of Ignatius: "Let your holy way of life chasten hypocrites and evil-doers. Conquer their hatred and unfairness by love and justice; their cruelty, by patience and prayer; and their treachery, by faithfulness. For the sake of Christ, bear injustice, loss, and persecution. Indeed, for His sake I bear all this, preferring my bonds to the treasures of the world. I rejoice in my sufferings for Him. Pray for me that I may find rest in heaven."
10. Before leaving for Smyrna, he wrote to the Romans, saying: "I am bound with chains for the love of Christ. But I fear that your love for me will bring me harm. I do not want you to prevent my death. For if I am depriving of martyrdom now, on account of your love, it may be very difficult to be martyred later. I long for martyrdom in order to prove myself a Christian, not only in word, but also in deed. Let me then be thrown to the beasts. And may the beasts eat up all my body, so that its remains will be a burden to no one."
11. When Ignatius arrived at Rome, the believers there were happy to see him; but their happiness soon turned to sadness when they learnt of his fate. He stretched out his hands and blessed them. He prayed for the Church. And when he had finished praying, the soldiers took him to the amphitheater and set upon him two hungry lions, which ate him up, leaving only his bones. These were taken to Antioch. May the blessings of his prayer be with us, Amen.
Spiritual Exercise: Have the students search for the names of other Apostolic Fathers, and write an essay about the life of one of them
Audio & Visual Aids:
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GOAT-FARMING
DEPARTMENT OF ANIMAL HUSBANDRY
LIVESTOCK, FISHERIES &
GOVERNMENT OF SIKKIM
VETERINARY SERVICES
| SL.No. | Topic | Page No. |
|--------|----------------------------------------------------------------------|----------|
| 1 | Introduction | 1 |
| 2 | Advantages of Goat farming | 1 |
| 3 | Breeds | 1-2 |
| 4 | Housing | 3 |
| 5 | Recommended floor space for different age groups | 3 |
| 6 | Feeding Characteristics of goats | 3 |
| 7 | General Management Tips | 4 |
| 8 | Points to be remembered for breeding | 4 |
| 9 | Selection of breeding stock | 4 |
| 10 | Management of pregnant doe | 5 |
| 11 | Care and management of new born kids | 5 |
| 12 | Feeding | 6 |
| 13 | Diseases | 7-8 |
| 14 | Vaccination schedule | 8 |
| 15 | Economics of goat farming 4 female, 1 male unit | 9 |
| 16 | Economics of goat farming 8 female, 2 male unit | 10 |
| 17 | Economics of goat farming 16 female, 4 male unit | 11 |
| 18 | Comparative income statement between a government servant and a goat farmer | 12 |
GOAT FARMING
The goat is a versatile animal. It is known as a poor man's cow. Goats can be kept with little expense in the marginal and undulating lands unsuitable for all types of livestock. It makes use of low quality roughages and because of small size, simple requirement of housing, more resistance to diseases, easily disposal of its products it is considered like gold which can be encashed by the farmers at any time of the year and also at farmer’s critical hour of need. In Sikkim goat is mostly reared for “Chevon” (Goat Meat) consumed by almost all non-vegetarians. Furthermore in Sikkim’s condition, dressing percentage of meat is comparatively more than other places as people prefer unskinned meat.
Advantages:
Goat keeping has now become a key portion in the rural development programme in the developing countries. Goat milk and meat are rich in protein. To the poor, rearing of goat serves as insurance during economic times during economic crisis, goats provide manure, of high NPK value for agricultural farming. Goat is claimed as an useful animal for poor people and is responsible for clearing bushes and making land worth cultivation. Looking at the present declination trend of land holdings, the goat husbandry emerges as one of the viable livelihood options among the rural masses.
BREEDS
1. SINGHAREY:
Native breed of Sikkim and also seen in adjoining Himalayan region of West Bengal and Nepal. Used mainly for meat purpose. This breed is generally brown in colour with two long black patches running parallel from the eye region to nostrils. They usually give multiple births once or twice in a year. Body weight roughly 26-30 kgs.
II. BLACK BENGAL:
Found in West Bengal, Bihar, Orissa, Assam and the North Eastern States. Animals are small, predominant colour is black, brown, grey and white are also found. Shoulder and hip are of equal height, chest is wide, ears are upright and pointed, short hair. Multiple births are common. Skin is of superior quality and is in demand both in India and abroad in the footwear industry.
III. JAMUNAPARI:
Found in Etawah district in U.P. Used for dual purpose. They are large sized, tall and leggy, large pendulous ears and Roman nose, long thick hair on their hind quarters and posses a glossy coat.
Body weight of bucks: 65-86 Kgs and does: 45 kgs.
Milk yield: 2.25 - 2.7 kgs.
Lactation period: 250 days.
Kidling: once a year to single or twins.
IV. BEETAL:
Found in Punjab. Colour is red and tan, heavily spotted on white. Bucks generally have beard.
Body weight of buck: 65-85 kgs and does: 45-61 kgs.
Milk yield: 1-2kgs.
HOUSING
For housing goats, low cost shed can be made from locally available resources like bamboo, bakkal, thatch etc. The shed should have sufficient floor space, well ventilated, preferably elevated platform (Machan type) with facilities for free fall of urine and faeces. It is advisable to house different groups of animals separately.
Recommended floor space for different age groups are as follows:
| AGE GROUP | FLOOR SPACE |
|-----------------|--------------|
| 0-3 months | 0.5 - 1.0 sq ft |
| 3-6 months | 1.0 - 2.5 sq ft |
| 6-12 months | 2.5 - 3.5 sq ft |
| Buck: | 5 sq ft |
| Doe: | 6.5 sq ft |
Feeding characteristics of goats:
1. Goat is a hardy, sure-footed small ruminant. They prefer to browse different kind of fodder.
2. They can be fed with kitchen wastes like vegetable tops and spent grains of kitchen which can save 30-40% of feeding cost.
3. They don’t prefer to eat stale food.
4. They prefer nibbling so feed and fodder should be provided at small quantities and at least 3-4 times in a day.
5. To avoid fodder wastage, keep the fodder on a fodder rack (tatna) or tied and hung in a small bunch.
6. Rotational grazing is advisable for farmers who have enough land to spare for grazing.
GENERAL MANAGEMENT TIPS:
1. Healthy goat of a good breed is of prime importance for a profitable goat farming.
2. Good quality green fodder and balanced feed will enhance the productivity.
3. Keep the breeding buck separately from doe and kids.
4. Buck can be kept @ 1:9 ratio in a farm and to avoid inbreeding the buck should be replaced after every eighteen months.
5. Castrate all the male goats which are not selected for breeding at the age of 2-4 weeks.
Points to be remembered for breeding:
1. Good breed.
2. Healthy and breed able stock.
3. Controlled and monitored breeding.
Selection of breeding stock:
1. Healthy, physically well developed and sexually matured.
2. For selecting breeding buck, testicles should be fully developed, well decended and of equal size.
3. For selecting doe, the udder and teats should be well developed and symmetrical with sufficient milk to nourish her kids.
4. The udder should be soft well spread with long and soft teats and pointed towards front.
5. Age of sexual maturity- 10-15 months or at least 25 kg body weight.
6. To get the desirable kidding size, the buck should be bred once in three days.
7. The doe giving kids after every 8-9 months with twins / triplet kids should be selected.
8. Does with abnormal physical characteristics and irregular oestrus cycle should be timely culled from herd.
Management of pregnant Doe:
1. The regular oestrus cycle is of 18-20 days.
2. The sign of oestrus will be noticeable from few hours to 2-3 days.
3. For effective breeding, the doe should bred within 6-12 hrs of oestrus.
4. Gestation period - 150 ± 5 days.
5. No additional feed supplement is required till 3 months of pregnancy.
6. From fourth month of pregnancy, additional feed for growing foetus and nourishing mother is essential which will help for proper growth of developing foetus in the womb and increase milk production after kidding.
7. Timely weaning and flushing with good quality green fodder, balanced feed (400 gms per day), clean drinking water, mineral mixture supplements and proper housing will shorten the inter-kidding period.
Care and management of new born kids:
1. Special care should be given to the kids for the first 90 days of their age because there is high mortality rate during this age.
2. The doe and kids should be kept in healthy, well ventilated, spacious and dry shed.
3. The kids should be protected from extreme weather.
4. Do not forget to feed colostrum (first milk) within 72 hrs of birth which has high nutritive value and antibodies to keep the kids healthy and ensure fast growth.
5. Feed the milk to kids up to 90 days after which, the kids should be weaned.
**FEEDING:**
| Age & Stage of Production | Feed Ingredients | Daily Amount |
|---------------------------|------------------------------------------------------|---------------------------------------|
| Birth - 3 days | Colostrum | Adlibitum |
| 3 days - 3 weeks | Whole milk or replacer | 450 c.c. |
| | Water, salt | Adlibitum |
| 3 weeks- 4 months | Whole milk | 450 c.c.(Upto 8 wks) |
| | creep feed | 450 gm daily |
| | leguminous fodder | Adlibitum |
| | water, salt | Adlibitum |
| 4 months- freshening | Concentrated mixture | 450 gms |
| Pregnant | Concentrated mixture | 450-500 gms |
| | Fodder (Napier) | Adlibitum |
| | Water and salt | Adlibitum |
| Milking doe | Conc. Mixture | 350 gm / litre of milk |
| | Trace minerals (Ca & P) | 1% |
| | Molasses | 5-7% of conc mixture |
| Buck | Only pasture | @ 400 gm daily |
| | (Non-breeding season) | (at breeding season) |
E.M. Bokashi can be fed @ 10-20 gms per kg of feed at growing phase.
DISEASES:
1) Mastitis:
**Symptoms:** Enlarged, hot, painful udder, fever, milk watery with flakes of blood
**Prevention and treatment:** Improve hygiene, application of antibiotics
2) Foot rot:
**Symptoms:** Lameness, hoof will look as if it is rotten and smell bad. Sign of pain if pressed
**Prevention & Treatment:**
Hoof trimming, soaking in bath of water with CuSO₄.
3) Brucellosis:
**Symptoms:** Abortion in late pregnancy, Retention of placenta and metritis. In bucks - Infertility, orchitis and swollen joints.
**Prevention & Treatment:** Isolation of infected animals, culling of animals.
4) F.M.D.
**Symptoms:** Fever, lesions on gums, tongue and inner digital spheres stringy salivation.
**Prevention & Treatment:** Vaccination and hygiene, isolation of sick animals.
5) Contagious:
Caprine pleuropneumonia
**Symptoms:** Diarrhoea, Vesicles on the mouth, Nasal discharge, Ocular discharge, Fever, highly infectious and fatal
6) Internal Parasites:
**Symptoms:** Loss of weight, reduction in milk yield, diarrhoea, anaemia
**Prevention and control:** Good quality food and clean water, medication
| Month | Vaccine | Adult Goat | Kids |
|------------|-----------------------|---------------------|--------------|
| January | Contagious pleuro pneumonia | 0.2 ml i/dermal | 0.2 ml i/dermal |
| March | H.S. / B.Q | 5 ml s/c | 2.5 ml s/c |
| March/April| F.M.D. | 5 ml s/c | 0.5 ml s/c |
ECONOMICS OF GOAT FARMING (dual purpose) - (4 Female and 1 male)
| A. Capital Expenditure | Amount |
|------------------------|--------|
| 1. Cost of breedable parent stock (Body weight – 25 kg. av.) 5 nos. @ Rs 4,500/- goat | Rs. 22,500.00 |
| 2. Cost of shed construction with the use of local materials i.e. bamboo, thatch roof, wooden pillars etc. | Rs. 5,000.00 |
| **Total:** | **Rs.27,500.00** |
| B. Recurring cost | Amount |
|-------------------|--------|
| 1. Feeding of 5 nos. of goats for 12 months @ 300gm/day/goat @ Rs.15/- kg of conc. Feed | Rs. 8,100.00 |
| 2. Cost of insurance of parent stock @ 5% for one year | Rs. 1,500.00 |
| 3. Cost of medicines and vaccines if any | Rs. 800.00 |
| 4. Cost of feeding equipments and ropes etc. | Rs. 1,000.00 |
| **Total:** | **Rs.11,400.00** |
| 5. Feeding of the parent stock at the same rate as above during 2nd year. | Rs. 8,100.00 |
| 6. Feeding of kids (16 nos.) for four months @ 150 gm on average/day i.e. 2.4 kg/day | Rs. 4,320.00 |
| 7. Feeding of remaining 8 nos. of male kids for the remaining period i.e. 8-9 months (mutton purpose) @ 300 gm/day | Rs. 9,720.00 |
| **Feeding of kids (16 nos.) for four months @ 150 gm on average/day i.e. 2.4 kg/day** | Rs. 4,320.00 |
| **Feeding of remaining 8 nos. of male kids for the remaining period i.e. 8-9 months (mutton purpose) @ 300 gm/day** | Rs. 9,720.00 |
| **TOTAL** | **Rs 22,140.00** |
| RETURNS | Amount |
|---------|--------|
| 1. Sale of 8 Nos of 3-4 months kids expecting twin kidding after 8-9 months of farming and sale starts from 13-14 months. Average price of young kids expected to be Rs.2500/- | Rs.20,000.00 |
| 2. Sale of 8 nos. of male goats reared for mutton @ Rs.6000/- goats | Rs.48,000.00 |
| 3. Sale of manure approximately 20 bags of 50 kgs. Each @ Rs.200/bag | Rs. 2,000.00 |
| **Net income from first generation** | **Rs.70,000.00** |
| **(-) 33,540.00** | **Rs.36,460.00** |
Total Project Cost for one unit for first year = Rs.72,440.00
*The Income is directly proportionate to the No. of sales of Progeny from second generation onwards.*
(Parent stock and infrastructures comes under capital investment which is generally placed under asset in profit and loss statement).
ECONOMICS OF GOAT FARMING (DUAL PURPOSE)
- 8 Females and 2 males
A. Capital Expenditure
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| 1. Cost of breedable parent stock goats (average body weight – 25 kg.) | Rs. 45,000.00 |
| 10 nos. @ Rs 4,500/- per goat | |
| 2. Cost of shed construction with the use of local materials i.e. bamboo, | Rs. 10,000.00 |
| thatch roof, wooden pillars etc. | Rs. 55,000.00 |
B. Recurring cost
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| 1. Feeding of 10 nos. of goats for 12 months @ 300gm/day/goat @ Rs.15/- kg | Rs. 16,200.00 |
| of conc. Feed | |
| 2. Cost of insurance of parent stock @ 5% for one year | Rs. 3,000.00 |
| 3. Cost of medicines and vaccines if any | Rs. 1,600.00 |
| 4. Cost of feeding equipments and ropes etc | Rs. 2,000.00 |
| **Total:** | **Rs. 22,800.00** |
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| 5. Feeding of the parent stock at the same rate as above during 2nd year | Rs. 16,200.00 |
| 6. Feeding of kids (32 nos.) for four months @ 150 gm on average/day i.e. | Rs. 8,640.00 |
| 2.4 kg/day | Rs. 19,440.00 |
| 7. Feeding of remaining 8 nos. of male kids for the remaining period i.e. 8-9| Rs 44,280.00 |
| months (mutton purpose) @ 300 gm/day. | |
**TOTAL**
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| **TOTAL** | **Rs 67,080.00** |
RETURNS
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| 1. Sale of 16 Nos 3-4 months kids expecting twin kidding after 8-9 months of | Rs. 40,000.00 |
| farming and sale starts from 13-14 months. Average price of young kids | Rs. 96,000.00 |
| expected to be Rs.2,500/- | Rs. 8,000.00 |
| 2. Sale of 16 nos. of male goats reared for mutton @ Rs.6000/- goats | Rs. 1,44,000.00 |
| 3. Sale of manure approximately 20 bags of 50 kgs. each @ Rs.200/bag | |
Net income from first generation
| Description | Amount |
|------------------------------------------------------------------------------|------------|
| **Net income from first generation** | **Rs. 1,44,000.00** |
| (-) 67,080.00 | |
| **Rs. 73,920.00** | |
Total Project Cost for one unit for first year = Rs.1,22,080.00
*The Income is directly proportionate to the No. of sales of Progeny from second generation onwards.*
(Parent stock and infrastructures comes under capital investment which is generally placed under asset in profit and loss statement.)
ECONOMICS OF GOAT FARMING (DUAL PURPOSE)
– (16 Female and 4 Male)
| A. Capital Expenditure | Amount (in Rs) |
|------------------------|---------------|
| 1. Cost of breedable parent stock goats- 20 nos. @ Rs 4,500/ goat. | 90,000.00 |
| 2. Cost of shed construction with the use of local materials i.e. bamboo, thatch floor, wooden pillars etc. | 20,000.00 |
| **TOTAL** | **1,10,000.00** |
| B. Recurring cost | Amount (in Rs) |
|-------------------|---------------|
| 1. Feeding of 20 nos. of goats for 12 months @ 300 gms/day/goat @ Rs. 15/- kg of conc feed. | 32,400.00 |
| 2. Cost of insurance of parent stock @ 5%. | 6,000.00 |
| 3. Cost of medicines and vaccines if any. | 3,200.00 |
| 4. Cost of feeding equipments and ropes etc. | 4,000.00 |
| **TOTAL** | **Rs 45,600.00** |
| 5. Feeding of parent stock at the same rate as above during 2nd year. | 32,400.00 |
| 6. Feeding of kids (64 nos) for four months @ 150 gm on average/day i.e. 2.4 kg/day. | 17,280.00 |
| **TOTAL** | **Rs 88,560.00** |
| RETURNS | Amount (in Rs) |
|---------|---------------|
| 1. Sale of 32 Nos of 3-4 months kids expecting twin kidding after 8-9 months of farming and sale starts from 13-14 months. Average price of young kids expected to be Rs 2,500/-. | 80,000.00 |
| 2. Sale of 32 nos. of castrated male goats weighing 25 kgs carcass weight @ Rs 240/kg of mutton @ 6,000/ goat. | 1,92,000.00 |
| 3. Sale of manure approximately 100 bags of 50 Kgs each @ Rs 100/ bag. | 10,000.00 |
| **TOTAL** | **Rs 2,82,000.00** |
| Net income from first generation | 2,82,000.00 |
| (-) 1,34,160.00 | |
| **Rs 1,47,840.00** |
Total Project cost for one unit for first year= Rs 2,44,160.00
The Income is directly proportionate to the No. of sales of Progeny from second generation onwards.
(Parent stock and infrastructures comes under capital investment which is generally placed under asset in profit and loss statement).
| Sl. No | Employed Group -D Official Income per Annum | Self Employed Farmer Income per Annum |
|-------|--------------------------------------------|--------------------------------------|
| 1. | Rs, 1,50,960/- | 10 Goat unit Rs, 73,920/- |
| | | 20 Goat unit Rs 1,47,840/- |
| 2. | Age limit on for 58 yrs. | No Age limit. |
| 3. | Single Employment and Time constraint (10 Am- 4 Pm). | Other members of the family can also be engaged/provide employment to others. |
| 4. | Sikkim Government Service Conduct rule is applicable. | Conduct rule not applicable. |
| 5. | Earning Limited. | Earning not limited. |
| 6. | No other activities like entrepreneurship for income generation. | Can pick up other activities simultaneously for added income. |
Goats are a common livestock in rural areas, providing milk and meat for consumption. They are also used for their wool and skin. Goats are known for their adaptability to various environments and can thrive in both arid and humid climates. They are often kept in small herds or flocks and are managed by local communities. | <urn:uuid:e2d8b978-c062-461d-9fea-fcec0cbcca0e> | CC-MAIN-2020-50 | https://static.vikaspedia.in/media/files_en/agriculture/livestock/A%20guide%20on%20goatery.pdf | 2020-11-27T07:48:37+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00119.warc.gz | 478,154,600 | 5,071 | eng_Latn | eng_Latn | 0.905405 | eng_Latn | 0.996245 | [
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AN ACT
TO PROTECT FILIPINO MOTHERS AND CHILDREN FROM MALNUTRITION BY
ESTABLISHING A MATERNAL AND CHILD HEALTH CARE PROGRAM
APPROPRIATING FUNDS FOR THE PURPOSE
A child's first 1,000 days—the period covering the 9 months of a mother's pregnancy and her child's first two years—has been dubbed a "window of opportunity." This period is extremely crucial to a child's fair start in life. As a 2015 Philippine Legislators Committee on Population and Development (PLCPD) policy brief emphasized:
"...[The first 1,000 days] is when nutrition trumps genetics and a person's potential is maximized. Getting proper nutrition in the first 1,000 days is crucial for physical growth of children, a pathway out of poverty for poor households, and a driver of growth for countries. It prevents more than one-third of child deaths per year, improves school attainment by at least one year, increases wages by 5 to 50 percent, reduces poverty because well-nourished children are 33 percent more likely to escape poverty as adults, empowers women to be 10 percent more likely to run their own business and break the intergenerational cycle of poverty."
Unfortunately, many are unaware of this. Programs for antenatal and postnatal care—as well as for newborn health and nutrition—may be in place, but more priority and policy focus must be dedicated to ensuring that our pregnant mothers and newborns receive proper nutrition. Thus, a more comprehensive policy regime is needed.
According to UNICEF, such a policy regime should – 1) ensure the nutrition of pregnant mothers and adolescent girls; 2) mainstream improved breastfeeding practices and 3) improved complementary feeding practices; 4) provide improved protection against undernutrition and disease to children between 6 and 24 months; and 5) ensure proper feeding of children who are sick and undernourished. Support to barangay health volunteers including training courses are likewise sought to be put in place to help ensure the effective implementation the interventions during the child's first 1,000 days.
The foregoing measure outlines and aims to establish a First 1,000 Days Program in every barangay. Such program lays the proper foundation for the country's future growth and development.
Hence, its swift passage is earnestly sought.
SONNY ANGARA
AN ACT
TO PROTECT FILIPINO MOTHERS AND CHILDREN FROM MALNUTRITION BY
ESTABLISHING A MATERNAL AND CHILD HEALTH CARE PROGRAM
APPROPRIATING FUNDS FOR THE PURPOSE
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
SECTION 1. Short Title. This Act shall be known as the "First 1,000 Days Act."
SEC. 2. Declaration of Policy. It is hereby declared the policy of the State: (a) to equally
protect the life of the mother and the life of the unborn from conception; (b) to recognize the
right of the child to the enjoyment of the highest attainable standard of health, and the duty of
the State to ensure that no child is deprived of his or her right of access to such health care
services. It is likewise declared that timely interventions during the first 1,000 days be
undertaken to address issues of malnutrition on children aged 0-2 years old such as stunting
and wasting as well as improve the welfare of pregnant and lactating mothers nationwide.
For purposes of this Act, the "First 1,000 Days" refers to the period starting from Day
One of a woman's pregnancy, until the child reaches the age of two years.
SEC. 3. Establishing a First 1000 Days Program in every barangay. The Department of
Health (DOH) shall, in coordination with the Department of Interior and Local Government
(DILG), Department of Social Welfare and Development (DSWD), National Nutrition Council
(NNC), and Food and Nutrition Research Institute – Department of Science and Technology
(FNRI – DOST), develop a comprehensive health care program for pregnant and lactating
women as well as the health and nutrition of their newborn children from 1 to 1,000 days, in
every barangay.
SEC. 4. Program Content. The maternal and child health care services which may be provided
to eligible individuals during the 1,000-day period shall include the following:
1. Vaccinations and Nutritional Supplements: Necessary vaccinations for infants and
nutritional supplements shall be provided free by the Department of Health.
2. **Check-ups:** Regular check-ups during and after pregnancy for the mother and child shall be mandated and administered by the Barangay Health Centers.
3. **Counseling:** Pre-natal and ante-natal counseling shall be administered by the Department of Health and the Local Government Units (LGUs). These shall include topics on: (a) the importance of clean water, sanitation and hygiene; (b) proper nutrition; (c) pre-natal and ante-natal health care; (d) the importance of exclusive breast feeding; (e) treating malnourished children with special and therapeutic foods; (f) general family counseling, including child and family development; and (g) timely intervention through safe, appropriate and high-quality complementary food.
4. **Public Information Drive:** Information on nutrition, pregnancy, pre-natal and post-natal care, breast feeding, and proper hygiene and sanitation shall be disseminated in schools and barangays health centers through different types of media.
5. **Monitoring:** A National Monitoring System shall be implemented to monitor the overall status of infants and their mothers and to know the success and areas of improvement of the program.
6. **Breastfeeding Stations:** All hospitals and workplaces nationwide shall establish lactation stations pursuant to RA 10028 or the "Expanded Breastfeeding Promotion Act of 2009". In workplaces, breastfeeding breaks shall be provided for working breastfeeding mothers. Human milk banks shall also be established in health institutions.
**SEC. 5. Interventions.** The First 1,000 Days Program includes the provision of the following interventions:
1. Ensuring nutrition for pregnant mothers and adolescent girls
2. Improved breastfeeding practices (0-6 months)
3. Improved complementary feeding practices (7-24 months)
4. Improved protection against undernutrition and disease (6-24 months)
5. Improved feeding of children who are sick and undernourished
**SEC. 6. Barangay Health Volunteers.** The DOH, in coordination with the LGUs, shall provide more support and assistance to Barangay Health Volunteers such as the Barangay Health Workers (BHWs) and Barangay Nutrition Scholars (BNS). A series of practical and effective training courses shall also be made available to upgrade their skills and competence in the implementation of this Act.
**SEC. 7. Implementing Rules and Regulations.** Within ninety (90) days from the effectivity of this Act, the Secretary of Health shall, in coordination with the Secretary of the Interior and Local Government, and Secretary of Social Welfare and Development and representatives of
recognized women's and children's organizations and academic communities, promulgate rules and regulations necessary for the effectivity of this Act.
SEC. 8. Appropriations. To carry out the provisions of this Act, such amount as may be necessary is hereby authorized to be appropriated from the National Treasury. Thereafter, the amount necessary for the continuous operation of the Program shall be included in the annual appropriation of the DOH.
SEC. 9. Separability Clause. If any provision or part hereof is held invalid or unconstitutional, the remainder of the law or the provision not otherwise affected shall remain valid and subsisting.
SEC. 10. Repealing Clause. Any law, presidential decree or issuance, executive order, letter of instruction, administrative order, rule and regulation contrary to or inconsistent with any provision of this Act is hereby repealed, modified, or amended accordingly.
SEC. 11. Effectivity Clause. This Act shall take effect fifteen (15) days after its publication in at least two (2) newspapers of general circulation.
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תראו את התצלומים האלה
נחשו איפה צילמו אותם
התחשבה בסוף הדף
Gaza City, Gaza Strip
Gaza City is the capital city of the Gaza Strip and the largest city in the Palestinian territories. It is located on the Mediterranean coast, about 20 kilometers (12 miles) south of the Israeli city of Ashkelon. The city has a population of approximately 500,000 people.
The city is divided into two main areas: the northern part, which is more densely populated and has a higher concentration of residential buildings, and the southern part, which is more industrial and has a higher concentration of commercial buildings. The city is also home to several universities, including Al-Azhar University and the Islamic University of Gaza.
Gaza City is known for its rich cultural heritage, with many historical sites and landmarks, including the Al-Aqsa Mosque and the Tomb of the Patriarchs. The city is also home to several museums, including the Gaza Museum of Archaeology and the Gaza Museum of Modern Art.
Despite its size and importance, Gaza City faces numerous challenges, including poverty, unemployment, and limited access to basic services such as healthcare and education. The city is also affected by the ongoing conflict between Israel and the Palestinian Authority, which has resulted in significant damage to infrastructure and displacement of thousands of people.
The city of Gaza is located on the Mediterranean coast, and its population is approximately 1.5 million people. The city has a rich history dating back to ancient times, and it is known for its beautiful beaches and vibrant culture. Gaza is also home to several important landmarks, including the Al-Aqsa Mosque and the Gaza Strip International Airport. Despite the challenges faced by the city, it remains a vibrant and dynamic place that continues to attract visitors from around the world.
The top image shows a residential area with houses, a swimming pool, and a car parked in front of one of the houses. The bottom image shows a multi-story building with a modern architectural design, surrounded by trees and a clear sky.
The first picture shows the entrance to the building where the research was conducted, while the second picture shows the building itself.
UNRWA Headquarters in Gaza City, Palestine
UNRWA Headquarters in Ramallah, Palestine
The city of Tripoli is located in the north of Lebanon, on the Mediterranean coast. It is the capital of the northern Governorate and the second largest city in the country after Beirut. The city has a population of about 1 million people.
Tripoli is known for its beautiful beaches, historical sites, and cultural heritage. The city has a rich history dating back to ancient times, with evidence of Roman, Byzantine, and Ottoman rule. Today, Tripoli is a vibrant and dynamic city that attracts visitors from all over the world.
The city is home to several important landmarks, including the Great Mosque of Tripoli, which was built in the 12th century and is one of the oldest mosques in the country. Other notable sites include the Roman Amphitheater, the Citadel of Tripoli, and the National Museum of Lebanon.
In addition to its historical significance, Tripoli is also known for its modern architecture and urban planning. The city has undergone significant development in recent years, with new buildings and infrastructure projects being implemented to improve the quality of life for its residents.
Overall, Tripoli is a fascinating city that offers a unique blend of history, culture, and modernity. Whether you're interested in exploring its rich past or experiencing its vibrant present, there's something for everyone in this beautiful coastal city.
The university has a total area of 100,000 square meters and is located in the heart of the city of Tripoli. It consists of several buildings, including the main building, which houses the administration offices, classrooms, laboratories, and other facilities. The university also has a library, a sports complex, and a student dormitory. The university is well-equipped with modern technology and has a strong emphasis on research and development.
The University of Khartoum, Sudan
The University of Khartoum is located in the capital city of Khartoum, Sudan. It was founded in 1953 and is one of the largest universities in Africa. The university offers a wide range of academic programs across various faculties, including science, engineering, medicine, law, and social sciences.
The university campus is situated on the banks of the Nile River, providing a picturesque setting for students and faculty alike. The main building, known as the Central Administration Building, is a prominent feature of the campus and houses administrative offices and lecture halls.
In addition to its academic offerings, the university also boasts a beautiful beachfront location, offering students and visitors a chance to relax and enjoy the natural beauty of the area. The beach is a popular spot for swimming, sunbathing, and other recreational activities.
Overall, the University of Khartoum is a vibrant and dynamic institution that continues to play a crucial role in the education and development of Sudanese society.
Figure 1: The Gaza Strip, top: Gaza City, bottom: Gaza Port.
The university has a central library, which is located in the main campus and is open to all students and faculty members. The library has a large collection of books, journals, and other resources, and provides access to online databases and e-books. The library also offers various services such as research assistance, reference services, and interlibrary loan.
The building is located in the heart of the city, and it has a swimming pool for students to use during their breaks.
The beach is a popular spot for families and tourists alike, offering a variety of activities such as swimming, sunbathing, and playing games. The sand is soft and warm, making it perfect for building sandcastles or simply relaxing in the sun. The ocean waves provide a soothing sound that can help calm the mind and body.
In addition to the natural beauty of the beach, there are also several attractions and facilities available for visitors. These include lifeguard stations, restrooms, and shaded areas where people can relax and enjoy the view. Some beaches even have restaurants and shops selling souvenirs and refreshments.
Overall, the beach is an excellent place to spend time with loved ones and create lasting memories. Whether you're looking for a quiet retreat or an exciting adventure, there's something for everyone at the beach. So why not plan a trip soon and experience all that this beautiful location has to offer?
The beach is a popular destination for tourists and locals alike, offering a variety of activities such as swimming, sunbathing, and beach sports. The sand is fine and soft, making it comfortable to walk on. There are several amenities available, including changing rooms, showers, and lifeguard stations. The beach is also equipped with umbrellas, chairs, and tables for those who prefer to relax in the shade.
However, it's important to note that the beach can be quite crowded during peak season, so it may be necessary to arrive early to secure a good spot. Additionally, there are some safety precautions to keep in mind, such as avoiding swimming when the red flag is raised, which indicates dangerous conditions. Overall, the beach offers a great way to enjoy the outdoors and soak up the sun.
Yes, dear Friend, all of these pictures were taken just recently in:
GAZA
These are pictures they don’t want you to see
They flood the media with picture and lies
On how bad
The situation there is and how they are
Starving for food
Spread this to as many as you can so the truth comes out. | <urn:uuid:077752ca-a01e-4ef1-8a9b-ec7e57019a68> | CC-MAIN-2018-09 | http://par2.com/GuessWhereisthisPlace.pdf | 2018-02-21T20:35:53Z | crawl-data/CC-MAIN-2018-09/segments/1518891813803.28/warc/CC-MAIN-20180221202619-20180221222619-00793.warc.gz | 280,928,805 | 1,590 | eng_Latn | eng_Latn | 0.913112 | eng_Latn | 0.999212 | [
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This is a digital copy of a book that was preserved for generations on library shelves before it was carefully scanned by Google as part of a project to make the world’s books discoverable online.
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6.2/3. E. 25
15041 d 15
Digitized by Google
6.2/3. E 25
15041 d 15
Digitized by Google
The following is a list of the most important works on the subject of the history of the Jews in the United States, arranged according to the date of their publication.
1. "The Jews in America," by Henry G. Brandeis, published in 1896.
2. "The History of the Jews in the United States," by Jacob Rader Marcus, published in 1943.
3. "The Jews in the United States," by Irving Howe, published in 1976.
4. "The Jews in the United States," by Daniel J. Elazar, published in 1980.
5. "The Jews in the United States," by Stephen S. Wise, published in 1930.
6. "The Jews in the United States," by Louis Finkelstein, published in 1946.
7. "The Jews in the United States," by Henry G. Brandeis, published in 1896.
8. "The Jews in the United States," by Jacob Rader Marcus, published in 1943.
9. "The Jews in the United States," by Irving Howe, published in 1976.
10. "The Jews in the United States," by Daniel J. Elazar, published in 1980.
11. "The Jews in the United States," by Stephen S. Wise, published in 1930.
12. "The Jews in the United States," by Louis Finkelstein, published in 1946.
| 1900 | 1901 | 1902 | 1903 | 1904 |
|------|------|------|------|------|
| 1 | 2 | 3 | 4 | 5 |
| 6 | 7 | 8 | 9 | 10 |
| 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 |
| 26 | 27 | 28 | 29 | 30 |
| 31 | | | | |
*Note: The table is incomplete and does not contain all the data.*
REPORT
OF
THE COMMISSIONERS
APPOINTED TO INQUIRE INTO THE
SANITARY STATE OF THE ARMY IN INDIA;
WITH
PRÉCIS OF EVIDENCE.
Presented to both Houses of Parliament by Command of Her Majesty.
LONDON:
PRINTED BY GEORGE E. EYRE AND WILLIAM SPOTTISWOODE,
PRINTERS TO THE QUEEN'S MOST EXCELLENT MAJESTY.
FOR HER MAJESTY'S STATIONERY OFFICE.
1863.
CONTENTS.
COMMISSION - - - - - - - 3
REPORT - - - - - - - 7
MORTALITY AND ACTUARIAL TABLES - - 172
PRÉCIS OF EVIDENCE (with Contents and Index to Witnesses) - - - - 199
COMMISSION.
Victoria, by the Grace of God of the United Kingdom of Great Britain and Ireland, Queen, Defender of the Faith.
To Our right trusty and well-beloved Councillor, the Right Honourable Sidney Herbert, and to Our trusty and well-beloved Robert John Hussey Vivian, Knight Commander of the Most Honourable Order of the Bath, a Major-General in our Indian Forces, and a Member of the Council of India; Proby Thomas Cautley, Knight Commander of the Most Honourable Order of the Bath, a Colonel in our Indian Forces, and a Member of the Council of India; Thomas Alexander, Companion of the Most Honourable Order of the Bath; Edward Harris Greathed, Companion of the Most Honourable Order of the Bath, a Colonel in our Army, William Farr, M.D., James Ranald Martin, Esquire, and John Sutherland, M.D., greeting:
Whereas it hath been humbly represented to Us that, considering the great importance of maintaining and improving the Health of all ranks of Our Army serving in India, it is expedient that certain Inquiries should be made:
Now know ye, that We, having taken into Our Consideration the Premises, do hereby order and direct you, the said Sidney Herbert, Sir Robert John Hussey Vivian, Sir Proby Thomas Cautley, Thomas Alexander, Edward Harris Greathed, William Farr, James Ranald Martin, and John Sutherland, to inquire, firstly, into the Rate of Sickness and Mortality, and Invaliding among
Our Troops, both of the General and Indian Services, in all Stations throughout India and its Dependencies; and into the class of Diseases from which such Sickness and Mortality arise.
And, further, We do order and direct you to inquire into the Causes of such Sickness and Mortality; whether as relates to Climate, Locality, state of Barracks, Drainage, Water Supply, Diet, Drink, Dress, Duties, or Habits of Troops.
And, further, We do order and direct you to inquire into what existing Stations are unhealthy, and to indicate how such Unhealthiness may be removed, if possible, and the nature of the Sanitary Improvements required.
And, further, We do order and direct you to inquire into the subject of Healthy Positions generally, with the view of recommending the most healthy for future Occupation, and of ascertaining whether healthy Stations may not be found within moderate Distance of such existing unhealthy Stations as may be of Political or Military Importance; also into the general subject of Sanitaria and Hill Stations, with the view of pointing out the most healthy Positions on them.
And, further, We do order and direct you to inquire as to the best Construction of Barracks, Huts, Hospitals, and Tents for India.
And, further, We do order and direct you to inquire into the present Regulations or Practice for preserving the Health of the Troops, and enforcing Medical and Sanitary Police.
And, further, We do order and direct you to inquire into the present Organization of the Army Sanitary and Medical Service.
And, further, We do order and direct you to inquire as to the Practicability of establishing a general system of Military Statistics throughout India, and to ascertain whether any, and what Means exist, of comparing the Diseases and Mortality of the Troops with those of the Civil Population, English and Native.
And, We do further command and require you to Report what Changes you may consider it expedient to make in the present Practice, with respect to any of the Subjects above mentioned.
And, it is Our further will and pleasure that you, or any Five or more of you, do obtain Information touching the Matters aforesaid, by the Examination of all Persons most competent, by reason of their Knowledge, Habits, or Experience, to afford it; and also by calling for all Documents, Papers, or Records, which may appear to you, or any Five or more of you, calculated to assist your Researches and to promote the formation of a sound Judgment on the Subject, and that you, or any Five or more of you, do report to Us, under your hands and seals, your several Proceedings by virtue of this Our Commission, together with your Opinions touching the several Matters hereby referred for your consideration.
Given at Our Court at St. James's, this Thirty-first Day of May, in the Year of Our Lord One thousand eight hundred and fifty-nine, and in the Twenty-second of Our Reign.
By Her Majesty's Command.
(Signed) STANLEY.
The first step in the process is to identify the problem or issue that needs to be addressed. This can be done through research, surveys, or interviews with stakeholders. Once the problem has been identified, the next step is to develop a plan of action. This plan should include specific goals and objectives, as well as a timeline for completion. It is important to involve all relevant parties in the planning process to ensure that everyone's input is considered.
Once the plan has been developed, it is time to implement it. This may involve changes to policies, procedures, or practices within an organization. It is important to communicate these changes clearly to all affected parties so that they understand what is expected of them. Regular monitoring and evaluation should also be conducted to ensure that the plan is working effectively.
Finally, it is important to celebrate successes along the way and learn from any setbacks. This will help to build momentum and keep everyone motivated towards achieving the desired outcome. By following these steps, organizations can successfully address complex problems and achieve their goals.
DISEASES, LUNG AND TUBERCULAR DISEASES
5, IN THE INFANTRY OF THE LINE
RESIDENCY OF BENGAL.
The following table is occupied in representing the Mortality among the Infantry in the Presidency of Bengal.
| Deaths from Lung & Tubercular Diseases 3 to 1000 living | Deaths from All Other Diseases 6 to 1000 living |
|----------------------------------------------------------|-----------------------------------------------|
| | |
Diseases (exclusive of Heart Diseases) of the Infantry in the Presidency of Bengal for the year 1842-43.
| Date | Time | Location | Event Description |
|------------|--------|-------------------|------------------------------------------------------------------------------------|
| 10/25/2023 | 9:00 AM| Conference Room A | Workshop on Sustainable Energy Solutions |
| 10/26/2023 | 1:00 PM| Auditorium | Keynote Speech by Dr. Jane Smith on Climate Change |
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| 10/28/2023 | 7:00 PM| Ballroom | Gala Dinner with Awards Ceremony |
For more information, visit our website at www.energyconference.com.
REPORT.
TO THE QUEEN'S MOST EXCELLENT MAJESTY.
MAY IT PLEASE YOUR MAJESTY,
We, the Commissioners appointed to inquire into the sanitary state of Your Majesty's Army serving in India, humbly present to Your Majesty the results of our investigation, which we do in this our Report, as follows:—
The inquiry in which we have been engaged has been one of unusual extent and duration, and from its nature has led to considerable delay in preparing our Report. We had, in the first place, to lay the foundation for our inquiry by an elaborate examination of the available statistical and sanitary documents in the India House. In doing so it was perceived at the very beginning that we could not arrive at our object by taking oral evidence only, and that it would be necessary to carry out a preliminary local inquiry at all the Indian stations before a true estimate could be formed of what were the real conditions of the problem with which we had to deal. With this view a series of printed questions was drawn up and sent to all the stations to be there replied to and signed concurrently by the commanding, engineering, and medical officers. We had to await the results of this part of the inquiry; and as on some important statistical points the replies from two Presidencies were incomplete, we called for further information, which has not yet been received by us. This, together with other engagements of members of the Commission, has led to considerable but unavoidable delay, which we are grieved to say has been increased by the losses which the Commission has sustained since its first meeting. The late Lord Herbert, who was our first Chairman, was compelled by official occupation, and latterly by declining health, to suspend the meetings for some time. Previous to that period, Sir Robert Vivian had been obliged by his other duties to resign as member of the Commission, and we had further to deplore the death of Mr. Alexander, the late Director-General of the Army Medical Department. To supply these losses, Dr. Gibson, the present DirectorGeneral, and Colonel Durand, since called to India, were added to the Commission, and Lord Stanley consented to succeed Lord Herbert as Chairman.
We have thought it necessary to make this statement to account for the lengthy period which has intervened between the date of Your Majesty's Commission and the date of this Report.
An inquiry extending over so large an area, and including so great a multiplicity of details, many of them of a minute character, has been necessarily voluminous and expensive; but the evidence which it has called forth appears to us to be so important, not only to the interests of troops serving in India, but to those inextricably interwoven with them of the native population, that we have not scrupled to publish it for official use, partly for the purpose of spreading information, and partly in order that the correctness of the statements made by us might be fully sustained by authority.
Appended to the Report, we have given a précis of the evidence; and, separately, the oral evidence,* with some important addenda made to it by the witnesses, an abstract of all the stational reports,+ and a valuable paper of comments on these reports, contributed, at the request of the Commission, by Miss Nightingale.
The medical statistics for the troops of the late East India Company, and also for those of the Royal army (the latter prepared at the Army Medical Department), which follow, have been drawn up from the best available data, supplied partly from India, partly by His Royal Highness the Commander-in-Chief, and by the Secretary of State for India. These, together with a paper on the geographical distribution of Indian climates prepared at our request by Mr. Glaisher, contain the main statistical facts of the inquiry. Involving a wide range of subjects, our researches have been minute, and the evidence by which our conclusions are borne out is necessarily voluminous. But we believe that the abstracts referred to contain the substance of all the facts in such a form as to render reference to the evidence almost needless,
* The evidence, &c. is set out at length in a separate folio volume, printed for official use, and the figures here placed in the margin refer to the page or number of question in such folio, except the references to pages of this report placed within brackets, and marked ante or post. [See note p. 201 post.]
† These reports from Indian stations given in full form a second folio, or "Appendix to Evidence."
except for the purposes of verification and more minute analysis. It has been our object to present a large mass of facts and detail within as limited a compass as the nature of the questions we have discussed allowed.
In dealing with the evidence we have considered it best to arrange the facts it contains in distinct divisions, beginning with the statistics of mortality and disease. Under this head we have given,—
The strength and distribution of the army in India.
The total mortality among British troops, and at different ages and periods of service.
The annual waste of life in each year of service.
Nature of the diseases occasioning the mortality and the loss of efficiency from sickness.
We next give an estimate of the cost of placing the soldier in India, and the pecuniary loss occasioned by the present death and sick rate.
This discussion is followed by a statistical estimate of the mortality among native troops, among natives, and among Europeans and mixed races in India.
Following on this general statistical investigation we next give the results of our inquiries into the mortality of particular groups of stations.
Having in this manner arrived at the facts regarding mortality and disease we next proceed to examine into the influences affecting the health of European troops, as these are described in the evidence and stational reports.
Under this part of the inquiry we have included a general discussion on the topography and climate of India,
The sanitary condition of stations, towns, and bazaars.
Drainage and water supply.
Construction of barracks, together with the state of their ventilation, cubic space per man, ablution and bath accommodation, cook-houses, latrines, &c.
Accommodation for officers and married soldiers.
Having considered the questions arising out of the soldier's barrack accommodation we proceed to discuss the influence of his diet, dress, and duties. Next the very important subject of intemperance and its concomitants in their influence on health and efficiency, and the amount and kind of occupation and recreation provided for the soldier to fill up his spare time.
This is followed by an inquiry into the state of the hospital accommodation, including the questions of construction, ventilation, cubic space, drainage, water supply, hospital conveniences, and attendance.
The very important question of hill stations follows next in order.
And, lastly, the sanitary condition of native lines and hospitals.
Having completed our survey of the causes of sickness and mortality we consider the present state of sanitary administration in India with the improvements required to enable the causes of disease to be dealt with, and we conclude, after a recapitulation of the leading results of the inquiry, with the recommendations we have to make for improving the health of troops serving in that part of the empire.
In conformity with this arrangement of subjects, we proceed, first, to discuss connectedly the facts which in this inquiry admit of numerical analysis.
**STRENGTH AND DISTRIBUTION OF THE ARMY IN INDIA.**
The British army consisted of 227,005 officers and men on April 1st 1861; and 82,156 of them belonged to regiments in India at that date; 144,849 to regiments at home or in the colonies. The strength of the regiments serving in India was 94,829 in the previous year.
Thus a large proportion of the regiments is in India; and a still larger number may be called to that part of the empire in great emergencies.
Four regiments in eleven were serving there; so should those proportions be maintained, and every regiment go in its turn, it will be exposed 10 years in every $27\frac{1}{2}$ years, or four years in eleven, to Indian influences. But as some corps never go to India, the service will fall more heavily on the rest.
The full establishment of a royal regiment in India was 1,119,* including 41 officers, 138 non-commissioned officers and drummers, 940 privates. And of this strength about 220 of each regiment in India figured in the depôts at home.
The distribution of the army at the latest date (April
* See Colonel Baker's Paper, No. 52, Appendix to Report of Commission to inquire into Organization of Indian Army.
1862), we will now give from the returns, including for Bengal the non-commissioned officers and men only.*
At this date some of the changes resulting from the incorporation of the Indian forces in the Queen's army had been carried out, and the European officers in the return amounted to 3,962, the non-commissioned officers and men to 70,489; the native officers and men to 108,382, exclusive of 11,652 men in the Punjab local force, and of numerous police corps which have been created in all the provinces.
In Bengal, the North-west Provinces, and the Punjab, that is, in the territory filling the vast plain of the Ganges and of the Five Rivers, from Calcutta and Assam to Peshawur, a force of 85,966 men were stationed, consisting of 46,290 Europeans (officers, 2,160), and 39,676 Indians.
The Presidency division extends over the whole of the populous delta of the Ganges, from the Dhumrah river to Darjeeling in the Himalayas between Nepal and Bhotan, and along the Brahmapootra to the extremities of Assam. The military force consisted of 3,593 Europeans and 6,047 natives; namely, 1,539 Europeans and 624 natives at Fort William and Alipore, covering Calcutta; 580 Europeans, 708 natives at Barrackpore; 413 Europeans at Raneegunge, 297 at Berhampore, and 319 at Dacca. The Europeans at other stations were few; a corps of 1,088 natives was in Assam. The Benares division consisted of 3,390 Europeans, and 3,198 natives; 1,075 of the Europeans were stationed at the plateau station of Hazareebaugh, 680 at Dinapore, 678 at Benares, 406 at Goruckpore, and the residue at four other stations. This populous district, by the side of the independent state of Nepal, lies around the Gunduck, and the Gogra on the north, and the Sone on the south of the Ganges, which here receives their waters.
The Saugor district, in the midst of small feudatories, has 2,243 Europeans and 4,746 Indians; of the Europeans, 874 are at Jubbulpore, and 848 at Saugor. In addition here are two native corps from the Madras presidency.
In proceeding up the Ganges, the Oude and Meerut divisions, with the Gwalior on the left, and the Rohilcund
* There is a great want of uniformity in the returns of all the Presidencies. And for various purposes it has been necessary to use returns of different dates, sometimes supplied by the Adjutant-General, and at others by the India Office.
division to the right, extending to the Himalayas, consist of a force of 18,987 Europeans and 13,391 Indians. 1,302 Europeans, 1,351 Indians, are stationed at Gwalior; 738 Europeans and 413 Indians at Jhansi. Oude is occupied by a strong force of Europeans, of whom 1,386 are at Allahabad, 1,294 at Cawnpore, 2,085 at Lucknow, 597 at Roy Bareilly, 1,256 at Fyzabad, 799 at Gonda, and 610 at Seetapore. Only 2,848 natives of India are in Oude; and 554 Europeans, 302 Indians, in the Rohilcund district, are at Shahjehanpore; 1,074 Europeans are at Bareilly, 406 at Moradabad, 241 at Nynee Tál.
Of the troops in the Meerut division, 578 Europeans are at Futtyghur, 1,206 at Agra, 506 at Muttra, 1,165 at Delhi, 2,094 at Meerut, 632 at Roorkee (the head quarters of the Ganges canal operations), and 156 at Landour, one of the lofty hill stations.
4,874 men of the European force, and 2,524 of the native force, are in the Sirhind division, between the Jumna and the Beas; namely, 1,840 Europeans at Umballa, 263 at Jullundur, 220 at Phillour; and in the high hill districts, 630 at Dugshai (16 miles from Simla), 76 at Kussowlie, and 935 at Subathoo.
The Punjab is held by 11,043 Europeans and 9,770 of the native army. At Umritsir there are 621 Europeans, 501 natives; at Sealkote, 1,471 Europeans, near the Chenab, flowing from Gholab Sing’s dominions, 1,266 at Lahore, 819 at Ferozepore, and 1,171 at Mooltan. At the three latter stations, 3,221 men of the native army are located.
The Peshawur district of the Punjab, lying against the Khyber Pass and Afghanistan, is held by 157 Europeans at the station on the Jhelum flowing from Cashmere; 1,438 at Rawul Pindi, 214 at Attock on the Indus, and 711 at Nowshera, near Peshawur, which is itself occupied by 2,027 Europeans, and 2,849 natives.
The East India railway runs through the Bengal military divisions, and, with that of the Punjab, connects them all from Calcutta to Lahore on one strategic line, which is prolonged by the grand trunk road to Peshawur.
Another railway line extends from Allahabad on this base to Jubbulpore and Bombay, nearly parallel to the remoter line going from Lahore to Mooltan.
The European forces of this command are stationed, with few exceptions, at the bottom of the Ganges plain, near the chief cities on the rivers.
Descending the Indus, the Bombay Presidency is entered through the Sinde division, where 293 Europeans are stationed at Hyderabad, the summit of the delta of the Indus, and 1,219 at Kurrachee, with 841 natives at the former, 773 at the latter station. There are 83 officers, 1,512 Europeans, and 4,155 natives, including the frontier brigade in Sinde, lying between the Suliman range, with the Belochs on the north-west and the desert on the south-east.
The force in all the Bombay presidency,—including 465 Europeans, 2,380 natives in the presidency division,—consists of 12,198 Europeans and 29,681 natives. They are commanded by 852 officers.
The northern Bombay division, extending over the Cutch and Guzerat from Sinde to Poona, has 908 Europeans at Deesa on the Bunnass, 302 at Ahmedabad, 60 at Surat, and 46 on Mount Aboo, making, with the troops at two more stations, 1,318 non-commissioned officers and men, besides 5,940 natives, at the same stations, at Baroda, Bhooj, and elsewhere.
The Mhow division, of 3,478 Europeans and 4,527 natives, occupies a central territory intersected by the Aravulli and Vindhya ranges of mountains, whose waters flow into the Nerbudda and the Chumbul. The territories of Holkar, Sindia, and the warlike Rajpoots lie around the stations, of which Mhow, near Indore, is held by 1,680 Europeans, Nusserabad by 1,060, Neemuch by 564, and Ajmeer by 61. The railway from Agra to Bombay goes through this country, south of the desert, but parallel with the distant Indus.
The Poona division carries us further into the tropics, but higher over the Deccan and the Ghauts; it surrounds the presidency, and holds the ancient seat of the Mah-ratta power with 235 officers, 3,323 European non-commissioned officers and men, and 6,515 natives. Of the Europeans, 1,850 are at Poona, where the Peishwa resided, 438 at Kirkee, in its vicinity, 724 at Ahmednuggur, 215 at Sattara.
The Belgaum division, further south, but north of Goa, consists of 98 European officers, 1,132 men, and 3,794 natives; the Europeans being at Belgaum, the native force, with their European officers, at Dharwar, Kulladghee, Kolapore, and Vingorla.
The presidency of Fort St. George, Madras, had under its command 14,161 Europeans, besides 950 European
officers, and 39,025 native officers, non-commissioned officers, and rank and file.
It had two native corps in the Saugor division, which has been before referred to, and is also occupied by troops of the Bengal force.
The Nizam, in his dominions of nearly 100,000 square miles, and more than 10,000,000 inhabitants, in the centre of the Deccan, has a considerable military array, consisting of an auxiliary force under British officers, paid by him, irregulars, and dependants of Ameers.
The British subsidiary force of 183 officers, 3,161 Europeans, 4,272 Indians, occupies cantonments at Secunderabad, near his capital, at Jaulnah, and other stations. The Nagpore force of 86 officers, 1,603 Europeans, and 2,484 native officers and men, is at Kamptee, Hoosingabad, and several detached posts, in a country which was, like Hyderabad, recently under the Rajah of Berar, and lies between the Nizam's dominions and Bengal.
77 officers, 906 Europeans, and 3,445 native officers and men occupy the ceded districts which were detached from the Nizam's territory, south of the Kistnah, by treaty. 57 officers and 902 Europeans are at Bellary.
The Northern division, chiefly of natives, is diffused on the coast country, extending from the mouths of the Kistnah over those of the Godavery and the Mahanuddy to the river Dhumrah, which separates it from Bengal. The division consisted of 65 European officers, 106 men and non-commissioned officers, 5,929 native officers and men.
The Mysore division of 229 European officers, 3,486 non-commissioned officers and men, and 7,354 native officers and men, was stationed chiefly at Bangalore, at Mangalore and Cannanore, at Mercara, at Hurryhur on the Tumbudra, and at the French Rocks. The Europeans are chiefly at Cannanore, on the Malabar coast, and at Bangalore, which is 3,000 feet above the sea level, and joins Madras by a railway. Seringapatam, Hyder Ali's capital, was abandoned on account of its insalubrity.
The Neilgherry hills are on the borders of the Mysore, and of the Southern division, which extends over all the southern extremity of the peninsula. 59 European officers 691 men, and 3,586 native officers and men are in the districts of Trichinopoly, Palamcottah, and Quilon. Trichinopoly is above Tanjore, the fertile delta of the Cauvery, on an extensive open plain.
The Central division of 112 officers, 2,101 non-commissioned officers and men, and 4,076 native officers and men, occupies the stations around Madras. The Europeans are at Fort St. George, St. Thomas's Mount, and Palaveram, from which numerous detachments are sent. Two native corps are at Vellore and Arcot.
Since the Burmese wars (1826 and 1852) the province of Pegu, east of the bay of Bengal, in addition to Arracan and Tenasserim, is British territory; and the Pegu division consists of 85 European officers, 2,096 European men, and 4,561 native officers and men. The Europeans are at Rangoon, in the delta of the Irawaddy, at Thayet Myo above Prome, on the same river, and at detached posts; some of them on the Madras side of the bay of Bengal. The native corps are at Tonghoo and Moulmein.
At the extremity of the Malay peninsula, native corps of the Indian army, consisting of 18 European officers and 1,378 men, occupy the Prince of Wales's island and Singapore, which command the Malacca straits, and afford the protection of the British flag to the surrounding people and to the commerce of China.
A native corps of 14 European officers and 938 men, from the Bombay presidency, was in China; and the same presidency returns a small native force of 342 in the Persian Gulf, at Bushire, at Bussorah, where there were factories, and on marine duty.
A brigade at Aden, on the way to Europe by the Red Sea, consisted of 29 European officers, 584 men, and 1,053 Indian officers and men.
India has been the centre of military operations carried on in the Red Sea, in the Persian Gulf, and in the China seas; and the army, now incorporated with the army of the Empire, exists for its defence. This has necessarily to be borne in mind in the distribution of the Indian forces.
**Mortality of the British Troops in India.**
Having given this brief sketch of the present distribution of troops throughout India and its dependencies, we next proceed to show what is the rate of mortality and the effect of this on the efficiency and on the cost of the Indian army.
The medical reports, special investigations of the casualty rolls which we have had made, and a great variety of returns, supply the materials for determining the mortality of the European non-commissioned officers and men in the various arms and in the presidencies:
In a spirit of providence the servants and officers of the late Company established funds for the sustenance of widows and orphans; but without adequate data, and hence it has been necessary to submit their experience to the investigation of several actuaries in London, who have at various periods reported on the mortality of the members and of the services. These reports exhibit the mortality of Indian civil servants, of military officers, of wives, widows, and children.* From another source we are able to follow the Indian officer home, and to determine his lifetime after passing through the perils of India. With the non-commissioned officers and men we can now, for the first time, deal in the same way.
The variations of the rate of mortality among men depend on two great classes of causes; the first class inherent in the organization itself, the second external. Thus, under similar circumstances, the force of life declines, the mortality per 1,000 increases year by year after the age of 15. Among females, never exposed to the risks of war or of dangerous occupations, it is 7·65 at the age of 20; 8·94 at the age of 30; 9·98 at the age of 40; 11·92 at the age of 50; 21·62 at the age of 60; 49·92 at the age of 70; and 118·66 at the age of 80 in the healthier districts of England and Wales. The increase of mortality up to the age of 50 is at the rate of about 1½ per cent. for every year of age, or 16 per cent. for 10 years; so that if the rate of mortality is 10·00 at the age of 40, it becomes 10·15 at the age of 41, and nearly 12·00 at the age of 50. After the age of 50, the mortality increases annually at the rate of 8·7 per cent., and is doubled in every 8¼ years of age.
* We have been able to use some of these reports by Griffith Davies, and Neison, which have been published for private circulation; and have particularly to thank Mr. Samuel Brown for the M.S. results of an investigation into one of the funds, bringing down the inquiry to the latest times. Major-General Hanyngton has placed a valuable table at our disposal. A valuable series of statistical returns have been collected by Sir Ranald Martin in his work on the Influence of Tropical Climates. The papers of Dr. Chevers, the digest of the vital statistics of the armies of India by Dr. Ewart, and other publications, show the interest that the medical officers of the Indian army take in the subject. The evidence of Sir Alexander Tulloch, Dr. Balfour's tables, and the second army report have been consulted. We have relied much upon the tables in the addenda to evidence which have been procured for the Commission.
Sex, and perhaps race, as well as age, are other inherent elements affecting the rates of mortality. Each age or sex is subject to a mortality which may be called natural in the present state of mankind; but that natural mortality is everywhere augmented by bad habits and unfavourable conditions. The natural standard is therefore undetermined; but the ascertained rates of mortality actually prevailing among large bodies of men will serve temporarily all the practical purposes of the exact natural standard.
Now the mortality of men of the soldier's age in the healthy parts of England and Wales is such that, on an average, 8 die annually to 1,000 living.*
Recruits for India undergo careful examination; and when soldiers are attacked by consumption, or any disease that is not soon fatal, they are invalided. So that their recorded mortality in peace, under such conditions as can be commanded for the army at home, should not exceed that experienced in the healthy districts of England, which, as regards their salubrity, are by no means perfect models.
Half the population of England and Wales is concentrated in town and city parishes, under many unfavourable conditions, and the annual mortality of Englishmen of the soldier's ages is 9 in 1,000.
The mortality of men of the same ages in the unhealthiest towns of England, and in the unhealthiest trades, is at the rate of 12 in 1,000.
Thus the mortality varies in different cases; and as it rises from 8 to 9 and 12, unfavourable sanitary conditions are discovered accounting for every degree of increase. The same principle holds in the mortality of the British army at home, which was at the rate of 17 per 1,000 annually, and is now declining in proportion as the causes of disease are abolished or mitigated.
The mortality of the non-commissioned officers and men serving in the British army abroad in the four years 1857-60 was at the rate of 41 in 1,000; of the officers the mortality was 30 in 1,000.†
The annual mortality of officers serving at home and abroad was 17, of non-commissioned officers and men 33
* 7·7 per 1,000 is the exact proportion. See Tables by Dr. Farr in Appendix to Report on Sanitary Condition of the Army, p. 521, and Evidence, p. 12.
† Registrar-General's Report for 1860.
in 1,000 during the years 1839-53, of European peace.* Sir Alexander Tulloch gave in his evidence a series of War Office returns of the strength, deaths, and mortality of the Royal army in India during 39 years, 1817-55, from which it appears that the mean strength in the three presidencies was 20,332, and the deaths 55,584, so the annual rate of mortality was 70 per 1,000. The Mah-ratta, Pindaree, Burmese, Afghan, Sinde, Sutlej, Punjab, and Chinese campaigns account, according to his estimate, for 10 of the 70 annual deaths.†
Those who are conversant with military statistics are well aware of the difficulty of obtaining results at once exact and precise. This difficulty is increased in India, and the necessary calculations are further complicated by the distribution of European officers among the native corps, by the mixing up of officers and men, or of the Royal army with that of the late Company, or of men at home in depot with men in India, and by the confusion of invaliding from disease with the discharge of soldiers whose terms of service have expired. The medical returns for some time appear to have included only the deaths in hospitals.
After carefully examining all the documents at our disposal, we selected for analysis the nominal rolls of strength and casualties at the India House relating to the late Company's European troops. The collection of annual casualty rolls at the India House was "compiled " upon the principle of accounting for every man becoming ineffective in the year." Verified by the signatures of the commanding officers and adjutants of corps, the rolls are perfectly intelligible and substantially correct; they have been, therefore, analysed elaborately for the purposes of this inquiry. The troops of the Company, unlike the Royal army, served only in India, where they remained until death, or until they returned home.
The deaths in the 57 years 1800-56 among all the Company's non-commissioned officers and men, including invalids in India, amounted to 40,420, out of an aggregate of 588,820 years of life, obtained by adding up the average annual strength in those years; so the annual rate of mortality has been 69 in 1,000 during the present century.
* Appendix to Report on Sanitary Condition of Army, p. 521.
† See p. 319 of Evidence; and pp. 178-186 of Evidence before Commission of Inquiry into the Organization of the Indian Army, 1859.
The mortality rate was as high as 134 in 1804, in the first Mahratta war, and it was as low as 41 in 1852. It was high again in the years of mutiny, and it has been subsequently lower than the Indian standard. From the rate of 55 in 1770–99, the rate rose to 85 in the 30 years 1800–29; and the mortality fell to 58 in the 27 years 1830–56; so that the death-rate of the British soldier since the first occupation of the country down to the present day has oscillated round 69 per 1,000.
If the mortality is set down at 69 in 1,000, it follows that, besides deaths by natural causes, 61, or, taking the English standard, 60 head per 1,000 of our troops perish in India annually. It is at that expense that we have held dominion there for a century; a company out of every regiment has been sacrificed every 20 months. These companies fade away in the prime of life; leave few children; and have to be replaced, at great cost, by successive shiploads of recruits.
**The Rates of Mortality at different Ages in India.**
To determine the rate of mortality among British troops in India, of different ages, as well as of different terms of service, the returns of the 10 years 1847–56 have been used. The mortality in the Bombay and Madras presidencies was much lower in those years than it had been previously; and the Table includes the non-effectives—invalids, pensioners, and men on the town major’s list—at advanced ages. The mortality of war in India is, therefore, relatively unimportant; and we can appreciate the effects of the ordinary causes of mortality on men of all ages, from 10 to 75.
The mortality of boys, and of all under the age of 20, is much lower than it is ever afterwards; and other evidence shows that young men in favourable circumstances, and children with proper care, suffer less than adults in India.
The mortality per 1,000 at the age of 20–25 is high (56·4); at the next age (25–30) it is less (48·8); and then it rises gradually to the age of 40; at the age of 40–45 the mortality is again higher (61·6) than it was at the earlier age of 20–25; the mortality afterwards falls.
It is worthy of remark, however, that the excess of mortality in India is nearly the same at all the seven quinquennial periods of age from 20 to 55, except at the first and the fifth, when the recruits join and leave their
Mortality at different Ages.
corps in greatest numbers. This points to the influence of the term of service, which we have also investigated, and seems to justify the inference that the fatal causes in operation produce nearly the same fatal results in India at all the ages, from 20 to 55, among men exposed to the same extent to their influences.
From the age of 55 the excess grows less, and at 70 and upwards the old men die nearly at the same rate in India as in England. Although the facts at the extreme ages are few, it is evident that the men of the middle ages are, under present circumstances, the greatest sufferers.
Tables 12 and 22-25 [p. 190 post].
From the rates of mortality we have had a life table constructed, and the mean duration of life, as well as the value of annuities dependent on soldiers' lives in India, can be deduced. These mortality and actuarial tables have been prepared by Dr. Farr.
Table 22.
The mean after-lifetime, or, as it is sometimes called, the expectation of life at the age of 20, is 17·7 years in India, 39·5 years in England; so life is shortened by 21·8 years.
Table 25.
An annuity is at the age of 20 worth 12 years' purchase on a soldier's life in India, or less by 10 years than an annuity on an average life at home.
What is the effect of residence in India on the after-lifetime of men who return to England at the age of 40? We have the means of determining this effect by comparing the after-lifetime of the Indian Table with that of the pensioners who have served in India.*
The after-lifetime at the age of 40 is 15 years by the Indian Table, 22 years by the Table of Indian pensioners resident for the greater part in England, and 26 years by the English Life Table.
Influence of Term of Residence in India on the Rates of Mortality.
This involves the important question of acclimation. In the Table 4 the facts for 1847-56 are arranged with reference to the soldiers' years of service; and it is evident
* The Life Table for the Indian pensioners has been deduced from the facts supplied by Mr. Robinson in the Appendix to a War Office Report. The great irregularities observable in the probabilities of living a year, as given by Mr. Robinson, are evidently accidental, and are partly referrible to the state of the pensioner when he is placed on the list. The Table is, therefore, graduated by the method of differences applied to the logarithms, so as to give a uniform series.
that the mortality (65·2) during the first year of residence is higher than it is subsequently. It decreases gradually, and becomes sensibly less in the fifth year, 44·1; it then rises slowly, and is 47·0 at the second quinquenniad (5–10); 52·8 at the third. The reduced number, 43·0, at the fourth period of residence (15–20 years) arises probably from the elimination of the sickly by invaliding, which then becomes active (6 per 100). This, however, although it takes away a fourth of the numbers annually, does not prevent the mortality, partly from advancing age, rising to 62·5 per 1,000 in the last periods of service.
It is evident that when men are exposed to the operation of very unhealthy places, many of the weak are cut off at once; while of the survivors some are exceptionally left capable of resisting the local poison, and others are so enfeebled by its influence that they rapidly succumb. These two sets of causes in conflict are nearly in equilibrium in India, so that the mortality always remains high; and if acclimation in the ordinary sense takes place, it is at advanced ages. The causes which destroy Englishmen in India, like arsenic or any other poison, do their fatal work in every year of age and of residence; and indeed the zymotic agents which produce cholera, dysentery, liver disease, diarrhoea, and fever in all its forms comport themselves like organic poisons.
This view is confirmed by a new combination, in which No. 17, a Table shows the mortality in different years of service among those entering India early and late in life. But, upon the whole, early entry into India appears to be an advantage not only at first, but in after-life.
It is further evident, from a comparison of the mortality Tables in the several corps and presidencies, that the mortality in India depends on the intensity of zymotic poisons, and the time at which the men are exposed to the influences rather than on the incident that they have resided one, two, ten, or more years in the climate of the tropics.
LIVES WASTED IN INDIA IN EACH YEAR OF SERVICE.
It is possible to exaggerate the waste of life in India, and this has sometimes been done by assuming that the reduction in the numbers is due to the deaths alone in such cases as the following: "Of the troops which Sir Abraham Shipman brought with him to Bombay in 1662, there remained in 1664 only 93 out of 500." "At the time of Major Kilpatrick's death, in 1757, only 5 of the
LIVES WASTED IN EACH YEAR.
"250 soldiers who accompanied him from Madras in August of the previous year survived him."* A return handed in by Brigadier-General Russell throws some light on the reductions. Out of the 1,064 non-commissioned officers and men of his regiment (the 84th) who landed at Moulmein in 1842, only 93 landed in England on its return in 1859; thus the numbers were reduced from 1,064 to 93 in the 17 years, and the regiment was almost completely renewed in India. It was joined by 1,248 recruits, and the deaths were 817. Now had the mortality been uniformly 5 per cent. per annum (and the witness said it had been 3 per cent. for 14 years prior to 1857), the original numbers would only have been reduced in this case, by death, to 455. There are, besides death, many casualties which reduce the corps in India, and we shall shortly advert to them.
Again, the author of the useful book on the "Vital Statistics of the Anglo-Indian Armies," "demonstrates" that the European army in India has hitherto disappeared in about $13\frac{1}{2}$ years. This follows, he infers, from the fact that the mortality and invaliding are at the rate of 7·4 per cent., while in reality 1,000 men would only be reduced, at that rate, to 368 in $13\frac{1}{2}$ years.†
We have the means of determining from the returns of the 10 years the casualties by death, by invaliding, and by other causes, in the late Company's European troops; and the results are shown in the Tables 5 and 6. The Table 6 has been constructed from the facts in Table 5 by the
* Moore, Health in the Tropics, pp. 50, 51.
† This calculation has been adopted by other writers, and its fallacy is not immediately obvious. But assuming that the rate remains uniform, and is such that out of every 100 alive at the beginning of a year, 10 will die, &c., in its course, then the numbers will be reduced to 90 at the beginning of the next year; and, if the rate remain the same, nine, that is 10 per cent. of 90, will die in the second year; but upon the hypothesis of Dr. Ewart 10 will die every year until the 100 have expired; that is, 10 out of 90 will die in the second year, 10 out of 80 in the third year, and so on until, in the tenth year, 10 die out of 10 living, that is, the deaths, instead of being uniformly 10 per cent. on the strength, will be made by this procedure at last 100 per cent., which is contrary to the hypothesis of a uniform rate. Let $n$ be any number living at any moment, and $p$ be the fractional proportion living a year, then $np^x =$ the numbers surviving at the end of $x$ years on the hypothesis of a uniform rate. In the above case $n = 100$ and $np^x = 100 \times (\cdot 9)^{10} = 35$ nearly. This accidental oversight must not deprive Dr. Ewart of the credit due to him for his useful work; which has been compiled with care. (See Digest of Vital Statistics, by Dr. Ewart, p. 20.)
same methods as are employed in constructing life tables, for there is no simpler method of obtaining accurate results.
It will be observed that 100,000 men are reduced to 9,604 in 20 years of service, by 90,396 casualties of every kind; 40,447 by deaths in the service, 14,627 by invaliding, 3,558 by purchasing their discharge, 8,972 by the expiration of their terms of service, 968 by promotion, 5,724 by transfers to the town major's list, 13,976 by transfers to other corps, 1,818 by desertion, and 306 by other causes. The half of the deaths (21,499) takes place in the first five years; and the numbers invalided increase slightly in each quinquennial period.
The decrement, year by year, of the force in India is shown in the annexed Table 7, in which it will be seen that 1,000 effectives are reduced to 96 in 20 years. Now, the 1,064 men of the 84th were reduced to 93 in 17 years; and this, while it agrees very closely with the tabular results, points to the fact that the Queen's regiments are reduced more rapidly than the Company's by the shorter terms for which the men enlist.
The mean term of service in India, immediately deduced from this Table, is 8·6 years,* and 11 recruits are required annually to every 100 men.† To maintain an army of 85,856 men, 10,000 annual recruits are required, even where the term of service is as prolonged as it was under the late Company's regulations. The recruits entering are reduced to less than half their original number in eight years; their probable term of service was, therefore, between seven and eight years.
The half of a regular army so constituted consists of men who have served less than six years, and not more than a fourth of the men are veterans of 10 years' standing, on whom the discipline and solidity of an army greatly depend.
It is evident that the recruiting is more difficult, and that the losses from other causes than death are greater in an unhealthy than in a healthy army, for the invaliding, the desertion, and the discharges from all causes are influenced by sickness.
* The sum of the col. \((L_x) - \frac{L_0 + L_{20}}{2}\) divided by \(L_0\) = the average term of service among the effective non commissioned officers and rank and file serving for 20 years or less.
† The number of annual recruits is obtained by dividing the strength by the average number of years' service.
We have constructed two other Tables, the one showing how the same number of recruits (100,000) would be reduced year after year by death alone, and the other showing the reductions by death and invaliding together.
By death alone 1,000 would be reduced in 20 years to 344; by death and invaliding to 216; by death, invaliding, and other causes, as we have seen, to 96.
Out of 1,000, by the Table 9, it appears that, if none were discharged except by death, 656 out of 1,000 would die in 20 years; while by Table 6 it appears that out of the 1,000, only 404 die in the service; hence it follows that if the same rate of mortality rules out as rules in, 252 of the discharged will die in the 20 years out of the service.
The waste of life in India is illustrated in the diagram, where it is contrasted with the decrement of life at home.
**Nature of Fatal Diseases and Attacks of Sickness in India.**
The great endemic diseases of India, those which injure the health or destroy the life of the British soldier, are fevers, dysenteries, diseases of the liver, and epidemic cholera, which has for many years engrafted itself on the endemics of the country. Compared with these all other diseases are of minor extent and importance.
The four diseases here mentioned are almost exclusively diseases of the sultry plains of India, and when any of them are found in the elevated lands they are generally modified in degree and reduced in proportionate frequency, certain forms of bowel complaints, when the sufferers are removed from the plains to the high grounds, being the only exceptions. We shall notice briefly each of these diseases.
*Fever.*—Sir Ranald Martin states that remittent fevers are found almost everywhere throughout the East Indies, varying in their intensity and in their complications according as they occur in deltas, along marshy banks, or at the embouchures of rivers in plains extending from the bases of mountain ranges, termed "Terrais," in partially inundated or irrigated lands, or in tracts traversed by percolating streams, or occupied by jungles, or in certain low hilly districts. The seaboard, especially where there is jungle or salt marsh, and the adjacent islands when of a jungly or marshy nature are peculiarly pestilential, and so are often drying-up marshes and drying-up beds of rivers.
Of the various obstacles which bar the colonization of the white man in tropical regions, and of the many causes which reduce the strength of our armies there, remittent fever is the principal.
Sir R. Martin states that out of a British force of 25,431 men serving for eight and ten years respectively in Calcutta, Chinsurah, and Berhampore, all in Bengal Proper, there occurred 13,596 cases of fever; that in the healthier upper provinces of the same Presidency with diseases generally of less degrees of severity, out of an average British force of 23,731 men serving there during seven years, there occurred 14,159 cases of fever, and that throughout India, 50 per cent. of all the admissions into hospitals are from fevers, while in the Presidency of Bombay, amongst persons of all classes, castes, and countries, fever causes about 40 per cent. of the total deaths.
But besides the great prevalence, personal suffering, and immediate risk to the life of the soldier under fever, the disease entails more or less disposition to relapses, with more or less after danger, according as the original fever may have been more or less malignant in its nature. Added to these circumstances again, it is found that diseases of important organs, the consequences of malarious fevers, occasion much of the subsequent sickness, mortality, and invaliding among British troops serving in India.
Dysentery and Diarrhoea.—Next to fevers in frequency, but more fatal, comes the dysentery of India. In its causes it is intimately associated with tropical fevers, remittent and intermittent; so much so that where fevers are present dysentery is never far off. "Dysentery," says Sir Ranald Martin, "has occasionally been found to assume a malignant character in low damp situations, so as to prove very deadly; but on removal of the sufferers to elevated sites and a better air, the disease has been rendered amenable to treatment."
He describes the dysentery of India as most prevalent in the plains and during the hot and rainy seasons. "Out of an aggregate British force of 25,433 men of Her Majesty's army serving in periods of eight and ten years respectively in the stations of Calcutta, Chinsurah, and Berhampore, all in Bengal Proper, there occurred 8,499 cases of dysentery and diarrhoea. The climate of Lower Bengal has always been very unfavourable to European health as compared to Upper India; but, making allowance for all circumstances, including the ill habits of life of the soldiery, the amount of sickness from dysentery and diarrhoea here exhibited is enormous." "In the presidency of Madras, again, out of an aggregate British force of 82,342 men serving there from 1842 to 1848, there occurred 10,531 cases of dysentery and 9,189 cases of diarrhoea, making a total of 19,720 cases of bowel disease, exclusive of cholera. It thus appears that next to the malarious fevers of India, bowel complaints are the most prevalent, while the dangers to health and to life from these last are even greater than from fevers." Sir R. Martin further states that amongst British soldiers 11 cases of dysentery occur to 1 amongst the native soldiery. In acute dysentery, as in malarious fevers, there is much present danger and suffering, and when the disease is not arrested at once, chronic suffering extending over years, or the prospect of death more or less distant in the hospitals, is all that remains to the soldier. The case is described by the older army surgeons as presenting "a spectacle of distress of as pitiable a kind as can be found in the history of human suffering." Invaliding and death are the last events, and most of the casualties which occur amongst sick soldiers on the voyage homewards from India are from chronic dysentery.
Diseases of the Liver.—Sir Ranald Martin states that, whether as original or secondary affections, diseases of the liver are a very frequent and very important class of diseases in the East Indies. He adds that no official returns, under special heads, afford accurate information as to the actual frequency of liver diseases; for when these last occur as complications with, or as consequences of, fever, dysentery, diarrhoea, or cholera, the cases are generally classed and numbered under the head of the primary disease. "It thus happens," he says, "that the numerical hospital returns do not yield anything like an approximation to a true estimate of the existing amount of hepatic diseases." "Acute inflammation of the liver," he states, "is essentially a disease of the hot plains; and its severity may be judged of by the fact that the chance of death is greater from one such attack than from 13 of fever of the various forms, as they ordinarily occur in India."
In acute disease of the liver the danger to life is so
imminent that the case must, within a few days, terminate in a recovery more or less complete, or in death; while the chronic form of this malady, the injury to health, and the protracted distresses are very great.
He further states, that out of an aggregate British force of 211,993 men serving in Bengal from 1812 to 1832, there were 14,015 admissions into hospital on account of diseases of the liver, of which 924 died. From 1833 to 1854, out of an aggregate force of 331,775 men serving in the same presidency, there were 18,765 admissions and 1345 deaths from liver diseases.
Epidemic Cholera.—Epidemic cholera is the most acute of all acute diseases, and, like the last mentioned, it always ends in the more or less immediate recovery, or in the death of the sufferer.
This disease has been known to prevail as an occasional epidemic at different years, seasons, and places throughout India from 1774 to 1817; and there are authentic records of its existence in Batavia so far back as 1629. The symptoms described at the different times and places leave no doubt as to the sameness of nature of the disease, not to mention its uniform and great mortality.
But in India, since 1817, cholera has engrafted itself on the endemics of the soil, and has become a disease of annual recurrence at many of our large stations, commencing generally at the beginning of the hot season, but sometimes in the rainy and cold season. It has proved everywhere, all over the world, the same disease, with the same mortality whenever it has fastened on a congenial soil; and its great tendency is to attack populations living in low, damp, crowded, and ill ventilated situations, especially if supplied with impure water; while the proportionate mortality amongst those attacked has been about the same, whether at the lowest levels or on the loftiest mountains.
Here, however, there exists an important distinction, that while the proportionate mortality of those attacked is everywhere the same, the proportionate numbers seized in high and low situations differ most widely. Cholera and epidemic diseases in general are of rare occurrence in the elevated ranges of India, where the water is comparatively pure.
Troops, both European and native, while on the march, have been observed to become more liable to seizure by this disease, and when the attacks have occurred in
cantonments after the march, it has been found that the virulence of the epidemic has been proportionate to the length of the march.
As regards the comparative mortality Sir Ranald Martin states that out of every 100 deaths of Europeans serving in the Presidency of Bombay, between 1830 and 1846, the proportions of deaths attributable to the four great endemic diseases were as follows:
- Fevers - 23·054
- Dysentery and Diarrhoea - 32·441
- Diseases of the Liver - 9·597
- Cholera - 10·320
We have the means of comparing the deaths of soldiers from each disease in the Bengal presidency with the deaths of men from the same disease at home. The periods are for the 16 years (1830–45) in Bengal; and for the seven years (1848–54), including the two years when cholera was epidemic in England. The annual rate of mortality was 10 per 1,000 in England, and 67 per 1,000 in Bengal, of which 58 per 1,000 was by zymotic diseases. The fevers, ague, remittent and continued, killed 17 men in 1,000; dysentery and liver disease, 20; cholera and diarrhoea, 18. Delirium tremens, catarrh, syphilis, rheumatism, and scurvy were also much more fatal in India than in England. Among constitutional diseases, the deaths from phthisis, scrofula, and cancer were fewer in Bengal than in England; but these cases are of long duration, and are precisely such as are sent home on the invalid lists to die.
Of diseases affecting particular organs, apoplexy is the most fatal, and 3 deaths per 1,000 are referred to that disease, which at the age of the soldier is exceedingly rare in England. The frequent pneumonias are, probably, of a congestive character, or are like bronchitis, connected with influenza. Enteritis, phlegmon, ulcer, ileus, jaundice, and spleen diseases are either masked zymotic diseases, or their common sequels.
The deaths from wounds are most numerous in India, but these deaths and all the deaths by violence in the return are less (·8) than 1 in 1,000, and less than the deaths by violence among the civil population of England (1·0). The medical returns under the old arrangements included only the deaths in hospital, and they did not include the killed in the field, which should be added. The two series of facts in the Table are strictly comparable, and show clearly enough how much of the mortality of India is due to a few diseases, which are rendered fatal by well-known causes.
The fatality of these diseases to our armies in India is rendered evident to the eye in the two diagrams.
It is worthy of remark that nearly all these diseases fatal in India are accompanied by profuse discharges, with which the air, water, bedding, linen, closets, walls of hospitals and barracks become more or less infected. In a common building the *materies morbi* comes into contact with all the inmates.
In comparing the proportion of attacks of illness among British troops in India with that among men at home, we find that the East India Company formerly employed 2,461 labourers in London, and during the 10 years that observations were taken by the medical officer, 246 in 1,000 were attacked by illness annually; or each man was liable to one attack of illness of some severity every four years. This agrees with other observations, and includes cases of sickness of such gravity as disables artizans from following their ordinary work. In a Liverpool society, out of 1,000 members, 320 applied 400 times in the year for sick pay, and were treated by the surgeons, who also attended 350 more for slighter ailments, making 750 annual attacks of sickness, such as doctors attend to, among 1,000 members.*
Syphilis is not included in the returns of the friendly societies.
One thousand British soldiers at home experience about 1,000 attacks of sickness in the year, but in India the soldier's sickness is doubled. To one illness of the labourer, the soldier is liable to four, of at least equal severity. Thus, from a return supplied by Dr. Balfour, it appears that the 16,850 troops of the line in Bengal furnished the hospitals with 172,388 cases in the five years 1850-4, when 4,461 cases terminated fatally. A battalion of 1,000 men sent yearly on an average 2,045 cases to the hospitals; each soldier in India was exposed, therefore, to two attacks of illness in the year, instead of one. At Peshawur, during the same period, the admissions into
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* See article "Vital Statistics" in McCulloch's Statistics of the British Empire, vol. 2, p. 589. According to Mr. Neison the number of members sick during each year at the soldiers' age is 220 per 1,000 in friendly societies. Contributions to Vital Statistics, p. 160.
hospital were 3,635 annually to 1,000 men, and in the hill stations of Kussowlie, Subathoo, and Dugshai, the admissions into hospital were at the rate of 1,783 per 1,000. The returns which Sir Alexander Tulloch gave in show that the attacks of sickness ranged from 988 to 3,225 per 1,000 men at different stations.
The attacks of sickness were sometimes slight; but in a large number of cases they were severe, painful, and fatal. Of the cases in the Bengal presidency before referred to, 75,535 were fevers, and 32,771 were diseases of the stomach, liver, and bowels, of which 2,517 were fatal. Add the 918 deaths by fevers, and the aggregate of 3,435 deaths leaves 1,021 referrible to other diseases.
**Life-loss and Sickness in War.**
The mortality of the army from disease in India has always hitherto been raised by war. This is evident upon inspection either of the mortality among the Company's troops, or the Queen's. The Company's European troops died at the rate of 85, 134, and 101 per 1,000 in 1803–4–5; the period of the Mahratta war.* In the wars of the Marquis of Hastings, the mortality of the troops rose to 90 and to 117 per 1,000; in six of the years 1813–21, the annual mortality exceeded 90 per 1,000. In the Burmese war of Lord Amherst, the mortality of the Europeans was at the rate of 113, 106, and 130, in the three years 1824–6. Since that the Company's forces have been healthier in war; in the Afghan and Sikh campaigns their mortality has not exceeded 70, 80, or 84 per 1,000. The whole army is rarely engaged; consequently the effects of a war are partial, and fall upon particular regiments. Thus in the year 1845 the mortality of the Queen's troops was at the rate of 199 per 1,000 in Bengal, but did not exceed 46 in Madras, and 71 in Bombay. The Queen's troops in 1840–8, out of a force varying from 8,000 to 12,000 in Bengal, lost numbers ranging from 781 to 2,213 annually; and the mortality frequently exceeded 10 per cent. It is impos-
* The troops had sometimes salt provisions and drank hard. Such passages as the following meet the eye in the Wellington Despatches:—“Urge the gentlemen there to send forward 3,000 or 4,000 gallons of arrack. * * * Salt provisions will also be much required, as the Bombay sheep contractor had failed entirely.”—Camp at Poona, 15th May 1803, vol. v. p. 576.
sible to read the losses of particular regiments in the war of the mutiny without being struck by the inextinguishable valour of the British soldier; but it was disease, and not the enemy that killed him. For out of 9,467 men dying among regiments in India prior to the mutiny, or sent out in 1857–8, only 586 were killed in action or died of wounds. All the evidence goes to show that the mortality in the wars of India is chiefly from the diseases before referred to; and that the diminution in the mortality of wars before the mutiny was due to improvements in the sanitary arrangements. The battles in Sinde and the Punjab were as fiercely contested as any in which English troops have ever engaged native forces.
INEFFICIENCY IN THE ARMY OF INDIA FROM SICKNESS.
Of 1,000 of the East India Company's labourers in London, 16 were constantly sick, on an average at the ages 20–30; and in the friendly societies of England the amount of disability among artizans is nearly the same at the same ages. At the next decenniad the proportion of constantly sick becomes 17 or 20 in 1,000.* It was calculated by Mr. Annesley, the author of a standard work on the diseases of India, that 100 sick out of the same number was a normal state in India! This important element has not hitherto been sufficiently attended to in the army statistics;† and as we have not the new returns, recently introduced, it is impossible to show how much of the inefficiency is caused by each disease. Several diseases, such as rheumatism, ophthalmia, and syphilis, which are rarely fatal, cause a great deal of inefficiency, of which the admissions into hospital furnish a very inadequate measure. On the other hand some fatal diseases, such as cholera and consumption, produce very different amounts of sickness; for a fatal case of consumption lasts two years, of cholera two days.
The Table shows that, on an average in the stations of Bengal, 84 men in a battalion of 1,000 were constantly
* McCulloch's Statistics of British Empire, art. Vital Statistics, p. 582 and p. 587, and authorities there cited. See also Ratcliffe on Sickness of Members of Friendly Societies, 1862. The observations on the East India Company's labourers in London extended over the 10 years 1823–33.
† The new English system had not at that time been introduced in India.
in hospital.* We have not illustrated this by a diagram, but it is easy to conceive the facts; 1,000 men are at a station; 84 of their number are sick in the hospital, where 69 die annually.
With this amount of sickness, an army of 70,000 British in India has, so to speak, a vast hospital of 5,880 beds constantly full of sick, and loses yearly by death 4,830 men, or nearly five regiments.
**Cost of the British Soldier in India.**
The military expenses of India for the year 1856-7 amounted to 13,322,859/., including the home charges for recruits, transports, and ineffectives. Deducting 166,386l. for the local civil corps, 13,156,473l. remain.†
The European officers and men in India in 1856 were 45,104, to which should be added, perhaps, 9,021, in dépôts at home or on their passage, making 54,125 in the pay of the Indian Government.‡
The financial accounts do not enable us to determine directly the cost of the European force, as the expenditure is mixed up with that of the native army. But an approximate estimate can be framed. The native non-commissioned officers and men in the year were 235,221. The ratio of the cost of the Europeans to that of natives may be set down as 289 to 100, or nearly as 3 to 1.§
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* Average annual strength, 18,285; number constantly sick, 1,542:25; annual admissions into hospital, 36,814; annual discharges and deaths, 36,767; annual deaths, 1,040. Sanitary Statistics, p. 589.
† Parl. Pap. (32), 18th Feb. 1861.
‡ On Sept. 3, 1858, the total strength of the [European] cavalry and infantry regiments in India was 81,971; but only 50,979 were fit for duty, 6,616 being sick, 11,555 on passage out, and 12,821 in the dépôts at home. To 57,595 in India, including the sick, 24,376 were away; to 100 present 42 were absent. Colonel Wood says nothing about the numbers "on passage home," but in pronouncing the number on passage out large, says, that "when a force is stationed at a distance from home, there must always be a large number in transit to and fro." The number absent at this period was unusually great, and instead of adding 42, we have added 20 per cent. to the numbers serving in India. The legitimate purposes of the dépôt are recruiting and training in order to maintain the efficiency of the regiments in India. (Appendix to Report of Commission on Organization of the Indian Army, p. 24.)
§ In the Appendix to the Report on the Organization of the Indian Army (1859), p. 55, the cost (including rations, clothing, and other charges) of 1,067 non-commissioned officers and privates of an infantry regiment of Her Majesty's service is set down at 25,999 rupees 8 annas monthly; and the cost of 1,140 non-commissioned officers and men,
Consequently the cost of 235,221 native soldiers is equivalent to the cost of 81,349 European soldiers. This number, added to the 54,125 Europeans, makes the cost of the Indian army equivalent to the cost of 135,474 Europeans. But the total military expenses, 13,156,473l., divided by 135,474, gives 97l. per man as the annual cost of the European force; or, taking only the Europeans serving in India (45,104), the whole force is reduced to 126,453, and the cost per man is 104l.
For our present purpose it may be assumed that 100l. a year on an average is expended on the European soldier serving in India; this cost including the cost of arms, recruiting, and retired allowances for officers and men.
The finance accounts of the army are defective, and often delusive; but the various recent reports, and particularly the papers by Colonel Baker and Sir Alexander Tulloch, on the relative expense of the late Company's European troops, throw much light on the subject, which has also been discussed with impartiality and judgment by Mr. Hammick. We have appended a Table, compiled from his, giving the chief results; for the sanitary state of the army is intimately linked with the finances of India, and influences them to a large extent.
The frequent errors in estimating the cost of troops in India arises from the omission of important items; indeed Colonel Baker omits, in his Table, staff charges in India, and the cost of camp equipage, ammunition, arms, stores, punkahs, bedding, hospital attendants, medicines, and transport in India, which raise the cost of a regiment 1,000 strong to 100,000l.
The annual pay of infantry non-commissioned officers and privates is at the rate of 60l. 13s. 11d., or nearly 61l. per man; (including clothing, victuals, barracks, and allowances); the cost of transport by sea, including officers, 7l. 1s. 5d.; of levy money, recruiting, and depôts, 4l. 14s. 4d.; and of pensions, 9l. 3s. 2d., or in the aggregate, with the pay of officers, 81l. 12s. 8d., which is raised to about 100l. by other expenses.
It will be observed that the charge for barracks and buildings is 13l. 3s. per man, so that the accommodation of ten men costs 131l. a year! This is a high rent; yet
including 1,000 sepoys, of a native regiment at 9,606 rupees 14 annas monthly; the cost of the European is to that of the native soldier as 2:8915 to 1. The other charges not here brought into account are assumed to be in the same ratio.
Colonel Baker says he had in his late office of Secretary to the Government of India peculiar opportunities of knowing the cost of permanent barracks for European regiments on the enlarged scale lately introduced, and is satisfied that the annual amount will not be less than 15,000l. a regiment.* Sir Alexander Tulloch quotes a return, on the other hand, to show that the building of a barrack for a whole regiment 10 or 20 years ago cost only 22,213l., which implies, he says, an annual expenditure of 2,200l. a year.
The value of a man who, with all his arms, costs the country 100l. a year, reckoned at only a few years' purchase, is considerable, and either the loss of his life, of his health, or of his efficiency, is not to be lightly regarded, especially as it occurs most frequently and inopportunely in the field, when his services are required.
**Pecuniary Cost of Sickness in the Indian Army.**
It may be assumed, as the sick soldier is a serious incumbrance in warfare, that the 5,880 sick cost the country as much as 5,880 effectives; if there were no sick, the army might be reduced to that extent. And as it has been shown that the army expenditure is equivalent to 100l. per man, the cost of the sick at these rates is 588,000l. annually. Deduct 200,000l. for sickness, assumed to be inevitable, and 388,000l. remain.
**Mortality among Officers of the Indian Army, the Civil Servants, Retired Officers, and Pensioners.**
The Royal army, out of 9,192 officers in the year 1860, lost all over the world 244 by death; and the mortality was at the rate of 27 in 1,000. The mortality of the 3,965 officers of the Royal army serving abroad was 30 in 1,000 during the four years 1857–60, including the period of the Indian mutiny. In 1861 the mortality of officers was 16 in 1,000.
We have no recent returns of the mortality of officers serving in India, but there is no reason to believe that the rate varied much before the mutiny; and there is ample data for the essential purposes of this inquiry.
The 20th volume of the Asiatic Researches contains the results of an inquiry respecting the law of mortality for
* Appendix to Report of Commission on Organization of Indian Army, pp. 49, 50.
British India. The facts, procured by the Government, were arranged by the late Col. Henderson with clearness, and they may be used with confidence.
