Grammar explorer 3

? TÀI LIỆU NGỮ PHÁP - GRAMMAR EXPLORER 3 (PDF) ? Dành cho người học tiếng Anh trình độ Trung cấp đến Nâng cao (Intermediate - Advanced)

Amy Cooper and Samuela Eckstut-Didier

Amy Cooper and Samuela Eck:

Series Ediors: Rob Jenkins and Sta

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‘Amy Cooper and Samuela Eckstut-Didier

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‘Student Book 3: 978 111-351113,

National Geographic Learning

20 Channel Center Street Boston, MA 02210 USA

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Printed in the United States of America

Print Number: 02 PrinLYear: 2015

xofthe hen, UNTT Famil 2

Present and Past: Simple and Progressive

LESSON 1: Simple Present and Present Progressive 4 Reading: The Family Life of Lowland Gorillas 4 1.1 Simple Present and Present Progressive Review 6

1.2 More Present Progressive 7

LESSON 2: Stative Verbs 12 Reading: The Shrinking Families of Brazil 12 1.3 Stative Verbs 14

1.4 Stative Verbs: Stative and Active Meanings 16 LESSON 3: Simple Past and Past Progressive 18

Reading: Notes from the Twins Days Festival 18 1.5 Simple Past and Past Progressive Review 20 vith 1.6 Past Time Clauses with When and While 21-22

Review the Grammar 26

tự Connect the Grammar to Writing: Write a Response to an Essay Question 28

Review the Grammar 58 Connect the Grammar to Writing: Write a Personal Narrative 60

unit3 A Look Into the Future

LESSON 2: Future Time Clauses 71

Reading: CleverClothes 71 3.3 Future Time Clauses 73 3.4 Future Time Clauses: After, As Soon As, Before, Once, Until, When, and While 74

LESSON 3: Future: Progressive, Perfect, and Perfect Progressive 78

Reading: Jobs for the Future 78

36 Future Progressive 80 3.6 Future Perfect and Future Perfect Progressive 81

Review the Grammar 86 Connect the Grammar to Writing: Write an

Opinion about the Future 88

LESSON 2: Tag Questions; Answers to Tag Questions 101 Reading: Borge Ousland, Norwegian Explorer 101

43 Tag Questions 103

44 Answering Tag Questions 104

Review the Grammar 109 Connect the Grammar to Writing: Write a Scene from a Story 112

iv CONTENTS

unit5 Stages of Life T14

Nouns, Articles, and Subject-Verb

Agreement

LESSON 1: Count and Non-Count Nouns; Quantity

Expressions 116

Reading: Naming Customs 116

5.1 Count and Non-Count Nouns 118

5.2 Quantity Expressions with Count and

Non-Count Nouns 120

LESSON 2: Articles 124

Reading: The Science of the Teenage Brain 124

5.3 Articles: Specific and Nonspecific 126

5.4 Articles: Making Generalizations 127

LESSON 3: Subject-Verb Agreement 131

Reading: How Long Will You Live? 131

66 Subject-Verb Agreement 133

5.6 More Subject-Verb Agreement 134

Review the Grammar 138

Connect the Grammar to Writing: Write a Narrative about a Risk 140

UNTố Wellness 142

Gerunds and Infinitives

LESSON 1: Gerunds: Review and Expand 144

Reading: The Mysteries of Sleep 144

6 Gerunds as Subjects and Objects 146

6.2 Gerunds as Objects of Prepositions 147

6.3 Gerunds with Nouns and Special Expressions 147

LESSON 2: Infinitives: Review and Expand 152

Reading: Medical Riches in the Rainforests 152

6.4 Infinitives: Verb (+ Object) + Infinitive 154

6.5 Verbs Followed by Gerund or Infinitive without a Change in Meaning 155

6.6 Verbs Followed by Gerund or Infinitive with a Change in Meaning 156

LESSON 3: More about Gerunds and Infinitives 161

Reading: The GuitarMan 161

6:7 Infinitives after the Subject It; Infinitives after Adjectives 163

68 Tooand Enough with infinitives 164

69 Infinitives of Purpose 165

Review the Grammar 170

Connect the Grammar to Writing: Write a Product Review 172

CONTENTS Vv nnn nnnnnnrnrnnrnnIEEEIEEEEIE

unit 7 Globe Trotting 174

Modals: Part 1

LESSON 1: Necessity, Prohibition, Obligation, and

Expectation 176 Reading: Best Dive Vacations International 176

71 Expressing Necessity and Prohibition 178 7.2 Obligation and Expectation: Be Supposed To 180 |

LESSON 2: Ability 184

Reading: Traveling Feet 184

7.3 Expressing Ability: Present and Future 186

7.4 Expressing Ability: Past 187 7.5 Be Able To: Gerunds, Infinitives, and with Modals 188 LESSON 3: Advice, Regret, and Criticism 191

Reading: WWOOFing It! 191

7.6 Asking for or Giving Advice 193 7.7 Expressing Regret or Criticism: Should Have + Past Participle 195

Review the Grammar 200

Connect the Grammar to Writing: Write an Informative Text 204

Modals: Part 2

LESSON 1: Possibility and Logical Conclusions:

Present and Future 208 Reading: The Weather That Nobody Forecast 208 8.1 Possibility: Present and Future 210 8.2 Logical Conclusions: Present and Future 211 8.3 Possibility and Logical Conclusions:

