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Monday, 19 August 2013

UNIT 3. FACT OR FICTION?


INMACULADA SCHOOL                                                                               4th ESO
ALICANTE
ENGLISH DEPARTMENT

NAME

FORM

UNIT 3
FACT OR FICTION?


All through the unit you'll be working the following:

BASIC SKILLS
Competencias en comunicación lingüística
Vocabulary, pág. 33, sección Word Power, págs. 34 y 38, sección Real English, pág. 40, del Student’s Book: vocabulario relacionado con los inventos y los verbos para dar instrucciones; las familias de palabras; expresiones útiles y/o frases idiomáticas.
Reading, págs. 35 y 38-39, Grammar, págs. 36-37, Advance Your Language, pág. 39, sección Advance Your Exam Skills, pág. 43 y sección Real World Extra, págs. 126-127: un reportaje sobre tres inventos para participar en una encuesta, un artículo científico sobre los viajes en el tiempo, un texto sobre carne creada en laboratorios, un texto sobre teletransportación, un texto sobre implantes dentales para avisar de las llamadas de teléfono, un texto sobre papel magnético para decorar taquillas y tres textos sobre tres monumentos antiguos de los que se cree que se utilizó tecnología moderna para construirlos.
Grammar, págs. 36-37 y sección Advance Your Language, pág. 39: comunicarse empleando las oraciones condicionales y las oraciones temporales.
Listening, pág. 34 y sección Real English, pág. 40: comprensión de una conversación sobre inventos y los planes para llevar a cabo un proyecto.
Speaking y Over to you, pág. 34, Grammar, pág. 37, sección Real English, pág. 41 y sección Advance Your Exam Skills, pág. 44: participación en conversaciones y simulaciones con el compañero/a para hacer sugerencias, para hablar de preferencias por los distintos inventos que se explican en un texto, expresar condiciones e hipótesis, llegar a acuerdos y dar instrucciones.
Pronunciation, en la sección Say It Right!, pág. 41:entonación correcta de las palabras poniendo el acento en la sílaba correcta.
Writing, en la sección Real English, pág. 42, en la sección Advance Your Exam Skills, pág. 127 del Student’s Book: expresión escrita de un ensayo de opinión sobre un invento importante, de un e-mail para cambiar el día de una cita, de un párrafo sobre un monumento o lugar misterioso, utilizando las expresiones y vocabulario adecuados.
Competencia en el conocimiento y la interacción con el mundo físico
Reading, págs. 35 y 38-39: comprensión e interpretación correcta de información relacionada con los ámbitos científico y tecnológico.
Writing, en la sección Real English, pág. 42: reflexión y expresión de información relacionada con inventos que suponen avances para la sociedad.
Tratamiento de la información y competencia digital
Writing, en la sección Real English, pág. 42: muestra de autonomía, eficacia, responsabilidad y reflexión al seleccionar y hacer uso de la información y sus fuentes.
Speaking, págs. 34, Grammar, pág. 37, sección Real English, pág. 41 y sección Advance Your Exam Skills, pág. 44: respeto por las normas de conducta en clase en interacciones con el profesor/a o con los compañeros/as al usar la información y sus fuentes.
Competencia social y ciudadana
Mantenimiento de una actitud constructiva y solidaria ante la información que se presenta y ante las interacciones en el aula.
Reading, pág. 35: un texto con información y datos sobre temas relacionados con la sociedad y cómo esta puede verse afectada por los avances tecnológicos.
Grammar, pág. 36: interés por conocer datos científicos relacionados con la fabricación de carne en laboratorios.
Grammar, pág. 37: invención y fabricación de un aparato que serviría para teletransportarse.
Reading, pág. 38-39: invención y fabricación de un aparato que serviría para viajar en el tiempo.
Advance Your Language, pág. 39: interés por conocer datos sobre un supuesto invento consitente en un receptor de llamadas silencioso a través de un implante dental.
Advance Your Exam Skills, pág. 43: interés por conocer información sobre un papel magnético.
Competencia cultural y artística
Reading, pág. 34: situación de Japón, Inglaterra y Estados Unidos en un mapa.
Real World Extra, págs. 126-127: curiosidad por conocer el misterioso modo en que se construyeron tres famosos monumentos.
Advance Your Language, pág. 39: interés por conocer el uso de un práctico invento.
Advance Your Exam Skills, pág. 43: curiosidad por conocer distintas formas de decorar y personalizar taquillas.
Competencia para aprender a aprender
Uso de estrategias, recursos y técnicas de trabajo intelectual para aprender y ser consciente de las propias capacidades y conocimientos a través de las secciones Task y Advance Your Language situadas en cada unidad del Student’s Book.
Autonomía e iniciativa personal
Speaking, págs. 34, Grammar, pág. 37, sección Real English, pág. 41, Writing, pág. 42, Advance Your Exam Skills, págs. 43-44: uso de la creatividad personal a la hora de producir textos escritos y orales a partir de modelos dados.
Writing, en la sección Real English, pág. 42 y en la sección Advance Your Exam Skills, pág. 44: desarrollo organizativo a la hora de presentar un trabajo escrito.
Fomento del trabajo cooperativo en el aula.




