Protecting Our Planet ACADEMIO PATHWAYS Lesson A: Listening to a Guided Tour Brainstorming Ideas about Conservation Lesson 8: Listening to a Student Debate ipating in a Debate aaa eer Saeed err hee M i eee Las Peer cece Une Neen a tee te ee ats Pee ee eI Ne eee ieee eu Pee ae mee ae Cod ‘An endangered tute fatsExploring the Theme: Protecting Our Planet Peto Siero ihe hace ema oot ak Meco 1. Lions and other types of big cats are dying at a rapid rate, What do Yyou think is the biggest threat to these animals? 2, Ifa plant species bacomes extinct, what effect does this have on Ren ents Pee Mi Ler ue Men tence 1. Which group is the most threatened? Which is the least? 2. Which categories of species are common in your country? et, human impact has resulted in the destruction of animal and plant life. No nists are trying to save these plants and from extinction. Once a plant or animal is extinct, there will be no of that left on the plane Gace RMN CRS soe ees Each year, The International Union Conservation of Nature studies plants and animals. Many of the spacies studied are threatened or at risk of dying. The graph in each category. The numbers at the top of the graph show species2, A | Meaning from Context. Read and listen to the information about saving the whales. Notice the words in blue. These are words you will hear and use in Lesson A, Save the Whales! Of the 70 species of whales and dolphins, nearly all have been affected by human activities. Does that mean that all whales are endangered? Norall, but many. Most species of baleen’ whales, such as blue and humpback whales, have been significantly reduced. Their status today is the result of commercial whaling in the 19th and 20th centuries, when whales were exploited for meat and oil. Of the Nene ight whales are the rarest al age whales. cleven baleen species, nine are currently endangered. Scents bolove that ony several nundredive in how ‘We have evidence that many toothed whales are also | in danger of dying. Threats to whales include hunting, habitat? destruction, and pollution. | ‘What kinds of conservation efforts are taking place? “Many ongoing conservation strategies are helping whale populations. For example, the | International Whaling Commission (IWC) ordered a stop to commercial whaling. Unfortunately, a | number of countries have chosen to violate the rule and continue to kill whales, Can whale populations recover? | Alchough it may be too late for some species, there are some indications that conservation | efforts are working. For example, the California gray whale, which was near extinction, has made an | amazing recovery. Gray whales were removed from the Endangered Species List. | How can I help save the whales? | You can help by learning about whales and their habicats. Donate your time to conservation | organizations, and alter your behavior so that you create as little waste as possible. If we all participate in these efforts, we can help protect these magnificent animals. \ ‘deanna endear net asian eecnnnisabnniniinisaeenLiine ‘Instead of having teeth, baleen whales have plates in their mouchs that separate food from the water. ®The habitat of an animal or plant is the natural environment in which it lives and grows. 2B B | Work with a partner. Match each word in blue trom exercise A with its definition, 1. status(n) a. plans to achieve a goal, over a long period 2. exploited (vy) — —_b._continuing fo happen 3. threats(n) __—_&._astate or condition at a particular time 4, ongoing (adi) — _d._signs that something will happen or is true 5. strategies in) — to get stronger and return to an eatler, healthy state 6. violate(v) f. facts or physical signs that prove something is true 7. recover(v) ——__g._situations or activities that could cause harm or danger 8. indications (n} _ _h. todo the opposite of an agreement or law 9 alter {v) = i. developed or profited from (e.g, resources) \ 10. evidence in) to change 241 uniT2A | Using a Dictionary. Complete the chart with the correct form of each word. Use your dictionary to help you. Noun Verb Adjective 1 exploit 2 threat 3. recover 4, indication B | Read the article and filin each blank with the correct form of a word from exercise A on page 24. Satellite Photos Reveal Damaged Mangrove Forests by Staff Writers WASHINGTON, D.C.