Progressive 213

LESSON 2: Possibility and Logical Conclusions: Past 216

Reading: The Emperor's Terra Cotta Army 216

8.4 Possibility: Past 218

85 Logical Conclusions: Past 220 8.6 Possibility and Logical Conclusions: Past Progressive 222

Review the Grammar 229

Connect the Grammar to Writing: Write a Family History 232

The Passive

LESSON 1: The Passive; Passive with Modals 236

Reading: Sylvia Earle and the Deep Blue Sea 236

91 Active and Passive 238 9.2 Passive with Modals 240

LESSON 3: Passive Gerunds and Infinitives; Get Passives 254

Reading: Hurricane Hunters 254

95 Passive Gerunds and Passive Infinitives 256

96 GetPassives 257

Review the Grammar 261

Connect the Grammar to Writing: Write an Informative Essay 264

unit10 Beauty and Appearance 266

Causative Verb Patterns and

Phrasal Verbs

LESSON 1: Have, Let, Make, Get, and Help 268

Reading: Who's the Loveliest of Them All? 268

10.1 Have, Let, and Make 270

10.2 GetandHelp 271

LESSON 2: Passive Causative 275

Reading: Looking Good in Ancient Egypt 275

10.3: Passive Causative: Have Something Done 277

10.4 Passive Causative: Get Something Done 278

LESSON 3: Phrasal Verbs 282

Reading: Funny-Looking or Beautiful? 282

10.5 Phrasal Verbs: Transitive and intransitive 284

10.6 Transitive Phrasal Verbs: Separable and Inseparable_ 285

Review the Grammar 290

Connect the Grammar to Writing: Write a Blog Entry 292

unit 11_ The Power of Images 294

Relative Clauses

LESSON 1: Subject Relative Clauses 296

Reading: Myphotospace 296

111 Subject Relative Clauses 298

11.2 Non-Identifying Subject Relative Clauses 300

11.3 Relative Clauses with Whose 302

LESSON 2: Object Relative Clauses 308

Reading: A.Look inside: Shooting the Real Story 308

11.4 Object Relative Clauses 310

11.5 Object Relative Clauses with Prepositions 312

LESSON 3: Relative Clauses: Reduced, with Where and When 318

Reading: Bollywood News: The Changing Face of Bollywood 318

116 Reduced Relative Clauses 320

11.7 Relative Clauses with Where and When 322

Review the Grammar 327

Connect the Grammar to Writing: Write a Movie Review 330

CONTENTS vii

UNIT 12 The Rise of the City 332 Adverb Clauses

LESSON 1: Adverb Clauses 334 Reading: Triumph of the City 334 12.1 Adverb Clauses of Time 336 12.2 Adverb Clauses of Contrast 337 12.3 Adverb Clauses of Reason and Purpose 339

LESSON 2: Reduced Adverb Clauses 345 Reading: Amsterdam: A Cyclist’s Dream 345 12.4 Reduced Adverb Clauses of Time 347 12.5 Reduced Adverb Clauses of Reason 348 Review the Grammar 352

Connect the Grammar to Writing: Write about a City Project 354

13.2 Future Real Conditionals 362

Review the Grammar 385 Connect the Grammar to Writing: Write a Personal Essay 388

viii, CONTENTS

CC —.-——— 2

UNT14 Food _ = 390

Noun Clauses and Reported Speech

LESSON 1: Noun Clauses 392

Reading: The Power ofaHot Meal 392

14.1 Noun Clauses with That 394

14.2 Noun Clauses with ifand Whether 395

14.3 Noun Clauses with Wh-Words 396

LESSON 2: Reported Speech: Part 1 403

Reading: Flavor and the Senses: Can we taste with our ears and eyes? 403

14.4 Reported Speech: Statements 405

14.5 Reported Speech: Modals 407

14.6 Reported Speech: Questions 408

LESSON 3: Reported Speech: Part2 412

Reading: Baking in Ravello 412

14,7 Reported Speech: Commands, Advice, and Requests 414

14.8 Reported Speech: Time and Place Changes 415

Review the Grammar 419

Connect the Grammar to Writing: Write about Results of a Survey 422

Combining Ideas

LESSON 1: Transition Words 426

Reading: Where Are the Aliens? 426

15.1 Contrast: However, Nevertheless, On the OtherHand 428

15.2 Result: Asa Result, Therefore, Thus 430

18.3 Addition: In Addition, Moreover 431

LESSON 2: Prepositional Phrases: Cause and Effect, Contrast 436

Reading: Let Learning Happen 436

18.4 Cause and Effect: As a Result of, Because of, Due to 438

18.5 Cause and Effect: So/Such That, SoMany/Much That 440

18.6 Contrast: Despite, In Spite of 441

Review the Grammar 446

Connect the Grammar to Writing: Write a Persuasive Essay 450

National Geographic images introduce the unit theme—real world

topics that students want

to read, write, and talk about

Units are organized in manageable lessons, which ensures students explore, learn, practice, and apply the grammar

X INSIDE A UNIT

Lesson 1 IE

a Each lesson begins with the

8® ————— Exwloe section, feoturing œ

Gì 1:8 l captivating National Geographic

article that introduces the target Paul Nicklen’s Polar obsession grammar and builds students’

knowledge in a variety of academic disciplines

used in the

readings and in

real academic textbooks

The Learn section

features clear

grammar charts and explanations

followed by

controlled practice

of the grammar

forms

In the Practice section, students practice

the grammar using alll four skills through communicative activities that prepare

them for academic work

PRACTICE

PRACTICE

Qe Students use their

mmmwvxrrmmm——E} new language and

critical thinking skills

in the Apply section

Ue

Mason's Travels on Safari

om chon? How de ect yt Tt porn your eas Connect the Grammar to Writing

provides students with a clear

model and a guided writing task where they first notice and then

use the target grammar in one of

a variety of writing genres

xvi

The authors and publisher would like to thank the following reviewers and contributors:

Gokhan Alkanat, Auburn University at Montgomery, Alabama; Dorothy S Avondstondt, Miami Dade College, Florida Heather Barikmo, The English Language Center at LaGuardia Community College, New York; Kimberly Becker, Nashvil State Community College, Tennessee; Lukas Bidelspack, Corvallis, Oregon; Grace Bishop, Houston Community College Mariusz Jacek Bojarczuk, Bunker Hill Community College, Massachusetts; Naney Boyer, Golden West College, California;

Patricia Brenner, University of Washington, Washington; Jessica Buchsbaum, City College of San Francisco, California;

Gabriella Cambiasso, Harold Washington College, Illinois; Tony Carnerie, English Language Institute, University of California San Diego Extension, California; Ana M Cervantes Quequezana, ICPNA - Instituto Cultural Peruano Norteamericano;

Whitney Clarq-Reis, Framingham State University; Julia A, Correia, Henderson State University, Arkansas; Katie Crowder, UNT Department of Linguistics and Technical Communication, Texas; Lin Cui, William Rainey Harper College, Ilinois; Nora Dawkins, Miami Dade College, Florida; Rachel DeSanto, English for Academic Purposes, Hillsborough Community College, Florida; Aurea Diab, Dillard University, Louisiana; Marta Dmytrenko-Ahrabian, English Language Institute, Wayne State University, Michigan; Susan Dorrington, Education and Language Acquisition Department, LaGuardia Community Coll New York; Ian Dreilinger, Center for Multilingual Multicultural Studies, University of Central Florida, Florida; Jennifer Dujat, Education and Language Acquisition Department, LaGuardia Community College, New York; Dr Jane Duke, Language &

