3
Pathways
S e co n d
Edition
Listening, Speaking, and Critical Thinking
Teacher’s Guide
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Pathways Teacher’s Guide 3,
Listening, Speaking, and Critical Thinking,
Second Edition
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Table of Contents
Teaching with Pathways ������������������������������������������������������������������������������������������������������������������������������������������� iv
Speaking Assessment Rubric ���������������������������������������������������������������������������������������������������������������������������������� x
Using the Teacher’s Guide �������������������������������������������������������������������������������������������������������������������������������������� xi
Pacing Guide ������������������������������������������������������������������������������������������������������������������������������������������������������������������ xii
Unit 1
The Science of Shopping...................................................................................................................1
Unit 2
Mother Nature.......................................................................................................................................12
Unit 3
On the Move...........................................................................................................................................22
Unit 4
Our Changing Planet.........................................................................................................................32
Unit 5
Making a Living, Making a Difference.....................................................................................43
Unit 6
Design with Purpose.........................................................................................................................55
Unit 7
Inspired to Protect...............................................................................................................................66
Unit 8
Traditional and Modern Medicine ............................................................................................77
Unit 9
Uncovering the Past...........................................................................................................................89
Unit 10
Emotions and Personality ..............................................................................................................99
Audio Scripts ���������������������������������������������������������������������������������������������������������������������������������������������������������������� 111
Video Scripts ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 137
iii
Teaching with Pathways
In Pathways Listening, Speaking, and Critical Thinking, Second Edition, real-world content from National Geographic
provides a context for meaningful language acquisition. Each unit’s authentic, relevant, and high-interest content is
designed to motivate both students and teachers alike. Students will learn essential vocabulary, review important
grammatical structures, and practice listening and speaking skills that will allow them to succeed in academic settings.
Each unit of Pathways Listening, Speaking, and Critical Thinking features:
•
•
•
•
•
•
•
•
Academic Skills objectives listed at the start of each unit.
Explore the Theme pages that introduce the unit theme while developing visual literacy skills.
Target vocabulary presented in interesting and varied contexts.
Extensive audio program including lectures, interviews, conversations, podcasts, and pronunciation models that
expose students to different genres and speakers.
Skills boxes that instruct students on key vocabulary, listening, note-taking, speaking, pronunciation, grammar, and
presentation skills.
A Critical Thinking focus in every unit, in addition to activities that practice a variety of critical thinking skills.
Lesson and Final Tasks that get students to synthesize language, skills, and content, and to apply this knowledge to
topics of interest to them.
A Reflection section that encourages students to reflect on what they have learned.
The Pathways series is flexible and designed to be used in a wide variety of language-learning programs, from high
schools and community colleges, to private language institutes and intensive English programs. A Pacing Guide for
implementing the program in various teaching situations is provided on page xii. In addition to the student book,
the Pathways series offers an Online Workbook where students can get extra listening practice with additional audio,
watch the National Geographic videos, and work on 20 additional activities per unit that reinforce the skills introduced
in the book.
Teaching Academic Literacy
In addition to teaching essential listening and speaking skills, the Pathways series promotes other aspects of academic
literacy that will help students succeed in an academic setting, such as:
•
•
•
•
•
visual literacy
critical thinking
collaboration skills
presentation skills
digital literacy
Students build essential academic literacy skills while encountering fascinating stories about real people and places
around the world. The use of informative, relevant, and authoritative content from National Geographic builds global
and cultural awareness, and develops learners’ understanding of important 21st century issues that affect us all. While
these skills are components of academic literacy, they will also serve students in their work lives as well.
iv
Increasing Visual Literacy
Photographs, maps, charts, and graphs can all convey enormous amounts of information, and it is essential for students
to be able to make sense of them. Pathways uses high quality visuals to help students develop the ability to interpret
and discuss visual information.
STIMULATING INFOGRAPHICS help explain complex
processes.
CHARTS AND GRAPHS present numerical information
visually.
MAPS show locations and geographical features, and
illustrate historical facts and current trends.
GRAPHIC ORGANIZERS show the relationships between
ideas.
Adapted from “Interconnectivity,” National Geographic Maps, 2014
T e a c h i n g w i t h Pat h way s
v
Using Videos
Pathways uses videos from National Geographic’s award-winning film collection. They present a unique and visually
dynamic perspective on the unit theme.
Teaching Video-Viewing Skills
Videos differ from listening passages in important ways. Because students are processing more than just words, extra
layers of meaning need to be understood, such as:
•
•
•
•
•
information about the video’s setting;
signs and captions identifying people or places;
maps and diagrams explaining information and processes;
nonverbal communication such as facial expressions, gestures, and body language;
music and sound effects.
All Pathways videos come with the option to use English subtitles, and with full English transcripts that can be found at
the end of this teacher’s guide.
The Video Section
Each unit features activities for students to do before, while, and after watching the video.
BEFORE VIEWING
This section provides background knowledge and stimulates interest in the topic. Activities include:
• pre-teaching vocabulary from the video;
• providing background information about the topic;
• predicting video content using images and captions.
WHILE VIEWING
As they watch the video, students complete activities such as:
•
•
•
•
checking their predictions;
identifying main ideas;
watching and listening for details;
inferring opinions and attitudes.
AFTER VIEWING
Students check comprehension and relate the video to other aspects of the unit and their own lives by completing
activities such as:
• analyzing the sequence of events in the video;
• applying the ideas in the videos to their communities;
• synthesizing information from the video and information from the listening passage.
vi
T e a c h i n g w i t h Pat h way s
Building Critical Thinking Skills
Students today are expected to do more than just learn and memorize information. The ability to think critically about
a topic—to analyze, apply, and evaluate ideas—is increasingly essential in an academic setting. Pathways actively
fosters critical thinking while students complete listening and speaking activities.
Critical Thinking and Language
Critical thinking requires a deep processing of language, which aids in language acquisition. Articulating complex
responses requires creative thought and word associations, which lead to better comprehension and retention of
target language.
These are some of the critical thinking skills covered in Pathways:
• Analyzing a passage in close detail in order to identify key points, similarities, and differences.
• Applying information to a different context e.g., applying possible solutions to problems.
• Evaluating how relevant, important, or useful something is. This involves, for example, looking carefully at the
sources of information, or the reasons the speaker provides for or against something.
• Inferring what a speaker is saying indirectly, or implicitly, rather than directly, or explicitly.
• Synthesizing appropriate information and ideas from more than one source to make a judgment, summary, or
conclusion based on the evidence.
• Reflecting on ideas and information in a text in order to relate them to your own personal experience and
viewpoints, and to form your own opinion.
While each unit contains several opportunities for critical thinking, there is also a Critical Thinking Focus in every unit:
Preparing for Standardized Tests
Pathways is designed to provide practice for standardized exams, such as IELTS and TOEFL. Many activities practice or
focus on key exam skills needed for test success. In the student book you will find an index of activities that are similar
to common question types found in these tests.
T e a c h i n g w i t h Pat h way s
vii
Frequently Asked Questions
How are the Student Book units organized?
Foundations includes eight units, while levels 1-4 each include 10 units.
Each unit consists of seven main sections:
Vocabulary A, Listening A, Speaking A, Video, Vocabulary B, Listening B, and Speaking B
The unit opens with an introduction to the unit theme. The listening passages and videos that follow, together with
their corresponding exercises, then build towards a final speaking task that synthesizes the skills, topics, and language
presented in the unit.
Will my students be able to handle the themes in the book?
The content and language are graded so that students can come into the series with little or no background
information.
Each unit starts with a Think and Discuss page. This consists of a compelling photograph and questions designed to
spark students’ curiosity about the theme. The Explore the Theme spread further engages students and taps into their
critical thinking with a thought-provoking angle on the theme presented through photos, text, and infographics.
As students progress through a unit, exercises and activities further add to students’ knowledge of the theme. So, by
the time students get to the final speaking task, they have enough language and information to speak with confidence
about the topic.
How are Listenings A and B related?
The two listenings offer different perspectives on the unit theme. They consist of contrasting listening types, for
example, one might be a lecture by a university professor, and the other a conversation among students. The variety of
listening passages is designed to mirror the range that learners will encounter in academic and real-world settings.
How does the series build vocabulary skills?
Each listening passage contains ten high-frequency vocabulary items (eight in Foundations). These are introduced in
the Vocabulary sections, which focus on developing students’ ability to use contextual clues to determine meaning.
Target words are then reinforced and recycled throughout the series.
How are listening and speaking integrated in the series?
All of the sections and exercises in each unit are thematically linked. Listenings A and B and their corresponding
activities present and reinforce ideas, vocabulary, and grammar that students will use in their Speaking activities.
For example, students may learn to listen for problems and solutions in the Listening section, and then role-play a
conversation in which they analyze problems and offer solutions in the final speaking task. Or students may hear
about explorers in a listening passage, and then be asked to talk about a place they would like to explore.
viii
T e a c h i n g w i t h Pat h way s
How does Pathways develop listening and speaking skills?
Each unit of Pathways Listening, Speaking, and Critical Thinking contains two listening sections. The language in the
listening passages represents realistic situations, yet the language is controlled for level, and students may listen to
each passage more than once. This guided listening gives students the chance to practice listening and note-taking
skills and to develop the confidence and fluency they’ll need before they are immersed in an academic setting.
Each Listening section contains three parts:
• Before Listening activities provide background information and explicit instruction in listening skills.
• While Listening activities give students practice in listening for main ideas and details, and in making inferences.
• After Listening activities are designed to reinforce listening skills by allowing students to discuss and react to the
listening passage.
Every section of Pathways Listening, Speaking, and Critical Thinking provides opportunities for classroom speaking and
discussion, often in pairs or in small groups. Frequent classroom discussions and interactions prepare students to
participate in class and succeed in an academic setting. In the Speaking sections, striking images and brief stories about
real people and places often provide the content for engaging interactions. Speaking activities are designed with a
scaffolded approach. They progress from controlled and guided activities to more open and communicative activities.
Early confidence-building motivates students to attempt activities that increase in difficulty, taking them to their
ultimate goal—participation in authentic speaking activities such as classroom presentations, formal discussions, and
debates.
The Speaking sections contain:
• Clear and succinct grammar boxes which give students a single language structure to concentrate on. The grammar
points lend themselves to discussion of the unit theme and can be recycled throughout the unit.
• A Presentation Skill box at points where students give presentations, so they provide immediate practice of skills
needed for planning and delivering successful oral presentations.
• An Everyday Language box that provides tips and expressions to help students develop the language they will need
for class work and in their day-to-day exchanges.
• A Speaking Task. The Lesson Task and Final Task are consolidating speaking activities. They often involve
collaboration with a partner or a group as well as an oral presentation of results or ideas.
The MyELT online workbook provides additional guided listening and speaking tasks that build on the skills and
language learners have developed in the Student Book unit.
How does the Listening, Speaking, and Critical Thinking strand align with the Reading, Writing, and
Critical Thinking strand?
The content in each unit is related to the content in the corresponding strand. For example, in level 1, Unit 3, “The
Marketing Machine,” students learn about business and marketing in the Listening and Speaking strand, and about
the same academic track in “Why We Buy” in level 1, Unit 3 of the Reading and Writing strand. Language has also been
controlled and recycled so that students meet similar structures and vocabulary across the two strands.
T e a c h i n g w i t h Pat h way s
ix
Speaking Assessment Rubric
Rating
General Description
Pronunciation & Fluency
Vocabulary
Topic Development
4
The student speaks
smoothly and effectively,
similar to a native speaker.
The student’s pronunciation is
similar to a native speaker’s.
S/he speaks clearly and
articulately with little or no
hesitation.
The student’s vocabulary is
sophisticated and similar to a
native speaker’s.
The student’s content
reflects a deep
understanding of the topic.
3
The student can express
him/herself with relative
ease and fluency and very
few errors.
The student’s pronunciation is
clear, with few errors. S/he is
able to respond to the prompt
with relative ease.
The student’s vocabulary
enhances his or her response
to the prompt.
The student’s content
is relevant to the topic
and shows a good
understanding.
2
The student is generally
able to make him/herself
understood, with some
hesitation and errors.
The student is inconsistent in
his or her pronunciation. The
student demonstrates some
fluency and is able to put
together simple sentences.
The student’s vocabulary
relates to the topic, but is
basic and with a few errors.
The student’s content
has some relevance to
the topic, but is not well
developed.
1
The student’s response is
very limited in content &/or
coherence.
The student struggles to
pronounce words and has
difficulty putting words
together to form a sentence.
The student’s vocabulary is
limited to high frequency
words.
The student’s content is
minimally relevant to the
topic or prompt.
0 The student does not respond, or the response is unrelated to the prompt.
x
Using the Teacher’s Guide
Each unit of this Teacher’s Guide contains:
•
•
•
•
•
A list of the academic skills covered in the unit.
An overview of the unit theme, the listening passages, the video, and the Final Task.
Suggestions for online search terms for additional information about topics in the unit.
Teaching notes for each exercise.
Answer keys.
Other features include:
Recommended Time Frames
Look for the small clock icon with recommended times for completing various tasks. While the recommended total
time required for each unit is about six class hours, this will of course vary depending on your particular teaching
situation. Likewise, the time allocated for specific sections should be used more as a guide than as a rule. Refer to the
Pacing Guide on the following page for a more detailed breakdown.
Ideas for…EXPANSION
These boxes contain suggestions for extra classroom activities that can be used when students need additional
support, have a high level of interest in the topic, or when there is an opportunity to explore a different aspect
of the unit theme.
Ideas for…PRESENTING THE SKILL
These boxes provide a variety of ways to introduce the skill being taught as well as practical suggestions for quick
activities to put the skill in use.
Ideas for…CHECKING COMPREHENSION
These boxes offer additional suggestions for assessing students’ comprehension during class and provide exercises to
check for understanding.
Ideas for…MULTI-LEVEL CLASSES
These boxes provide techniques for use in mixed-ability classrooms, where learner diversity can benefit everyone
in the class.
TIPS
These supplementary teaching tips are general suggestions to facilitate classroom management, such as asking
student volunteers to record answers on the board as you lead a discussion.
In addition, this teacher’s guide also contains Audio Scripts and Video Scripts which can be found at the back of this
book. Use these for a more detailed study of the audio and video content. The scripts, for example, can be provided to
students for additional comprehension practice before or after they listen to the passage or view the video. Note that
the scripts for the video slide shows are the same as for the corresponding audio tracks, and so can be found in the
audio scripts section.
xi
Pacing Guide
One unit of Pathways Listening, Speaking, and Critical Thinking typically requires six hours to complete. A Pathways unit
can be adapted to shorter class durations by setting aside some activities as homework, or to longer class durations
by using follow-up questions and expansion activities from the Teacher’s Guide, and/or activities from the Online
Workbook:
Total course length: 45 hours
Total course length: 45 hours
Total course length: 60 hours
Total course length: 60 hours
– 60-minute class: 1 unit in
4.5 classes
– Spend 4.5 hours per unit
– 90-minute class: 1 unit in
3 classes
– Spend 4.5 hours per unit
– 60-minute class: 1 unit in
6 classes
– Spend 6 hours per unit
– 90-minute class: 1 unit in
4 classes
– Spend 6 hours per unit
Most activities will be done in
class and some will be set for
homework:
Most activities will be done in
class and some will be set for
homework:
– The Vocabulary activities can
be assigned as homework and
reviewed in class.
– The Vocabulary activities can
be assigned as homework and
reviewed in class.
There is enough time to complete
the entire student book in class.
To make time for expansion
activities:
There is enough time to complete
the entire student book in class.
To make time for expansion
activities:
– The Video can be assigned as
homework and reviewed in
class.
– The Video can be assigned as
homework and reviewed in
class.
– Some Vocabulary activities can
be assigned as homework and
reviewed in class.
– Some Vocabulary activities can
be assigned as homework and
reviewed in class.
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary (review)
A: Listening (review)
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
A: Listening
Class 2:
A: Speaking
Class 2:
A: Speaking
Lesson Task
Video (review)
– Some Videos can be assigned
– Some Videos can be assigned
as homework and reviewed in
as homework and reviewed in
class.
class.
– Listening A or B can be assigned – Listening A or B can be assigned
as homework and reviewed in
as homework and reviewed in
– Listening A or B can be assigned – Listening A or B can be assigned
as homework and reviewed in
class.
class.
as homework and reviewed in
class.
class.
Class 3:
Lesson Task
Video (review)
Class 4:
B: Vocabulary (review)
B: Listening
B: Speaking (begin)
First Half of Class 5:
B: Speaking (finish)
Final Task
xii
Class 3:
B: Vocabulary (review)
B: Listening (review)
B: Speaking
Final Task
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
Class 2:
A: Listening
A: Speaking (begin)
Class 3:
A: Speaking (finish)
Lesson Task
Class 4:
Video
B: Vocabulary (begin)
Class 5:
B: Vocabulary (finish)
B: Listening
Class 6:
B: Speaking
Final Task
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
A: Listening
Class 2:
A: Speaking
Lesson Task
Class 3:
Video
B: Vocabulary
B: Listening (begin)
Class 4:
B: Listening (finish)
B: Speaking
Final Task
Behavioral Science
ACADEMIC SKILLS
LISTENING
Recognizing a Speaker’s Attitude
Reviewing Your Notes
SPEAKING
Quoting Statistics
Question Intonation
CRITICAL THINKING Recognizing Pros and Cons
UNIT OVERVIEW
Sales experts use observation and up-to-date
information to advise stores on how to attract
customers and alter their buying behaviors. By
understanding consumer psychology and providing
an appealing environment, companies both create and
satisfy consumer needs.
• LISTENING A An Interview about Consumer
Behavior: An environmental psychologist discusses
factors that alter how people behave when shopping.
• VIDEO The Decoy Effect: This video presents an
experiment that illustrates how our decision-making
changes when a decoy is thrown into the mix.
• LISTENING B A Lecture about Gender and
Shopping: A professor discusses with her class the
findings from a study called “Men Buy, Women Shop.”
For the final task, students draw on what they have
learned in the unit to give a presentation to persuade
someone to buy or invest in their idea in the form of a
60-second “elevator pitch.”
For additional information about the topics in this
unit, here are some suggestions for online search
terms: China’s jewelry markets; Sears Roebuck and
Company; farmers’ markets; the decoy effect; loyalty
programs; Men Buy, Women Shop; smartphone industry;
elevator pitch.
0M
1
IN
S
ACADEMIC TR ACK
2
The Science of Shopping
UNIT OPENER
THINK AND DISCUSS (page 1)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Where is this woman? (maybe in a mall in Shanghai,
China)
• What is she doing? (looking at a window display of
expensive jewelry)
• How is she feeling? (in awe of the jewelry, like she wants
what she sees)
Have students discuss the questions in pairs. Ask
volunteers to share whether they enjoy window
shopping.
ANSWER KEY
THINK AND DISCUSS (page 1)
1. Answers will vary.
2. Possible answers: The title suggests that there is
a science to shopping behavior. The unit may be
about the psychology of shopping.
EXPLORE THE THEME (pages 2–3)
Read the title aloud. Ask students to cover the timeline
and direct their attention to the photos. Ask leading
questions for each photo, such as: When was the photo
taken? Who are these people? What are they doing?Have
students look at the timeline. Ask them questions to
check their understanding of how a timeline organizes
information, such as:
• What type of information is on a timeline? (key events or
milestones)
• How does it organize this information? (Events are
arranged in the order they happened over a time period.)
Have volunteers take turns reading the years and key
events on the timeline aloud for the class. Have students
discuss the questions in small groups. Ask volunteers to
share their ideas with the class.
1
Ideas for … EXPANSION
Have pairs of students discuss the following questions
for each shopping method listed in the timeline.
1. What are the unique characteristics of the shopping
method? What types of items are sold here?
2. What might be the advantages or disadvantages of
buying items in this way?
3. Have you ever bought items from this kind of store?
Was it a positive or negative experience? Why?
ANSWER KEY
EXPLORE THE THEME (page 2)
1. Answers will vary.
2. Possible answers: Positive changes may be that
shopping is more convenient, it is easier to pay for
things with a credit card, there are more choices,
and you can buy things from all over the world.
Negative changes may be that it is too easy to
spend money with credit cards, there are too many
choices, and people buy too many things.
3. Possible answers: It seems likely that online
shopping will continue to be popular and that
companies will try to make it as easy as possible
for customers to get the goods they want quickly.
If Amazon’s new store is successful, other retailers
will probably copy that idea. However, there is also
a chance that some stores will go back to more
traditional methods of shopping in which customers
are given excellent service by well-trained sales
people.
3
Lesson A
0M
IN
S
TIP Teach students to ask and answer detailed questions
by modeling the 5W and 1H activity throughout the
unit. Help them respond to visuals or check their
understanding of a text, listening, or video by asking
information questions that start with Who, What, Where,
When, Why, and How. As the unit progresses, write “5W
& 1H” on the board, and have students write their own
information questions about the content to exchange
and answer in pairs.
VOCABULARY
(page 4)
Have students discuss the questions in small groups.
Have volunteers share their answers with the class.
A
Ideas for … EXPANSION
Have students look up local farmers’ markets in the
area where they live. Make a class list on the board.
Ask students to visit one of the markets and report
back to the class about their experience.
(page 4)
Have students complete the exercise individually.
Remind them to use the parts of speech given to help
them match each word with its definition. Review
answers as a class.
B
1.2
(page 5)
Have students complete the exercise individually and
then form pairs to compare answers. Call on students to
read the completed sentences aloud for the class.
TIP As you go over the answers in exercise C, have
students identify the context clues in each sentence that
helped them choose the correct answers.
C
1.3
(page 5)
Arrange students in same-level small groups. Have
them read all the questions aloud and then choose
five to discuss. Remind them to draw on their personal
experiences to answer the questions.
D
Ideas for … MULTI-LEVEL CLASSES
Groups of higher-level students may discuss all
10 questions in exercise D.
ANSWER KEY
VOCABULARY
A (page 4)
1. Possible answers: Advantages: fresh produce; good
prices; personal service; pleasant atmosphere.
Disadvantages: selection may be limited; exposed
to weather; shoppers have to carry own purchases;
may not be able to use credit card.
2. Answers will vary.
3. Answers will vary.
2
UNIT 1
B (page 4)
1. complex
2. commercial
3. addictive
4. consumer
5. purchase
C (page 5)
1. retail
2. altered
3. assumed
4. bumped
5. purchase
6.
7.
8.
9.
10.
6.
7.
8.
9.
10.
bargain
retail
assume
alter
bump
bargain
consumers
addictive
commercial
complex
5
MIN
LISTENING: An Interview
about Consumer Behavior
S
4
D (page 5) Answers will vary.
BEFORE LISTENING
(page 6)
To help students brainstorm, encourage them to create
a role-play of two friends spending the day at the mall.
After pairs share their ideas in a group, ask a volunteer
from each group to share the group’s ideas with the
class. Create a class list of things consumers do before,
during, and after shopping on the board for reference.
A
WHILE LISTENING
B
1.4
Critical Thinking: Predicting (page 6)
Play the audio of the first part of the interview. Ask
students to just listen and not write anything down.
Afterward, have volunteers share which of their
predictions were correct and which were not. Call on
students to explain what an environmental psychologist
does in their own words.
TIP Tell students that words may have several different
meanings. The word environment, for example, can refer
to the natural world or the conditions in which a person,
animal, or plant lives or operates. Remind them to pay
attention to context clues to understand which meaning
is being used in a given context.
C
1.5
Listening for Main Ideas (page 6)
Review answers as a class. Ask students what details they
remember about each main idea. Ask: How do some
stores influence their customers’ behavior? (place goods
in areas where shoppers aren’t likely to be bumped, use our
emotions to make us buy things) What factors might cause
shoppers to take certain actions? (the amount of space,
the price of an item, the number of other shoppers, even the
time of day) Write their ideas on the board.
D
1.5
Listening for Details (pages 6–7)
After listening, ask students to refer to their notes
to complete the exercise individually. Have them
form pairs to compare answers, and then review the
answers as a class. Ask volunteers to correct the wrong
statements. (Sentences 3, 5, and 6 are incorrect.)
Possible answers:
3. The speaker never mentions which items are most
popular online.
5. The speaker says shopping can be addictive but
doesn’t say it is more addictive than anything else.
6. Stores sell items designed to make us look or feel better,
which may or may not lead to positive emotions.
TIP When no specific instructions for note taking are
provided, ask students to write down key words and
to use abbreviations and symbols when appropriate.
Walk around the class, monitoring their work to make
sure they are not writing down complete sentences or
including too much information.
Ideas for … EXPANSION
Ask students: Does shopping behavior vary depending
on the culture? Have pairs of students consider
key issues in the interview from the perspective of
consumers living in different countries. Ask leading
questions, such as: How might the issue of personal
space vary for consumers in different countries? In
which cultures is it common to provide discounts or
negotiate prices? Encourage them to draw on their
personal experiences.
Ideas for … PRESENTING THE LISTENING SKILL:
Recognizing a Speaker’s Attitude
1.6 Review the information in the box. Ask
several volunteers to read each example aloud with
the appropriate intonation according to the attitude
listed. To increase understanding, write the following
situations on the board:
1. You are on a crowded train and need to exit at the
next stop. What do you say?
2. You were invited to a turkey dinner, but you don’t
eat meat. What do you say?
T h e S c i e n c e o f S h o p p in g
3
3. A friend invites you to go to a concert, but you don’t
like the band. What do you say?
Ask students to form pairs and choose one of the
situations on the board. Have them write three
responses to express their attitude in that situation: a
direct response, an indirect response, and a response
expressing a certain attitude with rising or falling
intonation.
Have pairs role-play the situation they chose and three
responses for the class. When they have finished, have
the class guess which response was direct, which
was indirect, and which expressed attitude with
intonation.
(page 7)
Play the audio, pausing after each excerpt to give
students time to guess the answer. Review answers as
a class. Ask volunteers what context clues helped them
guess the correct answers.
E
1.7
B
C
D
AFTER LISTENING
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Reviewing Your Notes
Review the information in the box. Ask students: Do
you typically review your notes? Why or why not? How
does reviewing your notes help you improve your
English? What are other benefits of reviewing your
notes?
(page 7)
Have students complete the exercise individually.
Suggest that they circle possible main ideas in their notes
before making their list at the bottom of the page. Have
them compare their notes in small groups and give each
other feedback on organization and content.
E
F
F
(page 7)
Have them discuss the topics in small groups.
Encourage them to give specific examples from their
personal experience to explain their feelings and
attitudes.
G
ANSWER KEY
LISTENING
A (page 6) Possible answers:
Before: make a list; research a product online;
compare prices; decide where to shop
4
UNIT 1
G
During: try on or try out item; ask questions of
salesperson; compare with other similar items;
examine for quality; purchase item
After: check purchase at home; make sure it fits or
works; write a review; return an item
(page 6)
Environmental psychologists study two things: how
people behave in different situations and why they
behave in those ways.
(page 6)
a. h
ow some stores try to influence their customers’
behavior
c. w
hat factors might cause shoppers to take certain
actions
(pages 6–7)
1. P Consumers generally behave in complex ways
when shopping.
2. P For shoppers, being bumped is sometimes bad
but sometimes OK.
4. P Buying items at bargain prices can improve a
person’s mood.
7. P Shopping when feeling bad can lead to
increased spending.
8. P A number of different factors can affect how
shoppers behave.
(page 7)
a. 2 ; b. 4; c. 3; d. 1
(page 7) Possible answers: Main ideas:
consumer behavior is complex; personal space
depends on prices of items and numbers of
shoppers; bargains can improve mood; stores use
our emotions to change behavior; guest offered
various tips about when you shop in stores and
shopping online
(page 7) Answers will vary.
4
MIN
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Real and Unreal Conditionals
Explain to students that conditionals describe the
result of something that might happen (in the present
or future) or that might have happened but didn’t (in
the past). Copy the following chart on the board:
Type of
conditional
Describes
something
that is:
present
real
always or
generally
true
Examples
If I buy
something
on sale, I
feel happy.
(page 8)
Ask students to underline the verbs in each question and
identify the verb forms used. After each one, ask students
whether they should respond in the present real
conditional, the future real conditional, or the present
unreal conditional and why. Possible answers:
1. Present real conditional because it’s asking about
something that is generally true.
2. Future real conditional because it’s possible that I will
have free time next weekend.
3. Present unreal conditional because I can’t go anywhere
on vacation, but I can imagine it.
4. Present unreal conditional because I’m not having a
special celebration now, but I might one day.
Have students discuss their answers in small groups.
Encourage them to ask follow-up questions to keep the
conversation going.
A
S
5
future real present
unreal
real or
not true
possible
but can be
with results imagined
in the
future
If the price If the
drops, I will price were
buy it.
cheaper,
I would
purchase it.
If I had
money,
I would
buy a new
laptop.
Conditionals typically have an if clause (condition) and
a main clause (result that follows). As you review the
information in the box, underline the verbs and write
their tense above them (present, future, simple past,
would + verb).
Ideas for … EXPANSION
Have students complete two short activities to
practice real and unreal conditionals.
1. Write on the board:
1. If I study English, . . .
2. I do well on tests if . . .
3. If you work hard, . . .
4. I’ll . . . if I win a million dollars.
Ask students to complete the sentences with the real
conditional. Have them share their sentences in pairs.
2. Say, “I wish my family lived closer.” Write on the board:
If my family lived closer, I would see my cousins more
often. Then ask students to make a wish list of at
least three items and write sentences with the unreal
conditional about what would happen if their wishes
came true. Have them share their sentences in pairs.
Ideas for … MULTI-LEVEL CLASSES
Arrange students in same-level groups for
exercise A. Give lower-level students time to write
down their answers before they discuss them with
their groups.
B
Critical Thinking: Analyzing (page 8)
Ask students questions to check their understanding
of what the chart is about. Have students discuss
questions 1 and 2 in pairs. Encourage them to include
activities that are not listed in the chart in the book.
Then ask them to stand up and walk around to discuss
question 3 with other students in the class. On the
board, create a chart showing the most popular ideas in
the class.
Ideas for … PRESENTING PRONUNCIATION:
Question Intonation
1.8 Review the information in the book. If
necessary, remind students that content words are
words that carry meaning, such as nouns, main verbs,
adjectives, and adverbs. Play the audio, and ask the
students to repeat the questions. Encourage them to
exaggerate the intonation.
(page 9)
Have students write three questions in the left column
of the chart. Walk around the class, monitoring their
work to make sure they are using both real and unreal
conditionals and marking the intonation in each
question. Have students follow steps 2 and 3.
C
T h e S c i e n c e o f S h o p p in g
5
TIP If students are having trouble thinking of questions
for exercise C, do step 1 together as a class. Ask students
what questions about money or spending habits they
have for their classmates, and write their ideas on the
board. Students can choose three questions from those
on the board to write in their chart.
D
(page 10)
Review the information in the Critical Thinking and
Everyday Language boxes about recognizing and
discussing pros and cons. Give students time to write
down pros and cons for each situation. Then have them
complete the exercise in pairs.
E
Critical Thinking: Recognizing Pros
and Cons (page 10)
Read the actions aloud for the class. Make sure students
understand them before beginning the exercise. After
students have worked in groups, have them share their
ideas and take a class vote on the best way to change
shoppers’ behavior.
Ideas for … EXPANSION
Have students add two more actions to change
shoppers’ behavior to the chart in exercise F. Ask them
to list the pros and cons of each and then share their
ideas with their group.
ANSWER KEY
SPEAKING
A (page 8) Answers will vary but should include the
following conditionals.
1. If I need to buy clothes, I usually go …
2. If I have some free time next weekend, I …
3. If I were planning my perfect vacation, I would
go …
4. If I wanted to have a special celebration, I would
go to …
B (page 8) Answers will vary.
C (page 9) Answers will vary.
D (page 10)
1. Pro: easy, convenient; Con: may spend more than
you should
2. Pro: fun; friends can help you decide; Con: friends
may persuade you to buy something you don’t
need or want
6
UNIT 1
3. Pro: convenient; enjoyable; Con: expensive; you
may eat more in a restaurant
4. Pro: see something new; experience different
culture; Con: expensive, language barrier
E (page 10) Possible answers:
How to Change
Shoppers’
Behavior
Train sales
clerks to smile
more to put
shoppers in a
better mood.
Pros
A friendly
atmosphere in
the store would
encourage
shoppers to
return.
Customers will
buy more food
when hungry.
Cons
The clerks’
friendliness
could be
perceived as
artificial or
forced.
Bake fresh
Baking bread
bread in a
in-store may
supermarket
not be as
to make
practical or
shoppers
profitable as
hungry.
getting bread
from outside
sources.
Post “limit 2
Customers may Customers
per customer” be more likely to who want
signs to
buy the item if it to buy more
suggest items seems like such than two
are in limited a great deal that items cannot
supply.
the quantity is
do so.
limited.
Move the
Shoppers see
Shoppers
registers so
the whole store, may b ecome
shoppers
and may be
annoyed with
must walk
reminded to
the confusing
through the
buy items they
layout of the
whole store to might otherwise store.
pay.
miss.
Put chairs
This is more
Seeing a long
outside the
accommodating line of people
fitting rooms to people who
waiting
so people can are elderly,
outside
sit while they pregnant, etc.
of fitting
wait.
rooms may
discourage
shoppers
from trying on
and buying
clothes.
Video
LESSON TASK: Designing
a Store Layout
(page 11)
Arrange students in mixed-level groups. Assign roles so
that everyone participates. The group leader keeps the
conversation on track. The time keeper keeps track of the
time. The designer draws and labels the floor plan. The
presenter presents the group’s store layout to the class.
Remind students to use expressions from the Everyday
Language box on page 10 and to explain how the layout
will affect the behavior of the store’s customers.
TIP Give each group 10 to 15 minutes to design a store
layout and then 3 to 5 minutes to present.
5
MIN
S
Ideas for … EXPANSION
Direct students’ attention to the photo. Ask: What
gets your attention about this photo? Would you like
to visit this department store? Have you ever been
somewhere similar? What was that experience like?
4
3
MIN
S
5
The Decoy Effect
Overview of the Video
This video presents an experiment that illustrates how
our decision-making changes when a decoy is thrown
into the mix.
A
B
Critical Thinking: Synthesizing (page 11)
Display the groups’ layouts on a wall where they are
clearly visible. Give students time to answer the questions
individually. Lead a class discussion, and take a class vote
on which layout would work best in an actual store.
ANSWER KEY
LESSON TASK
A (page 11) Answers will vary.
B (page 11) Answers will vary.
BEFORE VIEWING
(page 12)
Have students underline any context clues in the
sentences that help them choose the correct definition.
Review answers as a class.
A
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the vocabulary
words by asking questions. For example:
• What current fashion trends do you find the most
appealing?
• When do you usually head over to library/bus stop?
• Where else, other than a movie theater, might
concession stands be found? (amusement park, fair,
stadium, or other entertainment venue)
• Have you ever felt that something you bought was a
rip off? Why?
(page 12)
Have students discuss the questions in small groups and
then share their ideas with the class.
B
WHILE VIEWING
C
1.1 Understanding Main Ideas (page 13)
Give students time to review the definitions before they
watch the video. Review answers as a class.
D
1.1
Understanding Details (page 13)
Give students time to review the notes before they watch
the video. As they watch again, remind them to write
down just one word or number in each blank. To review,
have two volunteers take turns reading the details in the
notes aloud for the class.
T h e S c i e n c e o f S h o p p in g
7
Lesson B
AFTER VIEWING
(page 13)
Have students repeat the exercise several times to
increase fluency. Keep time, and challenge volunteers to
summarize the video in one minute in front of the class.
Critical Thinking: Reflecting (page 13)
Have students form pairs and discuss the questions. Lead
a class brainstorming session on additional ways that
companies get their customers to spend more money.
Ideas for … EXPANSION
Have students write down examples of the decoy
effect they notice in their daily routines (e.g., drink
sizes at cafés or convenience stores). After a few days,
ask them to share their examples with the class.
ANSWER KEY
VIDEO
A (page 12)
1. irresistible
5. influence
2. concession stand
6. out of line
3. rip off
7. decoy
4. head over
8. appealing
B (page 12) Answers will vary.
C (page 13)
b
D (page 13)
1. 3; 2. money; 3. medium / med.; 4. 7; 5. value /
bargain
E (page 13)
Possible answer: This video showed two experiments to
illustrate the decoy effect in a movie theater. In the first
experiment, customers had a choice between a small
and a large popcorn, and they chose the small. They
felt that the large was a lot of money. In the second
experiment, customers could choose between a small,
medium, and large. They chose the large because it
seemed like a good value when compared with the size
and price of the medium. The medium size acted as a
decoy and focused attention on the large.
F (page 13)
1. Answers will vary.
2. Answers will vary.
3. Possible answer: Businesses offer special sales and
discounts; they create an atmosphere in the store
that makes customers feel welcome; sometimes
they have excellent customer service.
8
UNIT 1
0
MIN
S
F
3
E
A
VOCABULARY
1.9 Meaning from Context (page 14)
Play the audio. Pause after each conversation,
and give students time to complete each definition
with one of the answers in the box. Have them
complete the exercise individually and then form
pairs to compare answers. Invite volunteers to
role-play the conversations, and then review the
answers as a class.
B
Personalizing (page 15)
The discussion provides students with an opportunity
to recycle the target vocabulary words and to practice
giving reasons. Give them time to discuss the questions
in pairs, and then have volunteers share their ideas with
the class.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Participial Adjectives
Review general information about participial
adjectives. Have volunteers read the examples
aloud for the class. Check their understanding of the
difference between the verb and adjective -ed and
-ing forms. On the board, write the following:
1. She was relaxed.
a. simple past verb
2. She was relaxing.
b. p
ast participial
adjective
3. It was a relaxing evening.
c. past progressive verb
4. She relaxed.
d. present participial
adjective
Ask pairs of students to match the letter that describes
the underlined word for each number. (Answers: 1. b;
2. c; 3. d; 4. a) Review answers as a class.
(page 15)
Have students work individually to choose the best
word to complete each question. Review the
answers as a class. After students have interviewed
each other, ask for volunteers to report what they
learned.
C
ANSWER KEY
VOCABULARY
A (page 14)
1. identifying as either male or female
2. a necessary but boring task
3. to do things with other people
4. to do something such as an experiment
5. information discovered through research
6. support and commitment
7. an important task
8. causing somebody to be upset
9. not currently available to buy
10. as much as is necessary
B (page 15)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: gardening, cooking, practicing
music, shopping
C (page 15)
1. frustrated; 2. exciting; 3. boring; 4. relaxed;
5. interested
4
5
MIN
LISTENING: A Lecture about
Gender and Shopping
S
Ideas for … EXPANSION
Have students write down the past and present
participial adjectives for four additional verbs. For
example:
1. (v) inspire: inspired, inspiring
2. (v) annoy: annoyed, annoying
3. (v) embarrass: embarrassed, embarrassing
4. (v) surprise: surprised, surprising
As a class, write four questions similar to those in
exercise C, such as: Which type of music do you find
more (inspired/inspiring): classical or jazz? Finally, have
them choose the correct participial adjective to
complete each question, and take turns interviewing
each other.
BEFORE LISTENING
A
Critical Thinking: Making Inferences (page 16)
Have students discuss the questions in pairs. Have
volunteers share their ideas with the class. Ask students:
Do you identify with the behavior shown in the image?
Why or why not?
WHILE LISTENING
B
1.10
1.2
Listening for Main Ideas
(page 16)
Ask students to take notes on a separate piece of paper
as they listen to the lecture. Have them refer to their
notes to complete the exercise individually and then
form pairs to compare answers.
C
1.11
Listening for Details (page 17)
Have students take notes on a separate piece of paper as
they listen to the lecture. Suggest that they organize their
notes in a T-chart and title the two columns “men” and
“women.” Have them complete the exercise individually
and then form pairs to compare answers.
AFTER LISTENING
D
Critical Thinking: Reflecting (page 17)
Ask students to work with different partners than they
did for previous exercises. Encourage them to draw on
their personal experiences to answer the questions. Have
volunteers share their answers to question 2 with the
class. Write their ideas on the board.
TIP Arrange students in same-sex pairs for exercise D.
After discussing the questions, have each pair of students
join another pair of the opposite sex. Have them
compare their answers to question 2 to evaluate how
their ideas are the same or different.
Ideas for … EXPANSION
The study “Men Buy, Women Shop” was conducted
in late 2007. Tell students to imagine the study being
conducted this year and reflect on how it might be
the same or different. Ask leading questions, such as:
1. In your opinion, would the study’s focus on gender
difference still be relevant? Why or why not?
2. How might advances in online shopping affect the
findings about consumer behavior and store loyalty?
T h e S c i e n c e o f S h o p p in g
9
Arrange students in pairs or small groups that share
a defining characteristic, such as gender, age, or
nationality. Ask them to write down the name of a
group of people who are different from them. Have
them list things stores do that tend to upset or annoy
this other group. Have them discuss how these
changes might affect their own group. Then have a
spokesperson from each group present their group’s
ideas to the class.
ANSWER KEY
LIstening
A (page 16)
1. Possible answers: It seems humorous, although
it is presented as if it is the actual path that
shoppers took through a mall. It does clearly
make the point that women like to browse while
men like to go in and make a purchase.
2. The title probably means that men go to stores
to buy things, while women go to stores to
browse and look at items, and maybe to buy
something.
B (page 16)
1. c ; 2. b; 3. a
C (page 17)
Check Men for 1, 2, and 4.
Check Women for 3 and 5.
D (page 17)
1. Answers will vary.
2. Possible answers: Men may be more goal
oriented. Men may not care as much about
clothing or fashion. Men may be less interested
in the social aspects of shopping than women.
Women may be more influenced about what
others think and may want to make more careful
choices. Women may enjoy the process of
shopping (touching things, looking at things,
imagining owning things).
E (page 17) Answers will vary.
10
UNIT 1
3
Critical Thinking: Synthesizing (page 17)
0
MIN
S
E
SPEAKING
Ideas for … PRESENTING THE SPEAKING SKILL:
Quoting Statistics
Review the introduction in the box. Explain why
quoting statistics is an important skill to develop. Elicit
examples from students about when they should use
statistics (formal or academic contexts such as reports,
presentations, proposals, essays, etc.). Review the
explanations in the box. Remind students that there
are some variations in the way numbers are said in
English.
Give the example of the number 620,000, and say it
with and without the word and: six hundred twenty
thousand; six hundred and twenty thousand. Ask
volunteers to read the examples aloud for the class.
Remind them that numerical data is often represented
in abbreviations or symbols. Elicit ideas from the
students about alternative ways to present the
statistics in the box. Write their ideas on the board.
(Possible answers: 30 percent = 30%; three in ten = 3:10;
three times as much = 3x; tripled = x3; 220 million =
220 mil) For each example, have students work in pairs
to present the numerical data in a visual way, such
as in a graph, chart, infographic, or map. Encourage
them to be creative. Have pairs present their visual
representations in small groups.
A
1.12 (page 18)
Read the title of the chart aloud for the class. Have
students complete the exercise in small groups, and then
review answers as a class.
B
Personalizing (page 18)
Have each student share personal experiences with a
partner. Take a class survey on how many students have
experienced each situation.
Ideas for … EXPANSION
Give students time to further analyze the statistics in
exercise A. Ask them leading questions, such as: Why
do you think the percentage of consumers who had
poor service is so high? How do shoppers typically
share their bad experiences? In which countries do
you think people spend more or less time grocery
shopping? Why do you think the majority of people
love a bargain? How often do you think other people
around the world research products online before
buying them?
(page 19)
Have students work with different partners than they
had for exercise B. Ask them to take turns interviewing
each other. Remind them to use rising intonation on the
stressed syllable of the last content word in each yes/no
question. Encourage them to ask follow-up questions to
keep the conversation going.
C
Quoting Statistics (page 19)
D
Write the following chart on the board:
Total number of students:
Question 1
Yes:
Question 2
Yes:
Question 3
Yes:
Question 4
Yes:
No:
No:
No:
No:
Ideas for … MULTI-LEVEL CLASSES
Lower-level students could brainstorm and present
the app in pairs. In this case, make sure each student
presents for an equal amount of time. Higher-level
students could brainstorm an app in pairs but present
individually.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Asking Rhetorical Questions
Review the information in the box. Explain that a
rhetorical question is asked not for the answer, but
for the effect. Review the explanations, and read
the examples aloud for the class. Exaggerate the
intonation and pauses after the questions.
(page 20)
Have students make brief outlines of their elevator
pitches. Monitor their work, and have students note the
sources of their statistics. Have students practice their
elevator pitches in pairs.
B
C
Presenting (page 20)
Aim to leave 2 to 3 minutes for follow-up questions after
each student’s presentation. Take a class vote on which
app would be most useful for shopping. Have volunteers
give reasons to support their opinions.
ANSWER KEY
ANSWER KEY
SPEAKING
FINAL TASK
A (page 18)
1. 80%; 2. 20; 3. 46%; 4. 68%; 5. 60%
B (page 18) Answers will vary.
C (page 19) Answers will vary.
D (page 19) Answers will vary.
A–C (pages 19–20) A
nswers will vary.
5
MIN
A
FINAL TASK: Giving a
Persuasive Presentation
S
3
Write the total number of students in the first row of the
chart. Ask two volunteers to come up to the board. Have
one volunteer ask each question in exercise C aloud.
Have the other count and write the total number of
students that respond yes or no to each question in the
chart. As a class, calculate the answers to complete each
statement.
TIP If students need help calculating percentages,
answer question 1 together as a class. Divide the total
number of students who responded yes from the total
number of students in the class, then move the decimal
over two decimal places to the right. For example, if the
total number of students who responded yes is 8 and the
total number of students in the class is 22, the equation is
8 ÷ 22 = 0.363, and the final percentage is 36%.
solve one of those problems. Explain the difference
between benefits (positive results for the user) and
features (what the app can do), and give some
examples.
Brainstorming (page 19)
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Read the assignment in the box aloud. Then have
students work in pairs to design a smartphone app to
T h e S c i e n c e o f S h o p p in g
11
Mother Nature
Biology
ACADEMIC SKILLS
LISTENING
L istening for Content Words
Noting Who Says What
SPEAKING
Making Suggestions
Syllable Stress before Suffixes
CRITICAL THINKING Deciding on Criteria
UNIT OVERVIEW
Plants, animals, and insects face a number of challenges
that threaten their existence on this planet. In response,
they have evolved special features and tricks to compete
for survival. This unit discusses these inherent abilities and
presents how humans are also helping to conserve the
natural world and wildlife.
• LISTENING A A Panel about a Film Contest:
A moderator and two panelists discuss why “The
Penguins of Possession Island” should win best
documentary.
• VIDEO Turtles under Threat: The Kemp’s ridley sea
turtle is the smallest species of sea turtle in the world.
One of the major threats to its existence is incidental
capture during fishing operations. This video discusses
how the Turtle Excluder Device, or TED, improves its
chances for survival.
• LISTENING B A Conversation on Campus: Two
students discuss how epiphytes, organisms that grow
on the surface of plants, survive in tropical areas.
For the final task, students draw on what they have
learned in the unit to create and present a short proposal
for a 10-minute nature documentary.
For additional information about the topics in this unit,
here are some suggestions for online search terms: Sloth
Sanctuary Costa Rica, kangaroo birth, pollination, King
penguin, Bertie Gregory, artificial cloning in animals, giant
panda, Kemp’s ridley sea turtle, Epidendrum Orchid, air
plants.
12
0
MIN
S
ACADEMIC TR ACK
2
2
UNIT OPENER
THINK AND DISCUSS (page 21)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• What animal is this? (a two-toed sloth)
• Where are they? (at the Aviarios Sloth Sanctuary in Costa
Rica)
Have students form pairs and discuss the questions.
Ask volunteers to share whom they believe should be
responsible for protecting endangered species and why.
(Possible answers include local or national government,
non-profit organizations, ordinary citizens.)
Ideas for … EXPANSION
Further explore the unit topic by having each student
discuss the following questions with a partner.
1.What are the aspects of nature that make it feminine
in English and other languages?
2.In English, time is seen as male and given the name
“Father Time.” Does the word for time have a gender
in your language? What is it?
3.What are aspects of time that make it masculine in
English?
ANSWER KEY
THINK AND DISCUSS (page 21)
1. Possible answers: cute, interesting, funny, unusual,
with long fur, with a big nose, with strong arms and
legs, and so on.
2. Answers will vary.
EXPLORE THE THEME (pages 21–22)
Read the title aloud. Direct students’ attention to the
photos, and have them cover the captions. Ask students:
What animals or insects do you see in the photos? What
is the first thing that gets your attention about each
of these photos? What do you think you will learn? In
groups of three, have students take turns reading the
captions aloud and then discussing the questions.
ANSWER KEY
EXPLORE THE THEME (page 22)
1. Possible answer: Bees carry pollen from flower to
flower.
2. Possible answers: Animals protect their young by
keeping them in a nest or other special place, by
keeping them close by, or by carrying them.
3. Possible answers: Animals that have short life
cycles are flies, mosquitos, mice, butterflies, and
dragonflies. Animals that have long life cycles are
humans, whales, elephants, tortoises, and koi (carp).
4. Answers will vary.
3
Lesson A
0
MIN
A
S
Ideas for … CHECKING COMPREHENSION
Ask students to close their books. Keep track of time,
and give them 1 minute to write down everything
they remember about bees, kangaroos, and bears.
After 1 minute, ask them to put their pencils down.
Have them open their books and check their
information. Take a class poll on how many pieces of
correct information students remembered. Repeat the
activity to increase understanding.
VOCABULARY
1.13
Meaning from Context (page 24)
Ask students what they already know about penguins
and the Antarctic and what they would like to learn.
Write their ideas on the board. Play the audio.
Ideas for … CHECKING COMPREHENSION
Ask students follow-up questions to check for
understanding. For example:
T: Reproduction can be challenging for penguins.
What is one challenge penguins face?
S: Keeping the eggs warm.
T: OK, why is that hard?
S: Their environment is really cold.
T: That’s right. But the oceans are actually warming up.
Why is that a problem?
S: It means that there will be less food nearby for
penguins to feed their chicks.
Ideas for … EXPANSION
Have students research another Antarctic animal (e.g.,
seal, whale, albatross, sea bird) and take notes on any
challenges it is facing and why. Have them report their
findings in pairs or small groups.
(page 25)
Have students complete the exercise individually and then
review answers as a class. Ask volunteers to identify the
context clues that helped them complete the exercise.
B
(page 25)
Have students complete the exercise in pairs. Review
answers as a class. Ask volunteers to turn each false
statement into a true statement.
C
(page 25)
Have students complete the exercise individually and
then from pairs to compare answers. Ask volunteers
to explain why the words in questions 2, 4, and 5
changed forms.
D
E
Critical Thinking: Evaluating (page 25)
Encourage students to use the new vocabulary in their
discussion. Remind them to give reasons to support
their opinions.
M o t h e r N at u r e
13
Ideas for … EXPANSION
Have pairs of students choose a question from
exercise D to debate. After 5 minutes, ask students to
switch roles and debate the opposite perspective.
ANSWER KEY
VOCABULARY
5
MIN
LISTENING: A Panel about
a Film Contest
S
4
B (page 25)
1. responsibility6. challenge
2. extinction7. factor
3. territory 8. threaten
4. predators9. struggle
5. colonies
10. reproduce
C (page 25)
1. T
2. T
3. F (Colony, territory, and factor are all countable
nouns. Their plural forms are colonies, territories,
and factors.)
4. F (Threat is the noun form of threaten.)
5. T
D (page 25)
1. struggle; 2. responsible; 3. factor; 4. challenges /
threats / struggles; 5. threatens / challenges
E (page 25) Answers will vary.
BEFORE LISTENING
A
Critical Thinking: Evaluating (page 26)
Explain to students that a documentary is a kind of
film. Have pairs of students discuss the questions.
Have volunteers share their ideas with the class. Ask
follow-up questions, such as: What is the purpose of a
documentary? (to record some aspect of reality, primarily
for educational or historical purposes)
WHILE LISTENING
B
1.14
1.3
Listening for Main Ideas
(page 26)
Have students read the statements before listening.
Remind them to listen to determine who the speaker is
and the main idea of what he or she is saying. Review
14 U N I T
2
the answer as a class. Ask volunteers why the other two
answers were incorrect.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Who Says What
Review the information in the box. Remind students
of the importance of taking clear and organized notes.
Elicit any additional examples of abbreviations that
could help distinguish speakers in their notes. Write
their ideas on the board for reference.
C
1.14
Note Taking (page 27)
Have students take notes on a separate piece of paper
and use the abbreviations A for Abdul, M for Martha, and
S for Shannon to identify who says what. After listening,
have students refer to their notes to complete the
exercise individually. Review answers as a class.
Ideas for … MULTI-LEVEL CLASSES
Before going over answers with the class, pair
higher-level students with lower-level students to
compare answers. This gives the higher-level students
a chance to explain their answers and serve as peer
tutors, and it gives lower-level students additional
attention and help.
Ideas for … EXPANSION
Tell students there will be a panel discussion to
determine the best city in the world to live in. Lead a
class brainstorming session about criteria to consider
when making this decision (e.g., public safety, affordable
housing, healthy markets). Write students’ ideas on the
board. As a class, choose just three criteria. Invite three
volunteers to come to the front and be the panelists.
You will be the moderator. Give the panelists a few
minutes to write down their opinions about the best
city to live in based on the three criteria on the board.
Ask the rest of the class to take out a separate piece
of paper for note taking. Write the first initial of each
panelist’s name on the board. Point out to the class
that these are the abbreviations they should use in
their notes. Lead the panel, calling on each panelist to
give his or her opinion about the topic. Keep track of
time, and end the panel after about 5 minutes. Have
students form pairs to compare their notes.
AFTER LISTENING
D
Personalizing (page 27)
Have students discuss the questions in small groups. Ask
volunteers to share their answers with the class. Remind
them to use examples from the lecture to explain their
opinions.
E
Critical Thinking: Deciding on Criteria
(page 27)
Review the information in the Critical Thinking box
about how to determine criteria. Have pairs of students
complete the steps.
(page 27)
Have each pair present their five criteria to the class in order
of importance. Ask the class to guess what decision the
pair is trying to make based on the criteria they presented.
F
ANSWER KEY
(page 28)
Have students complete the exercise in pairs. Call on
students to say the words aloud. Give feedback on
syllable stress.
B
C
1.17 Critical Thinking: Interpreting
a Flowchart (pages 28–29)
Have students complete the exercise in small groups.
Then play the audio, and have students check their
answers.
TIP Explain to students that a flowchart is a type of
diagram representing a process involved in a complex
system or activity. It typically shows the steps as boxes
and their order, or sequence, by connecting them with
arrows.
LISTENING
5
MIN
S
4
A (page 26) P
ossible answers:
1. Documentaries are based on factual information.
Other films tell fictitious stories.
2. Other common subjects are history, science,
inventions, and biographies.
3. People may be more interested in being
entertained than in watching a documentary
based on facts.
B (page 26)
c
C (page 27)
a. A; b. S; c. M; d. M; e. S; f. A
D–F (page 27) Answers will vary.
SPEAKING
Ideas for … PRESENTING THE PRONUNCIATION
SKILL: Syllable Stress Before Suffixes
Review the information in the box. It is
important for students to notice that the syllable stress
can change when a suffix is added and recognize that
the changes follow a pattern. Remind students that
stressing a syllable means saying it slightly higher,
louder, and longer. Play the audio, and ask students to
repeat the words, exaggerating the syllable stress.
1.15
(page 28)
Have students complete the exercise individually. Then
play the audio again, and have students repeat the
words.
A
1.16
Ideas for … CHECKING COMPREHENSION
Have pairs of students cover the flowchart and take
turns orally summarizing the process of cloning an
animal from an adult cell. Encourage them to use
transition words and phrases between the steps in the
flowchart, such as first, then, next, and finally. Ask them
to repeat the oral summary several times to increase
fluency.
Ideas for … EXPANSION
Have students make notes about a process with
which they are familiar. They might consider the steps
involved in making a favorite meal, using a computer
program, or playing a game. Ask them to list the steps
of the process and insert transition words and phrases
between the steps. Have them draw a flowchart to
visually represent the process and present it in pairs or
small groups.
D
Critical Thinking: Evaluating (page 29)
Have students discuss the questions in small groups.
Then review answers as a class. Take a class vote to see
what species most groups would like to bring back.
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Adjective Clauses
Write these two sentences on the board:
1. I have a hardworking mother.
2. I have a mother who works hard.
Ask students:
T: What is the adjective in the first sentence?
S1: Hardworking.
M o t h e r N at u r e
15
T: What words describe or modify the noun in the
second sentence?
S2: Who works hard.
Point out to students that the adjective in the first
sentence comes before the noun and consists of one
word, while the words in the second sentence follow
the noun. Tell them the second sentence has an
adjective clause. As you review the information
in the box, point to different parts of the sentence—
such as nouns, relative pronouns, subjects and
objects of the clause—and ask follow-up questions to
check students’ understanding, such as: What is t his?
What noun is it modifying? Is this a subject
or object of a clause? Is this a subject relative pronoun
or an object relative pronoun? How do you know?