— A recent study by the U.S. Geological Survey shows that mangrove forests cover much less land than previously believed. ‘The research team led by Chandra Giri used more than 1000 satellite images to examine the (1) of mangrove forests worldwide. Giri’s team discovered that mangrove forests cover 12 percent less land than previously estimated by the United Nations Food and Agriculture Organization. (2) _______ from satellite photos (3) that these important coastal forests are disappearing. Mangrove forests are found along the coastlines of 118 different tropical countries. These forests, which consist of trees, shrubs, and palms, protect coastlines and villages against hurricanes and tsunamis, and provide a habitat for many types of ocean wildlife. Human (4) of wood, housing ‘Aman kayaks trough = mangrove frost. construction, and shrimp farming have all contributed to the destruction of many mangrove forests. Only about seven percent of mangrove forests worldwide are protected by law. (5) _____ efforts are required to help mangrove forests (6) _________. Recommended (7) ___include replanting trees, passing laws to protect endangered forests, and forcing individuals or companies that (8) _— the law to pay fines. Educating citizens, teachers, and public officials about the importance of conservation is also a key step in protecting mangrove forests. && C | Discussion. With a partner, discuss the questions. 1. Do you agree that people who atter or destroy mangrove forests should pay a fine? Explain, 2, How can you participate in the efforts to save endangered plants and animals? 3. Which is more important: saving mangrove forests or helping businesses that destroy mangrove forests but help the local economy? Explain PROTECTING OUR PLANET | 25Before Listening 425 A | Predicting Content. Form a group with two or three other students. Look at the photos ‘and read the caption. Then discuss the questions. ‘The dusky sansce sparrow was 8 bi species of sauthom Flo 4. What kind of habitat do you think this bird lived in? 2. The dusky seaside sparrow is now extinct. What do you think are some possible causes for its extinction? Note-Taking People generally speak more quickly than they can write. To take good notes quickly \while listening to a lecture, write only the most important ideas. * White only the key words, ‘+ Don't write complete sentences, ‘* Use abbreviations (short forms) and symbols when possible. Indent specific information, such as examples. .®, | Liston to tho fst prof 2 guided tour and ook atthe student's notes below. Notice the use of key words, indentation, abbreviations, and symbols. \ me Dusky Seaside Sparrow Status: Extinct, Former habitat: Merritt Island, FL Causes of extinction: 1. Chems. used for killing mosquitoes 2. Altered wetlands —= no longer a good habitat for sparrows as BC | Work with a partner. Using the notes from exer complete sentences. Use your own wo B, retel the first part of the lecture in 26 | uNiT2Listening: A Guided Tour ©, Note-Taking. Listen to the guided tour and complete the notes. Be sure to use key words, abbreviations, and symbols. Notice the indentations. Listen again if necessary. (See page 206 of the Independent Student Handbook for more information on taking notes.) Endangered Species Act (ESA) - 1973 Protects animals and their _ : es Ongoing conflict between ———aiid Ex ESA protects______; ranchers feel law violates Endangered Species Taday Situation today is —___ —thanin 1973 4, ___ species listed as or. = 2, Since 1973 only species removed from list: 3. BUTonly_____ removed because they recovered became extinct, others listed by accident 4. _more species may soon be added to list: Conclusion Even w/ ESA in place, After Listening A | Use your notes from above to answer the questions. 1. What is the main topic of the talk? a. Why the dusky seaside sparrow became extinct b. The ditficutties of protecting both animals and their habitats ©. Reasons that the Endangered Species Act isn't working 2. What does the Endangered Spacies Act protect? a. Endangered animals and their habitats b, Endangered animals but not their habitats ©. Animal habitats but not endangered animals 3, What has happened since the passage of the Endangered Species Act? a. The number of specias that are endangered has decreased. bb, There is more cooperation between landowners ang the government, cc. The number of species that are endangered has stayed the same. &_B | Discussion. Work with a partner. How might the extinction of the dusky seaside sparrow have been prevented? Explain your ideas. PROTECTING OUR PLANET | 27Language Function Introducing Examples We use many expressions to introduce examples. Most of them are placed directly before the exemple. I've visited many national parks, for example, Yellowstone and Yosemite. There's @ wide variety of animals there—for instance, bison and woWves. Aligators thrive