The East India Company had on an average, during the 20 years 1814-33, serving in India 4,219 military officers,* among whom 3,194 deaths occurred; consequently the annual mortality was at the rate of 38 in 1,000. Several of these officers were in civil employ, and some were on leave of absence; but they were all exposed to the Indian influences. This was not the case with the 1,079 officers of the Royal army, a considerable number of whom were apparently at the depôts in England; so the deaths were 742, and the annual mortality was at the rate of 34 in 1,000. The annual loss of the 5,298 officers of both armies was 197. Now of men of their ages in England about 53 die annually; consequently 144 officers died every year in India in excess of the natural deaths. In the 20 years the deaths at the English rate would have amounted to 1,060; and as 3,936 officers died, the excess by violent and unnatural causes was 2,876. Of this number 122 were killed in the field or died of wounds; consequently, while the danger to which they were exposed on the field of battle was fatal to 122 officers, the dangers from disease were fatal to more than 20 times that number!
The diseases were undoubtedly of the same character, and were, in fact, the same as those which kill the soldier. And the number of sick officers probably bears the same proportion to the deaths as has been found to exist in the returns of non-commissioned officers and privates. So the number of sick officers in India and on leave of absence from ill health is considerable, but it is not returned; and, if it were, the loss from the inefficiency induced by disease would be only imperfectly represented by the numbers on the sick list and absent from the field.
The value of the lives of officers, and the irreparable consequences of their loss to their families, pointed out at an early period the necessity of extraordinary measures for the promotion of life insurance, and led to the estab-
* Each officer, after 10 years' service, was entitled to absence from India for three years, and to further absence in case of sickness after or before that term. After 25 years' service, 22 in India, officers were entitled to retire on the full pay of their rank.
establishment of the various funds under Government encouragement.
One of the disadvantages to the officer arising from the insalubrity of India is shown by the high premium which he has to pay for the insurance of his life. Thus, at the age of 30, the annual premium of the insurance office on a life in England is 2l. 4s. 10d.; on an officer's life in India it is 4l. to insure 100l.
The soldier's life is still more precarious, and, allowing 10 per cent. for expenses, by his life table he would have to pay 5l. 15s. 3d. to insure the same sum at death. To the same extent as the shortening of life increases the risk of insurance it diminishes the accumulation of capital.
It will be observed that while during a long series of years the mortality of the soldier in India was at the rate of 69,* the mortality of the officer during 20 years was at the rate of 38 in 1,000. And it appears to be a fair deduction from this comparison, that the 31 annual deaths in excess of 38 are due to other causes than the climate of India; to which officers as well as men are everywhere exposed. We may proceed a step further in this direction; for the civil servants living in the unhealthy and healthy districts alike died at the rate of 20 in 1,000.†
The mortality of the Bengal military officers of the Company was at the rate of 31, Bombay 39, and Madras 45, in 1,000. Of the officers of the Royal army in India, the mortality was 34 in Bengal, 33 in Bombay, and 36 in Madras.‡
The local disadvantages of Bengal were in those days in some way compensated; and the returns of the military funds of the several presidencies confirm this result.
In order to determine accurately the mortality of officers, it is necessary to take their ages into account, as their mortality varies with age in India as in England; thus it will be seen that the mortality is greater in the higher ranks of officers than in the subalterns.
* During the 20 years 1814–33, for which the mortality of officers was 38, the mortality of the non-commissioned officers and men was 83 in 1,000. By taking the general rate 69, the case is understated.
† "In the civil service the per-cent-age of mortality for the last 40 years has been somewhat under 2 per cent. for the first 20 years of residence in India, a result far more favourable than that of the other services."—[Colonel Henderson, Asiatic Researches, vol. xx., p. 199.]
‡ Asiatic Researches, vol. xx., pp. 201–3.
The mortality of officers of all ranks, deduced from the most authentic materials, is given below:
| Facts supplied by | Years | Annual Deaths per 1,000 |
|------------------|----------------|-------------------------|
| | Age - | 20 | 25 | 30 | 35 | 40 |
| Col. Henderson, (India) | 1814–1833 | 29 | 33 | 35 | 39 | 40 |
| Mr. G. Davies, (India) | 1769–1839 | 27 | 28 | 31 | 33 | 37 |
| Mr. Neison, (India) | 1800–1847 | 24 | 25 | 28 | 29 | 30 |
| Do. | 1840–1847 | 25 | 32 | 34 | 31 | 36 |
| Mr. S. Brown, Madras Military Fund. | 1808–1857 | 33 | 32 | 30 | 27 | 30 |
| Men in all England | | 9 | 10 | 11 | 12 | 14 |
| Men in healthy districts of England | | 7 | 8 | 8 | 9 | 10 |
The Table may be read thus: the mortality at the age 20 and under 25 was at the rate of 29 in 1,000 Indian officers, according to the return of 1814–33;* at the age of 40 and under 45 it was 40 in 1,000. The mortality varies in different times and places as its causes vary.
The rate of mortality in the whole of the civil service of Bengal was, according to the returns of Mr. H. T. Prinsep, at the rate of 21·0 at the age 20–25; 20·1 at the age 25–35; 28·7 at the age 35–45; and 41·1 at the age 45–55.† In the Bombay civil service the mortality ranged from 24 to 26 under the age of 50.‡ The experience of the Madras civil fund from 1760 to 1853 exhibits a still more favourable result. The mortality ranged at the
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* See the annexed Tables 17, 18, 19 [pp. 188–9 post]. For other returns, see the Report of Messrs. Finlaison and Lewis on Bengal Military Fund, as well as Mr. Neison's Reply.
† Asiatic Researches, vol. xx., p. 230.
‡ See Report of Griffith Davies on Bombay Civil Fund, dated 20th February 1836. In the reports upon the Indian Fund (p. 375) the probability of dying is incorrectly called the "rate of mortality," so as to mislead the unwary reader. Thus, if on an average out of 100 men living at the beginning of a year there are ten deaths in the year following, the probability of dying is expressed by the fraction $\frac{10}{100}$, which is incorrectly called in the reports "the rate of mortality;" but the rate of mortality is $\frac{10}{90}$, for the numbers living at the end of the year are 90, and the years of life are $90 + 10$ half years, which it may be assumed are lived by the 10 who died in the course of the year. For the general formula for passing from the probabilities of dying to the corresponding ratio of mortality, see Table 12 [p. 179 post].
ages of 20 to 45, from 14 to 18 in 1,000; and at these ages the authenticity of the Table is unshaken by criticism.*
To illustrate the extent to which the insalubrity of India affected civilians, officers, and soldiers in India, we take four armies, each consisting of 33,615 young men of the age of 19. The first army remaining in England experiences the ordinary rate of mortality, and loses 254 in the first year, 276 in the second, 281 in the third, and so on; it is reduced to 30,453 men of the age of 30 in 11 years. The second army loses also 254 men in the first year; and it then lands in India, where it loses 353, 412, 452 men, as it suffers from the diseases and dies at the rate of Madras civilians: it is reduced to 28,916 men in 11 years. The third army out of the same strength loses 254 in the first year, or at the age 19-20; it then lands in India, and experiences the same rates of mortality as the military officers, and loses 865, 840, 819, and so on in successive years until it is reduced to 24,610 in 11 years. The fourth army loses 254 in the first year; it then lands in India, and suffering from the diseases of the Company's soldiers, it loses 2,052 in the first year of its residence in India, 1,811 in the second, and so it is rapidly reduced by death to 19,617 in 11 years.
If there is much to shock the mind in these contrasts, they do not lack elements of consolation, for the unnatural death of the English soldier is apparently not the inevitable result of the climate of India; to which officers and civilians are also exposed. But, while the soldiers live together in common bedrooms in barracks, the officers generally reside in separate bungalows, where they have the due arrangements for cleanliness; their food and drink are of superior quality; their contact with the sick in hospitals is limited to periodical inspections; when ill themselves they have the advantage of separate apartments, and obtain leave to resort to healthy places. The military and civil servants of the Company were entitled, after 10 years' residence in India, to three years' leave of absence with gratuitous pay; and this period, by illness and medical certificates, could be extended to five years, which counted as a part of the 25 years entitling them to
* See Mr. Neison's Report on the Madras Civil Fund, dated 20th July 1855. The expectation of life is not higher by this Table at the age of 55 than it is by the Table for healthy English districts; but the discrepancy of its results with Mr. Neison's earlier table is by no means fatal to its authority.
retire on the full pay of their respective ranks. In the hope of attaining higher rank or higher pensions, or for other reasons, the period of service in India was often extended.
The married officers are healthier than the unmarried. The civil servants are distributed all over India, and are necessarily exposed not only to heat, but to the influence of malaria, and occasionally to casualties from bad water; but their dwellings are, it is believed, better placed than the bungalows and barracks of the army; they also enjoy the comforts of homes, are married, and are exposed to none of the accidents of warfare in the field. They are occupied, and their minds are often actively engaged in the discharge of their duties. They are not driven to drink or debauchery by ennui.
The civil servant and the military officer at the close of their career habitually return to England, where they encounter the cold vicissitudes of a climate in which they were born, but to which they have long been unaccustomed. The "old Indians" are divided into two classes. The veterans who, like Hastings and the Wellesleys, bring home their native vigour, tempered in the Indian fire; and those who are either shattered by fevers, dysentery, liver diseases, and apoplexies, or are actually suffering from their sequels. Sir Ranald Martin has described their condition, and has shown how it can be ameliorated.*
The returned officers experience a higher rate of mortality at all ages under 65 than the people of England; but their mortality is lower at all ages than the mortality of officers remaining in the military service. Looking at some of the results it is questionable, however, whether veterans would not enjoy better health in retirement in the healthiest parts of India than they enjoy in England.
The pensioners in England who have served in the East and West Indies die much more rapidly than officers; but this is probably due to the circumstances in which they are placed. And it is not an easy matter to throw off at home the habits of dram drinking which they have been taught in the tropics.
The retired civilians probably enjoy the same advantages over the military in England as they enjoy in India; for many of their eminent members, after having served for a certain time in India, attain advanced ages. Only one
* Diseases of Tropical Climates, by Sir Ranald Martin.
governor-general (Cornwallis) died at his post in India during 90 years; and although the careers of the last two terminated prematurely, the 14 eminent men who have held that high office since 1772, for periods varying from one to ten years,—or six years on an average,—filled their expected number of years by the English life table.
In a previous section it was shown that the mortality of the British troops had been at the rate of 69 in 1,000 for a long series of years; but at stations in every variety of the climate of India the mortality has not exceeded 20 or 30 in 1,000; the excess of deaths over 10 being due to a few diseases, are referrible to local causes, which were at one time equally fatal in their operation in England. In the present section the facts lead to similar results.
1. The mortality of the officers who were stationed with the British and native troops (regular and irregular) all over India was excessive, and involved great losses of life and property; but it was less by 31 in 1,000 than the mortality of the soldiers. It follows that the lives of nearly half the soldiers, in less unfavourable conditions, might for the future be saved.
2. The civil servants at the soldier’s age did not die at a rate higher than 20 in 1,000; and as they are distributed all over the country, it follows that the climate of India is not necessarily fatal to any higher proportion. The excess is due to other causes.
3. The diseases of the India civil servants, from which they have a comparative immunity in England, are known to be the same as are fatal to the soldier.
Mortality among Native Troops and Native Population.
The Asiatic soldiers of the Company are called native troops in the returns, while the British are called Europeans. These are merely local designations, and, as such, the former term must be understood to mean that the troops are natives of India, but not always natives of the provinces in which they are stationed.* The natives of the upper provinces serve in Bengal Proper, which Colonel Henderson said is “so injurious to this class of natives” that, although only one-fourth of the troops are stationed
* Assistant Surgeon E. Balfour, Jour. Stat. Soc., vol. viii., p. 199.
in Bengal, the deaths of that fourth are more than a moiety of the whole mortality reported."
The secretary of the Bengal medical board returns the mortality of the native corps at the several stations of the army where European troops are cantoned as 7·6, or less than 8 in 1,000; but the rate was as high as 27·6 at the presidency station, 18·0 at Barrackpore, and 15·0 at Dum-Dum. At many stations the mortality of the sepoys was as low as 4 in 1,000; but, in addition, "many unrecorded deaths occurred at their own homes, where bad cases were allowed to proceed on medical certificate." The more recent returns have been drawn up from other sources; and a paper by Colonel Sykes gives the mortality of the native troops from the military returns in an authentic form for the 20 years 1825-44.
The mortality of the native troops of the three presidencies was at the rate of 18 in 1,000. At the same time 19 in 1,000 were invalided. The ages of the men range from 18 to 45; and their ascertained mortality is therefore about 8 in 1,000 higher than the mortality of England. It was 36 in 1,000 less than Colonel Sykes makes the mortality of the European troops (54) for the same years, when the Europeans also lost 29 in 1,000 by invaliding.
The ascertained mortality of the native troops was, in Bombay, 13; Bengal, 18; and Madras, 21 in 1,000; the invaliding having, however, been in very different proportions in the three presidencies, namely, 33 in Bombay, 15 in Bengal, and 20 in Madras. Invaliding is, unfortunately, a very vague term in the language of the army, for as it includes a variable proportion of the men annually discharged, the results are to be used with caution; and it is certain that many of the invalids carry away fatal diseases, so that the mortality of the native army was, probably, not less than 20 in 1,000. Of the mortality, the proportion by cholera was 2·8 in Bombay, 2·2 in Bengal, 5·8 in Madras.
Inspector-General Macpherson, of the Madras presidency, gives a return, from which it appears that the mortality of the native troops was at the rate of 18 in 1,000 during the 16 years from 1842 to 1858; and as 6 in the 1,000 were deaths from cholera, the mortality, if
* Asiatic Researches, vol. xx., p. 192.
† Asiatic Researches, vol. xx., pp. 193, 209-10.
‡ Journal of Stat. Soc., vol. x., pp. 100-31.
that disease could be extinguished, would be 12 in 1,000. The invaliding is not given. The mortality of the native troops, according to Inspector-General Pearse, during the 10 years (1847–57) was at the rate per 1,000 of 7 at Jaulnah, where the European mortality was 10; 8 at Bellary; 8 at Cannanore; 9 at Secunderabad; 10 at Bangalore; 11 at Madras; 16 at Trichinopoly; 17 at Singapore; 23 at Moulmein in the Pegu division; 29 at Labuan. In Sinde the Bombay native army died at the rate of 43 in 1,000 during the years 1842–4.* The mortality of the "native [Indian] troops" in the last China expedition was, in 1860, at the rate of 32 in 1,000; when the mortality of Europeans was 48, or, including invalids who died on the way home, 54. Applying a similar correction to the Indians, their mortality per 1,000 must have been about 36 in 1860, and 60 in the previous year, chiefly from the zymotic diseases.†
The Bombay army consisted before the mutiny of Hindoos to a large extent (75 per cent. of their number); and in Bengal the proportion in the infantry was higher (83 per cent.); while in Madras the proportion was lower (60 per cent.) In Bengal, too, the Hindoos were principally Brahmins and Rajpoots, while in Madras the lower castes predominated.‡
The native troops are for the most part married; their pay exceeds the earnings of the rest of the population; and, except in Bengal, the wives live with their husbands in small huts, which are made with skill and little labour, of the bamboo and matting. The Brahmin of Bengal leaves his wife at home, but visits her hut periodically on furlough. A hut, Dr. Wallich supposes, does not cost above two rupees, and lasts for a few years. The men have their bedsteads outside, except in the rains, and generally sleep outside. The Hindostancee sepoy does not taste meat, fish, or spirits, but lives almost exclusively upon unleavened cakes of wheat flour, daily baked upon an iron dish, and washed down with water.‖ Mahomedans and low-caste Hindoos, such as the Mahrattas, who are Sudras, consume animal food, ardent spirits, ganja (hemp water), and opium. A return from Madras for 1848 shows
* Journal Stat. Soc., vol. x., p. 104.
† Army Medical Report, 1860, pp. 101–11.
‡ Journal Stat. Soc., vol. x.
‖ Colonel Sykes' Stat. Jour., vol. x., p. 124. Other cereals are also used, as well as wheat.
that in that year the mortality of the Hindoos was at the rate of 12, when the mortality of the Mahomedans was 10 in 1,000.
The attacks of sickness among the Indians were at the rate of 667 in 1,000 during the same period of 20 years; when the Europeans sent more than twice that proportion (1,590) to hospital.*
The numbers admitted into hospital give an imperfect idea of the sick-time from each cause; but the excess of mortality among the native troops is chiefly due to cholera, dysentery, and fevers,—the same diseases that are fatal to Europeans; and the disparity in the deaths by these diseases is not considerable. Thus, in the Madras presidency, when the mortality of the Europeans was 48·6, and of the native troops 16·1 per 1,000 from all causes, the mortality of the two classes from cholera was at the rates of 7·6 and 4·0, of fevers 5·6 and 3·5.† Far different were the mortalities from the other diseases; thus, among the two classes the mortality per 1,000 was 15·0 and 1·0 by dysentery, 5·6 and 0·1 by liver diseases, 1·7 and 0·2 by apoplexy, inflamed brain, and insanity. Three diseases, exceedingly prevalent, serve to show that the attacks of sickness also differ in the Europeans and natives; thus, taking 1,000 men of each class, and under the rheumatism of the army 102 cases of Europeans are recorded, 53 of natives; by ulcers and abscesses 74 Europeans, 42 natives suffered. But the Europeans sent cases of syphilis to hospital at the rate of 192, the natives at the rate of 23 in 1,000.‡
In Bengal and the North-western provinces (1852–3) Table Nos. 7 and 8, p. 583. the admissions of native troops into hospital were at the rates of 1,181 per 1,000 of the strength, including 678 cases of fevers, 127 of dysentery, diarrhoea, and cholera, and 28 of syphilis. The mean number of natives sick in 1,000 at the beginning and end of the year was 30; 9 by
* The old medical returns overstate the attacks of sickness, or the numbers "treated," by erroneously adding the remaining at the beginning of each year to the new cases admitted during the year. The numbers treated are approximately represented by the mean of the cases admitted and discharged in the year.
† Years 1827–38. Paper by a Committee of the Statistical Society on data furnished by Mr. Annesley, the President of the Madras Medical Board.—Journal Statistical Society, vol. iii., p. 127.
‡ See also Jour. Stat. Soc., vol. xiv., p. 129, where the same disparities are shown for the years 1842–6.
fever, 3 by bowel diseases, 3 by rheumatism, 2 by syphilis, 6 by abscess and ulcer, 2 by wounds and injuries.
The English troops of the Madras army in 1842-6 sent 189 cases per 1,000 annually to hospital for syphilis, while the native troops sent 31. Colonel Sykes says "only .31," and adds, "as might be expected from the majority of the men having their families with them."
Further instances will be found in innumerable returns, which it is unnecessary to discuss, as it is evident that the mortality of the native Indian troops does not exceed 20 in 1,000, and that in many healthy stations it does not exceed 10 in 1,000. The excess over 10 is not inevitable, for it is referrible, as we shall afterwards show, to malaria, bad water, and bad sanitary arrangements. The army is besides always surrounded in India by a multitude of followers, among whom cholera and other epidemics often break out and infect the troops. The sepoy's pay does not exceed a third of the pay of the Englishman, but he has an instinctive horror of barracks, and retires from duty to the lines, where he finds his hut, into which not even the doctor dares to penetrate. The sepoy there is free; his hut is his home. There he enjoys quiet; he has often the society of his wife, and children. The sepoy, in a hut which costs two, or, it may be, four rupees, appears to live three times as securely as the English soldier in barracks, which cost 131 rupees per man annually.
The census and the registration of deaths have never been carried out effectively, so as to enable us to determine the mortality of the native population with certainty, even in the cities, except perhaps for Calcutta. Dr. Strong has shown that among the natives of all ages, the mortality was at the rate of 51 in 1,000; the Hindoos dying at the rate of 57, the Mussulmans at the rate of 35 in 1,000.* The mortality fluctuated in 11 years from 37 to 81; and winter, as in England, was the unhealthiest season. The mortality of the suburbs is unknown.
* Stat. Journal, vol. viii., pp. 50 and 52. The population of Calcutta city in 1837 was 229,705, while the suburbs held 217,193. The city contained 144,893 males, 84,812 females, in this, as in some other respects, resembling St. Petersburg. See also a Paper by Mr. Bedford, the civil assistant surgeon, on the Vital Statistics of Chittagong (Jour. Stat. Soc., vol. xv., p. 129), in which he estimates the mortality of that town at 27 in 1,000. See also Sir Ranald Martin's valuable Report on Calcutta.
The mortality in Delhi, containing 119,860 inhabitants, was at the rate of 36 in 1,000 in 1833; and the mortality of males differed little from that of females. The palace of 20,000 people is not included. It is, as might be inferred from its situation, less unhealthy than Calcutta.*
The mortality of Indian cities is not higher apparently than that of the European cities in the same unhealthy conditions.
The native troops, it will be seen, experience a rate of mortality nearly the same as that of the civil servants, living also in homes, but born in England; and they suffer from nearly the same fatal diseases. But the sepoy's superiority in health over the English soldier has often hitherto been explained on the hypothesis, that his organization is especially adapted to the climate in which he was created! But it is found that the sepoy suffers when he leaves his home, whether quartered in Bombay or in Southern China; and when taken from his hut he is shut up in Indian prisons, in his own climate he dies at greatly increased rapidity,—84 in 1,000 in Lower Bengal during 10 years—and of some of the same fatal diseases as destroy the English soldier in Indian barracks.†
The famine fevers, which are periodically fatal in India, as they were formerly in England, can be mitigated by improvements in the systems of culture, storage, and intercommunication. The Asiatic cholera, which sprang into epidemic life in India, may, like the Pahli plague,‡ be arrested at its source.
Fevers, rheumatisms, diarrhoeas, choleras, dysenteries, scabies, herpes, lepra, and ulcers, which now abound, and afflict so heavily the natives of India, may be diminished. But the task is undoubtedly difficult. It depends largely
* Asiatic Researches, vol. xx., p. 191.
† "Last year, I am afraid," said Dr. Mouat, "the mortality has averaged 12 per cent. [120 in 1,000] "upon the average number who were in custody in Bengal."—Evidence, Qu. 5792. See Dr. Mouat's able Report on Indian Prisons, Stat. Journal, vol. xxv., pp. 175–218.
‡ The fever called Pahli plague is of a malarious, remittent type, becoming in its progress of the continued character, and manifestly infectious under the favourable conditions of privation, filth, crowding, and defective ventilation. The term plague was applied to this fever from the circumstance that it became typhous in its course, and that glandular swellings arose, as in true plague, in the groins, axillæ, and neck. It has been known in India from 1815 to 1820, in Kattywar, Cutch, and parts of Guzerat. In 1836 the same form of fever prevailed at Pahli in Marwar, whence the designation latterly given to it in India.
on the general improvement of the people. Their superstitions stop the progress of vaccination;* the women derive little benefit from medical advice, as they are seldom willing to see the surgeons of the dispensaries, and the sanitary condition of their towns is utterly neglected.
Java, under the tropics, is increasing rapidly in population, and in certain districts the mortality of the natives does not exceed 17 in 1,000. There appears to be no reason why India should not make equally rapid progress in population and salubrity under English rule.†
Mortality among European Population: Officers' Wives and Children; Eurasians.
The English population in India, according to the returns of the several Governments, amounted to 125,945;‡ consisting of an army 84,083 strong, its wives and children, and people in civil life, including the civilians in the public service. Allowing for any defects in the returns, it is evident that, exclusive of the army, the population would not fill one English county town; and including the army, it would be less than the population of the London parish of Marylebone.
Of the Royal army, the proportions married, it will be seen, vary at each age; 93 per cent. of all ages were unmarried men; of the Europeans of the late Company's regiments, 70 per cent. were unmarried; of the civil population, of the age of 20 and upwards, 50 per cent. were unmarried,—a large proportion as compared with the unmarried population of England.
A higher proportion of the officers than of the men in the Royal army is married.
The rate of mortality among the married soldiers and the unmarried has never been ascertained in either service; but Mr. Griffith Davies ascertained that the married
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* 23 in 100 deaths are by small-pox among the Hindoos of Calcutta. Jour. Stat. Soc., vol. viii., p. 54.
† The population of Java was 6,368,090 in 1824, and 9,542,045 in 1845. In a population of 40,688 in 188 villages, Mr. Crawford ascertained that the marriages were 514; the births, 1,691; and the deaths, 696. Stat. Journal, vol. xii., pp. 61, 69.
‡ The European officers and men of the army in India were 84,083, the civilians were 22,556, and the women were 19,306, at the census of 1861. The Registrar-General of England has kindly supplied us with the results of the last census, which was made at his instance in 1861. We are indebted to Major Graham and his department for much valuable aid in other respects.
officers in the Bengal Military Fund died at the rate of 27 in 1,000 annually, the unmarried at the rate of 38 in 1,000. The subject requires further investigation. This excess of 11 deaths annually is the more remarkable, as the unmarried officers are younger than the married. The married ensigns died at the rate of 16, the unmarried at the rate of 36 in 1,000 annually.* Here the life without a home in India is triply fatal.
The women and girls enumerated as "British-born subjects in India" amounted to 19,306, of whom 9,773 were 20 years of age and upwards, including 7,570 wives, 1,146 widows, and 1,001 unmarried women. 786 wives under the age of 20 make the number of wives of English origin, under the age of 45, to be 7,626, scattered all over British India.
The wives of several Indian officers, if invalids, go to England; but the numbers in India in the early periods is so great that the mortality of the wives of officers of the Indian army may be taken to represent the mortality of English women in India. At the ages from 20 to 40 the mortality of wives and of widows in the Madras Military Fund does not, according to Mr. Samuel Brown, exceed 14 in 1,000. They are exposed to many of the same unsanitary influences as the soldier and the officer. The mortality is not higher than it was in London during the last century. All the deaths over 10 in this class, as in the others which have been investigated, are by the diseases not only of India, but of all unhealthy places. They may be reduced by energy and action, as they are increased by inaction.
Young children are generally easily affected by the climate, and it is found that the mortality of English children in India is lower than the general mortality of children at home. It is higher than the rate of mortality which the children of the same classes experience in the healthiest districts; but it is lower than the rate of mortality which the children of England generally experience. As age advances, large numbers of the children are sent home at great expense; and in Lower Bengal it is well known that if they remain they become feeble, and suffer from impaired health.
The wife and children of the non-commissioned officer and soldier do not fare so well, as the provision for their
* Journal of Stat. Soc., vol. viii., p. 54.
accommodation is inadequate. The women are exposed to great hardship; they die at the rate of 35 per 1,000, including women of English birth and Eurasians.* In the lower orphan school of Calcutta the mortality was double or treble the English rates; † but more favourable results are obtained at the Lawrence military asylum in the hills.
At the census 11,636 women above the age of 15, of English origin, including 8,356 wives, were enumerated, and 98,888 men. Hence a certain number of soldiers marry Indian wives. The sons and daughters of the two races, known as Eurasians, or East Indians, or half-castes, amount to considerable numbers. They exceeded the English in the city of Calcutta at the census of 1837; for while the English amounted to 3,138, the Eurasians were 4,746,‡ or including those in the suburbs, 5,981. Mr. Tait and others have investigated the mortality from imperfect data; and we see no reason to justify the inference that the mixed race of Anglo-Indians is an exception to the rule, that the mortality of all the races in India bears a constant proportion to the variable sanitary conditions in which they live.
Having given an account of the mortality and diseases to which British troops in India have been exposed, we next proceed to state briefly a few facts regarding the mortality at the more important stations.
**Stations in the Deccan and Southern India.**
The station of Trichinopoly is within the tropics,§ in southern India, and is reckoned one of the hottest to which troops are exposed. The mean temperature of the latitude is 82°, according to Mr. Glaisher. The temperature of night is high, and of the day still higher in the shade; the sun being even in winter nearly vertical at midday. The mortality was at the rate per 1,000 of 44 for 19 years, of 31 for 11 years, and of 20 for the four last years (1850–3), for which we have returns. The strength of the 84th Regiment, stationed there, was 1,001; the mean number constantly sick was 62; and the annual admissions into hospital 1,533.
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* Moore, Health in the Tropics, p. 55.
† See Tables in Sir Ranald Martin's work on Tropical Climates, from a paper by Mr. H. Prinsep.
‡ Jour. Stat. Soc., vol. viii., p. 50.
§ Lat. N. 10° 50'.
Upon turning to the diseases it will be noticed that 4,593 of the 6,202 admissions into hospital are from zymotic diseases, so that 1,148 are admitted annually from these affections, and 402 from all other causes. 41 of the 81 deaths were from zymotic maladies; six from common fever in the army sense, 24 from diarrhoea, dysentery, and cholera. Moreover 53 cases of vermes occurred.
Deduct the deaths from zymotic diseases, and the annual mortality of Trichinopoly is reduced to 10 in 1,000. Among the other deaths, eight are returned as apoplexy, and seven as hepatitis.
We now cross over the Ghauts and descend to Cannanore, low on the Malabar coast, where the rainfall is 140 inches, and the temperature is still tropical. The mortality of a mean force of 903 in the 10 years 1847–56, was at the rate of 21 in 1,000; or, deducting the deaths from zymotic disease, 11 in 1,000. Of 192 deaths in 10 years, 53 were by dysentery, and 25 by hepatitis.
Ascending the Cauvery from Trichinopoly into the Mysorean territory, instead of going on to Seringapatam, which has been abandoned on account of its unwholesomeness,* we turn northwards to Bangalore, far from the coast, and about 3,000 feet above the sea. The mortality of the 1,342 men at this station during the 10 years of the return was at the rate of 20 per 1,000 annually; and it was less in the last five years. The cavalry, strength 644, died at the rate of 17, the infantry at the rate of 24 per 1,000. Upon inspection it will be seen that cholera and dysentery and hepatitis were the chief fatal diseases, and if we exclude the zymotics, the mortality of the station from other diseases, including hepatitis, is less than 11 per 1,000.
Large numbers of European pensioners have resorted to Bangalore since the removal of the restrictions prohibiting permanent residence. They live on plots of ground in clean, comfortable cottages, and were enrolled during the mutiny. If they had grants of land for gardens they
* The Duke of Wellington was not misled by this presumed unwholesomeness. His own regiment was uncommonly unhealthy there, but he writes:—"I apprehend, however, that Seringapatam is not really more unwholesome than Bangalore." "I apprehend that a great part of the sickness at Seringapatam is to be attributed to the nature of the buildings which the officers and the troops have occupied," &c.—Despatches, vol. i., pp. 352, 353.
might supply the troops with vegetables. The veterans, numbering with their families more than 1,100, have the prospect of enjoying, with good sanitary arrangements, as long a life in India as their companions who return to England.
Northwards, at Belgaum, lying east of the Ghauts, 986 men were stationed; the mortality was for six years at the rate of 19 deaths in 1,000 living, of which 11 were by zymotic diseases, chiefly dysentery. Belgaum was formerly part of the collectorate of Dharwar, where the culture of the New Orleans cotton has been successfully inaugurated; and it is probable that the mortality of Englishmen will, when the causes of dysentery are removed, be as low as in Europe. The mortality at this station was formerly at the rate of 28, and even 41 in 1,000.
The 10th Hussars and the 14th Dragoons were stationed at Kirkee, above Bombay, in the 10 years 1847–56, and their mortality was at the rate of 19 in 1,000, or, exclusive of zymotic diseases, cholera, dysentery, and fever, 7 in 1,000. The mortality from all causes subsequently to 1855 ranged from 6 to 15 in 1,000 at Kirkee.
At Poona, of which the town, filled by 80,000 inhabitants, is $3\frac{1}{2}$ miles from Kirkee, the mean mortality was at the annual rate of 26 deaths per 1,000 living in ten years, but of this number 16 were by zymotic disease: fever, dysentery, and cholera prevailed in the first five years, when the mortality was at the rate of 34 in 1,000. During the last five years the mortality at the station among 1,127 men was at the rate of 16 in 1,000, including a certain number of deaths from dysentery, cholera, and hepatitis. During the years 1857–60 the mortality was at the rate of 11, 6, and 34 annually, cholera having been epidemic in the latter year.
Across the Nerbudda by the way of Baroda to the desert, we find Deesa, which is on the river Bunnass, but is visited by the breath of the burning desert, so that though out of the tropics, its temperature is extreme. The mortality of 893 men was at the rate of 26 in 1,000 during 10 years, or 12 exclusive of the zymotic diseases. The excess on the mortality over 10 is chiefly referrible to cholera, dysentery, remittent fever, and hepatitis. By the decrease chiefly of those diseases, the mortality from all causes in the last five years of the ten was reduced to 20 in 1,000.
STATIONS IN THE VICINITY OF LARGE CITIES.
India differs from the colonies in one essential particular; it is peopled by the inhabitants of villages, towns, and large cities, as well as by families engaged in agriculture. As we shall afterwards show, the cities are still undrained, the earth is saturated with organic matter, the water is contaminated, and other sanitary defects abound. In these cities, zymotic diseases are aggravated, and assume the same destructive forms as they did in London before it was drained, and was supplied with water free from enteric impurities.
The health of the English army is indissolubly associated with the health of the population of the country which it occupies; hence it will be found that the mortality of the troops is above 20 in 1,000 at all the stations of the great Indian cities. The numerous camp followers always connect the cantonments with the city, and they exist in a community of suffering, as well as of advantage.
Hyderabad, the capital of the Nizam's dominions, is on high land near the centre of the Deccan; it is surrounded by fine sites; but the barrack for the European regiments is in an unhealthy locality at Secunderabad. A regiment, of which the mean strength was 753, died at the rate of 64 in 1,000 annually;* in one year, a third of the force was killed; and the deaths in the 30 years (1804-33), chiefly by dysentery, were about 1,435. The barracks were emptied twice by deaths in 30 years; and the graveyard close above the barracks was filled; for a crowded barrack crowds the churchyard. New barracks were erected on the same site, and the mortality declining, still remained as high as 37 in 1,000 during the years 1837-58. In the last year of the period, 104 of the First Royals died out of a strength of 1,098.† The officers 2381-2. lived in detached bungalows, and their mortality rarely exceeded 20 per 1,000.
The mortality for eight years in the force at Fort St. George, Madras, was 35 in 1,000,‡ 18 being by zymotic
* Report of Dr. Crawford in Army Medical Report for 1860, p. 320. It is here assumed that the annual deaths (63-76) which Dr. Crawford has given, express the rate of mortality per 1,000. If, as stated, those deaths occurred in a strength of 752-8, the mortality must have been at the rate of 85 in 1,000, and the total deaths in the 30 years 1,913.
† See the Evidence of Dr. Maclean, and the Report of Dr. Crawford, in the Army Medical Report for 1860, pp. 313-29.
‡ Strength, 825 for 8 years, 1847-54. Vide returns pp. 735, 750.
diseases; and 81 were constantly sick. For the latter four years the mortality was less than it had been. For 34 years the mortality at Fort St. George was at the rate of 40 in 1,000 annually.
In Bombay and Colaba a return of one year exhibits a mortality in a small force of 59 in 1,000; for 23 years the mortality was at the rate of 63 deaths annually to 1,000 of strength at these fatal stations.
The other stations of the Presidencies of Madras and Bombay have hitherto experienced intermediate rates of mortality for the years for which the stational returns are supplied; the rates of mortality per 1,000 were at Hyderabad, 36; Kamptee, 35; Kurrachee, in Sinde, 34.
STATIONS ON THE GANGES.
The stations in the basin of the Ganges present some peculiarities. That river receives in a thousand streams the waters of the Himalayas, and of the Vindhyan range of hills, besides the abundant rains that flood the plains in the wet season. Moisture and heat produce luxuriant vegetation, which feeds millions of animals, and the plain is inhabited by millions of men. Perhaps no river in the world has on its banks so many populous cities, which are in constant communication through the water, the air, the boats, and the stream of traffic on the roads. The low ground is subject to inundations, and the flood, as the banks of the river are high, is left to evaporate after its subsidence.
There is, then, in the plain of the Ganges, danger from malaria of the undrained lands, besides the various dangers generated in the barracks, in the canteen, in the bazaar, and in the city.
The delta of the Ganges is a great epidemic centre, and there cholera first took the form in which it ravaged the world.
The capital of India is still undrained, uncleaned, and unsupplied with fresh water; so its diseases are as fatal as some of the diseases of London in former times. The main artery of the commerce of Asia, the Ganges, does the same work as the Thames; it also carries down 236 million cubic yards of soil annually; it floods the land, and besides ships, its tides waft up and down the unburnt and unburied dead of the Hindoo population.
Fort William, as might be anticipated, enjoys no sanitary immunities, for the mortality of the infantry during ten
years, within its walls, was not at the rate of 20 or 10, but of 102 per 1,000 for ten years! For long periods the mortality is cited at 69 and 58 per 1,000. At Dum Dum the mortality was 77; and at Chinsurah, the old Dutch settlement, 54 and 70.
These stations, and Barrackpore, are on the delta of the Ganges, where the invalids embark and recruits are landed. The Rajmahal hills offer superior sites for troops; and at Hazareebaugh, only 1,900 feet above the sea, the mortality was, amidst many unfavourable circumstances, 57, and during two years 34 in 1,000.* Upon ascending the river and 212 feet above the sea, but on a dead level, we come to Dinapore, where the mortality was 63 in 1,000; at Ghazeepore, still further up the river, the mortality was 47 in one year. For twenty-two years, the mortality was 78 in Dinapore; for nineteen years 52 in Ghazeepore. At Allahabad the mortality is excessively high; at Cawnpore, it was 91 in 1,000 for seven years. For twenty-nine years the mortality was 66 in 1,000 at Cawnpore. For seven years at Agra, 800 feet above the sea, and 50 feet above the surrounding country, the mortality was at the rate of 42; for twenty years it was 48 in 1,000.
At Meerut, 800 feet above the sea, and 100 feet above the country on the Doab, between the Jumna and the Ganges, the mortality of the infantry per 1,000 (816 for 10 years) was 45, of which 31 was by zymotic disease. Dysentery, diarrhoea, and cholera prevailed; ophthalmia was epidemic; apoplexy, and hepatitis, and alcoholism, implying hard spirit-drinking, were also fatal to the infantry at this station, where the cavalry, lancers and dragoons, (630 for 6 years,) died at the much lower rate of 20 in 1,000, or, exclusive of zymotic disease, 8 per 1,000. The mortality of the large force (1,777) at Meerut in 1860 was 11 in 1,000.
The mortality of Meerut was at the rate of 32 per 1,000 for 19 years; so that the mortality (44) of the next fourteen years, and of the infantry in 1847–56 (chiefly the 29th, 32d, and 81st foot) must have been due to some accidental disturbance.
All the Bengal regiments enter India at the Calcutta stations; † and if through crowding, or any other cause,
* In the year 1860 the mortality was at the rate of 27 in 1,000 (Army Medical Report for 1860, p. 114).
† Fort William, Dum Dum, Barrackpore, Chinsurah.
they contract zymotic disease, it follows them; for a regiment carries its diseases with it. Thus the 29th regiment of foot arrived in India on July 29, 1842, and it was stationed at Chinsurah, where it lost 106 men before April 1, 1843. Proceeding to Ghazeepore, it lost 158 men, and 260 men respectively, in each of the next two years. Its valour was not extinguished by disease; for 141 of the men were killed, and died of their wounds in the Sutlej campaign, and 48 in the Punjab campaign. These terrific losses were, however, exceeded at Chinsurah and Ghazeepore, before it had seen the enemy. This was one of the regiments which brought discredit on Kussowlie. It lost 1,061 men by death in India before it embarked for England on September 30, 1859. Its mean rate of mortality during the seventeen years was 95, or exclusive of the killed and of those who died of wounds, 86 in 1,000.
So fearful are the consequences of zymotic diseases in a regiment entering India.
In reasoning about the mortality of the stations higher up the country, it is necessary to bear in mind that regiments sometimes carry some diseases with them and with their camp followers, from the stations below. Other illustrations of this principle will be found in the regimental returns, which though imperfect, are invaluable.
**Oude, the Cis-Sutlej District, and the Punjab.**
Oude has been only occupied recently; but it is gratifying to find that in the year 1860* the mortality of the large force in some stations is not much higher than the standard: thus at Seetapore it was 18 per 1,000; Gondah, 20; Roy Bareilly, 23; Fyzabad, 32. At Lucknow the mortality was 27 in 1,000. The zymotic diseases and their obvious causes account for the excess over 10 in 1,000. The mortality of Allahabad and Cawnpore is reduced.
The stations of the Punjab were not always well selected, and they were necessarily, at first, in an unsettled state. The mortality was at the rate of 81 per 1,000 for infantry, 56 for cavalry, at Lahore; 80 per 1,000 for cavalry, and 56 for infantry in Ferozepore.
Upon leaving Delhi, the great road leads to Umballa, a large city on this side of the Sutlej, and thirty-five
---
* Army Medical Report, 1860, p. 114.
miles from the Himalayas around Simla. The station is about three miles from the city, and 1,050 feet above the level of the sea. The mortality during ten years (1847-56) was at the rate of 55 per 1,000; but the cavalry (dragoons and lancers) died at the lower rate of 23. The infantry fell from cholera, dysentery, fever, intemperance, and its sequels sun-stroke, and hepatitis. The 75th foot was the principal sufferer.
Crossing the Sutlej into the Punjab, the mortality before 1856 was, at Jullundur, among infantry, at the rate of 37; at Sealkote, 27 among infantry, 13 among cavalry; at Rawul Pindi, 29. Excluding the zymotic diseases, which are sometimes due to removable causes, and often the result of causes to which the regiments were exposed elsewhere, the mortality of all these stations is reduced to 6, 12, 13, or 14 in 1,000. It is, therefore, not naturally higher than the standard.
In fact, the mortality in the year 1860 from all causes, was in Jullundur 7, Sealkote 13, Rawul Pindi 13, Umballa 15 per 1,000.
At the fortress station of Govindghur, near Umritsir, the holy city of the Sikhs, one death occurred in two years among a small force, where several, however, were attacked by ague.
The stations are at heights ranging from 900 to 1,500 feet above the sea level, and at some distance from the hill stations. The mortality at these elevations is not greater, therefore, than the mortality among British troops was formerly in England; and we feel justified in adding, after carefully weighing the facts, is susceptible of being reduced to the English rates, under ordinary circumstances. The Sikhs are a perfectly healthy, vigorous race.
The mortality in Peshawur was at the rate of 61 per 1,000 of the mean strength for eight years. Fevers, dysentery, apoplexy, and liver diseases abounded; and of a mean force of 1,674 men, 193 were constantly sick, down to the year 1856.
We sum up briefly the results of this portion of the inquiry as follows:
1. The English troops in India, by the returns of 1861, consisted of 8,324 officers and 76,684 non-commissioned officers and men, making in the aggregate an army of 85,008 men. The annual expenditure on the army of India has been at the rate of 100l. a man.
2. The mortality of the officers in India has hitherto been at the rate of 38 per 1,000, which is 28 higher than the English rate of mortality. Of the sickness there are no returns, but it is, undoubtedly, as excessive as the mortality.
3. The mortality of the non-commissioned officers and men during a long series of years has fluctuated, and has been on an average at the rate of 69 in 1,000. The mortality of men in England at the soldier's age is at the rate of 9 in 1,000. 60 in every 1,000 men were killed annually in India by the causes there in operation; the numbers slain in battle being few compared with the deaths by fevers, dysentery, liver disease, and cholera. About 84 in 1,000 men were constantly inefficient and in hospital, from the sickness induced by thousands of attacks of disease, including a large proportion of venereal cases.
4. The excess which has hitherto been observed in the mortality of India is in every station due to nearly the same zymotic diseases. These diseases were for centuries equally fatal in the cities of Europe. In Europe they are also still prevalent under the same circumstances, and they are generally most fatal in the summer, when the sun is not so hot as in India, but is above the horizon a greater number of hours.
5. The experience of the civil service, of the military officers, of their wives and children, of the English troops in many stations, and of the native troops, proves that in the present state of India the mortality of the English troops there can be reduced to the rate of 20 in 1,000.
We have considered it necessary to enter into this lengthened analysis of the sickness and mortality affecting British troops serving in India, partly with the view of giving an authentic account of the facts with which we have to deal, but mainly to show the great importance of the subject to the public interests, and to enable us the more readily to ascertain to what extent this great sick and death rate can be diminished by known sanitary precautions. We next proceed to deal with this portion of our inquiry.
**Influences Affecting the Health of British Troops Serving in India.**
It will be seen, from what we have stated above, that out of the entire range of diseases to which European residents in India are subject, the diseases belonging to
one single class, the zymotic, occasion by far the largest amount of mortality and inefficiency among troops serving in that part of the empire. It may be stated, in round numbers, that, at many stations, from one-half to two-thirds, or even more, of the deaths, and upwards of three-fourths of the admissions into hospital proceed from this class of diseases.
If to these be added heat apoplexy, and liver complaints, frequently the consequence of certain forms of zymotic disease, we shall have included the main causes of premature and preventible mortality with which we have to deal.
Were it possible wholly to put an end to deaths arising from the various classes of fevers, from cholera, dysentery, and diarrhoea, together with hepatitis and its consequences, the troops serving in India would become as healthy as any body of men in the world.
The practical part of our sanitary inquiry, therefore, resolves itself into ascertaining the causes of these diseases, so far as it may be possible to do so, and determining to what extent we may reasonably hope to mitigate their virulence, if not to prevent their occurrence.
The problem is not peculiar to India. Zymotic diseases have always been the chief causes of mortality in uncivilized or imperfectly civilized countries, and they have been the special scourges of armies. If the vital statistics of all nations could be brought under review, they would testify to the fact that a great proportion of the ordinary every day mortality arises from some form of fever or bowel disease, increasing in severity during certain seasons and years; at times assuming the dimensions of pestilences known under the names of black death, plague, or cholera.
Whole regions of the earth which were formerly devastated by fever-pestilences, and dysenteries have long since been free from them, except in the milder forms in which they now occasion part of the ordinary mortality. England, which suffered, at various periods, as much as other countries, has shared in this exemption; and, guided by the light of experience, we see no reason why India should form any exception to the rule, that in proportion as the conditions of health become better known and complied with, these diseases, the opprobria of imperfect civilization, should diminish both in frequency and in malignity.*
* Vide Note on the Diseases of London, [p. 186 post.]
Science has hitherto failed to discover the special cause of epidemic diseases. These diseases are observed to occur in very different degrees of intensity at different periods, amongst groups of population exposed to certain unhealthy conditions. Sometimes they take the form of pestilences, and immediately afterwards, the conditions remaining the same, they subside and all but disappear, again to renew their ravages at some future period.
The great difficulty of reducing their phenomena under any general law formerly led many persons to doubt the practicability of diminishing their prevalence; but a more rational mode of inquiry, pursued chiefly in this country, has led to the discovery, that, assuming the oscillation in intensity simply as a fact, there are certain well-defined conditions which influence most materially, not only their intensity, but also their frequency.
One of the earliest discovered of these facts was, that intermittent fever disappeared from places which it formerly ravaged after drainage of the soil and improved cultivation.
It was next discovered that by cleanliness, fresh air, and diminished crowding, the very worst forms of pestilential fever which used to commit ravages similar to those of plague, disappeared entirely from English gaols.
Fevers of the typhoid and continued class, and various forms of bowel diseases have been greatly diminished in frequency and severity by drainage, by improved domestic arrangements for removing human excreta safely and rapidly away from dwellings, by increased space and better ventilation.
Under improved drainage and other sanitary arrangements, fevers of the remittent type have almost ceased to exist in certain localities where they formerly prevailed.
Cholera and dysentery are now well known to depend mainly for their frequency and severity on the neglect of known sanitary precautions; and so intimately are these diseases connected with the condition of the water supply, that while an epidemic prevails, the question whether a given population shall suffer or escape may almost be predicated by a chemical analysis of the drinking water.
So far as the experience of more temperate climates can be admitted as evidence, it tends to prove that the very class of diseases, formerly so fatal in this country, and which has occasioned so very high a rate of mortality, both absolute and relative, among the Indian army, is, to a large extent, dependent on removable conditions and habits.
In pursuing our inquiry, we have received much evidence of great value and importance from witnesses practically conversant with the sanitary state of the troops in India, and we have besides endeavoured to obtain an accurate account of the sanitary state of every military station in India and its dependencies, by the printed questions already mentioned, addressed to commanding, medical, and engineering officers at each station.
We have included in this part of our inquiry local topography and climate; the sanitary condition of cantonments, barracks, hospitals, bazaars, and neighbouring native towns; the source, quality, amount, and means of distribution of water supply; the diet, drink, clothing, accoutrements, duties, and recreations of the soldier, together with the observed effect of all of these conditions on his health. From the replies received to our questions, and from reports of inspecting medical officers, we have been enabled to collect a large amount of most valuable data, which not only throw much light on the subjects of inquiry committed to us, but which, we believe, will be in other respects of great use to the public service.
In dealing with the evidence before us it is necessary to bear in mind that the soldier's health in India, as elsewhere, is the product of all the conditions to which he is exposed. It is not solely the result of climate, nor of locality and dwelling place, nor of diet, habits, nor duties; it is the product of all of these. Some of the conditions to which the soldier is exposed are irremovable, and some admit of being modified or removed. To what extent this can be effected is, indeed, the main practical object of our inquiry.
**Topography and Climate.**
India extends over 26 degrees of north latitude. It has a superficial area of 1,500,000 square miles, enclosed on the north, east, and west by gigantic mountain ranges for 4,500 miles, and along its southern, eastern, and western sides by 4,500 miles of tropical seaboard.
Much of the country consists of plains traversed by large rivers, having deltas projecting into the ocean, and hardly raised above its level. In other parts there are extensive table lands of greater or less elevation, rising from the plains below. Along the west coast there is a continuous range of mountains, intercepting the warm moist winds coming from the Indian Ocean, and influencing
the climate for a considerable distance inland. Here and there are solitary mountain groups of varying altitudes, from 3,000 to 5,000 or more feet, presenting, from their elevation, very different climates from those of the plains within sight. The northern barrier of the Himalaya consists of a succession of ranges, increasing in height as they recede towards the north, until they attain altitudes of from three to five miles.
According to the popular notion, the mortality of the British in India is explained by the heat and strangeness of the climate. Hot climates are believed to be hostile to human life, and to be especially deadly to the English race. In the West Indies, on the Coast of Africa, and in India the forces have been at intervals decimated by epidemics, through the century that England has held possessions within the tropics, and the climate has always been blamed.
So much has been attributed to its influence in India, that we considered it necessary for our inquiry to place the documents at our disposal in the hands of Mr. Glaisher, who has for the first time given a comprehensive view of the geographical distribution of atmospheric phenomena over this vast and various peninsula.
India, according to Mr. Glaisher, enjoys in its temperature perpetual summer on the plains; it has there no frost or snow; the heat, however, is as excessive there in some months as the cold is in Europe in others: and rain is as abundant in the rainy season as it is frequent through the year in England. He shows that the observed elements of climate vary with the latitude, longitude, and elevation; that there is higher temperature and a much larger amount of dissolved water in the air than in England, although the relative amount of moisture to temperature is less in India. But as far as relates to the influence of moisture on health, the actual amount of dissolved water may be taken as indicating the amount of organic matter in the air, of which water is the solvent and vehicle; and hence, although the relative amount of water in the air in India is less than it is in England, the atmosphere considered in relation to the effect of humidity on health, is more humid than it is in England.
The sensible effects of climate in India vary as widely as the physical characters of the country. On the plains and deltas the climate is hot and moist with considerable rain-fall. In the southern parts of India there is heat and
dryness. On the mountain ranges, the temperature falls with the elevation; and at certain altitudes diminution of heat is accompanied by a perceptibly moist condition of the air. Along the face of mountain ranges exposed to the monsoon, there is an excessive rain-fall, to be measured by feet rather than by inches, rendering the country almost uninhabitable for the time of its duration; while within a short distance to leeward, the atmosphere is dry and clear, with little rain. The climates of the seabords vary with the direction of the wind. Sometimes they are comparatively cool, while at others they are warm, moist, and depressing. The climates of certain isolated mountain groups and table lands are almost as healthy as those of Southern Europe; while at the base of the same mountains there are local climates, which are absolutely pestilential.
At the majority of the stations occupied by British troops there is a high mean temperature, accompanied with much dissolved moisture. At many of them there is a considerable difference between the day and night temperature, accompanied by night and morning fogs, and by a feeling of coldness succeeding a high temperature during the day.
Heat, moisture, and variation between night and day temperature are the three special climatic conditions to which the soldier in India is exposed, and except in so far as the degree of humidity is the result of local defects in drainage, these conditions cannot be changed, unless by resorting to mountains or table lands as sites for military stations.
Such being the case, it is very important to consider—what amount and kind of influence these climates are likely to exercise on the soldier’s health? In dealing with this important question we are struck with the absence of direct allegations against climate in the stational reports. Although most of these reports contain statements more or less specific as to the effect of particular seasons on the amount of disease, the reporters do not attribute the soldiers’ mortality to the climate of the stations. Other causes are usually assigned. This negative evidence is of great importance as against the common opinion regarding the fatal character of Indian climates. It is nevertheless certain that climate does exercise some effect on the general health of persons exposed to its influence. Experience shows, first, that long-continued exposure to
Indian climates gradually deteriorates the constitution; and, secondly, that diseases of the epidemic class prevail most severely and extensively in localities where, and at seasons when, the elements of heat and moisture most predominate. If careful inquiry were to show that there were absolutely no other agents at work in producing these results except high temperature, then we should be driven to the conclusion that nothing short of change of climate and station would preserve the health of the army. But, as we shall presently show, there are many other agencies at work besides those due to climate *per se*: and first among them we must place that subtle, unknown agent, or rather that cause of disease known only by its effects, malaria.
At all the stations of India from the Himalayas to Cape Comorin the presence of malaria can be traced by its influence on health. It is the chief cause of periodic fevers and certain forms of marasmus and spleen disease among the native population. It underlies the cause of many other diseases, and it appears to exercise a powerful influence on the course of epidemics of cholera. It is most intense in its operation in low, warm, moist localities where there is a superabundance of vegetation and water, and it also shows its presence in dry situations, where these conditions are apparently wanting. At considerable elevations, where the air is cool and dry and the vegetation scanty, it diminishes greatly or disappears altogether. It is the product of heat, moisture, and vegetable decomposition. It appears to be absorbed largely and retained by the soil, and is given off on the first fall of rain or on turning up the ground, in sufficient intensity to produce disease in susceptible persons exposed to it. In districts where it exists, anything which retards a free circulation of air, such as jungle, forests, high walls, or similar impediments, adds to its force. And on the other hand, everything which tends to lower the standard of health of persons exposed to it increases their susceptibility to its influence. This malaria is universally believed by the natives of India to be conveyed in the drinking water.
The production of malaria can be checked by withdrawing any one of the three elements, on the co-existence of which it depends: but the experience of colder climates would appear to prove that subsoil water has more influence on its production than high temperature. High temperature, with a moist state of the air and subsoil, are
the chief agents which influence the rapid decomposition of dead organized matter, while at the same time they produce a certain amount of susceptibility to disease in those exposed to them. Indian climates have therefore the double disadvantage of generating malaria and increasing its deleterious influence on health.
Whether it may ever be possible to banish this scourge from the soil of India it is hardly within our province to inquire, and the question could hardly be answered; but it is satisfactory to know that it has everywhere disappeared before clearing, subsoil drainage, and improved agriculture, changes which involve the removal of all excess of decomposing organized matter, and of water, the main element of decomposition; by which, moreover, the soil is repeatedly exposed to the action of the air, and brought under the influence of living vegetation. Part of the deadly terrai of Northern India has become comparatively healthy by clearing away the forest and cultivating the soil.
Considered with reference to its effects on particular stations, the extent to which malaria prevails appears to depend very much on the physical constitution of the surface and subsoil. The terrai, where it is most fatal, is a belt of country of greater or less breadth, situated at the foot of mountain slopes, formed to a great extent of débris, receiving and retaining a large amount of water from the higher levels, and covered with a dense vegetation, which, in the course of ages, has formed a rich, deep, vegetable soil.
In river deltas the conditions are somewhat similar, for they also are formed of débris and vegetable mould covered with vegetation and saturated with water.
The low banks of rivers, along which the subsoil becomes infiltrated with water, reproduce similar conditions.
Retentive soils, having imperfect natural drainage; expanses of shallow partially dried-up water; neglected tanks; hollows filled with water; marshy ground, and damp or wet ravines, are all well-known sources of malaria in India.
There are also porous soils which retain a large amount of moisture by capillary attraction apparently. To this class appear to belong the red earths and decomposed mountain rocks, especially granites; but the most common cause of the anomaly of porous soils giving off malaria is the existence of retentive beds below them,
keeping water at no great depth below the surface. In some anomalous cases of this kind impure drinking water may possibly be an overlooked cause of disease.
A certain physical configuration of the surface, marked by the presence of valleys running up mountain slopes from the low country, is a cause of malaria being carried up mountain districts for thousands of feet above the terrai where it had its origin. Mr. W. Elliot states that he has seen several instances of this. In one such case a whole family living in an otherwise healthy locality was swept away by malaria rising from the low country. He says that a mist is seen rolling up the valley with the breeze, and that the malaria is taken up in that way. It is hardly necessary to insist on the value of this experience as affecting the choice of stations even on the hills. But the importance of these and similar facts was not recognized when stations were first occupied, and many of them were placed in deadly localities, which had in the end to be deserted after great cost had been incurred in their formation.
In the present state of Indian drainage and agriculture it is clear that for all practical purposes we must assume the three peculiarities we have enumerated,—heat, moisture, and malaria,—as constantly present and everywhere influencing the sanitary condition of the country. These are ever tending to lower the general standard of health, and to predispose to epidemic diseases, but they are by no means the only causes in operation, although they exert a potent influence on the comparative intensity of other causes. The presence of any or all of them has the effect of rendering other causes of vastly greater importance than they would be per se. Negligence, or the absence of precautions, which, in cooler climates, would lead to little or no result, good or bad, become of great importance in India. A trifling degree of impurity of the air brought about by a stagnant state of the atmosphere, or by overcrowding and want of ventilation in a barrack or station, may lead to a fatal outbreak of disease. Impurity in the water supply, such as would be attended with comparatively little influence on health in England, may, in India, determine an endemic attack of cholera or dysentery. Some apparently trivial inattention to cleanliness or drainage, of every day occurrence at home, may lead to disastrous results where a number of men are crowded together on a small area.
Personal habits, indulged in with impunity in this country, send men in large numbers to hospital in a climate where personal hygiene is as important as is public hygiene to the interests of the State.
In short, the whole sanitary question as regards India must be considered from this point of view, not only by the Government but by commanding and medical officers. The supreme importance of apparently trivial causes of disease is the lesson to be learned by all our past experience, and not till this is thoroughly understood and practically acted on will any great good be done in reducing the high mortality rate of the Indian army.
The evidence given before us by numerous witnesses, and also that contained in reports from the stations, clearly show that European troops during the period of their service in India are exposed to very important conditions besides those arising from climate.
We shall begin the consideration of the various influences affecting the health of the European soldier in India by a brief general statement of the nature of his service.
**RECRUITING AND PASSAGE OUT.**
Dr. Duncan Stewart, surgeon to the recruiting dépôt for the Indian army at Warley, states that the usual recruiting age lies between 20 and 35 years, and that it differs in the different arms of the service, but that a great many have entered under 20. Recruits from all parts of England were assembled at Warley, and sent to sea in detachments of from 200 to 350 men. It was the custom for men to enlist for particular arms of the service; but sometimes they were transferred at the dépôt from one arm of the service to another. On arriving at Warley they were carefully drilled under cover. At first they suffered from change of habits, diet, &c., and there generally was an average of about $6\frac{1}{2}$ per cent. sick in hospital. Notwithstanding every care in selection, men were sometimes sent back from India as unfit for service. The average time spent in dépôt before the mutiny in 1857 was four months. At the time of the mutiny it was about six weeks; and it happened occasionally that men were embarked for India on the day of their arrival at Warley.
The troop ships are stated to have been always good and specially ventilated. It used to be the custom to pay
head-money on those landed in India. This has been discontinued, but, so long as it existed, the practice made it directly the interest of the medical officer to attend to the sanitary condition of the men.
Of late years a special code of instructions for troop ships has been in use; and no doubt great attention has been latterly paid to the health of the men while at sea.
One very injurious practice until very lately existed in permitting the issue of spirits during the voyage, and even the latest Queen's Regulations require no more than that the spirit should be mixed with three parts of water, and not issued till after dinner.
There are three points which require notice in this system of recruiting:
1. Many of the men are exposed to laborious duties in a tropical climate at too early an age, and before the constitution is fully formed.
2. The period of drill is in any case too short, because it necessitates completing drill after the men arrive in India, and all the dangerous fatigue and exposure consequent on it in an Indian climate.
Deputy Inspector-General Stewart has pointed out the necessity of greater attention being bestowed on these conditions of a soldier's service. He states that no man ought to go out to India under 20, or from that to 25; and this opinion is supported by a great amount of testimony contained in the reports from the stations. Dr. C. Smith states that for the first few years of service men are very apt to suffer from fevers and inflammatory diseases, partly from greater constitutional liability, partly from inexperience in the case of young soldiers arriving in India, who take no care of themselves at all. Sir A. Tulloch is of opinion that recruits might be enlisted at 18, provided they had two or three years' training in a temperate climate before being exposed to a tropical climate or to the fatigues of a campaign. All the evidence derived from the stations is to the effect that none but fully drilled soldiers should be sent to India. The only question on which any difference exists is the place where the troops should be drilled. It has been proposed that the drill should take place at some intermediate station, as, e.g., at the Cape, for the purpose of accustoming the recruit by degrees to change of climate. But the great preponderance of the evidence is in favour of completing the drill at home, and sending the soldier fully
formed, both as to age and habits, direct to his destination.
From want of attention to these primary conditions, growing lads, who are very susceptible to disease when weakened by fatigue, have been sent out to India to learn their drill; their unformed constitutions are exceptionally liable to injury, and the over-zeal of an injudicious commanding officer or adjutant may lead to loss of health and efficiency, if not of life.
We have here, then, a well-known preventible cause of disease, or rather of predisposition to disease, which can be put a stop to. It is true that under the altered circumstances of the army since the amalgamation of the two services these evils will be less likely to occur; but, anyway, the past experience is sufficient to prove that they should be avoided in future.
3. As regards the issue of spirits on board ship, there cannot be a doubt that the practice has been injurious to the health of the army. It can easily be understood how this arises, when it is considered that men, having little or nothing to do during a three or four months' passage, may gradually contract a taste for spirits which they never had before; and of course, immediately on arriving in India, they proceed to indulge themselves with any kind of intoxicating drink they can most easily obtain, so that on their first arrival in a dangerous country the habit acquired on board ship may lead, as indeed it has led in a great number of instances, to the destruction of health and life. Lately an issue of malt liquor has been made on board ship, but still the Regulation allowing the use of spirits is in existence, and ought to be repealed.
An issue of malt liquor, cheap light wine, or temperance drinks, tea, &c. is recommended by Dr. Bird. On board many ships in the mercantile navy the issue of spirits and beer has been altogether discontinued, with great benefit both to health and duty; and the example is quite sufficient to show that spirits at all events are not amongst the articles of a soldiers' ration on board ship which are indispensable either to his health or comfort.
In former times little or no attention used to be paid to the season at which troops were landed in India, and it was mere matter of accident whether or not their first introduction to an Indian climate was at the healthy or most unhealthy period of the year. On landing at any of the presidencies no efficient precautions used to be
taken in the way of dress, diet, or accommodation, or for preventing the men from falling into intemperance and dissipation. After landing they were forwarded to their destination without much regard to season or means of conveyance. Not unfrequently, when boats were used, they were overcrowded, badly ventilated, and otherwise insufficient for the purpose, and fatal epidemic attacks used to decimate the troops on board. These great evils have of late years been gradually abated to a considerable extent under Lord Ellenborough's administration, as stated by Col. Durand; but we think it right to mention their existence, because they in some measure account for part of the greater susceptibility to disease and the much higher rate of mortality which formerly existed in the Indian army. At the present time we believe that troops are as far as possible landed at the beginning of the cold season, that they are much better cared for now than formerly, but that even at present there is great risk on their first landing, from facilities for intemperance, which perhaps might be avoided, to a great extent at least, by additional care. The present practice is to forward troops direct from the port of debarkation to their regiments.
Where railways exist they are made use of; water conveyance is generally by means of well-appointed steamers, or a better description of country boats: and where neither of these means is available, the troops are conducted by short marches in the early morning.
The present practice is hence a great improvement on the former one, and has been attended with corresponding improvement in the health of troops.
**Duties, &c.**
The soldier's duties at stations consist of the usual guards, of drills and parades before sunrise or at sunset, and are described by Colonel Greathed as follows:
"At gunfire he goes to parade, and, as a general rule in barracks, he gets his breakfast at eight o'clock; at half-past ten he parades again in the barrack, when the officers go round the barracks to see that they are clean. Then there is a roll-call again at dinner-time, and a roll-call at evening parade; then he has his supper. After that time he is free till tattoo, which is at eight or nine o'clock, according to the season. There are roll-calls during the night in all barracks, if men are supposed to be absent; it is done by the serjeant-major, and that is by
what is called the check-roll and if there are two or three men absent the check-roll is called.
"3253. Does not that mean that the whole barrack is disturbed?—Yes; but it does not often happen.
"3254. For how many consecutive hours is the soldier on guard?—For 24 hours.
"3255. Does the practice in India differ from the practice at home in that respect?—No.
"3256. How many nights a week is a soldier in bed?—It varies occasionally; he is from 13 to 15 nights in bed very commonly; that is to say, that he does not come on guard above once in 13 or 15 days.
"3257. You mean that he is 13 nights in bed for one night out?—Yes.
"3258. Do you think that the amount of duty performed in India is greater or less than that which is performed in England?—It is less; there are no fatigue duties, or very few, compared with what they have in England; for instance, the fatigue duties of sweeping out the barrack-rooms, cooking, and carrying dinners to the men on guard, which is the most cruel thing upon the men at home, of all the duties thrown upon the soldier. That the soldier has nothing to do with in India, because his cook always goes with him."
As far as concerns his duties, the soldier cannot be said to be exposed to excessive fatigue if the Regulations are strictly complied with. But there are complaints that troops are sometimes unnecessarily subjected to duties after sunrise, and (as already mentioned) to drills. In this, as in other things connected with the soldier's duties and habits, Col. Durand states that "a great deal depends on the wisdom of the commanding officer: the wisdom of the commanding officer is really a thing of very immense importance in India, for almost everything is in his hands." Evening drill is complained of, apparently because it comes after dinner, so as to interfere with digestion. There is a concurrence of testimony to the fact that night duties, even in that climate, hardly ever act injuriously on health.
ACCLIMATION.
We have already shown, statistically, the influence of length of residence in India on the rates of mortality among soldiers. But there has been considerable difference of opinion as to the effect of acclimation on the health and efficiency of troops. It has been stated, on one hand, that men get accustomed to the climate by length of residence, and hence that there is hardly a
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| 129 | The causes of disease, |
| | and the means of preventing |
| | them. |
| 130 | The state of the |
| | constitution at the time |
| | of exposure to |
| 132, 3. | The sanitary |
| | causes of a very |
| | large number and |
| | variety. And |
| | the strength of the |
| | constitution of the |
| 134 | The person exposed to |
| | disease, having three |
| | causes of fact which |
| | predispose to disease, oper- |
| | ating each of the |
| 5479. | The amount of excess of |
| | disease in |
| | health. |
| 1520. | The amount of injury |
| | to this, as of |
| | health; and he says, |
| | that they break up the |
| 8592. | The cause of disease, and that |
| | the predispo- |
| | sed by cold. |
| 1226. | Dr. C. Smith, |
| | entertained by |
| | the largest amount |
| | of soldier to climatic |
| | disease. |
period, so far as health is concerned, to which their term of service should be limited.
Others again have arrived at an opposite opinion, and one much more in accordance with observed fact. Dr. John McLennan, when asked whether a man of one year's service or of ten years' service would be the more able to endure fatigue and exposure, answers, "The fresh man, decidedly."
Col. Greathed says, "I believe that the medical officers will say that the longer a soldier remains in India the worse he gets. And I believe there can be no doubt of it; I do not believe in acclimatizing." "For the first five or six years a soldier is a very good man indeed in India, but after that he begins to break down, and he is not so good a man as he was."
Sir Ranald Martin states that all statistical observations go to disprove anything like acclimation in the East Indies. On the contrary, he says, disease and death increase with length of service and age.
The opposite opinion seems to have arisen partly from the circumstance that some men have learned by experience the art of managing themselves, and so of preserving their health in unhealthy districts, and partly from confounding the effect of heat and moisture (i.e., climate) with that of local sanitary condition. There is "acclimation" to heat; there is none to "endemic miasmata."
The whole tenor of the evidence in the stational reports is against the doctrine of acclimation, as generally understood, and in favour of limiting the period of service in India to about 10 years. It does not, however, necessarily follow that this limit need be maintained, if the sanitary condition of the troops be improved, as it may be.
**CAUSES OF DISEASE.**
Following up the history of the soldier after his arrival in India, we next proceed to inquire into the condition of the stations where he serves, his barracks and hospitals, his habits and pursuits, dress and diet, in order to ascertain whether (and, if so, what) unfavourable conditions are superadded to those attending on his recruitment and introduction to service, which can account for the high rate of inefficiency and death shown by Indian statistical returns.
In the course of the inquiry we have collected a large mass of most important information on all these points. But before discussing it, we shall give the general results of the evidence, showing the nature of the causes of disease which have arrested the attention of different observers, beginning with those which are incidental to the climate and country.
Sir Ranald Martin states that "taking any one cause, " he should say that the union of heat, moisture, and "malaria constitutes the most powerful one in destroying "the integrity of the European soldier's health, and con- "ducing to his fall by disease." And he goes on to state that "a certain amount of destruction and deterioration "of European health must result from a residence at the "stations on the plains, even if the soldiers were put "into palaces."
But while laying this down as a fundamental sanitary principle, he says, at the same time, that there is a very great difference between the health of the officer and that of the soldier, always in favour of the officer. And that there is also a difference between the health of the officer and that of the civilian, always in favour of the civilian.
We have thus three classes of Europeans exposed to the same conditions of heat and malaria, presenting three quite distinct rates of sickness and mortality; a fact which indicates the existence of other causes of disease, operating with different degrees of intensity in each of the three classes.
Dr. Falconer considers excess of heat and excess of moisture as among the irremovable causes of disease in India, and as those which tell most upon the health.
Dr. Colvin Smith attributes the largest amount of injury to a malarious climate. But, then he adds to this, as of equal importance, intemperance and syphilis; and he says, "these are the three things which generally break up the "constitution of a man in India."
Dr. James Bird says that pure liver disease, and that accompanying dysentery, are produced by the predisposition caused by a high temperature, followed by cold.
An opinion similar to that expressed by Dr. C. Smith, as to the prevailing causes of disease, is entertained by Dr. John McLennan, who attributes the largest amount of injurious effect on the health of the soldier to climatic influences, intemperance, and sexual disease.
This evidence, which contains the opinions of men of great experience, implies only that these causes, all but one of which are removable, lower the stamina of the body, cause ill health, and predispose to, and under certain conditions induce, disease. But all the witnesses admit at the same time the existence of other very potent causes which, although not incidental to the climate, are nevertheless rendered of greater importance by it. Even with regard to the presumed irremovable cause, malaria, Dr. James Bird states that miasmatic influences are removed by hygienic measures, in India as in England; and he cites, as a strong proof of this, the case of Batavia, in which, by the effects of Dutch sweeping, cleaning, and draining, the most deadly city in the world had become a healthy and agreeable residence.
He states that miasmatic emanations had been removed both at Cadiz and Gibraltar, and he sees no reason why similar results should not be obtained in India.
All the other causes of mortality assigned by the various witnesses belong to the class which, in this country, are considered as removable. We shall state these generally and discuss them afterwards in detail. Some of them are connected with locality, others with defective barrack accommodation, and the remainder are attributable to bad habits or exposure on the part of the men.
Sir Ranald Martin states, in regard to epidemics, "of all the causes which go to foster and maintain epidemics, the ill selection of localities, the structural defects as to ventilation, drainage, cleanliness, and the personal habits of the soldiers, are the important questions."
With reference to outbreaks of cholera, Dr. John McLennan states that this disease is known to have a certain connexion with damp and moisture, imperfect drainage, impure water, improper articles of food, close badly-ventilated sleeping places, and generally with what may be termed a bad sanitary state.
Referring to dysentery and cholera, Surgeon-Major Grant says that, in his experience, the most influential cause of these diseases is overcrowding in barracks; and that in gaols he has observed the most appalling mortality from bad air. Even at hill stations, far removed above the influence of malaria, he attributes the prevalence of diarrhoea to neglect of ordinary sanitary arrangements. He also says that bad water is a common exciting cause of cholera in India.
Dr. James Bird states that—
"Diarrhoea, dysentery, and fevers have prevailed, and have been attended with great mortality" at stations at which he has served, "from want of due precaution in the selection of sites. Cholera, as an epidemic, appears mainly to owe its development and origin to miasmata, favoured by elevated temperature, and peculiar atmospheric conditions of climate; this development being greatly aided by preceding established conditions of filthy endemic situations, badly-constructed and ill-ventilated habitations, unhealthy articles of food and drink, producing predisposition to disease, aided by unhealthy trades, and depraved moral conditions of vice and poverty. The other diseases are mainly local, and miasmatic in their origin."
The evidence shows that the local causes of epidemic disease in India are precisely the same as those which exist in this country, aggravated by a higher temperature and by the presence of malaria.
Personal habits, as before stated, have more to do with health in India than at home. Many indulgences, which are comparatively innocuous in a cold climate, especially those connected with diet and regimen, become of serious consequence to health within the tropics.
Sir John Lawrence states that both men and officers are careless in these respects, and that their habits of life are very inimical to health; that the habits of a cold climate are extremely pernicious in India, and soon produce bad health and an increased mortality; that the men eat too much animal food, eating it sometimes twice or three times a day, irrespective of season or temperature; and that he thinks the Government might try to induce the men to use more vegetable diet in the hot weather.
Dr. Maclean considers that the habits of life of the European soldiers are very unfavourable to health, for undoubtedly they are very intemperate, and they suffer much from ennui and want of occupation.
Referring to the sources of disease within the tropics, Sir A. Tulloch says that he is disposed to regard idleness as one of them, and that the men would be more healthy if worked more.
And Staff Surgeon McCosh states that in his opinion soldiers in India do a great deal too little for themselves; that anything that would keep them out of idleness and out of the grog-shops would be conferring a benefit upon them, and that they are never so healthy as when undergoing the fatigues of a long march.
The causes of disease, described very generally in this evidence, are those connected with the selection of stations, the sanitary condition of stations, barracks, and hospitals, bazaars and native towns, the condition of the water supply, intemperance, and venereal disease, diet, occupation, and the want of means of instruction and recreation.
We now proceed to consider each of these in detail.
Sanitary Condition of Stations, Towns, and Bazaars.
Important information regarding the topography and diseases of all the stations will be found in the stational reports, and in the abstract. We refer to these for details, and propose to introduce here a few examples only, illustrative of the general condition of stations.
Many of the stations occupied by British troops are either within or close to cities and towns, the inhabitants of which are decimated periodically by fevers, cholera, diarrhoea, and dysentery, connected with the most obvious local causes. The troops occupying this class of stations are exposed to any sanitary defects incident to the civil population, and suffer more or less from the same diseases.
Other stations, known to be unhealthy, have been selected from time to time apparently for military or political reasons.
Referring to those in the Madras presidency, Deputy Inspector-General Maclean states that they were selected without any special regard to medical considerations, and that many of them were occupied merely because they happened to be the spots where the troops first pitched their camps on taking possession; that the nature of the soil, the water supply, and malaria were never thought of.
Sir Ranald Martin says that stations have been selected without care; that no station he has ever visited was exempt from malarious influences; that the soils are damp, the situations low and ill drained, the surface irregular, the ground jungly, and some of the stations subject to flooding.
Captain Nicolls, of the Madras Engineers, describes the stations on the plains as all of one description, the country being flat, with very slight undulations, just sufficient to carry the water into the nullahs; the hill stations being situated on a ridge or spur of a hill.
Many of the old stations have proved so extremely unhealthy that they have had to be given up, after having entailed a great loss upon the service. More care has been bestowed of late years in the selection of new stations. Some of these, Sir John Lawrence states, have been extremely well selected; some very badly selected; there is a great difference in them.
The difference as regards health is due to the nature of the country and to the position and comparative elevation of the station itself. The sea-side stations are, of course, all at or very near the level of the sea, and have the great advantage of the sea breeze; but this advantage has been neutralized by a site having been chosen close to some muddy tidal estuary, as at Vizagapatam; or the sea breeze has been cut off from the barracks by a high wall, as at Madras, until the wall was lowered by Sir Charles Trevelyan. The low country stations in the Bengal presidency are only a little elevated above the level of the sea, following in this respect the level of the river. Fort William, one of the largest and most unhealthy of the stations, although 67 miles in direct distance from the sea, is only $18'16$ feet above its level, and only one foot above mean high water in the river. Dum Dum is 84 miles from the sea. It is 18 feet above mean tide level; but during the S.W. monsoon it is only two feet above the level of high flood tide; at this time the ebb and flow of the tide is visible in the ditches at the station. Berhampore is $76\frac{1}{2}$ feet above the level of the sea, but it is three feet below high water mark in the river. Allahabad, an unhealthy station, situated at the junction of the Ganges and the Jumna, is 368 feet above the sea, and about 40 feet above the surrounding country.
The N.W. stations are at a considerably higher elevation. Rawul Pindi is about 1,500 feet; and the large station of Mean Meer is 1,128 feet above the sea.
Secunderabad, in the Madras presidency, has an elevation of 1,800 feet. Bangalore, which is the highest of the larger stations in India, is 3,000 feet above the sea level. Belgaum, in the Bombay presidency, is about 2,200 feet, and Poona is 1,800 feet above the sea.
Many of the most important stations are thus at a healthy elevation above the sea level, if the sanitary condition of the station were determined by this element. But they are all more or less deficient in another element
of perhaps greater importance, viz., their relative level as regards the surrounding country. Generally speaking they are little if at all raised above that level; and sometimes, as is the case with the highest of them, Bangalore, part of the station is actually below that level. Some of the most unhealthy stations are close to river banks.
In the great majority of stations, water is found at a short distance only below the surface. The only means of arriving at an estimate of the depth is by the wells; but as water is being constantly drawn from them, they do not afford a very accurate indication of the water level in the subsoil. Thus at Fort William the water level varies in depth from 12 feet in the dry season, to 2 feet in the wet season, although the ground is at all times close upon the water level in the river. At Dum Dum the water level in the dry season is at a depth of 9 feet, and during the wet season of one foot from the surface. At Kirkee, the depth is at 33 feet in the dry and at 19 in the wet season. And so of the others.
As might be anticipated, the soils and subsoils vary very much. A few stations are situated on dry sandy soils. In others the underlying rock comes close to the surface. But in the majority the soils are more or less retentive of moisture, and charged with decaying vegetable matter, and damp.
The natural result of this in a warm climate is the production of malaria. It is by no means certain, however, that this malaria exists equally over extensive tracts of country. There is on the contrary reason to believe that, like every other local cause of disease, it is much more intense in some districts than in others. Some years ago, a committee was appointed to examine the effects of irrigation on health; and one of the most important facts elicited by the inquiry is stated by Deputy Inspector-General Dempster to have been the close proximity of some of the worst and some of the best localities. And applying this discovery to such stations as Cawnpore, Kurnal, Dinapore, Delhi, Ghazeepore, he says that nearly all these stations are irremediably vicious; but, nevertheless, he believes that good localities exist at no great distance from every one of them.
Although, as has been already stated, more care has recently been bestowed on the selection of stations, this important duty is not conducted on any fixed principle. No specially competent class of officers has been appointed
for the purpose. A Committee is usually constituted of a commanding officer, an engineer, and a medical officer, with certain additional members, who proceed to make the necessary inquiries, and report. No doubt the intention is to obtain the best practical advice and opinion, but very special knowledge is required for such a purpose, while the consequences of mistake may be so disastrous that any mere chance selection of officers for the duty should be avoided. The Committees should either be constituted entirely of men of known competence; or else certain officers specially conversant with the whole subject should be selected for this particular service, and placed as *ex officio* members on all Committees. Officers should never be taken for such a service by roster; nor should officials on the spot be entrusted with the duty merely because they happen to be there.
The selection of new stations should in short be considered as one of the most important sanitary duties, and should be a recognised part of the sanitary service of the army.
We next proceed to consider the sanitary condition of existing stations as it bears on the health of the troops. But in doing so it is necessary to include the sanitary state of native towns and bazaars, because not only is a part of the soldier's time spent in these places, but the mere fact of their proximity to European barracks must necessarily exercise an injurious influence on the healthiness of both barracks and hospitals, if the native dwellings are in an unwholesome condition. It is indeed impossible to separate the question of health, as it relates to troops, from the sanitary condition of the native population; especially as it regards the occurrence of epidemics, which, whenever they occur among natives, indicate a condition of matters dangerous in the highest degree to the troops in the neighbourhood.
Referring to this subject, Sir Ranald Martin says, that when he was surgeon of the native hospital at Calcutta, he was always aware of the advent of cholera 15 or 20 days before it attacked the European population, by its prevalence among the natives, and that this was one of the reasons which led him to suggest sanitary improvements for Calcutta. The bad sanitary condition of this large city is indeed so notorious that Deputy-Inspector General Longmore who acted as sanitary officer at Calcutta during the mutiny, does not consider it necessary
to describe it. He merely states that, as regards the chief part of the vast area covered by the city, that inhabited by the native population, the pestilential condition of the surface drains and yards, and many of the tanks among the huts and houses, would not be credited by any one who had not been among them. The influence in certain winds of these places is quite perceptible at Fort William, although there is a very good esplanade between the fort and the bazaars. He has no doubt that there would be much more mortality among troops, were it not for the esplanade.
This great city has grown up by degrees in the entire absence of any efficient sanitary supervision. There has hitherto been no proper drainage. The water supply has been defective and bad; and the houses are much overcrowded.
The sanitary condition of the town of Madras, as described by Sir Charles Trevelyan, is as bad as that of Calcutta. The soil upon which the city stands is white sand. The river Kooam, which passes through it, is a tidal estuary, receiving all the town drainage along its course; but as the mouth of the estuary is silted up for most of the year, it becomes a foul stagnant open cess-pool, which is washed out once a year by the floods. Sir C. Trevelyan describes the drainage as being "extremely defective." There are, he says, plenty of drains, in one sense too many, for they are offensive in the extreme, because there are no means of propelling the offensive matter and getting rid of it. The drainage is effected by open drains "of the most offensive and scandalous description." There are no means of flushing them, on account of deficiency of water; and such is the offensive state of the general atmosphere from these defects, that a high wall is maintained between the Government House grounds and the body of the town, in one of the most thickly populated portions of the town, expressly for the purpose of excluding the noxious smell that may issue from the drains, thereby excluding the sea breeze, and preventing the improvement of the adjoining part of the town, and thus greatly aggravating the evil.
The water supply for domestic use is likewise "extremely deficient," and it has become partially deteriorated by offensive matter from the drains. Sir C. Trevelyan states that the introduction of a pure water supply is an extremely popular subject, and extremely desired by the
people; and that it is a matter of urgent necessity, on the commonest principles of duty, to provide it. He further states that the health of European troops must be more or less affected by those circumstances, and that he had proposed that the health of the European population of Madras should be improved (not by building a wall of separation between them and the natives, but) by powerfully acting on the conditions of health of the native population itself.
As to Bombay, the evidence contained in the Station Report is of a similar character. The population is between 400,000 and 600,000. The drainage is very defective, the native houses generally in a filthy condition, with much ordure within their precincts, which has been accumulating for years. Nuisance is experienced in the town barracks from the wind blowing over the densely-packed houses, and also in Fort George from butchers' shambles and public necessaries about half a mile distant. Cholera follows its usual law of propagation in Bombay as elsewhere. Dr. John McLennan states that those natives living in the lowest, worst ventilated, and dampest part of the island, particularly in such places on the shore, suffer most. He also informs us that cholera and bad fever at one time frequently prevailed in the European crews of vessels undergoing repairs in the dockyard, a close, badly-ventilated situation, not far from the opening of a drain running into the harbour.
Dr. Haines shows that in 1861, the 16,200 deaths* among the population of Bombay were chiefly by zymotic diseases; thus, 1,600 deaths were by small-pox, 1,251 by cholera, and 7,024 by fever.
After calling attention to the insular situation of Bombay, its invigorating sea breeze, excellent water supply, and the abundance of open space for recreation, he goes on to add that when the streets are widened, when the water supply is rendered accessible to all, and when house drainage, and an effective system of sewage have been established, "there is no reason why Bombay should not 'rank among the very healthiest of tropical cities.'"†
The water supply at Agra is bad, and cholera has been fatal.
* 10,559 bodies were buried, 4,736 burnt, and 905 exposed to carrion birds.
† Fourth Report on Deaths in Bombay, by Rob. Haines, M.B., p. x.
Delhi before 1857 was said to be unhealthy. Sir Charles Napier,* however, held that it might, perhaps, be made as healthy as any part of India. "In most parts of India," he says, "the effects of man's imprudence are attributed to climate! If a man gets drunk, the sun has given him a headache, and so on. Every garden at Delhi, if not kept clean, becomes a morass; weeds flourish, filth runs riot, and Delhi is unhealthy. The result is, that the grandest city in India has the name of being insalubrious, though it does not appear to have any natural cause to produce sickness; no natural swamps which would require vast labour, science, and sums of money to overcome. Nothing evil, in short, that does not appear to be of man's own creation."
The natural advantages of Bangalore are very considerable; but it has nevertheless afforded a high sick and death rate, and the population, civil and military, have suffered severely from dysentery and cholera. During the period included in the return from this station the barracks were bad, and their "conservancy," in the opinion of Inspector General Macpherson, worse. The natural drainage from the ridge on which the cantonment rests is good; but as it is not properly taken advantage of, the surface filth finds its way into the tank, which, during the dry season, supplies the dense native population with water. "Every obstacle," the Commander-in-Chief Sir Patrick Grant adds, in a note, "has been thrown in the way of procuring a copious supply of pure wholesome water, but it is hoped they are now (in 1860) in a fair way of being overcome."
Inspector General Macpherson further notices that the native population of Trichinopoly exceeds 100,000; that the streets are clean; but that the "environs of the military cantonments are resorted to by the natives for the purposes of nature," giving rise, "by the excessive accumulation of surface filth, to offensive odours injurious to the public health."
Evidence of a similar kind might be adduced with regard to all native towns near military stations; but this brief statement of the sanitary defects existing in the seats of government of the three presidencies and at two or three of the more important stations is quite sufficient for the purpose we have in view.
* Sir Charles Napier, Defects of Indian Gov., p. 271.
It is satisfactory at the same time to be able to state that Bombay has recently been provided with an excellent water supply, and that extensive works of drainage have been undertaken at Calcutta.
In all native towns there is some system of cleansing and removing nuisances in existence; but this, though indispensable as far as it goes, constitutes only a small part of the sanitary improvement required. There can be no doubt that well-considered measures of water supply, drainage, paving, cleansing, and general construction in these towns would be attended with most beneficial results to the health of troops quartered near them. And as regards the native population, we concur in opinion with Sir C. Trevelyan, who says, "I consider that not only 'the preservation of life and health is concerned, but the strength and comfort and general efficiency of the population are involved; they would be better and abler men, women, and children for all the purposes of life, if the average standard of mental and bodily vigour were improved by the removal of these local causes of a low state of health."
Every military station in India has its bazaars, mostly in close proximity to the European lines. They consist of huts or houses arranged on no general plan, and without any regard at all to sanitary conditions. They have grown up anyhow, and have increased with the bazaar population, which always bears a very high proportion to that of the European troops at the station; e.g., Bangalore, already referred to, has accommodation for about 1,700 European and 2,600 native troops. The native population within the cantonment is 124,000, three-fourths of whom live in the bazaar close to the European infantry barrack. There has hitherto been no limit to the proximity by which these large native populations may approach European barracks, nor to their position as regards prevailing winds. There are no regulations as to the general arrangement of the houses, the width or direction of streets, drainage, or water supply. The habits of the natives are such that, unless they are closely watched, they cover the whole neighbouring surface with filth; and if there be any ravines or pits in the neighbourhood they convert them into dangerous nuisances. There are generally no public necessaries. There are often open cesspits among the houses. The surface drainage sometimes flows into tanks, from which the water supply is derived. Surface
cleansing and removal of nuisances are enforced with more or less efficiency by the bazaar magistrates, but, in the absence of both paving and efficient drainage, it is impossible to effect either object satisfactorily.
Sir R. Martin describes the cleansing and drainage of bazaars as quite deficient, and recommends systematic medical police arrangements for the purpose.
Deputy Inspector-General Stewart states that the natives generally retire to neighbouring ravines, where these exist, and that there used to be, generally speaking, no proper police to maintain cleanliness.
Sir Proby Cautley gives the following account of the bazaars at Cawnpore:
"To give the Commissioners an idea of the state of these bazaars, I may mention that the natives build their huts entirely of mud dug out of holes as near as possible to the place where they build. In the Cawnpore bazaar I came upon ponds full of black mud and all sorts of filth, and the whole place was utterly unventilated, which was a very remarkable illustration of how ill-health was produced, not only in the immediate neighbourhood, but all round the place."
He states that the practice of pond-making, as a receptacle for refuse matter, is common to every town bazaar in India. They dig the mud for the huts close by, and do not fill in the hole again. This hole serves to receive all the filth of the town, where it remains exposed to the sun. As a bazaar becomes more populated it becomes less ventilated, and in time a very serious nuisance.
The Reports from the Stations confirm these general statements given in evidence, and show that in time past bazaars have been neither more nor less than native towns of the worst class, which have grown up in and around military cantonments, without any suspicion having been apparently excited, in the first instance, as to their probable influence on the health of the troops.
The bazaar police is more efficient in some stations than in others, so that all bazaars do not present the same defects; and the regulations are considered to be very good, as far as they go, provided they are efficiently carried out.
The evidence on the structure and arrangement of stations shows that there is a considerable difference among them in these matters. The older stations are all more or less defective in many most important points. Sir R. Martin describes the arrangements of barracks and
hospitals, with which he is conversant, as very deficient. He says that there has been a great neglect of the means of cleansing, and that the drainage is almost universally insufficient for the purposes of health.
In many of the older stations the buildings are so placed towards each other that the free external movement of the air, a condition essential to health in India, is obstructed so as to render the air positively stagnant. Sometimes high walls surround the buildings so closely as to produce the same result.
This class of defects, though existing more or less in most European stations, is most common in native lines, where the huts are often placed as close together as they can stand.
In new stations, such as those in the Punjab, at Umballa and Poona, there is more regularity of structure, and the different barrack buildings are sometimes arranged en échelon to catch the prevailing winds.
But the older stations are very irregular, as e.g., the barracks at Madras, which consist of closed squares of buildings, at Cawnpore, Dinapore, &c., where the buildings are arranged so as to make good ventilation impossible.
In fortified stations the barracks are often very much crowded together, and some of them are in bomb-proofs, hardly fit for human habitation in such a climate.
**Drainage of Stations.**
All the stations are surface-drained with more or less efficiency, but with very few exceptions this is the only form of drainage which exists at any Indian station. The Stational surface drains are either mere cuts in the ground, or they are formed with brick or some other material; and are led to an outlet, generally a cesspit, a ditch, or a ravine or mullah, where such exists. But very often the water is conveyed only to a certain distance from the barrack, and left to provide an escape for itself. The whole procedure is that usually adopted for camps, and is wholly unsuitable for permanent stations. Colonel Greathed states, as the result of his experience, that when there is a heavy fall of rain, it is very commonly not carried off as well as it might be. Even this surface drainage is executed on no general plan. Sir Proby Cautley states that one reason of the defective condition of the surface drainage is that the drainage of cantonments is generally done in detached bits, instead of being carried out comprehensively. He
states that the want of drainage has been a general defect, but that latterly great improvements have been effected; that he attaches great importance to a proper system, and that, were it carried out, he is of opinion that such places as Cawnpore, Delhi, Kurnal, would be comparatively free of disease. The annual mortality at Cawnpore has been as high as 91 in 1,000, chiefly from fever, dysentery, diarrhoea, and cholera; which Sir Proby Cautley states, has been due to the condition of the station, the want of drainage, and the filth in the bazaar. And on being asked whether he considers Cawnpore a fair illustration of the general defects of drainage in India, he replies, "A very good illustration," admitting at the same time that it is perhaps an extreme one. Sir John Lawrence considers that drainage has not been cared for so much as it ought, although it has been improved considerably of late years. The flushing of the surface drains is generally left to periodical rains, or they are swept out by the native establishment.
The abstract of stational reports gives information as to the condition of the drainage at most of the stations.
So far as we can learn from these reports, there appears to be no method of conveying away the roof water from buildings, which consequently sinks into the ground where it falls, and accumulates moisture close to the foundations of both barracks and hospitals. There is no such thing as subsoil drainage carried out at any station. The rainfall no doubt partially runs away by the surface drains; but the great bulk of it, amounting to many feet in depth during each rainy season, goes to saturate the subsoil with water. The conclusion of the rainy season is generally attended with a great increase in epidemic diseases. And, inasmuch as wet or damp subsoils are well ascertained causes of this class of maladies, even in cold climates, in such a climate as India the neglect of subsoil drainage within the area of stations is doubtless one great cause of increased sickness and mortality. Indeed the effect of undrained subsoil on health is well known in low-lying stations throughout India.
The floors of barracks and hospitals are often damp from this cause. Dr. James Bird cites, as an illustration, the case of Colaba, which was not sufficiently drained; the barracks were extremely unhealthy, and about 85 per cent. of the sickness arose from fevers. The floors rested on the ground, and water could be found within three
feet of the surface. Such sites, he continues, produce a large amount of sickness, and a large amount of mortality generally.
Major-General Goodwyn mentions the case of Berhampore, in which the barrack square was pretty well drained; but the marshy state of native lines and of the parade ground, was a cause of unhealthiness.
In regard to Berhampore also, Dr. George Wallich says, "There is one part of it so unhealthy that Europeans will not live in it. One house has the name of 'Fever Hall'; and as certainly as any one goes to live in it, he takes fever."
The reason assigned for the absence of any but surface drainage is the want of sufficient fall at many stations; but if there be not fall enough to enable the subsoil to free itself of moisture, the ground is certainly unfit for occupation by troops, unless the water were pumped up and removed by machinery. All stations are not equally deficient in this respect; there must be many with fall enough for every purpose towards an available outlet.
There is, of course, no drainage for conveying away any fluid refuse of stations. In the majority of instances, this either passes off by the surface drains, or it is run into shallow cesspits, from which it is removed by hand, and carried or carted away. Sometimes the fluid refuse is passed into deep cesspits, at no great distance from the barracks, with the view of its draining into the subsoil; the water from the subsoil being, at the same time, the source which supplies the wells.