(page 30)
First, ask students to review the sentences and underline
the noun being modified in the first sentence of each
question. (Answers: 1. large colonies; 2. predators;
3. cloning; 4. a cell; 5. Ken Burns; 6. important events).
Then have them complete the exercise in pairs. Have
volunteers share their ideas with the class.
E
Ideas for … EXPANSION
Ask students to bring in or show a photo of someone
they know or something from their house. In small
groups, have them take turns holding up their photos
as the other group members guess who or what it is
and describe it using an adjective clause. For example,
if the photo is of a young woman sitting on a beach,
a student might say: The woman is Marco’s sister who
is on vacation in Florida. After all group members have
provided their guesses aloud, the owner of the photo
should give the answer using an adjective clause: She
is actually my cousin who lives in Hawaii.
F
Critical Thinking: Evaluating (page 30)
Have students discuss the question in small groups. Have
volunteers share their ideas with the class.
TIP If students are having trouble thinking of criteria for
either category in small groups, complete the exercise
as a class. Lead a class brainstorming session, and invite
volunteers to write their ideas on the board.
16 U N I T
2
ANSWER KEY
SPEAKING
A (page 28)
1. academic
2. reproduction
3. responsibility
B (page 28)
Suffix: –ic
automatic
domestic
dynamic
specific
genetic
4. complexity
5. frustration
6. interaction
Suffix: –ity
capacity
community
flexibility
priority
electricity
Suffix: –tion
construction
information
motivation
reaction
extinction
C (pages 28–29)
1. A body cell is removed from an adult animal.
2. Scientists remove the nucleus from that cell.
4. Chemicals or electricity make the egg divide.
6. The resulting baby is a clone of the first animal.
D (page 29)
1. Answers will vary.
2. Possible answers: Criteria might include benefits
to human health and survival, benefit to the
environment.
E (page 30)
1. King penguins live in large colonies that/which
may contain 100,000 birds.
2. These penguins have many predators which/that
include birds and seals.
3. Cloning is a technique that/which allows
scientists to produce copies of animals.
4. To clone, scientists use a cell which/that has been
taken from an adult animal.
5. Ken Burns is a filmmaker who is best known for
his history documentaries.
6. Many of his films are about important events
that/which changed history.
7. I went to the documentary film festival that/
which you told me about. / I went to the
documentary film festival you told me about.
F (page 30) P
ossible answers:
Criteria for best documentary: an important, relevant
topic, an interesting story, clear facts and support, a
mix of interviews and narration, good camerawork
Criteria for best director: good story-telling; excellent
photography; good cast; good editing
LESSON TASK: Discussing
Conservation and
Extinction
TIP Make sure students know the meanings of species
conservation and extinction. Conservation is the
preservation, protection, or restoration of the natural
environment and wildlife. Extinction is the state in which a
species, family, or larger group has no more living members.
(page 31)
Review the information in the Everyday Language box
about asking for repetition. Arrange students in mixedlevel groups. Have them discuss what factors can lead to
the extinction of species.
TIP Assign group roles so that everyone participates. The
group leader keeps the conversations on track. The time
keeper keeps track of the time (no more than 20 minutes for
exercises A–C). The recorder takes notes on the discussion in
exercises B and C. The reporter uses the recorder’s notes to
report back to the whole class in exercise D.
A
B
Critical Thinking: Ranking (page 31)
Remind students that they need to be able to provide
reasons to support their group rankings. Take a class
survey to compare results.
C
Presenting (page 31)
Approve each group’s plant or animal species before
they move on. For number 3, ask groups to include a
minimum of three ways humans can help.
(page 31)
Remind the presenter to use adjective clauses in his
or her presentation. Encourage audience members to
ask for repetition using the expressions in the Everyday
Language box.
5
MIN
S
Ideas for … EXPANSION
Read the title aloud. Have students look at the photo
on page 31 and cover the caption. Ask students to
explain what the message of this photo is and how it
might help them understand the Lesson Task theme.
4
3
MIN
S
5
Video
Turtles under Threat
Overview of the Video
The Kemp’s ridley sea turtle is the smallest species of
sea turtle in the world. One of the major threats to its
existence is incidental capture during fishing operations.
This video discusses how the Turtle Excluder Device, or
TED, improves its chances for survival.
BEFORE VIEWING
(page 32)
Direct students’ attention to the video title, map, and
photo. Ask them whether they are familiar with Costa
Rica. Have volunteers share their knowledge with the
class. Ask students what they think the term low-tech
means (using or requiring less advanced technological
equipment) and how it’s different from the term hightech (using or requiring highly advanced technological
equipment). After they have discussed the questions, ask
volunteers to share their ideas with the class.
A
(page 32)
Have students complete the exercise individually and
then form pairs to compare answers.
B
WHILE VIEWING
C
1.4
Understanding Main Ideas (page 33)
Have students complete the exercise individually. Review
answers as a class.
Ideas for … CHECKING FOR COMPREHENSION
Have pairs of students discuss why the Turtle Excluder
Device is considered a low-tech solution.
D
ANSWER KEY
LESSON TASK
A (page 31)
Possible factors that can lead to extinction may
include disease, hunting, loss of habitat, climate
change, and more natural predators.
B–D (page 31) Answers will vary.
Ideas for … EXPANSION
Have pairs of students make a flowchart that shows
the step-by-step process of how a Turtle Excluder
Device works. Play the video again, if necessary. Have
pairs compare their flowcharts in small groups.
D
1.4
Note Taking (page 33)
Read the titles in the T-chart aloud. Have pairs of students
share any advantages or disadvantages they remember from
the video. Have students complete the chart individually and
then form pairs to compare answers. Draw the chart on the
board, and ask volunteers to write in their answers.
M o t h e r N at u r e
17
Lesson B
AFTER VIEWING
Critical Thinking: Synthesizing (page 33)
Ideas for … EXPANSION
In groups of three, have students role-play a panel
discussing the legal requirement for U.S. shrimp
fishermen to use the Turtle Excluder Device (TED).
Assign roles: a marine biologist, a marine enforcement
officer, and a shrimp fisherman. Give students time
to write notes on why they believe the TED should or
should not continue to be legally required. Have them
discuss their opinions with their groups. Invite groups
to role-play their panel discussion in front of the class.
ANSWER KEY
VIDEO
A (page 32) Possible answers:
1. fishing, ocean transportation, tourism
2. predators, climate change, pollution
B (page 32)
1. species – that can reproduce with one another
2. population – that are members of that species
3. Marine – that live in the sea
4. biologists – who study life and living organisms
5. exclude – that they neither want nor need
6. device – that has a special function
C (page 33)
1. a; 2. b; 3. a; 4. b
D (page 33) Possible answers:
Disadvantage(s) to
Advantage(s) to
Fishermen
Fishermen
(according to some
(according to
fishermen)
biologists)
holes in net lead to loss nets exclude anything
of large part of catch
large / fisherman can
fish for longer / catch
more shrimp
E (page 33)
1. Possible answers: How much does it cost? Will
they use more fuel to drag it in the ocean? What
other fish might get trapped? Is it easy to repair if
it breaks? Will it get caught on things underwater?
2. Answers will vary.
3. Answers will vary.
18 U N I T
2
0
MIN
A
S
Have students complete the steps in small groups.
Then have each group join with another to share their
questions and concerns.
3
E
VOCABULARY
1.18
Meaning from Context (page 34)
Play the audio. Ask students to read along as they listen
to the interview.
Ideas for … CHECKING COMPREHENSION
Ask students comprehension questions to check for
understanding, such as the following:
1.What are some different ways orchids attract
insects? (with sweet liquid and strong smells; by
resembling their favorite food or a place to make
a home)
2. What is pollen? (a substance that contains DNA)
3.What happens once the insects visit the orchids?
(They get covered in pollen.)
4.What happens after they leave? (They transfer
the DNA to other orchids, and reproduction
takes place.)
Ideas for … PRESENTING THE VOCABULARY SKILL:
Using Context Clues
Review the information in the box aloud. Ask a
volunteer to read the example aloud, and point out
the context clues for the word scent. Ask students
what parts of speech are often context clues
(adjectives).
(page 35)
Have students complete the exercise in pairs. Review
the answers as a class. Ask volunteers to explain what
context clues helped them identify the correct part of
speech.
B
C
(page 35)
Have students complete the exercise individually and
then form pairs to compare answers. Ask them to only
use a dictionary to check their answers, not to help them
complete the exercise. Then call on students to share
their definitions. Ask them what context clues helped
them define each word.
ANSWER KEY
VOCABULARY
5
MIN
LISTENING: A Conversation
on Campus
S
4
B (page 35)
Nouns – organism / substance / method / shelter
Verbs – specializes / manufacture / consume /
transfer / resemble
Adjective – primary
C (page 35)
Possible answers:
1. focus on and become an expert in a specific subject
2. look similar to somebody or something
3. way of doing something
4. eat or use up something
5. individual living thing, such as a plant or animal
6. first, greatest, or most important
7. type of material that can be seen or touched
8. make or produce something
9. protection, especially from danger or bad weather
10. move something from one place to another
BEFORE LISTENING
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for Content Words
1.19 Write the following on the board:
1. ____ me ____ is ____, a ____ who ____ in the ____
of ____.
2. Joining ____ today ____ Dr. Sam Darrow, ____
botanist ____ specializes ____ study ____ orchids.
Ask the class which sentence makes more sense
and why. (Sentence 2 makes more sense because it
gives more information.) Tell them that sentence 1
contains only function words and sentence 2 contains
only content words. Ask students which parts of
speech are typically content words (nouns, main verbs,
adjectives, adverbs) and which parts of speech are
known as function words (auxiliary verbs, pronouns,
articles, prepositions). Point out that content words
carry meaning; function words have a grammatical
function. Review the information in the box. Play the
audio. Read the example again, exaggerating the
stress on the content words. Have students repeat the
sentences.
A
1.20 (page 36)
Have students complete the exercise individually. Play
the audio. Ask students to check their answers.
WHILE LISTENING
B
1.21
Listening for Main Ideas (page 37)
Give students time to read the questions and answer
choices before listening to the whole conversation. After
listening, review answers as a class.
TIP Remind students to listen to the entire conversation
before marking their final answers.
Ideas for … CHECKING COMPREHENSION
Ask follow-up questions to elicit further details about
the conversation from students. For example:
T: Who are the two speakers?
S1: Students.
T: That’s right, but how do you know they are students?
S2: They are both in the same class.
T: What are they studying?
C
1.22
Listening for Details (page 37)
Play the audio, and have students complete the exercise
individually. Review answers as a class. Have volunteers
share how they would correct the false statements.
(Possible answers: 2. Elena says, “I’m sorry? Epi- what?”
showing that she doesn’t know a lot about epiphytes. 7.
Professor Darrow actually specializes in orchids.)
AFTER LISTENING
D
Critical Thinking: Reflecting (page 37)
Have students discuss the questions in small groups.
Lead a class discussion about talking to strangers. Ask
volunteers to share their answers to questions 1–3. Ask:
Are there cultural differences in talking to strangers?
What are they? What are some strategies to use if you
have to talk to a stranger? Write students’ ideas on the
board.
ANSWER KEY
LISTENING
A (page 36) Possible answers:
Leo: Excuse me? Sorry to bother you, but do you
know the way to the conservatory greenhouse? This
map isn’t helping me much.
M o t h e r N at u r e
19
0
MIN
A
S
3
Elena: Yeah, the map isn’t great and the campus
does resemble a maze, doesn’t it? Anyway, you’re
in luck. I’m actually on my way to the conservatory
greenhouse right now. We can walk together.
B (page 37)
1. c
2. b
3. b
C (page 37)
1. T; 2. F; 3. NG; 4. T; 5. T; 6. NG; 7. F
D (page 37)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: You might need to talk to a stranger
if you are lost and need directions, or if your cell
phone dies and you need to borrow a phone. Some
strategies might include asking the person if they
have a minute and briefly explaining your situation.
4. Answers will vary.
5. Possible answers: It’s important to study how plants
survive in a variety of conditions because these
days we have a lot of extreme weather such as
droughts and hurricanes. We can learn how plants
adapt to different conditions, what sort of climate
is ideal, new areas where they can be grown, and
how they might adapt to climate change.
SPEAKING
Brainstorming (page 38)
Ask students to review the map in pairs and add one
more common challenge that students face. Ask them
to brainstorm at least two possible solutions for each.
Have each pair of students join another pair of students
to form a group of four. Ask them to take turns sharing
their possible solutions. Lead a class review, and ask
volunteers to share their group’s solutions for each
challenge.
Ideas for … PRESENTING THE SPEAKING SKILL:
Making Suggestions
Review the information in the box. Read the examples
aloud. Ask students which of the expressions they
have used or are familiar with. Discuss ideas about
when to make a suggestion more or less strong. Have
pairs of students complete the expressions by giving
10 suggestions for how to study English. For example:
Why don’t you go to a language school? You should make
flashcards to study new vocabulary. Maybe you could set
aside 30 minutes every night to listen to a podcast in English.
Have volunteers share their suggestions with the class.
20
UNIT 2
(page 39)
Brainstorm interview questions with the class. Write
students’ ideas on the board for reference. Then have
them interview at least three different classmates.
TIP Some students might not feel comfortable talking
about their personal problems, especially those relating
to money, relationships, or diet. In this case, remind them
before the interview that they can make up answers or
talk about a friend or family member instead if they prefer.
B
(page 39)
Ask students to find a classmate they didn’t interview
in exercise B. In pairs, have them take turns sharing the
challenges and best suggestions they were given. Lead
a class review, calling on each pair of students to present
their ideas.
C
Ideas for … EXPANSION
For additional practice with the Speaking Skill, making
suggestions, ask students to write a question or problem
they are curious about on an index card. If necessary,
provide some examples (I can’t fall asleep at night. What
should I do?) Ask them to write general, not specific,
questions. Tell them this is an anonymous activity, and
they should not write their names on the cards. Collect
the cards, and make sure each question or problem is
appropriate for use in class. Redistribute them, giving
each student one new card. Ask students to form groups
and read the questions or problems aloud to each other.
Then have them create a list of suggestions in response
to the question or problem and write them on the back
of the card. After sufficient time, collect the cards, and
have a volunteer read the suggestions to the class.
ANSWER KEY
SPEAKING
A (page 38) Possible answers:
1. Not enough money: Get a part-time job; get a
student loan
2. Limited time to study: Follow a study plan; spend
less time on social media
3. Relationship problems: Ask for advice from others;
see a counselor
4. An unhealthy diet: Eat healthier food; get advice
from a doctor
5. Additional challenge: Not enough sleep: Set a
regular bed time; don’t use electronic devices late
at night
B (page 39) Answers will vary.
C (page 39) Answers will vary.
3
MIN
FINAL TASK: Creating and
Presenting a Proposal
S
5
TIP Explain that many university students write proposals
to obtain grants to help fund research. Provide information
about grants and how they work. Consider bringing in a
few grant applications to show students how important
grants are in academic study and how detailed plans need
to be in order to obtain funding.
A
Brainstorming (page 39)
Read the assignment in the box aloud. Arrange students
in mixed-level groups. Have them decide on key criteria.
Then have students brainstorm answers to the questions.
B
Organizing Information (page 39)
Give students time to answer the questions and organize
their proposals. Monitor students’ work, asking questions
to make sure they are on track. For example: Which
information will you present first? Who is presenting
which information? What visuals are you using? Do you
need to write on the board?
Ideas for … PRESENTING THE PRESENTATION
SKILL: Presenting with Others
Review the information in the box. Read the examples
aloud. Elicit additional examples from the class. Write
students’ ideas on the board. Have each group choose
a time keeper. Ask the groups to write an introduction
to their presentation that lets the audience know who
will say what and when. Have each group member
write out his or her transitions using the examples in
the box as models.
(page 40)
Give students time to practice their presentations all the
way through. Make sure the time keeper keeps time.
C
D
Presenting (page 40)
Have each group present on their documentary
proposal. Aim to leave time for follow-up questions and
suggestions after each group’s presentation.
(page 40)
Lead a class discussion about the proposals. Have volunteers
share what they liked about each one and why. Have the
class vote for the best three documentary ideas.
E
ANSWER KEY
FINAL TASK
A–E (pages 39–40) A
nswers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small groups.
• Ask students to discuss similarities and differences in their
answers for questions 1 and 2.
• For question 3, have students compare answers and then
write the words about which they are still unsure on the
board. Lead a class review of the challenging words, and
re-teach terms as necessary.
M o t h e r N at u r e
21
3
Sociology
ACADEMIC SKILLS
Listening for the Order of Events
Noting Contrasting Ideas
SPEAKING
Expressing Probability
Linking
CRITICAL THINKING Categorizing Information
LISTENING
UNIT OVERVIEW
Migration has been a feature of human societies for
centuries. This unit discusses the social, economic,
political, and environmental reasons people decide to
leave their home for another one and the impact this
movement has on our environment and the global
economy.
• LISTENING A A Lecture about Migration: A professor
lectures about different types of migration and the
factors that compel people to leave their homes.
• VIDEO What Ellis Island Means Today: Ellis Island, the
U.S. gateway to immigration, was recently reopened
to visitors. Even for those born in the U.S., a visit there
today can be emotional and nostalgic.
• LISTENING B A Study Group Discussion: Three
students discuss their presentation assignment about
human migration from Earth to another planet.
For the final task, students draw on what they have
learned in the unit to give a 5-minute presentation about
their viewpoint on the colonization of Mars.
For additional information about the topics in this
unit, here are some suggestions for online search
terms: Migration in Romania; Moldova migration;
East Africa drought; United States unemployment rate;
Hundertwasserhaus; The Peace Bridge, Calgary; Ellis Island;
Mars trilogy, Kim Stanley Robinson; Mars; SpaceX.
22
2
0
MIN
S
ACADEMIC TR ACK
On the Move
UNIT OPENER
THINK AND DISCUSS (page 41)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Where was this photo taken? (Melbourne, Australia)
• What do you see in the photo? (cafés, shops, adults from
around the world)
• How would you describe this place? (narrow pedestrian
street, or alley; crowded with people, many different types
of restaurants)
Have students discuss the questions in pairs. Ask
volunteers to share multicultural areas with which they
are familiar.
Ideas for … EXPANSION
Have pairs or small groups of students discuss what
they think of when they hear the expression “on the
move.”
TIP The topic of migration may be sensitive for some
students. If they don’t feel comfortable discussing their
personal experiences, encourage them talk about more
general topics or suggest that they write about their
experiences rather than discuss them.
ANSWER KEY
THINK AND DISCUSS (page 41)
1. Possible answers: They might have moved there to
be with family, to find a new job, to go to school,
or to have a better lifestyle. They may have been
attracted by work opportunities or the climate.
2. Answers will vary.
EXPLORE THE THEME (pages 42–43)
Read the title aloud. Point out the map key titled
“Gateway city populations.” Check students’
understanding of the map key by asking general
questions, such as:
• What kind of information do we learn from the circle
size? (size of metro area’s population)
Ideas for … EXPANSION
In small groups, have students choose one of
the gateway cities on the map and write a list of
characteristics that make it a “gateway city.” Have each
group present their findings to the class. Lead a class
discussion about how to identify a gateway city. List
students’ ideas on the board.
ANSWER KEY
EXPLORE THE THEME (page 42)
1. The arrows show where people migrated from and
to. The circles show the total number of foreignborn people, in millions, and the proportion of the
total population.
2. New York at 5.4 million and Los Angeles at
4.4 million
3. Toronto has the highest proportion, with almost half
of its population being foreign born. The other city
is Sydney, Australia, although other cities are similar
proportion.
4. Possible answer: They are gateway cities because
people enter countries through those cities.
3
Lesson A
0
MIN
S
• What does the size of a circle mean? (A smaller circle
means a smaller population; a larger circle means a larger
population.)
• Why are some of the circles in color and others aren’t?
(Circles that provide information about gateway cities are
in color.)
Have students discuss the questions in small groups.
Review answers as a class. Address any additional
questions students have about the human migration
map. Ask volunteers to explain the meaning of gateway
city in their own words.
VOCABULARY
Ideas for … PRESENTING THE VOCABULARY SKILL:
Noticing Clues to Meaning
Review the information in the box. Read the examples
aloud, and ask students follow-up questions to check
for understanding. For example: Which of the words
in example 1 is the synonym? What is the definition in
example 2? Which is the explanation in example 3? How
do you know?
A
1.23
Meaning from Context (page 44)
Remind students that they are listening for just one
word from the excerpt to complete each definition. Play
the audio, and have students complete the exercise
individually. Play the audio again, and pause after each
excerpt to give students time to check their answers.
(page 44)
First, have students identify and write down the part of
speech for each word in blue in exercise A. Explain that
they should change the part of speech for the words in
exercise A to help them choose the correct answer in
exercise B. Review answers as a class.
TIP The terms emigration, immigration, and migration are
often confusing for students. Write them on the board,
and ask students to recall from the lecture the differences
in meanings of these words. If necessary, review their
explanations again. Say that emigration means to move
from a country, immigration means to move to a country,
and migration is a more general term that means to move
from one region or country to another, not necessarily
with a plan to settle permanently. Tell students that the
choice of the term to use depends on the speaker’s point
of view. For example, if a person talks about leaving his or
her country, that person is an emigrant. If a person talks
about settling in a new country, he or she is an immigrant.
Point out again that they can remember the difference
between emigration and immigration by looking at the
prefixes of the two words: the prefix e- means “from” or
“out,” while the prefix im- means “in” or “into.”
B
Ideas for … EXPANSION
Ask students to write three sentences using words
they have recently learned. Each sentence should
have a clue to a word’s meaning. Have them take
turns reading their sentences aloud in pairs and giving
feedback clues to meaning.
On the Move
23
(page 45)
Have students predict what they will learn in the article
by asking leading questions, such as: Do you think people
are leaving or moving to Romania? To what other countries
might Romanians choose to move? Why? Who might move
to Romania? Why? Have them complete the exercise
individually and then form pairs to compare answers. Ask
a volunteer to read the article aloud to review answers as
a class.
C
(page 45)
Have students discuss the questions in small groups.
Remind them to give reasons to support their answers.
Ask volunteers to share their barriers to learning
English. Write their challenges on the board. Lead a
class brainstorming session to obtain suggestions for
addressing each barrier.
TIP Consider allowing students to do online research at
home, or give them time in class to go to the school’s
computer lab to answer question 1.
D
Ideas for … CHECKING COMPREHENSION
Have students write three comprehension questions
about the article. Ask them to leave two blank
lines after each question. Possible questions could
include:
• What kinds of people moved into Romania’s large cities
at the end of the last century? (people who lived in the
countryside)
• How many Romanians have voluntarily left their
country in recent years? (up to 2.5 million)
• Why are Romanians leaving their country? (They might
be moving for better jobs or warmer weather.)
Ask students to cover the article and exchange
questions with a partner. Have them answer the
comprehension questions on the same piece of paper.
Ask students to check their partner’s answers.
24
UNIT 3
VOCABULARY
4
A (page 44)
1a. area
3b. internal
1b. people
4a. economic
2a. away
4b. minority
2b. towards
5a. home
3a. country
5b. problem
B (page 44)
1. settlement
4. stable
2. volunteer
5. migrate
3. emigrate / immigrate
C (page 45)
1. nation
5. barrier
2. domestic
6. migrants
3. voluntary
7. emigration
4. settle
8. immigration
D (page 45) Answers will vary.
5
MIN
LISTENING: A Lecture about
Migration
S
Ideas for … EXPANSION
Have pairs of students research the small country of
Moldova and identify at least one reason why large
numbers of Moldovans have moved to Romania in
recent years. Some reasons might include:
• Close historical and cultural ties (Between the two
World Wars, Moldova was part of Romania.)
• Moldovans may be eligible for Romanian citizenship
on the basis of descent.
• Romanian workers are leaving their country and
leaving employment opportunities.
• Continued political instability in Moldova after a civil
war in 1992
• An economic crisis in Moldova after the break-up of
the USSR in the 1990s
• Limited infrastructure in the countryside and
increased poverty
Ask each pair of students to share and compare their
reasons in small groups.
ANSWER KEY
BEFORE LISTENING
A
Predicting (page 46)
In small groups, have students discuss what reasons
for migration these photos represent and predict other
reasons the professor might mention in the lecture. Have
volunteers share their ideas with the class. Write their
predictions on the board.
WHILE LISTENING
B
1.24
1.5
ANSWER KEY
Listening for Main Ideas
LISTENING
(page 46)
Play the audio, and have students complete the
exercise individually. Review answers as a class. Ask
volunteers to explain why numbers 4 and 6 are not
correct answers. (Possible answers: 4. The professor
doesn’t mention this. 6. The professor mentions that
many people who migrate have a language barrier to
overcome.)
A (page 46) Possible answers:
The first photo represents reasons connected to
the climate or natural disasters, such as drought
or poor farmland. The second photo represents
economic reasons, such as not being able to find
work. In addition to these reasons, the professor
might mention other reasons why people migrate,
including for their health, for love, or for political or
religious freedom.
B (page 46)
1. P There are two kinds of migration: domestic and
international.
2. P Push factors give people a reason to emigrate
from a country.
3. P Pull factors make a country attractive to
potential immigrants.
5. P Push and pull factors can be divided into
several categories.
C (page 47)
1. voluntary; 2. international; 3. environmental;
4. Pull; 5.combination; 6. economic; 7. language
D (page 47) Answers will vary.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Contrasting Ideas
Review the information in the box. Ask students
whether they are familiar with the slash (/) to mark
contrast. Remind them it’s important to be quick
and efficient when taking notes. Point to examples
of university classes and language proficiency tests
during which long listening passages or lectures can
make note taking challenging.
C
1.24
Note Taking (page 47)
5
MIN
AFTER LISTENING
D
Personalizing (page 47)
Have pairs of students complete the exercise. Then
give each pair time to present their ideas to the
class.
Ideas for … EXPANSION
Arrange students in mixed-level groups. Tell students
to imagine their group is on the local city council. The
population is declining, and they must think of a plan
to save the city. Have the students work together to
develop a list of reasons why people should immigrate
to the town. If time permits, have students create a
brochure about the town. The brochure should list
appealing reasons for someone to move from another
region or country to their town.
S
4
Give students time to read the notes before listening
again. Remind them to write only one word in each
blank. After listening, review answers as a class. If
necessary, play the audio again, stopping after the
correct answers for students to hear them.
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Enough and Too
After you have reviewed each explanation, have students
give another example sentence. Write each one on the
board and underline the phrase with enough or too.
(page 48)
Give students time to read through the questions. Have
students interview two and ask follow-up questions to
keep the conversation going.
A
(page 48)
Ask students to partner with a classmate they didn’t
interview in exercise A. Have pairs of students share what
they learned about one of the people they interviewed.
Invite volunteers to share the most interesting thing they
learned about their classmates with the class.
B
(page 49)
After students have completed the exercise, as volunteers
to share their ideas. Have students say whether they know
of a city that meets those particular criteria.
C
O n t h e M o v e 25
D (page 50) Possible answers:
The Economist magazine publishes an annual list of
cities with the best living conditions. These “World’s
Most Livable Cities” have many of the things that
people want in a city. These things include access to
health care, good or great transportation, and relatively
cheap places to live. In recent years, Melbourne in
Australia; Vienna in Austria; and Vancouver, Toronto,
and Calgary in Canada have all been in the top five.
E (page 50) A
nswers will vary.
F (page 50) Answers will vary.
Ideas for … PRESENTING PRONUNCIATION: Linking
1.25 Review the explanations in the box. Play the
audio. Read the examples aloud again two times,
linking and then not linking the sounds. Ask students
whether they can hear the difference. Have volunteers
read the examples aloud for the class.
1.26 (page 50)
(page 50)
Have students respond to the questions individually.
Encourage them to take notes on a separate piece of paper.
E
F
Critical Thinking: Evaluating (page 50)
After all students have presented their summaries, have
the group make a list of specific features that make a city
attractive and livable for them. Have a spokesperson from
each group share the group’s ideas with the class. Write them
on the board. Referring to the list on the board, have the class
vote on the five most important features a city should have.
ANSWER KEY
SPEAKING
A (page 48) Answers will vary.
B (page 48) Answers will vary.
C (pages 49) Possible answers:
1. A city needs to have enough parks/public
transportation/parking/good jobs.
2. There should be enough space for recreation/
restaurants.
3. There shouldn’t be too much traffic/crime/
pollution/unemployment.
4. Housing/Apartments/The cost of living shouldn’t
be too expensive.
5. The city shouldn’t have too many traffic jams/
accidents/tall buildings/unemployed people.
26
UNIT 3
5
MIN
LESSON TASK: Discussing
a Case Study
S
Play the audio, and have students check their answers. For
each possible answer, ask them to identify which of the
sound combinations from the Pronunciation box it is: (1)
a consonant sound with a vowel sound, (2) a consonant
sound with the same consonant sound, or (3) a vowel
sound with a vowel sound. Have students take turns
saying the sentences aloud. Invite volunteers to read the
text aloud for the class, linking the appropriate sounds.
3
D
TIP Explain to students that a case study presents a reallife situation and often involves a dilemma or problem
that one or more of the individuals described in the case
must negotiate or solve.
A
Critical Thinking: Categorizing Information
(page 51)
Review the information in the Critical Thinking box about
categorizing information. After pairs finish the exercise,
draw the chart on the board. Invite volunteers to write
their answers in the chart.
Ideas for … MULTI-LEVEL CLASSES
Pair higher-level students with lower-level students
for exercise A. The lower-level student can read the
case study aloud. The higher-level student can act
as a peer tutor, providing pronunciation support
or explaining any new words or expressions if they
come up.
TIP Another option would be to assign the reading as
homework so students can think more carefully about
what information in the case study is the most important
to highlight.
B
Critical Thinking: Applying (page 51)
Review the information in the Everyday Language box
about how to ask for and give reasons. Point out that it’s
common to repeat the question when giving reasons.
Divide the class into group A and group B. Have students
list reasons that support their group’s opinion. Choose
Ideas for … EXPANSION
Have pairs of students write a case study of
someone who can’t decide whether he or she
should stay in or leave his or her country. Encourage
students to draw on their personal experiences as
they write. Have each pair of students join another
pair and exchange case studies. With their new case
studies, have students identify the reasons to stay
and reasons to leave. Encourage them to take notes
in a chart similar to the one in exercise A. Based on
this analysis, ask them to make a decision about
whether the person should stay or leave. Have
pairs take turns sharing and explaining their final
decisions. Remind them to give reasons to support
their positions.
ANSWER KEY
LESSON TASK
A (page 51) Possible answers:
Reasons to
Stay
Care for her
parents
Language
barrier
Reasons to Move
Push Factors Pull Factors
No work in
Job opportunities
her field
B (page 51) Answers will vary.
4
Video
5
MIN
W hat Ellis Island Means
Today
S
one or two representatives from each group to engage
in a debate about whether Lana should stay or move.
Have the class vote on which group had the stronger
argument.
TIP Remind students that it’s important to be able to
argue both sides of an issue, even if they have a strong
opinion.
Overview of the Video
Ellis Island, the U.S. gateway to immigration, was recently
reopened to visitors. Even for those born in the United
States, a visit there today can be emotional and nostalgic.
BEFORE VIEWING
(page 52)
Ask students whether they are familiar with Ellis Island.
Have them complete the exercise in pairs. Review
answers as a class.
A
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the vocabulary
words by asking questions. For example:
1. What do you know about your ancestors?
2. What is something or someone you have faith in?
3. What are defining characteristics of your generation?
4. Do you consider yourself a gutsy person? Why or
why not?
5. Where is the last city in which you were a resident?
(page 53)
Have students read the short history in small groups and
discuss the questions.
B
Ideas for … EXPANSION
Have students research the current civic Naturalization
Test to become a U.S. citizen. Have them form pairs
and discuss the following questions.
1. How is the current test different from the interview
immigrants had to pass at Ellis Island? (There are
100 questions to study; the immigration officer asks
up to 10 of the 100 questions; the applicant must
answer 6 of 10 questions correctly to pass.)
2. What are some of the topics they ask about on the
test? (Principles of American Democracy, Branches
of Government, Rights and Responsibilities, etc.)
3. Do you think people should still have to pass this kind
of test to become a U.S. citizen? Why or why not?
O n t h e M o v e 27
WHILE VIEWING
C
1.6
Understanding Main Ideas (page 53)
Play the video. Review the answer as a class.
D
1.6
Understanding Details (page 53)
Have pairs of students recall details from the video and
guess which information is incorrect. Play the video
again. As they watch, have students complete the
exercise individually and then form pairs to compare
answers.
AFTER VIEWING
E
Personalizing (page 53)
Draw a big suitcase on the board. Inside the suitcase,
write the names of a few items you would pack to move
to another country. Give reasons for your choices. Have
students complete the activity individually. They can
make a list or write their items inside a big suitcase like
the drawing on the board. Then have them share their
ideas in pairs and explain their choices. Take a class
survey to see which items were most commonly selected
by students.
F
Critical Thinking: Categorizing (page 53)
Conduct a class brainstorming session on words to
describe emotions. Elicit ideas from the class, and write
students’ ideas on the board for reference. Allow them
to use a dictionary or translation app to find the best
word to express a certain emotion they feel. Have them
complete the exercise in small groups, arranging the
positive and negative words in a T-chart. Assign one of
the group members to take notes for the group. Ask
each group to join with another group and share their
lists.
Ideas for … EXPANSION
Have pairs of students share which of the emotions
discussed in exercise F they have felt when traveling
in or moving to another country. Encourage them to
discuss the best ways to deal with negative emotions.
28
UNIT 3
ANSWER KEY
VIDEO
A (page 52)
1. f; 2. c; 3. d; 4. a; 5. e; 6. b
B (page 53)
1. Answers to the first question will vary. You
could find the answers on a U.S. history website.
Answers to the questions are: “The Star-Spangled
Banner”; executive, legislative, and judicial
branches; George Washington; current president
will vary; 13 colonies were New Hampshire,
Massachusetts, Connecticut, Rhode Island,
New York, New Jersey, Pennsylvania, Delaware,
Maryland, Virginia, North Carolina, South Carolina,
and Georgia.
2. Answers will vary.
C (page 53)
b
D (page 53)
1. David Luchsinger is the great grandson of people
who came through Ellis Island.
2. Just under 1.8 million bags were lost in the United
States in 2012.
3. Judith Leavell’s grandmother was 20 when she
arrived at Ellis Island.
4. Peter Wong’s parents emigrated to Ellis Island
from Hong Kong.
5. Raea Hillebrant says her ancestors emigrated from
Lithuania in 1914.
6. The maximum number of daily visitors to Ellis
Island during the summer is about 22,000.
E (page 53) Answers will vary.
F (page 53)
1. Answers will vary.
2. Possible answers: Positive emotions include
happiness, anticipation, excitement, hopefulness,
joy; negative emotions include fear, nervousness,
shyness, confusion.
3. Answers will vary.
0
C (page 54) Answers will vary.
D (page 55)
Nouns:
colonization, colonist, colony
encounter
relocation
survivor, survival
E (page 55)
1. colony
5.
2. survival
6.
3. habitat
7.
4. encounter
8.
F (page 55) Answers will vary.
MIN
S
3
Lesson B
A
VOCABULARY
1.27
Meaning from Context (page 54)
Play the audio. Ask students to read along as they listen
to the reports. Have them form pairs and discuss the
meaning of each word in blue.
(page 54)
Have students complete the exercise in pairs. Remind
them to look for context clues that help them match
each word with its correct definition.
B
(page 54)
Have pairs of students ask and answer the questions.
Then have volunteers share what they learned.
(page 55)
Have students complete the exercise individually and
then reveiw answers with the class.
5
MIN
D
E
BEFORE LISTENING
(page 56)
After discussing the questions in small groups, have
volunteers share their ideas with the class.
A
1.28 (page 55)
Have students complete the exercise. Play the audio, and
have students check their answers.
(page 55)
Review the adjectives in the box. Clarify meaning or
pronunciation, if necessary. Have students discuss how
they feel about science fiction movies and books in small
groups.
TIP Provide the names of popular science fiction books
and movies with which students may be familiar.
(Possible movie titles are Star Wars, Avatar, Alien, The
Terminator, and The Martian. Possible book titles include
A Wrinkle in Time, The Martian Chronicles, Foundation, and
A Hitchhiker’s Guide to the Galaxy.) If students don’t have
a lot of experience with science fiction movies or books,
encourage them to ask questions about the topic rather
than share personal experiences.
F
WHILE LISTENING
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for the Order of Events
Review the information in the box. Elicit from students
additional examples of words or phrases for each
category listed. Write their ideas on the board for
reference. Remind students that transition words are
just as important in speaking as they are in writing.
Explain they are used in both informal and formal
situations.
B
1.29 Listening for Order of Events
(page 56)
Have students guess the order of the topics. Then play
the audio. Review answers as a class.
ANSWER KEY
VOCABULARY
B (page 54)
1. frontier
2. colonize
3. overview
4. relocate
5. encounter
LISTENING: A Study Group
Discussion
S
4
C
frontier
colonists
colonize
solar
C
6. survive
7. habitat
8. prospect
9. solar
10. aspect
1.29
Listening for Details (page 56)
Before students listen again, ask them to recall any
decisions the students make about the four topics listed
in exercise B. Encourage them to take notes on a separate
piece of paper.
O n t h e M o v e 29
Have students refer to their notes to complete the
summary individually. Play the audio, and have students
check their answers.
AFTER LISTENING
E
Critical Thinking: Evaluating (page 57)
Have students discuss the questions in groups. Take
a class survey to see which additional topic was most
popular among students in the class. Ask volunteers to
give reasons for their choices.
Ideas for … EXPANSION
Have students share whether they agree or disagree
with the decisions the students made about their
presentations. Ask them to discuss what they would
do differently and why.
ANSWER KEY
LISTENING
A (page 56) Answers will vary, but students should
guess topics that relate to the unit theme of
migration and people on the move.
B (page 56)
a. 2; b. 1; c. 4; d. 3
C (page 56) Possible answers:
Students made these decisions:
1. The title: Human Migration: Beyond Earth
2. Start with overview of push and pull factors; why
people would want to leave Earth
3. Where humans are likely to go
4. How they will get there and when it might
happen
5. Lucas will talk about how and when; Cheryl will
talk about push and pull factors; Marina will talk
about where they might go.
6. They will meet next week at the same time and
place to discuss research and practice.
D (page 57)
1. Beyond Earth
2. push and pull
3. technology
4. groups of people
5. solar system
E (page 57) Answers will vary.
30
UNIT 3
3
1.30 (page 57)
0
MIN
S
D
SPEAKING
Ideas for … PRESENTING THE SPEAKING SKILL:
Expressing Probability
Review the information in the box. Have volunteers
read the example sentences aloud. Ask students
to underline the key word or phrase that expresses
probability or improbability in each example.
(page 58)
Give students time to review the questions and write
down their own answers. Then ask them to stand up and
talk to a different classmate for each question. Have them
record their classmates’ answers as complete sentences.
Ask them to find a classmate whom they didn’t interview
and share what they learned.
A
B
Critical Thinking: Categorizing (page 58)
Have pairs of students work together to complete the
T-chart. Draw the T-chart on the board. Invite volunteers
to write their ideas in the chart.
C
1.31 (pages 58–59)
Give students time to review the infographic. Have them
work in pairs to choose which phrase best completes
each caption. Play the audio, and have students check
their answers.
TIP Direct students’ attention to the phrases. Point out that
pronunciation of numbers can vary. For example, the
number 115 can be pronounced as one hundred and fifteen
or one hundred fifteen. The year 2024 can be pronounced
as twenty twenty-four, two thousand and twenty-four, or
two thousand twenty-four. Encourage students to read the
phrases aloud for practice.
(page 59)
Have students form small groups and discuss the likelihood that each thing will happen. Remind them to use
expressions from the Speaking Skill Box on expressing
probability and give reasons to support their opinions.
Ask volunteers to share their ideas with the class.
D
Ideas for … EXPANSION
Have students choose one of the statements to
debate with a partner or in a small group.
E
Critical Thinking: Evaluating (page 59)
Have students form small groups to fill in the chart. Then
ask each group to join another group and share their
charts. Encourage them to give reasons why they think
each of the skills will be necessary.
A
ANSWER KEY
SPEAKING
A (page 58) Answers will vary.
B (page 58)
Possible push factors: pollution, overpopulation,
health issues, lack of food, lack of freedom
Possible pull factors: more space, freedom,
adventure, exploration, a unique experience
C (pages 58–59)
1. 8 billion people
5. the year 2024
2. $10 billion
6. 115 days
3. 200 people
7. –80degrees
4. $100,000
8. 75 pounds
D (page 59) Answers will vary.
E (page 59) P
ossible answers:
5
MIN
Personal Skills Other Skills
Leadership
Cooking
Patience
Mending skills
Flexibility
FINAL TASK: Presenting
a Viewpoint
S
3
Technical Skills
Computer
programming
Piloting skills
Ideas for … PRESENTING THE PRESENTATION
SKILL: Expressing Your Opinion Strongly
Review the information in the box. Read the examples
aloud, stressing the adverbs and adjectives in
bold. Remind students to stress a word by saying
it higher, louder, and longer. Draw out the vowel
sounds in the words really and strong to model how
to add emphasis. Ask volunteers to read the other
collocations aloud with emphatic stress.
Organizing Ideas (page 60)
Review the topic and the viewpoints in the box. Elicit
from students additional viewpoints they’d like to
discuss. Write their ideas on the board. Then have
students pair up to complete the exercise. Walk around
to provide help and feedback as necessary. Give students
a time limit of 3 to 5 minutes for their presentations.
B
Presenting (page 60)
Have each pair of students join another pair with
a different viewpoint to give their presentations.
Encourage students to ask follow-up questions.
ANSWER KEY
FINAL TASK
A–B (page 60) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
O n t h e M o v e 31
Our Changing Planet
Earth Science
ACADEMIC SKILLS
Recognizing Digressions
Noting Supporting Information
SPEAKING
Answering Questions Effectively
Word Stress for Emphasis
CRITICAL THINKING Being Creative
LISTENING
UNIT OVERVIEW
This unit focuses on multiple aspects of earth science, or
the study of the planet and its atmosphere. The topics
explore places on the planet that have fascinating land
formations and discusses how ecological tourism, a
practice intended to be an environmentally friendly
form of tourism, affects the local people and natural
environment.
• LISTENING A An Earth Sciences Lecture: A professor
lectures on the features of karst limestone landscapes
and describes an example of this landscape in the
Tsingy de Bemaraha National Park on the island of
Madagascar.
• VIDEO I Am Red: The Colorado River has survived for 6
million years, but human impact continues to threaten
its existence. In this video, the river narrates a visual
poem about its history, significance, and future.
• LISTENING B A Conversation about Selecting a
College: Two high school students discuss where one
of them might go to college and what he will study.
For the final task, students draw on what they have
learned in the unit to do Internet research about
ecotourism and present a short business report to a
travel company.
For additional information about the topics in this
unit, here are some suggestions for online search
terms: Grand Teton National Park, National Park System,
Yellowstone National Park, Old Faithful streaming, Tsingy
de Bemaraha, Mount Vesuvius, Fingal’s Cave, Split Apple
Rock, Bryce Canyon National Park, hoodoos, Colorado River,
Grand Canyon, Pete McBride, Maui, Hawaii, Honey Valley
Cappadocia, fairy chimneys.
32
0
MIN
S
ACADEMIC TR ACK
2
4
UNIT OPENER
THINK AND DISCUSS (page 61)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• What is this place? (a national park)
• Where is it? (Wyoming, USA)
• What is its name? (Grand Teton National Park)
Display a map of the United States, and point out
Wyoming. Ask students what they know about national
parks. Ask the following questions:
• Who typically owns national parks? (the federal
government)
• Who can visit national parks? (They are open to the
public, but only for educational, cultural, or recreational
purposes.)
• How are they different from other parks? (They are
protected from human exploitation.)
• What criteria must an area of land meet before it can
be declared a national park? (It must have nationally
significant natural, cultural, or recreational resources.)
Have students form pairs to discuss the questions.
TIP Consult websites belonging to the National Parks
Conservation Association, the International Union for
Conservation of Nature, or the National Park Service for
additional information.
ANSWER KEY
THINK AND DISCUSS (page 61)
ossible answers:
P
1. A good way to describe this place would be as wild
but peaceful. It looks like somewhere that has not
been affected by human activity. It is a mountain
range with high rocky peaks. There is a valley, and a
river in front of it. There is also forest.
2. The mountains are likely to be reduced in height
because of the effects of wind, rain, and snow.
Where the river flows might have changed. Humans
might have cut down some or all of the trees. It is
even possible that people might have built a town
or city in this area.
Lesson A
Ideas for … EXPANSION
Extend the discussion by asking students whether
they have ever visited a national park. Have pairs
of students discuss what they liked about the park
and why they think it was given national park status.
Encourage students to name or research the locations
of national parks in their area.
ANSWER KEY
EXPLORE THE THEME (page 62)
1. Answers will vary.
2. Possible answers: People visit the park to see the
unusual sights, to see wildlife, to experience nature.
3. Answers will vary.
0
MIN
S
Read the title and the caption aloud. Review new
words or phrases, such as like clockwork (used to
describe something that happens with mechanical and
predictable regularity), geyser (a hot spring in which
water intermittently boils, sending a tall column of water
and steam into the air), and a jet of something (a rapid
stream of liquid or gas forced through a small opening
under pressure).
Direct students’ attention to the statistics on page 63.
Have volunteers take turns reading the captions aloud
for the class. Have students discuss the questions in small
groups. Ask volunteers to share their answers with the
class.
TIP The National Park Service has a live-streaming
webcam of the Old Faithful Geyser. Consider having
students visit the official National Park Service
government website and watch Old Faithful erupt as
homework.
3
EXPLORE THE THEME (pages 62–63)
VOCABULARY
(page 64)
Read the names of the four landforms in the photos
aloud. Have students share their knowledge about these
landforms in pairs. Encourage them to draw on personal
experiences to complete the exercise.
A
B
1.32
Meaning from Context (pages 64–65)
Play the audio. Ask students to follow along as they
listen to the statements. Ask them to identify the part
of speech for each word in blue. Then have them work
individually to complete the exercise. Review answers as
a class.
TIP Challenge students to complete exercise B without
using a dictionary. Remind them to use the context clues
in the statements to help them match each word with
its definition.
Ideas for … EXPANSION
Pair each student with a classmate from the same
country, if possible. Have each pair of students choose
a landform that is well known in their country. If the
students aren’t from the same country, have them
choose any landform from around the world they
both find interesting. Students should research the
site’s location, history, and any interesting or surprising
statistics. Encourage them to find a photo of their
chosen landform. Ask each pair to join with another
pair to present. Encourage them to use Lesson A
vocabulary in their presentations.
(page 65)
Give students time to respond to the questions
individually. Then have them interview at least five
different classmates. Remind them to keep track of how
many people give the same answers as they did. Have
volunteers share their answers with the class.
C
(page 65)
Have students complete the exercise individually and
then form pairs to compare answers. Encourage them
to use a dictionary to check their answers and find
additional meanings and examples. Remind them that
a suffix changes the part of speech, not the root of the
word. Call on students to review answers as a class.
D
O u r C h an g in g P l ane t
33
ANSWER KEY
VOCABULARY
A (page 64) Answers will vary.
B (pages 64–65)
1. appropriate
6. pressure
2. unique
7. formation
3. dramatic
8. landscape
4. exposed
9. erode
5. crack
10. collapse
C (page 65)
1. Answers will vary.
2. Possible answers: The natural action of gravity
can cause erosion by, for example, causing rocks
to fall onto other landforms. Human actions such
as walking, riding bikes, or driving cars might also
erode a landscape. Heat from the sun can dry the
soil and kill plants, which could lead to erosion of
the soil.
3. Answers will vary.
4. Possible answers: Water can be under pressure
in a bottle. It can also be under pressure in a
pressure cooker. When the pressure is released,
the water often comes out quickly and
powerfully.
5. Possible answer: People might continue to use a
plate, a cup, a cell phone, a mirror, or something
plastic that has a crack in it.
6. Answers will vary.
D (page 65)
1. b; 2. a; 3. b; 4. c; 5. b; 6. a
34 U N I T
4
4
5
MIN
LISTENING: An Earth Sciences
Lecture
S
Ideas for … CHECKING COMPREHENSION
As you review answers for exercise D, ask students
follow-up questions to check for understanding. For
example:
T: What is the noun form of erode?
S1: Erosion.
T: That’s right! How did you know?
S2: The root of the word is the same.
T: So, if the root is the same, what is the meaning of
the word erosion?
BEFORE LISTENING
(page 66)
Give students a short amount of time to brainstorm
places in their group. If a student’s country doesn’t have
any government-protected parks, suggest that he or
she research the name of an important park or outdoor
space. Ask volunteers to share the names of the places
they listed with the class.
A
WHILE LISTENING
B
1.33
1.7
Listening for Main Ideas
(page 66)
After students have listened to the lecture, have them
compare their notes in pairs and work together to
complete the sentence. Invite a few volunteers to write
their sentences on the board. Review them as a class, and
decide which one most accurately summarizes the main
ideas in the lecture.
TIP Monitor students’ work as they take notes to be sure
they are not writing down complete sentences or too
much information. If you see this happening, address the
issue after, not during, the listening activity. Demonstrate
examples of effective and ineffective note taking on the
board.
C
1.34 (page 66)
Have students take notes in a numbered list of six steps.
Give them time to review the six steps in the book. After
you play the audio, review the example answer as a class.
Say: The first step in the formation of a karst landscape is
that water begins to erode the limestone, causing holes
and weaknesses. Have students complete the exercise
individually. To review answers, invite a volunteer to
explain aloud how the Tsingy landscape forms.
Ideas for … CHECKING COMPREHENSION
Ask students to cover exercise C. Have pairs of
students take turns summarizing the step-by-step
process of the formation of the Tsingy landscape. Have
each of them repeat the summary several times to
increase fluency.
Ideas for … PRESENTING THE LISTENING SKILL:
Recognizing Digressions
Write on the board: (v) digress / (n) digression. Explain
that when a speaker temporarily leaves the main
topic in a conversation or speech, that person is
“digressing.” This new subtopic that is not directly
related to the main topic is called a “digression.” Review
the information in the box. Read the examples of
starting a digression and returning to the main topic
aloud. Write a main topic on the board, and provide
examples of how to use these phrases. For example,
write on the board: Landforms. Begin talking about
the different kinds of landforms, and then digress. For
example: The main types of landforms are mountain
peaks, caves, canyons, and volcanoes. As an aside, I visited
two active volcanoes last year. Interestingly, they were
both in California. I bet you didn’t know that California
had active volcanoes, right? But anyway, as I was saying,
these are four important landforms.
D
1.35 (page 67)
Play the audio. Review answers as a class.
E
1.36
Listening for Details (page 67)
Write on the board: key point (KP) / digression (D). Explain
to students that a key point directly relates to the main
topic and a digression does not. Have pairs of students
review each statement, guess whether it is a KP or D, and
pencil in their answers. Play the audio, and have students
check their answers.
AFTER LISTENING
F
Critical Thinking: Evaluating (page 67)
Have students discuss the questions in a small group.
Draw a T-chart on the board. Write “Digressions”
at the top, and title the columns “Advantages” and
“Disadvantages.” To review, ask volunteers to share their
answers to question 2. Write their ideas in the chart. Ask
students for examples of situations in which digressions
might be inappropriate (job interviews, important business
meetings, timed academic speeches).
ANSWER KEY
LISTENING
A (page 66) Answers will vary.
B (page 66)
Possible answer: A geology professor described
the formation of karst landscapes in general and
then discussed one specific example of a karst
landscape.
C (page 66)
1. f; 2. d; 3. b; 4. e; 5. a; 6. c
D (page 67)
Digressions:
Interestingly, the term limestone doesn’t come from
the color of the rock, which is typically white or gray,
not green, but from lime, an important industrial
product made from limestone.
Uh, we usually think of acid rain as being caused by
human industry, but sometimes acid rain can be
caused by gases from volcanoes.
Words that signal a return to the main point:
Anyway, limestone is a relatively hard rock, but water
can wash it away, especially water that is slightly
acidic.
Now as I was saying, water can erode limestone.
E (page 67)
1. KP; 2. D; 3. D; 4. KP; 5. D
F (page 67)
1. Answers will vary.
2. An advantage for a speaker can be that a
digression can be a way of adding some
especially interesting information or something
humorous. A disadvantage is that it can use
up time and may not be directly related to the
topic.
O u r C h an g in g P l ane t
35
4
MIN
S
5
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Passive Voice
Review the information in the box. After each example
in the passive voice, ask students to identify the be
verb and the past participle. (1. was formed; 2. was
conducted) Ask a volunteer to say example 2 in
the active voice. (Graduate students conducted this
geological study.)
Ideas for … EXPANSION
For homework, have students look online for
examples of the passive voice in science articles or
instruction manuals. Ask them to write down three to
five sentences and share them with a partner in the
next class.
A
1.37 (page 68)
Have students complete the exercise in pairs. For
each sentence, ask them to determine whether
the agent is important to include or whether it can
be omitted. Remind them that if the agent is
important to include, they should use a by phrase.
Encourage them to write down the sentences in the
passive voice on a separate piece of paper. To review,
play the audio.
(page 69)
Draw students’ attention to the photo on page 68.
Have them discuss with partners what questions they
still have about Vesuvius. Ask volunteers to share their
questions.
TIP If you have a large class, have students work in small
groups for exercise B. Then have a representative from
each group come to the front of the class and write one
of the group’s questions on the board.
B
Ideas for … EXPANSION
Arrange students in groups of four. Have each
group member choose a question about Vesuvius
listed on the board and research the answer. Then
have each member share his or her answer with
the group.
36 U N I T
4
(page 69)
Give students time to respond to the questions
individually. Remind them to answer in the passive
voice. Then have them stand up and interview two
different classmates. Have volunteers share their
answers with the class.
C
Ideas for … PRESENTING THE SPEAKING SKILL:
Answering Questions Effectively
Review the information in the box. Read the
examples aloud. Elicit from the class additional
examples of expressions to ask for clarification
or repetition and ways to confirm that they have
understood. Write students’ ideas on the board for
reference. (Additional examples of clarification might
include: Come again? What do you mean by …? I
didn’t understand. Can you say that again? Additional
examples to confirm understanding might include: If
I understand you correctly, …; I see, so in other words …)
Point out any expressions that might be appropriate
only in informal situations, such as What’s that? or I
don’t get it.
(pages 69–70)
Arrange students in same-level pairs. Have them decide
who is student A and who is student B. Explain that each
student has an information box with notes at the top and
questions at the bottom. Point out that the questions at
the bottom are in reference to their partner’s topic, not
theirs. Give students time to review their notes and the
questions silently.
Then have student A ask student B the questions about
the Legend of Red Painted Faces. Tell student B to refer
to his or her notes to answer the questions correctly
and to answer in full sentences using the passive voice
when appropriate. Ask student A to take notes on
student B’s answers. Have partners switch roles and
repeat the exercise. To review, call on a student A and
a student B volunteer to share their answers with the
class.
D
(page 70)
Give students time to research or remember a traditional
legend or story from their countries. Have them get in
small groups and share their stories. Encourage students
to ask for clarification about what they hear.
E
3
5
MIN
SPEAKING
A (page 68)
The eruption of Mount Vesuvius in AD 79 is one
of the most famous in history. Two Roman towns
were destroyed and numerous citizens were killed.
The eruption was observed by the writer Pliny the
Younger. He described the eruption in two letters
to Tacitus, another famous Roman. His description
was so detailed and accurate that similar eruptions
are called Plinian by modern geologists. These days
the sites of the destroyed towns are often visited
by tourists. However, this may not be a safe thing
to do as Vesuvius is considered to be an extremely
dangerous volcano by many experts.
B (page 69)Possible questions:
Which two towns were destroyed by Vesuvius? How
many citizens were killed by Vesuvius? Where was
Pliny the Younger when he observed the eruption?
What was Tacitus famous for? What can tourists see
at the sites of the destroyed towns? Why is Vesuvius
considered dangerous by experts?
C (page 69) Answers will vary.
D (pages 69–70)
Student A notes
1. They are a Native American tribe.
2. The “Legend People” originally lived there.
3. They were turned to stone for being bad.
4. It is called “Red Painted Faces” by some tribe
members.
Student B notes
1. They can be called tent rocks or earth pyramids.
2. They have a layer of hard rock on a thicker layer of
soft rock.
3. They are formed when the softer rock is eroded
by the weather.
4. The park is located in Utah, and it is special
because more hoodoos are found there than
anywhere else.
E (page 70) Answers will vary.
LESSON TASK: Creating
a Legend
S
ANSWER KEY
A
Brainstorming With a Mind Map (page 71)
Review the information in the Critical Thinking box about
the importance of being creative. Elicit from students
other effective methods for learning how to think
creatively. Have them share their personal experiences
with being creative.
Arrange students in mixed-level groups of three. Give
them about 20 minutes to complete the exercise.
Assign roles so that everyone participates. The group
leader keeps the conversation on track. The time keeper
keeps track of the time. The recorder takes notes on the
discussion in the mind map.
Have them work together to brainstorm a legend about
one of the landforms and complete the mind map.
