3
SECOND
EDITION
:
SPECIAL EDITION
Skills
for Success
LISTENING AND SPEAKING
Teacher’s Handbook
1
CONTENTS
Teaching with Q: Skills for Success, Second Edition
On a Journey to Think Critically
Colin S. Ward, Reading and Writing Level 3 Author
Using Q Video in the Classroom
Alison Rice, Video Consultant
To Go Online or Not to Go Online
Chantal Hemmi, Ed.D. TEFL, Integrated Learning Consultant
Measuring Progress in Academic ESL Classes
Lawrence J. Zwier, Assessment Consultant
Using Communicative Grammar Activities Successfully in the Language Classroom
Nancy Schoenfeld, Communicative Grammar Consultant
Vocabulary in Your Students’ Writing: The Bottom Line
Cheryl Boyd Zimmerman, Vocabulary Consultant
Why Take Notes?
Margaret Brooks, Listening and Speaking Level 2 Author
The Many Challenges of Academic Writing
Marguerite Ann Snow, Ph.D., Writing Consultant
Using the Online Discussion Board
.........................
Using Discussion Boards for Language Learning
........................
.........................
.
DB-1
DT-1
DS-1
Sigrun Biesenbach-Lucas, Ph.D. and Donette Brantner-Artenie, M.A., Discussion Board Consultants
Discussion Board Teacher Pack
.....................
.........................
........................
........................
...
.....................
Discussion Board Student Pack
.........................
........................
........................
...
Listening and Speaking Level 3 Unit Teaching Notes
Expansion Activities......................
........................
.........................
........................
.................
Multilevel Options........................
........................
.........................
........................
................
.........................
........................
Background Notes........................
Skill Notes......................
........................
........................
........................
.........................
................
........................
.....
Unit Assignment Rubrics..........................................................................................................
.........................
Listening and Speaking Level 3 Answer Keys
........................
.........................
......
E-1
M-1
B-1
S-1
R-1
AK-1
On a journey to think critically
Colin S. Ward
Q Second Edition Co-Author, Reading and Writing Level 3
As teachers, it’s not always easy to embrace uncertainty. There is comfort in knowing
exactly what a lesson will cover, what questions are going to be asked, and how students
are supposed to respond.
However, a paradigm shift often occurs when teachers push students toward thinking
critically. By its very nature, critical thinking brings teachers and students to a much more
ambiguous place. There is no single correct answer - but many. Teachers are asked to adopt
1
a “pedagogy of questions” instead of a “pedagogy of answers.”
They might not have all the
answers, and answers might themselves be in the form of questions.
In addition to embracing ambiguity,
teachers must grapple with what “critical
thinking” actuallyis, for there are countless
denitions in the literature.2 Is it making
decisions independently? Developing
criteria for analyzing one’s own thinking?
Evaluating different perspectives, forming
opinions, and taking action? Making
inferences? Challenging assumptions?
Withholding judgment?
In fact, critical thinking has become an
umbrella term encompassingall of these
skills. In looking at the literature, it also
becomes clear that critical thinking is not a one-off task, but a journey, where students must
discover and evaluate what they believe,why they believe it, and hownew evidence challenges
or supports what they believe. It is a journey, but one that requires several stops along the
way. Part of our role as educators is to scaffold this journey of inquiry for our students.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
1
2
Freire, P. (1970). Pedagogy of the Oppressed. New York: The Seabury Press.
Long, C.J. (2009). Teaching crical thinking in Asian EFL contexts: theorec and praccal
applicaons. Proceedings of the 8th Conference of Pan-Pacic Associate of Applied Linguiscs.
C
IT
R
IC
A
L
T
H
IN
K
IN
G
Q TIPS
Critical thinking tips for Q Second Edition
1
Foster a welcoming environment for critical thinking
Students are exposed to other students’ responses to the theme of a unit in the
Q Online
Classroom. Using this feature at the beginning of a unit will set up an environment
that encourages multiple viewpoints in the classroom and pushes students to start
their journey to think critically. To scaffold and welcome more discussion, teachers may
consider using a pyramid structure. First, students brainstorm an initial response in
writing. Second, they discuss their answer with a partner. Finally, they share their ideas
in a small group or as a class.
2
Make teaching of critical thinking explicit
3
Push students to reevaluate their thinking
Learners are provided with Critical Thinking tips in each unit
that help them understand what critical thinking means, why
it is a valuable tool in academic settings, and how it applies
directly to the activities they do in Q. Key terminology is
highlighted to help students recognize specic critical thinking
strategies. Teachers may choose to point out the tip and offer
other situations where one might use the critical thinking skill
in real life.
The critical thinking journey
begins with an Essential Question
that is woven throughout each
unit. New in Q Second Edition,
students reevaluate the Essential
Question again after the nal
speaking or writing assignment.
This allows them to reect on the entire journey, including what they have discovered for
themselves from the assignment. Instructors can use the iQ Online Discussion Board
to encourage students to share their reections with their classmates and comment on
each other’s posts. They may also decide to use this feature when students are revising
their assignment to scaffold greater reection in the nal draft.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Using Q video in the classroom
Alison Rice
Q Second Edition Series Consultant, Video
The video clips featured inQ: Skills for Success Second Edition are all authentic examples
of the English language in use. In fact, they were created for native English speakers. In
other words, the language in the videos includes idioms and expressions that are common
in everyday conversation, such as see “eye to eye”, or “get the ball rolling”.
When you present an authentic video clip in your classroom, your students can:
•
See and hear multiple speakers.
•
Gain context and support for comprehension.
•
Observe body language and gestures.
•
Develop a variety of listening skills.
•
Learn about other cultures.
•
Have fun.
Of course, video use in class is very different from watching TV at home. It’s important for
your students to understand that you’ll expect them to be actively involved and thinking, even
when the lights are out!
Q TIPS Video tips forQ Second Edition
1
Be prepared
Before you present a video clip to your class, watch it multiple times yourself and think of
types of activities that students can do before, during, and after watching the video. Note
how the content of the video ts into what you’ve taught recently. Will students be able to
answer yes/no or wh- questions that refer tothe content? Even better, will they be able to
come up with their own questions about what they see? Are there grammatical structures
in the video clip that you’d like students to repeat? Are there idioms or two-word verbs
that you’d like to point out?
Here’s a test to know whether the excerpt will be easy for your students to understand.
Play the clip with the sound off the rst time you view it. Ask yourself questions such as
the following: Who are the speakers? Where are they? What is their relationship? What
are they probably talking about? Are they happy or angry? Are there any clues about the
kind of work that they do?
Most of the information we gain from a video clip is visual. If you can gure out who the
people in the video are, what they are doing, and where they are without sound, your
students will be able to as well.
V
ID
E
O
IN
T
E
H
C
L
A
S
S
R
O
O
M
Q TIPS Video tips forQ Second Edition
2
3
Don’t dive right in
Spend some time (5–10 minutes) preparing students to watch the video. Pre-viewing activities
introduce students to the content or mood of the clip, activating the background knowledge they
already have on the topic featured in the video. Students should also be introduced to the key
vocabulary of the video. Here are some pre-viewing activities that will take very little time and
work for you to prepare:
•
Discuss the title Write the title of the video clip on the board and ask students to make
predictions about the content of the video.
•
What do you want to know about? Give students a short introduction to the segment they
will see. Have students work with a partner to write a question they would like answered in
the video. After students watch the video, check to see whose questions were answered.
Plan for repeated viewing
Expect to show a video clip at least three times during one class period. Use these three
techniques often:
•
Silent Viewing Write Who, What, Where, When, and perhaps, How and Why on the board.
Play some, or all, of the video without the sound. Then point to each question word and see
what students can tell you about what they’ve seen.
•
Stop and Start After students have seen the video once without the sound, start the clip
from the beginning again. Pause the video every ten seconds or so (or after a complete
conversational interchange). Ask a
yes/no question about the content. Have students repeat
a comment, word, or statement that they heard on the segment. Give students time toask or
write a question. Use thistime to nd out what students understand and where they need help.
•
Sound Only This technique turns the video into a listening track. Cover the screen and then
play the video. Ask students to guess what is happening as they listen.
4
Don’t try to do too much
5
Wrap up each video presentation with post-viewing work
Do you want students to focus on the vocabulary and idioms they will hear? Are you most
interested in the content of an interview or discussion? Do you want them to concentrate on
pronunciation and stress or listening skills? Or, do you want to use the clip as a jumping off point
for students to create their own discussion questions and develop spoken uency? Choose one
major goal and then look for creative ways to integrate your goal into the post-viewing work.
Here are some post-viewing activities that you can use with your students to encourage
speaking, writing, and critical-thinking:
•
What happened? Ask students to retell what they have just seen.
•
What do you think? Have students state their opinions. Put them into pairs or small groups.
Ask them to discuss what they saw and state if they agree or disagree with the points of view
shown in the video.
•
Role-play a scene Put students into pairs or small groups. Have them recreate a scene
from the video clip. Students can act out the scene without any written prompts, or you can
ask them to work together to write an srcinal dialogue for their scene before they act it out.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
To go online or not to go online
Chantal Hemmi
Q Second Edition Series Consultant, Online Integration
With increasing learner access to both authentic materials as well as materials written for
language learners online, teachers are faced with a question: Shall I go online in class or not?
One way to make this informed choice is for teachers to think critically about the aim of the
lesson. Here are some questions we could ask ourselves:
•
Will the activity raise interest in the new topic area? Is it more effective
to go online to stimulate interest in the subject, or do we want in-class
activities that incorporate an interactive, kinesthetic element to encourage
students to brainstorm activities interactively?
•
Do we want to go online to do a reading or listening exercise, or a
vocabulary learning activity for input? Can this be done more effectively
online, or are your students in need of more face-to-face scaffolding of
content and language before you go online?
•
Are we encouraging students to develop their autonomy by going online
to do some research on an essay or presentation topic? Do the students
have access to a library from which to borrow books or download reliable
materials? Which is the better option for them, to go online or to use
paper-based publications, such as books?
This links into the aims of our courses. We have to bear in mind the strategy we want to take
in order to develop students’ knowledge of the content, the language they need to function in
the class, and also the opportunity for students to think critically about what they are learning.
I myself learnt through experience that when I am still being controlled by the actual technology,
blended learning cannot help to manifest the aims of the course. The beauty of an effective
blended learning journey will only be actualized when the teacher gains control over the
technical as well as the methodological knowledge and skills to design courses so that in
every lesson, the teacher knows why he/she is going online or choosing to stay with face-toface input.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
Garrison, D. & Kanuka, H. Blended learning: Uncovering its transformave potenal in higher educaon.
The Internet and Higher Educaon 7 (2), 2nd Quarter 2004, 95-105. (hp://www.sciencedirect.com/
science/journal/10967516)
Young, R. & Collin, A. (1988). Career development and hermeneucal inquiry. Part I : The framework of
a hermeneucal approach. Canadian Journal of Counselling 22 (3), 153-161.
Walker, A. White, G. (2013).Technology Enhanced Language Learning Oxford: Oxford University Press.
B
E
L
N
D
E
D
L
A
E
R
N
IN
G
Q TIPS
Blended learning tips for iQ Online
1
Always think what your end product is going to be at the end of a unit
2
To go online or not to go online, that is the question!
What do your students need to be able to do at the end? What kind of content,
language and skills input do they need to be able to reach that goal?
At the start of the unit, students have
the opportunity to discuss the unit
question online. Ask whether it is the
right time to take the students to the
Online Discussion Board or not. Have
the students already got a rapport with
each other to work collaboratively face
to face? If so, this might be a good time
to do some learner training to demonstrate how the Online Discussion Board works.
Reading an online article: applying the study skills learnt off-line
3
Go
online
to This
guideis students
to preview
the vocabulary,
the paragraphs
do
Quick
Write.
a good way
to encourage
students toread
interact
with the text and
online.
The reading exercises present examples of sentence structures and vocabulary needed
to do the nal writing task. This is a nice way to integrate the reading and writing activity.
4
Go online for the video viewing
What can your students gain from watching a video online? Watching a video may be
a good way of expanding the students’ knowledge of the topic and vocabulary. If your
students go online individually, they can watch the video at their own pace. If you prefer
to have the class watch it together, you could play the video on a big screen. The online
exercises help students understand the grammar and study skills in context with words
that are related to the topic of the unit.
The end product: the writing assignment
5
At the nal writing stage, a writing model is presented to scaffold the shape of the writing
task. This is followed by graphic organizers that show the structure of the paragraph,
and grammar exercises online.
Students plan and write the assignment online. After writing, there is a peer review
exercise that could be done. If my students need practice in writing ofine, in handwriting,
I might ask the students to do so without going online.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Measuring progress in academic ESL classes
Lawrence J. Zwier
Q Second Edition Series Consultant, Assessment
Language teachers often discuss the difculty of measuring how well their students are doing.
A typical comment goes something like, “When you’re testing in a history class (or biology,
or law, etc.) it’s easy. They either remember the material or they don’t.” This oversimplies
the situation in “content classes,” where analysis might be just as highly valued as memory,
but the frustrated ESL/EFL teacher has a point. Teaching in a language class does not aim
to convey a body of knowledge but to develop skills ‒ and skill development is notoriously
hard to assess. It’s even harder when the skills are meant for use outside the language
classroom, but the only venue in which you can measureis the language classroom.
However, all is not lost. There are many good, solid principles to apply in measuring how
your students are doing. What’s more, they don’t require the assistance of test-construction
experts or the statistical skills of a psychometrician. The average ESL/EFL teacher can do
the measurement and interpret the results in ways that will have immediate benets for their
students.
The idea that measurement benets students can get lost in discussions of measuring
progress. So often, we think of measurement as serving the educational institution (which
needs to promote people, issue grades, and so on) or the teacher (who needs to know how
well a certain objective is being met). But it’s an established principle of memory science that
frequent measurement or testing is one of the best aids in learning.
Researchers at Kent State University tested the recall of several pairs of English-Lithuanian
word pairs ‒ that is, they studied how well subjects remembered not just the Lithuanian or
English words but also the pairing of those words across languages. The main variable was
how often a given subject was tested on the associations of the pairs. The researchers found
a clear correlation between the number of “retrievals” ‒ the number of times a participant
was required to recall the pairs on tests ‒ and the long-term memory of the pairs.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
Associaon for Psychological Science. “Tesng improves memory: Study examines why
memory is enhanced by repeated retrieval.”ScienceDaily. 16 June 2011. www.sciencedaily.
com/releases/2011/06/110615171410.htm
Brown, Gillian, and George Yule.Teaching the Spoken Language: An Approach Based on the
Analysis of Conversaonal English. Cambridge, UK: Cambridge University Press. 1983
West Virginia Department of Educaon,“Examples of Formave Assessment.”Accessed 31
October 2014, at hp://wvde.state.wv.us/teach21/ExamplesofFormaveAssessment.html.
M
E
A
S
U
R
IN
G
P
R
O
G
R
E
S
Q TIPS
Measuring progress tips for
Q Second Edition
1
Use both the pdf and doc testing les
You can download tests via iQ Online, and each one appears in two le formats ‒ pdf
and doc. The les in pdf are suitable for the rst time you test a given unit, at a point
where your students are unlikely to have set free on the Internet any information about
the tests. However, in the large university where I teach, I prefer to use the doc les
of the tests. I can customize these, changing things up for the sake of measurement
security and for the sake of emphasizing particular things that happened in our class.
2
Use many iterations of the unit question
Q Second Edition returns to the unit’s Essential Question several times throughout the
unit. The idea is that the thinking of the students, as they work with material in the unit,
will evolve and mature, so
that the answer they give at
one point in the unit may not
be the same as the answer
they’d give at another point.
Or, if it remains the same,
it will be better grounded at
the end of a unit because
of all the thought that has
gone into it.
As you measure students’
progress,
use
this
reiterative questioning. See how the student’s thoughts have evolved or strengthened
‒ and communicate with the student about what you see, asking them to reect as well
on the development of their ideas.
3
Mix discrete-point and open-ended assessments
Frequent measurement requires a heavy reliance on discrete-point items. However,
you probably have the time to make at least a few measurement items more openended. This can take the form of answers in two or three sentences, discussions that the
students then report on, or any number of other formats. Many critical thinking tasks in
Q
offer the opportunity for such output. Either use one of these formats for measurement
or make up your own.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Using communicativ
e grammar activities
successfully in the language classroom
Nancy Schoenfeld
Q Second Edition Series Consultant, Communicative grammar
Have you ever tried to use a communicative grammar activity in class only to have it op?
Have you ever stood helplessly by as students look blanklyat each other and
then commence to talk with one another in their native languages? I have.
It is an unpleasant
feeling tothat
watch
have an
unsuccessful
experience
in the language
theyyour
are students
trying to learn,
especially
when
you chose the activity. I admit, too, that after such an experience I’ve
thought that communicative activities just don’t work.
presentation
Fortunately, I have discovered that communicative grammar activitiesdo
work, that students enjoy them immensely, and they have an impact on
language learning. Communicative activities in general encourage students
1
to learn in creative and meaningful ways while promoting uency
. I have
also discovered thathow the language teacher executes the activity is just
as important as the activity itself.
isolation
and
explanation
Sequencing
First of all, it is important that communicative
grammar activities are positioned properly in the
• form based
• meaning-based
• communicative
grammar practice
overall
grammar
1). One
mistake
that I made
was lesson
to have(see
my Fig
students
attempt
to do a communicative
grammar activity too soon. Ur (1988) suggests that there are four parts to
grammar lessons: Presentation, isolation and explanation, practice and
test. However, the “practice” step can be broken down further into three
additional steps which build upon each other2.
practice
test
The rst type of practice activities should be devoted only to the form of
the grammar being taught. This gives a chance for students to underst
and
the rules. The next type of practice activities allows students to focus on form plus the
meaning of the grammar point. Last are the communicative grammar activities which allow
for freer expression by students while still utilizing the taught forms. As you can see, there is
a lot of work to be orchestrated by the instructor before attempting these activities.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
1
Richards, J. & Rodgers, T. (2001).Approaches and methods in language teaching.
Cambridge: Cambridge University Press.
2
Ur, P. (1988). Grammar pracce acvies. Cambridge: Cambridge University Press.
C
O
M
M
U
N
IC
A
T
IV
E
G
R
A
M
M
A
R
Q TIPS
Communicative grammar tips
for Q Second Edition
The practice stage of a grammar lesson has three distinctive parts: form-based practice,
meaning-based practice, and communicative activities. Here are examples of all three types
of practice activities focusing on conjunctions.
1
2
Form-based practice
Students practice when and when
not to use commas while using
conjunctions. The conjunction is
provided for students so they don’t
need to worry about the meanings
of conjunctions at this stage.
Directions: Insert a comma where necessary.
1. I like to eat chicken but not sh.
2. I lost my credit card so I need to get another one.
3. We will visit Paris and then we will y to London.
4. Do you want tea or coffee?
Meaning-based practice
This next practice activity requires students to add the correct conjunction according to
the meaning of the sentence.
Directions: Add and, but, or or so to the following sentences. Add a comma if necessary.
3
1.
They were hungry __ ___ ___ __ they ordered some pizza.
2.
Do you want to go out for breakfast __ __ __ __ __ lunch?
3.
I have six brothers ___ ___ __ __ sisters in my family.
4.
I like this bag __ ___ ___ __ it is too expensive. I can’t buy it.
Communicative activity
A communicative activity allows for freer communication while still practicing conjunctions.
Each student will have different answers which makes the activity interesting.
Directions: Ask 5 students the following questions. Students should use and, but, or or so
and complete sentences when answering.
1. What is your favorite food? What food do you not like?
2. What two places would you like to visit on your next holiday?
3. What are two things you usually do on weekends?
4. What reason do you give your teacher whenyou are late to class?
In Q Second Edition, each unit has a communicative grammar activity designed to give
students freer and meaningful practice using the grammar introduced in the unit. You can
download these Communicative Grammar Worksheets on iQ Online.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Vocabulary in your students’ writing:
the Bottom Line
Cheryl Boyd Zimmerman
Q Second Edition Series Consultant, Vocabulary
V
Isn’t it obvious? In order to write well, we need to know a lot of words, and we need to
know a lot about each word so we can use it to say what we mean. In fact, without the
knowledge of many words, our writing is stymied – or should I say crimped? impeded?
blocked? snookered? A word choice transmits not only meaning, but tone and subtleties
of
meaning such
as familiarity or and
distance,
or vagueness,
certainty
or ambiguity,
earnestness
or light-heartedness
more.precision
For academic
writing, this
becomes
especially
challenging. In order to communicate as I intend, I need to know the ways in which words
vary and then I need a wide variety of words from which to make my choices.
Why isn’t vocabulary development included in every writing class? Perhaps we underestimate
the difculty of this task and prefer to spend precious classroom time on other issues. Or
perhaps we don’t know how to integrate word learning into writing in a way that is relevant
to the writing task. But by not spending time developing our students’ vocabulary, we are
hindering their writing development and academic success.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
Coxhead, A. (2006). Essenals of teaching academic vocabulary. Boston: Houghton Mifin.
Santos, T. (1988). Professors’ reacons to the academic wring of nonnave-speaking
students. TESOL Quarterly 22(1), 69-90.
O
C
A
B
U
L
A
R
Y
Q TIPS
Vocabularytips for Q Second Edition
1
Prioritize important words
Help students to focus on the words that are most useful for them to learn,and encourage
them to use those words.Q Second Edition incorporates both the Oxford 3000™ and the
Academic
Word
List – corpus-based
lists that identify the most useful words to know in a
general
and
academic
context.
2
Use model texts to draw attention to vocabulary
Before starting the writing task, project the writing model on screen. Read together as a
class, drawing attention to vocabulary with questions such as:
•
Which academic words are used here?
•
For each AWL word, suggest a less formal word that the author might have used.
What did the AWL word add?
•
Which everyday words are used here? What do they add?
Use the vocabulary from the reading
3
Students will have been exposed to relevant vocabulary in the reading part of the unit.
Ask them to go back and refer to the earlier reading texts and Quick Write, and circle
important words that they want to use in the writing assignment.
4
Encourage awareness of academic
vocabulary
Students can use he
t Writing Tutor to quickly highlight
Academic Word List vocabulary in their writing. During
the editing stage, check the following:
5
•
Are there too few academic words?Too many?
Does each academic word mean what you
intend?
•
•
Collocations: Are words combined accurately?
Lexical variety: Are any words over-used? Or are
the same words repeated in the same sentence?
Use technology to motivate students
Students can practice vocabulary online. For example, the vocabulary games on iQ
Online make for a good revision tool. The time limit challenges students, providing an
incentive for them to repeat the activity.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Why take notes?
Margaret Brooks
Q Second Edition Co-Author, Listening and Speaking Level 2
Whether in the context of taking a phone message or listening to an academic lecture, notetaking is an essential skill for most language learners. In order to help learners acquire this
skill, it is important to consider rst the special challenges language learners face when
trying to listen and take notes.
One of the most self-evident issues is that it takes a language learner longer to process
audio input than it does a native speaker. One reason for this is that a person’s short-term
memory is shorter in L2 than in L1. People employ short-term memory (usually measured in
seconds) when processing audio materials. For example, when listening to a long sentence,
the listener may need to hold the whole utterance in his mind and review it in order to
comprehend it adequately. For the L1 listener this happens naturally, without the person
being aware of it. However, for the language learner, this mental review process may not
1
always be possible in the available time.
Another factor is the need for a mental map of the language, an internalized knowledge of
the vocabulary and structures. A native speaker is grounded from childhood in the structures
of the language and knows what to expect. We know, in fact, that people do not actually hear
every word when they listen. But they hear enough to be able to parse out the meaning or
reconstruct the sense quickly. They can “ll in the blanks” with words not actually heard.
In the face of these challenges, it may seem that adding note-taking to the listening tasks
in the classroom may be a step too far for many. How, for example, can we expect high
beginning students to listen and write at the same time? However, when the tasks are
appropriate for the learners’ level and carefully implemented, note-taking can actually
improve comprehension.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
1
Rost, Michael. Research in Second Language Processes and Developmentin Eli Hinkel (Ed).
Handbook of Research on Second Language Learning and Teaching,Part IV. , Chapter 35: L2
Listening, Routledge, Nov. 11, 2005.
Marn, Katherine I and Nick Ellis. The Roles of Phonological Short-term Memory and Working
Memory in L2 Grammar and Vocabulary Learning in Studies in Second Language Acquision,
Vol. 34, Issue 03, September 2012, Cambridge University Press, 2012.
N
O
T
E
-T
A
K
I
N
G
Q TIPS
Note-taking tips for Q Second Edition
1
Foster a welcoming environment for critical thinking
Give attention to pre-listening activities. Teachers sometimes feel that this is “giving
away” too much information and that the listening will not be a good “test” of students’
skills. Remember that the listening tasks inQ are practice, not a test. Pre-teaching
vocabulary and bringing out students’ prior knowledge simply gives them tools that an
L1 listener would bring to the task.
2
Acknowledge the adult learner ’s prior experience in academic settings
3
Do as much as possible to lower stress levels as students listen
4
Encourage students to use charts and other graphics to organize their notes
When presenting a strategy, ask if students have used a similar strategy in their L1 notetaking experience. For example, in Level 2 the note-taking strategy has students sketch
plants and animals for their notes. This is a quick way of recording information that would
be difcult to put down in words. Ask if students ever use sketches in their L1 notes. For
what subject matter would they be likely to do this?
The controlled practice in each note-taking presentation inQ is an accessible activity
designed to build condence. For challenging material, you might want to “warm up” rst.
Tell students that you are going to play a portion of the recording and that you want them
to tell you just one thing that they understood ‒ even if it is only a few words. Play a short
segment of the recording and then elicit answers from the class. This gives students
a feeling of success and as they listen to their classmates’ responses, they get more
insight into the content of the listening.
Elicit suggestions from students as to what type
they might use. Does the listening describe a
process? Then some kind of ow chart might
be useful. Does it contrast two things such
as pros and cons in an argument? Students
might consider a T-chart.
5
Provide feedback and follow up activities after a listening
In real life, students often compare notes after a class. ManyQ activities replicate this
process in the classroom, asking students to compare notes with a partner, ask and
answer questions about what they have heard, or add more information to their notes.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
The many challengesof academic writing
Dr. Ann Snow
Q Second Edition Series Consultant, Writing
Writing is a complex language form practiced by users of all languages (both native and
non-native) for everyday social and communicative purposes and, for many, for vocational,
educational, and professional needs. It has been variously described as a product – a piece
of writing with a particular form and the expectation of “correctness.” And as a process – a
journey that takes writers through stages where they discover they have something to say and
nd their “voice.” From the cognitive perspective, it is seen as a set of skills and knowledge
that resides within the individual writer and from the sociocultural perspective as a socially
1
and culturally situated set of literacy practices shared by a particular community
. With these
perspectives in mind, all teachers of writing must ask: How can I help my students improve
their writing and what are best practices in the classroom?
An important rst step is undertaking
a needs assessment, whether informal
or formal, to learn what kinds of writing
students need. From this assessment, a
syllabus or curriculum can be developed
or a textbook series selected that is a
good match with your students’ needs.
Typically, the instructional sequence
starts with personal/narrative writing
in which students have to describe
or reect on an experience or event.
This usually leads to expository writing
in which students learn to develop a thesis statement and support this controlling idea
in the body of their writing. Analytic or persuasive writing is the most challenging type of
academic writing because students must learn to state and defend a position or opinion
using appropriate evidence2. These kinds of academic writing tasks require students to
become familiar with a variety of text types and genres, one of my course goals.
Read the full article at www.oupeltglobalblog.com/tag/q-skills-for-success
References and Further Reading
1
Weigle, S. C. (2014). Consideraons for teaching second language wring. In M. CelceMurcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language
(4th ed., pp. 222-237). Boston, MA: Naonal Geographic Learning Heinle Cengage.
2
Ferris, D. (2009). Teaching college wring to diverse student populaons. Ann Arbor, MI:
University of Michigan Press.
W
R
IT
IN
G
Q TIPS
Academic writing tips for
Q Second Edition
1
Use prewriting activities to generate ideas
Process approaches such as quick writes give students a chance to focus on their ideas
for the unit assignment without being overly concerned with grammar, spelling, and
punctuation at this early stage. You can then use open-ended questions to help students
expand their ideas based on what they have learned in the readings and rethink and
clarify their thinking before writing the unit assignment.
2
Model different kinds of texts
Students are shown the specic features of the text type required in the unit writing
assignment (e.g. compare and contrast). Have students read and critique the model.
Through the models, students develop awareness of the discourse features inherent in
the kinds of writing required in each unit writing assignment.
3
Analyze good examples
4
Teach grammar in context
5
Encourage strategic learning
Students learn to analyze different types of writing. For instance, they are provided with
a list of features of a good summary, then they have to analyze and compare sample
summaries and decide which samples best exemplify the features of a good summary.
The grammar component tightly integrates the structure under focus with the text type of
the unit. So, for example, students learn how to use the grammatical notions of parallel
structure and ellipsis and then apply these to their unit writing.
Q encourages students to be strategic learners in all
domains. Writing tips, for instance, guide students
toward understanding the notion of unity in writing.
Students learn that their thesis statements must
be supported by details; doing so will create more
coherence in their writing.
Q: Skills for Success Second Edit ion: www.oup.com/elt/thinkcritically
Using Discussion Boards for Language Learning
Sigrun Biesenbach-Lucas, Ph.D., Senior Instructor
Donette Brantner-Artenie, M.A., Senior Instructor
Georgetown University, Center for Language Education and Development
Many students beginning their academic study today come to campus equipped with
strong technology skills, yet they soon discover that they need to make the transition
from experienced users of technology for social purposes to effective users of
technology
for of
academic
purposes.
Becoming
and(NS)
engaging
in a variety of
genres is part
academic
study and
is criticalfamiliar
for bothwith
native
and non-native
English speaking (NNS) students. For NNS students, however,“learning to function in
the genres and with the discourse conventions of their discourse communities poses a
particular challenge” (Cheng, 2010, p.74). Academic writing is one of the many
discourse communities in which ESL students need to function and to follow specific
conventions. While ESL programs have long prepared students for traditional academic
writing assignments, like essays and research papers, formal online writing is often
neglected in ESL instruction despite the growing need for such preparation.
Reasons for not including formal online writing assignments can range from limited
resources, instructors’ lack of confidence in their own technology skills, and questions
about the relevance of this type of writing. A potential consequence of not addressing
such writing is that NNS students may be less prepared for these types of assignments,
which are becoming more common within hybrid classes, or blended learning contexts,
or even in courses thatare fully online. If ESL programs want to ensure that they
prepare ESL students adequately for academic study, they need to consider ways to
incorporate online writing components into their classes. In addition to serving as a
“pathway to academic literacy development” (Cheng, 2010, p.74) for ESL students,
online writing, through discussion boards or blogging tools, can offer them a greater
variety of language learning opportunities to motivate autonomous language learning
experiences. The same advances in technology that have afforded academic instructors
with a variety of media which students use to demonstrate comprehension and
applications of course content also need to be considered as additional tools for ESL
teachers to use in their language teaching. TheQ: Skills for Success series follows a
blended learning approach that prepares students for future success and incorporates
the benefits of online academic writing that are specific to language learning (Fig 1).
Among online technologies, the discussion board is one of the easiest tools to use
(TeacherStream, 2009), but students need to use the technology appropriately for
formal online writing. Consequently, instructors need to make sure that they use this
type of writing assignment effectively. More specifically, discussion board interactions
should not involve informal or brief, undeveloped contributions resembling text
DB-1
messages or chats; rather, they should be carefully structured to generate wellsupported, reflective ideas.“[A]lthough generally shorter and narrower in focus than a
traditional essay, discussion posts should be as coherent and scholarly in tone [as
essays]” (Discussion posts, 2014, para.1) . In this paper, we will first address the
learning benefits associated with the use of discussion boards and then outline a
structured approach to implementing discussion boards that maximizes their benefits
and reinforces the idea that writing in online threaded discussions should be treated as
a legitimate formal genre of academic writing.
Fig. 1 Q: Skills for Success Second Edition, iQ Online Class Discussion Board
Benefits
An examination of various sources that focus on the use of discussion boards with
native speakers in educational settings (e.g., Blogs and discussion boards, 2014) shows
that “the discussion board is the place where some of the most important learning can
happen” (Generating and facilitating engaging and effective online discussions, n.d.,
p.1), but only if implemented effectively. These types of posting activities typically
include responses to and reflections on questions posed by the instructor or the
textbook, as well as replies to other students’ posts. Some discussion board activities
may also require students to integrate ideas from course materials (e.g., articles,
lectures) or from their classmates’ posts into their own posts.
DB-2
Students in both content and language courses can benefit from discussion board
writing activities. One outcome of these online tasks is that they prepare NNS students
for future course work by developing their academic literacy skills (Cheng, 2010;
Kingston, 2011) because a discussion board affords regular opportunities for students
to practice their writing while following conventions for traditional types of academic
writing, such as assignments with multi-paragraph structure, a mainidea, and adequate
support. At the same time, such regular practice affords NNS students additional
opportunities for language learning: teacher feedback provides added focus on
grammar, vocabulary, and mechanics; classmates’ reactions to language choices
increase students’ awareness of issues in their writing, such as lack of clarity and
ambiguity.
Students also hone their critical thinking skills through discussion board writing, partly
because of the asynchronous nature of the tool: students can take more time to reflect
on their ideas or conduct research before they craft a post than they can in face-to-face
classroom interaction (TeacherStream, 2009; Wijeyewardene, Patterson, & Collins,
2013). This deeper reflection usually results in more complex responses to the
discussion board questions (Wijeyewardene, Patterson, & Collins, 2013) than are
possible in oral discussions that take place in the classroom. Students who are shy, and
therefore less likely to speak in class, can find a voice and take part in conversations
online (Meloni, 2011). The confidence that students gain in online interactions can also
transfer into the classroom.
Another outcome is that discussion board writing increases students’ sense of
audience. Because their writing is posted online, students are aware that their
classmates can access and read their posts. This means that the typical classroom
writing audience of one (i.e., the teacher)is expanded into an “authentic audience”
(Blogs and discussion boards, 2014, para. 7) of many.Students are “exposed to a
greater range and variety of interpretations of the topics they encounter in the course
materials” (Goodfellow & Lea, 2005, p.264). The heightened sense of audience and
building of trust fosters a sense of learning community (Holland & Holland, 2014;
Kingston, 2011; TeacherStream, 2009).
Considerations for the Teacher
Before implementing discussion board activities, teachers need to decide how and for
what purposes these activities are going to be used. Traditionally, through their
responses to questions posted by the instructor or through replies to specific
classmates’
posts, students
canboard
demonstrate
authentic
and meaningful
of and
language. Effective
discussion
tasks require
students
to explain use
opinions
ideas clearly, to integrate their own ideas with those from other sources (including those
of their classmates), to synthesize ideas from multiple sources, and to use appropriate
DB-3
language to react to other people’s ideas. Through this process, instructors can guide
students in demonstrating their knowledge of key concepts from class material,
reflecting on and thinking critically about course topics, and working together to reach
agreement on assigned topics (Lafford & Lafford, 2005; TeacherStream, 2009).
Effective writing assignments inblended courses, both academic and ESL, seamlessly
integrate discussion board writing prompts with the structure and content of the textbook
or other class materials in one coherentframework. The authors of the Q: Skills for
Success series follow this approach through their integration of the materials and
activities in iQ, the online component of the series, and the Student Book.
Prior to implementation, instructors also need to assessthe level of students’ skill in
using the online courseware that is available to them. To ensure that students approach
the task with a clear understanding of the instructor’s expectations, it is important for
teachers to demonstrate to the class how to use the toolin an “orientation tutorial”
(Wozniak & Silveira, 2004, p. 957) and allow the class to practice navigating the
discussion board site before the first formal assignment. Teachers should also have
students explore model posts to discover the differences between discussion board
writing and other forms of online communication with which students are more familiar
(e.g., social media posts, text messages, email) (Generating and facilitating engaging
and effective online discussions, n.d.).
Another consideration is the level of teacher participation in the posting activity. Based
on students’ level, instructors’ choices can range from posting regularly and, thus,
serving as writing models for their students, to remaining an observer. However, at
some point, all instructors need to shift from online participants who facilitate effective
discussion board interactions to offline observers who monitor students’ interactions
(Online discussions for blended learning, 2009; TeacherStream, 2009) so that the class
can learn to maintain effective communication that isindependent of the teacher’s
guidance and modeling.
Since major goals of discussion board writing include developing critical thinking skills
and reacting effectively and properly to the ideas of others; teachers should ensure that
writing prompts contain questions that provide natural practice in these skills. Assigning
a topic is not sufficient; good discussion board prompts encourage higher order skills
through wh-questions; questions that encourage students to reflect, interpret, analyze,
or solve a problem; questions that draw out relevant personal opinion/experience; and
questions that ask students to draw connections (Sample discussion board questions
that work, n.d.). The materials in theQ: Skills for Success series, both the textbooks
and the online supporting material, include such questions and allow instructors to pose
their own questions/prompts based on these principles (Fig. 2).
DB-4
Once teachers have decided which prompts to assign or which questions to post, they
need to set expectations for and provide instruction in how to compose a quality post
(Blogs and discussion boards, 2014; Boothon, 2012; Discussion posts, 2014;
Goodfellow & Lea, 2005; Kingston, 2011; Online forums: Responding thoughtfully, n.d.;
Wozniak & Silveira, 2004).
Fig. 2 Examples of discussion questions from
Q: Skills for Success Second Edition
Teachers should plan to address the following elements:




requirements for participation and time parameters, as well as expectations with
respect to quality, length, and level of formality;
a framework for composing well developed paragraphs that address multiple
questions, a format which tends to be characteristic of discussion board writing in
academic courses; in ESL contexts, this framework should be designed to reflect
the proficiency level of the students, progressing from simple paragraph level to
multiple integrated paragraphs;
appropriate responses to classmates’ posts that employ res pectful and formal
language, especially when there is disagreement about ideas;
thoughtful responses to classmates’ ideas that go beyond simple statements like
“I agree with you,” which are not constructive and do not promote further
DB-5

interaction among the students;responses that build on classmates’
contributions and show critical thinking describe personal experiences, extend
ideas to other contexts, and/or support agreement or disagreement with sufficient
examples; and
effective incorporation of ideas from outside sources, such as class readings,
lectures, and other material,and integration of ideas from multiple classmates’
posts, especially when students are at higher levels of proficiency.
The discussion board activities iniQ gradually increase in complexity by level and
require students to show increased skill in reflecting these elements of effective online
writing.
In order for students to view discussion board writing as a legitimate academic genre
and a relevant component of a course, it is critical that teachers provide routine,
structured feedback (Blogs and discussion boards, 2014; Kingston, 2011;
TeacherStream, 2009). One common approach to providing constructive feedback is
through rubrics that assess quality, quantity, and language use, as well as the
observance of proper posting netiquette, which is defined as polite behavior for
communicating online in a public forum. It is important that students become familiar
with the writing criteria that their teacher will assess; in theiQ Discussion Board
Teacher Pack, one of the reproducible worksheets is a discovery activity in which
students apply a sample rubric to a model post. For the teacher’s convenience,
reproducible rubrics are also included in theiQ Discussion Board Teacher Pack. Once
students are aware of the criteria in the rubrics, instructors can encourage them to use
these rubrics as pre-submission checklists and for informal evaluations of their own
writing.
Conclusions
When used effectively, discussion board activities offer NNS students a platform for
“rehears[ing]” academic writing (Cheng, 2010, p.74) and composing“thoughtful,
constructive responses” to others’ ideas, with which they may or may not agree.
Students are likely to encounter the need for such language functions in future
academic and professional contexts (Online forums: Responding thoughtfully, n.d.,
para.7). Given that gaining proficiency this genre of writing poses specific challenges to
language students, it is essential to implement online academic writing within ESL
courses.
Regardless of the extent to which instructors incorporate discussion board writing with
other required academic writing assignments, they need to guide students in
establishing connections between their learning in the online environment and their
face-to-face interactions in the classroom (Wozniak & Silveira, 2004). These
DB-6
connections ensure that ESL students understand that discussion boards are an
important learning tool which they can employ and through which they can improve their
academic language skills. For these reasons, discussion board writing activities are a
valuable tool in ESL instruction.
S ig run B ies enbach-L ucas received her M.A.T. and Ph.D. degrees in Applied
Linguistics from Georgetown University. She has taught ESL, Linguistics, and teacher
training courses, and she is currently teaching in the Intensive English Program at
Georgetown University. She has also served as a site reviewer for CEA. She regularly
presents
at TESOL
conferences;
has published
articles
Language
Learning &
and theinJournal
Technology,
Computer
Assisted she
Language
Learning,
of Asynchronous
Learning Networks, among others; and she is the co-author of the top level of a
grammar textbook series that follows a blended approach.
Donette B rantner -A rtenie holds an M.A. in Linguistics from Ohio University. She
taught EFL in the U.S. Peace Corps in Romania and has conducted training programs
for EFL teachers and teacher trainers overseas. In the U.S., she has taught ESL at Ohio
University and Ohio State University, and she is currently teaching in the Intensive
English Program at Georgetown University, where she also coordinates the program’s
labs. She is the co-author of the top level of a grammar textbook series that follows a
blended approach.
References and Further Reading
Blogs and discussion boards. (2014). Vanderbilt University, Center for Teaching. Retrieved from
http//cft.vanderbilt.edu/guides-sub-pages/blogs/.
Boothon, M. (2012). Tips for writing thoughtful discussion responses. Rasmussen College. Retrieved from
http://www.rasmussen.edy/student=life/blogs/online-learning/tips-for-writing-thoughtful-discussionresponses/.
Cheng, R. (2010). Computer-mediated scaffolding in L2 students’ academic literacy development.
CALICO Journal, 28 (1), 74-98.
Discussion posts. (2014). Walden University. Online Writing Center. Retrieved from
http://writingcenter.eandenu.edu/1096.htm.
Generating and facilitating engaging and effective online discussions. (n.d.). University of Oregon
Teaching Effectiveness Program.
Goodfellow, R. & Lea, M.R. (2005). Supporting writing assessment in online learning. Assessment &
Evaluation in Higher Education, 30 (3), 261-271. DOI: 10.1080/02602930500063835.
Holland, J., & Holland, J. (2014). Implications of shifting technology in education. TechTrends, 38 (3), 1625.
DB-7
Kingston, L. (2011). Efficient and effective online discussion forums. Paper presented at the Assessment
Teaching and Learning Conference 2011.
Lafford, P.A., & Lafford, B.A. (2005). CMC technologies for teaching foreign languages: What’s on the
horizon? CALICO Journal, 22 (3), 679-709.
Meloni, J. (2011). Technologies for teaching: Strategies and pitfalls. The Education Digest, 76(8), 23-27.
Online discussions for blended learning. (2009). California State University, Sacramento. Academic
Technology and Creative Services.
Online forums: Responding thoughtfully. (n.d.). Writing Commons. Retrieved from
http://writingcommons.org/open-text/new-media/online-forums/651-online-forums-responding-thoughtfully.
Sample discussion board questions that work. (n.d.). McMurry University. Retrieved from
http://www.mcm.edu/elearning/Tutorials/PDF/Discussion_Questions_That_Work.pdf.
TeacherStream. (2009). Mastering online discussion board facilitation: Resource guide. Retrieved from
https://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-boardfacilitation.pdf.
Wijeyewardene, I., Patterson, H., & Collins, M. (2013). Against the odds: Teaching writing in an online
environment. Journal of Academic Language & Learning, 7 (2), A20-A34.
Wozniak, H., & Silveira, S. (2004). Online discussions: Promoting effective student to student interaction.
Australiasian Society for Computers in Learning in Tertiary Education. Retrieved from
http://www.ascilite.org.au/conferences/perth04/procs/pdf/wozniak.pdf.
DB-8
Listening and Speaking 3
Q: Skills for Success
Second Edition
Discussion Board Teacher’s Pack
Contents
1
Teaching Notes…………………………………………………………………………………………………………….
Objectives
Teacher’s Pack Organization
Implementing the Discussion Board……………………………………………………………………………..2
Discussion Board Content
Teaching Strategies
3
Classroom
Prior toInstruction………………………………………………………………………………………………….
First Post: Example Post Worksheet
Part One: Responding to a Unit Discussion Question
Assigning the First Discussion Board Post
Part Two: Example Response Worksheet
Assigning the First Response to a Classmate’s Post
7
Discussion Board Instructions………………………………………………………………………………………
Logging in to the Discussion Board
Responding to a Post
Creating a New Discussion Topic
Deleting a Post
Suggestions for Using the Discussion Board Assignments
Rubric: Response to Discussion Board Prompt…….………………………………………………………..9
10
Rubric: Response to Classmate’s Post …………………………………………………………………………..
Challenge Questions……………………………………………………………………………………………………..
11
13
Unit Specific Notes……………………………………………………………………………………………………….
Teaching Notes
Objectives
A fundamental objective of a Discussion Board writing activity is for students to gain awareness of
the conventions applied in the genre of online academic writing and to practice writing in this
genre.
At the beginning of a unit, students use the Discussion Board activity to further activate prior
knowledge about a new unit theme after discussing the initial Unit Questions and listening to The Q
Classroom online. At the end of a unit, the Discussion Board tasks provide opportunities for
students to apply content knowledge, grammar structures and vocabulary, as well as writing
strategies that they learned in the unit.
All the Discussion Board questions are designed to encourage critical thinking. Instructors can
decide if they would like their students to respond to all of the given questions or select specific
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-1
Listening and Speaking 3
Q: Skills for Success
Second Edition
questions which they want their students to address. Additionally, instructors can post their own
questions to which students respond.
In the context of your listening/speaking class, the teacher should determine the scope and depth of
the Discussion Board activity. For example, the teacher may want to scale back the required length
of students’ responses and place less emphasis on organization, grammar, and mechanics, and focus
instead on the development and sharing of ideas.
Teacher’s Pack Organization
Prior to introducing the Discussion Board to your students, it is necessary to familiarize yourself
with the contents of the Discussion Board, the specifics of its navigation as well as deciding on an
implementation strategy. These teaching notes discuss all three items.
In order to help you maximize the efficacy of the Discussion Board, additional resources have been
provided. These will be referenced and explained within these teaching notes: grading rubrics,
teacher navigation instructions, printable s tudent navigation instructions (“Posting to the
Discussion Board”) and a student worksheet for classroom use (“Example Discussion Board Post”).
Implementing the Discussion Board
Discussion Board Content
The Discussion Board contains two threads per unit that can be accessed from the corresponding
activities in iQ Online. These threads are the Unit Question Discussion and the Unit Question
Reflection. The Unit Question Discussion takes place at the beginning of the unit and contains a few
questions to further the discussion of the Unit Question after completing The Q Classroom activities
in the Student Book. The Unit Question Reflection is provided at the end of the unit in order to
reflect upon what the student has learned. In addition, the teacher may create new threads either
by using the supplemental questions provided, the Challenge Questions, or any other question he or
she deems appropriate.
Teaching Strategies
In terms of teaching strategies, the teacher must decide upon his or her level of involvement. You
should decide if you want to participate in the online discussions or if you only want to read and
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-2
Listening and Speaking 3
Q: Skills for Success
Second Edition
evaluate your students’ posts. If you post to the discussions, students can be encouraged by your
engagement, but if you remain a reader, you can retain the focus on the students’ writing and ideas.
In Level 3, students compose two basic types of posts: an initial reaction to the assigned unit
questions (i.e., Unit Question Discussion Questions and Unit Reflection Questions), and a response
to a classmate’s post. Depending on the ability level of the class, the teacher can assign one or both
of the optional Challenge Questions. In addition to the initial post to these Challenge Questions, the
teacher can decide to assign replies to Challenge Question posts.
Rubrics have been included to help grade the student posts and their replies to a classmate’s post. It
is important that students write an appropriate response that has complete sentences and uses
formal language. This also means that the student’s reply is directly connected to the ideas in the
question or the classmate’s post. It is important that students use the Discussion Board to express
themselves, and do so in a way that is appropriate for the classroom context.
In addition to using the rubrics, assess the students’ posts by printing them out or making
electronic copies, and adding questions, comments, and other feedback. With students’ permission,
you can use good posts as models to illustrate strategies for effective writing. You can also collect
language use examples from students’ posts to illustrate grammar points and use these for group
editing practice.
Classroom Instruction
Prior to First Post: Example Post Worksheet
Included in the student materials are instruction on the use of the Discussion Board as well as a two
part student worksheet on how towrite good posts. In part one, “Responding toa Unit Discussion
Question,” there is an example of a discussion board post that you can review with students to
discover the structure and content of an effective post and to see how the instructor will apply the
evaluation rubrics. In part two, “Responding to a Classmate’s Post,” there is an example of a
student’s response to the classmate’s post from part one. The example response models the
structure and the language that are appropriate for responding to other students’ posts.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-3
Listening and Speaking 3
Q: Skills for Success
Second Edition
You may choose to do parts one and two of the worksheet together or separately. In either case, be
sure to review the instructions on how to post to the Discussion Board. Use the page entitled
“Posting to the Discussion Board: Student Instructions.” Follow up with a test post to ensure that all
students know how to use the tool properly.
Part One: Responding to a Discussion Question
1. After talking in class about the Unit Question and the Unit Question Discussion questions, tell
students that they will extend those ideas that they discussed in an assignment outside of class.
2. Distribute the student worksheet, “Example Discussion Board Post,” to students. Tell them that
they are going to learn how to write on a discussion board online and share information with
their classmates and instructor when they are not in the classroom.
3. Review the sample Unit Question Discussion. Start with the unit academic subject area, Urban
Planning. Then, review the Unit Question and the Unit Question Discussion questions with
students. Point out that there are two additional questions that the students should address.
Note that this is only an example unit and does not appear in the book.
4. Have students read the example post and answer worksheet questions 1 through 4. Have
students compare their responses with a partner before checking answers with the whole class.
If possible, project the post on the classroom screen, and highlight the relevant parts as you
identify and discuss them with the class.
5. Review the discussion board rubric with students in task 5 of the worksheet. Have students
apply the rubric to the example post and try to explain why they would give a certain rating in
each category.
6. In the last task on the worksheet, the “Follow-up” task, have students brainstorm, in groups or
pairs, ideas for responding to a new example question. Debrief with the whole class and check
that students understand the process.
7. Optional: Review instructions on how to post a response to a classmate’s post. Use the page
entitled “Student Instructions: Posting to the Discussion Board.”
Assigning the First Discussion Board Post
1. Assign the first Unit Question Discussion response, and indicate the deadline for the post.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-4
Listening and Speaking 3
Q: Skills for Success
Second Edition
2. After all responses have been posted, have students read all of their classmates’ posts. Then in
class, have students discuss the ideas in the posts to find commonalities and differences or to
put ideas into possible categories.
3. Use the same process for the Unit Question Reflection.
4. Optional: At the end of each unit, the teacher can assign one or both of the Challenge Questions.
Follow the same process as for Unit Question Discussion and Unit Question Reflection
assignments. See complete list of Challenge Questions for all units.
Part Two: Example Response Worksheet
Prior to the first response assignment, it will be helpful if the teacher discusses with the class the
appropriate approach to responding to classmates’ ideas. Part Two of the sample worksheet,
“Responding to a Classmate’s Post,” provides an example response to a classmate’s post and
comprehension questions. Two overall techniques that students can use in a response task could
include “agreeing/disagreeing” with ideas in the srcinal post, or “making connections” between
ideas in the srcinal post and own knowledge/experience. Other useful points to consider include:

Using formal and polite language

Avoiding judgments – both positive and negative, especially if these judgment are forced on
the writer and not his/her ideas

Providing support for a response by referring to specific points from the classmate’s post
and/or adding own examples as evidence (for example, if agreeing or disagreeing, note the
specific ideas of agreement or disagreement, accompanied by explanation)
1. Distribute part two of the example Discussion Board worksheet, “Responding to a Classmate’s
Post,” to students. Tell them that they are going to learn how to respond appropriately to a
classmate’s writing.
2. Have students quickly review the srcinal example discussion board post. Point out that this
post is the same one that they used in the Part One.
3. Have students read the example response and answer worksheet questions 1 through 7. Have
students compare their responses with a partner before checking answers with the whole class.
If possible, project the post on the classroom screen, and highlight the relevant parts as you
identify and discuss them with the class.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-5
Listening and Speaking 3
Q: Skills for Success
Second Edition
4. Review the discussion board rubric with students in task 8 of the worksheet. Have students
apply the rubric to the example response and try to explain why they would give a certain
rating in each category.
5. In the last task on the worksheet, the “Follow-up” task, have students brainstorm, in groups or
pairs, ideas for another response. Debrief with the whole class and check that students
understand the process.
6. Optional: Review instructions on how to post a response to a cl assmate’s post. Use the page
entitled “Student Instructions: Posting to the Discussion Board .”
Assigning the First Response to a Classmate’s Post
1. Have students read all their classmates’ posts. Assign students a response task. Indicate the
deadline for the response. Options for response tasks include the following:
a.
Students make their own choice when selecting a classmate’s post to which they respond.
(It is helpful if you require that students respond to a classmate who has not yet received
any replies.)
b. Pair students with a partner and require that they read and respond to their partner’s post.
c.
In a more advanced group of students, you can assign students to respond to more than one
classmate. For example, students can be asked to respond to a classmate with whom they
agree and to one with whom they disagree.
2. After all responses have been posted, have students read their classmates’ response or
responses. Then in class, if necessary, have students discuss any unclear, surprising, or
additional points from the responses.
3. Use the same process for the Unit Question Reflection.
4. Optional: At the end of each unit, the teacher can assign one or both of the Challenge Questions.
Follow the same process as for Unit Question Discussion and Unit Question Reflection
assignments. See complete list of Challenge Questions for all units.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-6
Listening and Speaking 3
Q: Skills for Success
Second Edition
Discussion Board Instructions
Before introducing this tool to your students, review “Posting to the Discussion Board: Student
Instructions” to familiarize yourself with the online writing process. The student instructions are
included in the student materials.
After completing the “Example Discussion Board Post” worksheet and reviewing the included
rubric with your class, go over the student instructions with the students. If you have computer
projection in the classroom, you may go online and demonstrate this process to the students.
Remind students that when they post to the Discussion Board, they need to make sure that they
choose the correct Unit number and the correct question.
Logging in to the Discussion Board
1. Log in to iQ Online.
2. Click on the Discussion Board icon.
3. Select the appropriate class.
OR
Enter Activities and select the appropriate Unit in the navigation pane. Access the
Discussion Board from the link included in the Unit Question Discussion activity or the Unit
Question Reflection activity.
Responding to a Post
If you wish to participate in a Unit Discussion, you can follow the same instructions that the
students use.
Creating a New Discussion Topic
All Unit Question Discussion and Unit Question Reflection questions are already on the Discussion
Board site. However, if you want to assign Challenge Questions [refer to the included list of
Challenge Questions], or if you want to pose questions of your own, follow these steps:
1. Click on Create New Thread.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-7
Listening and Speaking 3
Q: Skills for Success
Second Edition
2. In the subject line, write: “Unit X: Challenge Question 1,” or “Unit X: (Your own writing
topic).” Note: It is important that you identify the unit number as this will not be
automatically added.
3. Copy and paste your selected Challenge Question, or type your own question, in the text
box.
4. Click on Post.
Deleting a Post
As the instructor, only you have the ability to delete threads and individual replies, including entire
Discussions. However, before you click Delete, be certain that you want to perform this action as it
cannot be undone.
1. If you want to delete a single student post in a discussion or an individual response to
someone else’s post, go to that post, and click on Delete Reply.
2. If you want to delete an entire Discussion, click on Delete Conversation.
Suggestions for Using the Discussion Board Assignments
1. Good academic practice includes planning and carrying out online writing assignments
offline first. By drafting and saving a post using a word-processing program, students can
review and make changes to their writing before uploading the post. This practice also
encourages another important academic skill, which is to keep a saved copy of one’s writing.
2. Because your students cannot delete any posts from the Discussion Board themselves, they
will need to contact you to delete a post for them if they made a mistake or posted to the
wrong Discussion. Advise your students to follow whatever process you deem appropriate;
for example, you can have students send you an email with a request to delete a post.
3. Review your students’ posts regularly and in a timely fashion so that you can address issues
as they develop or delete inappropriate posts.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-8
Listening and Speaking 3
Q: Skills for Success
Second Edition
Rubric: Response to Discussion Board Prompt
Name: ______________________________________________
Date: _____________
20 = Completely successful (at least 90% of the time).
15 = Mostly successful (at least 70% of the time).
10 = Partially successful (at least 50% of the time).
0 = Not successful.
Writing a Discussion Board Post
20 points
15 points
10 points
0 points
The post answers the question(s) clearly
and completely.
The post has clear and specific explanations
and examples.
The post shows careful thinking about the
topic.
Sentences are complete and have
appropriate final punctuation.
The post correctly includes vocabulary and
grammar from the unit.
The length of the post is appropriate.
The post includes formal and polite
language.
Total points: _______________out of __________________
Comments:
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-9
Listening and Speaking 3
Q: Skills for Success
Second Edition
Rubric: Response to Classmate’s Post
Name: ______________________________________________
Date: _____________
20 = Completely successful (at least 90% of the time).
15 = Mostly successful (at least 70% of the time).
10 = Partially successful (at least 50% of the time).
0 = Not successful.
Writing a Discussion Board Response
20 points
15 points
10 points
0 points
The response answers the question(s)
clearly and completely.
The response uses clear and specific ideas
from the classmate’s post.
The response shows careful thinking about
the classmate’s ideas.
Sentences are complete and have
appropriate final punctuation.
The post includes vocabulary and grammar
structures from the unit.
The response includes formal and polite
language.
The response is appropriately structured,
positive opening statement and a closing
sentence.
The response includes one or more of the
following: agreement/ disagreement/
example from personal experience.
Total points: _______________out of __________________
Comments:
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-10
Listening and Speaking 3
Q: Skills for Success
Second Edition
Challenge Questions
You may choose to assign these Challenge Questions for students to respond to at the end of a unit.
You will need to post the Challenge Question for each unit yourself as a new thread or threads.
Unit 1: Sociology
Unit Question: Are first impressions accurate?
1. In what situations is it more important for you to be careful about forming a first
impression? For example, consider the differences between meeting a new neighbor
compared to meeting a new colleague at work.
Unit 2: Nutritional Science
Unit Question: What’s more important: taste or nutrition?
1. Think about what you typically eat every day. Do you think you follow a balanced diet?
Why or why not? If not, what should you change?
Unit 3: Psychology
Unit Question: Is change good or bad?
1. In your country, is it common for people to change their jobs? Or do people typically stay in
one job for many years? What may be some reasons for changing or not changing jobs?
Unit 4: Marketing
Unit Question: How can advertisers change our be havior?
1. In this unit, you learned about different advertising techniques. Think of a recent product
ad that you remember. Explain the technique that the company uses to sell the product. Do
you think that this technique is effective, or can another technique work just as well?
Explain.
Unit 5: Behavioral Science
Unit Question: What risks are good to take?
1. Some people are considered “extreme risk takers,” such as a doctor who volunteers to help
people after a natural disaster or a journalist who reports from a war zone. Why do you
think these people are willing to take extreme risks? What factors influence their decision
to do dangerous work?
Unit 6: Philosophy
Unit Question: Are we responsible for the world we live in?
1. When does it become an individual citizen’s responsibility to protect the environment, and
when it is the government’s responsibility? Give examples and reasons.
Unit 7: Economics
Unit Question: Can money buy happiness?
1. You learned from Sonja Lyubomirsky’s lecture that “the more successful we are at our jobs,
the higher income we make, and the better work environment we have.” According to the
lecture, these three factors eventually lead to more happiness. Describe a situation in
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-11
Listening and Speaking 3
Q: Skills for Success
Second Edition
which being good at a job and enjoying it do not necessarily lead to higher income. Does
this situation still lead to happiness? Why or why not?
Unit 8: Behavioral Science
Unit Question: What can we learn fro m success and failure?
1. A famous American football coach once said: “Winning isn’t everything; it’s the only thing.”
What do you think this means? Give an example of a situation in which someone has gone
too far in order to “win” or achieve success. What happened?
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-12
Listening and Speaking 3
Q: Skills for Success
Second Edition
Unit Specific Notes
Unit 2: Nutritional Science
Challenge Question 1
1. Think about what you typically eat every day. Do you think you follow a balanced diet? Why or
why not? If not, what should you change?
Review the concept of a “balanced diet” before assigning this topic. Have students generate
examples of foods that they eat. As a class, discuss which food examples the students would
consider to be part of a balanced diet.
Unit 3: Psychology
Unit Question Discussion question 2
2. How have some jobs changed over the past twenty years? How has people’s work in those jobs
changed?
Review a couple of examples of common jobs or professions, and help students generate ideas
about changes that have occurred in those jobs. For example, twenty years ago, teachers used basic
equipment and materials, such as textbooks, blackboards, and chalk. Nowadays, teachers need to be
more proficient in using technology. Similarly, technology has made it possible for teachers to work
– and teach – from home.
Unit 4: Marketing
Unit Question Discussion question 2
2. Sometimes advertisements do not show the complete truth about a product. Give an example
and explain.
Discuss what is meant by truth in advertising. Provide an example of a real or fictitious product and
tell students the product’s name and basic claim. For example, a product called “Miracle-Grow
Shampoo” might claim that the product will help consumers increase the thickness of their hair
within one month. Ask students ways in which this claim may not be completely truthful.
Unit 5: Behavioral Science
Unit Question Discussion question 1
1. Think of well-known people who are very successful in their field. What risks did they take to
succeed?
If students find it difficult to come up with examples of well-known successful people, provide one
or two examples, such as Steve Jobs, Elon Musk, and J.K. Rowling.
Unit 7: Economics
Challenge Question 1
1. You learned from Sonja Lyubomirsky’s lecture that “the more successful we are at our jobs, the
higher income we make, and the better work environment we have.” According to the lecture,
these three factors eventually lead to more happiness. Describe a situation in which being good
at a job and enjoying it do not necessarily lead to higher income. Does this situation still lead
to happiness? Why or why not?
If necessary, review and clarify the main points from Lyubomirsky’s lecture.
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-13
Listening and Speaking 3
Q: Skills for Success
Second Edition
Unit 8: Behavioral Science
Challenge Question 1
1. A famous American football coach once said: “Winning isn’t everything; it’s the only thing.”
What do you think this means? Give an example of a situation in which someone has gone too
far in order to “win” or achieve success. What happened?
Tell students that they are not limited to considering only sports contexts; they can think about
other fields or situations in which a person has focused too much on “winning.”
© Oxford University Press. Permission granted to reproduce for classroom use.
DT-14
Listening and Speaking 3
Q: Skills for Success
Second Edition
Posting to the Discussion Board: Student Instructions
When you post to the Discussion Board, make sure that you choose the correct unit number and the
correct thread.
Logging in to the Discussion Board
1. Log in to iQ Online.
2. Select your level.
3. Click on the Discussion Board icon.
OR
Enter Activities and select the appropriate Unit in the navigation pane. Access the
Discussion Board from the link included in the Unit Question Discussion activity or the Unit
Question Reflection.
Replying to a Post
1. Choose the unit and discussion question that your teacher assigned.
2. Read the question or questions carefully. If responding to another student’s post, read their
response carefully.
3. Click on Reply.
4. Type your answer to the question or questions. Follow your teacher’s instructions on how
to write a good reply. If responding to another student, be sure to include their name so it is
clear who you are responding to.
5. Read through your reply carefully: check the organization of your ideas, and check your
spelling and grammar.
6. Click on Post.
Creating a New Discussion Topic
1. Click on Create New Thread.
2. In the subject line, enter the name of the thread. Be sure to choose a name that indicates
clearly what the subject of the thread is (by including the unit number, for example).
3. Write your comments.
4. Click on Post.
Warning: You cannot delete your writing after you click Post. Only the teacher can delete a thread
or an individual response.
© Oxford University Press. Permission granted to reproduce for classroom use.
DS-1
Q: Skills for Success
Example Discussion Board Post
Name: ______________________________________
Second Edition
Date: _____________
Part One: Responding to a Discussion Question
Directions: Read the questions and the discussion board post. After that, answer the questions
about the post.
Example Unit: Urban Planning
Unit Question Discussion: How can we make cities better places in which to live?
1. Describe a place in your city or in a city that you know well that is used by many people
for many different purposes. Who uses this space and for which purposes?
2. Why do you think this place is popular?
When I think of a popular place in my city, I think of “Trailside Park.” This is a very large park, and it
has many different parts for different activities. Of course, families bring their children to the park to
have fun on the playground area. Many people bring their dogs to walk and play in the park. Also, a
lot of people jog or walk through the park or go to yoga classes. One large area of the park is only for
team sports, so people can play soccer, baseball, and basketball.
Some parts of Trailside Park have special uses. For example, there are small restaurants and cafes and
places for theater and music performances. There is free wi-fi, so some people bring their laptops and
sit on the benches to work and study.
In my opinion, places like Trailside Park should be in every city. I think Trailside Park is popular
because it is an interesting and beautiful place with all types of people. It is also possible to do many
things at the park in one day. For example, I can take a yoga class in the morning and then have lunch
at a café. Any day of the week, there is something to do at Trailside Park.
1. Has the writer answered all the questions? Underline the part that you think answers the first
question, and double-underline the part that answers the second question.
2. Look at the first and last sentence of the post.
a. What is the purpose of the first sentence (what does it tell you)?
b. What is the purpose of the last sentence (what does it tell you)?
3. The writer gives examples in his/her response to the two questions.
a. Find the examples for the first question, and number them.
b. Find the examples for the second question and number them.
How are the examples for the first question different from the examples for the second
question?
d. Why has the writer used three paragraphs in the post?
c.
© Oxford University Press. Permission granted to reproduce for classroom use.
DS-2
Q: Skills for Success
Example Discussion Board Post
Second Edition
4. Overall, has the writer answered the questions completely and clearly?
a. If yes, explain.
b. If no, what can the writer improve?
5. Review the rubric. Use the rubric to give a score for the post above.
20 = The Discussion Board writing element was completely successful (at least 90% of the time).
15 = The Discussion Board writing element was mostly successful (at least 70% of the time).
10 = The Discussion Board writing element was partially successful (at least 50% of the time).
0 = The Discussion Board writing element was not successful.
Writing a Discussion Board Post
20 points
15 points
10 points
0 points
The post answers the question(s)
clearly and completely.
The post has clear and specific
explanations and examples.
The post shows careful thinking about
the topic.
Sentences are complete and have
appropriate final punctuation.
The post correctly includes vocabulary
and grammar from the unit.
The length of the post is appropriate.
The post includes formal and polite
language.
Total points: _______________out of __________________
Follow-up:
With a partner, or in small groups, brainstorm on one of the topics below. What ideas will you
include in your post?
1. Describe a city in your country where many people want to or choose to live. Who usually
moves to this city and for which purposes?
2. Why do you think this city attracts so many people?
© Oxford University Press. Permission granted to reproduce for classroom use.
DS-3
Q: Skills for Success
Example Discussion Board Post
Second Edition
Name: ______________________________________
Date: _____________
Part Two: Responding to a Classmate ’s Post
Directions: Now read the sample response to the above discussion board post. After that, answer
the questions about the response.
Sample Response from a Classmate
1
2
4
Jonathan: I like3 that
you wrote
aboutthat
a park.
likebe
parks,
andcity.
I really
enjoy
park
neighborhood.
However,
you wrote
parksI also
should
in every
I am
notthe
sure
thatinI my
agree
5
6
with that idea. I think it depends on the city and the country. Parks with grass and trees cannot be
7
8
everywhere. For example, in my home city, it i s very hot and dry. It is very expensive to water
9
plants outside and to grow grass. Also, when it is very hot, people do not want to spend a lot of time
10
11
outdoors. Now, I am glad that I can spend time in my neighborhood park. When I sit under the
12
trees and enjoy the outdoors, I do not feel stress, and I can relax. This is very important to me.
1. How does the writer respond to the classmate’s post? Circle all answers that are correct and
underline the sentences that show your answer or answers.
a. He or she agrees with an idea in the classmate’s post.
b. He or she disagrees with an idea in the classmate’s post.
c. He or she uses an example from personal experience that connects to an idea in the
classmate’s post.
d. He or she uses an example from someone else’s experience that connects to an idea in
the classmate’s post.
2. Look at sentences 1 and 2 in the response.
a. What is the purpose of the first two sentences?
b. Why does the writer start in this way?
3. Look at sentences 3 and 4 in the response.
a. What is the purpose of these sentences?
b. What word catches your attention?
4. Look at sentences 5 through 9 in the response.
a. What is the purpose of these sentences?
b. Why is this the biggest part of the reply?
5. Look at sentences 10 through 12 in the response.
a. What is the purpose of these sentences?
b. Why do these ideas come last?
6. Overall, what is the organization of the student’s response? (Circle the correct answer.)
a. Agreement  Disagreement  Connection to someone else’s experience
b. Disagreement  Connection to personal experience  Agreement
c. Agreement  Disagreement  Connection to personal experience
© Oxford University Press. Permission granted to reproduce for classroom use.
DS-4
Q: Skills for Success
Example Discussion Board Post
Second Edition
7. Find three examples of formal and polite language that the writer uses in the response.
a.
________________________________________________________________
b. ________________________________________________________________
c.
________________________________________________________________
8. Review the rubric. Use the rubric to give a score for the response above.
20 = The Discussion Board writing element was completely successful (at least 90% of the time).
15 = The Discussion Board writing element was mostly successful (at least 70% of the time).
10 = The Discussion Board writing element was partially successful (at least 50% of the time).
0 = The Discussion Board writing element was not successful.
Writing a Discussion Board Response
The response answers the question(s)
clearly and completely.
The response uses clear and specific ideas
from the classmate’s post.
The response shows careful thinking about
the classmate’s ideas.
Sentences are complete and have
appropriate final punctuation.
The post includes vocabulary and grammar
20 points
15 points
10 points
0 points
structures from the unit.
The response includes formal and polite
language.
The response is appropriately structured,
positive opening statement and a closing
sentence.
The response includes one or more of the
following: agreement/ disagreement/
example from personal experience.
Total points: _______________out of __________________
Follow-up:
With
a partner,
small
groups, brainstorm on another response to the srcinal post. What ideas
will you
includeor
inin
your
response?
© Oxford University Press. Permission granted to reproduce for classroom use.
DS-5
Expansion Activities
UNIT 1
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 2
EXPANSION ACTIVITY: Unit Question
1. Explain that each unit in Q focuses on a Unit
Question that students will consider throughout
the unit and will address in their Unit
Assignment at the end of the unit.
2. Introduce the Unit Question, Are first impressions
accurate? Ask related information questions or
questions about personal experiences to help
students prepare for answering the Unit Question,
which is more abstract. Have you ever had a
negative first impression about someone that you
found was inaccurate or accurate? What happened
to support or disprove your first impression?
EXPANSION ACTIVITY 2
Listening and Speaking 3, page 14
SAY WHAT YOU THINK
Critical Thinking Tip
1. Read the tip aloud.
2. Point out that the ability to identify the
essential points in arguments is a vital skill for
understanding and reacting to information in both
academic and professional settings.
3. Explain that the essential points, or main ideas, in
an argument are usually surrounded by examples
and details that illustrate the points. Examples and
details are not the main ideas.
Critical Q: Expansion Activity
Identifying Essential Information
3. Give students a minute to silently consider their
answers to the Unit Question. Then ask students
whose answer is yes to stand on one side of the
room and students whose answer is no to stand
on the other side of the room.
1. Present students with an article that provides tips
for doing a certain activity. Some possibilities are:
making a good first impression, interviewing for a
job, making new friends, having a successful first
day at work or at school, moving to a new city,
and getting along with coworkers. Make sure that
the tips are given in paragraphs rather than bullet
points.
4. Direct students to tell a partner next to them their
reasons for choosing that side of the issue.
5. Call on volunteers from each side to share their
opinions with the class.
6. After students have shared their opinions, provide
an opportunity for anyone who would like to
change sides to do so.
2. Ask students to read the article and underline the
essential suggestions.
3. Give students a time limit, such as 5 minutes, to
read and analyze the article.
4. Put students in small groups to share their
answers. Ask each group to choose a reporter.
5. Call on reporters to share their group’s findings.
7. Ask students to sit down, copy the Unit Question
and make a note of their answer and their
reasons. They will refer back to these notes at the
end of the unit.
EXPANSION ACTIVITY 3
Listening and Speaking 3, page 22
B
1. Read the questions aloud with the students.
Elicit any questions students may have.
2. Give students a few minutes to write their
answers to the questions in their notebooks.
3. Put students in pairs to have a conversation
about each question.
Expansion Activities
E-1
4. Remind students to take turns and use the
questions from the skills box to signal their
partner’s turn.
5. Monitor students’ conversations. Be sure they
are taking three turns each.
EXPANSION ACTIVITY: First Impressions in
Conversations
1. Part of making a good first impression is
being able to talk easily with people. Taking
conversational turns will help you make a good
first impression when you are talking to someone
for the first time.
2. As a class, brainstorm additional follow-up
questions to keep a conversation going. Write
these questions on the board.
3. Conduct a mingling activity. Have the students
stand and find a partner. Tell them to pretend
they are meeting this person for the first time and
want to make a good impression by showing that
they are interested in what their partner is saying.
4. Call time after 30 seconds and tell students to find
a new partner and start another conversation.
Repeat the activity until students have spoken to
four or five partners.
21 ST CENTURY SKILLS EXPANSION
Taking conversational turns is an essential
communication skill that is valuable in the workplace
as well as in school. Students need to be able to
engage with others, whether it is with a manager,
a teacher, a customer, or a peer. The ability to
effectively participate in a conversation, including
taking turns, is one way in which people make
positive first impressions.
Conduct turn-taking audits periodically during
group or pair discussions. Choose a group or pair of
students and tell them that you are going to observe
their discussion for their use of conversational turns.
Point out that you are also going to note how long
each person controls the conversation.
As the course progresses, you may want to assign
a student in the group to conduct a turn-taking
audit. This student can participate in the discussion,
but can also note the use of turn-taking phrases used
by the participants as well as how long each speaker
controls the conversation.
The results of the turn-taking audit should be
reviewed by the group so that participants can
reflect on their strengths and areas for improvement.
EXPANSION ACTIVITY 4
Listening and Speaking 3, IQ Online Resource
Unit Assignment
UNIT 2
Prepare and Speak
EXPANSION ACTIVITY 1
Speak
Listening and Speaking 3, page 24
C
EXPANSION ACTIVITY: Unit Question
1. Review the Self-Assessment checklist in the Unit
Assignment. Remind students that they will be
completing this checklist after their talk.
2. Put students in pairs to give their talks. If
time permits, call on volunteers to give their
presentations to the class.
3. Use the Unit Assignment Rubric on page R-1 of
this Teacher’s Handbook to score each student’s
talk.
4. Alternatively, divide the class into large groups
and have students tell their stories to their group.
Have listeners complete the Unit Assignment
Rubric.
1. Introduce the Unit Question, What’s more
important: taste or nutrition? Ask related
information questions or questions about
personal experiences to help students prepare
for answering the Unit Question, which is more
abstract. How important is the taste of food to you?
Would you eat less of a favorite food if you knew
it wasn’t healthy? Do you view food as fuel for your
body or is it something that is meant to be enjoyed?
2. Tell students, Let’s start off our discussion by listing
food we think tastes great, for example, ice cream.
Remind students to be specific. It is more helpful
to list specific foods than general categories, e.g.,
broccoli or carrots instead of vegetables.
Expansion Activities
E-2
3. Seat students in small groups and direct them to
pass around a paper as quickly as they can, with
each group member adding one item to the list.
Tell them they have two minutes to make the list
and they should write as many items as possible.
Critical Q: Expansion Activity
Making informed predictions
1. Tell students they are going to make predictions
about what would happen to them if they
changed their diets. Ask them to list what they
have eaten over the past two days.
2. After covering both Listenings, ask students to
think about what they learned about a good diet.
Have them analyze their food choices.
3. Tell students to predict what would happen if
they changed their diet to follow the advice in
the listenings. Tell them to consider not only the
repercussions on their health, but also on their
4. Call time and ask a reporter from each group to
read the list aloud.
5. Use items from the list as a springboard for
discussion. For example: Let’s talk about ice
cream. Is it nutritious? Why or why not? Tell
students to check the items that the class
generally feels are healthy.
EXPANSION ACTIVITY 2
lifestyle
and finances.
4. Put
students
in pairs to share their predictions.
Encourage them to ask their partner for details
and explanations.
5. Call on volunteers to share their predictions and
reasons with the class.
Listening and Speaking 3, iQ Online Resource
Preview the Unit
B
1. Keep students in groups. Ask them to check their
favorite food in the chart in Activity A.
2. Tell students to check their favorite of the five
basic tastes.
EXPANSION ACTIVITY 4
3. Ask students to compare their preferences with
their group members.
Listening and Speaking 3, iQ Online Resource
Unit Assignment
4. Ask students to raise their hand for their favorite
taste. Say each taste aloud and tally the number of
hands for each. Write the numbers on the board.
Prepare and Speak
EXPANSION ACTIVITY: Taste or Nutrition in Food