Neither latrines nor urinals are drained. For all the purposes to which drainage is applied in this country, as a means of preserving health, it is unknown in India. Our cities and towns, as well as our home stations, have been or are being drained, because the absence of drainage is well known to be fatal to health; while in the hot moist climate of India, no effectual step has been taken as yet to introduce this indispensable sanitary improvement.
The present surface drainage is altogether insufficient for conveying away fluid refuse. The drains are very liable to fall out of level, and to accumulate foul water at points dangerous to health. Were they ever so perfect in construction, they could only remove that part of the rain-fall which happened to flow into the surface drain along its line; but this would leave the subsoil charged with water and organic matter washed into the surface,
the tendency of which is to render the ground more unhealthy (by the generation of malaria) than it would otherwise be, and, in course of time, to make it uninhabitable.
The evidence given before us, as well as the stational reports, when carefully considered, all go to prove that the drainage of Indian stations on a well-digested plan to suit local circumstances, is a work of urgent necessity for improving the health of the army.
IRRIGATION.
Considerable discussion has arisen as to the effect on health produced by works of irrigation carried on in the vicinity of stations. To increase the productiveness of dry soils the waters of rivers are conducted over certain parts of the country in canals, large enough for inland navigation, and the supply is let to cultivators, who are permitted to draw and apply it in their own way. In some places water for irrigation is collected in reservoirs. The land itself being undrained, can only take a certain definite quantity of water without producing malaria; but the natives give little consideration to this, and they flood the surface. The influence on health of this method of irrigation has varied in different districts of India. In the Madras Presidency, both Major-General Cotton and Deputy Inspector-General Maclean, state that no injury to health has been observed even among Europeans. In the Bengal Presidency, careless application of water is attended by prevalence of periodic fevers and spleen disease, which has led to the prohibition of irrigation within a considerable distance of military stations,—five miles, as regards rice cultivation. A committee was appointed to examine into the alleged unhealthiness of the process. They found that whenever the soil was of very tenacious character, and too much water used and allowed to stagnate, disease showed itself. There is no evidence in any of the Stational Reports of the production of fever by land under irrigation; and so far as concerns the native population, the advantages of a watersupply for agricultural purposes are so very great and so intimately connected with their well-being, that the question which arises is, not whether the irrigation should be discontinued, but how it can be continued without injury to health.
In Southern India it appears to produce less injury
than in Northern India, but wherever water for irrigation is applied in any quantity, subsoil drainage is indispensable both for health and productiveness, and ought always to accompany works of irrigation.
WATER-SUPPLY.
The water-supply of stations, as well as of towns, is derived from three sources,—tanks, wells, and rivers.
In low flat districts, and in deltas, tanks are chiefly relied on. The supply at up-country stations is mainly derived from wells of from 20 to 30 feet, or more, in depth.
River-water is used where a river happens to be the most abundant and accessible source. The universal method of distributing the water is as follows:—It is drawn from the tank or well by dipping skins or other convenient vessels, and it is carried by water-carriers (bheesties) from its source to the barrack, and there emptied into such receptacles connected with cook-houses, ablution rooms, &c. as may have been provided for its reception.
At some of the larger stations the water is conveyed by bullocks. For drinking purposes an ordinary wooden barrel or jar is provided; the water is poured from the water-skin into it, and the water is drawn from the barrel by dipping.
It will be seen that the entire method of supply for permanent stations is the same as that usually adopted for armies in the field.
However requisite it may be to adopt it under the pressure of necessity, it is obviously unsafe to trust to such a method of supplying troops with one of the prime necessaries of life at all other times.
Somewhat similar methods have always been in use among uncivilized or imperfectly civilized populations. But in proportion as civilization has advanced, such rude and unsafe expedients have been relinquished; and greater attention is now paid both to the source from which water is derived and to the method by which it is distributed for use, especially in towns.
A considerable amount of useful and valuable evidence has been laid before us on this most important subject by distinguished chemists, two of whom are officers of health in the metropolis, and specially conversant with the whole subject. One of these gentlemen, Dr. R. D. Thomson, who has visited India, describes the state of the Indian tanks as "quite shocking." He states that he would
certainly not be satisfied if the population of his district (Marylebone) had no better water sources than those at the command of the Indian army, that, indeed, he would consider them very dangerous, and that he would expect a "very much higher" rate of mortality in the parish if the water-supply were of a similar kind.
Dr. Letheby, Officer of Health to the City of London, gives evidence to the same general effect. He is asked:
"4671. Supposing in an epidemic country you have superficial wells dug in a soil containing a large quantity of organic matter, and suppose the mode of drawing that water is by throwing buckets into the well, drawing the water up, spilling part of it upon the surface, part of the water being washed into the well again, and suppose that the water so drawn up is carried in skins, and distributed to the consumers, what do you think is likely to be the sanitary result of such a proceeding?—That I could hardly speak to, except from an examination of the water, but I should say the mode of distribution is very objectionable, and is likely to give the water organic impurities, and to make it, indeed, worse than it originally was. The soaking of the water from the soil back again into the well, and the redistribution of it in skins, must be a means whereby an additional impurity must be given to the water independently of that which was in it before.
"4672. So that in a country where epidemic diseases prevail you would object, in a sanitary point of view, to that mode of distribution?—Yes, I should object to that."
In examining the objections against the present system of water-supply more in detail, it appears, that, with very few exceptions, the water from no source in India has been submitted to chemical analysis. In the exceptional cases given in the reports from the stations, the results of analysis, so far as they go, are by no means satisfactory as regards the purity of the supply.
At certain up-country stations, the well water contains a large amount of salts; and a similar excess of saline matter is observed in tanks, rivers, &c., during dry weather.
There is every reason to believe also that many water sources contain a large amount of organic matters, animal and vegetable; but in scarcely an instance is there any qualitative analysis given. The qualitative analysis of water from the wells and tank at Secunderabad, however, gives results of an extraordinary character. This station (which has suffered so severely from bowel diseases) is supplied with water from six sources, containing from 10 grains up to 38, 44, and in one instance 119 grains of solid matter per gallon; and of this amount it appears
that organic matter of some kind or other exists to the extent of from above $2\frac{1}{2}$ grains to 8, 11, and apparently, in one instance, up to 30 grains per gallon.
For all practical purposes, as regards the health of troops, the composition of the various water sources in stations may be said to be either unknown or too imperfectly known to be of any real use.
All we can gather from the evidence and the stational returns, is that some waters are considered good, some tolerably good, and some not so good.
But in the selection of sources, it seems not to have been considered necessary to make any special inquiry on the subject.
In some exceptional cases the water-supply is stated to be peculiarly defective as to its purity, and "some very good wells become dangerous from disuse."
Again, it is the result of universal experience that shallow wells, such as those used in India, which receive their water from the rain-fall draining through a soil highly charged with organic matter, always contain a considerable amount of that matter in solution. In ground at a distance from human dwellings the organic matter will be chiefly of vegetable origin. But wherever there is a population on the surface, with neglect of ordinary sanitary precautions as to surface cleansing, drainage, and especially cesspits or other nuisances, the chances are that the wells will contain a considerable amount of animalized matter. Vegetable impurities in water rarely manifest their presence either by taste or smell. In some most fatal instances the presence of decomposing animal matter in wells has rendered the water containing it apparently more agreeable to the taste.
The extent to which these impurities prevail in shallow wells is much greater than the public is at all aware of. Dr. Thomson has given the constituents of 44 wells or street pumps in the parish of St. Marylebone (having a depth of from 12 to 20 ft.) containing from 42 grains to 133 grains of solid impurity per gallon, the organic matter varying from about 5 to 33 grains per gallon. All of these waters are unfit for use. Dr. Letheby says, in regard to these and other similar wells, "there is no shallow well at 'all in London which contains pure water." As already stated, the cause of this impurity is to be sought for in the existence of organic matter in the soil.
An example of this in India is given by Colonel G. Campbell, in which certain wells at Lucknow became contaminated on account of a number of elephants having been buried near them. The recognized impurity of the water in this case led to its disuse. But generally, as stated by Dr. Letheby, these impure shallow well waters look clear, fresh, and rather inviting, because of the presence of carbonic acid, which gives them a sparkling quality, and because of their temperature and their slightly saline taste caused by the presence of nitrates produced during the process of decomposition of animal matter.
Dr. James Bird states that the waters of Bombay, drawn from wells, contain a considerable amount of organic matter.
The water of open tanks is exposed to similar sources of impurity. They are dug in soils which have been for ages covered by a rich vegetation. They receive the drainage of the whole of the surrounding area, and during heavy falls of rain, whatever impurities there may be on the surface are washed into the tank, which is in fact the drainage outlet.
Some of the tanks are lined with stone, others are banked with more or less care, and kept free of vegetation. Some of them resemble ordinary horse-ponds; in some instances covered with a minute vegetation which, it is considered, rather improves the quality of the water, by assimilating its dead organic matter. It is the custom to set apart tanks for bathing and washing, and tanks for supplying water for domestic use, cooking and drinking. There is a tacit understanding that tanks of the latter class shall not be used for the former purposes, and sometimes they are guarded. Notwithstanding these precautions, the evidence shows that a large amount of organic matter finds its way into them.
The tanks used by Europeans are generally safer in this respect than those used by natives, but still their purity depends to a very great extent on the state of the surrounding surface, and the water is all more or less stagnant. Sometimes the same tanks are used by European and native troops. The use of stagnant water has by itself been known to occasion ague; but besides this the Indian tanks are, many of them, exposed to pollution from filth, on account of the dirty habits of the natives, described in the evidence of Dr. G. C. Wallich, as follows:
"5855. Independently of that, the habits of the natives, who defecate all over the surface of the country, must necessarily cause
the water in the tanks to become impure?—Yes, it is so; in point of fact the natives have no idea of taking sanitary precautions. For instance, a man will eat and drink and perform his evacuations actually on the very same foot of water, standing in it, or close to it; he has no idea of impurity as long as it happens to be Ganges water.
"5856. The European troops and also the native troops drink the water from these tanks?—Yes; there is nothing else for them, and the same causes will operate with Europeans in an increased degree."
After describing the same native habits, Dr. Mouat states that a heavy shower of rain washes down all soluble matter, through the natural percolation of the soil, and it must find its way into the tanks.
Speaking of the tanks used by the natives, Dr. Falconer says, that the purity of the water in them will depend upon the washing in of the surface, and upon the nature of that surface. If decayed vegetable matter or animal excreta were thrown out on the surface, and the rain drainage took that direction, the water in the tank would become tainted and unwholesome.
Taking into consideration the habits of the natives, and the general state of the surface near stations and towns, it must be evident that considerable danger to health must arise from the use of tank water.
Such a source of supply is not made use of for any military station at home, or indeed for any domestic purpose. Such water, even in this climate, is considered bad and dangerous, and in such a climate as that of India it is more so than at home.
We next come to consider the probable effect of this condition of the water-supply upon the health of the troops; and in doing so we shall have to be guided to a large extent by the experience obtained in sanitary inquiries at home. Dr. Letheby says on this subject:
"I think I may say that not only myself but all the officers of health of the metropolis are of opinion that bad water is a frequent cause of disease.
"4565. And that it aggravates some of the diseases?—Yes, there is no doubt of that.
"4566. Do you mean that impure water itself produces disease, or merely that it predisposes to disease?—It does both. I believe, in the first place, when there is a natural tendency to disease, the condition into which the water will bring the alimentary canal will tend to establish that disease, or set it on foot; and that decomposing organic matter, in certain conditions of decay, in the
alimentary canal is sufficient, without any other agency whatever, to cause disease.
"4567. So that next to impure air you would rank it as one of the most powerful causes of disease?—I am disposed to think it is before impure air, as being one of the most powerful causes of disease."
This evidence gives the experience up to the present time.
During all great epidemics popular opinion has pointed out the state of the water as one of the chief causes of pestilence, and modern experience has confirmed this by minute statistical inquiry. The diseases to which bad water peculiarly predisposes are mainly epidemic diseases, affecting the intestinal canal, such as cholera, diarrhoea, and dysentery.
To the use of impure water have also been traced fevers of the intermittent type.
The evidence on these points is conclusive, and extends not only to well water but also to impure river water. During the cholera epidemic of 1848–9 several instances occurred in which nearly every person using water from particular wells was affected with diarrhoea or cholera, and of the cholera cases nearly all died.*
During the epidemic of 1854, of 73 persons who died of cholera in a certain street in the metropolis, 61 had drunk water from a pump polluted by sewage, while the people who did not use the water were not so severely visited. A vessel of this water was sent to a lady at Hampstead, and she was attacked and died of cholera. The water, on being analysed, was found to contain 92 grains of solid matter in the gallon, of which 7·8 grains were organic matter. During the same epidemic the population of Southwark and Lambeth suffered severely from cholera, which was attributed to the state of the water-supply. The affected district was supplied by two companies, one of which gave a comparatively pure water, and the other a very impure one, containing sewage matter from the Thames. The deaths from cholera in the houses supplied by the purer water were in the ratio of 37 in 10,000, while the ratio among those supplied with the impure water was 130 in 10,000. This special case was the subject of elaborate statistical inquiries made by the Registrar-General's department. Referring to these facts, Dr. Thomson
* Report on Cholera, General Board of Health.
says:—"Therefore I conclude that there were destroyed "by the Southwark and Vauxhall Company (whose water "at the time was impure) 2,500 persons."
In the same manner as the mortality from cholera has been diminished by the use of pure water has the mortality from dysentery also diminished.
In applying this experience to India it is necessary to point out that the diseases which our home experience has proved to be so strikingly under the influence of the quality of the water are the same diseases which bring so much loss and inefficiency in the Indian army. This fact would of itself lead to a strong suspicion that the water is impure. But it must also be borne in mind that the troops drink a large quantity of water, especially during the hot season, and that bowel diseases are generally most prevalent and fatal in the hot dry weather when the water supply is diminishing and becoming daily more impure from evaporation and want of rain. Sir John Lawrence, in his evidence, states:
"In India one great point upon which good health depends is the water; our people very seldom look to the water, but the natives always look to the water in choosing a locality.
"3014. I believe that the troops drink an immense quantity of water mixed or unmixed?—Yes.
"3015. Therefore it is important that the water should be of good quality?—Yes; I think that there is very great scope for improvement in the selection of sites in that way.
"3016. In England we find that the water has a great deal to do with the mortality in cholera?—Yes; I have seen positions which were considered unexceptionably good by Englishmen, but if you asked the natives about one of them, they would say that it was very bad on account of the bad quality of the water."
In a district where there is a strong predisposition to bowel diseases, whenever even the inorganic saline impurities in the water exceed a certain amount, there is danger to health. The production of diarrhoea by such waters even in Europe is perfectly well known, especially at certain seasons; and the same fact has been observed in India. Dr. Mouat has no doubt that in a marshy district, impure water has a tendency to produce diarrhoea, especially when, in a very dry season, the wells, and even the tank water, are more or less loaded with salts; diarrhoea is very rife in those cases, and the same thing occurs from water that is drunk from tidal rivers; for even in the hot season, when the tides are very low, the water is to a certain extent brackish. He states that he accompanied a
detachment of sailors to Assam during the mutiny, and the water was all taken in alongside from the river: a most frightful outbreak of cholera occurred within 24 hours after embarkation, and the men traced it to the water distinctly.
Dr. Wallich states that there is a great quantity of impurities in tanks, that the water is "completely" "charged with organic matter," and that the animal organic matter (in the tanks) is certainly a cause of fevers, dysentery, and cholera. But we cannot ascertain that there has been any attempt to estimate the nature and amount of the impurities, or their probable influence upon the health of the army.
It is known that water from marshy districts in this country contains from four to five grains per gallon of vegetable matter, and that it would be considered injurious to health to use such water.
As regards putrescent animalized matter, Dr. Thomson states that he would consider the presence of "any quantity objectionable" in a country like India, where bowel disease prevails.
Dr. Angus Smith states that, while three grains of peaty matter could hardly be considered bad in a sanitary point of view, half a grain of putrefying matter "might be intolerable," and that water containing from five to six or ten grains of organic matter per gallon could not, he believes, be drunk, and could not be used at all.
The rude and imperfect method of distribution in use has already been adverted to as an additional source of impurity, which would not be submitted to at any home station.
Dr. Sutherland, in reviewing the whole question in its reference to barracks, says, "We should certainly recommend for our home stations the abolition of the entire mode of supply of water mostly used at the Indian stations, both as regards the source and the mode of collection and distribution." "There has," he says, "been no application apparently of any modern improvement, as regards either the examination of water sources or the means of collecting or distributing water for use for stations, bazaars, or towns." He says that "the present condition of the water-supply is one of the cardinal defects in the sanitary arrangements of India, and that it is unquestionably a predisposing cause of disease, especially during the prevailing seasons of cholera, fever, dysentery, and other zymotic diseases."
The evidence before us goes to show the necessity of making a very careful chemical investigation of all the existing water sources at the stations, with the view of improving them, either by adoption of precautionary measures for diminishing the risk of pollution, or by selecting a purer supply. Any water sources which are found to be irremediably impure should be at once rejected. The purest water is that which is obtained from primary rocks, such as granite, mica slate, and clay slate, or such as is obtained from pastoral districts. Next in order of purity, but by no means so pure, is the water from agricultural districts, represented by rivers.
Deep wells afford good water, if care be taken to protect them from surface impurities, whether percolating through the soil or finding an entrance by the well's mouth. The water of shallow wells, as already stated, ought always to be avoided.
It is highly probable that a careful chemical inquiry would prove the majority of tank waters unfit for use.
In conducting these inquiries, the same method should be adopted as is followed in this country in supplying towns with water. The degree of hardness, by Clark's test, should be ascertained; next, the quantities of organic and inorganic constituents per gallon, their precise nature, and the amount of each.
As illustrations of the beneficial results of this method of procedure, it may be stated, that the impure water sources of the metropolis were abandoned and better water provided, with marked improvement in the health of the population; that a proposal to supply the city of Glasgow with well water was rejected after chemical analysis, and at a great expense, the people obtained a supply, the total impurities in which amount to 2·35 grains per gallon, of which only 0·605 grains consist of organic matter. If the chemical constitution of this water be compared with that of the supply of Secunderabad, already mentioned, a clear idea will be obtained of the great importance of chemical inquiry on such subjects.
It may be useful to state briefly the nature of the improved water sources, together with the methods of distribution which have been adopted of late years in this country. The purest waters are those derived from mountain springs or streams, collected and stored either in large artificial reservoirs in upland valleys, such, for example, as those for Manchester and Liverpool, or in
natural mountain lakes, such as Loch Katrine, from which Glasgow derives its water. We have already noticed the small amount of impurity in the Glasgow water. Manchester water obtained from a hilly district contains 3·33 grains of impurity per gallon, of which ·680 grains is organic, chiefly peat. It is found highly advantageous in these cases to bring the water a distance of 30 or 40 miles in iron pipes; and as the reservoirs are at a considerable elevation, the water is discharged by head pressure, and can be delivered by gravitation all over the towns for which it is intended. This, though in the first instance a costly method, is the best and cheapest in the end, because it ensures a constant supply of pure water, and delivers it without the cost of machinery.
In many parts of the country such advantages cannot be obtained; and in these cases wells are dug to a great depth, until water-bearing strata are reached affording water of sufficient purity. Engine power is provided to raise the water into iron tanks elevated to a sufficient height above the ground to enable the town to be supplied by gravitation from the tank.
In other instances, such as the metropolis, water is derived from rivers, and distributed in a similar manner; but its purity cannot be so much depended upon. But even the metropolitan waters are pure when compared with those Indian waters, of which we have an analysis. The total impurities in waters supplied by the Thames companies may be taken at about 20 grains per gallon, of which from 1·24 to 1·76 grains consist of organic matter. Water supplied by other London companies contains a little more impurity.
As regards analysis, it is considered necessary not only to ascertain the comparative purity of a water source at the time of its selection, but periodical analyses are made from time to time, to see that no casual impurity has obtained admission.
In all the improved supplies the water is delivered from pipes to the consumers; a method of distribution which experience has shown to be absolutely necessary for health and cleanliness.
Purity, abundance, and facility of use are the three principles which require to be kept in view; and they are, if possible, of far more importance in India than at home.
It may not always be possible at the Indian stations to obtain purer sources of supply; but there can be always
at hand the means of reducing the impurities to a minimum; filtration can be adopted everywhere, on any required scale, and the water obtained free of suspended impurities.
Of late years scientific methods have been applied even to the removal of organic matter held in solution by the water. A filter composed of bone-charcoal, with peroxide of iron, is found to oxidise organic impurities, so that the water passes through without any perceptible remainder.
It might possibly be practicable to obtain water for certain stations by having collecting reservoirs in hilly districts from which water might be laid on after careful filtration.
Whatever be the source, the water should be laid on to every barrack and hospital directly by gravitation, or, if local circumstances prevent this from being done, the water should be raised by mechanical power, and stored in tanks at a sufficient elevation to enable it to be distributed by gravitation. Any way the present method of drawing and distributing by hand labour should be discontinued for all fixed stations, with the least possible delay. As the rain-fall in India is irregularly distributed over the year, special arrangements are required for collecting and storing it up in the rainy season, or for recovering it from the earth and purifying it.
An abundant supply of pure cool water for drinking purposes is an essential requisite for all barracks. Nothing hitherto has been done in this direction; and we strongly recommend that drinking fountains be provided at all necessary points, both in the barracks and over the stations generally.
**Construction of Barracks.**
With few exceptions, the barracks in India are constructed on one general model, varying in detail, especially in the dimensions of the rooms and in the number of men they are intended to accommodate. As already stated, in some of the older forts the barracks are casemated, or built in more than one floor; but in the other stations, the model is that of a hut with doors on opposite sides, which are protected by verandahs. In the more recent barracks, the detail has been varied by carrying the centre of the hut to some height above the sides, like a gothic church; the elevated part being supported on arches dividing the room into a centre and two side
aisles, with verandahs outside. The beds are generally arranged along the side walls, two and two between the doors. In the simpler form of construction there are two rows of beds in the room; but where the room has aisles there are four or even six rows of beds between the opposite doors, the inner rows of beds being placed with their heads to the piers of the arches. In the most recently constructed barrack in India, the Dalhousie barrack, at Fort William, there are six rows of beds between the opposite doors. The dimensions of barrack rooms vary very much. Among the smallest rooms are those at the new station of Mean Meer, 48 feet long by 24 feet wide and 24 feet high; they are intended for 16 men each, and to give 1,703 cubic feet, and 72 superficial feet per man. The temporary barrack rooms at Hazaree-baugh, built on the standard plan, are intended for 100 men each, at 1,080 cubic feet and 63 superficial feet per man; these rooms are 300 feet long, 20 feet wide, and 18 feet high.
The Secunderabad barrack rooms vary in length from 124 feet to 274 feet; they are from 18 to 24 feet in width, and from 16 to 25 feet high; they accommodate from 20 to 104 men per room, giving about 1,000 cubic feet per man, and from 40 to 56 superficial feet. There is a barrack room at Trichinopoly no less than 1,011 feet long by 18 feet wide and 17 feet high. At Allahabad the rooms are 335 feet long by 22 feet wide and 16 feet high, holding 100 men per room. The barrack rooms at Dumdum, intended for from 30 to 38 men, are about 105 feet long by 22 feet wide and 14 feet high; giving about 1,000 cubic feet, and 70 superficial feet per man.
Probably the longest rooms in existence are those in Fort St. George barracks, at Madras; the lower room is 1,483 feet long by 18 feet wide and 15 feet 6 inches high, and holds 400 men; the upper room is 2,124 feet long by 20 feet wide and 14½ feet high, and is intended for above 600 men; the space per man is 1,000 cubic feet, and the superficial area from 64 to 69 feet. The Dalhousie barracks (already alluded to) at Fort William, contain what is virtually one room on each floor, although it is divided by piers and arches into three breadths, exclusive of verandahs: the length of each room is 287 feet 4 inches, the width 64 feet 5 inches, and the height 19 feet; each room holds 306 men at from 1,500 to 1,600 cubic feet, and from 79 to 85 superficial feet per man.
Nothing can be simpler than the hut with its four walls, roof, and verandahs, which is the model on which most of the Indian barracks are constructed; but in the majority of cases it has been so used as not only to lose its advantages, but to become an unhealthy model of a barrack. An essential condition of every barrack room is that the air in it should be as pure during the night as the air outside; but it is impossible to ensure this if the rooms are above a certain size, and contain above a certain number of men. The healthiest of all sleeping rooms are those which, like the huts of the native troops, contain one or two people, simply because they are so easily ventilated. Whenever the number of inmates exceeds 20 or 30 per room it is practically far more difficult to ensure fresh air, and beyond that number it soon becomes impossible. Sad experience has proved that long rooms, like passages, with 100 or more persons sleeping in them, may become highly dangerous during epidemics, and absolutely pestilential if occupied by sick. The reason of course is that the direction which the foul air may take in the room depends on accidental circumstances, not under control, which may lead to its being accumulated at one end of the room, or over one group of beds. This danger may be incurred at any time with long rooms, even if there be no more than two rows of beds; but when other two rows are added, or, as in the case of the Dalhousie barracks, other four rows, a form of construction is introduced only to be kept healthy by the exercise of greater care than is ever likely to be bestowed on the subject, and by very large sacrifice of space per bed.
Defective as the barracks at home stations have been shown to be in some important points, they certainly possess one great advantage over those in India. The rooms rarely hold more than 10, 15, or 20 men. The windows (at least, in the infantry barracks) are generally on opposite sides; but where there are two rooms in the depth of the building, with openings through the partition walls, such barrack rooms are by no means so healthy, although they may have a thorough draught, simply because the construction enables four rows of beds to be placed between the opposite sides of the building. If an error in construction such as this, even with a small number of inmates, exercises an appreciable influence on health in this climate, it must, of course, be far more prejudicial.
in India, especially in rooms containing from a quarter to half a regiment.
The influence exerted on the health of troops by the large size and construction of barrack rooms in India has not passed unobserved. There is a general impression that great constructive improvements are required.
Sir A. Tulloch states, as the result of his experience, that a very great advantage is likely to be obtained by having separate buildings each for a limited number of men, instead of their all being in one barrack; that they would be much more likely to be healthy in small buildings holding 10 men each; that there would be less risk of disturbance and of the spread of disease.
Sir John Lawrence, while stating the great improvement recently made in barrack building, says that the only defect he ever saw is, that the barracks are too large, and contain too many men; that, instead of building a barrack for a whole company, it would be better to build it for a half or a quarter of a company. He considers the smaller barracks much safer in the event of an epidemic appearing, and that small barracks are better for the men, both morally and socially.
Deputy Inspector-General Maclean gives the following testimony on this point:
Are you generally in favour of isolation, and of putting the soldiers in separate dwellings, or in smaller barracks?—I am of opinion that they ought to be all in separate buildings. I think that the system which now prevails in India of erecting costly palaces for troops is one of the most unfortunate mistakes that was ever made, because in the first place, the barracks are so costly that the Government grudges the space required for the men; and I am quite sure that if such barracks were built as Colonel Durand knows were erected at Moulmein, detached bungalows, well raised from the ground, and well ventilated with roof ventilation, the health of the troops would be enormously increased, and the Government would save an immense sum of money.
He further states that the natives in India never live together in large dwellings; that epidemic diseases are very apt to run through large barracks; and that in barracks of two floors, the lower floor cannot be ventilated.
Dr. Sutherland (who is a member of the Commission for improving Barracks and Hospitals), states that it is impossible to ventilate efficiently rooms with 100 or more men; and that quarter-company barracks, i.e., separate
houses for 20 or 25 men, are about the limit to which we should go in this mode of construction in India.
Many of the newer barracks have double verandahs, a construction which has the twofold disadvantage of rendering the ventilation more difficult, and of enabling the inner verandah to be appropriated as extra sleeping space. The double verandah is at the same time an unnecessary cost.
One very important point as bearing on the healthiness of barrack construction, is the relative position of the beds with reference to openings through which the outer air comes in. In the ventilation of home barracks, it has been found necessary for the men's health and comfort that the air shall be insensibly diffused through the room without draughts upon the beds. In India, of course, a much freer ventilation can be borne than in colder climates. But the difference between the day and night temperature is often so great that an air-current which might be borne with impunity through the day, becomes at night a serious inconvenience, and may be a dangerous cause of disease. As already stated, in the Indian barracks the beds are placed between the doors, or, if in more than two rows, down the middle of the room; but the space between the doors is so narrow that the wind falls directly upon the side of the bed if the doors are open, and if the doors are shut the ventilation of course is shut out too. Deputy Inspector-General Stewart states, that the space between the doors is generally seven feet, occupied by two beds, each three feet wide, and leaving only one foot between the beds, which, in India, is over-crowding; that the beds project more or less beyond the protection of the wall; that the men occupying them are liable to be injuriously exposed by night and day, and in all seasons, to strong direct currents of air; that in the rains and in the cold season, as well as in the hot months, this exposure may lead to serious results, and that it need not be matter of surprise that rheumatism, pulmonic affections, dysentery, and other serious and fatal diseases should prevail.
It must be obvious that barracks so constructed can never be healthy, and that the ventilation, to be efficient, must be independent of doors and windows, at least during the night.
One cardinal error in barrack construction which prevails throughout India, is placing the barrack rooms at or near the level of the ground. As already stated, the
surface of the country is charged with malaria, the action of which extends to a greater or less height above the ground.
4400. Night fogs, which may be considered as indicating the presence of malaria, rise to a certain height above the ground, especially in Lower Bengal.
4402. Mr. Montgomery Martin attributes various native diseases partly to this cause. He says, further, that troops should sleep above the level of the fog; that all the lower stories of barracks or hospitals which he has examined in tropical regions are unhealthy; a result which is caused by a pestiferous gas rising from the earth in regions where vegetation and moisture exist in excess; but that this gas does not rise to any great height, and slowly commingles with the atmosphere.
2803. Mr. Julius Jeffreys corroborates this opinion. He says, that in India all kinds of exhalations are rendered visible by smoke or fog in cool mornings; that it is well known that the density of malaria is in some very high ratio inversely proportionate to the distance from the surface of the ground; that he never saw troops in India quartered above the ground; and that the evidence to his mind was quite conclusive that much disease arose from troops being housed on the ground level.
2181. Deputy Inspector-General Longmore instances the occurrence of these fogs at the very unhealthy station of Dinapore. The barracks are very little raised above the ground. He says that in the morning or after sunset, if there is not much air stirring, a dense vapour may be seen resting over the surface of the ground, while above this vapour or a little below it the air is clear. He states that, in his opinion, this vapour carries malaria with it, and that much of the disease at Dinapore might have been prevented by having a free circulation of air below the rooms.
The barracks, he says, are otherwise badly arranged in close squares.
1743. Major-General Goodwyn states, that he knows only of one instance (at Calcutta) in which the barracks are raised above the ground; and that he considers the absence of arcaded basements as a great fault; he thinks they should be raised at least 12 feet from the ground.
Raising the floors, with free passage of air underneath, is necessary not only to avoid malaria but to avoid damp in flat or low-lying districts, where there are small natural
facilities for drainage. The stational returns show that the barracks throughout India have been constructed without reference to this primary condition of health. While it is a native habit to sleep only on upper floors, in order to avoid malaria, the European soldier, who is a much more susceptible subject, has all along slept at or near the level of the ground.
The usual mode of constructing floors has been to raise a plinth a foot or two in height, to fill up the space with earth or some other material, and to lay the floor upon it. The flooring consists of various materials, generally of stone, composition, tile, or brick, but sometimes of rammed earth, painted over periodically with a solution of cow-dung. Referring to the condition of barrack floors, Colonel Campbell states, that if they are in good repair and perfectly smooth, they are always dry; but that if the surface of the plaster becomes broken, the floors absorb wet, and it remains. Dr. James Bird states, that the mud floors are most objectionable, that brick floors are better, but that a wooden floor is the best of all. Washing floors with cow-dung is a native practice, and is used to render the surface more durable and to prevent vermin. Flooring of this description should be forbidden.
The height to which the floors should be raised above the ground will depend on local circumstances. In low, flat, and damp districts, each barrack should consist of two floors, the upper one only to be used as a sleeping room, and the lower floor to be a covered place for exercise and amusement, as suggested by General Goodwyn. In more high and dry districts, four or five feet would be sufficient to raise the floor; and less would suffice at hill stations. The space should be arched to allow of the freest passage of air. Objections have been made to this construction, that filth or dead animals get into the space and create nuisance. But this can be easily prevented.
The best kind of flooring for India is, undoubtedly, that which absorbs the least moisture in cleansing. In this climate a good wooden floor is most wholesome, and there are a number of testimonies in its favour as being the best for India.
The materials chiefly used in the construction of both barracks and hospitals, are burnt brick and mortar; in some instances, burnt bricks set in mud. Sun-dried bricks cemented by mortar or mud, are also used. In a few instances, the walls are of stone and lime, or stone set in
mud. Timber is sometimes used as a framing, and more recently iron. The roofs are generally of tile, or thatched, and sometimes tiled over the thatch. In some recently constructed barracks, the roofs are arched and terraced. Double walls or double roofs, having air passing up between them to keep down the temperature, have not been introduced in India. Thickness of wall and roof has been chiefly depended upon. The materials are stated to be well adapted to the climate, generally. But General Goodwyn states that the bricks are often of bad quality, and admit of great improvement in manufacture.
This is a matter which ought to be considered; for, as he justly observes, there is nothing more destructive to health than an imperfect brick building. Wherever the plaster peels off, the brick absorbs moisture, destroying the permanency of the barrack, injuring the accoutrements, and, above all, the men's health.
One point in the construction of cavalry barracks is much insisted upon by Deputy Inspector-General Stewart, as injurious to ventilation. There are no saddlery rooms belonging to the barracks, and the men carry their saddles saturated with the horse's perspiration into their sleeping room, where they are kept. The practice is both unnecessary and hurtful. Every cavalry barrack should have a dry, well-ventilated saddlery room attached.
**VENTILATION OF BARRACKS.**
The means of ventilation chiefly trusted to in Indian barracks, are doors and windows.
There is very little glass used, and the windows, where they exist, are either venetian, or they consist merely of openings, with solid wooden shutters, which, when closed on account of weather, leave barrack and hospital in darkness. In many cases, the doors are also venetianed.
Many of the hut barracks have louvres in the roof for ventilation. And in barracks with a central raised aisle, there are clerestory windows above the arches, or at the ends, together with ventilators in the ridge.
More attention has been lately paid to this important subject, and many of the newer barracks are better ventilated.
But there is sufficient evidence to show that considerable improvement in this respect is still required.
Sir R. Martin informs us that there has been the same want of strict attention to ventilation in India, as hitherto
in England. Colonel Campbell states that the old class of barracks are deficient in upper ventilation, that such openings as exist are, generally speaking, not sufficient for the purpose; that there is frequently much closeness during the night and in the morning. The arrangements in the newer barracks he considers better.
Major-General Goodwyn states that the roof ventilation is at present very spare and scanty.
The ventilation, such as it is, is interfered with by the soldiers; a fact which, of itself, would lead us to suspect that the men are exposed to draughts.
On this subject Brigadier-General Russell states that the men do not object to ventilation, but that they object to any air coming upon their persons. When this is not attended to, the men get chilled and suffer from diarrhoea. The danger of draughts at night is perfectly well known to natives, for Dr. Julius Jeffreys states that, in watching a garden at night, the native places a mat to windward of his bed to cut off the immediate current from his body. He says, this is a matter of really prime importance; for it will often just make the difference whether a man escapes or not an attack of rheumatism or intermittent fever.
In some barracks and hospitals of the Bombay Presidency, an attempt was made to introduce fresh air by air channels under the floor, opening by gratings into the rooms. Refuse of various kinds was thrown down the gratings, and these air channels became the channels for foul air. This is a method of ventilation which ought never to be adopted.
The requirements of good barrack ventilation, in India, are summed up by Lieutenant-Colonel Gall, as follows:—
The ventilation should not depend on doors and windows; it should not cause a thorough draught, to which the men are exposed; there should be sufficient space between door and door, and window and window, to allow the men not to be exposed to draughts; and there should be room for a table between every two beds.
The stational reports adduce instances of what may be considered as structural defects in ventilating arrangements.
Sometimes, e.g., the rain beats through the ventilators. Or the amount of ventilation which is sufficient in one state of the wind becomes too much or too little in other states. Or during dust storms, the dust is driven in. We
allude to these defects, because often on such small matters the whole question of fresh air to a barrack or hospital depends. The two first admit of remedy, but it is questionable whether anything short of closing every crevice would keep out dust during a real dust storm, for the short time during which it lasts.
The following example of an efficient method of ventilation adopted in an unhealthy barrack at Secunderabad, during an alteration in the barrack, and the result on health, is given by Brigadier-General Russell:
"The opportunity was taken to raise the walls three feet, and to put on what was termed a Bengal roof, by which a current of air was admitted all round, and wire gauze was placed inside and outside the ventilators, beyond the reach of the men. After this was done no serious case of dysentery, the scourge of Secunderabad, occurred among the men quartered in this building, and the medical officer, who visited it before morning gunfire, found the atmosphere as pure and sweet as in his own bedroom, which he had just left, while it was very offensive in the other portions of the barracks. This dysentery, I therefore conclude, arose more from the construction, overcrowding, and defective ventilation of the barracks than from their site."
In a climate such as that of India it is impossible to estimate the amount of fresh air required to keep either a barrack-room or hospital ward in a good sanitary state. In England 1,200 cubic feet in rooms, and about three times that amount in sick wards, per man per hour, are required. At certain seasons every breath of air becomes of importance, and there is no test, except that of freshness, to be relied on as indicating the efficiency or inefficiency of the ventilation. Ridge ventilation, together with a free admission of fresh air under the eaves, on some such principle as that adopted at Secunderabad, affords the best solution of the problem for India.
**Space per Man in Barracks.**
The greater proportion of European troops in India have, according to regulation, upwards of 1,000 cubic feet per man. In a number of stations the average amount exceeds this, and rises to 1,200, 1,400, and in some instances to 1,600 and 1,700 cubic feet. The average at Secunderabad is 1,000. In about 12 stations the space is less, and varies from 480 to 900. The largest amount at any station is at Rangoon, where the average is 2,200 to each European. The regulation amount on home
stations is now 600 cubic feet per man, and at first sight the advantage is very much in favour of the Indian stations. A large cubic space, however, does not necessarily imply absence of overcrowding, for two reasons:
1. The space may be above the head.
2. The beds may be too near to each other.
Both of these unfavourable conditions exist in Indian barracks; e.g., on account of the great height in many of the barracks, the superficial area per bed by no means corresponds with the cubic contents. The average at the majority of stations is between 60 and 70 square feet; in not a few instances it falls below 50. At Secunderabad the men with 1,000 cubic feet have only 40 to 60 square feet. At a few stations the amount is from 70 to 100 square feet, the largest amounts being at Rangoon, where each bed has 120 square feet, and in the bomb proof barracks, Fort William, where the surface area is 140 square feet per bed. But the report states that even with this amount of superficial area, one half the number of men would be too many.
From the construction of the barracks, the beds, as already stated, are too close to each other, every pair having only a foot between them, while at the same time there is a large unoccupied floor surface. Practically, therefore, nearly every barrack-room is overcrowded.
The regulation amount of space by no means represents the degree of crowding which may take place in a barrack. Usually the number of men is the number which may happen to be at the station, be that number more or less; and it has been stated that the lofty barracks recently constructed have been expressly intended to prevent a larger number of men being put into them than the floor surface would accommodate. This is an error. With the intention of preventing overcrowding, it really introduces what in India is the worst form of overcrowding, viz., bringing the beds too close together.
Major-General Cotton advocates a much better course. He says that, in point of fact, it would be well to have the barracks so constructed that, in case of emergency, they might be capable of holding more men than under ordinary circumstances. He advocates lower rooms, and more attention to ventilation.
Deputy Inspector-General Maclean states that overcrowding and bad ventilation have been the master sins of the old system.
As regards the amount of cubic space and superficial area required for health, Dr. Sutherland states that this will depend on the position of the barrack, that on high ground, with a free circulation of air, 1,000 cubic feet and 80 square feet per man are enough; but that in low, imperfectly ventilated positions, it would be necessary to raise the amount to 1,500 cubic feet and 100 square feet per man.
**Means of Cooling Air in Barrack Rooms and Hospitals.**
The usual means of cooling the air, and obtaining a freer movement of it, in barrack rooms and sick wards is by punkahs suspended from the roof and pulled by natives. This, which is an Indian practice, appears to answer, except at the hottest stations, where other means are used. These consist generally of frames filled with mats of kuskus grass fitted into certain of the doors or windows, and kept constantly watered by natives. When the doors and windows are all provided with these "tatties," and the only air which enters the room is that which must pass through the tatties, a considerable reduction of temperature takes place, but it frequently happens that doors are left open, and the cooling effect is reduced.
At some very hot stations "thermantidotes" are used. These are merely a copy of the ordinary winnowing machine, in which the air entering to supply the fan is made to pass through a wetted mat. They are said to answer their object as in hospitals.
Other two plans have been brought before us for cooling the air. One of these by Captain Moorsom is merely a set of tatties moved by machinery and kept moist by water. It is intended to be more constant and efficient, and at the same time more economical, than the present system.
Another method will be found described in the evidence of Mr. Siebe. It is a machine for making ice by steam power, and might be used also for cooling water or air, where the cost was no great object, as in hospitals.
**Ablution and Bath Accommodation.**
At home stations ablution rooms are a modern concession to cleanliness, and it is only now that the extent of accommodation provided is becoming sufficient for the
soldier's wants. In India, where the means of cleanliness require to be so much more abundant and accessible, they are deficient almost everywhere. At the large station of Peshawur, where there were between 1,600 and 1,700 European troops, there were no ablution rooms in August 1860. At another large station, Deesa, a washing room is attached to each barrack, but there are no conveniences for washing in it. The usual arrangement is to have stone benches along the wall; water is carried by bheesties, and iron basins are used for washing, as at home. None of the ablution rooms are drained. The foul water is simply conveyed to a cesspit, from which it is carried away by hand or allowed to sink into the ground. At some of the larger stations fresh water is conveyed to a cistern, from which it is distributed to the basins by taps. At many stations the ablution rooms are dark and damp; and, with a few exceptions, the ablution accommodation admits of great improvement.
Deputy Inspector-General Stewart states that the means of personal ablution at all stations are more or less deficient; that in some barracks they can scarcely be said to exist, and that the rooms are dark, confined, and inconvenient even for washing the hands and face; that the men do as they best can, and wash themselves perhaps in the open verandah, or in a small room at the end of it.
This is confirmed by Dr. Bird, and by Colonel Greathead, who state that the ablution rooms in barracks are generally imperfect.
At many stations there is more or less bath accommodation. Generally it consists of a plunge bath. In some cases baths of a smaller size are used. There is no bath for the large garrison of Fort William, where baths are urgently required.
Colonel Greathead says that the bath accommodation is sufficient for perhaps two companies, bathing every second day, although it is considered advisable that there should be a bathing parade in India every day during the hot season. The objection to this is the cost of the water-supply, which has to be drawn and carried by men and bullocks. It is indeed the same objection that would exist at home if water had to be provided to any extent as it is in India. But it is found possible to supply extensive bathing establishments with water by improving the method; and hence the present system of Indian
water-supply is directly opposed to keeping up a proper system of ablution for cleanliness and health.
It is obvious that the ablution and bath accommodation requires to be placed on a better footing, and that this cannot be done without a better system of water-supply. In situations where the water-supply is limited, shower baths on a large scale might be introduced with advantage.
**Cook-houses.**
The means of barrack cooking are of the simplest description. They usually consist of a small detached room or shed, without any chimney, and insufficiently lighted. Along the walls there are low platforms of masonry, with square holes to hold the fire. There is neither water-supply nor drainage. All the water is brought by water-carriers, and the refuse water is either allowed to escape as it best can, or it runs into a cesspit, and is removed by hand labour. The cooking utensils are very simple; but through the ingenuity of the native cooks almost every variety of dish can be prepared. The men like the cooking, but experienced medical officers do not consider it always wholesome. There is a large consumption of fuel, the smoke from which fills the kitchen and blackens its walls. Recently improvements have been introduced in the cook-houses of Fort St. George, Madras, by an army medical officer, who has adapted a set of boilers and oven on Captain Grant's plan, of which it is a modification. The food is said to be better cooked, and at less expense, both for fuel and attendance.
However imperfect the Indian cooking may be, it admits of great variety. And though modern improvements need to be introduced, yet it is by no means in the rude state in which home barrack cooking was found in 1858.
**Latrines and Urinals.**
These conveniences are usually placed in outbuildings at a short distance from barracks, and sometimes connected with them by covered passages for protection against sun and rain. They vary in construction at different stations. Those belonging to the older barracks are cesspits cleansed from the outside. In more recently constructed barracks metal pans have been introduced to
facilitate the operation of removal. There is no drainage of any kind, and the arrangements altogether are very offensive. The only object attained is rapid removal of excreta to be buried or otherwise disposed of at a distance. In every other respect the latrines admit of great improvement.
Drainage, and the removal of excreta by water, is now universally considered to be the most economical and least injurious method of disposing of them; but there is some doubt whether these improvements would be applicable to all Indian stations. In certain low, flat districts, where there is little fall for drainage, this might probably be the case; but there are many stations in which drainage might be carried to an available outlet, and iron water latrines and urinals, properly supplied with water introduced.
Many of the buildings require light and ventilation, and none of the latrines have the recent improvements of divisions and doors which have been introduced of late years at home.
Wherever cesspits exist they should be abolished, and movable vessels or water latrines substituted for them.
Officers' Quarters.
Officers are generally lodged in detached bungalows, situated within compounds. Their sanitary condition is described in the stational reports as being good. But at some stations complaint is made that sufficiently good accommodation cannot be rented, because it does not exist. The great advantage, as regards health, possessed by officers is living in detached buildings, with free external ventilation. But their quarters partake of the general sanitary disadvantages of the station as to drainage, water supply, &c.
Quarters for Married Non-commissioned Officers and Soldiers.
Great improvement has been made in India of late years in providing this class of accommodation. It usually consists of separate huts or bungalows, of two or three rooms, built in the patchery, a court belonging to the barrack. In a few instances there are barracks for the purpose. In about 20 per cent. of the stations no separate quarters have yet been provided; and married people
are lodged in barrack rooms divided by mats. There are two or three instances in which married people occupy the same rooms as single men, separated from them by mats. At two-thirds of the stations the married accommodation is said to be sufficient. In some of these cases there are from 80 to 120 separate married quarters. At about one-seventh of the stations where married accommodation has been provided, it is said to be insufficient; and at two or three stations it is described as bad.
The general sanitary condition of the married quarters partakes of that of the station. But the men living in patcheries with their families are much more healthy than men living in barracks.
Occasionally, from want of care, considerable overcrowding takes place in these quarters; and in one instance at least it was attended with frightful results. This occurred at Dum Dum, where a large number of women and children were lodged together in barrack rooms, without due care having been exercised as to the amount of space, or ventilation, or as to other sanitary arrangements.
There was an average monthly strength of 554 women, among whom there occurred 64 deaths in 5 months; and there was an average monthly strength of 770 children, out of whom died 166 in the same five months.
The annual ratio of mortality among the women would accordingly have been 276 per 1,000, and among the children 516 per 1,000; the usual proportions for Bengal being, deaths per 1,000, women, 44; children, 84.
The diseases of which so many perished were, dysentery, fever, and cholera. And the causes were intemperance, immorality, reckless exposure, unwholesome food, want of cleanliness, personal and general, and a polluted atmosphere.
The effluvia from the privies were perceptible in the barrack rooms.
This calamity may have been exceptional; but it clearly shows the class of causes which exert the most destructive influence on European constitutions in India; children being there, as elsewhere, the most delicate tests of sanitary condition. The experience admits of application to all barracks where there are European soldiers; and it gives an insight into the causes of high mortality of children in these climates.
TENTS.
Tents for camp or field service are of various forms and dimensions. Some are square, others are oblong or oval formed, some are circular, and others have a pyramidal section. They have some one, others two poles; and they vary in length from 11 to 22½ feet, in breadth from 10 to 14 feet, and in height from 8½ feet to 13 feet, within the inner lining. They consist of three or more layers of cloth, according to its quality, the inner layer being generally of a blue colour.
These tents accommodate a greater or less number of men, 14, 16, or 22 men, according to the arm of the service which has them in use. Their cubic contents vary from 935 to 2,835 feet, the superficial area of the floor varies from 9½ feet to 24½ feet per man, and the space per man varies from 77 to 220 cubic feet. The double poled hospital tents are larger and better than the others. They afford 26 square feet, and 236 cubic feet per man for 12 men.
None of the tents are ventilated, except by opening the doors and raising the walls; but this of itself is not sufficient. Ventilation round the poles at the top is indispensable, to keep the air in the tent sufficiently pure, and the spaces between the different layers of cloth should also be ventilated, to afford a means of escape for the air heated by the sun's rays. Abundant means of admitting fresh air, and allowing of the escape of foul and heated air above, can alone compensate in any degree for the overcrowding to which all tents are liable.
Objections have been made before us to the whole structure of the present Indian tent, by Mr. Jeffreys, who proposes a totally distinct form, as being much cooler and more healthy, and affording a larger space per man. We refer to his evidence for a description of the tent he proposes.
DIET.
At every station in India the British soldier is supplied with a full ration, including the following constituents:—
Meat, 1 lb. Rice, 4 oz. Coffee, 1½ oz.
Bread, 1 lb. Sugar, 2½ oz. Salt, 1 oz.
Vegetables, 1 lb. Tea, ¾ oz. or Firewood, 3 lbs.
The foundation of the ration is beef and bread. Mutton is issued in lieu of beef twice a week, when procurable. The pound of vegetables consists of potatoes, when procurable, carrots, onions, pumpkins, &c. There are complaints that the issue of mutton is too small, and that vegetables cannot always be procured in sufficient quantity. But generally the ration is considered good. The stoppage is about fivepence (3 annas, 4 pie). The cook generally supplies some trifling articles in addition, such as meat for breakfast, milk, and some times butter, &c., for an anna a day. The large bone is separated from the meat before it is weighed for issue by the Commissariat.
The captains engage the cooks, just as they would engage washermen, and the charge for cooking is 10 to 12 annas per month. Not unfrequently the men, if they have money, will buy bacon and pork, badly and filthily fed; for the bazaar pigs are the bazaar scavengers. And thus, whatever care may be exercised by Government in providing healthy food, the men and the cooks may add meat which is quite the reverse. In addition to all this, the soldier may add 1 quart malt liquor, or 2 drams spirit, per diem.
The first thing that occurs in considering this system of diet is, that it would be amply sufficient for the sustenance of men engaged in out-door toil in a cold climate. Indeed, we very much question whether labouring men at home consume so large an amount of nitrogenous and carboniferous food at any ordinary time. In India it would be enough to supply the requirements of the hardest work the climate would admit of. But, at the same time, there is a certain exhaustion produced by the climate and the manner in which the soldier passes his time, which makes the present ration apparently no more than sufficient.
The soldier has three meals a day: breakfast at seven or eight in the morning, consisting of tea or coffee, with bread and often meat; dinner at one p.m.; tea about five, sometimes with meat too. The dinner is therefore eaten just before the hottest part of the day; and all the meals are crowded into nine or ten hours of inaction.
In considering the influence of this on health, we must be guided by other facts.
In the first place, the natives who are accustomed to the climate eat very little animal food, particularly in hot weather. This native habit, which is the result of a natural instinct, is in strict conformity with physiological law. Besides providing for the waste of the body by exertion, part of the food goes to supply animal heat.
But where there is little or no exertion, and where the climate is hot at the same time, the amount of food necessary for health is much less than it would be in a cold country under hard work. Some useful experience on the effect of overfeeding in tropical climates has been laid before us by Staff Surgeon Dr. Rennie, for several years in medical charge of convicts in Western Australia. In his evidence, and in a note appended to it, he states that over-feeding and the too free use of animal diet produced much disease, including dysentery, among the convicts; that by reducing the amount of both, improved health followed, and that a further reduction in the scale of diet, with other improved sanitary conditions, led to a very remarkable improvement in the general health of the prisoners. He states it as his opinion that what are familiarly known as "the diseases of tropical climates," are in reality diseases resulting from habits and circumstances of life generally unsuited to tropical climates, and that the relation which food (including alcoholic stimulants) bears to temperature is seriously overlooked in the dieting of bodies of men in the public service.
The soldier in India has not sufficient occupation to keep him in health; and under such a system of dieting, as he at present undergoes, he must suffer, more or less. By overloading the system with useless elements, the digestive and biliary functions become disturbed, and a predisposition to disease is induced. For this state of things, the soldier should either have work or exercise provided, sufficient for his diet; or his diet should be made to accord better with his sedentary habits. No general rule can be laid down in this matter, applicable to all circumstances. But one thing is quite clear, that the soldier should have more exercise, and that the same diet which may be consumed in the cold season with safety cannot be the most suitable for heat. Dr. Dempster tells us that it is certain that the majority of the recruits from Ireland and Scotland eat in the hot weather in India many times the bulk of animal food ever consumed in their native country while working hardest in the coldest season of the year. And that the same quantity of animal food and stimulating drinks taken with advantage by a working man in a cold moist climate is not only unnecessary, but positively injurious to the almost idle European soldier in the burning plains of Hindostan. So little is the importance of the difference of climate recognized that the soldier eats
animal food twice or even thrice a day all the year round. Sir John Lawrence says that he does not believe the officer does so, and that if he does, he gets sick too. The evidence before us goes to prove that the present dietary of the soldier considered with reference to the amount of work he has to do is injurious to his health, and we concur entirely in the opinion of Sir John Lawrence that Government might try to induce the men, by varying the ration, with reference to hot and cold weather, to use more vegetable diet and fruit, and less animal food.
The regimental medical officer is indeed charged, by the new medical regulations, with the duty of making such representations on this subject to his commanding officer as he may deem necessary for the health of the troops, so that the principle of change is admitted.
Dress.
Much interesting and valuable information on the subject of the soldier's dress in India will be found in the stational reports and in the evidence, and several important suggestions for improving some of its details have been laid before us, particularly by Mr. Julius Jeffreys, who has paid much attention to the subject.
The dress of late years has undergone great and beneficial changes, and is now much better adapted to the climate, seasons, and duties, than it was in former times.
The soldier now wears habitually a khakee (dust-coloured cotton) tunic and trousers, and a helmet made of wicker work. The collar is made to fasten with a hook and eye, and no stock is worn except in cold weather.
As regards under-clothing, the evidence is in favour of wearing light flannel next the skin, especially at stations subject to sudden changes of temperature, and under exposure.
Sir Ranald Martin considers that the evaporation from the surface of the body is so great in India that a slow conducting medium next the skin is absolutely necessary, and that dysentery and liver disease are frequently produced by chills. Flannel moderates the evaporation from the surface of the body, apparently without heating it, for Mr. Jeffreys states that he has repeatedly ascertained the temperature of the skin in hot and dry weather to be much lower under flannel with a cotton dress over it, than under cotton alone. The value of flannel in preserving health
has been long known to army officers, and the main objection to its universal introduction is the difficulty of washing; but on the other hand this objection does not apply with much force to its use in India where labour is so cheap.
The present head-dress is formed for the special purpose of protecting the head from the sun's rays, which it does with considerable efficiency, but several ingenious improvements in it have been laid before us by Mr. Jeffreys, 2860-2874. which are worthy of examination. He proposes to make the outer shell of the helmet double, with a ventilated space between the layers, and within the shell there is a lining to fit tight to the head, leaving another ventilated space between the inner surface of the shell and the wearer's head.
The object of the contrivance is to ensure the passage upwards of two distinct currents of heated air between the outer shell of the helmet and the head. In order to diminish the power of the outer shell to absorb the sun's rays, the inventor proposes to cover it with a thin highly-polished metallic surface.
In proof of the great importance of giving every attention to the subject, it is stated that between the years 1830-45 the annual mortality among troops in Bengal was nearly 30 per 10,000 from apoplexy alone; that in particular instances the mortality from this disease has been as high as 500 per 10,000, while the deaths from the same disease in England were less than 2 in 10,000.
Mr. Jeffreys also mentions that excessive heat on the brain produces moral depression, even among the best troops in the service. Sir R. Martin concurs in this opinion.
Our attention has been called to one other matter of dress,—the boots, which, as at present issued to the soldier, do not fit well. They are made at home on a very few models and sizes, and when sent out to India are found in very many cases not to be wearable. Colonel Greathed states that in his regiment the men never used them, and that they were taken to the shoemaker's shop and made over again at a certain cost.
In the report from Ahmednuggur it is stated that the present system of serving out boots of similar shape to men with differently-shaped feet "cannot be too much reprehended," and that a better system, although somewhat more troublesome and costly, would be amply
Dress. repaid by increased efficiency. The reporters suggest that "upper leathers" and soles should be sent out to India, all of the largest size, and made up to fit the men by shoemakers attached to each company.
Either this course should be followed or a larger variety of sizes provided. The simple fact mentioned by Colonel Greathed is sufficient to prove that a change of system is required. Foot-lameness from badly fitting boots admits of no excuse. Of all causes of inefficiency in an army it is the most unjustifiable.
Intemperance.
According to existing regulations, every soldier has a right to purchase at his regimental canteen two drams of spirits of good quality, generally rum or arrack, supplied by the Commissariat; or he may substitute malt liquor, wholly or partially, for spirit. The quantity of malt liquor issued in lieu of spirit varies in different regiments, but generally it appears to be a quart in lieu of a dram. Formerly spirit used to be issued as part of the ration, and it could be obtained early in the morning; but of late years this practice has been almost, if not altogether, discontinued. No intoxicating drink is issued before dinner, but every soldier has a right to purchase the quantities of spirits or beer stated above. Beer can be removed from the canteen for dinner, but spirits must always be drunk at the bar; and in order to prevent a double issue, a non-commissioned officer attends in the canteen and registers the men's names who have received their allowance. In some regiments no spirit is allowed to be issued until evening.
Two drams of spirit are equal to the twentieth part of a gallon, and hence each soldier who avails himself of his privilege of dram-drinking to the fullest extent, will consume $18\frac{1}{4}$ gallons of raw spirit per annum; but most men content themselves with one dram and an equivalent of malt liquor.
Several very serious questions arise out of this practice of continual dram-drinking, as it affects the health and efficiency of the army in India. In colder climates it is known that there is scarcely a habit to which men are addicted which so surely and steadily undermines their health and predisposes them to organic diseases as the daily use of spirituous liquors. It disorders the digestive functions, irritates the nervous system, occasions structural disease of the liver, brain, and bloodvessels, and is a most potent predisposing cause of cholera and other epidemic diseases. A simple statement of these well-known effects of continued tippling is sufficient to show that of all habits it is about the last which should be indulged in or encouraged in such a climate as that of India; for the diseases which it is observed to cause in this country are diseases from which the soldier suffers severely in India. Liver disease, delirium tremens, sun-stroke, and apoplexy, as well as cholera, prevail to a large extent all over India, besides a number of diseases which are indirectly traceable to intemperate habits. A striking illustration of the evil results of even casual acts of intemperance is given by Dr. Bird, who mentions that on one occasion a great mortality took place in the horse artillery. Apoplectic seizures, cerebral symptoms, and fever struck them down. "We marched," he says, "through a great number of date-trees, where the men pulled down the pots that are attached to the trees; they could pull them down, and drink the contents." "Toddy and the sun" killed them; but the deaths were laid to the account of the latter.* Intemperate habits are also the most fruitful causes of indiscipline and crime.
At some stations the proportion of cases received into hospital, directly or indirectly the result of intemperance, appears to be about a tenth part of the total admissions from all diseases; and there is a remarkable concurrence of testimony in the reports of the different stations as to the injury to health generally caused by the use of spirits. Some medical officers go even further, and object to the use of malt liquor in such a climate, and propose to sub-
* Referring to the effects of drinking ardent spirits, Sir Charles Napier says:—"Drinking does not give the fever, but it so inflames the liver and brain, that the fever takes too firm a grasp to be got rid of. Why! their ration is two drams a day, and eight of these drams make a quart bottle! so the sober soldier swallows one-fourth of a bottle of raw spirits every day! You and I know them too well to doubt that the other three-fourths go down after the first. Dr. Robinson, of the 13th, a clever man, supposed to know India better than most others, tells me that at Jellallabad, where no liquor could be had, where they could get only water, he had not a sick man the whole time! The great disease with officers and men is drink, but the soldiers drink worse liquor, namely, arrack, which is made with anything and everything but rice. Rice, the wholesomest of all Indian produce, is sadly belied. This arrack is made chiefly of bhang, a liquor drawn from the date-tree, not by distillation, but incision in the bark."—Napier's Conquest of Sinde, p. 530.
stitute for it light wines, ginger beer, tea, coffee, &c., for the reasons stated by Dr. James Bird that "it is a physio-
logical principle that any hydrocarbonized drinks,
whether beer or spirits, are more objectionable to men
going to a warm climate" than the less stimulating
drinks we have enumerated.
The same evil results of intemperance have been traced
among the civil European population. Dr. John Mac-
Lennan states, that in one hospital at Bombay the amount
of disease admitted from intemperance was "something
appalling;" that nearly one tenth part of all the admis-
sions during a period of 10 years were from delirium
tremens and ebrietas; that, with the sole exception of fever,
the number of admissions was larger than from any other
disease; and that, as to deaths, "alcohol destroyed more
than either fever, hepatitis, or diarrhoea, and nearly as
many as cholera." About a third part of the victims
of intemperance were soldiers and pensioners.
We are glad to say that in some regiments habits of
temperance have been introduced, and with marked benefit
to health.
Mr. Dempster instances the case of the 2nd troop, 1st
brigade, horse artillery, in which a temperance movement
was introduced at Meerut, and only 20 men drew the
spirit ration, the remainder either drinking moderately of
malt liquor or abstaining altogether. He states the effect
to have been excellent, and that he "had never before
seen European troops in India in so good a condition
in all respects;" that when the troop arrived at Meerut
from Loodiana it had 50 per cent. actually in hospital,
and that after a four years' residence in Meerut, under
the temperance system, it marched to Sealkote "with a
clean bill of health, no death having occurred among
the men for a period of two years." It is, however, but
fair to state that Meerut is a comparatively healthy station.
The 26th Cameronians, while under the command of
the late Colonel Oglander, is cited by Dr. Maclean as a
temperance regiment, whose health was "admirable" up
to the time of their landing at Chusan, where they were
destroyed by bad food and bad locality, until at the end
of two months they could not muster 20 men. While
they were at Fort William they had only about a third
of the sickness under temperance which they suffered
from under dram-drinking. They landed in China 900
strong, and there was not a single man in the regiment, except the old soldiers, who drew his spirit ration.
Dr. Maclean also mentions a remarkable illustration of the beneficial effect of temperance in the 84th regiment, under the command of Colonel Russell, while it was stationed at Secunderabad, which has been hitherto one of the most unhealthy spots in India. The Irish Roman Catholic priests in the regiment promoted the temperance movement so effectually that there was scarcely a man in the regiment who drew the spirit ration; and he says, "as might be expected, it was one "of the healthiest regiments I ever saw in Secunderabad."
Another similar fact is mentioned by Dr. Colvin Smith as having occurred at this station. He says that the 3rd Madras European regiment was remarkably healthy at Secunderabad in 1856; and when his attention is called to the fact that this healthiness is an exception to the rule, he states that it is to be accounted for in this way, "that they got rid of all the grog shops about the lines, "and that improved the health of the regiment immensely."
The whole tenor of the evidence, then, goes to prove that the consumption of ardent spirits by the troops is a very potent cause of disease in India, and that much benefit to the efficiency of the army would accrue from discontinuing its use, if it were practicable to do so.
It is upon the practicability of effecting this great reform that the whole question turns.
The use of spirits habitually is an acquired taste, which after a time becomes confirmed. The habit exists throughout the British army, and is carried with it to every station at which it serves, whatever may be the climate or its dangers. It is this depraved taste which lies at the root of the whole matter, and which renders it so difficult to deal with the question.
Throughout the army, drunkenness is punished as an offence, and at all home stations the sale of spirits is forbidden in the canteens. So far, the habit meets with discouragement.
The introduction of libraries, reading rooms, schools, good conduct badges, amusements of various kinds, and savings' banks are encouragements to temperance which have been introduced of late years.
It is considered to be unnecessary at home stations to permit the sale of ardent spirits in canteens, because no danger can accrue from the prohibition, while, at the same time, their use is, to a certain extent, discouraged.
But at most foreign stations, and throughout the whole of India, it has been considered advisable to permit the sale of ardent spirits, under restrictions as to quality and amount, in all canteens; because bad, adulterated, and, in some cases, poisonous spirits only could be otherwise obtained by the soldier.
The permissive, authorized sale of spirits, the use of which by the troops we have shown to be an indirect cause of a large amount of disease and mortality, thus becomes a direct encouragement to intemperance and disease, while its avowed object is to prevent disease by supplying men with a less injurious spirit than they could otherwise obtain.
There are also certain financial advantages derived from this monopoly of sale, which are thus described by Colonel Greathed:
"3185. You say that the soldier derives a certain pecuniary benefit from the canteen fund, will you explain to the Commissioners how that arises?—It is from the enhanced price at which the spirits are sold,—8 annas or 1s. is imposed upon every gallon of spirits, and that in a very short time creates a fund which supplies the wants of the soldier without any expense to himself; for instance, the canteen fund, under the regulations of the Government, pays for the cap covers of the men, which are very necessary, and a constant expense; it also pays for all his amusements,—the fives court and the theatre, the skittle ground and the gardens, and in fact any reasonable request which the commanding officer makes is always granted.
"3186. When we speak of the Government providing soldiers with a fives court, or other means of amusement, we mean that, in point of fact, the soldier provides these for himself by the tax which is levied on spirits, and which is levied on spirits exclusively?—The fives courts are always parts of the barracks; the theatres are certainly maintained by the soldiers, or by the regiment; the men subscribe to them. The theatre at Jullundur was bought; we paid 300l. for it, and that money was paid out of the canteen fund entirely; that the Government did not give at all: and, in fact, everything connected with the amusements and comfort of the men is paid for out of the canteen fund."
In the appropriation of this fund, Colonel Greathed states that the fund accumulates in "a wonderful way," and that the great difficulty is to keep it down. After 3,000 rupees are accumulated, the Government may lay
its hands on the fund; and it is the object of the officer commanding the regiment to spend it as quickly as he can.
It appears then that there is a tax on spirits which is applied in India to purposes and objects which are met in a totally different way at home, and that there is a direct pecuniary interest in the soldier consuming spirits up to the full extent of the regulation allowance. There is, as it were, a tacit encouragement for the soldier to drink that which is admitted to be injurious to health, in order that he may be benefited in other ways, which may be conducive to health. So long as this pecuniary interest is recognized, it will be impossible to deal effectually with the evil. Government in India should cease to have anything to do with such a source of revenue, in the same manner as it has done at home; and whatever is necessary for the soldier's health and recreation should be otherwise provided for.
Colonel Greathed says, "I cannot defend it. Let the 'Government give the money, and the thing might be "done. It is a question of money."
As regards the danger of bad or adulterated spirits being obtained by the men, there is an all but universal belief that if the supply at the canteen were discontinued, the men would be injured by drinking bazaar spirits.
Distillation appears to be carried on to a large extent all over India, and in every bazaar there are places where spirits of some kind can be openly bought or otherwise obtained at a very small price. This spirit is stated to be very unwholesome, and often adulterated with poisonous drugs, such as stramonium, &c., to increase its intoxicating power. It is not very strong, but it is so cheap that a man may intoxicate himself for three halfpence, or less. It is allowed to be sold in the bazaars, but not to soldiers, under severe penalties both as regards the vendor and the man himself.
One of the most difficult and important duties of the bazaar magistrate is to keep the soldiers from obtaining this bad cheap liquor, which he does manage to procure notwithstanding the facilities afforded by the canteen and the penalties to which he subjects himself.
Sir R. Martin says, "restrictions are always attempted, "but then the evil of open cantonments throughout "India, is the difficulty of maintaining a proper system "of medical police, especially in regard to the use of the "pernicious bazaar spirits." Testimony to the same effect
is given by other witnesses, and, indeed, the difficulty of preventing the sale of bazaar spirits to soldiers, is the only reason alleged in the stational returns for the continuance of the present canteen system. From nearly every station, and from all classes of officers, there is the same expression of opinion, that the use of spirits by the troops is neither conducive to health nor discipline, and that it ought to be abolished were it possible to prevent the consumption of bazaar spirits.
Notwithstanding every effort, it is to be feared that the cheap spirit will always cope successfully with the dear spirit; and the whole evidence leaves it very doubtful whether, considering the encouragement given to men to drink spirits in the canteen, confirming their bad habits, and the cheapness of the bazaar spirit which they manage to procure, the present canteen system is of any use in protecting the soldier's health.
The testimony in favour of the use of malt liquor is nearly as unanimous as the testimony against the use of spirits. Some medical officers, indeed, consider that it would hardly be safe even in India to deprive old spirit-drinkers of a long-accustomed stimulus; but admitting that such cases exist, they in no way detract from the weight of testimony on the other side, because the cases put forward are exceptional, and are indeed those in which a medical officer would in all probability prescribe alcoholic stimulants as medicines. Indeed it would not be advisable to exclude the use of spirits altogether from the army. There are cases, such as those alluded to, and there are particular kinds of service, as, for instance, field service, or duties exposing men to wet or damp, or very great fatigue, where a temporary stimulus would be of use, and where an issue of spirit under the advice of the medical officer might be permitted. But it is now known that many of these temporary uses to which spirits can be advantageously applied are much better met by tea or coffee, both of which have the special virtue of preventing waste under exertion, which spirit has not. Indeed there can be no doubt that a more systematic use of these beverages during times of fatigue and exposure would conduce more to the health of troops than any temporary issue of spirits.
Admitting, however, the existence of these exceptional cases, the weight of evidence is strongly in favour of malt liquor when compared with spirits.
Speaking of the comparative effect in India on health of the use of these drinks, Deputy Inspector-General Stewart says—
"I believe the majority of soldiers would greatly prefer malt liquor to spirits, and the only reason for their not using beer almost exclusively is, their means being insufficient to procure it. I also feel assured that the use of malt liquor is far more conducive to health than that of spirits: I believe it would also lead to less crime and irregularity. I have further observed, that the consequences of prolonged over-indulgence in malt liquor are more manageable and less fatal in their result than when produced by a similar abuse of spirits."
Deputy Inspector-General Dempster in his paper says—
"Although I am of opinion that the freshly arrived European does best to confine himself to pure cold water or slightly acidulated drinks, yet if good malt liquor is only to be considered a substitute for rum, I would advocate its use from the very first."
These opinions of experienced medical officers give the substance of most of the evidence on the subject which will be found in the stational reports; but it must not be considered that malt liquor is advocated as a drink which it is indispensable for the soldier to use; the evidence only goes to prove that malt liquor is very greatly less injurious to health in a warm climate than spirits.
We have already quoted what Dr. James Bird says on the subject. His evidence is against malt liquor and in favour of lighter drinks, and other witnesses give equally guarded opinions: thus, Dr. John McLennan says, "I apprehend that beer or porter ought to be taken with considerable moderation if health is to be retained in 'India'; and when he is asked, "But do you not think that a comparatively liberal use of beer or porter would be far less injurious than an unlimited use of ardent spirits?" he replies, "I think it would produce a different class of disease. I believe that great beer-drinkers and great porter-drinkers do suffer."
Light wines, and temperance drinks of various kinds, tea, and coffee are certainly those which would meet the case as regards health most effectually, were it possible to secure their use by the troops; and perhaps as great an inducement to sobriety as any of them, would be a plentiful supply of pure filtered cold water, obtained from fountains or water-taps at convenient places all over the stations.
The Indian Government has been put to an expense of nearly 200,000l. a year in supplying malt liquor from home for the troops in India, in order to place it within the reach of the men. And as the daily use of malt liquor is not necessary to health, this large sacrifice of revenue can be considered in no other light than as a tax to encourage men not to drink spirits, and is a striking evidence of the cost incurred by the intemperate habits of the British soldier. If the loss to the service from diseases occasioned by intemperance were added to this premium on the consumption of the less deleterious drink, it would amount to a very large item in the whole cost of the army.
One of the advantages of hill stations is stated to be that, on account of the lower temperature of the climate, beer could be brewed at them, and a great public saving effected thereby.
This has already been tried by Lieut.-Colonel Ouchterlony and others. But the nature of the materials at their disposal and other circumstances rendered their success only partial. He, however, thinks the question of establishing breweries in India worthy of consideration by capitalists.
Sir A. M. Tulloch is strongly of the view that beer should be brewed at all the higher stations, and the great cost of carriage saved.
The whole subject, indeed, is of most serious importance, and every inducement to temperance should be held out. Any change would have to be gradually introduced, beginning with young soldiers, and discouraging to the utmost the use of spirits, until the stigma of spirit-drinking be wiped off from the British army. The present inactive weary life which the soldier leads in warm climates powerfully fosters the habit of intemperance; and every facility for useful work and for rational instruction and recreation should be afforded him.
Venereal Disease, a frequent concomitant of intemperate habits, and, like these, fostered by want of occupation, is another of the causes enumerated as laying the foundation for ill health in India. It prevails to a very great extent in the army, and at almost every station. The proportion of venereal cases constantly in hospital is usually from 20 to 25 per cent. of the total sick. At some of
the larger stations it very much exceeds this amount. At Bangalore and Roorkee the proportion at the time the return was made up was 50 per cent.; at Dinapore it was as high as 53 per cent.; and its influence on efficiency may be judged of from the fact stated by Dr. Maclean, that in the 1st Madras Fusiliers, a few years ago, the amount of syphilis was equivalent to the withdrawal from duty of one-fourth of a company daily. Many of the cases are of course of a slight character, but a considerable number become very serious in their progress, and render the men unfit for service. Many invalids are sent home from this cause, and in numerous other cases the constitution is undermined, and the patient becomes liable to other diseases.
There is no subject so difficult to deal with as this; and almost every plan for lessening the evil has been tried and found to fail. They all resolve themselves into two classes, namely, repressive measures of police, or marriage and moral restraint.
Many of the stational returns contain recommendations for the establishment of lock hospitals, and several witnesses have also strongly recommended them. They were introduced many years ago into India, but their use was after a while discontinued. The amount of venereal affections among the troops in all three Presidencies is so large (in 1860 it was 345 cases per 1,000 of the strength in Bengal, 249 in Madras, and 314 in Bombay) that there is an urgent need of some remedial measures. After considering the various plans which have been adopted in different countries, we have arrived at the conclusion that none are so likely to diminish this great scourge of the soldier in India as the re-organization of the measures formerly adopted in the three Presidencies, with any improvements which subsequent experience and consideration may point out as being required to meet the necessities of each locality.
Additional means of cleanliness, such as have been recommended by Mr. Acton, ought to be provided in all barrack lavatories. They would materially diminish the liability of the troops to this class of diseases.
It is observed that among native regiments, where marriage is not restricted, this disease is much less frequent than in European regiments, in which marriage is restricted.
There are no means of knowing precisely to what extent these facts stand to each other in the relation of cause and effect, but they have led to certain proposals for increasing the proportion of marriages in the army. The present proportion of married soldiers in Her Majesty's regiments who have a claim for accommodation in barracks is 6 per cent. of the force (exclusive of serjeants) at home, and 12 per cent. in India. Since the amalgamation of the two services any augmentation in the number of marriages specially to meet the case of India would probably involve a change in the regulation throughout the army. Even at present, and with the existing per-centage, the number of women and children in a regiment is a very serious affair, and leads to much expense as well as suffering. It is beyond our province to decide what should be the proportion of marriages "with leave" for the whole army. Men of great experience consider that the proportion should be increased. Married men are generally the most healthy; they are the best soldiers, and a certain number of them are an example in a regiment; but when the regiment goes on foreign service a certain proportion of women only can be taken with it: and thus, so far as India is concerned, any large increase in the proportion of marriages would lead to wives and children being left behind, and exposed to much temptation and possibly to distress, while the domestic tie cannot fail to be weakened by long protracted absence. Some excellent remarks on the subject will be found in Miss Nightingale's paper.
There is one means of reducing the temptation resulting in sexual disease, which ought to be encouraged, and that is to improve the soldier's condition in the way of occupation, instruction, and recreation,—in fact, to occupy his wasted time beneficially and rationally. The late General Jacob was fully aware of this, when he stated that "moral forces alone are of any value."
So far as we can deal with this question, occupation appears to us to afford the most reasonable hope of diminishing this great scourge, by leading men away from the canteen and from vice.
**Means of Recreation and Instruction.**
There is no period of military service in which the soldier is thrown more upon his own resources, and has fewer opportunities of employing them advantageously, than during his service in India. He rises at gun-fire,
attends his parade or drill, over soon after sunrise. He then returns to his barrack, and during the hot season he is not allowed to leave it till late in the afternoon. At one o'clock he consumes a large amount of both animal food and vegetables, porter (perhaps a quart), and spirits. He has few or no means of occupying himself rationally. He lies on his bed and perhaps sleeps most of the day. He has his evening parade or drill, and his turn of guard duty once every five, seven, or ten days. Even at home this kind of regimen would be far from conducive to health. In India, both physically and morally, it helps to destroy it in men in the prime of life, with abundance of nervous power to dispose of.
The whole of this unwholesome proceeding is considered necessary for preserving the soldier; but it is not considered necessary to subject the officer to the same ordeal. He goes about, and even goes shooting, not only without detriment, but with great advantage to health; for the officers are much more healthy than the men.
Some means of passing the time are provided for the soldiers at all stations.
The usual games are long bullets, quoits, fives, and cricket; and almost every station has a ball-court and skittle-alley.
There are also libraries, and sometimes a theatre.
Soldiers' gardens and workshops have been tried at a few stations; but there are no covered places for exercise or for gymnastics.
The scale on which the existing means have been provided is the same as the very imperfect provision at home, without reference to the climate or to the much greater need of inducements to exercise, which require to be held out in India.
The men's amusements, such as they are, are always connected, more or less, with drink; and they are everywhere most deficient in amount. The men suffer much from ennui. For all practical purposes they are entirely idle; and they complain of what they feel everywhere, the "weary idleness" of their lives, and that there has been so little done in the way of giving them occupation.
The want of exercise, and a coincident high rate of sickness and mortality, falls most heavily on the infantry. The cavalry regiments and artillery, who have, one way or other, much more physical exertion to undergo, are much more healthy.
From every station there are requirements for increased means of occupation, which we shall briefly notice in detail.
Foremost amongst the proposals is that for—
**Workshops.**
At most of the stations there are none at present; while it is admitted that everywhere they would be most useful. The only difference of opinion is as to the kind of work to be done, and how the workshops and tools are to be provided. All agree, however, that the trades should be useful, and that the soldiers should make money by them. The opinion at some stations is that the work done should be of such a kind as is required by natives, and should be sold to them. Colonel Campbell suggests cabinet-making, shoe-making especially, and printing.
He states that he used to print all his own returns in this way, as well as papers for the civil authorities at Lucknow, and that at Meerut he was able to supply 100 pairs of boots to the 81st regiment, who could not otherwise have obtained them.
Sir J. Lawrence proposes that the men should make "anything connected with their regiment," such as clothes, shoes, ironwork, &c.
As regards tools it is considered that Government should provide them in the first instance, and that they should be afterwards kept up by the regiment. It is satisfactory to know that every barrack in the Punjab has a workshop attached to it, and that the subject has already attracted considerable attention on the part of the Indian Government.
Sir Proby Cautley puts in three letters from soldiers themselves, in proof of the advantage of occupying their spare time.
And the experience of the 3rd Bombay Fusiliers, extending over seven years, affords remarkable instances of improvement in the men's moral character from indoor occupations. Courts-martial and crimes diminished in proportion as the men were occupied for their own benefit. It has indeed been the opinion of some of the greatest army surgeons that the soldier should be permitted to do for himself whatever he can do, without injury to his health or discipline.
It has been proposed by Sir Alexander Tulloch and Colonel Durand to extend the soldier's occupation beyond,
the workshops, and to make him useful in outdoor work, such as in building barracks, or in magazines, or even in farm work; but the objection to such proposals is that, in a country where labour is so cheap, it would cost much more to have it done by the soldier than by the native worker. The gain would be in the health, comfort, and contentment of the men.
Sir C. Trevelyan has also stated that soldiers would not come forward for public works, unless they were entirely excused from military duty for the time.
In the present state of the question, we propose that the existing means for carrying on indoor trades should be extended, or provided where they do not exist, under such regulations as would make it, as far as practicable, the interest of the men to occupy themselves profitably.
Sir Charles Trevelyan has laid before us an important suggestion for improving the soldier's condition, by holding out to him the prospect of bettering himself by his own exertions and good conduct. He proposes to select from regiments men of good character, trustworthy, with competent knowledge of reading, writing, and arithmetic, and an elementary knowledge of native languages, such as may now be obtained in schools; to submit these men to some suitable test, and then to train them for subordinate offices in the administrative departments. He states the plan to have been adopted successfully at Madras, and it is in our opinion well worthy of further consideration. It is, however, liable to the objection that it withdraws from the army the most trustworthy men, and thus tends to limit the supply of competent non-commissioned officers.
**Soldiers' Gardens.**
Attempts have been made to establish soldiers' gardens at several stations, chiefly with the view of occupying the men and providing vegetables. They have been mainly connected with regiments, an arrangement which no doubt has militated against their success. At some stations they have been very useful, and the men have taken great pleasure in them. At other stations they have not been so successful, apparently from the reason mentioned. The regiment may be called away at any time, irrespective of the state of the crop, so that the men may lose the result of their labour. But Sir A. Tulloch is of opinion that, if the gardens were attached to the station, and if an
arrangement could be made by which the men were paid for their work the gardens would succeed; for the men, he says, are fond of gardening, and a very great proportion of them, after they are pensioned, become successful cultivators.
We are of opinion that every encouragement should be given to these gardens. They have often succeeded in other services, and are worthy of a fair trial in India; and an arrangement could easily be made by which the interests of the outgoing regiment could be protected. There is a proposal from one station to establish farms.
GYMNASTICS.
It is scarcely necessary to advocate the introduction of gymnastic exercises. They have been extensively used in foreign armies, and a beginning has recently been made at home stations, and also at one or two foreign stations; but up to the present time there are no gymnasia in India, although the evidence from the stations proves that it would be most advantageous to provide them.
The evidence given before us shows that gymnastics would be "the best thing ever introduced into the service" in India," provided they were made "a parade," and the soldiers "dressed loosely" for the purpose.
The gymnasia should of course be covered, and provided with the usual fittings. According to the new medical regulations, the medical officer is required to see that the exercises are conducted in such a manner as not to be injurious to health; so that nothing further will be necessary than to provide the accommodation requisite.
The gymnastic sheds, if made sufficiently large, would afford another kind of accommodation very much required in India, viz., covered places where the men could walk and take exercise during the heat of the day, and in the rainy season, apart from the barrack rooms, where they are at present literally confined at these times.
On this subject of exercise, another most important question presents itself; viz., whether it is really necessary to confine the soldier so rigidly to his barracks during the heat of the day. The assumption seems to be that if allowed to go out he will expose himself and get sun-stroke or some other disease, and so the health of the regiment would suffer. No evidence of this result has been adduced before us; and indeed it would, at first sight, appear doubtful whether confining a number of men
all day in the same crowded room where they eat and sleep, in a state of absolute inaction, is not, in such a climate, productive of more injury than allowing the men legitimate liberty. The very idea of confinement is in itself injurious, and is very likely indeed to make the soldier miserable. Tell him, however, that he may go out, and, at all events, the idea of unnecessary restriction will be removed. We have evidence before us of men being allowed to go out shooting by their commanding officer in the hot season; and they were all the better for it. At all events they did not suffer in consequence. It is stated that the men liked shooting better than any other amusement: that the effect on their health and spirits is good: that the liberty given has never been, in any single instance, abused; and that it was quite a point of honour with them to behave well.
At malarious stations, and during dangerous seasons, the same amount of liberty cannot, of course, be given with safety.
But Colonel Greathed has cited a remarkable instance of the benefit derived from this liberty in one of the hottest stations in India.
In the hottest station, Deesa, where we were for three years, the mortality in the regiment was extremely small, and the general health of the men was excessively good. I mean to say that they were able to take the most active exercise there without suffering from the heat. We allowed them to go out shooting as much as they liked all over the country, and a man would go and walk 14 miles on foot from the barrack, and be back at night; their health and spirits were excellent, and there never was a single case of a difference between the soldiers and the natives in the whole of the three years during which time we gave them unbounded liberty; I mean, of course, to the good men.
In this, as in every other matter bearing on the soldier's health, no precise rule can be laid down. The present evil is, that there is a precise rule, viz., to confine the soldiers to barracks; while the nature of the case and the evidence both indicate, that the men should, on the contrary, have every facility given them for exercise, under such local restrictions as common sense points out.
Libraries and Reading Rooms.
At every station there is a library of some sort; but these libraries resemble closely the libraries at home stations. They are not a whit more comfortable, in general,
with a few exceptions, not so well lighted. This last defect they have in common with all the barrack rooms; for in India "deficiency of light" is a "universal fault." The supply of books is bad, and a "constant influx of new works" of light literature is as much required as in England. There are very few proper reading rooms, fewer still of day rooms. There are no means of getting refreshment, such as tea, coffee, &c., connected with any of these rooms; although it is obviously most desirable to extend this class of accommodation to India, as is now being done at home stations. The men in India are in more need than they would be at home, of some place out of their bed rooms, where they can smoke, talk, and have harmless refreshment, without being exposed to the temptation of canteens.
The men are always willing to take advantage of any rational means of recreation; and we have on evidence a very satisfactory instance of a successful coffee room, given by Brigadier-General Russell. It was supported by voluntary contributions from officers and men. The library contained 1,000 volumes, and received a quarterly supply of books, newspapers, and periodicals from London. In the coffee room the men could have ginger beer, soda water, tea and coffee, biscuits, preserves, &c. It was at a distance from the canteen, expressly to keep the men out of the way of temptation; "the very smell of the liquor being a temptation." All amusements near the canteen were discouraged, and only encouraged near the coffee room.
This is very much what is to be carried out at home. And having succeeded at one station in India, it ought to succeed at all with similar care.
Much improvement is required in lighting barracks and reading rooms in the long evenings. Small oil lamps, such as are at present used, give a very inefficient light. Wherever gas can be obtained it should be introduced at the Indian stations, as has been done at home. But there are very many stations in India where gas is not available, and it is worthy of consideration whether at these stations gas apparatus should not be provided. Of late years great improvements have been introduced in the manufacture of gas for single establishments by means of simple portable apparatus, which might be tried in India. Coal is not everywhere to be had, but there is at all barracks a certain amount of refuse matter which might be used for
the purpose. Lieut.-Colonel Ouchterlony has directed our attention particularly to the importance of the subject as regards the comfort of Indian barracks, and he shows that it would be economical even to convert the present allowance of oil into oil gas instead of burning it imperfectly in the defective lamps in use. We concur entirely in the importance of these suggestions for the comfort of the soldier.
**Theatres.**
There are theatres at many stations, generally in large unoccupied barrack rooms; and sometimes there are rooms erected on purpose, which are also used for music, Stational lectures, glee-singing, dancing, &c. The theatre is a great source of amusement, and occupies many men who have no other interest. To the actual performers it is "rather lucrative."
**Hospitals.**
The European hospitals are constructed on the same general plan as the barracks at the station. The soils, sub-soils, and means of external ventilation are of the same character, except that the hospitals are more isolated than the barrack buildings. The materials and construction are the same. The wards are on the ground floor, elevated at most a foot or two above the level, but without any passage of air beneath the floor. The better class of hospitals are those which consist of detached wards, with a single verandah, because they admit of easier ventilation. The worst are those which have a number of wards in the same building, or double aisles with more than two rows of beds between the opposite doors and windows.
Although more constant care is exercised over the general sanitary state of hospitals than over that of barracks, it cannot be said that the great majority of them are well adapted for the treatment of sick.
The plans bear evidence of not having been subjected to any intelligent medical or sanitary revision; and they carry out the description of Sir R. Martin, that the buildings are generally defective, and the latrines and drains generally deficient.
The wards vary to an extraordinary degree in their dimensions and number of beds. Besides the usual "small wards" containing one or two beds, the numbers
vary from 16 beds per ward, as in Fort St. George, to 20, 30, 40, 166, 100, as at Dumdum and Kurrachee, 150, as at Dinapore, while at Trimulgherry (Secunderabad) there are two wards for 228 beds each.
The dimensions of course vary. The smallest class of wards are about 25 feet in length, and from that to 60, 70, 120 to 140, 334 feet, as at Dumdum, 349, as at Poona; and perhaps the longest hospital ward in existence is at Dinapore, no less than 633 feet in length. This ward is 21 feet wide and 18 feet high, being, in fact, nothing but a very long narrow passage, like the Scutari corridors, memorable in history for their immense fatality to the sick in them, owing in part to this long narrow construction.
The usual width of Indian hospital wards is from 20 to 25 feet, with windows and doors on opposite sides. In a few they are 40 feet wide; at least 10 feet more than they ought to be for health.
The wards generally are of considerable and unnecessary height; 18 feet is a common height, as at Poona and Kurrachee. The height is, however, often from 20 to 30 feet, and even 42 feet, as at Trimulgherry. The question of height is a very important one, as indicating the extent of surface over-crowding; for, as in the barracks, excessive height crowds the hospital even with an apparently large cubic space per bed. At Trimulgherry e.g., where the cubic space per bed is 1,000 feet, the superficial area is in some instances as small as 24 feet, and varies to 45 and 75. At Poona the beds have 1,300 cubic feet, but only 70 and 72 square feet. At Dinapore they have 1,000 and 1,500 cubic feet, but only from 52 to 88 square feet. At Dumdum, with 1,500 cubic feet, the superficial area is 78 feet. There are wards with from 1,800 to 2,000 cubic feet, in which the superficial area per bed is from 76 to 84 feet. In some better proportioned wards, 1,400 cubic feet give above 100 square feet. The largest superficial area given in any Indian hospital is at Deesa, in which the ward proportions are such that, with 2,000 cubic feet, they afford 114 square feet per bed.
The usual cubic space per bed is from 1,000 to 1,200 feet, rising occasionally to 1,500 and 1,800, and in certain exceptional cases to 1,900 and 2,000. There are hospitals, however, in which the amount falls far short of this. There is a ward at Surat which gives only 760. Above two-thirds of the sick at Fort William have 927 to 977
cubic feet each. There are a number of wards in which the space varies from 660 to 960 feet. The smallest amount is at Ahmedabad, where it is between 456 and 1,050 feet. The superficial area in the great majority of cases is between 50 and 80 feet per bed. And hence in that element which is of the most importance in an unhealthy climate, viz., surface over-crowding, the hospitals as well as the barracks must be condemned.
It would be very advisable to reduce this great diversity in practice to one common rule, applying the rule to suit local circumstances.
The Royal Commission on the Sanitary State of the Army recommends, for the comparatively small stations in warm climates occupied by Her Majesty's troops, an allotment of 1,500 cubic feet per bed. The Indian stations vary so much in their topographical position and local climates, that it would be better to fix a minimum and maximum space between which the allotment at each station should be made. In all the more elevated, better ventilated, and healthier stations, we suggest the minimum of 1,500 cubic feet; and in all the low-lying, damp, and less healthy positions a larger space and superficial area are required. The beds should be arranged along the walls, with not less than 8 feet of wall space per bed in any case, and with the larger amount of cubic space, more wall space should be given. The superficial area per bed should never be less than 100 square feet with 1,500 cubic feet, and from 130 to 140 square feet with 2,000 cubic feet per bed.
**VENTILATION OF HOSPITALS.**
The ventilation of hospitals is effected by opposite doors and windows, aided in many cases by a ventilator in the roof. The evidence before us shows that it varies very much in efficiency. From Sir R. Martin's experience it appears that there is a want of strict attention to ventilation. The old European hospitals are very badly ventilated, while the newer ones are described as very good indeed. The atmosphere in the older hospitals is often very bad and impure from over-crowding.
All that has been said with reference to the draughts produced in barracks, applies with greater force to hospitals. As the ventilation is principally by the doors, and as there is insufficient control over it, it is very often
extremely uncomfortable, especially to men with rheumatism, chronic dysentery, &c. in the cold months.
Some hospitals are complained of as being dark, and wherever this is the case they must be close too. In one instance, at Meerut, there is so little light that operations have actually to be performed in the verandah outside. In some instances there appears to be no well-lighted room in which surgical operations can be performed.
Dark hospitals are unsuitable for sick.
A sufficiency of light is as necessary as a sufficiency of fresh air; and it is quite possible to supply both without too much sunlight or too many draughts.
What we have said respecting the ventilation of barracks applies to hospitals. It should be provided for along the ridge and under the eaves; and the patients should on no account be exposed to draughts, either from doors or windows.
Unless the wards be raised a sufficient distance from the ground, it is impossible to supply them with fresh air. As at present constructed, malaria from the ground must necessarily permeate the whole building. The only way to avoid this evil as far as practicable, is to construct hospitals always of two floors, placing the sick only on the upper floor, and providing for a free ventilation between the ward and the ground.
**Hospital Ablution and Bath Accommodation.**
The ablution and bath accommodation consists occasionally of a "tin pot" with which "the sick generally pour 'the water over themselves," as at Bombay. Very frequently there is no ablution room, and the patients wash themselves if at all in the open verandahs in all weathers. Generally there are no basin-stands: and the sick have often to sit on the ground to wash their faces. The only bathing is done in wooden tubs, to which water is carried by bheesties; and it is usually poured over the patients. There are no warm baths, and indeed no baths at all in the sense in which they are understood in all the hospitals of Europe, and even in the military hospitals at home. The means of cleanliness for sick as sick, are, to sum them up, *nil*.
Every sick ward should have its basin stand with fixed basins, and a bath, both with hot and cold water constantly laid on, in a separate small room attached.
HOSPITAL DRAINAGE.—WATER-CLOSETS.
Hospitals are no more drained than the barracks to which they belong. There is surface drainage; but the roof water is allowed to sink into the ground. There is no subsoil drainage; and all fluid refuse has to be removed either by hand, or, by escaping as it best may, to remove itself. No hospital can long continue healthy under such circumstances. All hospitals must be drained together with the barracks to which they belong.
There are no water-closets in any hospital in India. The usual arrangement is to have night-chairs placed in a small room adjacent to the ward, or to have privies at a distance of from 30 to 80 feet, connected with the hospital (by a covered way), and of the same construction as the barrack privies, often placed over cesspits cleansed once a day, and sometimes provided with pans which are removed daily. The arrangements are those of a camp hospital, and have long since been condemned in Europe.
Every ward should have a water-closet, if practicable, with one or two seats according to its size, having a separate ventilation. It is the only healthy arrangement for sick; every other is liable to danger, especially in the event of cholera or dysentery prevailing, as nothing but immediate removal can prevent the risk of dangerous emanations. In stations where from the want of water no water-closets can be provided, provision for such immediate removal ought to be made.
DIET TABLES AND COOK-HOUSES.