Encourage students to be dramatic storytellers when
they present the legends to the class.
TIP If groups need help to start their brainstorming
session, encourage them to invent main characters and
create a story about how these people or imaginary
beings (giants, dragons, etc.) caused this piece of land
to form in this way. They can also consider what each
landform looks like. For example, the split rock is in the
shape of an apple that has been cut in half.
(page 71)
Have groups take turns telling their legends to the class.
Take a class vote on which legend was most creative.
B
Ideas for … EXPANSION
Find another photo of an interesting landform.
Display the photo in class, and have students create
a legend about how it formed. This time, though,
ask students to work individually to write a short
story. Call on volunteers to read their stories aloud for
the class.
ANSWER KEY
LESSON TASK
A–B (page 71) Answers will vary.
O u r C h an g in g P l ane t
37
5
MIN
S
4
Video
I Am Red
Overview of the Video
The Colorado River has survived for 6 million years, but
human impact continues to threaten its existence. In this
video, the river narrates a visual poem about its history,
significance, and future.
BEFORE VIEWING
(page 72)
Have students read about Pete McBride and look at the
photo as they discuss the question in pairs. Remind them
that there is no one correct answer. Have volunteers
share their ideas with the class.
tell a story? Why or why not? Ask volunteers to share their
answers to question 3 with the class. Write the names of
important rivers on the board.
Ideas for … EXPANSION
In small groups, have students create a visual poem
about an important river in the world. First, have
them choose a river and discuss how climate change
and other current events are affecting the river’s
survival. Ask them to find several photos of the river
and its surrounding area and write a poem from the
perspective of the river. To present, students can show
the pictures and read the poem.
A
(page 73)
Have students work in pairs to complete the exercise. Ask
them to predict the answers based on their background
knowledge and the information in the book.
B
(page 73)
In the same pairs, have students match the words
with the correct definition. Encourage them to use a
dictionary for any new words.
C
WHILE VIEWING
D
1.8
Understanding Main Ideas (page 73)
Give students time to review the questions and answer
choices before they watch the video. Remind them to
listen for only these two answers as they watch it. Review
the answers as a class.
E
1.8
Understanding Details (page 73)
Have students look back at exercise B. Ask them to check
their answers as they watch the video again. Review the
answers as a class, and ask volunteers to correct the false
statements.
AFTER VIEWING
F
Critical Thinking: Evaluating (page 73)
Have students discuss the questions in small groups. Ask
students whether they like the format of a visual poem.
Ask: Do you think visual poems are an effective way to
38 U N I T
4
ANSWER KEY
VIDEO
A (page 72) A
nswers will vary.
B (page 73) Answers will vary. See exercise E for the
correct answers.
C (page 73)
1. g; 2. a; 3. b; 4. f; 5. d; 6. c; 7. e
D (page 73)
1. a; 2. c
E (page 73)
1. False (The Colorado River has existed for 6 million
years.)
2. True
3. False (It is not the strongest or largest river in the
United States.)
4. True
F (page 73)
1. The best answer is a. In fact, the name of
the Colorado River comes from a Spanish
word meaning colored, especially red
or reddish.
2. Answers will vary.
3. Answers will vary.
0
MIN
A
S
3
Lesson B
VOCABULARY
1.38
Meaning From Context (page 74)
Play the audio. Have students complete the exercise as
they listen to the lecture. Pause after each excerpt, and
give them time to complete each definition with one of
the answer choices. Review answers as a class.
Ideas for … CHECKING COMPREHENSION
Have students identify the part of speech for each
word or phrase. Ask them to write five sentences that
are true for them using five of the vocabulary words
in exercise A. Have them form pairs to share their
sentences and provide feedback to each other on
word usage.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Using Digital Tools
Explain to students that there are several ways to
investigate authentic examples of new words and
phrases online. Review the explanation for each tool.
Bring up different websites to provide examples of
what each tool looks like. Be sure they understand
how each resource is different and how to use it
effectively. Be aware that online concordancers
might be difficult to navigate. In a concordancer, you
need to put a phrase in quotation marks for search
engines to return examples of the exact phrase. Be
sure to use it yourself a few times before using it
with students. Always make sure the words you are
asking students to input will actually give them good
results.
(page 75)
Answer the first question together as a class. Explain
that concordancers don’t typically provide complete
sentences but rather parts of a sentence to analyze.
Ask: What verbs come before the word balance? (find,
get) Which preposition is used more than once, making
it a “strong collocation”? (between). Have students
complete the exercise in pairs. Review answers as a
class, clarifying any unfamiliar words or meanings.
TIP This exercise requires students to be able to
recognize the different parts of speech and know the
difference between countable and uncountable nouns.
If necessary, do a quick review on how to identify verbs,
prepositions, adjectives, and countable and uncountable
nouns.
B
(page 75)
Give students time to respond individually before they
discuss the statements in pairs. Have them ask each
other follow-up questions to keep the conversation
going.
C
ANSWER KEY
VOCABULARY
A (page 74)
1. c; 2. a; 3. b; 4. b; 5. c; 6. b; 7. a; 8. a; 9. a; 10. c
B (page 75)
1. find / get
6. reach / come to
2. between
7. cause / suffer
3. major
8. to
4. on
9. of
5. countable
10. carry out / perform
C (page 75) Answers will vary.
Ideas for … EXPANSION
1. Have pairs of students write example sentences
with the vocabulary words in a vocabulary
journal.
2. Have students use a web concordance to look up
two or three words from Lesson A. Discuss the
patterns that they notice for each word.
O u r C h an g in g P l ane t
39
4
MIN
LISTENING: A Conversation
about Selecting a College
S
5
BEFORE LISTENING
(page 76)
After students have brainstormed factors in small groups,
have volunteers to share their factors with the class. Write
their ideas on the board for reference.
TIP Some students might be unfamiliar with systems of
education in North America. If so, provide cultural notes
about typical ages of high school seniors (17 or 18) and
a common timeline for applying to, deciding on, and
attending college (apply during junior year, decide during
senior year, attend after high school graduation).
A
WHILE LISTENING
B
1.39
Listening for Main Ideas (page 76)
After listening to the audio, have students compare their
lists in exercises A and B. Review answers as a class, and
ask volunteers to share how many factors they predicted
correctly.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Supporting Information
Review the information in the box. Write on the
board: the best university in the world. Ask students to
choose which university they think is the best in the
world and write down an example of each type of
supporting information in the box. Then have them
share their opinions and supporting information in
pairs. Invite a few volunteers to share their opinions
with the class.
C
1.39
Listening for Details (page 76)
Give students time to review the questions before listening
again. Play the audio. Then review answers as a class.
AFTER LISTENING
D
Critical Thinking: Reflecting (page 77)
Have students discuss the questions in small groups. Call
on volunteers to share their answers to the questions. Ask
students whether they would like to work in ecotourism.
Ideas for … EXPANSION
For homework, have students go online to find local
events or courses about ecotourism. Have them
report back to the class about what they learned.
40 U N I T
4
E
Critical Thinking: Evaluating (page 77)
Ask students what they know about the islands of Hawaii.
Ask two volunteers to read the descriptions aloud. Clarify
any new words or phrases, such as stunning, minimize the
impact, and local ingredients. Have students compare the
two vacation packages in their small groups and discuss
the questions. Take a class survey to see which vacation is
more popular among the students and why.
Ideas for … EXPANSION
Have pairs of students list two or three tourist
attractions in or near the area in which the school is
located. Have them research or visit one of the sites
and decide whether it is environmentally friendly.
Remind them to note information to support their
opinions. If an attraction is not environmentally
friendly, have them develop a plan to make it more
suited to ecotourism. Have each pair join with another
pair to present their opinions and/or plans.
ANSWER KEY
LISTENING
A (page 76)
Possible answers: price, location, quality of
education, size, course offerings, reputation
B (page 76)
• location
• available majors
• tuition cost
C (page 76)
1. 3 / three
2. ecotourism
3. air travel
4. New York (University)
5. 2 / two
6. Canada / Mount Royal (University) / Calgary
D (page 77) Possible answers:
1. Ecotourism is the idea that people’s vacations
should cause as little damage to the environment
as possible.
2. How to carry out an analysis of the tourist area;
how to work with community members to make
tourist practices locally sustainable; what kind of
infrastructure is least harmful for the environment
3. You could do research online or attend a course
at a local college or university.
3
MIN
S
0
SPEAKING
Ideas for … PRESENTING PRONUNCIATION:
Word Stress for Emphasis
1.40 Explain to students that some words have
stress as part of their meaning (RE-cord vs re-CORD),
but other words we can choose to stress for emphasis.
Review the explanations in the box. Play the audio two
times. The first time, have students listen. Afterward,
ask them whether they perceived the stress added for
emphasis. The second time, pause after each example,
and ask students to repeat.
(page 78)
Review the information in the Everyday Language box
about how to express agreement and disagreement.
Read the sayings aloud. Tell students that these
statements aren’t facts but opinions. Give them time
to consider whether they agree fully, partially, or not
at all with each opinion and why. Have students share
their opinions in small groups. Remind them to use
word stress to emphasize their ideas, use the phrases in
the Everyday Language box to express their agreement
or disagreement, and give reasons to support their
opinions. Have volunteers share their opinions with the
class. If they disagree with a saying, invite them to rewrite
the saying on the board so it is true for them.
A
Personalizing (page 79)
B
Have students work in a different group than the
one they were in for exercise A. After students have
done the exercise in a group, have a spokesperson
from each group share the group’s saying with the
class and explain why it is significant and inspirational
to them.
ANSWER KEY
SPEAKING
3
A (page 78) A
nswers will vary.
B (page 79) Answers will vary.
5
MIN
FINAL TASK: Presenting
a Business Report
S
E (page 77)
1. Possible answer: Natural Hawaii sounds more like
an ecotourism vacation because the description
mentions things like “minimize the impact of all
activities,” “environmentally-friendly lodge,” and
“visit Hawaii without changing it.”
2. Possible answer: Active Hawaii sounds like it
might be more expensive because the hotel is
five-star and modern. Also, the activities may be
expensive as they may require renting equipment
such as mountain bikes, diving gear, and a boat.
Natural Hawaii may be less expensive if the meals
are prepared with seasonal local ingredients, and
an environmentally-friendly lodge likely requires
less energy to run than a modern hotel.
3. Answers will vary.
TIP This final task requires students to conduct research
online. Be sure to reserve a computer lab; allow students
to use their cell phones, tablets, or laptops in class; or
leave time for students to work in the library.
TIP Some students will need guidance on how to
conduct research online. Pair these students with
classmates who are more skilled at doing research.
Ask them to help each other. If necessary, provide the
class with step-by-step instructions on how to conduct
research online.
(page 79)
Read the topic in the box aloud. Have students look up
their preferred websites for the categories listed and
write them down. Remind them to write down just the
name of the website rather than the actual site address.
Have them share their ideas in pairs. Then ask volunteers
for websites and create a class resource list students can
access online.
TIP Students should feel free to list online sources in
their first language, but only if an English translation is
available. Explain to them that conducting their research
in English will help them prepare their report in English
more effectively.
A
O u r C h an g in g P l ane t
41
B
Critical Thinking: Categorizing (page 79)
Review the category headings in the chart, and answer
any questions about meaning. Write the following
questions on the board. Teach students to consider them
when analyzing sources.
1. Is there an author? (Be aware of sources in which
anyone can add or change content.)
2. Who is the author? (Credible sources are written by
respected authors who cite their sources.)
3. How recent is the source? (Depending on the topic,
sources should provide up-to-date information.)
4. What is the author’s purpose? (Don’t limit research to
just one perspective or side of a debate.)
5. Who paid for the research or publication? (Look
for funding information; research the source’s
background.)
Have students complete the exercise in pairs using the
online sources listed in exercise A.
C
Organizing Ideas (page 80)
Ask a volunteer to read the situation aloud. Have students
complete the steps in pairs. Suggest that they download
photos or other visuals, if available. Walk around as they
work to provide help or feedback as needed. Remind
them of the 2-minute time limit as they practice.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Making Eye Contact
Review the information in the box. Demonstrate both
effective (looking at each student for a few seconds)
and ineffective ways (staring at just one student,
looking up or down) to make eye contact with the
audience.
42 U N I T
4
D
Presenting (page 80)
Have each pair deliver their report to the class. Aim
to leave a few minutes for follow-up questions and
feedback. Take a class vote on which report most
effectively answered the travel company’s questions.
ANSWER KEY
FINAL TASK
A (page 79) Answers will vary.
B (page 79) Possible answers:
Neutral – online encyclopedia, newspaper website
Up-to-Date – online encyclopedia, newspaper
website
Accurate – online encyclopedia, newspaper website
Biased – personal blog post
Out-of-Date – personal blog post
Inaccurate – personal blog post
C–D (page 80) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Economics / Business
ACADEMIC SKILLS
L istening for Similarities and
Contrasts
Using Abbreviations
SPEAKING
Using Numbers and Statistics
Indirect Questions
CRITICAL THINKING Personalizing
LISTENING
UNIT OVERVIEW
Economics is the study of the way in which money,
industry, and commerce are organized in a society. This
unit looks at a variety of businesses, goods, and workers
around the world and discusses the impact they have on
our environment and social well-being.
• LISTENING A A Talk about a Cooperative Business:
The director of Worldwide Co-op, an organization that
supports cooperative enterprises, speaks to members
of wildlife organizations about a co-op in Chennai,
India.
• VIDEO Light for India’s Villages: India-based Mera
Gao Power aims to bring low-cost, sustainable energy
solutions to India’s rural areas. Their solar panels provide
power and nighttime lighting to the people who need
it most.
• LISTENING B A Meeting about Social
Responsibility: Employees of a small software
engineering firm discuss how they can be more socially
responsible without decreasing profits.
For the final task, students draw on what they have
learned in the unit to research a business that is socially
responsible and give a presentation about it.
For additional information about the topics in this unit,
here are some suggestions for online search terms:
Portable Brain-Scan Headsets, Emotiv, TechCollective,
Chinchero Weaving Cooperative, Irula Snake Catchers’
Cooperative, Kudzu Kabin Designs, Second Shot Coffee,
Mera Gao Power, InVenture, Give Back Box, Corporate Social
Responsibility, Operation Backpack, Hotlin Ompusunggu,
Alam Sehat Lestari.
0
5
MIN
S
ACADEMIC TR ACK
2
Making a Living,
Making a Difference
UNIT OPENER
THINK AND DISCUSS (page 81)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Who is the woman in the photo? (National Geographic
explorer Tan Le)
• What is she wearing? (headset that can read brainwaves)
• What is she doing? (controlling virtual objects with
thoughts)
Have students form pairs and discuss the questions. Ask
volunteers to share what they think they will learn about
in this unit.
TIP Define the adjective virtual for the class (not
physically existing as such but made by software to
do so). Give them some synonyms, such as simulated,
artificial, make-believe, computer-generated. Make sure
they understand that a virtual object is a representation or
non-tangible abstraction of a physical object.
ANSWER KEY
THINK AND DISCUSS (page 81)
ossible answers:
P
1. Tan Le’s invention could make it easier for people to
operate electronic devices, including people with
physical disabilities or limitations. For example, Le’s
invention could help someone who cannot speak
to communicate, or it could help a paralyzed person
operate a wheelchair.
2. Earning income can improve not only one’s own life,
but also the lives of family members. The money
can be used to buy better food, better housing, or
books and uniforms for school. A person can also
make a difference by directly helping someone, as
a doctor or teacher might. A person can also be a
positive influence in a work environment.
43
Lesson A
Ideas for … EXPANSION
In small groups, have students share information
about jobs in their home countries. Encourage them
to draw on personal experience as they talk. If they
don’t know, ask them to predict the answers. Have
them consider the following questions:
1. Which jobs have the highest and lowest salaries?
2. What are the fastest growing and fastest declining
jobs?
3. Are there any jobs that are done predominantly by
men? By women?
0
MIN
S
Have volunteers take turns reading the captions aloud
for the class. Review the meanings of any new terms,
such as start-up company (a newly emerged, fast-growing
business that aims to meet a marketplace need). Ask the
class: Do you know anyone who works in these jobs?
What is their experience like? Have students discuss the
questions in small groups. Ask volunteers to share their
answers with the class.
3
EXPLORE THE THEME (pages 82–83)
VOCABULARY
(page 84)
Have volunteers share their definitions with the class.
Lead a class brainstorming session, and ask students to
think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
1. (adj) conventional: typical, traditional, common
2. (v) cooperate: unite, combine, team up
3. (adj) diverse: various, multiple, assorted
4. (n) model: design, type, version
5. (n) profits: yield, proceeds, earnings
A
B
2.2
Meaning from Context (page 84)
Play the audio. Ask students to check their answers as
they listen to the information.
C
Critical Thinking: Evaluating (page 84)
Review the answers as a class. Ask volunteers to share
any knowledge they have about co-ops.
ANSWER KEY
EXPLORE THE THEME (page 82)
1. Answers will vary.
2. Possible answers: They are making a difference by
providing goods and services that people need.
The entrepreneurs may be designing software
that is very helpful to people. The factory worker is
being careful to produce a switch that gives people
electricity. The bakery owner provides food and
probably employs members of the community. The
nurse provides care and comfort.
3. Answers will vary.
Ideas for … CHECKING FOR COMPREHENSION
Have pairs of students cover exercise B and take turnings
explaining how a co-op works in their own words.
Ideas for … EXPANSION
Have pairs of students research local co-ops. Have
them choose one and answer the following questions:
1. What kind of co-op is it? (retail, grocery, etc.)
2. What are their core values or principles? (voluntary
and open membership; democratic member control;
education, training, and information, etc.)
3. What kinds of goods and/or services do they provide?
4. Would you like to shop there or work with them?
Why or why not?
Have students present their findings to the class.
(page 84)
Have volunteers share their definitions with the class.
Lead a class brainstorming session, and ask students to
think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
1. (v) assess: evaluate, analyze, judge
2. (adj) effective: successful, beneficial, helpful
3. (n) entrepreneur: businessperson, innovator
4. (v) generate: create, make, produce
5. (n) poverty: great need, impoverishment
D
44
UNIT 5
E
2.3 Meaning from Context (page 85)
Play the audio. Ask students to check their answers as
they listen to the information.
F
Critical Thinking: Evaluating (page 85)
Have students discuss the questions in small groups.
Review the answers as a class. Ask volunteers to share
why they think it’s important to have diverse kinds of
businesses in a community.
D
E
Ideas for … PRESENTING THE VOCABULARY SKILL:
Suffix -ive
Review the information in the box. Read the
examples aloud. Have pairs of students define the
verb and the adjective forms for each example.
Then ask them to write one or two sentences using
three of the word pairs in the box. Remind them
that their sentences should clearly show the words’
meanings. Examples: I need to decide which college
to attend, but I can’t choose which one because I’m not
a decisive person. I know cell phones can be addictive
because my cousin is a cell phone addict. He won’t talk
to people anymore; he only texts them.
F
G
(page 85)
Have students complete the exercise in pairs. Have
them refer to the Vocabulary Skill box for spelling
changes.
5
MIN
ANSWER KEY
VOCABULARY
B (page 84)
1. conventional; 2. models; 3. cooperate; 4. profits;
5. diverse
C (page 84) Possible answers:
1. Owning the business could be quite motivating.
Selling products or services together could lead
to greater efficiencies and more profits. Sharing
profits means that all members can earn a good
living.
2. Profits could be higher through sharing expertise
and advertising costs, and because workers/
owners might have a greater incentive to do well
on the job. Profits could be lower if sharing profits
means that costs (in the form of salaries) are
higher.
LISTENING: A Talk about
a Cooperative Business
S
4
G
3. I want the money I spend on products and
services to go directly to the co-op members
rather than to a corporation. I like the personal
attention I get by dealing with the co-op
member-owners rather than with employees of
a company. Or, I prefer the large selection or low
prices at large companies or stores.
(page 84) Answers will vary.
(page 85)
1. poverty; 2. entrepreneurs; 3. generate;
4. effective; 5. assess
(page 85)
1. Forming the weaving cooperative created an
additional source and new of income for people
in Chinchero. It allowed the women of Chinchero
to earn money from their traditional craft.
2. Possible answers: Having diverse kinds of
businesses in a community means more choices
for customers and more employment options
for workers—whether they prefer to work for
themselves, to work for a small business, or to
work for a large company.
(page 85)
Cooperative, interactive, attractive, communicative,
expressive, protective. Example sentences will vary.
BEFORE LISTENING
A
2.4
Critical Thinking: Analyzing (page 86)
Direct students’ attention to the photo. Ask them whether
they are afraid of snakes and why. After listening to the
audio, have students form pairs and discuss the questions.
Then have them share their ideas with the class.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Using Abbreviations
Review the information in the box. Have students
circle the abbreviations they have used. Elicit further
examples of abbreviations from students. Write their
ideas on the board. (etc., a.k.a. for also known as) Teach
them the abbreviations e.g., which means for example,
and i.e., which means that is. Remind them that there
is no one right way to use abbreviations; they should
use the system that makes the most sense to them.
Making a Living, Making a Difference
45
WHILE LISTENING
B
2.5
1.9
Note Taking (page 87)
Play the audio, and have them complete the notes using
abbreviations. To review, write the numbers 1 to 6 in a
list on the board. Ask volunteers to write their answers
for each number on the board. Make sure you have two
or three answers for each number and that they show
different abbreviations. Lead a class discussion, and
compare the different abbreviations.
C
2.5
Listening for Details (page 87)
Tell students to focus on details, including numbers. Play
the audio. Review answers as a class. Ask students: What’s
the most interesting thing you learned?
AFTER LISTENING
D
Critical Thinking: Synthesizing (page 87)
Have students work in small groups to complete the
chart. Draw the chart on the board, and ask volunteers to
write in their answers. Take a class vote on which co-op
most directly benefits its members, community, and the
world.
Ideas for … EXPANSION
Have students form small groups. Ask them to imagine
their group is starting a co-op. Have them brainstorm
ideas for their business. Ask them to consider the
following questions:
1. What kind of co-op is it? Where will it be located?
2. What are your core values or principles?
3. Whom will you be helping?
4. What kinds of goods and/or services will you
provide?
5. How will your co-op members benefit?
6. What positive effects will your co-op have on the
community and the world?
Have groups present their co-ops to the class. Take
a class vote on which co-op is the most likely to
succeed.
46
UNIT 5
ANSWER KEY
LISTENING
A (page 86) Possible answers:
1. Wildlife was probably becoming endangered and
needed protection; India recognized the value of
protecting wild plants and animals from human
activity.
2. An employer goes out of business. A job doesn’t
pay enough to support a growing family. Broader
economic changes take place (e.g., imported
goods replace local products). Physical limitations
or aging make it harder to do a certain job.
Moving to another city or country means leaving
a job behind.
B (page 87) Possible answers:
1. dir.; 2. info.; 3. Ind.; 4. pov. / pov’ty; 5. entre’s /
ent’prnrs; 6. hum.
C (page 87)
1. b; 2. c; 3. b; 4. a
D (page 87) Possible answers:
Benefits to
Members
TechCollective – Helps people w/
tech knowledge
become
entrepreneurs
– Provides a good
income
Chinchero
Weaving
Cooperative
– Provides a good
income
– Money helps
the co-op and
the community
Irula SnakeCatchers’
Cooperative
–Provides a new
way to generate
income
– Allows Irulas to
continue using
traditional skills
Other Positive
Effects
– Members have
income to spend
to support
families
– Community has
a friendly place
to get computers
repaired
– Community has
more security;
can deal w/
tough times
– Traditional art
form is valued
and preserved
– Snakes / snake
species are
preserved
– Irula community
doing better (e.g.,
more children
attend school)
4
MIN
S
5
SPEAKING
Ideas for … PRESENTING THE SPEAKING SKILL:
Using Numbers and Statistics
It is important for students to be able to understand
spoken numbers and visualize the numerals when
they hear the words. Review the information in the
box. Read the two examples aloud. Ask students why
the second example is more convincing. Remind
them that there is variation in how numbers are
pronounced. Point out that zero is pronounced as
“oh” in certain contexts. It’s common to say “oh” when
pronouncing series of numbers, such as:
• a zip code (90210)
• a room number (room 404)
• a phone number (555-206-1234)
• a credit card number (1024 5026 9046 8065)
It’s more common to say “zero” when you are talking
about math or science. For example, you would say
“Six minus zero equals six” or that the temperature is
“below zero.”
TIP Give students class time to record themselves saying
exercises B and C. They can use a phone or another audio
recording device. Play track 2.6 and track 2.7 again. Have
students play their own recordings back, comparing
them with the originals.
D
Have students read the information and discuss the
questions in small groups. Write the list of activities in
question 4 on the board. Elicit examples from students
about how each activity is important to a small business
owner. Write their ideas on the board. Have volunteers
share their ideas about what other responsibilities
owners have. Write these on the board as well. Ask the
class: Would you like to be the owner of a business? Why
or why not?
Ideas for … PRESENTING PRONUNCIATION:
Pronouncing Large Numbers
Review the information in the box. Play the
audio. Ask students to listen and repeat.
2.8
E
(page 88)
Have pairs of students take turns saying the numbers. Ask
volunteers to say the numbers aloud for the class.
A
(page 88)
Have students work in pairs to write out how they would
say each number. Play the audio and have students check
their answers. Call on students to say the numbers aloud.
B
2.6
Ideas for … EXPANSION
Have pairs of students research the demographics of
the city or country in which they are currently living.
Ask them to record at least five relevant numbers or
statistics. They can consider data about population,
ancestry, race/ethnicity, languages, etc. Ask them to
write their data in complete sentences. For example:
• As of 2010, 78.93% (4,823,127) of residents spoke
Spanish as a primary language.
• There was a population increase of 350,000 people
between 1990 and 2000.
Have each pair join with another pair and present
their findings. Ask volunteers to share any numbers or
statistics they found interesting or surprising.
Critical Thinking: Analyzing (page 89)
Critical Thinking: Interpreting Statistics
(page 90)
Ask students questions to check their understanding of
what the data in the table is about, such as:
• What is this table comparing? (start-ups, closures,
bankruptcy)
• How does it compare them? (indicates how many
business engaged in each activity from 2009–2013)
Ask students to review the information individually.
Then have them discuss the questions in their groups.
Review the answers as a class. Remind students to
pronounce the large numbers as explained in the
Pronunciation box.
Ideas for … EXPANSION
In small groups, have students find a table, chart,
or graph that represents business statistics for
a country other than the United States. Have
them analyze the data themselves and write five
comprehension questions about the information.
Make sure they also make an answer key on a
separate piece of paper. Then have each group join
with another group and exchange their visuals and
comprehension questions. Have group members
check each other’s answers.
(page 88)
Have students complete the exercise in pairs. Play the
audio. Ask them to check their answers as they listen.
C
2.7
M a k in g a L i v in g , M a k in g a D i f f e r e nc e
47
ANSWER KEY
- Doing accounting and paying taxes are essential
to a company’s financial health and its legal
operation.
Small business owners might also do research
to make good decisions about developing
new products or services, or they might
write a newsletter or send marketing
e-mails to their clients to encourage future
business.
E (page 90)
1. 5,825,458: five million, eight hundred (and)
twenty-five thousand, four hundred (and) fiftyeight
2. 19, 076: nineteen thousand (and) seventy-six
3. around 60 million
4. The overall number decreased somewhat. The
economy may not have been very strong at that
time, or it might have been difficult to get loans
to start new businesses.
5. Four hundred thousand, six hundred (and)
eighty-seven businesses closed in 2013, which
is fewer than the four hundred ninety-three
thousand, nine hundred (and) ninety-four that
closed in 2009. The economy might have been
improving, and perhaps people were spending
more money in 2013.
6. The number decreased substantially, from
fifty-eight thousand, seven hundred (and)
twenty-one in 2009 to thirty-six thousand,
(and) sixty-one in 2013. The economy may have
been improving, and more businesses were
doing well.
7. Answers will vary.
48
UNIT 5
5
MIN
A
LESSON TASK: Discussing
Small Businesses
S
B (page 88)
1. [50,000] fifty thousand
2. [3,200,000] three point two million / three million,
two hundred thousand
3. [9,600] ninety-six hundred / nine thousand six
hundred
4. [740,000] seven hundred (and) forty thousand
5. [8,000,000,000] eight billion
6. [1,297,300] one million, two hundred (and) ninetyseven thousand, (and) three hundred
C (page 88)
1. 85; 2. 60; 3. 18; 4. 2,500; 5. 7.4
D (page 89)
1. Answers will vary.
2. Possible answers: The Irula Snake Catchers’
co-op and Basket’s kudzu business are both
environmentally friendly. On the other hand,
Basket works alone while hundreds of snake
catchers work for the co-op. Another difference
is that Basket’s products may be nice and useful,
but they don’t save lives like the anti-venom
produced by the snake catchers.
3. Possible answers: If kudzu products became
quite popular, kudzu entrepreneurs might make a
difference in the amount of kudzu growing in the
U.S., but one kudzu entrepreneur probably can’t
use very much of approximately 7.4 million acres
of kudzu.
4. Possible answers:
- Marketing and advertising a product makes
buyers aware of the product and leads to sales.
- Maintaining a website is an extremely important
way to reach potential clients.
- Managing employees is part of making any
business run smoothly. Happy and well-trained
employees contribute to the success of a
business.
- Getting supplies is necessary before products
can be produced.
- Selling and shipping products gets them into
the hands of customers.
3
SPEAKING
Critical Thinking: Evaluating (page 91)
After students have done the exercise, have volunteers
share their ideas with the class. Write their ideas on the
board for reference. Ask the class what local businesses
they know of that benefit the community and how they
do so.
Presenting (page 91)
Encourage students to ask each other followup questions after each presentation. Then have
students discuss the questions in their groups. Have
a spokesperson from each group briefly describe the
business the group chose and explain why it was chosen.
ANSWER KEY
LESSON TASK
A (page 91) Possible answers:
All small businesses would provide employment and
the convenience of having something close by in
the community.
Restaurants and coffee shops: fresh food; a place to
socialize with friends and family
Retail shops: a place to buy specific things
Manufacturers: sources of new products and
employment
Service providers: a place to get something repaired
or get assistance with something
B (page 91) Answers will vary.
C (page 91) Answers will vary.
5
MIN
S
Read the questions aloud. Have a volunteer read the
example aloud for the class. In the same pairs, have
students discuss the questions and take notes on their
ideas. Have students decide which information each
partner will present. Give them time to practice. Remind
them that they only have 1 minute to present.
C
Video
Organizing Ideas (page 91)
4
B
Light for India’s Villages
Overview of the Video
India-based Mera Gao Power aims to bring low-cost,
sustainable energy solutions to India’s rural areas. Their
solar panels provide power and nighttime lighting to the
people who need it most.
BEFORE VIEWING
(page 92)
Remind students to determine the parts of speech and
use context clues to help them complete the sentences.
Review answers as a class.
A
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the terms by asking
questions, such as:
1. What do you think is the best way to extend the
deadline of a work or school assignment?
2. On a scale of 1 to 5, where 1 is very poor and 5 is
very good, how would you rate the infrastructure of
the area where you currently live? Why?
3. What might be some uses for kerosene as a fuel?
(lamps, lighting, heating)
4. What advice would you give to somebody who
lacks energy?
5. What do you know about the working conditions in
the companies that manufacture your clothes?
(page 92)
Direct students’ attention to the photo. Have a
volunteer read the caption aloud for the class. After they
list ideas in pairs, have volunteers share their ideas with
the class.
TIP Although “off-grid” does refer to living without access
to electricity, the term has also been used in recent years
to describe the lifestyle of people who choose to live
without reliance on public utilities, as well as the lifestyle
of those who refrain from using electronic devices such
as smartphones or computers for a period of time.
Emphasize the difference between not having access to
electricity and choosing to live without electricity.
B
Making a Living, Making a Difference
49
WHILE VIEWING
C
1.10
Understanding Main Ideas (page 93)
Play the video. Ask students to complete the exercise as
they watch. Review answers as a class. Ask volunteers to
correct the false statements.
(page 93)
Have students look back at the list they wrote in
exercise B. Take a class survey to see how many
challenges students correctly predicted. Ask them to add
any additional daily challenges from the video to their list.
D
E
1.10
Understanding Details (page 93)
Play the video again. To review, call on students to read
the complete sentences aloud.
AFTER VIEWING
F
Critical Thinking: Personalizing (page 93)
Review the information in the Critical Thinking box about
personalizing information. Have students complete the
tasks in small groups, and then call on volunteers to
share answers to questions 1 and 2. Write their ideas in
two separate lists on the board. Ask volunteers to make
statements comparing the two lists. Take a class survey to
review question 3. Have students give reasons to explain
their opinions.
Ideas for … EXPANSION
Arrange students in multi-level groups. Tell them
their team has just won a $125,000 grant to develop
a solution to one of society’s most pressing social
problems. Lead a class brainstorming session on
issues to address. Write students’ ideas on the board.
(Examples: worker rights, gender equality, poverty,
pollution, discrimination, child labor, malnutrition, etc.)
Have each group choose an issue.
Write the following questions on the board to guide
the group discussions:
1. What social problem will you address? (including
reasons to support their choice)
2. What country or region will you focus on? (including
statistics to support their choice)
3. What is your sustainable solution? (a general
description including ways in which it is
4. How will you use the $125,000? (categories of
spending and how much for each)
Ask a spokesperson from each group to present the
group’s idea to the class. Take a class vote on which
solution is the most realistic and sustainable.
50
UNIT 5
ANSWER KEY
VIDEO
A (page 92)
1. lack; 2. infrastructure; 3. extend; 4. kerosene;
5. working conditions
B (page 92)
Possible answers: People who live off-grid would not
have a television or radio for news or entertainment,
and they would not be able to study or work at
night. Even charging the batteries in computers or
telephones would be impossible. Everyday chores
such as laundry or house-keeping would require
more labor, since washing machines or other
conveniences could not be used.
C (page 93)
1. T
2. T
3. F (a lot of money)
4. F (does not require any new land)
D (page 93) Answers will vary.
E (page 93)
1. 200,000,000 (or 200 million) / 60; 2. 30; 3. 1,000;
4. 3,500 / 140
F (page 93)
1. Possible answers: Cooling: air conditioners,
fans; Heating: space heaters, radiators; Lighting:
lamps, overhead lighting; Work or entertainment:
computers, TVs; Cleaning: washers, dryers,
vacuum cleaners; Water heating: showers, baths;
Cooking: refrigeration, stovetop, oven, microwave
2. Answers will vary.
3. Answers will vary.
0
MIN
A
S
3
Lesson B
VOCABULARY
2.9 (page 94)
Play the audio. Review words as a class. Play the
audio again, and have students repeat the words for
pronunciation practice.
TIP When teaching vocabulary, help students understand
more than just the meaning. In order to effectively use
new words, they should also know the level of formality,
connotations, pronunciation, and spelling.
(page 95)
Have students complete the exercise individually and
then form pairs to compare their answers. To review, call
on students to read the complete sentences aloud.
B
Ideas for … EXPANSION
Have students look at the photo at the bottom of
page 94. Read the caption aloud. Have students
discuss the following questions in pairs:
1. What does this business do? Where is it located?
2. How might the location affect the amount of
funding or support the owners have?
3. How would you describe this business team? The
office space?
4. What social problem does the business try to solve?
5. Would you like to work for this business? Why?
C
2.10 (page 95)
Have different volunteers read the three diagram steps
aloud for the class. Have students complete the exercise in
pairs. Clarify any new terms, such as charitable organization
(the main objective is to assist those in need) and for-profit
company (the main objective is to make a profit). Play the
audio and have students check their answers.
Ideas for … CHECKING FOR COMPREHENSION
Ask additional questions after each step to help
students gain a deeper understanding, such as:
1. Open Your Box: What kind of merchandise do you
typically order online? What do you usually do
with the cardboard box after you unpack it? What
information does a shipping label include?
2. Pack Your Box: What kinds of clothing might people
need? What kinds of household goods would you
be willing to donate? How might your donation vary
depending on country or time of year?
3. Send Your Box: How often do you think people
complete all three steps? Why might somebody
not participate in the Give Back Box program? What
questions do you still have about the program?
D
Personalizing (page 95)
Have students discuss the questions in pairs. Take a class
survey to see how many students would use a service
such as the Give Back Box. Ask students to give reasons
to support their positions. Have volunteers share their
answer for question 2. Write their ideas on the board.
Ideas for … EXPANSION
Have students make a list of any clothes, furniture, or
other household goods they rarely or never use. Ask
them to share this list in small groups and indicate
whether they would be willing to donate any of the
items. Encourage them to give reasons to explain why
or why not.
ANSWER KEY
VOCABULARY
B (page 94)
1. concept,
5. accessible
fundamental
6. demonstrate
2. response
7. outcome
3. corporation
8. affordable
4. donate, charity
C (page 95)
1. concept
5. fundamental
2. donate
6. demonstrate
3. charity
7. response
4. affordable
D (page 95)
1. Answers will vary.
2. Possible answers: They can donate goods to local
thrift or second-hand stores. They can lend or
rent something out for a low price when they are
not using it, such as a bicycle, car, or apartment.
They can pass out a questionnaire asking what
people need and then host community events to
collect those items.
M a k in g a L i v in g , M a k in g a D i f f e r e nc e
51
4
MIN
LISTENING: A Meeting about
Social Responsibility
S
5
BEFORE LISTENING
A
Personalizing (page 96)
Write Corporate Social Responsibility (CSR) on the board.
Ask students to discuss the meaning of the term.
(CSR is a corporation’s initiatives to assess and take
responsibility for their effect on the environment and
society.) Ask students to analyze the statistics and discuss
the questions in pairs. Encourage them to draw on their
personal experiences to answer the questions. Have
volunteers share their ideas with the class.
Ideas for … EXPANSION
Have pairs of students research one or two examples
of Corporate Social Responsibility and present them in
small groups. Ask them to research:
1. the name of the corporation
2. what the corporation does
3. the name of the CSR initiative/program and how it
works
4. what social problem the corporation is helping solve
For example: Nu Skin Enterprises, a vitamin and skin
care product marketer, has a program called VitaMeal to
combat hunger in Malawi by allowing their customers
to buy and donate meals. Twitter, a social media
network, has a campaign called The Fledgling Initiative
to partner with a non-profit organization called Room
to Read and promote literacy among children.
2. Too is usually used at the end of the sentence. For
example: I like to play soccer, too.
3. As well is also used at the end of the sentence. It’s a
little more formal than also and too. For example: I
like to play soccer as well.
The differences in the use of although, though, and
even though:
1. Although is the most general and common
expression of contrast. A clause that includes although
can begin or end a sentence. For example: Although
the restaurant was crowded, we found a table. / We
found a table, although the restaurant was crowded.
2. Though has the same meaning as although but is
more informal. It’s more common at the end of a
sentence. For example: I liked the jacket. I decided
not to buy it, though.
3. Even though is stronger and more emphatic than
although. A clause that includes even though
can begin or end a sentence. For example: Even
though you don’t want to, you need to study.
/ You need to study, even though you don’t want to.
C
Play the audio. Ask students to fill in the blanks as they listen.
To review, call on students to read the complete excerpt
aloud and explain how they chose the correct answer.
AFTER LISTENING
D
WHILE LISTENING
B
2.11
Listening for Main Ideas (page 96)
Be sure students understand where to add notes on
each topic in the chart. Play the audio. Ask students to
complete the chart as they listen. Draw the chart on the
board, and ask volunteers to write in their answers.
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for Similarities and Contrasts
Review the information in the chart. Ask students to
circle the examples they already use or are familiar
with. Have volunteers read the examples aloud for the
class. Clarify the meanings and uses of any expressions
that are new or confusing, such as the following:
The differences in the use of also, too, and as well:
1. Also usually goes before the verb or adjective. For
example: I also like play soccer. Sports are good
exercise but also really fun.
52
UNIT 5
2.12 Listening for Similarities and
Contrasts (page 97)
Critical Thinking: Evaluating (page 97)
Read the questions aloud. Have students discuss them in
pairs. Ask volunteers to share their ideas with the class.
ANSWER KEY
LISTENING
A (page 96) Answers will vary.
B (page 96) Possible answers:
Type of
Company
1. Large drug
manufacturer
2. Small co.
that makes
handbags,
backpacks
How Are They Socially
Responsible?
– provide med. training
– red. noise levels at plants
– make meds more
affordable & accessible in
poorer parts of world
– “Buy one, give one” model
= customer buys a bag,
company donates a
backpack w/ school supplies
0
(page 99)
Have students form pairs and share their answers from
exercise C. Remind them to give reasons to explain their
answers. Then have them discuss the questions. Ask
volunteers to share their dream jobs with the class.
D
ANSWER KEY
SPEAKING
A (page 98) Possible answers:
1. Do you know what time it is?
2. I’d like to know why you are taking this class.
3. Can you tell me how old you were when you
took your first English class?
4. Could you tell me what kind of career you hope
to have in the future?
5. Can you tell me how you make decisions about
the clothing you buy?
6. I’m wondering where I should go for a day trip
this weekend.
B (page 99) Possible answers:
1. I’d like to know what technology company is the
most influential.
2. Could you explain how people get jobs with
good companies?
3. I’m wondering whether you would want to be a
member of a cooperative.
4. Can you tell me what kind of small business you
would like to start?
C (page 99) Answers will vary.
D (page 99) Answers will vary.
MIN
S
3
C (page 97)
1. both; 2. though; 3. too; 4. Even though
D (page 97)
1. Answers will vary.
2. Possible answers:
a. Reducing their use of paper would help decrease
their environmental impact.
b. Providing free software to help local charities
would help strengthen their community.
c. Offering free after-school classes would help
them give back to their customers’ families and
prepare youth for a competitive job market.
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Indirect Questions
Write two questions on the board: Why should I study
English? and Can you tell me why I should study English?
Ask students what question is being asked in each.
Make sure they notice that the question is exactly
the same. Review the information in the box. Ask
volunteers to read the examples aloud. Lead a class
discussion about situations in which indirect questions
are more appropriate (more formal situations; when
talking to somebody you don’t know). List the situations
on the board. Have students give examples of indirect
questions for each situation.
(page 99)
Review the information in the Everyday Language box
about how to show interest. Remind students that being
an active listener is just as important as being a clear
speaker. Elicit additional examples, and write students’
ideas on the board. Ask students to rewrite the questions
individually and then take turns asking and answering
them in pairs. Remind them to use expressions to show
interest and ask follow-up questions.
B
(page 99)
Have volunteers take turns reading the statements
aloud for the class. Monitor students’ work, and provide
feedback on sentence structure, if necessary.
C
3
5
MIN
FINAL TASK: Presenting
a Socially Responsible
Business
S
(page 98)
Have pairs of students rewrite the questions. Challenge them
to use a variety of phrases from the Grammar for Speaking
box. Call on students to share their answers. Discuss any
differences you notice in formality or connotation.
A
TIP This final task will require students to conduct
research online. Be sure to arrange time in the library or
computer lab before class.
Ideas for … MULTI-LEVEL CLASSES
Allow lower-level students to work and present in
pairs. Remind them to divide the questions so the
research and the presentation are distributed evenly.
(page 100)
Read the topic in the box aloud. Give students time to
review the step-by-step instructions individually. Ask
them follow-up questions to be sure they understand the
assignment.
A
M a k in g a L i v in g , M a k in g a D i f f e r e nc e
53
TIP It may be difficult for students to find a socially
responsible business online and navigate websites.
Consider preparing and providing a list of socially
responsible businesses and passing it out to the class.
If possible, demonstrate how and where to find the
necessary information on an example website.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Looking Up While Speaking
Review the information in the box. Model effective
and ineffective eye contact and body language.
(page 100)
Arrange students in mixed-level pairs, and have them
practice their presentations. Encourage them to give
feedback on what their partners did well and what they
can improve on for the presentation.
B
C
Presenting (page 100)
Have students present their socially responsible
businesses in small groups. Encourage audience
members to ask follow-up questions.
54
UNIT 5
TIP If possible, videotape the presentations. Explain to
students the importance of watching and listening to
themselves present in another language. Be sure to get
their consent first. Provide feedback on their verbal and
non-verbal communication skills. Consider using an
evaluation form that includes the presentation skills and
language taught in Units 1 to 5.
ANSWER KEY
FINAL TASK
A–C (page 100) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Design
ACADEMIC SKILLS
LISTENING
Listening for Inferences
Noting Steps in a Process
SPEAKING
Using Descriptive Language
Effective Pausing
CRITICAL THINKING Making Inferences
UNIT OVERVIEW
Design is the process of creating products,
experiences, and environments that are central
to business and society while considering their
purpose, economics, and impact. Design is critical
to developing creative and sustainable solutions to
increasingly complex global problems.
• LISTENING A A Guest Lecture about Design: A
professor invites a successful designer to present the
criteria and principles of good design to his class.
• VIDEO Designing the Future: Skylar Tibbits, founder
of the Self-Assembly Lab at the Massachusetts
Institute of Technology, explains how nature, humans,
and technology are coming together to reinvent how
products are designed and made in the future.
• LISTENING B A Conversation with a Teaching
Assistant: A student visits a teaching assistant to get
help with an assignment in a design course.
For the final task, students draw on what they have
learned in the unit to give a presentation about the
process they followed when they designed, created,
made, changed, improved, or developed something.
For additional information about the topics in this
unit, here are some suggestions for online search
terms: Google offices, Louvre Museum, Louis Sullivan,
Dieter Rams, chindogu, SJET LLC, 4D printing, User
experience design.
0
6
MIN
S
ACADEMIC TR ACK
2
Design with Purpose
UNIT OPENER
THINK AND DISCUSS (page 101)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Where is this place? (Google office in Waterloo,
Ontario, Canada)
• How would you describe the design? (modern,
comfortable, relaxing)
Ask volunteers to share their opinions about the design
of the room. Ask the class: Would you like to work in this
office space? Why or why not?
A N S WER K E Y
THINK AND DISCUSS (page 101)
1. Possible answer: The company might have a space
like this to let employees relax because this could
help them be more creative. Another reason is that
big companies like Google use appealing spaces like
this to attract the best employees to work for them.
2. Answers will vary.
EXPLORE THE THEME (pages 102–103)
Read the title and caption aloud. Give students a few
minutes to read the information individually. As a class,
clarify the meanings of new words, such as commission
(order or authorize the production of something),
disrepair (poor condition of a building or structure
because of neglect), corridor (a long passage in a building
from which doors lead into rooms), and courtyard (an
unroofed area that is enclosed by the walls of a large
building).
Read the following sentence aloud: “Today the glass
pyramid at the Louvre is a beloved jewel of the Paris
landscape.” Ask students to explain the meaning of “a
beloved jewel” in this context in their own words.
Ask students comprehension questions to check for
understanding, such as:
• What is the Louvre? Where is the Louvre located? (an
art museum; in Paris, France)
• What was the project architect I. M. Pei was
commissioned for? (to design a new entrance and
reorganize the museum’s interior)
55
Ideas for … EXPANSION
Have students form small groups and ask them to
discuss the following questions:
1.What other architectural designs do you think are
beautiful or elegant?
2.What makes the design beautiful?
Invite volunteers to share their ideas with the class.
A N S WER K E Y
EXPLORE THE THEME (page 102)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: One possible reason for the
negative reaction is that Pei’s design looks much
more modern than the other buildings around
it in Paris. Another possible reason is that his
design is very innovative, and many people do
not like things that seem very new when they
are first introduced.
3
0
Lesson A
MIN
S
• Why was the project challenging? (The historic buildings
were in disrepair, the entrance couldn’t handle many
visitors, the galleries were not connected, and people got
lost in the corridors.)
• How would you describe Pei’s solution in your own
words?
• What was Pei’s inspiration for the entrance design? (the
Great Pyramid of Giza in Egypt)
• What was the international response? (negative; Pei
received criticism)
A
VOCABULARY
2.13
Meaning from Context (pages 104–105)
Play the audio. Ask students to read along and pay
attention to the words in blue as they listen.
Remind them to use the context clues in the text to help
them choose the correct answers. Review answers as a class.
Ideas for … CHECKING COMPREHENSION
Ask students to take turns with their partners
summarizing each designer’s philosophy and
principles in their own words. Then ask them which
philosophy they agree with more and why.
Ideas for … EXPANSION
Have students form pairs, and ask them to research
a building or object whose design appeals to them.
Have them consider the following questions:
1. Who was the main designer or architect?
2. When was this building or object built?
3. How would you describe its design?
4. Why is it appealing to you?
Have each pair join another pair to present their
findings. Make sure students have a photo of their
building or object as they present. Invite volunteers
to present their findings to the class.
B
(page 105)
Have students discuss the questions in small groups.
Remind them to give reasons to support their opinions.
Ideas for … MULTI-LEVEL CLASSES
Arrange students in same-level groups for exercise B. Give
lower-level students time to think about and write down
their answers before they discuss them with their groups.
(page 105)
Have students complete the exercise individually. Ask
them to take turns reading their sentences aloud and
giving feedback on word usage in pairs.
C
A N S WER K E Y
VOCABULARY
A (page 104–105)
1. a; 2. b; 3. b; 4. a; 5. b; 6. b; 7. a; 8. b; 9. b; 10. b
56
UNIT 6
B (page 105)
1. Answers will vary.
2. Possible answers: Durability, comfort, style, size, stain
resistance, ergonomics, environmentally friendly
3. Possible answers: A couch can also function as a
bed. A kitchen counter can function as a desk.
4. Answers will vary.
5. Answers will vary.
6. Possible answers: Keep an open mind. Think
outside the box. Respect your elders.
7. Answers will vary.
8. Answers will vary.
9. Possible answers: Teachers need to be innovative to
develop materials to teach students with different
learning styles. Computer engineers need to be
innovative to create programs that keep people’s
information safe online. A chef needs to be innovative
to design creative ways of cooking traditional dishes.
10. Answers will vary.
C (page 105)
5
MIN
Verb
appeal
commit
influence
innovate
Adjective
appealing
committed
influential
innovative
LISTENING: A Guest Lecture
about Design
S
4
Noun
appeal
commitment
influence
innovation
BEFORE LISTENING
(page 106)
Have students complete the exercise in small groups. Review
answers as a class. Then discuss which type of design they
are most interested in learning more about and why.
A
Ideas for … EXPANSION
Ask students to choose one type of design from exercise
A to learn more about. Have them find a partner who is
interested in the same type of design. Have them form
pairs and answer the following questions:
1. What is the purpose of this kind of design?
2. What kinds of products do these designers make or
what kinds of services do they provide?
3. What kinds of skills do you need to be this kind of
designer?
4. Why is this type of design important?
(page 106)
Write the word prototype on the board. Ask volunteers to
share their definitions with the class. Write their ideas on the
board to create a class definition of the word.
B
WHILE LISTENING
C
2.14
Listening for Main Ideas (page 106)
Give students time to review the topics before they listen
to the audio. Play the audio. Review the answers as a
class.
Ideas for … CHECKING COMPREHENSION
Ask students to recall some principles that the guest
speaker, Ana Fuentes, thinks are important for good
design. Have pairs of students write down as many as
they can remember. Have volunteers share these with
the class. Write their ideas on the board. (Examples of
principles: Good design should have a useful function; good
design should help people do something better, more easily,
or less expensively; good design should make a product
understandable; good design should be environmentally
friendly.) Then ask students to look back at the text on
page 104. Ask them whether Fuentes’s principles are
more similar to those of Sullivan or Rams and why. (Her
principles are more similar to those of Sullivan because
she states in the lecture that she believes “form should
follow function.”)
TIP Retrieval-based learning is a powerful technique to
help move new information from short-term memory
to long-term learning. Whenever possible, do recall
activities with students. Ask them to take a moment and
try to summarize or recall material, such as details or
vocabulary, from the article, listening, or video.
D
2.15
Listening for Details (page 107)
Give students time to review the steps before listening
again. Play the audio. Review answers as a class.
Ideas for … CHECKING COMPREHENSION
Ask pairs of students to cover exercise D and take turns
explaining the steps of the student project. Have them
repeat this process several times to increase fluency.
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for Inferences
Tell students that inference is the process of arriving
at a conclusion using known or observable evidence
and then logically forming an opinion of the
situation. Give an example of inference, such as:
D e s i g n w it h P u r p o s e
57
D (page 107)
3. She built a prototype.
4. She felt pleased with her hard work.
6. She tested her prototype.
8. She learned from the experience.
7. She realized that her design was poor.
5. She showed her professor her design.
2. She spent time thinking up a design.
1. She was given an assignment.
E (page 107)
1. We can infer that Ana thinks that it’s not an easy
question.
2. We can infer that Ana was very embarrassed.
3. We can infer that Ana thought her design was not
very good.
F (page 107) Answers will vary.
- Y
ou walk into the classroom, and the teacher tells
you to clear your desk and get out a piece of paper
and a pencil. You can infer that you’re going to have
an exam.
Tell them the verb form of inference is to infer. Write it
on the board. Elicit from students synonyms for the
verb, and write their ideas on the board (to deduce, to
conclude, to interpret, to understand, to presume, to
assume, to figure out, etc.). Review the information in the
box. Exaggerate the intonation as you read the example
aloud for the class. Tell students that in conversation
speakers sometimes imply something by saying the
opposite of what they mean. Explain that this is a form
of spoken sarcasm. Say aloud common expressions
such as “Thanks” or “Excuse me” with a variety of
meanings (authentic, angry, irritated, etc.). Ask students
to infer your meaning depending on your intonation.
2.16 Critical Thinking: Making Inferences
AFTER LISTENING
F
Personalizing (page 107)
Have students discuss the questions in small groups.
Encourage them to draw on their personal experiences to
answer the questions. Ask volunteers to share their ideas
with the class.
ANSWER KEY
LISTENING
A (page 106)
1. c; 2. a; 3. f; 4. d; 5. b; 6. e
B (page 106)
Possible answer: A prototype is a first or early model
of something before the final version is made.
C (page 106)
P An influential experience she had as a design
student
P People who have had a major impact on her
philosophy
P Some principles she thinks are important for
good design
58
UNIT 6
5
MIN
S
(page 107)
Tell students they are going to listen to three parts of the
guest lecture. Ask them to make inferences about how the
designer, Ana Fuentes, thinks and feels based on what is
said in the lecture. Play the audio. Ask them to write down
their ideas as they listen and then form pairs to compare
answers. Ask volunteers to share their ideas with the class
and give reasons to explain their interpretations.
4
E
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR SPEAKING:
Making Comparisons
Review the information in the box. Read the examples
aloud, and give additional examples as necessary.
To practice comparisons, have students get in small
groups. Ask them to make a list of three things they
have in common and a list of three things they do not
have in common. Ask a volunteer from each group to
share the comparisons.
To practice superlatives, write examples of questions
using superlatives on the board. For example: Who
is the youngest? Who is the oldest? Who lives the
farthest away? Who speaks the most languages?
Who has the longest hair? Arrange students in
different groups. Have them share information about
themselves and answer the questions about their
group members. Ask a volunteer from each group to
share the group’s answers with the class.
(page 108)
Have students complete the exercise individually. Call on
students to say the comparisons in each item aloud, and
ask them to state whether it is a comparative, superlative,
or as … as phrase.
A
B
Personalizing (page 108)
Give students time to complete the sentences
individually. Have them share and explain their ideas
in small groups. Encourage students to ask follow-up
questions to learn more about each other.
Ideas for … Presenting The Speaking Skill:
Using Descriptive Language
Elicit examples of adjectives from students. Write their
ideas on the board. (happy, sad, good, etc.) Ask students to
write three sentences using the adjectives on the board.
Review the information in the box, and have a volunteer
read the examples aloud for the class. Ask students to
work in pairs to rewrite their sentences using one of the
three techniques described in the box. Call on volunteers
to share their sentences before and after the rewrites.
C
(Answers: Design should be as simple as possible; design
should be innovative rather than old fashioned; design
should be made from sustainable materials.) Then have
them complete the exercise in pairs. Call on students to
review answers.
A N S WER K E Y
SPEAKING
A (page 108)
1. The most important
2. better, more easily, less expensively
3. the biggest
4. as important as
B–E (pages 108–110) Answers will vary.
F (page 111)
Principles of chindogu may include the following:
Invention needs to be a solution to a problem but
be a little useless; invention needs to be funny. It
needs to work.
1. C; 2. DR; 3. DR; 4. C; 5. DR
(page 109)
Give students time to answer the questions individually.
Then have them share and explain their answers in pairs.
Remind students to take notes on their partners’ answers.
Critical Thinking: Making Inferences (page 109)
Ideas for … EXPANSION
Have students repeat exercise C with different
classmates. Ask them to stand up and talk to at least
three other students in the class. Remind them to take
notes on their classmates’ answers. Then ask them to
write a short summary of what they learned. Have them
exchange their summaries with a partner and give each
other feedback on comparative language use.
E
Critical Thinking: Evaluating (page 110)
Direct students’ attention to the photos and have discuss
the captions together. Review the pronunciation of
the word chindogu (CHIN-doe-goo) with the class. Ask
a volunteer to read the information in the box aloud.
Have students discuss the questions in small groups. Ask
volunteers to share their opinions and ideas with the class.