Categories
1. Keep students in their groups from Activity B.
2. Tell students to look at the foods listed under
each category. With their group, students should
decide if the food is known for being nutritious
(e.g., broccoli) or for tasting good (e.g., ice cream.)
Speak
C
1. Put students in groups to interview each other.
2. Remind students not to read their information
from Activity B. Encourage them to maintain eye
contact and only refer to their notes as necessary.
3. Monitor students’ interviewing and answering
techniques.
3. Ask: Do some categories have more nutritious foods
than other categories? Are most of the foods in your
favorite category nutritious?
4. Use the Unit Assignment Rubric on page R-2 of
this Teacher’s Handbook to score each student’s
interview and answer.
4. Elicit answers from the groups.
5. Alternatively, have other group members listen
to each other’s interviews and answers. Have
listeners complete the Unit Assignment Rubric.
EXPANSION ACTIVITY 3
Listening and Speaking 3, page 26
Critical Thinking Tip
Read the tip aloud. Point out that making predictions
is something we do every day, but we are not often
6. Have groups summarize the information from
their interviews.
7. Ask a reporter from each group to present the
group’s findings.
aware of the thought process that goes into making a
prediction. By being aware of what clues and factors
influence our predictions, we can improve their
accuracy.
Expansion Activities
E-3
21 ST CENTURY SKILLS EXPANSION
Critical Q: Expansion Activity
Summarizing
Interviewing people is something students will
do in their professional and academic lives. Most
students forget that an interview is a conversation
and they tend to focus solely on asking questions
and writing answers. Good interviewers listen and
show flexibility. Help students develop interview
flexibility through practice. Tell students to write at
least one new question while they are listening to
a partner or group member speak. Tell them to ask
this follow-up question before moving on to the next
new question. This activity will not only help them
prepare for unit assignments, but it will also help
1. Tell students theyare going to practice summarizing
with a list instead of a T-chart using the excerpt
about nutrition in Activity A on page 32.
2. Write “Disadvantages of Fast Food” as a list
heading. Tell students to make a list in their
notebooks. Explain that they should only write
the main points from the excerpt.
3. Give students 5 minutes to read the passage and
make their lists.
4. Put students in pairs to compare their lists.
Check by eliciting a class list. Remind students
them develop better interview skills for the future.
UNIT 3
that
a summary
include
details. of main points should not
EXPANSION ACTIVITY 3
Listening and Speaking 3, page 64
EXPANSION ACTIVITY 1
A
Listening and Speaking 3, page 46
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, Is change good or bad?
Ask related information questions or questions
about personal experiences to help students
prepare for answering the Unit Question, which
is more abstract.
2. Read the Unit Question aloud. Give students a
minute to silently consider their answer to the
question. Say, Let’s consider the positive side of
change in our individual lives. What are the good
things about change? What are the disadvantages?
Play the audio, pausing for students to repeat the
sentences with appropriate intonation.
EXPANSION ACTIVITY: Intonation in job interviews
1. Pair students. Remind them that proper intonation
is very useful in job interviews and other
situations when they want to make a good
first impression.
2. Tell students that they are going to practice
varying their intonation to show interest while
role-playing a job interview.
3. Write good and bad at the top of two sheets of
poster paper.
3. Assign roles. One student should be the
interviewer, the other the potential employee.
4. Elicit student answers and write them in the
appropriate poster. Accept all contributions. Post
the lists to refer back to later in the unit.
4. Throughout the conversation, the interviewer
should state facts about his or her “company.”
The potential employee should respond with
appropriate intonation.
EXPANSION ACTIVITY 2
5. Ask volunteers to repeat their conversation for
the class.
Listening and Speaking 3, page 48
Critical Thinking Tip
Read the tip aloud. Point out that summarizing helps
us to focus on the main points of something, which
in turn helps us to retain information. Remind
students that details are not included when we
summarize because this makes it harder for us to
remember the main points.
Expansion Activities
E-4
EXPANSION ACTIVITY 4
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Prepare and Speak
Speak
C
1. Ask students to review the Self-Assessment checklist
in the Unit Assignment. Elicit any questions.
2. Put students in groups to talk about their
experiences. Remind them not to read directly
from their outlines, notes, or or T-charts.
3. Tell students to make a T-chart to take notes
during each group member’s part of the
discussion.
4. Monitor students’ performance as they work.
5. Call on students you did not have a chance to
monitor to present a summary of their discussion.
6. Use the Unit Assignment Rubric on page R-3 of
this Teacher’s Handbook to score each student’s
interview and answer.
21 ST CENTURY SKILLS EXPANSION
Appropriate intonation is essential to
communicating effectively in one’s professional
and academic life. The wrong intonation can create
misunderstandings. Help students to develop
intonation awareness by saying hello in the following
ways: annoyed, interested, and questioning. Ask
students to describe your intonation. Have students
repeat hello using each intonation. Put students
in pairs to practice saying the following sentences
in the three ways: 1. How are you? 2. I love English.
3. Change is good. Have their partner guess which
feeling they are conveying when the say the
sentence. Have volunteers perform for the class.
UNIT 4
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 68
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, How can advertisers
change our behavior? Ask related information
questions or questions about personal experiences
to help students prepare for answering the Unit
Question, which is more abstract. What is the
goal of advertisers ( to make us buy)? How can they
make us do this? Why do they have famous athletes
endorsing products? Why do they have attractive
people in advertisements? What other techniques
do they use?
2. Label four pieces of poster paper: Trust and
Familiarity, New and Different, Rich and Famous,
and Identify with a Group. Place them in the
corners of the room.
3. Explain that each poster represents a feeling
that advertising appeals to in order to influence
consumers’ behavior. Ask students to read and
consider the unit question and then to stand in
the corner next to the poster that best represents
the feeling that they believe influences most
consumers.
4. Direct the groups in each corner to talk amongst
themselves about the reasons for their answers.
Tell them to choose a recorder to write the
answers on the poster paper.
5. Call on volunteers from each corner to share their
opinions with the class.
6. Leave the posters up for students to refer back to
at the end of the unit.
EXPANSION ACTIVITY 2
Listening and Speaking 3, page 78
Critical Thinking Tip
Read the tip aloud. Point out that we need to evaluate
information in our academic as well as our everyday
lives. Practicing this skill is important to academic
success as well as to success as a consumer in the
marketplace.
Expansion Activities
E-5
Critical Q: Expansion Activity
Evaluating advertising slogans
1. Put students in small groups of three or four.
Review the meaning of the word slogan.
2. Give the groups five minutes to design one
advertising slogan for a product of their choice.
Tell them to choose a target group for the
product and to make the slogan as persuasive
as possible for this group.
3. Have each group present its slogan. Elicit from
the class the target audience for the slogan as
well as how effective the slogan is and why.
EXPANSION ACTIVITY 3
Listening and Speaking 3, page 84
B
1. Have students work with a partner. Tell them to
discuss the effectiveness of ads that feature famous
people.
2. Remind them to use the phrases for giving and
supporting opinions. Elicit some of the things they
should do when discussing with a partner, e.g.,
maintain eye contact, give reasons, take turns, etc.
3. Monitor students’ conversations for their use of
phrases as well as their intonation.
EXPANSION ACTIVITY: Opinions About
Advertisements
1. Keep students in pairs.
2. Ask them to think about three different kinds
of advertisements they have seen recently.
3. Have them tell their partners about the three
different advertisements they saw, and the
advantages and disadvantages of each type.
Remind them to support their opinions with
reasons and examples, and to use the phrases
from the Speaking Skill box on page 83 of
the student book.
4. Elicit answers from volunteers.
EXPANSION ACTIVITY 4
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Prepare and Speak
Speak
C
1. Review the Self-Assessment checklist in the Unit
Assignment. Ask students to read it. Elicit any
questions.
2. Put studentsin groups according towhich topicthey
wrote in the center of the mind map inActivity A.
Remind them not to read directly from their notes.
3. Ask students to choose a group leader. If students
are reluctant to choose a leader, choose a student
who is outgoing and capable of leading. Remind
students of the role of the group leader (to ensure
everyone speaks, to keep the discussion going, etc).
4. Have the leader open the discussion by asking the
group members about their opinions on the topic.
Remind students to limit their discussion to the
issues outlined in Activity B so that the discussion
stays on track.
5. Use the Unit Assignment Rubric on page R-4 of
this Teacher’s Handbook to score each student’s
participation in the discussion.
6. Monitor students’ performance as they work
in groups. Call on students you did not have
a chance to monitor to present a summary of
their discussion.
21 ST CENTURY SKILLS EXPANSION
Being able to see another side of one’s opinion
is an important skill for success in the workplace
and university. It can be difficult to do this because
it requires us to evaluate our opinions critically. Help
students to begin to develop this important skill
through practice. Conduct “short speech” activities
throughout whichever unit you are working on.
(This will usually help them prepare for the unit
assignment as well.) Assign a very specific topic for
which students can have an opinion, for example, in
this unit, “Everyone can be influenced by advertising.”
Tell the students to prepare a 30-second speech
advocating the viewpoint counter to theirs. Pass out
small note cards for students to plan a 30-second
speech advocating the opposite opinion. Then put
the students in groups and have them deliver their
short speech to the group.
Expansion Activities
E-6
UNIT 5
EXPANSION ACTIVITY 3
Listening and Speaking 3, page 103
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 88
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, What risks are
good to take? Ask related information questions
or questions about personal experiences to help
students prepare for answering the Unit Question,
which is more abstract. What is the reward of
taking a risk? How do people evaluate the risk of an
activity in relation to its reward? Are some rewards
worth more than others?
Critical Thinking Tip
Read the tip aloud. Point out that categorizing is an
extremely useful skill and that groups can be based on
a various things, e.g., meaning or theme, or even parts
of speech.
Critical Q: Expansion Activity
Categorizing
1. Put students in small groups of three or four. Give
each group a theme, e.g., inventions, explorations,
investments, or education.
2. Assign a note-taker for each group and a reporter.
3. Tell the groups that they have five minutes to list
as many words as they can that are related to the
theme of their category. Encourage them to be
creative as well as prepared to justify why each
word is connected to the theme.
4. Call on the reporters toshare the group’s words
with the class.
2. Read the unit question aloud. Point out that
answers to the question can fall into the following
categories: 1. Risks that offer personal financial
benefits; 2. Risks that offer financial benefits to society
or humanity; 3. Risks that offer personal benefits not
related to finances; and 4. Risks that offer societal
benefits not related to finances.
3. Give students a minute to silently consider their
answers to the unit question.
4. Write each category at the top of four sheets of
poster paper. Elicit answers for the question and
make notes of the answers under the correct
heading. Post the lists to refer back to later in
the unit.
EXPANSION ACTIVITY 4
EXPANSION ACTIVITY 2
Speak
Listening and Speaking 3, iQ Online Resource
EXPANSION ACTIVITY: Risks in Real Life
Preview the Unit
1. Keep students in their groups from Activity B.
2. Ask students to think of risks they have taken in
their lives. They should think about why it was
a risk, why they took it, and if it was a good risk
to take.
3. Have students share their risks with their groups.
4. Elicit answers from the groups.
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Prepare and Speak
C
1. Review the Self-Assessment checklist in the Unit
Assignment. Ask students to read it. Elicit any
questions.
2. Depending on the size of your class, you may
wish to put students in groups to give their
presentation or have students present to the
entire class.
3. Remind students not to read directly from their
outlines. Remind them to use appropriate phrases
to introduce their topic as well as show the order
of events and their reasons for taking the risk.
4. Use the unit assignment rubric on page R-5 of
this Teacher’s Handbook to score each student’s
presentation.
5. Monitor students’ performance as they present.
Expansion Activities
E-7
21 ST CENTURY SKILLS EXPANSION
Creativity and the ability to communicate are
essential skills for success in one’s professional and
academic life in the 21st century. Facilitate students’
creativity and communication by asking them to give
a short presentation about a famous person who
took a significant risk. Tell students to think about
the following people who took risks, and choose
one to talk about: Christopher Columbus, Mahatma
Gandhi, Nelson Mandela, Dr. Martin Luther King, Jr.,
Marie Curie, or a person of their choice. Ask them to
address the following in their presentations: What
did he or she risk? What made their action a risk? Would
the
took
still be
considered
today?toWas
the risk
risk they
worth
taking?
Put
studentsainrisk
groups
give
a one- or two-minute presentation to the other
students.
UNIT 6
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 110
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, Are we responsible
for the world we live in? Ask related information
questions or questions about personal experiences
to help students prepare for answering the Unit
Question, which is more abstract. How can we
define the world we live in? Does this mean our
community? Our country? Our planet? All of the
above? How much responsibility can one person have
for his or her community, country, planet?
EXPANSION ACTIVITY 2
Listening and Speaking 3, iQ Online Resource
Preview the Unit
B
1. Put the pairs in groups to discuss their ideas and
their reasons for assigning responsibilities as they
did. Remind them to use their notes as a basis for
their discussion, not as a list to simply read aloud.
2. Ask a reporter from each group to state which
people should be responsible for each activity
and why.
3. Ask groups to discuss how individual members
feel or do not feel responsible for each activity.
Remind groups to discuss examples of ways that
the members take responsibility.
4. Choose a different student to report how the
group members felt about being responsible for
one of the activities, for example picking up litter.
Encourage the reporter to give the best example
of the way in which one of the group members
takes responsibility for the activity.
EXPANSION ACTIVITY: Other Ways to Take
Responsibility
1. Seat students in groups or have them stay in their
groups from Activity B.
2. Ask students to think of the things on the
web survey that they currently do not take
responsibility for, and write them down.
3. Students should then brainstorm ways they can
take responsibility for these things and discuss
these with their group.
4. Elicit ideas from the group.
2. Read the Unit Question aloud. Give students a
minute to silently consider their answer to the
question. Then ask students who would answer
yes to stand on one side of the room and students
who would answer no to stand on the other side
of the room.
EXPANSION ACTIVITY 3
3. Direct students to tell a partner next to them their
reason for choosing that side of the issue.
1. Read the tip aloud.
4. Call on volunteers from each side to share their
opinions with the class.
5. After students have shared their opinions, provide
an opportunity for anyone who would like to
change sides to do so.
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Critical Thinking Tip
2. Point out that it is important to be able to support
one’s ideas and opinions. Explain that giving
reasons helps people to better understand your
position, and that it is easier to convince or
persuade people to adopt a viewpoint if they
can understand why they should do so.
6. Ask students to sit down, copy the unit question,
and make a note of their answers and their
reasons. They will refer back to these notes
at the end of the unit.
Expansion Activities
E-8
Critical Q: Expansion Activity
Supporting ideas
1. Tell students they are going to practice
identifying reasons that support someone
else’s ideas or opinion.
2. Tell students that when they have their group
discussion, they should listen for the reasons
that the other group members give to support
their opinions. Have students write each group
member’s opinion and the things he or she said
to support it.
3. Ask students to check their understanding of
their group members’ reasons for their opinions
at
the endthe
of the
discussion.
If they
not to
identified
reasons
correctly,
ask have
students
reflect on the language they heard which may
have led to the misunderstanding.
EXPANSION ACTIVITY 4
Listening and Speaking 3, iQ Online Resource
Unit Assignment
21 ST CENTURY SKILLS EXPANSION
Debating is something students may need to do
in their professional lives as well as their academic
lives. To debate well, students must be able to
identify a variety of viewpoints or arguments and
plan responses to them accordingly. Help students
develop comfort with this important skill through
extensive practice. Conduct “short debate” activities
throughout whichever unit you are working on. (This
will often help them prepare for the unit assignment
as well.) Assign a very specific topic, for example, in
this unit, “Responsibility for the cleanliness of our
school.” Give students three minutes to think of all
the
reasons why
they
should
should not
responsible
for this.
Then
put and
the students
in be
two
groups and assign the viewpoint that their group
should defend. Seat the students in rows across from
each other and have them debate the points for and
against responsibility for cleanliness of the school.
If your class is large, select two groups of students
to debate and the others to observe and determine
which side made a more convincing argument.
Prepare and Speak
Speak
C
1. Review the Self-Assessment checklist in the Unit
Assignment. Ask students to read the checklist.
Elicit any questions.
2. Put students in groups to talk about their opinions
about whether or not we are responsible for
the world we live in. Remind them not to read
directly from their outlines.
3. Ask students to choose a group leader. If students
are reluctant to choose a leader, choose a student
who is outgoing and capable of leading.
4. Have the leader open the discussion by asking
the group members about one of the statements
in Activity A. Remind students to limit their
discussion to the issues in Activity A so that the
discussion stays on track.
5. Use the unit assignment rubric on page R-6 of
this Teacher’s Handbook to score each student’s
participation in the discussion.
6. Monitor students’ performance as they work
in pairs. Call on students you did not have a
chance to monitor to present a summary of
their discussion.
UNIT 7
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 130
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, Can money buy
happiness? Ask related information questions about
personal experiences to help students prepare
for answering the Unit Question, which is more
abstract. What are some things money can’t buy?
What are some things that money can help a person
do? Does having money make people kinder or
friendlier, or does it make them impatient or rude?
Why do you think so?
2. Read the Unit Question aloud. Give students a
minute to silently consider their answer to the
question and supporting details.
3. Write Advantages of having money and
Disadvantages of having money at the top of two
sheets of poster paper. Say, What are the advantages
of having a lot of money? What are the disadvantages
of having a lot of money?
4. Elicit student answers. Write them under the
correct heading. Post the lists to refer back to
later in the unit.
Expansion Activities
E-9
EXPANSION ACTIVITY 2
Listening and Speaking 3, page 142
SAY WHAT YOU THINK
Critical Thinking Tip
Read the tip aloud. Point out that choosing between
two things requires us to evaluate the benefits and
drawbacks. One way that we do this is by relating
those benefits and drawbacks to our knowledge and
personal experience.
Critical Q: Expansion Activity
EXPANSION ACTIVITY: Agreeing and Disagreeing in
Different Situations
1. Keep students in pairs.
2. Have the pairs think about two different scenarios
in which they might agree or disagree with
someone. One situation should be a formal
situation, such as a conversation in the workplace.
The other situation should be an informal situation,
such as a conversation between family members.
3. Have the pairs role-play each situation using the
appropriate phrases from the Speaking Skill box
on page 147.
4. Ask volunteers to perform their conversations for
the class.
Choosing
1. Present students with a choice: They can have
a job doing something boring or in a field they
don’t like, but they will earn an incredible amount
of money, or they can have a satisfying job in
a field they like, but they will just earn enough
money to live modestly.
2. Ask students to choose between the two options,
evaluating them based on their knowledge of
themselves and their experiences.
3. Put students in small groups to share their
opinions, including their knowledge and
experiences they used to form their opinion.
4. Call on volunteers to share their opinions and
reasons with the class.
EXPANSION ACTIVITY 3
EXPANSION ACTIVITY 4
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Prepare and Speak
Speak
C
1. Review the Self-Assessment checklist in the Unit
Assignment. Ask students to read it. Elicit any
questions.
2. Depending on the size of your class, you may
wish to put students in groups to give their
presentation or have students present to the
entire class.
A
3. Remind students not to read directly from
their outlines. Remind them to use appropriate
intonation according to sentence types, as well as
appropriate phrases for agreeing and disagreeing.
1. Tell students to quickly read the conversation.
Elicit any questions or difficulties.
4. Use the unit assignment rubric on page R-7 of
this Teacher’s Handbook to score each student’s
presentation.
2. Play the audio while students fill in the blanks to
complete the conversation.
5. Monitor students’ performance as they present.
Listening and Speaking 3, page 148
3. Check the answers as a class.
4. Put students in pairs to practice the conversation.
Expansion Activities
E-10
21 ST CENTURY SKILLS EXPANSION
Group communication can be a challenge
when group members don’t have the same
information. By practicing activities that raise
awareness about how to convey and request
information, students will be better able to
communicate successfully in groups. Help students
to develop these skills by conducting group
communication activities. Put students in small
groups. Ask them to select a leader. Find a simple
picture or create a drawing of some geometrical
patterns. Give this to the leader. Give a blank sheet
of paper to each of the other group members.
Explain
leaders
sit so that
the
others
can’t seethat
thethe
picture
andmust
the leaders
can’t
see
what
the group members are drawing. The leaders have
to explain the picture to their group in such a way
that the group members should be able to recreate
the image on their papers. Tell the group members
that they should reproduce whatever their leader
tells them to. Allow group members to ask a few
clarification questions throughout the process.
Give groups 10 minutes to do the activity. Have the
groups share their drawings with the leader and
the rest of the class. Invite the groups to discuss
how the leader could have given better information
and how the group members could have asked for
better information.
2. Put students in small groups and give each group
a piece of poster paper and a marker.
3. Give students a minute to silently consider their
answers to the Unit Question. Tell students to
pass the paper and the marker around the group.
Direct each group member to write a different
answer to the question. Encourage them to help
one another.
4. Ask each group to choose a reporter to read the
answers to the class. Point out similarities and
differences among the answers. If answers from
different groups are similar, make a group list that
incorporates all of the answers. Post the list to
refer back to later in the unit.
EXPANSION ACTIVITY 2
Listening and Speaking 3, iQ Online Activity
Preview the Unit
B
1. Put students in groups to discuss the items they
checked in Activity A.
2. Conclude the activity by asking for a show of
hands when students hear you read the meaning
they ranked first. Read the list aloud. Tally the
number for each meaning.
EXPANSION ACTIVITY: How to Achieve Success
1. Keep students in their groups from Activity B.
UNIT 8
EXPANSION ACTIVITY 1
Listening and Speaking 3, page 152
EXPANSION ACTIVITY: Unit Question
1. Introduce the Unit Question, What can we learn
from success and failure? Ask related information
questions or questions about personal experiences
to help students prepare for answering the Unit
Question, which is more abstract. How important
is it to be successful? Is it possible to be successful
even in failure? What is failure? How important is
it to fail once in a while? Do you think a person’s
definition of success can change over time? Do you
know anyone for whom this has happened?
2. Ask students to consider how they plan to
be successful at the things they chose on the
questionnaire.
3. Tell them to brainstorm a few ideas for each
choice, and to make notes.
4. Have the students discuss their plans to achieve
success with their group members. Group
members should provide helpful suggestions
for their plan.
5. Elicit answers from the group.
EXPANSION ACTIVITY 3
Listening and Speaking 3, iQ Online resource
Unit Assignment
Critical Thinking Tip
Read the tip aloud. Point out that by paraphrasing,
we can better remember and understand information,
which makes it easier for us to convey it to others.
Expansion Activities
E-11
Critical Q: Expansion Activity
Paraphrasing
1. Tell the students they are going to practice
paraphrasing.
2. Have them look at the statements in Activity B on
page 169. Have them paraphrase one or two of
the statements.
3. Put students in pairs to share their paraphrases.
Have them determine which of the statements
their partner paraphrased. If students were
unable to guess, have them point out the
information that was missing or that led
them astray.
EXPANSION ACTIVITY 4
21 ST CENTURY SKILLS EXPANSION
Developing critical thinking skills is essential
to success in academics as well as the workplace.
Being able to see both sides of an issue is one
form of critical thinking. Help students develop
proficiency in this skill through practice. Conduct
“flash analysis” activities throughout whichever unit
you are working on. Give students a statement, for
example, in this unit, “Failure is more important than
success.” Ask students to list support for both sides of
this statement. Randomly choose two students, one
to say why this is true and the other to say why it is
false. In order to reinforce the importance of seeing
both
sides of
the
not allow
them to choose
a position.
Call
onissue,
otherdo
students
to supplement
the
reasons presented by the two students.
Listening and Speaking 3, iQ Online Resource
Unit Assignment
Prepare and Speak
Speak
C
1. Review the Self-Assessment checklist in the Unit
Assignment. Ask students to read the checklist.
Elicit any questions.
2. Put students in pairs to talk about their
experiences. Remind them not to read directly
from their outlines. Point out that the point of
their discussion is to determine which experience
taught the student more, the successful one or
the failure.
3. Monitor students’ performance as they work.
4. Use the unit assignment rubric on page R-8 of
this Teacher’s Handbook to score each student’s
interview and answer.
5. Call on students you did not have a chance to
monitor to present a summary of their discussion.
Expansion Activities
E-12
Multilevel Options
UNIT 1
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
After higher-level students have discussed their
thoughts in pairs, tell the pairs to write a sentence
using each vocabulary word. Invite volunteers to
write one of their sentences on the board. Correct the
sentences with the whole class, focusing on the use
of the vocabulary word rather than other grammatical
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
A
1. Direct students to read the instructions. Explain
that they should say whether each proverb means
that first impressions are accurate or not accurate.
2. Put students in pairs to discuss their answers.
3. Elicit answers and ask students to support them,
e.g., Don’t judge a horse by its saddle is accurate
because a good horse can have a bad saddle, etc.
MULTILEVEL OPTION
Allow lower-level students to match the proverbs
and the pictures. Encourage higher-level students to
create their own proverbs using those in the exercise
as models, e.g., Don’t judge a house by its front yard.
MULTILEVEL OPTION 2
Listening and Speaking 3, page 6
LISTENING
Impressions 1: The Psychology of First
B
VOCABULARY
issues.
MULTILEVEL OPTION 3
Listening and Speaking 3, page 16
B
1. Put students in pairs to discuss the meanings of
the new words from Activity A.
2. Tell students to use their dictionaries to check any
meanings they are unsure of. Go over the answers
as a class.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Help them find the words in the dictionary
and check their meanings.
After higher-level students have confirmed
meanings in pairs, tell the pairs to write sentences
using the new word. Have volunteers write their
sentences on the board. Correct the sentences with
the whole class, focusing on the meaning of the word
as well as correct part of speech.
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Ask students to check the words they already
know.
3. Put students in pairs to discuss how the words
might relate to this unit.
4. Ask volunteers to share their answers. Elicit or
provide clarifications as necessary.
Multilevel Options
M-1
MULTILEVEL OPTION
UNIT 2
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how the
vocabulary words might tie in to the unit.
Have higher-level students complete the activity
individually and then discuss their thoughts in pairs.
Tell the pairs to write a sample sentence for each
word. For example:We are not permitted to consume
food or drink in the library. Don’t talk to me now; I am in
a very bad mood. Athletes eat food with a lot of calories
because they need a lot of energy. Invite volunteers to
write one of their sentences on the board. Check the
sentences as a class, focusing on the proper use of
the vocabulary word rather than grammatical issues.
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
A
1. Call on a volunteer to read the introductory
paragraph. If necessary, provide the pronunciation
of umami: \ü-‘mä-meˉ\.