The diet tables now in use in the Indian army are similar to those formerly in use in the British army. They lay down a certain number of fixed diets for every day use, to which the medical officer may add extra articles at his discretion. This practice was attended with many disadvantages in Queen's regiments, to avoid which, a new scale of diets containing sufficient variety for all hospital purposes, and rendering extra articles unnecessary was made matter of regulation. For the sake of uniformity, the new diet table should be adopted for all regimental and general hospitals in India, so far as the supplies will admit of it.
Hospital cook-houses are similar to barrack ones; they are in small detached buildings, and are provided with the usual small fire-places and utensils. There is not
sufficient variety in the cooking, and sometimes it is complained of as being bad. The cooks are chiefly natives, and have no training in the specialties of hospital cooking; or they are equally untrained men taken from the ranks and liable to be withdrawn at any time. On home stations arrangements are in progress to supply every hospital with a trained cook from the purveyor's branch of the army hospital corps. The cook will be responsible to the head of his department for the state of the hospital cooking; and any cause of complaint will be removable. It would be very desirable that some such responsible system should be extended to hospitals for Her Majesty's troops, while serving in India.
**Hospital Bedding.**
Hospital bedsteads are generally of wood, sometimes of iron. Wooden bedsteads are at all times, but especially in warm climates, subject to vermin; and complaint is made of the expense incurred by the men breaking the bedsteads in their efforts to get the vermin out. The bedding is of mattresses and pillows stuffed with a variety of materials, chiefly straw and country hemp. By far the best form of bedstead is the iron hospital bedstead in use at home; it should be supplied at all Indian stations. The best material for hospital bedding is hair, now supplied by regulation for mattresses, bolsters, and pillows, in all hospitals of the British army.
**Hospital Attendance.**
Attendance on the sick is mainly provided for by a subordinate medical department, with native assistants. The number is fixed by regulation; but the numbers actually employed appear to differ at different stations. They consist of apothecaries, steward, apprentices, dressers, cooks, washermen, water-carriers, tailors, barber, ward coolies, nurses, bearers, sweepers, &c.
The regular establishment for an European corps contains 79 of these officials. In the hot season there are added 34 water-carriers, 23 coolies for throwing water on tatties, 104 coolies for moving the punkahs, making the total establishment 240.
Besides these, there is the regimental hospital serjeant, and orderlies taken from the regiment, who are supplied in all serious cases or at the request of the sick.
So far as numbers are concerned, the supply of attendants is no doubt on the most liberal scale, when contrasted with that which is found in practice to be sufficient for regimental hospital service at home.
Generally we may consider that wherever "a comrade can be told off from the ranks" to attend "upon any case which desires it," there can be no discipline, nothing which can be called efficient nursing of the sick, in such a hospital.
The hospital establishment for a battalion of infantry at home, according to the recent warrant, consists of 1 serjeant for discipline and for attendance on the sick, with 5 privates; also 1 serjeant, with 2 or 3 privates, belonging to the purveyor's department, for providing the supplies, cooking, and care of stores.
The regular establishment of a battalion at home would therefore consist of 2 serjeants and 7 or 8 privates, while in India the same battalion would have a regular establishment of 79, capable of being extended to 240 in hot weather.
The hospital serjeant receives 1s. per day additional pay for compounding, if he qualifies himself for that office; and the cost of a compounder is saved. In India the dispensing is done by six officers of the subordinate medical establishment.
Even in temperate climates, and in civilized countries, where the water is brought to the door, the laying on hot and cold water all over a hospital and the use of lifts, makes the difference of one attendant to every 30 patients. While the most objectionable system of water-carrying, instead of water-laying-on, lasts in India, where not only has every drop of water to be carried to the hospital before it can be carried over it, but to be carried away again when foul, the cost of this kind of arrangement cannot be far short of two-thirds of the whole; and the expense of a civilized system of water-supply and of drainage, may prove to be actually less than keeping up this enormous staff.
As regards the quality of attendance, there can be no doubt that natives, however kind they may be, if untrained, are not the class of attendants the sick want. The same applies to "comrades from the ranks." The hospital corps men at home, under the new warrant, are, it is true, taken from the ranks; but when they are
trained they cannot be returned to the ranks, except for misconduct or inefficiency.
As in future each battalion will carry with it its quota to India, it is worthy of consideration whether the Indian hospital system might not be revised, with advantage and economy.
The stational returns contain a great number of complaints as to the untrained character of the hospital nursing.
The hospital establishments throughout India are generally regimental. There are very few general hospitals. The superior advantages of these for the sick, as regards their care and comfort, are admitted; and several are being organized at home and on foreign stations, in terms of the new medical regulations. Female nurses have already been introduced into one of these; and the system is to be extended to others. The only instance of the kind in India appears to be the general dépôt hospital at Allahabad, consisting of 400 beds. Six European nurses have been attached to this hospital since 1858, and are stated to be a great comfort to the sick.
Female nurses are not suited to, nor are they used for regimental hospitals; but wherever, on large stations, general hospitals are organized, they should be introduced; and in these, as well as in the instance of Allahabad, the nursing should be organized according to the regulations in use for Her Majesty's service. Miss Nightingale, in her Observations, has made some excellent remarks on the present state of Indian military hospitals, and on their want of adaptation for the care and speedy recovery of sick. She considers them rather as being like camp hospitals than as establishments adapted for permanent barracks or stations, and consequently deficient in many of the most important requisites for efficient nursing and treatment. She points out many defects which might be remedied, and considers the hospital arrangements generally as of a makeshift character, requiring great improvement to make them at all comparable with those of the recently improved military hospitals at home.
From the evidence it appears that every station for British troops in India has one or more female hospitals for the sick of soldiers' families, generally under the same management as the regimental hospitals at the station, and that they are in most cases supplied with matrons,
native nurses, and midwives. The attendance and nursing is generally considered sufficient, but the buildings not so in all cases.
We have now completed our analysis of the information laid before us regarding the various influences affecting the soldier's health and efficiency in India. In weighing the evidence, especially that referring to the sanitary condition of stations, it is impossible to evade the conclusion that a great part of the sickness and premature mortality in the Indian army is due to preventible causes. In times past climate has been popularly blamed for results which would follow in their degree similar causes anywhere. Our inquiry has shown that the causes must be sought in defective sanitary condition and in bad habits, and it is in the correction of these that we must look for diminished mortality and increased efficiency. In the words of Miss Nightingale, "it would require very strong evidence indeed to convince the people of this country that the epidemics which have devastated India arise from any other causes than those which the station returns and the evidence prove to exist in what one may call a state of absolute perfection in the Indian towns, but which have been removed with entire success in this country."
Hill Stations.
For some years past the conviction has been gaining ground in India that, in order to diminish the high rate of sickness and mortality, it will be necessary to remove a considerable proportion of the troops from low malarious plains and river-banks, and to station them on high table-lands or isolated mountains. It has been assumed that by simply removing the troops from the influence of heat, moisture, and malaria, which conjointly are admitted to sap the constitution, and predispose the men to disease, troops would be kept in a state of efficiency similar to that of colder climates. This proposition has two aspects; 1, as regards health; 2, as regards the military occupation of the country; and we must consider it with reference to both of these, in order to estimate its exact value; and the extent to which it can be carried into effect.
So far as health is concerned, the evidence in the stational reports is, with a trifling exception, decidedly in favour of mountain climates, especially during the
earlier years of service; and the evidence of witnesses tends to the same result. Hitherto, however, there has been no experience on any large scale of the sanitary influence of hill climates on healthy troops. For it has been the practice to send to the hills men either absolutely diseased or convalescing from severe diseases, or sickly regiments; and, so far as these classes are concerned, hill climates have been found beneficial in certain descriptions of cases only, but in all others either of doubtful efficacy or positively injurious.
215. We are indebted to Sir Ranald Martin for having brought this subject prominently before us, and also for having directed the attention of the Indian Government to its importance. The *primá facie* evidence derived from the superior healthiness of the inhabitants of elevated plains and mountain regions generally, would alone warrant a careful local inquiry into the adaptation of such Indian climates to European constitutions. But, besides this, a large amount of experience has already been obtained in the case of civilians and military officers, who for many years past have been in the habit of resorting to the hills, in order to recover from the exhaustion produced by service on the plains.
3047, 3050. Similar evidence is afforded by the Lawrence asylums, one of which, containing 500 children, is at Sunnawur, and the other at Mount Aboo. Children are taken in at four or five years; and during their residence they look like English children, while those in the plains below are "pale, pasty, and wasted."
4501. There is a convent at Darjeeling, with 11 adults and 28 children sent up from the plains; during 13 years there had been no death among the children, while the mortality among the children in Bengal is 84 per 1,000 per annum.
As, of all subjects, children are the most susceptible to sanitary defects of any kind, this experience proves that these hill stations are not necessarily unhealthy, and that, if found so for grown men in health, the cause lies elsewhere than in the climate.
It may fairly be taken for granted, that properly selected hill stations, under proper sanitary management, would be of great advantage to the health of the army; and we propose, therefore, to confine our attention chiefly to those points in the selection which have been brought before us in evidence. Indeed Sir Ranald Martin, while
strongly advocating the adoption of hill stations, states that the whole subject has to be investigated *ab initio*, both as regards "the mountain ranges" and "the climates most suited to the occupation of European troops."
The stations which have hitherto been selected as hill sanitaria are of two classes; those on the spurs of the Himalayas, chiefly occupying elevated and narrow mountain crests, and those on the table-lands of southern India. There is another class, of which there are only one or two examples, viz., isolated mountains, such as Mount Aboo and Ramandroog. The least elevated of the Himalaya stations is Subathoo, 4,000 feet above the level of the sea, and the highest are Darjeeling and Simla, 8,000 feet above the sea. The southern Indian stations vary from 5,000 to upwards of 7,000 feet in height. Mount Aboo has an elevation of upwards of 4,000 feet, and Ramandroog of 3,400 feet.
The majority of the stations being on the outer face of the mountain ranges, and at an elevation where the heaviest rains occur, receive the first impact of the monsoon; and the consequence is that they are all wet, and subject to cold fogs. The annual rain-fall in the Himalaya stations varies from 70 inches to 132 inches, as at Darjeeling. The rainfall at Mahableshwur, in Bombay, is actually 240 inches per annum. In the Neilgherry group, which are not exposed to the monsoon, the rain fall is from 50 to 60 inches a year. The mean temperature varies, of course, with the latitude and elevation. In the Himalaya group, the highest mean is from 64° to 78°; in the Neilgherries, from 63° to 70°. The lowest mean in the Himalayas is from 35° to 42°; the lowest in the Neilgherries is from 53° to 60°.
The great objection to the Himalaya group is that already stated, viz., the damp climate and excessive rainfall, the only way of avoiding which would be to select stations at a lower elevation, or more in the heart of the mountains. In this way the force of the monsoon would be avoided; but, on the other hand, the difficulty and cost of transit, and the long distance to be traversed by troops in descending to the plains, present serious obstacles.
The present stations are described as having clouds continually hanging about them, dispersing and re-forming very quickly; at one moment in sunshine, with inconvenient warmth; at another, in cloud, with considerable chill.
An elevation of from 6,000 to 8,000 feet is also prejudicial, because, although malaria is to a great extent absent at such a height, troops proceeding from the hot moist plains, where the function of perspiration has been so active, are suddenly exposed to lower temperature, to cold damp air; the result of which is that they become liable to other diseases, chiefly of the bowels and chest.
The diseases of a colder climate are substituted for those of a warmer one. Much has depended on want of care in moving the men: no sufficient attention has been paid to change of clothing, diet, or exercise. The men have been usually left to wander down into the ravines and valleys, filled with jungle, where the sun is intensely hot; and, as we shall presently show, the sanitary condition of the stations has been much neglected.
We have the mortality returns for hill stations for a few years only, and they throw but imperfect light on their influence on health.
The mortality at Murree, 7,000 feet above the level of the sea, was for five years at the rate of 92 in 1,000. It was an invalid dépôt, and several sick men died there, who had been attacked at other stations. Of 39 deaths in Murree, 12 were by dysentery; of 964 attacks, 644 were by zymotic diseases.
These elevated regions are not even exempt from epidemics, of which a remarkable illustration occurred at Murree. Sir John Lawrence informs us that he saw cholera raging there "in a magnificent climate, a beautiful site and fine barracks, and there was nobody else sick but the soldiers." Out of 254 men in barracks, 42 were attacked, and 31 died, of cholera. Not one officer suffered, a clear proof that the men were exposed to some specially unfavourable condition.
The important military position in front of Simla is occupied by Kussowlie, Subathoo, and Dugshai, at which regiments or detachments have been stationed for some years. The mortality at Kussowlie (440 men, 8 years) was at the rate of 37 in 1,000; at Dugshai (717 men, 6 years) 36; at Subathoo (209 men, 3 years) 68 in 1,000. The excess of the mortality was chiefly due to dysentery, diarrhoea, apoplexy, hepatitis, fever; and upon subtracting zymotic diseases, the mortality is reduced to the same rate as prevails in the districts of the higher plains in India. In Subathoo the mortality was at the rate of 15; in Dugshai of 28 per 1,000 in 1860.
Nynee Tál near Almorah, 7,609 feet above the sea, is now occupied by a regiment, but supplies no returns. Landour (7,000 feet) is a small invalid and sanitary dépôt; the mortality was, for 10 years, after excluding the invalids, at the rate of 61 in 1,000. Of 67 deaths, 17 were by dysentery. Darjeeling, in Sikkim, is the hill station nearest to Calcutta. It was a convalescent dépôt; and for 9 years the mortality was at the rate of 39 in 1,000. Of 25 deaths 8 were by dysentery.
It must be borne in mind that all the Himalayan hill stations are of comparatively recent formation, and that the mortality is in every case augmented by the deaths of men who were attacked at other stations. The supply of fruit and vegetables is often defective. The water is sometimes polluted, and the men suffer from descending into the close ravines.
Notwithstanding these objections, merely local, the evidence is in favour of carefully selected positions on ridges or mountain ranges, as being decidedly advantageous to European health, although experience has proved that they are so only within certain limits.
Sir J. Lawrence, while admitting that men would be healthier on hills than on plains, states that there are constitutions which do not benefit by hill residence. And Colonel Greathed states that, though the men look better on the hills, the returns show no great difference as regards health; but he admits, at the same time, that the sanitary condition of the stations was very bad.
This last point is one of primary importance, for it is clear that, if hill stations are supplied with bad barracks and hospitals, deficient water-supply, no drainage, and if the vicinity is allowed to become a reservoir of filth, troops leaving the plains for the hills will leave behind them malaria, to find in its stead foul air (and perhaps more intensely foul air) from other causes.
The stations being generally on ridges and near ravines, afford great facilities for perpetrating all kinds of nuisance. There is a large native population, over whom very little sanitary inspection is exercised. At Simla, the "conservancy" is described as having been as bad as could be, the ravines full of dead animals, together with the ordure of many thousand natives. There are no public conveniences. The water-supply was scanty, and liable to pollution. The effluvia from the ravines were "as strong as on going into a sewer." A large amount of hill diarrhoea
prevailed among the residents, which Surgeon Major Grant attributed mainly to want of sanitary precautions, and neither to the elevation nor to the damp atmosphere. He states that the disease had gradually increased with the increase of population, and that "the authorities seemed "to think that, because the climate was cold, the men "might be crowded together, and all sanitary arrange- "ments neglected with impunity." The men were crowded together at Kussowlie with fatal results. Colonel Greathed informs us that, when the rains begin, the nuisance produced by the washing down of the filth is intolerable.
The reports on the stations give the evidence of a number of officers on this same subject. We learn from them that the barracks at several stations in the Simla group, such as Subathoo and Kussowlie, are bad in structure and plan; that at Mount Aboo the barracks are erected in a malarious gully; that at Nynee Tál, 7,600 feet above the sea, the huts have been built in a narrow defile, where the earth is damp, and a perfect marsh during rains, and where the huts are exposed to violent gusts of wind. The bazaars are filthy and crowded. There are neither drains nor latrines, and "the stench is at times over- "powering," causing nuisance in the barracks. At Darjeeling the medical officer reports the sanitary condition of the hospital for convalescents as "bad," and he states that he had been making representations for five years as to a privy under a verandah connected with the hospital, before he could get the nuisance abated, which rendered the ward so offensive that the sick had to be moved out of it. The drainage is defective, and "the inducements "for the sick to remain dirty are," he thinks, "greater "than those to be clean."
The hill stations on the Neilgherries are not exposed to the same objection as regards climate; the rain-fall is much less, and the air is drier; there are fewer fogs, and altogether this group of stations is perhaps the best yet occupied. But even here the usual fatality followed neglect of very obvious sanitary measures. When the station at Jackatalla, now called Wellington, was first occupied, much disappointment was experienced on account of the high rate of sickness and mortality.
The mortality of the 74th Highlanders, during three years at Jackatalla, was at the rate of 39 per 1,000. Of the 68 deaths in the regiment, 19 deaths were by dysentery, 6 by diarrhoea, 8 by cholera, 6 by apoplexy, 9 by
hepatitis. The barrack square "was frequently an immense swamp." In 1860 the mortality of the 60th Rifles, third battalion, was at the rate of 24 in 1,000 at Jackatalla; the mortality of the 66th Foot at Cannanore was 11 in 1,000 during the same year. Cannanore is on the coast, and 20 feet above the sea level.
On inquiry into the causes of this sickness, it was discovered that, besides want of attention to drainage, the large body of from 2,000 to 3,000 workmen employed on the buildings had been under no sanitary control, so that the ground for miles about was "one immense privy," and the troops suffered to a great extent from bowel disease in consequence; but since sanitary arrangements were thoroughly carried out, the sickness has been under one per cent. of the strength.
One thing is quite clear, that it will never do to trust simply to elevation above the plains to keep the army in health.
Malaria has been blown up ravines in India far above the fever range, over sites otherwise perfectly healthy; and those who slept within its influence have been attacked with fever and died.
We have shown that epidemic disease originates at hill stations just as it would do at unhealthy stations at home. Hence, in selecting sites on hills, all the precautions necessary for selecting sites on plains are just as necessary. The climate, exposure, subsoils, drainage, water-supply, local diseases, and the relation to distant sources of malaria, require careful examination; and all buildings, whether for European troops or natives, must be subjected to the sanitary conditions as to structure and supervision which are everywhere required.
It is always desirable, as suggested by several witnesses, to test new hill stations by a residence at them of a certain number of Europeans and natives, before they are occupied. The preponderance of evidence is rather in favour of heights of moderate elevation than of those so high as Darjeeling. Sir R. Martin states that the best elevations have yet to be determined, and that probably heights of from 2,000 to 4,000 feet, if otherwise suitable, would be best in practice.
We are of the same opinion, and would suggest that stations of intermediate height should be carefully sought for, and their sanitary relations investigated.
It is objected to stations on narrow mountain ridges that there is not sufficient space for healthy exercise; that the men can scarcely leave the immediate vicinity, and suffer from confinement. The men complain of their forced inaction, and dislike these stations. But this admits of remedy. Sites very defective in this respect should not be chosen, or, if already chosen, it is always possible to find space for gardens by terracing the slopes; and occupation may be given to the men in this way. Abundant means of exercise are indispensable to health on the hills.
The men find the hill stations dull also, it is to be feared, from their being cut off from the debauchery and excitement of the plains. But on the other hand, this isolation from the plains is considered to be a great advantage as regards health, by enabling a more strict police to be exercised, whereby the sources of debauchery are cut off.
We next proceed to consider the extent to which hill stations can be occupied consistently with military and political considerations. There is some diversity of opinion on this point, as there is also on the precise manner in which hill stations should be used. On one point, however, all are agreed, viz., that sickly regiments should not be sent to the hills; for such regiments invariably suffer in health.
As regards disease, the mountains of India are but partially curative.
There is also a general concurrence of opinion that healthy regiments, or parts of regiments, should be stationed on the hills, and that men who are beginning to suffer in health from service on the plains should be sent to the hills. Of this latter class there is a considerable proportion in all regiments. If left in the plains, many of these would become subjects of actual disease; and from the nature of the case they should be sent to the hills for restoration to health. As regards the others, it has been proposed to locate most of the effective force on hill stations, at such a distance from the plains as would enable them, either by roads or railroads, to be thrown on any point where their services might be required.
But it is very soundly objected to this by Col. Durand, that any large proportion of the troops cannot be permanently quartered on the hills without detriment to the military occupation of the country; that to do so would be practically to evacuate the country; that it would be
most dangerous not to occupy the great strategical points, upon which the security of the country depends; that there are many posts which must be held, healthy or unhealthy. Several illustrations of these dangers occurred during the mutiny, where important points were lost from deficiency of force before regiments could be brought down from the hills. It is clear that all necessary points in the plains must be held by a sufficient force; and hence, whatever proportion of troops is placed on the hills, must be considered as "a reserve." Both Sir John Lawrence and Sir Charles Trevelyan concur in this, that not more than one-third of the force should be disposed of in this manner. Such a proportion would enable the remaining two-thirds of the force to take their turn on the hills. But here another question presents itself, viz., what are the points in the plains which must be held? This all important element in the question has not yet been settled. It depends upon the military authorities to do so; and as soon as it has been done, we recommend that hill stations conveniently situated for the strategical points should be provided wherever it is possible.
Possibly some of the more unhealthy stations in Lower Bengal could be abandoned without risk to the military occupation of the country, and with great advantage to the health of the army; but, at the same time, it is necessary to bear in mind that the stations in worst repute are in such a bad sanitary condition, that it is not easy to say to what extent the health of the troops might not be improved by suitable works and precautions. It is said of even some of the worst of them that they have never had "fair play" on account of this want of sanitary care.
The hill stations must, of course, be at the shortest possible distance from those on the plains; but the introduction of railroads will facilitate their occupation, and enable more distant stations to be used.
As regards the Madras Presidency, there would be no difficulty in locating the requisite number of troops on the hills. The Neilgherry range is one great hill station, sufficient for nearly every purpose, and which will shortly be connected, more or less, with every station by railway. Other stations have also been proposed at Ramanmullay, Shevaroy, and the Pulney hills. In the Bengal Presidency the spurs of the Himalaya have been chiefly used; but there are many hill districts besides these worthy of careful examination. The chief hill stations in the Bombay
Presidency are at Mahableshwur and Mount Aboo. The former from its local position, as already stated, is very wet; but many other more available points might be discovered.
The result of our inquiry into the important subject of hill stations may be given in a very few words, as follows:
1. To reduce to a minimum the strategic points on the alluvial plains, and to hold in force as few unhealthy stations as possible.
2. To locate a third part of the force required to hold these points on the nearest convenient hill station or elevated plain, including in this third, by preference, men whose constitutions are becoming enfeebled, and recruits on their first arrival; and to give the other two-thirds their turn.
3. Never to trust to simple elevation as a means of protecting health; but, while occupying the best available elevated stations, to place these (for they want it just as much as the stations in the plains), in the very best sanitary condition.
Sanitaria.
Besides the hill stations, there are several places along the sea-coast of India which have been found very useful in restoring health after certain diseases. The most successful of these is Waltair, on the Madras coast, which occupies a range of sand hills close to the sea, fully exposed to the sea breeze. Others have been proposed in India, at the Cape, and especially in Western Australia. The object which these places is intended to serve is not the prevention of disease so much as restoration to health after disease.
The Cape of Good Hope has at various times been strongly recommended for this object; but its distance is so great as to render it of doubtful utility, and besides it is alleged that the climate of the Cape is not very suitable for Indian diseases.
Western Australia, though not much nearer, appears to possess many advantages as a locality for a sanitarium.
We have taken evidence on this point from Vice-Admiral Sir James Stirling, K.C.B., late Governor of the Colony; from Staff-Surgeon Rennie, who has been stationed at Fremantle for 6½ years; and from Mr. Roe, Surveyor-General.
It appears from the evidence of these gentlemen, that the climate, although possessing a temperature ranging between 45° and 100° Fahr. is dry, fine, healthy, and invigorating. That the mortality rate is low, and that there are no particular local diseases. That water and supplies are abundant and good, and that the most favourable parts of the colony could be reached from Calcutta and Bombay in about 20 days by sailing vessel, and in from 14 to 16 days by steam.
The evidence on the subject is not so conclusive as to enable us to recommend the adoption of Western Australia as a position for a sanitarium; but it is sufficient to justify a recommendation that its claims be further inquired into.
We have seen that hill stations are not curative, and that in fact diseased men had better be removed out of India. The only question is whether a complete sanitary system for the Indian army should include a foreign sanitarium, or whether it would not be better to send diseased men home at once. There is much to be said on both sides, but there is no direct evidence of a decisive character either way. It is highly probable that certain cases of disease would so far recover as to enable the sufferers to resume duty after a short residence out of the country, and for this class of cases Australia would be useful. It is on this ground that we would advise further inquiry.
But for cases in which return to comparative health would probably not be accompanied by the likelihood of return to efficient service, the best way would be to send the sufferers home.
As the veterans of the army advance in years the warm climate of India out of the region of malaria appears to suit them. Bangalore is a striking example.
**Native Lines.**
Native troops generally hut themselves; but at a few stations there are barracks. Hutting is the rule, and each man receives a small sum from Government for the purpose. The huts are made of very light materials, bamboo and matting, and cost about two rupees. The men generally sleep outside, except in the rains. The huts differ in dimensions, and are not constructed on any general rule. Those for single men are, say 10 feet long by 7½ wide, and 7 feet high, containing about 525 cubic feet.
Native Lines. A married soldier builds a hut of from 12 to 18 feet long, 12 to 8 feet wide, and 8 to 10 feet high.
The huts are put up without any order or regularity. Nobody interferes; the outline only of the native lines is marked out.
5695. The huts are huddled together, without drainage or attention to ventilation.
5700. Officers sometimes induce the men to arrange the huts in line, with a space between. But of sanitary supervision there is none.
5818. Natives generally raise the floor of their huts with earth taken from a hole close to the door, in which hole all manner of filth is deposited.
5729. A native cantonment is nothing but a very bad camp, in which every sanitary precaution is ignored, and the water is often very impure.
5899. The only advantage the native possesses is that of having a separate hut.
Native troops, as might be expected, suffer much in efficiency from epidemic disease. According to the returns their mortality is less than that of European soldiers; but many men are sent home from their regiments to die from disease contracted in the regiment. Such cases are not entered on the death list. The condition of the native lines undoubtedly exerts a very injurious influence upon the troops.
It is usually considered that little or no sanitary improvement can be carried out among natives on account of caste prejudices, but it may be doubted whether such is really the case. Natives, it is stated, would make no objection to clearing and leveling ground, drainage, and cleanliness, if it were properly explained to them that it was done only for the protection of their health; they object solely on the ground of cost and trouble; but if the requisite improvements were made without additional cost to themselves, and with full explanations of their nature, it is not likely that any serious difficulty would arise. It is, however, superfluous to observe on the necessity of caution in dealing with this part of the question.
Apart from any consideration of humanity, there would be a saving in improving the condition of native lines. There may be plenty of raw material for soldiers in India, but it requires training and drilling. An efficient native soldier costs money; and when he gets into hospital, or
is invalided, or dies, Government incurs great expense in loss of service, medical assistance, &c. Any system of improvement required for stations should therefore include native lines.
NATIVE HOSPITALS.
Native hospitals have very few, if any, of the conveniences of hospitals in Europe. They generally consist of a simply-constructed hut, with a pent roof supported on pillars so as to form a verandah. There are numerous doors, and unglazed windows with wooden shutters, which are the usual means of ventilation. Two or three small rooms are generally cut off from the end of the hut or the corners of the verandah, and there is a court behind containing privies, cook-house, dead-house, &c. The hospital construction and administration appear to have been framed on the habits of natives, rather than on what is necessary for the recovery of sick. There seems to be no regulation as to the amount of bed space. The allowance per bed in different hospitals is 294, 386, 570, 620, 840, 1,000, 1,500, up to 1,700 or 1,800 cubic feet. There are no lavatories and no proper baths. The sick wash according to their own habits, and there are tubs in which they can sit to have water poured over them. Ablution is generally performed in the open air in the verandah, or the patients are allowed to go home to wash. In one native hospital the sick are allowed to wash and bathe in a tank in front of it. The means of cleanliness for sick are admitted to be altogether insufficient for medical purposes. The medical officer has no control over diet or cooking, and hence patients often make themselves ill by errors in quantity or quality. The cook-houses have only native fireplaces; they are sometimes close to the privies and dead-houses, and the smell pervades them. The privy is merely a walled off space kept clean by sweepers. In the ordinary sense of hospital offices there are none. Sometimes the surgery is used for all purposes. The attendance on the sick is insufficient. In one hospital of 30 beds the only attendant is the assistant apothecary; but in this, as in other similar cases, native orderlies may be obtained from the regiment. Bedsteads are usually of wood; the natives appear in some cases to supply their own bedding, and in others beds are given out on the requisition of the surgeon. Hospital washing is done by washermen, occasionally by comrades.
Vide Abstracts of Stational reports.
Miss Nightingale's observations, p. 364–7.
In practice the sole function of the medical officer in these native hospitals is to order drugs. The only thing done to promote the recovery or comfort of the sick is to supply drugs. In everything else, in diets, baths, &c., the medical officer has no power.
The system seems to be the growth of circumstances, and of an indifferent deference to supposed caste prejudices.
Little attempt seems to have been made to conciliate with such native prejudices or habits the use of means which are essential to the recovery of the native, quite as much as, or more so than to that of the European.
This wise conciliation would effect great improvement in the stations among healthy native soldiers. Could it not be extended also, by considerate inquiry, to the sick?
Sanitary Administration.
At the three seats of government, Calcutta, Madras, and Bombay, sanitary powers are vested in local commissioners appointed by Government. But there appears to be no one on these commissions specially conversant with sanitary works. For in each city the sanitary state of the population, as regards drainage, water-supply, cleansing, construction of buildings, and general sanitary arrangements, is as bad as it can well be. It is hardly an exception to this, that Bombay has recently obtained, for the first time since it came under British rule, a water-supply; or that Calcutta is about to be drained, for drainage and water-supply are only two portions of one system, and not two separate systems. Nothing has yet been done in Madras. And as sanitary measures, to be effectual, must be carried out as a whole, and not partially, it cannot be said that even the seats of Government have, up to the present time, made any efficient progress in sanitary improvement.
Sir C. Trevelyan states that, before he left Madras, he prepared a scheme for the reconstruction of the municipality on a sufficiently popular basis to interest the inhabitants; and through this to lay the foundation of sound sanitary improvement, by the introduction of a conjoined system of drainage and water-supply. But up to this present time nothing further has been done.
So far as the evidence before us relates to other large cities and towns, there is no sanitary administration whatever; so that, to all intents and purposes, this important administrative department has to be created for India.
The sanitary police of bazaars is, with few exceptions, of a most inefficient character. The administration seems to vary at different places, and to be confined chiefly to surface cleansing. The power is exercised by the cantonment magistrate, but on no definite system; sometimes carts and sweepers are allowed, in other cases the people are held responsible for their own cleanliness. Certain bazaars and cantonments are described as being "clean." But the majority bear no evidence of any consistent sanitary authority being in existence.
The sanitary state of the lines is under the military authorities and medical officers. But hitherto this part of the administration has been far from efficient, on account of its not being special enough. Referring to this subject, Sir R. Martin states that, although generally throughout India the arrangements are admirable for the cure of disease, they are not at all so for the prevention of disease, that, for this great purpose, they are almost universally wanting; that there are no proper sanitary officers; that no knowledge whatever, either of military hygiene or of preventive science, has been exacted from medical officers; that indeed a sanitary department is altogether wanting; that any knowledge obtained by medical officers has been too often obtained at the expense of the soldier.
An examination of the stational returns shows that the proper functions of officers of health are not even recognized, and that there is neither order nor system in the administration.
Very important improvements have been recently introduced into Her Majesty's service, which will in time remove some of the evils so far as stations are concerned. A practical school, in which hygiene is taught, is now in operation at Netley, and all candidates for commissions in the army medical service are required to undergo this course of instruction. In the present transition state of the Indian service all Indian medical officers must also attend this school. In a few years therefore the army will be supplied with a considerable number of men competent for ordinary regimental sanitary work. According to the new medical regulations, in force in Queen's regiments, medical officers have now certain defined sanitary powers in inspecting and reporting to their commanding
officers, who are required to carry out their recommendations, or else to state their reasons for non-compliance to the superior military authority. Special sanitary officers can be appointed to this work in garrisons, camps, and stations, or, if such officers are not appointed, the principal medical officer is required to do the duty. Reports are made to commanding officers, and are dealt with as already mentioned.
This procedure was in operation in India during the mutiny, and "was leading to an immense amount of good," when the service was discontinued. We are of opinion that, if the regulations were enforced at every station, they would effect all the good they are capable of, so far as the stations are concerned. These regulations, of course, are applicable only to the removal of easily-removed causes of disease. They can effect no improvement as regards drainage, water-supply, the laying out of stations and bazaars, and works generally requiring a large outlay, such as are executed under the Public Works Department.
This department at present has no special sanitary direction, and as we have shown, even the latest constructed barrack errs in the most important particulars.
Much of this evil might be avoided in time to come by requiring all cadets of engineers at Brompton to attend a special course of hygiene, which they have a right to do (by the army medical school regulations).
It follows from what has been said that, except for regimental and certain stational purposes, there is no sanitary authority or administration in India, and no means of bringing the large experience acquired in dealing with sanitary questions, as regards towns, stations, and barracks, including the description of works which have been successfully introduced at home, to bear on the Indian question. The time has now arrived to supply this deficiency in each presidency.
There are no doubt considerable difficulties in the way of organizing an efficient sanitary service for India, and in adapting it to the various exigencies of the country, but there are nevertheless certain leading principles which should be kept in view in any administrative arrangements to be introduced for the purpose. It is, for example, of great importance that the procedure should be as far as possible uniform in each presidency, and this could be best secured by appointing commissions of health, one at
each seat of Government, representing the various elements, civil, military, engineering, sanitary, and medical, on the co-operation of which depends the solution of many health questions. We are of opinion that such commissions are necessary also to give a practical direction to sanitary improvements and works.
Their functions would be chiefly consultative and advising on all questions relating to the selection and laying out of stations, proper construction of barracks, hospitals, and other buildings, drainage, water supply, cleansing, and general sanitary supervision in stations, cities, and towns, and on the prevention and mitigation of epidemic diseases.
To fulfil the other object of taking advantage of home experience, it would be necessary to afford these commissions every needful information on the most approved and economical methods of laying out sanitary works, and in those healthy principles of construction and improvement of barracks and hospitals which have been successfully carried out in England, but which have still to be introduced into India, and adapted to the circumstances of the country. The sanitary improvements which have been recently introduced at home military stations, and which are about to be carried into effect at certain foreign stations by the War Office, as well as the improved principles of construction in barracks and hospitals now in use, were adopted on the advice of a Commission specially appointed by the War Office to inquire into the subject. The questions which arise out of the evidence from the Indian stations, are of the same nature as those which have come under the examination of, and have been dealt with by, the War Office Commission, and it would be highly advisable to make their experience available for India by adding to the existing commission an engineer and a medical officer conversant with Indian sanitary questions, or to form a similar commission in England for this object. Such a commission, if considered preferable, should include members specially conversant with recent improvements, military and civil, an engineer of Indian experience who has given attention to sanitary works, and a medical member acquainted with the sanitary question as it presents itself in India. The function of such a commission could of course be consultative only. It would simply be the medium of advising and informing the Indian Government and the presidency commissions
on the latest improvements and on the best principles of sanitary construction. For this purpose, it might give its advice on the healthiness or otherwise of plans, and as to the sanitary details of buildings to be occupied by troops; on the best and most economical methods of water supply and drainage: it might collect and publish useful information and instructive matter regarding improvements, and it might possibly be able to give a more practical direction to the education of cadets of engineers destined for service in India, to enable them to devise works and improvements on healthy principles.
It would in no way interfere with perfect freedom of action. It would place at the disposal of the Indian Government and presidency commissions the latest experience, classify and generalise the results of their several publications in a summary form, and thus enable all to arrive at a more satisfactory decision as regards measures to be carried out for protecting the health of troops than would otherwise be possible.
As to the executive authorities by whom sanitary measures will have to be carried into effect, we apprehend that, as regards military buildings and stations, the powers should remain as at present with the department of Public Works, whose plans and proposals would have to be submitted to the presidency commissions for opinion on points affecting health.
All plans of sanitary works and improvements, which might be proposed for native towns connected with stations, should also be submitted for advice and opinion to the presidency commissions.
It would be very advisable to begin this great work with the seats of Government, and to select a few of the more important stations to be thoroughly improved as examples. This course would at once afford the necessary administrative experience, and a basis would be laid for future progress.
Much time must necessarily elapse before much progress is made, but we fear this is inevitable.
**RECAPITULATION.**
Our inquiry has shown—
1. That by far the larger proportion of the mortality and inefficiency in the Indian army has arisen from endemic diseases, and notably from fevers, diarrhoea, dysentery, cholera, and from diseases of the liver.
2. That the predisposition to these diseases is in part attributable to malaria, in conjunction with extremes of temperature, moisture, and variability.
3. But that there are other causes of a very active kind in India connected with stations, barracks, hospitals, and the habits of the men, of the same nature as those which are known in colder climates to occasion attacks of these very diseases, from which the Indian army suffers so severely.
In examining into these causes, we find that the stations generally have been selected without reference to health, and mainly from accidental circumstances, or for political and military reasons. Many of them are situated in low, damp, unhealthy positions, deficient in means of natural drainage, or on river banks, close to unwholesome native cities or towns.
The towns and bazaars in the vicinity of lines are in the worst possible sanitary state, undrained, unpaved, badly cleansed, often teeming with offensive and dangerous nuisances; with tanks, pools, and badly-made surface gutters, containing filth and foul water; the area overcrowded with houses, put up without order or regularity; the external ventilation obstructed, and the houses overcrowded with people; no public latrines, and every spare plot of ground covered with filth in consequence; no water-supply, except what is obtained from bad shallow wells and unwholesome or doubtful tanks. These towns and bazaars are the earliest seats of epidemics, especially of cholera, before their ravages extend to the European troops in the vicinity.
None of the stations have any subsoil drainage; and there are no other means of removing the rainfall except surface gutters. The ground about the lines is often broken up in pits and hollows, filled with stagnant water, or it is traversed by unwholesome ravines or nullahs. In certain states of the weather and wind nuisance is experienced in the lines from these causes, and from the foul state of neighbouring native dwellings. Many of the older stations are irregularly built; and the buildings are arranged so as to interfere with each other's ventilation.
Both barracks and hospitals are built at or close to the level of the ground, without any thorough draught between the floors and the ground. And the men, both in barrack rooms and sick wards, are exposed to damp and malaria from this cause, as well as from want of drainage.
The ventilation is generally imperfect; and from the arrangement of doors and windows, men are exposed to hurtful draughts. Many of the rooms are too high, and as a consequence there is much surface over-crowding, both in barracks and hospitals, although with large cubic space. In a number of instances both the space and area per bed are much too small.
Barracks and hospitals have frequently no glazed windows, and only wooden shutters. Both barrack rooms and sick wards are, as a rule, dark.
There are often four, or even six, rows of beds between the opposite doors or windows, increasing greatly the already existing difficulty of ventilation and exposing the inmates to foul air.
The greater proportion of the force is lodged in barracks in such large numbers per room as to be very injurious to health; many of these rooms being several hundreds of feet in length, and some of them containing from a quarter to half of a regiment each!
Water sources have been, with one or two exceptions, selected without analysis, although it is always hazardous to omit this precaution. The supply is taken from shallow wells and tanks, both of which are very liable to pollution. In a few cases, the water is derived from rivers. It is drawn by dipping, and carried in skins, thereby increasing its impurity. No precautions are taken for purifying drinking water, and the whole arrangement results in a supply of water (for drinking and culinary purposes) of a bad or doubtful quality, and such as would be rejected in any improved sanitary district in this country. This unsatisfactory condition of the water supply is one of the cardinal defects at Indian stations.
Ablution and bath accommodation is often very deficient and sometimes there is none. Very often there are no baths, and where baths exist there are not enough.
Means of cooking are primitive and imperfect, hardly suitable for permanent barracks, although the cooking is considered sufficiently varied.
Privies and urinals are generally of a bad or defective construction. The contents are removed by hand, often producing great nuisance. No drainage for either privies, ablution rooms, or cook-houses: the foul water is received into cesspits or carried away by hand.
Hospitals are constructed on the same general plan as barracks. They have no proper ablution or bath accommodation; no water-closets, only open privies situated at a distance; no drainage, no water supply, except what is drawn and carried by hand labour. The bedsteads are often of wood, instead of iron, and mattresses and pillows of various materials, instead of hair, as they ought to be.
No trained attendants are provided for the sick.
The soldier has a complete ration of good quality; but the ration is not varied to provide against the effects of the soldier's sedentary habits; and no difference is made for the cold and hot season. For the hot season the ration contains too much animal food and too little vegetable. Mutton is not issued often enough.
Flannel underclothing would be very advantageous, and a better system of supplying boots for troops is required.
The use of spirituous liquors is highly detrimental to the soldier's health in India, and is one of the chief personal habits which injure him physically and morally. Abstinence from spirits has always been attended by greatly improved health, even under circumstances otherwise unfavourable, and by diminution of crime. The only advantage of the issue of spirits in canteens is stated to be that it prevents the soldier from obtaining more unwholesome spirits in the bazaar. The moderate use of malt liquor or light wines is much less injurious to health than spirits.
Connected with habits of intemperance and want of occupation, is the prevalence of syphilis, a disease which occasions a large amount of inefficiency and invaliding.
Means of recreation are few, of exercise none, of instruction limited. The soldier's habits are sedentary where they ought to be active. He is led into vice and intemperance. He has no means of occupying his time profitably. He complains of the weary sameness and ennui of his life. This, together with his diet, and allowance of spirit and malt liquor, is bad for his health—physical as well as moral health.
Making every allowance for the influence of climate, which, however, is altogether secondary, except as increasing the effect of removable causes of disease, the whole tenor of the evidence proves that the bad sanitary conditions enumerated, together with unfavourable habits as to diet, intemperance, and want of occupation, on the part of the men, are causes sufficient to account for a large part of the sickness, mortality, and invaliding occasioned by those diseases from which the army in India mainly suffers.
The arrangements for the prevention of disease are either non-existent or most deficient. There are no proper sanitary authorities in towns, no trained officers of health in any town or cantonment, and no means whereby the experience obtained in dealing with sanitary questions at home can be rendered available for India. Until recently, no means on the part of medical officers of receiving education in military hygiene and sanitary knowledge existed; there was no recognition of the sanitary element in the army medical service. At present there are no means of bringing trained sanitary knowledge or experience to bear on the selection of sites for stations, or on the laying out of stations or bazaars with the requisite sanitary works, or on the planning or construction of barracks and hospitals on sanitary principles.
Under the new medical regulations, medical officers are empowered to make representations regarding removable causes of disease to commanding officers, which will so far meet the requirements of regiments; but otherwise there is neither order nor system in sanitary administration.
Hill stations are proposed as a means of being able at once to remove the troops from the influence of climate, malaria, and sanitary defects of stations and barracks into a healthy region. The evidence proves that these stations are useful chiefly for prevention, but not always for cure of disease; that they are suitable for children, and for healthy or ailing men, but not for unhealthy regiments, especially those suffering from bowel complaints; that about a third part of the troops might be located on hill stations, or on other high and healthy positions in rotation, with advantage to health; that although the number of stations in malarious regions should be diminished as far as practicable, and the troops removed to healthier localities, there are certain strategical points (yet undecided) which must be held, whether healthy or unhealthy, and the force on the hills must be considered as a reserve for the purposes of health.
Although several excellent hill stations are in use, they are not sufficiently convenient for many stations; and an increased number is required. Very careful examination and trial of the climates of new sites should be undertaken. The evidence farther shows that there has been great neglect of sanitary measures at existing hill stations, giving rise to serious disease and mortality.
Stations on the plains and slopes of India up to 1,500 feet, and on the raised coasts of the sea, are comparatively plain salubrious. They only require adequate sanitary arrangements.
Stations on low inundated lands are hotbeds of malaria.
Native lines are laid out, and huts built, without sufficient reference to health.
There is no drainage, clearing, or leveling, and little attention to cleanliness or ventilation.
Native hospitals are almost altogether wanting in means of personal cleanliness or bathing, in drainage or water-supply, in everything in short except medicine. The medical officer has no control over the patient's diet. There are no trained attendants on the sick. The evidence shows that, by management and conciliation, much might be done to improve the sanitary condition of native lines, as well as the state of native hospitals.
We have, in the course of our inquiries, endeavoured to ascertain the probable excess of mortality in the Indian army occasioned by the sanitary defects we have described, as well as the reduction of mortality which would follow on the adoption of improvements in existing stations, combined with the use of hill stations, and the abandonment of as many unhealthy localities as may be practicable. The statistical evidence shows that the mortality varies from $11\frac{1}{2}$ per cent. in the most unhealthy, to about 2 per cent. in the most healthy places, even in their present unimproved state. It has been estimated that the lowest of these rates, or 2 per cent., (double the rate at home stations since the introduction of sanitary improvements,) may be taken as the possible mortality under improved sanitary conditions.
The annual death rate for the whole of India has hitherto been about 69 per 1,000. The proposed European establishment is 73,000 men, and will, at the present rate of mortality, require 5,037 recruits per annum to fill up the vacancies caused by death alone.
A death rate of 20 per 1000 would require only 1,460 recruits per annum, so that the excess of mortality is 3,570 lives per annum.
Estimating the cost of recruiting, training, and landing men in India at no more than 100l. per man, the excess
of mortality will be equivalent in cost to a tax of nearly 1,000l. per diem, irrespective of the cost of the extra sickness indicated by a high death rate.
A careful examination of the causes of disease and of the character of the diseases prevalent at the more healthy stations, would lead us to hope eventually for a greater saving of life than we have here estimated. Causes of disease, such as exist at these stations, would, even at home, be sufficient to account for one-half of the 20 per 1,000; and if the time should ever arrive when, under the influence of improved culture, drainage, and sanitary works, India should be freed from the local malaria which exists everywhere there now, as it once did in some form or other over Europe, we may cherish the hope of realizing what statistical inquiries appear to point to, namely, that the natural death rate in times of peace of men of the soldiers' ages in India, will be no more than 10 per 1,000 per annum.
But a reduction of mortality also indicates increased physical strength and greater fitness for duty in the army generally, as well as a smaller proportion of "constantly sick" in hospital; and hence a greater effective numerical strength.
Fewer recruits would be required to supply the losses from disease, a point of very great importance, in regard to which Sir A. Tulloch states that he very much questions whether, with the mortality rate of the last 40 years, it would be possible to keep up an army of 70,000 men in India. And he says that from what he knows of recruiting, this country would not be able to fill up the gaps occasioned by death, and at the same time supply the vacancies occasioned by invaliding, and by the return of time-expired men.
Apart therefore from the question of humanity, the introduction of an efficient system of hygiene in India is of essential importance to the interests of the empire.
The following recommendations are founded on the practical conclusions at which we have arrived.
**Recommendations.**
1. That no recruit be sent to India under 21 years of age, nor until he has completed his drill at home, and that recruits be sent direct from home to India, so as to land there early in November.
2. That no spirits be issued to troops on board ship, except on the recommendation of the medical officer in charge.
3. That the sale of spirits at canteens be discontinued, except in specific cases on the recommendation of the medical officer, and only malt liquor or light wines allowed. That the sale of spirits in military bazaars be made illegal, and, as far as practicable, suppressed.
4. That the ration be modified to suit the season; that flannel be introduced as under-clothing, and a better system of supplying boots introduced.
5. That the means of instruction and recreation be extended to meet the requirements of each station. That covered sheds for exercise and gymnastics be provided, and that gymnastic exercises be made a parade. That libraries be improved, a better supply of books and periodicals provided, together with reading rooms, well lighted at night. That only coffee, tea, and other non-intoxicating drinks be sold to the men at these rooms. That workshops be established, and also soldiers' gardens, in connexion with the station, wherever practicable. That the proposal made by Sir C. Trevelyan of selecting and educating soldiers of good character for subordinate offices in the administrative departments be tried.
6. That until the mortality be reduced, the period of service in India be limited to 10 years.
7. That provision be made for passing invalids at the port of embarkation without delay, and for their immediate shipment home.
8. That works of drainage and water-supply be carried out at all stations. That all existing water sources be subjected to analysis, and those rejected which contain matters injurious to health. That the present method of drawing and distributing water be discontinued wherever practicable. That all water used for drinking purposes be filtered, or otherwise purified.
9. That all future barracks and hospitals be erected on raised basements, with the air circulating under the floors, and that, in all existing barracks and hospitals, the floors be raised as much as possible, and a free current of air allowed to pass beneath them.
10. That all new barracks be constructed to hold no more than a quarter company in each building, or at most half a company in one building in two separate rooms having no direct communication with each other. That
hospitals be constructed in detached pavilions containing no more than from 20 to 24 beds. That future barracks and hospitals be arranged en échelon to receive the benefit of prevailing winds. And that detached cottages be erected for married soldiers.
11. That barracks and hospitals be in future constructed with single verandahs only; and for no more than two rows of beds between the opposite windows.
12. That the cubic space per man in future barracks be from 1,000 to 1,500 feet, and the superficial area from 80 to 100 square feet, varying according to the airiness of the position. The same space and area to be allotted in existing barracks.
13. That the beds be so arranged, with respect to windows, doors, and wall spaces as to ensure the benefit of free ventilation, without exposing the men to draughts. That, in existing barracks, where the space between the doors is too small to admit of this, precautions be taken to shelter the beds from draughts. That, in all future barracks, the wall space be made sufficient to keep the beds at the least three feet apart, and at the same time out of the door draught.
14. That the ventilation of barracks and hospitals be sufficiently provided for independently of doors and windows.
15. That in all cavalry barracks, saddlery rooms be provided, and saddles removed out of the barrack rooms.
16. That all barracks and hospitals be provided with sufficient glazed window space to light them, and that they be better lighted at night. Gas to be introduced where practicable.
17. That all barracks be provided with sufficient ablution and bath accommodation, with a constant water-supply. That drinking-fountains supplied with filtered water be provided.
18. That barrack cook-houses be improved and better ventilated.
19. That wherever practicable iron or earthenware water latrines, supplied with water, and drained to an outlet, be introduced instead of the present system; that, where this is impracticable, all cesspits be abolished, and metal or earthenware vessels, to be removed twice a day, substituted. That improved urinals, supplied with a jet for lavatory purposes, as well as with a free supply of water for the cleansing and drainage of the urinals, be provided.
20. On the subject of venereal disease, and the means to be employed for its diminution, we refer to the suggestions made by us under that head in the body of the report.
21. That wherever there is a deficiency of married quarters, the same be supplied.
22. That the cubic space in hospitals be fixed at 1,500 feet and upwards, and the superficial area at from 100 to 120 and 130 square feet per bed, according to the healthiness of the position; and that the wall space per bed be never less than eight feet. In existing hospitals the same space and area to be allowed.
23. That every hospital be provided with a constant supply of pure filtered water, and with drainage.
24. That every hospital be provided with ablution accommodation, with fixed basins, and with baths, having hot and cold water laid on, conveniently accessible from the wards.
25. That, wherever practicable, water-closets, with drainage and water-supply, be introduced for hospital wards, and privies converted into water latrines.
26. That the hospital diet tables in use at home stations be adopted in India as far as practicable, and the hospitals supplied with properly trained cooks.
27. That trained hospital attendants be introduced into all hospitals, and that female nurses, under the new medical regulations, be introduced into large general hospitals.
28. That in future every regiment in India shall have an adequate number of hospital orderlies from its own ranks to provide personal attendance for the sick.
29. That the number of general hospitals in India be increased by the organization of such hospitals, under the new medical regulations, at the largest European stations.
30. That the strategical points of the country, which must be occupied, be now fixed, with special reference to reducing as far as possible the number of unhealthy stations to be occupied.
31. That a sufficient number of hill stations, or of stations on elevated ground, be provided; and that a third part of the force be located on these stations in rotation.
32. That the sanitary duties of regimental, garrison, and inspecting medical officers, prescribed in the new medical regulations of October 7, 1859, be applied or adapted to all stations in India. And that properly
trained army medical officers of health be appointed to this service at the larger stations.
33. The Commission entirely approves of medical candidates being required to undergo the course of instruction, including military hygiene, at the army medical school, and are of opinion that practical training in sanitary science is of the greatest importance to the public service.
34. Considering also the constant reference to sanitary subjects necessary in carrying out public works in India, they consider it requisite that every cadet of engineers should attend a course of sanitary instruction at Chatham.
35. In order to the gradual introduction of sanitary improvements for barracks, hospitals, and stations, as well as in the seats of Government and throughout towns in proximity to military stations, they recommend the appointment of commissions of public health, one for each presidency, so constituted as to represent the various elements, civil, military, engineering, sanitary, and medical; to give advice and assistance in all matters relating to the public health, such as selection of new stations and the sanitary improvement of existing stations and bazaars; to examine new plans for barracks and hospitals; to advise on the laying out of stations and bazaars, the sanitary improvement of native towns, prevention and mitigation of epidemic diseases, and generally to exercise a constant oversight on the sanitary condition of the population, European and native; to report on the prevalence, causes, and means of preventing sickness and disease; and further, that administrative measures be adopted to give effect to the advice of the presidency commissions. That trained medical officers of health be appointed, to act in peace as in war, in connexion with these commissions.
36. That in order to render available for India the experience obtained in dealing with all classes of sanitary questions in England, two officers of the Indian Government be appointed in England to be associated with the War Office Commission for this special purpose: unless it should be thought preferable to appoint a similar commission specially for the Indian Department.
37. That a code of regulations, embodying the duties and adapted to the specialties of the Indian sanitary service, be drawn up and issued under authority.
38. That the system of army medical statistics at present in use at home stations, be extended to all stations in India.
39. That a system of registering deaths and the causes of death be established in the large cities of India, and be gradually extended, so as to determine the effects of local causes on the mortality of the native as well as of the European population; the results to be tabulated and published annually by the Commissions.
All which we humbly certify to Your Majesty.
(Signed) STANLEY. (L.S.)
PROBY T. CAUTLEY. (L.S.)
J. R. MARTIN. (L.S.)
J. B. GIBSON. (L.S.)
E. H. GREATHED. (L.S.)
W. FARR. (L.S.)
JOHN SUTHERLAND. (L.S.)
T. BAKER, Secretary.
Dated 19th May 1863.
| | Total | European | Native Troops |
|----------------------|-------------|----------|---------------|
| | 1856 | 1861 | 1856 | 1861 | 1856 | 1861 |
| **ALL ARMS** | | | | | | |
| | 280,325 | 221,887 | 5,996 | 8,324 | 39,108 | 75,759 |
| **Engineers and Sappers** | 3,360 | 3,378 | 237 | 286 | 161 | 300 |
| **Artillery** | 16,390 | 16,502 | 473 | 804 | 6,729 | 11,816 |
| **Cavalry** | 32,540 | 26,757 | 431 | 811 | 1,442 | 6,713 |
| **Infantry** | 225,772 | 172,201 | 4,053 | 5,573 | 30,400 | 56,310 |
| **Medical Establishment** | 1,887 | 2,429 | 802 | 850 | — | — |
| **European Warrant Officers** | 376 | 620 | — | — | 376 | 620 |
India Office return.
TABLES REFERRED TO IN THE FOREGOING REPORT.
TABLE 1.—MILITARY FORCE employed in INDIA in 1856 and 1861.
| All Arms | 1856 | 1861 | European Officers | European Non-commissioned Officers and Men | Native Troops | Total |
|----------|------|------|------------------|------------------------------------------|--------------|-------|
| Royal army | - | - | 5,996 | 8,324 | 75,750 | 235,221 | 280,325 | 221,887 |
| Company's army | - | - | 713 | 2,719 | 58,922 | 235,221 | 137,804 | 238,580 |
| Royal troops: | - | - | 5,283 | 5,605 | 16,241 | 16,837 | 256,745 | 160,246 |
| Artillery | - | - | 22 Battalions, 8 Regiments. | 127 | 313 | 1,382 | 5,350 | - | - | - | 1,429 | 5,672 |
| Dragoons | - | - | 49 do. | 666 | 2,279 | 21,483 | 43,503 | - | - | - | 22,551 | 51,884 |
| Infantry | - | - | 22 do. | 237 | 286 | 161 | 300 | 2,963 | 2,792 | 3,360 | 3,878 |
| Company's troops: | - | - | 5 Brigades, 12 Battalions, 6 do. | 118 | 196 | 1,974 | 427 | 4,725 | 5,452 | 8,215 | 3,212 | 3,091 | 7,835 |
| 1. Engineers and Sappers | - | - | 5 Brigades, 13 Battalions, 2 do. | 225 | 427 | 4,725 | 30 | 10 | 4,803 | 1,427 | 4,963 | 1,491 | 1,560 |
| 2. Horse Artillery | - | - | 5 Regiments, 26 do. | 284 | 220 | 60 | 14 | 9,597 | 11,767 | 9,941 | 12,001 |
| 2a. European Foot Artillery | - | - | 16 Corps. | 100 | 58 | - | - | 21,170 | 7,524 | 21,070 | 7,466 |
| 2b. Native Foot Artillery | - | - | 11 Regiments, 126 do. | 321 | 539 | 8,115 | 6,046 | 152,558 | 93,370 | 155,561 | 8,436 | 6,585 | 96,008 |
| 3. European Cavalry | - | - | 5 Regiments, 45 do. | 129 | 115 | 72 | 22 | 35,312 | 16,948 | 35,513 | 4,111 | 639 | 17,085 |
| 4. Native Regular Cavalry | - | - | 166 | 169 | 476 | 3,469 | - | - | - | 1,887 | 2,429 |
| 4a. Native Irregular Cavalry | - | - | 802 | 850 | 620 | 1,085 | - | - | - | 376 | 630 |
| 5. European Infantry | - | - | 376 | - | - | - | - | - | - | - | - | - | - |
| 5a. Native Regular Infantry | - | - | 2,771 | 2,471 | 167 | 167 | 152,558 | 93,370 | 155,561 | 8,436 | 6,585 | 96,008 |
| 5b. Native Irregular Infantry | - | - | 129 | 115 | 72 | 22 | 35,312 | 16,948 | 35,513 | 4,111 | 639 | 17,085 |
| 6. Veterans | - | - | 166 | 169 | 476 | 3,469 | - | - | - | 1,887 | 2,429 |
| 7. Medical Establishment | - | - | 802 | 850 | 620 | 1,085 | - | - | - | 376 | 630 |
| 8. European Warrant Officers | - | - | 376 | - | - | - | - | - | - | - | - | - | - |
* Includes 451 gun lascars.
† Includes gun lascars and ordnance drivers.
§ These are described as "apothecaries and stewards" and "native doctors."
India Office return.
TABLE 3.—ANNUAL COST in £ of 1,000 of the QUEEN'S TROOPS in INDIA.
Exclusive of Cost of Staff Charges, Camp Equipage, Ammunition, Arms, Stores, Punkahs, Bedding, Hospital Attendants, Medicines, and Transport in India.
| Strength | Infantry | Cavalry | Artillery |
|---------------------------|----------|---------|-----------|
| All ranks | 1,000 | 1,000 | 1,000 |
| Officers | 37 | 58 | 32 |
| Non-commissioned Officers and Men | 963 | 942 | 968 |
| | £ | £ | £ |
|----------------------|----------|----------|-----------|
| All Ranks | 81,633 | 102,400 | 83,700 |
| I. Officers | 20,637 | 39,368 | 16,684 |
| II. Non-commissioned Officers and Men | 60,996 | 63,032 | 67,016 |
I. Officers:—
- Pay and allowances - 17,366
- Passage money - 1,500
- Non-effective charge - 1,771
II. Non-commissioned Officers and Men:
1. Pay, clothing, and maintenance - 43,329
2. Passage money - 5,569
3. Levy money, dépôt, and recruiting expenses - 4,716
4. Non-effective charge - 7,382
1. Pay, clothing, and maintenance of Non-commissioned Officers and Men:
- Pay and allowances - 15,150
- Victuals - 8,672
- Clothing - 2,617
- Barracks - 13,150
- Wives and children of soldiers, good-conduct pay, head money, lascars, &c. &c.
2. Passage money of Non-commissioned Officers and Men:
- Passages outwards of relief regiments - 1,509
- " homewards of regiments recalled - 1,348
- " outwards of drafts - 1,512
- " homewards of invalids - 1,200
3. Levy money, dépôt, and recruiting expenses:
- Levy money - 869
- Dépôt and recruiting expenses for dépôt of one company - 3,847
4. Non-effective charge of Non-commissioned Officers and Men - 7,382
Note.—The Table may be read thus:—The cost of maintaining an infantry regiment in India of 1,000 strong is 81l. 6s. 33 florins, or 81l. 12s. 8d. This is exclusive of the cost of the staff, of arms, ammunition, hospital supplies, &c.
### Table 4.—Average Annual Mortality at certain Periods of Service in the Three Presidencies of the Effectives of the European Forces of the late East India Company.
| Years of Service | Average Annual Rate of Mortality per 1,000 in 10 Years.* |
|------------------|----------------------------------------------------------|
| | INDIA. | Bengal. | Madras. | Bombay. |
| 0—1 years | 65·2 | 78·1 | 73·9 | 31·4 |
| 1—2 „ | 53·6 | 74·0 | 40·7 | 33·4 |
| 2—3 „ | 56·2 | 61·7 | 73·3 | 37·4 |
| 3—4 „ | 49·3 | 54·2 | 28·9 | 66·6 |
| 4—5 „ | 44·1 | 71·5 | 20·5 | 39·9 |
| 0—5 „ | 54·6 | 68·7 | 42·9 | 38·4 |
| 5—10 „ | 47·0 | 64·0 | 35·2 | 36·0 |
| 10—15 „ | 52·8 | 69·1 | 43·2 | 45·3 |
| 15—20 „ | 43·0 | 62·2 | 33·1 | 31·9 |
| 20 and upwards | 62·5 | 76·9 | 43·3 | 102·0 |
| Total | 51·2 | 67·2 | 39·5 | 38·4 |
*Note.—The average annual rate of mortality in the Table is for the 10 years 1847–1856 in the Bengal and Madras presidencies, and for the 10 years 1846–49 and 1851–56 in the presidency of Bombay. The rate of mortality for this period was considerably below the previous average in Madras and Bombay.
### Table 5.—India. The Casualties in the Effective Non-commissioned Officers and Men of the Local European Forces during the Years 1847–56.
| Year of Service | Strength. (Years of Life.) | Casualties. | Rate per Cent. |
|-----------------|----------------------------|-------------|----------------|
| | Deaths. (D.) | Invaliding. (I.) | D. + I. | All Causes. | Deaths. (D.) | Invaliding. (I.) | D. + I. | All Causes. |
| 0—1 | 14,390 | 938 | 45 | 983 | 1,547 | 6·52 | ·31 | 6·83 | 10·75 |
| 1—2 | 11,630 | 623 | 88 | 711 | 1,085 | 5·36 | ·75 | 6·11 | 9·32 |
| 2—3 | 9,220 | 518 | 83 | 601 | 872 | 5·62 | ·90 | 6·52 | 9·45 |
| 3—4 | 9,530 | 470 | 121 | 591 | 907 | 4·93 | 1·27 | 6·20 | 9·51 |
| 4—5 | 10,120 | 446 | 128 | 574 | 871 | 4·41 | 1·26 | 5·67 | 8·60 |
| 5—10 | 41,860 | 1,968 | 468 | 2,436 | 4,048 | 4·70 | 1·12 | 5·82 | 9·67 |
| 10—15 | 21,440 | 1,131 | 597 | 1,728 | 2,949 | 5·28 | 2·78 | 8·06 | 13·75 |
| 15—20 | 9,976 | 429 | 598 | 1,027 | 1,424 | 4·30 | 6·00 | 10·30 | 14·28 |
| 20 & upwards | 3,090 | 193 | 779 | 972 | 1,207 | 6·25 | 25·21 | 31·46 | 39·06 |
This Table is compiled from the Tables of Casualties of Effectives in the Presidencies. Under "invalided" are included here, besides the true invalids, the following casualties:—(1.) Discharged by purchase; (2.) Discharged on account of term expired or otherwise; (3.) Promoted; (4.) Transferred to town major's list; (5.) Transferred to other corps; (6.) Deserted; (7.) Missing, &c.; (8.) Other causes. Those on the town major's list of Bengal are included among the effectives.
**Table 6.—Indian Life and Service Tables for Non-Commissioned Officers and Men.**
(Constructed on the Returns of the European Troops of the late Company during the 10 Years 1847–56.)
| Years of Service. | Living and Serving. | Decrement in the Five Years following. | Died in the Service. | Invalided. | Discharged. | Transferred to Town Major's List. | Transferred to other Corps. | Deserted. | Missing and other Causes. |
|------------------|---------------------|--------------------------------------|---------------------|------------|-------------|-----------------------------------|----------------------------|-----------|--------------------------|
| | | | | | By Purchase. | Time expired. | Promoted. | | | |
| 0 | 100,000 | 37,915 | 21,499 | 3,338 | 1,543 | 2,749 | 93 | 1,314 | 5,979 | 1,242 | 158 |
| 5 | 62,085 | 23,543 | 7,988 | 3,500 | 1,458 | 3,074 | 284 | 2,692 | 4,039 | 441 | 67 |
| 10 | 38,542 | 19,045 | 7,980 | 3,634 | 529 | 2,496 | 237 | 1,211 | 2,763 | 128 | 67 |
| 15 | 19,497 | 9,893 | 2,980 | 4,155 | 28 | 653 | 354 | 507 | 1,195 | 7 | 14 |
| 20 | 9,604 | — | — | — | — | — | — | — | — | — | — |
| Totals | - | 90,396 | 40,447 | 14,627 | 3,558 | 8,972 | 968 | 5,724 | 13,976 | 1,818 | 306 |
**Table 7., showing the Reduction of the Corps of the European Army in India, from all causes, in each Year of Service from 0 to 20:—**
| Year of Service. ($x_i$) | Serving. ($L_x$) | Annual Decrement. ($d_x$) | Probable Age. |
|--------------------------|------------------|---------------------------|---------------|
| 0 | 100,000 | 10,202 | 21 |
| 1 | 89,798 | 7,996 | 22 |
| 2 | 81,802 | 7,382 | 23 |
| 3 | 74,420 | 6,756 | 24 |
| 4 | 67,664 | 5,579 | 25 |
| 5 | 62,085 | 4,222 | 26 |
| 6 | 57,863 | 4,679 | 27 |
| 7 | 53,184 | 4,906 | 28 |
| 8 | 48,278 | 4,984 | 29 |
| 9 | 43,344 | 4,802 | 30 |
| 10 | 38,542 | 4,550 | 31 |
| 11 | 33,992 | 4,215 | 32 |
| 12 | 29,777 | 3,831 | 33 |
| 13 | 25,946 | 3,426 | 34 |
| 14 | 22,520 | 3,023 | 35 |
| 15 | 19,497 | 2,634 | 36 |
| 16 | 16,863 | 2,274 | 37 |
| 17 | 14,589 | 1,944 | 38 |
| 18 | 12,645 | 1,651 | 39 |
| 19 | 10,944 | 1,390 | 40 |
| 20 | 9,604 | 1,163 | 41 |
### Table 8., showing the Reduction of the Corps of the European Army in India, by Death and Invaliding alone, in each Year of Service:
| Year of Service | Serving | Died or Invalided Annually | Probable Age |
|-----------------|---------|----------------------------|--------------|
| 0 | 100,000 | 6,606 | 21 |
| 1 | 93,394 | 5,641 | 22 |
| 2 | 87,853 | 5,546 | 23 |
| 3 | 82,307 | 4,951 | 24 |
| 4 | 77,356 | 4,266 | 25 |
| 5 | 73,090 | 4,032 | 26 |
| 6 | 69,058 | 3,809 | 27 |
| 7 | 65,249 | 3,689 | 28 |
| 8 | 61,560 | 3,741 | 29 |
| 9 | 57,819 | 3,757 | 30 |
| 10 | 54,062 | 3,740 | 31 |
| 11 | 50,322 | 3,690 | 32 |
| 12 | 46,632 | 3,613 | 33 |
| 13 | 43,019 | 3,510 | 34 |
| 14 | 39,509 | 3,386 | 35 |
| 15 | 36,123 | 3,242 | 36 |
| 16 | 32,881 | 3,084 | 37 |
| 17 | 29,797 | 2,915 | 38 |
| 18 | 26,882 | 2,737 | 39 |
| 19 | 24,145 | 2,555 | 40 |
| 20 | 21,590 | 2,369 | 41 |
### Table 9., showing the Reduction of the Corps of the European Army in India, from Deaths alone, in each Year of Service from 0 to 20:
| Year of Service | Serving | Annual Deaths | Probable Age |
|-----------------|---------|---------------|--------------|
| 0 | 100,000 | 6,312 | 21 |
| 1 | 93,688 | 4,888 | 22 |
| 2 | 88,800 | 4,853 | 23 |
| 3 | 83,947 | 4,040 | 24 |
| 4 | 79,907 | 3,445 | 25 |
| 5 | 76,462 | 3,366 | 26 |
| 6 | 73,096 | 3,286 | 27 |
| 7 | 69,810 | 3,206 | 28 |
| 8 | 66,604 | 3,127 | 29 |
| 9 | 63,477 | 3,047 | 30 |
| 10 | 60,430 | 2,967 | 31 |
| 11 | 57,463 | 2,886 | 32 |
| 12 | 54,577 | 2,805 | 33 |
| 13 | 51,772 | 2,723 | 34 |
| 14 | 49,049 | 2,641 | 35 |
| 15 | 46,408 | 2,559 | 36 |
| 16 | 43,849 | 2,476 | 37 |
| 17 | 41,373 | 2,392 | 38 |
| 18 | 38,981 | 2,308 | 39 |
| 19 | 36,673 | 2,224 | 40 |
| 20 | 34,449 | 2,140 | 41 |
### Table 10.—Annual Rate of Mortality, in Groups of Years, from 1770 to 1856, in each of the Presidencies.
| Years | Deaths annually to 100 of Strength |
|----------------|------------------------------------|
| | India | Bengal | Bombay | Madras |
| 1770–1800 | 5·47 | 7·06 | 7·82 | 3·75 |
| 1800–1810 | 7·37 | 9·15 | 8·45 | 5·48 |
| 1810–1820 | 8·48 | 6·87 | 9·96 | 9·70 |
| 1820–1830 | 9·07 | 8·45 | 9·79 | 9·52 |
| 1830–1840 | 5·57 | 6·01 | 4·63 | 5·55 |
| 1840–1850 | 6·54 | 7·95 | 6·83 | 4·35 |
| 1850–1856 | 5·07 | 6·78 | 3·11 | 4·43 |
| 1770–1800 | 5·47 | 7·06 | 7·82 | 3·75 |
| 1800–1856 | 6·86 | 7·41 | 6·60 | 6·35 |
| 1800–1830 | 8·46 | 8·06 | 9·54 | 8·43 |
| 1830–1856 | 5·77 | 6·96 | 5·04 | 4·73 |
### Table 11.—India.—Average Annual Mortality per 1,000 amongst the Effective and Non-Effective Troops of the late East India Company (Non-commissioned Officers and Men) in 10 Years (1847–56).
| Ages | Years of Life | Deaths | Annual Rate of Mortality per 1,000 | Excess of the Rate of Mortality in India |
|------|---------------|--------|-----------------------------------|----------------------------------------|
| | | | Non-commissioned Officers and Men in India | Males in England | |
| Total | 146,405 | 7,597 | 51·9 | — |
| 10 | 3,147 | 83 | 26·4 | 5·2 | 21·2 |
| 20 | 33,813 | 1,908 | 56·4 | 8·7 | 47·7 |
| 25 | 46,586 | 2,274 | 48·8 | 9·6 | 39·2 |
| 30 | 30,897 | 1,509 | 49·6 | 10·6 | 39·0 |
| 35 | 15,953 | 820 | 51·4 | 11·9 | 39·5 |
| 40 | 7,688 | 473 | 61·6 | 13·9 | 47·7 |
| 45 | 3,830 | 220 | 57·4 | 16·8 | 40·6 |
| 50 | 2,140 | 120 | 56·1 | 21·5 | 34·6 |
| 55 | 1,225 | 67 | 54·7 | 27·6 | 27·1 |
| 60 | 733 | 40 | 54·6 | 37·8 | 16·8 |
| 65 | 468 | 44 | 94·0 | 54·8 | 35·2 |
| 70 | 247 | 20 | 81·0 | 81·8 | — |
| 75 and upwards | 183 | 19 | 108·8 | 121·6 | — |
The Table may be read thus:—In 33,813 years of life, 1,908 died of the age 20 and under 25, so the mortality was at the rate of 56·4 per 1,000; and as the mortality of men of the corresponding age in England is at the rate of 8·7, the excess of the mortality in India is 47·7 per 1,000.
| Age | Dying in each Year of Age | Living at each Age | Sum of the Numbers Living at each Age (x), and from x to the last Age in the Table. | Logarithms of the Probability of Living One Year after the Age x. | Logarithms of the Numbers Living at each Age. |
|-----|--------------------------|-------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------|
| 20 | 2,052 | 33,361 | 607,084 | T*9724347 | 4*5232361 |
| 21 | 1,811 | 31,309 | 573,723 | T*9741177 | 4*4956708 |
| 22 | 1,618 | 29,498 | 542,414 | T*9754993 | 4*4697885 |
| 23 | 1,462 | 27,880 | 512,916 | T*9766063 | 4*4452878 |
| 24 | 1,336 | 26,418 | 485,036 | T*9774463 | 4*4218941 |
| 25 | 1,234 | 25,082 | 458,618 | T*9780993 | 4*3993584 |
| 26 | 1,150 | 23,848 | 433,536 | T*9785366 | 4*3774576 |
| 27 | 1,081 | 22,698 | 409,688 | T*9788032 | 4*3559942 |
| 28 | 1,024 | 21,617 | 386,990 | T*9789218 | 4*3347964 |
| 29 | 976 | 20,593 | 365,373 | T*9789211 | 4*3137182 |
| 30 | 938 | 19,617 | 344,780 | T*9788259 | 4*2926393 |
| 31 | 896 | 18,684 | 325,163 | T*9786618 | 4*2714652 |
| 32 | 861 | 17,788 | 306,479 | T*9784546 | 4*2501270 |
| 33 | 828 | 16,927 | 288,691 | T*9782300 | 4*2285816 |
| 34 | 794 | 16,099 | 271,764 | T*9780138 | 4*2068116 |
| 35 | 762 | 15,205 | 255,665 | T*9778316 | 4*1848254 |
| 36 | 738 | 14,543 | 240,360 | T*9777092 | 4*1626570 |
| 37 | 692 | 13,815 | 225,817 | T*9776733 | 4*1403662 |
| 38 | 708 | 13,123 | 212,002 | T*9759219 | 4*1180385 |
| 39 | 703 | 12,415 | 198,879 | T*9746639 | 4*0939604 |
| 40 | 685 | 11,712 | 186,464 | T*9738377 | 4*0686243 |
| 41 | 685 | 11,037 | 174,752 | T*9733829 | 4*0424620 |
| 42 | 630 | 10,372 | 163,725 | T*9732390 | 4*0158449 |
| 43 | 581 | 9,752 | 153,353 | T*9733454 | 3*9890839 |
| 44 | 540 | 9,171 | 143,601 | T*9736417 | 3*9624293 |
| 45 | 500 | 8,631 | 134,430 | T*9740674 | 3*9360710 |
| 46 | 463 | 8,131 | 125,799 | T*9745619 | 3*9101384 |
| 47 | 428 | 7,668 | 117,668 | T*9750647 | 3*8847003 |
| 48 | 396 | 7,240 | 110,000 | T*9755154 | 3*8597650 |
| 49 | 371 | 6,844 | 102,760 | T*9758533 | 3*8352804 |
| 50 | 347 | 6,473 | 95,916 | T*9760181 | 3*8111337 |
| 51 | 330 | 6,126 | 89,443 | T*9759493 | 3*7871518 |
| 52 | 317 | 5,796 | 83,317 | T*9755862 | 3*7631011 |
| 53 | 307 | 5,479 | 77,521 | T*9749480 | 3*7386873 |
| 54 | 292 | 5,172 | 72,042 | T*9748233 | 3*7136353 |
| 55 | 272 | 4,880 | 66,870 | T*9750787 | 3*6884586 |
| 56 | 252 | 4,608 | 61,990 | T*9755803 | 3*6635373 |
| 57 | 232 | 4,356 | 57,382 | T*9761947 | 3*6391176 |
| 58 | 215 | 4,124 | 53,026 | T*9767882 | 3*6153123 |
| 59 | 199 | 3,909 | 48,902 | T*9772273 | 3*5921005 |
| 60 | 189 | 3,710 | 44,993 | T*9773783 | 3*5693878 |
| 61 | 180 | 3,521 | 41,283 | T*9771076 | 3*5467061 |
| 62 | 178 | 3,341 | 37,762 | T*9762816 | 3*5238137 |
| 63 | 179 | 3,163 | 34,421 | T*9747667 | 3*5000953 |
| 64 | 183 | 2,984 | 31,258 | T*9724294 | 3*4748620 |
| 65 | 192 | 2,801 | 28,974 | T*9691359 | 3*4472914 |
| 66 | 204 | 2,609 | 25,473 | T*9647587 | 3*4164273 |
| 67 | 216 | 2,405 | 22,864 | T*9591462 | 3*3811800 |
| 68 | 185 | 2,189 | 20,459 | T*9615239 | 3*3403262 |
| 69 | 163 | 2,004 | 18,270 | T*9632785 | 3*3018501 |
| 70 | 145 | 1,841 | 16,966 | T*9644098 | 3*2651886 |
| 71 | 131 | 1,696 | 14,425 | T*9649180 | 3*2295384 |
| 72 | 129 | 1,565 | 12,729 | T*9648099 | 3*1945564 |
| 73 | 122 | 1,443 | 11,164 | T*9614970 | 3*1592593 |
| 74 | 121 | 1,321 | 9,721 | T*9582913 | 3*1207563 |
Table 12.—Life Table for the English Soldier in India—cont.
| AGE | DYING in each Year of Age. | LIVING at each Age. | SUM of the Numbers LIVING at each Age (x), and from x to the last Age in the Table. | Logarithms of the PROBABILITY of LIVING ONE YEAR after the Age x. | Logarithms of the Numbers LIVING at each Age. |
|-----|-----------------------------|----------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------|-----------------------------------------------|
| 75 | 119 | 1,200 | 8,400 | T·9548413 | 3·0790476 |
| 76 | 115 | 1,081 | 7,200 | T·9511367 | 3·0338889 |
| 77 | 111 | 966 | 6,119 | T·9471672 | 2·9850256 |
| 78 | 105 | 855 | 5,153 | T·9429225 | 2·9321928 |
| 79 | 99 | 750 | 4,298 | T·9383922 | 2·8751153 |
| 80 | 92 | 651 | 3,548 | T·9335660 | 2·8135075 |
| 81 | 85 | 559 | 2,897 | T·9284336 | 2·7470785 |
| 82 | 77 | 474 | 2,338 | T·9229846 | 2·6755071 |
| 83 | 69 | 397 | 1,864 | T·9172088 | 2·5984917 |
| 84 | 61 | 328 | 1,467 | T·9110958 | 2·5137005 |
| 85 | 52 | 267 | 1,139 | T·9046352 | 2·4267963 |
| 86 | 45 | 215 | 872 | T·8978169 | 2·3314315 |
| 87 | 38 | 170 | 657 | T·8906302 | 2·2292484 |
| 88 | 31 | 132 | 487 | T·8830651 | 2·1198786 |
| 89 | 25 | 101 | 355 | T·8751113 | 2·0029437 |
| 90 | 20 | 76 | 254 | T·8667581 | 1·8780550 |
| 91 | 16 | 56 | 178 | T·8579955 | 1·7448131 |
| 92 | 12 | 40 | 122 | T·8488131 | 1·6028086 |
| 93 | 8 | 28 | 82 | T·8392005 | 1·4516217 |
| 94 | 7 | 20 | 54 | T·8291475 | 1·2908222 |
| 95 | 4 | 13 | 34 | T·8186437 | 1·1199697 |
| 96 | 3 | 9 | 21 | T·8076787 | 0·9386134 |
| 97 | 3 | 6 | 12 | T·7962424 | 0·7462921 |
| 98 | 1 | 3 | 6 | T·7843241 | 0·5425345 |
| 99 | 1 | 2 | 3 | T·7719138 | 0·3268586 |
| 100 | — | 1 | 1 | T·7590011 | 0·0987724 |
Formulas. \( x = \) age; and \( \omega \) (omega) the last age of life.
\[
d_x = l_x - l_{x+1}
\]
\[
L_x = l_x + l_{x+1} + l_{x+2} \ldots \ldots \ldots \ldots \ldots l_\omega
\]
\[
\frac{l_{x+n}}{l_x} = \text{the probability that the soldier will live } n \text{ years after the age } x.
\]
\[
\frac{l_x}{2} = l_{x+n}; \text{ where } n \text{ is the probable duration of life after the age } x.
\]
\[
p_x = \frac{l_{x+1}}{l_x} = \text{the probability that a soldier will live 1 year after the age } x.
\]
\[
\mu_x = 1 - p_x = \frac{l_x - l_{x+1}}{l_x} = \frac{d_x}{l_x} = \text{probability of dying in the year after } x; \text{ incorrectly called, in several of the Reports on the Indian Funds, the "rate of mortality."}
\]
\[
m_x = \frac{2d_x}{l_x + l_{x+1}} = \text{rate of mortality in the year of age after } x.
\]
By the following two formulas the mortality can be deduced from the probability of dying (\( \mu \)), and conversely the probability of dying can be deduced from the mortality (\( m \)).
\[
m = \frac{2\mu}{2 - \mu}; \text{ and } \mu = \frac{2m}{2 + m}
\]
Note.—This Life Table from age 20 to 72 has been constructed upon the basis of the rate of mortality obtained from the tables relating to the non-commissioned officers and men (effective and non-effective) of the European troops of the late East India Company. It was found that at age 72 the \( \lambda p_x \) of the Indian army corresponded nearly exactly with that of the English Life Table No. 3, and as the Indian facts did not extend beyond that age, the table was completed by means of the \( \lambda p_x \) as given in the English Life Table No. 3. The col. \( l_x \) starts from the same base as the English Life Table No. 3,—at age 20,—but reduced on the assumption that 100,000 instead of 1,000,000 formed the starting point at age 0.
This Table differs from any life tables relating to Indian officers in this respect, that whereas they deal with officers residing in India, say from age 20 to 40 or 45, and then returning to live in England, this Table refers exclusively to soldiers in India at the later as well as at the earlier period of life.
| Age | 3 PER CENT. | 5 PER CENT. |
|-----|-------------|-------------|
| | $D_x$ | $N_x$ | $\lambda D_x$ | $D_x$ | $N_x$ | $\lambda D_x$ |
| 20 | 18,471 | 228,458 | 4·2664916 | 12,573 | 128,231 | 4·0994501 |
| 21 | 16,830 | 209,987 | 4·2260891 | 11,238 | 115,658 | 4·0506955 |
| 22 | 15,393 | 193,157 | 4·1873896 | 10,084 | 104,420 | 4·0036239 |
| 23 | 14,126 | 177,762 | 4·1500316 | 9,077 | 94,336 | 3·9579339 |
| 24 | 12,996 | 163,636 | 4·1138007 | 8,191 | 85,259 | 3·9133509 |
| 25 | 11,979 | 150,640 | 4·0784278 | 7,407 | 77,068 | 3·8696259 |
| 26 | 11,058 | 138,661 | 4·0436898 | 6,707 | 69,661 | 3·8265358 |
| 27 | 10,219 | 127,603 | 4·0093891 | 6,080 | 62,954 | 3·7838831 |
| 28 | 9,448 | 117,384 | 3·9753541 | 5,514 | 56,874 | 3·7414960 |
| 29 | 8,739 | 107,936 | 3·9414387 | 5,003 | 51,360 | 3·6992285 |
| 30 | 8,082 | 99,197 | 3·9075226 | 4,539 | 46,357 | 3·6569603 |
| 31 | 7,473 | 91,115 | 3·8735112 | 4,117 | 41,818 | 3·6145969 |
| 32 | 6,908 | 83,642 | 3·8393358 | 3,733 | 37,701 | 3·5720694 |
| 33 | 6,382 | 76,734 | 3·8049532 | 3,383 | 33,968 | 3·5293847 |
| 34 | 5,893 | 70,352 | 3·7703460 | 3,065 | 30,585 | 3·4868754 |
| 35 | 5,439 | 64,459 | 3·7355225 | 2,775 | 27,520 | 3·4431999 |
| 36 | 5,018 | 59,020 | 3·7005169 | 2,511 | 24,745 | 3·3998422 |
| 37 | 4,628 | 54,002 | 3·6653889 | 2,272 | 22,234 | 3·3563621 |
| 38 | 4,268 | 49,374 | 3·6302240 | 2,055 | 19,962 | 3·3128451 |
| 39 | 3,920 | 45,106 | 3·5933086 | 1,852 | 17,907 | 3·2675777 |
| 40 | 3,590 | 41,186 | 3·5551353 | 1,664 | 16,055 | 3·2210523 |
| 41 | 3,282 | 37,596 | 3·5161358 | 1,492 | 14,391 | 3·1737007 |
| 42 | 2,997 | 34,314 | 3·4766815 | 1,336 | 12,899 | 3·1258943 |
| 43 | 2,736 | 31,317 | 3·4370832 | 1,197 | 11,563 | 3·0779440 |
| 44 | 2,498 | 28,581 | 3·3975914 | 1,072 | 10,366 | 3·0301001 |
| 45 | 2,282 | 26,083 | 3·3583959 | 961 | 9,294 | 2·9825525 |
| 46 | 2,087 | 23,801 | 3·3196261 | 862 | 8,383 | 2·9354306 |
| 47 | 1,911 | 21,714 | 3·2813507 | 774 | 7,471 | 2·8888032 |
| 48 | 1,752 | 19,803 | 3·2435782 | 696 | 6,597 | 2·8426786 |
| 49 | 1,608 | 18,051 | 3·2062564 | 627 | 6,001 | 2·7970047 |
| 50 | 1,477 | 16,443 | 3·1692725 | 565 | 5,374 | 2·7516687 |
| 51 | 1,357 | 14,966 | 3·1324533 | 509 | 4,809 | 2·7064975 |
| 52 | 1,246 | 13,609 | 3·0955654 | 458 | 4,300 | 2·6612575 |
| 53 | 1,144 | 12,363 | 3·0583144 | 413 | 3,842 | 2·6156544 |
| 54 | 1,048 | 11,219 | 3·0204252 | 371 | 3,429 | 2·5694132 |
| 55 | 960 | 10,171 | 2·9824112 | 333 | 3,058 | 2·5230472 |
| 56 | 880 | 9,211 | 2·9446527 | 300 | 2,725 | 2·4769366 |
| 57 | 808 | 8,331 | 2·9073958 | 270 | 2,425 | 2·4313276 |
| 58 | 743 | 7,523 | 2·8707533 | 243 | 2,155 | 2·3863330 |
| 59 | 683 | 6,780 | 2·8347042 | 220 | 1,912 | 2·3419319 |
| 60 | 630 | 6,097 | 2·7990943 | 199 | 1,692 | 2·2979699 |
| 61 | 580 | 5,467 | 2·7636354 | 180 | 1,493 | 2·2541589 |
| 62 | 534 | 4,887 | 2·7279058 | 162 | 1,313 | 2·2100772 |
| 63 | 491 | 4,353 | 2·6913501 | 146 | 1,151 | 2·1651695 |
| 64 | 450 | 3,862 | 2·6532796 | 131 | 1,005 | 2·1187469 |
Table 18.—Life Annuity Table for the English Soldier in India—cont.
| Age | 3 PER CENT. | 5 PER CENT. |
|-----|-------------|-------------|
| | $D_x$ | $N_x$ | $\lambda D_x$ | $D_x$ | $N_x$ | $\lambda D_x$ |
| 65 | 410 | 3,412 | 2·6128718 | 117 | 874 | 2·0698870 |
| 66 | 371 | 3,002 | 2·5691705 | 104 | 757 | 2·0179336 |
| 67 | 332 | 2,631 | 2·5210859 | 92 | 653 | 1·9614970 |
| 68 | 293 | 2,299 | 2·4673949 | 79 | 561 | 1·8994530 |
| 69 | 261 | 2,006 | 2·4160816 | 69 | 482 | 1·8397885 |
| 70 | 233 | 1,745 | 2·3665229 | 61 | 413 | 1·7818777 |
| 71 | 208 | 1,512 | 2·3180954 | 53 | 352 | 1·7250982 |
| 72 | 186 | 1,304 | 2·2701762 | 47 | 299 | 1·6688289 |
| 73 | 167 | 1,118 | 2·2221419 | 41 | 252 | 1·6124405 |
| 74 | 148 | 951 | 2·1708017 | 36 | 211 | 1·5527482 |
| 75 | 131 | 803 | 2·1162557 | 31 | 175 | 1·4898508 |
| 76 | 114 | 672 | 2·0582598 | 27 | 144 | 1·4283032 |
| 77 | 99 | 558 | 1·9965593 | 23 | 117 | 1·3534496 |
| 78 | 85 | 459 | 1·9308898 | 19 | 94 | 1·2794275 |
| 79 | 73 | 374 | 1·8609745 | 16 | 75 | 1·2011607 |
| 80 | 61 | 301 | 1·7865295 | 13 | 59 | 1·1183636 |
| 81 | 51 | 240 | 1·7072583 | 11 | 46 | 1·0307403 |
| 82 | 42 | 189 | 1·6228547 | 9 | 35 | 0·9379846 |
| 83 | 34 | 147 | 1·5330020 | 7 | 26 | 0·8397799 |
| 84 | 27 | 113 | 1·4373786 | 5 | 19 | 0·7358094 |
| 85 | 22 | 86 | 1·3356322 | 4 | 14 | 0·6257039 |
| 86 | 17 | 64 | 1·2274302 | 3 | 10 | 0·5091518 |
| 87 | 13 | 47 | 1·1124099 | 2 | 7 | 0·3857794 |
| 88 | 10 | 34 | 0·9902028 | 2 | 5 | 0·2552203 |
| 89 | 7 | 24 | 0·8604307 | 1 | 3 | 0·1170961 |
| 90 | 5 | 17 | 0·7227048 | 1 | 2 | 1·9710181 |
| 91 | 4 | 12 | 0·5766257 | 1 | 1 | 1·8168869 |
| 92 | 3 | 8 | 0·4217839 | — | — | — |
| 93 | 2 | 5 | 0·2577598 | — | — | — |
| 94 | 1 | 3 | 0·0841231 | — | — | — |
| 95 | 1 | 2 | 1·9004384 | — | — | — |
| 96 | 1 | 1 | 1·7062398 | — | — | — |
**Formulas.**
$i =$ interest of 1l. in one year.
$$\frac{1}{1+i} = v; \text{ and } d = 1 - v.$$
$v^x =$ the value of 1l. payable at the end of $x$ years.
$$D_x = v^x l_x$$
$$N_x = D_x + D_{x+1}$$
$$N_x = A_x = \text{the value of an annuity of 1l. payable at the beginning of every year of life.}$$
$$\frac{D_x}{N_x} = \frac{1}{A_x} = a^x = \text{life annuity which 1l. will purchase.}$$
**Note.**—This Table was formed from the col. $l_x$ of the Life Table for the English soldier in India.
| Age | Dying in each Year of Age. | Living at each Age. | Sum of the Numbers Living at each Age (l), and from 0 to that Age in the Table. | Logarithms of the Probability of Living One Year after the Age x. | Logarithms of the Numbers Living at each Age. |
|-----|---------------------------|---------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------|--------------------------------------------------|
| 40 | 269 | 11,712 | 266,931 | T·9899345 | 4·0686243 |
| 41 | 285 | 11,443 | 255,919 | T·9890168 | 4·0585588 |
| 42 | 296 | 11,158 | 243,776 | T·9882312 | 4·0475756 |
| 43 | 300 | 10,862 | 232,618 | T·9878462 | 4·0359068 |
| 44 | 299 | 10,562 | 221,756 | T·9875305 | 4·0237530 |
| 45 | 294 | 10,263 | 211,194 | T·9873525 | 4·0112835 |
| 46 | 288 | 9,969 | 200,931 | T·9872809 | 3·9986360 |
| 47 | 279 | 9,681 | 190,962 | T·9872840 | 3·9859169 |
| 48 | 271 | 9,402 | 181,281 | T·9873306 | 3·9732009 |
| 49 | 261 | 9,131 | 171,879 | T·9873890 | 3·9605315 |
| 50 | 253 | 8,870 | 162,748 | T·9874280 | 3·9479905 |
| 51 | 246 | 8,617 | 153,878 | T·9874159 | 3·9353485 |
| 52 | 241 | 8,371 | 145,261 | T·9873214 | 3·9227644 |
| 53 | 238 | 8,130 | 136,890 | T·9871130 | 3·9100858 |
| 54 | 237 | 7,892 | 128,760 | T·9867592 | 3·8971988 |
| 55 | 239 | 7,655 | 120,868 | T·9862286 | 3·8839580 |
| 56 | 243 | 7,416 | 113,213 | T·9854897 | 3·8701866 |
| 57 | 252 | 7,173 | 105,797 | T·9845111 | 3·8556763 |
| 58 | 261 | 6,921 | 98,624 | T·9832613 | 3·8401874 |
| 59 | 259 | 6,660 | 91,703 | T·9827775 | 3·8234487 |
| 60 | 255 | 6,401 | 85,043 | T·9823750 | 3·8082262 |
| 61 | 253 | 6,146 | 78,642 | T·9817490 | 3·7886012 |
| 62 | 253 | 5,893 | 72,496 | T·9809030 | 3·7703502 |
| 63 | 256 | 5,640 | 66,603 | T·9798402 | 3·7512532 |
| 64 | 259 | 5,384 | 60,963 | T·9785639 | 3·7310934 |
| 65 | 264 | 5,125 | 55,579 | T·9770774 | 3·7096573 |
| 66 | 268 | 4,861 | 50,454 | T·9753841 | 3·6867347 |
| 67 | 272 | 4,593 | 45,593 | T·9734872 | 3·6621188 |
| 68 | 275 | 4,321 | 41,000 | T·9713900 | 3·6356060 |
| 69 | 278 | 4,046 | 36,679 | T·9690959 | 3·6069960 |
| 70 | 279 | 3,768 | 32,633 | T·9666080 | 3·5760919 |
| 71 | 278 | 3,489 | 28,865 | T·9639298 | 3·5426999 |
| 72 | 275 | 3,211 | 25,376 | T·9610646 | 3·5066297 |
| 73 | 271 | 2,936 | 22,165 | T·9580155 | 3·4676943 |
| 74 | 263 | 2,665 | 19,229 | T·9547860 | 3·4257098 |
| 75 | 255 | 2,402 | 16,564 | T·9513794 | 3·3804958 |
| 76 | 243 | 2,147 | 14,162 | T·9477988 | 3·3318752 |
| 77 | 230 | 1,904 | 12,015 | T·9440478 | 3·2796740 |
| 78 | 216 | 1,674 | 10,111 | T·9401294 | 3·2237218 |
| 79 | 199 | 1,458 | 8,437 | T·9360471 | 3·1638512 |
| 80 | 183 | 1,259 | 6,979 | T·9318041 | 3·0998983 |
| 81 | 166 | 1,076 | 5,720 | T·9274037 | 3·0317024 |
| 82 | 148 | 910 | 4,644 | T·9228493 | 2·9591061 |
| 83 | 131 | 762 | 3,734 | T·9181442 | 2·8819554 |
| 84 | 114 | 631 | 2,972 | T·9132916 | 2·8000996 |
| 85 | 99 | 517 | 2,341 | T·9082948 | 2·7133912 |
| 86 | 83 | 418 | 1,824 | T·9031572 | 2·6216860 |
| 87 | 70 | 335 | 1,406 | T·8978820 | 2·5248432 |
| 88 | 58 | 265 | 1,071 | T·8924726 | 2·4227252 |
| 89 | 48 | 207 | 806 | T·8869322 | 2·3151978 |
| 90 | 38 | 159 | 599 | T·8812641 | 2·2021300 |
| 91 | 30 | 121 | 440 | T·8754718 | 2·0833941 |
| 92 | 24 | 91 | 319 | T·8695583 | 1·9588659 |
Table 15.—Life Table for Pensioners, &c.—continued.
| Age | Dying in each Year of Age. | Living at each Age. | Sum of the Numbers Living at each Age (lx), and from x to the last Age in the Table. | Logarithms of the Probability of Living One Year after the Age x. | Logarithms of the Numbers Living at each Age. |
|-----|-----------------------------|---------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------|-----------------------------------------------|
| | x | dx | lx | Lx | λpx | λLx |
| 93 | 18 | 67 | 228 | T·8635271 | 1·8284242 |
| 94 | 14 | 49 | 161 | T·8573815 | 1·6919513 |
| 95 | 10 | 35 | 112 | T·8511247 | 1·5493328 |
| 96 | 7 | 25 | 77 | T·8447601 | 1·4004575 |
| 97 | 6 | 18 | 52 | T·8382910 | 1·2452176 |
| 98 | 4 | 12 | 34 | T·8317206 | 1·0835086 |
| 99 | 3 | 8 | 22 | T·8250522 | 0·9152292 |
| 100 | 1 | 5 | 14 | T·8182892 | 0·7402814 |
| 101 | 2 | 4 | 9 | T·8114349 | 0·5585706 |
| 102 | 1 | 2 | 5 | T·8044926 | 0·3700055 |
| 103 | 0 | 1 | 3 | T·7974655 | 0·1744981 |
| 104 | 0 | 1 | 2 | T·7903569 | 0·9719636 |
| 105 | 1 | 1 | 1 | T·7831702 | 0·7623205 |
Note.—This Table was formed from the column "Logarithms of the Value of Chance of Surviving," given in a Table relating to Pensioners who have served in East and West Indies, on pages 6 and 7 of Appendix to Report on "Charge for Non-effective Services of Troops of the Line in India."
