Unit 5

Mystery Solved!

Unit Overview
5 Mystery Solved! 5-10 min. Warm-Up Questions
Extension: 10-15 min.

Background Information
Great mysteries cause people to stop,
question their beliefs, and look for
• Unit 5 is about mysteries, both natural explanations. Throughout human history,
and human-made. Students will 1 Where do you think this statue
mysteries in the natural world have
learn about the curious behavior of is located? How do you think
been the source of many legends and
some species in the animal kingdom. it got there? Do you think it’s
traditions. As scientists uncover new
Students will learn about strange mysterious? Why or why not? information, our understanding of human
structures in England and speculate on history and the natural world changes.
their origins, as well as learn about an 2 What is the strangest animal you
equally strange journey an ancient boy have ever seen or read about? Scientists have long wondered how the
took to visit them. Moai were built and moved into position
• Students will discuss possible 3 Name three places on Earth on Easter Island. The Rapa Nui did not
explanations for several phenomena, that are considered mysterious. have the help of the wheel or even large
some of which have explanations that Which one would you most like
animals at the time that these massive
are widely agreed upon, and some of statues—some weighing upwards of
to visit? Why?
which remain a mystery. 9 tons—were erected. Now a new theory
• Ask students what they think is meant hypothesizes that the particular shape of
by the unit title, “Mystery Solved!” the Moai would allow them to “walk”
Explain that mysteries are events or Unit Outcomes their way across the island with nothing
situations that people find difficult more than some rope and several hands
to understand or explain. They often In this unit, you will learn to: to guide the way. By fixing several
drive people to spend a lot of time ropes around the statues, the particular
• use modals of possibility in pot-bellied shape of the statue allowed
studying and thinking about the
the past, present, and future
causes of them, so that when the true people to use its own weight to rock it
explanation is found (or “solved”), the • speculate about mysteries forward (or in any other direction) and
investigator feels both relieved and • refute ideas guide it into its final place on the island.
triumphant. Tell students that people
use wh- questions to help
who solve mysteries are often honored
•
you plan a story
Warm-Up Questions
by their peers.
• Ask students what they know about
• Preview the unit by asking students the
this statue and the Rapa Nui.
following questions:
• Have students discuss Question 2 in
1. Have you ever seen something you pairs. Ask them what makes each
couldn’t explain? What was it? animal so unusual. Then, have them
2. Do you think everything has consider whether there is any animal
a logical explanation? Why or native to their area that other people
why not? might consider strange or unusual.
3. What is something mysterious you • Have students write down their three
would like to know the answer to? answers to Question 3. Then, survey
4. Are there any local mysteries in the the class to find out which places
area where you live? What are some were most popular. If any of the
possible explanations? places mentioned are unfamiliar to the
Mystery Solved! 49
class, ask that student to share what
Photo Caption he / she knows.
This photo is of a Moai, a giant statue
found on Easter Island. Easter Island is WC_L2_U5_p048-059.indd 48-49 8/20/12 4:21 PM Extension
an isolated island in the Pacific Ocean. Have students work in groups to
Although it technically belongs to Chile, VOCABULARY GRAMMAR LISTENING SPEAKING VIDEO READING WRITING OUTCOMES create their own explanations about
it is quite far away from the mainland Animal mysteries Modals of possibility in A news story about a Explain mysterious Discoveries in a Village The Boy with the Use a graphic organizer • use modals of the history of the Moai. Ask them to
nation: 2,150 miles (3,460 kilometers). the past, present, and miraculous rescue places in the world Near Stonehenge Amber Necklace: Early to tell a story possibility in the past, discuss what it must look and feel
There are approximately nine hundred future Visitors to Stonehenge present, and future like to see these huge statues in such
Moai on Easter Island. They were built • speculate about a remote location. Then ask them:
by the Rapa Nui, a Polynesian people, mysteries Where do they come from? What do
hundreds of years ago. Recently new • refute ideas they mean? How should humans react
theories have come up to explain how • use wh- questions to to them? Have each group share their
the Moai were built and moved into their help you plan a story explanation.
current positions. However, why they
were built remains a mystery.