Literature Department, State College of Florida, Florida; Anna Eddy, University of Michigan-Flint, Michigan; Jenifer Edens, of Houston, Texas; Karen Einstein, Santa Rosa Junior College, California; Cynthia Etter, International & English Language Programs, University of Washington, Washington; Parvanak Fassihi, SHOWA Boston Institute for Language and Culture, Massachusetts; Katherine Fouche, The University of Texas at Austin, Texas; Richard Furlong,

College, New York; Glenn S Gardner, Glendale College, California California; Alexis Giannopolulos, SHOWA Boston I

se, The City Uni \kova, Seminole State College of Florida; Lynn Grantz, Valparaiso University, Indiana; Tom Griffith, SHOWA Boston Institute for Language and Culture, Massachusetts; Christine Guro, Hawaii English Language Program, University of Hawaii at Manoa, Hawaii; Jessie Hayden, Georgia Per ; Barbara Inerfeld, Program in American Language Studies, Rutgers University, New Jersey; Gail Kellersberger, University of Houston-Downtown, Texas; David Kelley, SHOWA Boston Institute for Language

nd Culture, Massachusetts; Kathleen Kelly, ESL Department, Pé ty Community College, New Jersey; Dr Hyun- Joo Kim, Education and Language Acquisition Department, LaGi nunity College, New York; Linda Koffman, College of Marin, California; Lisa Kovacs-Morgan, English Language Institute, University of Califo Extension, California; Jerrad Langlois, TESL Prog ice of International Programs, Northeastern Illino y; Janet angon, Glendale College, California; Olivia Limbu, The English Language Center at LaGuardia Community College, New York; Devora Manier, Nashville State Community College, Tennessee; Susan MeAlister, Language and Culture Center, Department

of English, University of Houston, Texas; John MeCarthy, SHOWA Boston Institute for Language and Culture, Massachusetts;

Dr; Myra Medina, Miami Dade Colle Dr: Suzanne Medina, California State University, Dominguez Hills, California; Nancy Megarity, ESL & Developm ing, Collin College, Texas; Joseph Montagna, SHOWA Boston Institute fo

Language and Culture, Massachusetts; Richard Moore, University of Washington; Monika Mulder, Portland State Un Oregon; Patricia Nation, Miami Dade College, Florida; Susan Niemeyer, Los Angeles City College, California; Charl Norloff, International English Center, University of Colorado Boulder, Colorado; Gabriella Nuttall, Sacramento City College, California

Dr Karla Odenwald, CELOP at Boston University, Massachusetts; Ali Olson-Pacheco, English Language Institute, University

of Cai n, California; Fernanda Ortiz, Center for English as a Second Language, University of Arizo

California; Stephen Peridore, College of Southern Nevada, Nevada; Frank

c, Florida; Dr Anouchka Rachelson, Miami Dade College, Florida; Dr Agnieszka Rakowicz, lon and Language Acquisition Department, LaGuardia Community College, New York; Wendy Ramer, Broward College, Esther Robbins, Prince George's Community College, Maryland; Helen Roland, Miami Dade College, Florida; Debbie Sandstrom, Tutorium in Intensive English, University of Illinois at Chicago, Illinois; Maria Schirta, Hudson County Community College, New Jersey; Dr Jennifer Scully, Education and Language Acquisition Department, LaGuardia Community College, New York; Jeremy Stubbs, Tacoma, Washington; Adrianne Thompson, Miami Dade College, Florida; Evelyn Trottier, Basic and Transitional Studies Program, Seattle Central Community College, Washington; Karen Vallejo, University of California, Irvine, fornia; Emily Young, Auburn University at Montgomery, Alabami

The publisher would also like to thank Heidi Fischer for her writing of Connect the Grammar to Writing int level 3 of this series the Authors: We would like to thank Tom Jefferies ring it through to completion We can't thank our editors, Eve Einselen Yu and Kim Steiner, enough for their expertise for sele¢ to work together on this project and Laura Le Dréan and perseverance through charts, drafts, and countless e-mails We also wish to thank Heidi Fischer for her clear models and

\writing tasks in Connect the Grammar to Writing In addition, we are grateful for the inspiration of our fellow authors Daphne Mackay and Paul Carne, as well as Daria Ruzicka in the early stages of the project Their head start on Levels 1 and 2 set the high standards to which we knew we had to aspire

Dedication: To Gary, for your patience, support, and invaluable native speaker intuitions

A Robert, pour tous les bons repas et toutes les belles journées

ACKNOWLEDGMENTS

Text and Listening

44: Exercise 1 Source: National Geographic Magazine, January 2008 64

12: Exercise 1 Source: National Geographic Magazine, September 2011 18: Exercise 1 Source: National Geographic Magazine, January

2012 32: Exercise 1 Source: httpi//events.nationalgeographic.comv/events/exhibits/polar-obsession 41: Exercise 1, Source: http://www

historylink.org/index.cfm?DisplayPage=output.cfmafile_id=9851 46: Exercise 1, Source: http/Awww.nationalgeographic.com/

explorers/bios/barton-seaver 48: Exercise 1 Source: http://adventureblog.nationalgeographic.com/tag/alex-honnold, 59: Exercise 3

Sources: httpu/scienceblogs.com/usasciencefestival/2012/11/08/women-who-changed-the-world-through-science-engineering-liu-

yang-astronaut; http://www.huffingtonpost.com/2012/06/15/liu-yang-china-female-astronaut_n_1601063.html, 71: Exercise 1 Source:

http//natgeotv.com.au/videos/future-matters/clever-clothes 1707C4C2.aspx 78: Exercise 1 Sources: http:/fenvironment

nationalgeographic.com/environment/sustainable-earth/11-of-the-fastest-growing-green-jobs/#/rio-20-green-jobs-roof-top-

garden _55050_600x450,jpg; http://news.nationalgeographic.com/news/2012/07/pictures/120730-future-floating-cities-science-green-

environment 92: Exercise 1 Sources: http://video.nationalgeographic.com/video/news/140402-mars-utah-vin; http//newswatch,

nationalgeographic.com/2014/03/25/fist-person-what-im-learning-on-a-simulated-mars-mission 98: Exercise 7C, Source: http:/news

nationalgeographic.com/news/2007/09/070927-polynesians-sailors.html 101: Exercise 1, Source: httpi//www.nationalgeographic.com/

