SAVING OUR SEAS  4

THINK AND DISCUSS

Answers will vary. Possible answers:

1. The Atlantic Ocean is close to my home. I see it every day, because my house is on the coast.

2. I don’t eat seafood. There isn’t a good reason why I don’t eat it. I just don’t like the taste!

EXPLORE THE THEME

A 1. The map shows the impact that humans have had on the world’s oceans. The colors indicate the level of impact of human activity (ranging from very high to very low).

2. Answers will vary. Possible answers: Fish are disappearing; there are “dead zones” without enough oxygen; water becomes more acidic.

Other problems include rising water temperatures and overfishing.

B commercial

survive

species (Note: The word species is used for both the singular and plural forms. There can be one species or three species.)

Reading 1

PREPARING TO READ

A 1. reduce

2. restore

3. estimate (Note: This is the same word for the verb or the noun.)

4. diverse

5. stable

6. quantity

7. doubled

B Answers will vary. Possible answers:

1. Fish need water, oxygen, the correct temperature, and food—either plants or other animals. Humans need water, oxygen, food, shelter, and

sleep.

2. dolphins, seals, octopi, squid, mussels, whales

3. by recycling, taking public transportation, using renewable energy, and not littering

C 1, 3, 6

UNDERSTANDING THE READING

A Source of the problem: b (Explanation: Option a is false.)

rise of the little Fish: b (Explanation: Option a is false.)

A Future for Fish?: a (Explanation: Option b is not mentioned.)

B 1. dropped

2. too few

3. increased

4. Too many

C Answers will vary. Possible answers:

1. Commercial fishing companies shouldn’t catch so many large fish.

2. Develop fish farming (aquaculture).

3. Don’t eat overfished species; eat farmed fish instead.

D 1. In 2010, the Census of Marine Life estimated that 90% of the big ocean fish populations are gone. Small fish (e.g., sardines and anchovies) have more than doubled in number. If we continue to overfish the oceans, scientists predict that most of the fish that we catch now will disappear by 2050.

2. Answers will vary. Possible answers:

I think this argument would be more convincing if the writer provided more statistics—e.g., the amount of fish currently produced through

aquaculture, the amount of fish caught per week through commercial fishing, the population of bluefin tuna today.

DEVEOPING READING SKILLS

A 1. The graph shows the historical annual catch of Pacific bluefin tuna by country from 1952 to 2012. The colors represent countries that catch the fish.

2. Japan and the United States

3. approximately 15,000 metric tons

4. lowest—1990; highest—1956

B 1. The North Sea and the East China Sea

1. Antarctica and the North Pole / the North and South Poles

Video

BEFORE VIEWING

A 1. They are big and can swim very fast.

2. People like to eat bluefin tuna as sushi or sashimi.

3. Answers will vary. Possible answers: breed more bluefin tuna on fish farms; put a quota on the number of bluefin tuna caught in the sea; stop

eating bluefin tuna.

B 1. hatchling (Note: The verb hatch describes the process of emerging from an egg. Baby birds and turtles are also called hatchlings.)

2. captivity

3. breed

WHILE VIEWING

A a

B 1. laying eggs

2. temperature

3. food

4. eyes

AFTER VIEWING

A Answers will vary. Possible answers:

1. The Pacific bluefin population in 2012 was about the same as the population in the early 1970s. This is different from the Atlantic bluefin because in the 1970s, the Atlantic bluefin tuna population was much higher.

2. The Pacific bluefin population in 2012 was about one-fifth the size of the population in the early 1960s.

Reading 2

PREPARING TO READ

A 1. individuals (Note: Using the word individuals as a plural noun means that there are many individuals who are recognized as different

people, not as one large group.)

2. declining; definitely

3. essential (Note: If something dies out, it means that the species has become extinct.)

4. informed

5. severe

6. impact

7. rely on

B Answers will vary. Possible answers:

1. clean air; protected areas for wildlife; balanced ecosystems

2. I read articles, listen to lectures, and watch nature shows.

3. rising sea levels; unstable weather patterns

C Answers will vary. Possible answers:

raise awareness about overfishing; donate to charities that protect the oceans; help clean up beaches; make informed choices about seafood;

eat farmed fish

UNDERSTANDING THE READING

A c (Explanation: Seaver says that people can continue to eat seafood, so option a is wrong. Although he says that the ocean provides an

important part of our diet, this is not his main message, so option b is not the correct answer. Seaver wants people to think about their seafood

choices, so the correct answer is option c.)

B 1. Y (Paragraph B)

2. N (Paragraph B)

3. NG

4. Y (Paragraph C)

5. NG

6. N (Paragraph D)

7. Y (Paragraph E)

C 1. Answers will vary. Possible answers: Atlantic bluefin tuna; orange roughy; Atlantic salmon

2. carnivores

3. an animal that eats plants

4. anchovies

5. Answers will vary. Possible answers: Alaska pollock; Atlantic herring

6. because they make their own food and produce all the oxygen in the ocean (Note: The answer to this question is not in the illustration. It’s in

Paragraph F.)

D Answers will vary. Possible answers:

Fish that are Ok to eat: Alaska pollock; Atlantic herring; Japanese flying squid; American lobster; anchovies 

Fish we should avoid: Atlantic bluefin tuna; orange roughy; Atlantic salmon

E Answers will vary. Possible answers:

This unit has definitely made me think about my eating choices. I’ll try to eat more farmed fish from now on to protect the ocean’s ecosystem.

Writing

EXPLORING WRITTEN ENGLISH

A 1. DT

2. UT

3. NC

4. UT

5. DT

LANGUAGE FOR WRITING

B 1. increased

2. doubled

3. remained stable

C Answers will vary. Possible answers:

1. In the early 1960s, the Pacific bluefin population peaked at approximately 140,000 metric tons.

2. Between 1961 and 1974, the Pacific bluefin tuna population decreased dramatically.

3. As the graph shows, the Pacific bluefin population rose to almost 50,000 metric tons by 1992.

WRITING SKILLS

D 1, 2, 5

E 3. In 2005, total bluefin production was almost 90,000 metric tons; by 2009, that number had fallen to about 60,000.

4. According to the graph, total production of bluefin tuna decreased steadily between 2005 and 2009.

F The graph shows global production for each species of bluefin tuna in metric tons per year. According to the graph, total production of

bluefin tuna decreased steadily between 2005 and 2009. In 2005, total bluefin production was almost 90,000 metric tons; by 2009, that number

had fallen to about 60,000. As for production level by species, both Atlantic and Pacific bluefin tuna showed some variation between 2005 and 2009. However, production of Southern bluefin tuna remained more or less stable.

WRITING TASK

A Answers will vary. Possible answers:

main idea: Housing prices have increased in every neighborhood in the city.

detail: Housing prices in Jamaica Plain and the North End doubled between 2010 and 2014.

most recent piece of data: Housing prices in Roxbury increased by 60% in the 7-year period.

REVISING PRACTICE

d, c, a, b

EDITING PRACTICE

1. As we can see from the graph, global aquaculture

production of Atlantic salmon was stable between 1950 and 1980.

2. Production of Atlantic salmon doubled between 1990 and 1995.

3. Between 1991 and 1992, production of Atlantic salmon declined slightly.

4. Between 1999 and 2001, production of Atlantic salmon grew by about 200,000 metric tons.

5. Production of Atlantic salmon decreased slightly in 2009.