in habitats such as the Everglades swamp. The Everglades is home to many species of wildlife, including the Floricia panther and the American aligator. ‘A few expressions may be placed after the examples, especially in casual speech, 1've visited many national parks—Yellowstone and Yosemite, for example. There's a wide variety of animals there—bison and wolves, for instance. a. Q, A | In the guided tour, the speakers used expressions to introduce examples. Listen and filin the expressions you heer. 1. That's why the Endangered Species Act, which was passed in the United States in 1973, protects both endangered animals and their habitats, 5: the steelhead trout ives in rivers and streams on the west coast of the United States, 2. There's an ongoing confit between some landowners and the government. Take the case of the grey wolf, —__ 3, Reports on topics ___________habitet loss, deforestation, and overfishing show that the situation for many species is far worse now than it was in 1973. 4, Meanwhile, another 300 species may soon be added to the list, aplant, the Las Vegas buckwheat, and an insect, the Miami blue butterfly. ‘Tho Mam uo utter 28 | uniT2& B | Collaboration. Work with a partner. Each student should choose a different box. Use the information in the boxes to tak about each animal. Create sentences that include a statement and examples. Explain the information to your partner. Use expressions for introducing examples. Statements 1, Bee populations are decreasing in many areas of the world. 2. This decrease is caused by a number of factors, 3, It's important to follow strategies to protect bees, Statements 1. Many people are afraid of bats, bout bats help the environment inimportant ways. 2. Human activities threaten bats, 8. We can take steps to help bats survive. Examples China Brazil North America Europe viruses habitat loss climate change Educate the public about the role of bees. Pay farmers to protect bee habitats. Use nontoxic chemicals. Examples Bats eat insects that destroy crops. Fruit-eating bats pollinate! plants. Machines kill bats. Development destroys their habitat. People kill them, Explain how bats help the environment. Build a bat house (similar to a bird house). Pass laws to protect bats and their habitats. “To pollinate a plant ar tree, insects place polen in the plant or tree so seeds can be made, BC | Self-Reflection. Complete these sentences with an expression for introducing examples, and your own ideas. Then share your sentences with your partner. 1. I plan to travel to many different places 2. Ihave seen many types of animals 3. Ihave visited some wonderful museums — PROTECTING OUR PLANET | 29Grammar Restrictive Adjective Clauses We use adjective clauses, also called relative clauses, to modify a noun. There are two types of adjective clauses: restrictive and non-restrictive, Restrictive adjective clauses give information that is essential for identifying the noun. Adjective clauses start with relative pronouns. Who, whose, whom, and that are used, for people. Which and that are used for things. A relative pronoun can be the subject or object of its adjective clause. When the relative pronoun is the object of a restrictive jective clause, it can be omitted. Sentences with adjective clauses are formed by combining two simple sentences as follows: Relative pronoun as subject (Chandra Gir is a scientist. She used satelite images to study mangrove forests. Chandra Gir is a scientist who used satelite images to study mangrove forests. Relative pronoun as object ‘The meeting was about conservation efforts in national parks. We attended it. ‘The meeting that we attended was about conservation efforts in national parks. ‘A | Combine the two sentences. Change the second sentence to an adiective clause, 1. The police discovered the body of a deer. It had been killed ilegally. 2. The woman belongs to a bird-watching club. | met her yesterday. 3. I know a woman. She keeps two tigers as pets. 4, | think it was a grizzly bear. It tore open all my trash bags. 5. There are too many people, They don't care about endangered species. && B | Collaboration. Complete these sentences with your own ideas. Use adjective clauses. Then discuss your sentences with a partner. 