.adventure/0602/features/north-pole-expedition.html 109: Exercise 1 Sources: http://www.nationalgeographic.com/explorers/bios/

albert-lin; httpy/vww.nationalgeographic.com/explorers/projects/valley-khans-project 120: Exercise 1 Source: http//news

nationalgeographic.com/news/2005/03/0321_050321_babies.html 124: Exercise 1, Source: http:/ngm.nationalgeographic

com/2011/10/teenage-brains/dobbs-text 130: Exercise 9 Source: http://www.mnn.com/lifestyle/eco-tourism/stories/S-teens-who-

have-sailed-around-the-world-solo 131: Exercise 1, Source: http://news.nationalgeographic.com/news/2010/07/100701-boston-

niversity-health-genes-live-100-longevity-genetic-science 136: Exercise 8, Source: assets.aarp.org/rgcenter/general/exercise-bulletin-

survey.pdf 139: Exercise 3 Source: http://wwwfirstpeople.us/FP-Html-Legends/TheWonderfulTurtle-Lakota.html, 144: Exercise 1

Sources: http://ngm.nationalgeographic.com/print/2010/05/sleep/max-text; httpi//www.nprorg/templates/story/story

php?storyld=4955790 152: Exercise 1 Sources: http://video.nationalgeographic.com/video/places/regions-places/south-america/

paraguay_paraguayshaman; httpi/www.nature.org/ourinitiatives/urgentissues/rainforests/rainforests-facts.xmi; http:/www.sfgate

‘com/science/article/Amazon-deforestation-grows-outside-Brazil-3832770,php; http://www.wltus.org/shocking-deforestation in:

paraguay; http://rainforests,mongabay.com/1007.htm; http:/www.rain-tree.com/arti¢led htm; http://news.nationalgeographic.com/

news/2003/06/0626 030626 tvparaguaymedicine_2.html 158: Exercise 9 Source: National Geographic Magazine, February 2013

161: Exercise 1 Sources: http://www looktothestars.org/news/7936-feliciano-dos-santos-says-lets-wash-our-hands; Milson, Andrew J

Health National Geographic Global series 2014; www.pbs.org/frontlineworld/stories/mozambique704/video/video index.html

166: Exercise 8 Sources: http://www.nationalgeographic.com/explorers/bios/hayat-sindi; http://education.nationalgeographic.com/

education/news/teal-world-geography-dr-hayat-sindi/?ar_a=1 169: Exercise 8, Source: http://www.nationmultimedia.com/opinion/

Healthcare-in-Thailand-a-story-to-inspire-confiden-30180854 html 170: Exercise 2, Source: http//news.nationalgeographic.com/

‘news/2013/06/130628-tichard-louv-nature-deficit-disorder-health-environment, 184: Exercise 1 Sources: http://www.youtube.com/

watch?v=CRT4dU6r-KQ; http:/wwwjul.com; http://www.tripadvisor.com/Hotel_Review-92237714-d1591061-Reviews-khao_Sok_

Nature_Resort-Phanom_Surat_Thani_Province.html; http:/www.khaosoknatureresort.com, 208: Exercise 1, Source: ht

nationalgeographic.com/education/media/strange-rains/?ar_a=1 212: Exercise 5 Source: http://news.nationalgeograp!

‘news/2007/02/070223-bees html, 214: Exercise 8 Source: http:/news.nationalgeographic.com/news/2013/13/130507-talking-chili-

plant-communication-science 223: Exercise 9 Source: http://news.nationalgeographic.com/news/2012/03/120312-leonardo-da-vinci-

mural-lost-painting-florence-science-world 216: Exercise 1 Sources: http://ngm.nationalgeographic.com/2012/06/terra-cotta-warriors/

larmer-text; http://science.nationalgeographic.com/science/archaeology/emperor-qin; httpi/ wwwlivescience.com/25510-terracotta-

wartiors.html, 227: Exercise 13, Source: http://news.nationalgeographic.com/news/2013/12/131208-roanoke-lost-colony-discovery-

history-raleigh, 229: Exercise 1 Source: http://www.globalpost.comv/dispatch/news/regions/americas/united-states/130623/famed-

tightrope-daredevil-nik-wallenda-cross-gra 230: Exercise 3, Source: http://news.nationalgeographic.com/news/2012/05/120510-

maya-2012-doomsday-calendar-end-of-world-science 236: Exercise 1 Source: http://www.nationalgeographic.com/explorers/bios/

sylvia-earle, 246: Exercise 1 Source: National Geographic Magazine, March 2013, pp 60-77 254: Exercise 1, Sources: http://

‘environment.nationalgeographic.com/environment/natural-disasters/hurricane-profile; http://www.hurricanehunters.com/mission,

html: Geiger, Beth Hurricane Hunters National Geographic Explorer Collection 268: Exercise 1, Source: National Geographic Magazine,

‘August 2009 274: Exercise 9 Source: http://blogs.nybg.org/plant-talk/2013/04/science/alex-popovkin-botanist-extraordinaire, 275: Exercise 1 Source: http://www.sciencedaily.com/releases/2010/01/100111112845,htm 282: Exercise 1, Sources: httpv/ww

nationalgeographic.comv/explorers/bios/lucy-cooke; http’/animal.discovery.com/mammals/sloths-slow.htm; http:/wwwaviary.org/

animals/two-toed-sloth; http/;www.worldanimalfoundation.net/{/Sloth.pdf 286: Exercise 6 Source: http://www.ted.com/talks/

denis_dutton_a_darwinian_theory_of_beauty 288: Exercise 9 Source: http://phenomena.nationalgeographic.corn/2012/10/02/

beauty-in-the-right-eye-of-the-beholder-finch-chooses-better-mates-with-itsright-eye 290: Exercise 1, Source: http:/animals

nationalgeographic.com/animals/bugs/stick-insect 296: Exercise 1, Source: Dipanjan Mitra/National Geographic My Shot 308: Exercise

1 Source: www.michaelnicknichols.com 310: Exercise 4, Source: www.npr.org/blogs/pictureshow/2009/09/redwoods html 314 Exercise 8 Source: rippleeffectimages.org 316: Exercise 10 Source: www.pbs.org/atcloserange/whoisjoel.html 317: Exercise 11