2. Elicit the five tastes. Write them in a row on the
board (sweet, sour, salty, bitter, umami).
3. Ask students to complete the chart individually
and check their favorite foods.
4. Put students in pairs to compare their answers.
5. Have volunteers write the foods in the columns
on the board. Discuss the answers as a class. Note
that nuts are not naturally salty.
MULTILEVEL OPTION 3
Listening and Speaking 3, page 34
LISTENING 2: Food Tasters
B
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. After higher-level students have checked
answers in pairs, tell the pairs to list as many foods for
each category as they can. Encourage them to look
for patterns, e.g., what categories fruits are in.
MULTILEVEL OPTION 2
Listening and Speaking 3, page 26
LISTENING 1: You Are What You Eat
B
VOCABULARY
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Ask students to check the words they already
know.
VOCABULARY
1. Pronounce the bold vocabulary words from
Listening 2 and have students repeat
the words after you.
2. Have students use a dictionary to find the
meaning of each word. Call on volunteers to
read the definitions aloud.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how the
vocabulary words might tie in to the unit.
Have higher-level students complete the activity
individually and then discuss their thoughts in pairs.
Tell the pairs to write a sample sentence for each
word. Have volunteers write one of their sentences
on the board. Check the sentences as a class, focusing
on the use of the vocabulary word rather than any
grammatical issues.
3. Put students in pairs to discuss how the words
might relate to this unit.
4. Ask for volunteers to share their answers. Provide
clarifications as necessary.
Multilevel Options
M-2
UNIT 3
MULTILEVEL OPTION 3
Listening and Speaking 3, page 61
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
A
B
Have students complete the word web with their
partners. Call a volunteer to the front to draw the
word web on the board with his or her answers.
MULTILEVEL OPTION
1. Tell students they are going to answer a
questionnaire about their opinions on change.
Group and assist lower-level students with the
task. Have higher-level students look up additional
words and create word webs for them, e.g.,break, set,
fire, and do.
2. Have students complete their questionnaires
individually. Tell students not to read the answer
key yet.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Ask higher-level students to predict what
their answers say about their feelings toward change.
Tell them to write a few lines justifying their answer.
UNIT 4
MULTILEVEL OPTION 1
MULTILEVEL OPTION 2
Listening and Speaking 3, iQ Online Resource
Preview the Unit
Listening and Speaking 3, page 49
LISTENING 1: Changing Expectations
B
VOCABULARY
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Model correct pronunciation of the words. Say
each word and have students repeat them.
B
1. Put students in pairs to compare their answers
from Activity A.
2. Draw a T-chart on the board. Write the
headings Advantages and Disadvantages in the
top of the T-chart. Make a separate row for each
type
advertising.
pairs
to make
own of
T-chart
and useTell
it tothe
take
notes
duringtheir
their discussion.
3. Ask students to check the words they already
know.
3. Remind students to talk about which type
of advertising they pay most attention to in
their discussions.
4. Put students in pairs to discuss how the words
might relate to this unit. Ask volunteers to share
their thoughts.
4. Assign one type of advertising to each pair. Call a
student to the board to write the advantages and
disadvantages of that type of advertising.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students discuss their thoughts
about the vocabulary words with a partner. Tell the
pairs to write a sample sentence for each word.
Invite volunteers to write one of their sentences on
the board. Check the sentences as a class, focusing
on the use of the vocabulary word rather than other
grammatical issues.
5. Review the information as a class. Elicit from the
students which types of advertising they pay most
attention to.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Ask higher-level students to brainstorm
other places where they notice advertising, e.g., on
buses, in the subway, or on people’s clothing. Tell
them to consider the advantages and disadvantages
of these types of advertising.
Multilevel Options
M-3
MULTILEVEL OPTION 2
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students complete the activity
individually and then discuss their thoughts with a
partner. Tell the pairs to write a sample sentence for
each word. Invite volunteers to write one of their
sentences on the board. Check the sentences as a
class, focusing on the use of the vocabulary word
rather than grammatical issues.
Listening and Speaking 3, page 70
LISTENING 1: Advertising Techniques
B
VOCABULARY
1. Direct students to read the words in bold.
2. Model correct pronunciation of the words. Say
each word and have students repeat them.
3. Ask students to locate the definitions in a
dictionary.
MULTILEVEL OPTION 4
4. Put students in pairs to discuss the meanings of
the words and how they might apply to this unit.
Listening and Speaking 3, page 79
5. Ask volunteers to share their answers. Elicit or
provide clarifications as necessary.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students complete the activity
individually and then discuss their thoughts with
a partner. Tell the pairs to write a sample sentence
for each word. Invite volunteers to write one of
their sentences on the board. Check the sentences
with the whole class, focusing on the use of the
vocabulary word rather than other grammatical
issues.
A
1. Review the first sentence with the class. Ask
students to work individually to underline the
context clues in each sentence. Point out that there
may be one or two context clues for each.
2. Put students in pairs to review their answers. Go
over the answers with the class.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Point out the cues in the sentences that
will help them to choose the correct answer, for
example in sentence 2, same and over and over have
related meanings.
Have higher-level students work in small groups to
choose five vocabulary words from the two vocabulary
sections to write sentences in which the word’s
meaning can be guessed from context. Ask the groups
to present their sentences for the class and elicit the
context clues that enable them to guess the words.
MULTILEVEL OPTION 3
Listening and Speaking 3, page 74
LISTENING 2: Ramadan: A Golden
Opportunity for Advertisers?
B
VOCABULARY
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Model correct pronunciation of the words. Say
each word and have students repeat them.
3. Ask students to check the words they already
know.
4. Put students in pairs to discuss how the words
might relate to this unit.
5. Ask volunteers to share their answers.
UNIT 5
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
B
1. Put students in groups to compare their answers
from the questionnaire in Activity A.
2. Tell students to review their answers and their
results. Students should discuss whether they
agree with the descriptions and give reasons
and examples for their opinions.
Multilevel Options
M-4
3. Ask students to rank the members of their group
from most willing to take risks to least willing to
take risks.
4. Call on volunteers to report their group’s findings.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Ask higher-level students to categorize the
activities in the questionnaire into the following
groups: physical risk taking, financial risk taking,
and social risk taking. Tell them to categorize their
answers to determine exactly what kind of risk taker
they are, i.e., a physical, social, or financial risk taker.
MULTILEVEL OPTION 2
Listening and Speaking 3, page 92
MULTILEVEL OPTION 3
Listening and Speaking 3, page 103
A
1. Copy the first row of the chart on the board.
Review the meaning and part of speech of each
word in the first row.
2. Point out the suffixes that are attached to each
word to create the different parts of speech ( -or
for noun, -ive for adjective, -ly on an adjective to
create an adverb).
3. Put students in pairs to complete the chart. Point
out that the darker shaded areas indicate no
word is possible. Encourage students to use their
dictionaries.
4. Go over the answers as a class.
LISTENING 1: Write Your Own
MULTILEVEL OPTION
Success Story
Group lower-level students and assist them with
the task. Help them to remember other suffixes
associated with different parts of speech, e.g., -er to
turn verbs into nouns.
Have higher-level students work in small groups to
choose one row and write a sentence for each word.
Review the sentences as a class, focusing on whether
the part of speech is used correctly.
B
VOCABULARY
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Model correct pronunciation of the words. Say
each word and have students repeat.
3. Ask students to check the words they already
know.
4. Put students in pairs to discuss how the words
might relate to this unit.
5. Ask volunteers to share their answers. Elicit or
provide clarifications as necessary.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students complete the activity
individually and then discuss their thoughts with a
partner. Tell the pairs to write a sample sentence for
each word. Invite volunteers to write one of their
sentences on the board. Check the sentences as a
class, focusing on the use of the vocabulary word
rather than other grammatical issues.
UNIT 6
MULTILEVEL OPTION 1
Listening and Speaking 3, page iQ Online Resource
Preview the Unit
A
1. Tell students they are going to answer a survey on
roles and responsibilities. Ask students to read the
survey. Elicit any questions about vocabulary.
2. Put students in pairs to discuss who should be
responsible for each activity. Explain that they
should choose from the list of people on the right
and that they can use a group more than once.
Multilevel Options
M-5
MULTILEVEL OPTION
Group and assist lower-level students with
the task. Ask higher-level students to brainstorm
other community issues, e.g., the maintenance
of community green spaces and parks. Ask them
to discuss who should be responsible for these
additional activities.
UNIT 7
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
A
MULTILEVEL OPTION 2
Listening and Speaking 3, page 112
LISTENING 1: Corporate Social
1. Tell students they are going to complete a
questionnaire about their priorities. Ask students
to read the questionnaire. Elicit any questions
about vocabulary.
2. Explain that students should rank the expenses
in order of importance with 1 being the most
important and 10 being the least.
Responsibility
B
MULTILEVEL OPTION
VOCABULARY
Put lower-level students in groups to complete the
task or assist them. Ask higher-level students to rank
the expenses and then divide the one million dollars
between them. Tell them to be prepared to justify
their selections.
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Model correct pronunciation of the words. Say
each word and have students repeat them.
3. Ask students to check the words they already
know.
4. Put students in pairs to discuss how the words
might relate to this unit. Elicit student thoughts.
Clarify as necessary.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how the
vocabulary words might tie in to the unit.
Have higher-level students discuss their thoughts
about the vocabulary words in pairs. Tell the pairs
to write a sample sentence for each word. Invite
volunteers to write one of their sentences on the
board. Check the sentences as a class, focusing on the
use of the vocabulary word rather than grammatical
issues.
MULTILEVEL OPTION 2
Listening and Speaking 3, page 154
LISTENING 1: Sudden Wealth
B
VOCABULARY
1. Direct students to read the words and locate their
definitions in a dictionary. Elicit any questions.
2. Model correct pronunciation of the words. Say
each word and have students repeat them.
3. Ask students to check the words they already know.
4. Put students in pairs to discuss how the words
might relate to this unit.
5. Ask volunteers to share their thoughts.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students discuss their
thoughts about the vocabulary words with a
partner. Tell the pairs to write a sample sentence for
each word. Invite volunteers to write one of their
sentences on the board. Check the sentences as a
class, focusing on the use of the vocabulary word
rather than other grammatical issues.
Multilevel Options
M-6
MULTILEVEL OPTION 3
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. If necessary, allow them to choose only one
or two options from the list. Ask higher-level students
to rank all the items from 1 through 11 (with 1 being
most true for them). Ask them to write a justification
as to why each concept is important, moderately
important, or not important to them when they are
defining success.
Listening and Speaking 3, page 139
LISTENING 2: Happiness Breeds
Success … and Money!
B
VOCABULARY
1. Pronounce the words in bold and have students
repeat them after you.
MULTILEVEL OPTION 2
2. Ask students locate the definitions in a dictionary.
Elicit any questions.
Listening and Speaking 3, page 154
3. Have the students check the words they already
know.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Point out ideas for how
the vocabulary words might tie in to the unit.
Have higher-level students discuss their thoughts
about the vocabulary words with a partner. Tell
the pairs to write a sentence for each word. Invite
volunteers to write one of their sentences on the
board. Check the sentences as a class, focusing on
the use of the vocabulary word rather than other
grammatical issues.
UNIT 8
MULTILEVEL OPTION 1
Listening and Speaking 3, iQ Online Resource
Preview the Unit
B
1. Call on a volunteer to read the meanings of
success in the left column. Have students write
two additional ideas about what success may
mean to someone.
2. Tell students to check the top three items that are
most true for them. Have them write a reason for
each choice in the space to the right of the list.
LISTENING 1: Chasing Your Dreams
B
VOCABULARY
1. Model the pronunciation of the words in bold.
2. Put students in pairs to look up the definitions.
Call on volunteers to read the definitions aloud.
Elicit questions.
3. Ask the students to check the words they already
know and discuss how the words might tie in to
the unit.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Help them determine how
the words might be used in the unit.
Have higher-level students discuss their thoughts
about the vocabulary words in pairs.
Give them sentences to help them practice the
difficult vocabulary. For example:
1. This refrigerator is very good, but the downside is
that it consumes a lot of electricity.
2. You will not beable to achieve much in school if
you do not study a lot.
3. I find this problem very frustrating. I can’t figure
out the answer.
4. I don’t know why you gave up so easily. You
almost had the answer.
Tell the pairs to write their own sentence for each
word. Invite volunteers to write one of their own
sentences on the board. Check the sentences as a
class, focusing on the use of vocabulary rather than
grammatical issues.
Multilevel Options
M-7
MULTILEVEL OPTION 3
Listening and Speaking 3, page 160
LISTENING 2: Against All Odds—An
Interview with Mohanned Abu-dayya
B
VOCABULARY
1. Model the pronunciation of the words. Have
students repeat them after you.
2. Review the meaning of the letters in parentheses:
(v.) = verb, (n.) = noun, (adj.) = adjective.
3. Put students in pairs to locate the definitions
in a dictionary. Call on volunteers to read the
definitions aloud.
MULTILEVEL OPTION
Group lower-level students and assist them with
the task. You may wish to give students a sentence
and ask them to choose a word from Activity A to
complete it. For example,
1. He wasn’t accepted at his first choice university
this year, but he is going toreapply next year.
2. Father won’t giveNawaf the keys to the car
because he thinks he is irresponsible and
shouldn’t drive.
3. If someone is dishonest, people don’t trust them.
4. My sister doesn’t like to be with large groups of
people. She is a little bitantisocial.
Have higher-level students write sentences for
more than three words and then compare answers
with a partner. Have volunteers write one of their
sentences on the board. Correct the sentences as a
class, focusing on the use of the vocabulary word
rather than other grammatical issues.
4. Ask the students to check the words they already
know and discuss how the words might tie in to
the unit.
MULTILEVEL OPTION
Group lower-level students and assist them with
looking up the definitions. Suggest ideas for how the
vocabulary words might tie in to the unit.
Have higher-level students discuss their thoughts
about the vocabulary words in pairs. Tell the pairs
to write a sample sentence for each word. Have
volunteers write one of their sentences on the board.
Check the sentences as a class, focusing on the use of
vocabulary rather than grammatical issues.
MULTILEVEL OPTION 4
Listening and Speaking 3, page 164
B
1. Place the students in pairs or groups, but have
students write their sentences individually.
2. Have students review their sentences with their
partners or group members. Go over the answers
as a class to make sure they correctly used words
from Activity A.
Multilevel Options
M-8
Background Notes
UNIT 1
UNIT 2
Listening and Speaking 3, pages 2–3
Listening and Speaking 3, pages 24–25
Unit Opener Background Note
Unit Opener Background Note
The photo shows two businessmen shaking hands and
smiling. One of the men is wearing a gray business
suit. The other man is wearing traditional Saudi
clothing in white, including a thawb (an ankle-length
robe), a taqiyah (a small white cap), a ghutra (a square
The large photo on page 24 shows a man in
Uzbekistan cooking something in a large black pot
as his grandsons watch. They are outside, in front of
a house. At the top of page 25 is an open bottle of
vitamin C tablets. At the bottom of the page is an
piece of cloth folded into a triangle and placed on the
head), and an igal (a doubled black cord which keeps
the ghutra in place).
assortment of candy, cookies, and fried foods.
Listening and Speaking 3, page 6
Listening 1 Background Note
Remind students that it’s important to make a
good first impression, especially in job interviews.
Psychological research shows that when evaluating
people, we weigh initial information more heavily
than later information. The first information we
get about a person influences the way we perceive
subsequent information. As a result, we are more
likely to believe that the first things we learn about
someone are true.
For example, if you show an interest in people during
a first meeting, they may form an impression of you
as an engaging and caring person. They might not
notice or care if you are distracted or selfish later.
Conversely, a negative first impression makes an even
deeper impact. If you initially appear distracted or
selfish, people may ignore your later caring behavior
or interest toward them. It can take many additional
positive actions to overcome the impact of a negative
first impression.
Listening and Speaking 3, page 26
Listening 1 Background Note
This Listening stresses the importance of balance
in one’s diet. There have been many efforts to
advise people on how to achieve a balance that
is nutritionally sound as well as appealing. One
approach encourages people to choose a colorful
diet. It is possible to balance one’s diet by including
a variety of fruits and vegetables from the range of
natural colors. For example, yellow/green foods such
as spinach and avocado help maintain good vision.
Similarly, red/purple foods, like berries and grapes,
help our heart function.
Listening and Speaking 3, page 33
Listening 2 Background Note
Many food production companies employ food
tasters. These people typically have educational
backgrounds in food science or production
development and marketing. Food tasters can
specialize in one food, for example, chocolate,
cheese, beef, or coffee.
Listening and Speaking 3, page 11
Listening 2 Background Note
Malcolm Gladwell is a writer for the magazine The
New Yorker. He has also written several best-selling
non-fiction books, including The Tipping Point and
Outliers. His books describe various phenomena
within the fields of psychology and social psychology,
including popularity trends and the factors that
contribute to success.
His book Blink was published in 2005 and examines
the way in which people unconsciously process
information to make an accurate first impression.
Gladwell is of British and Jamaican ancestry, but was
raised in Canada. He now lives in New York.
UNIT 3
Listening and Speaking 3, pages 46–47
Unit Opener Background Note
The photo shows a large truck carrying a one-story
house on a two-way road. The house is being moved
somewhere. The house is so big that cars must pull
off the road as the truck passes by.
Background Notes
B-1
Listening and Speaking 3, page 49
Listening and Speaking 3, page 74
Listening 1 Background Note
Listening 2 Background Note
The speaker, Gary McBride, talks about his career
on Wall Street. Wall Street is a famous street in
New York City. It is the heart of the city’s financial
district. The New York Stock Exchange is located on
Wall Street, and many international banks have large
offices there.
Ramadan takes place during the ninth month of the
Islamic lunar calendar. During Ramadan, Muslims fast
from dawn todusk every day for the entire month.This
fasting is considered a way to cleanse one’s soul and to
feel empathy for people in the world who are hungry.
At the end of Ramadan, there is a three-day celebration
known as Eid ul-Fitr, the Feast of Fast-Breaking. During
this celebration, people might share meals with friends
and family and exchange gifts.
In contrast, Iowa is a state in the Midwest of the
country. It is primarily farmland. Iowa, like all of the
Midwest, is known for a more relaxed pace of life.
Listening and Speaking 3, page 54
Listening 2 Background Note
Barbara Ehrenreich was born in the United States
in 1941. She has been interested in workers’ rights
across all sectors of the workforce since the 1960s.
To date, she has written over 20 nonfiction books as
well as one work of fiction and dozens of magazine
articles and newspaper columns.
UNIT 4
UNIT 5
Listening and Speaking 3, pages 88–89
Unit Opener Background Note
The photo shows a cave explorer who has come face
to face with a rare cave tarantula in Oaxaca, Mexico.
The tarantula looks dangerous. The man looks
nervous.
Listening and Speaking 3, page 92
Listening 1 Background Note
Listening and Speaking 3, pages 68-69
Unit Opener Background Note
The photo on page 68 shows the front window of
a shoe store. There is huge, red sign advertising a
sale. At the top of page 69 is a sidewalk blackboard
for a pizzeria. It is advertising the day’s specials. At
the bottom of the page is a Citi Bike. This is a part
of New York City’s Bike Share program. Citibank
sponsors the program, so it gets to put its logo on the
bicycles.
All the writers mentioned are best-selling authors
who srcinally published and promoted their works
in non-traditional ways. Some of these authors
risked their savings to self-publish. Others spent time
and money promoting their books in innovative
ways. These days, with the advent of inexpensive
e-publishing platforms, self-publishing is not as big a
risk or as expensive as it used to be, but in order to be
noticed, authors still have to do their own marketing,
including traveling to libraries, schools, and book
clubs to ask people to read and buy their books.
Listening and Speaking 3, page 70
Listening 1 Background Note
Advertising is a field that draws a lot of creative
talent. People who are skilled at writing and other
creative pursuits are often drawn to careers in
advertising. It is also known for innovation in video
due to TV commercials. Advertising is one of the
few fields in which creative people can make a good
living.
Listening and Speaking 3, page 98
Listening 2 Background Note
Tina Neal is a volcanologist (volcano geologist) with
the U.S. Geological Survey group. Prior to this, she
was a geologist at the Alaska Volcano Observatory in
Anchorage where she participated in several eruption
responses. Her work as a hazard specialist has allowed
her to travel to various places like Kilauea (Hawaii)
and Nepal to study volcanic processes. Tina Neal’s job
allows her to share her knowledge with the public
and decision makers in order to make people safer and
more educated about volcanoes.
Background Notes
B-2
Paul Flaherty is a meteorologist at the National
Oceanic and Atmospheric Administration (NOAA)
and the section chief of the “Hurricane Hunters.” He
and the rest of his team use a combination of aviation
training and meteorological expertise to assist NOAA
scientists with pre-flight planning and real-time
mission decisions. Paul Flaherty provided important
information on Hurricane Katrina.
UNIT 6
UNIT 7
Listening and Speaking 3, pages 130–131
Unit Opener Background Note
The photo shows a luxury mansion on the French
Riviera. The grounds around the mansion are
perfectly kept. It has a long pool surrounded by
flowers.
Listening and Speaking 3, page 132
Listening 1 Background Note
Listening and Speaking 3, pages 110–111
In the United States, it is possible to become
Unit Opener Background Note
wealthy suddenly through a variety of
circumstances, including inheritances from
family members or a risky investment.
The large picture on page 110 shows an atomic power
station and a solar power plant. The two structures
are surrounded by wildflowers, and there is a row
of trees in front of the atomic power station. At the
top of the page are four bins for recycling paper,
glass, metal, and plastic. At the top of page 111
are two large wind turbines that turn wind power
into electricity. At the bottom of the page there are
symbols related to recycling and conservation.
Listening and Speaking 3, page 112
Listening and Speaking 3, page 139
Listening 2 Background Note
Dr. Sonja Lyubomirsky is a professor in the
Department of Psychology at the University of
California Riverside. She is also the author of two
books which present research-based strategies for
increasing one’s happiness, The How of Happiness and
The Myths of Happiness.
Listening 1 Background Note
The professor mentions the use of children in the
production of clothing. These children work in what
is typically called a sweatshop. A sweatshop is a
manufacturing operation that underpays employees—
often women and underage workers—and asks
them to work long hours. The working conditions
may be particularly difficult or unsafe. The workers
are not protected and are often taken advantage of.
Sweatshops exist throughout the world, but they are
illegal in most countries.
Listening and Speaking 3, page 117
UNIT 8
Listening and Speaking 3, pages 152–153
Unit Opener Background Note
The large photo on page 152 shows a baker standing
in the doorway of his bakery. At the top of page 153
is a gold medal from the 2012 Olympic Games in
London. At the bottom of the page is a scoreboard
for a high school basketball game. The home team is
winning by 32 points.
Listening 2 Background Note
Many young people live at home while they are going
to college or a university. They do this to save money.
Most young people are expected to contribute to the
household chores, for example, doing dishes, keeping
the house clean, or helping with meals. Similarly,
teenagers who are still in high school usually live
at home. They may be responsible for taking care
of younger children in the household in addition
to helping with chores.
Background Notes
B-3
Listening and Speaking 3, page 154
Listening 1 Background Note
This Listening focuses on what it really means to be
successful. In order to achieve success on their own
terms, people around the world have changed careers,
set different priorities, or reassessed their values.
Ordinary people are doing this, as evidenced by the
increasing numbers of fathers who opt to spend time
as primary caregivers for their children, as well as the
number of people who dedicate themselves to greener
living through recycling and gardening.
Listening and Speaking 3, page 160
Listening 2 Background Note
After the accident that caused his blindness and the
loss of his leg, Mohannad Abu-dayya went on to
complete his studies and receive his undergraduate
degree from King Fahd University of Petroleum and
Minerals. Now he is a prolific and successful inventor,
lecturer, businessman, and trainer.
Background Notes
B-4
Skill Notes
UNIT 1
VOCABULARY SKILL NOTE
Listening and Speaking 3, page 16
Vocabulary Skill:
Suffixes
2. Check comprehension by asking questions:
What auxiliary verb do we use in the simple past?
(did) Which auxiliary verbs do we use in the present
perfect? (has, have) Which do we use in the simple
present? (do, does) Which do we use in the present
continuous? (am, is, are) In the past continuous?
(was, were)
Skill Note
1. Direct students to read the information silently.
Students should be familiar with the verb forms
2. Read the words aloud to model correct stress and
pronunciation. Ask students to repeat them.
shown in the book. Point out that it is important to
use correct auxiliary forms so that students’ English is
accurate. To remind them of which auxiliary verbs to
use, you may wish to create, or ask students to create,
a chart showing the person and number of each
subject and the auxiliary verb used for each tense.
For example:
3. Check comprehension: What do these words mean?
What base word is this noun, verb, adjective, or
adverb from? Does the noun refer to a person or an
abstraction?
Skill Note
Point out that suffixes appear at the end of many
words and that students can determine the part of
speech of a new or unknown word by thinking about
other words they know that have the same suffix. For
example, if students know that amusement is a noun
because it ends in –ment, they can determine that
entertainment is also a noun.
Explain that the suffixes may give more information
than the part of speech. For example, the noun
suffixes -er and -or refer to people, e.g.,writer,
manager, director, sailor,etc. Similarly, the suffix -ness
can turn an adjective into a noun, e.g. sad ➔ sadness
and happy ➔ happiness.
Simple present
I
do
We
You
do
You
He,she,it
does
They
do
do
do
UNIT 2
VOCABULARY SKILL NOTE
Listening and Speaking 3, page 38
GRAMMAR NOTE
Vocabulary Skill:
Adjective-noun collocations
Listening and Speaking 3, page 18
1. Direct students to read the information silently.
Grammar:
Auxiliary verbs do, be, have
2. Read the sentences aloud to model correct stress
and pronunciation. Have students repeat.
1. Read the information about auxiliary verbs.
Provide and elicit additional example sentences
for students to identify the auxiliary verbs: Do
you often make a good first impression? Is he good at
making first impressions? They have not made a good
first impression.
3. Check comprehension: What is a collocation?
Which word comes first, the adjective or the noun?
Why should students use collocations?
Skill Note
Remind students that adjective-noun collocations
are very common in English. Point out that some
adjectives tend to collocate with some nouns and it is
important to remember them. For example, although
fast and quick are synonyms, we do not say quick food.
Encourage students to keep a list of adjectives or
nouns and their common collocations.
Skill Notes
S-1
GRAMMAR NOTE
UNIT 4
Listening and Speaking 3, page 40
Grammar:
Quantifiers with count/noncount nouns
VOCABULARY SKILL NOTE
1. Read the information about count and noncount
nouns. Write the wordscount and noncount on the
board. Elicit additional examples of each noun.
For example, count: banana, chair, pen; noncount:
sugar, money, plastic.
Vocabulary Skill:
Context clues to identify meaning
2. Check comprehension by asking questions: Do we
use too much or too many with the noun money?
Are too much and too many used when we have the
2. Check comprehension: What does context mean?
How can it help us to understand a word’s meaning?
right amount of something?
Skill Note
Count and noncount nouns are frequently taught
with food items because there is a range of both count
and noncount nouns in this category. You may wish
to use items in the food category to present this point.
Give sentences for students to complete. For example:
I ruined the soup! I put too much salt in.
My tea is perfect. There is enough sugar in it.
How many bananas are in this recipe?