Critical Thinking: Synthesizing (page 111)
Have students form pairs discuss what principles describe
chindogu inventions. Have students look back at exercise
A on page 104. Ask the class: What are the design
principles of Dieter Rams? Write their ideas on the board.
F
5
MIN
LESSON TASK: Presenting
a Design
S
Review the information in the Critical Thinking and
Everyday Language boxes about making and expressing
inferences. Read the examples aloud. Have students work
with different partners than they had for exercise C. Ask
them to take turns summarizing what they learned about
their other partners. Remind them to use comparative
language and make inferences.
3
D
Ideas for … MULTI-LEVEL CLASSES
Arrange students in multi-level groups for the Lesson
Task. Lower-level students can draw and create the
picture of the design while higher-level students can
plan and write down what group members will say.
(page 111)
Arrange students in groups of three. Have them
brainstorm several ideas for a chindogu invention.
Encourage them to be creative and not discount any idea
at first. From this list, have them choose one invention
that all group members find interesting.
TIP Monitor group work. Check that each group’s
invention meets the principles of chindogu before group
members move on.
A
(page 111)
Encourage all group members to contribute to the
design while one member draws. Then have them use
the outline to plan their presentation and decide which
information each group member will present.
TIP If students have the resources and skills, allow them
to create an actual model or computer design of their
invention to use in their presentation.
B
D e s i g n w it h P u r p o s e
59
(page 111)
Give groups time to practice their presentations more
than once. Walk around, giving feedback as necessary.
TIP Encourage students to have a strategy to keep time
during their presentations. One idea is to ask a classmate to
keep time for them by writing the number 30 on a piece of
paper and holding it up when their group has 30 seconds
left.
Video
Critical Thinking: Evaluating (page 111)
Have students find a partner with whom they did not
present. Ask them to discuss the questions. Take a class
vote on which of the presented ideas was the most
interesting. Ask students to give reasons to support their
choices.
E
A N S WER K E Y
LESSON TASK
A–E (page 111)
Answers will vary.
5
MIN
S
(page 111)
After allowing 3 minutes for each presentation, aim to
leave a few minutes for follow-up questions.
D
4
C
Designing the Future
Overview of the Video
Skylar Tibbits, founder of the Self-Assembly Lab at The
Massachusetts Institute of Technology, explains how
nature, humans, and technology are coming together
to reinvent the ways in which products are designed
and made in the future.
BEFORE VIEWING
(page 112)
Have students complete the sentences in pairs. Remind them
to use context clues to find the correct meanings. To review,
call on students to read the complete definitions aloud.
A
(page 112)
Have a volunteer read the information about Skylar
Tibbits aloud for the class. Ask students what they know
about 3D or 4D printing. Lead a class discussion on what
kinds of things Skylar Tibbits might be designing in his
laboratory. Write students’ ideas on the board.
B
WHILE VIEWING
C
1.11 (page 113)
Play the video without sound. After students compare
answers in pairs, review answers as a class.
D
1.11
Understanding Main Ideas (page 113)
Play the video. Ask students to choose the main message
of the video as they watch. Have them share their
answers in small groups. Review the answers as a class.
Ask students to recall the benefits that self-assembling
materials can offer to humans.
E
1.11
Understanding Details (page 113)
Have students complete the exercise individually.
Suggest they cross off each phrase from the box after
they have used it. Play the video again. Ask students to
check their answers as they watch.
AFTER VIEWING
F
Critical Thinking: Evaluating (page 113)
Have students discuss the questions in pairs. Ask
volunteers to share their answers with the class.
60
UNIT 6
Ideas for … EXPANSION
Tell students that Skylar Tibbits is looking for ideas
about which kinds of self-assembling products would
be most popular in different countries around the
world. If appropriate, ask students to find a partner from
the same country or region of the world. Have each
pair brainstorm an idea for a self-assembling product
that would be particularly useful for people living in
their home country. Encourage them to draw or create
a picture of their product. Have each pair join with
another pair to present their ideas. Remind them to
explain how the product would work, who might use it,
and why it would be popular in their home country.
A N S WER K E Y
3
Lesson B
0
MIN
A
S
TIP On his website, Skylar Tibbits defines his work as
experimental computation plus design. He conducts
multidisciplinary research that ranges from design and
fabrication to computer science and robotics.
VOCABULARY
2.17
Meaning from Context (page 114)
Explain to students that universities typically have a print
and online catalog where they list descriptions of the
courses that are offered every semester. Ask students to
predict what kind of information would be included in
these course descriptions. Write their ideas on the board
(e.g., explanation of subject, main objective of course, what
students will learn, how the course is delivered and graded).
After you play the audio, have students choose the
definitions and then compare answers with a partner.
Review answers as a class.
B
2.18
Critical Thinking: Analyzing (page 115)
Give students time to review the statements before they
listen to the audio. Play the audio. Review answers as a
class.
VIDEO
A (page 112)
1. f; 2. d; 3. b; 4. a; 5. e; 6. c; 7. h; 8. g
B (page 112) Answers will vary.
C (page 113)
a. 5; b. 6; c. 2; d. 3; e. 4; f. 1
D (page 113)
d
E (page 113)
1. remove components, complexity
2. environments and users
3. put things together
4. temperature, moisture, pressure
5. pairs of shoes
6. the future of robotics
F (page 113) Answers will vary.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Multiple Meanings
Review the information in the box. Explain to
students that words can have more than one
meaning and act as more than one part of speech.
Read the examples aloud. Remind them to always
consider the context in which the word is used to
decide which meaning is most appropriate.
(page 115)
Divide the class into two groups: A and B. Ask each
student from group A to find a partner from group B.
Explain to students that they have to choose four words
to match the four definitions in their column: Student A
should choose words from page 104, and student B
should choose words from page 114. After they work
individually, have them share their answers in pairs.
Remind them that the definitions in exercise C may or
may not be the same as those they learned in previous
exercises.
TIP Encourage students to record the words with
multiple meanings in their vocabulary journals or
notebooks for future reference.
C
D e s i g n w it h P u r p o s e
61
Personalizing (page 115)
D
Give students time to respond to the questions
individually. Then have them complete the exercise. Ask
volunteers to share the most interesting answer they
received.
A N S WER K E Y
VOCABULARY
5
MIN
LISTENING: A Conversation
with a Teaching Assistant
S
4
A (page 114)
1. a; 2. a; 3. b; 4. b; 5. a; 6. b; 7. a; 8. b; 9. a; 10. a
B (page 115)
1. identify
3. combination
2. objectives
4. satisfaction
C (page 115)
1. function
5. browse
2. influence
6. identify
3. philosophy
7. illustrate
4. principle
8. explore
D (page 115) Answers will vary.
BEFORE LISTENING
Ideas for … MULTI-LEVEL CLASSES
Make a copy of the comic strip, and white out the
text. Be sure to leave the source website at the
bottom. Pass out the comic strip without text to
higher-level students before beginning exercise A.
Ask them to write in the text as they hear it while
listening. Lower-level students can follow along with
the text in the book.
A
2.19 Critical Thinking: Making Inferences
(page 116)
Play the audio. Ask students to pay attention to the
speakers’ intonations as they listen. Have students discuss
the questions in small groups. Remind them to make
inferences based on what they see in the comic strip, as
well as what they heard in the audio. Have volunteers
share their ideas with the class. Take a class survey. Ask
students: Would you like to work as a TA in the future?
Why or why not?
WHILE LISTENING
B
2.20
Listening for Main Ideas (page 116)
Play the audio. To review answers, ask the questions
aloud, and call on students to respond.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Steps in a Process
Model note-taking strategies as you review
the information in the box. Elicit from students
additional examples of sequence words and
phrases, and write them on the board for reference
(second, third, then, next, finally, lastly). Ask
students whether it helps them to make a visual
representation of the information in their notes,
similar to the diagram in exercise C.
C
1.20
Listening for Details (page 117)
Play the audio. Ask students to take notes on the
different stages in the process as they listen. Then have
them complete the diagram individually based on their
notes. Remind them to write only one word from the
conversation in each space. To review, ask volunteers to
say the process aloud, inserting sequence words and
phrases between the steps.
Ideas for … EXPANSION
Give students time to visually represent a process
with which they are familiar using arrows or simple
diagrams. Then arrange students in same-level pairs.
Ask them not to show their visual representations to
their partners. Have them decide who is Student A and
who is Student B. Explain the activity instructions. As
you do, ask students to take notes on the instructions.
1. First, Student A explains his or her process aloud to
Student B step by step.
2. As Student A explains, Student B takes notes on the
different stages in the process.
3. Then Student B creates a visual representation of the
process based on his or her notes.
4. Finally, Students A and B show each other their
visual representations and discuss how they are
similar or different.
5. Students then reverse roles and repeat the activity.
AFTER LISTENING
D
Critical Thinking: Applying (page 117)
Have students discuss the questions in small groups.
Ask volunteers to share their ideas with the class. Write
62
UNIT 6
the three situations in question 2 on the board. For each
situation, ask a volunteer to share whether the design
process would be useful. Remind them to give reasons
and examples to support their opinions.
A N S WER K E Y
LISTENING
A (page 116)
1. Possible answers: The comic strip makes it clear
that TAs provide help with homework, offer
tutoring sessions, and hold office hours regularly.
2. Possible answers: The repetition of “Now?” and
phrases related to time show the TA’s frustration. The
use of phrases such as “bored out of my mind” also
shows her frustration. She also shows her frustration
in the final sentence when she says her life is at the
student’s disposal, meaning that she will do anything
he wants her to do.
3. Possible answer: From the words “Yes, please” it is
possible to infer that the TA is saying the opposite
of what she actually means, which is “No.”
4. Answers will vary.
B (page 116)
1. c
2. a
3. b
3
0
MIN
S
Ideas for … EXPANSION
Tell students they have listened to two different
conversations between a student and a teaching assistant.
Ask them to form pairs and discuss how the two visits
were different. Write the following questions on the board:
1.How were the students’ problems different? (In the
first conversation, the student didn’t have a specific
problem; in the second, the student’s questions were
unclear, but he knew what the problem was.)
2.How were the reactions of the TAs different? (In the
first conversation, the TA was upset and frustrated; in
the second, the TA was patient and happy to help.)
3.Why do you think the TAs’ reactions were different?
(In the first conversation, the student asked for help
4 hours before the assignment was due; in the second
conversation, the student asked for help earlier.)
4.What are some lessons you learned about visiting
TAs during office hours? (Don’t wait until the last
minute; prepare specific questions; take notes while
talking to the TA.)
5.Look back at question 4 in exercise A: “Would you
be interested in working as a TA in the future?” Now
that you’ve heard about two different experiences,
would you change your answer? Why or why not?
C (page 117)
1. Identify
4. Get
2. Brainstorm / Explore
5. Improve
3. Select
6. Decide
D (page 117) Possible answers:
1. The student could have spoken to other people,
such as friends, family members, or even a
professor, about the problem. The student
could also have tried to come up with a solution
without asking for help from others.
2. The process is actually not specific to design; it
is just a general process for coming up with a
good idea. As a result, it is useful in a variety of
wide situations. For example, for choosing where
to go on vacation, the “problem” is where to
go; the “solutions” are possible destinations; the
“design” is the final choice; the “user feedback” is
what other people who will go on the vacation
think about that final choice; the “redesign” is
coming up with an alternative location if the
original choice is not popular. The process could
be adapted in a similar way for deciding what
clothes to wear or what to write.
SPEAKING
(page 118)
Have students complete the exercise in small groups.
Encourage them to look back at exercise A on page 114
to review basic information about user experience (UX)
design. To review, ask volunteers to take turns reading
the principles aloud.
A
Ideas for … EXPANSION
Have students analyze the image at the bottom of
page 118 by discussing the following questions in pairs:
- What about the design of these buttons is clear and
attractive?
- What is the message of each icon? How do you
know?
- Where do you think these control buttons might
be used?
D e s i g n w it h P u r p o s e
63
A N S WER K E Y
Ideas for … PRESENTING PRONUNCIATION:
Effective Pausing
Review the information in the box. Model effective
short and long pausing, as well as ineffective pausing
(pausing between every word or not pausing at all).
Ask students to recall what they learned about thought
groups in Unit 5. (Thought groups and intonation make
it easier for listeners to understand large numbers; each
numerical group ends with a rising intonation and slight
pause.) Be sure students understand the strategies
listed in the box before moving on.
B
SPEAKING
A (page 118)
1. Help save time.
2. Look attractive.
3. Offer a valuable service.
4. Work and look the same.
4. Be for non-experts.
B (page 119) Possible answers:
1. Help save time. // A good user experience /
allows users to work quickly, / efficiently, / and
without mistakes; // UX should never / waste
users’ time.
2. Look attractive. // Users want sites and
applications / with a design that is / clean, /
simple, / beautiful to look at, / and without
unnecessary elements.
3. Offer a valuable service. // It is not enough / for
sites or applications / to look nice; // they / also /
need to provide an experience / that users find
useful.
4. Work and look the same. // Sites should have
a standard appearance / and be usable in a
consistent way; // one way to achieve this / is by
reusing icons and colors.
5. Be for non-experts. // Most people are / not
/ computer programmers or designers; //
they want a user experience / that is easy to
understand.
C (page 119) Answers will vary.
D (page 119) Answers will vary.
(page 119)
Have pairs of students discuss where to mark pauses in
the information about UX design principles in exercise A.
Write the first principle on the board, and complete the
task together as a class. Have students mark the pauses in
their books and then form pairs and take turns reading the
principles aloud.
C
Critical Thinking: Evaluating (page 119)
Have pairs of students brainstorm a list of websites or
software applications. Then have them choose one of
the items on their list to analyze. Ask them to complete
the chart individually, writing in the five principles of UX
design and making notes about how well their website
or software application matches each principle.
TIP Examples of software applications include word
processing software, e-mail programs, communications
software, and more.
64
UNIT 6
3
5
MIN
FINAL TASK: Presenting
a Process
S
(page 119)
Have students share the information in their charts in
small groups. If possible, encourage them to show the
website or software application on a phone or tablet as
they describe it. Ask each group to choose one website
or software application that most effectively matches the
five principles and share it with the class.
D
Ideas for … PRESENTING THE PRESENTATION
SKILL: Body Language
Review the information in the box. Demonstrate
the four elements of positive body language as
you describe them. Elicit from students further
examples of gestures. Have them model effective and
ineffective posture. Pretend you are presenting, and
stand in different positions. Ask students whether they
are positive. Have volunteers show the class different
facial expressions that would make the audience feel
comfortable.
A
(page 120)
Read the topic in the box and the stages of preparation
aloud. Give students time to brainstorm something they
have designed, created, made, changed, improved, or
developed.
Walk around the class, and be sure to approve students’
topics before they move on. When doing their outlines,
encourage them to use arrows or make a diagram to
visually represent the process as well.
(page 120)
Have pairs of students review the information in the
Presentation Skill box and take turns practicing their
talks. Tell students they have 2 to 3 minutes for their
presentations. Remind them to use sequence words and
phrases in their presentations. Ask them to give each
other feedback on the four elements of body language.
D
Critical Thinking: Reflecting (page 120)
In the same small groups, have students discuss the
questions. Ask volunteers from each group to share
which talk they thought was the most interesting and
why.
A N S WER K E Y
FINAL TASK
A–D (page 120) A
nswers will vary.
B
C
Presenting (page 120)
Have each pair join with another pair to form a group
of four. In these groups, have students present their
talks. Ask group members to take turns keeping time
so each student has only 2 to 3 minutes to present.
Encourage them to ask follow-up questions after each
presentation.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
D e s i g n w it h P u r p o s e
65
Inspired to Protect
Environmental Sciences
ACADEMIC SKILLS
LISTENING
U
nderstanding a Speaker’s Purpose
Dividing Your Notes
Using Analogies
SPEAKING
Intonation with Tag Questions
CRITICAL THINKING Considering Other Views
UNIT OVERVIEW
We face a number of environmental, social, and
economic challenges in the 21st century. This unit
presents motivational stories about people who are
taking action and making a positive difference in the
fight to save our planet.
• LISTENING A A Podcast about the Environment:
The host of a weekly podcast about environmental
issues interviews two National Geographic explorers
about the idea of environmental fatigue.
• VIDEO Three Seconds: As the human population
continues to grow, so does our impact on the
environment. In this short video, spoken word
artist Prince Ea makes a powerful case for protecting
the planet.
• LISTENING B A Talk about the Environment: A guest
speaker gives a free lecture at a local library about how
very young scientists, inventors, and businesspeople
are taking action to save the environment.
For the final task, students draw on what they have
learned in the unit to work in a group and create a plan
for a short video of up to 60 seconds about how to save
and preserve the environment.
For additional information about the topics in this unit,
here are some suggestions for online search terms:
Panut Hadisiswoyo, Orangutan Information Centre, Wasfia
Nazreen, Ösel Foundation, Anand Varma, Tierney Thys,
Kenny Broad, environmental fatigue, Madhav Rajaram
Subrahmanyam, Hannah Alper, Nikita Rafikov, green
fluorescent protein, Adeline Tiffanie Suwana, Sahabat Alam Care the Nature, storyboard templates
66
0
MIN
S
ACADEMIC TR ACK
2
7
UNIT OPENER
THINK AND DISCUSS (page 121)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Who do you see in the photo? (students, young rangers,
graduate students)
• Where are they? (at North Cascades National Park in
Washington, USA)
• What are they doing? (learning about the outdoors)
Have students discuss the questions in pairs. Encourage
them to draw on their personal experiences to answer
the questions. Take a class survey on how many students
are interested in learning about the outdoors. Ask
volunteers to explain why or why not.
ANSWER KEY
THINK AND DISCUSS (page 121)
1. Possible answers: The unit title suggests that people
can be inspired to protect the planet. The title
relates to the photo in that the young rangers and
graduate students are teaching the students respect
for the environment.
2. Possible answer: Children can learn many things
from exploring the outdoors, including how
different species of plants and animals interact and
how best to protect nature.
3. Answers will vary.
EXPLORE THE THEME (pages 122–123)
Read the title aloud. Give students a few minutes to read
the quotes by the three National Geographic explorers
individually. Then ask volunteers to take turns reading the
quotes aloud for the class.
Have students discuss the questions in small groups.
Have volunteers share which approach they think is the
most effective. Remind them to give reasons to support
their answers. Ask students which environmental issues
they are most and least concerned about. Write their
ideas on the board.
3
Lesson A
0
MIN
A
ANSWER KEY
EXPLORE THE THEME (page 122)
1. Panut Hadisiswoyo has helped others get involved
by giving local people a chance to volunteer and
protect the forest and animals. Wasfia Nazreen has
worked with people in her country to help them
reflect on how to avoid affecting Earth negatively.
She has also involved schoolgirls in projects
and taken them on trips. Anand Varma has used
photography as a way to help people learn about
nature and change their ideas about animals.
2. Answers will vary.
3. Answers will vary.
S
Ideas for … EXPANSION
Have students work in pairs to discuss which explorer
they would most like to meet. Have students write
down questions they would ask him or her. Then have
pairs share their ideas with the class.
VOCABULARY
2.21
Meaning from Context (page 124)
Have volunteers take turns reading the definitions aloud
for the class. Clarify any new words or phrases in the
definitions, such as mental tiredness or enthusiasm. Ask
students to complete the exercise in pairs. Remind them
to use the context clues in the sentences to help them
choose the correct answers. To review, call on students
to read the complete sentences aloud.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Using Word Maps
Review the information in the box. Ask students
whether they have made word maps in the past and
why they think this is an effective way to learn and
remember new words. Elicit examples of additional
information one could include in a word map
(pronunciation patterns, connotations, degree of
formality, etc.).
B
2.22 (page 125)
Play the audio. Play the audio again, and have
students repeat the words. Review the example word
map for apathetic. Ask questions to check students’
understanding, such as: What does the word mean?
What are some synonyms? What is an antonym? When
they are finished with the exercise, invite volunteers to
share their example sentences.
Ideas for … MULTI-LEVEL CLASSES
If higher-level students finish early, ask them to make
additional word maps for the vocabulary words in
blue in exercise A.
(page 125)
Have students review the statements and answer the
questions individually. Remind them that the word rarely
means hardly ever.
C
(page 125)
Give students a few minutes to change the statements
in exercise C into questions. After students have
finished the exercise, have volunteers share which
classmate had the most survey answers that were
similar to theirs.
D
Inspired to Protect
67
(page 125)
Have students discuss the questions in small groups. Ask
volunteers to share their groups’ ideas with the class.
E
C (page 125) Answers will vary.
D (page 125) Answers will vary.
E (page 125)
1. Possible answer: Energy conservation helps the
environment by decreasing pollution caused by
burning coal and oil needed for energy.
2. Answers will vary.
3. Answers will vary.
4. Answers will vary.
5. Answers will vary.
6. Possible answer: I tell myself to work just a little
harder, or I set a time limit. I focus on my end goal.
7. Possible answer: Environmentalists may be
perceived this way because they often try to stop
commercial development or ask for stricter rules
about environmental issues.
Ideas for … EXPANSION
Have students imagine they are one of the three
National Geographic explorers on pages 122–123.
Using one or more of the vocabulary words on
pages 124 and 125, ask students to write three to
five sentences about their work from the explorer’s
perspective. For example: I’ve dedicated my time to
conservation work with orangutans. They have suffered a
great deal because of humans. Then arrange students in
small groups. Ask students to take turns reading their
sentences aloud. After each sentence, ask the rest of the
group members to guess which explorer the speaker
was representing (e.g., “You must be Panut Hadisiswoyo.”).
5
MIN
VOCABULARY
A (page 124)
1. passion
4. capacity
2. resources
5. fatigue
3. conservation
B (page 125)
Possible answers:
inspire (v): to give someone the enthusiasm to do or
create something. Other word forms: inspiration (n),
inspiring (adj), inspired (adj); Synonyms: motivate,
encourage; Antonyms: bore, discourage. Example
sentence: The music inspired him to take guitar lessons.
motivation (n): a feeling of enthusiasm or interest
that makes you determined to do something. Other
word forms: motivate (v), motivated (adj); Synonyms:
drive, incentive; Antonyms: discouragement.
Example sentence: These methods can help increase
students’ motivation and interest.
perceive (v): to understand or think about
something in a particular way. Other word forms:
perception (n), perceptive (adj), perceptively (adv);
Synonyms: understand, realize; Antonyms: ignore,
misunderstand. Example sentence: Robots are still
perceived as a threat by some.
sacrifice (v): to give up something important or
valuable so that you or other people can do or
have something else. Other word forms: sacrifice
(n), sacrificial (adj), sacrificially (adv); Synonyms: give,
offer; Antonyms: deny, keep. Example sentence: She
sacrificed her career to be at home with her children.
68
UNIT 7
LISTENING: A Podcast about
the Environment
S
4
ANSWER KEY
BEFORE LISTENING
A
Critical Thinking: Predicting (page 126)
Write ocean conservation on the board. Direct students’
attention to the photos. Ask them to work in pairs
and use their background knowledge to predict at
least four possible topics the explorers will discuss
in their podcast. Then have students share their
predictions with the class. Write their ideas on the
board.
WHILE LISTENING
B
2.23
Listening for Main Ideas (page 126)
Give students time to review the topics before they listen
to the audio. Play the audio. Ask them to form pairs to
compare answers.
C
2.23
Listening for Details (page 126)
Give students time to review the ideas before listening
again. Play the audio. To review, ask volunteers to read a
statement aloud and identify who said it.
Ideas for … CHECKING COMPREHENSION
Ask students to take turns defining the term
environmental fatigue in their own words with a
partner.
Ideas for … PRESENTING THE LISTENING SKILL:
Understanding a Speaker’s Purpose
Tell students that it’s important to know who says
what, but it’s also important to know why they say
it. Point out that identifying the speaker’s purpose is
another way to improve listening comprehension.
Explain that sometimes speakers will be explicit (state
what they mean clearly and in detail, leaving no room
for confusion or doubt), but often, their meaning will
be implicit (not directly stated). Ask volunteers to take
turns reading aloud the examples that speakers use
when they are being explicit. Explain that if a speaker’s
meaning is not explicit, students will need to infer the
speaker’s purpose by observing his or her behavior
and intonation and by asking themselves “Why is this
person saying this?” and “What’s the point?”
D
Ideas for … EXPANSION
Remind students that Tierney Thys said that an effective
way to inspire people is by sharing positive stories. For
homework, ask students to research a person who is
doing good conservation work and read his or her story.
Have them take notes on the person’s background,
current projects, and any other information they find
interesting or motivational. In the next class, ask them
to share this person’s story in groups.
ANSWER KEY
LISTENING
A (page 126) Answers will vary.
B (page 126)
b. P what environmental fatigue is and why it
occurs
c. P what people can do to reduce environmental
fatigue
f. P why environmental fatigue is a serious problem
C (page 126)
1. TT
4. KB
2. KB
5. TT
3. TT
6. KB
D (page 127)
1. a; 2. b; 3. b; 4. a
E (page 127) Answers will vary.
2.24 Listening for a Speaker’s Purpose
(page 127)
Answer question 1 together as a class. Play the audio,
and then pause after the narrator asks, “Why does Kenny
Broad say, ‘I’ve got to make sure that there’s food in the
refrigerator’?” Read the two answer choices aloud. Ask
students: Which is the correct answer? Why is he saying
this? Play the audio for the rest of the excerpts, pausing
after each to give students time to choose the correct
answer. Have students form pairs to compare answers.
Ask volunteers to share their answers and give reasons to
support their choices.
E
Personalizing (page 127)
Have students discuss the questions in small groups.
Remind them to give reasons to support their answers to
question 2. To review, read each statement in exercise C
aloud, and take a class survey to determine who agrees
and who disagrees. Call on a volunteer from each side to
explain his or her opinion. Repeat for each statement.
Ideas for … EXPANSION
Ask students to discuss the following questions in pairs:
1. Do you have environmental fatigue? Why or
why not?
2. Are you optimistic or pessimistic about the future?
Why?
3. Kenny Broad said, “You inspire people through their
emotions, … by showing them pictures, showing them
videos.” What is a picture or a video you’ve seen that has
influenced how you think about environmental issues?
Show or explain it to your partner.
5
MIN
S
4
AFTER LISTENING
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Tag Questions
Explain that tag questions are a way of eliciting a
response from another person by asking him or her
to confirm some information. Write the examples
in the box on the board, and underline the positive
and negative verbs and auxiliary verbs. Refer to the
examples as you review the explanations in the box.
Point out that it might be confusing to know how to
respond to tag questions, so students should answer
in complete sentences, rather than simply “yes” or “no”
to avoid miscommunication.
Have them practice creating tag questions. Ask them to
write five statements with tag questions about five of
their classmates. Remind them that the statement and
tag question should use the same auxiliary or modal
verb. Provide examples, if necessary. Then have students
take turns asking and answering the questions in pairs.
Inspired to Protect
69
Ideas for … PRESENTING PRONUNCIATION:
Intonation with Tag Questions
2.25 Explain to students that the intonation they
use in tag questions will depend on the meaning they
are trying to express. Review the information in the
box. Play the audio. Have pairs of students take turns
pronouncing each of the examples in the Grammar for
Speaking box with rising and falling intonation.
A
2.26 (page 128)
Have students complete the exercise individually. First,
have them underline any modal or auxiliary verbs in
the statements. Ask them to add a tag to each. Play the
audio. Ask students to check their answers as they listen
and mark each tag as rising or falling intonation with an
arrow. Review answers as a class, and then have them ask
and answer the questions in pairs.
(page 129)
Have students complete the exercise in pairs and then
take turns asking and answering the questions with
the appropriate intonation. Remind students to
answer in complete sentences to avoid confusion.
Call on pairs of volunteers to ask and answer each
question aloud in front of the class. Provide feedback
on intonation.
B
C
Critical Thinking: Considering
Other Views (page 129)
Review the information in the Critical Thinking box about
considering other views. Ask the class which part of the
example sentence shows that the speaker is considering
other views (But I understand that …) Have students
complete the exercise individually. Explain that to “put
yourself in someone else’s shoes” means to look at a
situation from that person’s perspective. Have them
share their information in small groups.
Ideas for … PRESENTING THE SPEAKING SKILL:
Using Analogies
Review the information in the box. Tell students that
analogies are often used in both informal and formal
conversation and that they can help students express
themselves more clearly. Point out that we form
analogies with (1) the be verb + the word like or
(2) an if / then structure. Explain that the two words
or phrases being compared should be the same parts
of speech. Have volunteers read the examples aloud
for the class. Give additional examples of phrases that
begin analogies, such as “It’s just like …,” “It’s similar
to …,” or “Think of it this way … .”
70
UNIT 7
(page 130)
Clarify the meaning of the word latter in question 2 (the
second or second mentioned of two people or things).
Have students complete the exercise in pairs. Remind
them to give reasons that explain why their choice is the
logical answer. Ask volunteers to share their answers and
explanations with the class.
TIP In order for students to form a logical analogy in
exercise D, they need to know words’ meanings and
relationships to other words. If students need help
completing any of these tasks, be sure to take the time to
explain what they need to know for everyone in the class.
D
E
Critical Thinking: Evaluating (page 130)
Direct students’ attention to the two illustrations. Give
students time to read the captions. Read the questions
aloud. Have students discuss questions 1 and 2 in pairs.
If necessary, give an example answer for question 1. (The
inner core of the Earth is like the cork center of a baseball.)
For question 3, ask students to first write down some
analogies between the Earth and an onion. Then have
them discuss the question in pairs.
(page 130)
Read the instructions aloud, and arrange students
in mixed-level groups. Monitor their work, providing
feedback on analogies and illustrations. Have each
group join with another group to share their work. Ask
volunteers to share the analogy they thought was the
most interesting or useful with the class.
F
ANSWER KEY
SPEAKING
A (pages 128)
1. You haven’t lived here for more than a year, have
you? (rising intonation)
2. You were at the last class, weren’t you? (rising
intonation)
3. Your smartphone is less than a year old, isn’t it?
(falling intonation)
4. You don’t come to school by bus or train, do you?
(falling intonation)
5. Your hobbies include reading and running, don’t
they? (rising intonation)
6. You can’t play the guitar, can you? (falling
intonation)
7. You’ve visited Canada before, haven’t you? (rising
intonation)
8. You aren’t going to the party, are you? (falling
intonation)
5
MIN
that would help others understand them. Ask volunteers
to read their analogies aloud for the class.
(page 131)
Read the information in the box aloud. Have each group
choose just one environmental issue to discuss. Ask
groups to prepare their talks. Monitor students’ work.
Ask them what phrases they will use to show they are
considering other points of view. Encourage them
to draw simple diagrams to illustrate their analogies.
Suggest they keep track of time as they practice.
B
C
Presenting (page 131)
Have each group deliver their talk to the class. Aim
to leave 2 to 3 minutes after each talk for follow-up
questions. Elicit feedback from audience members by
asking: What analogies were most effective? Why? Would
you donate to the non-profit? Why or why not?
Ideas for … EXPANSION
Have students research a non-profit organization that
protects the environment. Have them read about the
non-profit’s mission, values, and objectives online. Ask
them to take notes on the main ideas and write down
any analogies that were used. Have students form
pairs and take turns presenting their non-profit and
explaining whether they would donate to the cause.
ANSWER KEY
LESSON TASK
A–C (page 131) Answers will vary.
LESSON TASK: A Group
Presentation about the
Environment
S
3
B (pages 129)
1. We are affecting the environment negatively, and
we can’t just be apathetic, can we?
2. Facts aren’t what influence people, are they?
3. You inspire people through their emotions, don’t
you?
4. It’s also really important to show people the
challenges and the impact we’re having on the
natural world, isn’t it?
5. We can train local people and give them
resources, can’t we?
6. The kids get it, but the adults don’t seem to want
to sacrifice for the future, do they?
C (pages 129) Answers will vary.
D (page 130)
1. a
2. b
E (page 130) Possible answers:
1. The inner core is like the cork center; the outer
core is like the two rubber rings; the mantle is like
the layers of cotton and wool; the crust is like the
leather cover.
2. Earth has a very hot core, and each layer is a
different temperature.
3. A baseball is a better analogy because each
layer is different. In an onion, each layer is
basically the same.
F (page 130) Answers will vary.
Ideas for … EXPANSION
Draw students’ attention to the photo, and read the
caption aloud. Have students form pairs and respond
to the image by discussing the following questions:
1. What is the first thing that gets your attention
about the photo? Why?
2. What questions do you have as you look at the
photo?
3. What do you think the message of this photo is?
Why?
A
Brainstorming (page 131)
Have students brainstorm and write down environmental
issues in small groups. Then have them write analogies
Inspired to Protect
71
5
MIN
S
4
Video
T hree Seconds
Overview of the Video
As the human population continues to grow, so does our
impact on the environment. In this short video, spoken
word artist Prince Ea makes a powerful case for protecting
the planet.
BEFORE VIEWING
A
Personalizing (page 132)
Give students time to complete the statements
individually. Then have them form pairs and share and
compare their sentences. Encourage them to give
examples of videos or shows they frequently watch. Take
a class survey on how many students think that watching
videos is a good way to improve their English.
TIP Explain to students that watching videos in English
with English subtitles can help them improve their
reading and listening skills simultaneously. Suggest
that they first challenge themselves by watching videos
without subtitles and then turn the subtitles on to see
how much they understood.
(page 132)
Have students share their definitions with their groups.
As they listen, have the other group members record
the information on a separate piece of paper or in their
vocabulary journals.
B
Ideas for … MULTI-LEVEL CLASSES
Arrange students in same-level groups. If higher-level
students complete the exercise early, have them look
up synonyms of their words as well.
WHILE VIEWING
C
1.12 Critical Thinking: Making
Inferences (page 132)
Give students time to review the statements before
they watch the video. Play the video without sound. To
review, ask volunteers to share their ideas and explain
what visual cues in the video helped them infer the
answer. Don’t tell students the correct answer yet.
72
UNIT 7
D
1.12
Understanding Main Ideas (page 133)
Tell students that the man speaks quickly in the video.
Remind them to listen for the main idea, not details. Play
the video with sound. Suggest that students add key
words to their notes as they watch. Have them discuss
their answer to exercise C in pairs. Review the answer to
exercise C as a class.
Ideas for … MULTI-LEVEL CLASSES
Challenge higher-level students to take notes as
they watch the video with sound. Remind them to
use abbreviations and numbers. Monitor their work
to make sure they are not writing down too much
information or complete sentences.
E
1.12
Understanding Details (page 133)
Have students complete the exercise individually. Play
the video again. Ask students to check their answers as
they listen.
Ideas for … EXPANSION
Have students form pairs and take turns explaining
the meaning of the title of the video.
AFTER VIEWING
F
Critical Thinking: Ranking (page 133)
Ask students to work individually and rank the quotations
from 1 to 5, where 1 means they definitely agree with the
statement and 5 means they definitely do not agree with
the statement. Have pairs of students take turns sharing
and explaining their rankings. Take a class survey to see
how students ranked each quotation.
Ideas for … EXPANSION
Have students choose one of the statements in
exercise F to debate in pairs or small groups.
(page 133)
Have students choose two to three words from the box
with which to summarize the video. Then have them
share and explain their choices in small groups.
G
Lesson B
ANSWER KEY
0
MIN
A
S
A (page 132) Answers will vary.
B (page 132) Possible answers:
condense (v) – shorten
corporation (n) – a company
era (n) – a period of history
existence (n) – the state of existing
greedy (adj) – wanting a lot of food or money
miracle (n) – an amazing event that is hard to explain
neglect (v) – ignore or not care for well
oppression (n) – unjust use of power or authority
over someone
reaction (n) – an action that occurs as a result of
something
symptom (n) – a sign of a disease or problem
toxin (n) – a poison, something that causes disease
wisdom (n) – the quality of making careful choices
C (page 132)
Answers will vary.
D (page 133)
b. Humans need to do a much better job caring for
the world.
E (page 133)
1. 4.5
4. 1,000
2. 140,000
5. 33
3. 3
6. fourth
F (page 133) Answers will vary.
G (page 133) Answers will vary.
3
VIDEO
VOCABULARY
2.27
Meaning from Context (page 134)
Play the audio. Ask students to use context to think about
the meaning of the words in blue as they listen.
(page 134)
Have students complete the exercise individually and
then form pairs to compare answers. Remind them to use
the parts of speech and context clues in the sentences to
help them match each word with its definition.
B
(page 134)
Have students work in pairs to identify the parts of
speech. Review the answers as a class. Ask students to
explain the rationale for each of their answers. Then have
them work individually to write five sentences with five
of the words in their notebooks.
C
D
Brainstorming (page 135)
Explain to students that they will have 30 seconds to
list as many answers to e.ach question as they can. Give
them time to review the questions before beginning the
exercise. Tell them not to write anything down yet. When
students are in groups give them 30 seconds to respond
to each question. Keep track of time by saying, “Next!”
every 30 seconds. Have students share their answers
in small groups. Encourage them to add their group
members’ ideas to their lists.
E
Critical Thinking: Considering
Other Views (page 135)
Read the headlines aloud for the class. Clarify any new
words or phrases, such as senior citizens or investment.
Ask follow-up questions after each headline to increase
students’ understanding, such as: What types of food
might be more expensive? What are forms of renewable
energy? Have pairs of students discuss why the people
mentioned in the headlines might feel this way. Have
volunteers share their ideas with the class.
(page 135)
Give students time to write several interview questions
based on the headlines. Then have them stand up
and interview at least five other classmates to find
out whether they feel the same way as the people
mentioned in the headlines.
F
Inspired to Protect
73
ANSWER KEY
VOCABULARY
B (page 134)
1. renewable
6. deny
2. crisis
7. aware
3. optimism
8. pessimism
4. discouraged
9. depressing
5. activist
10. source
C (page 134)
1. activism (n)
6. discourage (v)
2. awareness (n)
7. optimistic (adj)
3. critical (adj)
8. pessimism (n)
4. denial (n)
9. renew (v)
5. depression (n)
10. source (n)
Five sentences will vary.
D (page 135) Answers will vary.
E (page 135) Possible answers:
– Senior citizens might be discouraged because they
are usually retired and so live on a fixed income
each month.
– Environmental activists might think the crisis can
be avoided because the government will invest
money to solve the problem.
– Office workers might think their workplace is
depressing because they dislike their job or their boss.
The office may be crowded or uncomfortable.
– People might want more investment in renewable
energy because they think it will be good for the
environment.
– Children might be optimistic about the future because
many children naturally have a positive outlook.
F (page 135) Answers will vary.
74
UNIT 7
4
MIN
LISTENING: A Talk about
the Environment
S
Ideas for … EXPANSION
Direct students’ attention to the photo at the bottom
of page 135. Ask students where they get their news.
Ask them to go to their favorite newspapers or news
websites and write down three headlines that mention
how people or groups of people feel. Have them form
pairs to share their headlines and discuss why the
people mentioned in the headlines feel that way.
5
BEFORE LISTENING
A
Critical Thinking: Ranking (page 136)
Read the names of the groups of people aloud. Ask
students to rank each group in order of how likely they
are to protect the environment, with 1 being most likely
and 5 being least likely. Encourage them to list reasons
next to each ranking to support their opinions. Have
them share and compare their rankings in small groups.
Ask volunteers to share their rankings and explain their
opinions.
Ideas for … EXPANSION
Have pairs of students listed find an example of
someone from one of the groups who has taken
action to protect the environment. Have each pair join
another pair to share their examples.
WHILE LISTENING
B
1.13 Listening for Main
2.28
Ideas (page 136)
Explain that public libraries often host free lectures about
important topics and advertise them in local newsletters.
Play the audio. Review the answer as a class. Ask
volunteers to explain why they think this is the best title.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Dividing Your Notes
Review the information in the box. Elicit from students
other ways they separate important information or
main ideas in their notes.
C
2.28
Listening for Details (page 136)
Play the audio again. Have students form pairs to
compare their notes and discuss how many times the
speaker moved to a new point. Ask students whether
they thought it was obvious when the speaker moved on
to new points. Have them recall examples of phrases the
speaker used to show he was moving on to a new point.
(Possible answers: I’ll introduce you to some of them, shall I?
First, …; Next, …; Moving on, …; And finally, …)
D (page 137)
1. tigers
7. eleven/11
2. thousands
8. windows
3. India
9. electricity
4. Toronto/Canada
10. Indonesia
5. nine/9
11. trees
6. idea
12. villages
E (page 137) Possible answers:
1. Some people may not recycle because it is
not convenient. If we consider that people
need different trash cans for different kinds of
recycling, we can see the problem.
2. If we consider politicians, not all are aware of
current science about the environment. Their
lack of knowledge may cause them to deny
climate change. Or they may have a different
understanding of the problem. It may not be a
convenient belief for a politician.
Ideas for … EXPANSION
Explain to students that speakers often end an
important point with a tag question before moving on
to another. Play the audio. Ask students to write down
the tag questions they hear that show the speaker is
moving on. (Possible Answers: shall I? / isn’t he? / don’t
we? / wouldn’t you agree?)
AFTER LISTENING
(page 137)
Have students refer to their notes to complete the
summary individually. Then have them form pairs to
compare their answers. To review, have volunteers take
turns reading the paragraphs aloud for the class.
D
Ideas for … EXPANSION
Have students each select one of the four young
people to research. Have them find out what the
person has done recently, including any special
conservation efforts. Ask volunteers to report what
they found to the class.
E
Critical Thinking: Considering Other
Views (page 137)
Review the information in the Everyday Language
box about introducing a new topic. Write topics on
the board, such as climate change or environmental
fatigue. Read the example expressions aloud using the
example topics. Examples: In terms of climate change, …
or If we consider environmental fatigue, … Have
students discuss the questions in small groups. Remind
them to think about the issues from other people’s
perspectives. Ask volunteers to share their opinions
with the class.
ANSWER KEY
0
MIN
S
3
Ideas for … CHECKING COMPREHENSION
Ask students to cover exercise D and their notes and
then take turns summarizing the information from the
lecture in pairs.
SPEAKING
(page 138)
Have students reflect on something they are proud
of from their own childhoods and then share the
story with a partner. Invite volunteers to share their
accomplishments with the class.
A
(page 138)
Have students discuss different ways to answer the
question in small groups. Have a spokesperson from each
group share the group’s ideas with the class. Write them
on the board.
TIP If you have students who are parents in the class,
try to put them in groups with students who don’t have
children. That way, each student is able to draw on his or
her own experiences to contribute to the conversation.
B
C
Critical Thinking: Synthesizing (page 138)
Have students discuss the questions in small groups.
Remind them to give reasons to support their opinions.
LISTENING
ANSWER KEY
A (page 136) Answers will vary.
B (page 136)
P The Future of Environmental Activism
C (page 136) Answers will vary. After the introduction,
the speaker moves to six new points.
SPEAKING
A (page 138) Answers will vary.
B (page 138) Possible answers:
Parents can encourage curiosity about the
environment or issues that relate to the child’s
everyday life and talk about possible solutions;
Inspired to Protect
75
5
FINAL TASK: Planning a Video
(page 139)
Read the task in the box aloud. Arrange students in small
groups, and ask a volunteer to read the example topics
aloud for the class. Have groups choose a topic for their
presentations. Make sure you approve it before they
move on.
A
Ideas for … PRESENTING THE PRESENTATION
SKILL: Storyboarding
Review the information in the box. Direct students’
attention to the photo. Explain to them that storyboards
can use real photos, drawings, or just diagrams to
organize the information.
B
Organzing Ideas (page 139)
Have groups create their storyboards. Ask them to
choose which group member will present which part
of the video. Monitor their work to make sure they are
including all the necessary information.
C
Presenting (page 140)
Tell students they can either present their storyboard in
class or record a video. Read aloud the instructions for
76
each, and have each group make the decision. Either way,
give students in-class time to practice their presentations
or rehearse before they record their videos. Ask audience
members to take notes on the important points as they
listen to the presentation or watch the video.
TIP If groups are recording videos, be sure to show them
examples of effective sound, lighting, and length; and
show them how to fix any potential issues. Recording
a video will take significantly longer than giving a
presentation in class, so make sure to plan accordingly.
You may need to reserve recording equipment or a
computer lab for groups to complete the assignment.
D
MIN
S
3
parents can set a good example with their own
actions and talk about why they do what they do;
parents can encourage a child to take small actions.
C (page 138) Possible answers:
1. The children are taking action and making real
contributions. They are raising the awareness of
others and inspiring others to take action. This will
help us have a better future.
2. The speaker may see the video as a way to
raise awareness and inspire action. The speaker,
however, seems to prefer concrete actions.
UNIT 7
Critical Thinking: Reflecting (page 140)
Have students refer to their notes to write positive
comments about each presentation or video. Lead a class
discussion on what each group did well and what they
can improve on in the future.
ANSWER KEY
FINAL TASK
A–D (pages 139–140) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Health / Medicine
ACADEMIC SKILLS
LISTENING
Listening for Supporting Details
Indenting Details
SPEAKING
Using Phrases to Signal Reasons
Linking Vowel Sounds with /y/
and /w/
CRITICAL THINKING Evaluating Claims
UNIT OVERVIEW
Being healthy depends on absence of disease, as well as
quality of life. Traditional and modern medical treatments
can help to improve both. Recent innovations in health
technology, in particular, are taking big steps toward
helping humans not only to survive, but to thrive.
• LISTENING A A Lecture about Plant-Based
Medicines: A professor lectures about plant-based
medicines and the drug development process.
• VIDEO Wild Health: In this video, Dr. Cindy Engel gives
examples of how animals prevent and cure illness, heal
wounds, balance their diets, and regulate fertility. She
also points out parallels between animal and human
medicine.
• LISTENING B A Podcast about Prosthetic Devices:
The host of a podcast interviews a medical doctor
about progress in the world of modern prosthetic
devices.
For the final task, students draw on what they have
learned in the unit to give an individual presentation on a
topic related to medicine or health.
For additional information about the topics in this unit,
here are some suggestions for online search terms:
cryotherapy, home remedies and recipes, rosy periwinkle,
chicory plant, plant-based medicine, FDA approval, Feliciano
dos Santos, Massukos, Mozambique NGO Estamos, public
health issues, medical tricorder, regenerative medicine,
bionics, Amanda Kitts, cochlear implants.
0
8
MIN
S
ACADEMIC TR ACK
2
Traditional and
Modern Medicine
UNIT OPENER
THINK AND DISCUSS (page 141)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Where is the man in the photo? (in New York, NY, USA,
maybe at a spa)
• What is he doing? (He’s undergoing cryotherapy,
exposing himself to very cold temperatures.)
• What do you think this treatment is used for? (sore
muscles or swollen tissues)
Have students discuss the questions in pairs. Ask the
class: Would you do cold-temperature therapy? Why or
why not? Have you done any other traditional therapies
before? Which ones? Why?
ANSWER KEY
THINK AND DISCUSS (page 141)
ossible answers:
P
1. Cold temperatures are used to treat sore muscles
or swollen tissue. Very focused freezing of the skin
can treat some skin conditions. Cryotherapy may
also have value in the treatment of some serious
illnesses.
2. Other ancient therapies that are still in use include
herbal or plant remedies, acupuncture and other
forms of traditional Chinese medicine, and the
application of certain creatures (e.g., leeches and
maggots) to wounds to promote healing.
EXPLORE THE THEME (pages 142–143)
Read the title aloud. Ask volunteers to take turns reading
the captions aloud for the class. Ask follow-up questions
after each caption is read to activate students’ prior
knowledge, such as:
• Lavender: What part of the lavender plant is used to
make the oil? (the flower, not the stem) What might
people use lavender oil for? (sleep aid, insect bites, minor
burns, motion sickness)
• Garlic: What are examples of cardiovascular benefits?
(improved muscular function and strength, improved
ability to take in oxygen, mental clarity) How might you
make mosquito repellent out of garlic? (make a spray
out of minced cloves, oil, water, and lemon juice)
77
Ideas for … EXPANSION
Have students research the effectiveness of each
home remedy. Ask them to look for statistics and
numbers in addition to personal stories. Ask them to
share their research in pairs or small groups during the
next class.
ANSWER KEY
EXPLORE THE THEME (page 142)
1. Answers will vary.
2. Possible answers: Students may have eaten chicken
soup with garlic when they had a cold, used
lavender oil in a soothing bath, or drunk ginger tea
when they had an upset stomach, for example.
3. Possible answers: Traditional medicine includes
plant remedies and other kinds of natural support,
such as getting extra sleep and drinking plenty
of fluids. Traditional medicines are often less
expensive and more easily available than modern
medicines. Modern medicine involves more science
and technology, such as modern pharmaceutical
chemistry or high-tech surgical techniques.
78
UNIT 8
3
Lesson A
0
MIN
A
S
•C
hili peppers: Where are chili peppers from? (They
originated in Mexico.) How could someone use them
as a decongestant? (add whole peppers to foods or use
ground powder forms)
• Ginger: How can people consume ginger root? (It can
be consumed fresh, powdered, dried, juiced, or as an oil.)
What does “anti-inflammatory” mean? (able to reduce
swelling or pain because of an infection or injury)
Have students discuss the questions in small groups.
Encourage them to draw on personal experiences to
answer the questions.
Draw a T-chart on the board, and label the columns
“traditional medicine” and “modern medicine.” Ask
students how the two forms of medicine are different.
Write their ideas in the chart for comparison. Elicit from
students additional examples of each (e.g., traditional
medicine: honey, vinegar; modern medicine: aspirin,
penicillin).
TIP Prepare a list of common natural or herbal medicines
and a list of commonly prescribed medicines in case
students aren’t familiar with any.
VOCABULARY
3.2
Meaning from Context (page 144)
Have students look at the photos. Play the audio. Ask
students to read along and pay attention to the words in
blue as they listen.
TIP Explain to students that reading and hearing words
simultaneously can help them remember and use new
vocabulary more effectively. They can do this with other
learning activities they do on their own, such as reading
lyrics while listening to music, reading subtitles in English
while watching TV or films, or reading a book while
listening to the audio version of it.
Ideas for … EXPANSION
Have pairs of students further reflect on the
information by discussing the following questions:
1. Do you think plant-based medicine is more popular
in particular countries or particular regions within a
country? Explain where and why.
2. Have you used plant-based medicine or seen a
traditional healer? Describe your experience.
(page 145)
Have students complete the exercise individually.
Remind them to use the context clues in the text to help
them match each word in blue to its definition. Review
the answers as a class.
B
Ideas for … EXPANSION
Have pairs of students find a synonym and antonym
for each word and record this information in their
vocabulary journals. Ask them to include example
sentences using the new words. Possible answers:
1. remedy (n) – synonyms: treatment, cure, medicine;
antonyms: damage, pain
2. consistent (adj) – synonyms: constant, regular,
steady; antonyms: irregular, unsteady, irrational
3. empirical (adj) – synonyms: evidence-based,
practical, factual; antonyms: theoretical,
hypothetical
4. crucial (adj) – synonyms: critical, key, important;
antonyms: minor, unimportant, insignificant
5. associate (v) – synonyms: link, connect, relate;
antonyms: disconnect, separate
ANSWER KEY
6. inhibit (v) – synonyms: hold back, discourage,
interfere with; antonyms: encourage, allow
7. restore (v) – synonyms: bring back, reinstate;
antonyms: abolish, neglect, ruin
8. variable (n) – synonyms: factor, element, condition;
antonym: fixed pattern
9. synthetic (adj) – synonyms: artificial, fake,
simulated; antonyms: genuine, real, true, natural
10.symptom (n) – synonyms: sign, feature, indication;
antonym: cause
VOCABULARY
B (page 145)
1. remedies
6. inhibit
2. consistent
7. restore
3. empirical
8. variables
4. crucial
9. synthetic
5. associate
10. symptoms
C (page 145)
1. Answers will vary.
2. Possible answer: Empirical studies are important
because they can provide scientific data about
how well a medicine works.
3. Possible answer: Habits for good health can
include not smoking, getting enough sleep,
getting daily exercise, not eating sweets,
not eating too much, eating fresh fruits and
vegetables, and drinking enough water. Answers
to the second question will vary.
4. Possible answers: It would also be important to
restore public utilities such as electricity and gas;
telecommunication services; and roads, streets,
and public transportation systems.
5. Answers will vary.
6. Answers will vary.
D (page 145)
(page 145)
Have students discuss the questions in pairs. To review,
call on different students to share their answers with the
class. Write their answers on the board.
TIP For an alternative way to complete exercise C, follow
these instructions. Ask students to stand in two lines
facing each other. One line is “A,” and the other line is “B.”
Each student should be facing one classmate. Partners
take turns asking and answering one of the questions
for 2 minutes each. Keep time. After 4 minutes is up, ask
Line A to move one partner to the left. The student at
the end of Line A will need to move to the front. Repeat
this activity until all questions have been asked and
answered.
(page 145)
Have students complete the word-family chart
individually and then form pairs to compare answers.
Draw the chart on the board, and ask volunteers to write
in their answers.
D
5
MIN
Verb
Noun
restore restoration
Adjective
restored;
restorative
consistency consistent
inhibitor;
inhibited
inhibition
Adverb
X
X
inhibit
consistently
X
LISTENING: A Lecture about
Plant-Based Medicines
S
Ideas for … PRESENTING THE VOCABULARY SKILL:
Word Families
Review the information in the box. Remind students
that a root word can have prefixes or suffixes added
to it. Ask students to underline the suffixes in the
examples. Write additional examples of everyday
words with the same root on the board, such as: care,
caretaker, to care, careful, careless, carefree, carefully,
carelessly, etc. Ask students to identify the part of
speech and any suffixes used in each word: care (n),
caretaker (n), to care (v), careful (adj), careless (adj),
carefree (adj), carefully (adv), carelessly (adv)
4
C
BEFORE LISTENING
A
Critical Thinking: Making Inferences
(page 146)
Explain to students that the Food and Drug Administration is
a federal agency of the United States Department of Health
and Human Services, and it is responsible for approving and
regulating new medications, vaccines, medical devices, and
food additives, among other things. Ask them whether they
know of a similar federal agency in their home country or
T r a d iti o n a l a n d M o d e r n M e d i c in e
79
countries. Have pairs of students take turns reading the
steps in the development process aloud and then discuss
the questions.
Ideas for … EXPANSION
Ask students to cover the flowchart. Have pairs of
students take turns verbally summarizing the drug
development process in their own words. Challenge
students to time each other and say all the necessary
information in less than 1 minute. Have them repeat
the exercise several times to increase fluency.
Ideas for … EXPANSION
Have students research a medicinal plant and present
their findings to a small group. Ask them to include the
following pieces of information in their presentations:
– the plant’s common name and where it’s from
– its main properties or chemicals
– what it is used for in traditional medicine (home
remedies)
– what it is used for in modern medicine
ANSWER KEY
WHILE LISTENING
B
3.3
1.14
Listening for Main Ideas
(page 146)
Tell students they are going to listen to a lecture about
plant-based medicines and the drug development
process. Give them time to review the points before they
listen to the audio. Play the audio. Ask students to check
off the points the professor makes as they listen. Review
the answers as a class.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Indenting Details
Review the information in the box. Ask students
whether they find indents helpful when they are
taking and reviewing notes. Elicit other examples of
how students can distinguish main ideas from details
in their notes.
C
3.3
Listening for Details (page 147)
Give students time to review the partial notes before
they listen again. Play the audio. To review, ask volunteers
to take turns reading the different main ideas and details
aloud for the class.
AFTER LISTENING
(page 147)
Have pairs of students take turns explaining the main
ideas from the lecture in their own words. Invite
volunteers to summarize the lecture in front of the class
without looking at their notes.
D
Ideas for … MULTI-LEVEL CLASSES
Challenge higher-level students to cover their notes as
they explain ideas from the lecture.
80
UNIT 8
LISTENING
A (page 146) Possible answers:
1. Steps 1 and 2 take place in a laboratory. Steps 2,
3, and 5 all focus on safety. Step 3 focuses on
effectiveness. In addition, Step 4 could involve
looking at a new drug’s safety and effectiveness.
2. The process may take several years. Each step of
the process could take several months or longer.
B (page 146)
P a.Many useful older medications were based on
plants.
P c.Two new drugs are effective at fighting cancer
in children.
P d.Plant-based medicines are made directly from
plants or synthetic versions of the chemicals
found in plants.
C (page 147) Possible answers:
Many useful older meds based on plants
Aspirin: chem. found in willow tree bark
Digoxin: heart disease med. from foxglove / digitalis
Another plant: rosy periwinkle
Traditional: used for people with diabetes
New: anti-cancer drugs
Meds. not made directly from plants
Identify chemical in plant
Synthesize chemical in laboratory
New plant-based meds: Devel. is long, $$ process b/c
many variables
1. Study effect’ness of trad. remedy
2.Plant variables: e.g., picked wrong subspecies of
plant, picked at wrong time of day, effect of other
plants growing nearby
3.
Scientists need to know which chemical is active and
what amount to put in each tablet, injection, etc.
Overall, devel. of synthetic drugs is quicker
D (page 147) Answers will vary.
4
MIN
S
5
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Adverb Clauses of Reason and Purpose
Write the examples in the box on the board. Underline
the adverb clauses. Write because/since = reason and
so (that) = purpose. Review the information in the
box, pointing out the main and adverb clauses on
the board as you explain. Tell students that an adverb
clause can come before or after a main clause, but a
comma needs to be added when it comes before a
main clause. Write additional examples on the board
to increase students’ understanding of punctuation.