48 Unit 55 Mystery Solved! 49

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 Vocabulary Vocabulary Grammar Grammar
25-35 min. A You’re going to the zoo. You’ve agreed to meet Joe and Ann there at 9:45 a.m. Read the sentences in 25-35 min. A
15-20 min. B absorb to reduce the force of something; soak up or solve to find an answer to a problem or crime the chart below to see what happens. 15-20 min. B
Extension: 15-20 min. take in surroundings the immediate area around you Extension: 10-15 min.
aggressive acting in an angry or violent manner theory a formal idea that is intended to explain
case a situation or incident something Modals of Possibility in the Past, Present, and Future
A• T o preview this page, write the clue something that helps you find the answer to a problem twist to turn Usage: Twist is a verb, but it Present/Future Past A•  ave students close their books
H
following quotation on the board: mystery something that is difficult to understand or explain uncover to discover something can also be used as a noun as strong certainty (9:45 a.m.) Joe’s not here yet. He (9:45 a.m.) Ann’s not here yet. She must have as you present the contents
it is below in bold. What is the
I think another term for a scientist observation the act of carefully watching someone or previously unknown or hidden meaning of that usage of twist? must be on his way, though. left her house late. of the chart. Tell them to pay
could be an “animal detective.” something unharmed not hurt or damaged weaker certainty (9:50 a.m.) He’s still not here. He (9:50 a.m.) She’s still not here. I could have/may attention to intonation as you read
They ask questions about animals in any way could/may/might be stuck in traffic. have/might have told her the wrong time. out the model sentences in the
so that we can learn more about impossibility (9:58 a.m.) He just got here. I can’t/ (the next day) Ann said she didn’t see me Present/Future sequence and the
them. Have students write a job A Use words from the list to complete the two stories below. couldn’t be more relieved. at the zoo. She couldn’t have looked very Past sequence. Then, have students
description for a scientist and Work with a partner. hard— I was there the whole time!
open their books and work with
another one for a detective. Ask a partner to practice reading the
them to circle the qualities that A Read about this animal mystery and then mark your answers below. statements aloud.
overlap between the two. Animal Mysteries Possible causes of population
decline: pollution, climate • Explain that you can use the
• Direct students to the pictures of Animal Mystery: Frogs Disappearing change, loss of habitat, rise in
Sam the Parrot negative form of may and might,
the parrot and the cat. Ask them Scientists have observed something shocking among frog populations human population, disease
Parrots are popular pets because they’re friendly and intelligent. but not could, to express weaker
what questions they think scientists Sandy, who recently married Ken, has a parrot named Sam. worldwide. Out of 6,000 frog species, one-third are facing massive certainty. Couldn’t and couldn’t
might ask about these animals. Sam was a loving pet . . . until about six months ago. He became decline. No one is certain why this is happening, but we do know that have express impossibility or
• Have students work in pairs to (1) and started biting Ken. Sandy can’t understand why frogs are very sensitive to their surroundings—especially to changes in the
Sam has changed from a loving pet to an attack bird. There are
disbelief instead of weak certainty.
discuss their experiences with pets. air and water. • Review the answers as a class, and
few (2) to explain Sam’s behavior.
Ask each student to choose one Can you help Sandy by solving this (3) ? ask volunteers to describe what
Here’s what different people had to say about the situation:
animal—either a pet they have had clues in each sentence they used to
PArrot FActS:
or known, or one they have seen • Parrots can “talk” (say short words) like people 1. “I was shocked to hear that most of the frogs in this area have died out. choose the correct answer.
or read about—and list as many do. They do this to fit into new (4) . That just can’t / must be true!”
adjectives as they can think of to • Parrots form close pair bonds. In the wild, a parrot couple can 2. “With all the research tools we have, I’m certain we can figure this out. Answers: 1. can’t; 2. must; 3. might;
describe it. stay together for decades. There might / must be a simple answer to this mystery.” 4. must have; 5. couldn’t have
• We know that parrots feel that “three’s a crowd.”
3. “I can’t find any frogs today. At first, I thought they Outcome: Upon completing this
Answers: 1. aggressive; 2. clues;
Acrobatic cats might / might not be hiding. But now I know that isn’t true.” exercise, students will have met the
3. case / mystery; 4. surroundings;