Sources: http://wwurted.com/speakers/913; http://www.ted.com/talks/jt_s_ted_prize_wish_use_art_to_turn_the_world_inside_out

334: Exercise 1, Source: http://www.nytimes.com/2011/02/13/books/review/Silver-t.html 345: Exercise 1 Source: http://www

bostonglobe.com/metro/2013/09/21/bicycling-dutch-way/kFRTOABSPtUnXMIUjSONM/story.htmi 358: Exercise 1 Source: www

adswvy.org/the-power-of-raming-effects-and-other-cognitive-biases 365: Exercise 12 Source: http://blog.bufferapp.com/8-things- you-dont-know-are-affecting-your-decisions-every-day 366: Exercise 1 Sources: www.nationalgeographic.com/deextinction; news

nationalgeographic.com/news/2013/03/130311-deextinction-reviving-extinct-species-opinion-animals-science; National Geographic

‘Magazine, April 2013 377: Exercise 1 Sources: National Geographic Magazine, December 2013; outofedenwalk.nationalgeographic.com 387: Exercise 5 Source: http://www.decodedscience.com/doc-mallett-the-time-of his-life/4431 392: Exercise 1 Sources: news

CREDITS xvii

Present and Past:

Simple and Progressive

Connect the Review the Grammar

Grammar to Writing

Q 1 READ the article about lowland gorillas in northern Congo What are researchers trying to

learn about these animals?

The Family Life

of Lowland Gorillas

Scientists know very little about how lowland gorillas behave in the

inforests where ing,! In order to

comfortably in a rainforest in northern Congo Together with a team of trackers, the

researchers follow the family everywhere Today, they are watching Kingo at lunchtime,

Kingo always eats alone; his wives and babie:

usually takes a nap He lies back in the hot shade and instantly falls asleep Then when

he wakes up, he leads his family through the forest in search of more food ‘The young males stay close by his side, and they copy every move he makes Kingo’s wives walk behind him When he stops, they stop, and when he moves, they move

Kingo’s stop today is a pond Here he is pulling up plants, washing them in the

\d then eating them, This 300-pound (136-kilogram) king of the jungle couldn't

CHECK Read each statement about the article Circle T for true or F for false

1 The number of lowland gorillas is growing T ®

DISCOVER Complete the exercises to learn about the grammar in this lesson Look at these sentences from the article Circle the answer that is true about the bold

verb forms

1 The ten gorillas live comfortably in a rainforest in northern Congo

a describes a temporary situation or one Describes a permanent situation or lasting a short period of time one not changing for a long time

2 Kingo always eats alone; his wives and children never go near him After he eats, he usually takes a nap

a describe activities now b describe routines or habits

mothers are resting, and the young ones are taking g up plants, washing them in the water, and the aps or playing,

a describe activities now b, describe routines or habits Work with a partner Check (Y) the correct box for each statement Look at your answers in exercise A to help you

Simple Present Present Progressive verb (+ 3) is/are + verb +

LEARN

11

i) Simple Present

leat a healthy diet

Affirmative Statements 47.4 eats only vegetables

We don't work on Saturdays

Negative Statements; doesn't work in «hospital

Do you eat breakfast every day?

tes Ne Oueaios Does Jana study at the library?

Where do you read the news?

b0 C0 ỦÌSÐp How long does the train take?

Who or What as

Subject Who lives in this house? What helps a headache?

1 Use the simple present for:

4a routines and habits

b facts and general truths

c permanent actions or situations

2.Us the present progressive for actions that are:

a happening now, at the moment of speaking

b, happening over a current time period (loday, this week, this month, this year)

© temporary 3.Do not repeat the verb be when the same subject is doing two actions |

}e carefull Do not use do/does in questions when Who or What is the subject |

4 Complete t progressive form of the verbs

A: How (1) — do you find

to find the gorillas?

B: (4) (it / usually / take) |

a few hours, but sometimes

@—— _(W†not for five or six houi

(the trackers / follow) Kingo today?

6 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

Simple Present and Present Progressive Review

| Presen† Progres

I'm eating an apple now

She's eating a salad

We're not working today

Jim’s not working now

Are the children eating lunch now?

Is Jana studying now?

What are you studying this semester?

Why is he staying in a hotel this week?

Who is taking math this semester?

What is cooking in the oven?

drink coffee every day

The sky often looks blue

Tomo's parents live in a big house

can't talk now I'm eating dinner

b, She's visiting her grandmother this week

¢ Jared is living in a dorm this semester

Youssef is singing and playing the guitar in

the video

/Who reads the newspaper?

X Who does read the newspaper?

interview with the words in parentheses Use the simple present or present

(you / find) the gorillas every day?

(I/ go) with the trackers to look for them

find) them verb

Do you ever ride your bike to | work?

What do they usually do on

weekends?

Jack doesn’t always eat Ỉ breakfast }

B: No, they aren't (7)

(the trackers / spend) time with their families for a few days and

(8) (explore) the area

A: Where (9) (you / stay) this week?

B: (10) (I / stay) at a campsite with my guides and trackers

A: So, tell me, what (11) (surprise) you about the gorillas?

B: Good question! I find it interesting that (12) (gorillas / laugh)

A: (13) (you / follow) other animal families?

B: Yes This year (14) (1/ do) research on chimp families, too

A: What (15) (make) gorillas different from chimpanzees?

B: (16) (young chimps and gorillas / stay) with their mothers (17) (chimp fathers / usually / not stay)

with the family Gorilla fathers (18) (rarely / leave) their families

1.2 More Present Progressive

] Use the present progressive for changes | Her baby is getting bigger day by day

that happen over time _ Children today are eating more sugar

2, Use the present progressive with I'm worried Julie is always sleeping

always to emphasize repeated actions ị My car is always breaking down

Sometimes, these actions are not typical or are unwanted

The Reed family (1) is growing (grow) too big for their house Rose and Jeff Reed now have six children at home, and the kids (2) (get)

bigger every day The challenges for the family (3) (grow), too

For example, the cost of food (4 (increase) It’s hard to feed so

many people Rose and Jeff (5) (always / go) to the grocery store

together and (6) (compare) prices, but it’s still hard

Different personalities are another challenge Melissa Reed says, “I’m the oldest

child I (7) ‘(always / take care of) my younger

brothers and sisters I enjoy all of them most of the time, but my younger brother,

Charlie, can be difficult He (8) (always / get) into

trouble In fact, he (9) (become) impossible Someone (10) (always / complain) about him.”