UNIT 3
Listening and Speaking 3, page 78
1. Direct students to read the information in the first
paragraph silently.
3. Ask students to read the remaining information.
Elicit a way based on part of speech that students
can determine that circulation is a noun. (It is
preceded by a, which is used before nouns.)
4. Elicit any questions or difficulties about the
information.
Skill Note
Point out that being able to determine a word’s
meaning from context is an important skill because
there may be times when a dictionary is unavailable.
Similarly, in testing situations, dictionaries may not
be permitted.
GRAMMAR NOTE
Listening and Speaking 3, page 80
VOCABULARY SKILL NOTE
Listening and Speaking 3, page 59
Vocabulary Skill:
Using the dictionary
1. Direct students to read the information silently.
2. Check comprehension: Which word goes in the
middle circle of the word web? Why? What is the
purpose of the shortcut words? Does the word web
contain only one part of speech?
Skill Note
Remind students that the first definition of a word is
the most common meaning and usage of that word.
Grammar:
Modals expressing attitude
1. Read the information about modal verbs aloud.
2. Check comprehension by asking questions: What
kind of verbs are modal verbs? What four kinds of
attitude can they express? What is an example of a
modal verb that expresses prohibition? Is must/must
not more common in conversation than in writing?
Skill Note
Write the subject pronouns, I, you, he, she, it, we, and
they on the board. Point out that with modal verbs,
the form is the same for each of these subjects.
Remind students that a dictionary also provides other
useful information about a word, for example part of
speech, irregular forms, and pronunciation.
Skill Notes
S-2
UNIT 5
GRAMMAR NOTE
Listening and Speaking 3, page 104
Grammar:
Past perfect
1. Read the information about the past perfect aloud.
2. Check comprehension by asking questions:
When do we use the past perfect in relation to the
simple past? What is the form of the past perfect?
(had + past participle) Which adverbs is the past
perfect often used with? What kind of clauses do we
use the past perfect in? What are some words these
clauses often begin with?
Skill Note
Point out that many native speakers do not use the
past perfect if the meaning of the sentence is clear
with two simple past verbs, for example, My parents
went to bed before I got home. Remind students that
time clauses with when often require use of the past
perfect to make the meaning clear, e.g., My parents
went to bed when I got home. (I got home and they
went to bed.) My parents had gone to bed when I got
home. (They went to bed and then I got home.)
UNIT 6
3. Ask students to read the conversation to determine
the part of speech for the word wrong. Then ask
them to read the paragraph after the conversation
to check their answer.
4. Tell students to read the definitions to find out
why definition number 4 is correct. Elicit any
questions or difficulties about the entry.
Skill Note
Point out that the dictionary often lists words or
phrases that are common with a particular word.
Explain that these are commonly called collocations.
These are words and phrases that typically go
together in a particular context or situation. Point
out that when the words are in parentheses it means
that they are not required but they may frequently
be used with the word to express that meaning.
Elicit the collocation for definition number 4 of the
word wrong.
GRAMMAR NOTE
Listening and Speaking 3, page 122
Grammar:
Gerunds and infinitives as the
objects of verbs
1. Read aloud the information about gerunds and
infinitives.
2. Check comprehension by asking questions:
What is the gerund for the verb run? What is the
infinitive of the verb walk?
3. Review spelling rules for forming gerunds:
VOCABULARY SKILL NOTE
Listening and Speaking 3, page 120
Vocabulary Skill:
Using the dictionary
1. Direct students to read the information silently.
2. Check comprehension: What is the first thing you
should identify to help you find the correct meaning of
a word? What should you do after this? What is the
context of a word?
•
•
Verbs ending in vowel + consonant: double the
consonant, e.g., running, swimming, planning, etc.
Verbs ending in vowel + consonant + -e:
drop the e and add -ing, e.g., hiking, becoming,
having, etc.
Skill Note
Some students may be familiar with a group of verbs
that change meaning depending on whether they
are followed by a gerund or an infinitive. There are
only a few verbs that this applies to. They include:
stop, remember, and forget. I forgot to write the note.
(I didn’t write the note.) I forgot writing the note.
(I wrote the note, but I don’t remember doing it.)
Skill Notes
S-3
UNIT 7
GRAMMAR NOTE
Listening and Speaking 3, page 145
Grammar:
Types of sentences
Skill Note
Remind students that just as we have synonyms for
many words, there are prefixes with synonymous
meanings. The examples in the book are the prefixes
dis-, im-, and ir-, which all give the opposite meaning
to a word. Point out that knowing the meaning of a
prefix can help students figure out the meaning of a
word that they are uncertain of. Remind them to use
these skills when they are studying.
1. Ask students to silently read the information on
types of sentences and the examples.
2. Check comprehension by asking questions: What
are the four types of sentences? Can you give an
srcinal example of each type of sentence?
3. Ask students to silently read the information on
punctuation at the end of sentences.
4. Check comprehension by asking questions: What
types of sentences end with a period? What type
ends with a question mark? What type ends with
an exclamation mark?
Skill Note
Point out that it is important to know the different
types of sentences because, as students will discover,
each type has its own intonation.
UNIT 8
VOCABULARY SKILL NOTE
Listening and Speaking 3, page 164
Vocabulary Skill:
Prefixes
1. Direct students to read the information silently.
2. Check comprehension: What do the prefixes dis-,
im-, and ir- do? When do we use im- and when
do we use ir-? Which prefix means “many”? What
prefix means “against”? Can you think of a word
that uses this prefix?
Skill Notes
S-4
Unit Assignment Rubrics
Unit 1
Sociology
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Give a talk to a partner about a first impression.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
GiveaShor tTalk
20points
15points
10points
0points
Student spoke easily (without long
pauses or reading) and was easy to
understand (spoke clearly and at a good
speed) when describing an inaccurate
first impression in detail.
Student used correct suffixes where
appropriate.
Student used contractions and
auxiliary verbs.
Student used vocabulary from the unit.
Student presented content in a coherent
and organized manner.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-1
Unit 2
Nutritional Science
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Interview three classmates about their favorite dishes.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
ConductaClassSurvey
20points
15points
10points
0points
Student spoke easily (without long
pauses or reading) while discussing why
people prefer certain foods and was easy
to understand (spoke clearly and at a
good speed).
Student used /j/ and /w/ for linking.
Student used count and noncount nouns
correctly.
Student used vocabulary from the unit.
Student elicited relevant information from
other students during the interview phase.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-2
Unit 3
Psychology
Unit Assignment Rubric
Students’ names:
Date:
Unit Assignment: Take part in a group discussion about the advantages and disadvantages of change.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
TakePartinaGroupDiscussion
20points
15points
10points
0points
Group members spoke easily about the
advantages and disadvantages of change
(without long pauses or reading) and
were easy to understand (spoke clearly
and at a good speed).
Group members used a variety of
intonation.
Group members correctly used tag
questions.
Group members used vocabulary from
the unit.
Group members were able to ask for and
give reasons appropriately.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-3
Unit 4
Marketing
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Take part in a group discussion on the Unit Question.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
Take Part inaGroupDiscussion
20points
15 points
10points
0points
Student spoke easily (without long
pauses or reading) about the influence
of advertising on our behavior and was
easy to understand (spoke clearly and at
a good speed).
Student expressed attitude using correct
modal verb forms.
Student used appropriate statement and
question intonation.
Student used vocabulary from the unit.
Student was able to give and support
opinions.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-4
Unit 5
Behavioral Science
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Give a one-minute presentation on a risk you have taken.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
GiveaShor tPresentation
20points
15points
10points
0points
Student spoke easily (without long pauses
or reading) about a risk he or she had taken
and was easy to understand (spoke clearly
and at a good speed).
Student used correct past perfect
verb forms.
Student used appropriate contractions
of had.
Student used vocabulary from the unit.
Student organized the presentation by
using appropriate phrases to introduce
the topic, show order of events, and give
reasons for behavior.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-5
Unit 6
Philosophy
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Take part in a group discussion on the Unit Question.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
TakePartinaGroupDiscussion
20points
15points
10points
0points
Student easily explained opinions about
whether we are responsible for the world
we live in (without long pauses or reading)
and was easy to understand (spoke clearly
and at a good speed).
Student used an outline to take notes on
the discussion.
Student put stress on important words
correctly.
Student used vocabulary from the unit.
Student was able to give reasons for his or
her opinions.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-6
Unit 7
Economics
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Take part in a group discussion about money and happiness.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
TakePartinaGroupDiscussion
20points
15points
10points
0points
In the group discussion, student spoke
easily (without long pauses or reading)
when evaluating the influence of money
on happiness and was easy to understand
(spoke clearly and at a good speed).
Student used different types of sentences
when speaking.
Student used intonation correctly according
to sentence type.
Student used vocabulary from the unit.
Student used appropriate expressions
for agreeing and disagreeing, including
polite phrases.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-7
Unit 8
Behavioral Science
Unit Assignment Rubric
Student name:
Date:
Unit Assignment: Take part in a discussion about success and failure.
20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.
TakePartinaPairDiscussion
20points
15points
10points
0points
Student spoke easily (without long pauses
or reading) and was easy to understand
(spoke clearly and at a good speed) while
discussing successful and unsuccessful
personal experiences.
Student varied intonation to maintain
interest.
Student correctly used simple past and
present perfect.
Student used vocabulary from the unit.
Student was able to ask for and give
clarification appropriately.
Total points:
Comments:
© 2015 Oxford University Press. Permission granted to reproduce for classroom use.
Rubrics
R-8
Listening and Speaking 3
Unit 1 Student Book Answer Key
The Q Classroom
Activity A, p. 2
1. Answers will vary. Possible answers:
Students may mention physical
appearance, clothing, or voice as
things they first notice.
2. Students may think first impressions
are important because they may not
have the opportunity to correct a
negative first impression. / Some
students think first impressions are
not important because a person’s
true character will be revealed
eventually.
3. Answers will vary.
Activity B, p. 2
Answers may vary. Possible answers:
1. The students think that first
impressions are not always accurate.
I agree with the students. Mood,
looks, and other factors, can all
influence my first impression of
someone but I may change my mind
about a person over time.
2. Being polite, bringing a gift, and
shaking hands are all ways someone
could give a good impression. Being
rude, speaking too loudly, and
having poor table manners are all
ways to give a bad impression.
PREVIEW THE UNIT
Activity A, iQ Online Resource
1. N
2. N
3. A
4. N
5.
6.
7.
8.
N
N
A
N
Q: Skills for Success
Second Edition
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
NOTE-TAKING SKILL
Activity A, pp. 4–5
1. The topic is making a good first
impression.
2. One way to make a good impression
is to listen. Another way to make a
good impression is to use body
language effectively.
3. Show interest and ask questions.
Show you are paying attention by
leaning in, making eye contact, and
using facial expressions.
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 6
Answers will vary.
WORK WITH THE LISTENING
Activity A, pp. 6–7
Topic: How we form first impressions
Example: Waiting in line at a coffee
shop
Main idea: Impressions of others
Detail(s)
First mistake: Thinking a small sample of
behavior shows a person’s true
personality
Second mistake: If our first impression
of someone is positive (negative), we
think all of that person’s traits are
positive (negative).
Main idea: When we view our own
behavior
Detail: It’s not our personality; it’s the
situation.
AK-1
Listening and Speaking 3
Unit 1 Student Book Answer Key
Activity C, p. 7
1. F First impressions tell only part of
the story.
2. T
3. F Our first impressions don’t give us
an accurate picture of the whole
person.
4. T
Activity D, pp. 7–8
1. a
2. c
3. a
4. a
5. b
Activity E, p. 8
 1. If a stranger behaves rudely, you
may assume he isn’t intelligent.
 3. People make more excuses for their
own bad behavior.
Activity H, p. 9
1. sample
2. errors
3. assume
4. briefly
5. behavior
6. form an impression
7. negative
8. trait
9. positive
10. encounter
SAY WHAT YOU THINK
Say What You Think, p. 9
Answers will vary. Possible answers:
1. Yes, I have met people who were
very friendly when I first met them,
and they still are. / No, sometimes
people may be nervous when
meeting someone the first time and
behave differently than they usually
do.
Q: Skills for Success
Second Edition
2. Yes, I know someone who was quiet
and unfriendly when I first met her.
After I got to know her, I realized
that she is just shy.
LISTENING SKILL
Activity A, p. 10
1. It was a positive first impression.
The speaker was hoping to see Lee
again.
2. Yes, the speaker likes Lee and
invited him to sit and have lunch
together.
Activity C, p. 10
Answers will vary.
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 11
Answers will vary.
WORK WITH THE LISTENING
Activity A, pp. 11–12
Topic: Malcolm Gladwell’s Blink
Main idea: Gladwell thinks first
impressions are usually reliable.
Example: Two ways we make decisions
1. slowly and carefully with our
conscious minds
2. quickly, or unconsciously
Research on accurate first impressions
Students watched videos of a teacher in
a classroom, could tell how effective
they would be
People could look at a student’s
bedroom and learn about his or her
character
Examples of decision-making
Careful: buying a pot for a kitchen
Snap: a coach selecting players for a
soccer team
AK-2
Listening and Speaking 3
Unit 1 Student Book Answer Key
Activity C, p. 12
Main ideas
First impressions are
reliable.
Unconscious
decisions are quick,
Examples or details
the expert knowing
the artifact was
fake
knowing how
effective a teacher
without thinking
would be
Conscious decisions
choosing a pot for
are slow and careful.
the kitchen
Activity D, p. 13
Details
Order
c
an easy decision
4
b
describing someone’s 3
character
e
recognizing a fake
1
artifact
d
judging a teacher’s
2
effectiveness
a
a difficult decision
5
with lots of
information
Activity E, p. 13
Answers may vary.
1. C
2. U
3. U
4. C
5. C
6. U
7. C
8. U
9. U
Activity F, p. 14
Answers may vary.
1. think before making a snap
judgment
2. convince yourself that the opposite
of your first impression is true
3. don’t always trust your instincts
4. write down your first impressions
Q: Skills for Success
Second Edition
5. don’t make assumptions
Activity G, pp. 14–15
1. b
2. a
3. c
4. a
5. a
6. a
7. c
8. c
9. b
10. a
SAY WHAT YOU TIHNK
Activity A, p. 15
Answers will vary. Possible answers:
1. Yes, I think it’s best to trust your
instinct for difficult decisions. / No,
there are some difficult decisions
that require a lot of thought, such as
taking a new job.
2. Yes, I think our first impressions
provide us with accurate
information. / No, I think that first
impressions can be misleading.
Activity B, p. 15
Answers will vary.
VOCABULARY SKILL
Activity A, p. 16
1. –acy, noun, accurate
2. –tion, noun, assume
3. –ly, adverb, conscious
4. –tion, noun, predict
5. –ly, adverb, effective
6. –ive, adjective, instinct
7. –tion, noun, select
Activity C, p. 17
1. selection
2. Accuracy
3. assumptions
AK-3
Listening and Speaking 3
Unit 1 Student Book Answer Key
4.
5.
6.
7.
predictions
effectively
instinctive
consciously
Q: Skills for Success
Second Edition
5. We have usually eaten by 6:00.
6. What did you do after class
yesterday?
7. The girls have been here before.
GRAMMAR
Activity A, pp. 18–19
SPEAKING SKILL
Activity A, p. 21
1. I don’t often make snap judgments.
2. Huda doesn’t think first impressions
about teachers are usually accurate.
3. Sarah didn’t trust her instincts when
meeting new people.
4. When Waleed buys something, he
usually doesn’t think about it for a
long time.
5. Jomana isn’t working hard this
week.
6. I haven’t formed a positive
impression of that company.
Activity B, p. 19
1. Have you made many incorrect
assumptions because of how
1. How about you?
2. What do you think?
3. You know?
Activity B, p. 22
Answers will vary.
someone looked?
2. Do you like talking to new people on
the phone?
3. Is Ross living with people he met last
year?
4. Did Hatem make lots of friends at
school?
5. Did the experts realize the artifact
was a fake?
6. Has Jamal selected his library books
already?
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
AnswersC,will
Activity
iQ vary.
Online Resource
Answers will vary.
PRONUNCIATION
Activity A, p. 20
1. Who is your favorite author?
2. Where did you go on your last
vacation?
3. Mary is going to the store.
4. Jack is gone already.
AK-4
Listening and Speaking 3
Unit 2 Student Book Answer Key
Q: Skills for Success
Second Edition
The Q Classroom
Activity A, p. 24
1. Answers will vary. Possible answers:
Students may mention that food is
simply fuel for the body, or they
may say that it is a way to enjoy life,
comfort themselves, or spend time
with friends.
2. Students may think that food that
Answers may vary. Possible answers:
cheese: B
coffee: B
dark chocolate: G
milk chocolate: B
red meat: B
soda: B
tea: G
white meat: G
tastes good is high in fat or has a lot
of sugar.
3. Students may notice that the older
man is smiling, and the children
seem very interested in what is
cooking. This suggests that they
enjoy food.
Activity B, p. 25
The importance of taste and nutrition
Sophy
b. Eating healthy food is
important.
Felix
a. We need food that is both
healthy and tastes good.
Marcus d. Food that tastes good makes
people happy.
WORK WITH THE LISTENING
Activity A, p. 27
Answers will vary. Possible answers:
Food or drink: red meat
Notes: Not bad unless you eat too
much. Leads to healthy bones and skin.
Activity B, p. 27
Better
OK in
Bad
for you small
for
amounts you
1. red meat
X
2. white meat X
3. cheese
X
4. coffee
X
Yuna
c. Good nutrition makes people
healthy.
PREVIEW THE UNIT
Activity A, iQ Online Resource
Sweet: ice cream, bananas,
pineapple
Sour: grapefruit, lemon, pickle
Salty: potato chips
Bitter: coffee, radishes, parsley
Umami: chicken, nuts
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 26
5. tea
X
6. soda
7. milk
chocolate
8. dark
chocolate
Activity C, pp. 27–28
1. c
2. c
3. a
4. b
5. a
6. c
7. b
8. b
X
X
X
9. a
Activity D, pp. 28–29
AK-5
Listening and Speaking 3
Unit 2 Student Book Answer Key
1. T If you know the effects of food and
drink on your body, you can enjoy
good health.
2. T Dr. Al Dosari says this is
information we all know.
3. F Red meat isn’t good for you if you
eat too much of it.
4. F It’s better to avoid drinking coffee
after lunch.
5. T Dr. Al Dosari says it’s OK to eat any
food you want as long as your diet is
balanced.
Activity F, p. 29
1. diet
2. consume
3. rely on
4. calories
5. mood
6. spicy
7. wise
8. mix
9. concentrate
10. balanced
Q: Skills for Success
Second Edition
1. Since Dr. Al Dosari is a nutrition
expert, Hamad interviewed him on
his radio show.
2. Eating a lot of cheese isn’t good
because of the large amount of salt.
3. Because Hamad stopped drinking
soda, he feels much healthier now.
4. Hamad also wants to lose weight, so
he’s following Dr. Al Dosari’s
suggestions.
Activity B, p. 31
Cause
1. Because it
contains a natural
substance which
makes us feel
calm,
2. Cheese has
calcium,
--->
Effect
eating turkey
can actually
change your
mood.
--->
Effect
3. Coffee gives
you energy
so it’s good for
your teeth.
Cause
<---
due to the
caffeine.
4. The calories in
<---
since they have
SAY WHAT YOU THINK
Say What You Think, p. 30
Answers will vary. Possible answers:
1. Yes, I think it’s important to eat a
balanced diet. / No, I think her diet
suggestions are too strict.
2. Yes, people should just eat what
they like and worry less about
“eating right.” / No, nutrition is very
important to maintain good health.
3. Yes, what you eat affects how you
will feel and behave. / No, food does
not have that much effect on your
body.
soda“empty”
are what we
call
calories
Activity C, p. 32
Answers will vary.
LISTENING SKILL
Activity A, p. 31
The downside is that although fast food is
quick and easy, it is expensive, so it can be
bad for our wallets. What’s more, it is bad
no nutrition at
all.
NOTE-TAKING SKILL
Activity A, p. 32
Fast food is more popular in Saudi
Arabia today than ever before. Because of
our busy lifestyle, people don’t always have
time to cook their own meals. It may be
more expensive than cooking for yourself,
but every day millions of us choose a pizza
or take-out instead of a home-cooked meal.
for our health, too, as a lot of fast food
AK-6
Listening and Speaking 3
Unit 2 Student Book Answer Key
contains high levels of sugar and salt. Also,
it is easy to eat too much due to special
promotions that encourage us to buy more
than we need. For all these reasons, we
need to start making healthier food choices.
Activity B, p. 33
Cause
1. busy lifestyle
2. it is expensive
3. contains high levels
of sugar and salt
4. special promotions
encourage us to buy
more food than we
need
Effect
don’t have time to
cook
can be bad for our
wallets
bad for health
eat too much
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 33
Answers will vary.
Q: Skills for Success
Second Edition
farmers regularly
people like to try
new flavors
Enrique
Cause
sense of taste best
in mornings
people pay a lot
for coffee
just outside Paris
must develop new
products
Effect
only tastes in the
mornings
want to enjoy it
doesn’t drink them
tastes up to 100
coffees
all
lives in downtown walks to work
Los Angeles
Activity B, p. 35
1. T
2. F Stuart started the job six years
ago.
3. F Stuart visits the dentist every six
months.
4. F Marie loves strong-smelling
cheeses.
5. T
6. T
Activity C, p. 35
WORK WITH THE LISTENING
Activity A, p. 34
Stuart
Cause
Effect
loves chocolate
this is his dream job
everybody loves
volunteers easy to
chocolate
find
easy to put on
tries to eat
weight
healthily
has to keep up
travels a lot
with latest trends
Marie
Cause
Effect
all taste different
need to take your
1. manager
2. does not have
3. importing
4. quality
5. contacts suppliers
Activity D, p. 35
1. Stuart is a chocolate taster for a big
department store. He has a degree
in nutrition. He trains staff, visits
factories, and deals with suppliers.
He has worked in his current job for
six years. He likes to keep fit and eat
healthily.
2. Marie is a cheese buyer for a large
supermarket. On a taste day, she
time
has to decide when
they’re ready
convenient to live
checks the flavor, texture, and smell
of up to 12 different cheeses. She
especially likes strong-smelling
keep cheeses for a
long time
need to meet
AK-7
Listening and Speaking 3
Unit 2 Student Book Answer Key
cheeses. She never gets tired of her
job.
3. Enrique works as a head coffee
taster. He checks the quality of
coffee, its smell and taste, and how
sweet or bitter it is. He loves his job.
To him, trying to tell the differences
between different coffees can be
hard.
Activity E, p. 36
1. a
2. c
3. c
4. c
5. b
6. c
7. c
8. b
9. a
10. a
SAY WHAT YOU THINK
Activity A, p. 37
Answers will vary. Possible answers:
1. Cheese, because I love salty flavors.
2. Yes, I would love to eat all day. / No,
I would gain too much weight.
Activity B, p. 37
Answers will vary. Possible answers:
1. They lack self-control.
They eat because they are
depressed.
They eat because they are bored.
They don’t recognize hunger vs.
thirst.
2. Yes, but it might take time to
become more familiar with when
you are truly hungry and when you
are not.
Activity D, p. 37
Answers will vary.
Q: Skills for Success
Second Edition
VOCABULARY SKILL
Activity A, p. 38
1. a soft drink
2. junk food
3. a juicy steak
4. a balanced diet
5. a quick snack
Activity B, p. 38
1. a juicy steak
2. a balanced diet
3. a soft drink
4. junk food
5. a quick snack
Activity C, p. 39
1. a
2. b
3. b
4. a
5. b
GRAMMAR
Activity A, p. 41
1. many
2. enough
3. too many
4. much
5. not enough
6. too much
Activity B, p. 42
Answers will vary.
PRONUNCIATION
Activity A, p. 43
1. We /j/ all eat things we know we
shouldn’t.
2. “Empty” calories have no nutritional
value /w/ at all.
3. I can’t drink coffee, but tea /j/ is
fine.
4. Cheese has calcium, so /w/ it’s good
for your teeth.
5. Sometimes in the /j/ evening I’m
too tired to cook.
AK-8
Listening and Speaking 3
Unit 2 Student Book Answer Key
Q: Skills for Success
Second Edition
6. Marie makes sure the cheese is
ready to go /w/ out on sale.
7. Stuart thinks the appearance of
chocolate can be /j/ as important as
the taste.
8. Enrique thinks people pay /j/ a lot
for coffee so they want to enjoy /j/
it.
SPEAKING SKILL
Activity A, p. 44
Answers will vary.
Activity B, p. 44
Answers will vary.
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
1. c
2. f
3. b
4. d
5. a
6. e
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
AK-9
Listening and Speaking 3
Unit 3 Student Book Answer Key
Q: Skills for Success
Second Edition
The Q Classroom
Activity A, p. 46
Answers will vary. Possible answers:
1. Students may mention changes in
their personal or professional lives,
which may have affected them
positively or negatively.
2. Students may wish to change
nothing or a variety of personal or
and services 24 hours a day via
websites. We can also find information
on almost any topic and access a wide
range of entertainment; we can play
games, watch movies, etc. However,
professional things.
3. The truck is moving a house. Maybe
the owners are moving, but do not
want to give up their home. I think it
would be exciting to move my house
somewhere else, but I am not sure I
would do it.
Activity B, p. 46
Answers may vary. Possible answers:
1. Yes, I agree. I think that changes
have a good and a bad side.
Sometimes a change may seem bad,
but end up being a good thing. For
example, losing a job might be a
good thing if it results in getting a
Other drawbacks include unwanted
emails (spam), viruses, which can
better job.
2. At first, I was nervous about
beginning my course. But now, I am
learning a lot.
some people say the Internet can harm
relationships as it replaces face-to-face
communication with a virtual world.
damage your computer, and spyware
that steals your personal information.
Not everyone welcomes the changes
that the Internet has brought.
Activity B, p. 48
Advantages
Disadvantages
communicate
harm relationships
instantly with
people anywhere in
the world
promote products
spam, viruses,
24 hours a day
spyware
find information on
almost any topic
access a wide range
of entertainment
PREVIEW THE UNIT
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 49
Answers will vary.
NOTE-TAKING SKILL
Activity A, p. 48
The Internet has profoundly changed
the way we live. Unlike traditional mail,
WORK WITH THE LISTENING
Activity A, p. 50
Life as a city trader
Advantages
Disadvantages
we can communicate instantly with
people anywhere in the world. We can
keep in touch with family and friends.
Companies can promote their products
very well paid
has a lot of nice
things
stress
sick made him
never home
AK-10
Listening and Speaking 3
Unit 3 Student Book Answer Key
Activity B, p. 50
Life as a home-car assistant
Advantages
Disadvantages
more time for
less money
friends and family
healthier
not as many nice
things
Activity C, pp. 50–51
Q: Skills for Success
Second Edition
important to him. / This will not last
because Gary will eventually want to
have a lot of money again.
2. The sense of power and the ability
to buy a lot of things.
3. Yes, because I am very flexible. / No,
because I would be used to having a
lot of money and status.
1. a
2. b
3. a
4. a
5. b
Activity D, pp. 51
1. T
2. F After finishing work as a city
trader, he decided to travel before
looking for a new career.
3. F He was unemployed for eight
months.
4. F He took the first job he was
offered.
5. T
LISTENING SKILL
Activity A, p. 53
a. 4
b. 1
c. 5
d. 3
e. 2
Activity B, p. 53
Answers will vary.
Activity F, pp. 51–52
1. c
2. f
3. a
4. d
5. i
6. e
7. h
8. b
9. g
10. j
WORK WITH THE LISTENING
Activity A, p. 54
Reasons for going undercover
need to experience something firsthand
to understand it
a good way to find out what’s really
going on
can write about experiences from a
more informed point of view
Activity B, pp. 54–55
1. T
2. F Ehrenreich found that it was very
difficult to cope financially.
3. T
4. F Ehrenreich found that life can be
SAY WHAT YOU THINK
Say What You Think, p. 52
1. Answers will vary. Possible answers:
He learned that there are more
important things in life than earning
a lot of money. This will last because
his family and friends are more
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 54
Answers will vary.
difficult for people at all levels.
5. T
AK-11
Listening and Speaking 3
Unit 3 Student Book Answer Key
Q: Skills for Success
Second Edition
6. F Ehrenreich learned more than she
expected by going undercover as a
reporter.
Activity C, pp. 55–56
1. a
2. c
3. c
4. a
5. b
Benefits: It might be easier to switch
careers if you are going to try
something that you enjoy doing.
Activity B, p. 58
1. Answers will vary. Possible answers:
Similarities: Both Gary and Barbara
experienced dramatic changes in
their lives. Differences: Gary learned
a lot about himself. Barbara’s life
6. a
7. c
8. b
Activity D, p. 56
Answers will vary.
Activity E, pp. 56–57
1. a
2. c
3. b
4. c
5. a
6. c
7. b
8. a
9. a
became harder.
2. Answers will vary.
VOCABULARY SKILL
Activity A, p. 60
1. become/make different
2. replace
3. bus/train/plane
4. clothes
5. money
Activity B, p. 61
Answers will vary. Boxes may contain
the shortcuts produce, perform, cause
to happen, force, money, be suitable,
give someone a job, or reach.
10. b
SAY WHAT YOU THINK
Activity A, p. 58
Answers will vary. Possible answers:
1. It exposed a lot of truths about lowpaying jobs that people did not
know.
2. A person needs to be able to
completely change his or her
lifestyle. I would not like to do this
because I don’t like change. / I
would like to do this because it
would be very interesting.
3. I think it is very difficult for someone
GRAMMAR
Activity A, pp. 63
1. aren’t you
2. does he
3. didn’t they
4. isn’t it
5. shouldn’t she
6. do they
7. didn’t she
8. can we
Activity B, p. 63
1. do you
2. have you
3. are you
Answers to 4–6 will vary.
to change careers. / I think it is not
that difficult to switch careers.
4. Challenges: You will have to start
over and learn many new skills.
AK-12
Listening and Speaking 3
Unit 3 Student Book Answer Key
Q: Skills for Success
Second Edition
4. Another reason is
5. Also
PRONUNCIATION
Activity A, p. 64
Rise Fall
1. You’ve never been to Europe,
have you?
2. Julie and Frank just had a
baby, didn’t they?
3. You’re not looking for a new
job, are you?