5. observation; 6. unharmed; We all know from personal (5) that when cats fall, they almost always 4. “It’s pretty obvious that humans are at fault. We couldn’t have / must have Outcome use modals of possibility
7. uncovered; 8. absorb land on their feet. There are stories of cats surviving long falls out of building done something to damage the environment . . . and that’s killing off the frogs.” in the past, present, and future.
windows virtually (6) . 5. “Some people say that dogs and cats killed all the frogs in this area, but
There’s a twist to this story, though. In a recent study, veterinarian Michael
Language Notes Garvey (7) a mystery about cats. He discovered that cats that fall a
that could have / couldn’t have been the only cause.” Language Notes
longer distance have fewer injuries than cats that fall shorter distances.
• The word case can refer to a situation Contrast the different uses and meanings
cAt FActS: B Why do you think that frogs are disappearing worldwide? Read the
of must. Give students examples of must
in general. However, case can also be
• When cats fall, the first thing they do is twist their heads around quickly to possible causes in Exercise A. Discuss each cause with a partner.
used to talk about a specific situation used to say that something is required
straighten their bodies.
that is being investigated. In this second • Then, they completely relax their bodies. I think pollution could be one of the causes.
(You must leave at once. = You have to
situation, one might talk about “solving • Finally, they land on all four feet in order to (8) the impact. It says that frogs are sensitive to . . . leave at once.) and must used to say that
a case;” in other words, uncovering the something is likely (You must be hungry.
answer to a mystery. B Work with a partner and answer the two questions below. Come Ask = You are probably hungry.). Have
• The word surroundings is always plural, up with a theory for each mystery. Answer Are there any mysteries where you live that people can’t explain? If so, what are
students create their own sentence pairs
but it is a noncount noun. they? Are there any clues or do you have any theories about them? showing different meanings of must.
1. Why did Sam’s behavior suddenly change? Call on students to read their sentences
• Point out that three’s a crowd under
“Parrot Facts” is taken from the 2. Why do cats that fall shorter distances have more injuries? out loud. Ask the class if the sentences
expression, “Two’s company; three’s 50 Unit 5 Mystery Solved! 51 are used to say something is required or
a crowd.” Explain to students that it something is likely.
expresses a feeling of discomfort when
a third person joins a pair. WC_L2_U5_p048-059.indd 50-51 8/20/12 4:21 PM B • E ncourage students to use
• Literally, uncover means to take the Answers: 1. Parrots prefer to be in pairs. By different modals for each theory
cover off of something. Often, only by the time Ken moved in (after he and Sandy got Extension Internet Activity Extension in order to show their level of
removing a cover can you see what’s married), Sam had already bonded with Sandy. certainty about each one. After
inside of something, which explains its Have pairs of students write an animal mystery Have students research bee colony collapse Have students work with a partner to
He became jealous of Ken and started biting students have had a chance to
connotation of revealing something of their own, following the model of the disorder on the Internet. Ask them to write their own sequence of sentences
him. 2. Cats that fall shorter distances don’t have discuss all of the possibilities, have
hidden. paragraphs in Exercise A. Tell them to write a answer the following questions: What is using different modals, based on the
enough time to twist their bodies around so that each pair write a sentence, using
brief paragraph describing the situation and to the mystery? What are the facts? What are chart in Exercise A. When they are done,
they can land safely on all four feet. a modal, that summarizes their
B • A
 fter pairs have discussed their list at least three clues that will help the reader scientists’ theories? Have them write a brief have pairs present their sentences to theory about frog disappearance.
explanations, have them prepare a solve the case. Then, have pairs swap papers paragraph summarizing their findings. the class, reminding them to pay close
with another pair and try to solve each others’ Survey the class to find out which
written report about their theories. attention to intonation. After each group theory is most popular.
Tell them to follow this format: mysteries. Remind them to be sure their case has read their sentences, invite other
has a solution. • Have students work with a different
• Title: The case of . . . students to continue the sequence if partner to discuss the Ask and
• Facts: We know that . . . they can. Answer questions.
• Conclusion: Therefore, we
conclude that . . .