UNIT1 LESSON1 7

6 ANALYZE THE GRAMMAR Work with a partner Identify the meaning of each verb form you

wrote in exercise 5, Write the number of the item next to the correct meaning

1 Achange over time: _1_,

2 An unwanted repeated action:

3 A regular or expected action: `

PRACTICE

7 Complete the paragraphs with the words in parentheses Use the simple present or the present progressive form of the verbs

(a) 1m enjoying _ (enjoy) my summer here in Japan, I (2) —

with a very nice family, but they (3) (do) thin,

WRITE & SPEAK

A Use the words in parentheses to make questions Use the simple present or the present

progressive

1, (you / eat / with chopsticks at every meal) _Do you eat with chopsticks at every meal?

2 (your family / remove / their shoes inside the house)

3 (what / you / get better at)

5 (what / language / you / speak / at home)

8 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

7 (your English / improve / day by day)

8 (you /ever/ laugh / at your mistakes in English)

B Work with a partner Ask and answer the questions in exercise A

A: Do you eat with chopsticks at every meal? _B: No, I don't How about you?

Complete the exercises

Complete each sentence with the verbs in the box Use always and the present progressive

al

make not return text

The present progressive with always

is a common way to complain about

1 My sister is always borrowing my things other people's behavior

and them My neighbors are always playing

loud music at night

2 My sons their phone

messages and their friends

My best friend about her job She needs to find a new one

4 My neighbors noise late at night It’s hard to fall asleep

5 My cousin about her clothes It drives me crazy!

6 My husband things Yesterday it was his car keys!

B_ SPEAK Tell a partner which statements in exercise A are true about people you know

Replace the subjects with someone you know

A: My brother is always borrowing my things B: Oh, my friend is always doing that, too

UNIT1 LESSONI 9

10 Complete the exercises

A Complete the sentences according to the information in the chart Use the verbs in

parentheses and the present progressive Add not where necessary

Current Trends in Family Life in the U.S

| 1 1 1 1 1 (1

life Span Marriage Divorce | Age at Number | Number of Grown | Children in

Rate Rate Marriage of Children Children at Home _Single-Parent Homes

1 People are living (live) longer,

2 The number of marriages _iS decreasing _ (decrease) The number of ma

— (net

4, Fewer people (get) married at a young age More people

(wait) until their 30s to get married

7 More children (grow) up with only one parent th:

B_ SPEAK Work with a partner, Read the sentences in exercise A Which trends are true about families in your country? Tell your partner

A: In my country, people are living longer There are more doctors nowadays

B: In mine, most people are not eating healthy food I don't think they are living longer

TT LISTEN & WRITE

Q A Listen to Julia tell a friend about her family Match each family member with the correct

5 brother Lucas - e study in Scotland

6 whole family £ live in New York City

10 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

B_ Write six sentences about Julia and her family Use the simple present or the present progressive and the information in exercise A Then share your answers as a class

Julia’s grandmother never drives at night

We are telling each other our problems and try to help each other out Another reason

we don’t see each other very often is because of my sister’s job She is very busy We often make plans, but she is cancelling always our plans at the last minute Sometimes this upsets me It’s almost summer, though, so her schedule becomes much less busy This

week, at least, we do a lot together It’s great!

B_ Work with a partner Read your partner's paragraph Then ask him or her at least three follow-up questions

A: What kind of job is your sister-in-law looking for?

B: She is looking for a job as a nurse

UNIT1 LESSON1 11

© 1 READ the article about the changing size of families in Broz

How and why is the size of families changing?

The Shrinking Families of Brazil

Nowadays, families in Brazil are getting smaller, In the past, Brazil

women often

had seven or eight children Today, however, most women think that two children are

enough Ask any Brazilian woman, “Why do you want only two children? Why not four?

Why not have ight like your grandmother did?” The answer is always the same: “It’s too

90 percent of the female characters have just one child or no children at all

There are signs of this trend all over the country As one business executive in Rio de Janeiro points out, “Look at the apartments They’re designed for a ma:

people Two bedrooms In the four people.” Cleai

big famili

num of four apermarkets, even the labels on frozen foods—always for

ly, many of today’s Brazilian women are not thinking about having anymore

* account for: use oF be the explanation for something

* deny: to say something is not true

> Smaller families like this one

reflect the Brazilian birthrato

CHECK Correct the error in each sentence to make it true according to the article in exercise 1 :

DISCOVER Complete the exercises to learn about the grammar in this lesson

Read the statements about the article in exercise 1 Then underline the verb or verb phrase that agrees with each bold subject Notice the different verb forms

1

2

6

Work with a partner Read the statements below Then decide which statement is true for

each sentence in exercise A Write the number of the sentence next to the correct statement

Brazilian women today want big families

In Brazil today, women are having more children than their grandmothers did

There is only one reason for smaller families in Brazil

Most of the women in Brazilian soap operas have a lot of children

The couple is thinking about having more children

Most people think that two children are enough

My mother is looking at family photos

My sister looks happy in the photo

Some large families are having trouble finding big apartments

Most apartments have only two bedrooms

The meaning of the verb is active; it expresses physical or mental action 1,

The meaning of the verb is not active; it expresses a state or condition , 2 ?

UNIT1 LESSON2 13

LEARN

1.3 Stative Verbs

1 Stative vertss* usually express states or conditions | ¥ The baby wants the bottle now

Stative verbs are not usually used in the progressive | X The baby is wanting the bottle now

2 Many stative verbs fall in the following categories: ¡

@ Description: appear, be, look, look like, resemble, | a, Your niece looks like you

b Feelings: dislike, hate, like, love, miss | b Hove the picture of the whole family

© Senses: feel, hear, see, smell, taste c, I hear a phone ringing Is it yours?

d Possession: belong, have, own d, That book belongs to Sofia

e Desires: hope, prefer, want |e Do you prefer coffee or tea?

1 Mental states: agree, believe, know, think, { He understands the assignment understand

g Measurements: cost, weigh g How much does the red hat cost?