PERSONAL NOTES








EXTRA RESOURCES


VOCABULARY: Inventions

GRAMMAR: The Conditional and Time Clauses

READING: The Time Traveller


REVIEW 1










                                     GRAMMAR: The Conditionals. Time clauses.




 CONDITIONAL CLAUSE (If) MAIN CLAUSE (Result) EXEMPLES

FIRST
CONDITIONAL
(probable)

If / Unless +
Present
 Will


modal


Present


Imperative		 If you exercise, you will feel better.
Unless you change your diet, you can't lose weight.
If you eat less, you lose weight.
If you want it, take it.

SECOND
CONDITIONAL
(improbable)

If + Past

Would
could + root of verb
might

If I were you, I would eat it.
If I went on a diet, I would/ could lose weight.
THIRD
CONDITIONAL
(impossible)

If + Past Perfect

Would
could have + past part.
might		 If you had asked me, I would have cooked you a meal.
If you had followed a diet, you could/might have lost weight.


The first conditional is used to talk about the future or facts which are true in the present and future.
The second conditional refers to hypothetical situations (contrary to the present situation). It is also used to give advice and express hopes and ambitions.
The third conditional always refers to unfulfilled conditions in the past (contrary to what really happened).

Note: In the first and seond conditionals, modals can be used in the conditional (if) clause in their present and past forms – in the same way as we use verbs:
  • if I can fix this bicycle, I will drive it to school
  • if I could use a computer, I would find a better job.

Temporal clauses: In addition to if and unless, there are other words that are not followed by the future tense. These words include: before, after, when/whenever, until/till, by the time, once, the moment that, as soon as, as long as. These words are followed by the Present Simple even when we talk about the future.
When you are ready, we will leave.
Until you are ready, we won't leave.
Before you leave, could you tidy your room?
Whenever I go on holiday, I buy souvenir.


CONDITIONAL SENTENCES TYPE 1 

Put the verbs into the correct tenses: 
1.lf I see him I (give) hím a lift. 
2.The table will collapse if you (stand) on it. 
3.if you eat all that you (be) ill. 
4.lf I find your passport i (telephone) you at once. 
5.The police (arrest) him if they catch him. 
6.If you read in bad light you (ruin) your eyes. 
7.Someone (steal) your car if you leave it unlocked. 
8.What will happen if my parachute (not open) ? 
9.lf you mow the grass I (give) l0 €, 
10.I (lend) you my pearls if you take care of them. 
11.if you (not go) away I 'll send for the police. 
12.I (be) very angry if yaur dogs bite me again. 
13.If he (be) Iate we'il go without him 
14.She wíll be absolutely furious if she (hear) about this. 
15.If you put on the kettle I (make) the tea, 
16.If you gibe my dog a bone he (bury) it at once. 
17.If we leave the car here it (not bei in anybody's way. 
18.He'll be late for the train if he (not start) at once. 
19.if you come late they (not let) you in. 
20.If you tell any more lies I (be) very angry indeed. 
21.Unless you work very hard you (not be) successful. 
22.We'll have to move upstairs if the river (rise) any higher. 
23.If I lend you 20 € when (repay) me?
24.If he (work) hard today can he have a holiday  tomorrow? 
25.Ice (turn) to water if you heat it. 
26.If the house (catch) fire we'lI rebuild it. 
27.If you (not like) this one I'll bring you another. 
28.Unless you are more careful you (have) an accident. 
29.Tell him to ring me up if you (see) him. 
30.If I tell you a secret, you (promise) not to telI  it to anyone? 
31.If you (not believe) what I say, ask your mother. 
32.You (buy) the house if ycu like it? 
33.If you sit down I (make) e cup of tea. 
34.Unless I have a quiet room I (not be able) to do any  work. 
35.Unless you pay him regularly he (not work) for you at all. 