50 Unit 55 Mystery Solved! 51

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 Listening Listening connections Connections
talking about groups of animals
a herd of cattle
5-10 min. A a pod of dolphins
A Look at the photo of trees 5-10 min. A
tow to pull something or someone by a rope tied to a vehicle
10-15 min. B a school of fish and discuss the questions 10 min. B
10 min. C with a partner. 15-20 min. C
5-10 min. D A Look at the information in the box and the photo. You are going to hear 10-15 min. D
1. Something mysterious
10 min. E Extension: 15-20 min.
a story about Erik. What do you think happened to Erik? Discuss with a partner. happened to these trees.
Extension: 15-20 min. What is your theory of
B Listen to the news story about what happened to Erik. Complete the sentences below. what happened? A Have pairs of students write down
Background Information You will not hear all of the answers. 2. What else can you observe their theories, so that they can then
in the photo? What else look back to check their predictions.
Traditionally, surfers swim out into the 1. where he surfs He surfs at . can you see in the trees’
ocean and lie face-down on their boards 2. what the doctors expect They expect him to make a complete . surroundings?
and, when a big wave comes along, they
3. why he was so far away He was out to sea by a jet ski. B • If necessary, remind students to
swim in order to catch up with the wave, use the modals they practiced in
4. what happened to him He was by a .
and then stand up to ride it. In recent B Now read the entry the Grammar section on p. 51.
5. what happened to his surfboard The bit it.
years, a different type of surfing, tow-in from Julio’s travel diary Encourage them to use phrases
surfing, has been developed. In this style 6. who helped him A of helped him.
about his visit to the such as It must be . . . , It couldn’t
of surfing, a Jet ski, or sometimes even 7. how they helped him They around him and him. be . . . , and It might be . . . in their
area in the photo. Then
a helicopter, tows the surfer into the conversations with their partners.
discuss the questions
breaking waves. By relying on a machine c Now listen to two friends talking about Erik. Complete the rest of the sentences in Exercise B. • After students discuss with a
with your partner.
to gain speed, the surfer is able to catch partner, read the photo caption
much larger and faster waves than he or aloud to students and reveal the
she could by swimming on his or her own. D Listen and complete the expressions that express shock and disbelief/surprise. Dec. 10 Pakistan answer to this mystery.
Expressing shock Expressing disbelief/surprise I’ve just arrived in a town where they had ten years’ worth of rain in one week! The town and its
A• E xplain to students that English surroundings have been flooded. Thousands of people have lost their homes and it’s been hard on the
Outcome: Upon completing this
has many different names for This as a complete shock. I just how scared he must have been. exercise, students will have met
animals too. There’s a strange twist to all this—all of the trees look so weird! They’ve been largely
groupings of animals, some of I was to hear the news . . . that he was able to escape. the Outcome speculate about
unharmed by the floods, but they’re covered in something sticky that’s killing them! I wonder what it
which are quite unexpected. Ask mysteries.
could be.
students if there are any unusual E Work with a partner. Close your books and practice retelling Erik’s story.
names for groups of animals Use one of the expressions in Exercise D and some of the words below.
1. What do you think is covering the trees? There are several theories. Discuss each one (as well as your own
C • P rovide poster paper to students
in their native languages. For for them to prepare their
homework, have students search aggressive mystery observation twist unharmed ideas) with your partner.
presentations.
for English collective nouns for  tree fungus  spider webs  mosquito nets  an art project  other:
• Before students begin work on
animals and bring in, on two Ask their posters, brainstorm with the
2. What do you think actually happened? Agree on the idea that
separate pieces of paper, an animal I guess it could be mosquito nets, but class about what factors contribute
name and its group name (for
Answer Do you believe Erik’s story? Why or why not? you think best explains the mystery.
actually, it looks more like . . . to a successful poster campaign.
Why do you think the dolphins helped Erik? Do you know
example: litter [of] kittens; pack [of] Ex: bright colors; large, clear images;
any other stories where animals helped humans?
dogs; flock [of] birds; school [of] c Work with your partner and prepare a presentation on poster paper that encourages people to save clear, direct writing, etc.
fish; murder [of] crows). Collect the trees. Your poster should include the following information (as well as your own art work): • Provide examples of slogans that
and shuffle all of the animal names students might know, and have
together and all of the group 1. Explain what the problem is. What is killing the trees?
A surfer on his surfboard students try to guess the product.
names together, and challenge the 2. How do you propose to solve the problem? Come up with a slogan for your solution—a phrase that captures For example, “Just do it” (Nike);
class to pair each animal with its people’s attention.
“I’m lovin’ it” (McDonald’s). Remind
corresponding group name. students that slogans should be
• Call on students to guess what D Present your ideas to the class. The class votes on the best presentation. brief and easy to remember.
happened to Erik and explain why.
D As students present their posters to
B • B
 efore you play the recording, 52 Unit 5 Mystery Solved! 53 the class, encourage the spectators
have students read through the to take notes on the strengths
categories of information they of each poster and presentation.
will listen for. Tell students to read Have students note which of the
the incomplete sentences given. WC_L2_U5_p048-059.indd 52-53 8/20/12 4:21 PM
strategies discussed in Exercise C
Based on the categories and the D Play the recording of the partial conversation. Photo Caption
Extension were used successfully and what
information given, ask students to Audio CD Track 11 Extension The image on this page shows trees other presentation strategies
predict the answers. Have students write a newspaper Have students write a newspaper editorial covered in spiderwebs in the province worked well. Ask students if the
• Play the recording of the news story. Answers: Expressing shock: This comes as a complete story in which a reporter from the perspective of a concerned citizen of of Sindh in Pakistan. In July 2010, proposals they initially liked best
Audio CD Track 10 shock. I was taken aback to hear the news . . . Expressing interviews Erik about the Sindh, Pakistan, about the campaign to save monsoons swept north into Pakistan remained that way or if sometimes
disbelief / surprise: I just can’t imagine how scared he must incident. Remind them to use
Answers: 1. Ocean Beach; 4. attacked, the trees. Have them consider these questions: and dumped almost a decade’s worth a better presentation was able to
have been. It’s unbelievable that he was able to escape. the expressions they learned in
shark Is it important to save the spiders, too? When of rainfall in the span of one week. sway opinions.
Exercise D. so many people have been driven out of their The massive floods that resulted
E • G
 ive students the option of retelling the story on
homes, why should people spend their time
C Play the recording of the their own, or role-playing a conversation between
covered an area the size of England.
conversation. Audio CD Track 11 worrying about trees? Have students share their The waters drove millions of spiders
two people, as in the audio recording.
writing with a partner. and other insects into the trees,
Answers: 2. recovery; 3. towed / pulled; • Have students discuss the Ask and Answer questions
where they spun webs that enveloped
5. shark; 6. pod, dolphins; 7. circled, in pairs. Then, bring the class together and ask
the trees in a silk shroud. The webs
protected volunteers to share any stories they know about
ultimately killed many of the trees.
animals who helped humans, either real or fictional.
52 Unit 55 Mystery Solved! 53