☐
☐


☐
4. James is retiring next year,
isn’t he?
5. Kieron moved to New York
last year, didn’t he?
6. The new housing project was
approved, wasn’t it?
☐


☐
☐

UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary
Activity B, p. 65
1. You’ve tried
horseback riding,
haven’t you?
2. Adapting to a
new job can be
hard, can’t it?
3. You wouldn’t like
to live in New York,
would you?
4. You’re not afraid
of change, are you?
5. Travel is exciting,
isn’t it?
6. You don’t want
to work for
yourself, do you?
Knows
the
answer
Doesn’t
know the
answer
☐

☐


☐
☐


☐

☐
SPEAKING SKILL
Activity A, pp. 66
1. Why do you say that?
2. Because
3. first of all
AK-13
Listening and Speaking 3
Unit 4 Student Book Answer Key
The Q Classroom
Activity A, p. 68
Answers will vary. Possible answers:
1. Students may share details about
commercials they have seen.
2. Students may share experiences
with buying things on the Internet or
explain why they prefer to make
their purchases in stores.
3. Students will notice that the photo
shows a shoe store. The ad is
painted right on the store window.
Activity B, p. 69
Answers may vary. Possible answers:
1. Yes, sometimes I buy familiar name
brands because I think they are
better. / No, I make my purchases
because of quality and price, not
based on ads or familiarity with
products.
2. Yes, I agree, especially for items that
require good quality. For example, I
wouldn’t want to buy anything from
a website I’ve never heard of
because it might not be trustworthy.
/ No, I don’t care about a product’s
brand or name recognition. I look
for quality and price.
PREVIEW THE UNIT
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 70
Answers will vary.
WORK WITH THE LISTENING
Activity A, p. 70
Advertising
Notes
Q: Skills for Success
Second Edition
technique
a. Emotional
appeal
b. Association
of ideas
c. Bandwagon
d. Repetition
e. Humor
Activity B, p. 71
1. d
2. a
3. b
4. e
5. c
Technique
a. Emotional
appeal
b. Association
of ideas
c. Bandwagon
d. Repetition
people relate emotionally
or based on feelings, such
as fear.
making link between
products and ideas
everyone buying, so we
should, too
repeating logos, or
product names over and
over
grab attention because
they are funny
Description of technique
8. focuses on feelings or
emotions
6. links the product with
positive ideas
7. claims the product is
very popular
9. gives key information
over and over again
10. makes people laugh
e. Humor
Activity C, p. 71
1. T
2. F Seattle Security specializes in
locks.
3. F Robertson’s Black is a chocolate
bar made in California with Swiss
chocolate.
4. T
5. F Abdul Aquarium opens at 10:00
a.m.
6. F The special offer at the Globe Grill
is for the weekend only.
7. F There is no charge for kids under 5
at the Globe Grill.
AK-14
Listening and Speaking 3
Unit 4 Student Book Answer Key
Q: Skills for Success
Second Edition
8. F There are three different colors of
Perfect Pens.
Activity D, p. 72
1. Answers will vary. Possible answers:
Students might choose emotional
appeal because people are
emotional about their families and
children. / Students might choose
association of ideas because people
interesting how the advertisers use
people’s emotions.
2. I think emotional appeal is very
effective, especially when it appeals
to people’s fears. / I think humor is
very effective because I remember
these ads more.
3. I saw an ad for a sporty car. It used
association of ideas to compare
associate children with positive
ideas.
2. Students might choose association
of ideas because men might
associate the fragrance with
attraction. / Students might choose
humor because an ad about
fragrances could be humorous.
3. Students might choose bandwagon
for cell phones because advertisers
will want consumers to think that
everyone must have the newest
smartphone. / Students might
choose association of ideas because
using the newest cell phone might
riding in the car with extreme
sports. I didn’t think it was effective
because people don’t buy cars to do
extreme sports. If people want to
skateboard, they could buy a
skateboard and save their money.
make a person look sophisticated or
tech-savvy.
Activity F, pp. 72–73
1. a
2. c
3. a
4. b
5. b
6. b
7. c
8. b
SAY WHAT YOU THINK
Say What You Think, p. 73
Answers will vary. Possible answers:
1. I like the humorous one because I
don’t take ads very seriously. / I like
the ad for locks because I think it is
LISTENING SKILL
Activity A, p. 73
1. fact
2. opinion
3. opinion
Activity B, p. 74
1. opinion
2. fact
3.
4.
5.
6.
fact
opinion
opinion
fact
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 74
Answers will vary.
WORK WITH THE LISTENING
Activity A, p. 75
1. Ramadan is the biggest holiday of
the year, and it lasts for a month.
During Ramadan, people watch
twice as much TV as usual.
2. Food, soft drinks, clothing, jewelry,
electronics
Activity B, pp. 75–76
AK-15
Listening and Speaking 3
Unit 4 Student Book Answer Key
Q: Skills for Success
Second Edition
1. c
2. a
3. c
4. b
5. a
6. c
Activity C, p. 76
Ramadan is associated with family,
friends, sharing, and togetherness.
2. Yes, I might buy the product
because it associated itself with
Ramadan and other things I believe
in.
Activity B, p. 78
Answers will vary.
Advertisers use many ads with family
scenes, people sharing tea and
exchanging presents. Also, many ads
show lanterns, dates, cannons, and the
crescent moon.
Activity D, p. 76
Integrated advertising includes all forms
of advertising; e.g., newspapers,
magazines, web advertising, social
media, cell phone ads, and TV. This is
effective because people see the ads in
many different places. One TV ad uses a
famous actor to advertise a travel
website. The actor’s face appeared in
websites and in magazines advertising
1. so big, colorful
2. same ads, over and over
3. the largest number of people watch
TV
4. more aggressive, sell more
5. ads are everywhere
6. I couldn’t stop thinking about it for
days
Activity B, p. 79
1. push
2. eye-catching
3. prime time
4. hype
5. catchy
6. tedious
the same website.
Activity E, p. 77
1. mark
2. competitor
3. peak
4. merchandising
5. take advantage of
6. edge
7. integrated
8. focus
9. humorous
10. fast
VOCABULARY SKILL
Activity A, p. 79
GRAMMAR
Activity A, pp. 80–81
1. don’t have to
2. don’t have to
3. can’t
4. should
5. shouldn’t
PRONUNCIATION
Activity A, p. 82
SAY WHAT YOU THINK
Activities A, p. 78
1. Do you spend a lot of money
on advertising?
2. What do you think of that
Answers will vary. Possible answers:
1. Yes, sometimes it seems the shows
break for commercials every few
minutes.
ad?
3. Is that ad misleading?
4. Does it have a special offer?
5. Why is there so much hype
Rise
Fall