CONDITIONAL SENTENCES TYPE 2 

Put the verbs into the correct tenses: 
1 .if I had a typewriter I (type) it myself.
2.If I knew his address I (give) it to you. 
3.He (took) a lot better if he shaved more often. 
4.If you played for lower stakes you (not fose) so much. 
5.If he worked more slowly he (not make) so many mistakes. 
6.More tourists (come) to this country if it had a better climate. 
7.I shouldn't drink that wine if I (be) you.
8.If I were sent to prison, you (visit) me? 
9.If someone gave you a helicopter, what (do) with it? 
10.I (buy) shares in that company if I had some money. 
11.If he (clean) his windscreen he'd be able to see where he was going. 
12.If you drove your car into the ríver, you (be able) to get out? 
l3.Conversation would become Ímpossible if everyone {say) exactly what he thought. 
14.If I (win) a big prize in a lottery I'd give up my job. 
15.What you (do) if a burglar came into your room? 
16.I could tell you what this means if I (know) Greek. 
17.If everyone gave one pound we (have) enough.
18.He might get fat if he (stop) smoking.
19.If he knew that it was dangerous he (not come)
20.If you saw somebody drowning, what you (do)
21.I (be) ruined if i bought her everything she wants.
22.Íf you slept under a mosquito net you (not be) stung so often. 
23.I could get a job easily if I (have) a degree.
24.If he (do) her hair differently she might look quite nicer, 
25.If we had more rain our crops (grow) better. 
26.The whole machine (fall) to pieces if you removed that screw. 
27.I (keep) a horse if I could afford it. 
28.I'd ask him to dinner if he (be) more amusing.
29.If you moved your bed out of the hail it (be) easier to get into  the house. 
30.I (offer) to help if I thought that I'd be any use. 
31.What would you do if the lift (get ) stuck between two floors? 
32.It (make) a great difference to the room if you painted each  wall a different colour, 
33.I (not go) there if I were you. 
34.If you knew that you had only six weeks more to live. how you (spend)  those six weeks? 
35.You wouldn't have so much trouble with your car if you (have) it served regularly. 


CONDITIONAL SENTENCES TYPE 3 

Put the verbs into the corect tenses: 
1.If I had known thay you were in hospitat I (visit) you. 
2.If the captain had been more careful his ship (not be) sunk. 
3.If you (arrive) ten minutes earlier you would have got a seat. 
4.You would have seen my garden at its best if you (be) here  last week. 
5.But for his quickness I (be) killed. 
6.I shouldn't have believed it if I (not see) myself. 
7.ff he had slipped he (fall) 500 metres, 
B.If he had asked you, you (accept) 
9.The burglars (not do) se much damage if you hadn't locked all the drawers, 
10.If I (know) that you were coming I'd have baked a cake. 
11.I (offer) to help him if i had realized that he was ill. 
12.If you had teft that bee alone it (sting) you. 
13.If I (realize) what a bad driver }.üu $rere I wouldn't have come with you. 
14.lf I had realized that the traffic lights were red i (stop) 
15.But for the fog we (reach) our destinatíon ages ago. 
16.If you'd told me that he never paid his debts I (not tend) 
17.if you (not sneeze) he wouldn't have known that we were there. 
18.If you (put) some mustard in the sandwiches they would  have tasted better. 
19.The hens (not get) into the house if you had shut  the door. 
20.If he had known that the river was dangerous he (not try)  swim across it. 
21.If you (speak) more slowly he might have  understood you. 
22.If he had known the whole story he (not be) so angry. 
23.I shouldn't have eaten it if I (know) there was garlic in it. 
24.If I (try) again I think that I would have succeeded. 
25.you (not get) into trouble if you had obeyed my instructions. 
26.If you hadn't been in such a hurry you (not put) sugar  into the sauce instead of salt. 
27.if I (be) ready when he called he would have taken me with him. 
28.I (catch) the train quite easily if I hadn't been wearing tight new shoes. 
29.If she had listened to my directions she (not turn) down  the wrong street. 
30.If you (look) at the engine for a moment you would have seen what was missing. 