WC_2_TE_U05_p048-059.indd 52-53 8/24/12 2:35 PM

 Avenue
Durrington Walls

Speaking Speaking Video

Woodhenge
Avenue
Video
n
r Avo
Stonehenge ve

Ri
5-10 min. A bury to place something in a hole in the ground monument a large structure, usually made of archaeologist a person who studies loot to steal from shops and houses 5-10 min. A
10-15 min. B and cover it with dirt stone, built to remind people of something people and societies of the past by settlement a place where people
10-15 min. B
25-30 min. C cemetery a place where the bodies or ashes of skeleton the frame of bones supporting a examining their culture, architecture, gather to build homes and live
10-15 min. C
Extension: 10-15 min. 15 min. D
the dead are buried human or animal body tools, and other objects withstand to survive or not give
Extension: 10-15 min.
complex a group of buildings designed in to a force or action
A If students are not familiar with for a particular purpose
A Look at the photos below. Tell your partner what you know about them.
the images, encourage them to Before You Watch
speculate about what and where
A Match the words in the box with their antonym. Use your dictionary to help you.
they are. Remind students to use B Read the information about Stonehenge and crop circles. Which theory A Use this activity to review dictionary
different modals depending on their do you think is correct for each? Why do you feel less confident in the isolated novel permanent solitary skills with the class. Remind students
degree of certainty. other theories? to scan a word’s full entry when they
1. temporary 3. unoriginal look it up in the dictionary, to make
Language Notes 2. easy to reach 4. together (with other things) sure that they are choosing the most
Circular Mysteries of the World relevant definition. In the case of the
• Tell students that the word skeleton is also
B What do you think Stonehenge may have been used for? Think back to the answer you gave on word novel, for example, students will
used to talk about the frame of a building StonEhEnGE croP circLES
page 54. Watch the video and complete the sentences. need to identify the adjective novel,
or the outline of a plan. Show them the Stonehenge is an ancient site Crop circles are large PronunCiation
relationship between the three meanings. made up of large stones areas of flattened meaning new or original, rather than
According to an archaeologist, Stonehenge was not a / an (1) Is Michael Parker Pearson’s
• Point out that BCE stands for “before arranged in a circle. crops in the shape of the more common noun novel, which
monument. People lived in (2) homes nearby and accent American or British?
the Common Era” and explain the time Constructed: various patterns.
How can you tell? For more
refers to a long, fictional narrative.
3100 BCE–1600 BCE First noticed: 1970s (3) their (4) at Stonehenge.
period it covers. on the differences between Answers: 1. permanent; 2. isolated;
Builders: unknown Builders: unknown
c Watch the video about Stonehenge and a nearby settlement called American English and British 3. novel; 4. solitary
B Give students ten minutes to read Durrington Walls. Match each description with one of the locations. English, see p. 145.
the information on their own and What is it? Theories: How are they made? Theories:
take notes about which theory
1. Ancient people might have placed the stones 1. Scientists wonder if strange weather patterns Language Notes
carefully to use as a kind of calendar. might have caused the circles to form. Stonehenge Durrington Walls
they find most convincing for each 2. Scientists have discovered skeletons buried on the 2. Some say the patterns can easily be made using 1. has been looted.  
• Help students with the pronunciation
mystery. You may also ask students site. They think it may have been a cemetery. a rope and board to crush the crops. of the word complex. Point out that it
2. was a large community.  
to identify which theory they find 3. Some of the skeletons have strange wounds. 3. Some claim that aliens created the circles as is used in the video as a noun, so the
People may have come to Stonehenge to get directions for an invasion of Earth. 3. is an obsession for Mr. Pearson, an archaeologist.   accent is on the first syllable. Contrast
least convincing and explain why.
medical treatment. 4. Some scientists have suggested that you can 4. is located upstream.  
4. The nearby residents may have arranged the stones create the patterns by “burning” the fields
its use as an adjective, with the accent
C • R
 eview the Speaking Strategy with to create a monument of peace and unity. with lasers. 5. is not a solitary, isolated place.   on the second syllable.
the class before they divide into 6. was where people lived.   • Point out the use of the word dead in
pairs. Ask students to mention in 7. was where people were buried.   the video, as well as on p. 54. Explain
what situations they might use c Follow these steps with your partner. refuting a theory 8. is timeless.   to students that the phrase the dead is
the moderate statements and Speaking synonymous with dead people.
Moderate
when they might use the stronger 1. Student A: State which Stonehenge theory you believe. Strategy D Each sentence has one error. Watch the video and correct the sentences. • Point out that the word loot can be
It’s possible that .
statements. Point out that which 2. Student A: Take no more than one minute to refute the However, it’s more likely that because . . . used as both a noun and a verb. As a
phrases you use depends not only other theories. Use the Speaking Strategy to help you I suppose that could be true, but that’s 1. Archaeologist Michael Parker Pearson has been digging around Stonehenge since 1999. noun, it refers to an object or objects
on what you are talking about, explain why the theories are wrong. probably not the case because . . . 2. In 2006, he made a great discovery of many skeletons. that are stolen. It is a noncount noun.
but who you are talking to. If the 3. Student B: After Student A finishes, complete Stronger 3. Durrington Walls may have contained dozens of houses. • Have students listen for the word timber
person you are speaking with steps 1 and 2. It seems unlikely that . . . 4. It is estimated that 240 stones were placed at Stonehenge. in the video and ask what they think
feels very strongly about his or her 4. Students A and B: Discuss which arguments were I doubt (very much) that . . . it means. If necessary, tell them it is
argument, sometimes it makes It’s impossible that . . . Ask another name for “wood.”
most convincing.
sense for the speaker to adopt a There’s no chance that . . . Answer What do you think of Michael Parker Pearson’s theory? Do you
more moderate tone in order to get
5. Students A and B: Follow steps 1–4 with the crop
think Stonehenge is a mysterious place? Why or why not?
B Give students time to read the
circle theories. sentences before you play the video.
his or her point across.
• Mention to students that they can 54 Unit 5 Mystery Solved! 55 Answers: 1. isolated; 2. temporary;
also use the language they learned 3. buried; 4. dead
in the Grammar chart on p. 51 (for
strong certainty, weaker certainty,
WC_L2_U5_p048-059.indd 54-55 8/20/12 4:21 PM
C As students watch the video a
and impossibility) to refute theories.
For example, Stonehenge could be a Needs
D Have students complete Exercise D on their second time, tell them to take notes