* Stative verbs are sometimes called non-action verbs See page Al for a list of tative verbs

4 ook at the underlined verbs Write A if it is an action verb and $ if it is a stative verb

1 —_ We are a very musical family

2, _ [play the piano

3 My older sister owns five guitars

4 —_— My younger brother sings beautifully

5 He has a wonderful voice

6 My parents love to listen to us

7 Sometimes they dance to our music

8 My grandparents know a lot about classical music

5 Complete the questions and answers with the subjects and stative verbs in parentheses

1, A; Do most people have _ (most people / have) large or small families nowadays?

B: Usually small ones (many families / have) only one child

B.NG———— (mostpeople/notown) theirown homes

They

4 A: What —— you / think) is the ideal number of children to have?

B: Two ———————— (/ hope) to have one boy and one girl someday

14 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

5 Ar (you / know) anyone with more than four brothers and

6 A: (you / look like) anyone else in your family?

| B: Yes (1/ resemble) my older brother a lot

6 SPEAK Work with a partner Ask and answer the questions from exercise 5 Use your own answers, not the answers in the book

A: Do most people in vour country have large or small families nowadavs?

B: Most families have two or three children

weigh 120 lbs (state of body) ' weigh the apples (put on scale)

1 Some stative verbs have both _ Stative: The flowers smell wonderfull stative and active Meanings." Active: Smell this perfume Do you like it?

s2, When the meaning is active, it is is " Siotive: He doesn’ t see well He wears glasses, possible to use the progressive Active: He’s seeing a doctor monthly He has a back problem

form of some stative verbs ị Stative: I think those beopie ore nice (believe)

Active: I'm thinking of going to Mexico (considering) -

3 Use the simple presen† or the | How do you feel? = How are you feeling?

present progressive for verbs that | My foot hurts = My foot is hurting

describe physical conditions My back aches = My back is aching

*See page Al for examples of stative verbs that also have active meanings

7 Circle the correct form of the verb in each sentence

1 a My sister's eyes are blue, and she(has)/ is having brown hair

b Linda’s in the kitchen She has / is having breakfast

2 a I think / am thinking Jon is her brother, but I’m not sure

b I think / am thinking of going to the beach on Sunday

3 a Al should eat more He only weighs / is weighing 120 pounds (55 kilograms)

b The store clerk weighs / is weighing the apples Then, he'll tell us the price

UNIT1 LESSON2 15

L

Henry isn’t / isn’t being very friendly 5 Aa

today I wonder if he’s angry joday I wonder if he’s angi Sometimes, being + adjective is used to

b The test is / is being difficult, You need to | describe temporary changes in someone's

i sonality or study very hard for it personality or behavior

My son is being bad He’s usually good

5 a Jana doesn't see / isn't seeing well The teacher isn’t being fait

She has to wear glasses when she drives

b, Farah sees / is seeing her accountant today She needs help with her taxes

Yoko looks / is looking at the beautiful sunset

7 a [smell / am smelling the milk I think it's

b What are you cooking? It smells / is smelling delicious!

8 a, The storm comes / is coming Look at the dark clouds

b Jaime comes / is coming from Mexico He was born in Puebla

PRACTICE

8 Complete the conversations with the words in parentheses Use the simple present or present progressive form of the verbs

I A: Why are you tasting (you / taste) the soup, Mom?

=———= (it / not smell) right I want to make sure

2 Ay (your / have) time to talk right now?

at the moment

B: Not really —— (/be)b

(you / think) about?

B: All the things (we / need) to do for the family reunion

_(I/ miss) my family

9 Complete the paragraphs with the stative verbs in parentheses Use the simple present or present progressive form of the verbs

1(1) like (like) a TV show called Modern Family My favorite character is

Gloria She (2) (be) funny, and 1.3) ————— (love) her accent She@) —— (ome)fromColombiaand) (have)ason,

Manny, from a previous marriage Gloria's husband on the show is a much older man named Jay

16 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

Jay, Gloria, and Manny (6) (not always / agree) with each

other In fact, 1 (7) (watch) the program right now, and Gloria and Jay Í

Gloria is complaining about Jay's selfish behavior She (10) (sound) very angry Manny (11) (seem) like the only adult It’s very funny

and he (13) (have) different ideas about everything, but Gloria (14) (love) him very much Jay makes a lot of money and they (15) (own) a beautiful home, but you never actually (16) (see) him at work in the show, This can only happen on television!

Complete the article about emperor penguins with the verbs in the box Use the simple present or the present progressive Use the present progressive when possible Then listen and check your answers

mother She simply needs to find food, and she is depending on the

male to keep the egg warm In about two months, the female returns

and the egg hatches

it 4) black and white feathers It

much smaller, and it (7) much less than the

average 75-pound adult The parents teach the chick how to take

care of itself, but there's one thing the chick (8)

to learn: how to swim! When a penguin (9) water,

it (10) exactly what to do, Emperor penguins are

excellent swimmers!

APPLY

In your notebook, write a short paragraph about a family you know Use at least five stative verbs that can have active meanings Use chart 1.4 and the list on page AT to help you

Read your description to the class Ask your classmates follow-up questions

A: How old is Manny? B: /’m not sure I think he’s eleven or twelve

A: Do Carla and James have any children? —_B: Yes, they have a son and two daugluers

UNIT 1

LESSON2 T7

fe) Simple Past and Past Progressive

+ 1 READ the newspaper article about twins and look at the photos What do you think

happens at a Twins Days Festival?

Notes from the Twins Days Festival

Jim Lodge, The Sunset Times

The opening day of the Twins Days Festival was an exciting one Over 2000 sets

of wins arrived for three full days of fun, Everyone was looking forward to all the

cheduled events—picnies, talent shows, parades, and contests,

[found that there was a serious side to the festival, too, A lot of scientific research was going on One afternoon, while | was walking around, I stopped by a research tent

Inside, technicians were photographing sets of twins, collecting their fingerprints, and »

nition software to try to tell

atest face

scanning their irises.! They were using the

the twins apart, As one scientist explained, “Although identical twins may look the same

to you and me, a digital imaging system can spot tiny differences in freckles,? skin pores,* b

or the curve of their eyebrows.”

hard to tell

Some twins were a challenge for the researchers For example, it w:

Dave and Don Wolf apart because their beards covered half of their faces I looked very carefully at the brothers, but I didn’t see any difference at all They seemed absolutely

* freckle: a smal ght ti ‘ome ki

® pore: a tiny the ski

TA gathering of

‘identical twins.