1. I'm fascinated by animals that — 2. enjoyed talking to the person whor/that 3. Let me tell you about the vacation that 30 | unir2Brainstorming Ideas about Conservation Brainstort Brainstorming helps us connect ideas and come up with new ideas about a topic. To brainstorm in a group, follow these steps: '* Assign one group member to be a secretary. The secretary will take notes for the group. © Choose a topic. Say as many ideas about the topic as you can. Do not stop to ‘organize your thoughts or correct errors. The secretary will write down all of the ideas. ‘= After you have finished brainstorming, look over the list and add any related ideas that you may have missed 28 A | Brainstorming. Form a group with two or three other students. Look at the list of habitats inthe chart. With your group, brainstorm and complete the chart with examples of plants and animals that live in each plage, Then brainstorm about the dangers that the plants and animals face in each habitat, Habitat Animals Dangers ice polar bear, seal, walrus, penguin desert rain forest ‘ocean Other: 4&4 B | Discussion. Work with your group. Use the brainstorming lst from exercise A. Have a group discussion about the dangers thet plants and animals face in each habitat. Melting ice is dangerous for animals in the ice habitat—polar bears, for example. And animals in the ice habitat are also hunted for their fur. PROTECTING OUR PLANET | 31SON A AND B VIEWING Before Viewing &% A | Predicting Content. Work with a partner. What is the biggest problem for the crocodiles of Sri Lanka? Brainstorm some ideas. 23. _B | Using the Dictionary. Some words have more than one meaning. With a partner, read these sentences from the video. Notice the words in blue. Then read the definitions. There are two definitions for each word. Match each word with the definition that fits the sentence from the video. Use your dictionary to help you. 1. The only chance the mugger has in the wild is here, in Yala a. a criminal who robs athers in public b. acrocodile of southern Asia —— 2 Ifthey die out here, theyre probably gone for good a. forever, permanently b. 0 that things will be better —— 3. The winner gets the prize—his pick of the females. a. a sharp, pointed tool b. achoice _—— 4, Muggers have been acting out this ritual for more than 100 milion years. a. a procedure for a religious ceremony b. an activity or behavior that happens often 32.) unIT2While Viewing A | Note-Taking. Watch the first two minutes of the video. Complete the notes with words captive from the box. crocodiles farms habitat. «= human India 1. Increased for animals India: big problem for Rom Whitaker wants to save the Indian wetlands are now Madras Crocodile Bank—world's larg of muggers. crocodile enon —______ pop. mugger populations 3 less ‘Yala National Path, 5 Lanka 6. Can't lat them go—no place for them in GB | Note-Taking. Watch the next two minutes of the video. Complete the notes with one or two words you hear. 1. Past: wild muggers throughout Indian —___ 2. Today: —_ thousand lett 8, ____years ago: wild muggers in Sri Lanka 4, is going to look for them, 5. Yala National Park—world's largest pop. of _________ muggers @& C | With your partner, discuss your answers to the question in exercise A in the Before Viewing section. Were you correct? @_D | Note-Taking. Watch the rest of the video and take notes. Then use your notes to answer the questions. 1. Rom wants to know if the Yala muggers are thriving. Why can't he find out from other researchers? 2. Why is Rom observing the muggers at night? What is he doing? 3. Do the males spend a lot of time fighting? Why do they fight? Are many of them killed? After Viewing && A | Collaboration. With a partner, think of four questions you would like to ask Rom Whitaker about the future of the mugger crocodiles. A&A B | Work with a group of two or three students. One student in the group should pretend to be: Rom Whitaker. The other students will ask the questions they wots in exercise A. The student playing Rom Whitaker should answer each question as ithe or she is Rom Whitaker. PROTECTING OUR PLANET | 33©}, A | Meaning from Context. Read and listen to the interview. Notice the words in blue. These are words you wil hear and use in Lesson B. What does a fish biologist do? ‘A: Well, lots of things. | teach at a university and research \ways to maintain fish populations. | spend a lot of time trying to raise funds for research and contacting authorities to get permission for the research | want to do. And | get to travel around the world and educate people about sustainable fishing. Q: What is the focus of your research? ‘A: My interest is to protect large freshwater’ fish and their habitats. Forty percent ofthe freshwater fish in North America are in danger of extinction. That's 700 endangered species. ‘And that's just in North Americal Each year, when | join other biologists for our annual meeting, someone reports on the