☐
☐


☐

☐
☐

AK-16
Listening and Speaking 3
Unit 4 Student Book Answer Key
Q: Skills for Success
Second Edition
these days?
Activity C, p. 83
1. Food ads are popular ? question
2. Ads help to bring the world
together? question
3. The peak period starts at midnight.
statement
4. Some ads are really popular.
statement
5. Humorous ads are more effective?
question
6. More people watch TV in the
evening than the daytime .
statement
SPEAKING SKILL
Activity A, p. 84
1. If you ask me
2. because
3. As far as I’m concerned
4. For instance
5. In my opinion
Activity B, p. 84
Answers will vary.
NOTE-TAKING SKILL
Activity C, p. 86
Answers will vary.
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
AK-17
Listening and Speaking 3
Unit 5 Student Book Answer Key
Q: Skills for Success
2nd Edition, Special Edition
The Q Classroom
Activity A, p. 88
Answers will vary. Possible answers:
1. Risks people can take include
physical, financial, or emotional
risks. Examples of physical risk
include sports and expeditions.
Examples of financial risk include
some investments and perhaps
education. Examples of emotional
risks include confronting someone.
2. Students will have different opinions
about where to draw the line on
taking risks.
3. The man is exploring a cave to look
at spiders. Students may say this is a
risk because the cave could be
dangerous to navigate, or the spider
could be poisonous.
Activity B, p. 88
1. Social risks, for example, introducing
yourself to new people. Job risks, for
example, getting a new job.
2. To meet new people, make new
friends
Activity B, p. 91
Action: Giving up soccer for kayaking
Risks
Activity A, p. 92
Answers will vary.
Author
Action
Outcome
John
Grisham
bought
1,000
copies of
his own
book, sold
them out of
his car
their small
got a bigger
publisher,
now a bestselling
author
family
company
published
his book,
did
extensive
promotion
selfpublished
book,
promoted it
to reading
groups
published
e-book
publishing
rights to
Knopf for
$500,000
Christopher
Paolini
parentsand
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
1. The speaker talks about giving up
soccer to take a kayaking class.
2. Some risks were losing her place on
the soccer team and giving up
something she knows how to play
great exercise
learning a new skill
meeting new
people
LISTENING 1
WORK WITH THE LISTENING
PREVIEW THE UNIT
NOTE-TAKING SKILL
Activity A, pp. 90–91
Outcome
lose spot on
soccer team
might be bad at
kayaking
Brunonia
Barry
Amanda
Hocking
sold
sold
publishing
rights for
$2 million
for
something
she might not be
good
at.
3. The speaker hopes to get some
exercise and meet new people.
AK-18
Listening and Speaking 3
Unit 5 Student Book Answer Key
Q: Skills for Success
2nd Edition, Special Edition
Activity B, p. 93
Self-publishing and marketing
Risks
Outcome
costs a lot
sell rights to a big
takes a lot of time
publisher
and energy
make lots of
can’t write
money
another book reach a wider
because of
audience
Activity D, p. 94
busy schedule
Activity C, p. 93
1. T For a long time, publishing your
own book was a risk to your
reputation.
Support: It was embarrassing.
2. T Nowadays, publishers typically pay
authors a large advance and also pay
to promote the book.
Support: In the typical success story,
the publisher provides publicity and
a huge, or at least modest, advance.
3. F It’s hard to promote your own
book.
Support: Christopher Paolini spent
so much time and energy promoting
his book, he didn’t h ave time to
write the second book. Brunonia
Barry wouldn’t have done it if she
knew it would be so hard.
4. T Even when a person publishes his
or her own book, a major publisher
may decide to buy it later.
Support: This happened with all the
authors in the Listening.
5. T Because e-books are inexpensive
to produce, they can be made
available to more people
Support: The e-book can expose
writers’ work to a much larger
audience
Writer
Type of
book
First
publisher
John
Grisham
novel
very small
publishing
company
Christopher
Paolini
adventure
novel
family’s
Brunonia
Barry
novel
Amanda
Hocking
young
adult
novels
publishing
company
their own
software
company
selfpublished
What the
writer did
(strategies)
Bought 1,000
copies, visited
libraries, sold
them himself
promoted to
bookstores
and schools
approached
local book
clubs
sold
inexpensive ebooks
Activity E, p. 94
1. c
2. b
3. c
Activity F, p. 94
Answers will vary.
Activity G, p. 95
1. financial
2. income
3. promote
4. funds
5. embarrass
6. expose
7. model
8. audience
9. threaten
10. publish
SAY WHAT YOU THINK
Say What You Think, p. 96
Answers will vary. Possible answers:
1. They wanted to publish their books,
but traditional publishing companies
weren’t interested.
2. My dream of getting a degree and a
good job requires a financial risk
AK-19
Listening and Speaking 3
Unit 5 Student Book Answer Key
Q: Skills for Success
2nd Edition, Special Edition
boats
since I’m spending a lot of money to
make it happen.
3. Policemen or firefighters have jobs
that have a lot of physical risk
because they are often in lifethreatening situations.
LISTENING SKILL
Activity A, p. 97
1. five hundred thousand dollars
2. ten dollars
3. two-kilogram; three dollars;
4. four-hundred-seat
5. five-hundred-dollar
6. ten-question
7. twenty-five kilograms
8. fifty-dollar
Activity C, p. 98
1. The seventh test can be taken this
week.
2. The nine students left an hour ago.
3. I ate the fifteen cookies.
4. Did you receive the sixth email I sent
you?
5. Push the fourth button.
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 98
Answers will vary.
WORK WITH THE LISTENING
Activity A, p. 99
Risks taken
Paul
Flaherty
flew into
hurricane
Outcomes
saved people’s
lives
researchers
understand
storms better
Tina
works in hostile
gets to discover
Neal
environment
travels in
helicopters,
small planes,
and travel
makes the world
a safer place
Activity B, p. 99
1. Both take physical risks.
2. They both hope to discover new
things that will improve the world.
Activity
p. 99 and Neal work in different
1. FC,Flaherty
scientific fields.
2. T
3. T
4. F Fortunately, there are things they
can do to control or lower their
risks.
Activity D, pp. 99–100
1. F
2. B
3. N
4. F
5. N
6. B
7. F
8. N
Activity E, p. 100
Paul Flaherty
is a pilot
provided
information on
Hurricane
Katrina
works for National
Oceanic and
Atmospheric
Administration
Both
fly a lot as
part of
the job
use data to
protect
people
Tina Neal
makes maps of
safe areas
lives in Alaska
works for the
U.S.
Geological
Survey
Activity G, pp. 100–101
a. locate
b. solve
c.
d.
e.
f.
previous
investigate
invention
retire
AK-20
Listening and Speaking 3
Unit 5 Student Book Answer Key
Q: Skills for Success
2nd Edition, Special Edition
ss
ment
SAY WHAT YOU THINK
finance
locate
prove
solve
finance
location
proof
solution
Activity A, p. 101
Answers will vary. Possible answers:
1. They are willing to take risks
Activity B, p. 103
g.
h.
i.
j.
reputation
prove
mystery
discover
because it is necessary to do their
jobs.
2. We need to know more about
earthquakes. We also need to know
more about climate change.
Activity B, p. 101
Answers will vary. Possible answers:
1. They take many risks while working
outside, but they also take risks in
laboratories when they work with
dangerous chemicals.
2. They are willing to try new and
perhaps risky technologies to
advance science and technology.
Activity D, p. 102
Answers will vary. Possible answers:
1. I think it is important to take risks in
a career. Without risk, there is little
chance of advancement.
2. I think they are more likely to take
risks in their professional lives
because their personal lives are
more important to them. / I think
many people more often take risks
in their personal lives. They put their
work before their families, and this
can be very risky.
Activity A, p. 103
Verb
invent
create
discover
embarra
Noun
inventor
creator
discovery
embarrass
Adjective
inventive
creative
Adverb
inventively
creatively
embarras
embarrassi
ngly
financially
proven
1. creative
2. solve
3. discovery
4. finance
5. solution
6. financial
7. proof
8. location
9. prove
10. embarrassing
GRAMMAR
Activity A, pp. 104–105
Answers will vary. Possible answers:
1. 1; 2; The scientist had retired before
2.
3.
4.
5.
6.
7.
VOCABULARY SKILL
sed,
embarras
sing
financial
he began research on a new area of
interest.
1; 2; I hadn’t heard about Brunonia
Barry until I read the article.
2; 1; We had finished hiking before it
started to rain.
2; 1; By the time Howazen picked up
the phone, it had stopped ringing.
2; 1; I hadn’t realized my sweater
was on backwards until my sister
told me.
1; 2; Nawaf had left his house when
his mother called.
1; 2; I had drunk the cup of coffee
before I realized it wasn’t mine.
8. 2;
1; By the
arrived
at the
airport,
our time
planewe
had
departed.
Activity B, p. 105
Answers will vary.
AK-21
Listening and Speaking 3
Unit 5 Student Book Answer Key
Q: Skills for Success
2nd Edition, Special Edition
PRONUNCIATION
Activity A, pp. 106–107
1. He’d worked at a bookstore.
2. We left when it started raining.
3. They answered the questions.
4. I’d eaten my lunch.
5. You’d already taken the test.
6. She hadn’t worked there.
7. It hasn’t started to rain.
8. Had he found it?
9. Have you called Alex?
SPEAKING SKILL
Activity A, p. 108
1. I’m going to talk about
2. By the time
3. so
4. so
5. Before
6. By the time
Activity B, p. 108
Answers will vary.
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
AK-22
Listening and Speaking 3
Unit 6 Student Book Answer Key
Q: Skills for Success
Second Edition
The Q Classroom
Activity A, p. 110
Answers will vary. Possible answer:
1. Students’ answers may depend on
their definition of responsibility. Ask
for reasons for their answers.
2. Students may say they are
responsible because they help out in
their community.
WORK WITH THE LISTENING
Activity A, p. 113
CSR is the belief that companies need to
be responsible for the economic, social,
and environmental impact of their
actions.
Problems
-Child employment: No. of children
working: 150 million
3. One scene shows solar panels beside
a energy plant. Another shows wind
turbines. A third image shows
recycling bins. The photo associated
with the video shows someone tying
another person’s shoes. The last
image shows a diagram representing
energy and conservation. It seems as
if they all represent ways people
help each other and the
environment.
Activity B, p. 111
Answers will vary. Sample answers:
1. Recycling, volunteering in the
community, and voting are three
(Reasons: They learn quickly and are
cheap.) dangerous conditions / no
health care
-Pollution of rivers / oceans
ways people can be responsible in
their communities. I do vote and
recycle, but I should probably
volunteer. It is hard to find the time.
2. I agree with Felix, it is difficult for
people to find the time, but people
can make an effort.
manufacturer
-individual managers -consumers
Important to realize that profit and
responsibility can go together.
Activity B, pp. 113–114
1. T
2. F
3. F
4. F
5. T
6. F
Activity C, p. 114
1. a
2. a
3. b
PREVIEW THE UNIT
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 112
Answers will vary.
Pressure for change
Consumers: demanding that workers
get a fair wage
Workers: expect companies to protect
their safety / maybe provide health
care, etc.
Governments: demanding companies
reduce pollution
Who is responsible?
-international companies -local
4. a
5. b
Activity D, p. 114
Answers will vary. Possible answers:
AK-23
Listening and Speaking 3
Unit 6 Student Book Answer Key
Consumers, workers, and governments
can demand that companies be more
responsible. Huge fines and negative
media reports can also help.
Activity F, pp. 114–115
1. consumer
2. fair
3. ignore
4. fine
5. profit
6. benefit
7. demand
8. pollute
9. impact
10. Developed
SAY WHAT YOU THINK
Say What You Think, p. 115
Answers will vary. Possible answers:
1. It is very important. The benefits are
that the people respect the
companies more and might buy
more things from them because of
it.
2. The company is because it is more
powerful. / Individuals are because
change has to start with an
individual person’s decisions.
LISTENING SKILL
Activity A, p. 116
1. c
2. b
3. a
Activity B, p. 116
1. angry
2. uninterested
3. nervous
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 117
Answers will vary.
Q: Skills for Success
Second Edition
WORK WITH THE LISTENING
Activity A, p. 117
Name
Notes
Naomi
takes out garbage, sorts things
for recycling
Michael does the dishes, washes the car
Nina
makes dinner for her sister, helps
her with her homework
Mark
takes care of family pets
Activity B, p. 118
1. All
2. don’t care about
3. every day
4. helps in the evenings
5. pets
Activity C, p. 118
1. b
2. b
3. a
4. c
5. b
Activity D, p. 118
1. call
2. lied
3. sixteen
4. people
5. respect
Activity E, p. 118
His parents believe that video games are
too violent and they have too much bad
language. While he agrees that video
games are violent and have bad
language, he doesn’t think his parents
have any reason to be worried.
Students’ opinions will vary.
Activity F, p. 119
a. check up on
b. trust
c.
d.
e.
f.
guilty
sensible
influence
obligation
AK-24
Listening and Speaking 3
Unit 6 Student Book Answer Key
g.
h.
i.
j.
lie
in charge of
help out
appropriate
Q: Skills for Success
Second Edition
SAY WHAT YOU THINK
Activity A, p. 120
Answers will vary. Possible answers:
1. My family gives me a lot of
6. moral (adjective) following the
standards of behavior considered
acceptable and right by most people
7. risk (verb) to do something that may
cause you to get into a bad situation
8. open (adjective) honest; not keeping
thoughts and feelings hidden
Activity B, p. 121
Answers will vary.
responsibility because I’m the
oldest. Sometimes I wish I had less
responsibility!
2. I think it depends on the person.
Some people mature more quickly
than others.
Activity B, p. 120
Answers will vary. Possible answers:
1. Companies should be careful not to
pollute and to follow environmental
laws. Individuals should recycle and
reduce waste. Individuals have more
responsibility because they can
control the companies. / Companies
have more responsibility because
GRAMMAR
Activity A, pp. 122–123
1. to give
2. to become
3. staying, to stay
4. working
5. to quit
6. to stay
7. to spend
8. to have
Activity B, p. 123
Answers will vary. Possible answers:
1. I think it is up to the mother to
decide if she wants to quit working
they are more powerful.
2. By recycling, by walking instead of
driving, by reducing waste.
VOCABULARY SKILL
Activity A, p. 121
Answers will vary. Possible answers:
1. just (adjective) fair and right,
reasonable
2. peak (noun) the point when
something is strongest
3. abandon (verb) to stop doing
something
4. outstanding (adjective) (of payment)
not yet paid
5. abuse (verb) to use power unfairly
or wrongly
to look after her child.
2. I want to become a parent when I
am thirty years old.
3. I think some parents do miss looking
after their children after they leave
home.
4. Children should feel very
responsible for their parents when
their parents are elderly.
PRONUNCIATION
Activity A, p. 124
1. Corporate social responsibility is
becoming a big issue these days.
2. Of course, companies want to make
money. There's nothing wrong with
that.
3. What is the cost to us, the planet,
and the society we live in?
AK-25
Listening and Speaking 3
Unit 6 Student Book Answer Key
4. Imagine a company is polluting the
environment. Who is responsible?
5. More and more consumers are
demanding that companies pay their
workers a fair wage.
Activity C, p. 124
As consumers demand higher
standards, more companies are trying to
improve the lives of their workers and
the society they live in. These
companies show that profit, and social
responsibility, can go together.
SPEAKING SKILL
Activity A, p. 126
1. we’re going to look at
2. what’s your opinion
3. What do you think
4. can we keep to the topic
5. do you have anything to add
6. to sum up, then,
NOTE-TAKING SKILL
Activity C, p. 128
(Topic) Individual responsibility
(main point) • Children should help out at
home
(example) take out garbage
(example) sort recycling
(opinion) recycling is important
(example) do dishes
(example) wash the car
(example) look after little sister
(example) take care of pets
(main point) • Parents should be
responsible for their children
(example) know where their children
are
(example) check up on them when they
Q: Skills for Success
Second Edition
(main point) • Children should not lie to
their parents
(example) should be truthful about
what they are doing
(supporting idea) feel guilty if lie
(main point) • Individual responsibility
depends on age
(opinion) should know right from wrong
at 16
(opinion) only responsible at 20
(supporting idea) at 16 can be easily
influenced
(opinion) responsible from 5 or 6
(supporting idea) possible to behave
well / respect others
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B,will
iQ vary.
Online Resource
Answers
Activity C, iQ Online Resource
Answers will vary.
go out
(opinion) parents should trust their
children
AK-26
Listening and Speaking 3
Unit 7 Student Book Answer Key
The Q Classroom
Activity A, p. 130
Answers may vary. Possible answers:
1. Students may say that people only
need enough money to cover their
basic needs, e.g., food, clothing,
shelter, medical care, education
costs, or they may say people need
substantially more than this to be
happy.
2. Students may have different
opinions about whether money
would make them happier based on
how much money they currently
have and/or what their lives are like
now.
3. Yes, I would be happy if I could buy a
home like this. That would mean
that I had a lot of money and a
beautiful place to live. / No, being
able to buy this home would not
make me happy. Money and
material items can’t make me
happy.
Activity B, p. 130
Answers may vary. Possible answers:
1. Marcus would do things he likes all
day. Yuna would help her family.
2. According to Felix, money cannot
buy health, friends, or family.
Q: Skills for Success
Second Edition
Activity A, p. 132
Answers will vary.
WORK WITH THE LISTENING
Activity A, p. 132
Sudden Wealth
Positive effects
Negative effects
can buy needed
health care
stress
pleasure of new things
can buy food and
shelter
wears off
affects social
relationships
negative emotions lead
to bad decisions
Activity B, p. 133
1. F; Getting rich suddenly often causes
stress.
Support: People who acquire a
sudden fortune . . . experience a lot
of stress.
2. T
Support: Sure, if you give someone
money, there will be an immediate
effect on his brain . . . but that
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary. Possible answers:
friends, family, reading, writing, painting,
pleasure goes away quickly.
3. F; For most people, acquiring
sudden wealth decreases happiness.
Support: People who acquire huge
amount of cash very quickly can
experience many negative emotions.
4. T
Support: A large quantity of money
can have several destructive effects
on our lives.
5. T
Support: A sudden change in your
financial picture can make you feel
alone.
Activity C, p. 133
playing sports, work, school, vacation
Effect on our brains
PREVIEW THE UNIT
LISTENING 1
PREVIEW THE LISTENING
1. immediate effect: pleasure
2. pleasure wears off, takes more
spending to get same feeling
AK-27
Listening and Speaking 3
Unit 7 Student Book Answer Key
Effect on relationships
1. too many people want things from
you
2. won’t have usual sources of support
Q: Skills for Success
Second Edition
2. A friend got a large gift of money
and was able to pay off her loans.
That made her happier.
3. Answers will vary.
Effect on emotions
1. how you get the money can leave
you feeling sad or guilty
2. negative feelings can lead to bad
decisions
LISTENING SKILL
Activity A, p. 137
1. in the beginning
2. then
Activity D, p. 134
1. c
2. a
3. b
Activity E, p. 134
Answers will vary. Sample answers:
1. Most people respond negatively to
receiving a lot of money. They might
spend a lot of their money at once.
The Larges responded differently by
giving away and donating their
money.
2. I don’t think the Larges would be
happier if they spent the money
because they seemed like they were
3. Before that
4. Finally
5. First
6. Next
7. After that
Activity B, p. 138
1. Before that, she worked as a
secretary.
2. In the beginning, she felt that having
the money was pretty incredible.
3. One of the first things she did was to
pay off her credit card debt.
4. After that, she sent her son to
college.
5. In the immediate future, Laura is
already happy before they received
the money.
Activity F, p. 135
1. acquire
2. pleasure
3. immediate
4. dramatic
5. circumstances
6. complicated
7. destructive
8. get used to
9. wear off
going to go to Paris.
6. Next, she might go back to school.
LISTENING 2
PREVIEW THE LISTENING
Activity A, p. 139
Answers will vary.
WORK WITH THE LISTENING
Say What You Think, p. 136
Activity A, p. 139
more successful at job
higher income
better work environment
the happier we are
Activity B, p. 140
Answers
will vary.
Possible
answers:because
1. Effect
on our
relationships,
my friendships are very important to
me.
1.
2. b
a
3. c
Activity C, p. 140
SAY WHAT YOU THINK
AK-28
Listening and Speaking 3
Unit 7 Student Book Answer Key
1. F Lyubomirsky and her colleagues
looked at the research from 225
studies.
2. T
3. T
4. T
5. F People who are happy when they
are young will have higher incomes
when they are older.
6. T
Activity D, p. 141
1. +
2. –
3. +
4. –
5. –
6. +
7. Ø
8. +
Activity F, pp. 141–142
a. independence
b. wholly
c. demonstrate
d. analysis
e.
f.
g.
h.
i.
j.
burn out
conduct
associated with
outcome
persuasive
somewhat
SAY WHAT YOU THINK
Activity A, p. 142
Answers will vary. Possible answers:
1. Students should support their
opinions with reasons.
2. Happy people are more positive and
friendlier, which makes people want
to work with them.
3. Opinions
Activity
B, p. 142 will differ.
Answers will vary. Possible answers:
Q: Skills for Success
Second Edition
1. People who acquire sudden wealth
are unprepared for it, and it
dramatically changes their lives. On
the other hand, people who are
happy in their work tend to earn
more money and are not adversely
affected by this.
2. Students should support their
answers with reasons.
VOCABULARY SKILL
Activity A, p. 143
1. e
2. d
3. b
4. c
5. a
Activity B, p. 144
1. off the top of my head
2. hold my tongue
3. Drop me a line
4. all ears
5. get off my chest
GRAMMAR
Activity A, p. 145
1. exclamatory
2. declarative, declarative
3. declarative
4. declarative, declarative
5. interrogative
6. declarative
7. declarative
8. imperative, exclamatory
PRONUNCIATION
Activity A, p. 147
1. a. yes/no question
b. statement
2. a.
b. command
wh- question
3. a. statement
b. exclamation
AK-29
Listening and Speaking 3
Unit 7 Student Book Answer Key
SPEAKING SKILL
Activity A, p. 148
1. That’s a good point.
2. You can say that again
3. don’t feel the same way
4. disagree
Activity A, p. 149
Both Thamer
and Waleed
agree
Doesn’t
mind
staying in
cheaper
places
when he
travels
Want to be able
to buy house
and car
Want to be able
to travel
Second Edition
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
NOTE-TAKING SKILL
Thamer’s ideas
Q: Skills for Success
Waleed’s ideas
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
Wants to
stay in
really nice
places
when he
travels
Activity B, p. 150
1. The topic of the discussion is money
and happiness.
2. They gave information from two
studies to support their ideas, a
study by Betsey Stevenson and
Jeffrey Wolfers, and research by
Layard in the U.K.
3. The speakers agreed that they want
enough money to be able to buy a
house and a car and to travel.
4. They disagreed on where they want
to stay when they traveled. Waleed
wants to stay in nice hotels, and
Thamer would be happy to camp or
stay in hostels.
Activity
C, p.will
150vary.
Summaries
Students should use the information in the
Venn diagram only as they summarize.
AK-30
Listening and Speaking 3
Unit 8 Student Book Answer Key
The Q Classroom
Activity A, p. 152
Answers will vary. Possible answers:
1. Students may say a person can be
successful by earning a lot of money,
by discovering or inventing
something, or by being happy and
content with their lives.
2. Students should support their
answers with specific example from
their lives.
3. The man is outside a store. It is a
grand opening, so the business is
just starting. He is successful
because he is able to start a
business.
Activity B, p. 153
Answers may vary. Possible answers:
1. Sophy says that people can be
financially successful or successful in
school, or have a good family life.
Felix adds that people can be
successful by having good
friendships. I agree with the
students because people might have
different ideas about what is
important to them.
2. Marcus explains that when he fails
at something, he knows he needs to
learn a lesson, and pays more
attention. He thinks that if he is
successful, he might not consider
why he is successful. I disagree with
Marcus because I think some people
are encouraged by their successes
and will try hard to continue to
succeed.
PREVIEW THE UNIT
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Q: Skills for Success
Second Edition
LISTENING 1
PREVIEW THE LISTENING
Activity A, p. 154
Answers will vary.
WORK WITH THE LISTENING
Activity A, p. 155
Main points
Examples
1. Make sure your
goals are achievable.
2. Aiming for success
should not cause
stress or anxiety.
3. Success can bring
problems.
4. Our definition of
success changes with
age.
short, older man
who smokes wants
to be a basketball
star
none given
A successful career
might result in the
end of a marriage.
Want a sports car
when you’re young,
but want a big
family car once you
have kids.
Activity B, p. 155
She exaggerates in her example of a
short, unhealthy, middle-aged man
wanting to become a basketball star.
Yes, I think it is effective because it
makes her point very clear.
Activity C, p. 155
1. a
2. a
3. b
4. b
5. b
Activity D, p. 156
1. F This is not the professor’s first
lecture on success to the class.
2. F She says that with hard work and
determination, you will not
necessarily achieve anything you
want.
AK-31
Listening and Speaking 3
Unit 8 Student Book Answer Key
3. T
4. T
5. T
6. T
Activity E, pp. 156–157
1. a
2. b
3. c
4. c
5. a
6. b
7. a
8. b
9. c
10. a
SAY WHAT YOU THINK
Say What You Think, p. 157
Answers will vary. Possible answers:
1. Yes, it makes sense to be realistic
about what you can achieve. / No, it
is important to dream big.
2. Students may talk about a friend or
family member who has achieved
something important in their life.
3. Good friends, a happy family, being
healthy.
LISTENING SKILL
Activity A, p. 158
To give you an example
for instance
Take, for example,
for example,
Activity B, p. 158
Answers may vary.
1. only chose jobs that paid well
2. left one company to work for
another because the job title
sounded better
3. jogging in the park
4. reconnecting with old college
friends
Q: Skills for Success
Second Edition
Activity C, p. 158
Answers will vary.
Activity D, p. 159
Answers will vary.
LISTENING 2
PREVIEW THE LISTENING
Activity A., p. 160
Answers will vary. Possible answer:
Students may mention that not being able
to see is a big challenge. Students may
mention that his ability to overcome
blindness to become a success suggests that
Abu-dayya is very determined.
WORK WITH THE LISTENING
Activity A, p. 161
Challenges
1. Before his
No instructor. Teachers
accident
and classmates
discouraged him. Spent
a lot of time alone.
2. After his
Daily activities tricky
accident
because he’d lost his
eyesight and leg. Had to
give up time on hobbies
and time with friends
and family.
Activity B, p. 161
1. c
2. a
3. c
4. b
5. c
Activity C, p. 162
1. T
2. F He first won an award for
invention at the age of 14.
3. T
4. F He sees failure as a friend.
5. F His view of success changes almost
every day.
Activity D, p. 162
AK-32
Listening and Speaking 3
Unit 8 Student Book Answer Key
Q: Skills for Success
Second Edition
1. King Abdullah
2. Guidance
3. wife
4. 30,000
5. 1 million
Activity E, p. 163
Answers will vary. Possible answers:
All apply to Mohannad. Hard work and
determination are the most important.
5. imperfect
6. antisocial
7. multinational
8. dishonest
9. impatient
10. irregular
11. reapply
12. multimedia
Activity B, p. 164
Activity F, p. 163
1. prize
2. sightless
3. appeal
4. collision
5. incapacity
6. unbelievably
7. invent
8. motivation
9. helpful
10. problematic
Sentences will vary.
SAY WHAT YOU THINK
Activity A, p. 163
Answers will vary. Possible answers:
1. I agree because you learn from your
failures. / I disagree because failures
will discourage you.
2. Students should describe examples
from their lives and explain how
they learned from the events.
Activity B, p. 163
Answers will vary. Possible answers:
1. He mentions that his ideas of
success have changed over time.
2. Students should use examples in
their explanations.
VOCABULARY SKILL
Activity A, p. 164
1.
2.
3.
4.
review
irresponsible
dislike
coworker
GRAMMAR
Activity A, p. 166
1. Have you ever entered
2. have
3. came
4. Did you enjoy
5. was
6. haven’t won
Activity B, p. 166
Answers will vary.
Activity C, p. 166
Answers will vary.
PRONUNCIATION
Activity A, p. 167
1. Speaker 2
2. Speaker 1
3. Speaker 2
4. Speaker 1
SPEAKING SKILL
Activity A, pp. 168–169
1. Sorry, I don’t get what you mean.
2. I’m trying to say is
3. What do you mean exactly?
4. to give you an example
5. Do you think you could say a bit
more about that?
6. Can you give an example, please?
NOTE-TAKING SKILL
Activity A, p. 170
AK-33
Listening and Speaking 3
Unit 8 Student Book Answer Key
Q: Skills for Success
Second Edition
Answers will vary.
UNIT ASSIGNMENT
CONSIDER THE IDEAS
Consider the Ideas, iQ Online Resource
Answers will vary.
PREPARE AND SPEAK
Activity A, iQ Online Resource
Answers will vary.
Activity B, iQ Online Resource
Answers will vary.
Activity C, iQ Online Resource
Answers will vary.
AK-34