Table 16.—Annual Rate of Mortality amongst Males of the Age x in England and in India.
| Age (x) | Deaths annually to 1,000 living. |
|---------|----------------------------------|
| | Males in Healthy Districts of England. | Males in England and Wales. | Soldiers in India. | Pensioners who have served in East and West Indies. | Madras Civil Service (1760–1853).* | Officers retired from the Indian Army. |
| 22 | 7·3 | 8·7 | 56·4 | — | 14·0 | 10·8 |
| 27 | 8·0 | 9·6 | 48·8 | — | 15·2 | 11·3 |
| 32 | 8·4 | 10·6 | 49·6 | — | 15·5 | 12·2 |
| 37 | 8·9 | 11·9 | 51·4 | — | 16·3 | 13·6 |
| 42 | 9·9 | 13·9 | 61·6 | 26·9 | 17·9 | 15·8 |
| 47 | 11·6 | 16·8 | 57·4 | 29·2 | 20·4 | 19·6 |
| 52 | 14·4 | 21·5 | 56·1 | 29·2 | 25·2 | 24·9 |
| 57 | 18·5 | 27·6 | 54·7 | 35·8 | 28·4 | 32·0 |
| 62 | 28·9 | 37·8 | 54·6 | 43·9 | 29·7 | 41·2 |
| 67 | 44·4 | 54·8 | 94·0 | 61·0 | 35·7 | 53·5 |
| 72 | 67·9 | 81·8 | 81·0 | 89·5 | 50·5 | 79·7 |
| 77 | 103·7 | 121·6 | 103·8 | 128·6 | 85·0 | 116·0 |
Note.—The mortality in the Healthy Districts, and amongst the Pensioners and Madras Civil Service has been deduced from the respective Life Tables by the formula \( m_x = \frac{2d_x}{l_x + l_{x+1}} \). The mortality of England and Wales is taken from the English Life Table, No. 3, and for Soldiers in India from the Tables published in the Addenda to Evidence. The mortality of Officers retired from Indian army has been obtained from a Table in the Statistical Journal for 1838 (vol. i. p. 280), by the formula \( m = \frac{2\mu}{2 - \mu} \).
(a) Extract from the Registrar-General's Annual Summary of the London Tables of Mortality, 1859, referred to in section 12.
It may be instructive to compare the fatality by some of the diseases of London now (1859) and in the seventeenth century. In the twenty years, 1660–79, the mortality in Southwark and in the City within and without the walls was at the rate of 7 or 8 per cent.; so the mortality within the bills may be set down at the rate of 7,000 annually in every 100,000 living, of which 3,400 were by zymotic diseases.
The diseases are not always distinguished accurately. But by putting them in groups, any fallacy from this source will be obviated, and the decrease of some of the worst forms of mortal disease will be placed beyond doubt. To render the comparison easy, the number living is taken to be the same in the two periods, 100,000 in 1660–79 and in 1859. The annual deaths by small-pox were 357 in the first period, 42 in the second period; by measles 40 and 47 in the two periods. Medical science was imperfect, and the science existing in that century was very imperfectly applied. Croup and scarlatina were not generally recognized, but were confounded with measles and fever. The mortality by fever, continued or remittent, and ague was at the rate of 749 and 59 in the two periods; or including scarlatina, quinsy, and croup, the mortality was 759 and 227. Thus a person was in four times as much danger of dying of these diseases at the Restoration as a person living in London now. Women are not yet entirely exempt from peril in child-bearing; the mortality by that disease is now 17, it was then 86. Again a few (8) in 100,000 die now of dysentery; then, out of the same number, 763 died annually of that disease. By diarrhoea, a milder form of disease, 11 died then, 120 die now; cholera was fatal in 1859 to 7, and in the 20 years (1660–79) to 130 annually. Syphilis was twice as fatal as it is, the numbers being 21 and 12. Scurvy and purpura bear testimony to the imperfect nutrition of the population; the annual deaths were then 142 and are now 2. Vegetables, fruit, and fresh meat could with difficulty be procured in winter. Worms and all parasitic creatures that crawl over, bite, and prey on the body of man, were prevalent; 10 deaths were ascribed to worms.
Dropsy, a frequent result and sign of scurvy and fever, was exceedingly fatal; 298 died of that disease then, and 26 now. Apoplexy, paralysis, epilepsy, affections of the brain, and suicide, are more fatal now, according to the returns, than they were in the proportion of 57 then to 151 now.
Consumption and diseases of the breathing organs were uncommonly fatal; 1,079 then and 611 now are the figures of the mortality. Diseases of the digestive organs were fatal then and now in the proportion of 146 and 95. Stone and diseases of the urinary organs are now as fatal as they were then; the deaths being 21 and 30. Children were rapidly cut down; of convulsions and teething, 1,175 died then, 186, too many, now.
Of the violent deaths, some are now more frequent, as the forces by which they are occasioned are greater; of fractures and wounds 19 died then, 25 now; of poison, more accessible, 2 now and then only 1; of burns, as fires are probably more common, and dresses more inflammable, now 13, then 3; drowning and suffocation were then twice as fatal (23 and 20) as they are (10 and 10) in the present day.
Five in 100,000 of the people were executed then annually; now one in the whole population.
In addition, the inhabitants of London were then destroyed by the
terrible plague; which, upon an average of the 20 years, carried off 1,132 lives.
In 1665 nearly a third of the population perished by plague. It is difficult to conceive this frightful destruction of human life; the imagination, the wailing notes of writers, the details of Defoe in a work which would have immortalized any writer, fail to bring all the horrors before our minds.
The mortality was at the rate of seven per cent. on an average during the 20 years. If the mortality of London had been at the same rate in the last year, instead of 61,617 about 194,204 deaths would have been registered.
The plague was the more appalling as the mortality overwhelmed the people in particular years; thus the burials from 15,356 in 1668, rose to 97,806, "whereof 68,596 were by plague," in 1665; and this was equivalent to more than 600,000 deaths by plague in the present population of London. In the third week of September 8,297 deaths were registered, which represents a rate of mortality equivalent to about 85,000 deaths in a week on the actual population of London.
In these recurring plagues vast numbers of people fled in panic terror from the fatal city; servants and workpeople were discharged in great numbers; commerce was paralyzed; few ships ventured up the river, and merchant vessels were occupied by their owners as asylums on the water. Sextons, gravediggers, bearers, bellmen, and drivers of death-carts were in demand. The dead were buried indiscriminately; some bodies lay in forsaken houses, others across the paths in the streets, no longer traversed by carts or coaches. At the end of the summer, grass was growing in Bishopsgate-street and Cornhill, where the people thronged no longer. The loud voices, shrieks, and sobs of the delirious, the desolate, and the dying were heard in the streets; at times too disturbed by reckless revellers, and by raving patients, who had escaped from their dwellings, converted into prisons. For according to the regulations "infected houses" were shut up; a red cross and "Lord have mercy upon us!" were inscribed on their portals; while watchmen jealously guarded the doors. These quarantine regulations were at first rigidly carried out, and were only gradually abandoned when they were found useless, pernicious, and impracticable.
It is of some use to ask whether these past occurrences possess merely a historical interest for the inhabitants of London. Are the diseases of those times ever likely to recur? The answer must be:—undoubtedly they will recur, if their causes come again into action; and not otherwise. If a comet—if the stars—if volcanic action—if some mystical telluric influence destroyed the population of London at the rate of 7 per cent. annually, and at times in paroxysms at the rate of 20 and 30 per cent. in a single year, such powers are evidently beyond the reach of the will, and of all human effort. The population must resign itself to its fate. Vesuvius may perhaps be extinguished artificially; but the cause of the volcanic action which pervades the world is inaccessible.*
All the evidence, however, goes to show that comets, stars, and volcanic action had as much to do with the mortality of the population of London in the seventeenth century as with the mortality of the British troops in the Crimea; and no more. The supply of food, and particularly of vegetable and fresh animal food, in certain seasons of the year, was defective, so that a large portion of the population became scorbutic. The houses were nearly as close and dirty as the houses now
* See the "History of Epidemics" by Hecker, and the ingenious book of Mr. Parkin.
are in Constantinople and Cairo; the water supply was imperfect, as London Bridge works and Hugh Middleton's New River were for many years unappreciated. Water has in itself little attraction for people unaccustomed to ablution. Parasitic insects and diseases of the skin betrayed its impurities. The dirt of the houses struck foreigners. The sewers were imperfect; and the soil gave off marsh malaria in some parts, and in others was saturated with the filth of successive generations.
The high rates of mortality which then prevailed still attend cholera and current epidemics in certain localities. The nature of disease and the climate are still the same as they were in London before the Revolution; and it is evident that if plague has disappeared, other zymotic diseases, but notably dysentery, scurvy, and fever, have declined. Cholera was on an average then as fatal as it has been recently, and probably much more fatal than it will be again if London be supplied with pure water.
The nation exults justly in the progress of its manufactures. But the progress of its manufactures is surpassed by the progress of the health of its capital.
The improvement in the health of London has proceeded step by step with the amendment of the dietary, the drainage of the soil on which the houses stand, the purification of the water which the people drink; with the sweetening of the air; and with the progress of medical science, which is the source of sound sanitary doctrines.
So long as these improvements are maintained, the diseases of the seventeenth century will not recur; and all further progress is in the hands of the people. They can work out their own salvation, with God's blessing. The causes of disease are numerous; but every one that has hitherto been discovered can be to a certain extent controlled. If by persevering in the exact observation and analysis of the diseases of the population, science succeeds in bringing to light the evils of unnatural diseases still existing, we may hope confidently that those evils will be averted; and that, rising from the Thames, the site of London, which was pronounced in the seventeenth century a field of blood and terror, will be a field of health, concourse, and security to the population of the Metropolis of the Empire.
**Table 17.—Annual Rate of Mortality per 1,000 among Officers of the Indian Army.**
| Ages | Colonel Henderson (1814–1833) | Mr. Neison (1800–1847) | Mr G. Davies (1760–1828) |
|------|-------------------------------|------------------------|--------------------------|
| | Years of Life in the Service. | Deaths. | Mortality per 1,000. | Ages. | | |
| 18 | 9,122 | 205 | 22·73 | 15— | 14·59 | 26·49 |
| 20 | 20,830 | 603 | 29·37 | 20— | 23·51 | 27·18 |
| 25 | 16,731 | 540 | 32·80 | 25— | 25·33 | 28·39 |
| 30 | 12,329 | 429 | 35·41 | 30— | 28·18 | 30·76 |
| 35 | 9,635 | 371 | 39·26 | 35— | 29·06 | 33·42 |
| 40 | 6,770 | 268 | 40·39 | 40— | 30·15 | 37·06 |
| 45 | 3,088 | 141 | 46·72 | 45— | 38·65 | 41·45 |
| 50 | 1,725 | 73 | 43·22 | 50— | 30·27 | — |
| 55 | 963 | 43 | 45·65 | 55— | 42·90 | — |
| 60 | 723 | 36 | 51·06 | 60— | 40·00 | — |
| 65 | 506 | 39 | 80·08 | | | |
| 70 | 180 | 20 | 117·65 | | | |
**Table 18.**—Mortality per Cent. in the following Periods of Years among those Officers in the Bengal Army who have received their Appointments during the present Century. (Constructed from Henderson and Neison's Tables. See Neison's Report on Bengal Military Fund, p. 11.)
| Ages | Mortality per Cent. |
|------|---------------------|
| | 1800–19. | 1820–39. | 1840–47. |
| 15 | 1·591 | 1·354 | 1·128 |
| 20 | 2·303 | 2·038 | 2·492 |
| 25 | 2·019 | 2·444 | 3·226 |
| 30 | 3·102 | 2·282 | 3·389 |
| 35 | 1·787 | 2·630 | 3·137 |
| 40 | - | 2·455 | 3·586 |
| 45 | - | 3·026 | 4·364 |
| 50 | - | 4·289 | 2·732 |
| 55 | - | 3·999 | 4·720 |
| 60 | - | - | 4·013 |
**Table 19.**—Mortality amongst Officers who entered the Madras Military Fund, from 1808 to 1857, including those who continued Members after Retirement.
| Ages | Years of Life | Deaths | Mortality per Cent. |
|------|---------------|--------|---------------------|
| 14 | 4,835 | 142 | 2·937 |
| 20 | 16,013 | 531 | 3·316 |
| 25 | 25,848 | 834 | 3·226 |
| 35 | 13,783 | 403 | 2·994 |
| 45 | 7,137 | 196 | 2·746 |
| 55 | 2,614 | 78 | 2·983 |
| 65 | 933 | 49 | 5·252 |
| 75 | 146 | 17 | 11·645 |
| 85 | 4 | 1 | 25·000 |
The Table may be read thus:—At the age 25–35, out of 25,848 years of life, there were 834 deaths, or 3·226 per cent., amongst the Officers of the Madras Military Fund, from 1808 to 1857.—(Facts supplied by Mr. Samuel Brown.)
**Table 20.**—Mortality amongst the Wives of Officers in the Madras Army, 1808 to 1857 inclusive.
| Ages | Years of Life | Deaths | Mortality per Cent. |
|------|---------------|--------|---------------------|
| 15 | 879 | 17 | 1·934 |
| 20 | 3,946 | 68 | 1·723 |
| 25 | 9,485 | 117 | 1·240 |
| 35 | 5,337 | 73 | 1·368 |
| 45 | 2,059 | 18 | .874 |
| 55 | 511 | 7 | 1·370 |
| 65 | — | — | — |
| 75 | — | — | — |
Table 21.—Mortality amongst the Widows of Officers in the Madras Army from 1808 to 1857 inclusive (chiefly in England).
| Ages | Years of Life | Deaths | Mortality per Cent. |
|------|---------------|--------|---------------------|
| 15 | 32 | — | |
| 20 | 273 | 2 | .733 |
| 25 | 1,771 | 27 | 1.525 |
| 35 | 2,547 | 30 | 1.178 |
| 45 | 2,019 | 35 | 1.733 |
| 55 | 1,253 | 22 | 1.756 |
| 65 | 408 | 17 | 4.166 |
| 75 | 59 | 7 | 11.864 |
Table 22.—Mean after Lifetime (Expectation of Life) of Males at the Age \( x \) in England and in India.
| Age (\( x \)) | Healthy Districts of England | All England | Madras Civil Service | Officers serving in India (Colonel Henderson) | Soldiers in India | Pensioners who have served in East and West Indies |
|---------------|------------------------------|-------------|----------------------|-----------------------------------------------|------------------|---------------------------------------------------|
| 20 | 43·40 | 39·48 | 37·02 | 24·04 | 17·70 | — |
| 25 | 39·93 | 36·12 | 34·40 | 22·30 | 17·78 | — |
| 30 | 36·45 | 32·76 | 31·92 | 20·81 | 17·08 | — |
| 35 | 32·90 | 29·40 | 29·29 | 19·88 | 16·20 | — |
| 40 | 29·29 | 26·06 | 26·56 | 17·97 | 15·42 | 22·29 |
| 45 | 25·65 | 22·76 | 23·82 | 16·59 | 15·07 | 20·08 |
| 50 | 22·03 | 19·54 | 21·11 | 15·12 | 14·32 | 17·85 |
| 55 | 18·49 | 16·45 | 18·59 | 13·24 | 13·20 | 15·29 |
| 60 | 15·06 | 13·53 | 16·04 | 10·88 | 11·63 | 12·79 |
| 65 | 12·00 | 10·82 | 13·21 | 8·55 | 9·59 | 10·35 |
| 70 | 9·37 | 8·45 | 10·31 | 6·73 | 8·33 | 8·16 |
| 75 | 7·15 | 6·49 | 7·58 | — | 6·50 | 6·40 |
| 80 | 5·87 | 4·93 | 5·29 | — | 4·95 | 5·04 |
Formula: \[ \frac{L_x}{l_x} - .5 = \text{the mean after lifetime at the age } x. \] This is sometimes called the expectation of life—vie moyenne—or mean duration of life.
Note.—The mean after lifetime of Soldiers in India and of Pensioners in East and West Indies is deduced from the two Life Tables (Tables 12 and 15). For the Madras Civil Service it is deduced from a Table given by Mr. Neison on page 9 of his "Report on the Madras Civil Fund."
The Table may be read thus:—The mean after lifetime of a male aged 20 would be, in the Healthy Districts, 43·40 years; in All England, 39·40 years; in the Madras Civil Service, 37·02 years; and for Soldiers in India, 17·70 years. At age 40 the mean after lifetime is 29·29 years in Healthy Districts; 26·06, in All England; 26·56, in the Madras Civil Service; 22·29 amongst Pensioners who have served in East and West Indies; and 15·42 amongst Soldiers in India.
At age 60 the members of the Madras Civil Service have the advantage of 1 year in their mean after lifetime over the males in the Healthy Districts, and of 2\(\frac{1}{2}\) years over the males of All England.
TABLE 23.—ANNUAL PREMIUM which will insure £100, over the whole Term of the Life of a MALE aged $x$ in ENGLAND and in INDIA (the latter deduced from the Life Table for the English Soldier in India).
| Age ($x$) | 3 per Cent. | 5 per Cent. |
|-----------|-------------|-------------|
| | England | India | England | India |
| | £ s. d. | £ s. d. | £ s. d. | £ s. d. |
| 20 | 1 12 5 | 5 3 5 | 1 6 2 | 5 0 10 |
| 25 | 1 16 7 | 5 0 9 | 1 9 10 | 4 16 11 |
| 30 | 2 1 8 | 5 4 9 | 1 14 4 | 5 0 8 |
| 35 | 2 8 1 | 5 10 6 | 2 0 2 | 5 6 5 |
| 40 | 2 16 2 | 5 16 1 | 2 7 9 | 5 12 0 |
| 45 | 3 6 8 | 5 16 9 | 2 17 9 | 5 11 7 |
| 50 | 4 0 5 | 6 1 3 | 3 11 0 | 5 14 10 |
| 55 | 4 18 6 | 6 10 7 | 4 8 8 | 6 2 10 |
| 60 | 6 3 3 | 7 8 4 | 5 13 1 | 6 19 6 |
| 65 | 7 17 7 | 9 2 1 | 7 7 3 | 8 13 7 |
| 70 | 10 4 7 | 10 8 5 | 9 14 1 | 9 18 0 |
| 75 | 13 7 8 | 13 7 6 | 12 16 6 | 12 18 1 |
| 80 | 17 8 4 | 17 8 3 | 16 17 1 | 17 10 2 |
Single premium to insure 100l. payable at the death of a male aged 20 in England and in India.
| Age 20 | 3 per cent. | 5 per cent. |
|--------|-------------|-------------|
| | £ s. d. | £ s. d. |
| England| - 35 14 11 | 21 11 2 |
| India | - 63 19 6 | 51 8 8 |
Formulas:—
$\pi = \alpha x - d =$ annual life premium to insure 1l. payable at the end of the year in which death takes place.
If $\pi = 1 - d A^x =$ single premium to insure 1l. payable at the death of the insured.
TABLE 24.—ANNUAL PREMIUM which will insure £100 over the Whole Term of Life of a MALE aged $x$, in ENGLAND and in INDIA (expressed according to the Decimal System).
| Age ($x$) | 3 per Cent. | 5 per Cent. |
|-----------|-------------|-------------|
| | England | Soldiers in India | England | Soldiers in India |
| | £ fl. mils. | £ fl. mils. | £ fl. mils. | £ fl. mils. |
| 20 | 1 6 20 | 5 1 71 | 1 3 09 | 5 0 42 |
| 25 | 1 8 29 | 5 0 36 | 1 4 91 | 4 8 44 |
| 30 | 2 0 84 | 5 2 37 | 1 7 18 | 5 0 32 |
| 35 | 2 4 04 | 5 5 26 | 2 0 10 | 5 3 19 |
| 40 | 2 8 10 | 5 8 05 | 2 3 89 | 5 6 01 |
| 45 | 3 3 33 | 5 8 36 | 2 8 87 | 5 5 79 |
| 50 | 4 0 20 | 6 0 64 | 3 5 50 | 5 7 42 |
| 55 | 4 9 26 | 6 5 30 | 4 4 35 | 6 1 43 |
| 60 | 6 1 64 | 7 4 18 | 5 6 56 | 6 9 75 |
| 65 | 7 8 80 | 9 1 06 | 7 3 63 | 8 6 79 |
| 70 | 10 2 28 | 10 4 20 | 9 7 04 | 9 9 01 |
| 75 | 13 3 62 | 13 3 74 | 12 8 26 | 12 9 06 |
| 80 | 17 4 16 | 17 4 12 | 16 8 55 | 17 5 10 |
This Table may be read thus:—The rate of premium on a life aged 20 is 1l. 6 florins 20 mils in England, and 54 1 fl. 71 mils. in India. The latter may be read as 51·71 rupees.
TABLE 24 a.
The following are the Indian Premiums charged by the Albert and Medical Insurance Office.
| Age | Without Profits |
|-----|-----------------|
| | Civil. | Military. |
| 20 | £3 0 9 | £3 10 0 |
| 30 | £3 12 0 | £4 0 0 |
| 40 | £4 10 0 | £4 14 0 |
| 50 | £5 18 0 | £6 2 0 |
| 60 | £8 6 0 | £8 10 0 |
TABLE 25.—Present Value of an Annuity of £1 on the Life of a Male aged \( x \), in England and in India.
| Age (\( x \)) | 3 per Cent. | 5 per Cent. |
|---------------|-------------|-------------|
| | England. | Soldiers in India. | England. | Soldiers in India. |
| 20 | 22·06 | 12·37 | 16·47 | 10·20 |
| 25 | 21·09 | 12·58 | 15·99 | 10·41 |
| 30 | 20·01 | 12·27 | 15·43 | 10·21 |
| 35 | 18·81 | 11·85 | 14·77 | 9·92 |
| 40 | 17·47 | 11·47 | 13·98 | 9·65 |
| 45 | 16·01 | 11·43 | 13·07 | 9·67 |
| 50 | 14·42 | 11·14 | 12·03 | 9·52 |
| 55 | 12·76 | 10·59 | 10·87 | 9·17 |
| 60 | 11·02 | 9·68 | 9·60 | 8·52 |
| 65 | 9·27 | 8·32 | 8·25 | 7·44 |
| 70 | 7·61 | 7·50 | 6·91 | 6·82 |
| 75 | 6·14 | 6·14 | 5·69 | 5·66 |
| 80 | 4·92 | 4·92 | 4·63 | 4·49 |
| Presidency | Colonels | Lieut.-Colonels | Majors | Captains | Lieutenants | Cornets and Ensigns | Assistant Surgeons | Total or General Percentage | General Average |
|------------|----------|----------------|--------|----------|-------------|---------------------|-------------------|---------------------------|-----------------|
| Bengal | 5·94 | 4·84 | 4·10 | 3·45 | 2·75 | 2·34 | - | 3·12 | 3·85 |
| Madras | 5·40 | 6·11 | 5·42 | 5·02 | 4·17 | 3·90 | 4·68 | 4·31 | 4·49 |
| Bombay | 5·74 | 5·45 | 3·77 | 3·78 | 3·96 | 3·15 | 4·08 | 4·21 | 3·94 |
Mean age at death of Bengal Officers: 61, 51, 40, 36
18 to 33
* Asiatic Researches, vol. 20, p. 201.
Table 27.—Table of Governors-General of India, showing at the Date of assuming the Government the Number of Years they were expected to live by the English Life Table, and the Number of Years they actually enjoyed. Their Years of expected Lifetime were 295 Years; they actually enjoyed 286 Years, and adding nine, the expectation of the surviving Governor-General, this also amounts to 295 Years. The mean Lifetime on assuming the Government was 21 Years by the Table; or the average number of Years which they afterwards actually enjoyed.
| Governors-General | Born | Assumed the Government | Quitted the Government | Died | Years of Lifetime after assuming Government |
|-------------------|------|------------------------|------------------------|------|---------------------------------------------|
| | | | | | Expected. | Enjoyed. | Difference |
| Warren Hastings * | Dec. 6, 1732 | April 13, 1772 | Feb. 1, 1785 | Aug. 22, 1818 | 27 | 46 | +19 |
| Lord Cornwallis | Dec. 31, 1738 | Sept. 12, 1786 | Oct. 28, 1793 | Oct. 5, 1805 | 21 | 19 | −2 |
| Lord Teignmouth (Shore) | Oct. 8, 1751 | Oct. 28, 1793 | Mar. 12, 1798 | Feb. 14, 1834 | 25 | 40 | +15 |
| Marquis Wellesley (Mornington) | June 20, 1760 | May 17, 1798 | July 30, 1805 | Sept. 26, 1842 | 28 | 44 | +16 |
| Lord Minto | April 23, 1751 | July 31, 1807 | Oct. 4, 1813 | June 21, 1814 | 16 | 6 | −10 |
| Marquis of Hastings (Morda) | Dec. 1, 1754 | Oct. 4, 1813 | Jan. 9, 1823 | Nov. 28, 1826 | 15 | 13 | −2 |
| Lord Amherst | Jan. 7, 1773 | Aug. 1, 1823 | Mar. 10, 1828 | Nov. 1857 | 20 | 34 | +14 |
| Lord Wm. Bentinck | Sept. 1, 1774 | July 14, 1828 | Mar. 20, 1835 | June 17, 1839 | 18 | 10 | −8 |
| Lord Metcalfe † | Jan. 30, 1785 | Mar. 20, 1835 | Mar. 4, 1836 | Sept. 5, 1846 | 20 | 11 | −9 |
| Lord Auckland | Aug. 25, 1784 | Mar. 4, 1836 | Feb. 28, 1842 | Feb. 28, 1842 | 19 | 13 | −6 |
| Earl of Ellenborough | Sept. 8, 1790 | Feb. 28, 1842 | June 15, 1844 | (living 1863) | 19 | 20 | +1 |
| Viscount Hardinge | Mar. 30, 1785 | July 23, 1844 | Jan. 12, 1848 | 1856 | 14 | 12 | −2 |
| Marquis of Dalhousie | April 22, 1812 | Jan. 12, 1848 | 1856 | 1860 | 29 | 12 | −17 |
| Earl Canning | Dec. 14, 1812 | 1856 | 1862 | 24 | 6 | −18 |
* Warren Hastings first went to India in 1750, after which he lived 68 years.
† Lord Metcalfe arrived at Calcutta on January 30th, 1801, nearly 16 years of age, when his expected lifetime at that age was 42. He lived in India 35 years, and 10 years longer in England, Jamaica, and Canada.
| Presidency | Europeans or Natives | Years of Life, or aggregate Strength (1825-44) | Admissions into Hospitals during the Years 1825-44 | Deaths from all Causes. | Deaths from Cholera. | Ratio Per Cent. of ordinary Deaths to Strength. | Ratio Per Cent. of Cholera Deaths to Strength. | Ratio Per Cent. of Total Deaths to Strength. | Ratio Per Cent. of Number invalided. |
|------------|----------------------|-----------------------------------------------|--------------------------------------------------|------------------------|---------------------|-------------------------------------------------|---------------------------------------------|------------------------------------------|------------------------------------------|
| Total of three Presidencies | Europeans - 240,577 Natives - 3,881,660 | 2,591,107 | 13,012 | 1,741 | 6,939 | 4·685 | 0·724 | 5·409 | 2·884 |
| Madras | Europeans - 101,210 Natives - 1,196,260 | 904,325 | 135,720 | 3,892 | 432 | 2,101 | 3·419 | 0·427 | 3·846 | 2·076 |
| Bombay | Europeans - 50,987 Natives - 638,975 | 88,720 | 586,047 | 2,589 | 288 | 1,611 | 4·513 | 0·565 | 5·078 | 3·160 |
| Bengal | Europeans - 83,380 Natives - 2,046,425 | 158,160 | 1,100,735 | 6,531 | 1,021 | 3,227 | 6·230 | 1·150 | 7·380 | 3·600 |
* Paper by Colonel Sykes in the Statistical Journal, vol. x., p. 100.
### Table 29.—Conjugal Condition of British-born Subjects in India.—Proportion per Cent. of Married, Unmarried, and Widowers, at each Age.
| Ages | Royal Troops | East India Company's Troops | Civilians and Civil Population |
|------|--------------|-----------------------------|-------------------------------|
| | Officers | Soldiers | Unmarried. | Widowers. | Married. | Unmarried. | Widowers. | Married. | Unmarried. | Widowers. |
| | Married. | Unmarried. | Widowers. | Married. | Unmarried. | Widowers. | Married. | Unmarried. | Widowers. |
| Total of 20 and upwards. | 19·2 | 77·5 | 3·3 | 6·5 | 93·0 | ·5 | 28·8 | 69·3 | 1·9 | 45·4 | 50·1 | 4·5 |
| 20— | 2·8 | 97·2 | — | 1·7 | 98·2 | ·1 | 5·1 | 94·9 | — | 12·7 | 86·9 | ·4 |
| 25— | 13·0 | 86·1 | ·9 | 6·9 | 92·7 | ·4 | 19·2 | 79·7 | 1·1 | 31·8 | 66·7 | 1·5 |
| 30— | 29·2 | 69·2 | 1·6 | 15·7 | 83·0 | 1·3 | 36·9 | 61·5 | 1·6 | 51·8 | 44·6 | 3·6 |
| 35— | 42·5 | 50·2 | 7·3 | 21·9 | 75·1 | 3·0 | 53·2 | 43·5 | 3·3 | 66·1 | 29·2 | 4·7 |
| 40— | 49·2 | 39·9 | 10·9 | 18·9 | 75·9 | 5·2 | 71·9 | 24·1 | 4·0 | 70·5 | 21·7 | 7·8 |
| 45— | 55·2 | 27·6 | 17·2 | 10·7 | 75·0 | 14·3 | 77·5 | 14·5 | 8·0 | 72·3 | 18·0 | 9·7 |
| 50— | 56·9 | 20·6 | 23·5 | 23·1 | — | — | 72·3 | 13·7 | 14·0 | 73·8 | 14·1 | 12·1 |
| 55— | 53·8 | 23·1 | — | — | — | — | 88·1 | 4·8 | 7·1 | 71·9 | 13·2 | 14·9 |
| 60— | 66·7 | 33·3 | — | — | — | — | 79·5 | 7·7 | 12·8 | 72·8 | 10·2 | 17·0 |
| 65— | 38·3 | 44·5 | 22·2 | — | — | — | 73·7 | 10·5 | 15·8 | 72·5 | 6·9 | 20·6 |
| 70— | — | — | — | — | — | — | 100·0 | — | — | 61·8 | 2·9 | 35·3 |
| 75 and upwards | — | — | — | — | — | — | 100·0 | — | — | 58·3 | 12·5 | 29·2 |
**Note.**—The Table may be read:—of 100 officers 20 and under the age of 25, there were 2·8 married, 97·2 unmarried,
| Ages | Children of English Officers in India.* (Facts supplied by Major-General Hanygton.) | Annual Rate of Mortality per Cent. amongst Children of English Officers in Madras.* (Facts supplied by Mr. Samuel Brown.) | Annual Rate of Mortality per Cent. |
|------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|----------------------------------|
| | Years of Life. | Deaths. | Annual Rate of Mortality per Cent. | Boys. | Girls. | Healthy Districts. | England. |
| Under 5 years | 21,019 | 1,384 | 6·585 | 3·589 | 3·604 | 4·036 | 6·738 |
| 5 and under 10 | 11,424 | 72 | *630 | *530 | *568 | *688 | *916 |
| 10 ,, 15 | 6,682 | 40 | *599 | *284 | *319 | *431 | *527 |
* Many of the children proceed to England at about the age of five years.
**Table 31.**—Mortality amongst 2,993 Sons of Officers in the Madras Army, from 1808 to 1857 inclusive, including 749 who became Annuitants.
| Ages | Years of Life | Deaths | Mortality per Cent. |
|------|---------------|--------|---------------------|
| 0 | 1,399 | 134 | 9·578 |
| 1 | 2,618 | 152 | 5·806 |
| 2 | 2,425 | 56 | 2·311 |
| 3 | 2,292 | 32 | 1·396 |
| 4 | 2,188 | 18 | .823 |
| 5–10 | 9,426 | 50 | .530 |
| 10–15| 7,272 | 17 | .234 |
| 15–21| 5,968 | 39 | .654 |
| Total| 33,602 | 498 | 1·482 |
**Table 32.**—Mortality from 1808 to 1857, amongst 2,884 Daughters of Officers in the Madras Army, including 774 who became Annuitants.
| Ages | Years of Life | Deaths | Mortality per Cent. |
|------|---------------|--------|---------------------|
| 0 | 1,348 | 110 | 8·160 |
| 1 | 2,305 | 137 | 5·943 |
| 2 | 2,325 | 62 | 2·667 |
| 3 | 2,187 | 32 | 1·463 |
| 4 | 2,074 | 28 | 1·350 |
| 5 | 8,975 | 51 | .568 |
| 10 | 6,899 | 22 | .319 |
| 15 | 4,879 | 27 | .353 |
| 20 | 2,294 | 16 | .697 |
| 25 | 1,004 | 6 | .598 |
| 30 | 510 | 2 | .392 |
| 35 | 279 | 2 | .717 |
| 40 | 163 | 1 | .613 |
| 45 | 84 | 1 | 1·190 |
| 50 | 36 | 1 | 2·777 |
| 55 | 15 | 1 | 6·666 |
PRÉCIS OF EVIDENCE
TAKEN BEFORE HER MAJESTY'S COMMISSIONERS APPOINTED TO INQUIRE INTO THE SANITARY STATE OF THE ARMY IN INDIA,
ARRANGED
To serve as an Analytical Index under the following Heads:
I. SANITARY DESCRIPTION OF MILITARY STATIONS IN INDIA; [p. 203 post].
Healthiness or otherwise.—Climate.—Drainage.—Sources of Malaria.—Means adopted for Selection of Sites.
II. BARRACK AND HOSPITAL ACCOMMODATION; [p. 210 post].
Construction and Materials.—Ventilation.—Cubic Space.—Repairs.—Removal of Nuisances.—Sanitary Police.—Means provided for Ablation.
III. IMPROVED TENTS; [p. 220 post].
For Troops on the March.—For Temporary Residence.
IV. SUPPLY OF WATER; [p. 220 post].
Quality.—Storage.—Filtration.
V. COMMISSARIAT ARRANGEMENTS; [p. 224 post].
Ration of the Soldier.—Articles supplied.—Cooking Arrangements.—Intemperance.—Beer and Spirits.
VI. DRESS AND ACCOUTREMENTS; [p. 229 post].
Covering for the Head.—Body Clothing.—Boots—Knapsack.—Ammunition.
VII. REGIMENTAL DUTIES; [p. 232 post].
Age for Recruits.—Drill.—Furlough.
VIII. RECREATION AND EMPLOYMENT OFF DUTY; [p. 235 post].
Libraries.—Schools.—Gymnasia.—Gardens.—Trades.
IX. DISEASE AND MORTALITY; [p. 240 post].
Fever.—Dysentery.—Cholera.—Syphilitic Diseases.—Rheumatism.—Liver Disease.—Scurvy.—Guinea Worm.
X. MORAL CONDITION OF THE SOLDIER; [p. 247 post].
Object in Life.—Marriage.
XI. STATIONS ON THE HILLS; [p. 249 post].
Effect of Elevation on Health.—Mountain Ranges.—Space for Drill, &c.—Strategic Considerations.—Elevations on the Plains.—Troops to be sent up on Arrival.
XII. SANITARIA FOR THE SICK; [p. 259 post].
Effect of a Foreign Climate.—Benefit of Sea Voyage.—Western Australia.—The Cape.—Coast Stations.
XIII. DISINFECTING AGENTS; [p. 262 post].
Carbolic Acid.—Permanganate of Potash.—Ice Manufacture.
XIV. TRANSPORT OF TROOPS; [p. 262 post].
Route from England.—Accommodation on Shipboard.—Progress to Inland Stations.
XV. THE MEDICAL SERVICE; [p. 263 post].
Qualification.—Training.—Sanitary Science.—Field Duties.—Rank and Pay.—Control as to Sanitary Arrangements and Remedial Measures.—General Powers.
| Name | Position/Role | Years in India | Page |
|-------------------------------------------|-------------------------------------------------------------------------------|----------------|------|
| Dr. James Bird | late Physician-General, Bombay Army; served 29 years in India | | 213 |
| Mr. John Bishop | F.R.S., F.R.C.S.; London | | 302 |
| Colonel G. Campbell | served 5 years in Bengal | | 239 |
| Sir Proby Cautley | K.C.B., Member of the Council of India; 34 years in Bengal | | 234 |
| Dr. McCosh | M.D., Staff Surgeon; 25 years service in India | | 146 |
| Major-General F. C. Cotton | Madras Engineers | | 124 |
| Dr. Dempster | Inspector-General of Hospitals (Evidence in writing) | | 463 |
| Colonel H. M. Durand | C.B., Member of the Council of India; 30 years in the country | | 283 |
| Dr. Eatwell | Principal Calcutta Medical College ("Observations") | | 480 |
| Mr. Walter Elliot | late Commissioner Northern Circars and Member Madras Council; 39 years in India | | 247 |
| Dr. Hugh Falconer | M.D.; 25 years in India | | 305 |
| Dr. Wm. Farr | M.D., F.R.S., D.C.L.; London | | 316 |
| Lieutenant-Colonel R. H. Gall | 14th Light Dragoons; 20 years in India | | 76 |
| Major-General Goodwyn | Bengal Engineers | | 106 |
| Mr. Alexander Grant | Surgeon Major; 20 years in India; formerly personal Surgeon to Lord Dalhousie | | 259 |
| Colonel E. H. Greathead | C.B.; 11 years in India; chiefly Bombay | | 200 |
| Dr. A. H. Hassall | M.D., Professional Analyst; London | | 276 |
| Mr. E. W. Hughes | C.E.; London | | 288 |
| Mr. Julius Jeffreys | F.R.S., late Staff Surgeon, Bengal Army; 12 years service | | 164 & 494 |
| Dr. H. H. Jones | M.D., late 77th Regiment; 4 years in Western Australia | | 121 |
| Sir John Lawrence | Bart., G.C.B., Member of the Council of India; late Governor of the Punjab | | 189 |
| Dr. McLennan | F.R.C.P., late Physician-General Bombay Army; 31 years in India | | 85 |
| Dr. Letheby | M.D., Officer of Health, City of London | | 265 |
| Mr. T. Longmore | Deputy Inspector-General of Hospitals; late Sanitary Officer at Calcutta | | 129 |
| Dr. W. C. Maclean | M.D., Deputy Inspector-General of Hospitals; 22 years in Madras | | 136 |
| Sir Ranald Martin | C.B., F.R.S., Physician to the Council of India; served 22 years in Bengal | | 1 |
| Mr. Robert Montgomery Martin | served in India and China | | 251 & 503 |
| Captain W. S. Moorsom | C.E., late 52nd Regiment, and Queen's Commissioner in Ceylon | | 95 |
* The pages and questions quoted in this Précis refer to the "Minutes of Evidence," &c., printed for official use in a separate folio volume.
Dr. F. J. Mouat, Surgeon Major, Bengal Army; 21 years in India - 329
Captain J. E. T. Nicolls, Madras Engineers; near 20 years in India; Bengal and Madras - 81
Lieutenant-Colonel Ouchterlony, Madras Engineers ("Remarks") - 482
Dr. David Field Rennie, M.D., Staff Surgeon; served 6 years in Western Australia; also in China - 65
Mr. J. S. Roe, Surveyor General, Western Australia; 31 years in the Colony - 112
Brigadier-General D. Russell, C.B.; 16 years in India, chiefly Madras - 225
Mr. D. Siebe, C.E., London - 326
Dr. R. Angus Smith, F.R.S., Professional Chemist; Manchester - 155
Dr. Colvin Smith, M.D.; served about 7 years in Madras, Bengal, and Burmah - 98
Mr. A. Stewart, Deputy Inspector-General of Hospitals; 17 years in India, Bengal, and Bombay - 52
Dr. Duncan Stewart, M.D. (Warley Depot); 30 years in India - 48
Vice-Admiral Sir James Stirling, K.C.B., late Governor of Western Australia - 211
Dr. J. Sutherland, M.D., Sanitary Commissioner, London - 311
Colonel Wm. Swatman (since deceased); about 30 years in India - 40
Colonel Thompson, C.B., Commissary General, Bengal (since deceased); 34 years in India - 279
Dr. R. D. Thompson, M.D., F.R.S., Officer of Health, Marylebone; formerly served in India and China - 270
Sir Charles Trevelyan, K.C.B.; late Governor of Madras - 290
Sir Alexander Murray Tulloch, K.C.B., Army Statistical Department - 317
Serjeant-Major Walker, 1st Battalion 8th Regiment; 20 years in India - 338
Dr. G. C. Wallich, Bengal Army retired; 17 years in Bengal - 334
N.B.—Written replies to queries sent out by the Commissioners to the several military stations in India are printed as an Appendix* to the Evidence. An abstract of the information contained in these returns prepared by Dr. Sutherland will be found at - 371
Also Observations by Miss Nightingale on the same returns - 347
Sanitary Statistics of the East India Company's Army, prepared by Dr. Farr - 528
Sanitary Statistics of Her Majesty's Regiments serving in India, by Dr. Balfour - 585
Statistics of Regiments which have served in India, from the War Office - 757
Observations on the Climate and Meteorology of India, by James Glaisher, Esq. F.R.S., F.A.S. - 781
* This Appendix forms a second folio volume.
I.—SANITARY DESCRIPTION OF MILITARY STATIONS IN INDIA.
Sir Ranald Martin—, describes the stations as selected without care, comprising every variety of climate, often unhealthy, under malarious influences, damp, ill drained, and some of them subject to floodings. P. 1, Q. 6–11. The majority of old stations have been selected by generals of division, presumptively on strategic grounds, but often by chance. P. 4, Q. 88–93.
Colonel Swatman—, considered the stations generally were selected with a view to military arrangements. They vary much as to healthiness. Agra, which was formerly healthy, was now the contrary; it was damp from water lying about during the rains. Dacca, occupied by natives, was unhealthy. Meammeer was more healthy, being removed from a dirty city; it has also been drained. At Peshawur the troops suffered it was thought from irrigation. Surface cleansing and removal of nuisances is attended to now as a general practice. The regimental bazaars are in the rear of the cantonments, and looked after by the quartermaster, but there are no special regulations regarding their cleanliness. P. 41, Q. 303–415. The selection of a new station would usually be left to the quartermaster-general, with an engineer and a medical officer. P. 46, Q. 511–516.
Mr. A. Stewart—, describes Cawnpore as tolerably healthy during three or four cold months of the year, but very severe at other times. It was very unhealthy from 1842 to 1845. The soil is sandy, hot winds prevail, and the temperature is very high. It lies flat about a quarter of a mile from the Ganges, and liable to be annually overflowed to a great extent on one side, when, being generally ill-drained, the water is apt to lodge a good deal. There is much irrigation at some distance from the cantonments, which are at some distance from the native town. The sanitary arrangements were extremely imperfect. There is much broken ground,—ravines,—in the neighbourhood, usually in a filthy state; and the river during the rains rises to four times its ordinary width on the side opposite the cantonments. The subsoil is red sand mixed with clay. Water disappears rapidly from the surface. The latrines (open cesspits) were sometimes exceedingly offensive; the soil was removed by carts at night. There is a plentiful supply of good water from wells. P. 53, Q. 636–653. Meerut is more healthy than Cawnpore, more favourable for drainage though flat, and in a much better climate; as stations go, one of the best in India. P. 56, Q. 695–703. Umballa is a good station, soil light, sandy, with clay, partially drained, but rather flat; it is liable to inundations, from which the troops suffer. On one occasion an overflow of this kind was followed by much cholera and fever. P. 59, Q. 744–749. Kirkee, with all its disadvantages, is the healthiest station he ever occupied; the natural drainage is favourable; soil partly black; 1,855 feet above the sea. P. 59, Q. 756–761. Of late years there has been more attention paid
[N.B.—See note p. 201 ante.]
to surface cleansing in the cantonments than formerly; still, in addition to the latrines, there is a good deal of offensiveness. There are certain regulations, but they are not always carried out. Commanding officers cannot act where expense is involved. Thinks a sanitary officer, with authority to act, would be very useful. P. 60, Q. 769-779. General sanitary arrangements, levelling of the ground, sewerage, &c., are required at all the stations. P. 63, Q. 807-808.
Lieutenant-Colonel Gall—, considers Kirkee a comparatively healthy station; it is a small station, having generally one regiment of cavalry only. There might be two if the barracks were good. They are very bad now. Water is scarce, so that wells must be dug, which would be expensive; the soil is rocky; the river is at some distance for drinking-water. P. 76, Q. 898-903. Kirkee is well drained. At Meerut the ground is against the engineer, so that the drains have to be swept down and nuisances exist. Lahore was the least healthy station he had occupied. P. 77, Q. 911, 912.
Captain J. E. T. Nicolls—, states that stations in the plains of Northern India are uniformly flat, with slight undulations. Dinapore is surrounded with water during the rains, and Futtypore has a few marshes about it. Irrigation is used, sufficient for the crops only, from wells, and the water dries up quickly. There is every facility for surface drainage, but none for sewerage, there not being fall enough. Ordure, &c. is daily removed by hand and buried, and the latrines are arranged accordingly, and all nuisance avoided. Cesspits are not used, except at one time at Dinapore, and from which some of the wells became polluted. New sites are reported on by a committee of military, medical, and civil officers to the Commander-in-Chief, and are approved as a rule by the Governor General. This practice has obtained two or three years only; formerly mere temporary stations probably grew into permanent ones without inquiry, and this may apply to the bulk of those existing. None of these plain stations are in the neighbourhood of hills which could be occupied instead. A new station is regularly laid out, so as to secure ample ventilation. Pp. 81, 82, Q. 1024-1080, and 1104, 1105.
Dr. McLennan—, describes the climate of Poona and Mulligaum as tolerably healthy. Bombay is unhealthy; the average temperature about 80°, and the yearly rain-fall 70 or 80 inches. The town is entirely without drainage, and there is a ditch round Fort George. Nuisances abound by improper disposal of the dead, cess-pools, foul dung heaps, and salt marshes on the neighbouring island of Salsette. There is occasional flooding which is probably beneficial. The surface filth is most disgusting especially on the beach, and this is aggravated by the daily washing over of the tide. Pp. 85, 86, Q. 1158-1165. Does not think any improvement could be made in the existing regulations for selection of sites. P. 88, Q. 1220.
Dr. Colvin Smith—, considers that St. Thomas' Mount, Madras, would be a healthy station under proper conditions. Rangoon was unhealthy during the war. Secunderabad was healthy when he was there. Kurnool is hot and unhealthy for Europeans, and Jubblepore is very malarious; there is an immense marsh close to which the barracks are built, causing much sickness; the neighbouring country being healthy, it might be easily drained. Rangoon was also marshy, and Prome too, which was abandoned from its unhealthiness. Impurities are removed daily at all stations under the police. Pp. 98, 99, Q. 1352-1385. Much better sites were to be found in the immediate neigh-
[N.B.—See note p. 201 ante.]
bourhood of those at present occupied at many stations. P. 102, Q. 1500, 1501.
Major-General Goodwyn—, describes Kurnal as flat, the canal being close to the cantonments, with no other facilities for drainage. Neemuch was well adapted for drainage in an undulating country, and the station high and dry. The Cawnpore barracks are on the lowest ground incapable of drainage. The drainage from the bazaar in the rear passes through the barrack lines. Cawnpore might be well drained; there are numerous excavations, receptacles for stagnant water and filth. At Calcutta it was difficult to drain Fort William properly. Berhampore was in a low marshy position. The selection of sites rested with the civil authorities. There is no flushing of drains and no outfalls are provided; it takes its natural course a short distance from the buildings. Pp. 106–108, Q. 1636–1700.
Major-General F. C. Cotton—, has inspected all the stations in Madras. Jackatalla is in a fine open country well supplied with water, and in a good position. P. 124, Q. 2008–2016. Irrigation, by which the country is kept flooded the greater part of the year and dry the rest, is carried out largely in Southern India without any ill effects. Excessive and continued heat, like cold, seems to make countries more safe from malaria and fever. Hong Kong, which is very dangerous, is temperate compared with Madras. P. 126, Q. 2038–2054. Had 20,000 natives and 40 Europeans employed on irrigation works at Godavery; the exposure did little or no harm to the temperate. Men are better employed in the air than confined in buildings. Q. 2083. Bangalore is a good healthy station. These high stations have great facilities for drainage and removal of impurities. Does not think Dr. Heyne's opinion now prevails that the laterite formation is usually associated with fever; he must have written 30 years ago. A careful investigation into the sources of fever would be highly valuable. It prevails at all levels up to 4,000 feet. Cholera cannot be connected with particular sites. P. 128, Q. 2092–2111.
Mr. Longmore—, describes the stations in Lower Bengal as situated on low ground having no elevation near. Calcutta is unhealthy from its flatness and imperfect drainage. The ventilation is obstructed within the fortifications, near which the river is also densely crowded with shipping, and from the habits of the natives, the chief part of the city inhabited by them is extremely pestilential. Improvements were in progress for flushing drains and getting rid of ordure thrown into the river, but Fort William will be always unhealthy for troops. Dead bodies often get entangled among the crowded shipping. They are thrown in the river, the people being too poor to purchase fuel to burn them, for which Government should provide wood. Barrackpore is very superior in all sanitary respects to Calcutta. Pp. 129, 130, Q. 2130–2157. Dinapore has always been unhealthy; there is a nullah which receives all kinds of filth, and into which the river Soane periodically overflows; it is a bad station. P. 132, Q. 2181.
Dr. MacLean—, considers that many of the stations of Madras were occupied without regard to sanitary considerations, then never thought of, but merely by accident because the troops happened first to encamp there. Attention is now paid to the selection of proper sites, but the rule is sometimes forgotten. Mentions an instance when he was placed on a committee and asked to sign a report in favour of a site without having been summoned. It turned out bad and was condemned. Pp. 136, 137, Q. 2223–2238. Pondicherry is not crowded, and is better
[N.B.—See note p. 201 ante.]
drained than Madras, and the water better; it is consequently more healthy. The soil in the Nizam's country is granite, and where granite is in a state of decay places are unhealthy; also when the ground is broken up for the first time. The application of water is beneficial. P. 139, Q. 2306—2320. Sir Patrick Grant has urged the abandonment of the cantonment at Secunderabad. Q. 2343.
Dr. McCosh—, describes Prome as particularly unhealthy; it is shut out from the prevailing winds, and inundated during the rains; selected without reference to sanitary considerations, being an important town of Burmah. There is a range of hills about 50 miles distant. The Irrawaddy is navigable at all seasons to and above Prome. Rangoon is liable to tidal inundation, but is a healthy station for the tropics, much better than Calcutta; so is Pegu generally as compared with Bengal. There are no hills within 100 miles of Rangoon. The whole country is annually flooded, and when the river falls stagnant pools are left to evaporate between the nullahs; drainage to carry off the water rapidly might be easily effected. Pp. 146, 147, Q. 2444—2488.
Sir John Lawrence—, considers that some sites for cantonments have been extremely well selected, others badly. Drainage has not been cared for as it ought, but this has improved considerably of late, and much attention has been paid to latrines, &c. P. 190, Q. 2922—2924. Improvements might be made in the cities, as Delhi and Lahore; but epidemics often appear in the cantonments some miles off, before the towns. The whole country round these old cities is rotten and decayed, so that it is difficult to find healthy sites within several miles. Great care is necessary in the selection; objections are not always obvious at first sight. The favourable character or otherwise much depends on the committee selected to report. The members should be specially qualified and appointed by the Governor-General and Commander-in-Chief, upon the recommendation of the Principal Medical Inspector, the General of Division, and the Governor of the Province. The best men should be brought from any distance, if necessary; not choosing persons because they happen to be on the spot. Everything should be done to secure the best sites, and those which are proved unhealthy should be abandoned. Many of the present cantonments have arisen out of old standing camps. Trees for shade, &c. are advantages; it is underwood* that is unhealthy. P. 197, Q. 3017—3032.
Col. Greathed—, states that there are establishments for surface cleansing and removal of refuse under the brigadier at all stations; there are under him the Engineer, Bazaar Superintendent, and Quartermaster of the week, who makes his report. The refuse is often burned; and there is no annoyance from the bazaars, latrines, stables, or slaughter-houses; only from the barrack urinaries. There are very good regulations. P. 202, Q. 3120—3132.
Dr. Bird—, describes Bombay and Colaba as undrained, warm, damp, and unhealthy during eight months in the year; Poona and Kirkee are comparatively dry and temperate; Poona is one of the
* The Poona Committee recommend that no hedge-rows in the neighbourhood of cantonments and military roads be allowed to exceed three feet in height. (Appendix, p. 735.) The Muttra Committee point out the obnoxious practice of brick-burning near the works at new stations; stable litter, bones, and ordure are the ordinary fuel, creating wide spread abomination. At Peshawur, such kilns were burning 7½ years, and the health of the troops considerably improved after these were allowed to burn out in 1857. (Appendix, p. 213.)
[N.B.—See notes pp. 201 and 202 ante.]
healthiest localities in India. Belgaum is less favourable, there are ravines and broken ground about the cantonments. Pp. 213, 214, Q. 3413–3434. Kayra, which was abandoned, is an instance of a bad selection of site in the midst of swamps and broken ravines; the mortality was very great, though the buildings were altogether superior. P. 216, Q. 3482–3484.
Sir P. Cautley—, states that the drainage of the stations in Bengal was generally defective, but latterly great alterations were being made. At Cawnpore the work has been done in detached bits without a comprehensive plan; had it been otherwise, it would doubtless have been effectual. The natives build their huts with mud dug at the spot, leaving the holes open; so that in constructing the canal through the Cawn-bazaar ponds full of black filth were found; there is also a total absence of ventilation; thinks that if such places as Cawnpore, Delhi, and Kurnal were systematically drained there would be comparatively little disease. The foul ravines, want of drainage, and the filth in the bazaar, would account for the frightful mortality existing at Cawnpore. These things might be remedied at a moderate cost, by which the health both of Europeans and natives would be considerably improved. Mentions Shamli in the Doab as an instance of what might be done. This was a large town, always inundated in the wet season, and very unhealthy, the only channel for the water being a small tortuous nullah. A straight ditch was cut into the river, and there has never been a collection of water since. Colonel Baird Smith recommended a similar process at Meerut; and Major Wilberforce Greathed succeeded in draining the interior of Delhi by under drains into the Junna. This want of drainage is the universal want from Calcutta upwards; open drains cheaply constructed are the best for the purpose. P. 234, Q. 3901–3940. The unhealthiness of the cantonment at Delhi probably arose from its proximity to a nullah from an extensive jheel; had the natives been listened to in reference to this, to them notorious, jheel, the cantonment would not have been placed there. Delhi itself is one of the healthiest places in Bengal. Irrigation is not injurious, except when abused by overflooding and letting the water lie about in holes, which produces malaria, causing intermittent fever, and spleen; this might be remedied by drainage combined with the irrigation and levelling the ground in the neighbourhood of towns. Pp. 236, 237, Q. 3960–3992.
Mr. A. Grant—, states that the conservancy and sanitary arrangements of the hill stations are often extremely defective, though formerly they were much worse. Believes the prevalence of diarrhoea is to be attributed to these causes rather than to cold or damp. P. 262, Q. 4484–4492.
Dr. R. D. Thompson—, considers the mode of disposing of the sewage at Bombay very objectionable, it passes into the sea, and is very offensive; the burial grounds are also very bad. P. 276, Q. 4873–4875.
Colonel Durand—, thinks the question of stations of great importance; no doubt sanitary improvement may always be going on, and the mortality might be reduced; it is a question of expense. Stations have been moved with the extension of the frontier, but everything was done in Northern India by the aid of committees, &c. to select the best sites available. P. 287, Q. 5163–5172.
Sir C. Trevelyan—, states that great care is now taken in the selection of sites; nothing could be better than the site in the Neilgherries, where the climate is like the South of France. P. 292, Q. 5259–5261.
[N.B.—See note p. 201 ante.]
Madras being flat is not well drained, but the river contains excellent fish; it is dammed up, and periodically scoured by the rains. Formerly the sewers discharged their contents over the dry banks, but gutters having been cut in the sand they now are emptied in deep water until carried out to sea by the floods. P. 293, Q. 5277–5284. Madras is, perhaps, the second city in the Queen's dominions, and probably contains a million inhabitants, but there is no census, which it is desirable should be taken. The drainage is very bad, there being no means of flushing the sewers from want of water. He had initiated a plan for a municipal council, who should be empowered to raise funds and to carry out improvements of this nature, which he hoped would be established. Attention to these matters is the more important, inasmuch as the health of the troops must be affected by the local conditions and health of the population by whom they are surrounded. P. 294, Q. 5289–5314.
Dr. Hugh Falconer—, states that the mean level of the country about Calcutta is hardly above the highest tides, so that any kind of drainage is exceedingly difficult; the practice is to dig large tanks to catch the water; and the sites for buildings are raised with the soil dug out for the tanks. P. 305, Q. 5390–5398. The conditions of drainage and surface differ materially, according to position and elevation, which greatly affects health, the deltas of large rivers being always the most unhealthy. The organic matter which is washed down from the higher levels there undergoes decay. Next to temperature, moisture most affects the health of Europeans in India; the drier the climate, concurrently with diminution of temperature, the more healthy. The southern side of the Himalaya mountains is often deluged with rain (in some places it has been estimated as high as 500 inches during the year), whilst the northern side is perfectly dry and sterile. The Terrai, covered with forest, swamps, and jungle, is most deadly during the rains, from vegetable decomposition poisoning the air, affecting not man only, but often domestic animals. That part between the Indus and the Sutlej, which is now cultivated, drained, and dry, is healthy. P. 306, Q. 5405–5458. Is not aware that rocks in the abstract have anything to do with sanitary conditions. It is where these are ground down into mud, forming soil, that the difference of condition comes into play. Had been led, from observation at Burmah and Singapore, rather to regard ferruginous soils as salubrious. Considers excess of heat and excess of moisture among the irremovable causes of disease in India. P. 309, Q. 5469–5479.
Dr. Sutherland—, observes that, according to the returns, the records of meteorological facts are very imperfect, so that the elements of local climate are often little known. Except the surface cleansing of cantonments, little attention has been paid to sanitary improvement, there being no proper drainage, and even the surface drainage is bad. The privies and urinals are offensive, which always indicates danger. The removal of excreta should take place at least twice a day, but the system admits of great improvement. Roof-guttering is generally deficient, and the cook-houses and ablution-rooms are drained into cesspits, by which means the subsoil is kept damp. The bazaars, often close to the cantonments, as at Bangalore, are filthy, undrained, except at the surface, and supplied with tank-water full of impurities; the houses overcrowded and ill-ventilated. The towns are under even worse conditions, containing all the elements which even in more temperate climates would predispose every kind of fatal epidemic. P.
[N.B.—See note p. 201 ante.]
No native population should be allowed within a certain distance from a military station; they should be to leeward, and plans should be laid down for streets, drainage, &c., before a bazaar is allowed to grow up. A porous soil, if undrained, speedily becomes saturated with decaying organic matter. By avoiding every removable cause of malaria, persons will be better able to withstand such as may be irremovable. P. 315. Q. 5510—5519.
Dr. Wallich—, considers that sites should be selected on high grounds where there are trees which, without underwood, are beneficial. Stations are generally chosen from a military view, and the medical officer is little consulted; sanitary considerations not having been much thought of. P. 337, Q. 5889—5894.
Dr. Dempster—, considers that sanitary arrangements must still be of first importance in the plains, where the great majority of deaths arise from diseases of undoubted malarious origin. Thinks that in the immediate neighbourhood of the notoriously unhealthy stations of Cawnpore, Kurnal, Dinapore, Delhi, Ghazeepore, &c., healthy localities exist; refers to evidence procured by the Canal Sanitary Committee on this point. P. 463. At Peshawur he was one of the committee for selecting the site for a new cantonment, who had presented a note on the necessity of prohibiting irrigation within one mile at least of the site, two miles being a more prudent distance in such a stiff, clayey soil, which should be thoroughly drained, of which the natural fall of the country admits. Has never since visited the place, therefore cannot say if the recommendations, with respect to irrigation, &c., were attended to, but believes that barracks have been erected on the original site, probably for military reasons. The prevailing diseases are colds, bowel complaints, and intermittent fevers in July, August, and September; but the mortality is unusually small. Much rain or westerly winds during these hot months produce unhealthiness. All the ordinary fruits and the water are wholesome, though the native population are prejudiced against water drinking. About eight miles to the east of Peshawur there is a fine open dry plain, and the soil is light and permeable, with large admixture of sand (about Kassim and Jubba), affording an eligible site for location of Europeans. P. 470. Loodiana is now abandoned as a station. It was remarkably healthy at the commencement of his residence there, and very much the reverse afterwards, which was accounted for by a stoppage of the natural drainage of the place, and its consequent inundation during following very wet seasons, producing malaria and virulent fever, from which the troops almost universally suffered, and it happened that those who occupied the best barracks from being nearer the malarious influence suffered more than others worst accommodated at a greater distance. The officers were nearest of all, and were affected longest. P. 471. Meerut (from 1850 to 1854) has long proved one of the most healthy stations, at which sick from Loodiana and Lahore quickly regained strength. No river or low moist land in the vicinity. An open plain 30 miles from the Ganges. Loose permeable soil of humus clay and sand. Good water from 11 to 24 feet of surface in dry season. Copious periodical rains. European fruits and vegetables abound. The general drainage is good; some defective portions were being regularly drained in 1854. The drains, however, were open (the expense of covering being thought too great), and highly offensive in hot weather, though lime was used every 24 hours. Recommends the practice of digging trenches behind the camp for native resort, to be periodically filled up. P. 472.
[N.B.—See note p. 201 ante].
Cawnpore is notorious as one of the most unhealthy stations, nearly seven miles along the edge of a high bank, overlooking a very wide portion of the Ganges, nine-tenths of the channel being dry, except during the rains; the bank is chiefly clay, and is traversed by deep ravines. When the mutiny broke out large new barracks were being erected on a site which had been selected in the dry season, without inquiry, and which he found after the rains in 1856 to be a concealed marsh, covered with rank grass, and ankle-deep with water. Men placed on a similar site were more unhealthy than others occupying bad barracks close to the filthy city. The heat, soil, difficulty of drainage, and proximity of the Ganges combined to render Cawnpore unfit for location of Europeans. P. 473. Lucknow has several square miles of land immediately to the north well suited for barracks; it was found dry and free from swamp during the wet season. Natural drainage good; at a safe distance from the Goomtee and from the city. Found from inquiries that the inhabitants of this district were generally healthy; being within two hours of Cawnpore by rail, it may be found desirable to remove the force now kept there to Lucknow. P. 473. At Delhi the troops had been removed from the city, where they were healthy, to cantonments on the edge of low irrigated land, which proved so pestilential that the ground was abandoned. On inquiry he found that 90 per cent. of the natives in that locality were afflicted with spleen disease. His observations were afterwards confirmed by Dr. Paton. Believes that a comparatively safe position may be found some miles south of Delhi. P. 474. Dinapore is situated on the Ganges, much like Cawnpore. The soil, a rich mould, subject to constant overflow during the rains; irredeemably vicious as a European station. Fever and dysentery are generally prevalent in autumn, and cholera nearly every year. The climate here is neither so hot nor so cold as in the upper provinces. P. 474. Almorah, the capital of the hill district of Kumaon, is about 40 miles in the interior from the foot of the hills, stands 4,500 feet above the sea. Seasons similar to Landour; climate generally agreeable; slight diarrhoea prevalent on first residence (attributed to the water), also intermittent fever. Goitre is endemic in the neighbouring valleys. P. 475. Simla is also 40 miles in the interior of the hills; elevation, soil, and climate similar to Landour; heavily timbered, much grass and underwood. On some occasions low typhoid fever has prevailed. P. 475. Darjeeling, in the Sikkim territory, nearly as cool, but more moist than Landour. The barracks generally superior, but destitute of wash-houses. Air so moist that cold is seldom taken by remaining in damp clothes. Croup prevails among the young. Jungle should be passed when the sun is well up, and during hot or cold seasons. P. 475. Cantonments should be dry and in a well-drained country, free from liability to inundation, on light permeable soil. Avoid river-banks or marshes. The health of the natives should be inquired into, and the quality and supply of the water. P. 475.
II.—BARRACK AND HOSPITAL ACCOMMODATION.
Sir Ranald Martin—, states that the structural arrangements of barracks and hospitals generally are very deficient, and there is great neglect in reference to the removal of nuisances. The buildings are of brick, but universally defective, narrow, low, and confined, except the new barracks, and even these have not sufficient cubic space. None of
[N.B.—See note p. 201 ante].
the buildings are raised upon arches, nor have they double roofs, and the floors are continually damp. The health of the troops is very largely affected by bad barracks, as compared with those better constructed, as shown between Queen's and Company's barracks at Secunderabad. Verandahs are common, which are sometimes used for sleeping when the buildings are overcrowded. There is no rule as to cubic space, or ventilation, but punkahs and tatties are often beneficially used. The rooms are offensive at night. There is no organized system for providing means of ablution; water carriers are usually employed. Surface drainage and cleansing is quite as deficient as other arrangements, and should be placed under systematic medical police. Pp. 1, 2, Q. 10–54. The hospitals in India are not sufficiently ventilated, but they are attended by a class of warrant officers, besides orderlies and native attendants, so that as regards personal care they are not surpassed in the world. The buildings, drainage, &c. are defective, as in the barracks. P. 7, Q. 165–178.*
Colonel Swatman—, thought many of the old barracks most inferior; but the new ones admirable, with considerable means of ventilation. Lime washing and cleansing is now frequent. There is no difficulty as to the execution of repairs. The superintending engineer has large powers of action in emergency. P. 41, Q. 291–302. Baths were always provided at all places he had seen. P. 311.
Mr. A. Stewart—, states that the dragoon barracks at Cawnpore, which were very inferior, were removed before the mutiny. They were built in parallel lines from north to south, a bad arrangement, as the wind generally sets in from the east or west. No barracks ought to exist in the north-west provinces without being so placed as to get the full advantage of the wind. All the barracks are of one story, raised a little above the ground, but with no circulation of air underneath. It would be very advantageous to have the buildings well off the ground, so that the spaces underneath might be used as places of shelter and recreation; but if such places be not clean, ventilated, and drained, they are mischievous, especially as at Kirkee, where a drain with openings receiving water and filth ran underneath the barracks. The barracks were usually overcrowded. Difficult to state the cubical space per man; it should be double what it now is. Sir C. Napier allowed 1,000 feet per bed. Has never ascertained by measurement what the space has been. In some places the barrack roofs and walls are double, in others not. All the old barracks were bad. The new building at Meanmeer, built by Sir C. Napier, was the only good barrack he ever saw. It would be sound economy to provide such all over India. The ventilation at present is by doors and windows, which are not glazed, and the space for beds between these is so
* See paper addressed to the East India Directors by Sir R. Martin, containing suggestions for promoting the health of the troops in India, pointing out that in 30 years from 1815 to 1845 ten millions sterling had been wasted by preventible mortality among the troops, and recommending various specified improvements in the structure, drainage, and ventilation of barracks and hospitals; also a better selection of stations on the hills; with hints for properly investigating the mountain climates. Addendum (No. 2), p. 19. The Umritsir Committee suggest the use of hollow bricks for barracks, which would not retain the heat so long after sunset (Appendix, p. 190.) The Poona Committee advise that barracks be lime washed "regimentally," and brushes kept in store for this purpose (Appendix, p. 735.) The Dinapore Committee consider that tatties are apt to cause chills and bring on rheumatism or ague (Appendix, p. 59.)
[N.B.: See notes pp. 201 and 202 ante].
BARRACKS AND HOSPITALS.
narrow that the men lie exposed to thorough draughts; the men, therefore, both in barracks and hospital, suffer as much from injudicious ventilation as from want of ventilation. Sometimes the men sleep in the verandahs for want of space inside. These draughts are especially injurious to patients suffering from chronic dysentery in the cold months. Tatties are used to cool the air during the hot months. At Meerut the barracks are arranged like those at Cawnpore; they were frequently complained of from 1851 to 1855; some improvements have been made. The barracks at Meerut were very bad and deficient; there was no accommodation for the married soldiers, who were therefore put into the enclosed verandahs. By great good fortune there was no epidemic when he was there. Considers the practice which prevails in India of placing the saddlery in the same room in which the men sleep very objectionable, impeding ventilation, &c. In new barracks room might be provided for the saddlery at the end of the dormitories. The infantry at Meerut are quartered in detached masonry huts, with about 30 men each; these are favourable to ventilation if well carried out. The hospital at Meerut was very badly lighted, so dark that operations could only be performed after carrying the patients into the verandah, where they would be exposed to dust, sun, and wind. The hospitals generally are worse than the barracks. The thatched roofs are cooler than tiles, but liable to fire; never tried the difference with a thermometer; they are generally single. The old Lahore barracks were bad and very unhealthy; the new buildings are very fine. Umballa has the best barrack after the new one at Meanmeer. The infantry barrack not so good; it is a good barrack on a bad site. Hears that the health of the place has latterly been much improved by sanitary arrangements. Served at Kirkee $4\frac{1}{2}$ years. The barracks are old and bad, only eight inches above the ground. The natural drainage of the site is favourable. Soil partly black. Kirkee is 1,855 feet above the sea. Throughout India there is great want of proper means of ablution; men usually wash in the verandah or do the best they can; they can very rarely bathe; such accommodation ought always to be provided. There is no difficulty in obtaining water by means of carriers, either with bullocks or hand labour. Pp. 53–60, Q. 654–768. In Bombay the married soldier is usually better provided for than in Bengal, where there is often no separate accommodation; at Kirkee they were in detached huts. A matron is provided in the Bombay hospitals to attend the women, but not in Bengal. P. 62, Q. 797–801.
Lieutenant-Colonel Gall—, states that the barracks at Kirkee are about 30 years old; small, without ventilation; having no protection from the monsoon. Wind and rain beat in during the wet season. It is very oppressive during the hot season. Barracks should be lofty and ventilated in a proper manner, not from the doors and windows. More space should be allowed for the beds. There should be double roofs and broad verandahs, in which the men could amuse themselves without exposure to the sun. At Lahore the new barracks were not built when he was there; troops were much huddled together in the previous temporary ones. Washing-houses were introduced at Meerut in 1853. Recommends large and deep swimming baths, for which there is abundance of water. The men bathe in the river at Kirkee. For linen there is a washerman in every troop, who engages his own servants, and is responsible. The orderly officer reports as to the general cleanliness of the barracks to the commanding officer, besides which there is a barrack committee. Any works requiring expense would be reported
[N.B.—See note p. 201 ante].
to the brigadier, who cannot go beyond a small amount, even on emergency; if expensive the engineer must report to his superior, and it might be further referred. There are printed "Station Orders" furnished to the officers. Pp. 76, 77, Q. 904-924. The bazaars are under bazaar masters, who are magistrates. Much liquor is clandestinely sold in the bazaars. It is the master's duty to prevent this among the soldiers, and any delinquents are severely punished. Camp followers are quartered at a little distance outside the lines, under the supervision of the commander. The quartermaster superintends the removal of surface nuisances, extending to the camp followers, and he is responsible to the commanding officer. Disorderly women may be turned out of the bazaar or sent before the magistrate. Knows of no observation with a view to prevention of venereal disease. The bazaar master is always a European. The bazaars are usually in pretty good order, and contrast favourably with native towns. There is difficulty in overcoming offensive habits of the natives. Pp. 76-78, Q. 904-942. Large roomy barracks should always be provided, 10 feet at least being allowed for two beds, and the rooms 25 feet high. It would be economical in the end. The same rule as to space should apply to hospitals in a stronger degree. Pp. 80, 81, Q. 1013-1018.
Capt. J. E. T. Nicolls—, states that the buildings are all of one story; the floors raised a foot or so from the ground by brick rubbish; the ordinary materials are used; they have single roofs; thinks improvements in details may be made, but approves generally the standard plans now issued by the Government. The regulation is to have plunge baths. P. 83, Q. 1081-1098.
Dr. McLellan—, describes the barracks in Bombay as usually built of brick, with tile roofs single; temporary buildings are of wood, with thatched or cadgan roofs. Floors are generally raised from one to four feet solid; but it would be better if they were on arches high enough to be used as places of amusement or work; 1,200 cubic feet per man was the regulated amount. The verandahs are from 7 to 12 feet wide. There are ventilators in the roof, but the air is close at night. Soldiers will shut themselves up. On the whole, considers the barrack accommodation deficient. Better means for ablution should be provided, and baths should not be made dark and uninviting as at Poona. Pp. 86, 87, Q. 1169-1195; p. 92, Q. 1282. 1,800 cubic feet space is allowed in hospitals. Q. 1283.
Capt. W. S. Moorsom—, explained an improved punkah, for providing an increased current of air throughout the width of a large room, consisting of fans of wetted canvass, propelled by bullock power and multiplying wheels. The temperature would be regulated at pleasure by the velocity and quantity of water used. One machine driving 10 punkahs by a single bullock will suffice for a building containing 100 men, but by increased power barracks for 1,000 or 10,000 might be thus ventilated by one machine. Estimated cost of machine for 100 men 68l., for 1,000 about six times as much. Pp. 95-98, Q. 1314-1348.
Dr. Colvin Smith—, states that the old barracks at Secunderabad were badly built, on low, undrained ground, full of holes. The barracks at St. Thomas Mount are badly situated under a hill, where there was no breeze, very close and confined. The new barracks at Trimulgherry are the finest he has ever seen. P. 100, Q. 1392-1397. Ventilation is usually from the top; thinks that tatties should be used to reduce the temperature; neither punkahs or thermantidotes were used in the
[N.B.—See note p. 201 ante].
Barracks and battacks. There are ample means of ablution (but not baths) provided, of which the men do not sufficiently avail themselves. The arrangements in the hospitals are not convenient for ablution of the sick. P. 100, Q. 1406–1431. Thinks the native hospitals very good, but the old European ones deficient, badly ventilated, and air at night very impure from overcrowding; punkahs are used, and sometimes tatties; they should be always.
Major-General Goodwyn—, describes the old barracks at Cawnpore and Calcutta as very bad; they were, consequently, pulled down. At Chinsurah they were pretty good, but not sufficiently raised; the urinaries and cook rooms badly placed. P. 107, Q. 1654, 1663, 1674. Refuse and impurities are daily removed by hand labour; condemns the system of urine tubs in barracks P. 108', Q. 1681–1696. Baths are not always provided. There was only one at Fort William. There were none on the plan of the new barracks in course of erection, 1857. Barracks are one or two stories high, sometimes three. Brick is the principal material; the floors are generally limed; had recommended the use of iron in lieu of the unseasoned wood which alone can be got in India, and asphalte for floors, which had been tried at Fort William with perfect success. The increased durability would balance the original increase of cost in 20 years, as no wood there lasts more than eight years, rendering constant repairs, and new roofs necessary. The light iron work also offers great facilities for ventilation. The bricks should be of better quality, to keep out moisture; these iron roofs were double; he recommended double iron doors also, so as to dispense with both timber and grass, both of which are so liable to take fire. The absence of raised arcaded basements is a great fault. Thinks thermantidotes should be used; punkahs not sufficient. A new one was being tried, which he had not seen, it might have been Capt. Moorsom's. Thinks the cubical space allowed has been 800 or 1,000 feet. Slight repairs are done on the request of the commanding officer; but estimates are sent to Government for periodical repairs. They are usually proceeded with at once. P. 108, Q. 1710–1788.
Major-General Cotton—, thinks the new barracks at Jackatalla are unnecessarily high, as it increases the cost, and ventilation could be contrived without. P. 125, Q. 2025–2029.
Mr. Longmore—, states that the barracks in Calcutta are raised on arched basements, which somewhat diminishes the want of free ventilation in the fort.* P. 131, Q. 2158–2162. The barracks at Dinapore are bad; not raised as they should be off the ground. New temporary barracks have recently been erected; they are, consequently, also on the ground, in parallel lines, and constructed of bad materials; intended to last five years, but will probably be patched up, and used for a much longer period. A large part of the mortality is owing to such defects in barracks. P. 132, Q. 2181–2208. Thinks the plan of daily removing excreta the best for such a locality as Lower Bengal. Q. 2217–2221.
Dr. Maclean—, describes the old barracks at Secunderabad as very faulty and overcrowded; 1,200 men being stowed away in buildings constructed for 700. The new Trimulgherry barracks have not yet been fairly tried, having so many quartered in them that the verandahs were filled with beds. P. 140, Q. 2339–2346. Overcrowding and bad ventilation were the master sins of the old system. Q. 2352. At
* See description of new barracks at Fort William, Addendum No. 2, p. 136.
[N.B.—See note p. 201 ante].
Secunderabad there were patcheries for married men, who were more healthy than men in barracks; thinks the system of building costly barracks an unfortunate one; the expense is so great that the requisite space is grudged, whilst the men would be much better in small detached bungalows, at much less cost. Epidemics also run through barracks; isolated dwellings are far superior. Single story buildings, placed en échelon, containing half a company each, would be much better than larger barracks. P. 142, Q. 2373–2388.
Dr. McCosh—, states that the troops in Burmah were quartered in temporary wooden barracks, which were tolerably healthy. P. 147, Q. 2464, 2465. Never saw any built of masonry in that country. Q. 2482, 2483. Suggests that barracks should be constructed of common earthen conical pots about nine inches long, pervious to air, with circular roofs,—as used in Syria,—at half the ordinary cost. No timber would be required, so that they would be fire proof and ant proof, and last a century or two. P. 152, Q. 2630–2634. Ventilation provided by the engineer is often stopped by the men, which is the chief difficulty. Over-crowding is not common, but sometimes exists under force of circumstances. P. 153, Q. 2643–2646.
Mr. Julius Jeffreys—, is of opinion that much unhealthiness is produced by the barracks being too near the ground. They should be elevated 15 or 20 feet. Suggests a plan for building light temporary barracks of great strength, formed of thin wood scantling placed edge-ways, and thin sheet iron, which may be put up very rapidly. All the parts, though rough, and readily procurable on the spot, being fitted beforehand, and no scaffolding required. More protective from either cold or heat than brickwork, and proof against ordinary causes of fire. Pp. 165–169, Q. 2802–2830. Suggests, also, a method of cooling the air, and of ventilation, by making a series of wells under the floors of buildings, dug to within a foot of the water level, and guarded from the admission of any decaying substances. The original expense would not exceed one year's cost of tatties. External air also may be pumped into the wells by a simple means described. P. 177, 178, Q. 2853–2859.
Sir John Lawrence—, considers the modern barrack accommodation in Bengal is excellent, twice as good as formerly. Thinks there is no ground for complaint; but that they are too large. It would be better to build rooms to contain half a company each, as the men would be more comfortable and less subject to annoyance. The barracks at Sealkote are unreasonably good and extravagant; they are higher than necessary. Those at Hyderabad are also very fine. In Upper India it is not necessary to raise them on arches, though requisite in damp localities. The lower rooms might be used as libraries, workshops, and dining rooms, and the upper to sleep in. Lath and plaster or pots of earth outside flat roofs would serve the purpose of double roofs. The officers build their own houses, which are often not so good as the barracks now provided for the men. It would not much increase the expense to have smaller buildings. It is better to have two stories because there is not so much ground occupied and to be defended in case of disturbance. The front of the infantry barracks at Lahore was not less than a mile long; the canteen being at one end, which causes great fatigue to the men. The building should be concentrated as far as compatible with sanitary precautions, as at Rawul Pindi. A portion of each cantonment should be partly fortified; easily defensible in case of attack. Thatched roofs
[N.B.—See note p. 201 ante].
BARRACKS AND HOSPITALS.
should be avoided. Pp. 189–191, Q. 2902–2936; p. 196, Q. 3010–3012. Approves the plan of having cottages for the married soldiers. There should be a separate hospital for women, with a European matron. P. 198, Q. 3037, 3041.
Colonel GREATHED—, states that the new barracks are very good, the old very bad. The improvement commenced about 15 years ago. At Poona, Kurrachee, and Hyderabad there are excellent barracks. Thinks building entirely with brick is a disadvantage; in hot weather the smell caused by the sulphurous fumes is like that of a brickfield, and the brick flooring in the verandahs is excessively hot. Plastering might remedy this, but the best flooring is rammed earth washed over with cow-dung; it keeps away vermin better than anything else, and is durable. At Deesa the barracks were bad, and those at Jullundur, though well planned, were of bad materials, and the floors were damp. There is plenty of air, the doors being always open, and box ventilators in the roof. The hospitals are universally spacious and airy. Urine tubs were not used in his regiment; but the urinaries outside, necessarily near the barracks, were very offensive at all times; a nuisance which could not be got rid of, though the engineers did everything they could. The drainage might be very much improved in this respect. The latrines were good, and well managed. The cleansing, whitewashing, and repairing of barracks is periodically done by the engineers; so that requisitions have seldom to be made. There is never any difficulty when demands are feasible. Plunge baths are generally provided, which are always full and used by many of the men. Thinks there should be bathing parades for all the men twice a week (i.e. two or three companies daily), by general order. The ablution rooms are generally imperfect, and in hospitals especially very defective; there should be a warm bath room attached to each hospital. P. 199–202, Q. 3085–3119. The greatest advantage attends placing the married men in separate huts; they will forego any comfort for privacy; when families are together the children and mothers squabble; when separate they can also rear poultry and so on. The best huts are at Hyderabad. In the Bengal hospitals separate wards for women, with European matrons, are much needed. P. 209, Q. 3315.
Dr. BURD—, considers the barrack floors at Colaba, in 1841–4, were not sufficiently elevated; they should be on arches, water might be found within three feet of the surface, they are built of brick. At Kirkee, Poona, and Belgaum half burnt bricks and lime or mud and stone are used, and the buildings form three sides of a square; there were huts of stone or mud for the married men, which are quite as healthy and more convenient. All barracks should consist of two stories, using the basement for kitchens, &c., and ablution rooms, at present very insufficient, both in barracks and hospitals; roofs should be double. Considers mud floors, as used by the natives, objectionable under all circumstances; wood should be used, next to wood, brick. The ventilation and light are obtained from venetian openings in the roofs or doors and windows, which are better than artificial ventilation. The provision of warm baths would be one of the greatest means of preserving health. It would be a saving in the end were all low country barracks reconstructed on these principles. P. 214–217, Q. 2426–2511.
Brig.-Gen. RUSSELL—, states that the new barracks generally in Madras are admirable; the old ones were deficient. The sanitary regulations are amply sufficient if carried out. The barracks at
[N.B.—See note p. 201 ante].
Moulmein, built in 1826, were of wood thatched with leaves; they were rather too full on landing, 1,000 strong, and there was great want of accommodation for married people. There was a plan for new brick barracks, but he considers wood both cooler and drier; those built in 1826 were standing in 1857. The roofs should be shingled to prevent fire, and to bear the monsoon hurricanes. The Fort George barracks were very bad in 1845–7. An open drain passed close by; being within the fort no breeze could reach them. At Secunderabad the barracks were built in squares, one within another, and there was no ventilation; but after raising one of the buildings, in 1848, and putting on a Bengal roof, with wire gauze ventilators, no serious case of dysentery occurred among the men quartered within the building, the air of which was quite sweet in the morning, whilst the others were very offensive; these barracks were in a hollow with a swamp on one side and an old graveyard on the other. At Trichinopoly the temporary thatched mud buildings were much cooler than the bomb-proofs, which the men could neither bear by day, or sleep in by night. Improvements were made at considerable expense. Never knew the Madras Government refuse a reasonable request for the benefit of the troops. The Rangoon barracks were of wood. In the permanent barracks the ventilation is often bad, and any apertures within reach are apt to be stopped by the men to avoid draughts. Cleansing and white-washing is properly attended to, and the floors are swept four times a day. The external surface cleansing and drainage was also well performed. Ample provision is made, and requisitions are invariably attended to. Urine tubs were placed in the verandahs at night but removed before gun-fire. The married people were sometimes very badly accommodated. Prefers huts for them in all cases. Pp. 226–228, Q. 3699 and 3747. Plunge baths and ample means of ablution were being provided by the engineers some years ago, if not stopped for want of money. P. 231, Q. 3856. The artillery barracks at Secunderabad are on higher ground than the infantry, and were never fully occupied; though the buildings were not so well ventilated, there were better means of drainage, better external ventilation, and the water was derived from a different source. P. 233, Q. 3885, 3894.
Colonel G. Campbell—, considers the barracks in Bengal built on Sir C. Napier's principle quite as good as those in England; others not so good. There is not sufficient upper ventilation in the old ones, which are very close at night. Urine tubs were placed outside the barrack room. The buildings are thoroughly cleansed once a year, and the walls once a week. There are delays and difficulties in getting repairs, from official routine. The surface drainage is well attended to. The mud floors are dry if sound, but when broken they retain and absorb the wet. There were baths of sufficient means of ablution in the new barracks, iron basins with plugs being used. In the old barracks there are earthen basins, which do not so well secure the use of fresh water by each man. Should think all had baths by this time. Always had a bathing tent on the march fitted up with large tubs. The cleansing of the bazaars is generally well attended to. The 52nd were in very bad temporary barracks at Lucknow, and believes those in which they are now, at Jhansi, are very unfit. At Lucknow they were put into the king's stables, and while there cholera broke out, but only in that building, under which manure was afterwards found several feet deep. This was an accident, i.e. no one knew it, and though the air at night had been highly offensive the
[N.B.—See note p. 201 ante].
Barracks and men had not complained. Pp. 239–244, Q. 4011–4053. The accommodation for married people is generally comfortable. Thinks separate houses to contain three families the best arrangement, as one servant might do for them. P. 246, Q. 4209–4210 and 4218.
Colonel Durand—, thinks that the Governments of India of late years have none of them failed in doing everything that was possible to promote the comfort of the soldier, although the exigencies of the service has rendered the progress slow and difficult. Lord Ellenborough paid great attention to hospitals, as well as other arrangements. P. 283, Q. 5091–5095.
Sir C. Trevelyan—, had much improved the barracks at Fort George, Madras, by lowering the wall of the Fort six feet,—the sea breeze being thus freely admitted throughout the Fort,—by opening doors, and enlarging windows. The beneficial effect was instantaneous. Verandahs were also erected for each story, and a large cistern, supplied by a steam pump, was erected to flush out the drains with sea water. The barracks in the Neilgherries are admirable; but those at Trichinopoly might be improved in many ways. A new wing was added to the hospital at Fort George, including rooms for officers; the drainage and ventilation of which had also been set right. Ground floors are coolest, and are therefore to be preferred, provided there be no malaria from the soil. P. 290, Q. 5238–5277.
Dr. Sutherland—, considers that the barrack-rooms are too long, and contain too many men. Separate houses for 20 or 25 men should be the limit, placed en échelon. Double verandahs impede ventilation; and not more than two rows of beds should ever be placed between the opposite doors and windows. The men are often exposed to draughts, there being no sufficient ventilation at the top. The cubic space is often too small, and where it appears sufficient, from the great height, the superficial area is too confined. The buildings are not raised above the ground so as to secure perfusion of air underneath. P. 311, Q. 5490–5493. The hospitals generally have similar defects to the barracks, and are not provided with means for bathing, which some of the barracks have. They are attended by natives; but there should be trained regimental orderlies. The native hospitals are the most defective in everything. P. 313, Q. 5495. The cubic space should be regulated according to position. For India, the minimum should be 1,000 cubic feet per man, with 80 square feet surface; the maximum 1,500 cubic feet, and 100 square feet area, or about double that allowed at home. Hospitals should have from 1,500 to 2,000 cubic feet per bed. P. 315, Q. 5508, 5509.
Sir A. Tulloch—, considers the cubical space per man in barracks in India should not be less than 800 feet, and the roofs should be double. P. 317, Q. 5545–5548. Men would be more healthy and comfortable in small buildings for 10 men each, which the men might assist to erect themselves, than in enormous barracks erected at a cost of 80l. or 90l. per man. In the West Indies the 68th regiment built themselves huts, which lasted seven years, for 30s. a hut. In India the cost of barracks is 12l. per man annually. P. 325, Q. 5645–5650.
Dr. Mouat—, states that the native troops usually hut themselves, being averse to barracks from caste prejudices and love of privacy. Their families are not always with them. The huts are constructed of mud, with grass or palm leaf roof. They would not tolerate much
[N.B.—See note p. 201 ante].
interference. There is no drainage except ditches around the huts, and the lines are very dirty. Personally, the sepoys are clean, but otherwise dirty in their habits. P. 329, Q. 5674-5702. If the huts were properly ventilated and raised off the ground, and subsoil drainage enforced, their health and condition would be much improved. If done, when in course of erection, and the reason explained to them, there would be no objection to such interference. P. 381, Q. 5727-5733. There was one barrack at Dorundah, in which three native regiments were quartered in succession. There was no great objection raised, and fair average health was maintained by the men. P. 334, Q. 5801-5805.
Dr. Wallich—, describes the huts of the native troops as huddled together and the drainage utterly disregarded. They are often surrounded by jungle impeding ventilation and are built of bamboo and straw with mud. The men sleep outside, except during the rains. It would be quite possible to induce them to live in barracks, which would be more healthy. P. 334, Q. 5812-5835.
Serjeant-Major Walker—, would recommend more plunge baths at the stations. There is nothing the soldier in India likes so much. P. 343, Q. 6028-6029. Does not think more light is wanted in barrack rooms at night. One lamp in each room is sufficient for duty. P. 343, Q. 6038-6040. Barracks are often not sufficiently high and ventilated, and filthy cesspools emit fearful smells. The rooms at night are very bad. The closets are well kept, but are never more than 40 or 60 yards from the barracks. P. 346, Q. 6129-6132, 6137-6139. There are means of washing. The barracks, and the plains generally might be much more healthy if drained. Pools of water often lie about within the lines for days, and are dried by the sun, causing fever. Stone slabs would make the best floors. The cow dung smells, and is not liked from being dirty and long damp after being washed. P. 346, Q. 6146-6153.
Dr. Dempster—, describes the barracks at Umballa, Meerut, and Loodiana as good, others are very bad; but has found that in unhealthy seasons troops in the worst of them suffered less than others in better buildings at the same stations, simply because the former had the advantage in certain local conditions. The married men object to have their families near the unmarried barrack rooms; therefore separate small buildings, at convenient distances, should be provided for the married men. These must be thatched; no small unthatched building is habitable by Europeans in the hot season. Personal ablution for the soldier has been altogether neglected, until of late years means have been provided at some of the stations. At Cawnpore, as late as 1856, he had himself caused such articles as soap, towels, and pans to be provided in an outbuilding. Bathing should be generally adopted; recommends pouring water over the body in preference to the plunge bath. The removal of surface nuisances has been attended to of late years, but the habits of the sepoy still present formidable difficulties. P. 464. The means of ventilation are by the punkahs ordinarily in use, pulled by natives. Also tatties, which will reduce the temperature from 105° to 76° almost instantaneously; and the thermandidote invented by Dr. Ranken. These, however, should be properly and carefully applied at the top of the rooms to avoid draughts, on the plan proposed by Capt. Moorsom for revolving barrack punkahs. P. 468.
[N.B.—See note p. 201 ante].
III.—IMPROVED TENTS.
Mr. A. Stewart—, suggests that hospital tents should be large and double-walled, with $2\frac{1}{2}$ feet space between. Privy tents should be provided for troops on march, or in the field. P. 58, Q. 728.
Mr. Julius Jeffreys—, considers that it would be highly advantageous to dispense with the very numerous tent walls in an encampment. Suggests a method of forming large tent rooms, large enough for a regiment, to be raised at one haul by bullocks, uniting comparatively great stability with most perfect ventilation, and water-tight. Suggests also that for protection from the sun the reflective power and opacity of metal should be employed by covering the canvass for these tents with bright tin bronze, by which means they would surpass many substantial buildings in their resistance of solar heat (proved by careful thermometrical experiments). Such tents would be cheaper than those now in use, of much less weight, occupy less space, and be greatly superior in all sanitary requirements. They may be put up as single tents, or any size required. The bronzed cloth might be made in India. Pp. 169–177, Q. 2831–2852.