extinction of another species. That's hard to hear. PSS Raear a eeaTia! Q: Don't you get discouraged? Cale the smoky actor ‘A: On the contrary, it just makes me want to work harder. I've always loved water, and I've always loved fish. I'm inspired to do what | can to help them survive. : If you could tell people to do one thing to help save freshwater fish, what would it be? ‘A: Get involved! Contribute as much time as you can. Volunteer to help clean up a river, or write letters to politicians to make them aware of the issues. Above all, don’t ignore the problem, because things are not going to get better without our help. Freshwater lakes and rivers contain water that is not salty a 8B | Using a Dictionary. Work with a partner. Match each word from exercise A with its definition. Use your dictionary to help you. 1. maintain (z) a. important problems thet people are discussing or 2. funds (n) = arguing about 3. authorities (n) __b._ to give money or time to make an effort successful 4, sustainable (acl) —¢, happening once a year 5. foous (n) — 4. topayno attention to 6. annual(adj) ___@,_ able to be kept at a certain level without causing 7. contrary(n) = damage to the animals or the environment 8. contribute (v) fa topic that you are concentrating on or paying 9. issues (n) — special attention to 10. ignore (v) — _ g. to take care of something and keep it in good condition h._ the opposite of an idea or condition i. people who have the power to make decisions and to make sure that laws are obeyed joney given to organizations or people to nt for a purpose j. amounts o' be sp 34.) UNIT?‘A | Read the article and fillin each blank with the correct form of a word from exercise A on page 34, Use a dictionary if necessary. MI rcconercctinnccctnsictoitceiineiiinss. ‘The Yellowstone Wolf Project i i abhi di ahaa Wolves were once common throughout North America, but by the mid-1930s, most had been killed, In 1995 and 1996, the United States Fish and Wildlife Service () ——aplanto capture wolves from Canada and free them in Yellowstone National Park. This program, known as the Yellowstone Wolf Project, cost only $267,000 in government — Itwasa hhuge success. Today, the Yellowstone wolf population has recovered and can tone Nationa Park (3) _______ self. (4) —________to the wishes of many farmers and ranchers, wolf populations have also been recovering in other parts of the western United States. As the number of wolves has grown, wolves have become the ($) ____of a bitter debate. People cannot (6) __ the fact that wolves occasionally kill sheep, cattle, and other farm animals, On the other hand, wolves hunt and help control populations of grazing animals such as elk, moose, and det. ‘The presence of wolves brings financial benefits to Yellowstone Park. Tens of thousands of tourists visit Yellowstone (7) ______ to see the wolves. Those tourists provide money to help ($) —________________ the park and keep it in good condition. Tourists also (9) ________ about 35 million dollars a year to the area around the park. The Yellowstone Wolf Project continues to be a complicated (10) _________ with strong arguments for and against the effort. B | Critical Thinking, Form a group with two or three other students and discuss the questions. 1. In many places in the United States, wolves are protected by the Endangered Species ‘Act. If wolf populations have recovered, should wolves continue to be protected by law? Why, or why not? 2, Ife wolf attacks a farmer's sheep or cattle, should the farmer have the right to kill the wolf? Explain your opinion, 3. Do you think the government should pay farmers or ranchers whose animals are kiled by wolves? Why, or why not? PROTECTING OUR PLANET | 35,Before Listening 3. Prior Knowledge. With a partner, discuss the uestions below. 1. Ducks, quail turkeys, and pheasants are popular birds to hunt, Eik and deer are popular four-legged ‘animals to hunt. What other animals do you know that are hunted? 