For example: Vanessa missed the exam because she was
late. / Because Vanessa was late, she missed the exam.
(page 148)
Have students complete the exercise in pairs. To review,
call on students to read each sentence aloud and explain
the relationship between the clauses.
A
(page 148)
Give students time to complete each statement
individually so that it’s true for them. Then have them
take turns sharing their statements in pairs. Encourage
students to ask follow-up questions to keep the
conversation going.
B
(page 149)
Play the audio. Check understanding by asking
comprehension questions, such as:
1. Where is Feliciano dos Santos from? (Mozambique)
2. Why did he think he would never live a full life? (He
had polio when he was younger, and it affected his ability
to walk.)
3. What are the social issues he cares about? (sanitation
and hygiene, clean water)
4. How is he giving back to his community and making
his country a healthier place? (His band, Massukos,
uses music to increase knowledge about disease and
improve public health. His NGO, Estamos, installs clean
water pumps, conducts health studies, and works to fight
infectious diseases.)
C
3.4
(page 149)
Have students complete the exercise individually and
then form pairs to compare answers. Ask volunteers to
write their sentences on the board.
D
(page 149)
Have students discuss the questions in pairs. Invite
volunteers to describe public health campaigns they
have seen or heard about. If possible, show the video or
photo to share the campaign with the class.
E
Ideas for … PRESENTING THE SPEAKING SKILL:
Using Phrases to Signal Reasons
Review the information in the box. Read the examples
aloud. Ask students which of the phrases they have
used or are familiar with.
(page 150)
Give students time to write new statements that
contain a reason. Encourage them to work individually.
Remind them to use all four phrases from the box. Then
have them take turns sharing their statements in pairs.
F
Ideas for … MULTI-LEVEL CLASSES
If higher-level students finish early, have them
complete an extra task. Ask them to write two to four
additional assertions about health and exchange their
statements with their partners. Then have them use
phrases from the box to follow each of their partners’
statements with a new statement containing a reason.
G
Critical Thinking: Evaluating (page 150)
Have students work with different partners than they had
for exercise F. Ask volunteers to take turns reading the
top four public health concerns in the United States and
their statistics. Ask students to discuss questions 1 and
2 in pairs. Then have each pair join another pair to share
their issues and discuss which is most serious. Have a
spokesperson from each group share their most serious
issues with the class. Make a class list on the board for
reference.
TIP Encourage students to look up numbers and
statistics to support their conclusions about which public
health issues in their country are most serious. Suggest
that they make a table similar to the one in exercise G to
organize their findings.
(page 150)
Have students get back with the partners with whom
they worked for exercise G and complete the exercise.
Have groups share their ideas with the class. Take a
class vote on the most interesting title.
H
T r a d iti o n a l a n d M o d e r n M e d i c in e
81
ANSWER KEY
SPEAKING
A (page 148)
1. c; 2. e; 3. b; 4. a; 5. d
In 1, 3, and 5, the second clause explains why
something happens.
In 2 and 4, the first clause explains why something
happens.
B (page 148) Answers will vary.
C (page 149)
Feliciano dos Santos is making the world a healthier
place by participating in a public health campaign in
Mozambique.
D (page 149) Possible answers:
1. Dos Santos did not expect to live a full life
because he caught polio as a child.
2. Since Massukos’s health message is in a popular
song, people pay attention to it.
3. So that more people have clean water, dos
Santos’s NGO also works to install pumps.
E (page 149) Answers will vary.
F (page 150)Possible answers:
1. The common cold is highly contagious and
spreads easily. For this reason, it’s important to
wash your hands often.
2. We associate regular exercise with good health.
That is why I ride my bicycle to work every day.
3. Some natural remedies are quite effective.
Because of this, they can be used instead of
medicines from a pharmacy.
4. A good diet contributes to overall health. That’s
the reason I eat a variety of foods every day.
G (page 150) Answers will vary.
H (page 150) Answers will vary.
82
UNIT 8
3
5
MIN
A
LESSON TASK: Discussing
Claims about Public Health
S
Ideas for … EXPANSION
Tell students that there are various creative ways to spread
messages and make an impact. Write the following on the
board: “_______ is a basic human right, yet so many don’t
have it. I’m using _______ to be the voice of people who
have no voice.” Have students choose a health issue they
care about, and then, based on their skills and interests,
choose the best way to spread their message (making
music, making a painting, blogging, taking photos, making
a video, making a documentary, launching a social media
campaign, writing a book, etc.). In small groups, have them
describe their projects and explain how they would share
them with the world.
Critical Thinking: Evaluating Claims (page 151)
Review the information in the Critical Thinking box about
what a claim is and how to evaluate it. Ask students:
Why is evaluating claims an important skill to have?
Tell students they are going to evaluate claims made
by an organization, a university, and a company. Read
the questions aloud. Make sure students understand
that “anything to gain” in question 4 could refer to any
benefit or advantage—financial, social, political, etc.
Arrange students in groups to do the exercise. To review,
read each claim aloud, and take a survey to see how
groups ranked it. Call on students to provide reasons that
support their group’s ranking.
(page 151)
Tell students to imagine their group is giving a
presentation and making the claims below. Read the
different kinds of support in the box, and elicit examples
of each from the class. (Other types of support could be
media such as photos or videos.) Write students’ ideas on
the board. Give students time to discuss the questions in
groups. To review, read each claim aloud. Ask volunteers
to share which kind of support they think is best and give
reasons to support their opinions.
TIP Explain to students that powerful claims use several
types of support, and weak claims use just one type of
support. Encourage them to draw on a variety of sources
and look for several kinds of support when making claims
in their work.
B
Ideas for … EXPANSION
Ask students to discuss the following questions in
pairs:
1. Is it important to keep up with the news? Why or
why not?
2. Where do get your news? What are some examples?
3. Why does it matter if we can’t distinguish strong
claims from weak claims in the news?
Then have each pair find one news article they are
both interested in. Ask them to read the article and
underline at least three claims the author makes. For
each claim, give a ranking from 1 (most believable) to
5 (least believable). Have each pair join another pair to
read their claims aloud and share their rankings. Ask
volunteers to share any claims that are very weak or
very strong with the class and explain why.
Video
ANSWER KEY
5
MIN
S
A ( page 151) Possible answers:
a. No evidence is given for the claims, and we
can assume the speaker is trying to attract new
patients as part of her job, so it’s difficult for us to
believe the claim without evidence.
b. The study is fairly recent and was published in
a respected medical journal, and the speaker’s
conclusion seems to be reasonable. Because
of his job, he is likely to want to protect college
students from the potentially fatal disease.
c. The statistics are recent and from a trustworthy
source, but it’s unclear how the speaker’s
company would help the situation. The speaker
needs to provide more information to convince
us that his company would actually prevent
worker absence.
B (page 151) P
ossible answers:
1. statistics; expert opinions
2. personal stories; expert opinions
3. expert opinions; statistics
4. statistics; personal stories; expert opinions; other
support could be photos
4
LESSON TASK
Wild Health
Overview of the Video
In this video, Dr. Cindy Engel gives examples of how
animals prevent and cure illness, heal wounds, balance
their diets, and regulate fertility. She also points out
parallels between animal and human medicine.
BEFORE VIEWING
(page 152)
Have pairs of students discuss and write down two ideas
about how animals self-medicate and then share their
predictions with the class. Write students’ ideas on the
board for reference.
A
(page 152)
Have students complete the exercise in pairs. Remind
them to use the root of the word and any prefixes or
suffixes to help them understand the meaning. Review
answers as a class.
B
Ideas for … CHECKING COMPREHENSION
Have students work in pairs to give examples for the
following categories:
– how to cure a cold
– ways to prevent failing a class
– groundbreaking discoveries
– ways to avoid work
– things that cause nausea
Have students share answers with other pairs of students.
WHILE VIEWING
TIP Tell students to pay attention to the different accents
of the English spoken in the video. Remind them that
English is an international language with a wide variety of
accents. Give students time to share which accents they
find difficult or easy to understand and why.
C
1.15
Note Taking (page 153)
Give students time to review the notes before they
watch the video. Play the video and have them take
notes. To review, model the pronunciation of the word
zoopharmacognosy (zu-phar-ma-cog-no-sy), and then
ask volunteers to take turns reading the three main ideas
in the video aloud.
T r a d iti o n a l a n d M o d e r n M e d i c in e
83
D
1.15
Understanding Details (page 153)
Give students time to review the information before they
watch the video again. Play the video. Call on students
to read the examples aloud for the class. Elicit any further
details they remember about each example from the
video.
AFTER VIEWING
E
Critical Thinking: Evaluating (page 153)
Have students discuss the questions in small groups.
Ask volunteers to share whether their predictions were
correct and whether they think Dr. Engel’s claims are
weak or strong. Remind them to give reasons to support
their evaluations.
Ideas for … EXPANSION
In the video, Dr. Cindy Engel says, “Early medicine was
based on observing the behavior of sick animals. It’s
relatively recently that we’ve stopped looking.” Write
the quote on the board, and have students discuss the
following questions in pairs:
1. What do you think Dr. Engel means when she says
that “we’ve stopped looking”?
2. How do you think medical research and drug
development have changed in recent years? Why?
3. If humans can learn so much about our health from
observing animals, what will happen if most animals
become extinct?
84
UNIT 8
ANSWER KEY
VIDEO
A ( page 152) Possible answers:
Eat certain foods to respond to an upset stomach or
infection; eat clay to aid digestion and kill bacteria;
eat the leaves of plants to increase milk production
or induce delivery.
B (page 152)
1. preventative
5. nausea
2. fermentation
6. lactation
3. compounds
7. avoidance
4. curative
8. groundbreaking
C (page 153)
1. self-medication
2. early medicine; chimpanzees
3. animals; preventative; avoidance
D (page 153)
1. d; 2. a; 3. b; 4. c
E (page 153)
1. Answers will vary.
2. Possible answer: Yes, I think the claim is believable
because she is an expert in her field and has
written a book that has received positive support
from other scientists.
0
Ideas for … EXPANSION
Have students think of a medical device that interests
them. Then have them write answers to these
questions:
1. What is your device?
2. Does your device transmit anything?
3. What do people tend to do with it?
4. What is extraordinary about it?
In small groups, have students describe their devices
without saying their names. Ask the other group
members to guess what each device is.
MIN
A
S
3
Lesson B
VOCABULARY
3.5
Meaning from Context (page 154)
Read the title aloud. Activate students’ prior knowledge by
asking them what they think of when they hear the term
high-tech medicine. (Possible answers: prosthetic limbs,
genetic testing, MRIs, CT scans, robots, etc.) Play the audio.
Ask students to think about the meanings of the words in
blue as they listen.
(page 154)
Have students complete the exercise in pairs. Review
answers as a class. Ask volunteers to correct the false
statements.
B
ANSWER KEY
VOCABULARY
B (page 154)
1. F (A radical idea is different from what many
others think.)
2. F (An internal medical device is located inside the
body.)
3. T
4. T
5. T
D (page 155)
1. nerves; 2. severe; 3. transmit; 4. muscles;
5. corresponding
E (page 155)
1. transmit; 2. internally; 3. modification;
4. nerves; 5. muscles
F (page 155) Answers will vary
Ideas for … EXPANSION
Have pairs of students identify the part of speech
for each word in exercise A and write down their
definitions. Encourage them to write example
sentences using the new vocabulary and record the
information in their vocabulary journals.
C
3.6
Meaning from Context (page 155)
(page 155)
Have students complete the exercise individually and then
form pairs to compare answers. Review answers as a class.
D
(page 155)
Have students complete the exercise in pairs. Remind
them to use the parts of speech listed in exercise D to
help them choose the correct word forms. To review, call
on students to read the completed sentences aloud.
E
F
Personalizing (page 155)
Have students discuss the questions in small groups.
Encourage them to draw on their personal experiences
to answer the questions. Ask volunteers to share their
opinions with the class.
5
MIN
LISTENING: A Podcast about
Prosthetic Devices
S
Ideas for … CHECKING COMPREHENSION
Have pairs of students cover the text and explain how
an advanced prosthetic device works in their own
words.
4
Direct students’ attention to the definition of prosthetic
devices in the footnote. Play the audio. Ask students to
think about the meanings of the words in blue as they
listen.
BEFORE LISTENING
Ideas for … EXPANSION
Have students respond to what they see in the
photo. Ask pairs of students to discuss the following
questions and share their ideas with the class:
1. Who is this woman? What is she doing in the photo?
2. How do you think she feels? Why?
3. How do you think you would feel if you were in her
situation? Why?
4. What questions do you have about what you see in
the photo?
T r a d iti o n a l a n d M o d e r n M e d i c in e
85
(page 156)
Have students discuss the questions in pairs. Ask
volunteers to share their predictions for question 1 with
the class.
A
WHILE LISTENING
B
3.7 Listening for Main Ideas
(pages 156–157)
Give students time to review the questions before they
listen to the audio. Play the audio. Encourage students
to take notes on the main ideas on a separate piece of
paper. Then have them refer to their notes to answer the
questions. To review, read each question aloud, and call
on students to share their answers with the class.
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for Supporting Details
Remind students that claims need supporting
evidence. Review the information in the box, and point
out the different kinds of supporting details given in the
explanation. Elicit additional examples from students
(e.g., photos, video, personal stories), and write their
ideas on the board. Have volunteers read the example
sentences aloud for the class and identify what kinds of
supporting details are being used in each.
C
3.7
Listening for Details (page 157)
Play the audio again. Ask students to take notes on the
supporting details as they listen. Remind them to write
down key words or numbers, not complete sentences.
Ask students to turn each item number into a question.
For example:
1. How did Amanda Kitts lose her arm?
2. How many people have cochlear implants?
3. What do doctors do in targeted reinnervation surgery?
4. How do Kitts’ muscles make the prosthetic arm move?
5. What role does Kitts’ brain play in moving her
prosthetic arm?
To review, have pairs of students take turns asking and
answering the questions.
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the podcast by
asking them to define and describe the following key
terms in their own words:
1. bionics (a term used to describe a device people
can control with their thoughts; a bionic person
would be part human and part machine)
86
UNIT 8
2. cochlear implant (a hearing device: The internal
implant transmits sound signals directly to the
auditory nerve, then to the brain; the external part is
a microphone that picks up sounds.)
3. electrodes (things the doctor tapes to your skin to
pick up electrical signals)
4. a mechanism (in this case, a small motor that’s part
of the prosthetic device)
5. targeted reinnervation (a type of procedure that
locates and reconnects nerves to muscles; used in
advanced prosthetic devices)
AFTER LISTENING
D
Critical Thinking: Applying (page 157)
Have students form pairs and discuss how the details
from exercise C helped them understand or believe the
information.
(page 157)
Have students work with different partners than they
had for exercise D. Ask them to discuss the questions
and write down two to three questions they would ask
Amanda Kitts if they had the chance to speak with her.
Have volunteers share their questions with the class.
E
ANSWER KEY
LISTENING
A (page 156) Answers will vary.
B (pages 156–157)Possible answers:
1. by moving the muscles in the chest and back
2. the cochlear implant; it allows a deaf person to hear
3. Nerves are reassigned to make different muscles
move.
4. Electrodes on Amanda Kitts’ skin communicate
with electrodes at the top of the prosthetic arm.
The electrodes pick up signals from muscles.
C (page 157)
1. in a car accident
2. more than 300,000
3. locate and attach nerves to muscles in the chest
and shoulder
4. send signals to the skin’s surface (which can be
used to operate a prosthetic device)
5. She thinks about moving her arm or hand; the
thought causes movement in the prosthetic
device.
D (page 157) Answers will vary.
E (page 157) Answers will vary.
3
MIN
S
0
SPEAKING
Ideas for … PRESENTING PRONUNCIATION:
Linking Vowel Sounds with /y/ and /w/
3.8 Review the information in the box. Review the
concept of linking, and explain that English speakers
link vowel sounds with /y/ and /w/ sounds for more
fluent and natural speech. Give examples of common
words that end in the vowel sounds listed: /i/ (we, be, he,
me), /aɪ/ (I, hi, bye), /o/ (so, go, no), and /u/ (who, do, new).
Play the audio. Ask students to pay attention to how
the speaker links the vowel sounds in the examples. Call
on different students to say the examples aloud. Have
them think of more linking examples with /y/ and /w/.
Write their ideas on the board.
brainstorming session. Give students time to look up
news updates on their phones or tablets, and write
their ideas on the board for reference. Prepare a list of
discussion topics before class in case students don’t find
many news stories.
(page 159)
Ask students to have a conversation with different
partners than they had for exercise C.
D
Ideas for … EXPANSION
Using the same topics they discussed in exercises
C and D, ask students to stand up and talk to other
students in the class. Tell them they have 3 minutes
for each conversation. Keep track of time as students
talk in pairs. Encourage them to keep the conversation
going until time is up. Announce when 30 seconds
are left so they have time to end their conversations
politely. Then ask them to find new partners and
repeat the exercise.
(page 158)
Have students identify the final vowel sound in the first
word marked in each of the sentences. (Answers: 1. /i/;
2. /u/; 3. /i/; 4. /u/; 5. /i/; 6. /aɪ/) Have pairs of students
predict the answers. Play the audio. Ask students to
check their answers as they listen. Then have them form
pairs and practice saying the sentences.
A
B
3.9
ANSWER KEY
SPEAKING
A (page 158)
1. /y/
4. /w/
2. /w/
5. /y/
3. /y/
6. /y/
C–D (page 159) Answers will vary.
3.10 (page 159)
Ideas for … MULTI-LEVEL CLASSES
To make this exercise more challenging, type the
conversation and print it without the markings on a
separate piece of paper. Hand out this version of the
conversation to higher-level students before starting
the exercise. As higher-level students listen, ask them
to mark where they hear words linked with /y/ and
/w/ sounds. Play the audio again, if necessary. Then
have students compare their conversations with the
conversation in the book to check their answers.
(page 159)
Review the information in the Everyday Language
box about how to end a conversation politely. Have
volunteers read the three example sentences aloud. Give
students time to brainstorm two to three topics related
to recent medical inventions or health news. Then ask
pairs of students to have a short conversation about this
topic and end the conversation politely.
TIP If students are having trouble thinking of recent
health news related to medical inventions, lead a class
C
5
MIN
FINAL TASK: A Presentation
on Medicine and Health
S
3
Play the audio. Then have them practice saying the
conversation in pairs. Provide feedback on natural linking.
Ask volunteers to role-play the conversation in front of
the class.
TIP This final task requires students to find an article or
news story online. Allow them to use their phones or
tablets in class, or reserve library or computer lab time
before class.
(page 159)
Read the task in the box aloud. Have pairs of students
discuss what they learned about the topics listed. Then
ask them to brainstorm other topics related to health
that interest them. Ask students to share their additional
topics. Write their ideas on the board for reference.
A
B
Organizing Ideas (page 160)
Read the steps aloud for the class. Walk around,
providing help as necessary as students look for an article
or news story. Remind them to evaluate the claims made
in the story to make sure they are believable. Be sure to
approve their selections before they move on.
Ask students to take notes on the main ideas and
supporting details. Remind them to refer to the
T r a d iti o n a l a n d M o d e r n M e d i c in e
87
Note-taking Skill on page 147 for an example of an effective
way to organize their notes. Encourage them to include
relevant and real-life examples. Have them review their
notes and select what information they will include in
their presentations. Ask them to make outlines of their
presentations on separate pieces of paper. Remind them
of the time limit.
TIP Before class, find an academic abstract or article
about a topic related to health and medicine. In class,
show students how to find an article or news story that
is written for the general public. Go to popular news
sites, and choose a short example. Then compare that
example with the academic example to show students
the differences in language use and tone.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Practicing and Timing Your Presentation
Review the information in the box. Remind students
that the best way to increase their confidence
and stay within the time limit is to practice their
presentations several times in front of several different
audiences while keeping time.
(page 160)
Have students practice their presentations in pairs. Ask
the partner who is listening to the presentation to keep
time and listen for phrases to signal reasons. Encourage
students to give each other feedback.
C
88
UNIT 8
D
Presenting (page 160)
Have students give their presentations in small groups.
Ask them to leave 2 to 3 minutes after each presentation
for feedback on the timing and delivery of the
presentation.
ANSWER KEY
FINAL TASK
A–D (pages 159–160) A
nswers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Anthropology / History
ACADEMIC SKILLS
LISTENING
nderstanding Referents
U
Noting Questions and Answers
SPEAKING
Participating in Group Discussions
Stress in Phrasal Verbs
CRITICAL THINKING Drawing Conclusions
UNIT OVERVIEW
Anthropology is the study of humans’ behavior and
differences. One way anthropologists gain insight is
through ancient civilizations. By preserving this history,
our ancestors and their way of life can teach us valuable
lessons about how to live—or not to live—today and in
the future.
• LISTENING A An Interview with an Archaeologist:
Archaeologist, professor, and explorer Matthew Piscitelli
explains what we can learn from archaeology.
• VIDEO How Trajan’s Column Was Built: In this video,
recent research sheds light on an ancient Roman
mystery: how a monument in the heart of the city
called Trajan’s Column may have been built.
• LISTENING B A Discussion about Archaeology: Four
students have a group discussion about technologies
that are changing the way people conduct
archaeological research in the twenty-first century.
For the final task, students draw on what they have
learned in the unit to give an individual presentation
from a choice of topics related to the ideas they studied
in this unit, including archaeology, time travel, and how
life will be the same or different 5,000 years in the future.
For additional information about the topics in this unit,
here are some suggestions for online search terms:
Ancient Egypt, Luxor Temple, CyArk, Bagan temples, Angkor
Wat, Egyptian mummies, Huaricanga, Caral-Chupacigarro,
King Sejong Statue, hangul, Neolithic period, Trajan’s
Column, ground-penetrating radar, drones, lidar, tiny rescue
robots, satellite archaeology, time travel.
0
9
MIN
S
ACADEMIC TR ACK
2
Uncovering the Past
UNIT OPENER
THINK AND DISCUSS (page 161)
Write the word anthropology on the board. Ask students
what they know about anthropology. (It’s the study of
humans from all time periods in order to better understand
human history and look for solutions to human problems.)
Explain that anthropologists often study the sites of
ancient civilizations.
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• How would you describe the temple in the photo?
(a large Sphinx head, pillars made from rock)
• When was it built? Where is it located? (in 1400 BCE; in
Egypt)
• What do you know about Egypt and its history?
Have students discuss the questions in pairs. Ask
volunteers to share their answers with the class.
TIP Common or Current Era (CE) is a year-numbering
system that refers to the years since the start of the
present era (the years beginning with AD 1). Before the
Common or Current Era (BCE), therefore, refers to the era
preceding CE.
ANSWER KEY
THINK AND DISCUSS (page 161)
1. Possible answers: Some treasure and important
objects might be inside the temple. Some tools left
by the people who built the temple might be there
as well. There will probably be some art or carvings
on the walls.
2. Answers will vary.
3. Answers will vary.
89
Lesson A
Ideas for … EXPANSION
Tell students CyArk aims to preserve at-risk heritage
sites. Have pairs of students brainstorm examples of
natural disasters or human activity that puts the sites
at risk and then share their ideas with another pair.
Ideas for … EXPANSION
Lead a class brainstorming session on ancient
civilizations. Ask students: What ancient civilizations
have you heard of? Write their ideas on the board.
(Examples: the Inca civilization, the Aztec civilization,
the Roman civilization, the Persian civilization, Ancient
Greek civilization, Chinese civilization, Mayan civilization,
Ancient Egyptian civilization, Indus Valley civilization,
Mesopotamian civilization) Have pairs of students
research one ancient civilization they are interested in.
Suggest they research the following points:
• civilization name
• time period
• location
• major highlights/interesting facts
Have each pair join another pair to present an ancient
civilization.
0
MIN
A
S
Read the title aloud. Have volunteers take turns reading
the information aloud for the class. Explain to students
that archaeologists are professionals who find and study
material remains such as pottery, tools, and bones. Have
students discuss the questions in small groups. Ask
volunteers to share with the class examples of ancient
sites they would be interested in visiting.
3
EXPLORE THE THEME (pages 162–163)
VOCABULARY
3.11 (page 164)
Play the audio. Ask students to read along as they listen
to the sentences. Have them complete the exercise in
pairs. To review, call on students to read the sentences
aloud and then say the answer.
B
3.12 (page 164)
Direct students’ attention to the photos on page 165.
Tell students they will listen to two short conversations
about Cambodia and ancient Egypt. Ask volunteers to
read the captions aloud for the class. Play the audio. Have
students form pairs to compare answers, and then review
answers as a class.
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the conversations
by asking questions, such as:
1. Where in Cambodia did Todd visit? (Angkor Wat)
2. What interesting historical facts did he learn from his
tour guide? (Every major Khmer king between 900 and
1700 AD built a temple at Angkor.)
3. What was the topic of the documentary Paola was
watching? (mummies from Ancient Egypt)
4. What interesting facts did she learn about
mummies? (Egyptians also made mummies of
animals.)
(page 165)
Have students complete the exercise in small groups. Ask
them to check their answers in a dictionary.
TIP If students are using their phones or tablets to
consult an online dictionary, make sure you approve
the website or mobile app first, and explain to them the
difference between a translation app and a dictionary.
C
ANSWER KEY
EXPLORE THE THEME (page 162)
1. Possible answer: The image would allow an
archaeologist to study the temple without
visiting the site. This would be cheaper and more
convenient.
2. Possible answer: The image might be useful to help
people measure the temple very accurately. This
would allow them to replace damaged parts of the
temple with new parts that are the perfect size.
3. Answers will vary.
90
UNIT 9
D
Personalizing (page 165)
Give students time to complete the questions. Then have
them take turns asking and answering the questions in
pairs. Encourage students to ask follow-up questions to
keep the conversation going. Ask volunteers to present
their partners to the group by summarizing their answers
to the questions.
ANSWER KEY
vocabulary
5
MIN
LISTENING: An Interview
with an Archaeologist
S
4
A (page 164)
1. noun
6. verb
2. noun
7. noun
3. noun
8. noun
4. noun
9. verb
5. noun
10. adverb
B (page 164)
1. B
6. A
2. A
7. B
3. A
8. B
4. A
9. B
5. A
10. A
C (page 165)
1. collaboration
2. Possible answers: participation, civilization,
collaboration, specialization
3. participant
4. proposal/proposition
5. Possible answers: archaeologist, economist,
novelist, pharmacist, scientist
6. Possible answers: unlock, untie, unload, unpack,
undo
D (page 165) Answers will vary.
BEFORE LISTENING
A
Critical Thinking: Categorizing (page 166)
After students have completed the exercise, draw a
T-chart on the board. Title it “The work of archaeologists,”
and label the columns “Positive” and “Negative.” Ask
students to come to the board and write in one adjective
in each column. Review the lists as a class.
Ideas for … EXPANSION
Have students respond to the photo at the top of
page 166. Encourage them to use the adjectives from
exercise A as they discuss the following questions in
pairs.
1. How do you think the archaeologist in the photo is
feeling?
2 . What is rewarding about being an archaeologist?
3. What is challenging about being an archaeologist?
4. Would you like to be an archaeologist? Why or why
not?
WHILE LISTENING
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Questions and Answers
Review the information in the box. Ask students why
it’s important to take note of the question in addition
to the answer (to remember what the question was
when they are reviewing their notes).
B
3.13
Listening for Main Ideas (page 166)
Tell students they are going to listen to an interview with
Matthew Piscitelli, the archaeologist in the photo. They
will take notes on four main questions and answers. Play
the audio and ask students to take notes. Review answers
with the class.
Ideas for … PRESENTING THE LISTENING SKILL:
Understanding Referents
Write the example sentence with the arrows on the
board. Refer to it as you review the information in the
box. Read the example aloud.
Write this example with unclear referents on the
board: Cynthia and Mary laughed at her joke after
she told it. Ask: Whose joke was it? Who told the joke?
Since both her and she could refer to either Cynthia or
Mary, it’s hard to determine the proper referent.
Elicit additional examples of pronoun or
demonstrative referents from students. Write their
ideas on the board (his, her, he, she, them, here, there,
that, these, etc.).
C
3.14
Listening for Referents (page 167)
Play the audio. Pause after each question to give students
time to write down the answer. Review answers as a class.
Ask volunteers to explain why each answer is correct.
AFTER LISTENING
D
Critical Thinking: Ranking (page 167)
Give students time to review the statements and rank
them individually. Then have them share and discuss
their rankings in small groups. Remind them to give
reasons to support their opinions.
U n c o v e r in g t h e P a s t 91
ANSWER KEY
LISTENING
5
MIN
S
4
A (page 166) Possible answers:
Positive: interesting, fascinating, rewarding, helpful,
exciting
Negative: exhausting, tiring, hot, difficult, boring
B (page 166)
1. b; 2. d; 3. f; 4. e
C (page 167)
1. the past/learning more about where we came
from
2. a report
3. ancient Greece, Rome, and Egypt
4. (earliest) pyramids (in the New World)
5. individuals
D (page 167) Answers will vary.
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Using Demonstratives
Write the example sentences on the board, and
refer to them as you review the different uses
and meanings of demonstratives in the box. Give
additional example sentences for each use. Ask
students what other questions they have about
demonstratives.
(page 168)
Ask students to first indicate whether each referent is
singular or plural. Have them write “S” next to the singular
referents and “P” next to the plural referents. (Answers:
1. S; 2. S; 3. P; 4. P; 5. S) Ask them to consider this
information as they complete the exercise individually.
Walk around as they work to provide help or feedback as
needed.
A
(page 168)
Give students time to write down one or two questions
for each of the sentences in exercise A. Have pairs of
students take turns asking and answering the questions.
Encourage them to ask follow-up questions to keep the
conversation going.
B
(page 169)
Have students read the text individually. Then have them
complete the tasks in pairs. To review, ask a volunteer to
read the paragraph aloud.
C
92
UNIT 9
Ideas for … CHECKING COMPREHENSION
Ask students questions to check their understanding
of the presentation, such as:
1. What was the event? (creation of an alphabet called
hangul)
2. When did it happen? (in 1443)
3. Why was it important? (Before this invention, people
could only use Chinese characters to write in Korean,
and the characters were difficult to learn.)
4. What did people learn from it? (a new alphabet, but
also a stronger sense of identity)
D
Organizing Ideas (page 169)
Allow them to use their phones or tablets to look up
information, if necessary. Monitor students’ work as they
practice, providing feedback on use of demonstratives.
Ideas for … MULTI-LEVEL CLASSES
Give lower-level students time to write their 1-minute
talks before they present them. Consider putting
students in same-level groups for exercise E.
E
Presenting (page 170)
Have students take turns presenting their talks in a small
group. Ask volunteers to share interesting facts they
learned with the class.
Ideas for … PRESENTING THE SPEAKING SKILL:
Participating in Group Discussions
Explain to students that effectively participating in
group discussions is a critical skill to have, especially
in academic or professional situations. Review the
information in the box. For each suggestion, have
volunteers read the examples aloud. Provide them
with feedback on intonation and stress, if necessary.
Ask students which expressions they have used or are
familiar with. Make sure they understand the meaning
of each example.
Ask students whether they often participate in group
discussions. Invite volunteers to share any cultural
differences about participating in group discussions.
For example, in some cultures, interruptions may be
common and expected, or contributing your opinion
may not be appropriate unless you are asked for it.
(page 170)
Give students time to respond to the questions
individually. Then have them share their answers in small
groups. Ask volunteers to share their group’s ideas with
the class.
F
(page 170)
Give students time to individually take notes on their
answers. When students are ready, ask them to discuss
the questions with their groups. Monitor discussions
to make sure all group members are participating.
If necessary, participate in the discussion as well,
encouraging students to take turns or refocusing the
discussion on the main topics.
TIP Multi-level large group conversations can be
challenging. Lower-level students might feel intimidated,
and higher-level students might feel frustrated or
impatient. Pay close attention to group discussions. If you
notice this behavior, intervene, and model effective ways
to calmly and respectfully participate.
G
ANSWER KEY
SPEAKING
5
MIN
A
B
Critical Thinking: Reflecting (page 171)
Give students time to answer the questions individually
and then share their ideas in pairs.
TIP For exercise B, consider giving students the option
to write about their experience rather than reflect on
it aloud with a partner. This might allow them to more
freely express ideas about their experience.
Ideas for … EXPANSION
Ask students to imagine what it must have been like
to live in this time period. Have them discuss the
following questions in pairs:
1. What aspects of life in the Neolithic time period are
better than life now?
2. What is one invention that you would want to
introduce to people of that time? Why?
ANSWER KEY
LESSON TASK
A (page 171) Possible answers:
Similar: People need to eat, wear clothing, live
in houses, use tools and utensils, live with family
members, live in a community, walk places.
Different: People’s clothing, houses, tools, and
utensils are made from synthetic materials; people
are better protected from weather; eat a greater
variety of foods; have larger houses, electricity
and gas, more furniture, electronic devices and
technology.
B (page 171) Answers will vary.
LESSON TASK: Participating
in a Group Discussion
S
3
A (page 168) Answers will vary.
B (page 168) Answers will vary.
C (page 169)
1. You can delete event, blocks, invention, and
characters. Alphabet cannot be deleted because
it would not be clear if This referred to the event,
the creation, or the alphabet in the previous
sentence.
2. Students read the paragraph aloud.
D (page 169) Answers will vary.
E (page 170) Answers will vary.
F (page 170)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: Be polite and respectful of
group members. Start the discussion by listing
what you need to do and how much time you
have. Have each member speak in turn at first so
that everyone has a chance to speak. Assign one
person to be a moderator and have that person
guide the discussion and make sure everyone
participates.
G (page 170) Answers will vary.
make stone tools, grow their food, and live in permanent
communities. In small groups, have them discuss the
questions and fill in the chart. Suggest that they consider
a variety of topics, such as the tools we use, how we
grow our food, and how we organize our communities or
cities. Draw the chart on the board, and ask volunteers to
add their answers.
Critical Thinking: Evaluating (page 171)
Have students look at the illustration. Explain to students
that the word Neolithic refers to the period of history
that began around 10,000 BCE when humans began to
U n co v e r i n g t h e Pa s t
93
4
MIN
S
5
Video
AFTER VIEWING
ow Tra jan’s Column
H
Was Built
Have students discuss the questions in small groups. Ask
volunteers to share and explain their answers.
Overview of the Video
In this video, recent research sheds light on an ancient
Roman mystery: how a monument in the heart of the city
called Trajan’s Column may have been built.
BEFORE VIEWING
A
Critical Thinking: Evaluating (page 172)
Have students activate prior knowledge by discussing
the questions in small groups. Ask volunteers to share
their ideas with the class.
(page 172)
Have students complete the exercise in pairs and then
check answers in a dictionary.
B
WHILE VIEWING
C
1.16
Understanding Main Ideas (page 173)
Give students time to review the statements before they
watch the video. Play the video. Review answers as a class.
Ideas for … EXPANSION
Have students write a short summary of the
information in the video using the statements in
exercise C. Ask them to share their summaries in pairs.
Then have them cover their paragraphs and take turns
summarizing the video in their own words.
D
1.16
Understanding Details (page 173)
Play the video. To review, call on students to read the
answers aloud.
Ideas for … EXPANSION
Have pairs of students research an important monument
or structure and answer the following questions:
1. What does it look like? Include details about size.
What material was it made from?
2. When was it made?
3. Why was it made?
4. How has its condition changed since the time it was
built?
Have each pair join another pair to present a
monument or structure. Encourage them to show a
visual as they present.
94
UNIT 9
E
Critical Thinking: Analyzing (page 173)
ANSWER KEY
VIDEO
A (page 172)
1. Answers will vary.
2. Possible answers: Modern ways to remember and
respect important people are to build a statue of
the person or name a building after him or her.
B (page 172)
1. landmark
5. surface
2. tomb
6. carve
3. theory
7. conquer
4. sophisticated
8. lower
C (page 173)
a. 4; b. X; c. 2; d. 5; e. 3; f. 1
D (page 173)
1. 656
5. 126
2. 77
6. 113
3. 29
7. 1588
4. 155
E (page 173)
1. Possible answers: The man would find that
everything took a long time to do and required
a lot of physical effort. He wouldn’t be able to
communicate easily with people who were far away
or not with him. He might suffer because of the hot
or cold weather. He wouldn’t be able to travel easily.
2. Possible answers:
a chef: ingredients and methods used in cooking
a fashion designer: how dyes and materials were
made; what materials were used
a linguist: what early languages were like; what
languages have disappeared and why
an architect: how buildings were built and what
materials were used
3. Answers will vary.
4. Possible answers: People might be more
understanding of history and more compassionate
toward others. They might be more appreciative
of what they have now. We could more easily
understand the real facts behind historical events.
This could make the world a better place.
0
MIN
A
S
3
Lesson B
VOCABULARY
3.15
Meaning from Context (page 174)
Play the audio. Have students complete the definitions
individually and then form pairs to compare answers.
Ideas for … EXPANSION
Ask pairs of students to talk about which fact in the
article they found most interesting.
B
Critical Thinking: Analyzing (page 174)
Have students take turns asking and answering the
questions in pairs. Ask volunteers to share their answers
with the class.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Phrasal Verbs
Review the information in the box. Explain that phrasal
verbs can be two or three words. Give examples of
three-word phrasal verbs (look forward to, get rid of).
Give students example verbs, and ask them to come
up with the phrasal verb that has the same meaning:
reduce (cut down), stop (give up), refuse (turn down).
Ideas for … PRESENTING PRONUNCIATION: Stress
in Phrasal Verbs
3.16 Review the information in the box. Play the
audio. Ask students to pay attention to the stress in
the phrasal verbs as they listen. Ask volunteers to read
the examples aloud. Provide feedback on stress. In
dictionaries, the symbol ˈ shows primary stress, and
the symbol ˌ shows secondary stress. Write examples
on the board, and say them aloud for the class:
1. ˌplay aˈround
2. ˈplay at
3. ˌplay ˈdown
D
3.17 (page 175)
Ask students to look back at exercise C. Have students
underline the word in each phrasal verb that should be
stressed. Play the audio. Have pairs of students say the
sentences with the correct stress.
(page 175)
Give students time to respond to the questions
individually. Ask them to underline the phrasal verbs in
each question. Then have them take turns asking and
answering the questions in pairs. Ask volunteers to share
their answers with the class.
E
ANSWER KEY
(page 175)
Arrange students in same-level groups, and ask them to
complete the exercise.
C
Ideas for … EXPANSION
Ask pairs of students to replace each phrasal verb
with a single-word verb that has the same meaning.
Remind them there may be more than one possible
answer. Possible answers:
1. Did you find/acquire/obtain any useful data?
2. This coin was made in the time of Caesar.
3. We need to understand/decide the best schedule.
4. Ana needs to begin/start/continue her research.
5. I will research/investigate how to get tickets.
Ideas for … MULTI-LEVEL CLASSES
If higher-level students finish the exercise early, have
them write five more sentences using phrasal verbs.
Then have them exchange sentences in pairs and
replace the phrasal verbs in their partners’ sentences
with single-word verbs.
VOCABULARY
A (page 174)
1. artifact
2. scan
3. settlements
4. device
5. satellites
B (page 174)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: We use scanning in medicine,
in airport screening, in microscopes, and for on
a printer.
4. Answers will vary.
C (page 175)
1. c; 2. a; 3. e; 4. d; 5. b
D (page 175)
1. Did you come across any useful data?
2. This coin dates from the time of Caesar.
U n c o v e r in g t h e P a s t 95
5
MIN
LISTENING: A Discussion
about Archaeology
S
4
3. We need to figure out the best schedule.
4. Ana needs to get on with her research.
5. I will look into how to get tickets.
E (page 175) Answers will vary.
BEFORE LISTENING
(page 176)
Have students preview the questions and answer choices
in exercise B. Have them consider what information they
should listen for and share their ideas with the class.
A
WHILE LISTENING
B
3.18
Listening for Main Ideas (page 176)
Play the audio. To review, read each question aloud,
and elicit the correct answer from students. Ask them
to provide additional details or reasons to support their
choices.
C
3.18
Listening for Details (page 177)
Have students refer to their notes to complete the
exercise individually. Play the audio. Ask students to
check their answers as they listen.
(page 177)
Review the information in the Critical Thinking box about
drawing conclusions. Ask students to share their ideas in
small groups.
D
E
3.19 Critical Thinking: Drawing
Conclusions (page 177)
Give students time to review the conclusions before
they listen to the audio. Play the audio. Pause after each
excerpt to give students time to choose the correct
answer. Review answers as a class.
AFTER LISTENING
(page 177)
Arrange students in mixed-level groups. Tell them they
have 5 to 10 minutes to complete the exercise. Have
them assign group roles so that everyone participates.
The group leader keeps the conversation on track.
The time keeper keeps track of the time. The recorder
F
96
UNIT 9
takes notes on the discussion. The reporter uses the
recorders’ notes to report back to the whole class. Ask
them to make a list and choose one key advantage and
disadvantage to share with the class.
TIP Remind students that they can organize their notes
and summarize their answers using T-charts.
ANSWER KEY
LISTENING
A ( page 176) Possible answers:
For question 1, listen for clues at the beginning of
the discussion to see when the students meet. For
question 2, listen to the tone of voice and friendly
language that is used. For question 3, listen for the
main idea.
B (page 176)
1. c; 2. c; 3. b
C (page 177)
c
D (page 177) Possible answer:
Questions 1 and 2 required them to draw
conclusions.
E (page 177)
1. b only; 2. a only; 3. b only; 4. both a and b
F (page 177)
Possible answers:
Advantages of researching alone: You can work at
the times that are most convenient for you and at
your own speed. You can also work wherever you
want—at the library, at a coffee shop, or wherever.
Disadvantages of researching alone: You have to do
all of the work yourself and cannot share the work
with anybody else. You cannot understand difficult
concepts better by discussing them with others.
Advantages of working in a group: You can share
the work. You can understand difficult concepts by
discussing them with others.
Disadvantages of working in a group: You may
have to work at a time and place that is convenient
for everybody. You may not get along well with
everybody in the group. Some people may not do
an equal amount of work.
3
MIN
S
0
SPEAKING
(page 178)
Review the information in the Everyday Language box
about how to relate information to your own experience.
Read the examples aloud. Elicit additional phrases for
how to mention your own experience from students.
Write their ideas on the board. Give students time
to respond to the questions individually. Then have
them discuss the questions in small groups. Encourage
students to use the phrases in the Everyday Language box
to share their own experiences.
A
B
to relate their own experiences. Ask volunteers to share
their opinions about time travel with the class.
TIP Consider giving students time to look up the latest
research and expert opinions on time travel. Have them
take notes on different opinions and share their findings
with their partners.
ANSWER KEY
SPEAKING
A (page 178)
1. Answers will vary.
2. Possible answers: One way to make sure everyone
contributes equally is to assign each person
specific tasks before starting work. Another way is
to assign a leader whose job is to make sure each
person is making an equal contribution.
B–E (pages 178–179) A
nswers will vary.
Critical Thinking: Ranking (page 178)
Have students rank the criteria individually and then
share their ideas with a partner. Take a class survey to see
which criteria are the most and least important for the
class.
(page 178)
In small groups, have students recall details about each
type of technology for archaeological research. Then
have students discuss which one they would be most
interested in researching and why.
(page 178)
Give students time to write down answers to the
questions individually. Remind them to give reasons
and provide specific examples to help explain their
answers. Have them take turns asking and answering the
questions.
D
Ideas for … EXPANSION
Have students find classmates who had similar
answers to question 4 in exercise D. Ask them to form
a group and discuss the design and details of the
technology they hope humans will develop in the
future. Encourage them to draw out their ideas. Then
have each group present the technology they chose
to the class.
5
MIN
F INAL TASK: Presenting about
Life in the Past or Future
S
Ideas for … EXPANSION
Have pairs have students choose one of the types of
technology listed in exercise C to learn more about.
Ask them to research how this type of technology is
useful in other areas, such as medicine, journalism,
photography, agriculture, or hospitality. Have each pair
join another pair to share their findings.
3
C
(page 179)
Read the task in the box aloud. Review the topics. Have
students look back at the criteria they listed in exercise B
to help them select one of the topics.
A
Ideas for … PRESENTING THE PRESENTATION
SKILL: Introducing Your Talk
Review the information in the box. Ask students
to consider which introduction they are most
comfortable with or most interested in and why.
B
Organizing Ideas (page 180)
Have students look back through the unit and decide
what information they will include in their presentations.
Allow them to research additional facts on their phones
or tablets, if necessary. Then have them organize their
information in note form.
TIP Provide an example outline for students to use
as a model.
(page 180)
In small groups, have students share their introduction
plans and reflect on what they did well and what they
want to improve from past presentations.
C
(page 179)
Have students discuss the questions in pairs. Remind
them to use the phrases in the Everyday Language box
E
U n co v e r i n g t h e Pa s t
97
Ideas for … MULTI-LEVEL CLASSES
Arrange students in mixed-level groups for exercise C.
Higher-level students can provide helpful tips and
suggestions about how lower-level students can
improve their delivery.
(page 180)
Give students time to practice their presentations in
pairs. Remind them to relate the information to their
personal experiences and give reasons to support their
conclusions.
D
E
Presenting (page 180)
Have students present in small groups or to the class.
Aim to leave 2 to 3 minutes after each presentation for
follow-up questions.
98
UNIT 9
ANSWER KEY
FINAL TASK
A–E (pages 179–180) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
10
Psychology
ACADEMIC SKILLS
LISTENING
Listening for Consequences
Using a Word Web
SPEAKING
Defending an Opinion
Using Punctuation Marks
CRITICAL THINKING Making Judgments
UNIT OVERVIEW
Psychologists study the mind, examining human
behavior and discovering how people’s thoughts,
beliefs, and lifestyle choices shape personality—the set
of traits that make each person unique. Whether they’re
introverts or extroverts, happy most of the time or often
depressed, people feel and act in different ways for many
different reasons.
• LISTENING A A Lecture about Fear: A professor
lectures about the question of whether the human fear
response is instinctive or learned.
• VIDEO A Tribute to Discomfort: This video
demonstrates the stunning work and unique sense of
humor of photographer and explorer Cory Richards as
we follow his quest to create photographs that connect
all of humanity.
• LISTENING B A Conversation about Food and
Emotions: Two friends talk about how food can affect
our emotions in both the short term and the long term.
For the final task, students draw on what they have
learned in the unit to research and prepare an interactive
presentation on one of the following topics: the effects of
sleep on the brain, how different genders show the same
emotions, the relationship between personality type and
exercise, or behavior and emotions in young children.
For additional information about the topics in this unit,
here are some suggestions for online search terms: ring
of fire roller coaster, Gallup Global Emotions Report, Positive
Experience Index, Paul Ekman, Gasherbrum II, Cory Richards,
Jung’s Theory of Introvert and Extrovert Personalities, food
and emotion, Big 5 personality traits
0
MIN
S
ACADEMIC TR ACK
2
Emotions and
Personality
UNIT OPENER
THINK AND DISCUSS (page 181)
Read the title of the unit aloud. Ask students to name as
many emotions as they can. Get them started by writing
happy and sad on the board. Lead a class brainstorming
session, eliciting different words to express emotions
from students. Write their ideas on the board.
Direct students’ attention to the photo and caption.
Explain to students that “Ring of Fire” is a popular roller
coaster at fairs and in amusement parks in the United
States. Ask leading questions, such as:
• Who is in the photo? (a young woman)
• Where is she? (at a fair near Memphis, Tennessee, USA)
• What is she doing? (riding a rollercoaster called the Ring
of Fire)
• Have you ever been to a fair with roller coasters?
• Would you like to be in this situation? Why or why not?
Have students discuss the questions in pairs. Ask
volunteers to share their ideas and experiences with the
class.
ANSWER KEY
THINK AND DISCUSS (page 181)
1. Possible answers: Emotions may include fear,
happiness, or joy.
2. Answers will vary.
EXPLORE THE THEME (pages 182–183)
Read the title aloud. Have a volunteer read the
information box below the title aloud for the class.
Explain to students that the word snapshot in this
context refers to a short description that tells you
what a particular place or situation is like at a particular
time. Check students’ understanding by asking a few
comprehension questions, such as:
• What does the Gallup Positive Experience Poll
measure? (our global state of emotions)
• Whom do they interview? (people from around the
world)
• What are people interviewed about? (their feelings and
emotions during their daily experiences)
99
Ideas for … EXPANSION
Have pairs of students discuss the following questions:
1. Why do you think the top ten countries listed in the
survey results reported more positive experiences
than other countries in the world?
2. Where do you think your home country and the
country where you currently live would rank on a
Positive Experience Index? In other words, what
percent of people would report positive daily
experiences? Why?
ANSWER KEY
EXPLORE THE THEME (page 182)
1. Possible answers: They may be happy because
they’ve been married for a long time; they may be
happy that it’s his birthday; they may be laughing
about something.
2. Answers will vary.
3. Answers will vary.
3
Lesson A
0
MIN
A
S
Have students look at the information about the Gallup
Positive Experience Poll on page 183. Ask a volunteer to
read the questions aloud. Give students time to read the
survey results individually. Then ask volunteers to take
turns reading the results aloud for the class.
Direct students’ attention to the photo. Read the caption
aloud. Have students discuss the questions in small
groups. Ask students to share what they found most
surprising about the survey results with the class.
TIP Consider asking students to first respond to
question 3 individually in writing so their answers aren’t
influenced by the answers of their group members. Then
have them share their answers with their group.
VOCABULARY
3.20
Meaning from Context (page 184)
Have students look at the photo. Ask them what emotion
they think the baby is feeling. Survey the class to see
whether they think culture makes a difference in the
facial expressions people make. Play the audio. Ask
students to think about the meanings of the words in
blue as they listen. Invite volunteers to role-play the
conversation for the class.
TIP Be aware that some research suggests that some
cultures do show the same emotion with different facial
expressions, contrary to Ekman’s research presented in
this conversation.
Ideas for … CHECKING COMPREHENSION
Write on the board: Are facial expressions universal? Ask
students to take turns answering the question in pairs.
Remind them to base their answers on the research
presented in the conversation and include a variety of
perspectives and examples. Invite volunteers to share
their answers with the class.
(page 184)
Have students discuss the questions in pairs. Encourage
them to draw on their personal experience to answer the
questions. Ask volunteers to share their answers with the
class.
B
Ideas for … expansion
Write the names of several emotions on index
cards, one emotion per card. Consider including
happiness, sadness, surprise, anger, jealousy, anxiety,
fear, nervousness, loneliness, disgust, trust, love,
disappointment, relief, frustration, confusion, shame,
sympathy, and so on. Divide the class into Team A and
Team B, and give the teams an equal number of cards.
Have one member of Team A take a card and make a
facial expression to express the emotion written on
the card. Team B tries to guess the emotion. If they
get it correct, they get a point. Explain that the game
does not involve any words, only facial expressions.
Repeat until there are no more cards. Make sure group
members take turns participating.
(page 185)
Have students complete the exercise individually and
then form pairs to compare answers. Remind them to
C
100
U N I T 10
use context clues in the conversation and the parts
of speech given to help them match each word to its
definition.
C (page 185)
1. expressions
6. personality
2. makes sense
7. tendency
3. results
8. universal
4. trigger
9. confirm
5. instinctively
10. react
D (page 185)
1. triggers
5. result
2. confirm
6. instinctively
3. universal
7. personality
4. expression
E (page 185) P
ossible answers:
Does it make sense that not all reactions are
instinctive? How do you react when you are
very angry? Do you have a tendency to be very
emotional?
(page 185)
Have students complete the exercise in pairs. Remind
them that they may have to change the word forms to
fit the sentences. To review, call on students to read the
complete question aloud for the class.
D
(page 185)
Give students time to write three more questions about
emotion and personality using the three vocabulary
terms in the box. Have them take turns asking and
answering the questions in pairs. Have them work
with different partners than they had for exercise D.
Then ask students to stand up and talk to at least three
different classmates. To review, ask volunteers to read
their questions aloud, and call on students to share their
answers.
Ideas for … expansion
Have pairs of students discuss an experience when
they couldn’t communicate with words but were able
to communicate with facial expressions and body
language. Ask volunteers to share their stories.
5
MIN
LISTENING: A Lecture
about Fear
S
Ideas for … CHECKING COMPREHENSION
Have students write a new sentence using one or
two of the vocabulary words in exercise B. Ask them
to write their sentences on the board, omitting the
vocabulary word, but drawing a line where it should
be. Have pairs of students guess the missing word in
each of the sentences. To review, have the student
who wrote the sentence write in the missing word in
the blank.
4
E
BEFORE LISTENING
Ideas for … EXPANSION
Ask students to respond to the photo by discussing
the following questions in pairs:
1. How do you think the skydiver is feeling in this
photo?
2. What other extreme sports might cause a similar
reaction?
3. Have you ever done extreme sports? If so, what was
the experience like? If not, do you want to? Why or
why not?
ANSWER KEY
VOCABULARY
B (page 184)
1. Answers will vary.
2. Possible answers: Emotions that are easy to
recognize may include happiness, anger, fear, or
shock. This may be because these are instinctive
emotions and are shown in facial expressions.
Emotions that may be difficult to recognize are
boredom, suspicion, calmness, or curiosity. This
may be because these are mental states, and we
may try to hide them.
(page 186)
Draw the following chart on the board, including the
example:
A
1
Something I fear
making small talk with
people I don’t know
Instinctive? Learned?
P
2
3
4
5
E m o ti o n s a n d P e r s o n a l it y
101
Review the example in the chart. Explain that you
don’t believe this fear is instinctive because it’s not an
automatic or unconscious reaction but rather something
that you might have learned as a child from your parents
when they told you, “Don’t talk to strangers.” Have
volunteers suggest other fears and discuss whether they
might be instinctive or learned. Fill in the chart.
to their word web to complete the sentences with
information from the lecture. Review answers as a class.
Ideas for … EXPANSION
Have pairs of students take turns summarizing the
experiment with monkeys in their own words.
E
WHILE LISTENING
B
3.21
1.17
Listening for Main Ideas
(page 186)
Give students time to review the statements and answer
choices before they listen to the audio. Play the audio. To
review, call on students to read the complete sentences
aloud.
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Using a Word Web
Tell students that word webs are a visual way to
show how different ideas connect to a main concept.
Review the information in the box. Refer to the word
web in exercise C as you explain the structure of a
word web. Point out that the topic should be written
in the center circle, and then the main ideas with
details should be added in the surrounding circles.
Explain to them that word webs can also be called
mind maps. Ask them whether they have used or are
familiar with word webs.
C
3.21
Listening for Details (page 187)
Have students recall main ideas and details from the
lecture and predict what kinds of information they might
write in the word web. Play the audio. As students listen,
ask them to write down one or two words in the word
web that express the main ideas from the lecture. Then
ask students to add details in each circle, explaining how
the main ideas connect to the topic of fear. Draw the
blank word web on the board, and invite volunteers to
write in their answers.
TIP Tell students that the information they choose to write
in their word web will most likely be different from the
information their partners choose to write. Explain that this
variation is expected, and there is no one correct answer.
AFTER LISTENING
(page 187)
Have students complete the exercise individually and
then form pairs to compare answers. Ask them to refer
D
102
U N I T 10
Critical Thinking: Analyzing (page 187)
Have students discuss the questions in small groups.
To review, ask volunteers to explain their ideas with
examples. Lead a class brainstorming session on different
ways to overcome the fears.
ANSWER KEY
LISTENING
A (page 186)Answers will vary.
B (page 186)
1. the human fear response
2. react instinctively
3. useful
4. learned to fear
5. didn’t impact
C (page 187) Possible answers:
ancestors: reacted instinctively; reactions for survival
fear response: keeps us out of trouble
fear response: inherited or learned?
lab monkeys: learned fear of snakes
flowers: monkeys didn’t learn fear of flowers
learned: some fear is learned
D (page 187) Possible answers:
1. the human fear response
2. instinctive reactions, such as putting on a car’s
brakes
3. the monkeys learning to fear the snakes
4. one cannot learn to fear something
E (page 187)
1. Answers will vary.
2. Answers will vary.
3. Possible answer: You can overcome a fear by
experiencing it in small steps or for short periods
of time. For example, if you are afraid of heights,
you might try experiencing some lower heights
for short periods of time. Also, you can notice
what thoughts come up and change what you
tell yourself about the experience.
4
MIN
S
5
SPEAKING
A
Personalizing (page 188)
Have pairs of students take turns reading the summary
aloud. If possible, show a photo of the brain structure,
including the prefrontal cortex, as students review the
information.
Before students discuss the questions, check for their
understanding of the summary by asking:
– What kinds of human behavior is the prefrontal cortex
responsible for? (decision-making and self-control)
– When does this part of the brain mature? (adulthood)
– What negative behaviors are caused by the changes
in the brain? Why? (They have weaker reasoning skills
and more social anxiety because the prefrontal cortex isn’t
completely developed.)
– What positive behaviors are caused by the changes?
(They are willing to try new things and have a desire to
make new friends.)
Then have students discuss the questions in pairs.
Encourage them to draw on their personal experiences
and ask each other follow-up questions to keep the
conversation going.