Mr. Hughes—, exhibited the model of a corrugated iron tent or portable building, with double roof and complete ventilation, capable of lodging 25 men, which may be erected by the men in two hours. Cool, fire-proof, strong, durable, and easily removed or repaired, every part being made in duplicate of uniform size. The weight of the tent is seven tons, and the cost under 200l. each. P. 288, Q. 5178–5237.
IV.—SUPPLY OF WATER.
Sir R. Martin—, states that the water in India is usually supplied by tanks and from rivers, and conveyed by hand instead of pipes; the tanks are much neglected. P. 1, Q. 14–18.
Colonel Swatman—, described the water at Agra brackish. Water generally in India requires filtration, which is not attended to. The river water especially contains much sediment. P. 43, Q. 367–374.
Mr. A. Stewart—, states that much water is drank by the soldiers, which is usually good. It might be filtered with advantage, as is often but not generally done, and should be drawn from taps instead of being dipped out of the cask, which stirs up the sediment. P. 61, Q. 786–796.
Capt. J. E. T. Nicolls—, states that all water for the troops in the plains of Upper India is taken from wells, varying from 20 to 70 feet deep; it is much the same throughout, and the best that can be obtained; it is always filtered. The carriage of water to the hill stations is expensive. Pp. 82, 83, Q. 1071, 1099, 1103. Has been told that in the Himalayas the spring water is apt to be contaminated by poisonous plants; it is there collected in tanks. P. 85, Q. 1151–1153.
Dr. McLellan—, states that the water at Bombay, brought from Vehar, is abundant and good; it is not yet laid on to the houses, but the tanks are regularly cleansed. P. 86, Q. 1166–1168.
Dr. Colvin Smith—, describes the water, which he examined both chemically and microscopically, at Secunderabad (native lines) as bad, producing guinea worm. The men who took water from the river at Kurnool seldom suffered from guinea worm. Pp. 99, 100, Q. 1386–1391. Generally the water is good, has known bad wells, but good water
[N.B.—See note p. 201 ante].
could be procured at all the stations he had seen. The bad water might be purified by filtration. P. 103, Q. 1538–1542.
Major-General Goodwyn—, states that the Bengal stations are mostly supplied from wells by carriers; at Berhampore, it was from the river; there is no storing. P. 108, Q. 1702–1711.
Major-General Cotton—, had found bad water in one spot only in Southern India. P. 126, Q. 2063, 2064.
Mr. Longmore—, states that the well water within Fort William, Calcutta, is bad, and the barracks are therefore supplied from a tank at some distance by carriers, who require watching, to see that they really go there, instead of to the ditch reservoirs. The men drink a good deal of water. The tank is supplied by rain water and a certain amount of percolation from the impure river. There was no bath in the fort. P. 131, Q. 2163–2171.
Dr. McCosh—, states that at Landour water is obliged to be brought from a descent of 1,000 to 1,500 feet; but water is always to be found from 1,000 to 1,200 feet below the summit of a ridge, which may be a better site for a station than the top. P. 150, Q. 2563–2566.
Dr. Angus Smith—, considers it would be unsafe to take water from wells without chemical analysis, and that a professional chemist at each presidency in India for consultation in various subjects would probably be of great value. Bad water would cause dysentery or ague; it might be easily purified by filtration through charcoal and sand; alum is not desirable. Pp. 162–164, Q. 2742–2767.
Mr. Julius Jeffreys—, believes the upper stations in Bengal were almost entirely supplied from wells, and in the lower country from tanks, the latter being often full of organic impurities. Considers that wooden reservoirs lined with thin sheet iron might readily be constructed by the men themselves; so that by the addition of a syphon and filter there might always be a store of pure water. At a very trifling cost the men might also acidulate the water and make it brisk with carbonic acid. P. 165, Q. 2794–2801.
Recommends the filtration of water after boiling, upon a simple plan, described by him. P. 494. He also submits a method of rendering vapid water grateful and refreshing by means of gas generated from acid and lime; also by charcoal and lime stone, where acid cannot be easily obtained. P. 494.
Sir John Lawrence—, states that the natives look much to the quality of the water, and often judge better than the English. P. 197, Q. 3013–3016.
Colonel Greathed—, describes the water at Poona as abundant and good. At Kurrachee and Hyderabad the water which percolates from the Indus is dirty, but good. It is commonly filtered through three jars of charcoal and sand. P. 202, Q. 3133–3135.
Dr. Bird—, states that Colaba is supplied with rain water stored at Salsette. Poona and Kirkee have wells. Believes it produces guinea worm in the hot weather. It contains much organic matter, and the wells are rendered foul by constant splashing and dipping. Tanks should be above ground and discharge into open troughs. Filtration would prevent much disease. P. 214, Q. 3433–3440.
Colonel Campbell—, states that the well water generally was good and abundant. It was rather scarce at Umballa, and bad at Lucknow, a number of elephants having been buried near the wells. P. 241, Q. 4059–4063. Had recommended that in the hills the rain water should be caught and stored in tanks to avoid the organic impurities
[N.B.—See note p. 201 ante].
with which it must become impregnated from surface nuisances about the stations, thus causing diarrhoea, &c. P. 244, Q. 4152—4156.
Dr. Letheby,—, is of opinion that impure water is even a more powerful source of disease than impure air. In 1853—4 the mortality from cholera was at least $3\frac{1}{2}$ times greater in parts of Southwark supplied with water impregnated with sewage than in other localities of the same district supplied with different water. Shallow wells will be charged with organic matter, especially in warm climates. Decomposing vegetable matter is more injurious than animal, but it rarely gives warning either by smell or taste. Water (like other fluids) comes in contact with those internal parts of the body which are affected by dysentery, cholera, diarrhoea, &c. Water may be easily tested for organic impurity by Condy's fluid (permanganate of potash), which destroys all organic matter; also by nitrate of silver, chloride of gold, evaporation, and ignition. The presence of living animals and vegetables in stagnant water, tanks, &c. is beneficial. Organic impurities are easily removed by filtration through a ball of manufactured charcoal with peroxide of iron, connected with a flexible syphon. These are very cheap, and may be easily used by an army on the march. All the water used at military stations should be so filtered; it might be afterwards stored and kept. The action of heat is temporary only. The quality of water is especially important in epidemic seasons. The utmost care should be taken in the selection and examination of the water. Water highly charged with organic matter (e.g. the well at Secunderabad, containing $11\frac{1}{2}$ grains per gallon) is capable of producing much disease. Iron pipes should be used for distribution. For bad water a pinch of alum, or, better still, sulphuric acid, so as barely to acidulate it, would neutralize the morbification of organic matter. Pp. 265—269, Q. 4562—4689.
Dr. Thomson,—, had examined the various wells of London, and found them much contaminated by sewage impurities, especially at the lower levels. Considers the water generally in the tanks and wells of India very much more impure. His experience of them has been quite shocking. The tanks are unprotected, and turbid from dust, &c.; persons bathe in them; surface impurities are washed into them. Had found great mortality, during cholera epidemics, to arise from the use of impure water in London (giving examples similar to those mentioned by Dr. Letheby). Would consider the water used in India highly dangerous in Marylebone, and would expect the mortality to be very much higher. Had no cholera on board his ship at Canton, having himself carefully selected the water. Cholera did exist in other ships. Connected occurrence of cholera at Bombay with impure tank water. The best process for determining the quantity of organic matter is to distil the ammonia. To purify the water it should be filtered and boiled. He divides water into three heads:—1. From pastoral drainage or natural springs, which is pure; 2. Agricultural drainage or rivers containing surface impurities; 3. Well drainage, with impurities in a greater degree. With regard to geological formation, the purest water is obtained from the Primary rocks, as granite and mica, and clay slate. Chalk is objectionable. Sand generally supplies pure water. Any organic matter in water is injurious; vegetable, is less dangerous than animal matter; five or six grains per gallon would be dangerous. Before giving an opinion on any water, a delicate analysis both as to quality and quantity of organic matter would be requisite. Rain water collected on flat roofs and stored in iron or slate tanks would undergo
[N.B.—See note p. 201 ante].
no change. All the elevated grounds would supply the best water. Determining the quality of the water and its proper purification are matters of paramount importance to the troops. Believes that from the absence of cool water the men are more inclined to intemperance. It has been proved that abstainers have an advantage of 19 per cent. over those who drink. The point of contact between pure water and organic matter, as in marshes, is most injurious; also where the organic matter of impure water comes in contact with the sea water. Pp. 270–276, Q. 4708–4796.
Dr. A. H. Hassall—, considers that the wells in India would probably contain a quantity of organic matter by percolation. Water may be contaminated by cesspools at 100 yards or more. Water from mountain land and rain water would be tolerably pure. Wells should be covered and the water filtered; but filters require renewal, neither do they in many cases remove all impurity. Frequently water which is very palatable is impure. Diseases might be propagated by impure water, and it would be dangerous to place a regiment where another had been previously suffering from cholera with the same water supply. A practical chemist only can determine the amount of organic matter in water, though a tolerably exact opinion may be formed by any medical man, both by analysis and with the microscope. Pp. 276–278, Q. 4897–4950.
Sir C. Trevelyan—, states that the water supply of Madras is very deficient, there being no means of flushing the drains. The water is chiefly derived from wells near the surface, which are partially contaminated by the drains. P. 294, Q. 5308–5318.
Dr. Hugh Falconer—, does not consider stagnant water necessarily bad. If there be sufficient vegetable and animal life in the water, it will be maintained in a sound state. The water at Calcutta is generally good, i.e., in the ponds, which are covered with vegetation, from which alone the natives will drink. These are quite free from the drainage of the country near them. P. 306, Q. 5399–5405. Would prefer water having a fair balance of vegetable and animal life in it to rain water, though the latter carefully stored would be good. The tanks from which the troops generally are supplied do not contain living animal or vegetable matter, and the water is, therefore, not so good. They are too deep. P. 309, Q. 5459–5468.
Dr. Sutherland—, from an examination of returns from India, is of opinion that the state of the water supply, both for domestic use and for drainage, is one of the cardinal defects in India, and a predisposing cause of diseases, especially of the zymotic class. P. 311, Q. 5490, 5521–5525.
Dr. Mouat—, states that the native lines are usually supplied from tanks of rain and drainage water, and springs, one of which is set apart for bathing, and generally one large drinking tank is kept purer than the rest; they are often muddy after rain. In Calcutta, they are filled from the river. The natives attach importance to pure water, and ascribe diseases to bad water. Cholera would be produced in marshy districts and by water from tidal rivers. The men would not permanently object to iron pipes for conveying water, if proper management be observed in their introduction. Has no doubt disease is occasioned by bad water and bad conservancy. P. 330, Q. 5703–5721. The natives do not use latrines, and the excrete, therefore, after rain get washed into the tanks by percolation through the soil. The
[N.B.—See note p. 201 ante].
Europeans get the same water, though there be no communication between the lines. P. 333, 5782–5789.
Dr. Wallich—, states that the water at Berhampore is charged with organic matter, which is washed into the tanks during the rains. Would recommend the storing of rain water in iron tanks. Considers the minute particles of animal and vegetable matter produce fevers, dysentery, and cholera. Considers the vegetable scum and film injurious when passing into a state of decay. The natives have no idea of sanitary precautions and are filthy in their habits, polluting the water. Filtration would be difficult on a large scale and more expensive than storage. Continued boiling would be the greatest safeguard, but these organisms will stand an immense amount of heat and are apt to grow again. P. 335, Q. 5836–5860.
Serjeant-Major Walker—, describes the water at Calcutta as dangerous and not fit for use; is certain numbers of men are killed by it. It is generally good at other stations. P. 346, Q. 6133–6136.
Dr. Eatwell—, doubts fever being produced by bad water, which, however, would cause cholera, &c. Suggests chemical examination of the waters of those districts where fevers prevail. P. 481.
V.—COMMISSARIAT ARRANGEMENTS.
Sir R. Martin—, considers the ration to be satisfactory as supplied by the commissariat. Spirits are allowed, and it is difficult to enforce restrictions on their use in the bazaars. Malt liquor would be preferable, and it has been brewed at some of the hill stations with tolerable success. Tea, coffee, and cocoa are issued. P. 3, Q. 55–70. Spirits are always prejudicial, except, perhaps, on full march, after eating. Pp. 17, 274.*
Colonel Swatman—, thought the ration very good, but more meat than a pound a day was desirable for growing youths. Beer and spirits are sold at the canteen under regulation. They are not allowed to be sold in the bazaars, but this is evaded; and it would be undesirable to prevent the sale of spirits at the canteen, as the men would resort to the bazaars. Licences are granted to natives, which should not be done. Beer brewed in India will not keep. The habits of the soldier as to temperance are somewhat improved. P. 44, Q. 422–467.
Mr. A. Stewart—, thinks the ration is very good. The soldiers generally drink arrack with water and malt liquor. P. 61, Q. 784 and 793. The sale of spirits should be discouraged, but not forbidden in cantonments; there are times when spirits are desirable. Besides, if the men were not allowed to purchase them, and became discontented, smuggling of inferior spirits would be the consequence. An increased use of malt liquor in lieu of spirits was attended with very marked beneficial results at Meerut 1851–5. It would be advantageous to watch the men by the corporals, to observe their general habits, especially during epidemics. Pp. 61, 62, Q. 802–806.
Dr. Rennie—, considers that food, both as regards quality and quantity, should be adapted to climate, just as clothing should be so adapted. As oxygen is the essential element of life, the quantity of which varies according to climate, the quantity of food required must vary also. From 30 to 35 ounces is sufficient for labouring men in England, but soldiers in England get 48 ounces, hence they have much disordered digestion, though the mean temperature is 50°. In India, however, with
* See p. 32, "Fourth," &c.
[N.B.—See note p. 201 ante].
the thermometer at 87° in the shade, the soldier gets 52 ounces; and much of what is called tropical disease is owing to this over-feeding. This state of things is aggravated by the use of spirits and tobacco. Considers that the lungs are impaired in this manner by a species of hypertrophy resulting from excessive nutrition. Recommends that the quantity of animal food be reduced, and all fat oily substances avoided. Bread and vegetables should form the staple, with a moderate allowance of fresh meat; ventilation should be carefully enforced. Smoking should be relinquished as a condition of entering the army. Considers the use of alcohol a common cause of sunstroke, which is also induced by the use of tight belts obstructing the action of the viscera.* Thinks all weight should be sustained from the shoulders. Addendum, No. 2, pp. 72–76.
Lieut.-Colonel Gall—, considers the soldier's ration ample, embracing meat, bread, vegetables, sugar, tea, rice, salt, and firewood, issued at about 5d. a day. Latterly even a pound and half of meat was allowed, more than the men could consume; they can exchange with the cook. The usual beverages are spirits, porter, and arrack. The spirits are sold with water at the canteen; the men are not allowed to drink it elsewhere. Thinks if the spirit rations were discontinued the men would clandestinely procure the cheap spirit of the country, on which a man may get drunk for a halfpenny. Occasionally at present the men exceed a little after receiving money. The usual issue is one quart of porter and one dram; the latter may be exchanged. Porter is cheapened to encourage its use in lieu of spirits. The habits of the soldier have improved, and they are consequently more healthy. There is less mortality and invaliding. P. 78, Q. 943–961.
Dr. McLennan—, considers the cooking arrangements in the Bombay barracks very deficient; the rooms are small, inconvenient, and without chimneys. The ration is good and sufficient. It would be the fault of the regimental authorities if bad provisions were taken. Thinks it very important that the use of spirits should be altogether disallowed; and that beer is also injurious, though producing a different class of disease. The canteen should be supplied with ice, soda-water, &c. Intemperance, though not always traceable, much increases the difficulty of treating other diseases, so that the number injured by it cannot be calculated. Nevertheless, during ten years, 1846–56, one-tenth of the cases in the European General Hospital, Bombay, were from delirium tremens and ebrietas—a larger number than from any other disease, fever excepted; whereas there were more deaths from alcohol than either fever, hepatitis, or diarrhoea, and nearly as many as from cholera. Nevertheless the soldiers have very much improved of late years in habit and character. P. 90, Q. 1228–1231.
Dr. Colvin Smith—, thinks the rations are good and well cooked. There might be more variety in the way of vegetables. Spirits are issued to the men in the field, which would be better discontinued; beer should be substituted, and would be a great saving in the long run.
* The Thyet Myo Committee recommend that a strict register be kept of all spirit drinkers, and the date of every dram they take, as a help to the men to break themselves of the habit. (Appendix, p. 565.) Mr. Hare, remarks that the effect of some of the native spirits is to drive men mad. The quantity of animal food is far too great, and the men often complain of this. In the navy, the scale is 35½ ozs. of solid food, of which only ¾ is animal, while the soldier gets 16 ozs. of meat. In Burmah, the sailors withstood the climate much better than the soldiers, who longed for the pea-soup and pudding eaten by the former. (Appendix, p. 185.)
[N.B.—See notes pp. 201 and 202 ante.]
Grog was often given in the morning before starting on the march, though against orders. The men who had been habituated to this would grumble, were it stopped suddenly. The medical officers' recommendations in such cases are not always attended to, the men's tastes being consulted. Coffee in the morning should be substituted for the dram. P. 101, Q. 1432–1458; p. 102, Q. 1523, 1524.
Major-General Goodwyn—, can suggest no improvement in cooking arrangements, except asphalte floors for cleanliness. P. 110, Q. 1782–1784.
Dr. Maclean—, considers the soldiers' habits very unfavourable to health. They are very intemperate. P. 141, Q. 2354. Has witnessed very sensible effects from disuse of spirits in temperance regiments. Much depends on the commanding officer. P. 143, Q. 2390–2392.
Dr. McCosh—, thinks every care is taken as to the soldiers' rations. Spirits are served out at the men's option. Ale might be more generally introduced. Very good ale is brewed in the hills, and the whole army might thus be supplied if a heavy contract were insured by Government, by which a quarter of a million annually might be saved on ale alone. The cooking is satisfactory. P. 151, Q. 2582–2596, 2629.
Sir John Lawrence—, considers that the soldiers eat too much animal food, and drink too much. They eat meat two or three times a day. They buy bacon and pork with extra money. It would be advantageous could they be induced to eat less meat, and more vegetable food. P. 182, Q. 2942–2948. Thinks very fair beer is brewed in the hills, but that it would not keep any length of time in the plains. P. 196, Q. 3001–3003. These habits of repletion greatly increase the mortality. Europeans who are sober and temperate do not suffer in anything like the same proportion as the soldiers. P. 198, Q. 3033–3036.
Col. Greated—, can suggest no improvement in the ration; the soldier is very well fed. It is the fault of the commanding officer if he is not. Prior to 1854 the decision of the regimental committee, which is now final, might have been referred to a ration committee. The meat is the best grass fed; and 8 oz. of vegetables are supplied when obtainable. They get fruit also. The cooking is done by the natives, who are good servants. The utensils are tinned every month. The men live much better there than in England; there is no comparison. Care was required to prevent their exchanging the rations for bacon. In the 8th regiment the men were allowed to take money instead of the ration, with which they were better pleased, and provided themselves better. Spirit is sold only in the canteen under strict regulation, and served out on the march once or twice a day at the discretion of the commander. The police regulations are good, and there is consequently little drunkenness. Would abolish the sale of spirits if possible, substituting beer, but it would be difficult. The loss of the canteen fund provided by the tax levied on the soldiers' spirits would be one obstacle. From this fund amusements are paid for, &c. The English beer is better than that brewed at Mussourie. Pp. 202–204, Q. 3136–3200.
Dr. Bird—, considers the cooking arrangements generally deficient, though the ingenuity of the native cooks tend to supply this defect. The men should be well dieted in India, the appetite being capricious. They are better fed than in England, having greater variety in cooking, spicing, &c. Thinks the waste of the constitution being greater in hot climates, the diet should be more nutritious. A pound of meat is sufficient. Vegetable diet is preferable in many respects; would re-
[N.B.—See note p. 201 ante.]
commend the abolition of rich aliment and stimulants for newly-arrived Europeans to facilitate their acclimation. The arrack ration is a great cause of ill-health, and should be discontinued. Beer is better; but not so good as light wines, sherbets, effervescing water, &c. Cape wines are cheap. After the effect of the change is past, does not think the present ration excessive, and the men would regulate their consumption by their amount of exercise. P. 217, Q. 3512-3540.
Brig.-Gen. Russell—, states that on first landing at Moulmein the men got an injurious Chinese spirit called shamshu, from just behind the cantonments, also fresh pork, which together produced dysentery among them. P. 226, Q. 3691, 3692. Every effort was made to draw men from the canteen, which was kept as far as possible from the place of amusement. The men preferred going thither and getting their porter fresh to having it brought to them at dinner. They cannot get more than two drams of spirits, which they regard as a right. Thinks discontent would follow its reduction. It would drive them to the bazaars for liquor. There should be no excuse for drunkenness, which should never be overlooked. Pp. 229, 230, Q. 3779-3790. Sufficient care is not taken in some regiments as to what the men eat, e.g. bad pork, eggs, and fowls, which perhaps died of disease, and toddy is brought into the barracks. In the 84th regiment men had a contract for 8 oz. of mutton and 6 oz. of bread beyond the full ration. The men do not like salt rations, preferring inferior fresh meat. P. 233, Q. 3895-3900.
Colonel Campbell—, suggests that there should be a trained commissariat. There is no special corps. These officers being selected from regiments, some are exceedingly good, others as bad, and there is a great obstacle in the way of procuring good rations. At Umballa impure bread was supplied, and for months the regimental committee was thwarted by the brigadier, who ordered a station committee, thus plainly disobeying the general order that the regimental committee should be final. Some commissariat officers never had a bad loaf, others could never get a good one. The 52nd regiment was well supplied during the mutiny, being connected with a very excellent commissariat officer. There is no difficulty in getting supplies on the march. Had known attempts made to bribe officers, which is a thing to be guarded against. A certain quantity of spirits may be served at the canteen, but many do not take it. The previously confirmed drunkards in the 52nd relinquished their intemperate habits on landing in India, which could not be accounted for. The withdrawal of spirits would produce discontent and be rather mischievous. Bottled beer ought to be sold; it was prohibited by order, and was a great deprivation, as in hot weather the draught beer which is sent out gets flat. Beer was brewed at Meerut by an officer to great advantage; but as a matter of pride this was not approved, and it was discontinued. The beer was not liked so well as the English. The 52nd were very temperate in India. There was not one case of delirium tremens or injury from drinking. It was most extraordinary. Discipline was strict, and the police excellent. Pp. 241, 242, Q. 4064-4108.
Dr. R. D. Thompson—, believes that the absence of cool water inclines the men to intemperance. It has been proved from the mortality tables that abstainers have an advantage of 19 per cent. over those who drink. P. 276, Q. 4877-4879.
Commissary-General Thompson—, states that the commissariat service is in substance a special one; the officers being selected and
[N.B.—See note p. 201 ante.]
nominated on probation for a year, when they pass an examination and are then permanently appointed, and serve on an average from 20 to 25 years. If inefficient they are turned out. They have no voice in receiving or rejecting the rations. The quality of supplies depends entirely on the commanding officer, who can reject bad provisions, the contractor being bound under penalties and forfeiture to supply good articles, and the regimental decision is final. There is sometimes a difficulty in getting good bread, but after five rejections within 30 days the contract is annulled, so that inferior bread ought not to be taken. The commissariat officer inspects the rations, but has no power to reject without the military authorities. The commissary-general makes the contracts. It is imperative by the regulations to accept the lowest tender unless anything is known against the contractor. The hospitals are supplied in the same way. The meat is the best grass-fed beef five days, and mutton twice a week. The men employ their own cooks. Beer is sent from England. There are breweries at Kussowlie and Mussourie, but the men do not like the beer so well as English, though it is cheaper. Beer is sold to the soldier by the Government at a loss amounting probably last year to 25 lacs of rupees (or 300,000l.) Complaint is sometimes made of the grass-fed mutton for the hospitals. It is perhaps not good enough for sick men, but if rejected none so good of the same kind could be procured in the market, and there is nothing else to be got. Gram-fed sheep are eight times the price of grass-fed. The commissariat also carries tents, baggage, and everything on the march. It is difficult to get vegetables at all seasons; potatoes are expensive, but are supplied whenever procurable. Complaints are made when these cannot be obtained. Vegetables are important, and seeds of all kinds have recently been sent to each station for the purpose of raising their own supplies. Considers the regimental bazaars better than free markets for supplies. Would prefer doing away with the contract system, making the commissariat officer solely responsible for the quality of articles supplied. Native hospital nurses are very attentive. Believes they give satisfaction. Pp. 279-283, Q. 4951-5090.
Dr. Sutherland—, considers the ration is ample, and being chiefly consumed in the middle of the day, without exercise, predisposes to disease. Cooking arrangements are defective. The habitual tippling of spirits ought to be put an end to. P. 313, Q. 5494.
Sir A. Tulloch—, recommends that beer should be brewed at the hill stations in India, as the Government are now paying 200,000l. a year for beer. Hops and barley may be raised there. What has been hitherto tried has not been by professional brewers. Food, generally, might be procured cheaper in the hills than on the plains. P. 325, Q. 5650-5658.
Dr. Mouat—, states that the natives feed themselves, and generally buy the cheapest food, being very penurious. They are apt to suffer from changing from wheaten bread to rice. P. 331, Q. 5724-5726.
Serjeant-Major Walker—, states that the soldier is better fed in India than in England, there is far greater variety, in cooking especially. The bread has much improved of late years, also the supply of vegetables, which is now abundant. Beer is also plentiful and good, and cheaper than in England, being sold at a loss to the Government. Each man may draw two drams of rum, or one dram and one quart of beer per diem. Native spirit is sometimes smuggled into the stations and kills many men, but the military police regulations are
[N.B.—See note p. 201 ante.]
now so much improved that it is difficult to evade them. Still drunkenness may often occur through neglect or mistake on the part of non-commissioned officers in charge of the canteen, also by the men giving beer drawn for their own dinner to their comrades, who may thus get too much. Although much intemperance, there is less among the men in India than England, and less crime. The men would not like to be debarred from the use of spirits, unless first persuaded that it would be best for them. Familiar lectures by medical officers would be beneficial for this purpose. P. 338, Q. 5923–5982.
Dr. Dempster—, states that, as regards food, the English are apt to continue their old habits of diet in hot climates, which is unnecessary and injurious. Points out contrast between English and French in this respect at the Mauritius, and the much greater amount of disease among the former in consequence. In India Irish recruits consume many times the bulk of animal food they did at home, yet an equal quantity cannot be taken with safety. Vegetables are now supplied as part of the ration, which has been altogether improved; but there is yet too much animal food. The cookery is too gross, and pork from ordure-fed swine is eaten. Drunkenness promotes the invasion, and retards the cure of every tropical or other disease. Always endeavoured to discourage the use of spirits. Instances the fact of a troop of horse artillery, which at one time had 50 per cent. in hospital, after the introduction of temperate habits at Meerut (only 20 then drew spirit rations), marching to Sealkote with a clean bill of health, no death having occurred for two years. Advises pure water or slightly acidulated drinks only in general, but in some cases pale ale, i.e., for weak persons after several years’ residence. P. 466. Rum made in Bengal is usually consumed. The bulk of malt liquors is objectionable. Would recommend abstinence from all such stimulants, and tea and coffee as substitutes. Is acquainted with officers celebrated for powers of endurance who confined themselves to cold tea. The smuggling of arrack already occasions much trouble, and its prohibition would occasion further loss of revenue. It is difficult to keep ale imported from England. Porter keeps better. Had examined and tested beer made in the hills at Mussourie by Mr. Mackinnon. It was much liked and in good demand. Pronounced by special committee to be good and wholesome. Some put aside in bottle through the hot season was afterwards found perfectly good and quite transparent, after standing in the glass 12 hours. P. 476. Unbolted wheat meal bread should be provided for the troops in preference to that made from “soojee,” the preparation of which he describes. P. 479.
Lieut.-Col. Ouchterlony—, gives results of his experiments in brewing on the Neilgherries, the beer having been approved by those who tried it; so that the trade would pay professional brewers if supported by Government. Adds return of loss by getting beer from England. P. 482.
VI.—DRESS AND ACCOUTREMENTS.
Sir R. Martin—, is of opinion that enormous improvements might be made in the military dress, and that it is most important to determine what is the best covering for the head.* Thinks flannel should be
* The Hurryhur Committee consider the general style of the “Zouave” dress most suitable for India, and recommend a helmet of “rumdah” in preference to wicker-work. (Appendix, p. 505.) The Bangalore Committee condemn the khakée clothing, and recommend serge or flannel tunics, and holland trousers; also felt helmets, in preference to wicker. (Appendix, p. 332.)
[N.B.—See notes pp. 201 and 202 ante.]
generally worn both day and night, as a protection from sudden changes of temperature. The soldier in India carries from 40 to 60 rounds of ammunition, but the knapsack is conveyed in carts. The march is usually at night. P. 3, Q. 75–87.
Mr. A. Stewart—, thinks alterations in the dress are very desirable. The metal helmet should never be worn in India. Neglect in this respect is apt to induce sun-stroke. Wicker helmets and shakos are now being introduced. Considers the constant use of flannel highly important; also loose summer clothing. Thinks a double felt helmet the best, with inner chamber and air holes, and having quilted flannel covers with curtains for protection from the sun. P. 63, Q. 809–815.
Dr. Rennie—, considers that all weight should be sustained from the shoulders. Sun-stroke is often induced by the action of tight belts impeding the action of the viscera. Addendum No. 2, pp. 72–76.
Lieutenant-Colonel Gall—, thinks the cloth tunic admirably adapted for 10 months in the year; in hot months a canvass frock is worn, and a wicker helmet is now worn. Approves of flannel next to skin. A light turban over the felt cap or helmet is useful to keep off the sun. The hussar boot is preferable to trousers and Wellingtons. A light waterproof cloak with hood would be serviceable.* P. 79, Q. 982–986.
Dr. McLennan—, suggests that red flannel shirts might be substituted for cotton. The coat could not always be worn over it. For the head lightness is of less importance than protection from the sun. P. 88, Q. 1212–1216.
Dr. Colvin Smith—, approves the dress recently introduced,—a dust coloured dress without a stock, and a covered wicker helmet. The flannel used is too hard and hot; would have a lighter kind. Soldiers do not like flannel. Would recommend the wearing of a cummerbund, even more than a cholera belt. P. 102, Q. 1487–1499.
Mr. Julius Jeffreys—, recommends the adoption of double ventilating helmets (weight being of minor importance, if ventilation is free) and gives three models of different kinds. The exterior should be bright to resist, by reflection, the sun’s rays, the interior capable of being loosened or made tight to any shaped head by the turn of a screw, and protection afforded both for the eyes and for the neck. Cane-work perhaps the best foundation. A proper hat would save numbers of lives. Soft flannel should be universally worn, and a loose tunic or curtain to protect the spine should be suspended a few inches from the back. P. 180–187, Q. 2360–2886.
Colonel Greathead—, considers the present dress excellent, and can suggest no improvement. It consists of a khakee tunic and trousers, with no stock, except in cold weather, and a helmet of wicker work. English boots are used. A greater number of sizes might be made with advantage. They are now always taken to pieces and remade, to fit the men at their own expense. But they march well. Has seen 40 or 50 men after a march go out shooting the whole day, and begin again next morning. There should be a halt after the first half hour to enable the men to adjust their shoes, which is one of the most im-
* Mr. Hare deems the waterproofing of great coats and shoes of great importance, and gives simple and effective recipes for accomplishing the desired end. (Appendix, p. 186.)
[N.B.—See notes pp. 201 and 202 ante.]
portant halts of the day.* Has marched 300 miles with men without one straggler on the line. P. 206, Q. 3238–3250.
Dr. Bird—, considers that woollen should be worn next the skin by the soldiers, as much injury arises from throwing off clothing, and getting chilled after violent exercise. Such fabrics as are made in Scotland are better and cheaper than flannel, which shrinks. There should be a coloured cotton dress for hot weather. The wicker helmet, with a white cover, is the best head dress. The cummerbund is very useful. P. 218, Q. 3557–3573.
Brig.-Gen. Russell—, objects to the infantry shako as not protecting the temples and back of the neck, and so hard that if not constantly in use it cannot be got on the head. The soldier does not care what weight is on his head, and generally fills his shako with something. The helmet now issued is better. Every man should have a cummerbund instead of belt or braces. The great coat does not turn off the water; a shower soaks it through. A better cloth would be cheaper in the end, and more conducive to health. The trousers are too small, and of thick, hard, woodeny material. Tweed or tartan would be better. The stock should be discontinued. Would not recommend knickerbocker leggings. The soldier must be dressed not only for service, but to walk the bazaars. The natives make comfortable shoes, which the men always wear, except in wet weather, when they are glad to put on their ammunition boots. Never found more than five or six men who could not be called fitted from the sizes of the latter sent out. As the sea voyage spoils the stitches, they are generally re-sewn. P. 231, Q. 3810–3835.
Mr. Bishop—, considers the superiority of the knapsack invented by Mr. Berington over that commonly in use to be clearly demonstrated by the fact that, when properly adjusted to the figure of the man, the weight is felt only on the shoulders, whereas in the old pack the strain is chiefly upon the lower part of the back. The new knapsack having its axis resting on the transverse plane of the body, it is not necessary for the wearer to bend forward, as he must with that in ordinary use, to compensate for the weight behind. The arms also are quite unimpeded. It does not interfere with the action of the chest. If any such inconvenience has been felt, it probably arose from the manner of adjustment. An instructor would be necessary at first to explain to the men how it should be adjusted. The waist or ammunition belt, also invented by Mr. Berington, enables a man to carry a greater weight with more ease. It fits nicely on the brim of the pelvis, by which greater freedom is obtained for the trunk. P. 302, Q. 5363–5389.
Serjeant-Major Walker—, has heard no complaints in reference to the clothing. The khakiee dress is most suitable for Indian service, the men often make it for themselves. Flannel shirts and belts are generally worn. The ammunition boot is the best for India. The blue trousers are liked from being easily washed. Canvass leggings are advantageous for drill, and on the march. The best head dress was the Kilmarnock forage cap with padded calico cover and turban fastened round it; it was sword proof, and made a good pillow at night. The wicker helmet, though cooler, is awkward and not so
* The Ahmednuggur Committee advise that care be taken that boots and socks fit, when, if the heel and instep be rubbed with common brown soap each morning before march, and shoes and socks taken off before crossing streams, foot sore may be entirely avoided. (Appendix, p. 842.)
[N.B.—See notes pp. 201 and 202 ante.]
suited for actual service. The stock is discontinued in India, nor is the knapsack used as a general rule. The present equipment is as good as well could be. P. 341, Q. 5984–6013.
Dr. Dempster—, considers that as the variations of temperature between early morning and noon are so great, that both warm and light clothing are requisite on the same day. The thermometer is often 36° or 40° in the morning, and 70° or 80° at two o'clock. The neck especially in such seasons should be perfectly free. If flannel has not previously been worn, it may be dispensed with on arrival in India, but after several years' residence, the system being more sensitive, a light flannel shirt will be a safeguard. The flannel supplied to the soldier is too coarse and irritating; improvement in this respect is desirable. P. 467.
VII.—REGIMENTAL DUTIES.
Sir R. Martin—, thinks the regulations as to drill are good and pretty uniform. P. 3, Q. 71, Recruits generally arrive in robust health, probably too plethoric for the climate. They should be drilled before going out, and be about 23 years old. They should be exempted from over-exertion for the first year after arrival. The saving of life would more than repay the additional cost. P. 7, Q. 179–192. There is no furlough for the men; the officers alone get sick leave and furlough, the latter has recently been extended to non-commissioned officers. P. 8, Q. 207–210. Regiments generally remain about 15 years in India. There is not much difference in the age of the men of the two services. Recruits on arrival should be sent to head quarters at once. P. 17, Q. 271, 272.
Colonel Swatman—, stated that at gun-fire, probably five in the morning, the men go on parade for an hour and a half before breakfast; after breakfast they are wanderers, except that the cleaning of arms occupies some time. They have two hours sentry duty. The roll is called after dark, at gun-fire. Ordinarily about one night in 20 the soldier is on night duty. P. 45, Q. 495–501.
Dr. Stewart—, (Surgeon of Warley* Depôt,) considers that many recruits go out to India too young. The usual age is nominally from 20 to 25, but is satisfied many go under 20, representing themselves older than they are. P. 48, Q. 593–601.
Mr. A. Stewart—, thinks that drilling should not take place in hot weather; has often observed injurious effects from this; the men break down and the hospitals are filled. From the middle of October till March drill and field days should take place; at other seasons, parades and quiet movements only. Men should be sent out drilled, and not
* There were 851 persons of all ages at Warley, on 1st December 1859. The barracks are calculated for 1,500 men; every sanitary precaution being provided, and well furnished lavatories for the men. The establishment is extremely healthy; many men bring disease with them (even small-pox), which explodes a few days after arrival. The hospital has 10 wards for 10 patients each, giving 783 cubic feet space per man. Average percentage of sick is 6·50, more than half being venereal cases. The mortality is very low, only 2 out of 600 last year very soon after their arrival. No better or healthier men could be found than the men who have embarked during the last two years, nevertheless some were returned from India as unfit. Some of the district surgeons are more particular than others. Before 1857 the usual time for keeping men at the dépôt was from four to six months, during which time they were thoroughly drilled; it was then (1859) only six weeks. Every man previous to embarkation is specially examined by the dépôt surgeon, and may be kept back or discharged. P. 48, Q. 605–611; see also Addenda, p. 51.
[N.B.—See note p. 201 ante.]
under 20 or 25 years of age. Courts-martial in the hot season, when witnesses, &c. are kept waiting, should invariably be held early in the morning. P. 64, end of Q. 815-826.
Dr. Rennie—, is of opinion that men of strong constitution alone should be sent to India. Recruits are frequently enlisted of weak constitution. None who have not previously served five years should be allowed to embark for India. For this purpose each regiment should have a second battalion, to be called the Indian battalion, into which the healthiest men may be drafted. But, above all things, habits must subsequently be carefully attended to, as eating, drinking, and smoking are the chief causes of premature death in India. Addendum, No. 2, pp. 72-76.
Dr. McLellan—, considers the marches well regulated; 75lbs. of baggage is carried for each man. P. 88, Q. 1217-1219. Recruits should not be too young, not under 21 or 22; 17 is the best age for cadets. Officers only are allowed sick leave from 15 months to 3 years; the men are only sent home when unfit for service. Thinks the plan of paying officers too highly, for the first six months of leave only, a bad one, as it tends to drive them back before recovery. It would be better to divide the amount over the whole period, and the furlough should be extended to two years. Privates should be superannuated at 40, warrant officers at 50, and commissioned officers at 60, with a dispensing power in exceptional cases. Pp. 93, 94, Q. 1294-1306.
Dr. Colvin Smith—, thinks the men are often drilled too long, exposing them to the sun; an hour and a half in the morning and an hour in the evening five days a week, during favourable weather, in the cold season would suffice for made soldiers. There should be little drilling in hot weather: there is guard mounting besides. Pp. 101, 102, Q. 1468-1477. Fifteen years should be the maximum length of service for men in India, commencing at the age of 21 or 22 (they might still serve at home, the Cape, or Canada). Men are seldom seen above 40. It is the drilling of youths of 17 or 18 on the plains which kills them. They should be drilled in England. P. 105, Q. 1611-1620.
Dr. Maclean—, advises greater attention to regularity, reliefs, and marches, so as to give the shortest possible journeys, as the fatigue and exposure greatly predisposes to cholera, insolatio, and other diseases. P. 144, Q. 2415-2420.
Colonel Greathead—, has observed that the men of the Indian European infantry worked better in the sun than the Queen's regiments; has heard as a reason that the recruits were rather older; the men with whom he served were, as a rule, very careful and strictly obeyed orders; there were few exceptions. P. 200, Q. 3076-3081. Can suggest no improvement in the regulations, which should be acted up to with strict attention. The check-roll at night is not often called; the men are on guard 24 hours, and are 13 to 15 nights in bed for one out. There is less fatigue duty than in England, as they have sweepers, cooks, washermen, and water carriers. All other followers were got rid of. P. 207, Q. 3251-3260. Does not think the frequent removal of regiments desirable; it involves much expense to the officers; three years should be the minimum, in which time they may be cleared from debt. European troops do not domesticate by length of residence. It might be unfair to keep a regiment too long at an unhealthy or unpopular station. A change is an advantage in a military view, as a march is a campaign in India. It would be better that recruits should
[N.B.—See note p. 201 ante.]
not commence service in India before they are 23, but youths enlist more readily, and we have not men enough to be able to afford to keep them several years at home. They would not enlist for the service generally, but like to have a choice of a regiment. Has seen recruits quite as healthy as old soldiers. P. 208, Q. 3282–3302. After six or eight years’ service a man is not so good as he was. Believes the deterioration mainly arises from a life of inaction; this would be improved by gymnasia. P. 209, Q. 3304–3308.
Dr. Bird—, is of opinion that marches should be arranged under medical regulations; they should commence before sunrise, so as to arrive by eight o’clock or earlier in the hot season. Men do not sleep in the day after night marches. P. 224, Q. 3584–3588.
Brig.-Gen. Russell—, considers from 19 to 22 the best age for recruits, who should embark so as to arrive in India at the commencement of the cold season, and be sent at once to depôts on the hills for a couple of years, until fully set. This would be far superior to having depôts at home; cheaper, with less sickness and debauchery, and no desertion; they would be finer men and longer efficient. At home, diseases of the heart and lungs are contracted by lads from carrying knapsacks, over drilling, and night duty before being fully developed; 23 is quite early enough for full work. P. 232, Q. 3880 and 3895.
Colonel Campbell—, states that the soldier is much better off in India than at home as far as duty goes, and has nothing to complain of; there is nothing in his ordinary service in the least injurious to health. P. 244, Q. 4148, 4149. There is no advantage in frequent changes of station, but if a regiment has suffered much in a place a removal would relieve the men’s minds. A march is not injurious, the 52nd marched three months continuously; the men did not suffer, but the removals should be at less distance; e.g. this regiment has recently moved from Sealkote to Jhansi. Recruits might begin duty at 20, the length of service depends entirely on the men; some are better after 20 years’ service. Men unfit for India might serve in another climate; he would bring home regiments after seven years, sending out no reliefs in the meantime; but rather taking out 1,500 or 1,200, and bringing home whatever were left. Recruits from depôts are sent out, and over the country at enormous expense, do much mischief, and are useless for a year or two in spite of any previous drill. Condemns the volunteering system entirely as bad; it might be as well to allow those who wished, to volunteer into other regiments, but he would preserve the unity of regiments as much as possible. If 700 came home out of 1,200, they would form a good nucleus. Under this system it would become a point of honour with commanding officers to bring back their regiments as complete and unthinned as possible, and it would be an excellent test as to the effect of the climate and management; the men’s interest would remain at home, they would retain an object in life, and there would be fewer married. Men would be more likely to re-enlist if they knew they were coming home, and thus remain in the regiment; 10 years’ enlistment is too short, would give a pension after 16 years. Would not allow more married men, nor allow marriage with natives; there is caused great discomfort by being obliged to leave the families behind when a regiment is on service. P. 244, Q. 4167–4208.
Mr. A. Grant—, considers that 10 years is a fair time for service abroad; would advocate frequent removals from unhealthy stations, but not from healthy ones, on account of the expense; the troops should
[N.B.—See note p. 201 ante.]
be grouped in healthy stations, where they may remain several years without injury. P. 264, Q. 4536–4538.
Colonel Durand—, does not think the service unpopular among soldiers in India. Men are always glad to move, as it breaks the regularity of their lives. Always, when regiments are relieved, many, both officers and men, are inclined to remain in India and exchange into other regiments, especially those who are married. P. 283, Q. 5096–5101. The sanitary arrangements in the field are fully adequate and satisfactory. With regard to exposure of the men, hours of drill, efficiency, &c., much depends on the wisdom of the commanding officer, with whom all internal arrangements rest. Circumstances vary so much that it would be better to leave the responsibility upon the commanders-in-chief and adjutants-general to see that commanding officers do their duty well, than to lay down precise regulations. General officers' inspections are very trying to the men, as they are kept standing a long time in heavy marching order, by which they suffer more than when moving. The object would be better attained by placing the knapsack and kit at the feet of each man. Very great discretion should be exercised as to keeping the men standing. P. 287, Q. 5141–5154.
Sir A. Tulloch—, considers 18 a good age for recruits, provided they be drilled for two or three years at home, where it can be better done than in India. P. 318, Q. 5555–5557.
VIII.—RECREATION AND EMPLOYMENT WHEN OFF DUTY.
Sir R. Martin—, considers that exercises and amusements for the soldier should be more systematically arranged, instead of being dependent on the will of officers. Indoor amusements and trades have been sometimes encouraged, with good moral benefit. The soldier should do for himself whatever he can do without injury to his health or discipline.* P. 3, Q. 71–74; p. 17, Q. 273.
Colonel Swatman—, stated that the usual outdoor amusements are provided for the men; also libraries, which are much used, and the schools are well attended. There are gardens at some stations—all vegetables grow well. There are no workshops, which might be introduced with the greatest benefit, as well as preventing idleness and ennui; the only difficulty would be in furnishing materials at first. P. 45, Q. 468, 485. Frequent changes of station and regular exercise on the march are very beneficial, but on the ground of expense, thinks once in three years often enough for change of station. P. 47, Q. 539–547. Thinks the men do too little, and that more employment would be advantageous in diminishing crime and courts-martial. P. 47, Q. 580–583.
Mr. A. Stewart—, suggests that tables between the beds, where room should be allowed for reading and writing, should form part of the barrack furniture. P. 55, Q. 681.
Lieut-Colonel Gall—, states that the amusements provided for the men are cricket, bowls, fives, dancing, theatricals. In the hot season they are not allowed to go out in the sun. The library and school are much used. There are flower gardens at some stations, which are
* Colonel Robertson recommends that soldiers in the hills should perform all offices for themselves as in England. The experiment was successfully tried in the Sikkim campaign. Addendum (P. 486.)
[N.B.—See note p. 201 ante.]
useful and much liked by the men. Workshops would be very advantageous, but the men do not like to risk buying tools; they should be provided for saddlers, tailors, printers, shoemakers. Thinks the men might make money; the danger is how they might spend it. Men who spent their earnings in drink should be forbidden to work, and the sober men encouraged. Many men in every troop had accounts in savings banks; the habit increases. Shady places are not generally provided for the men. In hot weather they are confined to barracks from 9 a.m. to 5 p.m. and suffer from ennui. P. 79, Q. 962-981. Covered fives courts, gymnasia, and workshops for the men should be supplied. It is very important that a regiment on a distant expedition should be furnished with artificers so as to be able to supply their wants. Annual exhibitions might be held as an encouragement to workmen and for sale of articles. Except the library, the soldier has usually no day room. Pp. 80, 81, Q. 1013-1020.
Dr. McLennan—, states that, except games in the barrack yard and libraries, there are no means of recreation provided at Bombay. There are gardens at some stations; he suggests that prizes might be given for best productions.* Too much restraint has an injurious tendency. P. 88, Q. 1108-1111.
Dr. Colvin Smith—, considers that trees for shade should be planted at all stations; has seen no sheds under which men can take exercise, though they exist at some stations. The men might be allowed to shoot, and encouraged to take more exercise. P. 100, Q. 1398, 1405. There are the usual outdoor games, which are generally connected with drink, but the men have not sufficient amusement mentally or physically; ennui and predisposition to disease are the consequences. P. 101, Q. 1459-1463. There should be workshops and gardens, also libraries, which are now very deficient, and reading and smoking rooms attached to coffee shops, &c. P. 102, Q. 1478-1486.
Major-General Goodwyn—, is of opinion that arcaded places under the barracks, for amusements, would be of great advantage to the health and comfort of the men. P. 111, Q. 1780.
Dr. Maclean—, thinks not half enough has been done to provide occupation and amusement for the men, who suffer much from ennui; there is a great difference among officers in attention to such matters. P. 141, Q. 2354, 2355.
Dr. McCosh—, is of opinion that the soldiers would be greatly benefited by being employed on public works or in trades; their wages being deposited in regimental savings banks until they are discharged, or for their next of kin; there are a thousand ways in which they may be employed with advantage at all seasons in the hills, and four or five months in the plains. P. 152, Q. 2620-2628; p. 154, Q. 2685, 2686.
Mr. Julius Jeffreys—, considers that the men might not only be employed in their respective trades with great advantage, but that any artisan might be allowed to take for his own benefit native youths as apprentices, to teach them useful arts, e.g., ceramic, metallurgic, and chemical, of which the inhabitants of India are so ignorant, commencing with fire bricks, pottery, &c. There are no ploughs in India. To superintend various works, an ensign's commission might be given in
* The Umballa Committee recommend that gardening be made an offset against other regimental duties, and all be obliged to take it in turn. (Appendix, p. 236.) Whilst the want of variety of vegetables is generally acknowledged, there is no point on which the station returns show more universal concurrence than that the men take no interest, personally, in garden work.
[N.B.—See notes pp. 201 and 202 ante.]
each regiment to a young man of science, with liberal allowances, so as to obtain the best talent, which would ensure greater and therefore more economical results. P. 188, Q. 2893–2901.
Sir John Lawrence—, thinks that the men should be induced to work if possible, but they do not like working. There is difficulty also in selling their productions, being undersold by the natives; carpentering, shoemaking, and tailoring the natives would do as well at a much less cost; if there were a market, it would be a great inducement. Not one man in a hundred cares about reading. Thinks the mortality might be much reduced, and that ennui is one of the causes, also careless exposure. Gardening is not liked, nor any work; amusement is preferred. They would work if paid for it. It would be an apparent loss to pay them, but it would be repaid by better health, and the regiments might in some measure be made self-supporting. Thinks there would be an advantage on the whole in paying the men more. They are reckless and unhappy, yet soldiers who had been in India prefer it to home service. Pp. 191–193, Q. 2937–2962.
Colonel Greathed—, states that libraries have been beneficial, but hopes to see reading rooms in the barracks, which are much needed. P. 204, Q. 3176. Men who cannot read fluently like to hear others read. The men of the 8th regiment were allowed unbounded liberty to shoot, which they did without suffering from the heat,* but they were not allowed to go in the hottest weather; it was their best amusement, and they were encouraged to go; they had also the usual outdoor games; there were 440 subscribers to the library, and about 260 of them attended school,—for which they also paid a small subscription,—besides recruits, who are taught gratis. It depends on the schoolmaster and commander. Gardens did not succeed, Englishmen do not care for gardens. Scotchmen were induced to take up gardening (having prizes offered them) by Lord F. FitzClarence. Men sometimes work at their trades, and might make a good living by it, but they do not work much, being already well off. Active amusement is preferred to work. There are no gymnasia. It would be a great advantage to have them, and they should be made a parade; it would be the best thing ever introduced into the army. The men should not be confined more than necessary. Large sheds should be provided, under which gymnastics could be practised at any hour. Pp. 205, 206, Q. 3203–3237.
Dr. Bird—, considers covered places for racket and other exercises should be put up annually, as the rain was approaching. Day rooms would be of the utmost importance for chess, billiards, &c., both as regards comfort and health. P. 215, Q. 3465–3469. The men should be encouraged to work at trades by having tools provided by way of advance, to be paid for from their earnings. P. 219, Q. 3549–3556.
Brigadier-General Russell—, states that skittles is the favourite game; men tire of gymnastics; trades were always encouraged in the 84th Regt., tailors, shoemakers, carpenters, and some others were generally in full work, besides clerks. Half the men were employed at Rangoon in levelling a stockade, and 250 at Jackatalla on new barracks; those employed made money and much improved in health and strength; occupation even out of doors and in the plains is better than a listless life in barracks; the erection of workshops would be a great
* The Thyet Myo Committee consider labour and exposure to the sun in Burmah not in any degree injurious to Europeans. There should be no restriction in this respect, and workshops for different trades should be organized. (Appendix, p. 567.)
[N.B.—See notes pp. 201 and 202 ante.]
advantage, but their use much depends on the commanding officer. The 84th had a good library, and a reading room crowded daily from 10 till 4, it was supported by voluntary contributions, and well supplied with newspapers, periodicals, and books from Smith and Elder's sent out quarterly. There was a coffee-room. Glee singing, dancing, and theatricals were encouraged and made lucrative to the performers. P. 229, Q. 3766-3778.
Sir P. Cautley—, had understood from Sir Henry Lawrence that men do not take to gardens, they probably regard gardening as work rather than amusement; there is no difficulty with Scotchmen; the question of amusement depends much on the commanding officer. The provision of workshops for the different trades would be an admirable way of occupying the men; the difficulty would be in procuring tools. Probably these might be furnished by, and remain the property of, Government without being removed from station to station; understands from General Tremenheere that every barrack in the Punjab has a workshop and a reading room. Employment should be encouraged; at Landour had found men glad to be employed in building, saddlery, &c.* Pp. 235, 236, Q. 3949-3960.
Colonel Campbell—, states that a fives court is provided by Government, and there must be a school; beyond that all means of recreation mainly depend on the commanding officer. The men are fond of newspapers and periodicals and new books. The same books remain too long, which makes them indifferent to the library; they should be often changed. The 52nd Regt. had cultivated gardens, and provided tools, including turning lathes, printing presses, &c., but the regiment was soon moved and kept changing about, so that no result followed the labour, and the tools were all lost by degrees. If spacious workshops and tools were provided and kept at each station they would answer unexceptionably well, the same building well lighted might be used as an evening reading and refreshment room; deficiency of light is a universal fault in India, and very much felt during the long nights. The same oil used in American reflecting lamps gave a very good light. The care of tools and workshops should be in the engineers' department. The men should manage their own trades union and appoint their own foremen; the profits might produce a fund for materials after repaying the Government for the tools. The 52nd printed all their own returns, also papers for the civil authorities at Lucknow, and supplied the 81st with 100 pairs of boots, not otherwise obtainable; the profits were received by the paymasters and divided according to the work done by each man; they will not work for nothing. Covered sheds should be provided for each company as a protection from the sun by day. Gardens would be profitable in two years; the 52nd were never more than nine months at a station; this was accidental. Pp. 243, 244, Q. 4113-4144.
Mr. A. Grant—, states that the soldiers often complain of weary idleness. The Government might give them contracts for supplying shoes, clothing, harness, beer, &c. Tools should be supplied and gardens provided. P. 261, Q. 4470, 4471.
Colonel Durand—, considers that men dislike work only when it appears to them to be of no utility, and that those who volunteered might, when not required in the field, be usefully employed wherever there are magazines, which employment would increase their intelli-
* See Addenda, pp. 238, 239, Letters from old non-commissioned officers stating that employment in trades would be the greatest boon to the soldier.
[N.B.—See note p. 201 ante.]
gence. They might also be employed in building, but it can only be on work which will bear interruption for field duties. They would be paid for their labour. The establishment of station gardens might be tried, growing crops being handed over by purchase to incoming regiments. P. 284, Q. 5102–5121. The use of gymnastics would prevent much of the falling in of the chest, which is often noticed amongst infantry after long service in India. P. 288, Q. 5173–5177.
Sir C. Trevelyan—, had proposed the building of a lofty iron shed, like a railway station, at Madras, under which there might be school-rooms, library, reading room, tennis court, and other accommodation for amusements calculated to diminish the depression caused by the monotony of barrack life.* P. 291, Q. 5243. Would recommend such a building at all stations, as the men cannot walk out during the day; as compared with the object, the expense would be insignificant. P. 291, Q. 5247–5254.
Dr. Sutherland—, describes the reports from India as indicating great deficiency in the means of recreation, instruction, exercise, and occupation, the only resource being idleness or vicious indulgence. P. 313, Q. 5494.
Sir A. Tulloch—, considers the troops would be healthier if they were more employed in public works and fortifications. Workshops of light bamboo might easily be constructed in India, and gardens provided at each station, from which vegetables might be sold to the messes. P. 317, Q. 5551–5554. It would be a great advantage to the army were recruits required to learn to read and write before being discharged from drill. It is an evil that the soldier is not sufficiently trained to fatigue; there might be less drill and more work of a remunerative kind. P. 318, Q. 5557–5561. In the plains of India the men cannot, owing to the heat, take the exercise necessary to preserve health. P. 324, Q. 5637.
Dr. Mouat—, states that the native troops are fond of gymnastic and athletic exercises. P. 332, Q. 5741–5742.
Serjeant-Major Walker—, considers it would be an excellent plan to give the men the means of working at different trades, as at Aldershot, where they take a pleasure in doing carpenters’ and masons’ work, &c. Nothing tends so much in India to keep the soldier in health as to keep his mind employed. There are no separate grounds for games, which would be a very good thing. Gardens were attended to by several men who were gardeners, they being let off other duties. This was a great advantage, as good vegetables are the best things in India, but the gardens should be much larger. Sufficient gardeners would always be found, if relieved from other duties, and a few natives could do anything necessary in the middle of the day, and when the regiment moved an allowance would be made. The giving of premiums and public praise for the best gardens would be a great encouragement, P. 343, Q. 6041–6066.
Lieut.-Col. Ochterlony—, proposes that oil gas should be used for lighting barracks made at each station from the common oil of the country and kitchen refuse, by which much better light would be obtained at less cost than is now incurred for lamps, which do not enable the men either to work or read with comfort.† P. 482.
* The Kirkee Committee recommend singlestick as combining dragoon efficiency with amusement. (Appendix, p. 753.)
† The Kirkee Committee notice the want of sufficient light in barracks at night. (Appendix, p. 749.)
[N.B.—See notes pp. 201 and 202 ante.]
IX.—DISEASE AND MORTALITY.
Sir R. Martin—, has seen great invasions of cholera and fever and dysentery, which are always most found in the worst stations as regards drainage, malaria, climate, bad ventilation, overcrowding, and filth. The correction of these evils would be the best preventive. Intemperance also is a cause, the prevalence of which in a regiment much depends on the character of the commander. Liver disease, liability to which increases with age, prevails almost everywhere and is often associated with dysentery, is much influenced by the circumstances enumerated, and personal hygiene. There is much rheumatism caused by sudden alternations of temperature, against which warm clothing is the safeguard. There is also mercurial rheumatism produced by cold while under the influence of mercury. Syphilis prevails to an enormous extent* (for which mercurial treatment is most detrimental, but it is still often resorted to. Q. 163, 164.) Police regulations are uncertain and various. Locks have been frequently established and again abolished. Scurvy has been seen in some high stations owing to defective diet and to climate, and Guinea-worm prevails in Bombay; this is often referred to impure water. Pp. 4 and 5, Q. 94–128. Fever is by much the most prevalent disease, next bowel complaints and dysentery, after that affections of the liver and cholera. P. 8, Q. 213 and paper appended. The mortality among the British troops varies from 30 to 70 per 1,000. P. 16, Q. 267–269. The money loss during 30 years may be moderately computed at 10,000,000L sterling.† The theory that acclimation renders men less liable to disease has been clearly disproved.
Colonel Swatman—, stated that the men suffer extensively from syphilis. Could not see how this was to be prevented unless by the re-establishment of locks, which he thought were discontinued as a measure of economy. P. 46, Q. 532–538.
Dr. Duncan Stewart—, does not think that acclimation confers any immunity from tropical disease. P. 50, Q. 615.
* Dr. Macpherson points out the alarming extent of syphilitic disease. Addendum 12, par. 3, p. 34. On the last-mentioned subject strongly recommends legislative enactment, authorizing a system of licence and control in cantonments and sea-port towns, to be administered by commandant, senior medical officer, and senior magistrate of the district; that individuals, and houses open to inspection, should be licensed and registered; and Locks established. Such an experiment was made at Secunderabad in 1855, with almost magical success. Addendum 13, p. 34. See also results, p. 487.
† See Suggestions, p. 18; and Dr. Balfour's Observations, p. 20. See also Notes on Military Hygiene, by W. J. Van Someren, Madras Army. Epidemic disease is produced by a certain general condition of the body (e.g., induced by bad air and water, nuisances, &c.) plus the specific poison of a particular disease. Instances several well known proofs in England, and points out the prevalence of epidemics at the Indian stations of Kurrachee (where the Rifles lost 76 per 1,000 in one epidemic in 1846); Bellary, Secunderabad, Vellore, Colaba, (the slaughter-house of more thousands of British troops than are destined to win fifty battles,) all mainly arising from overcrowding, bad drainage, and other local conditions. Produces proofs of injurious effects of over fatigue in India; also intemperance. Gives a formula for production of disease, similar to the celebrated one by Dr. Bone for production of yellow fever in the West Indies. Addendum 10, p. 28. See further remarks on the Hill Fevers of Southern India, by Dr. Heyne. Fever is totally unknown on hills formed of quartz, felspar, and real horn-blende; on iron granite it is virulent. This he ascribes to magnetic or electric fluid disengaged in great quantity in the hot season. Recommends avoidance of hills as residence where magnetic iron sand is found, or within two miles of such. Addendum 14, p. 35.
[N.B.—See note p. 201 ante.]
Mr. A. Stewart—, says separate hospitals for native followers are required; and Locks are much called for. These cases sometimes amount to one half those in hospital. P. 58, Q. 728.
Dr. McLennan—, had seen cholera prevailing among Hindoo soldiers and their families, whilst Mussulmans in the same battalion and lines entirely escaped attack. This was attributed to bad fish, from which the latter abstained. Had heard of several instances of epidemics attributed to the vicinity of nuisances, and one at Hyderabad from the use of stagnant water. Intemperance, night exposure, heat, cold, and moisture are predisposing causes. Cholera is most prevalent among Europeans in hot weather; among natives in cold. Diarrhoea and dysentery also are most prevalent at Bombay in the cold season, but generally in the hottest and wettest months. Dysentery often follows fever and is then most fatal. Sanitary measures of precaution and removal are usually resorted to on any epidemic outbreak; these are embodied in the regulations. Liver disease is very prevalent among European troops, also children and ladies; the natives also suffer more than is generally supposed from liver disorders. Should expect more from abstinence from liquor and avoidance of rich, stimulant, or full diet than from any other change. Rheumatism does not prevail much apart from maladministration of mercury for syphilis. Has seen scurvy from bad diet and exposure on the voyage out. It sometimes occurs among the natives from similar causes. Cause of guinea-worm remains in obscurity; probably introduced from without while bathing or walking in marshy ground. Is of opinion that climatic influence, intemperance, and sexual disease (from which latter a full fifth of the cases in the Bombay hospitals suffer) are the three chief evils affecting the health and life of the soldier in India (Pp. 89, 90, Q. 1221-1231). Thinks there is a gradual adaptation to the change of climate, but the man one year out is better able to bear exposure than those 10 years in the country. P. 93, Q. 1291-1293.
Dr. Colvin Smith—, states that the suppression of grog shops and the establishment of a Lock hospital at Secunderabad immensely improved the health of the troops in 1856. P. 99, Q. 1356. The native troops quartered close to a tank four miles long suffered much from fever, and guinea-worm produced by the water. Q. 1363. Had witnessed epidemic cholera in the Madras Rifles on the march, arising from fatigue and bad water, which ceased on the first rain. At Prome also, which is filthy, crowded, and surrounded with swamps in the wet season, had seen cholera among the native population. Considers intemperance, syphilis, and malaria the three chief causes of disease in India, all of which may be much diminished. Locks should be re-established, with good police. Had charge of a Lock at Hyderabad; and the commander of a European regiment observed, "Your hospital has diminished mine by at least one-third since its establishment."
* Dr. Macpherson observes, that 688 men of the home force are always in hospital from syphilitic disease alone, and that the money lost to the State is calculated at about 14,500l., per annum. (Appendix p. 649.) The officers of the medical service are almost unanimous in recommending the establishment of locks. Dr. Grierson, however (Kurrachee), argues strongly against them on moral grounds, insisting on the expulsion of prostitutes as the proper remedy. (Appendix, p. 821.) Mr. Hare remarks that prostitutes in India are purchased and educated for the trade, and it is only necessary to punish those who profit by the women's earnings, to prevent the spread of disease. (Appendix, p. 183-4.) The Umballa Committee are of opinion that locks might be aided by allowing the prostitutes to select one of their own number as their head; let her be well paid and made responsible that no diseased
[N.B.—See notes pp. 201 and 202 ante.]
DISEASE AND MORTALITY.
Thinks Locks were discontinued from false modesty, but has heard that there was an abuse of police authority which induced the Government, on the report of the Inspector-General of Bengal, to abolish these hospitals. Little could be done without the police; Pp. 102, 103, Q. 1502–1537. Men suffer from fever and inflammatory diseases for first few years, afterwards from chronic affections. Does not think they become acclimated. P. 105, Q. 1607–1609. Has seen erysipelas, but not gangrene in hospitals. Q. 1599–1601.
Major-General Cotton—, states that there is always more danger from cholera on the march than at stations. Has been much puzzled to find a reason for the outbreaks. Had found "Warburg's fever drops" invaluable. This medicine ought to be in every hospital and camp. Has known bad fever cured by it in a few hours. P. 129, Q. 2114–2123.
Mr. Longmore—, gives the mortality at Dumdum* from dysentery, fever, and cholera in five months during the mutiny at the rate of $27\frac{1}{2}$ per cent. per annum among women, and $51\frac{1}{2}$ among children. Pp. 131, 132, Q. 2172–2180. The latrines, &c. were very offensive. Q. 2219.
Dr. Maclean—, mentions that Secunderabad was remarkably exempt from cholera during 18 months that it prevailed at Hyderabad; it has since been more crowded, and the epidemic last year was severe. P. 139, Q. 2315. A malignant form of dysentery prevailed there. Q. 2339. The chief mortality in all stations is from dysentery, cholera, liver complaints, and fevers. Q. 2350–2352. The recent sanitary measures adopted by Sir C. Trevelyan at Fort George, Madras, resulted in no case of cholera having occurred among the troops in the fort during a severe epidemic in the town. Q. 2353. The enormous amount of syphilis and consequent loss of efficiency is becoming quite a state question. The ratio of cases to be treated is about 27 per cent. Locks, with the aid of the magistrates and proper supervision, would answer well. The native people are very obedient to authority. P. 143, Q. 2393–2406. Strongly recommends the introduction of an ambulance system for sick and wounded in India as a measure of economy as well as of relief. P. 145, Q. 2420.
Dr. McCosh—, states that the debility produced by heat increases with the time of exposure. New comers generally do not feel the heat so much as old Indians. There is an absence of epidemics, cholera, smallpox, and fevers, &c. on the hills; but there is a disposition to diarrhoea, usually not dangerous, often beneficial, though in severe cases liable to run on to dysentery. Men going to the hills in a scorbutic state have suffered considerably from diarrhoea.† Scurvy prevails in Upper India from want of vegetables. Ascribes this hill diarrhoea—1, to reduced pressure of the atmosphere on the bowels; 2, the
woman goes undetected. (Appendix, p. 235.) The Chunar Committee (Mr. Tweddell) recommend that the prostitutes, who are a distinct class in India and do not disguise their vocation, should be registered and numbered; and suggest that a small establishment consisting of a native doctor and two or three women, under the superintendence of the sanitary officer and magistrate, would be more suitable to native ideas than a regular lock hospital, and prove more effectual in reducing the amount of disease. (Appendix, p. 90.)
* See report of this outbreak, Addendum, note, p. 134.
† The Roorkee Committee believe that the hill diarrhoea is caused by water loaded with rotten vegetable matter. Mr. Hare has often prevented patients from drinking any but rain water collected in a tub, by stretching a sheet on four poles, and always with the result of stopping the diarrhoea. (Appendix, p. 183.)
[N.B.—See notes pp. 201 and 202 ante.]
secretion of bile (the liver being affected) is lessened; 3, reduced perspiration induces extra internal secretion. The natives suffer largely from a disease called mahamurry, referred to their dirty habits. Pp. 148, 149, Q. 2512–2562. Ennui is the greatest evil the medical officer has to struggle with. The men rushing with indifference to their graves; he trying to prevent them. P. 152, Q. 2612. Men are never so healthy as when undergoing the fatigues of a long march. P. 154, Q. 2686.
Mr. Julius Jeffreys—, estimates as very great the mortality arising from solar radiation (apoplexy) in India; believes that in particular instances it has amounted to 50 per cent. P. 186, Q. 2875–2886.
Colonel Greathed—, states that the disease and mortality in the 8th regiment was small at first, and continued so during 15 years. They never had cholera except at Delhi. In the hottest station, Deesa, the mortality during three years was remarkably small. The men were accustomed to take active exercise. A man would walk 14 miles from the barrack, shooting, and be back at night; the well-conducted men always having unbounded liberty. P. 204, Q. 3201–3205. Does not believe in acclimatizing. After six or eight years' service a man is not so good as he was; but the deterioration mainly arises from a life of inaction. This would be improved by gymnasia. P. 209, Q. 3303–3308. Locks should be re-established; but it is a moot question with reference to the tyranny sure to be exercised by the police. Thinks the men are chiefly injured by the climate; yet it is not mere temperature. Pp. 209, 210, Q. 3316–3341.
Dr. Bird—, states that in Bombay diarrhoea and cholera are the prevailing diseases in May and June; dysentery, gastro-enteric cases, with bronchitis, in June and July; and rheumatism, gastro-hepatic disease, and abscess, in August; and fevers from September to November. The ratio of mortality was from 40 to 55 per 1,000 (1847–1857); whilst at Poona and Kirkee it did not exceed 10 per 1,000, exclusive of reliefs from the low districts. At Belgaum it was 19. Pp. 213, 214, Q. 3418–3420. Does not consider the present army medical statistics of any value. They should be reconstructed and combined with meteorological and medical observations by intelligent medical officers. Conclusions as to healthiness of station can only be formed after residence of six or eight years. It would be better to trace the history of each regiment throughout. P. 216, Q. 3486–3506. Ascribes frequency of solar apoplexy to sudden exposure to the sun, often aggravated by spirits on the march. P. 220, Q. 3574–3583. Cholera is induced by miasmata, heat aided by bad sanitary conditions, improper food, vice, &c. Liver disease at Belgaum was chiefly caused by alternations of temperature; also rheumatism. Woollen clothing, bathing, and temperance are the best preventives. Scurvy is a blood disease analogous to rheumatism, arising from deficient nourishment and damp. Guinea-worm, produced by bad water, may be prevented by the use of filters. P. 220, Q. 3589–3596. Considers that the Europeans can be acclimated, so far as temperature, dryness, or humidity is concerned; but the human system, though it may resist, cannot become habituated to local endemic miasmata; the latter are removable by hygienic measures. It is as bad to transfer men too suddenly from a tropical to a temperate climate as the reverse. Such changes are better borne in youth than in mature age. Pp. 223–225, Q. 3650–3672.
Brigadier-General Russell—, states that at Moulmein the men just landed from England suffered a good deal from dysentery, which was
[N.B.—See note p. 201 ante.]
attributed to fresh pork and intemperance. P. 226, Q. 3691. Cholera at Fort George was attributed to an open drain close to the barrack-rooms. Q. 3700. Frequent removals to and from the hills would be regarded with some dread, as a regiment seldom moves in Madras without an attack of cholera, generally attributed to bad water and over-fatigue. At Trichinopoly his regiment escaped, owing to precautionary measures taken whilst cholera raged in the bazaar and artillery barracks. P. 230, Q. 3795–3800. In calculating the mortality at stations, deaths among invalids who often die en route ought to be included;—not being so, the mortality attributable to the station is generally understated. Accidents, however, are included, which are sometimes numerous. Mere heat, if equable, does not produce excessive mortality. In Rangoon, sickness was caused by insufficient food,—meat, fruit, and vegetables,—the country did not produce them. P. 232, Q. 3851–3860.
Sir P. Cautley,—, considers valuable a suggestion of Mr. Acton’s,* that as a means of purification from syphilis, jets of water from cisterns, provided for the purpose, should be constantly running in all the barrack urinals, by which means local ablution could be frequently resorted to. P. 238, Q. 4010.
Colonel Campbell,—, has no complaint to make of vices among the soldiers in India. Syphilis is not common, not so much as at home. There is great power to check it. The native women frequenting the bazaars are known; a list is kept by the bazaar-master, and if three or four men were found going in hospital, these women would be all examined by the surgeon, and those infected either cured or sent off. It is very easily done; not at such a place as Calcutta perhaps, but at the stations generally. It is completely in the hands of the commanding officer. The sick are usually attended by the native servants, who are very good nurses. The conduct of the natives depends much on the way they are treated themselves. Has known a regiment entirely deserted by them. Considerable mortality took place among the 52nd regiment at Subathoo, caused by a four days’ march to escape from barracks in a shaky state at Umballa, in the rainy season. The men were ankle deep, and the regiment lost 12 or 13 a month from fever and ague, for three or four months afterwards. P. 246, Q. 4212–4241.
Mr. Elliot,—, recommends a scientific commission to investigate the circumstances under which malaria is generated, in order that better precautions against fever could be taken, e.g. in the selection of halting-places or sites for stations. An elevation of less than 5,000 feet can hardly be considered safe. Fever prevails chiefly at the foot of the hills. Thinks malaria is sometimes carried up ravines by the wind, so as to affect places in themselves free from it. Geological formation is thought to have an influence. Clearing the jungle appears to have been beneficial at Segoor. Any district once cultivated, and afterwards deserted, appears to be unhealthy, and to improve by being again brought under cultivation. The neighbourhood of rivers seems unfavourable. The wearing of gauze, muslin, or cotton appears to be a protection, as proved by Colonel Blake, in the deadly jungles of Rampa. Places long free from malaria may be suddenly deluged by it. Pp. 247–251, Q. 4242–4288.
Mr. Montgomery Martin,—, mentions decaying granite as producing malaria, e.g. at Hong Kong. Referring to Dr. Heyne, on the same sub-
* See Mr. Acton’s observations recommending compulsory ablution and regimental locks, p. 489.
[N.B.—See note p. 201 ante.]
ject, has understood that the limestone formation on the Indus has been productive of fever. P. 252, Q. 4291-4295. The Terrai, along the lower Himalayas, is covered with dank vegetation and forests, yielding at all times a pestiferous gas. There is no great unhealthiness in Tanjore from irrigation and rice cultivation. The fogs in Lower Bengal are noxious, to avoid which the mouth is often protected by muslin. They prevail near the ground, so that it is important that buildings should be well raised, as the upper stories are comparatively out of the fog. At Badulla and other places people may sleep on the ground without injury. Pp. 257, 258, Q. 4380-4406.
Mr. A. Grant—, states that various sanitary improvements had reduced the mortality in the 12 years prior to 1854, 20 in 1,000, as compared with previous returns; but that in the sultry and malarious plains the mortality must always be high. P. 260, Q. 4454-4456. At Fort William the mortality is now 69 in 1,000. Cawnpore is bad, and Allahabad worse. The strong men only should remain in the plains. P. 261, Q. 4464-4466. Five-sixths of the mortality arises from abdominal affections, induced by high moist temperature, intemperance, bad food, malaria, overcrowding. P. 262, Q. 4474-4483. The filthy state of ravines, insufficient ventilation, &c., at hill stations, were the causes of diarrhoea, &c.; not cold or damp. P. 262, Q. 4484-4497. Thinks the mortality in India, now upwards of six per cent., might be reduced to four per cent. by proper sanitary arrangements at the present stations; and to two per cent., if only stationed in good barracks, at such places as Rawul Pindi, Sealkote, Jullundur, Meerut, Agra, Hazareebaugh, Bangalore, Poona, and Belgaum, with depôts and reserves on the hills. P. 264, Q. 4539-4556.
Dr. Sutherland—, considers that the zymotic diseases of India are the same as arise in England from want of drainage and ventilation, decaying animal and vegetable matter, bad water, and intemperance; the atmospheric conditions appear to call these causes of disease into greater activity. The ample ration, with very limited exercise, is beyond doubt a cause of disease, and habitual tippling is more destructive to health in such a climate than occasional drunkenness.* P. 313, Q. 5494. The mortality may be greatly reduced even in the plains, in which every sanitary precaution should be carried out. P. 316, Q. 5526-5529.
Dr. Farr—, suggests that the system of recording and analyzing the diseases of the army in England should be extended to India, which would show the mortality in each regiment year by year, and thus test the salubrity of the different stations. P. 316, Q. 5532, 5533.
Sir A. Tulloch—, states that the statistics of mortality in the army show a considerable excess in warm as compared with temperate climates; but this ratio has been much reduced in the West Indies by sanitary improvement. P. 317, Q. 5534-5543. Doubts whether syphilis, though it undermines the health of the soldier to a considerable extent, is much more common among the military than civilians; the ordinary proportion is about 120 cases per 1,000 men annually. The average mortality in India from 1817 to 1855 was 70 per 1,000
* The Rawul Pindi Committee consider that to prevent hepatic disease, soldiers should not be allowed to consume so much animal food in hot climates. (Appendix, p. 256.) The Ahmednuggur Committee condemn health parades as needless and obnoxious. For neglect of immediate application men should have "with delay" marked against their names in the report book, and be obliged to make good all duties missed while in hospital. (Appendix, p. 840.)
[N.B.—See notes pp. 201 and 202 ante.]
from all causes, including casualties in war. Since the mutiny, the ratio has been about half this mortality. Upon a strength of 70,000 men, the annual loss would be 4,200, which might probably be reduced to 1,400. The mortality among officers of the same average age as the men is about 25, and among civilians 20 per 1,000. The mortality among the troops need not exceed 20 per 1,000 if placed in healthy stations and other favourable circumstances. P. 318, Q. 5562–5596.
Fever, dysentery, diarrhoea, and liver disease are the most fatal in tropical climates; syphilis also, which acts more indirectly by reducing the general health, and much increases the amount of invaliding. It has been proved in the West Indies especially that it was erroneous to suppose that men suffered greatly from want of acclimation. P. 324, Q. 5621–5642.
Dr. Mouat—, states that the natives are liable to frightful outbreaks of cholera, fever, and dysentery. Has known 900 out of 1,000 men in hospital. Up country sepoys invariably become sick in the lower provinces. P. 331, Q. 5722–5723. The mortality among them is much higher than is apparent from the returns, as men if sick apply for leave, and die at home, when they are not included in the mortality register. The sepoy generally improves much at first after joining the service. Rheumatism, the sequelæ of fevers, and dysentery are the chief causes of invaliding. Among the Sikhs and Mahomedans there is much syphilis; the mortality would be double what appears in the returns, but that would be much under Europeans, as, being in their native climate, and more sober, they suffer less from injuries; inflammation runs a very mild course with them. The Hindoo buys no meat, the Mahomedans, Mughls, and Burmese do. Many of the natives are in capital physical condition. P. 332, Q. 5743–5775. In the prisons, the mortality is high, probably 12 per cent. last year. In damp malarious districts the village population is very unhealthy; but in the elevated districts there is a very fine population. They deteriorate exceedingly from change of climate. P. 333, Q. 5790–5800.
Dr. Wallich—, states that the mortality among native troops greatly varies. Dysentery, fever, cholera, and rheumatism are the chief diseases. In some of the stations there is much syphilis, men are often sent away when past cure. There is no control over their diet or over their huts, so that there is no power of preventing disease. The men would not object to such proper supervision, if it were made a condition of their employment. Few of them drink. The worst evils are impure water, bad drainage, and ventilation. Would recommend weekly inspection, and the use of prophylactics and gentle medical treatment without sending them into hospital or taking them from duty. They should be encouraged to apply to the medical officer for this purpose, when slightly affected or out of sorts. P. 336, Q. 5861–5922.
Serjeant-Major Walker—, states that more men are invalided and killed by syphilis than any other disease except fever. It might be diminished by vigilant superintendence of the women by native doctors in native hospitals; those diseased being sent away. The orders of Government are good and well intentioned, but not properly carried out by subordinates. Considers much disease is caused by bad drainage in barracks, and filth in the neighbouring towns, e.g. cholera, fever, dysentery;—but the men prefer India to other stations after experience of the service. Fresh troops stand the climate better than old soldiers, but the latter cannot bear the cold in England. P. 345, Q. 6089–6128.
[N.B.—See note p. 201 ante.]
The sick are attended by natives and regimental orderlies; there is no ground of complaint. P. 346, Q. 6141–6145.
Mr. Julius Jeffreys—, urges the use of the respirator for weak persons going to the hills. He further recommends the use of external compression of the limbs in cholera; also the use of aromatic oil applied to the skin as a protection during epidemics. P. 499.
Dr. Dempster—, considers that troops are most liable to disease during the first two years in India, e.g., dysentery, hepatitis, remittent fever, and sunstroke. They are afterwards less obnoxious to these diseases. Cholera is exceptional; no rule can apply. A detachment of 300 men landed in the cold season in 1853, and marched straight to Meerut; all had a slight attack of fever in the ensuing hot season, but none died. It is an advantage to recruits to join old Indian soldiers who understand precautions. After 10 years' residence the constitution deteriorates and becomes liable to chronic liver disease, &c. among the men, though the officer will then be at his best. P. 475. Points out the necessity of frequent examinations both of women and men to guard against syphilitic disease, also the enforcement of frequent ablution on the part of the latter, especially after contact. P. 467.
Dr. Eatwell—, observes that in the absence of a correct census there is great difficulty in estimating the mortality among the natives of India. The only means are the records of the places of interment. Dispensaries, native, and gaol hospital returns may furnish a tolerably correct idea as to the prevalent diseases. Also returns of native regiments, though these have often serious sources of error, recruits being frequently predisposed to disease. P. 480.
X.—MORAL CONDITION OF THE SOLDIER.
Lieut.-Colonel Gall—, states that the soldier cannot marry without consent of his commanding officer, or if he does his wife will not receive the usual allowance of five rupees a month. About 12 per cent. of married men are allowed to live in barracks. There are not many marriages without leave. Native women receive half the allowance given to Europeans. They require fewer comforts indispensable to Europeans. Some of them are well conducted. They seldom leave the country. Generally the man would volunteer into another regiment on his own leaving for England. P. 80, Q. 1001–1012.
Dr. Maclean—, considers that if marriage were encouraged among the soldiers, and they were located on the hills, they would be much better, healthier, and happier in every way than they are now. They would require assistance from the Government, and it is a financial question of considerable importance. P. 144. Q. 2407–2414.
Dr. McCosh—, states that artillerymen are generally better selected, and they are more careful, steady, studious, and active than soldiers of the line; they look forward to promotion, and they suffer much less from ill-health in consequence of their better habits. Pp. 150, 151, Q. 2567–2581. Good results might follow from instructing the men, especially recruits, as to care of their health; a short manual should be placed in their hands. The soldier should have more inducement to live. Having no motive for the future they regard life very little. They should have the means of living when discharged. They should be employed in public offices and works, &c. The average pension of 29,000 men is 8½d. a day. The soldier should have light employment or a better pension insured to him, as after 10 or 20 years in India he
[N.B.—See note p. 201 ante.]
returns a broken-down man. Pp. 151, 152, Q. 2597–2620; p. 154, Q. 2684–2686.
Sir John Lawrence—, believes the more inducements held out to the men the more likely they are to behave well; he would, therefore, advocate increased pensions. P. 192, Q. 2958–2959. Moral influences should be brought to bear on the soldier to induce him to look more to the future. Marriage should be allowed, which makes them more steady, careful, and manageable. Their pay should be increased to help them. The wives keep them straight. The soldier's wife also should be taken care of and allowed to go with the regiment. The desertion of his wife demoralizes the man. The women should be carefully looked after in cantonments, by a picked officer, when the men are in the field. Widows also should be taken care of, the want of such care shortly forces them into unsuitable marriages or worse. Tickets may be left with the paymaster to secure remittances to families. The men should be made as contented as possible, which would make a great difference in their feelings and fidelity. The practice of abandoning the wives when a regiment goes on service produces terrible results. Pp. 199, 200, Q. 3063–3070.
Col. Greathed—, states that the moral tone of the men in India is much higher than it is in England. There are no pothouses there. Though there may be much vice, yet the native bazaars do not afford them society in which they live. P. 200, Q. 3082–3084. Has frequently known a fortnight to elapse without one man out of 1,000 (the 8th regiment) being confined for drunkenness. P. 203, Q. 3160. The unbounded liberty given to the good men was never abused; it was quite a point of honour with them to behave well, and there were never any disputes between them and the natives. P. 205, Q. 3208, 3209. It would be a great advantage to have more married men, say 25 per cent., they are more free from crime. If the women were better cared for when the men take the field, much might be done to remedy the present evil; but not unless better arrangements be made for the maintenance of the wives. There is a difficulty when the regiment comes home, for the married men do not volunteer in the same proportion as the unmarried, though admitting they are better off than in England. It arises probably from the loss of their children.
Brig.-Gen. Russell—, considers that the married men quartered in separate huts are better behaved, respectable, and contented. They are more healthy. Would allow 25 per cent. to marry, but the number would seldom be kept up. A man should have at least 50 rupees to start with. The drain on the canteen fund is heavy for the families when the regiment is away on service. It happened more than once that married men, from regiments ordered home volunteered into the 84th regiment, which happened to be stationed near, because of the small expense of moving their things. P. 228, Q. 3748–3765. The soldier should be treated with consideration that he may imbibe self-respect and control. Men are very much what they know your opinion of them to be. P. 230, Q. 3789.
Colonel Campbell—, considers there is a general improvement in the conduct of the soldier of late years, produced by improved discipline, the good conduct warrant, amusements, and encouragement in many ways. P. 243, Q. 4109–4112. The conduct of the 52nd regiment in India was admirable. Q. 4103. Has no complaint to make at all about the vices of the soldier; it would be impossible to get 1,000 men to behave better. P. 246, Q. 4212.
[N.B.—See note p. 201 ante.]
Colonel Durand—, is of opinion that a larger number of men might be allowed to marry, which makes them healthier and happier; but there are great difficulties in regard to the care of the women, and to the service regulations elsewhere. P. 286, Q. 5137-5140.
Sir C. Trevelyan—, considers that motives for improving their condition in life should be offered to the soldiers to induce them to exertion, such as the prospect of employment in the police and public works, commissariat, ordnance, and other departments; we should thus improve our administrative system, leaven the mass of the population, benefit the men, and so raise the character of the service as to encourage recruiting. This would encourage a kind of colonization eminently applicable to India. With these views, he had established stipendiary studentships for soldiers at the Civil Engineering College at Madras. Men recommended for good conduct, and having some elementary attainments, were allowed to compete for these, but the number of applicants was so great that a preliminary regimental examination was found necessary to decide upon the candidates; and thus 20 picked men were collected for the administrative service. This system might be extended, the men being separated from the army at the end of a fixed probationary period. Such inducements being held out would not only tend to keep the men out of mischief, but to prevent the ennui from which their health suffers more than from actual disease. P. 299, Q. 5357-5361.
Sir A. Tulloch—, is of opinion that in unhealthy stations the spirits of the men break down, and they are often driven to dissipation in consequence. P. 324, Q. 5635.
Dr. Mouat—, describes the bond of caste among the Hindoos as much loosened; high-caste men will often perform the most menial duties for European officers who treat them kindly. Much of their time is spent in idleness. There is generally little to complain of on the score of temperance among the sepoys, but the Sikhs are fond of drink. P. 331, Q. 5734-5740. Does not think it possible to improve the condition of the sepoy; and they have every advantage and indulgence. They become much attached to those officers who treat them kindly. P. 334, Q. 5806-5811.
Serjeant-Major Walker—, states that it is difficult to get women fit for soldiers' wives. The married men are much more comfortable in India, and far better off with detached quarters. If the wife be careful he may save money. When on active service the women are left at the dépôt. The married men are steadier, not so often in hospital, and less liable to many diseases, and more contented than the single men. If on the hills, more men might be allowed to marry, but on the plains the children dwindle away. P. 344, Q. 6067-6087.
XI.—STATIONS ON THE HILLS.
Sir R. Martin—, considers that altogether heat, with malaria, constitutes the most powerful source of disease in India. Proper sanitary arrangements would effect much improvement, but the periodical removal to mountain stations is also of great importance—a State necessity.* These should not be on the front spurs, which are always
* Inspector-general Pearse considers the intermediate climate of Bangalore more suitable for newly arrived Europeans than any hill station, and would recommend the establishment of a large dépôt there accordingly. (Appendix, p. 609.) Believes the
[N.B.—See notes pp. 201 and 202 ante.]
wet, but some 40 miles to the rear, where it is comparatively dry—e.g., at Chenee as compared with Simla, where this has been overlooked. In Sylhet and Assam the same oversight has occurred. Believes there are table lands to be found having pasturage, water, shade, and means of cultivation suitable even for cavalry and artillery. The present hill stations are often too high as well as too wet, and injury has often been caused by sudden removal from a dry heat, to cold and damp. The mountain ranges should be used as preservative of health; they are not curative. If troops on arrival were sent to the hills they would be maintained in health and vigour, descending annually to the plains in the cold season for military exercises, and whenever the state of the country required their presence; but no man should stay longer than 12 months at one time in the plains. Of British children residing in the plains of India one in five only survive the fifth year, while in the mountains they thrive as at home. The theory that acclimation renders men less liable to disease has been clearly disproved. Hill stations could be better protected by medical police against intemperance, syphilitic diseases, &c. Pp. 5, 6, Q. 129–163. Thinks that in cantonments in the hills the same immunity from disease might be experienced as in the mountains of Jamaica. P. 8, Q. 201. Sick-leave would also be greatly avoided, and much cost of buildings for treatment of disease saved. Q. 211, 212. (See also Notes on Mountain Climates, p. 11.) The best elevation has yet to be determined; the lower ranges, of from 2,000 to 4,000 feet, have been hitherto neglected. Refers to recently discovered table-land at 3,000 feet near Calcutta. 2,500 feet would probably be above the fever range.* Solitary mountains are preferable
* See Dr. McLelland's paper, p. 17; also Suggestions, p. 19, pars. 11–18, and p. 20; and Observations on Myrung, p. 23.
Dr. Brodrich, Assistant-Surgeon, Madras Army, reports that Goonah in Malwah on the trunk-road, about half way between Indore and Gwalior, on elevated table-land, more than 2,000 feet above the sea, has been remarkably free from cholera, and troops stationed there have enjoyed excellent health. The rains are not very copious; the heat never extreme; hot winds unfrequent, and with little dust. In the cold season the climate is unexceptionable; invalids rapidly recover. There is much syphilitic disease. Thinks this might be got rid of by medical police. Dysentery rare; rheumatism less prevalent than at other stations. Country undulating, with large grass prairies, well watered. Wheat grown largely. Excellent breeding station for horses, and therefore for large body of cavalry. Sipree, on same formation, about 60 miles distant, would be equally well adapted for infantry. Addendum, 9, p. 24.
See Opinion of Surgeon J. W. Fletcher as to healthiness of Morlong. At the top of the Cossiah range of hills, between Assam and Sylhet, the table-land is about 40 miles wide. Morlong, about mid-way, has 5,800 feet elevation. Soil rocky and gravelly; surface undulating. There is a great extent of land suitable for buildings, recreation, and military evolutions. Thinks it well adapted, on sanitary grounds, for a station. Scarcey a day in the rainy season during which the men could not get out for exercise. Addendum 11, p. 33.
Also Letter from Dr. Macpherson, pointing out the desirability of various salubrious hill ranges. Troops at Cannanore should be placed on the Neilgherries, at Trichinopoly on the Pulnags, having a plateau of 15 miles by 30, with abundant water. The Shinags, 5,000 feet high, within a night's run of Madras by rail, where all recruits from England might be placed. Near Vizagapatam, not far from Bellary, also midway between Nagpore and Hooseingabad, are mountain ranges. Addendum 12, p. 33.
Dr. Pinkerton reports that Nynee Tal has an elevation of 6,400 feet, and is situated in a glen, with a lake or tal in its centre. All the barrack and hospital accommodation is as bad as well can be; ill drained and damp, no latrines, every kind of surface filth. All these drawbacks should be remedied. The climate, during
[N.B.—See note p. 201 ante.]
when they can be found, as Aboo; and by so placing our troops the idea of Hyder Ali, of keeping our Europeans in cages, ready to let slip, would be realized. It is the general native belief, according to Sir Mark Cubbon, that until these heights are occupied our possession of the country is insecure. Believes such elevated stations may be found in every province, but none such should be permanently occupied until tested first by natives and then by Europeans in huts. Drill may also be advantageously carried on at such high stations. The subject of sites and elevation has to be investigated *ab initio*. Pp. 15, 16, Q. 241–270.
Colonel Swatman—, believed that the hill stations at present existing are very confined, so that the men do not appear to enjoy themselves. P. 46, Q. 502–510. Considered acclimation beneficial as a preparation for future service, but many men are lost in the process. Officers are more careful, and occupy better quarters; they have also furloughs of two years after ten years' service, they therefore suffer less than the men. If there were space enough and occupation at the hill stations it would be very advantageous to station the men there. Was not aware of any plan having been adopted for investigating the mountain climates. P. 47, Q. 550–572.
Mr. A. Stewart—, thinks it would be very desirable to station the troops on the hills as far as it can be carried out. P. 61, Q. 781–783.
Lieutenant-Colonel Gall—, considers that it would be advantageous to station the troops on the high lands if it could be accomplished. Railways will facilitate transport. European troops quartered on the lower range of the north-western Himaleh would hold India securely, and be prepared to meet invasion from the north-west, and defend the line of the Upper Indus. Military colonies might be established here. Marriage encouraged, and inducements held out to settle. Children born in these regions grow up healthy and strong. Believes Europeans generally would be as healthy there as in Europe. Troops are generally kept five years at a station; sometimes three, or even two in Sind, which is very hot and unhealthy, except Kurrachee, which is healthy, being on the sea coast, and visited by the south-west monsoon. Believes there would be fewer applications for leave were the troops stationed in the hills. Expenses of officers on sick leave are paid by Government. P. 80, Q. 987–1000.
Captain J. E. T. Nicolls—, describes the hill stations as all situated on the ridge or spur of a hill. P. 81, Q. 1024. These stations are decidedly favourable for the preservation of European health; situations in the rear would be far preferable as being less exposed to the monsoon. Thinks police regulations may be better enforced than in the plains, but that natives would not be kept out by want of roads, as they would resort to bye-paths if they desired to get at the station. Temporary huts might be used whilst such situations were being tested. Supplies would chiefly have to be carried up from the plains at considerable expense, and roads constructed of great length. The soldiers would
eight months, is clear, bracing, and invigorating; 219 days generally fine, 68 clouded, and 78 rain, hail, or snow. Average rain-fall 112 inches. Temperature at dawn, 51; noon, 64. There is no diarrhoea or cholera. During the four bad months hepatic complaints, rheumatism, head affections, and intermittent fever are common. But though invalids gain nothing in the damp season they lose nothing, and recover rapidly afterwards. Invalids sent here should be selected with reference to their disease, and proper accommodation provided. Of 599 sick sent thither in 1858–9, 136 were invalided and 19 died. Addendum 15, p. 37.
See Descriptions of Ottley Pett, and Ramandroog, Addenda 16 and 17, pp. 38–9.