                                          REVISION TESTS UNIT 3

LEVEL 1


Vocabulary

1. Match the words in A with their meanings in B.

A B
1.calculate …... a. write your name
2.hide b. describe something or someone in a particular way
3.portray c. very small
4.sign d. understand
5.microscopic e. put something in a place where no one can see it
6.make sense of f. use maths to discover the amount of something
2. The words in bold are in the wrong sentences. Write them next to the correct sentences.
1.We represent water before drinking it. …………………
2.I identify where Dave is going. …………………
3. Our school has got lockers for students to include books and other things. …………………
4. The museum uses special lights that help filter these delicate old paintings. …………………
5.All of the meals store bread and a salad. …………………
6.This mirror is so old that it doesn’t preserve well any more. …………………
7.Two students will wonder our class at the school meeting. …………………
8.At the cinema, they transmit films onto a big screen. …………………
9. Do you know how they project television and radio programmes? …………………
10.The police found the little girl but no one could reflect her. …………………
3. Complete the words in the sentences.

1. Before the invention of the m … … … … … … … p, computers were enormous.
2. Surgeons use l … … … … b … … … … to do some operations.
3. He can’t see well. He’s got bad v … … … … n.
4. I can see your r … … … … … … … … n in the mirror.
5. When we i … … … … … e something, we think about what it might be like.
6. Today’s mobile phones are much more a … … … … … … d than five years ago.
7. DVD cameras r … … … … d sound and images.
4. Choose the correct answer.

1. Do you want to take a rain check / come round / set up dates this evening? We could watch a film on TV.
2. The boats must be careful and avoid the large ash / mud / rocks near the coast.
3. James doesn’t eat a lot of carbohydrates / protein / calories like bread and pasta.
4. We all hit / hid / stored, and shouted “Surprise!” when Becky walked in.
5. Experts knew it would rain but hadn’t warned / predicted / put out such a big storm.
6. You need a longer pair of flip-flops / jeans / blouses because you’ve got long legs.
7. I imagined / wondered / searched for Joni all over town but I didn’t find her.
8. I’ve been busy every night this week, so I’d like to stay in / make plans / go out tonight and watch TV.
9. Welcome back! / Congratulations! / Good luck! Did you have a nice trip?
10. If we turn right on Madison Avenue, we’ll be going south. We want to go east / north / west, so we should turn left.


Grammar

1. Complete the sentences. Use the Zero, First or Second Conditional.
1. Unless you ………………… (water) plants, they die.
2. Robert would have more friends if he ………………… (not be) so shy.
3. If Sam ……………… (finish) his homework soon, will he watch the DVD with us?
4. I hate sharing my room. If I had my own room, I ……… (keep) it clean.
5. If we go to the concert, we ………………… (see) you there.
2. Write sentences with the words below. Use the Third Conditional.

1. you / enjoy / the party / if / you / come
…..........................................................................................
2. if / my phone / not be cheap / I / not buy it
…...........................................................................................
3. what / you / tell her / if / she / ask / you
…..........................................................................................
4. if / the bus / be late / I / not be / here / on time
…...........................................................................................
5. I / probably / get / a higher mark / if / I / study / more
…............................................................................................
3. Choose TWO correct answers.

1. When / If / Once I need help, I ask Jane.
2. It will be dark when / unless / by the time we get home.
3. I think you’ll like Steve once / after / before you get to know him better.
4. I won’t borrow your MP3 player before / if / unless I ask you.
5. Important news is reported online the moment / as soon as / by the time it happens.
4. Complete the sentences with the verbs in brackets. Use the Zero, First, Second or Third Conditional or a time clause.
1. If you ……………………… (read) this more carefully, you wouldn’t have got the answer wrong.
2. Do you think Julia ……………………… (look) better if she had short hair?
3. What ……………… you ………………… (do) after school if you haven’t got any
homework?
4. You won’t be warm enough unless you ……………………… (wear) a sweater.
5. My dog ………………… (start) barking the moment she hears my key in the door.
5. Choose the correct answers.