monument to the dead, but . . . and Rubric Very Good Satisfactory

Improvement
Extension own and then check their answers with a on a piece of paper divided into two
partner. Then, have pairs discuss the Ask and columns. One column should be
The crop circles couldn’t have been Have students get into small labeled Stonehenge and the other,
Answer questions. Survey the class to find out
made by aliens. Content groups and speculate about Durrington Walls. Have students
how many students agree with Michael Parker
the people who lived near note details about each site in the
Outcome: Upon completing this Pearson’s theories about Stonehenge.
Effective refutation Stonehenge and Durrington Walls. appropriate column.
exercise, students will have met the
of arguments Ask them to discuss in what ways
Outcome refute ideas. Answers: 1. Archaeologist Michael Parker Pearson Answers: Stonehenge: 1, 3, 5, 7, 8;
those people might have been
similar to people today and in has been digging around Stonehenge since 1998. Durrington Walls: 2, 4, 6
Extension Use of grammar 2. In 2006, he made a great discovery of many
what ways they must have been
different. Encourage students houses. 3. Durrington Walls may have contained
Have students revisit the theories about
Organization to use language to express hundreds or thousands of houses. 4. It is estimated
frog population decline listed on p. 51.
varying degrees of certainty and that 240 burials were placed at Stonehenge.
Have pairs repeat Exercise C based on
the theories about frogs. impossibility.

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 Reading reading The Boy with the climate and geology. This information gets recorded in Background Information

5 min. A
A Read the title and subtitle of the article and look at the map. Amber Necklace a person’s teeth and can be used to narrow down their
native region.
Amber is fossilized tree resin that usually
has a yellow or orange color. It has
Who do you think would visit Stonehenge 3,500 years ago? 3,500 years ago, Stonehenge was In the case of the boy with the amber necklace, it been used as jewelry for thousands of
15-20 min. B
Tell a partner what you think. attracting visitors from all over the became clear that he wasn’t originally from Stonehenge. years. Since this resin was once a liquid,
10-15 min. C world. The question is: Who were they?
10-15 min. D Great Britain 30 Instead, his chemical profile matched that of a person amber often contains impurities and
Extension: 10-15 min. B Find the word or phrase that matches the definition. from an area like the coastal Mediterranean. In short, can sometimes even contain insects and
1 Stonehenge has long been a source of mystery and scientists think he traveled to Stonehenge from a much spiders that lived millions of years ago.
1. (paragraph 3) unusual and interesting, often because it questions. Who built it? Why did they build it? How was Most of the world’s amber (up to 80%) is
A If you have not done so already, show comes from a distant country it built? But today, advances in science are beginning
warmer place.
from the area around the Baltic Sea.
students the video about Stonehenge The researchers were able to learn even more
2. (paragraph 4) to reduce the number of choices or ideas to reveal information that could change the way we about the boy. Because he was so young, archaeologists
from the Video section on p. 55. Ask
them to use that information to help
3. (paragraph 5) data that represents a person’s traits think about the ancient site. For instance, new evidence suspect the boy traveled with an extended family group. Purpose for Reading
4. (paragraph 7) made guesses about something shows that Bronze Age1 people traveled all the way “We think that the wealthiest people may have made
answer the question posed in the Stonehenge Students will read an article about
5. (paragraph 8) a disease caused by germs or bacteria from the Mediterranean coast—more than 500 miles these long-distance journeys in order to find rare and
article’s title. Stonehenge, in particular, about how
(805 kilometers) away—to see the standing stones on exotic materials, like amber. By doing these journeys, scientists are using modern technology to
Britain’s Salisbury Plain. they probably also acquired great kudos,”5 Wessex’s
40 draw conclusions about what happened
B • G
 ive students time to read the c Why does the writer mention these place names in 10 One notable example of these Bronze Age visitors Fitzpatrick noted. there over three thousand years ago. As
entire article before completing Amber beads the article? Read the article and make notes about to Stonehenge is a 14- or 15-year-old boy buried outside Crossing the English Channel from mainland students read the article, have them look
Exercise B. Tell students that in one each place on a separate piece of paper. the town of Amesbury, about 3 miles (5 kilometers) from Europe—most likely by paddleboat—was probably to answer this question: What makes
case, the answer is a phrasal verb. Stonehenge. Chemical analysis of his teeth reveal that he
1. Mediterranean coast one of the more challenging parts of this journey, he the boy with the amber necklace so
• As a follow-up, ask students to came from somewhere in the Mediterranean region.
2. Amesbury speculated. significant?
write original sentences using each Discovered in 2005, the teen was buried about
3. English Channel The boy’s skeleton bears no obvious injuries,
of these words or phrases. 3,550 years ago wearing a necklace of about 90 amber2 suggesting he died of infection. He was buried near Language Notes
Answers: 1. exotic; 2. narrow down; beads. “Such exotic materials demonstrate that he was Stonehenge likely because of its significance at the time,
D What do scientists know about the boy with the from one of the highest levels of society,” said project • line 15: Teen can be used as a synonym
3. profile; 4. speculated; 5. infection experts say. The boy is just one of a number of burials
amber necklace? What do those facts tell us about archaeologist Andrew Fitzpatrick of Wessex Archaeology, of teenager.
50 near Stonehenge that show that the monument drew • line 21: The expression a local refers
him? Read the article again and complete the chart. 20 a consulting firm based in Salisbury, England.
C • A
 sk students to read the place To determine that the teen wasn’t a local, scientists
visitors from far and wide. to a person who is originally from a
names and write down anything 1
Bronze Age the period of ancient human culture between 4000 given area.
from the British Geological3 Survey (BGS) measured and 1200 BCE
they know about these places amber a hard yellowish-brown substance used to make jewelry
• line 30: Explain that profile has several
oxygen4 and other substances in his teeth. The amounts 2