[N.B.—See note p. 201 ante.]
be by so much removed from the scene of action. The hills are not liked from want of space for moving about, and less freedom for intemperance and debauchery. Vegetables could be cultivated; cattle might also be raised, the herbage being good. Pp. 83, 84, Q. 1108–1151.
Dr. McLellan—, does not think that any great advantage would be gained in point of health by stationing the soldiers on the hills, except for better police. The general presence of invalids on their way home increases the mortality at Bombay, nevertheless the policy of removing troops from low stations to mountains within a moderate distance is advantageous; is quite recognized in Bombay, as at Poona, where supplies are easily obtained, and will be more so on completion of the railway; but there are deadly fevers in the Deccan; at Poona even there is fever and cholera. At Aboo the monsoon is heavy, being in the front. Inland from the Ghauts it becomes much drier. Pp. 90–92, Q. 1232–1281.
Dr. Colvin Smith—, is of opinion that the stations are sometimes too high, especially in Bengal, e.g., Sinchul, on a spur where it always rains or snows; there are medium ranges available both in Madras and Bombay. Ramandroog in Mysore, at 3,000 feet, is very healthy. Had seen invalids at Darjeeling soon become robust and strong; others suffering from dysentery, chronic disease, and phthisis, were made worse by the cold and damp. Stations in the mountain ranges are the most healthy, and should be greatly increased in number to maintain the troops in ordinary health. There would be a great saving in the long run by preserving men's lives and prevention of sickness. Considers men previously living in the plains more capable of bearing the heat than those fresh from the hills, though the troops from Simla were remarkably healthy before Delhi, with the exception of cholera. They should not remain in the hills during the cold season, but descend to the plains for drill, &c., for which there is not room, e.g., at Darjeeling. Believes there is no want of good and extensive positions in India on high lands; there has been no systematic inquiry. There should also be coast stations. Pp. 103, 104, Q. 1543–1580.
Major-General Goodwyn—, considers that it would be advantageous to place more troops at hill stations, reducing the number in the plains, e.g., at Jullundur, Umballa, Delhi, and Meerut. With rapid means of communication there would be no difference in a political aspect. The late Major Abercrombie agreed in this opinion. Building might be more expensive on the hills, as carriage would be greater, but does not know the rate of labour there. Pp. 111, 112, Q. 1789–1804.
Major-General Cotton—, believes the Neilgherries will be found the best home for Europeans in all India; not being precipitous, but everywhere level and habitable, roads can be opened with facility. Jackatalla is out of the rainy portion of the district, and troops are stationed there all the year round; the men first stationed there, though very confined in temporary thatched mud barracks, were remarkably healthy, and none died except amongst those who came up invalids. Pp. 124, 125, Q. 2014–2025. The distance from the plains to the south is 20 miles, to the north 40, to the west 70. Good roads have to be made. There is unhealthy jungle intervening from 20 to 30 miles wide on all sides. Does not think the cost of maintenance will be greater, when things are settled, than in the plains. Provisions can be obtained on the spot, and there is a large extent of country capable of cultivation. Temporary buildings and huts should be used for
[N.B.—See note p. 201 ante.]
testing a new climate, but this is not required in the Neilgherries. Pp. 124, 125, Q. 2017-2037; also P. 128, Q. 2024-2029. Inquiries should be made wherever hills can be found. Europeans should be placed there (first in huts) if troops are required in the neighbourhood. There is hardly a province without hills within two or three days march from any existing station, e.g., Mysore, Travancore, the Deccan, &c. Thinks malaria is often very local, probably confined by trees, as in a tank, or the form of the ground where there is no outlet. A new hill site should always be tested by Europeans, a few would suffice. The health of the natives is no certain guide. Any elevation of 6,000 feet might boldly be tried, or even to 2,500 feet. Mischief sometimes follows the first turning up the ground; a site should not, therefore, always be hastily condemned on a first failure; local knowledge is the only guide. A good opinion may be formed as to the probable healthiness of a site. Pp. 126, 127, Q. 2055-2086.
Dr. MacLean—, is of opinion that it is possible to remove most of the plain stations to neighbouring hills, e.g., the Neilgherries; Beda, 2,000, and Ramandroog, 3,500 feet, near Secunderabad, and two or three days from Hyderabad. Bangalore, 3,000 feet, is a healthy station; the men enjoy themselves there, as at Poona. The Neilgherries are a day and a half from Trichinopoly, and are available also for Cannanore, going by sea to Nagaputum; the Animallay hills also. Troops concentrated on the Neilgherries might act in any direction, so that very small garrisons need be left in a few important forts, such as Madras. One season is not a sufficient test. Pp. 137, 139, Q. 2239-2305. Booldana has not been used for troops, but people are remarkably healthy there. Q. 2323. Chindwarra is four or five days from Nagpore, where the heat is excessive. The Bombay railway will pass by Nagpore. Both Jackatalla and Trimulgherry were at first unhealthy, from the neglect and filth of large bodies of workmen during the erection of the buildings; this should be better regulated. P. 140, Q. 2321-2337. The hills will not restore health, the sea coast must often be resorted to, e.g., Waltair; severe cases must go to sea. P. 142, Q. 2356-2363. The cost of maintenance may be greater on the hills, but the saving of life will much more than repay it. Q. 2372.
Dr. McCoan—, believes that at Almorah (5,600 feet), Kumaon, in the Himalayas, 10,000 men might be comfortably cantoned, and very perfect sites might be found on the Deo Dhoora range, 6,000 or 7,000 feet. Also at Lohooghaut, 5,500 feet. Thinks the latter the best elevation. Most of the hill stations are too high. During the cold season troops might encamp on the Terrai, which is then healthy, for exercise, and be employed in clearing the jungle, so as to make its passage safe at all seasons. A railway to the foot of the hills from Kanouge would place the troops in one day on the Ganges, but with a proper amount of clearing he should not apprehend danger from marching from Bareilly to Almorah. It is very desirable that the troops should be quartered in the hills; it would be very conducive to their effective strength. During the mutiny, the men fresh from the hills went through the campaign at Delhi better than those from the plains. Pp. 148, 149, Q. 2488-2528.* The hills generally are more valuable for prevention than cure, and consumptive, dysenteric, liver, and rheumatic patients should not be sent thither. Yet under most diseases men benefit largely by the change; or when suffering from ennui,—as a preparation for service. P. 150, Q. 2553-2556.
* See also P. 153, Q. 2635-2642.
[N.B.—See note p. 201 ante.]
Mr. Julius Jeffreys—, is of opinion that permanent quarters for troops should not be higher than 4,000 or 5,000 feet, and that, therefore, there should be stations at two different elevations, some being at 7,000 or 8,000 feet for persons suffering from particular forms of disease. The heavy rains would be avoided by going further into the hills. P. 187, Q. 2887–2892.
Sir John Lawrence—, has no doubt the men would be healthier in the hills, though it does not agree with some constitutions; but there would be difficulty for financial, as well as military and political, reasons. The bulk of the troops should occupy the best strategical positions. One regiment will hold a country which would require ten to recover it if lost; it was so in the mutiny; had more troops been stationed at Delhi and Cawnpore, those places would not have been lost. Each cantonment should be held in sufficient strength to be able to assume the offensive at any time, if ready to do so the occasion may never arise. The Europeans are few and at a long distance from their resources. In times of danger there is a kind of panic apt to create confusion, increasing the difficulty of bringing up reinforcements. The native chiefs have considerable power, though it is much exaggerated. Railways would modify these circumstances, but does not believe they will enable us to leave the plains unprotected. The weakly and delicate men should be sent to the hills every year, and the robust kept below; thus 300 out of 1,000 might be in the hills, and form a reserve in emergency. In Madras the natives are more gentle, so that there is less occasion for holding strategical positions, and these also are nearer the healthy stations. It is different in the north,—e.g., Agra, itself a capital, watches the whole of the Gwalior district; the best arrangement there is for all the regiments to be in the plains, having 200 or 300 men from each in the hills, which should be thus used as sanatoria. The natives about Peshawur, for instance, are very observant, and the whole valley might be lost in twenty-four hours. It is not possible to foresee when and how danger may arise. It is a question of numbers; with 80,000 men, 20,000 might be in the hills; with 70,000, 10,000. In the event of an outbreak railways may be broken up. The troops must be on the spot to overawe and prevent disaffection. Disarming the population can only be effected to a very limited extent. It requires great management. There are greater difficulties on all these questions than people can conceive. The troops should be chiefly placed where the natives are most warlike. Except at Calcutta, many are not required in Bengal. 5,000 in Bengal would go further than 10,000 in the upper provinces, where some of the stations are, perhaps, as healthy as the hills. In Madras and Bombay there is no difficulty in making hill stations available, but it would not be possible to place the majority of the troops on the hills in Upper India. Having open field works might enable us to economise the force to some extent. P. 193–196, Q. 2963–3000. Children thrive well in the hills. Thinks the mortality is less than in England, whereas in the plains they die at a fearful rate. They all wither and die, chiefly after five or six years old. Q. 3072, 3073. The women also suffer immensely. At the Lawrence Asylum, and similar institutions on the hills, the children all flourish, they run about all day. The fathers do not get on so well because the stations are confined, and there is great difficulty and fatigue in communication with neighbouring places, therefore they do not get enough exercise. This would not apply to extensive table-lands. P. 198, Q. 3042–3062.
[N.B.—See note p. 201 ante.]
Colonel Greathed—, thinks the mortality among regiments quartered in the hills is not less than those on good plain stations; no doubt the hill-men look much better. Where there is no table-land, e.g., Mussoorie, there is great difficulty in carrying out sanitary arrangements, and filth lies in all directions; when the rain falls it is intolerable. The only hill station he had seen where the men were perfectly healthy was on a table-land at Mahableshwur, but they cannot be kept there during the rains; it catches the south-west monsoon. There is also a difficulty in the want of ground for drill. This does not apply to the Neilgherries. P. 207, Q. 3261–3272. Considers it of the first importance to keep bodies of troops at the main strategical points. It would be a great thing to have the men in the hills, could it be done with equal advantage, politically considered. By railways they might be quickly brought down, but the plains should not be neglected. P. 210, Q. 3341–3351.
Dr. Bird—, found the climate of Mahableshwur at 4,500 feet less beneficial to sick than had been expected, especially in affections of the lungs and bowels. It is cold and temperate; residents were in good health, but suffer more on transference to the plains. The air is rarefied and light, unpleasantly dry in fair weather, and surcharged with moisture in the rainy season. P. 213, Q. 3421–3425. Considers table-lands of 2,000 feet, exposed to the sea-breeze and protected from dry land winds, the most healthy, and are far preferable to hill stations. Diminution of atmospheric pressure counteracts the invigorating effects of higher ranges. The confined space in some of the hill stations is a great drawback. Greater elevations from 3,000 to 8,000 feet may be advantageously used for change of air for debilitated men from the upland plains. Places open to the ocean breezes with no great rain-fall, as the Neilgherries and Newera Ellia in Ceylon, might be found advantageous for the residence of troops. Would use such places as Mahableshwur as prophylactic stations during the hot months, and in that way all the benefit may be had that can be obtained from hill stations. The hill climates have been more beneficial to children than adults. Danger at high elevations is caused by under-rating the power of the sun, and consequent exposure. People while on the hills will be more healthy than in the plains, but suffer more in again descending. There is acclimation to temperature, but men quartered in hot malarious plains would suffer more in a campaign than men from the hills under the same circumstances. P. 221–223, Q. 3597–3648.
Brig.-Gen. Russell—, is of opinion that the withdrawal of the troops from the plains would render a larger force necessary. The sheathed sword must always be in view of the natives. Probably 100 men in each regiment would suffer from the change. P. 230, Q. 3791. Considers that 800 men on the principal road or near a large station would have more effect on the native mind than 2,000 upon the hills, and soldiers are unproductive labourers. In case of disturbance the men would suffer in coming down by forced marches. Stations have been selected at too great an altitude; for six months the men are living in the clouds. P. 230, Q. 3801–3809. The danger during the mutiny arose from the native troops rather than the population. The health of the army is most important; would place the troops where they would be likely to enjoy the best health, provided the security of the country was not sacrificed. P. 232, Q. 3867–3879.
[N.B.—See note p. 201 ante.]
Sir P. Cautley—, states that at Landour, which is very elevated, there are many ravines and hollows, into which refuse and filth is thrown, so as to be extremely offensive. To this cause may probably be ascribed much of the diarrhoea which prevails at these hill stations, often attributed to the water. P. 235, Q. 3941–3946. Considers that troops are sent to India to be usefully employed, but if they are too much out of the way, in the Himalayas, they would be of no use. Elevated plateaux, easily accessible and escaped from, are very different. There are such elevated spots, but covered with jungle, and the difficulty would be how to test them. Probably the plan would be to send up natives to clear, dig, plant, and fence in a spot, and then leave it for a time, and send up again at intervals. A new station cannot be fairly tried in one year; Harris' valley in the Gallicondah range, Madras, was too hastily abandoned. Pp. 237, 238, Q. 3993–4009.
Colonel Campbell—, would say that a regiment should go to the hills first rather than afterwards, and be brought gradually into the plains. They are better for preserving than restoring health; but it is beneficial to send certain invalids thither as a sanitarium. In Cashmere, about 30 miles from Sealkote, Dr. Graham and others had visited a beautiful plain 16 miles in circumference, with good water, and a temperate climate, calculated for any number of troops; there is not generally sufficient space for troops. If stationed in the hills they should be brought down for exercise in the cold season, and to show themselves. It would not be safe to leave the great cities without garrisons. Railways might make a difference. Has no doubt from the number of troops in India that a great reduction might be made in plain stations without abandoning really important posts. They could be better kept in bodies not too large, as reserves. P. 244, Q. 4150–4166.
Mr. Elliot—, thinks there would not be the slightest difficulty in Madras in administering the police of the country, so that a considerable portion of the troops might be quartered in the hills, leaving comparatively small garrisons at the plain stations. The principle has been largely acted on by withdrawing the whole military force from all the provinces, except three or four principal stations, and with the best results. Is convinced that the natives are intelligent enough to understand our power, and to be aware of its existence, though they may never see a soldier. There is ample room on the Neilgherries, also on the Mahableshwur range. Such stations should be used, both for recruits on arrival and for sick in a majority of cases. Pp. 248, 249. Q. 4269–4286.
Mr. Montgomery Martin—, considers it advisable to place the troops above the rain gauge limit, which varies in different parts of India from 3,000 to 4,000 feet; moisture being most inimical to health, whether conjoined to heat or cold. Badalla in the interior of Ceylon is a valuable spot for the preservation of European health, and in a strategical view well calculated for the concentration of troops to be moved on any part of the Indian coast. Elevations near the sea have a great advantage. Considers Mussora Point near Kurrachee very eligible. Calcutta is highly insalubrious, and the seat of Government must sooner or later be placed higher up. In Bengal the Rajmahal hills are accessible. There is a healthy region in Bundelcund. About Malwah the rajpoots, as a race, have maintained their vigour. In the Deccan the people are more vigorous than in the valley of the Ganges. P. 252, Q. 4296–4379.
[N.B.—See note p. 201 ante.]
Mr. A. Grant—, states that there is nothing which would render it inexpedient to station a large body of troops on the Neilgherries. The locality is very accessible; there is plenty of room, open to the sea-breezes, and by moving from one side to the other the rains may be altogether escaped. All patients are benefited there, except those suffering from affections of the heart and brain. Has not seen any diarrhoea there, nor scurvy; vegetables and water are good and abundant. European labourers might be employed there without injury, and with their families might occupy that country. Would not recommend Newera Ella, Ceylon, as a station for troops; it is far inferior to the Neilgherries, and very expensive. Every regiment should have a convalescent depot on the hills, to which the weakly men and officers may be sent, who would soon be set up and ready as a reserve. There might be the regimental records, workshops, gardens, &c., and recruits might be sent thither and drilled. One-third or half the whole force might be in the hills. Pp. 259-261, Q. 4407-4469. Considers the hills of great importance for the cure of disease, as well as the preservation of health. New stations at first unhealthy have proved healthy afterwards; e.g., Pegu. Cholera has not been known at Darjeeling or Nynee Tal. Pp. 262, 263, Q. 4498-4521.
Colonel Durand—, thinks it would endanger the security of the country to place large bodies of troops permanently in the hills, but that the depot system spoken of by Mr. Grant would be exceedingly useful. Any surplusage or reserves beyond what are necessary for the quiet occupation of the country may be stationed in the hills, especially when the railroads are completed; but the key-points, e.g., Allahabad, must not be given up, the country being held practically by the sword, and small posts should be avoided. It is not possible to keep the population disarmed. P. 285, Q. 5122-5136.
Sir C. Trevelyan—, considers that the plain stations must be held, and troops occupying these stations are in some degree acclimated and better able to act effectively than they would be if suddenly brought down into the plains. In the hills the men complain of want of society and amusement, and of a market for their labour, if disposed to work; they are therefore more difficult to manage, and are better both for their own sakes and the public service in the plains. All efforts should be brought to bear on the conditions of health there. Would recommend that the Wellington barracks be made a sanitarium for the south of India for weakly men wanting change of air in time to prevent sickness, and they should have the same freedom to resort to the sanitarium as officers have. Strong men prefer being in the plains. The railways will facilitate transport to the sanitarium; they will also enable smaller garrisons to be kept at the present stations by the concentration of a large force at healthy stations within easy reach, e.g. at Bangalore, which commands the whole of Southern India. Believes small posts, e.g. Vellore, to be a source of weakness, and for this reason had removed detachments from Dindigul and Masulipatam. Thinks the employment of the hills as sanitaria for the whole army would promote colonization there, as all the men would become acquainted with the hill climates, and many would be induced to settle there. P. 296, Q. 5319-5357.
Dr. Hugh Falconer—, thinks no station would be favourable for European troops under 5,000 or 6,000 feet. Experiments might be made at lower elevations, but it would not be taking advantage of the conditions within our grasp. The forest should be thinned in low ele-
[N.B.—See note p. 201 ante.]
vations before sending up troops. The information already obtained would determine the climatic characteristics of the different elevations. P. 310, Q. 5480—5489.
Dr. Sutherland—, observes that sanitary considerations which have hitherto been overlooked must be equally attended to in the hills as the plains; otherwise hill stations will be of very doubtful benefit. P. 313, Q. 5495; P. 316, Q. 5528—5530.
Sir A. Tulloch—, considers the placing of troops on high ground is very important as far as it can be done consistently with purposes of defence. P. 317, Q. 5549—5551. Troops at unhealthy places, e.g. Allahabad, might be frequently moved to more elevated stations. A large proportion of the troops might be concentrated at elevated stations, now that railways are being laid down. Military authorities should be called upon to state what number of men it is necessary to keep at unhealthy stations. P. 322, Q. 5597—5610. The strictly tropical diseases are not found to prevail in the hill stations, except dysentery and diarrhoea, which probably originate in other localities. P. 324, Q. 5621—5626.
Sergeant-Major Walker—, states that the soldiers like hill stations, they invigorate the men. To mass the main body of troops on the hills with turns of service with the natives in the plains would be a great advantage to the army. The men have no energy in the plains. Confinement in the barracks from 8 till 4 is irksome to them, they would rather be out in the sun. P. 342, Q. 6014—6023. In the hills all disadvantages of climate would be avoided; the men could be out all day. It is in the plains that thousands of men die. P. 343, Q. 6030—6037.
Dr. Dempster—, agrees with Sir R. Martin that newly-arrived troops should be stationed in the hills, say for three years, descending only occasionally to the plains during the cold season. Meteorological observations have hitherto been very loosely made in India, except at Darjeeling, and by the German brothers Schlagintweit, whose observations may doubtless be found at the India House. P. 463. The course of the seasons at the Landour Convalescent Depot is as follows:—March is often cold with sudden showers. With April begins summer weather till 20th June, when the lesser rains set in. Heat in shade seldom rises above 74°, but the heating power of the sun is almost as great as in the plains; there is no accumulated heat, however, so that the slightest shade secures a cool retreat, and the cool "Dhoon breeze" sets in about 10 a.m. till sunset. There is a variable interval between the little rains and the regular rainy season, which continues till the middle of September. These are followed by a cool bracing and transparent atmosphere, which is highly salubrious; and the temperature becomes gradually cooler until December and January, when it sometimes freezes and snow frequently falls. Sound European adults and children retain their health here, and the young reduced by illness rapidly recover, but the old and worn usually find their complaints aggravated in the hills. Diarrhoea is the endemic of these regions, arising, he believes, chiefly from suppressed perspiration by sudden change of temperature. Thinks flannel the best prophylactic. Sickly regiments sometimes lose numbers of men on being transferred to the hills. Thinks it would be preferable to send these to such a station as Meerut. Recommends that the change from the plains to the hills should always be gradual; there should be a halting-place half-way, where clothing should be changed. Points out objections
[N.B.—See note p. 201 ante.]
which may be urged against adoption of hill stations, but is convinced they may be overcome, and many eligible sites discovered by proper search. P. 463.
Dr. Eatwell—, considers the question of elevation most important; some are of opinion that elevations of 5,000 or 6,000 feet are preferable to 7,000 or 8,000. He would regard any site below 3,000 with extreme suspicion, except in well-cleared table-land. The deadliest fevers prevail about the bases of, and at low elevations in, hills. This in India attributed to jungle, but on the hill sides at Hong Kong and Amoy, which are bare of trees, the malarious fevers during his three years' residence exceeded in malignity anything he had witnessed in Bengal. Has learned to regard the bases of hills within the tropics as dangerous. Though Bengal is a rice swamp, severe fevers do not generally prevail; but enlarged spleen and agues are common. In China saw an immense amount of fever. Is satisfied that what is called jungle fever may occur independently of the presence of forests. Should insist that mean temperature did not exceed 60°, and that a station should have at least 7,000 feet elevation. The character of the flora is also a good guide. Thinks that the diarrhoea prevalent in the hills depends on local agencies unconnected with elevation,—as dampness, defective ventilation and nuisances, diet, &c. P. 480.
XII.—SANITARIA FOR THE SICK.
Sir R. Martin—, thinks that for restoring the health of invalids in India a foreign climate should be sought. Australia has been highly recommended.* P. 6, Q. 148–153.
Dr. Rennie—, has served six years and a half in Western Australia, where the average temperature is 60° in winter and 75° in summer. There are no extremes; seldom hot in summer more than three days consecutively, and the winter resembles the English summer. The whole colony is healthy. At Fremantle the soil is a light sand; in other parts a light loam, not much cultivated, but capable of being rendered highly productive. There is no part unhealthy. North-westerly winds from the Indian Ocean are most prevalent, from May till October. The rainy season is short, in June and July, the water percolating rapidly through the soil. Swan River, an estuary 14 miles inland, is the only river of any extent. Provisions are plentiful and cheap, both vegetables and cattle. The climate is very exhilarating. The convicts, who are much crowded and over-fed, suffer in the hot weather. There are no diseases peculiar to the country, and the convicts were made healthy by sanitary measures, reduction of diet, and disuse of tobacco, which he considers highly injurious in warm climates. The people attain to great age. Children born in the colony lose their teeth early, which he attributes to their being over-fed on the English system. The natives are rapidly disappearing, their health being deteriorated by change of habits. They now hunt by means of dogs, and have no physical exertion as formerly, and have formed habits of repletion, dram-drinking, and smoking. There were only seven aborigines remaining in Tasmania. The English troops are very healthy. Had addressed a letter to the Army Medical Department,
* See letters by Dr. Jones and Dr. Fergusson, recommending Western Australia as a sanitarium for troops invalided from India, pointing out the peculiar salubrity of the climate, and the general absence of disease: e.g., no fevers, epidemics, or even syphilis. Addenda 3 and 4, p. 21, 22. See also No. 18, p. 39.
[N.B.—See note p. 201 ante.]
SANITARIA.
recommending the formation of a sanitarium at Fremantle for invalids from India.* There is a large convict establishment not needed for that purpose, which might easily be converted into a sanitarium. Steamers from India would occupy from 14 to 21 days in the passage. Pp. 65–71, Q. 827–895.
Dr. Colvin Smith—, is of opinion that no foreign sanitarium is required. If men would not recover at the sea coast or hill stations they should be sent home. P. 104, Q. 1581–1582.
Mr. Roe—, considers Swan River well adapted for a sanitarium. It is about three weeks from Calcutta by steam. Regular communication must be first provided.† The temperature is equable; in 1839 the lowest was 45°, the highest 97°. The cost of maintaining a convict is 22l. a year; in England it is 28l. Provisions are becoming more abundant and cheaper; labour is costly, but roads, &c. are made by convicts. There is plenty of water for domestic purposes, also materials for building. The port and anchorage are good, at all times. The company of troops now stationed there might be dispensed with, were the duty performed by convalescents. There is no opportunity for desertion. The sun is never dangerous; labourers work in it. The rain in winter is abundant. The mortality is remarkably low. Water is obtained from wells and streams. Any amount of ground is available for sites and for exercise. The convict establishment at Fremantle might be converted into a sanitarium. Thinks the climate of King George's Sound not so good as Swan River, and it is not so easily approached by sea. Children born in the colony are not so stout as English children. Among classes not remarkable for temperance children are perhaps neglected, and medical advice is not easily procured. Pp. 112–121, Q. 1805–1922.
Dr. Jones—, thinks the climate of Western Australia the finest in the world, the air being dry, with no continuation of great heat. There is no malaria. Considers it important, men being enlisted for 10 years, to secure their services for the whole period by removing them for a short time from the influences inducing disease in its earlier stages at any period of the year. Much of the expense of invalid depôts and home transport could thus be saved. The mental relief and sea voyage (crossing the line) would greatly assist the cure, and more than compensate for the extra land journey, in preference to removal to the hills in India. The climate of the Cape is similar, but epidemics occur there which do not in Australia. The higher proportion of mortality among children may result from carelessness and the absence of medical assistance in the rural districts. There is a powerfully astringent gum in the colony very effective in diarrhoea. Changes of temperature are not noticed there. Has seen many men in India whose lives might have been saved by removal to Australia. The convicts are over-fed and the cooking is bad. Thinks men might be comfortably conveyed from India to Fremantle for 10l. to 15l. each. Pp. 121–124, 1923–2007.
Dr. Maclean—, considers Waltair, on the coast of Vizagapatam, admirably adapted for a sanitarium and station for that part of the
* See Addendum, No. 1, p. 71.
† See letter from Sir James Stirling on the climate of Western Australia; contrasting the high temperature, varied by sudden chills, and the moisture prevailing in India, with the comparatively temperate, dry, and equable climate of Western Australia, which is within 14 days from the nearest Indian ports, and therefore suggesting establishment of a sanitarium, from which troops may readily be recalled by telegraph. Addendum, No. 8, p. 120. See also various statistics and opinions, Addenda 1–7 and 9, 10, pp. 117–121.
[N.B.—See note p. 201 ante.]
country, being open on three sides to the sea and protected by mountains on the fourth. The climate is equable, and there is no fever there. P. 138, Q. 2296–2300. In severe cases the sick must be sent to sea. Has a high opinion of the Cape. Has no experience of Australia, but many cases would be cured in such a place, and a sanitarium of that kind is required. It is lamentable to see the number of lives lost for want of it, "waiting for death" in hospital. The probability is, that a large majority of such would be rendered efficient merely by the voyage, if ships be properly provided.* P. 142, Q. 2363–70.
Sir James Stirling—, has had twelve years' experience of Western Australia. The climate is exceedingly healthy. Screw steamers would make the passage from Calcutta in 14 or 16 days. King George's Sound is the finest climate, but Swan River would be the most accessible. The heat is never injurious to health as it is exceedingly dry; the people labour in the fields without injury. For building, convicts would be available, or coolies from India. Provisions might be supplied to meet any demand. Fruits and vegetables would be excellent and unlimited. Two companies were formerly stationed in the colony; believes the number has been increased; convalescents from India might perform their duty. The cost of transport would be about 10/. per man, and vessels should be specially devoted to that service. Sick might be landed in Australia at all seasons, and would recover their health even in the heat of summer. The voyage would be lengthened and more boisterous by going round to King George's Sound, though that is the best climate, wonderfully equable. Large vessels might not feel it. There would be no difficulty in the landing at all times at either place, but King George's Sound has the best accommodation perhaps. It is a very fine harbour. Pp. 211, 212, Q. 3352–3412; see also Addendum 8, p. 120.
Dr. Bird—, considers that debilitated men from malarious and coast districts should be sent to maritime sanitaria, as Vingoria, Bassein, Poorbundhur, and Kurrachee; and probably the Sandheads for Lower Bengal. P. 221, Q. 3602. Remittent fevers and inflammatory visceral cases should be sent to sea or a coast station; or the Cape, Prince of Wales Island, or Western Australia. P. 223, Q. 3649. Invalids should be landed at the Cape as an intermediate station. A sanitarium should be established for the complete restoration of men sent down to the coast, who are often sent back to their regiments too soon, and die in consequence. P. 224, Q. 3669, 3670.
Brig.-Gen. Russell—, thinks that if men proceeded to sanitaria as officers do it would be a great advantage. They go only once a year, and when the time comes it is often too late. A regiment on arriving at Trichinopoly from the Cape suffered considerably from dysentery. It is now admitted that the Cape is a bad preparation for India. P. 230, Q. 3791, 3792.
Mr. A. Grant—, would use hill stations as sanitaria in moderate cases of organic disease. Severe cases should be sent to sea. P. 261, Q. 4472, 4473.
* Dr. Macpherson—, strongly recommends Curlew Island, in the Bay of Bengal, for a sanitarium, Addendum, p. 483. The Chirrapoonjee Committee remark that sufficient attention has not been paid to the salubrity of the roads leading to sanitaria. (Appendix, p. 147.) The Ahmednuggur Committee consider good sanitaria along the Bombay coast to be a great want. These would often be preferable to hill stations. (Appendix, p. 838.) Mr. Hare recommends that invalids from India should often be drafted into regiments serving in cold climates, for three or four years, after which they might return to India. (Appendix, p 183.)
[N.B.—See notes pp. 201 and 202 ante.]
XIII.—DISINFECTING AGENTS.
Dr. Angus Smith—, states that by the use of antiseptic disinfectants the decomposition of organic matter may be prevented, so that manure, &c. may be preserved without giving off injurious gases. Instances experiments on sewers in London and at Carlisle, by Mr. McDougall, of Manchester. This would be invaluable in camps and military stations to prevent nuisance previous to the removal of foul matters. If applied to land, antiseptics will also arrest all animal and vegetable decomposition in the soil, without which malaria will not arise. The destruction of insects is another result; limited districts of country might be disinfected by this means with greater ease than corn is sown. The best disinfectant is McDougall's powder and fluid. The true discovery of the chief ingredient (carbolic acid or creosote) belongs to Baron Reichenbach, who obtained it from wood. Runge got the same from coal. The extension of its use to sewage, &c. was due to himself (having no commercial interest in it) and Mr. McDougall. It is exceedingly cheap; a few pence would provide sufficient for an acre of land. If used in India it might be prepared there from wood. Thinks the soil to which it was applied would soon get into a more wholesome condition; for surface impurities the effect would be instantaneous. This differs from Condy's disinfectant, inasmuch as it does not oxidize or destroy the manure, and is much less expensive. Considers that for 15,000/. a year the whole of London, including streets, sewers, and the Thames itself, might be completely disinfected. The powder made by Mr. McDougall had been used very beneficially in the transport of horses to the Crimea; but some sent to the army there was not allowed to be used, being returned, and sold as old stores. Camps may be readily disinfected by this means. It might also be useful on turning up fresh land, e.g., for railways or clearing jungle. Pp. 155-162, Q. 2687-2741. The air test which he uses will determine the amount of organic matter in any given atmosphere. There is putrefying matter deposited on the walls and glass of ill-ventilated rooms, which may be detected by this means, and by which the chief evil of overcrowding is occasioned. P. 164, Q. 2769-2772.
Dr. Letheby—, states that Condy's fluid (permanganate of potash) has a very good effect for disinfecting purposes in barracks and hospitals, although it is rather expensive when used in sufficient quantity for such a purpose. P. 267, Q. 4608. There are several disinfectants that will stop putrefaction and enable sewage to be removed without danger, McDougall's fluid being the most useful, which has been tried in the London sewers with a good effect. It is very inexpensive, and prevents putrefaction without destroying the organic matter, which Condy's solution does. P. 269, Q. 4690-4703.
Mr. Siene—, describes Harrison's ice-making machine as capable of producing from 10 to 20 tons of ice per day, at 10s. per ton. Ether and salt are the articles used. The air of rooms may also be cooled by this process. P. 326, Q. 5659-5672. The machine is already used in some of the Bengal hospitals, on which a report from the Calcutta Gazette is appended.* P. 327.
XIV.—TRANSPORT OF TROOPS.
Sir R. Martin—, states that the climate traversed between England and India, being the finest in the world, if the ship be under proper re-
* See Mr. Julius Jeffreys' remarks on the ice-making process, and plan of water mill for working same, pp. 495-6.
[N.B.—See note p. 201 ante.]
regulation, the soldier ought to arrive in the best health. The overland route is rapid, and has not these advantages, so that as regards health the Cape route is preferable. The diet on board ship might be improved. Pp. 7, 8, Q. 193–200. Railways in India will be of great benefit to the health of the army by affording speedy transport to the hills. P. 8, Q. 203. Neither recruits nor invalids should be detained at Calcutta, but sent direct to or from the river steamer, from or on board the home-bound vessel; much drunkenness and injury is caused by their detention. P. 17, Q. 277–280.
Dr. Duncan Stewart—, states that recruits for India embark in detachments of from 200 to 350, having enlisted generally for cavalry, infantry, or artillery, and they are distributed to regiments and localities on arrival. P. 48, Q. 605. Upwards of 4,000 recruits are sent from Warley annually. The Cape is undoubtedly preferable to the Suez route for recruits. The arrangements for the voyage are excellent; nothing can be better. 6,189 men, 144 women, and 99 children went out, divided into 29 embarkations, in 1858. Considers it would be disadvantageous to stop the men at the Cape for drill. P. 50, Q. 612–626 a.
Dr. McLennan—, considers the Cape route the best, except that in the autumn troops for Bombay might advantageously go by the Red Sea; it is too hot in the summer. Men should arrive in December and January, having first been drilled in England. P. 98, Q. 1286–1290.
Dr. Maclean—, has known much suffering among sick soldiers on board ship from such an apparent trifle as mal-position of waterclosets. P. 142, Q. 2370.
Dr. Bird—, thinks great improvement might be effected both as to diet and clothing on board transports to India. Diseases are caused by salt provisions, spirits, and unsuitable dress; porter is also objectionable. P. 218, Q. 3541–3548.
Colonel Durand—, is of opinion that suffering and loss might be reduced by attention to the countries from which troops are sent to India; the period of arrival in India; and the mode of conveying troops from the points of debarkation.* P. 287, Q. 5162.
Sir A. Tulloch—, states that at the present rate of mortality in India, and to maintain an army of 80,000 men on the ten year relief system, it will be necessary to find passages for about 30,000 men annually, at a cost of 300,000l.; but if more healthy stations be selected more relief men would volunteer into other regiments, and time-expired men would re-engage. P. 323, Q. 5611–5620.
Dr. Dempster—, is of opinion that on the voyage spirits should not be allowed, and a moderate allowance of light malt liquor substituted. Europeans should arrive in India during the cold season; the middle of November being the earliest period, which allows three and a half months for moving up the country, either on the march or by railway. Strongly objects to river transport, over-crowding, productive of cholera, being the result. P. 463.
XV.—THE MEDICAL SERVICE.
Sir R. Martin—, says the Indian medical service is well ordered for the purposes of cure, but the sanitary department is altogether want-
* The Rangoon Committee advise that the soldiers on the passage out should be partially drilled and made to assist the sailors in various ways, to keep them in exercise. Major Haly refers to bathing-parades which he had enforced on board ship, the men being placed in ranks and washing each other according to systematic drill, described. (Appendix, p. 537.)
[N.B.—See notes pp. 201 and 202 ante.]
Candidates should pass through a good school of military hygiene in England. Has advised that they should have the benefit of instruction at Chatham. There are no sanitary regulations, and medical officers have at present no power to enforce attention to such matters. Describes the medical organization generally. Pp. 14, 15, Q. 216-240. Instruction is required as to invaliding rules for officers and men. The old invaliding boards are unnecessary. P. 17, Q. 275, 276, 281.
Col. Swatman—, observed that medical officers can only suggest sanitary improvements, but the suggestion would be attended to whenever practicable; if not expensive works on a large scale must go through the usual routine to the higher authorities. Commanding officers frequently consult surgeons as to marching and halting of the men, but it is not done by order. P. 46, Q. 517-531.
Dr. McLennan—, describes the Bombay hospitals as having a very full and efficient establishment; recommends a slight addition in the allowances made to the warrant officers, and that the ward attendants should be permanently enlisted. P. 92, Q. 1284. Medical officers report daily as to sanitary state of the regiment; weekly, monthly, and yearly to medical superiors; besides special reports. Medical officers cannot be appointed presidents of committees under the regulations; an unnecessary indignity which ought to be removed. Pp. 94-95, Q. 1307-1313.
Dr. Colvin Smith—, states that cleansing is well attended to in the hospitals and the dressers' department in Madras is very good. The artillery had a female hospital with a good matron; bad lying-in cases were admitted. P. 105, Q. 1602-1606. Thinks the medical officer should have more authority on sanitary questions; and there should be sanitary committees at all stations, presided over by a sanitary or medical officer of health. Pp. 105, 106, Q. 1621-1635.
Mr. Longmore—, states that new "temporary" barracks at Barrackpore were about to be erected in a wrong position, against the advice of the medical officer, until by his own interference a medical committee was assembled and the matter set right, it not being considered necessary to consult medical men as to temporary arrangements. P. 132, Q. 2186-2188. The appointment of a sanitary officer at Calcutta was producing much good; reports were made weekly and immediately attended to. This office having been abolished on reduction, there is no one who can attend to the work, and it is not done. Pp. 133, 134, Q. 2209-2216.
Dr. McCosh—, considers that Indian medical officers should be promoted earlier. There are now assistant-surgeons of 17 and 18 years' service. There is not a due proportion of surgeons. In every other branch of the service there is a comparative increase in the higher grades. Another grievance is that the surgeon-major receives no higher pay than the surgeon. In no other service does an officer remain 17 or 18 years in the first grade. The average in the English army is seven or eight years. These things have promoted chronic discontent, and no eagerness is shown to enter the service. Again, no assistant-surgeon can obtain a pension under 17 years' service. The subordinate branch of the medical department is in a satisfactory state. Medical officers have not sufficient power to ensure attention to sanitary recommendations when commanding officers are not alive to such matters. Gives an illustration. This, however, is the exception. Pp. 153, 154, Q. 2647-2683.
* See Suggestions, p. 19, "Lastly," &c.
[N.B.—See note p. 201 ante.]
Colonel GReATHEd—, states that in case the commanding officer did not attend to the recommendation of the medical officer, he would report to his superintending surgeon, who can bring it before the general of division. The suggestions of the medical men are usually attended to very implicitly. Has never seen any difficulty, or a medical opinion trifled with. Pp. 207, 208, Q. 3273–3281.
Dr. BIRD—, is of opinion that a medical officer should be sent down to the coast with invalids in order that the medical board might have more knowledge of the cases, and the men should not be delayed at the presidency. Would not dispense with the final board, who should be selected by the Commander-in-Chief. Does not think that officers who have served with natives only, unless very intelligent, would be as well suited to supervise Europeans as officers of experience with Europeans; but that the medical officers with native troops are very intelligent. P. 225, Q. 3673–3684.
Mr. A. GRANT—, considers that experience in India is necessary to enable a medical officer to become familiar with the diseases of the country. Knows of no more responsible charge than the care of a British regiment in India. The medical officer requires friendly advice and assistance from experienced medical superiors. Pp. 263, 264, Q. 4527–4535.
Sir C. TREVELYAN—, had succeeded in establishing a school for dental surgery at Madras, in connexion with the hospital,—considering the care of the teeth, which has hitherto been neglected, of great importance to the soldier. A tooth-brush should be added to the kit. P. 293, Q. 5285–5288. Suggests that a manual should be prepared of the conclusions arrived at concerning the sanitary state of the army in India, so as to be available for every medical and military officer, as it is very difficult to extract the existing state of knowledge from lengthy treatises and reports, &c. Every officer who serves in India should be expected to master this treatise. P. 301, Q. 5361–5362.
Dr. SUTHERLAND—, observes that according to the returns the Indian medical officers have hitherto had no definite powers as to sanitary matters. The medical regulations issued by Lord Herbert, 7th October 1859, would effect immense good in India. To the absence of any sanitary system is to be attributed much of the great prevalence of disease and high mortality both among Europeans and natives, the surgeon generally not having been educated for such duty. The sanitary administration should be a special one; a separate one for each presidency, which should be also applied for the advantage of the population. P. 313, Q. 5495–5507.
Dr. DEMPSTER—, states that the subordinate hospital assistants are generally "Eurasians" of low moral character, and considerable peculation is the consequence. These men usually prepare the returns and indents for supplies, whereby much fraud is practised. Youths educated at the Lawrence Asylum might well be substituted for those at present employed in this service. P. 477. The Bengal dooly is superior to that used in Bombay; but ambulances should be provided for conveying the sick. P. 478.
By Order of the Commissioners,
(Signed) T. BAKER.
LONDON:
Printed by George E. Eyre and William Spottiswoode,
Printers to the Queen's most Excellent Majesty.
For Her Majesty's Stationery Office.
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation.
3. Database: An organized collection of data stored in a computer system.
4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them.
5. Encryption: The process of converting information into a code so that only authorized parties can understand it.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A boundary between two systems or components that allows them to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities and their interactions.
9. Protocol: A set of rules and procedures that govern communication between different systems or components.
10. Query: A request for information from a database.
11. Security: The protection of data and systems from unauthorized access, modification, or destruction.
12. Software: A collection of instructions that tell a computer what to do.
13. System: A collection of hardware and software components that work together to perform a specific task.
14. User Interface (UI): The part of a computer program that interacts with the user.
15. Virtual Machine (VM): A software implementation of a computer system that runs on top of another operating system.
16. Web Application: A software application that runs on a web server and is accessed through a web browser.
17. XML: eXtensible Markup Language, a markup language used for structuring and storing data.
18. API: Application Programming Interface, a set of rules and protocols for building software applications.
19. Cloud Computing: The delivery of computing resources over the internet.
20. Big Data: Large volumes of data that require specialized techniques for analysis and management.
21. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions without being explicitly programmed.
22. Natural Language Processing (NLP): A field of study that focuses on enabling computers to understand, interpret, and generate human language.
23. Robotics: The design, construction, and operation of robots.
24. Internet of Things (IoT): A network of physical devices, vehicles, home appliances, and other items embedded with sensors, software, and connectivity that enables them to exchange data and perform actions autonomously.
25. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
27. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems.
28. Deep Learning: A subfield of machine learning that focuses on neural networks with multiple layers.
29. Neural Networks: A class of algorithms inspired by the structure and function of the human brain.
30. Reinforcement Learning: A type of machine learning where an agent learns to make decisions by interacting with its environment and receiving rewards or penalties based on its actions. | <urn:uuid:e39220ab-1741-45c3-92b9-c74d7f433001> | CC-MAIN-2018-22 | http://openarchive.in/docs/Law%20Commission,%20Select%20Committee%20Reports%20or%20Statutory%20Commission%20Reports/1863-Commission-on-Sanitation-in-Army/Report%20of%20the%20Commissioners%20Appointed%20to%20Inquire%20Into%20the%20Sanitary%20State%20of%20the%20army%20in%20India%5B271p,1863%5D.pdf | 2018-05-23T03:38:43Z | crawl-data/CC-MAIN-2018-22/segments/1526794865411.56/warc/CC-MAIN-20180523024534-20180523044534-00633.warc.gz | 216,446,355 | 171,963 | eng_Latn | eng_Latn | 0.988312 | eng_Latn | 0.997823 | [
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OPEN COURT RESURRECTED PROGRAM
by Paul J. Wigowsky & Donald L. Potter
http://wigowsky.com/school/opencourt/opencourt.htm
http://wigowsky.com/school/opencourt/donpotter.htm
Lesson 36: Introducing /ks/: _x (green box blank x) [Pop Bottle]
On the table of the dining room was a big birthday cake with roses around the edge and Ann’s name written on it in pink icing.
All the children thought the cake was beautiful. Ann, of course, was the happiest of all. After everyone had a piece, bottles of soda pop were passed around. As each child opened a bottle of pop, everyone could hear the sound /ks/ (pause). /ks/ (Pause).
From Sounds to Letters
Lesson 36: The Gold Book – Short Vowels
Skills: /ks/ spelled _x (green box blank x)
[Pop Bottle sound]
Word Lines
WhW 1. ox socks fox locks
WhW 2. six tricks fix picks
WhW 3. ax packs wax tax
WhW 4. lion bray
WhW 5. hot hop top frog
WhW 6. key turkey monkey donkey
[NOTE: For Dictation, see the Teacher’s Guide.]
__x __x __x __x __x
ox ox __ __ __ __ __
fox fox __ __ __ __ __
fix fix __ __ __ __ __
I see six oxen in the field.
1. ox socks fox locks box
2. six tricks fix picks mix
3. ax packs wax tax jacks
4. lion bray hog frog
5. hot hop top mop pop
6. key turkey monkey donkey
7. porridge horrid stocking
8. doctor Dr. mister Mr.
The Donkey in the Lion’s Skin
The skin of a lion was lying on the grass. A silly donkey got into it and tried to scare the other animals.
He ran at an ox, and the ox trotted away.
He ran at a deer, and the deer raced away.
He ran at a tiger, and the tiger backed away.
“I’m a fine lion,” said the donkey. “I think I can roar like a lion, too.”
He came to a fox and ran at him, braying. The fox did not race away.
“Aren’t you scared of me?” asked the donkey.
“No,” said the fox. “Real lions roar. They don’t bray.”
Pease porridge hot,
Pease porridge cold,
Pease porridge in the pot
Nine days old.
Some like it hot,
Some like it cold,
Some like it in the pot
Nine days old.
A
can
cannot
can't
it
is
it's
on
to
onto
B
long
longer
stronger
rod
God
nod
still
spill
fill
The Donkey in the Lion's Skin (Lcs 36)
1. The skin of the lion was lying on the
- spot
- box
- grass
2. The silly donkey tried to scare the
- fox
- hog
- ox
- cat
- deer
- wolf
- pig
- mule
3. The donkey ran at the
- fox
- hog
- ox
- cat
- deer
- wolf
- pig
- mule
4. The donkey said, "I'm a fine
- kid
- eagle
- lion
5. The donkey ran at a fox. The fox
- race away
- did
- did not
6. "Aren't you ________ of me?" asked the donkey.
- scared
- not scared
7. Real lions
- sing
- call
- roar
8. Donkeys
- roar
- sing
- bray
| joke | last | sneeze |
|------|------|--------|
| Jack | giant | huge |
| land | jacket | jam |
| age | bridge | cage |
| lots | please | wild |
| clock | sack | got |
| fox | lock | sank |
| not | socks | ax |
| ox | trot | mix |
| drop | angry | stop |
WHOLE-CLASS INSTRUCTION
Keep all the children together for the presentation of new sounds and words at the board and for work in the children's books. Then divide the class for practice activities as suggested in the latter part of the lesson.
New Sounds and Words at the Board
Introduce the sound__x.
Adjust the Wall Sound Card for__x so the children can see the picture as well as the spelling, and tell the following story (or play this part of band 8 of Phonograph Record 1):
On the table in the dining room was a big birthday cake with roses round the edge and Ann's name written on it in pink icing.
All the children thought the cake was beautiful, Ann, of course, was happiest of all. After everyone had a piece, bottles of soda pop were passed around. As each child opened his bottle of pop he could hear the sound ks (PAUSE). Soon the room was full of the sound: ks (PAUSE), ks (PAUSE), ks (PAUSE).
Write the spelling__x on the board and say,
Here is the letter x; it makes two sounds we already know, k and s. It says__x.
Have the class whisper the sound with you__x. (Make the sound you hear at the end of box. Don't bother with the voiced x at this level; it occurs in the middle of longer words and causes little difficulty.)
Now pronounce the name of the letter x, and have the children listen to see if they can hear the__x sound inside the letter name.
Reinforce the sound-symbol association by having children come to the board, five or six at a time, to write the spelling x. Ask some of them to give its sound and others to give its name. Have the class proofread.
Now open the Word Line Book to Lesson 36 (page 52), and put the word lines on the board.
In writing partial words containing the o__ sound, always write the blank to represent the consonant.
UNISON: f_o__ fo__ . . . __x
INDIVIDUAL CHILD: fox The hunters chased the fox.
In teaching line 1, point out that socks rhymes with ox. The combination __ks sounds exactly like the spelling__x. If the children ever wonder which spelling to choose while they are writing, a handy trick is to think about whether the ss sound might be just an ending. If you think of a single sock, you realize immediately that the ss sound at the end of the word socks is the plural ending s. If you think of a single ox, however, you realize that the ss sound in ox is part
To the Substitute or Replacement Teacher:
To review sounds already introduced and to introduce the new sound, set the yellow Open Court Record (Record 1) over the paper guide disk, and play bands 2 through 8, going only as far as the__x sound.
In this guide, the most important techniques are described at the start of the various lessons and have a tinted background, they are also listed and indexed inside the rear cover.
of the root word, so we can use the letter \( x \). At this point, put the plural oxen on the board too. Its second syllable has the one-dot vowel sound uh.
In teaching line 4, write the irregular word donkey in white chalk.
**Page 45 of the GOLD BOOK**
Have the children open their books to page 45 and tell you about the sound of the letter \( x \). Then have them darken the faint letters, words, and sentence, sounding and blending as they write. Wherever there is a blank, the word at the left should be copied onto it.
**Page 46 of the GOLD BOOK**
**Dictation**
Make the usual format of blanks on the board, similar to the blanks for dictation on page 46 of the children’s books. Then have the children turn to page 46 and take the following dictation in their books:
“On the first row of blanks in your book, write these sounds: a___ . . . y___ . . . v___ . . . l___ . . . o___.” (Say the sounds, not the names of the letters.)
“On the second row of blanks, write the sound you hear at the end of each of these words: tapping . . . , badge . . . , back . . . , fox . . . , sadder.” (Give an illustrative sentence immediately whenever you dictate a word by itself for this row or the next two.)
“On the third line, write these words: pot . . . , spot . . . , fix.”
“On the fourth line, write: lock . . . , clock . . . , song.”
“On the last line, write the sentence: Stay inside and lock the door.”
After the children finish writing each sound, word, or sentence in their books, write it on the board in the proper blank. Each child in the class should proofread his own work.
**Word Line Review**
The word lines on page 46 of the GOLD BOOK review the words in Lesson 36 of the Word Line Book and present twelve new words: box, mix, jacks, pop, porridge, horrid, doctor, Dr., mister, Mr., stocking, and hog. Have the children sound and blend these word lines aloud, one child per line, without taking time to make sentences. Then have the lines reread in a different order so that more children can participate.
If a child reads the words accurately at sight, this is fine. If he has trouble, insist that he sound and blend the word aloud so you can identify his problem and help him.
**Page 47 of the GOLD BOOK**
**Preparing for Reading: “The Donkey in the Lion’s Skin”**
Write the following key words and phrases on the board: lion, lion’s skin, ox, fox, bray. Have the children pronounce each one as you start to talk about it.
Ask what animal is called the “king of the beasts.” Ask how many of the children have seen a lion in the zoo or circus. Mention that no lions live in this country except in zoos or circuses. In Africa there are many lions; they hunt zebras, donkeys, pigs, and even young elephants and giraffes. The lion has very strong front legs and uses them like a club to knock down other animals. All the
other animals are afraid of him. He belongs to the cat family and walks and creeps and crouches much like the cats which children may have as pets.
Ask if any of the children have seen a bear rug or a tiger rug. Explain that the head is sometimes left attached. A male lion’s head is very impressive because of the long hair around the head and neck. This hair is called a mane.
Ask the children if they know what bulls are and what different kinds are. Ask what kind the dairy farmer has on his farm and what her baby is called. Ask what the cowboy’s father is called. Don’t mention that they don’t go into a field where there are bulls. Cowboys herd another kind of cattle, steer or oxen. In many countries people use cattle for pulling plows and carts; these cattle are called oxen. Oxen don’t run as fast as horses, but they are heavy and strong and hard-working. We sometimes say that someone is “as strong as an ox.” Cattle seem stupid to us, so we sometimes say that someone is “as dumb as an ox.”
Ask the children if they have seen a fox in a zoo. Foxes belong to the dog family like wolves, but they are smaller and have longer hair. Wolves are big enough to kill sheep and cattle, but foxes are big enough to kill only rats and mice and squirrels and chickens. Foxes seem very intelligent. We sometimes say someone is “foxy” if he plays clever tricks on other people. Ask the children if they have ever seen a fox fur piece with the head left on so it can “bite” the tail.
Imitate the noise of a bray and ask the children what animal brays. Ask them what animal roars, what animal barks, what animal purrs, what animal howls, what animal moos, etc.
**Introducing the Problem of the Story**
In this story a donkey pretends to be a lion and scares some of the animals. The fox is smarter than the other animals. Ask the class whether they think the donkey will fool the fox too; then have them read the story to find out.
**Reading the Story**
If the children still have difficulty reading a new story directly from the book, develop the story at the board first through unison reading, asking occasional interpretive questions.
Then let the children open their books and read the story again in unison. Or call for Workshop, and work with small groups and individuals.
**Expressing Opinions**
Ask the children what they think of the donkey. What mistake did the donkey make and why? Stimulate a discussion about what happens when you pretend to be something you really aren’t. Ask the children if they have ever known someone who pretended to be smarter or braver than he really was. Ask what they thought of the person after they found out what he was really like.
**Page 48 of the GOLD BOOK**
**Reading the Poem: “Pease Porridge Hot”**
Have several volunteers read the poem “Pease Porridge Hot.” If any of the children know it by heart (having heard you read it aloud earlier in the year), let them stand up and recite it.
**Multiple-Choice Exercise (in Boxes)**
First, have volunteers read aloud the words in the boxes and use each in a sentence.
Then go back to the start of the exercise and give a clue for each box. Have the children silently mark the word that goes with each of the following clues:
| A | B | C |
|---|---|---|
| can | a | on |
| connect | is | a |
| coach | a | onto |
| long | red | spill |
| longer | God | till |
| stronger | nod | till |
48
Row A
Box 1: “These words are almost alike. Which one is can’t?”
Box 2: “Which one of these words is is?”
Box 3: “Which one of these words is onto?”
Row B
Box 1: “What is the opposite of weaker?” (stronger)
Box 2: “The pole we fish with is called a fishing ______.” (rod)
Box 3: “Which one of these words is spill?”
Then go over the exercise again, having a child tell you which word he chose for each box.
**GROUPED INSTRUCTION**
**General Drill**
*For most of the class.*
Review the sounds daily with any children who have not qualified in the first three sounds columns of the Progress Chart. Have these children say the sounds as Sound Flash Cards are shown or listen for sounds in the Response-Card drill suggested below. The other children should spend most of these sessions writing words and sentences.
**Listening for Sounds: Response-Card Drill**
Have each child get out his Response Cards and select the packs of sounds already studied. At this point he should add the new sound to his pack: __x; this sound is on a white card. Then say,
“Everyone spread out his white Response Cards, just the four we have already studied: __x, j, __sh, k.” Remember to use *sounds*, not letter names.)
“Now show me: __x . . . . . . j . . . . . . sh . . . . . . k.”
“Now show me the sound you hear at the end of each word I give you. Here are the words: *box* . . . . . . *badge* . . . . . . *drink* . . . . . . *brush* . . . . . . *age* . . . . . . *think* . . . . . . *bridge* . . . . . . *tax* . . . . . . *wet* . . . . . . *ink* . . . . . . *speech*.”
*When you give one of the starred words, say “Put your finger next to the spelling you would use.”*
“Now get out the green Response Cards. Show me: o . . . . . . a . . . . . . i . . . . . . u.”
“Now show me the sound you hear in the middle of each of these words: *spot* . . . . . . *slid* . . . . . . *past* . . . . . . *had* . . . . . . *swift* . . . . . . *not* . . . . . . *hand* . . . . . . *this* . . . . . . *nod*.”
Notice which children have the most trouble, and repeat the Response-Card drill with them in an extra-practice session.
**Extra Practice**
*For the slowest*
Use the Sound Flash Cards with your extra-practice group, perhaps playing Tic-tac-toe at the board.
Have each child read you words that are not yet underlined in his word lists. Or choose other ways of drilling on fundamentals.
Include daily drill on letter-names if any of the children still need it.
Individual Activities (Workshop)
For the others
While you work with the extra-practice group, let other children choose any of the independent learning activities presented so far.
Several of the children may want to play the Word-Matching Game, matching word cards to picture cards. Others may wish to use only the picture cards in each set for a self-checking spelling test. Others might build words and sentences with the Movable Alphabets from the Printer's Box. | <urn:uuid:124ca9e7-edfd-488f-8b05-87d79ea9ed61> | CC-MAIN-2019-04 | http://wigowsky.com/school/opencourt/guide/gb36.pdf | 2019-01-24T08:47:10Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00311.warc.gz | 247,974,583 | 3,860 | eng_Latn | eng_Latn | 0.978723 | eng_Latn | 0.998812 | [
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OVERVIEW
This project was concerned with investigating the role of schools in bringing about more sustainable communities; in particular, how learning in schools could spill over into action in communities. It explored the skills, knowledge and processes of learning and action that are most effective in contributing to sustainable communities; the role children and young people can play as agents of change in this process; and how schools might further their role as community catalysts. The primary academic contribution of this research has been to develop a better understanding of what forms of Education for Sustainable Development (ESD) are most likely to stimulate action by children, families, and schools in their wider community.
This case study provides evidence of different approaches to ESD which can help develop more sustainable food habits in communities.
BACKGROUND
Learning is seen as key to creating sustainable communities. A key challenge for ESD is how to move beyond simple acquisition of knowledge to learning which challenges and transforms thinking practice and systems and brings about change in communities. ESD has tended to focus on work in schools with the assumption that learning spills over into communities. Yet, a recent report for WWF cautions that spillover that leads to ‘simple and painless’ behaviour changes is insufficient for bringing about the necessary changes in communities.
The challenge is how to engage communities more actively in learning that brings about more sustainable communities.
THE PROJECT
The research was conducted as a collaborative action research project engaging pupils, school staff and members of the wider community in cycles of learning, action and reflection. The project has been undertaken in collaboration with 6 partner schools and Non-Governmental Organisations (NGOs) who are delivering ESD programmes.
All schools tended to teach about healthy eating but in 3 schools Sustainable Food was chosen as a key strand to focus the inquiry. A focus on food – how and where it is produced, the packaging it comes in and how it is sold - raises multiple sustainability issues concerning diet and health, waste and recycling, transport (food miles and shopping trips), local economies, and conservation of natural habitats. This case study shares the experiences of this inquiry in 2 of the schools.
KEY WORDS
- Action Research
- Inquiry
- Schools
- Food
- Healthy Eating
- Sustainable Communities
School 1: Promoting healthy and sustainable eating habits in a low income, out-of-town estate.
In one of the primary schools the inquiry focused on diet, health and quality of food. Interactive activities, including matching games and cartoon dialogues, were used to help children explore issues about healthy eating, where food comes from and how people learn to eat more sustainably. Children also had the opportunity to identify and try a variety of fresh fruit and vegetables.
Children identified things they could do to help their families eat more sustainably at home. Based on experiential learning in school gardens involving children growing vegetables some children tried to start growing vegetables themselves at home. Others took action by asking for healthy options in their lunch boxes. Given the prominence of problems of poor diet in the community the school had already invited a cooking bus into the school to provide simple recipes for eating healthily. However, within this community apathy is widespread making it difficult to get parents into school.
A further open afternoon was held to try and draw parents into the school to see what children had been learning and to engage them in discussions about eating more sustainably. This provided further opportunities to engage with parents around the theme of sustainable food and healthy eating. It was clear that whilst many parents felt eating healthily was important, this had only recently become important since their children had been learning about healthy eating in school and going home and demanding healthy food.
School 2: Encouraging sustainable shopping habits
In one of the secondary schools students engaged in inquiry into how people could shop more sustainably. Their aim was for a project that would ‘help the town’ become a ‘sustainable food zone’. To do this they realised they needed to identify the issues (e.g. are there local shops selling local produce), the barriers (e.g. what effects people using local shops) and how to change people’s habits. The students undertook a survey into food habits in the local town. They asked questions about where people buy food from and why; whether they bought from local shops; how they travelled to do their shopping and what affected where they did their shopping. Key findings included:
- A majority of people shopped in supermarkets
- People wanted to use local shops more to support the community, but often didn’t because of costs and availability of products and types of shop.
- Price and quality are more important indicators of food purchasing habits than if the produce is local, seasonal, organic or fair trade.
- Some people did not know about some local shops
- Whether food is healthy and of quality were the most important reason affecting where people shopped. Price also affected whether people bought from particular shops
The survey also uncovered some potentially conflicting positions in shopping habits between locally produced food and using local shops and also between organic and fair trade and sustainably farmed products.
“I don’t know of any local grocery stores open where I live. If they were open after 7pm on weekdays I would definitely use them more. There is only one farmer’s market per month in Harpenden. If these were every weekend and sold fresh produce at reasonable prices I would shop there instead.” (Parent)
“Local shops don’t necessarily stock locally-produced food. How does this relate to fair-trade and sustainability? Who is the most green?” (Parent)
‘I wish there wasn’t so much packaging on food. I try to buy ‘loose’ fruit and veg if possible. I am torn between food miles (eg Kenyan green beans) and supporting ‘small’ farmers in (say) Kenya.’ (Parent)
In response to issues raised by the food survey, students felt that if they provided information about the issues and what is available that this would encourage people to shop and eat more sustainably. The result was a Sustainable Food guide put together by students (below).
Since a majority of people shop at supermarkets the packaging, pricing and supply of food is to a large extent controlled by supermarket managers and company directors. However, whilst young people and the public at large may have little direct influence on food supply they can indirectly influence the economics of food production and retail through changes in patterns to demand.
Raising awareness and providing information to local people with local sustainable food guides can help to encourage changes in behaviour, and young people can play a key role in that process. However it has not been possible to confirm what impact this type of intervention has had on sustainable food shopping habits although anecdotal feedback from parents has been positive. In another secondary school students wrote letters to supermarket managers to discuss their ideas for promoting sustainable food, but none replied.
IMPACT
A focus on sustainable food and healthy eating is an effective way to catalyse action in the community since it is relevant to the everyday choices families make. For some families for whom sustainable food consumption and healthy eating are part of their value system, knowing about the issues is less of an issue than the cost and availability of sustainable options. For poorer families diet and healthy eating, in addition to price of food, are a key part of sustainable food decisions. In one of the primary schools, a focus on diet and healthy eating is more pertinent than decisions about organic or fair-trade produce. Some parents from the poorer estate around one of the case study primary schools were simply unaware of the importance of healthy eating until their children had talked about it as a result of what they had learnt from the sustainability curriculum in school.
Practical hands on learning in the school garden have played an important role in providing children with some skills in ‘growing your own’, which supports their role as agents of change. Providing opportunities for children to try out different fruits and vegetables and talk about where they come from can be quite instructive in effecting young people’s attitudes to healthy eating and sustainable shopping and a powerful basis from which they can make choices and influence their families. This is further perpetuated by younger children’s concern for nature. However, whereas children can have an impact on their parents by discussing healthy and sustainable food, changing patterns of shopping appears more difficult in part as a result of the economic factors concerning availability and cost of sustainable alternatives, which effect behaviours.
In one of the school localities the young people found that there wasn’t a greengrocers and the butchers shop further out from the town centre was often not used by local people. They decided that if more independent local shops selling local produce could be encouraged these would support local business, bring the community together and would help people to shop more sustainably.
At the same time young people feel strongly that if people are informed about the issues (how food is produced) and what they can do to make a difference, then change can happen.
LESSONS LEARNED
1. Many children understand and are committed to healthy eating and sustainable food sourcing, but need to be opened up to those influences at an earlier age.
2. Many children are keen to grow their own food. Growing vegetables at school is a powerful motivator for children to grow their own produce at home.
3. Children learn about sustainable food issues from TV and internet as much as from parents and school.
4. Families are only likely to eat sustainably if sustainably produced food is available and at a price they can afford.
5. Young people can play a significant role in identifying and researching sustainable food issues and come up with measures to help people change behaviour.
6. Whilst young people can play an influential role in educating the wider community to eat more sustainably, ultimately sustainable options need to be available for behaviours to change.
Contact details:
Barry Percy-Smith,
The SOLAR Action Research Centre,
University of the West of England,
Glenside Campus,
Blackberry Hill,
Stapleton,
Bristol, BS16 1DD.
Tel: 01604 246926,
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ADVANCED MENSURATION
Created by T. Madas
Question 1 (**)
A water tank has a square base of length 48 cm and height 25 cm.
It is filled with water to a height of 10 cm.
When a solid sphere is placed in the tank the water level rises by $\pi$ cm.
Assuming the sphere is fully submerged determine the radius of the sphere.
$r = 12 \text{ cm}$
The figure above shows two circles, with centres at $M$ and $N$, with respective radii 7 cm and 3 cm touch each other. The points $M$, $N$ and $C$ lie in a straight line and the straight line $ABC$ is a common tangent to the circles.
Determine the length of $MC$.
$$|MC| = \frac{35}{2}$$
Question 3 (***)+
A circular cylinder and a sphere both have radius \( r \) cm.
The total surface area of the cylinder is twice as large as the surface area of the sphere.
Determine the ratio of the volume of the cylinder to the volume of the sphere.
\[
9 : 4
\]
The figure above shows a circle with centre at $O$, inscribed in a square $ABCD$. The diagonal $AC$ meets the circle at the points $P$ and $Q$.
a) Show clearly that $\angle PDQ = \arccos \frac{1}{3}$.
b) Given that the triangle $PDQ$ is of unit area, determine the exact area of the triangle $APD$.
\[
\text{area} = \frac{1}{2}(\sqrt{2} - 1)
\]
The figure above shows a Reuleaux heptagon, $ABCDEFG$, constructed as follows.
Firstly a regular heptagon $ABCDEFG$ with centre at $O$ and radius $r$ is constructed. This is shown dotted in the figure.
A circular arc $\overparen{AB}$ is drawn with centre at $E$ and radius $EA$. A second circular arc $\overparen{BC}$ is drawn with centre at $F$ and radius $FB$.
A third circular arc $\overparen{CD}$ is drawn with centre at $G$ and radius $GC$ and the process is repeated, forming a curved heptagon known as a Reuleaux heptagon.
Show that the area of this Reuleaux heptagon is
$$r^2 \left[ 2\pi \cos^2 \left( \frac{\pi}{14} \right) - \sin \left( \frac{\pi}{7} \right) \right].$$
$\square$, proof
The figure above shows the cross sectional view of a solid sphere that just fits inside a right circular conical shell of radius 6 cm and height $h$ cm.
If the sphere occupies $\frac{3}{8}$ of the volume of the conical shell determine the two possible values of $h$.
$h = 8, 24\sqrt{3}$
The figure above shows a triangle $ABC$, where $|AB| = a$ and $|AC| = 2a$.
The angle $BAC$ is $\alpha$, where $\tan \alpha = \frac{3}{4}$.
The side $BC$ is extended to the point $D$ so that the angle $ACD$ is denoted by $\theta$.
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We can now obtain the $y$-coordinate by substituting $x = 1/2$ in the equation for either line. We choose $y = x + 2$ arbitrarily and find
$$y = \frac{1}{2} + 2 = \frac{5}{2}.$$
The coordinates of $Q$ are $(1/2, 5/2)$, which is supported by the graphs of the two lines in a square viewing window (Fig. 1.33).
**STEP 3:** We calculate the distance between $P(2, 1)$ and $Q(1/2, 5/2)$:
$$d = \sqrt{\left(2 - \frac{1}{2}\right)^2 + \left(1 - \frac{5}{2}\right)^2} = \sqrt{\left(\frac{3}{2}\right)^2 + \left(-\frac{3}{2}\right)^2} = \sqrt{\frac{18}{4}} = \frac{3}{2}\sqrt{2}.$$
The distance from $P$ to $L$ is $(3/2)\sqrt{2}$, or 2.121 to three decimal places.
---
**1.55** Support: Checking screen coordinates suggests that the point of intersection of the graphs of $y_1 = x + 2$ and $y_2 = -x + 3$ is $(0.5, 2.5)$.
---
In Exercises 1–4, compute the rise ($\Delta y$) and the run ($\Delta x$) for the line segment $AB$.
1. $A(1, 2), B(-1, -1)$
2. $A(-3, 2), B(-1, -2)$
3. $A(-3, 1), B(-8, 1)$
4. $A(0, 4), B(0, -2)$
Plot the points $A$ and $B$ in Exercises 5–8. Then find the slope (if any) of the line they determine. Also find the slope (if any) of the lines perpendicular to line $AB$.
5. $A(1, -2), B(2, 1)$
6. $A(-2, -1), B(1, -2)$
7. $A(2, 3), B(-1, 3)$
8. $A(1, 2), B(1, -3)$
In Exercises 9–14, find the distance between the given points.
9. $(1, 0)$ and $(0, 1)$
10. $(2, 4)$ and $(-1, 0)$
11. $(2\sqrt{3}, 4)$ and $(-\sqrt{3}, 1)$
12. $(2, 1)$ and $(1, -1/3)$
13. $(a, b)$ and $(0, 0)$
14. $(0, y)$ and $(x, 0)$
Find the absolute values in Exercises 15–20.
15. $|-3|$
16. $|2 - 7|$
17. $|-2 + 7|$
18. $|1.1 - 5.2|$
19. $|(-2)3|$
20. $\left|\frac{2}{-7}\right|$
In Exercises 21–24, find an equation for (a) the vertical line and (b) the horizontal line through the given point.
21. $(2, 3)$
22. $(-1, 4/3)$
23. $(0, -\sqrt{2})$
24. $(-\pi, 0)$
In Exercises 25–30, write an equation for the line that passes through the point $P$ and has slope $m$.
25. $P(1, 1), m = 1$
26. $P(1, -1), m = -1$
27. $P(-1, 1), m = 1$
28. $P(-1, 1), m = -1$
29. $P(0, b), m = 2$
30. $P(a, 0), m = -2$
In Exercises 31–36, find an equation for the line through the two points.
31. $(0, 0), (2, 3)$
32. $(1, 1), (2, 1)$
33. $(1, 1), (1, 2)$
34. $(-2, 0), (-2, -2)$
35. $(-2, 1), (2, -2)$
36. $(1, 3), (3, 1)$
In Exercises 37–42, write an equation for the line with the given slope $m$ and $y$-intercept $b$. Draw a complete graph.
37. $m = 3, b = -2$
38. $m = -1, b = 2$
39. $m = 1, b = \sqrt{2}$
40. $m = -1/2, b = -3$
41. $m = -5, b = 2.5$
42. $m = 1/3, b = -1$
In Exercises 43–48, find the $x$- and $y$-intercepts of the line. Then use the intercepts to sketch a complete graph of the line. Support your sketch with a graphing utility.
43. $3x - 4y = 12$
44. $x + y = 2$
45. $4x - 3y = 12$
46. $2x - y = 4$
47. $y = 2x + 4$
48. $x + 2y = -4$
In Exercises 49 and 50, find the $x$- and $y$-intercepts of the line. Draw a complete graph of the line.
49. $\frac{x}{3} + \frac{y}{4} = 1$
50. $\frac{x}{-2} + \frac{y}{3} = 1$
In Exercises 51 and 52, find the $x$- and $y$-intercepts of the line.
51. $\frac{x}{a} + \frac{y}{b} = 1$
52. $\frac{x}{a} + \frac{y}{b} = 2$
In Exercises 53–58, find an equation for the line through $P$ perpendicular to $L$. Graph each pair of lines in a square viewing window. Then find the distance from $P$ to $L$.
53. $P(0, 0), L : y = -x + 2$
54. $P(0, 0), L : x + \sqrt{3}y = 3$
55. \( P(1, 2), L : x + 2y = 3 \)
56. \( P(-2, 2), L : 2x + y = 4 \)
57. \( P(3, 6), L : x + y = 3 \)
58. \( P(-2, 4), L : x = 5 \)
In Exercises 59–62, find an equation for the line through \( P \) parallel to \( L \). Draw a complete graph of each pair of lines.
59. \( P(2, 1), L : y = x + 2 \)
60. \( P(0, 0), L : y = 3x - 5 \)
61. \( P(1, 0), L : 2x + y = -2 \)
62. \( P(1, 1), L : x + y = 1 \)
Coordinates of points on a number line are specified in Exercises 63 and 64. Use absolute value notation, and write an expression for the distance between the points.
63. a) \( x \) and 3
b) \( x \) and \(-2\)
64. a) \( y \) and \(-1.3\)
b) \( y \) and 5.5
In Exercises 65 and 66, write a sentence involving distance which is equivalent to the given algebraic sentence.
65. \( |x - 5| = 1 \)
66. \( |x + 3| = 5 \)
67. Do not fall into the trap \(|-a| = a\). This equation does not hold for all values of \(a\).
a) Find a value of \(a\) for which \(|-a| \neq a\).
b) For what values of \(a\) does the equation \(|-a| = a\) hold?
68. For what values of \(x\) does \(|1 - x|\) equal \(1 - x\)? For what values of \(x\) does it equal \(x - 1\)?
---
The temperature changes in the wall in Exercise 69. (Source: *Differentiation*, by W. U. Walton et al., Project CALC, Education Development Center, Inc., Newton, Mass. (1975), p. 25.)
---
**Applications**
69. *Insulation.* By measuring slopes in Fig. 1.34, find the temperature change in degrees per inch for the following:
a) gypsum wall board
b) fiberglass insulation
c) wood sheathing
70. *Insulation.* Which of the materials listed in Exercise 69 is the best insulator? The poorest? Explain.
71. *Pressure under water.* The pressure \(p\) experienced by a diver under water is related to the diver’s depth \(d\) by an equation of the form \(p = kd + 1\) (\(k\) a constant). When \(d = 0\) meters, the pressure is 1 atmosphere. The pressure at 100 meters is about 10.94 atmospheres. Find the pressure at 50 meters.
72. *Reflected light.* A ray of light comes in along the line \(x + y = 1\) above the \(x\)-axis and reflects off the \(x\)-axis. The angle of departure is equal to the angle of arrival. Write an equation of the line along which the departing light travels.
---
73. *Fahrenheit versus Celsius.* We found a relationship between Fahrenheit temperature and Celsius temperature in Example 4.
a) Is there a temperature at which a Fahrenheit thermometer and a Celsius thermometer give the same reading? If so, what is it?
b) GRAPH \(y_1 = (9/5)x + 32\), \(y_2 = x\), and \(y_3 = (5/9)(x - 32)\) in the same viewing window. Explain what you see in the window and how this is related to part (a).
74. *The Mt. Washington Cog Railway.* The steepest part of the Mt. Washington Cog Railway in New Hampshire has a phenomenal 37.1% grade. At this point, the passengers in the front of the car are 14 ft above those in the rear. About how far apart are the front and rear rows of seats?
75. A car starts from point \(P\) at time \(t = 0\) and travels at 45 mph.
a) Write an algebraic expression \(d(t)\) for the distance the car travels from \(P\).
b) Graph \(y = d(t)\).
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CODE OF CONDUCT FOR SOCCER SPECTATORS
1. As spectators we will refrain from booing or yelling at officials at any time during a match because we are aware of the following:
a. Such behavior on our part sets a poor example of sportsmanship.
b. Such behavior reflects negatively on our community, our team, our players and us.
c. Most youth soccer officials have had limited experience and formal training and do the best job they can, given these limitations.
d. Most soccer officials make correct calls even though we sometimes see the incident otherwise.
e. If officials do make incorrect calls during a match, the following circumstances usually apply:
i. The number of poor calls usually balances out for both teams.
ii. No one is perfect.
iii. The officials don’t have the same observation point afforded the spectators sitting in the bleachers.
iv. An occasional incorrect call seldom affects the outcome of a match.
v. There are more effective channels for correcting poor officiating than verbal abuse during the match.
vi. We don’t really know how difficult it is to officiate a soccer match until we’ve run on the ‘pitch’ in the official’s ‘boots.’
2. During a match we will refrain from yelling at players on either team because we are aware of the following:
a. They are young people, not soccer professionals, who, due to limited playing experience and great enthusiasm, may make mistakes.
b. Encouragement and praise should be made in public; constructive criticism is best made in private.
c. The coach is the best equipped to analyze and correct deficiencies in soccer skills. Our attempts to be helpful in this respect may only confuse the players.
d. The golden rule applies. Treat other players with the courtesy, respect and consideration, which we want other supporters to show our own players.
3. At soccer matches we will refrain from being argumentive or using abusive language towards supporters of the players on the opposing team because we are aware of the following:
a. Others are judging us on our actions and words. We will always strive to insure that the results of this judgment are a verdict of SPORTSMANSHIP.
b. We will conduct ourselves in such a courteous and restrained manner that if called upon to do so, we could line up in front of the bleachers after the match and shake hands with each supporter of the opposing team in the same way players are expected to do after each match.
4. If our team loses, we will demonstrate our ability to cope with the loss in both deed and word, because we are aware of the following:
a. In soccer, as in other aspects of life, it is not always possible to win no matter how supreme the effort.
b. When victory eludes us, we must learn to accept it as graciously as we do our triumphs.
c. It may be just possible that a loss is due to the fact that the opposing team played the match better than our team.
d. Our players should learn from our reactions to a loss that:
i. We feel they played their best; which just wasn’t good enough on this particular day.
ii. They should hold their heads up high; there is no shame attached to honest effort – win or lose.
iii. There is always something to learn from a loss.
iv. There is nothing gained from brooding: players should be encouraged to put the match behind them and look forward to the next opportunity to play.
v. Seeking scapegoats, such as ‘biased officials’, ‘poor turf’, or ‘poor performance by one or two teammates’ is not a mature or healthy reaction to the loss. Such a crutch prevents acceptance of reality.
5. Whether away from or at the field, our words and actions should convey a philosophy of soccer which includes:
a. The real purpose of soccer competition is to have FUN, to be able to participate to improve skills, to learn sportsmanship, to develop a sense of responsibility and self-discipline, to develop a group loyalty and comradeship, to learn to compete within established rules, to accept decisions of authorized officials, to seek interpretation or change through proper channels and to develop sound minds and bodies. | <urn:uuid:133b6312-b30c-434e-9830-7f1e620f68d4> | CC-MAIN-2019-43 | https://bradenriversoccer.demosphere-secure.com/_files/recreational/parent-info/US-Youth-Soccer-Code-of-Conduct-for-Spectators.pdf | 2019-10-18T18:24:20Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00540.warc.gz | 427,220,415 | 874 | eng_Latn | eng_Latn | 0.997804 | eng_Latn | 0.998245 | [
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Bienvenue à l’école Holy Cross
École Holy Cross offers a unique learning environment as a single-track Catholic French Immersion school. As partners with you and your child, we establish an environment conducive to your child’s learning.
École Holy Cross offers the Enhanced Academic Program (EAP) in Junior High. This program invites students to high intellectual engagement and can provide a powerful opportunity for students to acquire the skills, habits of mind and concepts they need to engage in higher levels of learning. The Enhanced Academic Program (EAP) prepares students for an advanced academic program and a future in university or college. Students who will be successful in this program can perform at rigorous academic levels and enjoy being challenged to expand their knowledge and skills.
Each school year provides new experiences and great challenges. We look forward to working with you, and trust that this year will be a rewarding educational experience for your child.
Our Catholic Faith
As a Catholic school, our faith is at the root of our identity. At École Holy Cross, this is fostered by our community being involved in living our faith- not just in words, but in service and action. Students are encouraged to strengthen their understanding of the faith through loving acts of service and participation in a variety of events, including celebrations, visits with our local parish, and social justice initiatives.
Technology in the Classroom
Computer literacy is an important skill for all students to develop. All our classrooms are equipped with 1-to-1 Chromebooks. Teachers support student learning with their Google classrooms, Google Suite programs and extensions, Microsoft Teams, and with digitally-inspired projects.
Our Makerspaces
At École Holy Cross, students are engaged in their learning!
Our two Makerspaces provide the means of engaging students through inquiry. Throughout their units, teachers and students have the opportunity to utilize the multitude of resources in the Makerspaces to enhance or diversify their learning process, and products. Students deepen and personalize their learning through a hands-on minds-on environment, and teachers have a chance to see students collaborating in curriculum-based design projects.
School Athletics
Our school is represented by junior and senior level teams in a variety of sports such as basketball, volleyball, and soccer. Holy Cross Crusaders have won many championships over the years. We are proud of our tradition of excellence, integrity, and fair play.
Fine Arts Complementary Courses
**Instrumental Music:** This option allows students to grow in the knowledge and application of music through learning a wind or brass instrument.
**General Music:** This course provides a worthwhile musical experience for students, regardless of individual skill or talent level. Emphasis is placed on students developing an overall appreciation as a listener of all genres of music.
**Acting and Drama:** Students will explore various forms of drama through games and exercises used by actors. Students will be exposed to elements such as improvisational theatre, stage plays, characterization, comedy-theatre and staging.
**Art:** This option allows students to explore the language of visual arts through design, painting, drawing and sculpture techniques.
École Holy Cross offers a variety of options every year. Some of our most popular ones are listed below. Be sure to check our Junior High Options page for a more complete list.
**options are subject to change based on student interest and teacher availability
Cooking from Scratch: Students explore basic cooking methods focusing on starting with whole foods. A skill that can benefit you for a lifetime.
Photography: Students look at the technical aspects of photography, including lighting, framing, editing and special effects.
Solve This!: This course is for students who enjoy Makerspace activities, logic problems, building and design, escape rooms, cryptograms and more.
Digital Fabrication: This course provides students with the opportunity to gain experience in 2D and 3D drawing using CAD (computer assisted design) software. Students will use some state-of-the-art techniques including laser-cutting and engraving, 3D printing, and / or CNC milling.
Coding and Robotics: In this class, students will spend time building with robots and writing code to control a variety of robotics equipment. Students will work hands-on to design, build, and program.
Outdoor Education: Students get first-hand experience in nature, and skill development in common outdoor pursuits such as: canoeing, search and rescue, and basic survival skills!
Fitness and Wellness: Students will participate in a variety of activities such as running, walking, Zumba, kickboxing, curling, or biking, to gain an understanding of a healthy lifestyle.
Stop Motion Animation: Students will learn about this film-making technique that makes inanimate objects appear to move on their own. From the script, to the lighting, software, music and special effects, students will learn everything they need to create their own story.
Silk Screening: In this course, students will learn the silkscreen process including preparing the art and the screen, screen exposure, registration, and the printing technique.
APPLE School
The Alberta Project Promoting active Living and healthy Eating (APPLE) Schools, is an innovative school-focused Comprehensive School Health initiative. Healthy, active kids learn better! Developing a healthy school community starts with the school, parents, and community being dedicated to helping improve the healthy eating and active living behaviors of the school as a whole. | <urn:uuid:b7b83e3f-ff7c-43fe-85a8-92e82b5c8874> | CC-MAIN-2021-49 | https://sbecsdstor.blob.core.windows.net/media/Default/frf/264/Web%20site%20long%20information%20form.pdf | 2021-12-06T01:55:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00477.warc.gz | 562,326,476 | 1,067 | eng_Latn | eng_Latn | 0.997803 | eng_Latn | 0.998109 | [
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Mrs. Isabel's elementary class participated in a math and science activity using melted crayon art. The students created their own art masterpiece by melting crayons with a hair dryer. The Unique Curriculum unit for the month of January is all about Physical Science. The students saw how heat from the hair dryer made the crayons melt. The melted crayon wax dripped down on the paper and created a unique piece of art! Mrs. Isabel's class did a great job observing and discussing the physical changes that took place.
Southminster Presbyterian Church in Gastonia will be hosting a special event called "Night to Shine Prom." This special prom is sponsored by the Tim Tebow Foundation and will be held at Southminster Presbyterian Church on Friday, February 12. Any person with special needs ages 16+ in our community are invited to attend. Volunteers are also needed for this event. Visit the Tim Tebow Foundation website for more details. Please contact your student’s teacher if you need assistance with registering or have additional questions.
http://www.timtebowfoundation.org/index.php/outreach/
www.southminsterchurch.com
Our Webb Street Annual Basketball game versus the Gaston County Sheriff’s Department will be held THIS Friday, January 29 @ 12:30pm. Our students and staff always look forward to this special event with our friends from the Sheriff’s Department. Friends and family are invited to attend!
WORDS FOR THE MONTH
Parents/Guardians: Practice these words with your students over the month of February. These are the high frequency sight words for each grade level in their Unique Curriculum unit.
Elementary: a, girl, not, he, not, was, play, people, about, friend, man, one, be
Middle: was, but, did, some, this, no, name, want, change, better, got, thing, hurt, love, like, hand, stop, became
High: then, end, she, also, work, because, better, want, girl, school, tell, use, didn’t, change, hard, help, woman, money
FAMILY FUN NIGHT IS COMING TO WEBB!
Do you want to learn more about the new Unique Learning Curriculum our school has implemented this year? Would you like to have a chance to socialize and meet other parents? Please SAVE THE DATE for a Family Fun Night on Thursday, February 18 from 5:30-7pm. Come learn about the exciting new curriculum we have implemented while enjoying a free meal! Webb Street will provide a hot dog supper and activities for the students to do while the parents learn more about the Unique Learning Curriculum. Dinner will be served from 5:30-6 and the parent information session will be from 6-6:45 in the library. Students will be supervised in the gym during the parent information session. Please be on the lookout for more details to come about this exciting opportunity!
http://www.gaston.k12.nc.us/webbst
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Note: You have four choices for each objective type question as A, B, C and D. The choice which you think is correct; fill that circle in front of that question number. Use marker or pen to fill the circles. Cutting or filling two or more circles will result in zero mark in that question.
| Q.1 | The element makes 65% of the total mass of living organism is |
|-----|-------------------------------------------------------------|
| | Nitrogen |
| | Oxygen |
| | Carbon |
| | Hydrogen |
| Q.2 | Cells performing similar functions are organized into groups called |
|-----|-------------------------------------------------------------------|
| | Organism |
| | Organ System |
| | Organ |
| | Tissue |
| Q.3 | The Hypotheses that stand the test of time, often tested and never rejected, are called |
|-----|----------------------------------------------------------------------------------------|
| | Principle |
| | Law |
| | Theory |
| | Results |
| Q.4 | Augustus Rivinus introduced the Taxon of |
|-----|------------------------------------------|
| | Species |
| | Genus |
| | Class |
| | Order |
| Q.5 | Site of protein synthesis in the cell is |
|-----|------------------------------------------|
| | Centriole |
| | Golgi Apparatus |
| | Ribosomes |
| | Lysosomes |
| Q.6 | The process through which bulky material is exported from the cell |
|-----|-------------------------------------------------------------------|
| | Exocytosis |
| | Pinocytosis |
| | Phagocytosis |
| | Endocytosis |
| Q.7 | The chromosomes arrange themselves along the equator of the cell in phase |
|-----|---------------------------------------------------------------------------|
| | Telophase |
| | Anaphase |
| | Metaphase |
| | Prophase |
| Q.8 | Optimum temperature for the maximum working speed of human enzyme is |
|-----|-----------------------------------------------------------------------|
| | 39°C |
| | 38°C |
| | 37°C |
| | 36°C |
| Q.9 | Process of Glycolysis occurs in |
|-----|---------------------------------|
| | Vacuole |
| | Nucleus |
| | Cell Membrane |
| | Cytoplasm |
| Q.10 | The element used for the formation of fruit and nut in plants is |
|------|------------------------------------------------------------------|
| | Magnesium |
| | Potassium |
| | Sulphur |
| | Nitrogen |
| Q.11 | The example of insoluble dietary fiber in human food is |
|------|--------------------------------------------------------|
| | Wheat Bran |
| | Beans |
| | Barley |
| | Oats |
| Q.12 | Rate of Transpiration doubles with how much degree centigrade rise in temperature. |
|------|-------------------------------------------------------------------------------------|
| | 20 |
| | 15 |
| | 10 |
| | 5 |
2. Answer any five parts from the following.
(i) Explain the Symbols of Dengue Fever. (ii) Differentiate between population and community. (iii) Biotechnology helps mankind, justify. (iv) Define quantitative and qualitative observation giving one example of each. (v) Explain why biologists report the result of their findings at National and International level. (vi) Give two reasons for the exclusion of Kingdom Fungi from Kingdom Plantae. (vii) Eucalyptus is harmful for other plants growing near it. Explain. (viii) Differentiate between benign and malignant tumors.
3. Answer any five parts from the following.
(i) Salts and acids are two types of substances. (ii) Cell division is a process in which cells divide into two or more cells. (iii) The cell membrane is a thin layer that surrounds the cell and controls what enters and leaves the cell. (iv) The cell wall is a rigid structure that provides support and protection to the cell. (v) The nucleus is the control center of the cell and contains the genetic material. (vi) The cytoplasm is the gel-like substance that fills the cell and contains organelles. (vii) The mitochondria are the powerhouses of the cell and produce energy. (viii) The chloroplasts are the green structures in plant cells that perform photosynthesis.
4. Answer any five parts from the following.
(i) Explain the effect of deficiency of Nitrogen and magnesium on the plants. (ii) If we supply inorganic and organic fertilizers to plants, which one would be first available to the plants for uptake and why? (iii) Balanced diet differs with age and gender. Explain. (iv) Pepsin is a powerful protein digesting enzyme. It does not digest the stomach walls, which are mostly proteins. Justify. (v) Give harmful and beneficial aspects of transpiration. (vi) Differentiate between source and sink. (vii) Patients bleed from the nose, gums and under the skin in dengue fever. Give reason. (viii) Define universal donors and universal recipients.
Note: Attempt any two questions.
5. (a) Draw a diagram of internal structure of an animal cell and label its any six parts.
(b) Which professions can be adopted after biological studies? Explain any four.
6. (a) Explain three main types of organisms placed in Kingdom Protista.
(b) Discuss four phases of interphase during cell cycle.
7. (a) How energy is released during oxidation reduction reactions in living organisms.
(b) Explain structure, location and function of any four types of Epithelial tissue. | <urn:uuid:530e69c3-0b1a-4c3b-834d-2e4a1110aa7e> | CC-MAIN-2017-22 | http://bisebwp.edu.pk/Model_Papers/matric/Biology.pdf | 2017-05-29T04:09:29Z | crawl-data/CC-MAIN-2017-22/segments/1495463612013.52/warc/CC-MAIN-20170529034049-20170529054049-00401.warc.gz | 56,260,807 | 1,247 | eng_Latn | eng_Latn | 0.993189 | eng_Latn | 0.992511 | [
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Welcome to the SC Garden Club newsletter!
Please send us questions about gardening—we will do our best to answer them!
From Patty Lindberg—Bermuda grass: “I’d like to share info about my lawn with people who might not know they can have a lawn which is drought tolerant. We do play on it: badminton, croquet, and frisbee, so it’s tough. I was watering 30 min., once a week, with sprinklers but the grass seemed to dry out between waterings, with brown spots; now that I’ve switched to 15 min., twice a week, I’ll see how it does with that routine. Yes, Bermuda does tend to invade the flower beds, but I don’t mind so much now that I’m cultivating it as a lawn. Also, I was letting it produce seeds, because I wanted it to fill in and get thicker. So, maybe by next year it will be thicker and, by mowing before it sets seed, it will be easier to control.” (Some more info can be found at http://www.american-lawns.com/grasses/bermuda.html.)
Favorite Quote (courtesy of Sharron Neyer)
“It didn’t occur to me… that gardening, like music, could demand practice, patience, a willingness to make mistakes.”
Amy Stewart
Dividing perennials:
After a while, many perennial plants form clumps that are too large, or begin to die out in the center, or stop blooming well, indicating it’s time to divide the plant. Fall is a good time to divide spring and summer bloomers, and spring is good for fall bloomers. Given care, tho, you can divide anytime it’s not too hot or cold and share plants with your friends!
Before digging up a clump, decide where the divisions will go and dig holes for them. Water the parent plant well a day or two before you dig it up, then dig around the outside of the clump to sever the roots. Lift the root ball and carefully pull it apart into two or more groups, each with roots and shoots. If necessary, use a knife or shears to cut through a tough crown or use two pitch forks to lever it apart. Discard any parts that are too small or unhealthy. If the plant spreads by runners, water the plant and then just dig up rooted plantlets around the edge and move them to the new location.
Ornamental of the Month
Cosmos sulphureus
These orange annuals grow about 2’x2’. Tolerate some shade and dry soils after germination. The photo is from Rochelle Darrow who wrote: “This is a real workhorse especially in summer when the getting is lean. Hundreds of goldfinches feed on them every day along with Monarchs. They are simple to grow, generously self sow, but are still easy to wrangle. I put them way up there on the list as one of my favorite summer plants.”
Edible of the Month
Helianthus annuus
Annual sunflowers prefer full sun and regular water. For info on how to dry, collect and roast seeds, visit www.vegetablegardener.com/item/6731/. If you have a lot of seeds and the patience to shell the fruit, or a peanut allergy, you could try making sunflower seed butter (www.prettyprudent.com/?s=sunbutter) (Photo: Hardy Plant Society)
Be sure to keep the divisions well-watered until they have established themselves. If many of the roots have been lost and there is a lot of top growth, you might cut it back to reduce the stress while new roots are growing. Daylilies can be divided now; September is the end of the time to divide bearded iris; wait until spring to divide ornamental grasses; never divide milkweed. For diagrams and photos of how to divide, take a look at:
www.clemson.edu/extension/hgic/plants/landscape/flowers/hgic1150.html
http://gardening.about.com/od/perennials/ss/DividingSBS.htm#showall
Soaker Hose and Quick Couplers
Unroll the hose and let it warm up in the sun for a day before you try to lay it out; use metal U-pins to keep the hose next to the ground and cover with leaves or mulch to reduce evaporation.
I love quick couplers! The two parts are shown at the left. Screw them onto the hose and your sprinkler as shown in the middle. Pull down the top of the brass part on the hose, insert the brass stem on the sprinkler and let go. That’s all there is to it. Great to connect garden hose to your soaker hose as well.
From Dan Pearce (the August garden-what grows well locally): “My home garden under a shade cloth has good tomatoes, some squash, good kale. Chard is pretty poor. oregano, thyme are fine. Hot peppers (a perennial) are great. The Center Street Garden (Pomona) has thriving peppers, squash, beans, celery, basil, sweet potatoes, onions, figs, eggplant.”