Many people 1. which / who / when want to help the environment put their clothes outside to dry. But 2. before / when / unless you live in a rainy climate, this isn’t always possible. A few years ago, Roger Hind 3. decided / has decided / had decided to find a way to protect his family’s clothes from the rain. So, he made a washing line 4. where / who / that was covered by an umbrella. Friends and neighbours 5. have never seen / had never seen / never see this type of washing line 6. somewhere / nowhere / anywhere before and they wanted one just like it. Hind called his invention the Rotamate and he began selling it. Since then, his company 7. has sold / is selling / sold hundreds of them. Unless it suddenly 8. is stopping / stops / will stop raining, the company 9. will probably be / would probably be / would probably have been very successful. If you lived in a rainy climate, 10. will you buy / would you have bought / would you buy one?



LEVEL 2

Vocabulary

1. Match A to B to form sentences.
A B
1. You can project                        a. the amount correctly. It should be £7, not £10.50.
2. You can’t hide                          b. water before drinking it.
3. I wonder                                    c. water on most maps.
4. Many people filter                   d. my skis in the garage most of the year.
5. I store                                       e. the environment.
6. It’s important to preserve     f. the film on the screen.
7. You must sign                         g. from me. I will find you.
8. Colour blue represents         h. what those people are talking about.
9. She didn’t calculate               i. light so you can see an image of yourself.
10. Mirrors reflect                    j. your passport before you use it.
2. Write words which match the definitions below.
1.the opposite of dangerous …………………
2.an expression that means don’t want to ………………………
3.You say this if someone thanks you. ………………………
4. You say this when you want someone to write to you or call you. ……………………
5.a synonym for help …………………
6.to die under water …………………
7.to store information so you can hear it again …………………
8.an image seen in a mirror …………………
9.a synonym for fashionable …………………
10.jewellery worn on your finger …………………
3. Complete the text with the words below.

make sense of • survivors • coast • flood • sensible • identify • sound good • include • homeless • continents
At the ThinkQuest International Competition, participants 1.………………… students from different 2.………………… in the world. Students who want to participate must first 3.………………… a real-life problem that they want to solve and then try to educate other students about it. Projects can be about anything, from climate change to ways to help local 4.………………… people. In areas where there has been a natural disaster such as a 5.………………… , students may try to find ways to improve communication between rescue workers and 6.………………… . In past competitions, participants created games to help students 7.………………… maths and designed a website about living a healthy lifestyle – 8.………………… eating and regular exercise. Do any of these ideas 9.………………… to you? Then maybe you should enter this amazing competition. The winner gets a trip to San Francisco, on the west 10.………………… of the United States.
4. Complete the sentences with the words below. There are more words than you need.
struck • trapped • put out • went out • injured • collapsed • laser beams • microchip
landmark • vision • portrayed • predict • casual • missing • represent • imagine

 1. Earlier today, a lift broke in the Empire State Building, a famous 1.………………… in  New York City. People in the lift were 2.………………… for over an hour. Nobody was 3.………………… in the incident.
            2. Last night, we 4.………………… with friends to see a film that 5.………………… the life of fashion designer Coco Chanel, who designed 6.………… clothes for women.
            3. Doctors now use 7.………… to perform eye operations to improve 8.…………………
            4. If you put a 9.………… inside your dog, you will find him if he is 10.…………………


Grammar
1. Complete the text with the verbs in brackets. Use the Zero, First, Second or Third Conditional or a time clause.

In the 1970s, an executive for Sony, who had to travel a lot for business, thought his flights 1.…………………… (be) more pleasant if he 2.……………………… (have) a way to listen to his favourite music on the aeroplane. He invented the Sony Walkman.In the 1980s, a six-year-old girl won a contest for inventing a cat treat in the shape of a spoon. She 3.…………………… (not think) of the idea if she 4.…………………… (not hate) washing spoons.How do new inventors come up with new ideas? One inventor said, “When I 5.……………………
(not like) how something works, I 6.………………… (think) of ways to improve it. I often draw pictures of strange things. If you 7.…………………… (do) this a lot, it 8.……………………… (help) you to see things in a new way.”What problem 9.……………………… you .……………………… (try) to solve if you 10.……………………… (be) an inventor?

2. Correct the errors.
1. I will do my homework as soon as I will get home.
2. If you won £1 million, what will you do with it?
3. I met a boy who his dad is an inventor.
4. The microchip, that was invented in the 1950s, has changed our lives.
5. Don’t call before noon. I will sleep all morning.