‘4 Identical twins Dave and Don Wolf

CHECK Answer the questions Write complete sentences

1 How many sets of twins were at the festival?

Over 2000 sets of twins were at the festival

2 What were some of the festival events?

3 Who was doing serious work at the festival?

4 Why were Dave and Don Wolf a challenge for the res

DISCOVER Complete the exercises to learn about the grammar in this lesson

Look at these sentences from the newspaper article in exercise 1 Underline all of the verb forms

1, One afternoon, while I was walking around, I stopped by a research tent

technicians were photographing sets of twins, collecting their fingerprints, and

nning their irises

3 Llooked very carefully at the brothers, but I didn’t see any difference at all

Work with a partner Look at the sentences in exercise A and the verb forms you underlined

Then check (v) the correct box for each statement below

Simple Past Past Progressive

verb +-ed / was/were (not) didn't + base + verb +-ing form

This verb form shows that an action or situation

1 continued for a period of time O Oo

1.5 Simple Past and Past Progres:

=e Simple Post Post Progressi

Jim left the party at 8:00 last night

ï

Affirmative Statements 44 and Kim stayed until 10:00

Javier didn't go to class yesterday,

Jim was driving home at 8:15, Jun and Kim were talking at 8:15

Sue wasn't taking notes

Negative Statements 2 int toehech

Yes/No Questions Wh- Questions Who or What as Subject

1 Use the simple past for:

a completed actions or events

b, repeated past actions that are not likely

to happen again

© apast state or feeling

2 Add -ed to most regular verbs to form the simple past For negative forms, use didn’t +

the base form of the verb Many common

verbs are itregular* and do not end in -ed

3.Use the past progressive for an action or event that was in progress:

a at a specific time in the past

b when another action or event

happened The second action or event

may cause the action in progress to end

4.Remember: The progressive is not usually used with stative verbs

Did Jan read the news this morning?

Did you eat lunch yesterday?

Where did you go last night?

Who went fo the movie after class?

We weren't texting during the class

Was Tim reading at age five?

Were you eating lunch at 1:00?

What were you doing at 8:00 last night?

Who wasn't paying attention in class?

‘a We ate lunch at noon

b The twins played several games

cc Nadia was sick yesterday

Regular: Rui played soccer yesterday,

but he didn't play today

Irregular: | saw Marta, but | didn’t see Lori

broke down now

We were driving to the store, and our car broke down

| was watching TV Ỉ

| believed his story for a long time

X | was believing his story for œ long time

* See pages A1-A2 for a list of spoling rules for the -oơ and -ing forms of verbs

ˆ* Seo page A3 for a ist of regular verb forms

4 Complete the exercises

A Complete the stories about twins Use the simple past or the past progressive

Story 1

Our daughters, Carly and Tori, are twins As children, Carly (1) liked (like)

acting and Tori (2) (prefer) baseballl One time, Carly (3) (have) the part of Juliet in an upcoming production of Romeo and Juliet Every day, Carly (4) (practiee) herlines for the school play, and Tori (5) — (play) catch nearby, But on the day of the performance, Carly (6) — (wake up)

20 PRESENT AND PAST: SIMPLE AND PROGRESSIVE

My wife and I have win daughters, and I'm a twin, too As a child, I (LI) (not enjoy) sports like my twin, Ray, did 1 (12) (like) books

One summer day around noon, I (13) (read) alone on the porch, and Ray (4) (play) baseball in the yard with his friends One of his friends

(15) (throw) the ball to him, but at that moment Ray (16)

(not look) So it (17) (hit) him hard in the arm Strangely, at the same time, 1(8) (feel) a sharp pain in my arm It (19) (be) a very

unusual experience

B Use the words and phrases to write simple past or past progressive questions about the stories in exercise A

1 Why did Carly stay (Carly / stay) in bed on the night of the play?

2 Why (Tori / perform) in the play?

Which twin (read) alone on the porch?

4, What (happen) to Ray?

5 Why (Sam / feel) a pain in his arm?

6 Of the two stories, which one (you / prefer)?

© SPEAK Work with a partner Take turns asking and answering the questions in exercise B

A: Why did Carly stay in bed on the night of the play? B: Because she was sick

1.6 Past Time Clauses with When and While

Time Clquse First Time Clause Second

While Rob was eating lunch, the phone rang Dave wass hiking when he hurt his foot

Time Clause Main Clouse Moin Clause Time Clause

1 Use a when or while clause + a main

clause to show the relationship between was walking home after the time clause when it comes first in Haried tovain’ ow the sentence | was walking home when it started to rain

While | was walking home, it started to rain

2.Use when or while + the past progressive While the boy was running, he dropped his book for an action or event that was in progress When the boy was running, he dropped his book

when another action happened

Use when + the simple past in the time Y The boy was running when he dropped his book

clause to show an interrupted action X The boy was running while he dropped his book,

UNIT1 LESSON3 21

1.6 Past Time Clauses with When and While (cont.)

3.To show that one action or event When the phone rang, Lili answered it happened before another, use a when |

time clause for the action that happened a Sansone:

first Use the simple past in both clauses,

4.To show that two actions were in progre:

at the same time in the past, use while in were warching

the time clause, Use the past progressive in —— | mis

both clauses now

Liwas studying, we were watching TV

5 was studying

Whi

5 Circle the correct words to complete the tourist's notes about an elephant family

We (1)GawW/ were seeing a family of elephants when we (2) drove / were driving

down a road in Tanzania, We stopped to watch them Some of the elephants (3) drank / were drinking water while others were eating grass (4) When / While I raised my hand

to say “hello,” one of the elephants (5) lifted / was lifting its trunk as though to greet

2 It made me laugh,

A little later, one big female elephant (6) lead / was leading her family across the river (7) when / while one of her babies slipped It was OK, of course Later, while

¥ Anclophantherd another young elephant (8) played / was playing near us, it (9) fell / wa

ata river bank in

Sri Lanka wate:

PRACTICE

6 WRITE & SPEAK

A Work with a partner Look at the time line and discuss the events

in Julio's family history

Japan Sugar Plantation in Peru Lima, Peru

B Read each pair of sentences Then combine the sentences into one sentence with a past time clause Use the simple past and the past progressive Add a comma when necessary

For some sentences, more than one answer may be possible

1, Julio's grandparents lived in Japan They didn’t know each other

When Julio's grandparents were living in Japan, they didn't know each other