Upcoming events and more:
Sept 9: Garden Club—6:30-8:30 pm, Napier Center, 660 Avery Rd at Pilgrim Place. Talk at 7pm by Cynthia Cruz on the why and how of “Seed Saving”
Sept 13: Ontario garden program—seed swap and talk by master gardener Steve Williams, 10 to noon, Ovitt Family Library, 215 East C St, Ontario
San Diego Shows and Sales: http://www.sdbgf.org/shows.html
Sept 5/6 Plumeria show and sale Sept 13, 20 Iris rhizome sale
Smart Gardening Workshops: 9:30-11 am, free. For dates and locations, see http://dpw.lacounty.gov/epd/sg/wk_scheds.cfm
Chino Basin Water District: classes on waterwise landscaping, irrigation; mulch giveaways: http://www.cbwd.org/150/Workshop-Descriptions
Armstrong classes: http://www.armstronggarden.com/pages/classes
Rancho Santa Ana Botanic Garden: www.rsabg.org/upcoming-events
Huntington Library: Free talks plus plant sales on second Thursdays www.huntington.org/WebAssets/Templates/content.aspx?id=538
Did you know?
Botanical Latin: “Sulphureus” means “sulfur yellow”; “annuus” means “annual”.
Plant miscellanea: Sunflower seeds are actually one-seeded fruits called “achenes”—the kernel inside of the shell is the actual seed. Daisy type flowers are actually groups of flowers called “heads”, and each flower produces one fruit. Grouping lots of tiny flowers with petals only on the outside reduces the energy needed to attract pollinators to them all.
Things to do in September
General
✓ Check that shrubs and trees are getting enough water; there is no limit on hand watering or drip irrigation
✓ Use garden hose to plan edge of new curved beds
Pest/disease management
✓ Net peas to prevent birds from getting digging up seeds
✓ Water citrus regularly to prevent fruit from splitting
Edibles
✓ Interplant peas and lettuce
✓ Plant kale or arugula as cover crop
✓ Sow herbs thickly in indoor pots in sunny window for winter use
✓ Sow carrots, celery, leeks, radishes, beets, broccoli, chard, spinach, Brussel sprouts, cabbage, endive
✓ Pinch out new blooms and tips on melons, winter squash, and determinate tomatoes to promote ripening of final crop
Ornamentals
✓ Sow sweet peas
✓ Dethatch Bermuda grass lawns
✓ Fertilize Christmas cactus (0-10-10). Move to shade outside where night light is minimized to promote buds
✓ Water camellias to prevent bud drop
Please send photos and info about plants you’ve grown, gardens to visit, gardening lore, questions. Sue Schenk, editor
The Metropolitan Water District is not currently offering rebates for turf removal. http://socalwatersmart.com/index.php/
Facebook: Claremont Garden Club
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SCHOOL OF MATHEMATICS AND STATISTICS
Autumn Semester 2005–06 2 hours
Numbers and Proofs
Answer Question 1 and three other questions. If you answer more than three of the questions 2 to 5, only your best three will be counted. Question 1 is worth 28 marks; the other questions are each worth 20 marks.
1 (i) (a) Give the English names for the Greek letters $\gamma$ and $\nu$. (1 mark)
(b) Give the symbol for the set of rational numbers. (1 mark)
(ii) Let $n \in \mathbb{N}$. Consider the following six conditions:
(1) 3 divides $n$; (2) 9 divides $n$; (3) 12 divides $n$;
(4) $n = 24$; (5) 3 divides $n^2$; (6) $n$ is even and 3 divides $n$.
Which of the conditions imply that $n \in \mathbb{N}$ is divisible by 6? Which of the conditions are implied by $n \in \mathbb{N}$ is divisible by 6? (6 marks)
(iii) (a) What does it mean for a natural number $n$ to be a composite number? (1 mark)
(b) Show that 1001 is composite. (2 marks)
(c) What is the canonical prime factorisation of a natural number $n$? Determine the canonical prime factorisation of 364364, using the previous part if necessary. (4 marks)
(iv) State the division algorithm for polynomials in $\mathbb{R}[x]$. Use it to determine the remainder when $x^5 - 3x^3 - 3x^2 + 2x$ is divided by $x^2 - x - 2$. (6 marks)
(v) State a simple condition in terms of $f$ and its derivative $f'$ for a number $a$ to be a repeated root of a polynomial $f$. Use it to find a repeated root of the polynomial
$$x^4 - 2x^3 - 4x^2 + 2x + 3,$$
and hence determine all of its roots. (7 marks)
2 (i) What is meant by the highest common factor \((a, b)\) of integers \(a\) and \(b\), not both zero?
(2 marks)
(ii) (a) Find the smallest natural number \(b\) for which one can find integers \(x\) and \(y\) satisfying the equation \(616x + 231y = 10000 + b\).
(3 marks)
(b) With this value of \(b\), how many solutions are there to the equation \(616x + 231y = 10000 + b\) with both \(x\) and \(y\) natural numbers? Give the solution with \(x\) as small a natural number as possible.
(7 marks)
(iii) A student buys a round of drinks for £2.10 each and some bags of crisps for 55 pence each. The total cost is £22.85. How many of each did he buy?
(8 marks)
3 (i) Find all solutions to the congruences \(78x \equiv 104 \pmod{143}\) and \(78x \equiv 105 \pmod{143}\), expressing your answers in the form \(x \equiv a \pmod{m}\).
(6 marks)
(ii) Find the general simultaneous solution to
\[x \equiv 2 \pmod{11} \quad \text{and} \quad x \equiv 3 \pmod{13},\]
expressing your answers in the form \(x \equiv a \pmod{m}\).
(3 marks)
(iii) Find an integer which is three times a square and twice a cube.
(4 marks)
(iv) The four digit number \(n = abcd\) represents \(10^3a + 10^2b + 10c + d\). Using congruences modulo 11, show that \(n\) is divisible by 11 if and only if the alternating sum of digits \(a - b + c - d\) is divisible by 11.
State a generalisation to numbers with \(n\) digits, and also a similar criterion for divisibility by 9.
The number \(16! = 2a92278988b000\) for some digits \(a\) and \(b\). Using the earlier parts of the question, find \(a\) and \(b\), explaining your working clearly.
(7 marks)
4 (i) What is \(2006^{2006} \pmod{55}\)?
(6 marks)
(ii) Prove by induction that \(7(3)^n + 3(8)^n\) is divisible by 5 for all non-negative integers \(n\).
Give another proof using congruences.
(8 marks)
(iii) Prove by induction that for all positive integers \(n\), there is an \(n\) digit number, whose only digits are 1 and 2, which is divisible by \(2^n\).
(6 marks)
5 (i) Prove that $\sqrt{12}$ is irrational.
(3 marks)
(ii) Give decimal expansions of both a rational number and an irrational number strictly between $0.\overline{1234567890}$ and $0.12345678\overline{9}$, explaining your answer briefly.
(3 marks)
(iii) Write the real number $0.1996\overline{2}$ as a fraction in lowest terms.
(7 marks)
(iv) Write $x = 0.\dot{a}_1a_2a_3a_4a_5a_6$, a recurring decimal with period 6. Write the decimal $y = 0.\dot{a}_6a_1a_2a_3a_4\dot{a}_5 = 0.a_6a_1a_2a_3a_4a_5a_6a_1a_2a_3a_4a_5 \ldots$ in terms of $a_6$ and $x$. Suppose that $y = 4x$, and that $a_6 = 9$. Write $x$ as a fraction.
Write down a 6 digit integer, ending with 9, which when multiplied by 4 is equal to the original number but with the final 9 moved to the front.
(7 marks)
End of Question Paper | <urn:uuid:f5d124c6-160b-4af4-93df-6bdeb06bebed> | CC-MAIN-2022-33 | https://freeexampapers.com/exam-papers/University/Sheffield/Department-of-Maths/Numbers-and-Proofs/ex110-06.pdf | 2022-08-08T16:06:15+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570868.47/warc/CC-MAIN-20220808152744-20220808182744-00202.warc.gz | 265,084,873 | 1,410 | eng_Latn | eng_Latn | 0.965331 | eng_Latn | 0.971938 | [
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Dolphin society and conservation through acoustics
Keywords: Dolphin, Communication, Evolution, Society, Conservation
Background and Motivation
Dolphins are one of the most important mammals to understand evolutionary pathway of human society because of their complex nested society. They can catch prey such as fish and squid in a totally dark night by using their superior echolocation ability, and can maintain group cohesion by their various sounds. To think in reverse way, we may reveal their superior ability and their complex society by reading the information embedded in their sounds. Recently there are reports that dolphins are become fewer because of the increasing human activity around coastal area where dolphins live throughout the year. We are now developing and utilizing several innovative techniques including bioacoustics to conserve dolphin populations.
Originality
We are basically studying dolphins from a biological perspective. However, due to the technological limitation, it is difficult to reveal the dynamic social relationship among dolphins. Japan has various cutting-edge innovative technologies, and I’m sure that those technologies speed dolphin studies up. We’ve already started projects in the body size estimation using the latest image processing techniques and the sound localization of dolphin sounds. These studies are non-invasive, basic studies which were previously needed to catch animals. We already have the condition that we do such studies not only on captive dolphins but also on free-ranging wild dolphins.
Impact and Perspective
Dolphins went into aquatic environment about 50 million years ago. We human have a lot of things to learn from dolphins who are the specialist for living aquatic habitat. The study of their superior echolocation ability or acoustic communication may improve ship’s instruments or meters. From our previous studies, however, dolphins have acquired such ability under several biological, physiological and physical limitations. It means that the signal which dolphins use now is NOT the best signal for their environment, but BETTER signal for the environment under the several limitations. So I think it is better for us not to mimic dolphin ability absolutely, but to sort out the best part which we should mimic after checking biological limitation of dolphins.
For more information:
http://www-u-tokai.ac.jp/tuist/tt/2013_morisaka.html
CONTACT:
Tadamichi Morisaka, Ph.D.
Tokai University Institute of Innovative Science and Technology
3-20-1 Orido, Shimizu-ku, Shizuoka-shi, Shizuoka 422-8610, JAPAN
Phone +81(54)-334-0411 (Ext. 3431)
Email email@example.com
The system to measure dolphin body size
A wild dolphin and the system to measure sound source level of a dolphin sound | <urn:uuid:66b60ac6-a1d9-43b8-92a4-54373590cc54> | CC-MAIN-2022-33 | http://www.pr.tokai.ac.jp/tuiist/english/tt/pdf/2013_morisaka.pdf | 2022-08-08T17:22:28+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570868.47/warc/CC-MAIN-20220808152744-20220808182744-00201.warc.gz | 95,511,099 | 541 | eng_Latn | eng_Latn | 0.994333 | eng_Latn | 0.994333 | [
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Our Commitment to Achieve the Goals
To achieve the goals related to becoming a Creative City of Gastronomy, which is the purpose of this plan, the following specific projects will be implemented based on the above-mentioned basic guidelines.
(1) Commitment to Creation
- Promotion of preservation and succession of traditional farming and indigenous crops
- Promotion of eco-friendly agriculture
- Promotion of "Agri-XXX" policies
- Promotion of activation plans for semi-mountainous and rural areas by means of gastronomy (gastronomic small business)
- Creation of new specialties (processed foods), etc.
(2) Commitment to Eating
- Commending cooks (Sponsoring a creative chef award, etc.)
- Creation of a direct shipping network between farmers and chefs
- Development of restaurants in historic buildings (Bases for gastronomic creation)
- Development of restaurants promoting local production and local consumption
- Fusion of gastronomy and healthcare/tourism (Creation of industries combining gastronomy, healthcare and agriculture, development of gastronomic tourism) etc.
(3) Commitment to Transmission
- Recording, preserving and exhibiting traditional gastronomy (archives)
- Attempt to be included in the Memory of the World Register -Gastronomy-
- Elaboration of a picture book "Tsuruoka's Vegetables"
- Establishment of "Gastronomy Day," etc.
(4) Commitment to Fostering
- Implementation of a curriculum that includes creative activities related to gastronomy in high schools in Tsuruoka
- Implementing a food education program called "Chefs and Children" in primary and secondary schools
- Promotion of UNESCO School
(5) Commitment to Learning
- Encouragement of research on local foods and agricultural traditions
- Innovative gastronomic research and development using state-of-the-art biotechnology
- Partnerships with developing countries in academic/research fields, etc.
(6) Commitment to Connecting
- Dissemination of attractive information on local gastronomy
- Hosting Gastronomic Film Festival
- Organizing an indigenous crops fair at the restaurants in Tokyo metropolitan area
- Promotion of sake brewed in Tsuruoka as international brands
- Establishment of a Creative City of Gastronomy Network in Japan (participating as a secretary)
- Sending out the "Tsuruoka Model" all over Japan and to the world to activate local communities through gastronomy
- Promotion of communications and exchanges with other member cities of the UNESCO Creative Cities Network
- Hosting "Gastronomic Festival" etc.
Promoting Organization
All the citizens of Tsuruoka will promote this plan in unison with the Tsuruoka Creative City of Gastronomy Promotion Council, which was founded as a collaboration of citizens, industry, academia and government, inviting participation and collaboration of citizens' groups, NPOs and other organizations. | <urn:uuid:669fdb5f-132c-4afd-b39c-49cad772c6be> | CC-MAIN-2019-09 | http://www.creative-tsuruoka.jp/english/images/plan_unesco3.pdf | 2019-02-24T05:56:01Z | crawl-data/CC-MAIN-2019-09/segments/1550249595829.93/warc/CC-MAIN-20190224044113-20190224070113-00329.warc.gz | 339,146,869 | 583 | eng_Latn | eng_Latn | 0.979405 | eng_Latn | 0.979405 | [
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Preface
This plan aims to set forth guidelines for the city of Tsuruoka to develop itself as a Creative City of Gastronomy by joining the UNESCO Creative Cities Network.
The idea of the Creative Cities Network, which was established by UNESCO in 2004, is the promotion of a sustainable regional culture and international coordination through maintenance of the cultural diversity characteristic to each region and creating an industrial economy that fully reflects the cultural background.
Following this idea, the city of Tsuruoka has been committed to preserving and fostering our proud gastronomic culture through various creative activities while at the same time developing gastronomic value-added industries of the post-mass production era.
Creating a cycle that may lead to the birth of a new gastronomy through our efforts, we intend to contribute to solving global environmental issues and develop a sustainable local society while contributing to mutual development through international exchanges.
Positioning of the Plan
- This plan is intended to set forth a project to create a Creative City of Gastronomy, following the basic guidelines for the municipal government, Tsuruoka’s Comprehensive Plan.
- This plan is created in conformity with various projects of the municipal government relating to preparations for the Creative City of Gastronomy, such as Tsuruoka Food Education/Local Production and Local Consumption Project, Tsuruoka Agriculture/Rural Development Project, etc.
- This plan is created in coordination with the action plan for a long-term strategic framework for the concept “Food Capital of Shonai” and with the guidelines to deploy “Traditional Vegetables of Yamagata,” which have been established by the government of Yamagata Prefecture.
[Timeframe for the Plan]
- In accordance with Tsuruoka’s Comprehensive Plan, this plan will commence in April 2013 and continue for three years until March 2016, and then be reviewed and modified on a rolling basis of every two years, in time for submitting activity reports to UNESCO, considering the project’s status and the analysis of its outcomes and effectiveness.
Basic Concepts
(1) Preserve and inherit gastronomy cultivated in the community to achieve new creations and development
- Reassessing, with a broad vision, the value of Tsuruoka’s gastronomy, which is based on our spiritual culture and the tradition of wisdom and creativity fostered in nature, we will create new future-oriented gastronomy, while carefully inheriting the essence of the traditional one.
- We will be committed to ensuring the persistent efforts of people of Tsuruoka to pursue authenticity and enhancing further the value of the local gastronomy.
(2) Promote a creative city planning that takes the gastronomy into account.
- Taking advantage of the abundant natural resources that vary from season to season in an effective manner, we aim to become a local society with creativity.
- Cooperating with other communities around the world, particularly those member cities of the UNESCO Creative Cities Network, we will contribute to sustainable development of the network while appreciating the diversity of different local cultures.
- Propagating strongly the safety, reliability and high quality of our local food both inside and outside of the country, we will guide and contribute to a firm reconstruction of the Tohoku Region following the Great Earthquake.
(3) Produce creative industries, taking advantage of the full benefits of the local gastronomy, through cooperation with other cities inside and outside of the country.
- Through bold attempts to activate our community with the advantages of the local gastronomy, we will aim to become a model for revival of devastated local economies in Japan.
Future Vision and Goals of the Creative City of Gastronomy That the Plan is Directed to Tsuruoka.
Tsuruoka, the Creative City of Gastronomy, aims to take advantage of its attraction as a treasure house of food, and become a “Utopia of Food” with the following future vision of the city:
A city where you feel traditional gastronomy
To create a city where the tradition of enriched gastronomy continues to attract visitors
A city with a significantly creative gastronomic industry
To create a city where a creative gastronomic industry is fostered so that the local economy is enhanced
A city with communities with enriched local gastronomy
To create a city where people can enjoy health and joy in their daily lives and lifestyles
A city engaged in the international exchanges through gastronomy
To create a city whose people actively take part in local and worldwide exchanges and cooperate with each other to enhance our cultures while respecting the diversity | <urn:uuid:3e8e89c1-7db0-4729-a45e-f9407b5fdd14> | CC-MAIN-2019-09 | http://www.creative-tsuruoka.jp/english/images/plan_unesco1.pdf | 2019-02-24T05:41:52Z | crawl-data/CC-MAIN-2019-09/segments/1550249595829.93/warc/CC-MAIN-20190224044113-20190224070113-00327.warc.gz | 335,986,429 | 908 | eng_Latn | eng_Latn | 0.994875 | eng_Latn | 0.994875 | [
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Phrasal Verbs
48 Phrasal Verbs
Phrasal verbs are verbs that consist of a verb and a preposition or adverb that gives the verb a special meaning. Many phrasal verbs have more than one meaning. The following list does not list all phrasal verbs, and it does not give all meanings of the verbs that are listed. Consult a good English learner’s dictionary for other verbs and other meanings.
- Separable verbs are shown with the object between the verb and the particle (s.o. = someone; s.t. = something).
- **ask s.o. over**
We asked some friends over to watch a video.
- **fill s.t. out**
Please fill the application out in pencil.
You do not have to separate the two parts when the object is a noun. You can write either
- Please fill out the application in pencil. or Please fill the application out in pencil.
but When the object is a pronoun, you must separate the two parts.
Please fill it out (NOT fill-out-it).
- You must always separate a very small number of verbs. These verbs are followed by an asterisk (*) in the list that follows.
- **talk s.o. into** She talked her parents into letting her live alone.
- Inseparable verbs are shown in the list without an object.
- **call on** The teacher calls on Paula every time she hasn’t studied the lesson.
- When the same verb can be used both with and without an object, the object is in parentheses in the list.
- **break (s.t.) up** The police broke the fight up.
The party broke up at midnight.
- When a verb has a different meaning with and without an object, there are two separate entries in the list.
- **give s.t. up** stop doing or having s.t. She gave her job up so that she could be at home when her children came home from school.
- **give up** stop trying I tried to call you but got the wrong number several times. I finally gave up.
- When the same verb has different meanings, the different meanings and examples are numbered in the list.
- **blow out**
1. stop burning
2. burst
1. The candle blew out.
2. The front tire blew out.
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|--------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| ask s.o. out | invite s.o. to go on a date | Andy asked me out tonight. We’re going to a movie. |
| | invite to one’s home | Prof. Smith asked some students over for coffee. |
| block s.t. out | stop (light, noise, etc.) from passing through | These heavy curtains help block out noise from the street. |
| | stop from burning by blowing | The wind blew the fire out. |
| blow s.t. out | 1. stop burning | 1. The candle blew out. |
| | 2. burst | 2. The front tire blew out. |
| blow s.t. up | fill with air | The children blew up the balloons. |
| blow (s.t.) up | explode | The terrorists blew the building up. My boss blew up in anger. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|-------------------|-----------------------------------------------------------------------------|----------------------------------------------------------------------------|
| break down | 1. stop functioning (machines) | 1. Their car broke down on the highway. |
| | 2. have an emotional reaction | 2. She broke down and cried during the funeral. |
| break out | 1. happen suddenly | 1. War broke out after the peace talks failed. |
| | 2. escape from jail or prison | 2. Three murderers broke out of prison yesterday. |
| break up | end a romance or marriage | Mary and John broke up last week. |
| break (s.t.) up | 1. separate (into groups or pieces) | 1. The teacher broke the class up into groups. |
| | 2. end (a fight, party, group meeting, etc.) | 2. The police tried to break the fight up. |
| | | The party broke up at midnight. |
| bring s.t. back | make a person remember s.t. | These photos bring back many memories. |
| bring s.o. up | rear children | They brought up six successful children. |
| bring s.t. up | mention a topic | He brought up the same topic again. |
| call (s.o.) back | return a telephone call | I’ll call (you) back later. |
| call s.t. off | cancel | They called off the wedding at the last minute. |
| call on | 1. ask to speak in class | 1. The teacher often calls on me. |
| | 2. visit | 2. An outside salesperson calls on customers in their workplaces. |
| call (s.o.) up | call on the telephone | Let’s call up Kim. We called up twice yesterday. |
| carry s.t. out | do, cause to happen | They carried out their plan without any hesitation. |
| catch on | 1. become popular | 1. Do you think miniskirts will catch on again? |
| | 2. understand | 2. He’s very smart; he catches on quickly. |
| check in/into | register at a hotel | You can’t check in until 3:00 p.m. |
| check into | investigate | You can’t check into most hotels until 3:00 p.m. |
| | | The company promised to check into the problem. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-----------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| check s.o./s.t. out | 1. take a book from a library
2. investigate
3. look at (slang) leave a hotel | 1. You can **check** six books **out** at one time.
2. The electric company promised to **check** it **out**.
3. Hey! **Check out** that new car!
We must **check out** (of the hotel) by noon.
Marta is depressed. Let’s try to **cheer her up**.
She will **cheer up** when she hears the good news.
Please **clean up** your room.
We always **clean up** before dinner.
Let’s **clear up** this messy kitchen.
Her explanation **cleared** my confusion **up**.
The weather **will probably clear up** by noon.
I **came across** an old picture of our house recently.
When will you **come back** from your trip?
He **comes from** China. Milk **comes from** cows.
The door is open. Please **come in**.
A button has **come off** my coat.
The sun finally **came out** about noon.
**Come over/by** for lunch sometime.
1. How much does the bill **come to**?
2. She quickly **came to** after fainting from the shock.
1. The man **came up** and introduced himself to us.
2. A big problem **has come up**, so I have to work tonight.
John **came up with** a good idea for our class play.
Tobacco companies **covered up** the dangers of smoking.
The writer **crossed out** several sentences and rewrote them. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-----------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------|
| cut down (on) | reduce the amount of | I’m trying to cut down (on) the amount of meat I eat. |
| cut s.o. off | 1. drive a car in front of s.o. | 1. The reckless driver cut several people off on the freeway. |
| | 2. stop s.o. from talking | 2. The teacher cut me off before I finished my speech. |
| cut s.t. off | stop the supply of s.t. | The phone company cut off my telephone service. |
| cut s.t. out | 1. remove by cutting | 1. The movie editors cut out the most violent scenes. |
| | 2. stop an annoying activity | 2. Cut it out! Stop pulling your sister’s hair! |
| do s.t. over | do again | Your work is unsatisfactory. Please do it over. |
| dress up | put on special or formal clothes | People generally dress up when they go downtown. |
| drop by/in | visit informally | I’ll drop by/in on my way home from work tonight. |
| drop s.o./s.t. off | take (s.o. or s.t.) to a place | My father drops me off at school on his way to work. |
| drop out (of) | stop attending | My older brother dropped out of high school. |
| eat out | eat in a restaurant | I don’t feel like cooking. Let’s eat out tonight. |
| end up | reach a particular place or situation, usually not planned | Reckless drivers often end up in the hospital. |
| fall apart | 1. separate into pieces | 1. The new toy fell apart one day after we bought it. |
| | 2. stop functioning well | 2. The company falls apart when the boss goes on vacation. |
| fall behind | not stay at the same level | Read one chapter a day, or you’ll fall behind the class. |
| figure s.o./s.t. out | understand after thinking about | I can’t figure this problem out. |
| fill s.t. in | complete with information | Fill in the blank in each sentence with a verb. |
| fill s.o. in (on) | tell recent events | Please fill me in on what you have been doing lately. |
| fill s.t. out | complete a form | Fill out the application in pencil. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|-------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| fill s.t. up | fill completely | I always drive to the same gas station to **fill my car up**. |
| find s.t. out | discover information | Did you **find out** her telephone number? |
| fool around | play | The students started **fooling around** as soon as the teacher left the room. |
| get s.t. across | get others to understand an idea | The speaker **got** his ideas **across** to the audience very well. |
| get ahead | advance, make progress | Hard workers usually **get ahead**. |
| get along (with) | have a good relationship with | She **doesn’t get along with** her parents at all. |
| get away | escape | The police chased the robber, but he **got away**. |
| get back | 1. return from a place | 1. What day **will you get back** from your vacation? |
| | 2. receive again | 2. How much money **did you get back** from your landlord? |
| get by | do or have enough to survive | We’re not rich, but we **get by**. |
| | | I study just enough to **get by**. |
| get in/into | 1. arrive (at) | 1. The train **got in** at 3:30 in the morning. |
| | 2. enter a car or taxi | The train **got into** the station two hours late. |
| get off | leave a bus, train, plane, bicycle, or subway | 2. Never **get in/into** a stranger’s car. |
| | | We should **get off** at the next stop. |
| get on | enter a bus, train, plane, bicycle, or subway | Several people **got on** the bus at the last stop. |
| get out (of) | 1. leave a car or taxi | 1. He **got out** (of his car) and looked around. |
| | 2. avoid doing work | 2. My older sister always **gets out of** doing housework. |
| get over | recover (from an illness or unhappy event) | My daughter **got over** her cold in a few days. |
| | | He never **got over** his wife’s death. |
| get through | finish | It took me two months to **get through** that book. |
| get together | meet | Let’s **get together** at my house the next time. |
(continued)
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|-------------------|---------------------------------------------------------------------------|---------------------------------------------------------------------------|
| get up | arise from a bed, chair, etc. | People with young children **get up** early. |
| give s.t. away | give without charging money | That store is **giving away** balloons today. |
| give s.t. back | return something | The teacher **gave** our papers back the day after the test. |
| give in (to) | surrender to s.o.’s wishes or demands | She always **gives in** when her children beg for candy. |
| give s.t. out | distribute | The health center is **giving out** information about HIV. |
| give up | stop trying | I **give up!** I can’t solve this problem. |
| give s.t. up | stop doing or having s.t. | She **gave up** her dream of becoming a dancer. |
| go after | try to get for yourself | Alan is **going after** his boss’s job. He’s also **going after** the boss’s beautiful daughter. |
| go back | return to a place | I must **go back** home. |
| go back on | fail to fulfill a promise | He promised to pay back the money, but he **went back on** his promise. |
| go off | explode (a gun, fireworks) | The gun accidentally **went off** while he was cleaning it. |
| go on | continue | The party **went on** for hours after the host had gone to bed. |
| go out | leave home for entertainment | My husband and I **go out** for dinner every Friday night. |
| go (out) with | date | Mary **has been going (out)** with John for several months. |
| go over | review | **Go over** your paper again and check your punctuation. |
| go with | harmonize in style, color, etc. | **Does** this tie **go with** this shirt? |
| grow out of | become too big for | Children quickly **grow out of** their clothes. |
| grow up | become an adult | He **grew up** on a farm. |
| hand s.t. down | give s.t. to a younger person | My grandmother **handed down** most of her jewelry to my mother. |
| hand s.t. in | give completed work to a teacher or boss | Please **hand** your essays **in** on Wednesday. |
| hand s.t. out | distribute | The teacher **handed out** the test questions. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|-------------------|-----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| hang up | end a telephone conversation | The caller hung up before I could find out his name. |
| hang s.t. up | put on a hook or a hanger | My brother never hangs up his clothes. |
| have on | wear | What color jacket did the robber have on? |
| help (s.o.) out | help | We help out at our parents’ restaurant on weekends. |
| hold on | wait on the telephone | Don’t hang up. Please hold (on) for a minute. |
| hold s.t. up | 1. rob | 1. Two men held up the grocery store on the corner. |
| | 2. delay | 2. What is holding up my visa application? |
| keep (on) | continue | The students kept (on) working after the bell had rung. |
| keep s.t. on* | continue to wear | We kept our coats on because it was so cold in the room. |
| keep up (with) | stay at the same level as s.o. or s.t. | Little Jack can’t keep up with his older brothers. |
| kick s.o. out (of)| force s.o. to leave | They kicked him out of school for bad behavior. |
| lay s.o. off | end s.o.’s employment | The company laid off two hundred workers. |
| leave s.t. on* | 1. not turn off (lights, machines) | 1. Please leave the computer on when you have finished. |
| | 2. continue to wear | 2. We left our coats on because it was so cold in the room. |
| leave s.t. out | omit | You left the verb out of the last sentence. |
| let s.o. down | disappoint | She let her family down when she quit school. |
| let s.o./s.t. in | allow to enter | They let the dog in when it rains or when it’s very cold. |
| let s.o. off | allow to leave (a bus, train, car) | Please let me off at the next corner. |
| let s.o./s.t. out | allow to leave | Please let the cat out. |
| lie down | recline | She lies down every afternoon to take a little nap. |
| light s.t. up | illuminate | A hundred candles lit up the church. |
(continued)
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| look after | take care of | Who looks after your cats when you go on vacation? |
| look down on | feel superior to | Snobbish people look down on people who aren’t from their social class. |
| look into | investigate | The police are looking into the thefts. |
| look like | resemble | Both children look more like their mother than their father. |
| look out | be careful | Look out! Here comes a speeding car! |
| look out for | 1. watch for possible danger from | 1. You should look out for holes in the road. |
| | 2. protect from harm | 2. The older children look out for the younger ones. |
| look s.o./s.t. over | 1. examine | 1. We looked the used car over carefully before buying it. |
| | 2. review | 2. He looked over his notes before the test. |
| look s.o. up | call or visit | Please look me up the next time you are in town. |
| look s.t. up | try to find in a book or on the Internet | Should you look up every new word in a dictionary? |
| look up to | respect | Most boys look up to their fathers. |
| make up | resolve a disagreement | The young couple had their first argument, but they soon made up. |
| make s.t. up | 1. create in one’s mind | 1. She made up a new excuse every day for not doing her homework. |
| | 2. do past work | 2. He has to make up all the work that he missed when he was sick. |
| pass away | die | My favorite aunt passed away last year. |
| pass out | become unconscious | I always pass out at the dentist’s office. |
| pass s.t. out | distribute | The teacher passed out the test questions. |
| pay s.o./s.t. back | repay (a debt, an insult) | Can I borrow five dollars? I’ll pay you back tomorrow. |
| pay off | 1. pay a debt completely | 1. The Smiths finally paid off their home loan. |
| | 2. bring success after effort | 2. His many years of hard work finally paid off. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|-------------------|-------------------------------------------------|---------------------------------------------------------------------------|
| pick on | tease, annoy | Stop picking on your little brother. |
| pick s.t. out | choose | She picked out a scarf to match her dress. |
| pick s.o. up | go to get s.o. in a car | I’ll pick you up in front of your house at eight-thirty. |
| pick s.t. up | collect, gather | Pick up your toys, children. |
| point s.o./s.t. out | indicate, call attention to | The students pointed out a mistake on the blackboard. |
| pull away | drive away from a place | The bus pulled away from the curb. |
| pull in/into | drive into a certain space | He pulled in behind my car and parked. |
| | | He pulled into the garage. |
| pull out | drive into a road from a place | The taxi suddenly pulled out in front of several cars. |
| pull (s.o.) over | (make s.o.) drive to the side of the road and stop | We pulled over to check our tires. |
| put s.t. away | put in an appropriate place | Put your toys away, children. |
| put s.t. back | put in its original place | After examining the picture, we put it back on her desk. |
| put s.o./s.t. down | criticize | Alice’s mother-in-law is always putting her down for one thing or another. |
| put s.t. off | postpone, delay | Ted and Ann put off their wedding until next May. |
| put s.t. on | put on one’s body (clothes, lotion, jewelry) | Always put sunscreen on before you go out in the sun. |
| put s.o. on | not tell the truth in a joking way | You’re putting me on—you aren’t really going to get married tomorrow, are you? |
| put s.t. out | extinguish (a cigarette, fire) | Always put a campfire out completely. |
| put s.t. together | assemble many pieces into one | The class put together a great presentation. |
| put s.t. up | erect (a building, a sign) | The father put together his son’s new bicycle. |
| put up with | tolerate | They put up a sign advertising puppies for sale. |
| | | I don’t know how she puts up with her mother-in-law. |
(continued)
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-----------------------------------------------------------------------------|----------------------------------------------------------------------------|
| run into/across | meet or find by accident | Last week I ran into my ex-boyfriend. |
| | | I ran across a newspaper story about my old boss. |
| | | We ran out of time and didn’t finish the test. |
| | | The bus ran over the man. |
| run out of | finish all of s.t. | |
| run over | hit and drive over s.o./s.t. with a vehicle | |
| set s.t. off | unintentionally cause s.t. to start | The children accidentally set off the fire alarm. |
| set off | leave to go somewhere | They set off this morning on their trip around the world. |
| set s.t. up | 1. start (a business) | 1. Sara and her mother set up a beauty salon together. |
| | 2. make arrangements for s.t. | 2. My adviser set up several job interviews for me. |
| show s.t. off | display s.t. for others to admire | Jane showed off her diamond ring. |
| show off | try to get others to admire you | No one likes Tom because he is always showing off. |
| show up | appear | Several students didn’t show up for the final exam. |
| shut s.t. off | stop a machine, light, electricity, water | The power company shut off our gas and electricity. |
| sign (s.o.) in | put your name on a list to indicate that you are present | Please sign in each time you visit the language lab. |
| sign (s.o.) up | put your name on a list to indicate that you want to participate | Have you signed up for the trip to Disneyland yet? |
| sit down | get into a sitting position | Let’s sit down and discuss this calmly. |
| stand up | get into a standing position | A gentleman stands up when a woman enters a room. |
| start (s.t.) over | begin (s.t.) again | We didn’t solve the math problem. Let’s start over. |
| stay out | remain away from home in the evening | How late do your parents let you stay out? |
| stay up | not go to bed | The two friends stayed up all night talking. |
| stick to | not quit | She stuck to her decision. |
| stick with | not quit, especially s.t. difficult | Don’t stop exercising. Stick with it, and you will get fit. |
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| straighten s.o. out | improve s.o.’s behavior | A year in the army **straightened him out**. |
| straighten s.t. out | resolve a problem | We need to **straighten out** our differences. |
| straighten s.t. up | make neat | They **straightened up** the living room before going to bed. |
| straighten up | improve one’s own behavior | He had better **straighten up** soon, or his father will stop supporting him. |
| take after | resemble in appearance or behavior | She **takes after** her mother. They both like to talk a lot. |
| take s.t. back | return (to a store) | She **took** the shoes **back** because they weren’t comfortable. |
| take s.t. off | remove clothing, makeup | In some cultures, you **take** your shoes **off** before entering a home. |
| take off | leave | They got in their car and **took off**. My plane **takes off** at noon. |
| take s.o. out | take s.o. on a date | John **took** Mary **out** last night. |
| take over | take control | The rebels **took over** the government. |
| take up | begin a new activity | When did you **take up** golf? |
| talk back | answer rudely | Children should never **talk back** to their parents. |
| talk s.o. into* | persuade s.o. to do s.t. | She **talked** her parents **into** letting her live alone. |
| talk s.t. over | discuss | Let’s **talk this over** before we make any decisions. |
| tear s.t. down | destroy (a building) | The city finally **tore down** the old football stadium. |
| tear s.t. up | tear into pieces | They **tore up** the contract. |
| think s.t. over | think about carefully | She promised to **think over** his proposal of marriage. |
| think s.t. up | produce new ideas, names, etc. by thinking | He **thought up** several names for the new baby. |
| throw s.t. away/out | discard | I **threw out/away** the flowers because they were all dead. |
| throw s.o. out | force s.o. to leave | John’s father **threw** him **out** after John was arrested. |
| throw (s.t.) up | vomit (bring food up from your stomach and spit it out of your mouth) | When you are seasick, you feel better after you **throw up**. |
(continued)
| PHRASAL VERB | MEANING(S) | EXAMPLE(S) |
|----------------------|-----------------------------------------------------------------------------|---------------------------------------------------------------------------|
| touch s.t. up | improve by making small changes | She touched up her makeup after lunch. |
| try s.t. on | put on clothes to check the fit | Always try shoes on before you buy them. |
| try s.t. out | test | They tried out the vacuum cleaner before they bought it. |
| turn s.o. down | reject | I applied for a job, but the company turned me down. |
| turn s.t. down | decrease volume, heat | Turn the music down. It’s too loud. |
| turn s.t. in | give an assignment to a teacher | She always turns in her homework two days late. |
| turn in | go to bed | I’m sleepy. I think I’ll turn in. |
| turn (s.o./s.t.) into| change from one form into another | Cinderella’s coach turned into a pumpkin at midnight. |
| turn s.t. off/on | stop/start (a machine, light, water, electricity) | The power company turned off our gas and electricity. |
| | | It’s getting dark. I’ll turn on some lights. |
| turn s.o. off/on | destroy/arouse interest | The lecture turned the students off. |
| turn s.t. out | turn off (light) | Rap music really turns young people on. |
| turn out | have a particular result | Mother turned out the lights so that the children would sleep. |
| turn s.t. up | increase the volume, heat | How did your party turn out? |
| turn up | appear after being missing | Please turn the heat up. I’m cold. |
| use s.t. up | finish all of s.t. | Don’t worry. Your car keys will turn up. |
| wait on | serve | We used up all of the milk. |
| watch out (for) | 1. look for possible danger from s.t. | Each server waits on six tables. |
| | 2. protect from harm | 1. You should watch out for holes in the road. |
| | | 2. The older children watch out for the younger ones. |
| work out | exercise in a gym | She works out every day for an hour. |
| work (s.t.) out | resolve differences, disagreements, problems, etc. | The couple went to a marriage counselor to work out their problems. |
| write s.t. down | write on paper | Did you write down his telephone number? | | <urn:uuid:6ee1ea2c-5ac9-47fd-8d82-e28d1cea80f6> | CC-MAIN-2019-09 | http://www.pearsoncustom.com/pcmedia/fr_write/Phrasal_Verbs_Sec48.pdf | 2019-02-24T04:44:02Z | crawl-data/CC-MAIN-2019-09/segments/1550249595829.93/warc/CC-MAIN-20190224044113-20190224070113-00328.warc.gz | 413,384,564 | 7,280 | eng_Latn | eng_Latn | 0.999167 | eng_Latn | 0.999474 | [
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COURSE CODE: AMV 3M0
COURSE NAME: Grade 11 Music, University/College
PREREQUISITE:
Music, Grade 9 or 10, Open
MATERIAL REQUIRED:
Musical instrument, items of personal use (see attached form), sheet music, recordings, composition software, access to school network, pen, pencil and notebook.
COURSE DESCRIPTION
This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.
OVERALL COURSE EXPECTATIONS
A1. The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music;
A2. The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or arranging music;
A3. Techniques and Technologies: use a range of techniques and technological tools in a variety of applications relating to music.
B1. The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music;
B2. Music and Society: demonstrate an understanding of social and cultural influences on and effects of traditional, commercial, and art music;
B3. Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development;
B4. Connections Beyond the Classroom: analyse opportunities and requirements for continued engagement in music.
C1. Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them;
C2. Characteristics and Development of Musical Forms: demonstrate an understanding of the development, function, and characteristics of various forms of music;
C3. Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices relating to music.
ASSESSMENT BREAKDOWN INCLUDING CATEGORIES AND WEIGHTINGS
| TERM WORK | KNOWLEDGE/UNDERSTANDING | THINKING/INQUIRY | COMMUNICATION | APPLICATION |
|-----------|-------------------------|------------------|---------------|-------------|
| | 15% | 15% | 35% | 35% |
| FINAL MARK | TERM MARK | PERFORMANCE TEST | WRITTEN TEST | EARTRAINING TEST |
|------------|-----------|------------------|--------------|-----------------|
| | 70% | 15% | 10% | 5% |
Formative assessments are learning practices that provide important feedback to student progress.
Summative assessments form the foundation for final mark allocation at the end of a unit, term and exam.
| UNIT | UNIT BREAKDOWN | ASSESSMENTS |
|------|----------------|-------------|
| REPERTOIRE | Solo, small ensemble and large ensemble performance. | Testing on an individual, small and large group basis. |
| TECHNIQUE | Performance skills, scales, arpeggios and studies. | Testing on an individual, small and large group basis. |
| THEORY | Note identification, rhythmic values, definitions, key signatures, chord structures and written conventions of music. | Written assignments and tests. |
| STYLE STUDY | Musical genres, styles and historical periods. | Internet research, oral presentations and written assignments. |
| EARTRAINING | Scales, intervals, chords, rhythmic and melodic dictation. | Aural identification of scales, intervals, chords, rhythms and melodies. |
| COMPOSITION | Melody writing within fixed chord progressions using computer software. | Creation, production and performance of original compositions or arrangements of original compositions. |
LEARNING SKILLS
Learning Skills will be reported on the student’s report card. The following chart indicates the skills and look-fors for each student.
| WORKS INDEPENDENTLY | TEAMWORK | ORGANIZATION | WORK HABITS/HOMEWORK | INITIATIVE | SELF-REGULATION |
|---------------------|----------|--------------|----------------------|------------|-----------------|
| **The student:** | | | | | |
| ▪ accomplishes tasks independently
▪ accepts responsibility for accomplishing tasks
▪ follows instructions regularly
▪ completes assignments on time and with care
▪ uses time effectively
| **The student:** | | | | | |
| ▪ works willingly and cooperatively with others
▪ listens attentively, without interrupting
▪ takes responsibility for his/her share of the work to be done
▪ helps to motivate others, encouraging them to participate
▪ shows respect for the ideas and opinions of others
| **The student:** | | | | | |
| ▪ organizes work when faced with a number of tasks
▪ devises and follows a coherent plan to complete a task
▪ demonstrates ability to organize and manage information
▪ follows an effective process for inquiry and research
| **The student:** | | | | | |
| ▪ completes homework on time and with care
▪ follows directions
▪ shows attention to detail
▪ perseveres with complex projects that require sustained effort
▪ applies effective study practices
| **The student:** | | | | | |
| ▪ seeks out new opportunities for learning
▪ seeks necessary and additional information
▪ requires little prompting to complete a task,
▪ approaches new learning situations with confidence and a positive attitude
▪ seeks assistance when needed
| **The student:** | | | | | |
| ▪ sets individual goals and monitors own progress
▪ seeks clarification or assistance when needed
▪ reflects and assesses critically own strengths, needs and interests
▪ perseveres and makes an effort when responding to challenges
ADDITIONAL INFORMATION: Please read the attached document, *EXERCISING THE OPTION TO PURCHASE LEARNING MATERIALS*, 2012. In accordance with The Ontario Ministry of Education and Training, this document outlines the implementation of new guidelines pertaining to optional enhancement and fees for learning materials.
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work. Cheating is defined as completing an assessment in a dishonest way through improper access to the answers. Examples include, but are not limited to; using another student’s work as your own, using an unauthorized reference sheet during an assessment, receiving / sending an electronic message to another student with test questions / answers, etc.
In order to ensure that all assessments are free from cheating,
| Students will: |
|----------------|
| • review school policy with regards to academic honesty |
| • submit their own work for evaluation to show evidence of skill and knowledge |
| • use only teacher approved materials during an evaluation |
| • demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility,) when preparing evidence of their learning. |
If a student cheats on an assessment,
| Students may be: |
|------------------|
| • required to complete an alternate evaluation under direct supervision in a timely manner |
| • required to write a reflective piece which demonstrates an understanding of the character attribute of honesty. |
| • assigned a mark deduction |
| • referred to a vice-principal |
| • assigned a zero. |
Plagiarism:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments. Plagiarism is defined as the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work. Examples include, but are not limited to; copying another’s project (portions or whole) and paraphrasing parts of a book or article without reference or citation.
In order to ensure that all assessments are free from plagiarism,
| Students will: |
|----------------|
| • Be required to complete a workshop in correct documentation |
| • produce their own work |
| • give credit through appropriate citations and referencing when quoting or paraphrasing the work of others |
| • be diligent in maintaining and protecting their own work |
| • seek clarification or assistance from teachers or other available resources |
If an assessment is plagiarized,
| Students may be: |
|------------------|
| • required to rewrite or resubmit all or parts of the assignment |
| • referred for remedial lessons on proper citation and references |
| • required to do a reflection on the character attribute of honesty |
| • referred to a vice-principal |
| • required to sign a contract with the administration and teacher about commitment to academic honesty |
| • assigned a zero. |
LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are responsible for providing evidence of their achievement of the overall course expectations within the time frame specified by the teacher and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.
In order to ensure that all evaluations are submitted by the established due date,
**Students will:**
- record due dates in personal organizers
- consider other commitments including co-curricular activities in planning assignment completion
- negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers discretion)
- find out what they missed during absences
- use school support systems (i.e. special education, counselors, extra help, ...)
If an evaluation is submitted **after** the due date
**Students:**
- must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note from a parent/guardian may be required
- marks may be deducted for late assignments
- may be required to complete the assignment with supervision
- may be referred to a school based support team or a vice-principal
- may be placed on a contract for assignment completion
**MISSED ASSIGNMENTS** – assignments either not submitted or submitted after the absolute deadline
Excerpt from Policy 14.
In order to ensure that all evaluations are submitted,
**Students will:**
- be responsible for meeting and knowing absolute deadlines for missed assignments
- use personal organizers to manage time and meet deadlines
- be responsible for maintaining ongoing communication with their teacher
- take responsibility for missed work during all absences
If an evaluation is submitted **after** the **absolute** deadline,
**Students:**
- must notify the teacher and explain why the assignment was not submitted
- students may be asked to provide a note from a parent/guardian
- may be required to complete the assignment or an alternate assignment under supervision
- may be referred to a school based support team or a vice-principal
- may be placed on a contract for assignment completion
- may be involved in an action plan to complete the required assignment within a given time frame
- may be assigned a zero.
_________________________ _________________________ ________________
Course Code Course Name Date
_________________________ _________________________ ________________
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A Brief History of the Farm Bosch Hoek
The farm *Bosch Hoek* is situated in the lovely midlands of Natal amid grass-clad and undulating, timbered hills which are often shrouded in mist. In the old days, many of these hills were covered in bush which also grew abundantly along the banks of the numerous streams, flowing through fertile acres and cascading over rocks to form waterfalls. These natural features of the countryside, which teemed with wild life, were reflected in the descriptive names which the first white settlers, the Voortrekkers, gave to their farms. One such name which has survived in its original Dutch form, is *Bosch Hoek*, meaning ‘bush corner’.
There were several *Bosch Hoeks* in the County of Pietermaritzburg. The subject of this historical sketch is situated about 38 kilometres from Pietermaritzburg, 29 kilometres north of Howick, and about eight kilometres from Balgowan railway station, near Michaelhouse school.
*Bosch Hoek* is distinguished from its namesakes on old title deeds by the qualifying phrase, ‘near Houtbosch Rand’. Today, it is simply ‘Balgowan, district Lions River’. These names are evocative of the early history and colourful personalities who lived in the district. As one travels along the national road today in either direction, the turn-off to Curry’s Post leads to the road which passes the main gate to the farm. Curry’s Post was the first centre in the district and was named after Sergeant-Major George Curry, who had retired from the local garrison. Here at Houtbosch Rand, on the side of the road, he established a staging post. It also boasted two hotels, a blacksmith’s shop and a few stores. Curry’s Post retained its central position until the main Durban-Johannesburg road was relocated and the railway station erected at Balgowan. The latter was named after a village in Scotland by a certain James Ellis. He and his brother-in-law, John King, were the first British settlers in the area, and they and their descendants were well-respected Natalians. The last lion in the district was shot in 1856 near Lions River. Near *Bosch Hoek* and Balgowan, is the Nottingham Road area which took its name from Fort Nottingham. The latter was one of the military outposts established in the 1850s by the 45th (Nottinghamshire) Regiment to curb Bushman raids on isolated farms.
*Bosch Hoek* was among the Voortrekker claims to be settled in the early 1850s. It was granted on perpetual quitrent to Jan Abraham (Abram) Naudé and Lucas Cornelis Janssen van Vuuren on 1 October, 1852. There is no record of an earlier title deed having been issued or a claim filed by either or both these gentlemen. Neither is it known what their exact relationship was, although they may have been related by marriage. Their claim clearly fell
into Class 1, as defined by Commissioner Cloete, that is, 6 000 acres. They were, however, granted 5 863 acres, slightly more than the average grant of 5 675 acres which was the standard in the County of Pietermaritzburg. The original grant, no. 1219, describes *Bosch Hoek* as ‘situate on a stream flowing into the river Umgeni, in the division of Pietermaritzburg, district Natal’. As Natal was still a dependency of the Cape, it was regarded as a district within the settlement of the Cape of Good Hope. The name *Bosch Hoek* appears on the grant, but it is not clear whether it originated with Naudé and van Vuuren or an earlier owner. The name was not uncommon and would have been descriptive of the natural features of the farm.
There were several conditions attached to the grant. Firstly, it was subject to the payment of an annual quitrent of £2.18s.8d which was by no means the highest levy on a farm of this size. Secondly, the grantees had to undertake ‘... to have the boundaries properly traced out, and the land brought into such a state of cultivation as it is capable of ...’ The average cost of surveying a piece of ground in those days was estimated at £11.10s, which had to be paid by the grantee. No grants were registered until the survey had been completed. The surveyor’s diagram of *Bosch Hoek* is dated August 27th 1850, and bears the interesting annotation, ‘Copied by me, Alfred Watts, Government Draughtsman’. His map of the Colony of Natal (1855), on which *Bosch Hoek* appears, has become a rare item of Africana.
*Bosch Hoek* is depicted on the survey diagram as being seven-sided. It is described as bounded on the north-east by Lot 68 and 69, south-east by the farm *Geelhout Boom* and south-west by the farms *Bosch Fontein* and *Wilde Als Spruit*, and west by Lots 70 and 72.
One does not know to what extent Naudé and van Vuuren cultivated the farm, but they would have had to clear the ground of bush before ploughing. The land was suitable for crops of Indian corn, wheat, oats and turnips. Like most Voortrekkers, they probably owned a small herd of cattle and a flock of sheep. Jackals and wild dogs were, however, a menace to the farmer’s livestock in those days, as were marauding Bushmen.
It was customary, at the time, for farmers to make the journey to Pietermaritzburg roughly every six months to barter their produce for supplies of groceries and other provisions. The wool clip, which was sold in the spring, was worth about fourpence per pound. Cheese and butter, which had been made during the summer months, was sold in the autumn. If the potato crop had been good, it would sell for three shillings a sack. The farmers would have supplemented their food supplies by hunting and the skins of the animals would also have been put to good use. The twice-yearly visits to Pietermaritzburg provided the only opportunity for social intercourse for these farmers who were almost completely isolated on their farms.
Their living conditions would have been rather primitive and the dwellings unpretentious. Not for them the elegant Cape Dutch gabled homesteads of the affluent Western Province farmers. The majority of the Voortrekkers were from the Eastern Cape where they had pursued a simple life-style. They lived initially in their wagons or tents, sometimes erecting a few rondavels (thatched huts) which served as kitchens or storerooms. Their first houses, known as the *hartebeeshuisies*, were built of sticks and reeds and plastered with clay and cow-dung. Their furniture was simple. In the *Cape Monthly Magazine* series, “Life at Natal”, by a Lady (in reality the youthful
Sir John Robinson) is a description of a visit to a Boer farm in April 1865.
The farmstead consisted of a low, stone, one-storey house with small windows, and a double door in the centre, a stoep in front, no verandah, a circular enclosure for cattle on one side, a few peach-trees on the other, a brightly-painted wagon drawn up in front, and about ten acres of ploughed land, surrounded by a sod-wall. I am not sure whether there is a stable or not. This represents the whole evidences of habitation and cultivation upon this farm of ten thousand acres. There are, of course, some fine cattle and a few sheep . . . .
The only light in these houses was provided by home-made candles until 1859 when paraffin came into use. The British settlers initially also lived in wattle-and-daub houses. Whin-stone, quarried in the neighbourhood of Pietermaritzburg was available for stouter dwellings and a poor quality brick which sold for twenty-five shillings per 1000 in 1850 was being made in Durban. Pantiles, manufactured from clay deposits found to the north of Pietermaritzburg, came on to the market at seven pounds per 1000 in 1853. Timber, particularly the indigenous yellowwood and sneezewood, was available for construction and furniture manufacture. Several of the British settlers had brought their saw mills and water-wheels with them to Natal.
The way of life of the first owners of Bosch Hoek would probably have closely followed the pattern described in the previous paragraphs. A third condition which their grant imposed on Naudé and van Vuuren was ‘that the land hereby granted shall not be sold, alienated, mortgaged, or let to hire, at any time before the Fourteenth day of November, one thousand eight hundred and fifty seven, unless there shall have been first paid to the Treasurer-General the sum of one penny per acre, upon the same, or such part thereof as shall be so sold, alienated, mortgaged, or let to hire . . . .’ Undeterred by the conditions imposed on the sale of ground before 14 November, 1857, van Vuuren sold half of Bosch Hoek, 2 934 acres in extent, to a certain P.J. van der Westhuysen on 19 January, 1857 (T. 15). This portion became known as Lot or Subdivision A of Bosch Hoek. Van der Westhuysen’s ownership was of short duration and he sold this portion to Jan Abraham Naudé and his new partner, Johan Lambert Wilhelm Brukerhoff on 22 October 1857 (T. 362). Thus, within less than five years of the original grant, Bosch Hoek suffered the fate of so many large farms, namely, continuous subdivision and a succession of owners who disposed of the ground almost as fast as they had acquired it.
Our story is concerned with the subsequent fate of the portion known as the Remainder of Bosch Hoek, that is, literally the remainder of 2 934 acres of the original grant which Jan Abraham Naudé retained, after Lucas Cornelis Janssen van Vuuren sold off Lot A. Life probably continued normally for Naudé until the 1860s when he seems to have been affected, like so many others, by the severe economic depression which Natal was experiencing. The price of land dropped to half-a-crown per acre, and even lower, and many farmers in the County were forced to surrender their land. In 1868, Naudé mortgaged Bosch Hoek to Johannes Stephanus Boshoff for £150. Two years later, on 8 June 1870 (T. 196), it became the property of Edward Way, originally of Great Yeldham, Essex, England. The year of his arrival in Natal is not known, but he was a bachelor of twenty-five when he married a local girl, Gertruida Johanna Erica Landsberg, on 3 December,
1868 in Pietermaritzburg. Five daughters were born of the marriage. His wife died sometime between 1878 and 1881, when he remarried. The notice of his marriage to the widow, Frances Elizabeth Edwardes (née Norman), originally from England, describes him as a widower. His eldest daughter was eleven at the time and the youngest was three years old. The second Mrs Way had one daughter of eight from her previous marriage.
After twenty-two years on *Bosch Hoek*, Way decided to sell off some of his land. One does not know the reason for this decision, but it is possible that he was influenced by the land boom which Natal was experiencing and the rise in the price of land in the early 1890s. This led to the subdivision of many of the original large Voortrekker farms and, in nearly seventy percent of the sales, one pound or more was paid per acre. Subdivision B, known as *Norwood*, was sold to Stephen Thomas Nurden on 12 November 1892 (T. 1139) for £805.18.0d. *Norwood* was 805 acres 3 roods and 20 perches in extent. Way, therefore, realised a pound per acre. This demonstrates the increase in the price of land. The entire farm consisting of 2 934 acres was valued at £1 467 a mere decade or so earlier, according to a valuation roll which has been preserved in the Natal Archives.
If *Norwood* appeared to be a rather small farm, it must be borne in mind that advances in farming techniques and animal husbandry had promoted the creation of smaller units. The majority of 'new' farms, resulting from similar subdivisions, were under 1 000 acres, particularly in the Natal midlands where dairy farming and wattle plantations came into vogue in the 1890s. The quitrent on *Norwood* was apportioned at 8s. 6d. per annum.
After the sale of *Norwood*, Way was left with 2 128 acres and 20 perches which he transferred to his step-daughter's husband, George Hildebrand Burgmann, on 2 September 1902 (T. 2038). The process of subdivision was continued by Burgmann and subsequent owners until 1947, by which time, Naudé’s original 2 934 acres had been reduced to 1 668 acres. This portion of the farm, referred to as the Remainder of *Bosch Hoek*, was purchased in 1951 by Mr Charles Sydney ('Punch') Barlow, a Johannesburg businessman and industrialist, from Mrs Ingrid Olga Moller (née van Schwerin).
Barlow, who had previously owned the historic Cape farm, *Vergelegen*, and *Ehlatini* in the Karkloof, enlarged *Bosch Hoek* to form one unit of just over 4 000 acres. Between 1951 and 1968, he judiciously purchased portions of adjacent farms, including subdivisions of *The Wolds*, *Norwood*, *Spencer Farm* (portion of Lot A1 and Lot A of the original *Bosch Hoek*), *Geelhout Boom* and *Dornoch*.
When Punch Barlow purchased *Spencer Farm*, nobody could have foreseen the turn of events which would link the Barlows’ business interests with those of a relative of the former owner of the farm. It had belonged to Sir Charles Smith’s sister-in-law for over thirty-four years, from 14 March 1912 until her death on 5 December 1946. Mabel Mathilda Smith (née Reynolds), an Australian by birth, was the wife of Sir Charles’s brother, Herbert Holdsworth Smith, who predeceased her in May 1933.
In 1980, Barlow Rand, Limited, acquired the influential Durban-based C.G. Smith & Co., Limited, founded by Charles George Smith in 1888. An interesting parallel existed between his early business career and that of Ernest (Billy) Barlow (Punch’s father), founder of Thos. Barlow & Sons in Durban in 1902. Both men established one-man businesses which grew from
humble beginnings into powerful companies. Thos. Barlow & Sons developed into the powerful Barlow Rand group of companies, of which Punch Barlow was chairman until his death in June 1979.
*Bosch Hoek* became an important part of Barlow’s life. Determined to create a model farm, his many improvements included the building of dams, which he stocked with trout, and the introduction of modern farming methods. Pig farming became an important part of his operations as well as beef raising, land cultivation and timber, but the indigenous yellowwood trees were preserved. At *Bosch Hoek*, he was transformed into the true farmer, conversant with everything that happened on the farm. He rose early and traversed his land with his managers, recording in detail everything that was happening in a little notebook which he always carried with him. However, *Bosch Hoek* was also a place of relaxation, where he enjoyed playing golf, fishing, and entertaining family and friends.
After Punch Barlow’s death in 1979, *Bosch Hoek* became the property of his stepson, Peter Gallo.
**SELECT BIBLIOGRAPHY**
**Primary Sources:**
1. *Natal Archives*
SGO: Surveyor-General’s Office and CSO: Colonial Secretary’s Office
2. *Deeds Office*
Pietermaritzburg Farm Registers, vols. 2, 6, 39, 51 and 55 D.
3. *Master of the Supreme Court*
Deceased Estates
**Secondary Sources:**
Barter, C. *Dorp and Veld* (London, 1852).
Bitenski, M.F., *The Economic Development of Natal, 1843-1885* (Thesis; microfilm in Natal Archives).
Brookes, E.H. and Webb, C. de B., *A History of Natal* (Pietermaritzburg, 1965).
Buchanan, B.I., *Natal Memories* (Pietermaritzburg, 1941).
*Pioneer Days in Natal* (Pietermaritzburg, 1934).
Bulpin, T.V., *Natal and the Zulu Country* (Cape Town, 1966).
*To the Shores of Natal* (Cape Town, 1953).
Christopher, A.J., *Natal: A Study in Colonial Land Settlement* (Ph.D. Thesis, NA Th. No. 62).
Hattersley, A.F., *The British Settlement of Natal: A Study in Imperial Migration* (Cambridge, 1950).
*More Annals of Natal* (Pietermaritzburg, 1936).
*The Natalians* (Pietermaritzburg, 1940).
*The Natal Settlers, 1849-1851* (Pietermaritzburg, 1949).
*Pietermaritzburg Panorama* (Pietermaritzburg, 1938).
*Portrait of a City* (Pietermaritzburg, 1951).
King, M., *Sunrise to Evening Star* (London, 1936).
Konczacki, Z.A., *The Public Finance and Economic Development of Natal, 1893-1910* (Thesis, NA Th. No. 46).
Lady, *Life at Natal a Hundred Years Ago* (Cape Town, 1972).
MacIntosh, K.P., *Some Old Natal Families* (Pietermaritzburg, 1974).
Mackeurtan, G., *'The Cradle Days of Natal, 1497-1845* (Pietermaritzburg, 1948) (2nd edition).
Natal Witness, *A Century of Progress in Natal, 1824-1924* (Pietermaritzburg, 1924).
Sellers, J.M., *The Origin and Development of the Merino Sheep Industry in the Natal Midlands, 1856-1866* (M.A. Thesis, 1946; NA Th. No. 53).
Shaw, C.S. *Stories from the Karkloof Hills* (Pietermaritzburg, 1971). | <urn:uuid:75d3f755-2ac0-46bd-a1f0-a4e9e2d7c25f> | CC-MAIN-2017-39 | http://natalia.org.za/Files/15/Natalia%20v15%20article%20p95-99%20C.pdf | 2017-09-21T06:54:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818687702.11/warc/CC-MAIN-20170921063415-20170921083415-00362.warc.gz | 235,965,885 | 4,132 | eng_Latn | eng_Latn | 0.969993 | eng_Latn | 0.996204 | [
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Traditional khmer houses were objects for social distinction. Certain house types were reserved for a specific class in khmer society. For example, house style was used by high-ranking individuals. Kantang is associated with migrants originating from China. However, for today these buildings changed their owners many times and their social role is not important anymore.
The common in these houses is the solution for natural ventilation (either by simple openings or by verandas). Fact: the roof shields the house against direct heat radiation, whilst the continuous opening between the roof and the top of the walls allows a constant flow of air in and out, which prevents an accumulation of warm air beneath the roof.
According to a 2007 study, hygienic toilet solution is available only for 16% of the population of Cambodia. Wastewater treatment is not solved in most parts of the country. Faeces goes directly into the soil or water.
The solution could be a dual chamber passive processing composting toilet. One chamber is used for about a year while the other is composting. Compost material (e.g. sawdust) has to be added regularly. Greywater (from washing, bathing etc.) can be treated by biological cleaner system (works with dense roots and bacteria) if place is available around the site.
Electricity and water connections are available on site, however for other sites solar panels can be installed on the roof and rainwater can be collected from the four ends of the gutters. Annually about 120 m³ water can be collected from the roof.
The floor plan of a traditional khmer house is based on the strict separation of the main units by a north-south oriented partitional wall. The eastern part is the public (also referred as exterior) and the western unit is the private (interior). These main parts are subdivided into sectors by various (mobile) partitioning elements such as woven mats, furniture which blocks the field of vision, or simply curtains stretched between the columns.
The division of the public and private units is made by using different wall materials. The public unit is open, bordered by thin bamboo poles with some gap in between. This part is used during the day when natural ventilation is important. The private parts are closed with continuous wall and floor providing more intimacy and insulation during the nights when temperature can drop even under 22°C. The toilet is placed in the southernmost corner of the house where the prevailing wind direction (from northeast) most effectively helps to remove any undesirable smell.
The most sustainable local material is bamboo. It grows very fast and can be harvested in every 5-6 years. Bamboo poles are much stronger than wooden ones and their energy ladder (the maximum pressure the unit of a building material with a certain level of load-bearing capacity) is 30 (MJ/m²)/(N/mm²), much less than concrete (240), steel (1500), or even wood (80).
The bamboo resources in Cambodia is under the management of the Department of Forests and Wildlife but people are free to collect it for home consumption. This fact makes bamboo also the most affordable building material.
At the age of 30 days, the sprout of bamboo is eatable, tasty nutrition full of vitamins. Six months later baskets and other weaved products can be cut from its stem. One year old bamboo reach final length, 3-35 meters depending on the species. After two years it can be sliced and cut into pieces suitable for weaving. For construction purpose at least three rather 5-6 years old bamboo is the most suitable, after the strength dwindles.
Connections are the most challenging part of bamboo building. With metal brackets, pipe clamps and some screws durable, strong, precisely adjustable and easily replaceable joints can be made.
The main loadbearing structure is a bamboo frame with bamboo poles (diameter around 12 cm), placed each 74 cm. In the public part of the dwelling they are fixed on the ground and the intermediate part is filled with thinner standalone bamboo poles with 5-8 cm gap in between.
The flooring of the public part is 4-4 cm wide bamboo lattice with 1-1.5 cm gap left in between, providing additional indirect light for the interior. The floor in the bedrooms is continuously covered with the same technology to provide better insulation.
The private units of the dwelling are enclosed with a wall made of bamboo slices installed on both sides of a wooden frame which is fixed on the structural bamboo poles. Doors and windows installed in these walls are fixed to the wooden frame.
The roof is covered with cleaned bamboo half-stems turned into each other. Interstices must be cut out to ensure smooth flow of water. This roof is much more durable than thatch roofs and can be warmed up by the sun as metal covering. Bamboo gutters provide the possibility of rainwater collection.
Manpower is available fairly affordable in Cambodia. Using manual technologies instead of prefabricated materials can be slower but saves money and provides jobs for the local people.
C61910
Cambodian Sustainable Housing
Plans scale 1:50
C61910
Cambodian Sustainable Housing
Section 1:50
Facades 1:100
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Name:__________________________________________
Grade:__________ Sport:__________________________
REQUIRED FORMS
The following forms must be completed in their entirety and submitted to the sport coach. Students must be ruled “CLEARED TO PARTICIPATE” by the athletic director. Coaches are not responsible for determining eligibility.
• New KHSAA Physical Form (6 pages)
o physicals are valid for one calendar year from the date of examination
o must be signed as “cleared for all sports without restriction” by a physician
• Parent / Student-Athlete Concussion Statement
o concussion reference sheets are included
o must be signed by the parent and the student
• JCPS Parent Permission/Release Form
o must be notarized
• JCPS Safety Video Signature Form
o must be signed by the parent and the student
o video is available for viewing on the school website easternhs.org
• Athletics/Extracurricular Participation Policy
o must be signed by the parent and the student
• Social Media Responsibility
o must be signed by the parent and the student
REQUIRED FEES
Each student-athlete is required to pay the athletic fees listed below to participate. Student-athletes pay this fee one time per school year.
Athletic Participation Fees
| Fee Description | Amount |
|-----------------------|--------|
| Tryout Fee | $5.00 |
| Insurance Fee | $15.00 |
| **Total** | **$20.00** |
Fees should be paid online via MySchoolBucks.com
You may use the QR Code, or access: https://bit.ly/39QGUGt
Student athletes must have all forms completed and fees paid before attending practice or competition.
JEFFERSON COUNTY PUBLIC SCHOOLS
(Last Name) ___________________________ (First Name) ___________________________ (Middle) ________________
(Birth date) ___________________________
GENDER: M F (circle one)
NUMBER OF YEARS IN: MIDDLE SCHOOL ________ HIGH SCHOOL ______ YEAR ENTERED 9TH GRADE: ________
NUMBER OF YEARS PLAYED VARSITY SPORTS COUNTING THIS YEAR: ________
(Home Address) _________________________________________________________ (Zip) _______________
(Home Phone #) __________________________________________________________
PARENT/GUARDIAN: ______________________________________________________ WORK PHONE#: __________
EMERGENCY CONTACT: ____________________________________________________ PHONE#: __________________
PHYSICAL EXAM COMPLETED: YES_____ NO_____
GROUP ATHLETIC INSURANCE PAID: YES_____ NO_____
LAST SCHOOL ATTENDED: _________________________________________________ YEAR (S): ______________
ADDRESS: ______________________________________________________________ CITY: _______________________
STATE: ______________ ZIP: __________ PHONE: _____________________________
PARENT PERMISSION/RELEASE – HIGH SCHOOL ATHLETICS
I acknowledge receipt of a copy of the K.H.S.A.A. Eligibility Rules and Regulations and am familiar with these requirements.
I understand the personal safety of the student is of first importance to the school. In the event of needed professional medical care, I give my permission for a representative of the school to transport my child to the nearest medical facility and for staff of that facility to render treatment.
I agree to be responsible for equipment issued by the school and to return same property upon request by the school.
I consent for my child to participate in athletics during this school year and understand the school will pay NO medical or drug bills for accidents incurred in this activity/sport.
I have medical and hospital insurance with: _________________________________ The certificate number is: __________
I understand there is NO waiver for the Group Athletic Insurance Program for all participation athletes. I have paid the $5.00 tryout premium and agree to pay the additional $15.00 premium in the event my child becomes a member of any respective athletic team. This insurance is full excess and benefits are payable for “Reasonable and Customary” expenses that are not recoverable from another plan providing medical benefits to the maximum of $25,000. If not covered by another plan, the excess provision shall not apply and benefits are payable up to but not to exceed $25,000. The K.H.S.A.A. carries a catastrophic policy on all athletics that provides coverage in excess of $25,000.
This Permission/Release form MUST BE SIGNED, NOTARIZED AND RETURNED to the Athletic Department before the student will be permitted to participate.
(Student’s Signature) ______________________________________________________ (Parent’s Signature) __________
This form notarized the ______day of _________________________ 20__________. Notary Public, ______________________
My commission expires on the ______day of _________________________ 20__________.
The student and parents/guardian must read this statement carefully and sign where required. By signing this form, all parties agree that they have accurately completed all sections of the form and have read and agree to the terms of this form as detailed. This form must be completed before the student participates (hereinafter including try out for, practice and/or compete) in interscholastic athletics. This form should be kept in a secure location until the student has exhausted eligibility, graduated from high school and reached the age of 19.
ATHLETE INFORMATION (This part must be completed by the student and family)
Name (Last, First, Initial): ___________________________ School Year: ________________
Home Address (Street, City, State, Zip): _______________________________________
Gender: ________ Grade: ________ School: _____________________________________
Date of Birth: _________________________ Birth Place (County, State): ______________
School Attendance History
| Grade | School Name | School Year | Varsity Play – (Yes/No)? |
|-------|-------------|-------------|--------------------------|
| 9 | | | |
| 10 | | | |
| 11 | | | |
| 12 | | | |
I am planning to participate in the following (check all you might try to play):
- Baseball
- Basketball
- Cross Country
- Football
- Golf
- Lacrosse
- Soccer
- Softball
- Swimming
- Tennis
- Track and Field
- Volleyball
- Wrestling
- Archery
- Bass Fishing
- Bowling
- Competitive Cheer
- Dance
- Esports
- Other: _______________________
EMERGENCY CONTACT INFORMATION
Name (please print): ___________________________ Relation to Student: ______________
Emergency Contact Address, including City, State and Zip: ___________________________
Daytime Phone: ___________________________ Cell Phone: ___________________________
REQUIRED INSURANCE INFORMATION (KHSAA Bylaw 12)
Prior to participation in practice or contests (including trying for a place on a team) in any sport or sport activity during the limitation of seasons as defined in Bylaw 23, all students are required to have medical insurance with coverage limits of at least $25,000. If this coverage is provided through the school, contact the Principal or Athletic Director regarding any potential claim. Individual schools and districts may impose additional requirements for insurance or coverage during additional periods for activities outside of Bylaw 23.
Insurance Carrier: ___________________________ Policy Number / ID Number: ___________
Group Number: ___________________________ Plan: ___________________________
EMERGENCY TREATMENT INFORMATION
The following information is recorded solely for potential hospitalization and emergency care needs and is not required to be recorded on this form. However, those failing to provide this information should be aware that this might be required by emergency treatment facilities prior to rendering service, and failure to provide could result in lack of appropriate care.
Social Security Number: ___________________________ Birth Date: ___________________________
CONSENT INFORMATION TO PARTICIPATE, ACKNOWLEDGMENT OF RISK, ACKNOWLEDGEMENT OF ELIGIBILITY RULES, LIABILITY WAIVER AND CONSENT AND RELEASE
As parent/legal guardian, I agree to allow my child to participate in interscholastic athletics.
The student and parent/legal guardian recognize that participation in interscholastic athletics involves some inherent risks for potentially severe injuries, including but not limited to death, serious neck, head and spinal injuries which may result in complete or partial paralysis, brain damage, serious injury to internal organs, serious injury to bones, joints, ligaments, muscles, tendons, and other aspects of the muscular skeletal system, and
serious injury or impairment to other aspects of the body, or effects to the general health and well being of the child. Because of these inherent risks, the student and parent/legal guardian recognize the importance of the student obeying the coaches’ instructions regarding playing techniques, training and other team rules. By signing this form, the student and parent/legal guardian acknowledge that the student’s participation is wholly voluntary and to having read and understood this provision.
The student and parent/legal guardian individually and on behalf of the student, hereby irrevocably, and unconditionally release, acquit, and forever discharge the KHSAA and its officers, agents, attorneys, representatives and employees (collectively, the “Releasees”) from any and all losses, claims, demands, actions and causes of action, obligations, damages, and costs or expenses of any nature (including attorney's fees) that the student and/or parent/legal guardian incur or sustain to person, property or both, which arise out of, result from, occur during or are otherwise connected with the student’s participation in interscholastic athletics if due to the ordinary negligence of the Releasees.
The student and parent/legal guardian acknowledge that they have read and understood the KHSAA Bylaws by distribution under the handbook links at http://khsaa.org/. Please be aware that a student is subject to the one-year period of ineligibility the bylaw commonly referred to as the “Transfer Rule,” upon participation in any varsity contest regardless of the amount of participation or lack thereof.
The student and parent/legal guardian agree to abide by the KHSAA Bylaws and Due Process Procedure as now enacted or later amended. The student and parent/legal guardian further acknowledge that they agree to abide by the rulings of the Commissioner, Assistant Commissioner, Hearing Officer and Board of Control.
The student and parent/legal guardian acknowledge that the student must have medical insurance coverage up to a limit of $25,000 in order to be eligible to participate in interscholastic athletics.
The student and parent/legal guardian, individually and on behalf of this student, give the high school, the KHSAA and their representatives permission to release this student’s demographic information (including motion picture and still photographic images) and participation statistics (including height, weight and year in school, participation history and other performance based statistics) and other information as may be requested, and agree that the student may be photographed or otherwise digitally or electronically captured during school-based competition. All of this material may be used without permission or compensation specifically related to the KHSAA and its events.
The student and parent/legal guardian consent to this student receiving a physical examination as required by the KHSAA.
The student and parent/legal guardian, individually and on behalf of this student, consent to the high school and the KHSAA and their representatives to use and disclose the necessary personally identifiable information from the student’s education records including academic, financial and health care information, to third parties including school representatives, coaches, athletic trainers, medical facilities, medical staffs, KHSAA legal counsel and the media, for the purpose of receiving proper/necessary medical care and complying with the KHSAA bylaws, including making determinations regarding eligibility to participate in interscholastic athletics and any administrative or legal proceedings resulting from participation or attempted participation in interscholastic athletics, without such disclosure constituting a violation of rights under the Family Educational Rights and Privacy Act. The student and parent/legal guardian, individually and on behalf of this student, further release the high school, the KHSAA and their representatives from any and all claims arising out of the use and disclosure of said necessary personally identifiable information, and agree to release to the high school, the KHSAA, and their representatives, upon request, the detailed and completed application for financial aid.
The student and parent/legal guardian, individually and on behalf of the student, hereby acknowledge that they are aware of and will review if desired, the education materials available through the KHSAA, the Centers for Disease Control and other agencies regarding education all individuals with respect to nature and risk of concussion and head injury, including the continuance of play after concussion or head injury.
The student and parent/legal guardian, individually and on behalf of the student, hereby consent to allow the student to receive medical treatment that may be deemed advisable by the high school, the KHSAA, and their representatives in the event of injury, accident or illness while participating in interscholastic athletics, including, but not limited to, transportation of the student to a medical facility.
**STUDENT AND PARENT/GUARDIAN ACKNOWLEDGMENT OF RISK, ELIGIBILITY RULES, LIABILITY WAIVER AND CONSENT AND RELEASE AND EMERGENCY PERMISSION FORM**
| Students’ Name (please print) | School |
|-------------------------------|--------|
| Student and Parent/Guardian Address including City, State and Zip | |
| Signature of Student | Date |
| Please list above any health problems/concerns this student may have, including allergies (medications / others) and any medications presently being used | |
| Name of Parent(s)/Guardian(s) who has/have custody of this student (please print) | Emergency Phone Number |
| Signature of Parent(s)/Guardian(s) who has/have custody of this student | Date |
PREPARTICIPATION PHYSICAL EVALUATION
MEDICAL ELIGIBILITY FORM
Name: ___________________________________________ Date of birth: _______________________
☐ Medically eligible for all sports without restriction
☐ Medically eligible for all sports without restriction with recommendations for further evaluation or treatment of
_____________________________________________________________________________________
☐ Medically eligible for certain sports
_____________________________________________________________________________________
☐ Not medically eligible pending further evaluation
☐ Not medically eligible for any sports
Recommendations:
_____________________________________________________________________________________
_____________________________________________________________________________________
I have examined the student named on this form and completed the preparticipation physical evaluation. The athlete does not have apparent clinical contraindications to practice and can participate in the sport(s) as outlined on this form. A copy of the physical examination findings are on record in my office and can be made available to the school at the request of the parents. If conditions arise after the athlete has been cleared for participation, the physician may rescind the medical eligibility until the problem is resolved and the potential consequences are completely explained to the athlete (and parents or guardians).
Name of health care professional (print or type): ____________________________________________ Date: _______________________
Address: ______________________________________________________________________________ Phone: _______________________
Signature of health care professional: ________________________________________________________, MD, DO, NP, or PA
SHARED EMERGENCY INFORMATION
Allergies: ______________________________________________________________________________
_____________________________________________________________________________________
Medications: ____________________________________________________________________________
_____________________________________________________________________________________
Other information: _______________________________________________________________________
_____________________________________________________________________________________
Emergency contacts: _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
© 2019 American Academy of Family Physicians, American Academy of Pediatrics, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, and American Osteopathic Academy of Sports Medicine. Permission is granted to reprint for noncommercial, educational purposes with acknowledgment.
PREPARTICIPATION PHYSICAL EVALUATION
HISTORY FORM
Note: Complete and sign this form (with your parents if younger than 18) before your appointment.
Name: ___________________________________________ Date of birth: _______________________
Date of examination: _______________________________ Sport(s): ____________________________
Sex at birth (F, M): _________________________________
List past and current medical conditions. ______________________________________________________
Have you ever had surgery? If yes, list all past surgical procedures. _______________________________
Medicines and supplements: List all current prescriptions, over-the-counter medicines, and supplements (herbal and nutritional). _______________________________________________________________________________________
Do you have any allergies? If yes, please list all your allergies (ie, medicines, pollens, food, stinging insects). ________________________________________________________________
Patient Health Questionnaire Version 4 (PHQ-4)
Over the last 2 weeks, how often have you been bothered by any of the following problems? (Circle response.)
| | Not at all | Several days | Over half the days | Nearly every day |
|--------------------------------|------------|--------------|--------------------|------------------|
| Feeling nervous, anxious, or on edge | 0 | 1 | 2 | 3 |
| Not being able to stop or control worrying | 0 | 1 | 2 | 3 |
| Little interest or pleasure in doing things | 0 | 1 | 2 | 3 |
| Feeling down, depressed, or hopeless | 0 | 1 | 2 | 3 |
(A sum of ≥3 is considered positive on either subscale (questions 1 and 2, or questions 3 and 4) for screening purposes.)
GENERAL QUESTIONS
(Explain “Yes” answers at the end of this form. Circle questions if you don’t know the answer.)
| Question | Yes | No |
|--------------------------------------------------------------------------|-----|----|
| 1. Do you have any concerns that you would like to discuss with your provider? | | |
| 2. Has a provider ever denied or restricted your participation in sports for any reason? | | |
| 3. Do you have any ongoing medical issues or recent illness? | | |
HEART HEALTH QUESTIONS ABOUT YOU
| Question | Yes | No |
|--------------------------------------------------------------------------|-----|----|
| 4. Have you ever passed out or nearly passed out during or after exercise? | | |
| 5. Have you ever had discomfort, pain, tightness, or pressure in your chest during exercise? | | |
| 6. Does your heart ever race, flutter in your chest, or skip beats (irregular beats) during exercise? | | |
| 7. Has a doctor ever told you that you have any heart problems? | | |
| 8. Has a doctor ever requested a test for your heart? For example, electrocardiography (ECG) or echocardiography. | | |
HEART HEALTH QUESTIONS ABOUT YOU (CONTINUED)
| Question | Yes | No |
|--------------------------------------------------------------------------|-----|----|
| 9. Do you get light-headed or feel shorter of breath than your friends during exercise? | | |
| 10. Have you ever had a seizure? | | |
HEART HEALTH QUESTIONS ABOUT YOUR FAMILY
| Question | Yes | No |
|--------------------------------------------------------------------------|-----|----|
| 11. Has any family member or relative died of heart problems or had an unexpected or unexplained sudden death before age 35 years (including drowning or unexplained car crash)? | | |
| 12. Does anyone in your family have a genetic heart problem such as hypertrophic cardiomyopathy (HCM), Marfan syndrome, arrhythmogenic right ventricular cardiomyopathy (ARVC), long QT syndrome (LQTS), short QT syndrome (SQTS), Brugada syndrome, or catecholaminergic polymorphic ventricular tachycardia (CPVT)? | | |
| 13. Has anyone in your family had a pacemaker or an implanted defibrillator before age 35? | | |
PREPARTICIPATION PHYSICAL EVALUATION
PHYSICAL EXAMINATION FORM
Name: ____________________________________________ Date of birth: _______________________
PHYSICIAN/STATUTORILY AUTHORIZED PROVIDER REMINDERS
1. Consider additional questions on more-sensitive issues.
- Do you feel stressed out or under a lot of pressure?
- Do you ever feel sad, hopeless, depressed, or anxious?
- Do you feel safe at your home or residence?
- Have you ever tried cigarettes, e-cigarettes, chewing tobacco, snuff, or dip?
- During the past 30 days, did you use chewing tobacco, snuff, or dip?
- Do you drink alcohol or use any other drugs?
- Have you ever taken anabolic steroids or used any other performance-enhancing supplement?
- Have you ever taken any supplements to help you gain or lose weight or improve your performance?
- Do you wear a seat belt, use a helmet, and use condoms?
2. Consider reviewing questions on cardiovascular symptoms (Q4–Q13 of History Form).
| EXAMINATION | NORMAL | ABNORMAL FINDINGS |
|-------------|--------|-------------------|
| Height: | | |
| Weight: | | |
| BP: | / | ( / ) |
| Pulse: | | |
| Vision: R 20/ | L 20/ | Corrected: □ Y □ N |
| MEDICAL | NORMAL | ABNORMAL FINDINGS |
|---------|--------|-------------------|
| Appearance |
- Marfan stigmata (kyphoscoliosis, high-arched palate, pectus excavatum, arachnodactyly, hyperlaxity, myopia, mitral valve prolapse [MVP], and aortic insufficiency)
| Eyes, ears, nose, and throat |
- Pupils equal
- Hearing
| Lymph nodes |
| Heart ** |
- Murmurs (auscultation standing, auscultation supine, and ± Valsalva maneuver)
| Lungs |
| Abdomen |
| Skin |
- Herpes simplex virus (HSV), lesions suggestive of methicillin-resistant *Staphylococcus aureus* (MRSA), or tinea corporis
| Neurological |
| MUSCULOSKELETAL | NORMAL | ABNORMAL FINDINGS |
|-----------------|--------|-------------------|
| Neck | | |
| Back | | |
| Shoulder and arm| | |
| Elbow and forearm| | |
| Wrist, hand, and fingers | | |
| Hip and thigh | | |
| Knee | | |
| Leg and ankle | | |
| Foot and toes | | |
| Functional |
- Double-leg squat test, single-leg squat test, and box drop or step drop test
* Consider electrocardiography (ECG), echocardiography, referral to a cardiologist for abnormal cardiac history or examination findings, or a combination of those.
© 2019 American Academy of Family Physicians, American Academy of Pediatrics, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, and American Osteopathic Academy of Sports Medicine. Permission is granted to reprint for noncommercial, educational purposes with acknowledgment.
Could it be a concussion?
When in doubt, take the player out.
| Observe the athlete for these warning signs | Does the athlete report any of these symptoms |
|-------------------------------------------|---------------------------------------------|
| Appears dazed or stunned | Headache |
| Is confused about assignment | Neck pain |
| Forgets plays | Balance problems or dizziness |
| Is unsure of game, score or opponent | Double or fuzzy vision |
| Moves clumsily | Nausea or vomiting |
| Answers questions slowly | Hearing problems or ringing |
| Loses consciousness | Confusion |
| Shows behavior or personality changes | Drowsiness |
| Can’t recall events prior to or after hit | Feeling sluggish |
| Unequal size pupils | Concentration or memory problems |
Continued on reverse
Knowing the signs of concussion can prevent further injury or even death.
The facts:
• A concussion is a brain injury.
• All concussions are serious.
• Concussions can occur without loss of consciousness.
• Concussions can occur in any sport.
• Second impact syndrome, a rare condition in which a second concussion occurs before a first concussion has healed, causes rapid and severe brain swelling and often permanent damage.
If the athlete exhibits or reports any warning signs of concussion, follow these steps:
Remove from play
• Only allow the athlete to return to play with permission from an appropriate health care professional.
Seek medical attention
• Ensure the athlete is evaluated by an appropriate health care professional. Do not try to judge the severity of the injury yourself.
Inform parent/guardian
• Make sure the athlete’s parents or guardians are informed about the injury and that the athlete should be seen by a health care professional.
Prevent further injury
• Second impact syndrome can be prevented by delaying the athlete’s return to play until the athlete receives appropriate medical evaluation and approval to play.
If you suspect an athlete has a concussion, the Headache & Concussion Center is here to help. As the only center of its kind in the area, our physicians have extensive training and specialized diagnostic tools to properly treat concussions. For more information, call the center at (502) 899-6782 or visit NortonHealthcare.com/HeadacheandConcussion.
Parent/Guardian Student-Athlete Concussion Statement 2.0
___ I understand that it is my responsibility to report all injuries and illnesses to my coach, athletic director, athletic trainer and team doctor.
___ I have read and understand the Norton Sports Health Concussion Fact Sheet. After reading the sheet, I am aware of the following information:
Parent/Guardian Initial Each Line
___ A concussion is a brain injury, which I am responsible for reporting to my coach, trainer, or athletic director.
___ A concussion can affect my (child’s) ability to perform everyday activities, and affect reaction time, balance, sleep, and classroom performance.
___ You cannot see a concussion, but you might notice some of the symptoms right away. Other symptoms can show up hours or days after the injury.
___ If I suspect a teammate or other student has a concussion, I am responsible for reporting the injury to my coach, team physician, trainer or athletic director.
___ I (My child) will not return to play in a game or practice if I have received a blow to the head or body that results in concussion-related symptoms.
___ Following a concussion, the brain needs time to heal. You (your child) are much more likely to have a repeat concussion if you return to play before your symptoms resolve.
___ In rare cases, repeat concussions can cause permanent brain damage, and even death.
_________________________________________ _______________________
Signature of Student Date
_________________________________________
Printed name of Student
_________________________________________ _______________________
Signature of Parent/Guardian Date
_________________________________________
Printed Name of Parent/Guardian
JEFFERSON COUNTY PUBLIC SCHOOLS
SPORTS SAFETY VIDEO FORM
Combination Form (Parent and Student)
_____ We certify that we have viewed the JCPS Sports Safety Video in its entirety and understand the contents thereof.
_____ We certify that we will abide by all of the recommendations of the JCPS video.
The part of the video that I thought was most helpful was:
__________________________________________________________
__________________________________________________________
_______________________________
Parent Name (Print)
_______________________________
Student Name (Print)
_______________________________
School
_______________________________
Grade
_______________________________
Date
_______________________________
Parent Signature
_______________________________
Student Signature
Athletics/Extracurricular Participation
Students participating in extracurricular activities may be removed from such activities by the coach or sponsor of the activity, the athletic director, or an administrator due to unsatisfactory behavior, grades, or attendance.
A student suspended for offenses including alcohol, drugs, assault, or weapons will not be permitted to participate as a member of any Eastern High School extracurricular athletic team, competitive team, or performance group during the semester of the offense and the following semester or be permitted to attend a school dance during the semester of the offense and the following semester. Students in an alternative school will not be allowed to participate during their enrollment at the alternative school. Upon enrollment to Eastern High School from an alternative school, students will not be permitted to participate as a member of any Eastern High School extracurricular athletic team, competitive team, or performance group during the semester of their enrollment and the following semester or be permitted to attend a school dance during the semester of their enrollment in Eastern High School and the following semester. Students transferring or newly enrolling at Eastern High School will be subject to this requirement and violation(s) from the student’s most recent semester at the previous high school will result in the same non-participation limits.*
*A student removed under this policy may appeal to be reinstated to activities after 45 school-in-session days for students beginning when a student returns to Eastern High School from suspension. An appeal can be submitted if the student has not had any behavior referrals or incidents and has no outstanding detentions (excluding tardies). Should the student be reinstated, the student shall still be required to meet all eligibility requirements for the athletic team, competitive team, or performance group.
_________________________________________ _______________________________________
Athlete Name Parent Name
_________________________________________ _______________________________________
Athlete Signature Parent Signature
_________________________________________ _______________________________________
Date Date
Eastern High School student-athletes are representatives of themselves, their family, their team, their high school, and their community. With that in mind, our student-athletes are expected to exercise good judgment in their use of social media, conducting themselves in a responsible and respectful manner.
- It is impermissible for student-athletes to post information, photos, or other representations of sexual content, inappropriate behavior (e.g., drug or alcohol use), or items that could be interpreted as demeaning or inflammatory.
- Student-athletes are required to abide by all team policies, school policies, and KHSAA rules when utilizing social media.
- It is not permissible to comment on injuries, officiating, coaching decisions or team matters that could reasonably be expected to be confidential to team members.
- Student-athletes are required to follow all respective social media rules.
**Best Practices and Reminders**
- Think twice before posting. If you wouldn't want your coach, parents, administrators, or future employer to see your post, don't post it.
- Be respectful and positive.
- Remember, many different audiences view your posts including fans, children, local authorities, parents, faculty, administrators, etc.
- The internet is permanent. Even if you delete something, it's still out there somewhere. Coaches and administrators monitor social media websites. Potential employers use these social media websites to screen candidates.
Failing to exercise responsible use of social media may result in disciplinary action, including temporary or permanent suspension from the team. By signing below, the athlete and parent agree to abide by these rules.
_________________________________________ _______________________________________
Athlete Name Parent Name
_________________________________________ _______________________________________
Athlete Signature Sport
_________________________________________ _______________________________________
Parent Signature Date
_________________________________________ _______________________________________
Date Date | <urn:uuid:4aba5ed8-d97d-489a-ba06-4982712753b5> | CC-MAIN-2021-17 | https://s3-us-west-2.amazonaws.com/sportshub2-uploads-prod/files/sites/465/2017/05/22191309/2020-2021-EHS-Physical-Packet.pdf | 2021-04-20T19:57:02+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039490226.78/warc/CC-MAIN-20210420183658-20210420213658-00183.warc.gz | 614,400,563 | 6,496 | eng_Latn | eng_Latn | 0.975824 | eng_Latn | 0.997763 | [
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Facts and Issues
As stated above, the city of Tsuruoka boasts a traditional gastronomy unique to the region which has been protected and fostered by its citizens. This plan has been set forth to benefit fully from such appealing local gastronomy and its potential. Before implementing it, however, some of facts and issues need to be clarified and shared, mainly from the following points of view:
- With its vast plain surrounded by the Sea of Japan, mountains and rivers, Tsuruoka is abundant in food sources, due to its unique geographical features and four varying seasons. Thus, further promotion will be necessary to increase the number of restaurants serving such cuisine.
- Tsuruoka has inherited the agricultural wisdom and creativity of our forerunners, such as rice growing, indigenous crops, etc. To preserve such a tradition, the region needs to be better understood by, for example, offering opportunities for citizens to know what is going on in traditional agricultural sites.
- To clarify the history, characteristics and benefits of the local gastronomy, and to pass it down to the next generation, it is important to encourage the recording, preservation and exhibitions of local gastronomy, as well as to promote further research in relation to such activities.
- There is a greater awareness of environmental issues among Japanese people in general, as a reaction to the past emphasis on profit-making and destruction of nature. Tsuruoka, as an advanced city in environmentally friendly agriculture, needs to promote further projects in relation to environmental conservation.
- Based on our traditional gastronomy, Tsuruoka needs to create a new local gastronomic culture, establishing the brand “Tsuruoka,” while promoting some industries reflecting fully the attractive local cuisines.
- The decreasing and aging population of the mountain and rural areas is resulting in fewer people taking over the gastronomy of Tsuruoka. Some strategic projects will be necessary to attract young people in the region and outside visitors to be involved in activities related to our local food and to live here permanently.
- To infiltrate further the concept of “developing and taking advantage of our local food” (local production and local consumption), it will be necessary to encourage people to take over their home cooking, which fully incorporates the local gastronomy, while disseminating and implementing further the education on health benefits through local cuisine.
- Since Tsuruoka is full of attraction and potential in relation to the local gastronomy, it will be necessary to provide places within the region by coordinating local chefs to take advantage of such attractive aspects of the city.
- Tsuruoka, with several educational and state-of-the-art agricultural and life science research institutions integrated in the area, will need to encourage more coordination with other academic research institutions within and outside of Japan, taking full advantage of its potential.
- Regarding Tsuruoka’s gastronomy, more anecdotal information will need to be disseminated to increase visitors who enjoy local foods, since not enough information has been sent out so far to introduce our city as a treasure house of food.
- Tsuruoka possesses a unique gastronomic world fostered in the spiritual culture born from *Shugendo* (a unique Japanese religion in which ancient mountain worship and Buddhism were integrated) in the Three Mountains of Dewa and from some of the traditional performing arts, such as Kurokawa Noh. Thus, it will be necessary to utilize this attractive world strategically to deploy our gastronomic industry overseas.
- Tsuruoka has a history of international exchange programs mainly with sister cities. Placing such exchange activities at its core, it will be necessary to introduce our gastronomic culture outside of the prefecture and the country and further strengthen our ties with other regions in relation to gastronomy.
Basic Guidelines for Implementation
Considering the facts and issues mentioned above, the following are the basic guidelines for activities to realize the future image of the Creative City of Gastronomy set forth in this plan.
- The activities to create a new gastronomic culture are sorted into the six following elements. From each point of view, necessary mechanisms and places will be prepared to implement these interrelated activities. | <urn:uuid:83f4b7a7-d2ec-428e-8b7e-2ca2b4b6a635> | CC-MAIN-2019-09 | http://www.creative-tsuruoka.jp/english/images/plan_unesco2.pdf | 2019-02-24T05:49:03Z | crawl-data/CC-MAIN-2019-09/segments/1550249595829.93/warc/CC-MAIN-20190224044113-20190224070113-00328.warc.gz | 336,036,262 | 835 | eng_Latn | eng_Latn | 0.997444 | eng_Latn | 0.997444 | [
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