TIP Some students may not feel comfortable talking
about questions 1 and 2 in exercise A. In this case,
suggest that they generalize their teenage behavior and
focus on responding to question 3.
Ideas for … EXPANSION
Have students look at the photo at the bottom of
page 188. Read the caption aloud. Ask them: Does
this situation look familiar to you? How many of you
have used your cell phone while driving? What do
you typically use it for? In small groups, have students
research recent regulations about cell phone use
while driving in the area where they currently live. Ask
them to share their findings with the class.
B
Critical Thinking: Making Judgments
(page 189)
Review the information in the Critical Thinking box about
how to make judgments. Emphasize the importance of
using various pieces of information when one is making
a judgment about a situation. Have volunteers take turns
reading the situations aloud for the class. Ask them to
discuss the situations in small groups. Remind them to
give reasons that support their judgment. Ask volunteers
to share their judgment about one of the situations.
Ask the class whether they agree or disagree with the
judgment and why.
(page 189)
Give students time to reflect on their teenage years.
Encourage them to write down the main points about
a time when they were in a risky situation or showed
poor judgment. Then have them take turns sharing the
situation in pairs. Together, have them draw conclusions
about what was happening in their brains that may have
caused this behavior. Invite volunteers to share their
stories and conclusions with the class.
TIP Students who do not feel comfortable talking about
their risky behavior as teenagers can either make up a
situation or discuss a situation that involves someone
they know for exercise C.
C
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Used To and Would
Review the information in the box. Explain that used
to is a way to explain something that was true in the
past, but that is no longer true in the present. Remind
them not to confuse this with be used to. This phrase
means the same thing as be accustomed to. Review the
rules, and ask volunteers to read the examples aloud
for the class. Tell students that the verb that follows
used to and would must be in the base form. Point out
the base forms of the verbs worry, like, be, fight, and get
along in the examples.
Ask students to write four sentences about the past
of a family member or close friend: two sentences
about repeated past actions (one with used to and
one with would) and two sentences about past states
or conditions (one with used to and one with would).
For example: My mom used to live in Beijing. She would
cook a lot of traditional Chinese food back home. Have
them form pairs to share their sentences. Encourage
students to give each other feedback on word use and
sentence structure.
(page 189)
Have students complete the questions with the correct
form of use to or would individually. Remind them that
they should not use the -d (use to/used to) in questions
or negatives. Give students time to write down their
own responses. Then have them take turns asking and
answering the questions in pairs.
D
E m o ti o n s a n d P e r s o n a l it y
103
Ideas for … EXPANSION
Have students stand up and take turns asking and
answering the questions in exercise D with two other
classmates. Then have them write a short summary
based on the answers of one of the students they
interviewed. Tell them to not include the name of the
student in the summary. Ask students to read their
summaries aloud for the class. Afterward, ask the rest
of the class to guess who the summary was about.
(The feminine or masculine pronouns will give them
clues about who it is.)
(page 190)
Read the topics aloud. Clarify that to feel left out means
to feel excluded or isolated from a situation. Give students
time to write five to ten questions using use to or would
based on the topics in the list. Have them refer to
the Grammar for Speaking box to review the rules for
question formation. Then have them take turns asking
and answering the questions in pairs. Remind students
to use used to for affirmative answers and didn’t use to for
negative answers.
H
Critical Thinking: Synthesizing (page 190)
Have students discuss the questions in small groups.
Ask volunteers to share their answers with the class. Ask
students whether their perspective of their teenage years
has changed after this lesson and how.
Ideas for … EXPANSION
In small groups, have students identify a common
problem between teenagers and their parents. Ask
them to create a chart that lists the causes of the
problem and gives suggestions for how to solve it.
Have each group present their chart to the class.
E
(page 190)
Remind students that a T-chart is an effective way to
organize their ideas and compare two topics. Give them
time to complete a T-chart. Walk around as students
work to provide help or feedback as necessary.
F
Ideas for … EXPANSION
Have pairs of students draw a T-chart and label the
columns “before the Internet” and “after the Internet.”
Have them think about what life was like before and
after the invention of the Internet and write their ideas
in the T-chart. Ask them to write at least three things
in each column. Have each pair join another pair to
share and compare their answers. Remind students to
use use(d) to and would as they discuss their answers.
For example: Before the Internet, we used to check out
books from the library to do research. We would look
in encyclopedias for answers. After the invention of the
Internet, people started to look things up online.
(page 190)
Review the information in the Everyday Language box
about asking follow-up questions. Have volunteers read
the examples aloud. Have students work with different
partners than they had for exercises D and E. Ask them to
refer to their T-charts to describe themselves as children
and as teenagers. Encourage students to ask follow-up
questions to learn more about their partners.
G
104
U N I T 10
ANSWER KEY
SPEAKING
A ( page 189) Answers will vary.
B (page 189) Possible answers:
1. Fernando was probably not using good
judgment and wasn’t controlling his speed. This
seems to be a common cause of accidents in our
community, especially with teenage boys.
2. Lara may have been embarrassed in front of the
class because of increased social anxiety. I know
that I would feel embarrassed. Lara doesn’t have
much self-control.
3. Jian probably has a high desire to connect with
peers rather than with his family. My brother is
the same way, and it makes my parents sad.
4. For Rachel, social acceptance is very important.
I know that the social relationships on sports
teams are very important. She probably didn’t go
to practice because she felt rejected by the team.
C (pages 189) Answers will vary.
D (page 189)
1. did you use to
2. Did you use to
3. would you/did you use to; would you/did you
use to
4. did you use to/would you
5. did you use to
6. did you use to; would you/did you use to
E (page 190) Answers will vary.
F (page 190) Answers will vary.
G (page 190) Answers will vary.
5
MIN
LESSON TASK: Presenting
Survey Results
S
3
H ( page 190)
1. Answers will vary.
2. Answers will vary.
3. Possible answers: Researchers can share their
results with guidance counselors or sports
coaches at high schools so that they can better
support teenagers in need; they can develop a
mobile app where teenagers or parents input a
problem and get answers about how to solve it
based on science. Information about the human
brain can help parents and teachers adjust
their expectations of teenagers and use better
strategies for communication with them.
TIP Explain to students that surveys are a common way
to gather data for research. They are used to gain an
understanding of reasons, opinions, and motivations
about a certain topic, usually through interviews or group
conversations. Tell them a survey is sometimes referred
to as a questionnaire or a poll. (A minor difference is that a
poll typically has fewer questions.)
(page 191)
Have students choose a negative emotion they are
curious about. If necessary, review the negative emotions
discussed in this unit to give students ideas. Have them
complete the questions in the survey and write one more
question about this emotion. Then have them take turns
asking and answering the questions with three other
students in the class. Ask them to take notes on their
classmates’ answers in the chart.
TIP Have students sit in small groups of four to conduct
their interviews rather than standing up and walking
around. This will make it easier for them to form a
different small group with students they did not
interview in exercise C.
(page 191)
Have students refer to the notes in their chart to write a
short summary of their classmates’ answers. Ask them to
describe the common triggers of the emotion and how
people respond to it. Remind them not to give names in
their summaries.
TIP Summarizing can be a difficult task. If necessary,
prepare an example completed chart and summary. Pass
them out to students as a model, and walk them through
how to write a summary based on the survey answers.
B
C
Presenting (page 191)
Have students form small groups with classmates they
did not interview. Ask them to take turns presenting
their summaries and asking follow-up questions. Ask
volunteers to share the most surprising or interesting fact
they learned.
Ideas for … EXPANSION
Have students expand the survey results by
administering the survey to 10 people outside of the
class. Ask them to add one more paragraph to the
summary to include the new results and turn it in for
feedback.
A
ANSWER KEY
LESSON TASK
A–C (page 191)
Answers will vary.
E m o ti o n s a n d P e r s o n a l it y
105
4
of the word visceral in the footnote. Play the video. Ask
students to complete the sentences as they listen. Tell
them to write only one word for each blank.
A Tribute to Discomfort
AFTER VIEWING
MIN
S
5
Video
Overview of the Video
This video demonstrates the stunning work and unique
sense of humor of photographer and explorer Cory
Richards as we follow his quest to create photographs
that connect all of humanity.
BEFORE VIEWING
A
Critical Thinking: Categorizing (page 192)
Have pairs of students discuss the meanings of the
words and categorize them. To review, have volunteers
share definitions and categories.
Ideas for … CHECKING COMPREHENSION
Check students’ understanding of the words in
exercise A by asking general questions, such as:
1. What the most exciting adventure you’ve ever
been on?
2. What is something you’d like to experience in your
lifetime?
3. What is a time when you triumphed over fear?
4. What do you think causes an avalanche?
5. Have you ever hurt yourself in an accident?
6. What do you think are the most unexplored and
unknown parts of the world?
7. Are you comfortable speaking in public or does it
cause you stress?
8. What is a subject that you struggle with because it’s
confusing for you?
B
(page 192)
Ask a volunteer to read the information about Cory
Richards aloud for the class. Have students list four
adjectives to describe Cory Richards and share them with
the class. Write their ideas on the board.
WHILE VIEWING
C
1.18
Understanding Main Ideas (page 193)
Give students time to review the statements and answer
choices before they watch the video. Play the video. Ask
students to choose the best answers as they watch and listen.
D
1.18
Understanding Details (page 193)
Give students time to review the statements before they
watch the video again. Point out and review the meaning
106
U N I T 10
E
Critical Thinking: Analyzing (page 193)
Have students discuss the questions in small groups.
Then ask volunteers to share their attitudes toward
adventure, travel, and discomfort with the class.
Ideas for … EXPANSION
Ask students: If you could make a tribute to one
feeling, what would it be? Have them reflect on
a feeling they respect or admire and discuss their
responses in pairs.
ANSWER KEY
VIDEO
A ( page 192) Possible answers:
Positive: adventure, comfortable, experience,
triumph, unknown
Negative: avalanche, confusing, hurt, stress, struggle,
unknown
B (page 192)
Possible answers: strong, adventurous, fearless,
young, motivated
C (page 193)
1. a; 2. c; 3. b
D (page 193)
1. adventure
5. real
2. realized
6. fun
3. comfortable
7. experiencing
4. expression
E (page 193)
1. Answers will vary.
2. Possible answer: Richards may categorize
adventure, experience, struggle, and unknown as
positive. He sees these things as ways to learn
about yourself and grow as a person.
3. Possible answer: Richards may respect discomfort
because he has gained a deeper understanding
of himself and what it means to be human when
he has been in very uncomfortable situations. For
him, discomfort drives him toward life-changing
experiences and has pushed his career forward
in positive ways. Answers to the second question
will vary.
4. Answers will vary.
0
ANSWER KEY
VOCABULARY
MIN
S
3
Lesson B
A (page 194) Answers will vary.
C (page 194) Answers will vary.
D (page 195)
1. upset
6. introvert
2. differ
7. outgoing
3. lead to
8. thrive
4. anxiety
9. extrovert
5. lack
10. awkward
E (page 195) Possible answers:
2. expression; transmission
3. creative; instinctive
4. sociology; biology
5. likeable; believable
6. leader; worker
7. communicate; cooperate
8. interview; international
9. preview; pretest
10. review; restart
F (page 195)
1. Answers will vary.
2. Possible answers: A person may feel awkward
speaking in front of a large group if the person
is shy. A person may feel awkward if he or
she is asked a question that he or she feels
uncomfortable about answering.
3. Possible answers: People may suffer from anxiety
because of too much work, too little sleep,
money worries, or traffic problems.
VOCABULARY
(page 194)
As a class, brainstorm a list of adjectives to describe
personality and write the adjectives on the board. Have
students reflect on their own personalities and write at
least six adjectives to describe them.
A
B
3.22
Meaning from Context (page 194)
Read the title aloud. Have students guess at the meaning
of the two terms. Play the audio. Ask students to think
about the meanings of the words in blue as they listen.
TIP A person whose personality has a balance of
extrovert and introvert features is referred to as an
ambivert. This third term to describe personality types is
becoming more widely recognized.
(page 194)
Have students look back at the list they made in exercise
A and discuss their personality type in pairs.
C
(page 195)
Have students complete the exercise individually and
then form pairs to compare their answers. Review
answers as a class. Ask students follow-up questions to
check understanding and provide personal examples,
such as: What makes you upset? For me, forgetting
someone’s name makes me upset. Do tests give you anxiety?
I used to have test anxiety when I was a teenager, but now
it’s gotten better.
(page 195)
Have students do the exercise individually. Encourage
students to use a dictionary as necessary. To review, have
volunteers write their words on the board, underlining
the prefixes and suffixes.
E
5
MIN
LISTENING: A Conversation
about Food and Emotions
S
Ideas for … PRESENTING THE VOCABULARY SKILL:
Identifying Latin Prefixes and Suffixes
Review the information in the box. Remind students
that a prefix changes the meaning of the word and a
suffix changes the part of speech. Read the examples
in the box aloud. Ask pairs of students to discuss
which prefixes and suffixes they have used or are
familiar with and which ones are new.
4
D
BEFORE LISTENING
A
Personalizing (page 196)
Give students time to reflect and formulate responses to
the questions individually. Then have them discuss the
questions in pairs to personalize the topic.
(page 195)
Have students discuss the questions in pairs. Encourage
them to use the new vocabulary in their answers.
F
Emotions and Personalit y
107
WHILE LISTENING
Ideas for … PRESENTING THE LISTENING SKILL:
Listening for Consequences
Review the information in the box. Explain to students
that there are different ways they can express the
relationship between actions and their consequences
in speech and in writing. Have volunteers take turns
reading the examples aloud for the class. After each
example, ask volunteers to explain the relationship
between the ideas in their own words.
3.23 (page 196)
B
Give students time to complete the statements with their
own ideas. Do number 1 together. Ask students: Do you
ever get stressed? What do you tend to do when you
get stressed? What is the consequence of that stress?
Play the audio. Have volunteers share whether their
consequences were different, and if so, how.
C
3.24 Listening for Main Ideas
(pages 196–197)
Give students time to review the questions before they
listen to the audio. Play the audio. Ask students to answer
the questions and then form pairs to compare answers.
Ideas for … MULTI-LEVEL CLASSES
Give lower-level students more time to answer the
questions. Suggest that they take notes as they listen
and then refer to their notes to write in their responses
after listening.
D
3.25
Listening for Details (page 197)
Give students time to review the statements before
listening again. Play the audio. Review answers as a class.
Ask volunteers to correct the false statements.
Ideas for … MULTI-LEVEL CLASSES
Group students of similar levels together to check
their answers. If the higher-level groups finish quickly,
ask them to list some of the details they remember
from the audio or to role-play the conversation as they
remember it.
AFTER LISTENING
E
3.26 Critical Thinking: Making Inferences
(page 197)
Tell students they are going to hear four different people
talk about their emotions in their daily life. Have pairs of
students discuss what kinds of food they see in the four
108
U N I T 10
photos. Ask them: Do you like these foods? When would
you eat them? How do you they make you feel? Why?
Play the audio. As they listen, ask students to write the
letter of the food that each person might eat based on
what they say. Have students form pairs to compare their
answers and explain their inferences.
F
Critical Thinking: Evaluating (page 197)
Give students time to reflect on their own eating habits
by responding to the questions individually. Then, have
them discuss the questions in small groups. Remind
students to use phrases that signal consequences to help
explain their answers.
TIP For question 1, ask students to support their answers
with details and examples from the conversation. For
example, their answers can begin with “According to
Mae, …” or “Well, Sam said, …”
ANSWER KEY
LISTENING
A ( page 196) Answers will vary.
B (page 196) Answers will vary. Here is what is said in
the conversation:
1. I have a tendency to want junk food when I’m
stressed.
2. If you eat healthy food today, you’ll be in a better
mood in two days.
3. If you’re in a good mood, you’ll feel more
confident and less stressed.
4. Diets that contain a lot of sugar can lead to
depression.
5. Extroverts eat less healthily because they’re
always socializing.
C (pages 196–197)
1. He feels stressed because he has a lot to do
before his job interview.
2. She wants him to throw it out because it’s not
good for him.
3. You might eat less healthily because you’re eating
in more social situations.
4. Sam says he’s thinking short term and does not
throw his snack away.
D (page 197)
1. T
2. F; Your personality can determine what and how
you eat.
3. F; Extroverts often eat in social situations, leading
to less healthy diets.
4. T
0
MIN
S
3
E (page 197) Possible answers:
1. d; 2. b; 3. c; 4. a
F (page 197) Answers will vary.
SPEAKING
(page 198)
Have students look back at the list of personality traits
they wrote about themselves in the Vocabulary section
of this lesson. In small groups, have them discuss the
questions. Invite volunteers to share their ideas with the
whole class.
A
B
3.27
Critical Thinking: Applying (page 198)
Direct students’ attention to the word web. Read the title
aloud. Play the audio. Ask students to write down details
as they listen to explain how the five ideas connect to
the topic of personality. Be sure students understand
the meaning of each aspect before moving on. Have
pairs of students take turns reading the description
of each person. Ask them to identify and write the
personality aspect next to the description of the person
it is associated with. Ask volunteers to share their ideas.
Remind them to give reasons to support their opinions.
C
Critical Thinking: Judging (page 198)
Ask students to rate their personality or the personality
of a family member for each of the five aspects in the
word web in exercise B. Remind them to combine this
new information with their own knowledge and previous
experiences to make the judgments.
(page 199)
Ask pairs of students to give real-life examples that
demonstrate their ratings in exercise C. Encourage
students to ask each other follow-up questions to
continue the conversation.
D
Ideas for … PRESENTING PRONUNCIATION: Using
Punctuation Marks
Tell students that punctuation marks are not only useful
in writing, but also in speech. Review the information
in the box. Provide examples of punctuation mark use
within context, and read them aloud for the class to
model correct pronunciation. For example, write the
following examples on the board, and say them aloud
as you point to the pronunciation marks:
1. This is how you would use falling intonation with a
sentence ending in a period.
2. And then, you should pause at a comma; however,
there are two more times when you need to pause:
at a semicolon and at a colon.
3. But how would you use rising intonation with a
question mark? Like this.
4. And it’s so much fun to show emphasis with an
exclamation mark! Don’t you think?
5. These are some ways you can use “punctuation
marks,” such as the ones listed in the box, in your
speech.
(page 199)
Have students practice using punctuation marks as they
read aloud. Have them continue to practice by reading
aloud one or more of their own answers from exercise D.
Invite volunteers to read one of their answers aloud for
the class.
E
F
3.28 (page 199)
Give students time to review the questions before
listening. Play the audio. Encourage students to take
notes as they listen. Ask students to form pairs and
compare their answers. Review answers as a class.
Ideas for … EXPANSION
Have students further reflect on the listening by
discussing the following questions in small groups:
1. In the listening, Alma says that we have to be
realistic about the personality changes we want to
make. In your opinion, what are some examples of
realistic and unrealistic personality changes? Why?
2. Luis talks about how his grandfather got calmer and
more pleasant as he got older. Do you think your
personality has changed as you’ve aged? How? Do
you think it will continue to change? How?
Ideas for … PRESENTING THE SPEAKING SKILL:
Defending an Opinion
Review the information in the box. Remind students
that it’s important to support our opinions with facts
and research, as well as personal experience. Read
the examples aloud. Ask students which phrases they
have used or are familiar with and which are new.
G
Critical Thinking: Analyzing (page 199)
Read the life events aloud for the class. Give students time
to consider how each could change, or has changed, their
personality. Have them make some notes with real-life
examples. Then have students share their analyses in
E m o ti o n s a n d P e r s o n a l it y
109
pairs. Remind them to use the phrases from the Speaking
Skill box to explain and defend their opinions. Invite
volunteers to share their ideas with the class.
ANSWER KEY
SPEAKING
5
MIN
FINAL TASK: Presenting
Research
S
3
A (page 198) Answers will vary.
B (page 198)
1. dependability
2. extroversion
3. neuroticism
4. openness
5. agreeableness
C (page 198) Answers will vary.
D (page 199) Answers will vary.
E (page 199) Answers will vary.
F (page 199)
1. 13%; Answers will vary for the second question.
2. They want to be more extroverted.
3. You can do it with a realistic plan to change
behavior patterns in certain situations.
G (page 199) Possible answers:
1. Research suggests that getting a job that you
really like can give you more confidence.
2. Most people would agree that having a baby
makes you more responsible.
3. As far as I know, getting married may or may not
change your personality.
4. I read that moving to a new place can create
stress in your life. I don’t think it would change
your personality, though, unless you moved to a
different country.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Interacting with the Audience
Tell students that it’s important to keep the attention
of the audience when presenting. Explain that the best
way to do this is to interact, or engage with, different
audience members. Review the ideas and tips in the
box. Ask students to respond to the information in the
box. Ask them: Which of these ideas do you think is
most effective in engaging an audience member? How
comfortable are you interacting with the audience?
110
U N I T 10
(page 200)
Read the instructions aloud. Then read each topic aloud.
After each topic, ask students to raise their hands if
they are interested in presenting on that topic. Pair up
students who raised their hands at the same time. Have
the paired students write down five research questions.
Approve their questions before they move on. Give
students time to research answers to their questions.
Remind them they will need to provide facts, as well as
personal experience, to make their presentation stronger.
TIP This final task requires students to conduct research
online. Allow them to use their phones or tablets in class,
or reserve library or computer lab time before class.
A
B
Organizing Ideas (page 200)
Have students organize their research findings in an
outline according to their research questions. Ask
them to decide who is going to present on which
part. Remind them to include one or two questions for
audience members. Ask them how else they are going
to interact with their audience. Provide feedback and
suggestions as necessary. Give students time to practice
their presentations. Encourage them to give each other
feedback on all the presentation skills they’ve learned
so far.
C
Presenting (page 200)
Have pairs present their research findings to the class.
After each presentation, ask audience members to
provide feedback on how engaged they felt.
ANSWER KEY
FINAL TASK
A–C (page 200) Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.
Audio Scripts
CD1
Unit 1: The Science of Shopping
Lesson A
Track 1.2
Vocabulary
B.
Page 4
addictive
alter
assume
bargain
bump
commercial
complex
consumer
purchase
retail
Track 1.3
Track 1.5 C. Listening for Main Ideas
D. Listening for Details
C.
Page 5
1. In the United States, many teenagers’ first work experience is a
job in retail or in a restaurant.
2. Although the store only altered the location of a few of the
departments, many customers disliked the changes.
3. Ben had assumed that the store closed at six and was
disappointed when he got there and found the door locked.
4. Customers frequently bumped into and knocked over the
sign because of its inconvenient position.
5. Most people do not use a credit card when they make a very
large purchase such as a new car.
6. During the end-of-year sale, hundreds of customers visited
the department store hoping to find a great bargain or two.
7. Many consumers use their phones to check prices online
before purchasing anything in a store.
8. In a survey of people who have bought items through online
sites like eBay, some said they felt online shopping was so
addictive that they couldn’t stop doing it.
9. According to the plans, the new apartment building will have
commercial space for offices, restaurants, and stores on the
first floor.
10. The store’s refund process was so complex that many customers
decided it was easier to keep an item than to return it.
Listening: An Interview About Consumer Behavior
Track 1.4
Guest: Sure. Most people assume my job has to do with the
environment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and
second, why they act in those ways. Now, an environmental
psychologist could focus on any situation such as work, home,
school, or wherever else. But my personal focus is on how people
behave in commercial situations, especially retail ones.
B. Critical Thinking: Predicting
Page 6
Host: With me today is Melissa Travis. Welcome, Melissa.
Guest: Thanks. I’m happy to be here.
Host: Now, I understand that you’re an environmental psychologist,
but I’m not quite sure what that is. Could you explain?
Page 6
Host: With me today is Melissa Travis. Welcome, Melissa.
Guest: Thanks. I’m happy to be here.
Host: Now, I understand that you’re an environmental psychologist, but I’m not quite sure what that is. Could you explain?
Guest: Sure. Most people assume my job has to do with the environment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and
second, why they act in those ways. Now, an environmental
psychologist could focus on any situation such as work, home,
school, or wherever else. But my personal focus is on how people
behave in commercial situations, especially retail ones.
Host: You mean shopping?
Guest: Exactly. I’m also interested in behavior at movie theaters or
restaurants, say, but shopping is my main focus.
Host: Isn’t it pretty easy to predict shopping behavior? Don’t most
folks just buy what they need and then leave the store?
Guest: That may be what you do, but actually, no. The way that a
consumer behaves when shopping is often complex.
Host: How so?
Guest: Well, for instance, there’s the issue of personal space.
Researchers have found that most people like a certain amount of
personal space when shopping. Imagine that a shopper is looking
closely at an item. If several other shoppers bump into this person,
he or she will likely just leave the store without buying anything.
Host: Don’t take this the wrong way, but isn’t that obvious?
Nobody likes getting bumped, after all.
Guest: But what’s interesting is that this behavioral pattern
doesn’t always hold true. Sometimes shoppers don’t mind getting
bumped. Many stores have permanent areas set up for discount
items. And in these areas, consumers will stay and shop: they don’t
seem to mind getting bumped or brushed by others. So a variety
of factors—the amount of space, the price of an item, the number
of other shoppers, even the time of day—all alter how people
behave when shopping.
111
Host: Hmm, I see your point, and I bet you could tell us more
interesting tales about this, but why does it all matter? I mean, why
is it important to know how people behave in retail situations?
Guest: Well, if stores want to sell more goods—and of course,
selling electronics or clothes or whatever is the whole purpose
of a store—then it helps to know how and why humans behave.
I’ve already mentioned that most customers like to have space.
Because of this, stores have learned to place goods in areas where
shoppers aren’t likely to be bumped.
And take sales as another example. Everybody loves getting a
bargain. In fact, studies have shown that buying something for a
good price can improve your mood. It can make you feel so good,
in fact, that shopping can even be addictive. Not only that, but
when people are in a good mood, they sometimes act based on
their emotions or without thinking. This means they might buy
more than they need of something, or even buy something they
don’t need at all.
Host: So you’re saying that stores are trying to alter how we behave
in order to encourage us to spend more? Does that mean some of
my decisions about what to buy are not really my decisions?
Guest: Well, I can’t say that’s always true, but to some extent, yes.
Host: Huh. It makes sense that stores would do that, I guess, but I
hadn’t ever considered it before. So is there anything we can do to
be smarter shoppers?
Guest: Well, another way that stores try to change our behavior
is to use our emotions to make us buy things. We all worry about
not looking good or feeling good, right? Stores know this and
try to sell items designed to make us look or feel better. But next
time you’re shopping, don’t buy a product that says it will give you
more energy. Instead, try thinking about why you’re tired, which is
probably just because of a lack of sleep. If you can get more sleep,
you won’t need to buy something that, at best, can only have a
temporary effect on your energy level.
Host: That’s a good point. I guess I can’t buy energy—or good
looks. Too bad. Any other tips?
Guest: Be careful about when you go shopping. Studies show that
we often buy more than we need if we’re hungry or unhappy, for
example. And here’s my last tip: if you’re the kind of person who
shops online and often buys things that you later regret, delete
your credit card details from the site after each purchase. If your
card is not saved on the website, you’ll have to enter the details
each time. Having to do that gives you time to think, and during
that time, you may decide you don’t really need another shirt or
pair of shoes or whatever. Plus, it’s safer if your card details are not
stored online.
Host: Now that’s a tip I can certainly use. I shop online a lot. Melissa Travis, thank you. That was very interesting.
Track 1.6 Listening Skill: Recognizing a
Speaker’s Attitude
Page 7
I’m really excited we’re going shopping tomorrow.
It’s too bad you can’t come shopping tomorrow.
She can’t come shopping tomorrow.
Track 1.7 E.
Page 7
1. Well, I can’t say that’s always true, but to some extent, yes.
2. Don’t take this the wrong way, but isn’t that obvious? Nobody
likes getting bumped, after all.
3. Huh. It makes sense that stores would do that, I guess, but I
hadn’t ever considered it before.
4. So you’re saying that stores are trying to alter how we behave
in order to encourage us to spend more?
112
AUDIO SCR IP TS
Speaking
Track 1.8 Pronunciation: Question
Intonation
Page 9
Is the store on the corner still open?
What did you buy yesterday?
What did you buy yesterday?
Lesson B
Vocabulary
Track 1.9 A.
Page 14
A: You didn’t mark your gender on this application form, Bob.
B: I must have forgotten. Filling out applications is such a chore.
Would you mind checking the box next to “male” for me, please?
A: Is it true that you met Lionel Messi yesterday? For real?
B: Yeah! And it was great, especially because I speak some Spanish,
so I could interact with him better than the other people with me!
A: How did your experiment go, Achmed?
B: I can’t say for sure yet, but I came up with a good way to conduct it, I think, so I hope the findings will be useful.
A: Did you hear that Professor Albright has lost her job?
B: Yeah, and I’m upset about it. She’s worked here for over 25 years
apparently. I think the college should have shown more loyalty
to her.
A: How was your weekend, David?
B: Not so good. I went to the mall on a mission to buy a gift for my
sister. I was there for hours, but I couldn’t find the right gift. It
was pretty frustrating.
A: Excuse me. Where could I find Marketing Basics?
B: Sorry to tell you this, but that book’s out of stock just now. We
thought we had ordered sufficient copies, but more students
purchased it than we expected.
Listening: A Lecture about Gender and Shopping
Track 1.10 B. Listening for Main Ideas
Page 16
Professor: Good morning, everyone. Let’s continue our discussion of modern society by talking about gender and gender roles.
Today we’re going to be looking at shopping, and asking if there’s
a difference in how women and men shop. Just out of interest,
how many of you think men and women do behave differently
when shopping?
OK, that’s pretty much all of you. And you’re right, of course.
Studies show that women and men do shop differently. I’m going
to be speaking in general terms, so remember that not every
woman or every man will behave in these typical ways.
Let’s discuss one study in particular, titled “Men Buy, Women Shop.”
It’s a slightly older study, but I think the findings are interesting,
and I’ll return to the title in a moment. Before I explain what the
findings are, let me give an overview of the steps they took to
conduct the study. Researchers interviewed about 1,200 American
consumers by telephone. They were asked about how they would
interact with store employees, about their shopping habits and
preferences, about their loyalty to particular stores, and so on.
Now, this study was given an interesting title: “Men Buy, Women
Shop.” Just take a moment to think about that. “Men Buy, Women
Shop.” Hmm. What do you think it means? Carlos?
Carlos: Well, I think the title probably summarizes the goal
of shopping. For men, I guess the goal is simply to purchase
something. For women, though, the goal is to have the experience
of shopping; you know, the whole process of walking around the
store, looking for things.
Professor: Good. So men have a goal, and women want the
experience, sort of like what’s represented in this diagram. Women
go in, walk around, look at a lot of different things before they
make a purchase. Men go in and make a purchase. Amal, what do
you think of that suggestion?
Amal: Yeah, I think that’s probably true. I’ve got a twin brother, and
it drives me crazy to go shopping with him. He just wants to get in
and out of the store as fast as possible. But I want to look around,
to see things, to try things on, you know?
Professor: Yes, I think you’re both right. The title suggests that
shopping is a mission for men, a chore or task. When shopping,
men often have an item in mind. And, they want to find it, pay for
it, and take it home as quickly and easily as possible. For women,
though, shopping is about the experience. It’s about comparing
different items. It’s about spending time in a store. It’s about
interacting with people.
Anyway, let’s look at some of the study’s findings in more detail.
For me, several interesting conclusions came out of the study.
One was the kinds of things that could upset male and female
shoppers. Men, on the one hand, find certain things frustrating.
These include not being able to find a parking spot, learning that
an item they want is out of stock, and seeing a long line at the
cash register. For women, on the other hand, frustration was more
likely to come from not being able to find a sales associate or—
worse –finding one who wasn’t helpful or who lacked sufficient
product knowledge.
Another interesting finding was also related to sales associates. Both
men and women said they would leave a store without buying
anything if they had a bad experience with an employee. But for
men, such “bad experiences” were usually related to the product,
for example, if a store clerk didn’t help a male shopper find an item
or failed to process the sale of the product efficiently. For women,
in contrast, “bad experiences” were related to the sales clerk. A bad
experience might be a sales clerk who wasn’t polite, or one who
didn’t take the time to build a relationship with the customer.
OK, so we’ve discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let’s ask an important question. Why do men and women behave
in different ways when shopping? Why don’t you discuss this
question with the people sitting around you for a few minutes?
Track 1.11
C. Listening for Details
Page 17
Professor: Anyway, let’s look at some of the study’s findings in
more detail. For me, several interesting conclusions came out
of the study. One was the kinds of things that could upset male
and female shoppers. Men, on the one hand, find certain things
frustrating. These include not being able to find a parking spot,
learning that an item they want is out of stock, and seeing a long
line at the cash register. For women, on the other hand, frustration
was more likely to come from not being able to find a sales
associate or—worse—finding one who wasn’t helpful or who
lacked sufficient product knowledge.
Another interesting finding was also related to sales associates.
Both men and women said they would leave a store without
buying anything if they had a bad experience with an employee.
But for men, such “bad experiences” were usually related to the
product, for example, if a store clerk didn’t help a male shopper
find an item or failed to process the sale of the product efficiently.
For women, in contrast, “bad experiences” were related to the sales
clerk. A bad experience might be a sales clerk who wasn’t polite,
or one who didn’t take the time to build a relationship with the
customer.
OK, so we’ve discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let’s ask an important question. Why do men and women behave
in different ways when shopping? Why don’t you discuss this
question with the people sitting around you for a few minutes?
Speaking
Track 1.12
A.
Page 18
Man: What’s that you’re reading, Ann?
Woman: An article with some interesting statistics about consumer behavior.
Man: Oh, yeah? Like what?
Woman: Well, the article says that 68 percent of North Americans
like finding bargains.
Man: Well, who doesn’t love a bargain, right?
Woman: OK, you’re right, but did you know that about 46 percent
of people worldwide say that they prefer to spend as little time
grocery shopping as possible?
Man: That’s me! I hate grocery shopping.
Woman: Here’s another interesting fact: almost eighty percent of
consumers have canceled a purchase because of poor service.
Man: Wow! That’s a really high percentage.
Woman: And shoppers who have a bad experience are nearly
20 times more likely to talk about it than to say nothing.
Man: That sounds about right to me. I always tell people when
I experience poor service. Does it say anything about online
shopping?
Woman: Well, apparently, close to six out of ten Americans do
research online before buying a product. That’s nearly 60 percent.
Man: Interesting. Say, could I read the article after you’ve finished?
Woman: Sure.
Unit 2: Mother Nature
Lesson A
Vocabulary
Track 1.13 A. Meaning from Context
Page 24
The King Penguin: Challenges to Reproduction
Many islands in the Antarctic such as the Possession Islands have
huge colonies of king penguins. These birds come to the islands to
reproduce. Although scientists believe the worldwide population
is increasing and king penguins are not in danger of extinction,
individual birds often have to struggle to stay alive.
Weather is one challenge that the birds face. This far south,
cold temperatures make it hard to keep eggs warm. Female birds
share this responsibility with their mate. Perhaps surprisingly,
climate change can also threaten the birds. After eggs hatch,
parents feed their chicks. Warmer oceans mean less food nearby.
As a result, chicks are left unprotected for longer periods while
their parents hunt.
Another factor is space. Some colonies have a hundred thousand
or more birds, each of which must find and defend a territory
of less than three feet (one meter) across. Predators are another
challenge. Adults must protect young penguins from seals and
other sea mammals, and sometimes even from other birds.
AUDIO SCR IP TS
113
Listening: A Panel about a Film Contest
Track 1.14 B.
C.
Track 1.16 A.
Page 26
Page 27
Shannon: OK, so let’s move on to the final documentary in our
discussion. What did you think of “The Penguins of Possession
Island?” Abdul?
Abdul: When I heard the title and topic, I thought it would be
boring. The life of king penguins didn’t sound that interesting, and
they aren’t in danger of extinction, you know. But actually, I loved
it. For me, it was the clear winner for best documentary.
Shannon: Hmm. Why do you say that?
Abdul: Well, I think the filmmakers did a great job showing the
challenges these birds face, and some of the camerawork was
just incredible. When the camera pulled back to show the size
of the colony, I was amazed! I couldn’t believe how many birds
there were, or how noisy it was. Then when the camera zoomed
in to contrast the huge colony with each bird’s tiny territory, I was
amazed again. That was a skillful piece of filmmaking. There’s more
I could say, but what do you both think?
Shannon: Martha?
Martha: Actually, I’m with Abdul. I think it is amazing.
Shannon: Did anything specific stand out for you?
Martha: I loved how the film had humor and seriousness—even
danger sometimes. Take the way the filmmakers followed that
one bird who wanted to reproduce and had to search for a mate.
It was funny at first. Then as the search went on and on, I began
to feel sorry for it. I don’t like it when nature documentaries get all
anthropomorphic and try to show animals as being like humans.
The director never did that, which impressed me. But yet we still
got the idea that adult birds take responsibility for their young, just
like humans.
Shannon: But what about the scenes where the predators
attacked young penguins? Didn’t you find them too strong?
Martha: I had to stop watching once or twice, I admit, but for me,
the director needed to include scenes like that. I mean, these birds
do have to struggle for life sometimes, right? Attacks by predators
do threaten these birds. Predators are a major factor in their lives.
Anyway, what do you think, Shannon?
Shannon: Some parts were great, I agree. I particularly liked how
the director made us feel how cold the island was without ever
mentioning the weather. The images really made me feel the
cold! But I really didn’t like the music. In my view, the music was
too modern somehow. It didn’t match what we were watching.
Having said that, “Penguins” is clearly the best documentary. Thank
you for joining me in this panel discussion.
Abdul: My pleasure!
Martha: Thank you!
Speaking
Track 1.15 Pronunciation: Syllable
Stress before Suffixes
romance
possible
educate
114
romantic
possibility
education
AUDIO SCR IP TS
Page 28
1.
2.
3.
4.
5.
6.
Page 28
academic
reproduction
responsibility
complexity
frustration
interaction
Track 1.17 C. Critical Thinking:
Interpreting a Flowchart
Pages 28–29
Take a look at the flowchart in your book. It shows cloning,
which is a special type of reproduction. So, cloning is a process
with several steps. First, scientists take a body cell from an adult
animal, such as a sheep. Next, scientists remove the nucleus from
that cell. Remember that the nucleus is the part of a cell that
contains DNA and that DNA has the genetic information. OK, now
after that, scientists take the nucleus out of the egg of another
sheep and replace it with the first nucleus. In other words, they
use an egg cell from the second sheep, but the nucleus with
genetic information from the first sheep. In cloning, scientists
use chemicals or electricity to make the egg cell start dividing.
After this happens, the egg is put into the body of a different
adult female. And after the usual period—in the case of sheep,
pregnancy lasts about five months—the second animal gives
birth to a baby that is a clone of the first animal.
Lesson B
Vocabulary
Track 1.18 A. Meaning from Context
Page 34
Host: Joining me today is Dr. Sam Darrow, a botanist who
specializes in the study of orchids. Welcome, Dr. Darrow. So, tell
me: what factors led to your interest in orchids?
Dr. Darrow: When I was a child, my father grew orchids at home.
At first, I loved them for their beauty. But over time, I noticed how
amazing they are.
Host: Amazing? How?
Dr. Darrow: Well, like every living organism, orchids need to
reproduce. Their primary way to do this is to manufacture nectar,
which insects love. When insects visit orchids and consume this
sweet liquid, they get covered in pollen. This is a substance that
contains DNA. The insects transfer this DNA to other orchids, and
reproduction can take place.
Host: So, that’s an interesting method: use something sweet to
attract insects in order to reproduce. What other ways do they
attract insects?
Dr. Darrow: One species of orchids smells like dirty diapers. To
us, this scent is unpleasant, but it’s attractive to some insects.
And Epidendrum orchids resemble milkweed, a favorite food of
butterflies, but actually aren’t food at all.
Host: So it’s a trick.
Dr. Darrow: Right! Butterflies visit expecting food, but get only
pollen. Other orchids play different tricks. Some look like typical
places where insects make homes or find shelter during bad
weather. Insects visit, get covered with pollen, but soon leave
when they find out the flowers are not good places to live.
Host: Thank you, Dr. Darrow. I’ve learned a lot.
Listening: A Conversation on Campus
Track 1.19 Listening Skill: Listening
for Content Words
Page 36
When I was a child, my father grew orchids at home. At first, I
loved them for their beauty. But over time, I noticed how amazing
they are.
Track 1.20
A.
Page 36
Leo: Excuse me? Sorry to bother you, but do you know the way to
the conservatory greenhouse? This map isn’t helping me much.
Elena: Yeah, the map isn’t great and the campus does resemble a
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to
the conservatory greenhouse right now. We can walk together.
Track 1.21
B. Listening for Main Ideas
Page 37
Leo: Excuse me? Sorry to bother you, but do you know the way to
the conservatory greenhouse? This map isn’t helping me much.
Elena: Yeah, the map isn’t great and the campus does resemble a
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to
the conservatory greenhouse right now. We can walk together.
Leo: Wow, that is lucky! I was worried I would be late for class.
Elena: Late? Are you in Professor Darrow’s class?
Leo: Yeah. I’m Leo, by the way.
Elena: And I’m Elena. Nice to meet you.
Leo: Nice to meet you, too. This is actually just my second day on
campus. I just transferred here.
Elena: Welcome. Where did you transfer from?
Leo: West Valley.
Elena: Oh, West Valley. Nice.
Leo: So, do you know what he’s going to cover today?
Elena: If I remember correctly, we’re going to discuss some of
the methods that organisms, especially plants, use to survive in
tropical areas.
Leo: That sounds interesting. He’ll probably talk about epiphytes.
I actually saw a great nature documentary about them just the
other day.
Elena: I’m sorry? Epi- what?
Leo: Epiphytes. They’re plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics. Hot, humid climates.
Elena: That sounds pretty cool.
Leo: It gets better: Most epiphytes grow on the branches of trees,
usually near the top where there’s plenty of sunlight. There’s not
much shelter up there, but there aren’t many animals that might
want to consume them.
Elena: So, epi—
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I’m not really sure. Perhaps they manufacture
some kind of substance that helps them stay attached to the tree?
Maybe Professor Darrow will cover it in class today.
Elena: Maybe … but he specializes in orchids, so I imagine those
will be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it’s really warm in there. But yes, it’s a great place
for plants and plant lovers. Let’s go in. I’ll introduce you to some of
my friends.
Track 1.22 C. Listening for Details
Page 37
Leo: So, do you know what he’s going to cover today?
Elena: If I remember correctly, we’re going to discuss some of
the methods that organisms, especially plants, use to survive in
tropical areas.
Leo: That sounds interesting. He’ll probably talk about epiphytes.
I actually saw a great nature documentary about them just the
other day.
Elena: I’m sorry? Epi what?
Leo: Epiphytes. They’re plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics. Hot, humid climates.
Elena: That sounds pretty cool.
Leo: It gets better: Most epiphytes grow on the branches of trees,
usually near the top where there’s plenty of sunlight. There’s not
much shelter up there, but there aren’t many animals that might
want to consume them.
Elena: So, epi—
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I’m not really sure. Perhaps they manufacture
some kind of substance that helps them stay attached to the tree?
Maybe Professor Darrow will cover it in class today.
Elena: Maybe … but he specializes in orchids, so I imagine those
will be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it’s really warm in there. But yes, it’s a great place
for plants and plant lovers. Let’s go in. I’ll introduce you to some of
my friends.
AUDIO SCR IP TS
115
Unit 3: On the Move
Lesson A
Track 1.23
Vocabulary
A. Meaning from Context
Page 44
1.
Professor: As we said in our last class, migration is when people
move to a new area or country, and settle and make their home
there. We discussed forced migration last time; that is, migration
that people have not freely chosen to do. Today, however, we’ll
discuss its opposite: voluntary migration.
2.
Professor: If we think about this movement, this migration,
as being away from one place, we call it emigration. The prefix
e- added to migration means from or out. However, if we think
about this movement as being towards somewhere, we call it
immigration, with the prefix im- meaning in or into.
3.
Professor: We tend to think of migration as the movement of
peoples across international borders; that is, from one nation to
another. International migration is probably the most familiar to
us as it’s often in the news. But domestic, or internal, migration is
actually more common. That’s the kind of migration that happens
when people move from one region to another region within the
same country.
4.
Professor: Economic push factors include things like a lack
of jobs in a region; economic depressions resulting in a weak
economy; and finally, a lack of economic stability. Societal push
factors are those related to the culture or society of a region. In
some cases, they may include discrimination against a minority by
the majority.
5.
Professor: Despite this, migrants, especially international ones,
may face problems in their new home. For instance, there may be
a language barrier to overcome.
A Lecture about Migration
Track 1.24 B. Listening for Main Ideas
C. Note Taking
Page 46
Page 47
Professor: Hello, everyone. Today we are going to continue our
discussion about human migration. As we said in our last class,
migration is when people move to a new area or country and
settle and make their home there. We discussed forced migration
last time; that is, migration that people have not freely chosen to
do. Today, however, we’ll discuss its opposite: voluntary migration.
Now as we said last class, migration occurs when people who
live in one place decide to move elsewhere and settle and make
their home there. If we think about this movement, this migration,
as being away from one place, we call it emigration. The prefix
e- added to migration means from or out. However, if we think
about this movement as being towards somewhere, we call it
immigration, with the prefix im- meaning in or into.
We tend to think of migration as the movement of peoples
across international borders; that is, from one nation to another.
International migration is probably the most familiar to us as it’s
often in the news, but domestic, or internal, migration is actually
more common. That’s the kind of migration that happens when
116
AUDIO SCR IP TS
people move from one region to another region within the
same country. Let’s quickly illustrate this. Show of hands, please:
How many of you were not originally born in this country? OK, I
count four hands raised. That means four of you are international
immigrants. Now, the rest of you, how many of you were not
originally born in this city? Wow! It looks like pretty much all of you
are migrants of some sort. Perhaps that’s why you all chose to take
this class?
Anyway, so let’s move on to discuss an important question
about voluntary migration: Why do people do it? Why do people
choose to emigrate from their home? Why do people choose
to immigrate to a place they probably don’t know very well?
There are several theories that claim to answer this question. In
simple terms, though, I find it helpful to talk about push factors—
negative things that push people away from somewhere –and
pull factors—positive things that pull people towards somewhere.
Let’s discuss some examples of these two factors.
Broadly speaking, push factors fall into three categories: relating to
the economy, to society, or to the environment. Economic push
factors include things like a lack of jobs in a region; economic
depressions resulting in a weak economy; and finally, a lack of
economic stability. Societal push factors are those related to the
culture or society of a region. In some cases, they may include
discrimination against a minority by the majority. More commonly,
push factors include things like high crime rates, low-quality
services such as poor medical care or limited access to quality
education, low-quality or expensive housing, and so on. And
environmental push factors include natural disasters such as
earthquakes, floods or droughts; pollution; and climate change,
especially if it affects crop production.
Pull factors can also be categorized as relating to the economy,
society, or the environment. Economic pull factors include access
to jobs, economic stability or better conditions, and the like.
Societal pull factors include things like low crime rates; access to
high-quality medical care, education, and housing; and facing little
or no discrimination. And environmental pull factors include few
natural disasters, no pollution, a good climate that allows enough
food to be grown, and so on.
OK, now the exact reasons why a particular person or group
chooses to migrate are typically a combination of various push
and pull factors, with economic factors often being the main ones.
But even in cases where a combination of push and pull factors
is strong, the decision to migrate and settle in another place is
often a difficult one. On the one hand, life at home may have
many problems and life in a new place looks like it would be much
better. On the other hand, life at home is familiar, and it’s often
easier to do nothing than to move. Not to mention that life in a
new place is likely to be unfamiliar and hard in many ways.
Many migrants choose to settle in regions that have a
large proportion of other migrants from their home region.
This gives them the benefits of migrating to a new place together
with the benefits of living in a familiar culture with people who
speak their language, who understand their culture. People who
can help them become accustomed to their new home, in other
words. Despite this, migrants, especially international ones, may
face problems in their new home. For instance, there may be a
language barrier to overcome. Some citizens of the new region
may be uncomfortable with the arrival of so many immigrants,
which can lead to discrimination. The immigrants may not have
enough money to be able to live comfortably, especially at first.
Still, despite all of these issues, human migration continues.
Speaking
Track 1.25
Pronunciation: Linking
Page 49
The magazine publishes a list of the most livable cities.
This neighborhood has some cheap places to live.
High housing costs are often a barrier to owning a home.
Track 1.26
D.
Page 50
The Economist magazine publishes an annual list of cities with
the best living conditions. These “World’s Most Livable Cities” have
many of the things that people want in a city. These things include
access to healthcare, good or great transportation, and relatively
cheap places to live. In recent years, Melbourne in Australia, Vienna
in Austria, and Vancouver, Toronto, and Calgary in Canada have all
been in the top five.
Lesson B
Track 1.27
Vocabulary
A. Meaning from Context
Page 54
1. The professor began her lecture with an overview of migration
within the United States in the middle of the nineteenth
century. She said that for much of that period, the midwest and
western regions were seen as the frontier.
2. The speaker explained that these days, more and more people
are choosing to relocate from rural to urban areas. These
people believe they have the prospect of a better life in a city.
3. The architect described a new high-tech habitat designed for
areas with dangerous climates. Its most important aspect is
its weight. Although designed for two dozen people to live in
comfortably, it weighs less than a car.
4. The presenter argued that in the future, humans might live
elsewhere in the solar system such as on Mars or even Mercury,
the closest planet to the sun. He said that humans might
colonize other planets within the next few decades.
5. The engineer gave a talk on some of the dangers people would
encounter if they were to move to another planet. Despite the
risks, she was optimistic that new technologies would soon
allow humans to survive on other planets.
Track 1.28 E.
Page 55
In his classic science fiction novel Red Mars, Kim Stanley Robinson
tells the tale of a human colony on Mars. The story describes
the initial struggle for survival of a small number of people in an
artificial habitat on the surface of Mars. The other two books in
the trilogy, Green Mars and Blue Mars, focus on the challenges—
physical, emotional, and even social—that these people
encounter as they live on the frontier of human civilization. They
also tell how the colonists turn Mars into a planet suitable for
human life and then colonize other places in our solar system.
Listening: A Study Group Discussion
Track 1.29 B. Listening for Order
of Events
C. Listening for Details
Page 56
Marina: Hi, Lucas. Hi, Cheryl. Sorry I’m a couple of minutes late.
Lucas: No problem, Marina. I only just got here myself.
Cheryl: Me too. Anyway, now we’re all here, shall we get started?
Lucas: Sure. First we need to discuss what we’re going to include
in our presentation, don’t you think?
Marina: Actually, shouldn’t we decide on a title for our talk first?
Lucas: Oh, good point! How about “Human Migration: The Final
Frontier” or “Human Migration: To Boldly Go Where No One Has
Gone Before?”
Cheryl: Aren’t those just phrases from that TV show, Star Trek?
Lucas: Yeah, but I think that’s good. I mean, the colonization of
other planets is possible, but it still sounds like science fiction,
don’t you think?
Cheryl: Well, I’d prefer something simpler. How about “Human
Migration: Beyond Earth”?
Marina: I like it. It’s short but still gets across the idea that one day
people might live on other planets.
Lucas: Fair enough. “Human Migration: Beyond Earth” it is. Now,
back to what information we need to include.
Marina: For me, we should start off with a quick overview of the
various push and pull factors that could explain why people might
choose to leave Earth.
Cheryl: Yeah, that’s really important. I mean, it’s one thing to
relocate to another city or even to emigrate to another country,
but it’s another thing to leave Earth entirely. The push and pull
factors really have to be powerful ones.
Marina: OK, so we’ll begin by discussing why people might want
to move off-planet, and then should we talk about how they’re
going to get there?
Cheryl: You mean discuss the kinds of technology that are
needed for it to happen?
Marina: Yeah. I think that’s important. We’ll need rockets to get
them to Mars—or wherever—that don’t cost billions. And in
addition to how they’ll get there, we should discuss the challenges
they’ll encounter there. I mean, other planets are dangerous.
The colonists would need safe habitats in order to survive and
ways to grow food. Without those things, the prospect of space
colonization is unlikely.
Cheryl: Good points. For sure we should discuss how people
might migrate off Earth. And what about talking about when
that’s likely to happen?
Marina: I think when is important, but won’t that come up
naturally when we discuss the technology that’s needed and how
long it’ll take to develop?
Lucas: I think Marina’s right. Let’s talk about how and when
together. I was thinking that we should also talk about who might
emigrate off Earth. I mean, it’s not like everybody on the planet is
going to want to buy a ticket to another world, is it? But perhaps
who is something we should discuss at the same time we talk
about why.
Marina: Makes sense to me. Different groups of people are likely
to have different reasons for wanting to leave. So it’ll be natural if
we discuss who and why at the same time. OK, any other things
we need to include?
Cheryl: Well, I think we should talk about where humans might
go. Which planets, I mean. Let’s stick to the solar system, though.
That’s where we’re likely to emigrate first. From what I’ve read,
the technology to colonize planets that are light years from Earth
won’t be available for decades, but some people say humans
could begin to colonize Mars or the Moon in the relatively near
future.
Lucas: Good ideas, Cheryl. We definitely need to talk about
where, and I think it’s a good idea to limit our discussion only to
places within the solar system. Does it make sense to talk about
where at the end of our talk, though? To my mind, it would make
AUDIO SCR IP TS
117
more sense to talk about where humans are likely to go before
we discuss how they’re going to get there. I mean, doesn’t the
technology we need to develop depend on where we’re going?
Marina: Yeah, I think Lucas is right. Let’s cover the where before
the how. OK, anything else we should talk about?
Cheryl: Hmmm. Not that I can think of.
Lucas: Me neither.
Marina: OK, so now we need to decide who’s going to say what.
I’d say we should each focus on one or two aspects of the topic.
Lucas: Good idea. If it’s OK with you both, I’d like to be the one to
talk about how humans are going to colonize other worlds and
when that’s likely to happen, you know, the technology side of
things.
Cheryl: That’s fine with me. I’m really interested in the push and
pull factors and in who might decide to leave Earth. That would
leave where humans might move to for you to cover, Marina. Is
that OK?
Marina: I don’t have a preference for what I talk about, so that’s all
fine with me. So when we actually deliver our talk, it’ll be Cheryl
first, me second, and Lucas last.
Lucas: That’s right. So should we meet same time, same place
next week? We can go over the research we’ve done and practice
our talk.
Cheryl: Works for me.
Marina: And me.
Track 1.30
D.
Page 57
The students discuss a presentation they are going to give. First,
they decide on “Human Migration: Beyond Earth” as the title of
their presentation. After that, they agree that their talk should
include information about the various push and pull factors that
might cause people to leave Earth. They also discuss the types
of technology that humans will need if they are going to live on
other worlds and when emigration to such places might happen.
After that, the students decide that their talk should mention
which groups of people are likely to want to leave Earth. Finally,
they agree that their presentation should include information
about which other places in the solar system such as the moon or
Mars humans might emigrate to.
Speaking
Track 1.31
C.
Pages 58–59
1. By 2024, it is estimated that the world’s population will be
approximately 8 billion people.
2. To colonize Mars, SpaceX plans to spend at least $10 billion
over the coming years.
3. SpaceX’s Interplanetary Transport System (ITS) may be able to
carry up to 200 people per trip.
4. The cost to send a single colonist to Mars is estimated at
between 100,000 and 200,000 dollars.
5. The first ITS flight to Mars with human beings on board is
planned for the year 2024.
6. The average length of the first trips from Earth to Mars on the
ITS is estimated at 115 days.
7. The average temperature on Mars is roughly -80 degrees
Fahrenheit (-60 degrees Celsius).
8. Gravity is lower on Mars: a 200-pound person on Earth would
weigh just 75 pounds on Mars.
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AUDIO SCR IP TS
Unit 4: Our Changing Planet
Lesson A
Vocabulary
Track 1.32 B. Meaning from Context
Page 64
a. The landscape consisted of grass-covered hills with rocky
peaks.
b. Over very long periods, heat and pressure can turn mud into
solid rock.
c. Years of wind and rain caused the rocks to erode into unusual
shapes.
d. This particular beach is often exposed to strong winds.
e. During an extended period without rain, a crack formed in the
ground.
f. Photographs of the gas clouds rising from the volcano were
very dramatic.
g. It is important to wear appropriate shoes when hiking in the
canyon.
h. The textbook gave a step-by-step explanation of the formation
of valleys.
i. The earthquake was so strong it caused the roof of the cave to
collapse.
j. According to the guide, the area has many unique geological
features.
Listening: An Earth Sciences Lecture
Track 1.33 B. Listening for Main Ideas
Page 66
Professor: Today we’ll begin by discussing some limestone
landscapes. As you probably know, this rock is formed when
sea creatures die and fall to the ocean floor. Over time, layers
of skeletons build up and the bottom layers are pressed down.
Eventually the pressure turns them into limestone. Interestingly,
the term limestone doesn’t come from the color of the rock—
which is typically white or gray, not green—but from “lime,” an
important industrial product made from limestone. Anyway,
limestone is a relatively hard rock, but water can wash it away,
especially water that is slightly acidic. Uh, we usually think of acid
rain as being caused by human industry, but sometimes acid rain
can be caused by gases from volcanoes.