3. Complete the text with one word in each blank.

People 1.………………… are concerned about the environment put their clothes outside to dry. 2.………………… you live in a rainy climate, this isn’t always practical. When he 3.………………… 19 years old, Roger Hind decided to do 4.………………… which would solve this problem. He invented a washing line 5.………………… was covered by an umbrella. Friends and neighbours 6.………………… never seen this special washing line before, and they wanted one just like it. Hind called his invention the Rotamate and he began selling it. His company 7.………………… sold hundreds of Rotamates since then. 8.………………… it suddenly stops raining, the company 9.………………… probably be very successful. If you lived in a rainy climate, 10.………………… you buy a Rotamate?
4. Complete the second sentence so it means the same as the first. Use no more than three words. There may be more than one correct answer.

1. No one got 100 in maths.
There wasn’t …………………………… got 100 in maths.
2. I won’t go to the party unless you go.
I wont go to the party if you …………………………… .
3. When they arrive, we will eat.
We will eat …………………………… as they arrive.
4. We are going to study all afternoon.
At 4 pm, we …………………………… studying.
5. We started cleaning three hours ago.
We …………………………… for three hours.

Write an opinion essay about cable television. State your opinion about this invention and give facts and examples to support your opinion.







Listen to the conversation between Philip and Brenda. Then complete the sentences.

1. Brenda’s science project is about ………………… .
2. Brenda is going to participate in a competition in ………………… .
3. The International Science and Engineering Fair is in ………………… .
4. The participants in the International Fair come from ……………… countries.
5. The first prize in the International Fair is ………………… .

Speaking

1. Complete the sentences in the chart with your suggestions for weekend plans.
My Partner’s
Responses
My Suggestions
That’s a great idea.
I don’t
mind ...
I don’t think so.
I’d rather not.
That’s a terrible idea.
1. Let’s





2. Why don’t we





3. Maybe we should






4. How about





5. We can





2. Then tell your partner your suggestions and find out what he / she thinks of your ideas. Tick his / her response in the chart.






Reading: read the text and do the exercises that follow.





5



10



15


20
We think of robots as modern inventions, but people have imagined and created versions of these machines for centuries. There were clocks with moving figures in Ancient Greece. In the late 1400s, Leonardo da Vinci drew plans for a mechanical humanoid robot, but we don’t know if he ever built one. Complicated mechanical figures were built in the 1700s, and in 1818 a humanoid robotic figure appeared in the novel Frankenstein by Mary Shelley.
The word “robot” comes from the Czech word for “hard work”. But it wouldn’t have become popular if Czech writer Karel Capek hadn’t written a play called Rossum’s Universal Robots. First produced in the 1920s, the play was about artificial people, or robots, that rebel against humans. It was so successful that the word “robot” has been used everywhere since then.
The invention of the microchip in the 1950s helped the robotics industry continue to develop. By the early 1960s, there were special robots for factory work, space exploration and medical interventions. These were not humanoid robots – they were mechanical arms controlled by a computer.
Later, scientists created Shakey, a very special robot. Shakey was the first moving robot that could interpret and store information from its environment. That was the beginning of artificial intelligence, or making a computer “think” like a person.
Since Shakey’s creation over 40 years ago, robots have become much more advanced. There are now robotic arms that are precise enough to be used for delicate medical operations. There are robots that explore volcanoes and oceans, and robotic vacuum cleaners and pets. And in Japan, humanoid robots are being used in classrooms and offices. As soon as an invention succeeds, it usually becomes popular around the world.
If the Japanese experience continues to be positive, robots will probably soon become more common in other countries as well. If Leonardo da Vinci were here, he would be amazed by our progress! He would also be thrilled if he knew that someone finally built the robot that he had designed. In 2002, Mark Rosheim, a NASA engineer, built a robot based on Leonardo’s drawings – and it worked perfectly.
1. How did the following people contribute to the development of the robot?
1.The people of Ancient Greece .
2.Leonardo da Vinci .
3.Mary Shelley .
4.Karel Capek .
5.Mark Rosheim .

2. Answer the questions.
1. What does the word “robot” mean?
2. What happened in the 1950s that helped the robotics industry develop?
3. In what two ways did Shakey “think” like a person?
3. Find antonyms in the text for the words below.
1. destroyed (lines 1-6)
2. natural (lines 7-11)
3. fails (lines 19-23)
4. rare (lines 24-28)


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