2. Have you ever gone hunting? i you have, did you ike it? you haven't, would you tke to try it? Explain, Hunters end th dogs ek er sri Listening: A Student Debate Critical Thinking Focus: Evaluating Arguments in a Debate Ina debate, speakers take tums presenting arguments for or arguments against a controversial issue. Each speaker provides facts, examples, and statistics to prove that his or her argument is accurate. Each speaker also tries to show that the other speaker's arguments are incorrect, incomplete, or illogical. Members of the audience must listen land decide which speaker presented a stronger argument. ., A | Listening for Key Concepts. Listen to two classmates debate about legalized hunting, Who speaks in favor of it? Who speaks against it? DB | Note-Taking. Listen again, Take notes on the speakers’ arguments for and against hunting. Also take notes on their responses to each other’s arguments. Yumi’s Arguments for Hunting ‘Yumi’s Responses to Raoul Hunting helps control animal pops. Raout's Arguments against Hunting Raoul’s Responses to Yumi Some hunters are irresponsible, 2%. | Witha partner, compare your notes from exercise B. Restate the arguments for hunting and against hunting in your own words. &&_D | Discussion. Refer back to the debate. Which speaker do you think presented the stronger argument? Explain your opinion to your partner. 36 | UNIT?After Listening Critical Thinking, Form a group with two or three other students. Then answer the questions. 1. Do you think that hunting should be allowed in your area? If yes, what hunting rules would you make? Ifno, why not? 2, Some groups believe that teaching children and teenagers about hunting will make them responsible hunters as adutts. Should the government try to convince more young people to take up hunting? Explain your opinion. Pronunciation Pronouncing -s endings ‘The letter s at the end of nouns, verbs, and possessives has three pronunciations. Put your hand on your throat and say zeeeeeee. This is a voiced sound, so you should {ela vibration in your throat. Now, put your hand on your throat and say ssssss. This is a voiceless sound, so there is no vibration in your throat, — After voiceless consonants, s is pronounced /s/; ducks, hunts, photographs After voiced consonants and all vowels, s is pronounced /2/: beers, bees, ‘mangroves After words ending in ss, sh, ch, ce, s@, ge, ox, $ is pronounced /iz/: grasses, buzzes, fishes, catches When a word ending in s is followed by a word that starts with a vowel, the two words. are linked, duckgjn danger huntgfter dark —_beargand deer dollars annually ‘A | Look at the following words. How is the final s pronounced? Check (¥) your answer. ‘fal hal Ist fal hat 1. governments OQ OQ 5. elks o 0.0 2. hunters: o a4 6. boys o a0 8. crashes aaa 7 stamps 4 @ a 4, whales og aoa & pases O Q QO Listen and check your answers in exercise A. Then listen again and repeat the words you hear. Pay special attention to the pronunciation of the final s. 2% C | Witha partner, practice saying the phrases in the box below. Be careful to link the final s Sound with the frst vowel of the next word. Then listen and check your pronunciation, government's actions hunters’ activites crashes into whales ahead elks’ antlers species of birds stamps in use passes out PROTECTING OUR PLANET | 37Language Function Responding to and Refuting an Argument ‘Speakers use specific expressions to respond to an argument in a debate or conversation. First, you must show that you have heard the other speakers argument. Then, you should Use a contrast word or phrase to signal that you have a different point of view. Here are some ‘expressions you can Use to respond to or refute an argument in a debate or conversation. Yes, but That's a good argument, but... Yeah, but... That may be true, but on the other hand . OK, but... You are right that ...; however, ... 2, A | In the listening, the classmates used a number of expressions for responding to and refuting an argument. Listen and fil n the expressions you hear. 1. Yumi: ... without hunting, deer populations would be too large, and many animals would starve because there wouldn't be enough food to sustain them, Raoul: _____| think you're ignoring an important point: 2, Raoul: So instead of allowing humans to hunt, we should allow populations of meat-eating animals to recover. Yui don't forget that wolves and mountain lions don't just eat deer and elk 3, Raoul: And in Shenandoah National Park in Virginia, authorities recently caught group of hunters who were shooting black bears and seling their body parts for medicines. Yuri: that these kinds of violations occur. However, they are rare, 2% _B | Witha partner, practice the sentenoes from exercise A. Then switch roles and read them again, 8% C | With your partner, take tums reading the statements below. Explain your opinion about each statement, Explain the reasons for your opinion. if you disagree with your partner, use the expressions in the Language Funetion bax to respond to or refute your partner's arguments, Human beings have always been hunters. Hunting and kiling animals is natural for us. We should stop fishing for a few years to allow fish populations to recover. Just as humans