Now as I was saying, water can erode limestone. Typically, some
parts of the rock are weaker than others, and these areas are
eroded first. This leads to holes and cracks in the rock. If this
continues for thousands or even millions of years, some very
dramatic landscapes can form. Let me show you a photo of one
such landscape. Can anyone tell me what kind of landscape
we’re looking at here? No? OK, well this is a photo of a classic
karst landscape, that’s K—A—R—S—T, karst. Like many other
terms related to geology or landscapes, that name was originally
borrowed into English from a German word.
Anyway, karst landscapes form in areas where limestone is
exposed to the weather. Here’s a photo of a particularly amazing
karst landscape. This is Tsingy de Bemaraha National Park located
near the western coast of the island of Madagascar. The word
Tsingy can be translated into English as something like “place
where one cannot walk without shoes,” and I think you can see
why that’s an appropriate name. The limestone peaks can be very
sharp. In fact, some people call this area the Forest of Knives. It’s
really dramatic, isn’t it? Anyway, let me explain the formation of
this amazing landscape in a little more detail.
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knifelike points that you can see here.
Some tourists visit the Tsingy de Bemaraha National Park, but it is a
difficult environment for people to walk through. As I mentioned,
the limestone peaks are sharp. This isn’t related to our topic, of
course, but Madagascar has experienced political instability and
this, combined with other issues, has made Tsingy less attractive
as a tourist destination. As a result of these factors, human activity
in the region is fairly light. This fact, together with the unique
landscape and climate, means that Tsingy de Bemaraha is home to
some incredibly rare species of plants and animals.
Anyway, now let’s look at some other kinds of limestone landscapes.
Track 1.34
C.
Page 66
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knifelike points that you can see here.
Track 1.35
D.
Page 67
Today we’ll begin by discussing some limestone landscapes. As
you probably know, this rock is formed when sea creatures die and
fall to the ocean floor. Over time, layers of skeletons build up and
the bottom layers are pressed down. Eventually the pressure turns
them into limestone. Interestingly, the term limestone doesn’t
come from the color of the rock—which is typically white or gray,
not green—but from “lime,” an important industrial product made
from limestone. Anyway, limestone is a relatively hard rock, but
water can wash it away, especially water that is slightly acidic. Uh,
we usually think of acid rain as being caused by human industry,
but sometimes acid rain can be caused by gases from volcanoes.
Now as I was saying, water can erode limestone.
Track 1.36 E. Listening for Details
Page 67
Now as I was saying, water can erode limestone. Typically, some
parts of the rock are weaker than others, and these areas are
eroded first. This leads to holes and cracks in the rock. If this
continues for thousands or even millions of years, some very
dramatic landscapes can form. Let me show you a photo of one
such landscape. Can anyone tell me what kind of landscape
we’re looking at here? No? OK, well this is a photo of a classic
karst landscape, that’s K—A—R—S—T, karst. Like many other
terms related to geology or landscapes, that name was originally
borrowed into English from a German word.
Anyway, karst landscapes form in areas where limestone is
exposed to the weather. Here’s a photo of a particularly amazing
karst landscape. This is Tsingy de Bemaraha National Park located
near the western coast of the island of Madagascar. The word
Tsingy can be translated into English as something like “place
where one cannot walk without shoes,” and I think you can see
why that’s an appropriate name. The limestone peaks can be very
sharp. In fact, some people call this area the Forest of Knives. It’s
really dramatic, isn’t it? Anyway, let me explain the formation of
this amazing landscape in a little more detail.
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knifelike points that you can see here.
Some tourists visit the Tsingy de Bemaraha National Park, but
it is a difficult environment for people to walk through. As I
mentioned, the limestone peaks are sharp. This isn’t related to
our topic, of course, but Madagascar has experienced political
instability and this, combined with other issues, has made Tsingy
less attractive as a tourist destination. As a result of these factors,
human activity in the region is fairly light. This fact, together
with the unique landscape and climate, means that Tsingy de
Bemaraha is home to some incredibly rare species of plants and
animals.
Anyway, now let’s look at some other kinds of limestone landscapes.
Speaking
Track 1.37 A.
Page 68
The eruption of Mount Vesuvius in AD 79 is one of the most
famous in history. Two Roman towns were destroyed and
numerous citizens were killed. The eruption was observed by the
writer Pliny the Younger. He described the eruption in two letters
to Tacitus, another famous Roman. His description was so detailed
and accurate that similar eruptions are called Plinian by modern
geologists. These days the sites of the destroyed towns are often
visited by tourists. However, this may not be a safe thing to do as
Vesuvius is considered to be an extremely dangerous volcano by
many experts.
Lesson B
Vocabulary
Track 1.38 A. Meaning from Context
Page 74
1. This led to local people making a big effort to preserve the
forest. They tried different things, but people found that one
of the most effective ways of preserving it was to limit the
number of tourists each year.
2. One important aspect of modern life is finding a balance
between work and other parts of life. It’s not easy to balance
the need to make money with the desire to enjoy life, but
studies show that it’s important for both our physical and
mental health.
3. So, as I was saying, this had a major impact on the situation.
What kind of impact? Well, after it happened, demand rose,
prices fell, and the company saw profits increase significantly.
4. After several weeks the companies decided it was necessary to
reach a compromise, and both sides reduced their demands.
Like any compromise, it wasn’t perfect, but it was good
enough that both companies were reasonably happy with the
end result.
AUDIO SCR IP TS
119
5. Some people argued that the decision about the new park
would cause harm to local wildlife. They were concerned that
animals might be hurt. As it turned out, those concerns were
unnecessary: instead of being harmed, local wildlife actually
benefited.
6. The idea was that the new museum would bring more
tourists to the city. In theory, this made sense. After all, there
were few other tourist attractions. But that was only in theory,
and unfortunately it didn’t work out that way in practice. In
fact, most visitors to the museum are actually local residents.
7. The executives were sure that the company was going to
become stronger over the next few years. However, the
company’s position in the industry was more fragile than they
knew. It was so fragile, in fact, that within a few months, sales
had declined by almost fifty percent.
8. So, it was decided to hire consultants to advise on how to
promote the region as a tourist destination. The suggestions
that the consultants made were effective, and the number of
visitors increased dramatically.
9. After you have collected your data, you need to do an analysis
of it. Exactly how you analyze it will depend on the kinds
of data that were gathered. Have a look at page 78 of your
textbook for some examples of data analysis.
10. The main complaint among citizens is related to the city’s
infrastructure. Residents feel roads, bridges, and even power
networks are in poor condition, and they want more money
to be spent on repairing and replacing the infrastructure.
Listening: A Conversation about Selecting
a College
Track 1.39 B. Listening for Main Ideas
C. Listening for Details
Page 76
Liam: Hi, Serena. How’s it going?
Serena: Oh, hi, Liam. Everything’s fine with me. What’s new
with you?
Liam: Not much. Well, actually, I’m trying to decide where to
go to college.
Serena: Which colleges are top on your list?
Liam: Just three right now: New York University, the University of
Southern Maine, and Mount Royal University.
Serena: What was the last one? Mount Royal? Where is it?
Liam: It’s in Calgary, in Canada.
Serena: Huh. Don’t be offended, but that seems like a pretty
random selection of schools. I mean, I can understand NYU—I’d
love to go to college in New York—but why Maine or Calgary?
Liam: Because I’d like to get a degree in ecotourism, and there
aren’t that many colleges that offer it.
Serena: Ecotourism? Hmm. You’re going to have to tell me what
that is.
Liam: My parents said the same thing. Basically, ecotourism tries
to make sure travelers have a great experience but in a way that
can preserve nature and benefit local people. It’s about finding a
balance between tourism and the environment.
Serena: So, it’s like tourists get to visit natural areas without having
a negative impact on them? That’s pretty cool.
Liam: I know, right? I’ve always loved traveling, so getting a job
related to travel is kind of a dream of mine. And I’ve heard that
ecotourism is a real growth area in the tourism industry right now,
120
AUDIO SCR IP TS
so I’m hoping it’ll be easy to find a job after I graduate. And there
are so many news stories these days about how humans have
damaged the environment, so it seems like the right thing is to try
and protect it, you know?
Serena: Right. But isn’t air travel bad? Traveling by airplane is one
of the worst things you can do for the environment.
Liam: You’re absolutely right, Serena. So, the idea behind
ecotourism is to find a compromise. If people are going to travel
somewhere, ecotourism says let’s make sure they travel in a way
that causes as little damage as possible; let’s make sure they act in
a responsible way when they arrive; let’s make sure they know the
harm that humans can do to the landscape.
Serena: That sounds good in theory, but how does it work in
practice?
Liam: Well, I was reading about ecotourism in Madagascar.
Apparently there’s a national park there called Tsingy de Bemaraha
or something. It’s this amazing landscape—like a forest of sharp
rocks. A great tourist destination. But it’s hard for tourists to get
there, and they’re likely to damage the landscape. It’s a pretty
fragile place, apparently.
Serena: OK.
Liam: So what happened was these ecotourism consultants came
in. They did an analysis of the area and selected some regions
that were especially good for tourists. They built facilities and
infrastructure—walkways, bridges, that kind of thing—to allow
tourists to visit these regions without causing erosion or damaging
local wildlife. Apparently a couple thousand local jobs were created.
Serena: You’ve really done your research on this, huh, Liam? But
still, no offense to Southern Maine or Calgary, but New York must
be at the top of your list, right?
Liam: Actually, I’m leaning towards Mount Royal University in
Calgary.
Serena: How come?
Liam: Well, for one thing, Mount Royal is the only school that
actually offers ecotourism as a major. The other two schools offer
courses in ecotourism, but my major would have to be tourism
and hospitality, not ecotourism. For another thing, Calgary is a
great city, apparently one of the five most livable cities in the
world. And lastly, studying in Canada would save me a lot of
money. My father’s Canadian, so I’m a dual US and Canadian
citizen. That means my tuition fees would be lower. I worked it
out, and studying in Calgary would be around 25 percent cheaper
than going to school in New York and about 10 percent cheaper
than studying in Portland, Maine.
Serena: Whoa. That’s a pretty big difference. I might have to look
into going to school in Canada myself.
Speaking
Track 1.40 Pronunciation: Word
Stress for Emphasis
Page 78
A: New York must be at the top of your list, right?
B: Actually, I’m leaning towards Calgary.
That sounds good in theory, but how does it work in practice?
I totally agree with what Ricardo just said.
There are two options we need to discuss.
CD2
Unit 5: Making a Living, Making a
Difference
Lesson A
Track 2.2
Vocabulary
B. Meaning from Context
Page 84
Cooperatives
Cooperatives, or co-ops, are different from corporations or other
conventional business models. The main difference is that the
employees are also the owners of the cooperative. They agree to
cooperate by selling their products or services together rather
than separately. If the co-op makes money, the members share
the profits. This allows all co-op members to earn a good living.
Cooperative businesses are quite diverse. They provide
every imaginable kind of goods and services and can range
from quite large to very small. For example, in Boston,
computer experts decided to work for themselves and formed
TechCollective. At TechCollective, customers can simply walk in
and have their computer problems solved by the same people
who own the business.
Track 2.3 E. Meaning from Context
Page 85
Peruvian Weavers: A Profitable Artisan Cooperative
In the Andes Mountains of Peru, people in the village of Chinchero
were living in poverty during much of the 20th century. Their
agricultural products—potatoes, barley, and sheep—were
bringing in very little income. In 1996, the women of Chinchero
became entrepreneurs and started the Chinchero Weaving
Cooperative. They began selling their traditional handmade fabrics
to tourists. Now, the women generate more income for their work,
and their earnings stay within the community. Starting a co-op was
an effective way for villagers in Chinchero to bring in more money.
However, before deciding to start a cooperative, owners of small,
home-based businesses need to assess their situation carefully.
Listening: A Talk about a Cooperative Business
Track 2.4
A. Critical Thinking: Analyzing
Page 86
Snake Hunters Find Cure for Joblessness
Most people run away when they see a poisonous snake, but not
the Irulas of India. For generations, the Irulas made their living
by catching wild snakes, including deadly poisonous cobras. In
the past, the snakes’ skins were sold and made into luxury goods
such as handbags and boots. But that changed in 1972, when the
Indian Parliament adopted the Wildlife Protection Act, making the
Irulas’ main income source suddenly illegal.
Track 2.5 B. Note Taking
C. Listening for Details
Page 87
Speaker: Good afternoon, and thank you for inviting me to speak.
My name is Marsha Nolan, and I’m the director of Worldwide Coop. I hope that some of you have heard of our organization? Great.
Well, Worldwide Co-op exists to support cooperative enterprises
of all kinds. We provide online classes to help you start a new
co-op or to help you manage your existing co-op. And because a
lot of the information you find online only applies to conventional
companies—not to cooperatives—we provide a library of
information at our website. The information you’ll find there is free,
it’s all about co-ops, and it’s available to you at any time. Today,
I’d like to give you some information about a co-op in Chennai,
India. It’s an unusual co-op since it was formed in response to
wildlife protection measures. And since all of you are members of
wildlife organizations, I think you’ll find the story of this co-op to
be especially interesting and relevant to you.
The story begins in 1972. That was the year that India took a major
step in wildlife protection and passed the Wildlife Protection Act.
And although that law has been beneficial to wildlife, it wasn’t so
good for a small tribe called the Irulas. You see, they made their
living catching snakes such as the Indian cobra, which were sold
for their skins. Even before 1972, the Irulas lived in relative poverty,
despite being some of the only people in India with the necessary
skills to catch poisonous snakes. After 1972, however, things went
from bad to worse. It became illegal to sell these snakeskins.
What happened next, however, could serve as a model for many
places. The Irulas became entrepreneurs. They saw a need for
something that only they could provide: snake venom. The
venom is used to produce anti-venom—the only known cure for
poisonous snakebites. And because there are approximately 46,000
deaths from snakebites in India each year, there is a huge demand
for venom. Since the Irulas knew how to handle cobras and other
poisonous snakes, they decided to cooperate and work together.
They formed the Irula Snake Catchers’ Industrial Cooperative
Society, and they were back in the snake business, but with one big
difference. In contrast to their past practices, the Irulas no longer
needed to kill the snakes in order to generate an income.
Now, the Society has around 300 members, and they catch snakes
just as they’ve done for many years, but now they carefully milk
the snakes’ venom before returning them to the wild. That involves
sinking the snakes’ fangs into a piece of leather, which releases
the liquid venom, and collecting the venom in a container. Using
this natural venom is the only way to produce the life-saving
anti-venom now found in most hospitals in India. The snakes are
not killed, thousands of human lives are saved, and the Irulas earn
more money from the venom than they used to get for the snakes’
skins. Even better, the co-op members are all owners, so there’s
no longer a “middle man” getting rich from the Irulas’ hard work.
All of the wealth generated by the sale of venom stays in the Irula
community. These days, Irula families are doing better, their children
are attending school, and several species of snakes that might
otherwise have been killed to extinction are doing well in the wild.
The reason I’m telling you all of this is simple: the ideas behind
the Irulas’ co-op can be used in many places. After all, the Irulas
have found an effective and sustainable way to use wild animals
without harming them. Instead of being killed, the snakes are
being captured and then released. This way, the snakes are
benefiting the Irula people by providing income, and they’re
benefiting other people in India by providing an important
medicine.
Now, I know that I’m speaking to a diverse group of people. You
protect a wide variety of wildlife, and the different species that you
want to protect can’t all be milked for their venom. But what all
of you can do is to assess your situation. If endangered animals in
your country are being killed and sold, it’s important to understand
the reasons—especially the economic benefits that come from
killing the animals. You might find another way for people to earn
even more money than before by not killing the animals.
If you need help with any of this, Worldwide Co-op has many
information resources along with our online classes. Please
feel free to visit the website, send an email, or give me a call.
Thanks again for inviting me. And now, I’m happy to answer your
questions.
AUDIO SCR IP TS
121
Speaking
Track 2.6
1.
2.
3.
4.
5.
6.
Listening: A Meeting about Social Responsibility
B.
Page 88
fifty thousand
three point two million / three million, two hundred thousand
ninety-six hundred / nine thousand six hundred
seven hundred and forty thousand
eight billion
one million, two hundred and ninety-seven thousand, three
hundred
Track 2.7
C.
Page 88
Kudzu, originally brought to the United States from Japan in 1876,
is an invasive plant species. During the 1930s, the U.S. government
provided farmers with eighty-five million kudzu seedlings to hold
dry soil in place. That may have been a mistake because kudzu
can grow very quickly—up to sixty feet, or eighteen meters, in
one growing season. It can cover as many as twenty-five hundred
acres of land each year. Currently, kudzu covers around seven
point four million acres of land in the United States.
Track 2.8 Pronunciation Skill:
Pronouncing Large Numbers
Page 90
sixty-seven thousand, four hundred
three million, eleven thousand, three hundred and eighty-two
Lesson B
Track 2.9
Vocabulary
A.
Page 94
accessible
affordable
charity
concept
corporation
demonstrate
donate
fundamental
outcome
response
Track 2.10
C.
Page 95
The Give Back Box
The concept behind the Give Back Box is pretty simple. When
someone receives a box from an online retailer such as Amazon or
Overstock, they can fill it with clothing or household goods they
want to donate. Using a free shipping label, the box is shipped to a
local charity where the goods are sold at very affordable prices or
given away for free to people who need them.
Give Back Box itself is not a charitable organization. They’re a
for-profit company, but one of their fundamental goals is to do
more than make money. Founder Monika Wiela sees the company
as a way to help people in need and, at the same time, help
online companies demonstrate their social responsibility. So far,
the response from customers has been good. They’re eager to
help others by donating goods, and they’re happy to re-use their
cardboard boxes as well.
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Track 2.11 B. Listening for Main Ideas
Page 96
Guang: OK. Let’s get started. I’m glad that all of you could make
it to the meeting this morning. The topic under discussion today
is social responsibility—especially as that idea relates to our
company. Up until now, we haven’t thought much about this idea,
you know, the idea that we as a company can contribute to our
community, our world, to make it a better place.
So, I brought some information. There’s a copy for each of you.
OK. This is information about two businesses—one large and one
small. They both demonstrate how social responsibility can be a
fundamental value of a business. For these companies, it’s part of
their basic business mission. Yes, Jemila?
Jemila: Thanks, Guang. I’ve been thinking about this for some
time now. In my opinion, as a company, we take good care of our
employees, but we’re not doing much in terms of giving back to
the larger community. I’m really interested in this question of how
we can do more.
Guang: That’s great! I’m happy to hear you’ve been thinking about
this, too.
Jemila: I definitely have been. Other companies seem to be more
active in our community. You know, they support charities.
Guang: That’s true. Lucas?
Lucas: Yeah, I’m wondering why you chose these two companies.
One is a huge drug manufacturer, and this one looks like a small
company that makes handbags and backpacks. They both seem
to be very different from our company, so could you explain why
you chose these particular companies?
Guang: Sure. I think they’re both good models for us. Even
though we’re a software engineering firm, the concept of social
responsibility is the same as it is with these companies. We want
to give back to our community and make the world a better place,
right? So these examples can help us think about what actions
would be appropriate for our company.
Alice: Guang, there’s quite a lot of information here. Can you
explain what these companies are doing, you know, in a nutshell?
Guang: Sure. Thanks, Alice. The large company is GlaxoSmithKline,
GSK, the big pharmaceutical company. Although they’re doing
several things that are socially responsible—for example, they
provide medical training in places that need it, and they’re
working to reduce noise levels and energy usage at their
manufacturing plants—the most impressive thing they’ve done
is to make medications more affordable and accessible in parts of
the world that are not very wealthy.
Alice: That’s interesting, though surprising as well. I thought they
were just interested in making a profit. You know, they are such a
big pharmaceutical company.
Guang: Well, they are making a profit in every country where
they do business. So, social responsibility doesn’t mean no profit.
That’s a key: we can be socially responsible without decreasing
profits. Jemila?
Jemila: I’d like to know what this other company does—State
Bags. They seem more like our company. They’re a small business,
or at least they’re not a multi-national corporation!
Guang: Sure. State Bags makes these beautiful backpacks and
bags that you see in the picture. From the beginning, this business
has had a “Buy one, Give one” model, so for every bag a customer
buys, State Bags donates a backpack full of supplies—mostly
things for school—to a child who needs it.
Jemila: That sounds great! What a good idea. And how has the
response been from their customers?
Guang: Well, the response has been good. Their customers like
the idea of doing something to help kids, and State Bags is doing
well as a business, especially for a young company.
Lucas: Well, that’s the kind of outcome we’re looking for too. If
our customers feel good about doing business with us, and we’re
turning a profit at the same time, it’s a win-win situation.
Alice: Exactly. Even though we’re a small company, we can still
make a difference. Why don’t we do some brainstorming?
Track 2.12 C. Listening for Similarities
and Contrasts
Page 97
1. One is a huge drug manufacturer, and this one looks like a
small company that makes handbags and backpacks. They
both seem to be very different from our company.
2. That’s interesting, though surprising as well. I thought they
were just interested in making a profit.
3. Their customers like the idea of doing something to help kids,
and State Bags is doing well as a business, especially for a young
company. That’s the kind of outcome we’re looking for, too.
4. Even though we’re a small company, we can still make a
difference. Why don’t we do some brainstorming?
Unit 6: Design with Purpose
Lesson A
Track 2.13
Vocabulary
A. Meaning from Context
Page 104
Louis Sullivan was an American architect who died in 1924. He
worked for clients in many US cities including Chicago, Illinois,
and Buffalo, New York, and was one of the first architects to
design and build tall skyscrapers using materials such as steel and
concrete. His ideas have had a major influence on design and
architecture. He is best known for stating the principle that “form
follows function.” This means that the way a building or product
looks must depend on how people will use it, not on how it was
designed in the past.
Dieter Rams, born in 1932, is a German industrial designer. Many
of the products he designed in the 60s and 70s are still stylish
and appealing. Rams is deeply committed to good design, and
this led him to come up with ten principles of good design. One
key element of his philosophy is that “less is better,” meaning that
good design should be as simple as possible. He also believed
good designs should be innovative rather than old-fashioned, and
made from sustainable materials that are good for the planet. His
approach has generated many designs with a timeless quality.
Listening: A Guest Lecture about Design
Track 2.14
C. Listening for Main Ideas
Page 106
Professor: Good afternoon, everyone. Today we’re going to break
from our usual routine a little. Ana Fuentes, a successful designer,
is visiting our campus today, and she’s kindly agreed to be a
guest speaker for part of today’s session. So, please join me in
welcoming her.
So, Ana, I’ve got an easy question for you. It’s one that we’ve been
discussing over the last few weeks: what is good design?
Ana Fuentes: Are you sure that’s an easy question? Good
afternoon, everyone. Nice to be here. So, good design means
different things to different people, so all I can do is share my own
views with you, and I hope that’s OK. For me, good design must
meet certain criteria, certain principles. The most important of these
is that a product must serve a useful function. It has to help people
do something better, or more easily, or less expensively, or … well,
you get the idea. In other words, good design begins with the
purpose of the object.
Um, let me give you an example. When I was at design college,
my professor gave me an assignment. The task was to design and
make a chair using any materials I wanted. Well, I spent several
weeks coming up with a design and then making a prototype.
And when I’d finished—wow! —I was pretty pleased. I felt my
design was really stylish.
I showed the prototype to my professor with pride. I was sure she
would say something positive about my design, but she just said
“Try sitting on it.” So I did as she suggested, and, well, perhaps
you can guess what happened next. My chair broke. As you
can probably imagine, that wasn’t at all embarrassing! Still, that
experience taught me the importance of function: my chair looked
good, but it served no function because nobody could sit on it.
Anyway, “try again,” my professor said, so I did. I came up with
another design and built another prototype. And I was even
more pleased with this chair than the first one. You could sit on
it, it looked good, and I had come up with a truly innovative and
unusual design. So again, I showed my prototype to my professor
expecting a positive reaction. But she just said “Have others sit on
it” and walked away.
I was disappointed, but she was right. You see, when I asked my
friends to sit on my chair, they weren’t sure how to do that. One
person even turned the chair upside down and tried to sit on it
that way! Why? My design was so good that nobody knew how to
use it. And that’s bad design. I mean, it should be obvious how to
sit on a chair, right? And this brings me to my second principle for
good design: good design makes a product understandable.
One more criterion that I think … uh, yes? Question?
Male Student: Sorry to interrupt, but I’m not sure I follow your last
point. Could you explain what you mean by “good design makes a
product understandable?”
Ana Fuentes: Of course. There’s an influential expert on design
called Don Norman. Many of you have probably heard of him. One
of his ideas is that good design should show the user how to use a
product; it should naturally lead the user. For example, if you want
a user to push something, add a button to your design. Why? Well,
a button looks like it should be pushed. That’s what I mean by
good design is understandable. Is that clear?
Male Student: Yeah, thanks.
Ana Fuentes: A third key element—in my opinion—is that good
design should be environmentally friendly. A design that serves
a useful function and is easy to understand in fact is poor design
if the manufacture of it wastes resources, or if it is made from
materials that aren’t sustainable, or if it breaks too easily and must
be replaced. Any more questions?
Female Student: I have two questions, if that’s OK. First, even
though you’ve mentioned that your chair designs were stylish, you
haven’t said that good design needs to look good. Does that mean
you don’t think it’s important how an item looks? And second,
which designers have influenced your feelings about good design?
Ana Fuentes: Two good questions. I’ll answer them in reverse order,
if that’s OK? In terms of my influences, I’ve been inspired by every
designer whose work I’ve ever studied, by every teacher I’ve ever
had, and by everyone I’ve ever worked with. But if I had to name the
person who’s had the biggest influence on my design philosophy, it
would be Dieter Rams. I’m sure you’ve studied his ideas.
And going back to your first question, I do think that good design
should be attractive. But when I design a product, I focus first on
AUDIO SCR IP TS
123
making sure it serves a function. I focus second on making sure
the design is understandable, and I focus third on making sure
the design has little or no impact on the environment. And after
I am confident about those things, then I make sure the design
looks appealing. In other words, the look is important, but not as
important as some other elements.
Female Student: Thank you. Uh, so it sounds like you’re saying
that form should follow function. Right?
Ana Fuentes: Yes, absolutely. Sometimes I work with clients who
feel form is just as important as function. And those clients might
push me to focus on coming up with a really appealing design. I
understand wanting a beautiful product, but for me, true beauty
comes from a design that is useful first, attractive second. I am very
committed to making something that is useful.
Professor: Ana, thank you so much. Ana has agreed to stick
around after class to answer any more questions you might have.
For now, though, let’s turn to our assigned topic for today.
Track 2.15
D. Listening for Details
Page 107
Ana Fuentes: Um, let me give you an example. When I was at
design college, my professor gave me an assignment. The task was
to design and make a chair using any materials I wanted. Well, I
spent several weeks coming up with a design and then making a
prototype. And when I’d finished—wow! —I was pretty pleased.
I felt my design was really stylish.
I showed the prototype to my professor with pride. I was sure she
would say something positive about my design, but she just said
“Try sitting on it.” So I did as she suggested, and, well, perhaps
you can guess what happened next. My chair broke. As you
can probably imagine, that wasn’t at all embarrassing! Still, that
experience taught me the importance of function: my chair looked
good, but it served no function because nobody could sit on it.
Track 2:16 E. Critical Thinking:
Making Inferences
Page 107
1.
Professor: So, Ana, I’ve got an easy question for you. It’s one that
we’ve been discussing over the last few weeks: what is good
design?
Ana Fuentes: Are you sure that’s an easy question?
2.
Ana Fuentes: I showed the prototype to my professor with pride.
I was sure she would say something positive about my design, but
she just said “Try sitting on it.” So I did as she suggested, and, well,
perhaps you can guess what happened next. My chair broke. As
you can probably imagine, that wasn’t at all embarrassing!
3.
Ana Fuentes: But she was right. You see, when I asked my friends
to sit on my chair, they weren’t sure how to do that. One person
even turned the chair upside down and tried to sit on it that way!
Why? My design was so good that nobody knew how to use it.
Lesson B
Track 2.17
Vocabulary
A. Meaning from Context
Page 114
Course Description UXDN 364—User Experience Design
Digital technology is becoming increasingly sophisticated and
important, but often such technologies are poorly designed
and hard to use. User experience (UX) design is the process
of increasing the satisfaction level of users by making digital
products such as websites or computer applications more
appealing and easier to use. The main objective of the course is to
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help students identify and apply the key principles of UX design.
The course describes the typical ways that users browse websites
and use applications; it explains and illustrates how poor design
choices can be frustrating to users; and it explores how better,
more user-friendly UX design can solve these problems and
enhance overall user experience. This course is delivered through
lectures and online sessions, and is graded through a combination
of continuous assessment and final exam.
Track 2.18 B. Critical Thinking:
Analyzing
Page 115
Robert: Hi, Emma. You took User Experience Design last semester,
didn’t you?
Emma: Yeah. Why?
Robert: Well, I’m not enjoying my industrial design class, so I’m
thinking of taking that course instead. Do you mind telling me
what you thought of it?
Emma: Sure. The course itself was great, but I had some study
problems at first that were frustrating.
Robert: Oh, really?
Female Student: Yes. You see, I thought the course would
be pretty easy, so at first I didn’t prepare well for the lessons
or assignments. Luckily, Professor Selkirk—he’s a really good
instructor by the way—spoke to me after class one day. He helped
me identify what I wanted from the class, what my objectives
should be, in other words. After that, through a combination of
hard work and a lot of reading, I got an A in the final exam. That
really gave me a feeling of satisfaction, I can tell you.
Robert: I’ll bet! Hey, thanks, Emma. I appreciate it.
Emma: No problem, Robert. Let me know what you decide
to do, OK?
Listening: A Conversation with a Teaching
Assistant
Track 2.19 A. Critical Thinking:
Making Inferences
Page 116
TA: You need help with the homework NOW?
Student: Uh … yes.
TA: Now, four hours before it’s due? Now? Not three weeks ago,
when it was first assigned? Not two weeks ago when I had my TA
session, or any of the last FIVE afternoons I had office hours and sat
there bored out of my mind?
Student: I could come back later.
TA: Yes, please! My life is at your disposal!
Track 2.20 B. Listening for Main Ideas
C. Listening for Details
Page 116
Page 117
Student: Hi, I’m taking User Experience Design 364 with Professor
Selkirk. He gave us an assignment a couple weeks ago, and I’ve
been having some trouble with it. I spoke to the professor about it,
and he suggested that I come and talk with you as the TA. So, uh,
here I am.
TA: Sure, of course. Have a seat. So what’s the assignment you’re
having difficulty with?
Student: The one where I’m supposed to come up with an idea
that solves a common problem that users experience when they
browse the Web or use an application. I’ve got to make sure that
my idea not only solves the users’ problems but also enhances
their satisfaction.
TA: Oh, right. That one. It’s part of your overall class assessment, so
it’s an important assignment. What do you need help with?
Student: It’s a combination of things, but mainly I don’t really
know how to get started. I don’t really have any ideas, I guess.
TA: Hmm. OK, so tell me what design process you’re using. Let’s
start there.
Student: Oh, uh, to be honest, I haven’t been using any kind of
sophisticated process. I’ve just been trying to, you know, come up
with some ideas.
TA: Huh. Do you remember in the first class when Professor Selkirk
explained one possible process to use when coming up with
design ideas? You know, where you focus on the problem first?
Why don’t you use that process? I think it would help.
Student: Actually, I only decided to take his course a week into
the semester, so I missed the first class.
TA: OK, well, I guess the first thing I can do is summarize the
design process for you. I’m sure that will help you make some
progress on your assignment. OK, so the first step in the design
process is to identify the problem you want to solve.
Student: Isn’t that just the assignment: design a way to solve a
typical user experience problem?
TA: Well, not exactly. That’s the overall objective, but before you
can create your design, you have to focus on a specific problem
you want to solve. Do you see?
Student: Uh ….
TA: Look, let me illustrate. I’m taking Japanese classes, OK? And
sometimes I switch my tablet from English to Japanese so I can
browse the Internet using Japanese, but the software on my tablet
is badly designed. Although I’ve already switched languages, I
have to choose Japanese every time I want to type in a search. So I
have to select Japanese again before I do a second search, … and
before a third search, and a fourth search, and so on. Otherwise
I end up typing in English rather than Japanese characters. It’s
not a major UX issue, perhaps, but it gets pretty frustrating pretty
quickly.
Student: I can see how that could frustrate you.
TA: So that’s the kind of specific problem you might come up with
in the first stage of the design process. Make sense?
Student: OK, yeah, now I get it. Thanks.
TA: OK, so then in the second step, you explore various ways to
solve the problem from the first step.
Student: You mean I need to brainstorm solutions?
TA: Exactly. And then after you’ve brainstormed, the third step is
to select one of your ideas. You may want to list the pros and cons
of each idea in order to do that and develop a design. In the case
of your assignment for Professor Selkirk, you’ll probably want to
draw some diagrams to illustrate the problem and show how your
design will solve it. With me so far?
Student: Yeah, I’m taking notes. This is really helpful, by the way.
TA: Good. Now, once you’ve got a design that you like—perhaps
even a simple website that users can look at—you want to have
people to look at it and test it. And—and this is the key point—
you need to get feedback from them.
After that, you’ve got a choice. If the feedback from your users
is amazing, you may decide that your design is finished. In most
cases, however, you’ll want to make some changes in order to
improve your design. I often think of this stage in the process as
the redesign stage. And after you’ve made those changes, you get
more testing and feedback and either decide your design is good
enough or do additional rounds of improvement and redesign. OK?
Student: Yeah, this is great. I can already see that following this
design process is going to be a huge help. Thank you so much.
TA: You’re welcome. Good luck with the assignment, and come
back if you need more help. I’ve got office hours tomorrow and on
Friday, too.
Unit 7: Inspired to Protect
Lesson A
Vocabulary
Track 2.21 A. Meaning from Context
Page 124
1. Even as a child, Lina loved caring for other people, and this
passion for helping was the main reason she accepted a job
working for a charity.
2. According to a report, the world has a limited supply of
important resources called rare earth metals that are needed to
make smartphones.
3. The newspaper article about conservation was interesting, but
Melissa wasn’t in the mood to read about more problems with
the environment.
4. Nico’s intelligence and capacity for hard work were the main
reasons he was awarded an academic scholarship.
5. After his baby was born, Ben experienced a sleep deficit,
and his constant fatigue made it hard for him to concentrate
at work.
Track 2.22 B.
Page 125
apathetic
inspire
motivation
perceive
sacrifice
Listening: A Podcast about the Environment
Track 2.23 B. Listening for Main Ideas
C. Listening for Details
Page 126
Page 126
Interviewer: This is Lucy Ringmer with Green It Up, a weekly
discussion of environmental issues. I’m really excited about this
week’s podcast because I get to interview not one, but two
amazing scientists, both of whom are also National Geographic
Explorers. First up is marine biologist and educator Tierney
Thys. She’s written books, made films, given a TED Talk, and
even gotten her pilot’s license. I’m also joined by Kenny Broad,
an anthropologist, university professor, and experienced diver.
Welcome to you both. It’s an honor to have you on my show.
I’ve been hearing and reading about the idea of environmental
fatigue recently. I’m sure you’re familiar with this idea. We hear so
many news stories about the environment and the problems it
has. And as we hear them again and again, those stories affect us
less and less, don’t they? And this can cause people to stop caring
about the environment or, perhaps more importantly, to stop
trying to fix the problems. So my first question is why do you think
environmental fatigue is becoming an issue? Kenny?
Kenny Broad: So, I think there’s a lot of different explanations
for what some people have called “environmental fatigue.” In
some ways, it’s not a scientific question in my mind; it’s a cultural
question, or a question of how we perceive things, how we
perceive the world, how we perceive the risks. You wake up in the
morning, and there’s a lot of things to worry about, right? I’ve got
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125
to get, you know, I’ve got to get cleaned up and go to work. Some
of us have to get our kids ready and get to work. I’ve got to pay
the rent. I’ve got to make sure that there’s food in the refrigerator,
and my car’s not working. So we can only worry about so many
things in one day. We have sort of a limited capacity of things that
we can keep track of, and so things that are further away in time,
or further away in space, we tend not to worry about as much.
So some of the issues like climate change, or using up our water
supplies, or overfishing, they’re out of sight, out of mind. They’re
very slow sorts of problems. So it sort of makes sense that they’re
not, you know, they’re not the first thing that we wake up to feel
like we have to deal with.
Interviewer: And do you think environmental fatigue is a problem, Tierney?
Tierney Thys: I think there is, um, I think there is a lot of
environmental fatigue today, and that is a concern because we
are affecting the environment negatively, and we can’t just be
apathetic. We need to care about the environment, and when
every day we hear more and more bad news. You feel kind of
paralyzed. “What can I do? There’s just too many problems.” And
that can cause people to turn inward and do nothing, and that’s
the concern.
Interviewer: OK, but we can do something about it, can’t we?
Kenny, how can we inspire people to get over their environmental
fatigue and do something about the issues we’re facing?
Kenny Broad: As a scientist, we’re trained to worry about facts,
but I think you can look around the world and see that facts
aren’t what influence people, necessarily. We’re driven by the
emotional parts of our brain, and I think as scientists, we need
to think about communicating as much as we have to think
about doing our science. It’s not an information deficit. It’s a
motivation deficit. How do you motivate people? How do you
inspire them to make not just a behavioral change one time, like
turning off the lights, but multiple changes, and be consistent
over time? You inspire people through their emotions, not just
the analytic part of their brains, not just giving them statistics,
but showing them pictures, showing them videos, letting them
sort of see how science is done, but in a way that’s exciting.
There’s a lot of joy and passion by the scientists, and I think
we need to share that with the people who are getting the
information.
Interviewer: Tierney? What about you?
Tierney Thys: I think there are a number of ways that we can
inspire people to care about the environment. One is to get
people outside, and seeing for themselves the beauty and the
wonder. I think it’s also really important to show people the
challenges and the impacts that we’re having on the natural
world. But most importantly, I think we need to share stories
about people who are helping lessen our footprint on the natural
resources of the world and inspiring motivational stories of people
doing good conservation work.
Interviewer: My final question for you both: are you optimistic or
pessimistic about the future, and why?
Tierney Thys: I do remain optimistic. As a marine biologist, I see
that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and
increase the diversity, as well as the numbers of fishes, by, in some
cases, 400 percent. We can rebuild areas; we can regrow coral.
We can train local people, work with local people, and give them
resources so that they can train their kids to look after their own
backyard.
126
AUDIO SCR IP TS
Kenny Broad: I guess it’s the kids that give me hope for the
future, and I’m counting on them because it’s going to be their
world. I just hope that some of the adults pay enough attention,
because the kids get it, but the adults who tend to be more
worried about money don’t seem to want to sacrifice for the
future generations.
Interviewer: Tierney Thys and Kenny Broad, thank you both very
much.
Track 2.24 D. Listening for a
Speaker’s Purpose
Page 127
1.
Kenny Broad: You wake up in the morning, and there’s a lot of
things to worry about, right? I’ve got to get, you know, I’ve got to
get cleaned up and go to work. Some of us have to get our kids
ready and get to work. I’ve got to pay the rent. I’ve got to make sure
that there’s food in the refrigerator, and my car’s not working. So we
can only worry about so many things in one day. We have sort of a
limited capacity of things that we can keep track of, and so things
that are further away in time, or further away in space, we tend not
to worry about as much. So some of the issues like climate change,
or using up our water supplies, or overfishing, they’re out of sight,
out of mind. They’re very slow, sorts of problems. So it sort of makes
sense that they’re not, you know, they’re not the first thing that we
wake up to feel like we have to deal with.
Narrator: Why does Kenny Broad say “I’ve got to make sure that
there’s food in the refrigerator”?
2.
Kenny Broad: As a scientist, we’re trained to worry about facts,
but I think you can look around the world and see that facts aren’t
what influence people, necessarily. We’re driven by the emotional
parts of our brain, and I think as scientists, we need to think about
communicating as much as we have to think about doing our
science. It’s not an information deficit. It’s a motivation deficit. How
do you motivate people? How do you inspire them to make not
just a behavioral change one time, like turning off the lights, but
multiple changes, and be consistent over time? You inspire people
through their emotions, not just the analytic part of their brains,
not just giving them statistics, but showing them pictures, showing them videos, letting them sort of see how science is done, but
in a way that’s exciting.
Narrator: Why does Kenny Broad say “I think as scientists, we need
to think about communicating as much as we have to think about
doing our science”?
3.
Tierney Thys: I think there are a number of ways that we can
inspire people to care about the environment. One is to get
people outside, and seeing for themselves the beauty and the
wonder. I think it’s also really important to show people the
challenges and the impacts that we’re having on the natural
world. But most importantly, I think we need to share stories
about people who are helping lessen our footprint on the natural
resources of the world and inspiring motivational stories of people
doing good conservation work.
Narrator: Why does Tierney Thys say “I think we need to share
stories about people who are helping lessen our footprint on the
natural resources of the world”?
4.
Tierney Thys: I do remain optimistic. As a marine biologist, I see
that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and
increase the diversity, as well as the numbers of fishes, by, in some
cases, 400 percent. We can rebuild areas; we can regrow coral.
We can train local people, work with local people, and give them
resources so that they can train their kids to look after their own
backyard.
Narrator: Why does Tierney Thys say “We can train local people,
work with local people, and give them resources so that they can
train their kids to look after their own backyard”?
Speaking
Track 2.25 Pronunciation: Intonation
with Tag Questions
Page 128
It’s not going to be an issue, is it?
It’s going to be an issue, isn’t it?
Track 2.26
1.
2.
3.
4.
5.
6.
7.
8.
A.
Page 128
You haven’t lived here for more than a year, have you?
You were at the last class, weren’t you?
Your smartphone is less than a year old, isn’t it?
You don’t come to school by bus or train, do you?
Your hobbies include reading and running, don’t they?
You can’t play the guitar, can you?
You’ve visited Canada before, haven’t you?
You aren’t going to the party, are you?
Lesson B
Track 2.27
Vocabulary
A. Meaning from Context
Page 134
1. As a political activist, she went to many government meetings
and met with government officials.
2. We must first be aware of a problem before we can solve it.
3. The snowstorm caused a crisis when it forced two power
stations to shut down.
4. politician will certainly deny that she has received any illegal
gifts.
5. Her small, dark apartment was depressing, so she didn’t invite
friends to visit.
6. He worked hard on the assignment, so he felt discouraged
when he received a poor grade.
7. Surprisingly, losing his job three times in two years did not
change Jon’s optimism.
8. My friend is a nice guy, but I sometimes get tired of his
constant pessimism. He always expects the worst.
9. Three examples of renewable sources of energy are solar,
wind, and water.
10. A government website can be a valuable source of statistical
information.
Listening: A Talk about the Environment
Track 2.28 B. Listening for Main Ideas
C. Listening for Details
Page 136
Host: Hello, everyone, and welcome to this month’s free evening
lecture. Thank you all for coming out on such a cold night. As I’m
sure you’ve all seen from our library newsletter, our guest speaker
this evening is Anders Solberg. Anders is a writer, filmmaker, and
environmental activist. He’s in town to attend a documentary film
festival but has kindly agreed to give one of our library lectures
while he’s here. I’m sure you’re all as excited as I am to hear what
he has to say.
Anders Solberg: Thank you for the warm welcome. It’s a pleasure
to be here. Over the last few months, the news about the
environment hasn’t been very good, has it? We’ve had the hottest
ever temperatures in the south, record-breaking rainfall along the
coast, food crops failing because of drought in central regions,
oceans running out of fish, species going extinct. With all of this
bad news, it’s easy to feel discouraged, isn’t it? It’s easy to feel that
our actions don’t matter and to give in to environmental fatigue.
Why bother recycling, you might ask, if your neighbor does
nothing, if businesspeople continue to make products that cause
pollution, and if politicians deny climate change is happening?
It’s pretty depressing, right? Well, maybe not. You see, my goal
today is to give you hope for the future of our environment, and
I’ll do that by talking about some activists, some leaders, some
scientists, some inventors, some businesspeople who are not just
going to change the world, in my view, but might also save the
world. Who are these incredible people? They’re kids. Yes, kids! I’ll
introduce you to some of them, shall I?
First we have Madhav Rajaram Subrahmanyam. As a young child,
he learned that tigers were endangered. So he got together
with a group of his friends and began raising money. He shined
shoes, delivered packages, wrote poems, sang in the streets, sold
merchandise, and even made people visiting his home pay a
toll! He was just 13 years old. In just a couple of years, he and his
friends raised thousands of dollars to protect tigers. More and
more people in India are becoming aware of the importance of
conservation, and kids like Madhav are part of the reason for that.
A pretty amazing young man, isn’t he?
Next, meet Hannah Alper from Toronto, Canada. Hannah started
blogging about the environment when she was just nine years
old. She’s 13 in this picture, incidentally. She wanted to share her
views and inspire others to take action, and she’s definitely done
that. She’s been featured on television and in newspaper articles,
her blog posts are widely available online, and she regularly
gives public presentations. Hannah’s big idea is simple: lots of
little things can add up to something big. In other words, even
small actions can save the environment. I was lucky enough to
see Hannah give a talk recently, and I can tell you that I came
away from her presentation with a restored sense of hope and
optimism. My own daughter was inspired by her, too.
Moving on, there’s Nikita Rafikov from the United States, who was
just 11 when he came up with a pretty bright idea. Nikita had
learned about something called G-F-P, which stands for green
fluorescent protein. This is a kind of protein that is found in some
marine organisms. We call these organisms bioluminescent,
meaning they produce their own light. Nikita developed a way
to add this protein into windows, which means that in the future,
it might be possible for homes to have light without using
electricity. And we all know how we generate electricity can have
a big impact on the environment, don’t we?
And finally, there’s Adeline Tiffanie Suwana from Indonesia.
When she was 12 years old, Adeline formed a group called
Sahabat Alam, meaning “Friends of Nature.” This group now has
thousands of members—many of whom are kids—throughout
Indonesia. Adeline and her group try to educate people about
the environment, but they don’t just talk about saving the planet.
They take action, too, such as planting trees, helping coral reefs,
protecting species, and cleaning up the environment. One of my
favorite things that Adeline and her friends have set up is a project
that provides clean electricity—from water power, a renewable
energy source—to rural villages in Indonesia. And I’m not the only
person who’s impressed with Adeline: she’s received awards from
the United Nations, too. Another incredible and inspiring young
woman, wouldn’t you agree?
AUDIO SCR IP TS
127
There are many other kids I could tell you about—and thousands
of adults, too, of course. I don’t want to say that there is no crisis:
Clearly, the environment could be in better condition, but instead
of pessimism, I want you to feel optimism. Because my belief is
that children like these give us hope for the future, and I hope you
feel the same way. Thank you very much.
CD3
Unit 8: Traditional and Modern
Medicine
Lesson A
Track 3.2
Vocabulary
A. Meaning from Context
Page 144
Plant-Based Medicines
Using plants as natural remedies for health problems is nothing
new. In fact, for some people, medicinal plants are the only
affordable and available kind of medicine. When these people
become ill, they discuss their symptoms with a traditional healer
rather than a medical doctor. Now, some scientists want drug
manufacturers to take a new look at the ability of plants to restore
health and fight diseases such as cancer.
Nat Quansah, an ethnobotanist in Madagascar, studies plants such
as the rosy periwinkle. A synthetic version of the chemical from
that plant is now made into drugs that inhibit cancer growth.
These drugs have dramatically increased survival rates for two
kinds of childhood cancer.
Jim Duke, retired from the U.S. Department of Agriculture, grows
and writes about medicinal plants such as chicory. Chicory contains chicoric acid, which could be useful in fighting a deadly virus.
Duke says that empirical studies of medicinal plants are crucial to
developing new medicines.
Problems with Plant-based Medicines
The effectiveness of a medicine can be difficult to study
scientifically. One reason for this is that sick people who use a
medicine and then recover may associate their recovery correctly
or incorrectly to its effects. In addition, herbal remedies may not be
consistent because the amounts of natural chemicals in plants can
vary significantly. The variables include the soil plants are grown in
and the time when they are harvested, among other factors.
Listening: A Lecture about Plant-Based Medicines
Track 3.3 B. Listening for Main Ideas
C. Listening for Details
Page 146
Page 147
Professor: Hello, everyone. Let’s get started.
In Monday’s class, we talked about natural medicines from
plants—the kind of natural remedies that have been used by
traditional healers and grandmothers everywhere for a very long
time, things like drinking tea with honey to ease the symptoms
of a cold. Today we’re going to continue with that topic, but we’re
going to shift somewhat and talk about modern medicines that
have come from plants. They’re called plant-based medicines.
Many of our most useful medicines were originally based on
plants. Aspirin was developed by studying a chemical that’s found
in willow tree bark. Native Americans used to chew the tree bark
since it relieved pain. Another drug, digoxin, which is commonly
used to treat heart disease, comes from a flowering plant called
128
AUDIO SCR IP TS
digitalis or foxglove. It’s a poisonous plant, by the way, so I’m not
recommending that you eat it! Yes, Amina? Do you have a question?
Amina: Thanks, yes. I’m surprised by what you just said! How can a
poisonous plant—the foxglove plant—be good for our health?
Professor: Right, it doesn’t sound logical, but here’s the thing:
every plant contains dozens, sometimes hundreds of different
chemicals. What scientists have done with the foxglove plant is to
isolate just some of those chemicals—the ones that are helpful
in treating heart disease. Those chemicals are taken from the
foxglove plant so that they can be used to make a medication to
treat heart patients. Does that make more sense?
Amina: Yes, and it’s interesting. The whole plant can be dangerous,
but some of the chemical ingredients in the plant can support health.
Professor: That’s exactly right. And here’s a plant that taught us
how to make two important medications—the rosy periwinkle.
It’s from Madagascar. In traditional medicine, the plant was being
used to restore normal blood-sugar levels in people with diabetes.
So scientists studied the plant, but what they found was not a new
diabetes medication. Instead, they developed two anti-cancer
drugs. The drugs are used as a chemotherapy to fight two kinds of
childhood cancer, and they’re very effective. Victor?
Victor: Yes, I have a question. You said that this plant from Madagascar
“taught us how to make two important medications.” Do you mean
that the medicines aren’t made directly from the plant?
Professor: That’s correct. Scientists identify the chemical in
the plant, and then the medications are made from a synthetic
chemical, but it’s the same chemical that’s in the rosy periwinkle.
Victor: In other words, scientists can synthesize the chemical in a
laboratory.
Professor: Yes, and then a drug company uses the synthetic
chemical to manufacture the medication. At this point, I hope
you’re thinking about how helpful plants have been to people—
as traditional remedies, as material for making medicines, and as
models for synthetic chemicals made in a lab. And perhaps you’re
wondering why scientists are not studying hundreds of plant
species looking for the next great medications.
That’s a good question to ask, and the answer’s pretty complicated.
First of all, it costs a lot of money to develop any new drug, and
then to do empirical studies on it and get government approval
through the FDA. It’s a very long and expensive process. It takes
anywhere from 8 to 12 years, and the process is especially difficult
with plant-based medicines. That’s because when you’re working
with plants, there are a lot of variables. The first variable is finding
out scientifically whether the traditional remedy is effective. Some
sick people might use the remedy, feel better, and attribute their
healthy state to the remedy. Other sick people might get no help
from the remedy, so it’s important to do an empirical study.
The second variable is that it’s difficult to get consistent results
when you’re testing plants. Imagine that a drug company learns
about a plant that’s believed to inhibit the action of a virus—like
the chicory plant, for example. They do experiments with the
plant, and nothing happens. And it turns out that they picked the
wrong sub-species of the plant, or they picked it at the wrong
time of day. Really! The plant chemicals can be different in the
morning than they are at night. Or maybe the plants were old
instead of young, or some other plant was growing nearby that
had an effect on the first plant.
All of these variables can make a difference. The crucial thing to
remember is that scientists need to know exactly which chemical
from the plant is active, and they need to put a standard amount
of that chemical in each tablet or injection, and they need to make
sure it won’t kill anybody. They can do this by using synthetic
chemicals. Plants have different amounts of these chemicals.
Amina: Professor Hong, I understand that plants can be difficult
to study, but since people have been using plants as medicine for
such a long time, I would think the drug companies could begin
their research there—just study the plants that already seem to be
effective herbal remedies.
Professor: That’s a good point, Amina, but there really aren’t
any shortcuts when it comes to developing new medicines. Of
course, new drugs made from laboratory chemicals also have
to go through the same kind of testing process, but overall, the
development of these drugs is quicker because it doesn’t involve
as many variables as the development of plant-based medications.
Speaking
Track 3.4
C.
Page 149
Fighting Disease with a Guitar
As a child in Mozambique’s Niassa Province, Feliciano dos Santos
caught the polio virus from the dirty water in his tiny village. The
disease affected his ability to walk. “When I was young,” he recalls,
“I never believed I would grow up, get married, have children,
drive a car, and live such a full life.”
These days, Santos and his band Massukos use music to spread
messages of sanitation and hygiene to some of the poorest, most
remote villages in Mozambique. Their hit song, “Wash Your Hands,”
is part of a public health campaign created by Santos’s non-governmental organization (NGO), Estamos.
Santos’s NGO also works on programs to install pumps for clean
water, conduct health studies, and fight infectious diseases. Says
Santos, “Clean water is a basic human right, yet so many don’t have
it. I’m using my music to be the voice of people who have no voice.”
Lesson B
Track 3.5
Vocabulary
A. Meaning from Context
Page 154
Science fiction writers in the 1960s imagined the “tricorder.” The
radical idea behind the device was its ability to scan the body
from the outside and “see” everything from tiny bacteria to internal
organs such as the heart. This meant patients didn’t need to
undergo surgery or other invasive procedures in order to get a
medical diagnosis—in fictional stories, at least. Now the tricorder
idea might soon be a reality, and could be used by patients to
monitor their own health or by doctors in places far from hospitals.
In the area of regenerative medicine, researchers are using 3-D
printing techniques to create replacement body tissues. This
synthetic nose was created by Dr. Anthony Atala at the Wake
Forest Institute for Regenerative Medicine in North Carolina, USA.
Scientists are also working on ways to get the body’s own cells
and immune system to modify parts of the human body for use
in surgical repairs. For example, the body could generate new
knee cartilage that will be accepted more easily than a completely
artificial knee mechanism.
Track 3.6
C. Meaning from Context
Page 155
New Advances in Prosthetic Devices
A prosthetic device can help restore movement for a person who has
suffered a severe injury and has lost a leg, an arm, a foot, or a hand.
Advanced prosthetic arms can now be operated mentally.
The user thinks about moving her hand, for example, and the
corresponding part of the device moves.
After a patient loses an arm, nerves that once went to the patient’s
arm are surgically attached to the remaining muscles. The nerves
move the muscles, which transmit electrical signals to the
prosthetic arm.
Listening: A Podcast about Prosthetic Devices
Track 3.7 B. Listening for Main Ideas
C. Listening for Details
Page 156
Page 157
Walter Stamos: Welcome to the program. My name is Walter
Stamos, and my guest today is Jessica Marlin. She’s a medical
doctor, and she’s here to tell us about some exciting progress in
the world of modern prosthetic devices. Glad to have you here,
Dr. Marlin.
Jessica Marlin: You can call me Jessica. I’m glad to be here,
Walter.
Walter: Now, prosthetic devices have been around for a long time.
We’ve seen artificial legs and artificial hands. So, what’s new in this
area of medicine?
Jessica: Some very exciting developments, in fact. And you’re
right about prosthetic devices being helpful for many people over
the years—people with some kind of severe injury, but in most
cases, the prosthetic device simply took the place of the missing
body part. It didn’t do very much.
Walter: What do you mean by that, Jessica? It seems like taking
the place of a missing body part is doing quite a bit.
Jessica: You’re right, but think about your arm and your hand for a
moment. Think about all of the different things you can do—all of
the different movements you can accomplish just by thinking!
Walter: Alright. I know that when I think about picking up this cup
of coffee, my brain transmits a signal to nerves in my body, and
the nerves cause muscles in my arm and hand to move.
Jessica: Exactly! But for people with an artificial arm or hand, there
didn’t use to be that connection between the brain and the device.
Walter: Didn’t use to be?
Jessica: Right. You could wear the device, and then you had to
move the muscles in your back and chest to control it and make
it move. Or some devices had controls that you could press with
your chin. It was a lot different from the way most people move
their arms.
Walter: That’s for sure. So, is there something that works better—
some kind of radical new approach to the problem?
Jessica: Yes, at least—there will be something that works better
soon.
Walter: So it’s still in the research phase.
Jessica: It is, and one person—a woman named Amanda Kitts—
became a part of that research after she lost most of her left arm in
a car accident. She now has a prosthetic arm that she can control
with her thoughts. She can just think about moving the arm, and
it moves.
Walter: That’s remarkable! How is such a thing possible? I mean, it
sounds like something from science fiction.
Jessica: It does, and some people are even using the term
“bionics” to talk about this kind of device.
Walter: I guess that would make Amanda Kitts “The Bionic
Woman.”
Jessica: Exactly—part human and part machine, but the sciencefiction writers who first imagined bionics would be pretty amazed
by the real-world examples. One example is the cochlear implant,
which is now widely used. Over 300,000 people have gotten that
device, and it’s allowing them to hear.