before they go back and reread clue What we know What it tells us 3
geological related to the study of the Earth’s rocks, minerals, different, but related, meanings.
of these substances change depending on an area’s unique and surface
the article. Teeth 4
oxygen a gas in the air that all humans, animals, and plants need
As used here, profile refers to data
• Ask students if any of them has Necklace to live representing a person’s traits. However,
ever been to any of these places. If Age
5
kudos public admiration or recognition received when doing the most common meaning refers to
something
so, what was it like? the shape of a person’s head as seen
Injuries
from the side. Point out that the two
Answers: 1. Evidence shows that people meanings are similar in that they refer
traveled from the Mediterranean coast to specific, but incomplete, information
to see Stonehenge. 2. The boy with the Ask
about a person or object.
amber necklace was buried near the Answer Do you know of any places that contain
• line 46: The verb bears in this case
town of Amesbury. 3. People crossed the mysteries like Stonehenge? Have the mysteries
means shows or demonstrates.
English Channel (from mainland Europe) been solved? What clues were left?
• line 49: A number here means several.
to visit Stonehenge. • line 51: Far and wide is an expression
meaning from many different places.
D•  ave students take notes in
H
the chart, then rephrase their
conclusions in complete sentences
using the modals they studied in
56 Unit 5 57
the Grammar chart on p. 51.
• Have students work in groups
of three to discuss the Ask and
Answer questions. Then, bring the WC_L2_U5_p048-059.indd 56-57 8/20/12 4:22 PM
groups together and ask volunteers amber beads. What it tells us: Amber would
to share any mysterious sites they have been considered an exotic material. He Extension Beyond the Reading
have learned about. was from one of the highest levels of society.
Have students write a paragraph Have students choose a town on the Mediterranean coast and research how one would
Age—What we know: He was a teenager of
Answers: Teeth—What we know: playing “devil’s advocate.” Have travel from that town to Stonehenge using modern transportation methods. Ask them:
14 to 15 years old. What it tells us: Because
The chemical profile is similar to that of them use the refutation strategies How long would it take? What would the most difficult part of the voyage be? Then,
he was young, he couldn’t have traveled
a person from a place like the coastal presented on p. 54 to call into have them consider the same trip three thousand years ago. How would they answer
alone. He probably traveled with an extended
Mediterranean. What it tells us: He’s not question some of the conclusions those same questions?
family group. Injuries—What we know:
a local. He probably traveled from the presented in the article.
He didn’t have any obvious injuries. What it
Mediterranean coast to Stonehenge.
tells us: He probably died of some kind of
Necklace—What we know: He was
infection.
wearing a necklace of about ninety