have rights, | believe animals have rights, too. ‘The government does not have the right to stop people from hunting on their own land. | don't care ifthe dusky seaside sparrow becomes extinct, It doesn't make any ciference in my life, oeene Hunting should be illegal because many ] people are hurtin hunting accidents each year. Yes, but more people are hurt it car —-_ 14 accidents each year. Does that mean we should make driving illegal, too? 38 | uNiT2Grammar Non-Restrictive Adjective Clauses Unie restrictive adjective clauses, non-restricive adjective clauses provide extra information ‘about a noun. ‘Adjective clauses following proper nouns, plural nouns, and unique nouns are typically nnon-restrictive. For example: The largest land animal in North America is the American bison, which can be over six feet (two meters) tall. (unique noun) John Muit, who lived from 1838 to 1914, was one of America’s earliest conservationists. (proper noun) Lions, whose roars can be heard for miles, are quickly disappearing in the Wild, (plural noun) Often there is a slight pause between a non-restrictive clause and the preceding noun. ‘When you are talking about things, use the pronoun which, Do not use that. ‘A | Combine the two sentences into one sentence using a non-restrictive adjective clause Use the relative pronouns who, which, or whose. Insert commas as needed. 1, The dusky seaside sparrow became extinct due to changes to its habitat. It lived in the wetlands of southern Florida, The dusky seaside sparrow, which ved in the wetlands of southern Florida, became extinct due to changes to its habitat. 2. Sting works to protect the Amazon. He is a British celebrity 3. Whales were hunted to near extinction. They are the largest animals on earth. 4, Wolves have been introduced into Yellowstone. itis America’s oldest national park, 5, The hippopotamus is not an endangered species at this time. It ives in African rivers. 6. Businessman Ted Turner allows elk hunting on his land during part of the year. His ranch is very large. & B | Collaboration. With a partner, complete the following sentences, Use a non-restrictive adjective clause and your own information. 1. Not long ago | heard an interesting speaker named _____, who. 2, |havea________ relationship with my neighbors, whose 3. My favorite item, which | bought —__. is PROTECTING OUR PLANET | 39In this section, you will evaluate arguments for and against keeping wild animals in zoos. Then you will organize and prepare for a debate on this question, A | Evaluating Arguments. Read the statements below. Are these arguments for or against keeping animals in zoos? Write F if the argument is for z00s or A if the argument is against zoos. _— 1. Animals do not have rights, soit is acceptable for people to keep them in zoos. —— 2. Zoos educate people about how to protect endangered species. —— 3 Inmany 200s, animals are kept in small cages and cannot move around. 4. Itcosts a lot of money to keep animals in zoos. — 5. Itis fun to see interesting and unusual animals in zoos. — 6. Zoos protect animals that are hunted illegally, such as rhinos and elephants. — 7. People can be educated about animals without keeping animals 2008 — 8. The artificial environment of @ 200 Is very stressful for many animals, They often stop eating. With a partner, take turns reading and responding to the statements in exercise A. In your responses, use expressions for responding to and refuting an argument from the box on page 38. Organizing Ideas. Your teacher wil instruct you to prepare arguments Hore are some expressions {or or against keeping animals in 200s. Write down notes to support your you can use to wish Position. Try to predict the arguments the other speaker will make, and another student good luck think of how you will answer them, before a presentation. | ak D | Present jon. Your teacher wil pair you with a student who prepared Good luck! the opposite side of the issue. You will hold a three to five minute debate Go for it! t in front of the class or @ small group of classmates. The student who Go get ‘em! | speaks in favor of 200s should begin. Becca Ree Cured When speaking in front of a group, itis important to appear confident. This will give the impression that you know your topic wel, and that you believe in what you are saying. There are several things that you can do to feel more confident, Make sure you have organized your nates and have practiced your presentation at least onoe. Use hand gestures and body language when you can. Finally, remember to pause between. ‘sentences and to speak slowly and clearly.