Walter: Yes, people who would otherwise be deaf are hearing
quite well thanks to cochlear implants. That’s an internal medical
device.
AUDIO SCR IP TS
129
Jessica: Part of it is internal. That part is the implant that transmits
sound signals directly to the auditory nerve and from there on to
the brain. Another part is external: the part you see outside the ear
is a microphone that picks up sounds.
Walter: Getting back to Amanda Kitts, though, is some part of
her prosthetic arm internal? In other words, how can her brain
communicate with it?
Jessica: That’s the really interesting part, Walter. She needed to
undergo surgery. It’s a procedure called targeted reinnervation,
developed by two doctors at the Rehabilitation Institute of
Chicago. Dr. Todd Kuiken and Dr. Gregory Dumanium are the
innovative surgeons behind the technique.
Walter: How does it work, this targeted …?
Jessica: Targeted reinnervation. Notice the word “nerve” there, and
in this type of surgery, nerves that used to go all the way down the
arm are reassigned. They’re carefully located and reconnected to
muscles in the chest and shoulder.
Walter: That’s interesting. They actually modify the way those
muscles work by attaching different nerves to them, but it sounds
like we’re back to the idea of using muscles in the chest or back to
control the arm.
Jessica: It’s actually quite different. After the surgery, electrodes
are attached to the skin’s surface to pick up signals coming from
the muscles.
Walter: Electrodes are those things the doctor tapes to your skin
to pick up electrical signals—for example, to see the way your
heart is beating.
Jessica: Right, except in this case, there aren’t any wires that
connect to a machine. The electrodes on Amanda Kitts’ skin are in
contact with electrodes at the top of the prosthetic arm. So when
she moves one of her muscles, a mechanism—a small motor
that’s part of the device—makes the arm bend at the elbow or
makes the hand open or close.
Walter: So the mechanism that actually moves the arm is a motor.
Jessica: It is, but here’s the really interesting part. An idea, or an
image of Kitts’ missing arm still exists in her brain. In other words,
the nerves for that arm still communicate with her brain. So now,
when she thinks about moving her hand, that thought actually
causes movement in the corresponding part of the prosthetic
device.
Walter: It sounds like a much more natural way to operate the
prosthetic arm. So what’s next? You said they were still in the
research phase.
Jessica: Yes, now that several people have had the targeted reinnervation surgery, the next steps are toward prosthetic limbs that
can send information back to the nerves in the body. That will
allow patients to perceive hot and cold and whether a surface is
smooth or rough.
Walter: That would make the prosthetic arm much closer to the
original arm in terms of its function.
Jessica: Absolutely, and everyday life for someone like Amanda
Kitts would be closer to the way it was before the injury.
Walter: That sounds like a step in the right direction. My guest
today has been Dr. Jessica Marlin. Thanks very much for being
with us.
Jessica: It was my pleasure. Thanks for having me.
130
AUDIO SCR IP TS
Speaking
Track 3.8 Pronunciation: Linking Vowel
Sounds with /y/ and /w/
Page 158
We always sounds like “Weyalways.”
I am sounds like “Iyam.”
So easy sounds like “Soweasy.”
Who is sounds like “Whowis.”
Track 3.9 A.
1.
2.
3.
4.
5.
6.
Page 158
She is not getting a radical kind of surgery.
Who else in your family has flu symptoms?
He asked about the new medication.
They did two other blood tests.
Three of his friends are sick.
Why isn’t he undergoing the operation?
Track 3.10 B.
Page 159
A: How are you doing today?
B: I’m good, thanks. I was just listening to an incredible story about
cochlear implants.
A: Sounds interesting. I always enjoy stories about new medical
developments.
B: Me too! This was about a deaf child who got the implants when
he was very young. His parents wanted him to be able to hear
and speak normally.
A: That must have been a tough decision for the parents to make.
B: I imagine so. Well, it was nice seeing you.
Unit 9: Uncovering the Past
Lesson A
Vocabulary
Track 3.11 A.
Page 164
1. Collaboration is the act of working with others to produce or
do something.
2. A civilization is a society or culture that has a high level of
government, laws, art, music, and so on.
3. Curiosity is the feeling of wanting to know or learn more
about something.
4. Excavation is the act of digging in the ground to look for items
from the past.
5. Participation is the act of taking part in an activity or joining an
event with other people.
6. When a person proposes doing something, he or she
suggests a plan or idea for others to consider.
7. The remains of something are the parts that are left after the
rest of it has been used or destroyed.
8. A specialist is a person with a lot of knowledge, skill, or
experience in a particular field or subject.
9. To uncover means to find something that had been lost or
hidden.
10. Virtually has the same meaning as the words nearly and
almost.
Track 3.12
B.
Page 164
Conversation A
Todd: Hi, Jim.
Jim: Oh, hi, Todd. Say, how was your trip to Cambodia?
Todd: It was amazing. My original plan was just to relax on the
beaches, but it rained virtually every day, so my friend proposed
that we visit Angkor Wat, and I’m so glad we did.
Jim: Yeah? What was it like? I’m curious.
Todd: It was definitely the highlight of my trip. I met this really
interesting guide who knew all about the history of the Khmer
Empire. I learned so much.
Jim: Like what?
Todd: Well, I thought there was just the one temple at the site—
Angkor Wat—but apparently every major Khmer king between
900 and about 1700 AD built a temple at Angkor.
Jim: So there are lots of temples there?
Todd: Right. Tourists can visit some of the temples, but not others
because they’re still being excavated. In fact, I got to chatting with
one of the archaeologists. Turns out she’s from my hometown, and
she invited me to come back next year and participate in one of
the digs.
Jim: So you’d be collaborating with her? Wow! Are you going to
do it?
Todd: I’ve already started saving!
Conversation B
Ann: What are you doing, Paola?
Paola: Hi, Ann. I’m just watching a documentary online.
Ann: Oh, yeah? What’s it about?
Paola: Ancient Egypt.
Ann: Seriously? Huh.
Paola: It doesn’t sound that exciting, I guess, but actually it’s
fascinating.
Ann: Yeah?
Paola: Yeah. It’s all about mummies.
Ann: Mummies? You mean like the bodies or other remains of
famous leaders?
Paola: Actually, the Egyptians also made mummies of birds and
other animals. I just saw some great images of archaeologists
uncovering the mummy of a cat. The director interviewed a
couple of specialists including one named Salima Ikram who had
some fascinating things to say. She explained how much we can
learn about Egyptian civilization from mummies.
Ann: Uh, that actually does sound pretty interesting. Say, do you
mind if I watch the rest of it with you?
Paola: Of course not. Have a seat.
Listening: An Interview with an Archaeologist
Track 3.13
B. Listening for Main Ideas
Page 166
Interviewer: I’m joined today by Matthew Piscitelli, who has
worked as an archaeologist, a university professor, and an explorer
for the National Geographic Society. Welcome, Matthew, and
thank you for being here. Now my first question for you is this: why
should people care about archaeology?
Piscitelli: Why should we care about some stones and bones? I
think it’s important to study objects from the past, from ancient
civilizations because of the old cliché that we learn about the
future by studying the past. The past is who we are. We learn more
about where we come from, and it helps us learn more about our
identity today. We need to study those ancient civilizations so we
can help prepare for the future.
And archaeology is also important because it inspires curiosity.
People feel a connection to the past when I say, “You know, you’re
walking in the footsteps of ancient people.” Or, “This is what it
was like to live 5,000 years ago.” I think there’s something very
interesting about that.
So it’s important that we, as archaeologists, not simply do our
excavations, write a report, and then file that away where nobody
will read about it. We need to communicate what we do and the
importance of what we do.
We need to ask ourselves, why does what you propose to do really
matter? Who’s going to care beyond a few specialists in your field?
Are you asking questions that can inform us about humanity?
About culture?
Interviewer: Those are all great questions. Now, I think it’s fair to
say that when most people think about archaeology, they think
about uncovering objects from cultures like ancient Greece, Rome,
and Egypt. Why do you think that is? What is it about societies like
these that inspires us so much?
Piscitelli: So there are a lot of famous sites in the world like
Stonehenge and the Pyramids of Giza that people are always
excited to learn about. And there’s something charismatic
about them. They have been around for thousands of years.
People—not just us today as consumers of media or tourists—but
there have been tourists for hundreds of years, so people have
constantly been interested in these sites. And I think it’s from
the charisma, the wonder, the awe of these sites. It’s something
about archaeology that makes us wonder: What was it like to
live in the past? What was it like to build the pyramids or to build
Stonehenge? What did they mean? Those voices aren’t here to talk
to us today.
Interviewer: Are there any archaeological sites or ancient cultures
you think people should know more about?
Piscitelli: When we look at all the work that our National
Geographic explorers are doing all over the world, we come to
realize that the world is a very ancient place and there are a lot
of civilizations out there to be discovered. Now in some of those
places, like in Egypt, there’s a long history of study. Some other
places are more like the Wild West in that we don’t know as much.
For example, in Peru, we know Machu Picchu. We know some
sites along the north coast of Peru which are very famous, but
there are some other sites along the north central coast of Peru
where there are the earliest pyramids in the New World. They are
5,000 years old. They’re almost as large as the Pyramids of Giza, but
there’s been very little study of them whatsoever. So the important
thing to think about is that there is so much history out there just
waiting to be discovered, and that’s why we have to continue to
explore.
Interviewer: You’ve talked about what we can learn from
archaeology in general terms. Now I’d like you to think of specific
examples from your work in the field and your collaborations with
local people. How can archaeology bring the past to life? How can
it help us hear the voices of the past, as you suggested earlier?
Piscitelli: One of the communities where I work is called
Huaricanga, which is in Peru. I work with individuals who have
been living at the archaeological site for 30 years and some of
them had no idea that the mounds and hills around their houses
were actually the remains of ancient civilizations that have
been there for 5,000 years. And through their participation, the
collaborative efforts of myself and those community members,
AUDIO SCR IP TS
131
they start to realize that there is history around them and that
it’s their history. We had this one instance where an individual had
this table in his house, this nice stone table. And he had actually
taken the stone from one of the nearby pyramids. He had no idea
what it was used for in the past, but as we did our excavations and
he worked on our team, he learned the importance of the past
and realized the connection that he had was much deeper than
he had originally thought.
Interviewer: Matthew Piscitelli, thank you so much.
Track 3.17 D.
Track 3.14
Track 3.18 B. Listening for Main Ideas
C. Listening for Details
C. Listening for Referents
Page 167
1.
Piscitelli: The past is who we are. We learn more about where we
come from, and it helps us learn more about our identity today.
2.
Piscitelli: So it’s important that we, as archaeologists, not simply
do our excavations, write a report, and then file that away where
nobody will read about it.
3.
Interviewer: I think it’s fair to say that when most people think
about archaeology, they think about uncovering objects from cultures like ancient Greece, Rome, and Egypt. Why do you think that
is? What is about societies like these that inspires us so much?
4.
Piscitelli: There are some other sites along the north central coast
of Peru where there are the earliest pyramids in the New World.
They are 5,000 years old. They’re almost as large as the Pyramids of
Giza, but there’s been very little study of them whatsoever.
5.
Piscitelli: I work with individuals who have been living at the
archaeological site for 30 years and some of them had no idea
that the mounds and hills around their houses were actually the
remains of ancient civilizations that have been there for 5,000 years.
Lesson B
Track 3.15
Vocabulary
A. Meaning from Context
Page 174
Technology for Archaeology
Archaeologists often use a device with ground-penetrating
radar, or GPR, to see under the surface of the ground. It works by
sending radio waves into the ground. If the waves hit an artifact
such as a tool, they will be reflected back to the GPR machine
at the surface. In this way, the device can build up a picture of
what lies under the ground. GPR machines are not only useful for
finding buried objects; in many cases they provide evidence of the
remains of villages or other settlements.
Satellites are complex devices that humans send into space.
They stay in orbit above Earth, often at a fixed position above the
surface of the planet. They are used to send and receive large
amounts of data. Many satellites have cameras that can take
high-quality photos of Earth’s surface. Some of them have lasers or
other equipment that can scan objects from space. Archaeologists
use this data in various ways.
Track 3.16 Pronunciation: Stress in
Phrasal Verbs
I will look into your question.
He dropped out of the course.
Let me look at the ideas.
132
AUDIO SCR IP TS
Page 175
1.
2.
3.
4.
5.
Page 175
Did you come across any useful data?
This coin dates from the time of Caesar.
We need to figure out the best schedule.
Ana needs to get on with her research.
I will look into how to get tickets.
Listening: A Discussion about Archaeology
Page 176
Page 177
Professor: OK, so that wraps up today’s lecture, but before you
all leave, I’ve got a quick announcement about next class. We’ll be
discussing some technologies that are changing the way people
do archaeology in the twenty-first century. To prepare, I’d like
you all to pick a technology that matches that description and
research it. You can do that alone or collaborate with others. OK?
Everyone got that? Alright then, see you all next time.
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you
want to work on the research assignment as a group?
Omar: Yeah, good idea.
Serena: Sure.
Phil: Me, too.
Jess: Great. We’ll need to decide what technology to look into. Do
you want to set a date to figure that out or should we just do it on
Facebook?
Omar: Facebook would be OK, but as we’re all here and we’ve
already started discussing it, why don’t we just get on with it now?
Jess: Doing it now works for me.
Serena: And me.
Phil: I’ll have to leave soon, but I can stay for five minutes or so.
Jess: OK, so does anybody have any ideas for a technology we
could discuss?
Serena When Professor Levin mentioned the assignment,
my first thought was ground-penetrating radar. I spent the
summer helping out at an excavation in Peru, and we used GPR
there. It was incredible to see where an artifact or other remains
might be underground without actually doing any digging, and I
think …
Omar: Sorry to interrupt, Serena, but Professor Levin said we
should discuss things that are changing archaeology in the
twenty-first century. But as I understand it, GPR dates from the
1980s, so I’m not sure it qualifies.
Serena Oh, good point.
Phil: Still, I think GPR is definitely an important technology,
so let’s add it to our list of options, OK? Perhaps another option
would be to research lidar. I recently came across an article about
it, and from what I read, it’s really changing how archaeologists
work.
Jess: Lidar? Uh, could you refresh my memory?
Phil: It’s a way of using lasers to scan the surface of something,
and then …
Jess: Oh, is it also called laser scanning?
Phil: Yeah, that’s right. Now, as I was saying, after scanning,
archaeologists can use the data to make a really high-definition
map of an archaeological site. It shows what the ground surface
looks like even if there are trees or something that makes it hard
to see surface features. You know, some archaeologists recently
used lidar to discover a lost settlement in the jungles of Central
America. There was an article in…
Omar: Oh, right. That was a really interesting article. Lidar’s a
good idea, Phil, although I think it’s another twentieth century
technology. Still, let’s add it to our list. Ok, now one more
technology that we could …
Serena: Oh, what about drones? They’d be … Oh, sorry. I interrupted
you, Omar.
Omar: That’s OK. Go ahead.
Serena: You sure? OK, well, as I said, I think drones would be a
great technology to research.
Jess: You mean drones like the ones that people are talking about
as a way to deliver pizza or online purchases? Can drones be used
for archaeology?
Serena: Sure. They’re used to fly over sites and take photos to
make maps. The maps might not be as detailed as the ones made
with lidar, but they’d be a lot cheaper. And some drones are big
enough to carry a ground-penetrating radar device, so they can be
used to do GPR scans, too. And I’ve even read that archaeologists
can use them to provide security for important sites. So the drones
fly over an excavation to stop non-archaeologists from looking for
valuable artifacts and causing damage by accident.
Omar: I didn’t know drones could be so useful. I think Serena’s
right: they’re definitely a good technology to add to our list.
Anyway, I was going to suggest robots as another technology we
could consider. I’ve heard about these tiny rescue robots that are
used if there’s a natural disaster like an earthquake. The robots can
go into the remains of a damaged building and search for people
who are alive. Because they’re so small, they can go anywhere
and there’s no danger they’ll cause further damage. I’ve read that
archaeologists could use these tiny robots to go into underground
tombs or sites and take photos.
Phil: Cool! I’m really into robots, so for what it’s worth I’d love to
research that topic. Anyway, I’m going to have to head off soon,
but does anyone have any other ideas before I go?
Jess: I don’t know much about this topic, but what about
satellite archaeology? I’ve heard that this archaeologist named
Sarah Parcak is using data and photos from satellites to find
archaeological sites. And the really cool part is that she’s
developing a website that anybody can use to look at the data
and suggest places that might be good sites for excavation. In
other words, she’s crowdsourcing archaeological discoveries.
Serena: Wow, that’s a neat idea, Jess. Let me add that to our list.
So that’s ground-penetrating radar, LiDAR, drones, micro robots,
and now satellite archaeology. I’d say that’s a pretty good list. So,
should we vote on which of those technologies to research?
Phil: Actually, if I don’t leave now, I’ll be late. Could we all think
about it and then post our top choices on Facebook?
Jess: Yeah, let’s do that. Come on, Phil. I need to be somewhere
soon, too, so I’ll walk out with you.
Jess: Great. We’ll need to decide what technology to look into. Do
you want to set a date to figure that out or should we just do it on
Facebook?
Omar: Facebook would be OK, but as we’re all here and we’ve
already started discussing it, why don’t we just get on with it now?
Jess: Doing it now works for me.
Serena: And me.
Phil: I’ll have to leave soon, but I can stay for five minutes or so.
2.
Serena When Professor Levin mentioned the assignment, my
first thought was ground-penetrating radar. I spent the summer
helping out at an excavation in Peru, and we used GPR there. It
was incredible to see where an artifact or other remains might be
underground without actually doing any digging, and I think …
Omar: Sorry to interrupt, Serena, but Professor Levin said we
should discuss things that are changing archaeology in the
twenty-first century. But as I understand it, GPR dates from the
1980s, so I’m not sure it qualifies.
Serena: Oh, good point.
3.
Phil: Still, I think GPR is definitely an important technology, so let’s
add it to our list of options, OK? Perhaps another option would
be to research lidar. I recently came across an article about it, and
from what I read, it’s really changing how archaeologists work.
Jess: Lidar? Uh, could you refresh my memory?
Phil: It’s a way of using lasers to scan the surface of something,
and then …
Jess: Oh, is it also called laser scanning?
Phil: Yeah, that’s right.
4.
Omar: I didn’t know drones could be so useful. I think Serena’s
right: they’re definitely a good technology to add to our list.
Anyway, I was going to suggest robots as another technology we
could consider. I’ve heard about these tiny rescue robots that are
used if there’s a natural disaster like an earthquake. The robots can
go into the remains of a damaged building and search for people
who are alive. Because they’re so small, they can go anywhere
and there’s no danger they’ll cause further damage. I’ve read that
archaeologists could use these tiny robots to go into underground
tombs or sites and take photos.
Phil: Cool! I’m really into robots, so for what it’s worth I’d love to
research that topic. Anyway, I’m going to have to head off soon,
but does anyone have any other ideas before I go?
Track 3.19 E. Critical Thinking:
Drawing Conclusions
Max: Hey, Rika. What’s wrong?
Rika: Nothing. I’m just reading the paper.
Max: Well, you’re frowning as you read. Facial expressions always
show your emotions. For example, frowning signals sadness or
fear.
Rika: But doesn’t that change depending on a person’s culture?
I’m Indonesian and you’re Canadian. We probably just make
different facial expressions.
Page 177
1.
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you
want to work on the research assignment as a group?
Omar: Yeah, good idea.
Serena: Sure.
Phil: Me, too.
Unit 10: Emotions and Personality
Lesson A
Vocabulary
Track 3.20 A. Meaning from Context
Page 184
AUDIO SCR IP TS
133
Max: Actually, culture doesn’t matter. Back in the 19th century,
Charles Darwin found that all people typically make the same
facial expressions. He reasoned that these expressions must be a
universal human characteristic.
Rika: Really? Has anybody else looked into this, or was it just Darwin?
Max: Well, in the 1960s, a psychologist named Paul Ekman confirmed
Darwin’s theory. He conducted an experiment. He showed photos
of facial expressions to people of many different cultures. The results
showed that people across all cultures recognize—and make—the
same facial expressions for the same emotions.
Rika: So culture doesn’t matter then, right?
Max: Well, for some facial expressions. Neither Darwin nor Ekman
could confirm that all facial expressions are universal. And Ekman
also wondered whether there are things that universally trigger
certain emotions.
Rika: So you mean to say that what impacts our emotions is the
same for everyone?
Max: Well, yes and no. Certain things are universal. For example,
everyone gets scared whenever there’s a sudden, unexpected
movement in their field of vision.
Rika: That makes sense. A sudden movement might signal danger,
and there’s a tendency for humans to react to danger. We do it
instinctively.
Max: Right, but not everything triggers the same emotion in
different people. For example, one person might associate the
smell of the sea with something enjoyable, like a vacation.
Rika: But for someone who has gotten seasick or been stung by
a jellyfish, the ocean isn’t so pleasant. So the smell might cause
negative emotions.
Max: Exactly! Our reaction is influenced by our experience and,
often, our personality.
Listening: A Lecture about Fear
Track 3.21 B. Listening for Main Ideas
C. Listening for Details
Page 186
Page 187
Instructor: Good morning, everyone. Before I get started with
today’s lecture, I want to remind you that my teaching assistant
Tran has office hours this afternoon from two to four. If you
need help with your research assignment, I suggest you drop
by. Remember that your research proposal is due next Thursday.
OK. So, today we’re going to talk about the human fear response.
We’re going to address the question of whether we learn to be
afraid of certain things, or if we instead inherit something from our
ancestors that triggers our fear.
Let’s start by thinking about our distant ancestors—people
who lived tens of thousands of years ago. Back then, reacting
instinctively to something like a falling rock or a hungry bear was
an extremely important reaction to have. It meant that the person
was more likely to survive, more likely to live long enough to have
children, and more likely to pass on his or her genes to those
children. In other words, that fear response was important for
survival, and for survival of the species.
Now, fast forward to today. Obviously, we don’t have to deal with
falling rocks or hungry bears very often. So, what does the fear
response do for us?
Well, the fear response still keeps us out of trouble and helps us
to survive. Imagine that you’re driving a car, and the car in front
of you suddenly stops. There’s a series of events that takes place
in our brain that makes our bodies react—in this case, by putting
our foot on the brakes. And, it takes place before we even realize
what’s happening. It all happens much, much faster than our
conscious thought processes.
134
AUDIO SCR IP TS
But the question is, do we inherit our knowledge of what to fear
from our ancient ancestors? Is it an automatic reaction? Or is this
fear response learned?
It’s not quite as easy to answer as you may think. In the 1980s,
Mineka, Davidson, and others conducted some fascinating
experiments with young monkeys that were raised in a laboratory.
These monkeys had zero experience with being outdoors, right?
So, the researchers showed the monkeys some snakes.
They wanted to see if the lab monkeys were instinctively afraid
of the snakes, and they found that the young monkeys were not
afraid at all. It was not an inherited fear response.
However, the researchers next showed the young lab monkeys
a video of wild monkeys having fearful reactions to snakes. After
that, the lab monkeys became afraid of snakes too, as they learned
to associate the sight of a snake with a fearful reaction.
So, the young lab monkeys learned the fear from watching the
wild monkeys, in a sense.
But here’s the interesting part. When the researchers changed the
videos so that the wild monkeys appeared to be afraid of flowers,
the lab monkeys did not develop a fear of flowers.
So, what we see here is the inherited aspect of fear. What we
inherit is a tendency to fear certain things—the same things
our ancient ancestors feared. The lab monkeys had inherited a
tendency to fear snakes, so they quickly learned that fear from
others, but they didn’t inherit a tendency to fear flowers. The lab
monkeys didn’t learn from watching a video that they should be
afraid of flowers. Those were some pretty smart monkeys.
We all assume that fear is such an instinctive response that it
must be inherited, but in some cases, we actually learn a fear from
someone or from experience. So the human fear response is both
learned and inherited. More research is being done into exactly
which human fears are instinctive and which are learned.
This brings me to the next bit of research we will discuss.
Lesson B
Vocabulary
Track 3.22 B. Meaning from Context
Page 194
Introvert and Extrovert
Modern psychology offers many models to explain personality
types, but nearly all of them include two terms made popular by
Carl Jung in the early twentieth century: introvert and extrovert.
These two personality types have very different characteristics,
and while almost everyone has some aspects of both in their own
personality, one type is usually stronger.
In general, introverts prefer activities they can do alone, such
as reading or playing video games. For most people, being an
introvert simply means preferring less frequent social contact with
smaller numbers of people—going out with friends one-on-one,
instead of in a large group, for example. In more extreme cases,
introverts may feel awkward in social situations, and may even feel
so much anxiety that they avoid socializing altogether.
Extroverts differ from introverts in several ways. Extroverts thrive on
interaction with others and feel energized at big social gatherings.
They often have jobs in which they collaborate with others—
teachers and politicians tend to be extroverts, for example. While
people often find extroverts charming, some can be too talkative
and outgoing, to the point that others may feel uncomfortable
around them. Extroverts often become upset when they lack human
contact on the job or in their social lives. Sometimes feelings of
being alone can even lead to depression. In general, extroverts tend
to feel best about themselves in the company of others.
Listening: A Conversation about Food
and Emotions
Track 3.23
B.
Page 196
Mae: Hey, Sam. Mind if I join you?
Sam: Not at all. Have a seat.
Mae: So, what’s up with you?
Sam: Not much. Well, everything!
Mae: Are you OK? You seem upset.
Sam: Actually, I’m really stressed. I’ve got so much to do before my
big job interview that I don’t know if I’ll have time to prepare for it.
I need to learn more about the company, fix my résumé, and get
a new suit! I feel so awkward in a suit. It’s all really causing me a lot
of anxiety—and lack of sleep, too.
Mae: Well, if you don’t mind me saying so, one of the things
you might want to do first is toss out that milkshake and those
chips, too.
Sam: Hmm. Why’s that?
Mae: Well, they’re not good for you, for one.
Sam: I know that, but I have a tendency to want junk food when
I’m stressed. It makes me feel better. I thrive on junk food.
Mae: You might think you feel better, but unhealthy foods can
actually have a negative effect on your mood.
Sam: Oh, great.
Mae: It’s true that stress triggers the desire for sweets, like milkshakes and chocolate. . .
Sam: . . . or chocolate milkshakes. . .
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy
foods can affect you in the short term and the long term.
Sam: Well, honestly, I’m just looking at the short term right now.
Mae: Ok, then, you might be interested in knowing that research
has confirmed that your mood can be affected by what you ate
two days ago. So, if you eat healthy foods today, you’ll be in a
better mood in two days. And if you’re in a good mood, you’ll feel
more confident and less stressed.
Sam: Well, that makes some sense.
Mae: Yes. And, research shows that in the long term, diets that
contain a lot of sugar and processed foods can lead to depression.
Sam: Well, overall, I do eat pretty healthily. It’s just when I’m
stressed, I want chips, milkshakes, pizza—all that stuff!
Mae: Well, when’s the interview?
Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and
smoothies.
Mae: Good idea, Sam.
Sam: It’s fascinating. I always knew that how I feel affects what I
eat, but I never really thought about the fact that what I eat could
affect how I feel!
Mae: It’s really interesting stuff, right? And what’s even more
amazing is that your personality type can also affect what you
eat—and how you eat.
Sam: What do you mean by that?
Mae: Well, take an extrovert, for example. Many people think that
being sociable is a positive trait. But extroverted people are more
outgoing and like to be around others. They tend to go to more
social occasions. . .
Sam: Like parties and dinners.
Mae: Exactly. And you can see where I’m going with this.
Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right?
Mae: That’s right. That’s not true for every extroverted person,
of course, but studies have shown that it’s an aspect of being
extroverted.
Sam: And I heard that being a picky eater is a characteristic of
someone who’s afraid to take risks and who may even suffer from
anxiety.
Mae: Oh, yeah? I wonder why.
Sam: Well, if you’re easily stressed and don’t like unknown
situations, you probably don’t want to try new things. So, if
someone asks for sauce on the side or won’t try anything but a
plain hamburger at a restaurant, that really says a lot about their
personality overall.
Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
think I have an anxious personality!
Sam: Are you sure?
Mae: Yeah. I just think that they always put too much dressing on
salads at restaurants!
Sam: Well, I guess that makes you sensible, then!
Track 3.24 C. Listening for Main Ideas
Page 196
Mae: Hey, Sam. Mind if I join you?
Sam: Not at all. Have a seat.
Mae: So, what’s up with you?
Sam: Not much. Well, everything!
Mae: Are you OK? You seem upset.
Sam: Actually, I’m really stressed. I’ve got so much to do before my
big job interview that I don’t know if I’ll have time to prepare for it.
I need to learn more about the company, fix my résumé, and get
a new suit! I feel so awkward in a suit. It’s all really causing me a lot
of anxiety—and lack of sleep, too.
Mae: Well, if you don’t mind me saying so, one of the things
you might want to do first is toss out that milkshake and those
chips, too.
Sam: Hmm. Why’s that?
Mae: Well, they’re not good for you, for one.
Sam: I know that, but I have a tendency to want junk food when
I’m stressed. It makes me feel better. I thrive on junk food.
Mae: You might think you feel better, but unhealthy foods can
actually have a negative effect on your mood.
Sam: Oh, great.
Mae: It’s true that stress triggers the desire for sweets, like
milkshakes and chocolate. . . .
Sam: . . . or chocolate milkshakes. . .
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy
foods can affect you in the short term and the long term.
Sam: Well, honestly, I’m just looking at the short term right now.
Track 3.25 D. Listening for Details
Page 197
Sam: Well, honestly, I’m just looking at the short term right now.
Mae: Ok, then, you might be interested in knowing that research
has confirmed that your mood can be affected by what you ate
two days ago. So, if you eat healthy foods today, you’ll be in a
better mood in two days. And if you’re in a good mood, you’ll feel
more confident and less stressed.
Sam: Well, that makes some sense.
AUDIO SCR IP TS
135
Mae: Yes. And, research shows that in the long term, diets that
contain a lot of sugar and processed foods can lead to depression.
Sam: Well, overall, I do eat pretty healthily. It’s just when I’m
stressed, I want chips, milkshakes, pizza—all that stuff!
Mae: Well, when’s the interview?
Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and
smoothies.
Mae: Good idea, Sam.
Sam: It’s fascinating. I always knew that how I feel affects what I
eat, but I never really thought about the fact that what I eat could
affect how I feel!
Mae: It’s really interesting stuff, right? And what’s even more
amazing is that your personality type can also affect what you
eat—and how you eat.
Sam: What do you mean by that?
Mae: Well, take an extrovert, for example. Many people think that
being sociable is a positive trait. But extroverted people are more
outgoing and like to be around others. They tend to go to more
social occasions. . .
Sam: Like parties and dinners.
Mae: Exactly. And you can see where I’m going with this.
Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right?
Mae: That’s right. That’s not true for every extroverted person,
of course, but studies have shown that it’s an aspect of being
extroverted.
Sam: And I heard that being a picky eater is a characteristic of
someone who’s afraid to take risks and who may even suffer
from anxiety.
Mae: Oh, yeah? I wonder why.
Sam: Well, if you’re easily stressed and don’t like unknown situations,
you probably don’t want to try new things. So, if someone asks for
sauce on the side or won’t try anything but a plain hamburger at a
restaurant, that really says a lot about their personality overall.
Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
think I have an anxious personality!
Sam: Are you sure?
Mae: Yeah. I just think that they always put too much dressing on
salads at restaurants!
Sam: Well, I guess that makes you sensible, then!
Track 3.26 E. Critical Thinking:
Making Inferences
Page 197
1. I’m so excited about today. I can’t wait to celebrate with my
friends!
2. I just got home after a great workout at the gym. I’m going to
have something light and healthy for lunch.
3. What a horrible week! I had a huge fight with my roommate. I
have to write a term paper, and have no time to cook.
4. I’ve had a busy day, but now I’m ready to relax with my family.
We always have lively conversations at dinner time!
Speaking
Track 3.27
B. Critical Thinking: Applying Page 198
Psychologists define personality as the tendency a person has to
behave in a certain way, as shown by repeated patterns in that
person’s behavior. So, if a person repeatedly helps her neighbor day
after day, we can say that person is kind and caring. However, even
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AUDIO SCR IP TS
though specific personality traits are defined through behavior,
there are five central aspect of all personalities, known as “The Big 5”:
1. Openness: This aspect focuses on curiosity and openness
to new things and ideas. It also has to do with the ability to
identify one’s own emotions and values.
2. Dependability: This aspect is related to goals and working
to achieve them. A dependable person is organized, hardworking, and finishes things on time.
3. Extroversion: This focuses on how friendly and charming a
person is, including leadership ability.
4. Agreeableness: This aspect has to do with how a person is in
relationships. It is related to being concerned about others,
generous with your time, helpful, and honest.
5. Neuroticism: This includes negative characteristics such
as anxiety, awkwardness, anger, and self-consciousness.
Somebody with high levels of neuroticism has a tendency to
show signs of depression.
Track 3.28 F.
Page 199
Luis: What are you reading, Alma?
Alma: I was just reading an article about whether or not we can
change our personalities.
Luis: Change our personalities? Who would want to do that?
Alma: Apparently a lot of people. In fact, in one research study,
only 13 percent of the people who were interviewed said that
they were satisfied with how they are now.
Luis: Really? Well, I’d definitely be part of that 13 percent. I’m fine
with who I am. What about you?
Alma: I don’t know. I’d probably want to make some changes
to my personality. Like, sometimes I feel awkward in certain
situations. I wish I were more of an extrovert.
Luis: I understand. Sometimes I feel that way, too. Hmm. . . maybe
I’m not part of that 13 percent after all! So, what does the article
say? Can you change your personality?
Alma: According to the article, our personality traits are patterns
of thoughts, feelings, and behaviors that are typical of how we
respond to certain situations. So, if we change these patterns, we
can change our personality, but changing the patterns doesn’t
happen overnight. You need to make a plan for what you want to
change and how you want to change it.
Luis: So, if I want to be more charming, how would I plan for that?
Wear a suit everywhere?
Alma: Not exactly. You’d have to plan how to act in social
situations. Make sure you are friendly, try to smile more, ask
questions to show interest in the people you’re talking to—that
kind of thing. And after each social interaction, you have to reflect
to see if you made the changes. If you work at it, the changes will
come over time, but you have to be realistic about the changes
you want to make.
Luis: Interesting. You know, it’s funny. I was just visiting my
grandfather last week, and he was talking to me about how he
used to get angry so easily when he was younger. But now, he’s so
calm and pleasant, it’s hard to believe that he had a bad temper
when he was young. His personality definitely changed.
Alma: Yes, the article mentions that personality changes with
age. As you get older, you become more emotionally stable and
agreeable. You’ve had more experience with things, so you don’t
get upset about every little thing.
Luis: Yeah, that makes sense! Well, maybe I’ll just get more
charming with age, then! We’ll wait and see!
VIDEO scriptS
Unit 1: The Decoy Effect
Narrator: Pay attention! Here’s a decision for you.
Imagine you’re in a movie theater and you just bought your
ticket. Now you head over to the concession stand to buy some
popcorn. You can get a small popcorn for $3 or a large for 7. So,
which one would you choose?
We’ve all been there. You want a decent amount of popcorn. But
$7? Feels like a rip-off.
So if you chose small, you’re like most people.
We’ve set up cameras to see what will happen when we offer the
same choice to real moviegoers.
Saleswoman: Can I get you some popcorn?
Woman: Sure. Can I get the small one?
Saleswoman: A small? Sure, or a large for $7?
Woman: I’ll take the small.
Saleswoman: These are the sizes.
Man: You know what? I’ll have a small and some M&Ms.
Saleswoman: OK, sure.
Narrator: They have no idea we’re running an experiment. And
nearly everyone goes for the small.
Excuse me. Sorry to bother you but we’re doing a little experiment.
Do you think $7 is a lot of money for popcorn?
Woman: Yeah.
Man: Seven dollars was a little out of line for popcorn.
Narrator: But now, we’re going to see if we can influence your
decision-making.
Here’s another decision for you. You can get the small for $3, a
medium for 6.50, or you can get the large for $7.
So, have you made your choice? Does the large look a bit more
appealing now?
We’ve made the same change at the movie theatre. And stepped
back to see what happens.
Do you think more people will buy a large?
Man: I’ll take a medium-sized popcorn, please?
Woman: Sweetie, it’s only 50 cents more for a large. Why don’t we
get a large?
Man: OK, let’s get a large.
Woman: I think I’ll take a large.
Saleswoman: Sure.
Woman: Large? OK, we’ll have a large.
Man: Definitely large.
Saleswoman: OK.
Narrator: All we did was add a medium and the large has become
irresistible.
Woman: Just a medium popcorn, please.
Saleswoman: You can get the large for 50 cents more.
Woman: OK, that’ll work.
Narrator: Everyone is buying a large. So how did they explain it?
Man: The large looks like such a better value than the medium.
Woman: Such a bargain, I have for you.
Man: A bargain.
Narrator: But the deal is you still spent more money in the net
total of the night.
Woman: Fifty cents, dude!
Woman: I probably can’t eat more than the medium-sized
anyway. But for some reason, just because it cost that, you know,
less than 10%, I just felt I needed to. I do think that I got a good
deal with this. It was a great feeling, actually.
137
Unit 2: Turtles under Threat
Unit 3: What Ellis Island Means Today
Narrator: The warm waters off the Gulf of Mexico are home to
many different kinds of endangered sea turtles. One species, the
Kemp’s ridley sea turtle, is still very much in danger of extinction.
But the population is making a gradual rebound, thanks in part to
a group of marine researchers in Texas.
Shanna Lynne Baker: Welcome to the National Fishery Sea Turtle
Facility.
Narrator: Marine biologist Shanna Lynne Baker says, as the
smallest species of sea turtle in the world, the Kemp’s ridley needs
all the help it can get.
Shanna Lynne Baker: They are an integral part of the ecosystem;
they’ve been around for millions and millions of years—ever since
the dinosaurs—and really it’s the humans’ fault why their numbers
are going down and we have sort of a responsibility to make up
for that.
Narrator: The turtle population along the Gulf Coast is making its
comeback thanks in part to the invention of a new technology for
fishing nets called the T.E.D, or turtle excluder device.
Shanna Lynne Baker: This is the actual turtle excluder device
right here. How this works is this funnel shape over here is called
an accelerator funnel and what it does is it passes a large quantity
of water through a small area and that causes the water to move
really fast and starts a current through here, so everything is being
pushed through this area up against these bars.
Anything smaller than the spaces between these bars like shrimp
and small fish go through the bars and on toward the back of the
net where they are caught in the back. Anything larger than the
spaces between these bars is designed for turtles, but it also works
for sharks and large fish because the current is pushing on them
and the bars are kind of slanted. It pushes them down towards this
opening here at the bottom. This flap right here will be held shut
by the water pressure, but as soon as anything gets down inside
there, it opens it up, and the turtle can escape and go up to the
top to breathe and the flap will close behind them.
Narrator: In the past turtles were often caught in a variety of
fishing nets. And while the problem still exists today, U.S. shrimp
fishermen are now required by law to use the new device. Some
fishermen who use the device complain that having holes in their
nets can cause them to lose a significant percentage of their catch.
But biologists say the new nets can also work in the fishermen’s
favor.
Shanna Lynne Baker: They generally will catch more shrimp
through the season because this doesn’t just exclude the
occasional turtle; it excludes anything large in the back of their
nets so they can pull their nets for a lot longer before they fill up,
and they get a higher percentage of actual shrimp that they can
keep each time.
Narrator: Biologists at this facility are putting a lot of hope in the
success of the turtle excluder device, but they’ve also developed
other research efforts that have boosted the ridley population,
like captive breeding. With every healthy turtle, the species is one
small step farther from extinction.
David Luchsinger: I don’t know if that’s something to be proud
of, but I have the dubious distinction of being the last resident of
Liberty Island, yes.
Walking around the island at night and looking up at the Statue of
Liberty, it’s quite an experience, seeing all the different ways she
changes.
Some nights she’s actually a little bit of blue, as opposed to green.
I had two sets of grandparents. They came through Ellis Island.
I wonder what they would think if they found that their greatgrandson was going to be the steward of the Statue of Liberty in
Ellis Island.
Man: Welcome, to the Statue of Liberty.
David Luchsinger: Think about going to a different country, you
may not speak the language. And they show up. Everything that
means the world to them is in these one or two bags that they’re
carrying. And they’re told to drop those bags and go upstairs to be
processed and they never even know if they’re ever going to see
that picture of their parents or their children that they left behind.
They’re relying on their faith that everything’s going to be OK
because this is the country that they want to come to.
It’s been reported that we’ve never lost a bag on Ellis Island. I
guess the folks today could learn a thing or two about keeping
tabs on bags.
Woman: Everybody came from some place in America, except the
Native Americans. And it’s important to keep that alive I think.
Judith Leavell: I don’t know that our generation would be as
gutsy as they were to come. My grandmother was 20, and she
never went back to Italy.
Pablo Chacon: I don’t know why, but I got emotional when I
saw it for the first time I was crossing. And I think it was just part
of history it being there and it was just – it was an emotional
moment. I mean, even me being born here, I guess I put myself
in the emotion of all the people that came by boat, and the first
thing they saw was the statue in a sense welcoming them to a
new, a new world, to freedom.
Peter Wong: Right here at Ellis Island, this is where my family
became American.
My parents emigrated here from Hong Kong in China to be able
to tell their story by using the site as a focus. I just love it. I mean,
there’s just no way around it.
Raea Hillebrant: Our ancestors came over in 1914 from Lithuania.
When we walked up the steps, it gave you the chills down your
spine, kind of what they went through when they came on the
boat and came up here.
David Luchsinger: During our peak immigration period at Ellis
Island, we would average between 8,000 and 10,000 people a day.
In our biggest visitation, we processed over 12,000 people.
Today, our visitation during the summer is between 18,000 and
22,000 people a day. So we welcome quite a few more people. Of
course, we don’t process these people other than putting them
through security.
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VIDEO SCRIPTS
Unit 4: I Am Red
Narrator: I have run these canyons for 6 million years.
I have traveled from the Rocky Mountains to the deserts, through
scorching heat and freezing cold.
From the land of the dinosaurs to fields of food.
I lend my hand to seven states, two countries, nine national parks.
And 36 million people across an arid west.
I am not the strongest or the largest, but I am the hardest working.
People love me.
My playfulness.
My beauty.
My power.
My life.
But I don’t think I can offer any more.
I’m tired.
Tapped.
And tied.
Of the hundreds of major rivers in the world, I am one of the few
who no longer kisses the sea.
Battles to harness my soul have been won and lost.
Use me wisely, and I will sustain you.
Use me like you have, and I will break.
My name …
… is Red.
The Grand River Red, the American Nile.
The Canyon Maker. I am the Colorado River.
And I am the most endangered river in America.
Unit 5: Light for India’s Villages
Brian Shaad: My name is Brian Shaad. I’m one of the co-founders
of Mera Gao Power.
Sandeep Pandey: My name is Sandeep Pandey. I’m one of the
co-founders of Mera Gao Power.
Nikhil Jaisinghani: My name’s Nikhil Jaisinghani. I’m a co-founder
of Mera Gao Power, which won a $125,000 grant from National
Geographic’s Terra Watt Prize. So our project will help us extend
solar-powered microgrids to 140 villages of Laharpur District of
Uttar Pradesh, India. Uttar Pradesh is a state of 200 million people,
just to the east of New Delhi, more than 60% off-grid.
Brian Shaad: Over 20 million homes lack energy services. It’s
those 20 million homes that Mera Gao Power aims to provide
basic energy services to.
Nikhil Jaisinghani: Off-grid households usually rely on kerosene
for lighting at night. And the problem with kerosene is that not
only is it dim and very difficult to do anything with, it’s also very
dirty. It produces a lot of soot.
Sandeep Pandey: Negative impact of the kerosene is that there
was high fumes, which is not good for their health. So respiratory
diseases they were having. So, and their house was getting black,
and sometimes it happens in the villages that they all are having
the thatch houses so it could burn after that.
Brian Shaad: Mera Gao Power has a very simple goal: we replace
kerosene. So our systems are installed in rural villages where we
replace kerosene in households and provide them with clean
solar-powered light.
Nikhil Jaisinghani: Lighting is the fundamental energy service that
these communities require. By providing them nighttime lighting,
they’re able to engage in new businesses. There are shops that are
able to stay open later. There is women’s groups that are able to
make sarees and embroidery for sale in the market. People are even
able to prepare their agricultural goods for sale the next day.
Woman: (Foreign language) Light will bring change; work can be
done later at night. Children can study, play, and will feel good.
Brian Shaad: When you walk into one of our villages at night, the
first thing you notice is there’s kids studying. It’s better working
conditions for the women in the household.
Sandeep Pandey: Big impact has come under education.
Children are studying more. Another impact is their household
income has been increased because they were spending a lot of
money on the kerosene oil and phone charging.
Man: (Foreign language) Now that I have light, I can work at night
and children can study at night!
Brian Shaad: In order to provide services to 30 homes, our
technology is very simple. We rely on two batteries, two panels,
charge controller, and four distribution lines. That’s very simple.
Nikhil Jaisinghani: We don’t require any new land to be
allocated for our work. Our model, it takes advantage of existing
infrastructure which means it’s very low impact on the village and
on the agricultural land and the environment. Each one of our
microgrids costs us about $1000 to provide service to a typical
off-grid hamlet.
Brian Shaad: Mera Gao Power is currently the lowest cost
microgrid solution in the world.
Nikhil Jaisinghani: When Mera Gao Power completes the
project under the Terra Watt Prize, we will have connected 3,500
households in 140 villages. There will be 17,500 people impacted
in those 3,500 households, receiving quality, dependable, priority
energy services, lighting, and phone charging services each night
as a result of the work that we do under the Terra Watt Prize.
Unit 6: Designing the Future
Skylar Tibbits: Often people think of this as IKEA, where you build
your own furniture. What we’re talking about is that the furniture
should be able to build itself.
We’re trying to remove components and trying to remove
complexity to bring on elegance, all looking at how these
products can be smarter, responding to the environment or
responding to the user.
In natural systems, there is only one way to put things together.
There is no screwdrivers, robot arms, or assembly lines. So selfassembly is the only way.
One of the scenarios in aviation is single sheets of carbon fiber
that can morph based on the fluctuation and temperature, or
moisture, or pressure.
So if you take shoes for example, we each have a different pair of
shoes for everything we do. We have running shoes, or dancing
shoes, or tennis shoes. How can a one shoe morph to different
scenarios and perform better?
Most people tend to look at robotics as the future. We look at
materials as a future of robotics.
So we try to have this really tight collaboration between the
creativity of the human, the active nature of the materials, and the
precision of the robot. The goal of the lab is to show that every
industry could use these.
VIDEO SCRIPTS
139
Unit 7: Three Seconds
Unit 8: Wild Health
Prince Ea: Fun fact: planet Earth is 4.5 billion years old. Mankind?
About 140,000 years old. Let me put that in perspective. If you
condense the Earth’s lifespan into 24 hours, that’s one full day,
then we have been here on this planet for – drumroll, please-three seconds. Three seconds. And look what we’ve done. We have
modestly named ourselves “Homo sapiens,” meaning “wise man.”
But is man really so wise? Smart, yes. And it’s good to be smart but
not too smart for your own good. Yes, we have split the atom. Yes, we
build clever machines that navigate the universe in search of new
homes. But at the same time, those atoms we split created nuclear
warfare. And our quest to explore the galaxy rejects and neglects the
home that we have here now, so no, that cannot be wisdom.
Wisdom is different. While intelligence speaks, wisdom listens. And
we willingly covered our ears to Mother Nature’s screams and closed
our eyes to all of her “Help Wanted” signs. Wisdom knows that every
action has an equal and opposite reaction. So if we were wise we
would not be shocked when we see storms that are stronger than
ever before. Or more drought, hurricanes and wildfire than ever
before. Because there’s more pollution than ever before. More
carbon, more trees cut down than ever before at a record pace.
We have increased the extinction of animals by 1000 times the
normal rate. What a feat. In the next 10 to 100 years, every beloved
animal character in every children’s book is predicted to go extinct.
Lions, gone. Rhinos, gone. Tiger, gorilla, elephant, polar bear, gone.
In three seconds. Species that have been here longer than us will
be gone because of us in this three seconds.
In an existence shorter than a Vine video, we turn the circle of life
into our own personal conveyor belt. Somebody, anybody, help!
We were given so much. The only planet in this solar system with
life. I mean, we are one in a million. No, actually, scientifically, we
are one in a billion, trillion, trillion. That’s a one followed by 33
zeros. And I don’t want to get too spiritual, but how are we not a
miracle? We are perfectly positioned to the sun so we don’t burn,
but not too distant so we don’t turn to ice.
Goldilocks said it best: “We are just right.” This paradise where we
are given medicine from trees, not coincidentally. But because like
the song says, “We are family.” Literally, everything, every species is
connected genetically from the sunflower to the sunfish.
And this is what we must recognize before it’s too late because the
real crisis is not global warming, environmental destruction or animal
agriculture. It is us. These problems are symptoms of us, by-products of us.
Our inner reflection, loss of connection has created this
misdirection. We have forgotten that everything contributes to
the perfection of Mother Nature. Corporations keep us unaware
and disconnected, but they have underestimated our strength.
Contrary to popular belief, millions are waking up out of their
sleep. Seeing our home being taken right up under our feet.
We cannot allow our history to be written by the wicked, greedy,
and loony. It is our duty to protect Mother Nature from those
who refuse to see her beauty. Call me crazy, but I believe we
should have the right to eat food that’s safe, with ingredients we
can pronounce. Drink water that is clean. Marvel at trees. Breathe
air free of toxins. These are natural rights. Not things that can be
bargained for in Congress. See, they want you to feel powerless.
But it has been said that something as small as the flutter of a
butterfly’s wing can cause a typhoon halfway around the world.
Well, when enough people come together, we too will make
waves and wash the world into a new era filled with love and
connection. Freedom for all without oppression.
But it is up to you. Yes, you, watching this behind this screen to
make the effort. Because time is of the essence. And only together
can we make it to the fourth second.
Narrator: Have the sniffles? Feeling under the weather? Have an
ache or a pain? Then generally, our first stop is the drugstore.
But this luxury is only allowed to humans.
It may not surprise you to learn that the rest of the species that
inhabit the planet come up with some very interesting ways of
self-medication.
Deep in the English countryside, animal behaviorist Cindy Engel
studies a new form of biology called zoopharmacognosy, or
animal self-medication. Cindy’s dedicated the last few years of her
life into compiling all of her research into a new book.
Cindy Engel: I often have people asking me whether it’s just
instinct, and the answer is no. I mean, the ability to seek out a wellbalanced diet is incredibly complicated, and they are adjusting it
moment to moment.
Narrator: Engel suggests there may be examples where humans,
having studied animals self-medicating, have come across benefits
ourselves in drugs or chemical uses.
Cindy Engel: Early medicine was based on observing the
behavior of sick animals. It’s relatively recently that we’ve stopped
looking. Chimpanzees have already shown six or seven new
compounds previously unknown to science, many of which are
incredibly important for human medicine.
Narrator: Engel’s book has received enormous interest in scientific
communities across Europe and North America.
She’s concentrated on three main areas of animal self-medication.
First are curative measures, whereby animals have the ability to
cure contracted ailments.
Second are preventative measures, whereby animals take positive
action to protect themselves from illness or parasites.
And lastly are avoidance measures, where animals have the
knowledge or insight to avoid toxic plants, and select the right
food to keep themselves on a healthy diet.
Cows, for instance, have certain ways of improving their self-health.
Cindy Engel: Cattle have got a special type of stomach. They
have to ferment the tough fibrous material in the grass. And
fermentation requires a really very carefully balanced level of
acidity, and clay will, being alkaline, will help balance acidity for
the fermentation process.
Narrator: And this is not an unconsidered part of the cow’s
ecology and behavior. Some species will travel long distances just
to get to the right type of dirt.
Cindy Engel: Wildebeests, in Africa, are probably the best
example. They will migrate to the volcanic ash floor. It contains
these essential minerals for lactation.
Narrator: Observing wild animals self medicating is something
that’s very rarely seen, but during Engel’s research, she came
across some groundbreaking video footage.
Cindy Engel: This snow leopard was being treated for a bladder
infection. She lives in San Francisco Zoo, and she had to go on a course
of antibiotics, and antibiotics can cause nausea, and all the while she
was suffering from nausea, she was eating grass continuously. And of
course, when the antibiotics stopped, so did the grass eating.
Narrator: So, in an attempt to combat the effects of this manmade antibiotic, this wild animal has resorted to self-medication
by way of a good dose of grass.
Whether it is buffalo eating mud to combat parasites or primates
using plants to eliminate stomach infections, animal selfmedication, or zoopharmacognosy is an area of biology that’s sure
to attract much more attention in years to come.
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VIDEO SCRIPTS
Unit 9: How Trajan’s Column Was Built
Unit 10: A Tribute to Discomfort
Narrator: In the heart of Rome lies a mystery. Trajan’s Column is
one of the most impressive monuments to survive the fall of the
Roman Empire. And researchers are still trying to understand how
it was actually built.
If only we could go back in time, we could watch this amazing feat
of engineering come together.
The column was dedicated by the Roman Senate in 113 AD to
honor the Emperor Trajan, who had just conquered the Dacians, all
but wiping them from the face of Europe.
The architect was thought to be Apollodorus of Damascus, who
had already designed Trajan’s forum.
At 126 feet tall, the column would require 29 blocks of solid
marble, each weighing from 25 to 77 tons.
These were brought from a quarry north of Rome and floated up
the Tiber River to the work site.
Within each drum was carved windows and a staircase allowing
access to the top.
A current theory says the drums were rolled into the base of a
lifting tower, a sophisticated scaffolding and pulley system for
lifting the drums high into the air.
To grip the drums, slots were carved into the marble for Lewis
irons, which held the marble form the inside.
Then ropes were attached to each Lewis.
Providing the power for lifting the drums was a series of capstans
working in concert, each pushed by perhaps a dozen men as well
as horses.
These were connected to ropes that wound through pulley blocks,
up and down the lifting tower.
In this way, a marble drum could be raised high above the streets
below.
To see what’s happening inside the lifting tower, let’s take away
one of the outer walls of this model.
A drum is lifted and then lowered onto a trundling platform.
Ropes are disconnected and the drum is moved horizontally. Then
new ropes are attached. The platform is removed and the drum is
lowered and secured into place.
Once the drums are set, craftsmen smooth the surface and begin
work on the 656-foot-long frieze which tells the story of Emperor
Trajan’s war victory.
The frieze spirals up the column like a giant comic strip in 155
different scenes and was probably painted with bright colors. No
evidence remains as to what the colors actually were.
A bronze statue of Trajan was placed on top. But in 1588, a pope
installed a statue of Saint Peter instead. The statue of Trajan has
been lost to history.
Meanwhile, the pedestal is made out of eight marble blocks and
contains the tomb of Trajan.
Trajan’s Column has stood for more than 1900 years and was
deeply influential.
Over the centuries, as the city’s landmarks crumbled, the column
has continued to fascinate and inspire.
Cory Richards: My education came from observing what was
happening around me and observing that richness that comes
with struggle.
I was always looking for a way to translate what I was seeing
around me, and photography became my voice in this big, very
confusing world. And that was … that was the beginning.
I think adventure is anything that puts us outside our comfort
zone. In my world, that has always been going into the mountains.
In 2010, 2011, I went to Pakistan to climb in the Himalayan winter.
We did the first ascent of Gasherbrum II, an 8,000-meter peak in
the Karakorum Himalaya. And that trip changed my life forever.
On the descent, we were hit by an avalanche that nearly killed all
three of us. When I realized that I had not died, I turned the camera
on myself and took an image, and that image ended up being put
on the cover of National Geographic.
There was no way of knowing at the time that that image, that
was really just my way of dealing with stress, was going to push
my life in such a dramatic direction towards telling that larger
story of what it means to hurt, and what it means to triumph, and
what it means to be human.
I’ve never been comfortable in the place that I’m in. I can’t stop
and sit. It’s a constant engine that just keeps driving me towards
the things that are unknown to me. It doesn’t matter if I can’t
feel my fingers; it doesn’t matter how my face stings and literally
feels like it’s getting sandblasted. What matters is that somebody
else can feel that by looking at a picture. I’ve been to all seven
continents.
I’ve witnessed sunrise over the highest mountains in the world,
polar bears standing on the last piece of ice on the farthest north
piece of land in the Eurasian continent, and faces—I’ve seen faces
that are just years and years of history all wrapped into one single
expression.
The most important tool for connecting with anybody that you’re
photographing is being able to make somebody laugh.
Cory Richards: You’re not that much older.
Man: Yeah.
Cory Richards: No.
Man: Yeah.
Cory Richards: Just give them that moment—all of a sudden,
you have a friend for life. And the whole world opens up.
My job is to communicate a real, raw, visceral experience. And
despite the seriousness of all of this, and despite the fact that
we are facing massive problems as a human family, we’re still
experiencing each other and loving and having a ton of fun. I
mean life is fun.
This started as a way for me to communicate what I was
experiencing. And what it’s become is a way for me to
communicate what we are experiencing.
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