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 Writing
Writing Expanding Your Fluency Expanding Your
Recount a Story
5-10 min. A
A Choose one of the objects in the photos Fluency
A Read the letter from the Bronze Age. Then answer the questions. and complete the role-play below.
20-25 min. B
15-20 min. C Archaeologist: You have made a • Where did you find it? 25-30 min. A
Extension: 10-15 min. Hi and greetings from Britain! May 17, 2000 BCE fascinating discovery and are meeting • Who used it? 15-25 min. B
a reporter to tell the world about your • Why is it important? Extension: 10-15 min.
After a weeklong journey from France, my family and I finally arrived in Britain three days ago. The trip could
have been easier, but on the second day, a terrible storm slowed our channel crossing. . . . I’ve never seen exciting discovery. Think about how you
Purpose of Writing would answer the questions from the list.
Students will write a letter describing an
such big waves! Fortunately, our boat was able to withstand the high winds and rough seas and we arrived
A• If possible, assign students their
exhausted, but unharmed. I’ve never been so happy to get somewhere in my life!
reporter: Ask the archaeologist about the roles ahead of time, and have
imaginary journey to a mysterious site. Our journey is just beginning, though. Tomorrow we head out for Stonehenge. It sounds like a mysterious
object using the questions from the list. them research more information
They will use a graphic organizer to plan place, but I really can’t be sure. There are all these stones clustered together in different formations. We’ll be
You can add some of your own questions about their “discovery” online for
their writing and ensure that they address staying nearby in Woodhenge. My mother says she must do some shopping while she’s here—she wants to
to the list. homework.
all of the critical details about their journey. buy some amber stones for her . . . • Encourage students to use the
B Switch roles and do the role-play again with the other object. graphic organizer for wh- questions
A Have students discuss these from p. 58 to organize their
additional questions with a partner: 1. Who do you think wrote it?
thoughts and anticipate additional
Where is this person writing a. a servant being taken with a family to Stonehenge questions from the interviewer.
from? Where is he / she from b. a teenager traveling with his / her family to Stonehenge Have the interviewer review the
originally? Where is he / she going? c. a merchant going to Stonehenge to buy exotic jewels to sell in his / her country wh- questions in order to come up
Who is he / she traveling with? Why with three additional questions for
2. What do you think the purpose of this letter is?
is he / she traveling? How is his / her the archaeologist.
a. to describe the journey
trip going? About how long has he /
she been traveling? b. to give some practical advice B Have students perform their
c. to complain about something role-plays in front of another pair.
Answers: 1. b; 2. a Then, have the groups of four vote
B Imagine that you are living in ancient times, and you’re making a trip to Stonehenge or another on who told the most interesting
B If students need help coming up mysterious site. You are going to write a letter back home to a friend. Do the following: and impressive story.
with questions for their graphic
1. Decide which mysterious site you are visiting, who you are, and why you’re writing. (What is your purpose?)
organizers, give them examples.
Use the ideas in Exercise A or ideas of your own.
Photo Captions
Who?—Who are you? (give details)
Who are you traveling with? 2. Read the Writing Strategy. Then complete the organizer with details about your story. The photo on the left is an image of
What?—What is the hardest / 3. Using your notes, write a letter of at least three paragraphs. the top half of an ancient Egyptian
best part of your journey? What colossus being excavated in Aboukir
Wh
o? at? Bay, off the coast of Egypt, where the
will you do when you get there? Writing Using a Graphic organizer to help You tell a Story Wh
When?—When are you traveling? Nile River enters the Mediterranean
Strategy The graphic organizer to the right can help you to organize your
When did you decide to make this Sea. The statue, which is from the
trip? Where?—Where are you
thoughts before you write. By answering the wh- questions in the
check What You Know Ptolemaic dynasty, is of one of the

How?

When?
organizer, you force yourself to think about all the main details of your story.
going to stay when you get there? 1. Write the topic of your letter (trip to a mysterious site) in the middle of the circle. Egyptian gods; it is unknown how it
Rank how well you can perform these outcomes on a scale of 1–5
Where are you going to start / end 2. Write wh- questions that relate to your topic. You will answer these questions in ended up in the ocean.
your letter. (5 being the best).
your journey? Why?—Why are The photo on the right is also of an
Wh ?
you visiting? Why is the trip fun / y? ere ___________ use modals of possibility in the past, present, and future
Wh antiquity. In this case, it is an ancient
interesting / boring? How?—How c Exchange letters with a partner. ___________ speculate about mysteries pot and some coins, probably of Greek
are you traveling there? How are ___________ refute ideas origin. The circumstances and location
1. Without looking at your partner’s organizer, what are some of the questions that his or her letter answers?
you going to pay for the trip? ___________ use wh- questions to help you plan a story of the items depicted this image are
Do you have any unanswered questions?
2. What is the most interesting thing you learned from your partner’s letter? The most surprising thing?
not known.
Outcome: Upon completing this
exercise, students will have met the 58 Unit 5 Mystery Solved! 59 Check What You Know
Outcome use wh- questions to help
you plan a story. Refer students to the exercises in the unit
where each Outcome is addressed.
C Ask students whether asking WC_L2_U5_p048-059.indd 58-59 8/20/12 4:22 PM
• u se modals of possibility in the
questions prior to writing helped Needs past, present, and future: Grammar,
in creating their letters. Have Rubric Very Good Satisfactory
Improvement
Extension Exercise A, p. 51
volunteers explain why or why not. Have students review all of the mysteries they have explored in this unit. Ask them to • speculate about mysteries:
Have students share other ways they choose one of these mysteries and imagine that it has been solved beyond a doubt. Connections, Exercise B, p. 53
Content
prepared to tell the story. Have them write a brief news article explaining the following information: What was the • refute ideas: Speaking, Exercise C,
Use of graphic mystery? What theories did people have to explain the situation? What new information or p. 54
Extension organizer to plan evidence has come to light? Does this new discovery confirm or refute previous ideas? • use wh- questions to help you plan
Have students write a response to their a story: Writing, Exercise B, p. 58
partners’ letters. Encourage them to both Use of grammar
make observations and ask follow-up
questions. Remind them to use modals to
comment on their partner’s adventures. Organization

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